Education Business 28.6

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ISSUE 28.6

Business Information for Education Decision Makers TECHNOLOGY

RECRUITMENT

INTERVIEW

LEADING TRANSFORMATION Education Business award-winner James Eldon shares how effective leadership can transform outcomes

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Contents

Contents Education Business 28.6 07

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INTERVIEW

NEWS

25

RECRUITMENT

35

EDUCATION TECHNOLOGY

41

BETT PREVIEW

ONLINE SAFETY Sponsored by

Sponsored by

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HEALTH & SAFETY

DESIGN & BUILD

DECARBONISATION

Sponsored by

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INFECTION CONTROL

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SCHOOLS & ACADEMIES SHOW

MENTAL HEALTH

95 Business Information for Education Decision Makers

STEM

OUTDOOR LEARNING

Education Business magazine

www.educationbusinessuk.net Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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A step closer to net zero Help your school’s journey to sustainability by providing EV charging infrastructure for your staff and visitors

With the growing number of EV’s and greater emphasis on sustainability, schools and colleges in the UK are focussing on implementing EV charging infrastructure to support and demonstrate their commitment to climate change.

At E.ON we are driving the EV transition and our chargers are designed for your business needs. As part of the package we’ll provide: • Expert consultancy and end-to-end support, helping you find the right solution for your educational setting • Fast, intuitive chargers to suit a range of EV needs

• Various funding options with help applying for government grants • Flexible installation times to help minimise any disruption to your organisation Regardless of your project size or the support you and your employees require, we can craft a personalised package that suits your needs.

Find out more at eonenergy.com/educationEV

News

RECRUITMENT

Teacher training bursaries support long-term teacher supply According to a new NFER report, teacher training bursaries are a cost effective way of increasing teacher supply.

Increasing bursaries to boost teacher numbers is particularly cost effective where bursaries for a subject are currently low. However, the research also suggests that current high bursaries for shortage subjects, such as physics, are also effective and should be retained.

Findings from the report, funded by the Gatsby Charitable Foundation, support previous research showing bursary increases are associated with increases in recruitment into initial teacher training (ITT). The research also finds that teachers who enter the profession due to bursary increases have a sustained impact on long-term supply as they are just as likely to stay in teaching.

The analysis suggests additional spending on bursaries (including the extra indirect costs such as teacher training costs) in shortage subjects would have a positive impact on overall teacher supply. The impact would be similar to a same-cost increase in early career payments and greater than a same-cost increase in teacher pay.

The research shows that currently a starting cohort of 100 teacher trainees will translate, through attrition, into 41 teachers that stay beyond their fifth year in teaching (averaged across subjects/ phases). However, a £5,000 bursary increase, with all else being equal, leads to 47 teachers staying beyond their fifth year in teaching...

CONTINUE READING

EDUCATION REFORM

Scotland seeks views on approaches to inspection The Scottish Government has launched a consultation, seeking views on new approaches to inspection, as well as the creation of a new national qualifications body.

Legislation will be introduced to Parliament in 2024 to implement the Scottish Government’s commitment to replace the Scottish Qualifications Authority (SQA) with a new organisation. Views are now being sought on how this new body will involve pupils and students and the teaching professions in its decision making, as well as being accountable and transparent.

The public consultation on reform of the education and skills sector is also seeking views on changes in relation to inspection, which currently sits with Education Scotland, to maximise the positive impacts of inspection and ensure high levels of confidence in the system among teachers, other professionals, parents and carers and the public.

Education Secretary Jenny Gilruth said: “The case for reform is clear and we need to deliver tangible action, setting out the steps which are right for our education system now.

“This consultation is an important opportunity for young people, parents and carers and, crucially, teachers to make their voices heard and is an important step in designing our national education and skills landscape in its totality.”

CONTINUE READING

Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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News

ATTENDANCE

Poor attendance has dramatic effect on GCSE results A report by the Children’s commissioner Dame Rachel de Souza, which looked at the relationship between school attendance and academic attainment, has shown that poor attendance has a dramatic relationship with GCSE results.

While 78 per cent of all children who were rarely absent in both years passed at least five GCSEs including English and maths, only 36 per cent of children who were persistently absent in both years and just five per cent of children who were severely absent in both years reached this same standard.

More than half (54 per cent) of pupils who were persistently absent in Year 10 and then rarely absent in Year 11 passed at least 5 GCSEs including English and maths, compared to 36 per cent of pupils who were persistently absent in both years.

The report says that there needs to be a reset in the culture around school attendance. This can only be achieved if high expectations of consistent school attendance is established. It says that school leaders need to be equipped with the very best knowledge around both the reasons behind increased absences and the strategies to employ to bring their absence rates down...

CONTINUE READING

QUALIFICATIONS

Sir Ian Bauckham named as interim Ofqual chief regulator Sir Ian Bauckham CBE has been chosen by the Secretary of State for Education as interim chief regulator of Qualifications for England, replacing Dr Jo Saxton who will leave at the end of the year to become chief executive at UCAS. Sir Ian has served as chair of Ofqual since January 2021 and will stand down in order to take up the post of interim chief regulator. He has been a member of the Ofqual board since March 2018.

The appointment as interim chief regulator is for 12 months from 1 January 2024. The public appointments process for a substantive chief regulator will commence shortly.

Sir Ian was knighted for services to education in January 2023. He has been chief executive officer of the Tenax Schools Academy Trust since 2015, a role from which he is standing down to become the interim chief regulator. He is also chair of Oak National Academy.

Sir Ian Bauckham CBE, said: “My entire career to date has been devoted to advancing education. It is an honour, therefore, to be invited to serve as interim chief regulator of qualifications by the Secretary of State at such an important time.

“Qualifications, supported by regulation, open doors and transform life chances for students. I will be pleased to build on the existing working relationships I have with colleagues both within Ofqual and across the sector in this new capacity.

“I look forward to continuing Jo’s good work, and am fully committed to using Ofqual’s powers to regulate on behalf of students and apprentices.

READ MORE

Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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News

ARTIFICIAL INTELLIGENCE

Oak National Academy to create AI teaching tools The government is investing up to £2 million in Oak National Academy to enable them to create new teaching tools using AI, working towards providing teachers with a personalised AI lesson-planning assistant.

This follows a pilot of an AI-powered quiz builder and lesson planner. Thousands of teachers have already signed up to use these tools, helping them to create individualised content that is tailored to teaching their pupils and based on Oak’s curriculum content.

This new cash boost will help Oak to improve these tools further before making them available to teachers across England for free.

Due to Oak resources being available on Open Government Licence, the project will also provide access to Oak’s curriculum resources for edtech companies experimenting with AI to build from this high-quality content. This means that any school, publisher or AI developer can be confident that any content produced through these tools will be accurate, safe, and high-quality.

READ MORE

TUTORING

Tutoring should not just be focused on exam preparation Ofsted has seen a shift in those who are receiving tuition at secondary schools or from 16-19 education providers, with much of the time being used for learners about to sit exams.

This comes despite many secondary school leaders acknowledging that pupils in key stage 3 needed the most support with catching up.

This is according to Ofsted’s second phase of its independent review of the government’s tutoring programme in schools and 16-19 education providers. The review draws on evidence from 51 schools and 34 further education and skills providers.

Ofsted Chief Inspector, Amanda Spielman, said: “Tutoring, when used in the right way, can have a positive effect on the learners using it.

But tutoring is an expensive intervention and should be aimed at the right students, and not just for exam preparation.

“It’s important that the pupils who most need help to catch up on lost learning get that opportunity.”

The report found that in schools, tutoring continued to be effective when it was well planned, delivered in small groups and aligned with the school curriculum. Schools where tutoring was strong also built on pupils’ prior knowledge.

In secondary schools, leaders tended to use qualified teachers, often offering tutoring opportunities as additional paid responsibilities to internal teaching staff. This meant some tutors already had strong relationships with pupils and were able to establish a clear link between the content of tutoring sessions and the school curriculum...

CONTINUE READING

Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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More protection for children as Online Safety Act becomes law The Online Safety Act has received Royal Assent, putting the rules it contains into law.

The Act places legal responsibility on tech companies to prevent and rapidly remove illegal content, including terrorism and pornography. Tech companies will also be responsible for ensuring that children cannot see material that is harmful to them such as bullying, content promoting self-harm and eating disorders, and pornography. Those that fail to comply with the law will face fines and even prison for company bosses.

The law intends to ensure that tech companies remove illegal content quickly or prevent it from appearing in the first place, including content promoting self-harm and prevent children from accessing harmful and age-inappropriate content including pornographic content, content that promotes, encourages or provides instructions for suicide, self-harm or eating disorders, content depicting or encouraging serious violence or bullying content.

Tech companies will also have to enforce age limits and use age-checking measures on platforms where content harmful to children is published; ensure social media platforms are more transparent about the risks and dangers posed to children on their sites, including by publishing risk assessments; and provide parents and children with clear and accessible ways to report problems online when they do arise.

READ MORE

News

ONLINE SAFETY

More top news stories from www.educationbusinessuk.net Create Education Trust launches anti-bullying tool: READ MORE Tool to help schools monitor pupil learning performance: READ MORE School building projects announced in Scotland: READ MORE Price hikes forcing school caterers to cut portion sizes: READ MORE Early Support Hubs for children’s mental health: READ MORE DECARBONISATION

Church of England to help schools reach Net Zero The Church of England has launched an initiative to help its network of schools reach net zero, as part of the first phase of its Net Zero Carbon Programme.

The initiative involves the establishment of a National Framework to help schools reduce carbon emissions, save money by improving their energy efficiency, and switch to cheaper, more reliable, renewable energy sources.

Funding will initially focus on analysing the option of replacing inefficient, polluting fossilfuel heating systems, which will also deliver cost savings over the long run.

“Church schools produce almost half of the Church’s carbon emissions and are therefore a fundamental part of the Church’s ambition to reach net zero carbon across the whole estate,” said Nigel Genders, chief executive of the National Society. “The National Framework for Schools and Academies will help schools meet the challenge of securing the funds needed to provide sustainable and flourishing Church of England schools for the future.”

The National Framework will be co-ordinated

by DBE Services, a company owned by six northern dioceses, ensuring support, advice and inspiration is on hand to engage 3,000 church schools and academies. It will work with Boards of Education and Multi Academy Trusts to identify cost-effective fabric improvements and take full advantage of energy-saving and energygenerating technologies.

CONTINUE READING

Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Interview

An outstanding leader in education James Eldon, principal at Manchester Academy, scooped the EB Leadership Award at the 2023 Education Business Awards, in recognition of his transformation of the school, which went from ‘inadequate’ in 2012 to ‘good’ three years later. We speak to James about his ethos and approach to leading a school You won the EB Leadership Award at this year’s Education Business Awards, in recognition of your work turning around Manchester Academy. Please could you tell us what Manchester Academy was like when you began working there?

Manchester Academy faced challenges across the school following a period of leadership instability. There was a need to reestablish trust in the school within the community and make sure our students received an excellent offer. Our Trust , United Learning, gave us strong backing and this support meant that in the more challenging early days, we were able to demonstrate some important quick wins early on.

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How were the problems exacerbated during the pandemic period?

In some ways the pandemic did heighten our problems, but our work to provide over 700 laptops, food parcels and internet connectivity established a powerful bond with our families.

We were also one of the first state schools to provide a full online curriculum which helped mitigate some of the challenges our families faced during such a difficult time.

Please tell us about your approach to improving outcomes at Manchester Academy?

Our approach was simple – get great people in place across the Academy and prioritise great teaching. We took a tough line on

Interview

Keep laughing and enjoying this wonderful job, even on the toughest days there will be little victorious green shoots emerging behaviour but also listened to students so that we could meet their needs. For example, we have built a new 3g pitch, a new toilet block and a new fitness suite over the past two years following student demand. We push our students to ‘Make Manchester Magic’ – this means going beyond the everyday and we also have to live up to this high standard.

Please tell us a little about your past experience and how this has helped with your approach at Manchester?

I was a Head in Manchester before and led a transformation in my previous school, this gave me the belief that Manchester Academy would excel and also the knowledge that we would need a fantastic team of staff to achieve this, alongside support from our trust United Learning. I have been fortunate to work with great people who care and have huge belief in our students. Our transformation could only happen with this united team approach and I am very lucky and proud to be part of this collective.

There has been some backlash against Ofsted recently – what is your view on this? Do inspections need a reform?

The latest Ofsted framework is the best there has been but there can still be variability in the experience schools receive. We have been fortunate that we have had inspectors who recognise the complexity of our school and are thoughtful about context, it’s important that all schools receive this nuance.

What advice would you give to other teachers and heads that are struggling?

Keep going! Get great support and push hard to get great people around you who share your values and ambition. Keep laughing and enjoying this wonderful job, even on the toughest days there will be little victorious green shoots emerging.

Be relentlessly optimistic and model this energy but back it with high presence and a willingness to muck in and get involved!L Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Recruitment

Debating policies to improve the teacher recruitment crisis How can the teacher recruitment crisis be tackled longer term? Emma Hollis from the National Association of School-Based Teacher Trainers, unpicks some proposed and existing policy strategies We have now heard from the Conservatives and Labour at their party conferences about how they plan to address the teacher recruitment crisis.

All eyes were on Labour, especially, for new thinking but at the time of writing, details are scarce on how exactly they will recruit 6,500 extra teachers to fill vacancies and skills gaps, and they have so far only announced plans to award £2,400 teacher retention bonuses to all those who complete the two-year Early Career Framework (ECF).

We all recognise the need, of course, to recruit more teachers – and this does not in any way help schools needing teachers today – but the question is ‘how’ this will be done longer term. A common view is this must be a part of a vision for increasing the

competitiveness of the teaching profession via pay and other financial incentives, and tackling public perceptions about teaching and the work of a teacher. We also need to factor in all-encompassing issues on the funding of the profession, that teachers are having to ‘do more with ‘less’, and schools being required to run at a deficit model all the time.

Don’t forget that Conservative policies have been geared towards recruitment and this government has tinkered with most things which could make teaching a more competitive career option, such as raising the starting salary, and there is a reasonable argument that we need to let some of these latest interventions play out before rolling out more new policies.

A focus on retention, even prioritising this over recruitment at least in the short term, would E Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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A two-pronged attack In their ‘Breaking Down the Barriers’ plan for education, and away from the headlines created at their conference, Labour set out a two-pronged attack for recruiting more, high quality teachers and retaining excellent teachers and leaders.

They propose to introduce a requirement for all new teachers coming into schools to hold or be working towards Qualified Teacher Status (QTS), as part of the guarantee that every child will be taught by a qualified professional. Nobody would disagree with that, but this is generally happening already. Whilst technically SATs and MATs have the right to recruit teachers who do not have QTS, evidence from the most recent school workforce census suggests very few take advantage of that.

In terms of children being taught by ‘nonexpert teachers’ in some common subject areas, reflection on the required subject knowledge development should be the focus. For example, do we need to have specialist science teachers at Key Stage 3 and 4? The reality is we will never have enough Physics teachers in the system to do that.

Bursaries for postgraduate ITT have always been a key policy tool used by government to attract more people to enter teacher training, particularly for highpriority subjects that might otherwise struggle to recruit enough teachers

Recruitment

F definitely lessen the need to recruit so many teachers going forward but overall there are not enough teachers in the system. We know why people want to become teachers, but we really need to understand why undergraduates are not considering or choosing a career in teaching – and use the evidence from that to inform action.

Teachers may be upskilled via a specialist ECF across all sciences up to A Level. This could look at the broader skills teachers need to support effective teaching of those subjects at GCSE/ A Level and that same model could work for other subjects, such as Maths, MFL, Drama.

Development for new teachers To support retention, Labour wish to revise delivery of ECF, maintaining the grounding in evidence, to ensure the highest standards of professional development for new teachers.

There is already a review of the ECF underway which will lead to its delivery in tandem with the ITT Core Content Framework. We are only three years into the ECF, and should be wary of making further significant change to the ECF before allowing it to play through. To disregard the ECF so early in its rollout could be a kneejerk reaction. A full independent evaluation of E

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Recruitment

F the ECF, looking at cost/ROI/impact, should be commissioned after five years’ delivery.

What we do know, however, is that the ECF was not widely popular at its inception. For example, fears around mentoring capacity have played out, and even with funding staff mentors are often not available as their first priority is children in their care. A funding model that allows more flexibility for teachers not to be in front of children during the working day – and not being expected to undertake professional development in their own time – is required.

To facilitate this, we advocate for the introduction of a funded senior leadership team role of Teacher Professional Development Lead in every school (similar to the role of SENCo).

That individual, who does not have full-time class responsibility, would be responsible for

ringfenced time and funding for every teacher, the CPD chosen for every individual, role and the next steps around that. This could be coaching and mentoring, programmes delivered by sector bodies such as the Chartered College of Teaching and NASBTT, or a Masters’ level qualification. Developing staff who understand what high-quality CPD looks like.

Financial incentives Financial incentives are important, and Labour propose to review bursaries to ensure the £181 million a year the government spends on incentivising people into teaching is being best used to attract and critically to retrain teaching staff. Bursaries for postgraduate ITT have always been a key policy tool used by government to attract more people to enter teacher training, particularly for high-priority subjects that might otherwise struggle to recruit enough teachers.

While bursaries tend to attract more people into ITT than otherwise would have entered, they also change the characteristics of those who apply. In some cases, these composition changes from bursary increases promote greater equality (e.g. increasing the proportion of men) while in others it appears to reduce it further (e.g. reducing the proportion of BAME trainees). NFER research also shows that Physics and Maths teachers leave the system at the same rate, with or without the bursary, so whilst we know bursaries get them into profession they are not a factor in retaining them.

A bigger game changer – although this needs to be modelled – would be student loan forgiveness for new teachers working on state schools up to a certain amount for years. E Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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New bursaries During the Labour conference, the DfE came out with its commitment of £196 million to support teacher recruitment to attract more teachers across key subjects as part of a move intended to support the Prime Minister’s announcement about the Advanced British Standard.

Scholarships for those training to teach Maths, Physics, Chemistry and Computing will now be brought up to £30,000 tax-free, in order to attract more teachers into the subjects.

As part of the increase, existing bursaries for Biology and Design and Technology will also be increased to £25,000 and additional bursaries for subjects that are compulsory to the curriculum have been introduced, including one in music.

Of course we welcome any investment into the recruitment and retention of teachers.

New bursaries for a wider range of subjects will be welcomed by the sector. As always, there is some concern in the sector that primary teachers are not eligible for bursaries, despite many areas of the country reporting recruitment challenges for primary. Additional classroom

Recruitment

F Labour’s commitment to restructuring teacher retention payments into one payment scale incorporating different factors such as subject and geography, based on evidence showing incentive payments are an effective means of retaining teachers with knowledge and expertise, is another pledge that requires more detail. Should primary teachers be paid less than secondary teachers? Should Maths teachers earn more than English teachers? What are the implications? For example, if it costs schools more (via staff bill) to deliver a Physics A Level, will they choose to offer cheaper subjects? Who is going to fund these payments?

Finally, returning to the idea a new ECF retention payment upon completion of the updated framework recognising the professional development staff have undertaken. This is not being modelled at the right stage of the ECF nor is the mooted £2,400 the right amount. A more effective model would be to distribute the payment over Years three, four and five on the pay progression scale as part of an annual increase to encourage retention over a longer period.

There are other factors to consider here: we need to see how the current government’s higher teacher starting salary and the ECF play out, before committing to additional spend – the overall funding for which is still unclear.

hours for pupils is unlikely to be feasible given existing workload pressures so care needs to be taken that schools are funded and staffed adequately before any policy change is introduced. Recruitment and retention issues are going to need to be resolved and the workforce far more stable before we can reasonably expect schools to be able to provide the resource for pupils to study more subjects, therefore requiring more teachers.

Going forwards Taking a step back, whilst seeking to support those in government, we are also keen to depoliticise teacher recruitment and retention. There is a need for a longterm vision for the education sector, and a process for getting there, and this is something that we would argue should remain regardless of who is leading the country.

At the heart of this is a discussion on the purpose of education and what we want schools to be/do. Teaching is one thing, but with the closure of other key services, teachers have to support wider health and social care issues which come with the job. How we evolve beyond the current status quo is something that should be shaped by voices from the ground up.

Emma Hollis is executive director of the National Association of School-Based Teacher Trainers (NASBTT). NASBTT is holding its Annual Conference, which this year in themed Mind the Gap, on 28th and 29th November. L FURTHER INFORMATION

www.nasbtt.org.uk Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Debunking the myths Previous poor experiences often deter schools from considering leasing solutions, particularly misconceptions. Devices for Education doesn’t have hidden fees, you know exactly who you’re dealing with, it offers tailored financial solutions, and we can talk about adjusting payment schedules and deferring agreements to suit each school’s unique needs. It’s clear and transparent because its from a single trusted source.

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24 BUSINESS INFORMATION FOR EDUCATION DECISION MAKERS | www.educationbusinessuk.net

Education Technology

Putting learners and teachers at the heart of your EdTech strategy Putting the needs of learners and staff at the heart of your digital strategy will allow your school community to fully reap the rewards of education technology. Al Kingsley, chair of Hamptons Academies Trust, explains how Education technology (EdTech) has long been touted by numerous educators as having the potential to revolutionise the learning experience. However, consensus is emerging that EdTech is not being used to its full potential in learning communities.

UNESCO recently published the Global Education Monitoring Report, which partly

acts as a check-in on the fourth of the UN’s Sustainable Development Goals (SDGs) – ensuring “inclusive and equitable quality education and [promoting] lifelong learning opportunities for all”. Eight years on from the creation of the SGDs, it would appear that the use of (or demand for) technology in education is creating as many barriers as it is resolving. E Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Education Technology

F The findings illustrate this, reporting that the use of technology is often lagging behind the promised potential. The research points to numerous barriers preventing the full range of benefits that EdTech can offer from being accessed – many of which can be relatively easily resolved through simple interventions such as better CPD provision.

Other issues, such as device shortfalls for teachers and increased levels of distraction for students, will require more far-reaching problem-solving. The UNESCO report found that in the US alone, nearly all education software licenses are not used to their full potential (a shocking 98 per cent) and, perhaps worse still, over two thirds of such licenses are totally unused. Coupled with explorations of the capabilities of AI in alleviating teacher workload, conversations are rightfully being had around correctly leveraging EdTech to unlock the full potential that has been promised to deliver the best working conditions for teachers, as well as the best outcomes for pupils.

Technology and education ought to be operating hand in glove; indeed, a glance at any curriculum in the last 20 years or so since computers became more widespread in schools will reveal increasing prioritisation of IT lessons.

However, adequately preparing the next generation of learners for the workforce they will enter involves more than sitting students down in a computer lab once or twice a week.

A comprehensive modern education system should reflect the realities of the future, a world which will be defined by technology

An indispensable starting point in the development of a digital strategy is a complete audit of the technological assets and resources at your disposal and therefore by those who are able to work most effectively with it. Central to achieving successful outcomes will be providing our educational communities with the tools that serve their needs and the systems and skills to access the full benefits. E

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Device control The natural next step to getting the most from your devices is to ensure they remain in optimal working condition. Keeping them in top working order with the latest software updates is essential to maintaining high levels of functionality and performance, allowing your teachers and learners to work and learn

as efficiently as possible. Most devices require regular updates, which can make keeping them fully updated seem impossible; however, most operating systems take the sting out of this by offering the option to automatically schedule updates – ideally at times when the device is not in use to minimise disruption. Many EdTech solutions will offer an invaluable at-a-glance overview of which devices are falling behind their update schedule.

An audit may also reveal where you have overlapping EdTech solutions with duplicating functions. If you can reduce the number of solutions by finding just a few which will meet your needs more efficiently, not only does this cut the cost of the number of licenses you are paying for, it will also free up disk space on your devices, and minimise the number of platforms you are asking your staff to use.

This is where listening to your community is essential; choosing the right solutions means choosing ones that meet the needs of your teachers. Gaining their perspective on the features they want is critical in ensuring the solution is used properly, preventing it from becoming a burden. EdTech solutions can offer wildly different capabilities, and it is vital to carefully consider the context of your learning community; each one will only be as good as how effectively it meets the needs of each stakeholder. Not every feature offered by every solution will be of use to your students or teachers. Whilst some solutions have a tighter focus on mitigating digital distractions and managing classroom behaviour, others will be for storing and sharing learning materials.

Choosing the right EdTech solution can maximise your investment and deliver direct results to your students and staff.

Education Technology

F A well structured strategy The answer of how to deliver these outcomes lies in the development of a well-structured, coherent digital strategy which places the needs of learners and teachers at its core.

Such a strategy will support staff to use the technological assets at their disposal and will ensure that students are being taught in a way that intertwines digital skills and tools throughout the curriculum, providing engaging and pedagogy-focused lessons that can best support their learning.

An indispensable starting point in the development of a digital strategy is a complete audit of the technological assets and resources at your disposal. A comprehensive, detailed report of what is currently used – or unused – across the school will allow you to make informed decisions throughout the digital transformation journey. This can seem daunting at first, but there are numerous solutions which can do much of the heavy lifting for you, cutting through a potentially arduous task and giving you invaluable oversight. Once this audit is complete you can monitor usage levels going forward which allows you to evaluate whether resources need to be reallocated, as well as whether additional or alternative resources or solutions might better serve your needs.

The importance of training Up-to-date and regular training is fundamental to the successful implementation of a digital strategy. Teachers must receive adequate training in order to have the knowledge and confidence to effectively use an EdTech solution, and any EdTech solution worth its salt will have a thorough how-to guide for users.

However, it is also essential that the school does everything possible to support staff to learn how to make effective use of every feature.

In addition to initial training, regular training on updates and refreshers will help ensure staff remain able to get the most out of the software and prevent it from becoming burdensome. For less tech savvy staff members, it is important E Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Education Technology

F to have continuous support on hand if they have questions or need extra guidance. This can be from the EdTech provider itself, figures within the school or Trust (such as a digital lead), or a forum in which teachers can share tips and ask questions. As well as helping them maximise the potential of the software, thorough and consistent training will also help to upskill staff members as they adjust to an increasingly digitised work environment.

Taking the time to develop a strategy in which EdTech is a user-friendly tool is a thoroughly worthy investment. Rather than wasting valuable resources and time on technological solutions that end up creating more issues than they solve, intentionally putting your learners’ and staff’s needs at the heart of your digital strategy will allow your school community to fully reap the rewards of EdTech. L

and the best seller “My School Governance Handbook”, plus his most recent book “My School & Multi Academy Trust Growth Guide”, as well as co-author of “A Guide to Creating a Digital Strategy in Education”. Al writes and speaks internationally on the effective use of Educational Technology and is a Forbes Technology Council Member.

He is also the winner of the 2022 EdTech Digest Author/Speaker of the Year award, Edufuturist of the Year award 2023, winner of the BESA 2023 award for “Inspirational Leader”, and winner of the 2023 ERA award for “Outstanding Achievement”.

About the author Al Kingsley is the group CEO of NetSupport, chair of a Multi-Academy Trust and chair of an Alternative Provision Academy. As well as his CEO and chair roles Al is chair of his region’s Governors’ Leadership Group and chairs the regions SEND Board. With 20+ years of governance experience, Al also sits on the Regional Schools Directors Advisory Board for the East of England. He is a FED Co-chair, Chair of the BESA EdTech Group and chairs his regional Employment and Skills Board.

He’s a well-known face in EdTech around the world; author of “My Secret #EdTech Diary”

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The Holy Hill Area School District in Wisconsin has adopted a model that keeps pupils’ Chromebooks in one central location.

Chromebooks are stored and charged in PowerGistics charging towers in the library and remain there every night.

“They have been fabulous and it has streamlined our process with the Chromebooks and the pupils,” says Krisi Harwood, library and technology coordinator.

Every morning pupils go to the library, retrieve their Chromebooks and go to class.

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Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Online Safety

Protecting children & young people from abuse online Both primary and secondary level teachers must be aware of potential harms to children and young people online, and ensure that pupils and parents are educated about the risks, writes Mark Bentley, safeguarding and cyber security lead at LGfL-The National Grid for Learning The latest statistics from Ofcom’s Children and Parents: Media Use and Attitudes 2023, are astonishing – 20 per cent of three year olds in the UK have their own mobile phone and many more access tablets and their parent’s phones – it’s incredible to think that children so young are already beginning their ‘digital life’.

Three to seven year olds are using WhatsApp and FaceTime to make calls and send messages; by the age of eight to eleven, the majority of these young phone owners have profiles on TikTok, WhatsApp, YouTube and Snapchat; and by 11-12 years old, a staggering 97 per cent of children have a social media profile. But how many of these children are supervised while they are on screen? How many have parental controls activated on their devices? Do parents know who their children interact with online and what they share?

Do parents really know what’s going on?

Studies show parental supervision typically declines as children get older, however online abuse does not. The current statistics from the Internet Watch Foundation (IWF), the only organisation outside UK law enforcement sanctioned to actively look for child sexual abuse material online, are extremely concerning. It shows that children aged 11-13 continue to appear most frequently in ‘selfgenerated’ imagery, as in previous years. They observed a steep increase, however, in the proportion of this type of imagery including children aged 7-10 in 2022, up 129 per cent from 2021. (IWF Annual Report 2022).

‘Self-generated’ imagery is an unfortunate term as it somehow suggests that these children have made the decision to make these images, as if it was their idea, however this is not E Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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F the case. The majority of the abusers are not physically present in the room. Children are not responsible for their own sexual abuse. Many of these children have been groomed or extorted, with the youngest often simply tricked into producing and sharing a sexual image or video of themselves. Many, especially the youngest are completely unaware of what is actually going on. The settings for this online abuse are often the victim’s bedroom or perhaps the family bathroom.

Online Safety

Critical thinking is at the heart of helping children to spot manipulation of all sorts – this is one thing that the Relationships Sex and Health Education curriculum aims to cover but it is a whole school approach which is needed Be aware of the risks With 7-10 and 11-13 year olds the key groups, it’s imperative both primary and secondary level teachers are aware of potential harms, and ensure that children and their parents are educated about the risks of this kind of online abuse.

Parents may believe that their children are safe because they are in the house with them, however ‘self-generated’ abuse continues to rise. Last year, 70 per cent of the 90,368 actioned reports of 7-10 year olds, involved this kind of online abuse. The numbers are equally shocking for older children, with 89 per cent of reported actions including 11-13 year olds and 88 per cent of 14-15 and 16-17 year olds, involving ‘self-generated’ images. There may have been a parent in the house, but their child was alone in their bedroom on a tablet or other device with no parental controls activated.

We also need to be aware of the prevalence of girls in the 7-10 and 11-13 age groups E

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Online Safety

F being targeted, with over 61,000 and over 127,000 actioned reports, respectively.

It is really important not to disregard the boys, however these figures are a key demographic of sexual abuse online.

The past few years have seen an exponential increase of 1,058 per cent in cases since 2019.

This massive jump in numbers, coincided with COVID lockdowns with more children online for longer periods of time, and virtual socialising becoming the norm. Post COVID, a decrease was expected, however this has not been the case - there are no signs of the numbers dropping.

How can we respond to these trends?

How can we help parents keep their children safe at home? Parental controls can often be forgotten about as they can be rather annoying for other users on shared devices, however, alarming trends like this, really do put their importance into context. We need to encourage parents to make decisions about what their children can and cannot access and when; especially as many young children with their own phone, sleep with it by their bed. Telling a child not to use certain sites or apps and to turn off their device and go to sleep, can result in the opposite response.

We all know how tempting digital devices are, especially if a child’s peers are accessing sites and using apps and discussing them at school, and if a friend is online at bedtime.

Critical thinking Critical thinking sounds like a buzzword, but actually is at the heart of helping children to spot manipulation of all sorts – this is one thing that the Relationships Sex and Health Education curriculum aims to cover but it is very much a whole school approach which is needed. Children, just like adults, need to think about what somebody wants when they are trying to persuade them to believe or do something, and unfortunately there are plenty of occasions where these skills are called for, from grooming to coercing self-harm and abuse.

Discussing positive relationships is another way parents can help educate their children and make them more aware of danger signs.

People who seem friendly to begin with, but then request inappropriate photos or videos, are not friends. Age-appropriate open discussion about online life, can build children’s critical thinking skills and give them the confidence to say ‘no’. It’s also important to make sure children and young people know who they can report to, whether that’s a parent, a trusted adult at school, or directly to the site involved, and, most importantly, that they understand it’s not their fault.

LGfL’s ParentSafe site has information about parental controls amongst lots of other great resources for parents. It not only features a wide range of videos, activities and the latest statistics, but also suggested links to other resources from ParentZone, ThinkUKnow, Common Sense Media, Internet Matters and the NSPCC. L FURTHER INFORMATION

www.lgfl.net Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Bett 2024 Preview

Discover all things EdTech at Bett 2024 On 24-26 January 2024, Bett is back at ExCeL London for three days of inspiring content, networking and product discovery in the education technology landscape. Here’s some of what you can expect Bett is the first industry show of the year in the education technology landscape, bringing together over 600 leading exhibitors and sponsors and over 20,000 attendees from the global education community.

The exhibition hosts innovative EdTech and resource providers showcasing cutting-edge and impactful products and services. From global tech companies to renowned education brands and startups, visitors will find solutions for all education settings, challenges and budgets.

Brand new for Bett, Table Talks is an innovative programme that connects individuals from schools, universities and governments based on their primary topics of interest. This will allow vistors to learn and debate with likeminded individuals in a sponsor-free environment.

Also introduced in 2024 will be the Tech User Labs, which will include game-changing workshops, training, and tutorials to educate technology users about key features, developments and top tips benefiting their peers.

The Education Leadership Programme is also new for 2024, where visitors can join a select group of core education leaders from around the world to understand how to become better buyers, users and implementers of technology within education.

Connect @ Bett – a meetings programme launched this year, returns in 2024. The inaugural Connect @ Bett played a pivotal role in generating more meaningful conversations than ever before in Bett’s 38-year history. The programme facilitated 7,000 meetings for 2,500 individuals from 1,500 organisations.

Ahead by Bett will also be taking place again this year. Higher education leaders will come together with their peers and the world’s leading EdTech companies to learn, network and trade. Ahead by Bett’s content spaces provide an opportunity for senior leadership, heads of faculty, technology leads and heads of research and innovation to congregate and tackle the current business issues faced in tertiary education.

Inspiring speakers As ever, this year’s Bett will host inspiring speakers. Documentary presenter extraordinaire Louis Theroux will take to the stage to interview a very special guest. Over the years, Louis has kept true to a way of working that is uniquely his own, using his charm to offer rounded portraits of the people involved in complex social issues and human dilemmas.

By popular demand, Dame Darcey Bussell is back at Bett to share her passion and dedication to E Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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ExCeL London 24 - 26 January 2024

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E F promoting the arts in schools through her DDMIX Trust charity. As a special treat the audience will also experience a little of the magic of dance with one of Britain’s greatest ballerinas.

In the afternoon of the first day, hear from Jason Arday, a renowned sociologist best known for his research on race and racism.

His appointment as Professor of Sociology of Education at the University of Cambridge this year made him the youngest Black person ever appointed to a Professorial Chair and one of the youngest people ever to be appointed to a full Professorship in Oxbridge’s history.

Primary school teacher Lee Parkinson, whose popular training has earned him the moniker Mr P ICT, will look at how AI tools can save time and how best to use that time to deliver a more creative curriculum. The blogger and podcaster is known for his tips on bringing innovative approaches to education through technology.

Documentary presenter extraordinaire Louis Theroux will take to the stage to interview a very special guest at Bett UK 2024 Higher education content Ahead by Bett starts with a deep dive into Artificial Intelligence (AI) with Donald Clark, a learning tech entrepreneur, CEO, blogger and author of AI for Learning, and Carla Aerts, an education futures consultant and thought leader. Hear how AI will fundamentally change the human relationship with technology, with real life examples of learning engagement, support, teaching support and new forms of assessment.

From Teesside University, Dr Ann Thanaraj and Paul Durston reimagine a fit for purpose education and experience for students through digital transformation at Ahead by Bett. They reflect on what Higher Education institutions can learn from other industries and professions who are successfully transforming their practice, and how this could this shape the curriculum and learning experiences we design and deliver for our students. L FURTHER INFORMATION

uk.bettshow.com Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Advertisement Feature

RAAC issue shows schools deserve a political heavyweight to fight their corner Caroline Wright, director general at BESA, shares her thoughts on the RAAC issues in school buildings, and urges for funding and strong leadership in government to address the problem

Many parents, myself included, recently counted down the hours ahead of our children starting back at school, silently praying that would not receive an email to inform us that the new term was being postponed or moved online because of RAAC issues with school buildings.

A recent BBC Radio Four interview with Jonathan Slater, the former Permanent Secretary at the Department for Education, was enlightening as he described the Treasury halving his Department’s budget request in 2021 to tackle RAAC and other school repair issues (listen here).

In the real world inhabited by teachers and parents, allocating funds to fix dangerous buildings might seem like a no-brainer, but in the cut-throat world of Westminster Treasury funding, it is all too often allocated according to the political heft of the Secretary of State heading the Department in question.

This becomes all the more apparent when you look at the history of the Department for Education and its dire track record of success in real-term school funding in recent years.

Bean-counters at the Treasury clearly had few qualms watering down the DfE’s

2021 requests for both additional funding school repairs and the Education Recovery Commissioner’s catch-up plan when the department was led by Gavin Williamson.

Yet just months later (February 2022), former Education Secretary Michael Gove secured £4.8bn for the new Levelling Up White Paper showing that despite postCovid economic restraints new funding was available and possible for those with the political clout to argue for it.

As we get closer to a General Election, with Keir Starmer planning his top team for a future government, I hope he pays attention to the importance of the role of Shadow Education Secretary in his Shadow Cabinet.

I also hope that our current Education Secretary Gillian Keegan has enough political capital to be able to secure a timely injection of cash into our crumbling schools estate at this critical time. Our pupils and teachers deserve a political heavyweight in Sanctuary Buildings fighting their corner. L FURTHER INFORMATION

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44 BUSINESS INFORMATION FOR EDUCATION DECISION MAKERS | www.educationbusinessuk.net

Advertisement Feature

Managing Education Estates with good CAFM software From Planned Maintenance to Scheduled Testing, Reactive Helpdesks to Simplified Reporting, Managing Compliance to working with Contractors, CAFM makes managing Education Estates simpler and more efficient up, schedule in the work and plan accordingly, pro-longing the life of your assets and preventing unplanned failures and unexpected costs arising.

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0345 675 5051 www.3istudio.com info@3istudio.com Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Navigating unsafe concrete in school buildings Why is the presence of Reinforced Autoclaved Aerated Concrete (RAAC) in buildings such a problem, and how are schools dealing with the issue?

We examine the situation Schools with Reinforced Autoclaved Aerated Concrete (RAAC) confirmed in their buildings have been told to vacate and restrict access to the spaces until the structures can be made safe. This has caused disruption to many schools, with many having to utilise temporary accommodation, and some switching to a mix of home and school learning.

As of 16 October, 214 schools were confirmed to have RAAC present. Of these, 202 settings are providing face-to-face learning for all pupils and 12 settings have put hybrid arrangements in place.

But what is RAAC, and why does it pose a problem?

What is RAAC? RAAC is a lightweight form of concrete used in schools, colleges and other building construction from the 1950s until the mid1990s. It is predominantly found as precast panels in roofs, commonly found in flat roofs, and occasionally in floors and walls.

It means it may be found in any school and college building that was either built or modified in this time period. E Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Design & Build

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F The Standing Committee on Structural Safety (SCOSS) has noted that: ‘Although called “concrete”, RAAC is very different from traditional concrete and because of the way in which it was made, much weaker.”

Why is it only being dealt with now?

In 2017, the Standing Committee on Structural Safety was asked to investigate RAAC after a school roof collapsed.

In 2018, another roof collapsed at a Singlewell Primary School in Kent, which prompted Kent Council to write to other local authorities warning them to check for RAAC in their schools.

Since 2018, the Department for Education said that guidance has been clear about the need to have adequate contingencies in place in the eventuality that RAAC-affected buildings need to be vacated at short notice.

In 2022, the Department for Education sent a questionnaire to all responsible bodies, asking them to provide information

Honywood in Coggeshall, Essex, is one of the schools most severely affected by the RAAC issue. Almost half of the entire school estate has been ruled unsafe

48

to help them understand the use of RAAC across the school estate.

In 2023, the Health and Safety Executive declared: “Raac is now life-expired. It is liable to collapse with little or no notice.”

With this mounting evidence and information, the government announced that any school with RAAC present should vacate the building at the start of the new academic year in 2023.

Design & Build

Identifying RAAC In many cases, RAAC panels can easily be identified if a building’s structure is not covered by finishes or decoration, such as ceilings. RAAC panels are most commonly found on flat roofs, but they may also be found in pitched roofs, floors or walls.

RAAC panels are light grey or white in appearance and the underside of the panels will appear smooth. The inside of the planks will appear bubbly, often described as looking like an Aero bar. Unlike traditional concrete, there will not be visible stones in the panels.

If you have drawings from the time the building was built or modified, you should review these.

Common manufacturers of RAAC panels are Siporex, Durox, Celcon, Hebel and Ytong.

RAAC panels typically have a chamfer along their edge meaning there is a distinctive V-shaped groove every 600mm in the surface of the roof, floor or wall.

RAAC panels are very soft – if you press a screwdriver, screw or nail into the surface of a RAAC panel, you will be able to make an indentation. If there is a surface covering to the panels you should not try to make an indentation as the covering may contain asbestos.

RAAC panels may bow or deflect. From the underside of the roof or floor you may see a ‘gap’ between two adjacent panels.

If unsure, assistance should be sought from an appropriately qualified building surveyor or structural engineer with experience of RAAC to confirm if RAAC is present in any of the buildings.

If RAAC is confirmed, a school must then inform the Department for Education (DfE) via the DfE Capital Portal. Prior to further investigation, schools will need to gather and supply relevant information about their buildings and list all spaces where additional measures will be required to enable the surveyors to see the surfaces clearly.

Vacating buildings For schools that have RAAC confirmed, the Department for Education has assigned the school with a ‘case worker’. DfE guidance says that if a school has insufficient accommodation once the areas with RAAC are taken out of use, schools should look to find emergency accommodation or temporary accommodation until the building has been made safe through structural supports.

This may be space in a nearby, local school, college, or nursery, or semi rigid temporary structures that can quickly be brought to site. It may also be space in a community centre or empty local office building. Schools can also procure temporary accommodation if there is space. E Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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One shining example of our dedication to these principles can be found in our partnership with Harris Girls Academy in East Dulwich, where Bailey’s steadfast commitment to collaboration led to a seamless refurbishment project that earned acclaim from all involved parties.

“We developed a tailored specification and assisted in selecting a competent contractor.”

“Barker Associates approached us regarding the Harris Girls Academy project, which had been experiencing leaks, seeking our expertise in flat roofing. Following a comprehensive site survey, including intrusive core sampling, we pinpointed moisture issues and blocked outlets. Our recommended solution involved the removal of the existing system and the installation of a high-performance bitumen system with improved drainage. Collaborating closely with Barker Associates, we developed a tailored specification and assisted in selecting a competent contractor, ultimately appointing Russell Trew. Our efficient material supply coordination enabled seamless summer holiday construction, minimizing disruption to the school.” – Rowan McIntyre, Bailey

works, which were turned around quickly by the team. Whilst on site Bailey were always available to provide support with any technical queries and carried out regular inspections for quality monitoring to ensure a smooth delivery and handover. I enjoyed the personable approach and look forward to future projects together.” – Adam Bromby, Barker Associates “During works I found Bailey to be very professional.”

“The roof works consisted of an asphalt strip up back to the original deck, then a threelayer felt system with tapered insulation installed. The roof was surveyed by Bailey prior to works commencing, and specification formulated and sent to us. During works I found Bailey to be very professional, visiting site on a weekly basis ensuring works are to a high standard and answering any queries on site that may have cropped up. Deliveries of materials were also very quick with a twoday turnaround. Bailey were happy to meet and sign off the job at the end with the client present, ensuring client’s expectations were met and future working relationships were formed.” – Lee Bhalla, Russell Trew. M FURTHER INFORMATION

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“Bailey were always available to provide support.”

“I had excellent support from Bailey during the initial site investigation survey, which identified the extent of the water ingress. This informed the specification of the necessary

50 BUSINESS INFORMATION FOR EDUCATION DECISION MAKERS | www.educationbusinessuk.net

F Funding The DfE has announced that it will fund refurbishment projects, or rebuilding projects where these are needed, to rectify RAAC in schools and colleges for the long term.

It will also fund emergency mitigation work needed to make buildings safe, including the installation of alternative classroom space where necessary. This is in addition to any SCA or funding through CIF for financial year 2024 to 2025. If a school is able to commission a survey more quickly, they are to notify the DfE for review. It will be funded unless unforeseen issues are identified.

Installing temporary buildings For schools installing temporary buildings, they will be known as “Class CB”, which is a timelimited right which expires on 24 October 2026.

It allows schools to install temporary buildings, without having to submit a planning application to the local planning authority, subject to limitations and conditions. This does not affect other consents that may be required, such as building regulations, which continue to apply.

Schools must notify the local planning authority and the relevant fire and rescue authority that they are using class CB to provide temporary buildings. They must provide a written description of the development, a plan showing the development, the expected start date for development, as well as the total floor space (in square metres) of school buildings that have been vacated due to RAAC and the total floor space (in square metres) of the temporary buildings being provided.

Temporary buildings cannot be installed within five metres of a boundary with residential E

Design & Build

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Temporary buildings must be placed to minimise, as far as practicable, any reduction in the amount of land used as playing fields and space available for parking

51

Advertisement Feature

RAAC and ruin: how to cope with crumbling schools What should schools do if they suspect they have Reinforced Autoclaved Aerated Concrete (RAAC) in their school building?

Reinforced autoclaved aerated concrete (RAAC) is present in schools across the UK. It’s a lightweight, bubbly form of concrete, found in roofs, walls and floors. RAAC was used in many schools that were built between the 1950s-1990s. It looks like standard concrete but is weaker and less durable than the traditional reinforced material.

Several incidents of sudden collapse have brought RAAC sharply into focus, from longterm projects into emergency arrangements.

So, what should responsible bodies have in place to protect children and staff on site?

The first step is to do all you can to make your education setting available to be surveyed.

If you aren’t sure whether your setting has RAAC, or you suspect it does but are awaiting confirmation, you should make a contingency plan for what you will do if RAAC is confirmed.

In many cases, RAAC panels can be easily identified if they aren’t covered by finishes or decoration. They’re most commonly found on flat roofs, pitched roofs, floors and walls. Panels are light-grey or white in appearance, with a smooth underside and a bubbly, ‘Aero bar’-like texture inside.

Original building drawings may identify common RAAC manufacture names like Siporex, Durox, Celcon, Hebel and Ytong.

Panels are so soft, even a screw or nail can make an indentation. However, you should

not drill into, cut, or disturb anything you think might be RAAC. The material can crack, displace, or collapse suddenly.

If RAAC is identified, vacate and restrict access to those spaces and ensure they remain out of use until remedial works can take place.

In the meantime, structural supports are an effective way of ensuring buildings can be occupied, causing minimal disruption.

You’ll need to organise temporary or longterm accommodation while works are carried out. Review your health and safety arrangements (including risk assessments and policies) to ensure standards are upheld for the duration of the move.

Ensure contractors are competent to carry out remedial works, and that they are trained and equipped to an appropriate standard. Staff, pupils, and visitors must be informed, and measures put in place to protect their health and safety.

Contractor handbooks are a great way to define roles, inform workers of the risks on site, and to set a written standard of what is expected. Workers agree to comply with the information and controls you provide, so that RAAC can be safely removed with no further risk.

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FURTHER INFORMATION

www.peninsula-uk.com

52 BUSINESS INFORMATION FOR EDUCATION DECISION MAKERS | www.educationbusinessuk.net

The DfE has announced that it will fund refurbishment projects, or rebuilding projects to rectify RAAC in schools for the long term.

It will also fund emergency mitigation work

F land and cannot exceed two storeys or nine metres in height. They cannot have a combined floor space which exceeds 125 per cent of the combined floor space of the parts of buildings vacated. The buildings must be placed to minimise, as far as practicable, any reduction in the amount of land used as playing fields and space available for parking or turning.

What are schools doing?

Honywood in Coggeshall, Essex, is one of the schools most severely affected by the RAAC issue. Almost half of the entire school estate has been ruled unsafe, including 22 classrooms, toilets, the counselling room, medical room, and other offices.

The start of term was delayed by a day while the areas were tapped off and a learning continuity strategy was devised. The year sevens were prioritised for face-to-face learning, alongside year 11s who will sit their GCSEs next summer. With no more than

Design & Build

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three year groups allowed on site at any one time, the rest are learning from home.

A temporary school was built in six weeks and is located in the sports field. It is expected to be in place for a year while the RAAC is being dealt with. The new site has 21 classrooms and a toilet block.

While the costs of the temporary building is said to be covered by the Department for Education, the school had to fund raise for certain unexpected costs, such as remote learning tools and off-site spaces, headsets for teachers, additional toilets and the movement and storage of displaced equipment.

Roding Vally High School in Loughton, Essex, was found to have RAAC panels in the roof of the building that consists of 18 classrooms, the canteen and kitchen, as well as staff workspaces. This has resulted in the school implementing a two week rota for onsite and home learning. Temporary classrooms have now been installed on the school site comprising nine classrooms and a toilet block.

Sheffield City Council have raised concerns that they may not be reimbursed for money they have used to remedy RAAC in Abbey Lane Primary’s roof in July, having used cash from the £3.5 million for capital projects they receive each year from the Department for Education.

The council began a £620,000 project before the announcement was made that schools with RAAC were to close and the government was to fund the projects.

A spokesperson for the council said: “We asked the DfE for retrospective funding, but at this stage there are no retrospective reimbursements for affected schools where RAAC has been removed or replaced and paid for out of existing condition funding.

“If we don’t receive reimbursement, we will have been financially penalised for acting at an early stage. We were putting our children’s safety first before it became a critical national issue.” L Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Flat Roof Refurbishment solutions for failing roofs

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Our service supports you through the funding application process with a moisture mapping diagnostic survey for evidence of how the flat roof is failing, a full specification for the solution, and costings to meet EFSA requirements.

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Bauder’s unique moisture mapping survey scientifically verifies the specific levels and locations of moisture within any existing waterproofing system. From this testing method, the true condition of the roof is identified, plotted, and a visual data report produced that determines the remedial action needed and ensures that only necessary roofing works are conducted. This will in turn reduce associated project costs such as shorter contract periods, scaffolding, equipment hire and labour.

This report includes the data gained from the moisture mapping survey, proving the extent of the works required and proposals for waterproofing options with correct costings.

The benefits of this report will provide detailed costs and exact schedule of works for submitting application for CIF funding.

Recently, Bauder was commissioned to conduct a moisture mapping roof survey to two roof areas over a main building with a total area of 500m2.

Our project surveyors were able to measure the moisture concentration within the roof structure to determine the source and extent of the water ingress. The moisture mapping

report concluded that the existing single ply insulated waterproofing system contained water in localised areas to a level of 10 per cent and to the upper roof area where water ingress was at a level of 50 per cent, as shown in the images.

After completing the survey, Bauder was able to recommend that only the upper roof system required a full replacement and with some minimal repair the lower roof could be left in situ and overlaid in the usual manor; with both solutions incorporating additional insulation to upgrade the thermal performance of the building and comply with current Part L building regulations.

Moisture mapping gave the school an exact scientific assessment of their roof, which led to substantial savings.

If your school is concerned about a flat roof leaking in the near future and wants to receive a courtesy moisture-detection survey, please contact Bauder and we will arrange a meeting with one of our Area Technical Managers. L FURTHER INFORMATION

01473 257671 | www.bauder.co.uk/contact Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Compliance Education provide health and safety services to over 450 Schools nationwide offering a hands on service to all of our clients.

Everything we provide is bespoke to your school and completed during regular visits by a dedicated Education advisor.

Compliance provide health and safety services to over 450 Schools nationwi

Compliance Education provide health and safety services to over 450 Schools nationwide

As offering part of our service to schools, Compliance Education will provide: offering a hands on on service to ofour our clients. a hands service to all all of clients.

A full Health and Safety Audit

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Everything provide is bespoke to your school and completed during regular visits by • Awe Fire Risk Assessment Everything we provide is bespoke to your school and completed during regular visits by a dedicated advisor.

• All Premises Risk Assessments Covering Buildings and Grounds

dedicated advisor.

• All Activity Risk Assessments

An Emergency Business Continuity Plan As part •of our service toand schools, Compliance Education will provide: • part Anof Employee and Safety Handbook As our serviceHealth to schools, Compliance Education will provide: • COSHH Risk Assessments

• A full Health and Safety Audit • Lockdown Procedures and Participation in Lockdown Drills • A Assessment • Site A Risk full Health and Safety Audit • Fire Manager Checklists • Accident Investigations Including RIDDOR Reporting • All Premises Risk Assessments Covering Buildings and Grounds • Evolve A Fireand RiskEducational Assessment • Visits Support • All Risk Assessments • •Activity AdAll Hoc Risk Assessments (Expectant mother etc)and Grounds Premises Risk Assessments Covering Buildings • Access to a 24hr Helpline • An Emergency and Business Continuity Plan • All Activity Risk Assessments •Included An Employee Health and Safety Handbook within our package is access to our new e-learning platform providing every • of Anstaff Emergency and Business Continuity Plan •member COSHH Risk withAssessments individual access to 10 health and safety online certified modules.

• An Employee Health and Safety Handbook in Lockdown Drills •CALL Lockdown Procedures Participation 0800 6128162 for a free and consultation or email enquiries@complianceeducation.co.uk • COSHH Risk Assessments •Alternatively, Site Manager Checklists please visit our website www.complianceeducation.co.uk • Accident Investigations Including RIDDOR Reporting • Lockdown Procedures and Participation in Lockdown Drills For training enquiries, please visit www.ctsolutionsltd.co.uk • Evolve Educational • Siteand Manager Checklists Visits Support • Ad• Hoc Risk Investigations Assessments (Expectant Accident Including RIDDOR mother Reportingetc) • Access to aand 24hr Helpline • Evolve Educational Visits Support

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Included within our package is access to our new e-learning platform providing every • staff Access to aindividual 24hr Helpline member of with access to 10 health and safety online certified modules.

CALL 0800 6128162 a free consultation ore-learning email enquiries@complianceeducation.co Included within ourfor package is access to our new platform providing every

member please of staff with individual access to 10 health and safety online certified modules.

Alternatively, visit our website www.complianceeducation.co.uk

CALL 0800 6128162please for a freevisit consultation or email enquiries@complianceeducation.co.uk For training enquiries, www.ctsolutionsltd.co.uk Alternatively, please visit our website www.complianceeducation.co.uk

For training enquiries, please visit www.ctsolutionsltd.co.uk

Health & Safety

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Working around RAAC With RAAC-affected schools trying to operate as normally as they can, we look into the health and safety considerations when remedial works are taking place, as well as the welfare considerations when children may be learning in another setting RAAC is a lightweight form of concrete which is much weaker than standard concrete. It was commonly used in schools, colleges and other building construction from the 1950s until the mid-1990s. Due to the risk of collapse, schools have now been told to check for the material, and vacate buildings where it is found to be present. Work will need to occur to make buildings safe through structural supports.

With schools trying to operate as normal, we look into the health and safety consideration when remedial works are occurring, as well as the welfare considerations when children may be learning offsite.

Careful planning The health & Safety Executive says that work in premises such as schools needs careful thought and planning.

Its guidance says: “Some children are drawn to construction sites as exciting places to play. You must do everything you can to keep them out of the site and away from danger.”

This includes securing sites adequately when finishing work for the day, putting barriers up or covering over excavations and pits, and isolating and immobilising vehicles and plant.

If possible, they should be locked in a compound. E Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Health & Safety

Some children are drawn to construction sites as exciting places to play. You must do everything you can to keep them out of the site and away from danger People can be injured if they fall into excavations, manholes, stairwells or from open floor edges, so barriers or covers will need to be put in place.

Workers should also consider the health risks associated with dust, noise and vibration.

Asbestos considerations RAAC was used extensively in construction from the 1950s to the 1990s, which was also the peak time for asbestos use. This means it is possible asbestos will become exposed in buildings affected by RAAC, which could slow remedial works.

F Workers must also store building materials, such as pipes, manhole rings, and cement bags, so that they cannot topple or roll over, and remove access ladders from excavations and scaffolds. Hazardous substances should be locked away.

Hazards causing risk Construction or remedial work will create hazards with the potential to injure pupils, staff and visitors. Workers need to consider how these will be managed.

Action must be taken so objects cannot fall outside the site boundary. On scaffolds, you can achieve this by using toe-boards, brick guards and netting. You may also need fans and/or covered walkways.

Make sure pedestrians cannot be struck by vehicles entering or leaving the site.

Obstructing the pavement during deliveries may force pedestrians into the road, where they can be struck by other vehicles.

Regarding scaffolding, prevent people outside the boundary being struck while they are erecting, dismantling and using scaffolding and other access equipment.

Workers can reduce the risks associated with the storage of materials by storing them within the site perimeter, preferably in secure compounds or away from the perimeter fencing.

58

When attempting to identify RAAC, if schools need to look behind ceilings or finishes, they should consult guidance about managing asbestos and the building’s asbestos register beforehand.

RAAC panels are soft and an indentation can easily be made. But if covered by a surface, schools are urged not to try and make an indentation as the covering may contain asbestos.

Safeguarding Some schools are managing to continue education by having pupils learn off site, such as in a another local school, college or nursery. But safeguarding and promoting the welfare of children and young people must continue to be of paramount importance.

DfE guidance says that schools must continue to follow the guidance in Keeping children safe in education (KCSIE).

Schools should, as far as is reasonably possible, take a whole-institution approach to safeguarding and undertake any necessary risk

assessments. This will allow them to satisfy themselves that any new policies and processes in response to RAAC having been identified are not weakening their approach to safeguarding or undermining their child protection policy.

Schools should consider how they will keep in touch with their children and young people to provide reassurance that they are safe and well, especially where transition to emergency or temporary accommodation is needed. If providing remote education, schools could have telephone conversations with vulnerable children and young people or put in place other arrangements for keeping in touch with them.

Schools where pupils are attending another setting must provide that place with any relevant welfare and child protection information relating to that child or young person. This will be especially important where children and young people are vulnerable. L

Health & Safety

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FURTHER INFORMATION

www.hse.gov.uk

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Building maintenance managers are becoming aware of the debt they owe the authors of Nov 2022 Building Regulations (Fire) doc B in highlighting the urgent need to prevent the danger from unlimited toxic gas and smoke s3 released from heavy build-ups of paint which only smoke & flame retardant paint proven by BSEN standards’ SBI tests on relevant paint build-ups can control to safe s1.

See “BSEN Class B s1d0 Real-World safety replacing fatally flawed Class 0 laboratory mirage” on www.thermoguard.co.uk Their major concern is toxic gas from 1970 to 2014 and toxic gas from the current version of a Class 0 fire paint which relies on “heavy non-combustible gas” to pass the fatally flawed tests for Class 0.

Lead Industry Association influence engineered omission from Class 0 of toxic smoke control as well as omitting from tests the air flows generated in fire, thus risking fatal consequences for all concerned.

Flame spread from heavy build-ups of wall paints is caused by flaming of paint layers delaminating in fire.

The causes of that delamination are the reactions in fire between varying types of paint, application of cold paint or to cold or damp walls & ceilings, failure to clean or failure to abrade hard and smooth paints.

Their other concern is the contamination legacy Lead Industry Association’s other ingredient from at the scary toxic end

of the heavy metals spectrum (primarily but not exclusively Antimony).

Many maintenance managers have been informed by Class 0 paint makers that even their 3 or 4 coat flame retardant paint systems have an upper limit on which they can achieve Class 0 of 10 coats of paint.

To the great relief of all concerned, labour, material and disruption costs involved with stripping 10+ coats of paint or lead-based paint type precautions and increased risks created if Antimony is stripped, can all be avoided by upgrading Reaction to Fire to BSEN Class B s1d0 with one smooth coat of (ultra opacity) Thermoguard Smoke & Flame Retardant alone in most cases.

For worst fire risk cases, preventing dangers from heavy gas-release flame retardants or colour changes, one smooth initial coat of Wallcoat Insulating Basecoat is all that is needed.

After unique due diligence protocol checks, Thermoguard issue meaningful fire certificates to safeguard building maintenance managers and diligent painting contractors, instead of just safeguarding flame retardant paint brands in the event of a fire. L FURTHER INFORMATION

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Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Decarbonisation

Bellevue Place Education Trust

Schools lead the shift to zero carbon While the government announces a u-turn on net zero pledges, schools are still trailblazing the journey to zero carbon, says Alex Green, head of the Let’s Go Zero campaign The government appears to be back-peddling on climate initiatives to transition away from fossil fuels, yet it’s not stopping schools from taking action. Schools across the UK are leading the way by showing their intent and ambition to reach zero carbon by signing up to Let’s Go Zero. This proves to government that demand for a zerocarbon world is growing day-by-day. There are now over 2,500 schools, colleges and nurseries signed up to the Let’s Go Zero campaign, which supports schools to reach zero carbon by 2030.

Let’s Go Zero is calling for the government to commit to all UK schools being zero carbon by 2030, to announce long-term and consistent policies and funding to enable this, and to invest in adapting and retrofitting the school estate.

Representing 2,514 schools including over 186, 560 teachers and 1,205,000 pupils, our campaign points out that the Department for

Education’s new Sustainability and Climate Change strategy released in April 2022 includes several steps in the right direction. But it does not go anywhere near far enough or fast enough in the face of a climate emergency.

While schools wait for government support, Let’s Go Zero has some exciting new projects boosting climate action in schools across England. A new £10 million partnership between Green Future Investments Ltd (GFIL) and Let’s Go Zero brings expert advice to thousands of individual schools, colleges, and nurseries via 30 climate advisors in nine regions of England, while also unlocking finance at scale from the public and private sectors.

Climate advisors The regional climate advisors will provide on-the-ground guidance to help schools fast track decarbonisation changes such as moving towards more energy-efficient buildings and E Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Choose The Right Path For Your Journey To Sustainable Hot Water Live Meter hot water demands for accurate system design to transition schools from gas to electrical water heating Choose FUSION with ARDENT electric boiler. Integrate heat pump to lower carbon by up to 71%* Add solar thermal with drainback to reduce carbon and at least 30% of costs for gas-fired or electric systems Update gas-connected buildings to ultra-low emission, hydrogen-blend ready AD & ADplus gas water heaters * Compared to equivalent gas-fired hot water systems

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Going further While the partnership’s first strand is establishing the climate action advisors, a second will be a long-term collaboration of experts to develop innovative finance solutions for school decarbonisation.

This will bring together key players in public and private finance to support increased retrofit funding opportunities.

The final element is the Zero Carbon Fund, supporting and scaling existing programmes and organisations working with schools to create even more impact and legacy.

And we’re not stopping there. Another brilliant initiative we’re running is the OVO Foundation Nature Prize. This gives away up to £1,000 for schools to kickstart a community nature project. Students with great green ideas can use these funds to create school nature spaces, bringing to life a wild and wonderful space packed with learning opportunities.

The competition supports schools, particularly those in less advantaged areas, to boost students’ access to nature, encourage biodiversity in their grounds, and take climate action. There are 25 prizes available: 10 prizes of £1,000 and 15 prizes of £200 and is open from now until Monday 27 November.

Decarbonisation

F on-site energy generation, improved green spaces, and reduced waste – all interventions that reduce emissions and inspire students.

Climate advisors are now in place for the East and West Midlands, and schools are encouraged to get in touch with Let’s Go Zero for support.

Recruitment for London, southeast and southwest regions will start next month, with the rest of England covered by summer 2024.

The climate action advisors are a unique offer for school decision-makers to access unbiased guidance on climate action. This helps school leaders understand impact and progress from quick wins to more intensive actions – linking to the latest Department for Education Climate Action Plan guidance and reporting requirements.

So many schools tell us they are eager to decarbonise further but lack the support and investment to do so. This project sparks action in schools across the country – as well as creating impact at a national level, so we’re really pleased to be working with Green Future Investments on this ambitious, inspiring initiative.

Building on success Schools are key sites for climate action. With 42 per cent of all UK households having children of school age, schools have enormous reach and can spread awareness and behaviour change throughout their communities.

The largest academy trust for primary schools, REAch2, which supports 60 primary schools across England, has just started its journey on climate action and sustainability by joining Let’s Go Zero. It has created a six-point strategy which encompasses sustainability throughout the Trust – this includes looking into policies, process and procurement, adds environmental impact into everything it does and embeds sustainability into the culture of all its schools. It is also looking at reducing emissions from its school estate and improving school grounds to support the curriculum and improve biodiversity.

Tim Culpin, REAch2 Sustainability Lead, only took up the climate action post less than a year ago and said he had been overwhelmed E

So many schools tell us they are eager to decarbonise further but lack the support and investment to do so

Alex green, head of Let’s Go Zero campaign

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Decarbonisation

E

While the partnership’s first strand is establishing the climate action advisors, a second will be a long-term collaboration of experts to develop innovative finance solutions for school decarbonisation F by the support he’s received from people outside the Trust, from different organisations and businesses, who have a great deal of expertise and want to do the right thing. Mr Culpin’s aim is to bring every school in the Trust along on this journey in a way that works for everyone – both urban and rural.

The school believes this approach needs

Martyr’s Catholic Voluntary Academy

to become an integral part of each school’s culture, not just as an Eco Club add-on for a select few. Every child must leave school with a clear awareness of the steps they can take to contribute positively to people and the planet.

CEO of REAch2, Cathie Paine, said many of their schools had embarked on inspiring projects, awards and achievements, and genuine progress towards sustainability at every level. But she was keen to impress that it goes beyond that. To truly prioritise sustainability across the Trust, they need to ensure that what is achieved by schools already on this journey is attainable for all.

The Let’s Go Zero campaign not only empowers children but supports staff in schools too as they are providing teachers with much-needed knowledge and skills through valuable Continuing Professional Development opportunities.

Let’s Go Zero helps schools work together to lower their carbon emissions, shares practical advice and links schools with opportunities for funding and other support from the 15 Let’s Go Zero coalition members.

These include a range of NGOs working on environmental guidance for schools, from ready-made lesson plans and project ideas to webinars and case studies. We also work with government to secure policies and investment needed for school decarbonisation. L FURTHER INFORMATION

www.letsgozero.org

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Fire safety is an integral part of an educational buildings set of regulations. Did you know that there have been 2,300 school blazes in the last five years with 47 primary and secondary school buildings being destroyed.

It is Evolution’s goal to prevent devastation from these blazes. The aim of passive fire protection is to provide preventative materials within a building to increase the time in which it takes for fire to spread, therefore creating time in which occupants can escape.

The importance of these regulations we experienced

early this year in a North London school in which we had, that week, fitted our “EVO 30’s”.

That evening an electrical fault caused what could have been a devastating fire. Up to 30 members of staff where still in the building when this occurred.

There were certainly lessons learnt and motives reinforced from this occurrence, our correctly fitted fire doors saved

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Correctly fitted fire doors save lives in education settings

lives and here at Evolution we are reminded that this is why we do what we do.

Jonathan Rose, managing director, said: “We are incredibly proud of our fitters for this job and thankful that all staff involved in the incident were safe and well.” L FURTHER INFORMATION

www.evolution-bs.co.uk

Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Are your students and staff thriving in a clean, hygienic and safe school?

We all agree that cleaning has an important role to play in keeping a school functioning. But are you getting the most out of your cleaning routine?

Can you say that it’s really contributing to results? Are you sure that your building is clean, hygienic and safe?

Using our experience in education cleaning over the last thirty years, we’ve developed a new approach to cleaning. One that doesn’t just deliver a clean environment, but one where the outcome supports your students to fulfil their potential, enabling them to concentrate and fully focus on learning.

We know a clean building is essential to creating a positive and comfortable environment for your students and staff. However, at Nviro, we know that a clean environment on its own is not enough.

That’s why implementing hygiene protocols is essential, so your space is free from bugs, bacteria, and pathogens. But there’s a third important element. Your building users need to know what you do to help instil a sense of safety so they can enjoy the space they are in, as well as concentrate and focus on learning.

Free Thriving Spaces Audit To help you benchmark your cleaning service, Nviro has developed the Thriving Spaces Audit to help you discover whether your organisation provides a clean, hygienic and safe environment where building users can thrive.

And what you can do about it if you’re not!

For a free copy of the report personalised for your school, simply complete our site assessment. It takes around six minutes to complete and gives you personalised results instantly. Thriving Spaces Audit (nviro.co.uk) You will receive a thorough, detailed, and comprehensive audit that will enable you to identify areas of improvement, so your building users are happier, healthier and fulfilling their potential. M FURTHER INFORMATION

nviro.co.uk

70 BUSINESS INFORMATION FOR EDUCATION DECISION MAKERS | www.educationbusinessuk.net

Safe and hygienic education settings

Infection Control

Sponsored by

Childhood illnesses can spread faster in educational settings, particularly amongst younger children. It is therefore crucial schools ensure they have a clean, hygienic and safe environment, writes IOSH’s Carina Kennedy Managing common childhood illnesses, in addition to more recent widespread illnesses across the UK such as COVID-19, Scarlet Fever and Strep A, should form part of a business as usual approach in any educational setting.

It is crucial to ensure a clean, hygienic and safe environment is available to all users at all times. This is particularly important given childhood illnesses can spread faster in educational environments, particularly amongst younger children who may not understand how the actions they take could increase or reduce the spread of germs.

Childhood illnesses are common because micro-organisms such as bacteria, viruses, fungi, and parasites – more commonly known as germs – are everywhere and will often be

acquired outside of the educational setting and then spread in the setting through varying modes of transmission. There are multiple modes of transmission of such germs and understanding them can unlock the key to effective control measures to reduce the spread.

Airborne transmission Germs that are airborne can spread without close contact. Sneezing, coughing, singing, and talking may spread respiratory droplets (aerosols) from an infected person to someone close by.

Droplets from the mouth or nose may also contaminate hands, cups, toys and high touch points. This in turn can the spread to those who may use or touch such items and/or E

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Educational settings should consider having an Outbreak Management Plan which will determine key actions to take quickly, such as enhanced cleaning, removing toys and items temporarily, reducing the number of people who have contact F touch points, particularly if they then touch their nose or mouth. The common cold, COVID-19, influenza/flu and whooping cough are all example of illnesses which can be spread via respiratory droplets.

Direct contact transmission The most common mode of transmission is direct contact, where an infection spreads with direct contact such as via body contact or via a contaminated surface. Examples of infections of the skin, mouth and eye that are spread in this way are impetigo, ringworm and COVID-19.

Infection Control

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Gastro-intestinal infections, for example norovirus, can spread from person to person when infected faeces or vomit are transferred to the mouth either directly or from contaminated food, water, or objects such as toys, door handles, handrails or toilet flush handles.

COVID-19, Scarlet Fever and Strep A can all be spread by both airborne and direct contact transmission. This could be through an infected person’s coughs and sneezes, through touching the skin of a person with a Streptococcal skin infection, such as impetigo, and/or by sharing contaminated towels, baths, clothes or bed linen.

In some people, bacteria live in the body without causing symptoms or making them feel unwell. But they can still pass the bacteria on to others.

Exclusion and outbreaks An exclusion table is available via the UK Health Security Agency website for settings to refer to in terms of understanding the period of time an infected person should remain at home when they have symptoms of common illness.

Following this guidance is fundamental in managing the spread of infections. The E Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Infection Control

F exclusion table may also provide advice and guidance on cleaning, which is a key control measure in reducing the spread of illness.

During outbreaks of illnesses, settings should follow their local Public Health Team advice – see www.gov.uk/health-protection-team – to ensure that the management controls in place, including cleaning schedules, are deemed to be effective for the level of outbreak.

Additionally, educational settings should consider having an Outbreak Management Plan which will determine key actions to take quickly, such as enhanced cleaning, removing toys and items temporarily, reducing the number of people who have contact. Control measures will vary between age groups and the level of outbreak, however being prepared and ready ensures quick decisive action can be taken.

Types of cleaning The most significant role that cleaning can play in an educational setting is to work towards routinely keeping the risk of infection low and breaking the chain of infection where infection does enter a setting.

Settings should have in place a cleaning schedule which is undertaken on a daily basis.

How much cleaning and where cleaning needs to be done should be determined through risk assessment considering the age of the children, the types of infection commonly noted in the setting, the times the setting is open, the activities undertaken and the amount of public interaction particularly with parents/carers, external educational advisors and contractors.

During outbreaks of illnesses, particularly those spread through direct contact, enhanced cleaning and deep cleans may be required During outbreaks of illnesses, particularly those which are spread through direct contact, enhanced cleaning and deep cleans may be required. Such schedules will require more frequent cleaning and an increased focus on high touch points such as door handles, keypads, door entry systems, taps, fridge doors etc. where multiple people are touching a surface in the same area.

Deep cleans are even more extensive and look at all areas over and above the routine cleaning schedule with the intention of ensuring that no stone is left unturned when attempting to stop the spread of infection. It can include skirting boards, windows, doors, toys – soft toys being washed in a machine, hard toys, bathroom areas including toilets, sinks and floors and the whole classroom area in terms of floors and furniture being disinfected.

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Health and safety considerations Cleaning activities in educational settings are often contracted out and provided by a third party cleaning contractor. Where cleaning is provided by an external contractor, settings must ensure that the relevant health and safety documentation has been shared between parties to provide assurance that the relevant health and safety compliance is in place before work commences.

Whether the cleaning is contracted in or out, the same areas of health and safety should be considered by an educational setting to ensure compliance.

Educational settings must ensure that those undertaking cleaning tasks have been suitably trained in their job role including an induction and, where required, specific health and safety training ensuring that it is recorded and refreshed at appropriate intervals. Such training should include knowing the location of fire routes and assembly points and how to raise the alarm, and measures to support lone workers including the opening and closing routine where cleaners are the first and last to enter buildings. Training should also cover the appropriate uniform and footwear for cleaning activities; accident and incident

reporting procedures; first aid provision; and how to clean blood and bodily fluids safely.

Training should also cover using equipment safely including visual checks before use; how to manage waste and considerations for hazardous waste where applicable; and how to use cleaning products safely. There should also be training on how to work from height safely, if required, including the use of foot stools and step ladders; and how to practice safe manual handling.

It should also cover how to manage slips and trips risks from wet/polished floors and/ or trailing cables and how these can be managed including the use of wet floor signs, appropriate footwear for cleaners, choosing plug sockets carefully to reduce the area cables need to cross and cordoning off large areas of flooring and allowing them time to dry.

There also needs to be knowlege on what PPE is required for their role and how to use and store this safely; and any site specific risks that the cleaners will need to be aware of including unauthorised access areas and areas of higher risk.

Risk assessments, method statements and COSHH (Control of Substances Hazardous to Health) assessments should also be in place and shared with those undertaking cleaning activities to ensure that they undertake tasks safely, including how to use machinery and cleaning equipment safely where applicable.

Educational settings must ensure that any equipment used has been serviced in accordance with manufacturer guidelines.

Consideration should also be given to using non-hazardous cleaning products to reduce the need for COSHH assessment and PPE which in turn will support the individual cleaner’s health in addition to being more environmentally friendly.

For further guidance and information in managing childhood illness and cleaning activities safely, the UKHSA, the HSE and DfE websites which have all produced resources which can further support educational settings. L

Infection Control

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Carina Kennedy is a committee member of the Institution of Occupational Safety and Health (IOSH) Education Group, and head of health and safety at Bright Horizons Family Solutions.

FURTHER INFORMATION

iosh.com Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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EXPERT PANEL SECURITY TECHNOLOGY

The safety and wellbeing of both employees and students is a fundamental responsibility for schools, colleges, and universities. So how can education settings use technology to mitigate their security risks? Our panel of experts from 2CL Communications, share some advice

Garrick Gregory, CEO Garrick joined 2CL in 2000 as financial controller. His dedication, expertise and commercial awareness led to his promotion to finance director in 2011, and then to chief executive officer in 2016. Under his leadership, 2CL has achieved the status of being named Motorola’s no.1 UK Two-Way Radio Dealer, and Event Supplier of the year for the National Outdoor Events Association.

Josh Philpot, commercial manager Commercial manager since 2021, Josh leverages diverse experiences spanning FMCG, professional sport, infrastructure transformation projects, technology, data, and digital consultancy.

His focus is to deliver fully integrated security and communication solutions to clients, leveraging global best practice innovation partners that maximise efficiencies and magnify long-term benefits.

Ian Hussay, technical sales manager

Luke McGowan, business development manager

Ian joined the mobile radio industry in 1994 and moved to 2CL in 1996 as a field service engineer. In 2013 Ian joined Radiotrade, a Motorola distribution company, as technical and training manager.

Ian returned to 2CL in 2016 as technical sales manager and is responsible for complex technical purchase enquiries and bids.

In November 2022, Luke assumed the role of Business Development Manager at our company. He takes the lead in overseeing 2CL’s Public Address and Voice Alarm sector. Additionally, Luke holds an LLB (Hons) degree and offers invaluable legal guidance and support to 2CL when necessary.

76 BUSINESS INFORMATION FOR EDUCATION DECISION MAKERS | www.educationbusinessuk.net

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Please tell us a little about your company’s history and how it serves the education sector.

Garrick Gregory, chief executive officer of 2CL Communications, said: “Established in 1972, 2CL Communications (2CL) is an award-winning industry leader in providing two-way radio communication and security technology solutions. We specialise in system design, installation, supply, hire, maintenance and after-sales support.

2CL prides itself at delivering the highest quality service to all its clients and was the first UK two-way radio dealer to achieve the BS 5750 quality standard in 1995 and continues to be accredited to this day.

“Along with our main offices in Eastleigh and Richmond, 2CL have satellite offices throughout the UK. These, coupled with our unparalleled in-house technical sales and engineering teams, ensure 2CL can deliver and support a state-of-the-art solution, tailored to each of our clients’ requirements within the education sector.”

There are several foundational technologies that can be deployed within a fully integrated command and control ecosystem to manage risks more effectively

What type of security risks do education settings have and how can these be managed?

Josh Philpot, commercial manager at 2CL Communications, said: “Education facilities are hives of activity, highlighted by diverse populations of people operating across multi-purpose precincts, 24/7. The safety and wellbeing of both employees and students is a fundamental responsibility for schools, colleges, and universities, complying with the Health & Safety at Work Act 1974, which outlines the general duties necessary for all organisations to mitigate risks regarding

crime, terrorism, chemical and biological threats, in addition to information, cyber and personal security challenges.

“There are several foundational technologies that can be deployed within a fully integrated command and control ecosystem to manage these risks more effectively. These security and communication solutions are often commonplace, like two-way radios and public announcement systems, whilst others are at the cutting edge of innovation, such as Evolv Express, a weapons detection system that utilises AI to identify size, shape and density of metal, enhancing screening across large E

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Access control systems can be configured to allow entry, based on time or role requirements, reducing risk. CCTV and Body Worn Cameras can also be utilised as a deterrent, with most BWC manufacturers offering devices that can live stream video in real-time to the command and control hub F numbers of people. Deploying the most appropriate technologies, combined with a multi-layered and detailed Concept of Operations which outlines how these solutions will be integrated into the operational and security processes, is the most effective way for educational facilities to manage risk.”

What measures can colleges and universities put in place after hours to ensure staff and students working or studying late can be safe?

Ian Hussay, technical sales manager at 2CL Communications, said: “There are

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several specific technologies that can be deployed to support staff and students.

Furthermore, after-hours staff often find themselves as a “lone worker”, defined as those who work by themselves without close or direct supervision, often including security, maintenance, and cleaning staff. These staff are not only at risk of work-related injuries but also from the threat of physical violence.

There are several popular solutions which can be considered to assist in reducing risk.

“Access control systems can be configured to allow entry, based on time or role requirements, reducing risk. CCTV and Body Worn Cameras (BWC) can also be utilised as a deterrent, with most BWC manufacturers offering devices that can live stream video in real-time to the central command and control hub. AI technology can also be applied to CCTV, identifying unusual behaviours, and recognising unfamiliar noises, including shouting, screaming, or gunshots.

Some platforms can incorporate sensors that can trigger actions based on keywords or occurrences, improving response times.

“Communication is a key factor, with solutions often based upon 4/5G and radio technology, allowing automated processes to prompt a response from workers; if the worker is unable to respond, alarms will be raised to designated recipients. Public Address and Voice Alarm systems can be utilised to inform both staff and students of important announcements.”

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In the event of an emergency, how can education settings, especially those with large numbers of staff and students, manage a safe and controlled building evacuation?

Luke McGowan, business development manager at 2CL Communications, said: “From classroom to auditorium, from the gym to the secretary’s office, schools need to be safe both throughout an ordinary day and during emergencies. The use of communication systems in the security concept plays a key role in this regard, as these systems aid and significantly accelerate both comprehension and crisis management procedures.

“A holistic security concept, specifically for schools, includes an integrated alarm and communication system through which emergencies are immediately reported to a central location and the nature and extent of the danger are verified via voice communication, announcements and instructions are then transmitted audibly to all persons in the building meaning measures to assist and protect students can be taken immediately.

“Studies have shown the effectiveness of phased evacuation to be the most successful means to safely evacuate large numbers of people. One study found that during an alarm people had not reacted as anticipated, where on average around 13 per cent of people ignored the sounder and others looked to other occupants before reacting themselves.

By contrast, 45 per cent of people react to the use of text messages, while 75 per cent respond positively to spoken words.

“Evacuation plans should account for architectural challenges, such as narrow corridors and stairwells, which may reduce the ‘flow’ of people. Systems can have prerecorded messages to assist people leaving difficult areas, which can be overridden by authorised personnel should an incident develop and pose more danger to evacuees.

Overall, studies and research suggest that the use of voice communication is the most effective means of evacuating large numbers of people in a safe manner with a higher success rate during an emergency situation.” L FURTHER INFORMATION

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The integration of cutting-edge technologies for enhanced safety and communication In today’s fast-paced and interconnected world, the importance of advanced security and seamless communication cannot be overstated Organisations, large or small, have an increasing need to protect their assets, ensure the safety of their employees and customers, and facilitate effective communication within their premises.

This is where a range of innovative technologies come in such as CCTV and two-way radios, with further enhancement from artificial intelligence (AI). The integration of technologies not only improves safety and security but revolutionises communication processes.

The cornerstone of any comprehensive security infrastructure is CCTV systems. CCTV cameras act as a deterrent and allow for continuous monitoring of a designated area, offering real-time video footage which can be reviewed in cases of any security incidents, helping identify perpetrators and gather evidence. With technological advancements, CCTV cameras have evolved, offering superior video quality, wider angles of coverage, and intelligent features such as motion detection and facial recognition which are now being incorporated into access control preventing unauthorised entry. If the system detects unusual behaviour or potential intruders, security personnel are notified immediately.

The use of body-worn cameras complements the system and offers protection for staff.

Two-way radio systems have seen increased functionality to help solve issues that many institutions face including lone working and man-down. While still being core in their use to communicate developing situations within a premise to ensure the safety of all occupants on the premises.

Public address (PA) and voice evacuation (VA) systems play a crucial role in emergency situations and are designed to broadcast announcements, and evacuation instructions to all occupants. Instructions can be communicated swiftly during a fire or other emergency, ensuring a seamless and phased evacuation process.

Additionally, these technologies also facilitate efficient communication within organisations.

Video conferencing allows geographically dispersed teams to collaborate seamlessly, enhance productivity and reduce carbon footprint. Presentations and training sessions can be carried out remotely, saving both time and resources. Moreover, AI-powered video conferencing systems can transcribe spoken content, or real-time language translation.

In conclusion, the integration of cutting-edge technologies such as CCTV, PA VA and video conferencing is crucial for ensuring the safety and security of organisations and improving communication processes. These technologies not only strengthen physical security but empower organisations to embrace seamless collaboration, harness their resources efficiently, and enhance productivity. With continuous advancements in technology, the future holds more possibilities for further integration and innovation in security and communication. L FURTHER INFORMATION

www.2cl.co.uk

80 BUSINESS INFORMATION FOR EDUCATION DECISION MAKERS | www.educationbusinessuk.net

Schools & Academies Show

The Schools & Academies Show heads to the North The Schools & Academies Show is the ultimate opportunity to gain valuable insights into the latest priorities that will shape education Get ready as the Schools & Academies Show takes centre stage at the NEC, Birmingham, on the 22nd of November! After the resounding success of the London show at the ExCeL Centre, we are thrilled to announce that the SAASHOW is heading North, and we can’t wait to deliver another inspiring day, packed with impactful CPD content, key policy updates, and dedicated networking opportunities.

Last May’s event brought together over 3,000 school and academy leaders to connect, ignite fresh ideas, and discuss the most pressing challenges and emerging trends that are shaping the future of education. Now, we are taking it one step further, making the NEC, Birmingham the stage for our biggest and best show yet!

As always, we’ve lined up an incredible array of features to empower our community to drive positive change and enhance outcomes for both pupils and teachers. From brand new show theatres, to pioneering interactive experiences – we’re pulling out all the stops to ensure this event is nothing short of exceptional.

With over 150 of the education sector’s most decorated and inspiring speakers, including representatives from the Department for Education, ISBL, National Governance Association, Education Policy Institute, and more, the SAASHOW is the ultimate opportunity to gain valuable insights into the latest best-practices and key priorities that will power change in education today.

EDTech Summit The highlight of this year’s show is the highly anticipated EdTech Summit, which will be co-located alongside the main event.

Designed to share the latest developments in education technology, the EdTech Summit will empower educators with innovative strategies to align their teaching and learning approaches with the digital landscape.

As the education sector witnesses a growing influence of AI, attending these events becomes even more crucial to stay at the forefront of advancements and adapt to the evolving educational landscape.

Don’t miss the opportunity to be part of the conversation and connect with over 3,000 visitors across our dedicated zones and theatres.

Engage with exhibitors showcasing the latest advancements that will revolutionise the way we educate and prepare our students for a future full of promise.

The Schools & Academies Show at the NEC, Birmingham, is your platform to empower change and drive the future of education.

Be there, and together, let’s create a brighter tomorrow for all learners! L FURTHER INFORMATION

Register your free place to join us: https://hubs.la/Q01ZL5Nn0 Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Mental Health

Supporting children’s mental health through PSHE education Harriet Gill from charity Coram Life Education discusses the vital role effective PSHE education plays in supporting children’s mental health in primary schools In today’s digital-first, post-pandemic world, children face great challenges that can impact their mental wellbeing (Education Endowment Foundation, 2022). Evidence shows that schoolbased programmes of social and emotional learning can help young people acquire the skills needed to make academic progress as well as benefiting their health and wellbeing (UKHSA, 2021). Opportunities exist to develop and promote such skills through a Personal Social Health and Economic education (PSHE) curriculum in particular; it provides them with the necessary knowledge, skills, attitudes and values to navigate these challenges.

The charity Coram Life Education draws on 35 years’ experience delivering PSHE in 2,800 primary schools annually to explore the PSHE’s impact on children’s mental health.

A PSHE curriculum equips children with essential life skills. It is mandatory in independent schools. Maintained schools commonly focus on statutory Relationships, Sex and Health Education (RSHE) as part of a broader PSHE curriculum.

PSHE focuses on pupils’ social and emotional development, relationships, both on and offline, physical health (including alcohol and other drugs), and economic literacy. These fundamental areas shape a child’s development, wellbeing and preparation for later life.

Developing self-awareness A primary component of PSHE is personal development (Ofsted framework, 2023) which develops children’s self-awareness, self-esteem, and emotional intelligence. Through PSHE, E Issue 28.6 | EDUCATION BUSINESS MAGAZINE

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Mental Health

The quality of PSHE varies greatly between schools.

A lack of standardised curriculum undermines its effectiveness, giving it peripheral status in school timetables

F children learn to understand their feelings and emotions – crucial in managing their mental health. By identifying and managing emotions, they are less likely to supress negative feelings, reducing the risk of stress and anxiety.

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Healthy relationships are crucial for mental wellbeing. PSHE helps children build positive relationships, handle conflicts, and develop empathy, enabling children to establish strong support systems, and sense of connection and belonging in school; this can prevent mental health issues and improve school attendance.

From an early age, children learn key skills, laying the foundations for their emotional development, learning about respectful relationships, boundary-setting, and consent, reducing the likelihood of bullying and sexual harassment, whilst building self-esteem.

PSHE incorporates Health education: nutrition and exercise education encourage children

Reducing anxiety in adulthood Economic literacy equips children with the skills to manage their finances. Financial anxiety contributes significantly to poor mental health.

Teaching children how to manage finances helps them take appropriate responsibility and can reduce finance-related anxiety in adulthood.

PSHE is vital to children’s mental health.

One in six children aged seven to 16 years have a probable mental disorder (NHS Digital, 2022), an increase from one in nine in 2017. But PSHE can help reduce this.

It provides opportunities for early intervention in identifying mental health issues. The Early Intervention Foundation found that programmes are more likely to be effective and result in enduring positive change when implemented as part of a multi-tiered wholeschool approach to improving young people’s mental health and behaviour including: education interventions, a supportive

school environment, and mental health services to support the most vulnerable.

The ability to bounce back PSHE helps children develop resilience – the ability to bounce back from setbacks.

A key protective factor for mental health, resilience enables children to better cope with stress and adversity.

Through PSHE, children learn how to communicate effectively, an essential skill in seeking help when needed, talking about feelings, and addressing mental health concerns without stigma.

Enhancing social, emotional and behavioural skills – including recognising and regulating feelings, conflict-resolution skills, behavioural self-regulation, empathy and perspectivetaking – is key to young people’s mental health and wellbeing, and supports them in achieving positive outcomes in school, work and life.

Yet PSHE faces several challenges. The quality of it varies greatly between schools. A lack of standardised curriculum undermines its effectiveness, giving it peripheral status in school timetables. Misconceptions and myths about PSHE and its role in children’s early education can undermine teachers’ confidence to teach a comprehensive programme, including topics around mental health.

Teachers report limited confidence in being able to respond to pupil’s mental health and behavioural needs; high-quality training is needed to equip them to support young people.

In addition, involving parents in shaping PSHE programmes can create a joined-up support system for children where their mental health is nurtured at school and at home.

Mental Health

to adopt healthy lifestyles, improving their mental health. Drugs education helps them make informed choices and understand the risks of substance use, which can exacerbate mental health issues.

Essential for mental health PSHE Education is crucial to children’s mental health. It equips them with the knowledge and skills they need to navigate the challenges of the modern world while fostering resilience, reducing stigma, and promoting healthy relationships. Investing in comprehensive PSHE programmes is an investment in the mental wellbeing of future generations, ensuring they have the tools to lead healthy, fulfilling lives. L

Coram Life Education supports one in six primary schools with wellbeing workshops, online SCARF resources and teacher training.

FURTHER INFORMATION

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The key to tackling any challenge that comes your way Challenges in the education profession come in all shapes and sizes, from dealing with a difficult parent to preparing for Ofsted/Estyn. But what these challenges have in common is that they can be tackled head-on with the right mindset. Find out more at The Education Show From the unpredictability of children and the expectations of parents to the neverending demands of the curriculum - working in education is somewhat of a juggling act.

It’s all too easy to fall into survival mode, trying to keep up, whilst never feeling on top of it all, never truly thriving.

Challenges come in all shapes and sizes.

You might be dealing with a difficult parent one day and preparing for Ofsted/Estyn the next, but what these challenges have in common is that they can be tackled head-on with the right mindset.

The solution? Building resilience Resilience itself comes in many forms. It can be as simple as practising gratitude every day to help train your brain to focus on the positives. If you’re notorious for giving yourself a hard time, an effective strategy is to change the language you use with yourself.

For example, if something bad or negative happens rather than asking yourself, ‘Why is this happening to me?’ try ‘Why is this happening for me?’ By changing the language you can better see the learning opportunity and how you have grown, rather than how hard or painful the experience was.

With over 25 years of experience as an international education consultant, author, teacher and TEDx Speaker, Nicola S Morgan is no stranger to a challenge. She’s developed a toolkit of resilience strategies which have helped her tackle the trickiest of scenarios.

Changing your language is just one of the approaches Nicola shares in her recent TEDx Talk, which you can view here.

Wobblers vs. Warriors Through her training and consultancy company NSMTC, Nicola is adept at helping education professionals build resilience in

their work environment. However, she was curious as to why some people can more easily handle huge challenges. As she asks in the TEDx talk, ‘Why are some people wobblers and others resilience warriors’?

Nicola decided to take that question beyond the classroom, beyond her own comfort zone.

In 2016, she feared deep water, and just 3 years later, during her second attempt, Nicola swam 21 miles across the English Channel.

Since completing the swim, Nicola has integrated her learnings about resilience into courses at NSM Training & Consultancy.

Online sessions cover topics such as ‘Dealing with Difficult People & Managing Difficult Conversations’ and ‘Shift Your Mindset: Outstanding Behaviour Management’. You leave each programme with a practical set of tools and strategies you can use straight away. For more information visit https://nsmtc.co.uk/ Building resilience in our pupils What’s brilliant about Nicola’s point of view on resilience is that it’s not just about the adults. She’s also developed practical, research-backed approaches to help build resilience in pupils. Training programmes such as ‘Bounce Forward: Practical ways to Develop Resilient Pupils/Students’ offer teachers a kitbag of strategies they can pull from in classroom or school-wide scenarios.

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A simple resilience tactic is to encourage pupils to make a choice For example, when a pupil has made a mistake in their work, give them a choice - do they want to work it out alone, receive help, or have some extra time? This approach helps to open their minds to the options. Then they can independently work out how to make decisions and solve problems using the tools or support at their disposal.

There are many additional tactics and tools you can implement at your school and classroom.

By learning a range of tools and scenarios, you can pick and choose the best approach pupil-by-pupil, and situation-by-situation.

Training taster sessions You can’t deny that Nicola is committed to supporting the growth and personal development of both education staff and pupils, and the National Education Show is the cherry on top of the cake.

The National Education Show is designed to empower, engage and inspire. Attendees have the opportunity to network with peers, learn about the latest products from exhibitors and receive CPD-accredited

training on the day - it’s a must-attend for anyone working in the education sector.

Every year, high-quality speakers such as Pie Corbett, Professor Mick Waters, Nina Jackson, Hywel Roberts, Jenny Mosley, Sam Garner and Nicola S Morgan provide sold-out CPD seminars at a fraction of the usual price. You’ll take home strategies and resources that will enable you to raise standards, enhance learning experiences and develop learners in topics such as resilience, behaviour management, mental health, ALN/SEND and the curriculum.

Exhibitors including Microsoft, Samsung, TES, NAHT and BBC Bitesize offer education professionals an update on the latest products, services and technology, plus exclusive discounts.

The National Education Show is a great opportunity to test out the brilliant training offered by the team at NSM Training & Consultancy. Not only will you empower and inspire your staff, you’ll give them access to the strategies they need to build resilience to tackle both their own challenges and support their pupils too. L

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Research says helping your pupils develop resilience is just as important as their academic learning and well-being.

But what does that look like for kids?

FURTHER INFORMATION

www.nationaleducationshow.com www.nsmtc.co.uk Scan QR Code for TEDx Talk – Unfinished Business

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STEM

Reimagining Design & Technology Tony Ryan, chief executive officer of the Design and Technology Association, discusses the steps we can take to rejuvenate design and technology in our schools – and why it matters We were the first country in the world to make design and technology education compulsory for students. It was a brave move at the time, and we recognised the world was fast changing and needed the right skills and knowledge in order to adapt to societal changes.

I was leading a design and technology department in a very popular girls’ school at the time, and when the subject was first ‘imposed’ on all students, there was some resistance both from young people and from their parents. We

had to prove our worth, and more than any other subject on the curriculum at the time, it felt like we had to try harder and communicate better. Slowly but surely, over the next couple of years, we won our audiences over by sending enthused young women home each week, highly engaged and motivated by the ‘real’ nature of the tasks posed and problems set.

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F the department at every available opportunity.

The headteacher noticed we were learning from other aspects of the curriculum (maths, physics, geography and PSHE, for example) and in doing so, we were giving learning real meaning and answering the ‘why’ that all students ponder.

Why is all the above relevant? Because design and technology is currently in a very bad place and is in danger of slipping off the school curriculum completely. Where other countries have followed our lead and have introduced and grown through design and technology education, we have pretty much neglected it alongside every other creative subject on the school curriculum.

An emphasis on an ideologically led ‘knowledge-rich’ curriculum over the last twelve plus years has seen the subject drop from 430,000 GCSE entries at its (admittedly false) peak to just over 78,000 last year. A Level has dropped from over 26,000 entries to just under 10,000 in the same time. We had a fraction under 15,000 specialist design and technology-trained teachers in 2009; we now estimate this number to be just over 6,000. Even where headteachers value the subject and want to keep it alive for their students, take it from an ex-headteacher: if you cannot find the right leadership for a subject and you will not be penalised for not delivering it, you will drop it like a stone!

STEM

Even where headteachers value the subject and want to keep it alive for their students, take it from an exheadteacher: if you cannot find the right leadership for a subject and you will not be penalised for not delivering it, you will drop it like a stone So why does this matter? Indeed some would ask, does it matter?

My ‘go-to’ researcher and guru as a headteacher was Professor Guy Claxton. He has the ability to take complex research concepts and make them easy to digest and process. In 2008, he published a book, the title of which asked an obvious but pertinent question: “What’s the point of school?” Before you continue reading, just stop and ask yourself this same question.

Why is it important? What is its purpose? What are the expectations that we placed on school for ourselves, and for those of us who are parents, for our sons and daughters?

Claxton summarised school’s purpose as: “To prepare young people for the future”. This is more than a set of exam grades or a base level of knowledge across nine or more subjects; we are preparing our young people to step confidently into an increasingly fast-paced and often hostile world. Students must leave school equipped with skills outside of academia that will enable them to move confidently. Schools should encourage young people to be self-aware, capable of high-level communication, socially confident, and be diligent problem solvers.

Being in a classroom setting (regardless of the subject of the students strength in it) should be a space where students learn to be empathetic team players capable of leading, while at the same time demonstrating the confidence to allow themselves to be led by others.

It is worth noting that while design and technology is struggling in many state schools, it is growing and thriving in most private schools. One parent recently explained this, stating the termly school fee and explaining, “At that price, this is not a ‘nice to have’ an afterschool club; this is a core part of the curriculum, it’s where learning is given context and where the jobs of the future will be created”.

The Design and Technology Association is a registered charity that I have the privilege to lead. We are a member organisation with over 33,000 teacher members and a growing list of industry partners. That link between the oftendisparate worlds of education and business is essential to the subject’s future and, dare I say, to the future of so many sectors of business and industry already struggling to employ the next generation of thought leaders, innovators, and creatives.

Our recently published vision for the future of the subject ‘Reimagining D&T’ has received wide acclaim. However, we are not happy to just talk about the change we need to see; we are setting about making that change happen.

We have already successfully lobbied to see the teaching bursary for new teachers to the subject increased to £25K. We have over 28,000 primary members teaching the subject to students aged five to eleven; the subject is growing and thriving with this age group. Inspired by Industry is focused on ensuring what is taught at KS3 (11-14) is challenging, highly motivational and relevant to our young people.

We were the first country in the world to lead with design and technology education; we can do so again.L FURTHER INFORMATION

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Action Mats, unique PE & Movement resources Mindful Mats from Action Mats, are design to provide a range of different activities for all children to focus on, helping them regulate, refocus and be ready to learn.

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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.

Advertisement Feature

Make physical activity fun and appealing for all pupils Action Mats create movement-based education, health and well-being resources for primary school aged children, all over the world

The resources comprise of sets of brightly coloured mats, each printed with a different instructional graphic, to show the children exactly what to do on each mat. Lesson plans are provided so leaders know how to set the mats up for most effective deployment although children can freestyle with them, of course.

The original set was developed, following a request by a school in Birmingham in the UK whose cohort was 100 per cent Pakistani origin, to find a way to engage them in physical activity and exercise, in a fun and appealing way. The head teacher knew the obvious benefits of healthy children and wanted to her cohort to take ownership of activities and therefore feel empowered. The graphics developed, are inherently international, featuring hands, feet, arrows and symbols, which is why

Action Mats are now in schools in twenty two countries, plus the each of the Home Nations.

When we first started working on Action Mats, we had no idea that the displacement of families due to war, natural disasters and famine would increase the need for this type of resource: not just in the UK but all over the world. We have witnessed Action Mats lessons, where children who do not speak the language of the host country as a first language simply look at the graphics on the mats and start doing the moves.

The resources are a great inclusion tool and help demonstrates to other class members the new kid is as capable as them. With the increased movement of people and changing complexion of populations, we believe Action Mats resources are a great tool to help children integrate and settle in.

Each collection of mats is designed to be deployed in multiple different configurations, including curriculum-linked maths lessons for both Early years and primary. These lessons take maths out of a static classroom environment and use the power of movement to deliver unique active learning style lessons.

The simple power of images is used to engage children who might struggle with focus and concentration, as well as language, of course.

Our Mini Mats set is designed to develop movement skills in Early Years children, and the most recent development is our Mindful Mats set that helps children to learn regulate their emotions by absorbing themselves in the challenge set on each mat.

Action Mats resources are excellent for all children including those with additional needs. They are wholly positive resources with ever-developing applications. L FURTHER INFORMATION

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Outdoor Learning

Creating nature-rich environments A recent report finds that half of UK schools do not have a nature-rich environment onsite to benefit pupils. So how can schools bring nature to the school grounds – and why is it important?

Research commissioned by WWF, the RSPB and the National Trust has found that schools across the country have a lack of nature friendly spaces to help inspire the next generation of nature lovers.

The research, by The Education Company, found that half (50.47 per cent) of schools in the UK say that none of their pupils have daily opportunities to spend free time or play in a nature-rich environment at school, suggesting that school grounds do not include nature-rich spaces.

The study also found that not enough schools are embedding outdoor learning into their curriculum, particularly secondary schools, where only 40 per cent of respondents said that some pupils have access.

Improving mental health There is increasing evidence that time spent outdoors can improve mental wellbeing and learning. And at a time when a third of young people regularly experience anxiety, giving children the opportunity to connect with nature is all the more important.

While some schools are already taking steps to enable their pupils to engage with nature through activities like school trips and extra-curricular clubs, in order to nurture a love of nature in a whole generation, it is essential that schools are empowered to provide regular opportunities for all pupils to engage with the natural world.

Megan McCubbin, wildlife television presenter, zoologist, and Ambassador for WWF and the RSPB, has supported the three charities’ new initiative to help schools bring nature into their school grounds.

Megan said: “With wildlife in catastrophic decline in the UK and around the world, we should all try to give nature a helping hand. When given support and the space to think creatively, we’ve seen how schools can turn the smallest, greyest school grounds into an oasis for wildlife, helping young people to find a valuable connection with the natural world around them.

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F felt overwhelming. I’d love for every child in the country to feel the benefits of connecting with nature while they grow up. Schools can help make that possible, and I believe that schools that invite nature into their grounds become better places for learning and play, while giving local wildlife a much-needed home.”

Schools For Nature Together, WWF, the RSPB and the National Trust are supporting school children to create wilder places in school grounds and become the next generation of nature champions.

InJune, school children across the UK celebrated and showcased the results of the projects they have undertaken to help save nature. Whether they’d made wildlife ponds for frogs, built nest boxes for breeding birds, or planted wildflower meadows for pollinators, schools opened their gates to their local community to share how they had made their grounds a safe haven for wildlife under threat.

Schools For Nature is part of the organisations’ Save Our Wild Isles campaign, which calls on all parts of society, including young people, to take urgent action to protect and restore UK nature. The UK is in the top 10 per cent of the most nature-depleted countries in the world, with over 40 per cent of our species in decline.

During the Schools For Nature national week of celebration, WWF, the RSPB and the National Trust were joined by The Wildlife Trust, Wildfowl and Wetlands Trust, and

The study found that not enough schools are embedding outdoor learning into their curriculum, particularly secondary schools Woodland Trust to shine a spotlight on the positive contributions that schools have been making to help nature this academic year.

The organisations have been supporting schools to welcome nature into their classrooms and school grounds through a series of live lessons, award schemes, personal development for teachers, and online resources, including information on how they can share their successes and achievements with their local community. L

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Product Finders

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