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HEATWAVES & THE SCHOOL ENVIRONMENT This summer’s heatwave has intensified the focus on how temperature, humidity and air quality is controlled in school buildings
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Heatwaves and the school environment The UK’s heatwave earlier this summer disrupted the end of term, with some schools finishing early, cancelling events or moving to online learning. The extreme heat brought into sharp focus both the issue of climate change, and the importance of having a healthy indoor environment for pupils and staff in schools. The Building Engineering Services Association (BESA) tackles the subject on page 49, looking at links between air quality, temperature and Covid-safety controls within school buildings.
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The government’s sustainability and climate change strategy for education says that not only will all new DfE-delivered school buildings be net zero in operation, they will be designed for a 2oC rise in average global temperatures and future-proofed for a 4oC rise. This is so they are resilient to the risks of climate change, including increased flooding and higher indoor temperatures.
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Richard Hipkiss, development director of the Modular and Portable Building Association (MPBA), takes on the subject of greener school buildings on page 40, and makes a case for volumetric manufactured buildings in shaping a net zero future.
Angela Pisanu, editor
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Issue 27.5 | EDUCATION BUSINESS MAGAZINE
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Contents Education Business 27.5 25
40 Modular Build
07 News Funding announced for programmes to address the disadvantage gap; Attendance mentoring pilot to commence this term; New law to keep uniform costs down comes into force from September
15 Facilities Management At a time when energy costs are spiralling, an efficiently run and maintained school estate management is now more important than ever. The DfE’s ‘Good estate management for schools’ (GEMS) guidance shares some best practice
19 Education Estates Preview
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
25 IT & Computing
Recognising and finding ways to meet the requirements of changing regulations and policy demands is crucial in reshaping our approach to sustainability. The ecological clock is ticking, and we must take urgent action to mitigate the impact of global warming. Here Richard Hipkiss, development director of the Modular and Portable Building Association (MPBA) makes a case for volumetric manufactured buildings in shaping a net zero future.
Gary Wilkie, CEO of Learning in Harmony Trust talks about their strategy of embedding tackling climate change into the growth and training of staff
49 Indoor Air Quality
The UK’s record-breaking heatwave in July has intensified the focus on how temperature, humidity, and air quality is controlled in buildings, according to the Building Engineering Services Association (BESA)
53 Expert Panel: Recruitment & Retention
Following Ofsted’s recent subject research review, STEM Learning’s primary specialist Rachel Jackson looks at the key findings and suggests how schools can address them
Our expert panelists discuss the difficulty schools are experiencing when recruiting teachers and other vacancies, as well as advice on how schools can attract and retain an excellent and diverse school workforce
29 IT & Computing
59 Fire Safety
Richard Martin – digital transformation lead at edtech charity LGfL-The National Grid for Learning, former CIO at Ark Multi Academy Trust and former head of IT at Girls’ Day School Trust – provides a blueprint for building an effective IT strategy, with an outline of the key components and considerations to ensure that teachers, management, support staff, and students have the hardware, software, skills and understanding essential for tomorrow’s schools.
33 Expert Panel: Cyber Security Education settings have a wealth of personal and financial data that is valuable to cyber criminals. But often, schools don’t have the time, know-how or resources to adequately protect themselves. We ask our expert panelists why schools need to become more savvy in this area, as well as what a robust cyber security policy or management plan should include
Will Lloyd and Neil Budd, both technical managers at the Fire Industry Association (FIA) discuss the importance of keeping schools safe from fire
News highlighting football inequality in schools has prompted calls for better access to the sport for females, following the Lionesses’ success in the Euros
67 School Trips
With the beginning of the school year approaching, the School Travel Forum writes about the value of school trips in the Autumn term
73 School Travel Management Research shows that 27 per cent of UK schools are in high pollution areas, with the school run contributing considerably. To combat this, schools should encourage an active, safe, and green commute to school, writes Chris Bennett from Sustrans
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37 Design & Build
Jim Mulholland, director at TODD Architects discusses what good inclusive design practice in education looks like and the importance of promoting inclusive learning across all settings; from divided communities like Northern Ireland to SEN schools where accessibility and integration is also key
Education Business magazine
The Education Business Awards has been recognising and celebrating school achievements since 2006, reporting on thousands of success stories. On 15 June, this year’s winning schools were revealed, at London’s Royal Garden Hotel, demonstrating commitment, innovation and hard work within the education sector
www.educationbusinessuk.net Issue 27.5 | EDUCATION BUSINESS MAGAZINE
bridge the attainment gap with the National Tutoring Programme (NTP). As an approved NTP partner, Randstad can programmes of catch-up tuition subsidised by 70%. As part of this, schools will receive: top quality tutoring with unlimited hours of tuition available on a 1:1 basis and in groups of up to 1:6, face-to-face and online secure online referral portal and session tracking a dedicated schools partnerships manager as your single point of contact
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Funding announced for programmes to address the disadvantage gap The Department for Education is to continue funding the Education Endowment Foundation (EEF) with a new grant of £137 million, enabling the charity to continue its role as a central part of the education landscape for at least the next decade. The EEF will continue to support the Government’s teacher training reforms, whilst expanding activity in the early years. This will include working as the evidence partner for the Early Years Stronger Practice Hubs, which are due to launch in November 2022, to share effective evidence-based practices with local settings to help boost young children’s development. The Government is also announcing a further £66 million for the next phase of the Accelerator Fund to increase access to highquality literacy and numeracy programmes in schools over the next three academic years. This forms part of the Government’s
commitment to ensuring that any child who falls behind in maths or English will get the support they need to get back on track. As part of this, the EEF will be given up to £41.5 million to continue to increase its evidence around effective programmes, scale-up existing programmes, and support schools with implementation. Up to £21 million of the funding will also support Maths and English Hubs to roll out high quality programmes to schools. Over the past decade, the EEF has carried out over 200 evaluations to understand which interventions and approaches are most effective in closing the attainment gap, engaging 23,000 nurseries, schools, and colleges in trials and reaching over 1.8 million children, including 500,000 pupils eligible for free school meals. This funding for the Accelerator Fund also follows a successful first
year of the initiative, in which the EEF supported 20 programmes across more than 1,500 settings, including those in regions that experienced significant learning loss during the pandemic. English Hubs and Maths Hubs programmes also helped to deliver programmes to over 5,000 schools, giving them access to phonics and numeracy programmes. These programmes have experienced strong demand and will continue to be rolled out to additional schools as part of ongoing funding announced today. Schools can contact their local hub for more information. Areas with high proportions of children from disadvantaged backgrounds will continue to be prioritised for the schemes to help level up attainment. CLICK TO READ MORE
Study shows simple measures can help combat air pollution in schools
Baroness Bull appointed as chair of the Cultural Education Plan advisory panel
Most UK primary schools experience levels of pollution which exceed the safe levels set out by the World Health Organization, yet simple measures can cut outdoor and indoor exposure of toxins by almost half, according to a new study from the University of Surrey. Working with a select number of London schools, researchers from Surrey’s Global Centre for Clean Air Research (GCARE) investigated whether putting up a green screen along the perimeter fence of a school, installing air purifiers in classrooms, and organising school street initiatives during pick-up and drop-off hours, improved air quality of classrooms and playgrounds. These initiatives were funded by Impact on Urban Health. The researchers found that air purifiers in classrooms reduced indoor pollution concentrations by up to 57%, and the School Streets initiative, which stops motor vehicles driving past schools at the start and end of school days, reduced particle concentrations by up to 36%. Green screens at the school boundary reduced some of the most dangerous
outdoor particle levels coming from roads by up to 44%, depending on wind conditions. Prashant Kumar, founding Director of the Global Centre for Clean Air Research (GCARE) at the University of Surrey, said: “Everybody, especially our children, deserves to live and work where the air is as clean and safe as possible. Unfortunately, the reality is far from ideal, with many of our schools unwittingly exposing children to harmful pollutants. The problem is particularly bad at schools near busy roads. “Our research offers hope to many who care about this issue, as the results show that taking reasonable action can make a positive difference. “My simple plea to decision-makers in the UK is this: simple actions speak louder than words. By giving every school resources to implement one of the measures detailed in our research, they could make a world of difference to tens of thousands of children in this country.” CLICK TO READ MORE
Baroness Deborah Bull CBE has been appointed as chair of the Expert Advisory Panel for the Cultural Education Plan which is expected by next year. The plan was announced in the Schools White Paper in March. The full panel will be announced later this year and will include school and cultural sector leaders, and other experts in cultural education. The plan aims to highlight the importance of high-quality cultural education in schools, outline and support career progression pathways, address skills gaps and tackle disparities in opportunity and outcomes. The Government will work closely with Arts Council England, the British Film Institute, Historic England and National Lottery Heritage Fund on the project. Baroness Bull has had extensive expertise in the arts, both as a performer in the Royal Ballet, within creative leadership at the Royal Opera House and in governance roles on the boards of the South Bank Centre and Arts Council England. Over the last decade she has also worked in higher education, developing partnerships between the university sector and arts and cultural organisations. She co-chairs the APPG on Creative Diversity. She has also served on the boards of the South Bank Centre and Arts Council England, was a governor of the BBC, a judge for the 2010 Booker Prize and a member of the governing body of the Arts and Humanities Research Council. CLICK TO READ MORE
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
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D A VF E
Attendance mentoring pilot to commence this term
ESFA publishes updates to Academies Handbook
The Department for Education is launching a three-year, one-to-one attendance mentoring pilot from this term, aimed at tackling the factors behind non-attendance such as bullying or mental health issues. It is being launched in Middlesbrough this year, before expanding to other areas of the country next year. The pilot will provide tailored support to over 1,600 persistently and severely absent pupils over the three-year period. This is part of a package of new measures to ensure that more children are in school every day, including targeted support for individuals who need it and improved data tools that will better identify and solve consistent issues. Schools, academy trusts, local authorities and the government will also have access to a new attendance data visualisation tool to help to spot and respond to issues. This data is supporting the launch of the new,
interactive national attendance dashboard alongside the publication of the first full fortnightly attendance data of the term. This is expected later in September and will provide ongoing transparency and vastly improved potential for insight and analysis of daily, weekly and termly trends. The majority of schools are now seamlessly sharing daily register data with the department, where it is aggregated and presented back in dashboards to schools, academy trusts and local authorities. This enables teachers to analyse attendance with greater ease, allowing issues with individual pupils, or groups such as children on free school meals, for example, to be spotted more quickly. The government is also introducing a range of tools and programmes to tackle low attendance, including new best practice guidance on improving attendance for schools, trusts and local authorities. The guidance makes clear that schools should provide individualised support to families that need it, for example through referrals to other organisations and services, including councils, and issue fines and other sanctions where absence is unauthorised. CLICK TO READ MORE
Unions call for funding increase to address energy price hike The National Association of Head Teachers (NAHT) and the National Education Union (NEU) are calling on the Government to close funding gaps and award grants to pay for the increase in energy bills. According to i News, both unions have ruled out school closures, but it is expected that energy cost increases will lead to cuts to teaching hours and the loss of more teaching assistants. NAHT president Dr Paul Gosling said: “There’s been rumours of schools being forced to go to a four-day week, but I don’t know a head teacher that wants to do that. Instead, they will keep the school open in the knowledge that they will be in deficit by the end of the financial year on 31 March. “I had budgeted for a £50,000 surplus in the current year, but with energy costs at least doubling and staff costs going up – and teachers deserve a pay rise – we are now heading for a £30,000 deficit.” Kevin Courtney, joint general secretary of the NEU, added: “The government’s appalling handling of education funding over many years is coming home to roost. The cost-of-living crisis, as with
austerity and Covid before it, reveals for all to see the serious challenges facing schools. A huge hike in energy bills will make a bad situation even worse. “It is in the interests of the whole school community that a major funding increase reflecting the huge real-terms losses over many years is announced by the next Conservative leader – one that will benefit all schools, all staff and all pupils.” CLICK TO READ MORE
The Education and Skills Funding Agency has published the latest version of the ‘Academies Handbook’, which comes into effect on 1 September 2022. Also known as the ‘Academies financial handbook’, the latest version of the document contains new information about financial reporting, confirming the withdrawal of the budget forecast return outturn (BFRO). Academy trusts must comply with this handbook as a condition of their funding agreement. The foreward, by Baroness Berridge, Parliamentary Under Secretary of State for the School System, notes: “First, the handbook emphasises that trusts should reserve places in their governance structure for parents, carers or other individuals with parental responsibilities – either on the main trust board or in local governing bodies. Involving parents in trust governance helps ensure that boards stay accessible and connected to the community they serve and supports robust decision making. “Secondly, the handbook highlights the benefit of commissioning an external review of your governance, as a stronger means of identifying potential improvements, rather than self-assessment alone. I encourage you to consider a review if your trust is undergoing significant change, but also to reflect on how it could support you more routinely. The handbook points you to resources that can help. “The final area to emphasise is cyber security. Many of you will be aware of the increasing number of cyber-attacks involving ransomware which are affecting the education sector and others. I know that these events can have devastating effects on organisations and individuals, and the Department continues to work with crime prevention agencies to help trusts protect themselves. The handbook highlights the National Crime Agency’s advice not to pay ransoms, and to approach us if your trust finds itself in the very difficult position of contemplating such a payment.” CLICK TO READ MORE
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
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New law to keep uniform costs down comes into force from September
Report recommends replacing GCSEs and a change to inspections
A new law which should see the cost of school uniforms fall comes into effect from September 2022. State schools will be made to remove unnecessary branded items from uniforms, allowing parents and guardian to shop around or hand clothes down more easily. Currently, some schools ask that parents or guardians buy their children’s uniforms from a specific supplier which can be expensive, particularly for families with more than one child at school. The uniform bill was first introduced into the House of Commons last year by MP Mike Amesbury, who said previously: “Families from across the country have told me how they’ve struggled to afford the cost of sending their children to school in the right uniform.” “Children whose families can’t afford expensive uniforms can face isolation and in some cases, even exclusion for not wearing the right clothes. “This common sense piece of legislation will now be able to help hard pressed families across England.” Statutory guidance says that schools should also ensure that second-hand uniforms are available for parents and guardians. The Children’s Society said it estimates the average cost of school uniform this year to be £315 per primary pupil and £337 per secondary pupil. The Government say that the law should help families to keep down costs, adding that “school uniform must never be a burden for parents or a barrier to pupils accessing education.”
CLICK TO READ MORE
A report by the Tony Blair Institute for Global Change (TBI) has recommended recommended replacing GCSE’s with a new qualification which would involve multiple forms of continuous assessment between the ages of 16 and 18. In its report Ending the Big Squeeze on Skills: How to Futureproof Education in England, the TBI calls for radical change, and suggests that a new qualification for 18-year-olds could “draw on and refine the principles that underpin the International Baccalaureate”, with a series of low-stakes assessments for pupils at the end of secondary schooling, at the age of 16, “to help inform pupil choice and hold schools to account”. A series of recommendations include changes to Ofsted’s strategy and approach to focus on safeguarding and quality of school management instead of pedagogy and the curriculum. Replace the grading system – where already 86 per cent of schools are now good or outstanding – with a detailed one-page summary of strengths and weaknesses, identifying what
they are so that parents can see a more effective analysis of school performance. James Scales, skills policy lead at the TBI, said: “Young people in England are receiving an analogue education in a digital age and leaving school ill-prepared for the workplace. “While pupils elsewhere are learning how to think critically, communicate and solve problems as a group, our system remains anchored firmly in the past. This is holding back our young people and the country as a whole.” Geoff Barton, general secretary of the Association of School and College Leaders (ASCL), said the report adds to growing calls for “fresh thinking” on qualifications, the curriculum and inspection “to remove the clutter of over-burdened timetables, reduce the ridiculously high-stakes nature of the current system, and, most importantly, make sure that it works better for all children and young people”. CLICK TO READ MORE
Teachers spending many hours on lesson planning during holidays A majority of teachers are continuing to work for several hours each week during the summer holidays, a new survey from Tes has shown. Sixty-one per cent of teachers who responded to the survey admitted spending seven hours or more per week working during the summer break, while more than one in eight said they worked more than 21 hours a week. While these figures won’t surprise teachers, they do show that the popular perception of teachers ‘on holiday’ through the summer is a myth. By far the most common activity keeping teachers busy during the holidays is lesson planning, with 40 per cent of survey respondents saying they spent most time doing this. But teachers do miss the day to day of the classroom: 37 per cent of respondents say the thing they missed most during the holidays is interacting with pupils. The survey also asked respondents for a piece of advice for teachers preparing for back to school. Many of the responses encouraged teachers to get proper rest and look after their own mental health ahead of the busy first few weeks of term. One teacher responded: “Clear the decks during the first week of the holiday so you can unwind sufficiently to enjoy your break. Remember ‘holiday’ is the wrong word to use. During the last week of the break start to prepare yourself for the return so you’re not overwhelmed.” While another said: “Batch-make similar
resources e.g. sets of tests, mind map templates, a particular structure for a worksheet, that you can use throughout the year. It is quicker and more effective to make the same style resources in one go and will also lead to more consistency.” Meanwhile another respondent said: “Get everything up together before term starts so that you can focus completely on the pupils once they return - settling them in, establishing a happy working atmosphere in your class and building the trust of their parents.” Over 1,000 teachers responded to the survey on tes.com, ahead of the back to school rush beginning. More than three quarters of a million UK teachers visited the Tes Resources platform every week during the back to school period last year, as educators spent their own time planning lessons. The resources platform contains over 900,000 teacher-made resources to help teachers succeed in the classroom.
CLICK TO READ MORE
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Almost three in four UK classrooms have ‘below standard’ air quality
DBS campaign on making education recruitment safer
Almost three in four (72%) classrooms suffer from air quality that is ‘below standard’, according to a new survey asking teachers across the UK about their school’s working conditions. Nearly three in five teachers (59%) deemed a classroom with poor air quality to be ‘not fit for purpose’ – for either teachers or pupils. Three-quarters (77%) of teachers noticed that substandard air quality caused concentration problems in students, while 53% said performance or grades suffered. The Air Quality in UK Classrooms Report – conducted by Airflow – asked teachers at 133 schools across the UK for their insights into working and learning conditions at UK schools. The report found that conditions impacted student health, with three in five (61%) teachers believing classroom air quality is aggravating asthma and other lung conditions in pupils. Ill-effects on health were 55% more likely in cities, where both industrial and road pollution are more prevalent. This comes in a summer where the UK saw record high temperatures, exacerbating pollution and its effects. Reports from
scientists at the EU Copernicus Atmosphere Monitoring Service have warned of spikes in unhealthy levels of pollution around Europe, which are likely to become more common each year. Increased pollution can irritate and inflame the lungs. Almost two-thirds (63%) of all teachers surveyed said poor air quality is affecting teachers’ physical and mental health. While 31% of those at schools with ‘below standard’ air quality reported that despite requesting improvements, no action has been taken. However, more than a quarter (27%) said their school is trying to improve air quality, but cannot due to a lack of funding or government support. Faced with sub-standard air quality, teachers identified the changes they want schools to make, which included replacing old heating appliances (72%), installing air filtration or purification systems (71%), banning cars on streets with schools during school run times (38%), and relocating playgrounds and classroom windows away from roads (32%). CLICK TO READ MORE
National Tutoring Programme needs to reform to fulfil its aims Youth charity Impetus has published a report with a package of reforms that it says must be implemented in order for the National Tutoring Programme (NTP) to reach the children who have fallen behind at school. According Impetus, who is a founding partner of the National Tutoring Programme (NTP), the quality of tuition providers varies, and the best provision is still not always available to schools, particularly those that need them most. Recently, the government closed the loophole that meant schools could use potentially sub-standard tuition. They can now only use accredited tuition partners who have met a rigorous set of quality standards. However, schools are still struggling to find quality tuition. More high quality accredited tuition partners are needed, and it is clear that schools also need more support than the NTP is currently providing to make the scheme work. The National Tutoring Programme was set up in Summer 2020 to make high-quality tuition available to help those whose education has been most affected by the Covid-19 pandemic. These are overwhelmingly young people from disadvantaged backgrounds, who were already only half as likely to pass GCSE English and Maths. Impetus believes that for the NTP to work as it was intended, the Department of Education now needs to explore higher subsidy rates for
higher quality tuition providers - to encourage the take up of the best quality tuition. It also needs to require the new NTP contractors to include a capacity building element in their programme - to grow the availability of quality tutoring. It also needs to make NTP management information available to drive improvements in the scheme, and allow it to develop to meet more schools’ needs. Ben Gadsby, head of policy and research at Impetus, and author of the report said: “Tutoring is one of the best-evidenced interventions for supporting young people to make accelerated progress but, two years on, quality tutoring still isn’t available to every school that needs it. “The National Tutoring Programme has the chance to transform the lives of young people from disadvantaged backgrounds. But without better data, and the ability to attract more, higher quality tutors, there is a real risk that this potential will never be met. “Our report outlines the steps that the new contractor, along with the Department for Education need to take to make the programme a success, so that all schools can secure the tutoring they want for their pupils.” CLICK TO READ MORE
The Disclosure and Barring Service (DBS) has launched the latest stage of the ‘Making Recruitment Safer’ campaign, this time aiming it at the early years and education sector. It highlights the range of free advice and training available to organisations of all sizes, such as DBS checks and eligibility, to the legal duty to make a barring referral, and how to make a referral. DBS has teamed up with partner organisations in early years and education who have previously benefitted from DBS support, to help promote the campaign to other employers in the sector. Partners include Early Years Wales, PACEY - the Professional Association for Childcare and Early Years, Estio Training, and EMP. The ‘Making Recruitment Safer’ campaign initially launched in June 2022 and has previously targeted charity and faith sectors. Eric Robinson, CEO of DBS, said: “DBS performs a vital role in helping to protect children, young people, and vulnerable adults by supporting employers to make safer recruitment decisions. We are pleased to launch our new campaign with the early years and education sector to highlight the free training and advice we can provide to organisations through our Regional Outreach service. “This service provides organisations with a single point of contact for all DBSrelated queries and questions, as well as the opportunity to access tailored, DBS training for their staff and volunteers. The team also collates feedback to ensure future improvements can be made to DBS services and processes.” CLICK TO READ MORE
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
Moving forward together.
Managing your school building and land At a time when energy costs are spiralling, an efficiently run and maintained school estate is now more important than ever. The DfE’s ‘Good estate management for schools’ guidance shares some best practice Some studies show that over a 30Maintaining the estate year period, the operational costs for a School buildings are an important and building can be five to 10 times as much valuable long-term asset. They may also be as the initial capital cost. It therefore open to the public as community facilities. pays to make sure a building runs as Facilities managers should therefore plan efficiently as possible, especially during for and maintain the buildings so they are times when energy costs are so high. safe, warm, weatherproof and provide a The Department for Education’s ‘Good suitable teaching and learning environment. estate management for schools’ Increasing pressure on resources (GEMS) guidance allows schools can lead to cuts in a school’s to assess their current maintenance budget. An A ccurate arrangements and identify evidence-based maintenance data ab where improvements plan can therefore help o the con ut can be made. a facilities manager It covers issues understand the impact of of build dition ranging from guidance any budget reductions. i n g si the star on health and safety Having clear stewardship ting po s for long int management to and maintenance er-term advice on how to regimes for all buildings m aintena minimise energy will ensure they remain and water usage. safe and that the value plannin nce g. It also includes a of the asset is protected. set of self-assessment Poor or irregular maintenance questions to help headteachers of school buildings, however, and governing boards to can result in adverse effects on the gauge where they are doing well and provision of education, closure of buildings which areas require more attention. and invalidation of insurance, to name some. There is also information on the Maintenance of land and buildings is often important policies and processes that categorised as either planned preventative schools should have in place, guidance maintenance (PPM) or reactive maintenance. on how to plan estate projects, and tips You should consider the balance between on making the most of property assets. PPM and reactive maintenance. It is
recognised good practice to allocate PPM and reactive maintenance budgets in the region of a 70:30 ratio (CIPFA). Information needed for maintenance planning The estate might include buildings of different ages and construction types. These will all have different requirements and challenges for undertaking maintenance and repairs. If a building is of historic interest or is listed in a conservation area there may be more stringent controls when carrying out maintenance work, which may require permission. Accurate data about the condition of buildings is the starting point for longer-term maintenance planning. A variety of information about the estate will be needed, such as fire safety measures, location of hydrants, location of utility meters and incoming services. A plan of the site with utilities information such as mains drainage, stopcocks, cabling and isolation points, will also be required. An inventory of important components and their life expectancy, such as boilers and pipework will be needed, as will upto-date statutory compliance records. A schedule of maintenance contracts such as annual portable appliance testing (PAT), gas safety, boiler maintenance E Issue 27.5 | EDUCATION BUSINESS MAGAZINE
Working with flexibility; the future of space management COVID-19 set off a series of fundamental changes in how we work and function as humans. No longer confined to the ‘workplace’, teams rose to the challenge of business continuity with vigour and strength by embracing a combination of working environments. The pandemic proved that many work activities could be done remotely, prompting people to reflect on their previous working habits and routines. This empowerment has brought an abrupt change in employee attitudes, as demonstrated in the Cloudbooking 2021, Workplace Census. 55% of UK workers want flexibility in where they work with a mix of office and home working. 71% of 18- to 24-year-olds agree they would be more likely to return to the office environment if they could pre-book safe, socially distanced workspaces As we shake off the COVID cobwebs, the time has come for organisations to take stock and process the unprecedented period of workplace change that has just occurred. And for many, the question will be, “What do we do next?”. Who will have the courage to continue on
this path and deliver true workplace transformation? One thing’s for sure, those who think that reverting to our old ways is an option should think again. More than half (51%) of UK workers who currently choose to mix remote and office working would consider leaving their organisation if this option was removed, according to new research by Microsoft and YouGov. As workers across education and other sectors were forced to change how they work at the height of the pandemic, the demand for more agile and flexible working is very likely to remain. By nurturing a workplace that supports this approach, public sector organisations can improve building efficiency, operations, and the employee experience. The question, however, is how organisations can facilitate a smooth and successful shift to this type of workplace? With teamwork, clear communications and the right supporting technology, the possibilities are endless. For more information on how you can support hybrid working, monitor spaces and implement a comprehensive booking system, visit our website here.
Flexible, integrated technology ideal for the fast-evolving challenges across the education sector. Digital solutions to help you manage classrooms, lecture halls, libraries, meeting rooms, desks, visitors, parking and more.
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and fire measures will be needed, as will building condition surveys and asbestos management surveys and plans. This information may already be held by the school, although for settings with religious character, information may be held by the trustees of the school or the relevant Church of England or Catholic diocese. Condition surveys Condition relates to the physical condition of buildings in the estate. This is determined by undertaking condition surveys. Condition surveys are normally nonintrusive surveys, carried out by suitably qualified professionals. They cover fiveyear planning periods for the purpose of strategic estate management. Condition surveys will help you to identify what work is needed to maintain the estate, consider how much works might cost, prioritise work within available funds, and understand if the nature of the buildings change. Academy trusts, dioceses or local authorities may carry out condition surveys on behalf of their schools and prepare a long-term maintenance programme. The condition survey should identify specific building condition issues, deficiencies and maintenance requirements for aspects such as the roof or windows and doors. It should also provide an estimated cost for repair or replacement. Condition surveys should identify critical elements that may require further investigation. This would include possible structural problems and health and safety risks. Any condition and maintenance issues that are identified should be prioritised using condition grading and prioritisation ratings, as per industry standard. Consider how frequently buildings should be surveyed. This will depend on the condition, age and the type of buildings. Identify critical elements that need to be inspected on a regular basis to minimise the impact on school accessibility and the risk of closure of the estate. If refurbishment work is needed in a building that contains asbestos, a refurbishment and demolition survey may need to be commissioned. Maintenance planning Planned and prioritised maintenance is an important part of strategic estate management. To support this you should have an overall maintenance plan for the estate and a plan for day-to-day planned maintenance. These will help you develop an estate strategy and asset management plan (AMP). As part of any planning, facilities managers should consider the cost-benefit of replacing items that incur significant and ongoing maintenance costs. A maintenance plan may cover a five-year period, but should schedule a list of works to be undertaken in each year. These should be based on the current condition of the buildings, identified from condition surveys.
Before undertaking any maintenance work, you should appoint a competent representative to manage and advise on contractor activities. Prioritise works in your maintenance plan, taking account of any legal duties or works which may impact health, safety or security. When planning longer-term works, it’s important to take account of the findings of regular maintenance cycles. This allows for effective planning and budget allocation, minimising the risk of failure. A clear plan for managing any works will help to minimise risk and disruption to the running of the school premises. Procuring and managing maintenance works Maintenance work will include relatively minor works as well as larger projects. You may have responsibilities under the Construction (Design and Management) Regulations 2015 (CDM). This will depend on the type, scale and complexity of the works. Planning for smaller jobs should be simple, short and proportionate to the risks. You may wish to enter an arrangement with a professional technical advisor or property consultant. They will be able to advise you independently on building fabric and building services issues. This may be advisable if you are considering maintenance projects such as a capital repair or replacement based on comprehensive condition surveys or need an independent assessment of repair or replacement works recommended by maintenance contractors. This may also be advisable if you have concerns about the safety of systems or need accurate project cost plans. If you do seek external advice, you should be aware of the possible application of procurement rules. This will depend on the value of the consultancy services. You may want to consider the use of frameworks to procure professional services. Before undertaking any maintenance work, you should appoint a competent representative to manage and advise on contractor activities. The representative should have sufficient health and safety
knowledge for the planned work and be available throughout the duration of the contractor’s activities. Appoint a competent contractor who is experienced in the type of work you are planning and has liability insurance that reflects the risk involved. You should ask your contractor to explain how they will manage the risks they will create. Your contractor should be able to explain the steps they will take, the risks at each step and the measures to control the risks and produce documents that are specific to your site and work activity. You have a duty under CDM to provide contractors with relevant information about your estate, for example the asbestos register. This will enable work to be undertaken safely without risks to the contractor’s health or others. You should agree with the contractor how the site should be set up. Any changes should be communicated, considered and agreed before being implemented. Where a proposed change may increase risk, you should challenge this and get assurances that the risks are to be actively managed. You may need to issue a work permit to authorise works to take place. This could relate to works with specific risks such as hot works. Once the works commence, the person appointed to administer the contract should make sure that it is well managed. They should make sure that the terms of the contract are met, or any variations are formally agreed. This will help reduce or prevent the risk of errors, including overcharging. It will also ensure the work is delivered and achieves value for money and reduces the risk of contractual disputes. L FURTHER INFORMATION DfE’s ‘Good estate management for schools’ (GEMS) guidance can be found here: https://www.gov.uk/guidance/goodestate-management-for-schools
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
Having been immersed in the education sector full time for over 14 years, I am extremely impressed by Tim’s knowledge and understanding of the role and needs of a School Business Manager and how to support education clients. Phil Herriott, Senior Education Specialist, Lloyds Bank
It been a fantastic experience working with Tim as he brings passion, knowledge and insight to every project, not only does he care about the best outcome but he has the skill set to help us achieve it. Kevin Yardley Director of Income Generation
The attention to detail that was given to our successful CIF bid was phenomenal and it’s all done in a polite and professional manner. Tim enthuses positive relationships between his clients and potential contractors. Nirmala Kumari Trust Business Manager
No School Left Behind Contact Tim… warnefordconsulting.com firstname.lastname@example.org linkedin.com/in/timwarneford
@TimW1901 07970 466 010
Celebrating ten years of Education Estates® Returning this year at Manchester Central on 18-19 October for its 10th anniversary, Education Estates® is the annual gathering of education professionals who are focused on planning, designing, funding, constructing and managing learning spaces The Education Estates® exhibition is a truly throughout the event, which will provide unique event showcasing the best the practical yet innovative solutions to designing sector has to offer by bringing together and delivering low-to-zero carbon, inclusive manufacturers, distributors and service and inspiring learning environments. providers to engage with senior education This content is showcased superbly over professionals who are focused on planning, five different content stages, with over 120 designing, funding, constructing and speakers and more than 60 presentations managing the UK’s learning spaces. across 30 diverse sessions covering a range By bringing together experts and delegates of themes that are relevant to the past, under one roof, Education Estates® has present and future of estates in the education created the perfect platform to enable sector. Covering areas from zero carbon and meaningful networking opportunities for inclusive learning to international design people within the education sector. There are and digital modelling, this year’s content opportunities to learn and liaise with some of is informative, inspiring and a reflection the UK’s leading architecture and construction of all that is going on in the sector. professionals, consultants, manufacturers This year Education Estates is also and the wider supply chain, creating an introducing an event app allowing insightful environment where individuals can attendees to personalise their programmes engage with the best the sector has to offer. with ease, to maximise their time. A key aspect of creating an environment that enables exhibitors to gain Sustainability knowledge and improve their Education Estates® as an event is network, is providing environmentally conscious and engaging and insightful hopes to reflect the industry Event content relevant it represents by becoming organis to the education a net zero event organiser. ers estates sector It will be a long journey have
to plan pledged every a t a tree for t this yeatendee at r’s even t
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.
What is on at Education Estates® 2022? Beyond all the fantastic content already mentioned, there is plenty more to get excited about at this year’s Education Estates®! 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 provided from 17:00 to 18:00 on Day 1 of the event. New for 2022 EduBreakfast Open to all registered delegates, speakers and chairs to attend before the events 10th edition officially opens at 09:00. E
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
With over 70 years experience, Todd Research are your one stop shop for innovative equipment for the detection of harmful objects such as: Mobile Phones Knives
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EduCafe Take the chance for a quick break and chat with your peers with a barista made coffee. Delegates and Speakers will be provided a complimentary coffee before 10:00 each morning. EduBar Before 12:00 each day stop by the bar for a smoothie, fruit juice or some water. From 12:00 the bar will be open for alcoholic and nonalcoholic drinks until the close of the event each day (normal UK licensing rules apply).
Covering areas from zero carbon and inclusive learning to international design and digital modelling, this year’s content is informative and inspiring for the sector.
EduLounge The EduLounge allows 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. EduHour EduHour will take place at the EduBar on day two. Chat and network with your peers and enjoy a drink. Complimentary alcoholic and non-alcoholic drinks will be provided to all attendees from 13:15 to 14:15 on day two. EduNetworker EduNetworker is 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 one of the above networking opportunities. The £1,000 prize for the winning school, MAT, college,
university or local authority will help their organisation’s journey to Net-Zero! L Education Estates® is free to register for public sector organisations, and early bird rates may still apply for private delegates. FURTHER INFORMATION www.educationestates.com
Innovative equipment for the detection of harmful objects
A full suite of estate and energy services for academies
Founded in 1950, Todd Research has a proud history of designing, manufacturing, and supplying X-ray scanners, metal detectors and blast suppression equipment across a diverse range of public and private market channels. The products we manufacture, and supply are to prevent potentially dangerous devices such as weapons, mobile phones, explosives, chemical and biological agents entering organisations. This preventative action minimises the physical threats to individuals and infrastructure and therefore reduces costly evacuations, negative publicity and the impact on employee and customer confidence. Todd Research has a portfolio
Warneford Consulting provides a full, tailored suite of bid, estate and energy services to academy school clients. By working collaboratively and in partnership with their strategic supply chain partners and academy clients, bespoke and dynamic solutions are achieved. Tim has always valued quality over quantity and as such he caps the number of annual Condition Improvement Fund (CIF) applications. This is reflected in his success rate. Warneford Consulting, in partnership with Multi Academy Trusts (MATs), has developed a dynamic capital estates programme that will help trusts’ meet the ESFA’s Good Estate Management for Schools (GEMS) best practice. Collecting, collating and analysing data from
of partners in over 150 countries, including Education establishments, Embassies, Financial Institutions and Government departments. We employ professionals who will work alongside your team to evaluate and understand the current risks, ensuring a tailormade solution to fulfil your requirements. Come and see us at stand 502, where we will be demonstrating our TR360 search pole, walkthrough and handheld metal detectors. L
FURTHER INFORMATION www.toddresearch.co.uk email@example.com 44 01480 832202
supporting surveys such as condition, compliance and sufficiency, the Immortlais system can produce costed capital priority expenditure forecasts that align to a trust’s School Condition Allocation (SCA) and reserves and to support future best practice procurement. The system is scalable and can be used as part of any trusts’s estate due diligence practices and used for future negotiations with Regional School Commissioners, local authorities and the DfE.L FURTHER INFORMATION www.warnefordconsulting.com firstname.lastname@example.org
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
How to achieve GEMS more effectively using the Immortalis System Tim Warneford is delighted to be chairing on the Estate Management stage for the discussion on the application of Good Estate Management for Schools (GEMS) at Education Estates conference, Manchester Central from October 18th-19th. Warneford Consulting are also exhibiting and will be on Stand 715, where delegates are invited to drop in and discuss how their trusts can achieve GEMS and the role the Immortalis Dynamic Software System can play. We have developed the Immortalis system to use compliance, condition, valuations, and other data to provide an individual school a view of the journey towards achieving ESFA best practice. We align School Condition Allocation (SCA) and Devolved Formula Capital (DFC) and reserves with prioritised capital programmes that assist the trust to deliver its development plan and support their vision and values. The system is scalable and is also used as an estates due diligence tool for Multi Academy Trusts looking to expand or merge. “The beauty of the system is that it allows us to collect, collate and analyse data and then to present it in different ways, depending on the audience. This can be a high-level report for trustees or a more detailed one for School Resource Management Advisors and even as part of negotiations with Regional School Commissioners”, said Tim. “We also use Immortalis in support of Condition Improvement Fund (CIF) bids for our CIF eligible academy school clients,” he continued. Tim said, “given the high volume of applications; over 4,000 each year and only 1,400 awards, it’s clear that the ESFA simply do not have the financial wherewithal to fund every worthy bid. It is therefore essential that the bid stands out from the crowded field. Further, given the depth of information we use in support of our bids, I cannot afford to invest my finite resources in submissions that I do not believe are robust enough to secure the vital funding. One of the key strengths of the Immortalis system is that it affords me the opportunity to expand my service provision and still retain the quality of the applications and continue to convert at such a high rate.” With 10,000 schools now academised and the 2022 White Paper once again setting a timed route map for further conversions and expansions, for the short-and medium-term it’s likely to see a fair amount of activity within the market. Trusts of all shapes and stripes will require expert and bespoke estate due diligence to assist them identify
The Immortalis system uses compliance, condition and valuations to provide an individual school a view towards achieving ESFA best practice. both assets and liabilities. Whilst we cannot remove such liabilities, we can identify and quantify them and explore funding and procurement options to mitigate their impact. Immortalis was developed within the commercial sector, and we are now applying this to the niche academy space. The aim is to assist our academy clients and understand the vital role their school (s) estates perform in delivering their plans. This is equally applicable to those looking to consolidate as it is for those looking to expand in both numbers of schools and their built environment to meet pupil placement needs or to provide more contemporary energy efficient buildings. One of the wonderful things about the Education Estate Conference, is the diversity of the content of the presentations and how they showcase best practice. Given the ambitious Net Zero targets we face, it is always fascinating to attend the various presentations. One exhibitor, Grid 20, are planning to construct - on site - a classroom from scratch. It will be clad in solar pv and be energy efficient for its predicted 60+ years lifetime. Energy produced that exceeds the requirements of the classroom will then be transferred
to the school itself to assist its energy costs and emission reduction targets. We need to achieve best value in all of our procurement decisions and life cycle and sustainability considerations are likely to be weighted accordingly. We need to improve and extend how we measure value for money. Using the Immortalis system we can quantify and evidence all such decisions. We look forward to meeting you and, if invited, to show you the range of services we can offer in your trust’s journey toward delivering a fit for purpose teaching and learning environment for your children. L FURTHER INFORMATION www.warnefordconsulting.com email@example.com
BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net
The smartest exam desk on the market?
Exam desks have been in need of an update for a while. Now that the en core table is available, we have compared the two products in detail. Sustainability Folding exam desks are made up of different components which makes it time consuming to separate out the parts to be recycled. The MDF top uses glues to bind the fibres together which makes recycling more complex (the glues have to be extracted in the recycling process). This means a folding exam desk is not 100 per cent recyclable.
One of the most notable differences is the en core table is 100 per cent recyclable. It is a one piece product made from reinforced polypropylene which means it is 100 per cent recyclable at the end of its product life and most importantly, PP is very easy to recycle.
router groove in the table top a few millimetres deep. Pens can still get knocked off when moving paper around. The en core has pen grooves on top of the legs so that pens sit below the level of the worktop. This means they are less likely to get knocked off the table.
Where is it manufactured? Almost all folding exam desks are manufactured overseas and imported to the UK. en core tables are manufactured in the UK. As well as supporting UK manufacturing when buying an en core table, manufacturing in Britain helps us to reduce the carbon footprint of the product.
Price The upfront cost of a folding exam desk is less, however, when you take into account the life expectancy of the product - the en core table actually works out better value long term. The ability to use the en core table all year round in different environments along with its ease to recycle makes it is a great investment for schools. Click here to find out more about the en core table!L
Warranty Our folding exam desks come with a 12 month warranty. A folding mechanism increases the risk of damage during use. The en core table comes with a 10 year warranty. This is achievable as it is a one piece design with no moving parts so the chances of damage during setting up are dramatically reduced.
FURTHER INFORMATION For more information, visit www.spaceforme.co.uk
Pen Grooves On folding exam desks there is a
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email: firstname.lastname@example.org call: 0333 123 2424 for a sample! www.spaceforme.co.uk
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
Empower Pupils and Propel Education Forward Charging & storage for Chromebooks, laptops and tablets
• No Maintenance Cable Management • Small Footprint in Classroom • 100% Pupil Managed • Individually Assigned Shelves, Numbered and Coloured • Saves IT Staff & Teachers Time • Prevents Unplugged Devices • Open Door Design • Device Inventory is a Breeze • Easy to Use for All • Available in 8, 12, 16, & 20 Shelf Options • 2 Towers in Classrooms Prevent Traffic Jams & Dropped Devices • For all devices up to 14.8” • High Quality Lightweight Aluminium • Separate Secure Locks on Front & Back
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IT & Computing
What makes a high-quality computing curriculum? Following Ofsted’s recent subject research review into computing, STEM Learning’s primary specialist Rachel Jackson looks at the key findings and suggests how schools can address them One of the key points raised is that primary teachers aren’t computing experts. This is hardly surprising given the number of subjects covered in primary schools. Research carried out in 2017 suggests that only a very small minority have a computer science qualification as their highest qualification. This means that teachers may feel less confident in designing a curriculum and in knowing how to move children’s learning in computing. The Ofsted review states: ‘it is important that school leaders provide sufficient subject-specific professional development to enable teachers to design and teach a high-quality computing curriculum.’ Teacher Support Our NCCE courses, aimed at either Key Stage 1 or Key Stage 2, help teachers improve their subject knowledge and explore ways to teach computing effectively. They can be done either
Not enough equipment Following concerns about subject knowledge, the review refers to previous research which showed that teachers were concerned that the curriculum was too advanced for the available physical resources and budget. This is something that is often heard when teachers are asked what prevents them from teaching effective computing lessons. If your school is struggling to teach computing because of a lack of equipment, then our Computing on a budget course provides lots of ideas for how to ensure children are provided with effective lessons. You can also access a physical computing loan scheme from your local If you’r Computing Hub. This e a comp involves being able to u t ing subject borrow a class set of a leade lead, then Crumble Controller rship co or micro:bits to use urse will ups in your school. Join k i l underst l your us on a short course an where you can learn compu ding of the basics of either ting crumble or micro:bit. E
remotely or face-to-face locally at one of our Computing Hubs. If you’re looking to improve your knowledge in programming, then our Primary programming and algorithms course will improve your subject knowledge and provide you with effective strategies for teaching this aspect of computing at primary. If you’re a computing subject lead, then a leadership course will upskill your understanding of computing and empower you to support colleagues back in school. Have a look at the leadership courses available in our learning pathway.
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
“Basic-Français” is THE revolutionary app which supports learners in their process and helps them understand, in their mother tongue, the basics of French
It is a formidable tool that will perfectly complement your French classes! Are you interested in obtaining a free copy of Basic-Français ? Send an email to email@example.com More information on : www.ludo-vic.com
IT & Computing
Digital Literacy The review states that ‘teachers should not make assumptions about pupils’ prior knowledge within digital literacy.’ Teachers may assume that children who interact regularly with technology are automatically good at computing. This is not always the case, as many may have experience with tablets or phones but are not experienced using laptops or PCs to create content. This report explores the role of digital literacy within the curriculum. If you would like to explore how this may look in the classroom, then join us on one of our courses aimed at supporting teachers in KS1 and KS2. The sessions look at digital literacy, unpick what it is and how to ensure children progress in their understanding of how to engage with technology. Online safety, which is part of digital literacy, involves a whole school approach involving designated individuals. This short course supports schools in ensuring that they keep children safe whilst teaching computing and using technology. Understanding Code The review makes another key point: “Teachers might be tempted to expect pupils to write code at the very early stages of their programming education before they know what that code will do.”
We would never ask children to write a story without understanding how a story opens, introducing characters and setting, or without the knowledge of how to use basic punctuation and grammar. So why would we use a blank page when coding? Helping children understand code and what it does is very much part of the Teach Computing Curriculum resources. Ideas include predicting what a programme will do before it is run, adding different blocks to see how this changes what it does, or even looking at a mixed-up section of code and sequencing it so that it will run. These help children to understand what code is, before having to write code themselves. We would never ask children to write a story without understanding how a story opens, introducing characters and setting, or without the knowledge of how to use basic punctuation and grammar. So why would we use a blank page when coding? Ideas such as these support children to further understand what a code is so they are not faced with
the daunting task of having to write code before they understand what it does. Subject-specific CPD Another thread in this report is the importance of supporting teachers to teach computing effectively in schools. Teach Computing provides a high-quality computing curriculum designed by primary computing specialists, CPD on how to use this curriculum in your school and support for teachers whatever their computing level of computing confidence and expertise. Take a look at our primary pathways to find a course suitable for your needs. L FURTHER INFORMATION www.teachcomputing.org
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
Improve learning with serious games
Make online learning more enjoyable and effective. Games with serious objectives. Digital board games replicate the intensity of face-to-face during Zoom, Skype & Teams group meetings. Participants can play remotely, face-to-face or a combination of both. Just share your screen with the group, wherever they are.
Food Hygiene Game
Consolidate knowledge from Elementary Food Hygiene and Level 2 Food Hygiene training
The Appearance Game
Helps children to explore appearance related issues.
An introduction to child and adult safeguarding.
100+ games available
IT & Computing
An IT strategy for schools Richard Martin, digital transformation lead at edtech charity LGfL – The National Grid for Learning, provides a blueprint for building an effective IT strategy, with an outline of the key components and considerations to ensure that teachers, management, support staff, and students have the hardware, software, skills and understanding essential for tomorrow’s schools The pandemic created many challenges for schools, including the rapid rollout and uptake of digital teaching and learning. In fact, it brought forward the advancement of digital adoption by at least 5 years. The benefits of mandatory digital platforms are clear to see, it’s vital to continue that trajectory and think strategically about your IT strategy going forward. Every aspect of IT in school life should be examined and all stakeholders encouraged to engage in the process of assessing where their school is presently and how it can be improved and developed. Key components There are three key components that every school needs: ICT for teaching and learning - educational software, display and presentation equipment and devices for teachers and pupils; ICT for administration back office software for HR, finance, payroll and facilities management; and ICT for
development - management information systems, data analysis tools, reporting tools, fundraising and marketing software.
secure, reliable equipment that automates repetitious tasks, increases productivity, and improves communication with parents.
Tools for teachers Outcomes for stakeholders Teachers need to be able to plan with Carefully consider the outcomes ease, using reliable online access you want to achieve with the to resources, anytime anywhere, technology for all your using standard laptops; teach stakeholders. Teachers need using reliable consistent reliable consistent IT to T eachers classroom set ups and enable great teaching, need re standardised display save time and increase l i a consiste ble methods; mark and flexibility – providing annotate electronically; opportunity for to enab nt IT le great enter data using a efficiently prepping teachin standardised MIS for tasks outside of the g Secondary and Primary classroom or school. schools; analyse data Pupils need a safe and using a standard suite of secure digital environment, consistent, accurate reports; and that caters for learning styles, provide better pastoral care with improves engagement and plays an simplified electronic processes for logging, active role in preparing them for the digital recording and reviewing incidents. E world of work. Administrative staff need Issue 27.5 | EDUCATION BUSINESS MAGAZINE
The future of IT is refurbished Your budgets are being squeezed, you are being asked to give serious consideration to your environmental footprint and yet you need to make sure all of your staff and pupils have access to high quality, fit for purpose IT equipment. How do you tick all of these boxes? Evaris, a supplier of IT equipment to educational establishments, believe they have the answer. They argue that it is time to give serious consideration to refurbished equipment and here’s why… The quality is a lot better than you think Buying refurbished is not the same thing as buying second hand. If you use a reputable refurbished supplier like Evaris, you will find that the computer has been tested to an extremely high standard with a comprehensive series of checks covering chassis, ports, screen and keyboard. If it is a desktop, it will have been re-painted. If it is a laptop it will have had a new vinyl cover applied. Both techniques give the device an ‘as new’ and feel. On the inside, the computer will have been cleaned to a very high-standard and all components will have been fully tested.
All Evaris refurbished products are subjected to these meticulous checks and are covered by a one year warranty to ensure that you are left with a high quality computing device that will stand the test of time. Price In most cases an educational establishment will find that buying refurbished means savings of 50% or more compared to buying an equivalent new model. The environmental impact Buying refurbished is not just about saving money. With thousands of tonnes of electronic waste being produced every year, much of it ending up in landfill, it’s time to rethink our IT consumption. Buying refurbished IT equipment gives used equipment a second lease of life, protects precious resources, helps reduce waste and minimises your environmental impact. To conclude, if you want to save money, improve your environmental footprint and get a high-quality computing device it is time for you to consider switching to refurbished.
Efficient systems for managers and support staff The platform will enable your managers and support staff to choose to use a lightweight smaller laptop to work remotely, or a device with a larger screen at other times; use a single sign on to access key software and simplified electronic procurement processes; and engage with easy-to-access centralised information, collaborate and share best practice throughout the network. School IT review An important initial stage of the review is establishing your school’s level of ‘IT maturity’. Where is your school or trust now and where does it need to be? The below rubric is courtesy of Leigh Academy Trust. 0 is the ‘Initial’ level. It means IT is unreliable and a hinderance to productivity, teaching and learning. There are risks to the network and data security. 1 is the ‘Repeatable’ level. It means IT is used for traditional teaching from the front of the classroom with limited direct engagement from pupils other than in IT suites. 2 is the ‘Defined’ level. It means teachers routinely use technology to set and receive work. Pupils have safe, secure, reliable regular access to devices all around the school. 3 is the ‘Managed’ level, meaning technology is used collaboratively in the classroom and at home to share and mark work. Project based learning is possible, and security threats are monitored and managed. 4 meanwhile is the ‘Optimised’ level. It means blended learning and the flipped classroom are the norm. Students can use any device anywhere to access learning resources. Empower your team Empower your team by agreeing the following key principles - that all IT investment will contribute to great teaching and learning, make the school more efficient, and improve
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Stakeholder engagement is a powerful tool, so start by creating an ‘inclusive’ steering group – seek critical friends and address dissenters head on. safeguarding and compliance. Ensure your team agrees to secure the best possible service and value from suppliers, to enable better communication and collaboration across your school or trust, and to give guidance and support to help schools make the best choices regarding technology. Engaging the stakeholders Stakeholder engagement is a powerful tool, so start by creating an ‘inclusive’ steering group - seek critical friends and address dissenters head on. Think carefully about the challenges each group of stakeholders face. Communicate with them regularly to keep everyone updated via email or via newsletters, give shout outs to unsung heroes. Be careful not to over commit to single demands. Measure success The final part of the process is to measure the strategy’s success so far – review your school’s maturity level again, seek customer feedback, financial reviews and reflect on lessons learnt. The way forward Once foundations are laid and confidence increases, encourage open discussion on the positives and negatives of the current status quo. Expectations will rise rapidly, and the technology and processes focussed on the key principles will continue to evolve naturally as needs arise and are addressed. L FURTHER INFORMATION national.lgfl.net
Richard Martin will be hosting a free event for senior leaders called Building an IT strategy for Schools and MATs at 10:00 – 15.30, Tues 18th October 2022, 9th Floor, 10 Exchange Square, Primrose Street, London, EC2A 2BR. He will explain all the elements required for formulating and delivering a digital strategy in a standalone school or Multi Academy Trust. In the second part of the day, trends in the current education IT market will be covered and how to choose and procure services with insight into benchmark costs. Key points to be covered include: building the digital vision and defining objectives; assessing the current state of technology; identifying key components; determining Total Cost of Ownership (TCO); managing change and risk; choosing the right partners; benchmarking; choosing a support model for your school/organisation; detailed case studies; and measuring the benefits. The event is free to any MAT or school considering joining LGfL’s consortium and also current members. Please use a school or business email address when registering at LGfL (bookinglive. com). Places for MATs or schools who would like to attend with their LGfL Digital Transformation Partner are available on request.
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The faster, simpler, safer file management solution We can't get away from the need to file documents – but we can make it as easy, streamlined and secure as possible. Our marketleading EDMS software provides businesses and education providers with a better way to store and retrieve their documents, including SEN and Safe Guarding. And with prices starting from less than £200 a month for a 5 concurrent user system, including a Fujitsu scanner, transforming your document management is more affordable than you think.
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Expert Panel: Cyber Security
EXPERT PANEL Education settings have a wealth of personal and financial data that is valuable to cyber criminals. But often, schools don’t have the time, know-how or resources to adequately protect themselves. We ask our expert panelists why schools need to become more savvy in this area, as well as what a robust cyber security policy or management plan should include
Russell Clarke, managing director, Cloud Voice and Data
Matt Smith channel development manager Fujitsu PFU (EMEA) Ltd
Russell set up the business to provide services to new and existing clients as well as act as a leader, mentor and coach to the team delivering voice, mobile, data, IT, security and energy products to the B2B market. All whilst holding up their core business values and building their brand and reputation along the way.
Obsessive about imaging quality, Matt works with a range of different partners on a B2B and C2B level, striving to ensure that their market leading hardware can deliver the best possible user experience for their customer base.
Paul Day, technical director, Filestream As technical director, Paul has personally set up document management software systems for a number of schools and colleges, so he understands the challenges, barriers and processes within the education sector. With over 26 years of experience in the document management sector Paul is very conscious of the importance of data protection and security and is a certified EU GDPR practitioner. E
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
Expert Panel: Cyber Security
According to last year’s Department for Education Cyber Security Breaches survey, 84 per cent of 49 primary schools had experienced a phishing attack in the previous 12 months. Meanwhile, 86 per cent of 91 secondary schools suffered from the same type attack. These figures are high and demonstrate that education settings are desirable targets for cyber criminals. Our Panel of Experts is comprised of Paul Day, technical director of Filestream, Russell Clarke, managing director of Cloud Voice and Data, and Matt Smith, channel development manager at Fujitsu PFU (EMEA). All with specialist areas, they work as a group to help education settings protect themselves from cyber attacks. We asked them about the types of cyber crime that schools can fall victim to, as well as the solutions to protect themselves.
What are the most common type of cyber attacks on primary and secondary schools? Phishing is a type of social engineering where an attacker sends a fraudulent message designed to trick a person into revealing sensitive information to the attacker or to deploy malicious software on the victim’s infrastructure like ransomware. But one of the greatest cybersecurity threats is, probably, human nature.
What type of data do education providers hold that would be of interest to a cyber criminal, and why is it so important to protect? School systems are a treasure trove of valuable and ransomable information. Schools and universities house extensive personal data on faculty, students, and alumni, the type of information cyber criminals dream of capturing. Their key aim is to alter or infect data for their selfish interests.
How important is it for schools to manage supplier-related risks to cyber security? It is incredibly important to manage cyber risks and part of this is to have regular internal training for staff and students, which is a key driver to keeping risks lower.
A Data Protection Policy states how the business handles the personal data of its employees, customers, suppliers, and other third parties. What’s more, a school should also have an Incident Response Plan which outlines the responsibilities and procedures that should be followed to ensure a quick, effective and orderly response to security incidents. How can an efficient document solution improve other areas of the school? Having documents kept securely in the cloud offers many advantages; firstly, the school no longer needs to hold a paper copy, saving filing space and eliminating the risk of damage and theft. Secondly, the documents can only be accessed by the correct personnel with the right permissions and, every time the documents are accessed, there is a full audit trail of who has read what and what they’ve done with the document. Finally, searching and retrieval of documents can be done instantly, enabling compliance with GDPR and saving time and administration resources. L FURTHER INFORMATION www.fujitsu.com www.filestreamsystems.co.uk www.cloudvoicedata.co.uk
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Design & Build
Designing for inclusion in education Jim Mulholland, director at TODD Architects, discusses what good inclusive design practice in education looks like and the importance of promoting inclusive learning across all settings; from divided communities like Northern Ireland to SEN schools where accessibility and integration is also key According to the ‘Better Spaces for Learning’ report by the Royal Institute of British Architects (RIBA), badly designed schools across the UK are costing millions unnecessarily.1 The report found that many school buildings are negatively impacting pupils and education professionals alike, with pupils underperforming and teachers regularly choosing to leave their roles. What is inclusive design? Inclusive design is a process of designing, constructing, maintaining and populating environments and spaces in a way that guarantees they are attractive and practical to a wide range of people, not just particular groups. According to the Commission for Architecture and the Built Environment’s (CABE) inclusive design should consider three core principles. The first is ‘access with dignity’ – getting to, and into places and using them. It is about physical access to places and services, including access to appropriate technology. The second is ‘treatment with respect’ – how people are dealt with, talked to and looked after; whether their needs are considered and whether they are respected and welcomed. The third is ‘relevant services’ – do places meet people’s particular needs? Are they designed with users in mind? Do they give people a sense that they have a right to be there?
The cost of exclusion Looking at schools specifically, there has been significant research looking at building performance measures such as light, ventilation and acoustic performance, whereas less attention has been given to the considerable cost of exclusion; in both human and financial terms. In 1978 The Warnocke report2 dramatically changed how difficulties in learning were recognised and categorised by placing greater emphasis on the continuum of needs. It also shone the spotlight on the importance of inclusive education as a precursor for developing an inclusive society. This socially transformative approach to education design is also relevant across education in Northern Ireland given existing social divisions and the legacy of ‘The Troubles’. After all, according to UNESCO schools are, “the most effective means of combatting discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all.”3 Schools really can make a difference when it comes to alleviating social and educational inequalities and they need to be designed with care so as not to reinforce inequalities or negative consequences.4 TODD Architects recently joined forces with Prof Tony Gallagher and Clare Mulholland of Queens University Belfast (QUB) through
a Knowledge Transfer Partnership (KTP)5 to develop a toolkit to inform education building clients, architects, engineers and other construction professionals when designing education projects. The ‘Shared Architecture Education Profile Toolkit’ provides guidance on how to deliver design for more cohesive, inclusive and safe school communities and is underpinned by leading, current and forward-thinking theory and research into community projects involving shared space, social and spatial engagement. Can architects help with social and emotional wellbeing? Adopting a holistic approach to optimising the wellbeing of children through inclusive design, the Shared Architecture Education Profile Toolkit draws on Maslow’s Hierarchy of Needs – effectively translating the theory into education design. It first focuses on meeting physiological needs; then on ensuring emotional and physical safety; then on creating a sense of belonging by promoting social interaction and relationship building. The fourth need is to facilitate teaching methods and styles that promote self-esteem amongst children. By placing emphasis on these areas of design, the toolkit provides a roadmap for encouraging pupils towards achieving self-actualisation; reaching a E
Holy Family Primary School in Cootehill, County Cavan, designed by TODD Architects
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Design & Build
place where they are available, interested in learning and realising their potential. Key skills to be developed in children are identified and transferred into activity-led design tools highlighted within the methodology. For example, to promote language skills, design can incorporate spaces for debate and dialogue, group projects, peer-to-peer learning, social events, playgrounds etc. The KTP was awarded the highest ‘Outstanding’ grade by Innovate UK for addressing complex design issues in divided communities and using expertise that is not held within standard practice. Inclusive design in practice: Holy Family Primary School Holy Family Primary School in Cootehill, County Cavan (designed by TODD Architects) has been praised as an exemplar project when it comes to promoting inclusion within SEN education settings. Careful consideration was given to classroom layout to enhance integration across varying abilities and needs. For example, by grouping classrooms into a ‘Junior’ and ‘Senior’ wing rather than by ability, children are given a sense of progressing through the school in a way more akin to traditional learning experiences. Works began on site in 2018 and the project was completed in June 2021 accommodating 150 pupils and over 90 staff members; a vast increase compared to the original school population of 23 pupils and three members of staff. Flexibility within the accommodation available beyond allocated classrooms helps facilitate integration with wider external support teams and activities; for example, special consideration was given to providing areas for 1:1 activities like speech therapy, physiotherapy, music therapy and individual nursing care. It was vital that the design positively impacted the wellbeing of pupils and teaching staff alike. Bearing in mind the additional needs of students as well as the variance of abilities, key considerations included the use
of colour to promote wellness, and acoustic control, allowing for different activities across available spaces. Another consideration was air quality, which was optimised though air filtration systems and the natural ventilation, as well as the optimisation of natural light. The control of footfall to avoid overcrowding and overstimulation for those with additional needs was also considered, as well as the provision of designated quiet areas, sensory areas and social spaces. The integration of technology and healthcare equipment into the building design was another consideration, to facilitate best practice in additional needs learning support. A sensory room including a series of bubble tubes, stimulating sensory lighting colours and materials (padded floor and wall coverings) was included to provide a safe and quiet space for pupils to take time away from the classroom, relax and mix with pupils from across the school. Classes and areas within the school were categorised by elements seen in nature to provide an easily recognisable picture-based system that evokes positive associations with the outdoors and the environment. For example, classes were grouped into different types of birds, flowers and trees. Similarly, colour was used to differentiate the different areas within the school for pupils with limited language ability. Externally, additional sport spaces were implemented to promote physical activity and also to support integration and inclusion with other schools. Hard and soft landscaping within the sensory garden provide breakout areas and seating spaces surrounded by greenery to encourage the use of external space and promote the physical and mental wellbeing of students and staff. A Liberty swing was included to ensure wheelchair access alongside a water feature, wind chimes and a willow tunnel to promote a sense of calmness and wellbeing. Careful consideration was given to the choice of plants to ensure they were especially stimulating to the senses (sight, touch and smell).
Integrating technology effectively to optimise learning was another key element in the design process. Careful consideration was given to the integration of Smart learning technology, interactive whiteboards and sound systems throughout the building. Additionally, hoist access through integrated fixed rail systems ensured access to all pupils alongside their peers. Hearing loop facilities were implemented within the reception area and other designated areas to ensure an enhanced experience and inclusion for those with increased hearing needs. Careful consideration was given to ensuring the senior wing of the school successfully promotes life skills through home economics facilities, an art studio, and a library, as well as areas including integrated equipment to practice daily activities – i.e. a washing machine, dishwasher etc. The Department of Education view this as an exemplar project in developing the technical guidance for additional needs schools for the future – acting as a ‘testbed’ for greater ability integration, it successfully shows that children can achieve a sense of accomplishment and pride as they progress from the ‘junior’ wing to the ‘senior’ wing over time and learn daily living skills that will help them navigate life and feel included in the wider community upon completion of their education. L FURTHER INFORMATION www.toddarch.com 1.
http://www.educationengland.org.uk/ documents/warnock/warnock1978.html https://unesdoc.unesco.org/ark:/48223/ pf0000098427
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
Net zero – the future of education buildings Recognising and finding ways to meet the requirements of changing regulations and policy demands is crucial in reshaping our approach to sustainability. The ecological clock is ticking, and we must take urgent action to mitigate the impact of global warming. Here Richard Hipkiss, development director of the Modular and Portable Building Association (MPBA) makes a case for volumetric manufactured buildings in shaping a net zero future We have a proud legacy of innovation in the modular and portable building sector and many of our members are gearing up to face the biggest challenge of our generation – the climate crisis. In order to prevent the global temperature rising beyond 1.5°C and avoid the worst impacts of climate change, the world needs to reach net zero emissions before 2050. So, what is net zero? Put simply net zero is a target of negating the amount of greenhouse gases we produce by reducing emissions and implementing methods of absorbing carbon dioxide from the atmosphere. Our government has set out a vision for the education sector to be world leading in sustainability and climate change by 2030. All new school buildings delivered by the Department for Education (DfE) that are not already contracted will be net zero in operation. They will be designed for a 2°C rise in average global temperatures and future-proofed for a 4°C rise, to adapt to the risks of climate change, including increased flooding and higher indoor temperatures. Framework In November 2021, the DfE published a delivery framework so that all new schools and colleges can meet the same low-carbon,
into two elements with 11 per cent being climate-resilient standards as centrally linked to the manufacture of materials delivered projects. From now on, bids and construction processes known as into the government’s Further Education embodied carbon emissions and 28 per Capital Transformation Programme will cent associated with operational emissions also be assessed to determine if the new caused by heating, cooling and lighting works will be net zero in operation. systems when a building is in use. The DfE is aware that higher education The challenge is therefore two-fold. institutions are already demonstrating Whilst there has been a drive to reduce innovation in this space and will look to operational emissions through the the higher education sector to inspire and implementation of government legislation drive greater ambition through their net to improve the building fabric and the zero buildings and campuses. By 2023, all wider use of innovative technologies – bids for capital funding for further education little has been done to address the carbon and higher education will need to consider inefficiencies in the construction process. environmental impact, carbon reduction and adaptation measures, and align with Gamechanger the government’s targets and objectives. As an industry association it is one of our With great challenges come opportunities objectives to demonstrate how the route and the construction sector is setting out to 2050 could follow a number of different road maps to deliver buildings that will paths. It is now established that volumetric be net zero in operation, but this is only modular approaches are a game part of the carbon equation. changer for the construction According to the World Green industry – reducing build times Building Council, construction by an impressive 50-60 per and buildings in use are C onstruc cent whilst increasing responsible for 39 per t ion and bu quality, productivity and cent of all carbon i l d ings in use are safety. But what is not emissions in the world. respons so widely understood is This is broken down for 3 ib
le 9 pe carbon r cent of all em in the w issions orld
BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net
Eco Sixth Form Centre at King Edward VI Handsworth Wood Girls Academy by TG Escapes
Eco Nursery at Bickley Park School by TG Escapes
that compared to traditionally built projects it is easier to control energy use in factory settings than in an open construction site. On average 67 per cent less energy is required to produce a volumetric manufactured building and up to 50 per cent less time is spent onsite, resulting in up to 90 per cent fewer vehicle movements which is less disruptive and reduces carbon emissions. Individual modules are produced in factory settings, which allows better control over optimising material use. The surplus materials are recycled or reused for future projects, reducing the construction waste that ends up in landfill. Materials are protected from moisture and extreme weather conditions, reducing the risk of disposal through water ingress and damage. It is widely recognised that modular has the potential to reduce overall construction programmes, but it is not often acknowledged this approach can reduce up to 90 per cent of waste generated when compared with traditional construction methods. Not only is the actual construction of the building ‘greener’ but volumetric manufactured buildings are also more energy efficient – reducing primary energy requirements and in-use operational emissions during the lifetime of the building. Unlike factory manufactured buildings, there is significant evidence that traditional construction methods do not produce structures that perform as well as design expectations and there is a void between anticipated and actual in-use performance.
Unlike factory manufactured buildings, there is significant evidence that traditional construction methods do not produce structures that perform as well as design expectations and there is a void between anticipated and actual in-use performance. Findings from studies such as PROBE (Post Occupancy Review of Buildings and their Engineering) reveal that actual energy consumption in buildings is often as much as twice of that predicted in the design. Volumetric modular buildings however are less susceptible to poorly specified products as time can be taken upfront to validate the correct specification of materials. Designs are digitally constructed and virtually tested before they move onto the manufacturing phase. Predictability of in-use performance is a substantial benefit in achieving net zero goals. A key advantage of modular construction is the quality benefits which come from working in a controlled factory environment. By producing buildings in a factory setting, the quality of elements such as insulation can be better assured. We need to act now to help mitigate the impact of climate change for future generations to come. As the construction sector develops and adapts to meet changing government strategies and net zero targets, I firmly believe the upward trajectory of volumetric modular buildings will continue to rise.
The benefits of volumetric manufactured buildings begin in the factory, continue on to the construction site and last through the lifetime of the building. The volumetric modular way limits the amount of concrete in the ground and eco-friendly materials are often specified and each individual component can be selected specifically for its performance characteristics, tailoring every inch of a volumetric modular build. L The MPBA plays a key role in the connecting of sectors in the modular and portable building industry. The association collaborates with specialist technical advisors to enhance innovation in the design and manufacture of volumetric modular buildings. These can be designed and manufactured from timber or steel in any size and shape to meet individual client needs while ensuring full compliance with Building Regulations. To discover how volumetric modular technology can benefit construction projects, visit the website below. FURTHER INFORMATION www.mpba.biz
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Schools and colleges throughout the UK that we are working with to safeguard student’s, staff and visitors.*
COMMUNICATE • LOCKDOWN • PROTECT ■ Providing instructions to students and staff directing them to find a safe, secure location or exit strategy, dependant on the type of emergency; therefore reducing or eliminating potential casualties and managing incidents. ■ The availability to send different messages to different locations dependant on the specific emergency requirement.
■ Content can be changed or updated easily using a mobile phone or computer. ■ The system can also act as a PA system, play music, make class change announcements and can also stream any content you choose . ■ The process is simple, we supply a turn-key solution
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Delivering Lockdown Solutions
“School knife crime in West Midlands soaring, West Midlands Police probed 293 knife incidents on school premises in two ye ars” 27 JULY 2022
“Primar y school put on lock down after reports of man 'waving mea t cleaver” Greater Manchester 15 July 202
port pupil was shot with re to in n' io at ig st ve in te ia “Immed ch is said to have happened , hi w , nt de ci in e Th n. gu BB worry from some relatives ed pt om pr s ha , on ss le a g durin or safeguarding issue.” aj “m a as w it at th ng yi sa with one Nottingham 13th July 2022
“College steps up security after teen was stabbed in 'gang attack” Luton 25th May 2022
“ Former student with butcher's knife' climbs into secondary school. Parents questioned why better security measures were not in place, phones show dramatic scenes inside the school where children ran into the building, upturning chairs and “trampling” over other students .” Islington 5th July 2022
Would your current lockdown and safeguarding communications be effective in reducing or eliminating potential casualties and managing any of the above if they happened today at your school or college?
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Using leadership development to drive sustainability To create a bespoke leadership programme, we have been working with CSR experts A Wider Purpose, to support our champions in making sustainability as a core driver in how they run everyday parts of our school life. As part of the programme, each champion of our leadership and staff, making it a sets out to reach six milestones across the gold thread that runs throughout decision year – one per half term. These milestones making, instead of being an afterthought. build on different aspects of being a By supporting our emerging leaders and leader while also involving a task to coaching them through the lens of making further a sustainability project or initiative a difference to the environment, it means that they have helped to feed in to. These projects tie into a range of different when they progress to leadership, they will aspects of school life, such as curriculum be pushing the sustainability agenda. enhancement or organising a school wide event around supporting the environment. Our CSR champions programme Again, this allows the champions to progress We have already made significant strides in their leadership skills while also putting integrating sustainability by making it part of each school’s commitment to sustainability the bedrock of CPD for our early and middle at the forefront of these decisions. leaders and by designating sustainability Splitting the milestones over six sections champions in each of our schools who take allows staff to trial and error their charge of driving the sustainability ideas, hone their skills as leaders agenda in their schools. and by milestone six we These champions have the O ur have seen our aspiring opportunity to create and CSR leaders really come in oversee environmental c hampio to their own and lead projects and the opp ns have large scale projects. E initiatives.
Tackling climate change has been embedded into the growth and training of staff at the Learning in Harmony Trust. Gary Wilkie, the Trust’s CEO, discusses how this has been achieved The issues around climate change and sustainability are ever growing and these concerns have been encapsulated by the recent strategy released by the Department for Education (DfE). At Learning in Harmony Trust (LiHT) we welcome this focus, having been embedding our own strategy to tackling climate change into the growth and training of our ambitious staff. Our approach to sustainability, as with any other aspect that falls into our collective social responsibility (CSR) as a Trust, has always been about creating a strong foundation that ensures meaningful and lasting change, as opposed to quick fixes. It is about planning for the future we want to ensure now, as every one of our actions as leaders and educators will continue to have an impact on generations to come. As a part of this, we have ensured that we entrench sustainability into the continual professional development (CPD)
create a ortunity to n environ d oversee m projects ental initiativ and es
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The half term is then broken down into three steps. Initially the CSR champions are invited to a collective meeting to discuss ideas and set out their aims to reach the milestone for this half term. Following this, they take part in a one-to-one coaching session, that allows them to delve deeper into the leadership skills they are developing during this milestone and to ensure they are well supported and are aware of what steps they need to take to achieve. Finally, during step three, which takes place in the run up to the end of the term, they are tasked with implementing these plans. The programme’s impact We have seen some really great impact from our CSR champions already, as they continue to lay the foundations for years to come. This has included the introduction of Eco Day, an eco-warriors programme for pupils interested in the environment and embedding sustainability in to curriculum such as with one of our schools revitalising the green learning spaces around the school sites as part of their science lessons. In some cases, our schools have partnered with local charities to really emphasis their connection with the local community. We want our sustainability strategy to meet the specific needs and communities we serve to ensure health, safety and equality across our schools. With that in mind, we know the teachers and staff at each of our schools are in the best position to understand the interests and needs of their pupils. At Hartley Primary School, the CSR Champion had identified air pollution as the leading issue he aims to tackle. Over the past year he has worked with the pupils to
Teachers have the opportunity to take ownership of the initiatives they are introducing, while also being able to involve pupils to inspire a sense of collective responsibility over the environment create ‘low air pollution’ zones and to write to local councillors asking for support in addressing this issue over children’s health. As a result, the school is now working with a local company to support them in furthering this important work that started from the idea of the school’s champion. So instead of incorporating a whole Trust approach, we have offered our teachers the opportunity to take ownership of the initiatives they are introducing, while also being able to involve our pupils to inspire a sense of collective responsibility and pride over the environment. For our staff, the programme has given them the core knowledge and skills to take confidence over projects they are interested in. They have been encouraged to use their own individuality and independence to pursue a project they think is best for their school. This has helped to ensure they are inspired by the changes they are making, which we have seen trickle down to pupils and other staff. Once the year is over, the champions are then encouraged to build on these projects year on year. The next year’s CSR champion will work with the previous to build on the ideas and initiatives they have introduced to ensure that schools are constantly moving forward with the CSR projects instead of starting from square one.
We are also leading the way in embedding this into the next generation of teachers and leaders. Our Early Career Teachers (ECTs) will be visiting the Eden Project to expand their understanding of climate change and to enable them to develop knowledge about the importance of STEM subjects in relation to sustainability. As a growing Trust with schools in areas of high disadvantage, sustainability and environmental education is crucial to both supporting our pupils in developing an understanding of nature and as a way of prioritising their physical and mental health. By tying a CPD focus into our sustainability strategy we can ensure our aspiring leaders have a foundation-level of knowledge about the importance of the environment, meaning it forms part of their decision making instead of becoming an afterthought. As we continue to place the success and happiness of all our pupils and staff at the heart of everything that we do, we look forward to seeing this programme continue to grow and blossom, as we create a better future for all our communities. L FURTHER INFORMATION www.lihtrust.uk
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
Konica Minolta provides The Sweyne Park School with a powerful and costeffective surveillance system The Sweyne Park School in Rayleigh, Essex, is using Konica Minolta’s Intelligent Video Solution (IVS) which combines visual, thermal, sound and sensor data to accurately monitor and better protect any environment. Producing exceptionally high-quality images, even in low light, the interior cameras are mounted flush to the ceiling, without moving parts, delivering full 3600 view coverage with no blind spots. Utilising cloud-based technology Konica Minolta’s IVS is highly cost-effective and simple to scale to any network size. No dedicated servers, recording or software licences are needed. The low maintenance solution can also broadcast audio messages, alerts, and pre-recorded files to support the management of the school. IVS has enabled the school to reduce the number of cameras (and the associated costs) down to just one 4K enhanced resolution camera that covers corridors, dining rooms and vulnerable areas, helping to keep pupils, staff, and visitors safe. The
system stores high quality imagery 24/7, delivering live low-bandwidth files and playback on demand, with powerful end-toend cyber protection at no extra cost, that robustly protects the school’s IT systems. The school’s network manager Dan Joslin commente:, “It’s so easy to install that we can now fit and configure additional cameras within 20 minutes. The quality of the images returned are second to none, providing clarity that is above and beyond what our previous solution would provide. In addition to the 3600 viewing, the solution provides comfort that there won’t be any blackspots in viewing, providing 24/7 security for everyone within the school grounds.” The solution has enabled a programme of pre-recorded lockdown security drills, with audio files providing guidance for pupils around fire safety, crowd management, and general safety. The intercom feature also allows operators to audibly alert those in the area and broadcast live
messages. In the case of designated oneway corridors or entry and exit protocols, this feature allows operators to interact directly with staff or pupils in the vicinity of these areas to minimise any risks. Gary Fletcher-Moore, head of sales – Intelligent Video Solutions at Konica Minolta Business Solutions (UK) Ltd also commented: “Our solution is intelligent and can expand virtually without limits, ensuring long term investment and security for The Sweyne Park School. Software updates are available via a free download, ensuring the solution can be updated and enhanced as the requirements of the school and its daily operations evolve, making this a fully future-proof solution.”L FURTHER INFORMATION www.konicaminolta.co.uk
INTELLIGENT VIDEO SOLUTIONS
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Indoor Air Quality
Heatwave ramps up pressure to make buildings healthier The UK’s record-breaking heatwave in July has intensified the focus on how temperature, humidity, and air quality is controlled in buildings, according to the Building Engineering Services Association (BESA) The UK has no legal limit on extreme temperatures at which workers can refuse to work, but the increasing frequency of heatwaves has prompted trade unions to call for a 27°C limit on outside working and 30°C inside. They have also been pushing for a greater commitment from employers to make workplaces safer and healthier as part of the Government’s ‘Living with Covid’ strategy. Several unions formed a coalition with scientists and groups representing Covid sufferers and bereaved families to launch a ‘Covid-19 Safety Pledge’ with the support of the Cabinet Office. The Pledge is designed to ensure that workplaces – including those that are also public spaces such as schools and hospitality venues – adopt measures designed to minimise the spread of Covid infections and make public what they have done to safeguard health and well-being.
falls by 3.6% for every 1deg C the indoor temperature rises above 22°C. The British Council for Offices (BCO) says temperatures in commercial buildings should be maintained at between 20 and 24°C. It also recommends ventilation rates of 12 litres per second per person (l/s pp) of filtered air with an additional 10% in high density occupied spaces to protect the health and well-being of occupants. The BCO also says that controlling Productivity humidity is crucial, but its most He also pointed out that numerous recent studies showed the studies have shown how average relative humidity elevated temperatures Employ (RH) in offices was 38% – well below what e rs should whereas for good the UK experienced health it should be in July – negatively their phassess between 40 and affect the human y s i environ cal 60%. At 35% people body. For example, m ent accordi will experience eye research by the US ng to h irritation, nasal dryness, space agency NASA e a a l n t h d safety and sore throats. E shows that productivity l A key element is the measuring, monitoring, and mitigation of indoor air quality (IAQ) and draws on guidance produced and provided for free by BESA. This follows a presentation by the Association’s head of technical Graeme Fox to the Trade Union Congress (TUC) explaining the three pieces of guidance* produced by the Association since the start of the pandemic.
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
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: email@example.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).
All building users should be provided with accurate and accessible information on ventilation in each space and what constitutes safe occupancy and unsafe air quality levels. “All of these require some level of financial investment, but not all are expensive – and with the barrage of different factors now facing our building stock, any investment in building performance is guaranteed to pay back handsomely.” Recovering The Public & Commercial Services (PCS) union worked with Independent SAGE – the group of scientists working together to advise the government and the public about dealing with and recovering from the Covid19 pandemic – to develop the Pledge. It is “a simple commitment to adhere to health and safety law and best practice”, according to the coalition, and includes particular provision for measuring and assessing IAQ. The PCS called for employers to follow the BESA guidance to improve ventilation, filtration and air cleaning in offices, schools, and other workplaces – along with other aspects of building safety. Independent SAGE believes all indoor areas should be assessed by a specialist for air quality, design, and ventilation. All building users should be provided with accurate and accessible information on ventilation in each space and what constitutes safe occupancy and unsafe air quality levels. They are also calling for continuous real time CO2 monitoring with a notification when levels go above 800 parts per million (ppm) – as a proxy for measuring IAQ. All building users would be provided with
Indoor Air Quality
This also has important implications for making our buildings more infection resilient to reduce the impact of viruses, flu, and colds – a particular issue for schools where infections move quickly around tightly packed classrooms. “The poor performance of our building stock tends to hit the national headlines during periods of extreme heat or cold, but then to drop into the background again,” said Fox. “However, this time feels a bit different. I think the pandemic and the current energy crisis have concentrated minds – so the heatwave has created further momentum for addressing this in a more strategic way.” Fox also believes the publicity surrounding heat pumps and growth in that market will also have an impact with more end users able to take advantage of a technology that heats in winter and cools in summer. “Some of those early heat pump adopters were probably feeling a bit smug this month,” he said. “There is a lot going on with our climate and plenty of theories flying around about the likely impact on health, well-being and productivity, but one thing we can all be sure of is that higher summer temperatures are here to stay,” said Fox. “This has important implications for the building engineering sector and means our efforts to adapt existing buildings to the effects of climate change are increasingly important.” He stressed, however, that this was not an attempt by BESA to promote air conditioning; rather it wanted to encourage a “nuanced approach to indoor climate control”. “Air conditioning is a key technology, but so are some of the other tools we have at our disposal such as mechanical ventilation with heat recovery (MVHR), air filtration, and humidity control. We also need to improve our approach to the fabric of buildings so we can build in more passive mitigation measures – and planned maintenance will be key to ensuring equipment can continue to function properly whatever the weather conditions.
information on what to do when conditions are unsafe and will have the right to remove themselves without threat of repercussions. Employers should assess their physical environment and working practices according to health and safety law including risk assessments, to ensure that they are designed to safeguard against the spread of infection, the SAGE scientists added. “The involvement of trade unions and this extremely influential group of scientists at the highest level of government brings the prospect of ‘safe havens’ that protect people from poor air quality much closer,” said Fox. “I found union officials very receptive to our guidance and the principle of protecting workers from sources of outdoor pollution and the cocktail of indoor contaminants that can be found in many workplaces. “They recognise that improving building ventilation can play a huge part in helping the country recover from the pandemic and make buildings more infection resilient in preparation for future health emergencies,” he added. “They also noted the importance of using properly trained and accredited ventilation and IAQ specialists to carry out remedial work on buildings and on avoiding ‘silver bullet’ solutions.” L FURTHER INFORMATION *All three pieces of BESA guidance can be downloaded for free at: www.theBESA.com/iaq
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
Eteach Group work with schools and colleges across the UK and globally to provide education recruitment solutions through our blended suite of technology products and people services. Connect with candidates faster, reduce costs and deliver greater outcomes for your pupils.
www.eteach.com 0845 226 1906 firstname.lastname@example.org JOB BOARDS
RECRUITMENT & RETENTION
Expert Panel: Recruitment
EXPERT PANEL Our expert panelists discuss the difficulty schools are experiencing when recruiting teachers and other vacancies, as well as advice on how schools can attract and retain an excellent and diverse school workforce Joanne Syckelmoore, head of recruitment, Eteach
Chantal Dos Santos, careers manager, Eteach
Joanne is head of recruitment at Eteach and has been working in education recruitment for over 19 years. She has specialist knowledge in placing all levels of staff in education and has a desire to implement long-term solutions for schools across the UK to recruit and retain high quality candidates.
Chantal is careers manager at Eteach, previously being a teacher for 17 years. She is constantly looking at how to attract graduates to get into teaching and support them throughout their 2-year induction period, guiding ECTs to improve retention in the education sector.
Rhys Howells, managing director, Eteach
Dean Renphrey, marketing director, Eteach
Rhys is managing director of Eteach; committed to driving transformation in global education through disruption and innovation, taking a blended approach to talent management. With a proven track record in the staffing and recruiting industry, Rhys firmly believes Eteach’s suite of products and services will create better outcomes for education.
Dean is marketing director at Eteach, with 12 years’ experience in the further education and training sector. He specialises in branding, communication and business growth. He is passionate about lifelong learning and supporting career development, with a particular focus on how technology can create new opportunities for the future workforce.
A recent ASCL survey has found that 95 per cent of state-sector school and college leaders have been experiencing difficulty in recruiting teachers, with 43 per cent saying it is ‘severe’. So what are the main problems for schools when it comes to recruiting teachers and other school vacancies? We asked our expert panelists. According to Joanne Syckelmoore, head of recruitment at Eteach, you have to be able to “sell” a school and its unique selling points (USPs). She says: “Not understanding your school’s USPs and communicating these effectively into the candidate marketplace can lead to problems with recruitment. Why your school and not your neighbour? The candidate attraction and appointment process are very much a dance between both parties and if a school forgets that they need to ‘sell’ themselves to the candidate as equally (if not more in this market) as the candidate
not a ‘glamourous’ career when looking needs to ‘sell’ themselves to the school, they at other opportunities. People aren’t will find themselves rejected in favour of a necessarily choosing to go into school who understands this better.” teaching after school as the Flexible working and the search media and blog articles for a good work/life balance Flexible surrounding teaching is another important factor, workin are generally about especially now after the and the g the exhaustive pandemic. Joanne said: for a go search workload and that “Candidates are looking it is a thankless to recover from their balance od work/life job. Also, most professional experience a r e impo factors r information around of Covid and as such t a n f t o r candid teaching is how to will prioritise schools especia a survive it – which who can offer a work lly after tes, isn’t attractive life balance that sits with Covid at all. With all the this personal driver.” safeguarding updates, The ‘bad press’ that parental influence and teaching can get is another hype around examinations and factor that can hinder recruitment, teacher performance, it is not selling according to Chantal Dos Santos, careers itself to the younger generations.” E manager at Eteach. She said: “Teaching is Issue 27.5 | EDUCATION BUSINESS MAGAZINE
Expert Panel: Recruitment
Touching again on the point of flexible working, Chantal said: “Schools cannot be as flexible as other employers as teaching is a hands-on profession and other sectors will offer them the opportunity to work from home or hybrid options. Pastoral care needs teachers to know their students. Incidents happen as and when and need a core group of staff to be able to deal with it and offer support.” And of course, salary is another issue. “Teachers who have degrees in major subjects could possibly earn a lot more if they choose to go into another field other than teaching,” observed Chantal. Rhys Howells, managing director of Eteach highlights that the outdated method of recruiting could be putting off good candidates. He said: “Antiquated application/recruitment methods and lack of understanding of their target audience’s needs and wants could be off-putting for potential applicants. “What’s more, rapidly evolving societal changes are driving more teachers out of the classroom and into other industries to find better work life balance and pay.” Rhys also points out that there can be a lack of support structures for the least experienced members of the teaching industry – ECTs. “This is leading to high turnover within years 1 and 2 and we are therefore not capable of catching up to previously missed teacher training targets,” Rhys observed. Dean Renphrey, marketing director at Eteach, agrees that the challenges around flexibility surround the teaching profession. He said: “There are definite challenges around work/life balance and the structure of our education system that make teaching a less attractive career option for some people. “Career progression and flexibility (for example, for professionals with young families) have previously highlighted education as an attractive career option. Workloads and perception around growing rigidity in the sector appears to have shifted this dynamic significantly. “What’s more, it is important to attract candidates and make the process as easy as possible. It is essential that applying for a job in education is as simple and candidate oriented as it is in other sectors.” Retaining good teachers Our expert panelists have touched on some of the problems that schools can experience when it comes to recruiting good teachers and other staff. So how can schools attract and retain high quality teachers? Joanne says that it is very important to be clear on a school’s unique selling points. “Be effective in communicating these and the benefits of working at their school,” she says. It is also important to act quickly. Joanne explains: “Traditional recruitment practices in education don’t align with today’s workforce or societal pace. The faster they move on a candidate’s application and build rapport with that individual, the more likely they are to effectively fill their vacancies. Joanne continues: “Use advocates effectively in a recruitment campaign.
Video testimonials from current staff and parents are a persuasive tool to bring the school to life for a prospective candidate. “You can also look at talent pool applications from previous role adverts – these are people who were motivated enough at another point in time to complete an application and the school may have missed out on them to another school. Time evolves and if approached they could be open to another move should the right opportunity be placed in front of them.” Joanne adds that you can retain staff through sustaining well-being initiatives, actively identifying career progression desires and presenting appropriate opportunities, as well as putting effective tools in place to support the administrative burden that teaching staff face. Chantal believes that the workload and salaries of teachers do not match up. Therefore there needs to be more attractive packages and employee perks such as medical, moving/transfer fees to ensure more candidates apply for specific jobs – especially the hard to fill roles. On the point of flexible working, Chantal says: “Offering flexible working would be beneficial if parameters are set – a lot of teachers who team teach or work part time or have flexible hours are still putting in the same amount of work as full time as a lot of their timetables are generally just condensed into a part time schedule – yet not being paid a full-time salary.” To keep good teachers in post, Chantal says that career development is key – especially if the school has succession plans in place and to offer appropriate courses if staff have been promoted in house. “Additionally, offering management/ leadership training to all staff wishing to progress within their careers and allowing the time for this to happen, taking the specific workloads into account,” adds Chantal. Rhys believes it’s important to work on your school’s ‘brand’. He explains: “Focus on defining your school’s employer brand as well as communicating it to prospective teaching candidates using dedicated career sites. Work in collaboration with online destinations that have high exposure and market these messages in new ways, such
as through blogs, vlogs, and so on. “It’s also advisable to identify an individual within your existing organisation who is accountable for staff career progression and development. Today’s workers desire full visibility on how they can advance and are not satisfied with vague notions that promotions might be on the horizon somewhere.” Rhys also points out that expanding your recruitment channels can be beneficial. He says: “Reduce your reliance on one single recruitment channel and embrace a multi-channel recruitment approach that ensures you’re not vulnerable to one letting you down. Review your contracts yearly and look for return on investment and source effectiveness.” Dean agrees that schools must be clear on their ‘brand’. He says: “Have a clear understanding of what your employer brand is and where your school strives to be. Communicate this with potential staff, clearly.” Dean also believes in employee advocacy. “Highlight your successes around retention, career development, flexibility and work life balance. Find staff that embody these successes – if you’re a potential teacher looking for a new role, a sincere take on the reality of working in a school is very powerful,” explains Dean. Dean also advocates a proactive approach to recruitment. “Go to the candidates. Make sure you are being proactive – utilising a range of channels to communicate with potential staff, building a talent pool and increasing your visibility.” Addressing inequalities in the workforce According to the union NASUWT, inequalities in the education workforce are exacerbating the recruitment and retention crisis. The union has raised that black and ethnic minority teachers are leaving the profession due to “pay-erosion”, stifled career progression and discrimination at work. Backing this, NFER research has revealed that the most significant ethnic disparities in teacher career progression occur during early career stages. So why is it important to have a diverse workforce and how can the situation be improved? “Diversity in the workforce brings fresh, new perspectives into the workplace
Expert Panel: Recruitment
and is particularly vital within education as children will benefit from being exposed to a variety of people,” says Rhys. “You can demonstrate that your schools D&I policies are working through subtle signs such as pictures on your career site or even the inclusion of pronouns in email signatures when communicating with prospective candidates. “Schools should also assess whether their Diversity and Inclusion Policies are up to date and how you can improve. Review what the corporate world are doing and adopt any practices you feel could help to embrace better D&I at your school. “You could also work with recruitment agencies to specifically attract individuals from backgrounds you have identified as lacking, as their proactive approach to attraction can help build that diverse workforce for you,” adds Rhys. Dean advises that schools review any barriers in their hiring process and working structure. He says: “Consider how might any process decisions be excluding people unknowingly. And online application processes often include high quality accessibility functionality to meet the latest guidelines. What’s more, flexible working patterns open up your vacancies to a wider pool of qualified professionals.” Chantal believes that indirect discrimination is prevalent and an extensive problem in schools. She says: “Missing promotions due to gender or circumstances (pregnancy and maternity) still play quite a big role. Many women leave their careers as teachers as they cannot afford childcare and/or do the hours expected of a teacher and still have a family. It is then also difficult to get back into schools at the same seniority as you were before due to having gaps in your career due to childcare.” Joanne says that diversity through the student/pupil body will be effectively supported through a diverse workforce within the school. “Schools who ‘speak’ about their diversity and the benefits it brings to their students daily are more likely to attract a diverse workforce,” she says. Joanne also advises schools to consider ‘tangible skills’ for positions that don’t require direct qualifications. “Understand that someone with the desire to work in the role who holds personal experiences which will equip them to be effective
Traditional recruitment practices in education don’t align with today’s workforce or societal pace. The faster a school moves on a candidate’s application and build rapport with that individual, the more likely they are to fill their vacancies and pose the possibility of being a more valuable team member than someone who has merely done the job before.” Recruitment and the pandemic The pandemic shook how education is delivered. For the first time, teachers were having to deliver remote lessons through technology, as well as teach key worker children in class. Indeed some teachers were delivering remote lessons from their own home, with some having to teach their own children at the same time. So what has the pandemic taught us about teacher recruitment and retainment, and the increased use of technology to deliver education? Chantal believes that the situation opened a world to teachers where they experienced work/life balance working from home. “A lot of teachers realised the amount of family time that is sacrificed due to the teaching profession – as well as being able to do more recreational activities and hobbies in and amongst a typical school day,” she said. The pandemic also allowed schools to utilise different tools. “Homework/ assignments and marking was streamlined due to the online assessment tools available on Teams,” said Chantal. “Parents evenings and parent meetings going online was an excellent transition as it allowed for timeframes to be stuck to and more parents were able to attend and be a part of their child’s academic and pastoral journey due to holding them online and not necessarily being there in person. Yet in the same breath it also made teachers more accessible so the demand for meetings and being available increased,” Chantal added.
Rhys believes that the pandemic has shown that individuals now place far greater value on their health and wellbeing than before, which will play a far greater part in recruitment and retention of staff. The pandemic has also shown that a balance is possible. He says: “Blended careers are a new concept and schools should look to adopt this mindset to possibly reduce teacher burnout and exhaustion, that occasionally leads to resignations. Blended careers can utilise technology to not only deliver education but also enable our staff to experience a new form of work/life balance.” The use of technology during the pandemic can help with the future of education, and of recruiting good quality teachers, and especially those that fill a particular skills gap. Dean says: “Skills gaps in the wider workforce are likely to be reflected by skills gaps when recruiting teachers, particularly where curriculum is required to keep pace with changing technology. Proactive recruitment techniques and flexible/blended careers are likely to become the new normal. “Different delivery models and a new approach to staffing could well be something that we see greater discussion of over the next few years. With staff retention a key benefit. “Technology will no doubt be a key factor in delivery, potentially allowing greater access to subject expertise and a range of new personalised learning tools. However, there is an element of balance here as schools provide the foundations of so many soft and transferable skills.” L FURTHER INFORMATION www.eteach.com
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
The performance floor of choice for education Harlequin is the world’s leading authority on the design, manufacture, supply and installation of performance floors, mirrors and ballet barres for the performing arts. The Harlequin product range has been carefully researched and designed in collaboration with dancers, biomechanics experts and sports scientists. Safe performance is at the heart of everything we do. As a global brand with over 45 years’ experience in the performing arts, Harlequin is trusted by the world’s leading dance companies, dance professionals, universities and schools, architects and building contractors. Harlequin provides a turnkey solution for all education dance studio requirements and all products are referenced on RIBA NBS Source. Harlequin Activity is Harlequin’s leading sprung floor for dance in education. A ‘fullyfloating’ sprung floor system without fixings to the sub-floor, it features Harlequin’s proprietary ‘triple sandwich’ construction method. Harlequin Activity provides shock-dampening to avoid a ‘trampoline’ effect plus area elasticity to ensure identical characteristics across the whole floor, offering better
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:
www.harlequinfloors.com 01892 514 888
Doors Plus Group specialise in the supply, installation and maintenance of Bi-laterally, Primary tested, UKAS accredited, 3rd party certified Fire Doorsets and Passive Fire Protection. Our clients include Schools & Universities, Public Institutions, Local Councils, Social Landlords, Main Contractors, and Charitable Organisations. To find out more about the products and services we can offer you, please contact us
01362 697152 | email@example.com www.plusgroupltd.co.uk
Fire safety in schools Understanding the UK requirements for fire safety in schools can be challenging. Will Lloyd and Neil Budd, technical managers at the Fire Industry Association, explains what schools need to know There are over 32,000 schools throughout the UK. Analysis of Home Office data by leading insurer Zurich Municipal shows that in the period from 2015 to 2020, schools in England had experienced 2,300 fires of which 47 school buildings were destroyed. This has a significant impact on not only the local community, but also individual pupils. Keeping both teachers, pupils, and the school buildings safe from fire is of utmost importance. Requirements Understanding the UK requirements for fire safety in schools can be challenging. Fire safety starts with the design of the building and Building Bulletin 100: Design for fire safety in schools (BB 100) is the starting point, alongside Approved Document B (ADB) volume 2, to establish a good foundation of fire safety. BB 100 was recently the subject of a government consultation to seek views on a revised version. Some of the questions asked during the consultation included: views on which fire suppression systems (including sprinkler, misting systems etc.) are most effective in a school environment; whether BB 100 should include advice on specific property protection measures; and whether
BB 100 should provide greater guidance on meeting fire safety management long-term, to support users to meet the requirements of the Regulatory Reform (Fire Safety) Order 2005. The consultation on the new revision of BB 100 closed on the 18th of August 2021. The Government has issued a response to the consultation, but the revised guidance has yet to be published. Approved Document part B is the baseline guidance for fire safety in buildings, and the recommendations of part B will typically be satisfied where the life safety guidance of BB 100 is followed.
system of inspection and maintenance, as required by the Regulatory Reform (Fire Safety) Order 2005. As fire doors are one of the key elements of fire safety in a school (and other buildings), it is essential that where they need to be held open, in order to allow the free movement of students, teachers and visitors around the school, they are not “wedged” open, but rather a suitable alternative method is adopted. This could be in the form of electronic hold-open devices that are linked to the automatic fire detection and fire alarm system so that they release upon detection of fire. BS 7273-4 is the appropriate British Standard for the interconnection of a fire detection and fire alarm systems and electronic hold-open devices, and anyone employed to install and maintain these devices should be competent. One of the easiest ways of ensuring competence is by the use of third-party certified companies. Many schools, for security purposes, will implement an access control system to restrict access to authorised people. Where these systems are adopted on doors that form part of the means of escape, under BS 7273-4, BB 100 and Approved Document B, these doors should release upon detection of a fire.
Fire doors One key fire safety element of the building’s construction is the presence of fire doors. Fire doors are used to prevent fire and smoke from Raising the alarm spreading to protected routes i.e. protected All schools should have suitable arrangements corridors and stairways. They can also be used for raising the alarm to warn occupants in to restrict disproportionate damage to the the event of a fire. A fire detection school, as a result of a fire by acting and fire alarm system, installed as means of compartmentation, to BS 5839-1 by a third-party thus limiting the spread certified company, provides of a fire. Therefore, it is confidence that a fire fundamental that these Fire situation will be detected vital fire safety measures doors a re at the appropriate time E are subject to a suitable use
d to fire and prevent from sp smoke protect reading to ed rout es
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
PHS Water Pollution – Less Flushing, more discussing The millions of period products being flushed every year is leading to blocked sewers, damage to buildings, polluted beaches and environmental damage, and this needs to change. At phs, as hygiene specialists, we’re in a brilliantly unique position to help convert flushers into binners and we are committed to help do that from as early as possible, starting at school. We recently commissioned a behavioural science whitepaper, Water Pollution – Less flushing, more discussing and we discovered that the right behaviour is more complicated than just having the knowledge not to flush. Sadly, many of us are flushing as a result of period shame not just ignorance. More than half of tampon users throw them down the toilet every single day of their period rather than binning them. Our research has shown that the reasons behind flushing is rooted in shame; with two in five (41%) of us feeling the need to hide our periods, and a quarter are flushing tampons are choosing to do so because it’s ‘less embarrassing’. We’re eager to share what we’ve learned with schools, including the behavioural and practical recommendations that can make a difference in communicating with learners, educating those who have periods early to establish binning habits as soon as possible. A part of this is talking to each other – all of us; and normalising the conversation around periods be-
tween friends and family, employers and employees and most importantly – between teachers and learners. The whitepaper also revealed the environment and facilities people experience can also influence their behaviour. In shared spaces like public bathrooms at schools, those who flush tampons are most likely to do so if there is no bin in the bathroom (59%), no bin in the cubicle (57%), or when the bin is full (54%). But how can we change things? It’s imperative that we continue to break down the barriers and stigma around periods. Nobody should be feeling shame or embarrassment about a monthly bodily function in 2022. Every school, college and university can make a significant positive contribution to stopping the environmental pollution caused by flushing period products. We urge schools to continue the brilliant work already taking place in tackling stigma around period equality. Our mission is to support educators to completely eradicate the culture of whispering around periods; to have open conversations about binning products and identify the improvements that work best for their school, their learners and the environment. If you want to learn more about what schools can do to instigate flushing behaviours search “phs Water Pollution – Less flushing, more discussing” to read our whitepaper, or get in touch with us.
www.phs.co.uk 029 2080 9098
Schools may be subject to malicious false alarms and a badly designed system could lead to false alarms from environmental influences. to allow sufficient opportunity for evacuation of all persons from the affected building(s). The size and complexity of the fire detection and fire alarm system will be proportionate to the size and complexity of the school. For example, a small school on one storey with no more than 160 pupils may only require a manual system with no automatic detection. Whereas a large multi-storey school with multiple buildings may require automatic detection throughout the buildings and possibly the installation of a voice alarm system complying with BS 58398, which may also incorporate a public address system, which will provide both an audible signal and verbal instructions in case of fire. Many schools are implementing a means to warn occupants of a security situation within the school grounds, whereby there is a need to keep students within designated areas in the building. This is commonly known as lockdown and more recently known as invacuation. The FIA has produced a guidance note on these systems1. With increased awareness of people with sensory sensitivities, the FIA created a Special Interest Group (SIG) to discuss the needs of those people who may not react in the manner that the specifiers and designers of the fire detection and fire alarm system may expect. The guidance document2 that the FIA have subsequently published is intended to highlight the issue and provide guidance, not only for schools, but for the wider fire safety community. Dual approach With arson (wilful fire raising) being one of the main causes of fire in education establishments, the need to not only protect people’s lives in the school, but also the need to protect property (e.g. the IT equipment, education resources and the buildings themselves) leads to a dual approach to tailor the fire safety measures to the location, use and risks identified. The use of sprinklers for property protection is one of the main mitigating factors that can be implemented within a new school building, and even installed retrospectively to existing buildings to protect the property. A fire detection and fire alarm system which satisfies both the property protection objective and the life safety objective, and which includes automatic transmission of alarm signals to a monitored alarm receiving centre (ARC) to summon the fire and rescue service, will assist in early attendance without the need for a telephone call. It is advised that where possible, an automatic signal to the ARC is backed up by a telephone call to the fire and rescue service to provide confirmation of a real fire event. The ARC connection is particularly important with regards to property protection at night when the school is not occupied. The fire detection and fire alarm system needs to be designed and maintained to ensure that false alarms do not occur, however in practice, this is extremely difficult. Schools may be subject to malicious false alarms and a badly designed system could lead to false alarms from environmental influences. These create disruption to the school day, and where the fire and rescue service attends, wastes valuable time and could be taking resources away from a real fire situation elsewhere. The FIA has further guidance on how Premises Management can help to limit false alarms in their buildings https://www.fia.uk.com/cut-false-alarm-costs.html. The FIA will be holding a series of regional events in 2023 with a specific focus on fire safety in schools. Signing up to the FIA email newsletter will keep you informed of all the events FIA taking place. L
Manchester Metropolitan University’s Story: Why are schools switching to Tio for Education – the digital fire safety software that makes compliance simple, smart, and automated
Manchester Met digitalised its fire compliance records using Tio for Education for the 22/23 academic year and beyond in minutes this is their story. Manchester Met is one of the UK’s largest universities with over 40,000 students enrolled every year, but it has struggled with keeping all 36 paper fire logbooks updated and in good repair for years given the continuous development happening on campus – a challenge every school can relate to. With the new legislation and a better understanding of the requirements, Amanda Lane, Principal Fire Safety Manager at Manchester Met, knew something had to change and Tio for Education was the solution. Amanda set up a Tio for Education account in minutes and had her staff documenting fire safety checks via the Tio app in just a few days. Manchester Met now have all their most important building documents uploaded to the Tio Cloud and staff update each building’s new digital fire logbook by simply scanning the QR codes on the walls. With the free built-in Tio how-to guides, Manchester Met staff follow step-by-step instructions on how to complete every check with confidence. They receive clear daily, weekly, and monthly guidance on minimising incidences of fire like ensuring that fire detection and protection systems are maintained. This ensures every test is done correctly, comprehensively, and is recorded accurately. Schools have thousands of students depending on every safety issue being resolved - Tio’s automatic notification system enables you to keep everyone on top of tasks and responsibilities. Tio for Education supports single location schools & academies with multiple buildings and campuses by empowering managers to monitor the school’s fire safety compliance from a single allencompassing online dashboard. Join the growing number of Universities, Schools, and Academies like Manchester Met, Dean Close School and Dartmoor Academy Trust who are using Tio for Education. L Tio’s mission is to make fire safety in education simpler, smarter, and manageable for only £30/building/year. FURTHER INFORMATION www.tiofiresafety.com 0117 435 0130
FURTHER INFORMATION www.fia.uk.com 1. 2.
FIA guidance note: Use of fire alarm systems for lockdown (specifically in schools) FIA guidance document: Fire alarm considerations for people with sensory sensitivities
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Leaders in School Cricket Ground Equipment
News highlighting football inequality in schools has prompted calls for better access to the sport for females, following the Lionesses’ success at the UEFA Women’s EURO 2022 Figures published by England Football, deserve to play football in PE lessons part of the Football Association (FA), and they deserve to believe that they showed that 72 per cent of primary schools can one day play for England. We want offered equal football coaching to boys their dreams to also come true. and girls last year, but the figure fell to “This is an opportunity to make a huge just 44 per cent in secondary schools. difference. A change that will impact Following the Lionesses’ victory at the millions of young girls’ lives. We - the 23 UEFA Women’s EURO 2022, the team members of the England Senior Women’s wrote a letter to Prime Minister contenders Euro squad - ask you to make it a priority Rishi Sunak and Liz Truss demanding the to invest into girls’ football in schools, government ensures every schoolgirl is given so that every girl has the choice.” the opportunity to play football, and The Department for Education has to have a different experience addressed the issue of inequality to they did growing up. in football in its blog on the The letter says: “We have Education Hub. It says that Schools made incredible strides the National Curriculum should in the women’s game, for PE in schools does t a k t e heir pu but this generation of not differentiate in p into acc ils’ views schoolgirls deserve relation to sex, but more. They deserve schools may choose which a ount on ctivities to play football to have single-sex PE they want at lunchtime, they lessons or sports teams.
to able to be do
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
Encouraging gender equality in school football
Who decides what sports are taught in schools? The Chief Medical Officers for UK recommend that where possible, children have 60 minutes of daily physical activity. The DfE expects 30 minutes to take place during the school day. As such, PE is a compulsory subject at all four key stages in the national curriculum. However, it is for schools to decide which sports and physical activities they offer their pupils. Factors influencing that decision include the spaces available for sports, along with available equipment. Schools should also take their pupils’ views into account on which activities they want to be able to do, and make sure they are delivering a flexible, diverse and challenging PE curriculum that suits the needs of all their pupils. Where schools choose to offer different sports to girls and boys, for example to respond to demand, they are expected to make every effort to offer a comparable sport which uses similar tactics and has similar objectives, i.e attacking and defending strategies. So what are the DfE doing to encourage girls to play football? The blog says: “The success of the Lionesses in the Women’s EURO 2022 will inspire a generation of girls to get involved with football and we want to encourage more girls to participate in all sport. “We support the Football Association’s ambition to give girls equal access to football in schools and clubs by 2024 and will continue working closely with them to help them achieve this.” The DfE says that its School Sport and Activity Action Plan is helping more girls to take part in physical activity. It has worked with Sport England to invest £1.5 million into developing a new digital resource, called Studio You, which is helping teachers engage less active teenage girls in their PE lessons. E
Sport Studio You has been developed using insight from both PE teachers and girls in Key Stages 3 and 4, with the ultimate ambition of reconnecting them with PE, improving their confidence and making being active fun. Sitting alongside this, the Department for Education is funding a three-year programme to give thousands of girls access to competitive sport opportunities, including football, helping them to inspire and encourage their peers to be active through sport. Worth up to £980,000 over the next three years, the ‘Your Time’ programme will improve and increase opportunities for girls aged 8 to 16 to access competitive sport and sport leadership opportunities. The DfE also announced in October that it will invest nearly £30 million per year to open up school sport facilities in England outside of school hours (evenings, weekends and school holidays), as well as to improve the teaching of Physical Education at primary school. Primary schools are also benefitting from the £320 million PE and Sport Premium this coming academic year to boost sporting opportunities for millions of children across the country and supporting higher quality PE lessons. Further information and support for primary schools in using the PE and sport premium well is available here. More widely, the Department for Digital, Culture, Media & Sport (DCMS) has provided £2.9 million in grant funding through its Sport Survival Package to the Women’s Super League and FA Women’s Championship to cover essential costs and allow the completion of their seasons. A £230 million package is also being rolled out to build or upgrade up to 8,000 football and multi-sport pitches across the UK by
By 2024, UEFA and the host cities want 120,000 more girls regularly playing football in schools and clubs; 300 new FA-qualified female coaches; and 1,000 women and girls completing the entry-level FA Playmaker Award 2025. In March, DCMS started rolling out this investment, through an initial £25 million that is benefiting more than 160 facilities. Grassroots football UEFA is working with host city stakeholders to create measurable outcomes for how they hope to see the women’s and girls’ game develop in Sheffield, Rotherham, Manchester, Trafford, Wigan & Leigh, Milton Keynes, London, Southampton and Brighton & Hove. Key partners from education, local government, professional and grassroots football plus local public and voluntary sectors, are working with The FA to bring all female football opportunities under one umbrella for the first time. Each host city has a local legacy plan which sets out ambitions across participation, coaching and refereeing up until 2024. Nadine Kessler, UEFA’s chief of women’s football, said: “Our host cities, clubs and local authorities are up to the challenge of providing more opportunities for women and girls than ever before and knowing The FA’s long-term commitment to the women’s game, we have no doubt that together we will set a new European benchmark.”
UEFA and the host cities are working towards equal access for all girls to play football in school and clubs, and for a diverse workforce of coaches, referees and local leaders delivering and organising football for their communities. They are also working towards inclusive safe and welcoming environments for every woman and girl to play competitive or recreational grassroots football, irrespective of ability, disability, age or ambition. By 2024, UEFA and the host cities want 120,000 more girls regularly playing football in schools and clubs; 300 new FA-qualified female coaches; and 1,000 women and girls completing the entry-level FA Playmaker Award to make football happen. It also wants 350 new FA-qualified female referees, 20,000 more women playing football for fun, fitness and friendship, and for 7,000 more women and girls regularly playing competitive football in grassroots clubs. L FURTHER INFORMATION Read the DfE blog here: https:// educationhub.blog.gov.uk/2022/08/03/ what-you-need-to-know-about-pe-andaccess-to-girls-football-on-the-curriculum/
School procurement made easy with ESPO’s Education Essentials With over 120 frameworks to choose from, ESPO has put together a handy collection of Procurement Essentials for Education, bringing together the frameworks that are most popular with education buyers
Procuring goods and services, whether it’s for a single school or an entire network of academies in a multi-academy trust, has never been an easy task. These days, school business managers need to be experts in multiple areas of procurement – a responsibility which is both daunting and time consuming. The pressure increases when you consider that budgets are only ever getting tighter, whilst the needs of the education market get greater. As a public sector body, ESPO understands the importance of true best value buying and the time constraints our customers face – we are, after all, one of you. For this reason, we consider ourselves our customer’s procurement partner and pride ourselves in having over 40 years’ experience supporting schools and academies to buy the goods and services they need. More than just a catalogue Most well-known for our product range of over 25,000 products, did you know that we also have a selection of over 120 free-to-access framework solutions? Providing quick, compliant routes to an expansive range of goods and services, these framework solutions provide busy school business managers with an invaluable timesaving resource, helping to reduce the risks associated with procurement, as well as saving schools time and money in the process. From energy to food, facilities management to modular buildings and everything in-between – we’ve got it all! We’ve made it easy to access our frameworks, which are all fully compliant, free-to-access and offer a pre-approved route to market. There is also additional support available where required. Procurement essentials for education With over 120 frameworks to choose from, we’ve put together a handy collection of Procurement Essentials for Education, bringing together the frameworks that are most popular with our education customers in one easy, convenient place. Here are some of the core sectors covered in the collection.
Food and catering requirements One of the most essential requirements for schools is being able to provide nutritious and varied meal options to a high standard and within budget. Our food frameworks are already used by hundreds of education customers and offer various catering options from fully outsourced catering services to a simple, compliant route to buy a wide range of produce for your inhouse set up. To help with costs, our frameworks can make use of aggregated demand as well as providing additional services including consultancy, menu planning and catering consumables with recycled/recyclable options. Energy The cost of energy is on everyone’s mind right now, and for a busy school this is likely to be one of your highest running costs, so working with a trusted supplier is key. ESPO’s Electricity framework (191) offers your school a route that benefits from our low risk buying strategy and includes options for green power. If you’re not ready to switch, you can still make substantial savings through utilising ESPO’s bill validation service which has already saved customers over £115,000 by intercepting incorrect bills since its launch in 2019! IT solutions and equipment Technology can use a big share of budgets when an entire school or MAT needs to be kitted out or your current devices need to be replaced. Our Documents and IT solutions include frameworks specifically designed to offer schools compliant access to both market leading suppliers as well as SMEs. Some are even accredited by the DfE, like our Education Technology framework (RM6103), so you know you’re in good hands. Offering a wide range of choice and all-inclusive fixed pricing enabled one of our customers to save a whopping 38 per cent by refreshing their MFD fleet with ESPO Framework RM3781. But there’s more – along with the above, our collection of Procurement Essentials for Education covers key categories across the education sector; building and facilities management, waste and environment, library services and sports and leisure. You can find our full Education Essentials collection at espo.org.
yourself, schools also get the added benefit of best value pricing, as frameworks are built by aggregating demand and using this buying power to ensure suppliers are always providing their most competitive prices. Your procurement partner In an increasingly commercial environment, there has been a steep incline in private consultants approaching schools to offer support with procurement for a fee. With our years of experience behind us, ESPO is truly passionate about procurement, and we recognise that through working closely with school business managers, we can give you the knowledge and confidence to tackle even the most daunting procurement exercises, removing the need to spend on costly consultants and keeping more money for your budget. As your procurement partner, ESPO is here to support you with all your procurement needs and our team of procurement experts are always on hand to offer further support throughout the buying process where needed, whether that’s through our website, free template documents or a friendly phone call. Head to espo.org to check out our full Education Essentials framework list or browse our comprehensive range of over 120 freeto-access frameworks, covering all your procurement needs! L FURTHER INFORMATION espo.org
Aggregated spending Along with the support system and time saving benefits of using a framework rather than running a lengthy tender process
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Facing some operational challenges this year? Keeping on top of changes from the DfE and ESFA can be a full-time job. Let alone improving how your support functions operate. Keystone are experts in education and are able to help you across any areas where you need extra support. Our retainer services have been designed to offer you as much, or as little support as you need:
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When is the best time for a school residential?
With the beginning of the school year upon us, the School Travel Forum writes about the value of school trips in the Autumn term Your school might be one of the many that set aside a week towards the end of the school year specifically for school trips and residential experiences. While this can be a major benefit for timetabling and releasing staff, is it actually the best time to organise a residential experience? School trips during the closing days of the academic year can be perceived by both students and teachers as a reward or a fun treat unconnected with learning. This influences the type of residential experience and can limit what you get out of the trip. Running a residential trip at any time of year is beneficial – students will build relationships with each other, as a teacher you’ll developing a better and fuller understanding of your students – but for summer trips all this will happen just as you wave goodbye to the year group and they depart for the long summer holidays. There is no opportunity for you to fully capitalise and draw on this new insight and students are likely to revert to their usual friendship groups during the summer break.
Restricting residential experiences to the summer term also limits the kind of trips you are able to organise. Due to demand, it can be more difficult to secure the dates that you want and it can be more expensive. Travelling during the autumn or spring terms can help you maximise the benefits and opportunities that these experiences offer and help save time and money. Here are seven reasons to organise a school trip early in the school year:
Off-season residentials can mean cheaper transport and accommodation. If you are booking additional excursions as part of your trip, tickets for these may be cheaper too. An accredited school travel organiser, such as a member of the School Travel Forum, will help ensure you maximise the value of your trip and hunt out the most costeffective solutions to meet your objectives.
Maximise your time Destinations for many trips are likely to be less crowded during the autumn and spring. Make your trip more affordable As well as making it easier for you to oversee There’s no getting around it, many families and manage your group, queues for popular will need to think hard before committing attractions will be shorter and you to a school residential. It is important to won’t need to allow quite as ensure that all students have the much travel time. This means chance to enjoy and benefit you will have more time from these experiences, to spend on your chosen organising a trip during Educati activities and it is more ‘less popular’ periods o trips an nal feasible to accommodate can help make sure your last-minute itinerary trips are accessible to as bring le d tours arning changes. E many pupils as possible.
life, ma king it to real and rele vant
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Help your students thrive One of the most valuable benefits of a school trip is the insight it gives you into your students. For young people, being in a new environment, being given different responsibilities or opportunities may reveal previously hidden abilities and strengths. You’ll learn what makes them ‘tick’, how best to communicate with them, how they learn and take on board information. You can use this knowledge when you return to the classroom – build it in to how you give direction or how you formulate or present tasks or activities – to ensure they thrive and achieve their potential. Boost student confidence According to research produced by Learning Away, the positive changes that arise during a school tour or trip are greatest the earlier the trip takes place in the academic year. 87 per cent of secondary school students said they felt more confident to step outside of their comfort zone and take on new educational challenges after an autumn trip with their school. Capitalise on learning Educational trips and tours bring learning to life, they make it real and relevant. They also help students build their observation skills and research shows that they retain information better and deepen their connection with the topic or subject. These trips also help to improve critical thinking. By organising school trips during the autumn or spring terms, you have time to build on these experiences and learning through the remainder of the academic year.
The positive changes that arise during a school trip are greatest the earlier the trip takes place in the academic year Enjoy new learning opportunities While the chances of good weather may be higher during in the summer term, there are many opportunities that either can’t take place then or just aren’t as impactful. A number of experiences are only possible during the autumn and spring term - Skiing, and visits to Christmas markets, for example. These trips have a lot to offer young people, such as challenge, independence, the chance to practice language skills in a less formal environment, and so on. Other experiences, such as night hikes, stargazing and spotting nocturnal creatures, are much easier to facilitate and are more impactful from October to March. Capture the excitement of a new year The start of a new academic year is full of excitement and eagerness yet there can also be summer-withdrawal symptoms. A trip early in the autumn term can capitalise on this energy and overcome nerves or hesitation about being ‘back at school’. It can help students to get reacquainted again or forge new friendships and can build morale. It can set the scene and tone for the year ahead. Jon Clarke, shadow head teacher at Walsall Academy, has organised and led over 100 school tours and trips. He favours holding residentials in the autumn or winter due to the added benefits it offers students
and how it helps to connect them with the subject: “For students learning a new subject, a school trip at this time of year can boost self-esteem and give them confidence. Running a trip or residential at the start of the academic year gives you more time to embed the learning and see the impact.” Whenever and wherever you decide to go, it is important that young people have the opportunity to go on school trips. When looking at how the Covid pandemic had affected learning, Ofsted reported comments from school leaders on how the pandemic continued to impact the teaching of history and languages during 21/22, noting gaps in pupils’ knowledge from missing out on history school trips and fewer opportunities to speak and listen to other languages. If organising a school trip or tour in addition to your usual workload feels overwhelming, do remember help is on hand. A specialist school travel or tour organiser will be able to advise you on the best time of year, the best location or destination and the best itinerary to meet your needs. L FURTHER INFORMATION You can find a list of accredited school tour providers covering all types of trips and destinations at www.schooltravelforum.com
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The future of EdTech The pandemic led to significantly increased adoption of and reliance on EdTech tools and schools are still using these tools following a return to classrooms
into the future, the decision was made to work with its partner, GLUU, to develop askOLA – an online, on demand learning platform.
The rise of EdTech During the pandemic, schools in the UK had to make a multitude of very difficult decisions - from how best to protect student and staff safety, to mitigating the impact that the pandemic was having on student learning and wellbeing. Even when forced closures were not in place, many schools often took on the burden of making that difficult judgement call themselves, and children needing to learn from home quickly became the norm. During this time, the adoption of and reliance on EdTech tools skyrocketed, as schools found the right platforms that could facilitate student learning remotely. Fast forward to today, schools are by and large back to functioning in a way that is similar to before the pandemic. The use of physical resources and in person teaching are once again standard practices, as opposed to a complete reliance on online technologies and digital learning methods. However, that does not mean that we have moved on from using EdTech to support learning. In fact, for many schools across the country, months of hybrid teaching and the use of digital tools has meant that these processes have become rooted in a child’s learning, both in and out of the classroom. According to the Department for Education’s ‘Education Technology Survey 2020-21’ in response to Covid-19, the majority of headteachers from primary (94%) and secondary (97%) schools had introduced, increased or upgraded their technology in the last 12 months, with many of these systems remaining in place for the long term. EdTech has now become an embedded part of standard teacher practices. Although its use was accelerated by necessity, it is no surprise that teachers continue to find these tools useful, as professionals in schools continue to face a myriad of challenges; be that to overcome teacher shortages or assist student wellbeing. YPO, one of the UK’s largest public sector buying organisations, identifies and provides high-quality resources to assist with learning in education. After identifying in its ‘Education in a post-covid world’ research that EdTech would continue to be a useful resource for schools
askOLA askOLA acts as an alternative to private tutoring. Young people can access professional academic support, whenever they feel that they need it, from online learning assistants (OLAs) – qualified and vetted professionals who deliver personalised and on-demand academic coaching across English, maths and science – via an online platform. As a result of the pandemic, a survey commissioned by YPO last year titled ‘Education in a post-COVID world’ revealed that 64% of parents said they were concerned about their children’s mental health and wellbeing, with the mental wellbeing of staff cited as a top challenge by schools. It was clear from this study that not only were children struggling academically due to the pandemic, but also in terms of their mental health. askOLA is an innovative tool because it can offer wellbeing support for students alongside learning support. Having launched across the UK earlier this year, askOLA also works to relieve pressure on teachers at a particularly difficult time of tighter budgets and stretched resources. Trialled by over 300 students in an initial term-length pilot at Shireland Collegiate Academy Trust (S-CAT), 92% of pupils said they would recommend the askOLA platform. The use of the software was found to extend a pupil’s learning time by over 1,500 hours. The feedback from students
speaks for itself on the benefits of having a tool such as askOLA supporting students: “This website is so good. It helps me with my homework, my wellbeing, and the things I struggle with.” “…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.” Digital inequality Whilst the normalisation of EdTech is a fundamentally good thing for modernisation and progression within schools, it’s important to acknowledge that accessibility to online platforms remains of the upmost importance. Towards the latter end of last year, YPO research found that ensuring digital inclusion was the biggest challenge schools faced throughout the pandemic. There is no doubt that this will be heightened as a result of the current cost-of-living crisis, with more and more families in a position where they can no longer afford to invest in new tech or in some cases broadband bills. As we see learning environments across the country embrace digital solutions, it is important to remember the importance of digital inclusion to ensure children across the UK can utilise tools and gain access to the best education possible. L FURTHER INFORMATION www.ypo.co.uk
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We support domestic and commercial maintenance to ensure the safe and effective operation of charge points. No matter how good your hardware is, it will only perform to the level of the software you select. We can advise on these matters to make sure you maximise the output from the chargers and minimise the project costs at the same time.
Contact us to take the first steps on your electric vehicle migration Visit: www.ground-control.co.uk/EV Call: +44 (0) 1277 598899 | Email: firstname.lastname@example.org
School Travel Management
How schools can encourage an active travel school-run Research shows that 27 per cent of UK schools are in high pollution areas, with the school run contributing considerably. To combat this, schools should encourage an active, safe, and green commute to school, writes Chris Bennett, head of behaviour change and engagement at Sustrans Travelling actively to school can be a win-win situation for the whole school community, as walking, wheeling, scooting or cycling can be quality time between parents and children, with pupils arriving more relaxed and ready to learn. In contrast, although tempting and the easy option at times, travelling to school by car can be a time of stress and discomfort, at premium expense and with terrible consequences to the air quality and environment around the school. Simply put; it doesn’t work. Instead, the positives of adopting a green commute to school must be prioritised as a healthier and cheaper option that benefits all aspects of the school experience. The situation Transport is the largest emitter of greenhouse gases in the UK, and motor vehicle use is the greatest source of emissions. This is hugely damaging to all, but particularly for children. Research shows that 27 per cent of UK schools are in high pollution areas, with the school run contributing considerably. The impact of this is
already tragic, such as in the case of Ella Adoo-Kissi-Debrah, for whom the factor of air pollution “made a material contribution” to her death, according to the coroner presiding over the inquest into her death. Though legislative action, such as Ella’s Law (enacted following the inquest), is fundamental, every act of change away from carbon transport is a positive step. Active travel should be the natural first choice for all shorter trips. Fortunately, making the change from car to walking or cycling can be very simple. Schools are the basis of instilling integral life-lessons for long lasting behaviour change, and so what efforts are made here are extremely beneficial to the movement.
Resea shows rch that 27 per c e n t of schools are in h UK ig pollutio n areas h
What are the facts? 1.3 miles is the average distance to primary school.
Three miles is the average distance to secondary school. Fifty-seven per cent of primary age pupils live within one mile of their school, and 73 per cent live within two miles, whilst 27 per cent of secondary age pupils live within one mile of school and 52 per cent live within two miles. Essentially, most pupils and students live close enough to walk or cycle to school. Using the car is the only option for some. Whilst recognising our different needs, there is opportunity for us to reduce the number of unnecessary short journeys by car. Sustrans schools officers work within schools, creating a culture of active travel for the whole community through collaborative programmes for the benefit of teachers, pupils and parents. The impact of this is considerable. Our Active School Travel Programme in Northern Ireland found that by the end of the 2020-21 academic year children travelling actively to participating schools increased from 31 per cent to 43 per cent, while the number of E
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
ISBL National Conference: Leading possibilities Following the release of the White Paper1 in the spring and the Schools Bill2 consultation, there is further change and reorganisation expected to come across the sector. With change comes opportunity and possibility, so join other leading professional, at the ISBL national conference this November, to discover more
School business professionals (SBPs) have a wealth of responsibilities demanded by the role, including delivering personal ambitions alongside their organisation’s strategic aims. These two deliverables are not always aligned, as many SBPs are highlighting, so professionals are having to consider whether remaining within their current setting will best suit their personal career plans. Now is the time to assess where you are in your career, what options are developing, and where you feel your skills are best placed. There is no better place to consider your future than at your professional body’s national conference, which is developed to focus solely on the needs of your profession. Our guiding principle is your progression and the recognition of the profession. This year’s ISBL national conference will provide the opportunity for horizonscanning, with professional insights from trailblazers about their strategic growth, knowledge development on how to deliver change, and a chance to see how other professionals are achieving a collective focus on integrated curriculum and financial planning (ICFP). With the onslaught of rising costs, growing inflation pressures, and the most significant pay award for teachers and support staff in a generation, the demands on school leaders to manage and optimise school resources have never been greater. At the conference, you will hear from pioneers of cost management from estates to technology enablement. Sessions will explore effective workforce planning to maintain outcomes while optimising resources, and we’ll invite the practitioners developing agile methodologies and mindsets to stem the shrinking headroom. It’s not just our speakers and workshop leaders who’ll deliver essential insights. As a profession, your strongest link is each other. The national conference offers an unrivalled resource of peers who are ready to help you both in self-reflection and in revising the 2023–24 forecast.
Programme content This year’s programme has been specifically developed to help SBPs look ahead to what the future may hold for sector reorganisation and the role of the school business leader. ISBL is delighted to be able to offer a wealth of renowned specialist speakers. Invited speakers include Sir David Carter and Dr Paul Armstrong, who, across a mixture of plenary, panel discussions and seminars, will help delegates contemplate their approach. Panel sessions will focus on the 2030 Agenda and Schools Trusts – The Impact on SBPs and the Wider Sector; training the Next Generation of Leaders; the Importance of the Financial Voice – The Evolving Role of SBPs in Schools; and leading Possibility – SBPs at the Forefront of Education. All sessions are tailored to allow the opportunity for colleagues to pose questions. In addition to the wealth of plenary and panel sessions, the event will offer 16 seminars, all responding to the current concerns and priorities raised by members. The seminars will be led by ISBL Fellows who will offer real-life good practice or sector specialists who are developing the content with an SBP to ensure it talks to the needs of the SBP audience. Sessions include ‘my journey as an SBP’, ‘the importance of change management’, and ‘the importance of school strategic and financial plans’. The event provides a chance to network, share, and take stock with other colleagues from different regions, phases, and school types – offering professionals the chance to engage with those facing similar challenges or already pursuing collaborative opportunities. To access the full programme and the complete list of workshops, visit our dedicated event microsite.
Post-event access ISBL recognise that further value is gained through the cascading of the learning and knowledge obtained at the event to colleagues when you return to your school. We also know that learning is most effective when heard in the first person from the source. That is why we will be ensuring that session highlights and materials will be available to download after the event via the ISBL website and through our new community site PlatformED. This will include slides and audio content from our main session room. Book your place The ISBL national conference is taking place on 10-11 November at the Hilton Birmingham Metropole. There is a high demand from SBPs to return to in-person events and 150 delegates have already booked their places. To avoid disappointment, book your place today. Get involved We want to encourage delegates to have a fully immersive experience at the event, so we are building in plenty of time for networking and a greater number of panel discussions. We therefore invite colleagues to send in any burning questions in advance. Simply email email@example.com with your questions, and we will ensure these are covered by the speakers as we build the brief for each session over the coming weeks. L DfE White Paper March 2022, Opportunity for all: strong schools with great teachers for your child 2 www.gov.uk/government/publications/ schools-bill-policy-statements 1
FURTHER INFORMATION www.ISBL.org.uk
What can be done? All schools should have a School Travel Plan. This starts with an understanding of how children currently travel to school, and sets out the actions the school will deliver to increase active travel. Pupils should be directly involved in developing this plan, to encourage collaborative enthusiasm. Methods proven to be effective in encouraging families into an active travel school run, include rewards points systems, measurable inter-class challenges, free fruit/healthy snacks for green commuters, and awarding of celebration achievements such as certificates. Awareness weeks and competitions, such as Bike to School Week and the Big Walk and Wheel bring a united ethos to the challenge as parents, pupils and teachers walk, cycle, wheel, or scoot to school. “Active Travel Day/ Week”, organised by the school for a selected car-free date, could include pupil-designed posters about the event, which can also be done with parental involvement, and display boards through the school as a reminder. Everyone taking part will experience the benefits of travelling actively – and this is a vital lesson at a crucial time in developing positive habits for future journeys. ‘Walking Buses’ and ‘Cycling Buses’, in which parents and pupils travel as groups to school, have proved effective in encouraging families to walk or cycle. A critical step to encourage this behaviour change will be improving school storage areas for bikes and scooters to ensure they are easily accessible for owners, safe, secure, and covered. Promoting the power of change It is particularly important to communicate to new pupils and parents, that the school supports active travel and commuting by car is discouraged, to create a
Our children are concerned and they are looking to their parents and teachers, as well as the Government and organisations like Sustrans to lead the way and make the difference for them. culture and habit of active travel in the school from as soon as pupils start. Identifying a suitable Park-andStride location, no more than five to 10-minutes’ walk from the school, enables parents to park and walk the rest of the journey – but this must be highlighted and encouraged to be a success. Increasing knowledge of safe routes and how to use them is essential to making walking and cycling the primary mode of transport for the school run. Schools can distribute regular newsletters to highlight safe and reasonable routes for parents, with each communication also highlighting the importance and benefit of active travel. School Streets ‘School Streets’ are simple measures restricting through-traffic on roads outside schools for 30-to-60 minutes at either end of the school day. Emergency vehicles, residents and blue badge holders of course retain access. These fantastic schemes give parents the confidence for their children to enjoy the freedom of a safe road in clean air, whilst local communities socialise. Schools must work closely with local authorities and the neighbourhood community in developing and delivering School Streets. A Sustrans-commissioned survey in 2019 found nearly two-thirds (63 per cent) of teachers would support car-free roads outside schools during drop-off and pickup times. During Sustrans School Streets as part of the Big Pedal 2019, a survey found that 90 per cent of parents and residents would support a street closure regularly outside the school. New evidence from
School Travel Management
pupils travelling by car to school fell from 61 per cent to 50 per cent. There was also a 15 per cent increase in children completing one hour of physical activity 60 minutes each day.
Sustrans finds across School Streets schemes, there has been no significant traffic displacement to surrounding streets. The benefits – health, wealth and community happiness Physical inactivity is devastating to our health but by travelling actively to school, children can avoid the associated risks, and are also shown what difference they can make. Many teachers report that a pupil’s ability to concentrate and learn is improved after walking, wheeling or cycling to school; often arriving to lessons more engaged and ready for the day. The car is now, especially amid the cost of fuel and living crisis, an unacceptable means of travel for millions across the UK. The support that schools can provide for them, not only encourages their switch to active travel, but can be of considerable benefit to the household purse and wellbeing. Central experiences to childhood development come from movement, and for many the key pillars of this are walking, wheeling and cycling, especially to school; forging memories and long-lasting relationships. Expectations of future generations Sustrans recently polled 1,305 pupils aged from six-to-15 across the UK for their thoughts on the environment, climate crisis and their school’s air quality. 71 per cent said they were worried. 62 per cent felt that adults were not doing enough about climate change. And just over half felt their concerns are not taken seriously by adults. Our children are concerned and they are looking to their parents and teachers, as well as the Government and organisations like Sustrans to lead the way and make the difference for them. Each thing that we do to make a change towards active travel is worth doing, for the planet and for those that will be the adults someday. Luckily for us all, we have school staff and teachers instilling the good habits and knowledge that will make the difference we all need. There is no greater lesson than an example being set. Don’t tell children what must be done – show them. For this, start where the buck stops – leadership. When the Headteacher walks or cycles to school; parents, teachers and pupils will follow that example. L FURTHER INFORMATION Further information is available here: https://www.sustrans.org.uk/
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
Securing the modern classroom Philip Ingram MBE, former senior intelligence & security officer and head of content at International Cyber Expo, discusses cyber security in schools, prior to the International Cyber Expo in September The pandemic forced the education sector to The overwhelming truth shift towards more remote or hybrid learning Although digital transformation brings with models, causing many schools, colleges and it many benefits, it also dramatically changes universities to kick-start digital transformation the cybersecurity threat landscape for the programmes without any prior notice. This education sector and the challenges they rapid adoption of new technologies uncovered face. As the use of digital technologies grows, multiple opportunities for teachers and so does the threat surface, opening up many lecturers to keep in contact with their pupils more areas for potential cyber attacks and during each lockdown, plus teach in new data breaches. and innovative ways. However, as education For many education establishments, an establishments around the world rushed to imminent cyber attack is inevitable. In keep their classes online, it seems security April 2022, research from Trend Micro was left behind. In fact, a survey revealed that revealed that more than three-quarters 44 per cent of education institutions globally of global organisations expect to be were targeted by ransomware in 2020, of successfully hacked in the next 12 months. which 58 per cent shared that cybercriminals Most shockingly, universities including succeeded in encrypting their data. the University of Northampton, Newcastle Other worrying stats include over three University, University of Hertfordshire, and quarters (78 per cent) of UK head teachers Portsmouth University were all victims of believing their school faces an increased risk ransomware and cyber attacks. This resulted of being exposed to a cyber incident in cancelled classes and students in light of remote learning, were unable to submit their according to a survey in assignments or access their February 2022; but only course materials. The For 37 per cent, nearly ease at which these m any four in ten, including universities fell victim educati school staff and IT makes it even more o n establis professionals, did not crucial that such an imm hments, rank cybersecurity as a organisations focus i n e n high priority. The survey on securing their t c attack i also found two-thirds developing networks s inevit yber able (66 per cent) of UK and systems. schools claimed to have Being able to navigate suffered a cyber attack the complexities of in the last 18 months and modern-day cybersecurity only 35 percent felt strongly has never been harder. The they were well prepared to protect increasing threat environment their school against malicious activity in and expanding attack surface are only the future. It goes to show that, although adding to the challenges. It seems the education sector is being attacked, it even the most talented cybersecurity may not be prepared for what lies ahead. professional can feel overwhelmed, made Complex cyber attacks within the education worse by the ongoing cyber skills gap. sector create a massive threat towards the data protection of identity and information Rallying our cybersecurity troops of students and staff. The education sector The digital and cyber skills gap has long has long been an attractive target for cyber been a concern for the education sector, criminals due the masses of sensitive data resulting in overworked teams teetering but also because, historically, they tend on burnout. More than a human resources to run on outdated IT systems, a smaller issue or even an education sector team of staff and fewer resources. Also, problem, this particular challenge also extremely tight budgets mean they have has grievous repercussions for continuity, to train staff internally, who may have no if not addressed. Indeed, earlier this year, previous cybersecurity experience, to run Fortinet produced a research report which security practices. This all accumulates in revealed that two-thirds of IT leaders making the education sector weak in their worldwide are concerned about the risks defences against the cyber threat landscape. they stand to face as a result of a skills gap
within their organisation. The vast majority, or 80 per cent of survey respondents, confirmed that they had experienced one or more breaches during the preceding 12 months due to a lack of cybersecurity awareness skills or awareness. Moreover, (ISC)2’s 2021 Cybersecurity Workforce Study estimates that an additional 2.72 million cyber professionals are required “to adequately defend…critical assets”. As the threat landscape continues to grow, evolve and intensify, we urgently need to step up as a community to tackle this issue. But what can, or should, be done? The self-inflicted shortage The truth of the matter is the skills shortage is largely self-inflicted. The first key mistake we make is believing we need to rally troops composed of the ‘cyber elite’, or professionals highly skilled in specific and technical fields of cybersecurity. While such talent is necessary for a country’s military defence and cybersecurity-focused enterprises, they are not essential in other organisations to run securely. The cybersecurity ecosystem has evolved significantly since it originally emerged, and we now have a whole range of services and tools at our disposal to build a strong
Together, the cybersecurity sector, including government, private institutions and academia, is full of impressive individuals with the resources and know-how to bring about the change we need to see. The importance of collaboration Cyber resilience is critical for all organisations whether education, governments, public or private. The threat of attacks is not going away, so the focus must be on hardening the security of critical assets so that when criminals do target them, they are met with a robust and defensive force that prohibits them from reaching their goals. However, given education and public sector organisations are often underfunded when it comes to cybersecurity, the current lack of resources and skills to comprehensively defend networks makes true cyber resilience difficult to achieve. One of the best ways to improve the UK’s cyber resilience is through private and public sector collaboration. By uniting forces, the public and private sectors can work together to protect the UK as a joint responsibility, where they share intelligence, and do more to protect small and mid-sized organisations, who are often hit hardest by cybercrime, while also educating the public. This union is a key aspect of the UK government’s Cyber Security Strategy 20222030, which delivers a vision of cybersecurity resilience through public-private sector collaboration. The strategy also outlines the importance of building security into the core of the UK’s infrastructure by deploying secure-by-design principles, the importance of sharing knowledge and improving cyber education to close the skills gap.
defence. Today, it is enough to bring onboard decently skilled individuals with the ability to leverage these resources effectively. This significantly widens the pool of talent we can access as it is no longer confined to a minority of individuals naturally gifted in STEM subjects. Rather, it allows for the possibility of qualification through training. Equally, we need to remember that cybersecurity is relatively new and it is constantly and quickly evolving. Though someone might be an expert in cyber threats today, they are unlikely to be equipped to tackle the threats of tomorrow without committing to continuous re-education. Yet, we generally place numerous barriers to entry, requiring individuals to have X years of experience, X qualifications etc. What we really need are individuals who are enthusiastic to learn and a system in place to train people from the ground up; for entrylevel or even current employees who are interested in making the lateral move. Last but certainly not least, is the importance of making room for greater diversity and inclusivity. Fortunately, we have witnessed an improvement on this front over the years. A 2021 joint study by the NCSC and KPMG shows that over a third (36 per cent) of respondents are female, roughly 10 per cent are from the LGB community - higher than the estimated 2.2 per cent of the UK population that is LGB, 25 per cent identify as having a disability and other characteristics, such as ethnic minorities, are largely in line with national population proportions. Nevertheless, this is not the time to fall complacent and we do need to continue making an effort to drive the inclusion of an otherwise untapped candidate pool. Of course, the best way of ensuring we continue to nurture diversity within the industry and indeed to tackle any issue we face, is through collaboration.
A meeting of minds Overcoming the cybersecurity challenge is one you don’t have to face alone. Together, the cybersecurity sector, including government, private institutions and academia, is full of impressive individuals with the resources and know-how to bring about the change we need to see. We just need a space for them to come together to do so, and that is exactly what International Cyber Expo intends to be. L
Held at Olympia London on the 27th - 28th September 2022, International Cyber Expo endeavours to be the go-to meeting place for collaboration, where everyone from vetted senior cybersecurity buyers, government officials and entrepreneurs, to software developers and venture capitalists, are welcome to share their experiences, knowledge and resources with peers. As one of the must attend annual cybersecurity expos, the inclusive event is made for the community, by the community, hosts a world-class Global Cyber Summit, an exhibition space, live immersive demonstrations and informal networking. FURTHER INFORMATION To register for FREE tickets to the event, visit: ice-2022.reg.buzz/eb1 For more information on the event: www.internationalcyberexpo.com/eb1
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
P R OT E C T Y O U R S C H O O L
0370 608 4350 www.churchesfire.com
CHURCHES FIRE & SECURITY HAS BEEN PROTECTING THE EDUCATION SECTOR FOR 30 YEARS Ch u rc h e s F i r e & 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 afe from t h e t h r e a t o f f i r e and theft.
ALARM RECEIVING CENTRE
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
The Churches Fire & Security Alarm HEADLINE SPONSOR Receiving Centre is fully equipped to
received, the following actions occur. 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 trust 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 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. L FURTHER INFORMATION 0370 608 4350 firstname.lastname@example.org http://www.churchesfire.com
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
EB Awards Review
Applauding success at the Education Business Awards The Education Business Awards has been recognising and celebrating school achievements since 2006, reporting on thousands of success stories. On 15 June, this year’s winning schools were revealed, at London’s Royal Garden Hotel – demonstrating commitment, innovation and hard work within the education sector
The Education Business Awards returned as showcasing innovation and a commitment a live event on 15 June at the Royal Garden to teaching the future generation. Hotel in London – after two years hosted Now more than ever, it is essential as a digital event due to the pandemic. that we continue to recognise their The awards, sponsored by Churches Fire, achievements and to acknowledge the vital have been recognising the outstanding role schools play in helping the country work, commitment and achievements to bounce back after the pandemic. of schools and academies since 2006. The Education Business Awards had The ripples caused by the Covid-19 eighteen categories, with schools recognised pandemic are still being felt in the education in areas such as ICT sector, with schools responsible for innovation, environmental catching pupils up with any lost excellence, and The learning during lockdown. outstanding Educati Other issues, such as teacher progress. o n Busines shortages, funding shortfalls, The 2022 spiralling energy costs, Awards were returne s Awards and the shift in education presented by event o d as a live policy, is creating a celebrity host n 1 5 June at the R challenging backdrop for Jeff Brazier. o many schools. Yet there Now a weekly Hotel inyal Garden is no shortage of inspiring presenter on London stories coming out of schools, BT Sport Score,
an ambassador for People’s Postcode Lottery and a regular presenter on TalkRadio, Jeff is a qualified Life Coach and Grief Counsellor. 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. Outstanding progress The Outstanding Progress School is presented to the primary, secondary, and independent school that can demonstrate an increase in the educational performance of the school. St Bartholomew’s School in Berkshire won the Outstanding Progress Award in the secondary school category, which is rated by Ofsted as Outstanding. Leaders have put in place thoughtful learning journeys that help pupils see how their knowledge and skills build over time. Careful content
planning allows any learning gaps to be quickly identified, with personal development programmes giving pupils valuable time to debate issues around diversity and equality. The winner of the Outstanding Progress Award in the primary category was St Francis Catholic and Church of England Primary Academy on 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. Wellsequenced lesson plans have helped the school jump from Inadequate to Good in its latest Ofsted report last November. In the independent sector, the school that won Outstanding Progress Award was St Edward’s Cheltenham. The school’s reputation and results have been growing since the arrival of new principal Matthew Burke, who has been shortlisted for a TES Headteacher of the Year Award. January this year saw the school become part of the Alpha Schools Group, which has pledged to invest £3m in facilities and will provide new bursaries and scholarships.
Now more than ever, it is essential that we continue to recognise the education sector’s achievements and to acknowledge the vital role schools play in helping the country to bounce back after the pandemic 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. The Excellence in Health & Safety Award celebrates best practice in operational health and safety and recognises the
EB Awards Review
valuable work in schools to create and maintain a safe and healthy environment for teachers, support staff and pupils. 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. E
Safety and security The School Safety Award is presented to the school which has provided an effective, timely response to the challenges posed the Covid-19 pandemic in order to minimise the risk to staff and pupils. 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
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 2022 Awards were presented by celebrity host Jeff Brazier
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
EB Awards Review
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. Recruitment and procurement The School Recruitment Award recognises an educational establishment which has invested in its recruitment methods and processes to ensure a timely intake of appropriate teaching and support staff. The award this year 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. Environmental Practice Showcasing its commitment to sustainability, Castledon School, an SEN provision for young 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.
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
The School Recruitment Award this year was presented to Lycée International de Londres Winston Churchill in London for its innovative approach to recruitment and professional development
School Building Award is presented to the establishment that has provided advanced, modern and sustainable building, constructed to meet the needs of pupils and teachers. 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. The STEM Award meanwhile is presented to the educational establishment that has excelled in the provision of a first class environment for teaching STEM subjects including maths, technology and science, and engineering. STEM is central to every aspect of learning at Repton School in Derbyshire, which made it the worthy winner of the STEM Award. 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
The School Safety Award is presented to the school which has provided an effective, timely response to the challenges posed by the Covid-19 pandemic in order to minimise the risk to staff and pupils. 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 UKwide Arkwright Engineering Scholarship. 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
EB Awards Review
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 E
Parker E-ACT Academy was presented with the SEN Provision Award, for its new Social, Emotional, Mental Health provision hub
Castledon School, an SEN provision for young people with learning difficulties and complex needs, were this years winners of the Environmental Practice Award
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
EB Awards Review
The School Sport Award went to Heathfield Junior School in Middlesex for its revamped PE curriculum
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. 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. Community and sport The 2022 Community Award went to Shaftesbury Park Primary School in London 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
The 2022 Community Award went to Shaftesbury Park Primary School in London for its inclusive ethos. 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. ICT Innovation and facilities The ICT Innovation Award is presented to the educational establishment in the UK that can demonstrate innovation in its approach to teaching and deploying IT and computing that future proof pupils’ skills.
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. E
EB Awards Review
The ICT Facility Award went to Tauheedul Islam Boys’ High School in Blackburn for its use of interactive learning which achieves high levels of engagement.
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
EB Awards Review
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. 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 is presented to the educational establishment in
the UK that has made outstanding progress in the provision of a first class environment for the teaching of ICT and related subjects. The ICT Facility Award 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 FURTHER INFORMATION awards.educationbusinessuk.net
Winners at a glance Outstanding Progress Award (Secondary) Sponsored by Churches Fire & Security St Bartholomew’s School, Berkshire
THE 2023 EDUCATION BUSINESS AWARDS
EB Awards Review
Outstanding Progress Award (Primary) St Francis Catholic and Church of England Primary Academy, Isle of Wight Outstanding Progress Award (Independent) Sponsored by Alan Patient & Co. St Edward’s Cheltenham School Safety Award, sponsored by City Air Technologies Leo Academy Trust, London ICT Facility Award Sponsored by Fujitsu Tauheedul Islam Boys’ High School, Blackburn Academy Partnership Award Sponsored by Strictly Education Hathaway Academy / Grays Athletic FC School Recruitment Award Sponsored by ETeach Lycée International de Londres Winston Churchill, London School Procurement Award Sponsored by Alan Patient & Co. Ravensdale Junior School / Transform MAT Excellence in Health & Safety Award, Sponsored by Churches Fire & Security St Michael’s Primary School - School Streets initiative Environmental Practice Award Castledon School, Essex School Building Award Addington Valley Academy, London
The Education Business Awards will return to London on 14th June, showcasing innovation and excellence within the education sector. The Awards will cover eighteen categories, covering outstanding progress, environmental excellence, ICT innovation, SEN provision, and many more. Schools are encouraged to enter the awards for free with a 500 word entry statement, providing examples of their excellent work. Shortlisted schools will be then be invited to the awards luncheon on 14th June in London - venue to be confirmed. Send your entries here: https://awards.educationbusinessuk. net/entry-form
STEM Award Repton School, Derbyshire SEN Inclusion Award The Hayling College, Hampshire SEN Provision Award Parker E-ACT Academy Community Award Shaftesbury Park Primary School, London School Sports Award Heathfield Junior School, Middlesex School Security Award Audenshaw School, Manchester ICT Innovation Award Kentmere Academy and Nursery, Rochdale
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
Safeguarding in a digital world Recent years have transferred more responsibility to schools when it comes to safeguarding their pupils, not only from parents, but from stricter regulations and Ofsted requirements coming into effect
In the digital age, the internet provides much more than just the ability to browse the web. Gaming, video streaming, content creation and social media all utilise the internet, allowing us to connect to people in ways that were never possible before. The internet is now fundamental in education. It provides a key learning tool for children, however, as useful as it is, it can also be an area for concern due to the nature of the material available online. Unsuitable content, social media sites, gaming can all expose children to danger. A recent survey from the British Board of Film Classification (BBFC) found 47% of teens said they had been exposed to, “harmful or upsetting content while in lockdown, often on a daily basis.” Inappropriate content can make children feel isolated and anxious as they process what they’ve seen. Sometimes, this can be found in innocent ways - a 10 year old child researching the Tudors could stumble across content for older users. According to a 2020 survey by the Office for National Statistics, nearly 30% of 10-15 year olds accepted a friend request from someone they didn’t know. This poses the same danger as children talking with strangers in the street. Contact from strangers can put children in danger of grooming, or recruitment to extremism and crime. In the UK it is a legal requirement for educational establishments to provide a safe online learning environment for students. So, you need to bear this in mind and ensure you are meeting the statutory requirements as set out below: Keeping Children Safe in Education (KCSIE) was introduced by the government as a statutory guideline stating schools must implement appropriate filtering and monitoring systems to ensure that students are effectively protected whilst online. The Prevent Duty is a statutory obligation for schools to keep children safe from the risk of radicalisation and extremism. It
states that every teacher must be aware of the risks posed by the online activity of extremist groups, and how social media is being used to encourage young people to travel to Syria and Iraq. These guidelines have made content filtering an essential service within the school environment to keep children safe. However, it is also important to bear in mind that you don’t want to restrict their ability to learn by overdoing it and taking it too far. Having a comprehensive content filtering system in place allows you to control what can be accessed online on your organisation’s computers, in and out of school. It blocks content that is deemed inappropriate, offensive or even harmful whilst still allowing acceptable material to be viewed. Attempts to view harmful content can also be reported on, so any recurrent traffic can be identified. Content filtering works by applying specific parameters to content retrieved via the internet, restricting access to certain material on websites or in emails. It can be a hardware or software solution and can often be part of a firewall. Most tools are profile-based and can tailor filters for different age ranges, or whether the user is a teacher or a student. In response to this threat to children, we designed and built our content filtering platform, SurfProtect® Quantum.
First launched in 2004, SurfProtect has protected children in schools through effective content filtering. Since then, we constantly develop Quantum in-line with government regulations, like KCSIE and The Prevent Duty and the platform will match the regulations as they progress. However, online tools are developed daily, and there are always new threats to children’s safety. With many classes moving online, and staff working from home during the pandemic, more needs to be done. That’s why we’ve developed SurfProtect Quantum+. Now, schools and MATs don’t need to worry about content filtering outside of school - the new tool is able to filter content when devices are used outside school amongst other advanced features. It’s never been more important for safeguarding tools to adapt with the changing online landscape. Schools need future-proof tools that do more than react to the threats already there. We will keep developing tools like Quantum+ because we believe the internet should be a safe place for children to learn and develop their skills. L For more information on Quantum+ and our work with schools, visit our website below. FURTHER INFORMATION www.exa.net.uk
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
SUPPORTING THE PUBLIC SECTOR with providing disbursement and hardship payments We’ve helped the public sector distribute over £120 million in hardship funds. Find out how we can help you support local families in need this winter.
GET IN TOUCH
“ We’ve had really
positive feedback from the families we support.
Sheila McKandie, Head of Revenues and Business Support, The Highland Council
sodexo.com/voucher-schemes call us on 01908 303477 or email us at email@example.com
The provision of free school meal vouchers As a supplier on Crown Commercial Service’s Voucher Schemes framework, Sodexo is able to support local authorities and educational establishments across the UK via the provision of food vouchers, hardship payments, free school meal vouchers, local voucher schemes. Here’s how
Last year, the Coronavirus pandemic impacted many families across the country. Throughout these unprecedented times, we supported local authorities and educational establishments across the UK in providing much needed support to vulnerable members of their communities. Since March 2020, we’ve worked in partnership with over 150 clients and distributed over 1.3 million free school meal vouchers and over £120 million in funds from public sector bodies in the shape of hardship funds and customer payments. As one of 13 suppliers on Crown Commercial Service’s Voucher Schemes framework, we’re able to continue to support public sector organisations via the provision of food vouchers, hardship payments, free school meal vouchers, local voucher schemes, consumer reward and survey completion incentives. We pride ourselves on our ability to bring people and organisations together in a way that makes a real difference to people’s lives and being on the framework ensures that support continues for our public sector partners. We provide public sector bodies with access to an end-to-end voucher delivery system which is not only secure, but simple to use! All our customers benefit from a fully managed service with dedicated scheme management and customer care support. But don’t just take our word for it, here’s what our customers, North Aryshire and Highland Councils, had to say about working with Sodexo: North Ayrshire Council “Alongside North Ayrshire, we developed a multi-store voucher solution allowing recipients to select from the main supermarket retailers depending on which was local to them. A voucher ordering form was created so the council could easily place orders every two weeks. Once the order
was received, parents would receive the vouchers within a 48-hour window or less.” To help parents and carers understand the scheme, we created a demonstration video alongside a step-by-step guide on how to redeem their voucher. Our Customer Care team was also on hand to help any parent that had questions. Here’s what Neil McAleese, business planning team manager for North Ayrshire Council, had to say about working with us: “Our requirement for the services of Sodexo came on the back of the COVID-19 Pandemic. We had to implement a solution quickly which was flexible in terms of frequency of the vouchers, continuing to provide a workable solution for parents, and meeting our own budgetary pressures. Sodexo have been excellent throughout, with fantastic client service managers who provide continuous support. “From the outset, Sodexo were transparent in how they charged for the service which allowed for a streamlined procurement process for both parties. From a parent’s perspective, the choice of retailers has been warmly received and this has undoubtedly contributed to the overall success of our pandemic food voucher programme. Sodexo have provided a flexible, practical and easy system which has been of huge benefit to North Ayrshire families” Highland Council Due to the closure of schools last year, the Highland Council needed to ensure that they could continue to support local families across their county. We worked with them to provide a multistore digital voucher scheme that would allow vouches to be issued to eligible families to purchase food at their selected supermarket. They placed bulk voucher requests with our
team, which were then released to them to be distributed locally to their families by email. Once notified, parents could then log on to our platform to redeem their voucher code for an e-voucher to spend at their chosen major supermarket chain. To ensure that the parents and carers understood how to access the scheme we created a tailored communications campaign which included an e-book, factsheet, and an information sheet for parents. Our customer care team was also available to assist with any queries from the Council’s Welfare Resilience Team and parents and carers. Here’s what Shelia McKandie, Head of Revenue and Business Support for The Highland Council, had to say about working with us: “We knew that we needed to implement a fast-paced solution to support thousands of families in Highland, with minimal disruption for parents and carers. Sodexo have been wonderful to work with throughout the whole process! The availability of the helpline and how quickly any issues were resolved was a big plus for us. We’ve had really positive feedback from the families we support, across a diverse and vast geographical area, in what has been a really challenging health and economic crisis.” If you’re looking to provide vouchers to specific customer groups - we can help! We provide flexible voucher choices to suit your requirements, a choice of over 100 retailer brands, an easy-to-use platform backed by award-winning customer support. L FURTHER INFORMATION Get in touch today to see how we can support you. You can learn more at: sodexoengage.com/voucher-schemes or contact us on 01908 303477 or firstname.lastname@example.org.
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
Action Mats’ education resources are now available for Early Years children Action Mats, the award winning creators of unique education resources, recently released their equally innovative Mini Mats, for EYFS children. Mini Mats focus on movement and development for Early Years children, encouraging them to work on fine and gross motor skills as well as a range of cerebral challenges, such as shape recognition and colour recognition, whilst carrying out a physical challenge was to help shape each Mini Mat into a worthwhile challenge that teachers would see the merit in doing and with graphics that could be understood by the children. Clearly, given the age group, some compromises would need to be made in the expectation of autonomy, accepting that some help might be needed from the practitioners but, as long as children felt a degree of empowerment from their interaction with the graphics, Mini Mats would succeed in their goal.
Mini Mats were devised in response to requests from schools to provide a similar resource for Early Years, to the recently judged ERA award winning, Action Packed set, which was the first offering from Action Mats aimed at Key Stage 1 & 2. The Action Packed set is now in hundreds of schools in the UK and in schools from Iceland to India, because they have been proven to reach children of all language abilities. The Action Packed set empowers children by giving them the ability to work out what to do on each mat, thanks to the simple printed graphics, so they can be determine their actions without the need to wait for instruction. Lesson are quick to set up (and to clear up too) as they can start immediately a child picks up a mat, takes it to a space and starts moving. Once the whole class is moving and has warmed up, the next phase of the lesson can be explained and embarked upon. The instructional graphics printed onto the Action Packed set include exercises such as Hoola Hoop, Skipping and Star Jumps, conveyed using hands, feet arrows and other simple graphics. The challenge for the designers was to devise graphics for Early Years children that engage, invite, instruct and excite in the same way as the Action Packed set does. Another challenge was to find age-appropriate challenges as push-ups, for example, clearly wouldn’t work for four year olds. Interestingly, one of the most engaging of the mat designs, in the Action Packed set, that require thinking and concentration as well as
exercise, is the Balance Mat. It requires children to start with four points of contact on the mat and remove one at a time until they are standing on one leg. The longer they can stand on one leg, the more smiley faces they get to signal the success of their achievement. Also, as new mat materials became available, coupled with enhanced printing techniques, so the designs could be more complex, as evidenced by the Plank and Swimmer mats which were later additions to the first iteration of the set. The Balance Mat concept, coupled with the more complex design features of the Plank and Swimmer mats, were the catalyst for the Mini Mats designs. The ability to apply graphics with much more complexity than hand and footprints opened up great opportunities to ‘go to town’ and we certainly did that! The second challenge was to create a set of activities suitable for the mental and physical abilities of the age group. For this, Action Mats turned again to the people who know best, the Teachers. Teaching practitioners had already contributed to the activity plans for the Action Packed set, ensuring they are curriculum linked so, it was logical to turn to teachers with the same requirement for Mini Mats. Especially, as Early Years are the foundation for all schooling to come. Having explained the concept behind Mini Mats of movement, learning, development and fun to educators, we set them to work assessing the designers’ ideas and proposed implementation suggestions. The objective
Lighten the load of teaching A core purpose of Action Mats resources, is to lighten the load of teaching staff by providing clear, simple and creative plans for lessons and activities. Plans ensure the maximum scope for use and mean resources are appealing to staff and children alike as they make life easy. Teaching practitioners were asked to contribute to the creation of robust lesson plans to supply with every set so that activities have purpose, value, progression and enduring engagement. Mini Mats feature challenges such as balancing on one leg, hopping – on and off different coloured shapes, throwing and catching a beanbag, throwing to hit differed targets – which can also be given number values, tightrope walk and eleven other activities, plus four arrows and four targets, as well as the lesson plans written by teachers. A set is supplied in a tough vinyl carry bag for tidy storage. L FURTHER INFORMATION actionmats.co.uk
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.
Photo © Michael Kappeler/dpa
We need your help Please donate to the DEC Ukraine Humanitarian Appeal, if you can.
redcross.org.uk/shelter or text SHELTER to 70141 to Visit
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).
Issue 27.5 | EDUCATION BUSINESS MAGAZINE
SCHOOL STORAGE BiGDUG’s shelving and storage helping you stay organised. The trusted experts in space utilisation. See our full range of Gratnells Trays online.
WWW.BiGDUG.CO.UK 0333 200 5295 PRODUCTS & SERVICES
Refurbishing Water Heating In Schools With the government’s strategy for education estate sustainability through until 2025 set around evidence gathering and reporting on the various innovative new building technologies to establish best value for money approaches, where does that leave schools with existing gas-fired systems requiring urgent refurbishment? Even with the limitation on new gas grid connections becoming effective this year, those buildings already connected to the gas grid can still upgrade until 2035, under building regulations, to new condensing gas-fired appliances. This provides a useful safety net while assessing new low carbon technology options. For those still ‘on gas’ and, being aware of the cost implications that come with system replacements, Adveco has developed two new ranges of direct-fired condensing water heaters – the AD and the ADplus for instantaneous demands. Both ranges provide a
compact, floor-standing design that is easy to introduce into an existing plant room. High efficiency burner technology translates into 30% savings in fuel consumption, making it more cost-effective, while reducing emissions. Both AD and ADplus also exhibit ultralow NOX and CO emissions. So long as there is an existing gas connection, the AD & ADplus can help bridge towards the next generation of more cost-effective sustainable technologies, such as all-electric high-temperature heat pumps based systems or blended hydrogen in the gas grid. L
FURTHER INFORMATION www.adveco.co
ADVERTISERS INDEX The publishers accept no responsibility for errors or omissions in this free service Action Mats
92 Leonard Hudson
68, 94 Lockerspace
42, 43 Logitech UK
10 Ludo Vic
Call Systems Technology Churches Fire Security Ltd
78, 79 Mac Construction Consultants
Doors Plus Ltd
52, 53, 55
Focus Games Ltd
72 56, 57
Space For Me
TIO Fire Safety
12 Todd Research
48 Warneford Consulting
Lapsafe Self Service
OFC, 70, 71
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