Education Business 29.4

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ISSUE 29.4

Business Information for Education Decision Makers EDUCATION TECHNOLOGY

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Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Contents

Contents Education Business 29.4 Sponsored by

7

13

23

NEWS

EB AWARDS REVIEW

Sponsored by

Sponsored by

31

37

EDUCATION TECHNOLOGY

52

44

HR & RECRUITMENT

57

DAMP & MOULD

67

EV CHARGING

CATERING

Education Business magazine

CASHLESS SCHOOLS

62

SCHOOL ENVIRONMENT

71

EDUCATION TECHNOLOGY

FIRE SAFETY

75

SPORT & PE

www.educationbusinessuk.net Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Making everyday better.

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News

FINANCE

Sixty per cent of schools say balancing budgets is their biggest challenge A survey of over 3,000 governors and trustees in England by the National Governance Association (NGA) has shown that 60 per cent of schools and trusts report balancing their budgets as their biggest challenge, up from 44 per cent in 2022.

This figure represents the highest percentage since the survey’s inception in 2012 and underscores the severity of the financial challenges facing schools today.

The report goes on to highlight that only 18 per cent of schools and trusts perceive themselves as financially sustainable, 39 per cent of respondents have experienced a financial strain due to falling pupil numbers and half report that the condition of their school buildings adversely affects the learning environment.

The survey also highlights striking contrasts between primary and secondary schools, with primary settings particularly affected by falling pupil numbers. Beyond finances, the education sector is under immense pressure to fill gaps left by social services, requiring governing boards to make tough decisions about additional support for pupils, families, and the wider community...

CONTINUE READING

ATTAINMENT

Disadvantage gap continues to widen since Covid The Education Policy Institute has released its latest report looking at the disadvantage gap for both primary and secondary school pupils, using assessment data.

It finds that by the end of secondary school, disadvantaged pupils were 19.2 months behind their peers. This gap has widened since 2019 by a month, reaching its highest level since 2012.

The disadvantage gap had been narrowing before the Coronavirus pandemic and school shutdowns, although progress had already started to stall by 2019. The pandemic continued this trend, and the disadvantage gap has continued to widen.

By the end of primary school, the disadvantage gap had grown to 10.3 months – one month wider than in 2019 and higher than its 2012 level.

Commenting, Dr Ben Styles, NFER’s head of classroom practice, said: “Schools are already facing increased challenges due to the impact of the cost of living. The new Government should aim to develop a long-term strategy that would have a particular focus on very low attaining pupils and closing the disadvantage gap. To do this, it is essential that schools are both adequately funded and supported to do so using evidence-based approaches.”

READ MORE

Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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News

AIR QUALITY

Oxfordshire County Council to monitor school air quality Oxfordshire County Council has extended its commitment to improving air quality across the county’s school estate with the addition of six new air quality monitors.

This new installation brings the total number of active Zephyr air quality monitors in use at schools across Oxfordshire to 17.

The monitors will be deployed across the region, powered by solar or mains, at sites of Manor Primary School in Didcot and Dragon School/Wychwood School, St Mary and St John Primary School Pegasus Primary School and Bayards Hill Primary School in Oxford.

This helps the council to monitor and improve the air quality around local schools, driving strategies to improve safety at peak times and encourage a healthier lifestyle.

The real-time monitor takes measurements of ambient air pollutants including nitrogen dioxide, nitrogen oxide, ozone, and particulate matter. The data is fed back to a web application where it can be analysed and downloaded to track short and long-term pollution patterns, allowing the council to see how successful the scheme is...

CONTINUE READING

TEACHING PRACTICES

Issues with maths and writing highlighted in new report Two new practice reviews, published by the Education Endowment Foundation, have set out to highlight some of the key challenges for teaching secondary maths and writing.

The first review, by a team from Sheffield Hallam Institute of Education and co-funded through a partnership with XTX Markets, looked at the practice of teaching maths across secondary schools.

It highlights previous research that finds that due to the lack of specialist teachers, the small number available are being prioritised for “high stakes” classes in many schools, such as high prior attainers and those with GCSE exams coming up.

This could mean that many younger pupils and classes with low prior attainers are more likely to be taught by teachers who do not specialise in maths.

Through a survey of teachers commissioned for the review, it found that half thought that mathematical learning is best consolidated through homework. This could present a challenge for students from socio-economically disadvantaged backgrounds who may struggle to fully access homework, particularly if access to online platforms is required. The second, by a team from Pearson, looked at the practice...

CONTINUE READING

Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Welsh government steps up delivery of new curriculum

Call to reprioritise personal development in schools: READ MORE

Teachers in Wales will be given simplified, easy to access support to help them plan for the roll out of the new Curriculum for Wales, to provide consistency across the country.

The support announced by the Welsh Government will include national collaboration to develop common approaches across the profession, simplifying the process of curriculum design and evaluation, tools and templates to plan learning, clearer expectations for teaching and learning and sharing examples of curriculum design and best practice.

It will also put revised Literacy and Numeracy and Digital Competence Frameworks on a statutory footing to provide clear expectations for these critical skills.

A sustained improvement in educational attainment is a top priority for the Welsh Government and the new Curriculum for Wales is central to raising standards and providing a broad and balanced education so all learners can reach their full potential.

The Curriculum for Wales is now being taught in all schools and settings up to and including year 8, with year 9 following from this September. All year groups will be learning through the Curriculum for Wales from September 2026...

CONTINUE READING

News

CURRICULUM

More top news stories from www.educationbusinessuk.net

New research prompts support for language teachers: READ MORE Review published by council following Perry inquest: READ MORE “Alternative Big Listen” finds Ofsted is not fit for purpose: READ MORE Survey highlights financial challenges faced by trusts: READ MORE APPOINTMENTS

Sir Kevan Collins becomes DfE non-executive board member The Department for Education (DfE) has appointed Sir Kevan Collins as a new NonExecutive Board Member.

Sir Kevan has previously served in government, most recently as Education Recovery Commissioner at the DfE. As chief executive of the Education Endowment Foundation (EEF), he examined and analysed evidence on education effectiveness. He also has experience as a classroom teacher and as director of children’s services in Tower Hamlets, demonstrating his deep understanding and expertise of education delivery at a system level. He also has the confidence of key stakeholders across the education sector.

Non-executive board members are senior figures from outside government, appointed by the Secretary of State, to provide support and challenge to government departments. The DfE’s cohort of NEBMs is made up of individuals from business and other backgrounds, who give appropriate advice on many aspects on the running of the Department. Sir Kevan will sit on the DfE board alongside ministers and the department’s wider non-executive board.

The board provides scrutiny across delivery and performance, supporting and challenging the department.

As part of this role, Sir Kevan will advise on driving high and rising standards – focusing on finding solutions to the biggest barriers to...

CONTINUE READING

Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Education Business Awards

Winners of the Education Business Awards 2024 Continuing to celebrate the hard work and dedication of the education sector, this year’s Education Business Awards saw the largest amount of nominations ever. Here’s an indepth look at the winners With limited funding, staff strikes, increasingly unmanageable workloads, and teacher shortages, there is a lot for the education sector to navigate. But despite the challenges, schools continue to push forward to provide children with the education they deserve. Through the Education Business Awards, we aim to seek out the unsung heroes and celebrate their incredible achievements in all aspects of school life.

The Awards, which were sponsored by Viking, were held on 12 June 2024 at the Royal Leonardo Hotel St Paul’s in London.

Journalist and broadcaster Ashley JohnBaptiste presented the awards to the worthy winners in twenty categories.

School Sports Award Warriner School was the proud recipient of the School Sports Award in recognition of its ethos of promoting a love of physical activity. The school is part of the North Oxon School Sports Partnership, which links over 1,000 Year 1-6

students from eight primary schools. In 20222023, they hosted 14 festivals which ranged from tag rugby, girls’ football, pickleball, sports hall athletics, quad kids athletics and multi-skills festivals in netball. All of these are inclusive of SEND and mixed teams throughout. The school is proud to have achieved the Silver School Games mark last year and aims for Gold this year.

School Recruitment Award The Laurus Trust took home the trophy for the The School Recruitment Award. The small recruitment team at Laurus created a unique online recruitment brand to increase attraction, promote the Trust as an employer of choice and shout about its culture and benefits. The brand has been a resounding success, with over 1,000 registrations to its talent pool and a 140 per cent increase in website traffic. This, along with well-attended events and successful referral initiatives, meant the 2022/23 recruitment cycle saw a 13 per cent increase in applicants. E Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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ICT Innovation Award Thomas Tallis School in London won the ICT Innovation Award for its work teaching cyber skills. In its second year of delivering the CyberEPQ qualification, the impact on students at Thomas Tallis School has been dramatic. A number from its first cohort have already secured highly competitive places.

Last September, students visited the International Cyber Expo at Olympia to kick start their journey, and this year they will also get access to six refurbished desktops running Kali Linux, which will allow for more experience of real-world tools. Cyber security awareness and skills development is now embedded in lesson planning from year 7 to year 13.

School Security Award Sponsored by Evolution Doors, the School Security award was presented to The Holt School.

With 13 separate buildings across its 63,000 m2 site, four vehicle entrances and one pedestrianonly gate, it a complex site to keep secure.

New CCTV and access control now supports key areas of the school, so that in the event of an incident, eyes can be on it very quickly.

Education Business Awards

F Community Award The Community Award, sponsored by Holmes & Partners, was presented to Lawley Village Academy in Shropshire, which sits between an assisted living care home and a nursing care home. Over the past three to four years, children and staff have worked hard to make strong and long-lasting community links with the carers and residents in both homes. The ongoing relationships prove to be a weekly highlight in the community, as well as being an opportunity for children to learn from the residents.

SEN Provision and Inclusive education Sponsored by Crescent Purchasing Consortium, the SEN Provision Award was presented to The Cedar School in Southhampton. The school works with The Solent Careers Hub to provide careers education to SEND students, helping to set them on diverse career paths. It has built a portfolio of companies which are not only prepared to adapt to accommodate the inclusive needs of its students, but are also excited to learn about how their companies will be enriched by the input of Cedar pupils.

New for 2024 was the Best Practice in Inclusive Education Award, which was sponsored by Nasen. St John’s C of E Middle School Academy in Worcestershire was the worthy recipient of this accolade for its measures to support all pupils. Appropriate adaptations and support are put in place to ensure high numbers of E

The Education Business Awards aim to seek out the unsung heroes and celebrate their incredible achievements in all aspects of school life

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Environmental Practice Award Stony Dean School in Buckinghamshire won the Cornerstone-sponsored Environmental Practice Award in recognition of its hard work to implement energy saving initiatives towards reducing energy consumption and CO2 emissions.

The school takes part in the SAMHE Project Schools’ Air Quality Monitoring for Health and Education, where pupils use Air Monitors and review the data collected as part of the Science Curriculum. The school’s three minibuses are now electric, while a sustainable procurement policy helps ensure low-impact, fair trade or environmentally friendly suppliers are identified.

STEM Award Awarded to the educational establishment that has excelled in the provision of a first class environment for teaching STEM subjects, Neston High School celebrated victory in this category.

Community engagement lies at the heart of Neston High School’s STEM initiatives, which is one of the reasons that they took home the prize.

Primary schools and scout groups actively participate in hands-on learning experiences, enriching their understanding of STEM subjects and fostering a sense of environmental responsibility.

Through initiatives like its plastic recycling project, Neston High School has established strong partnerships with the local community, making a tangible impact on sustainability efforts. The school’s Makerspace club serves as a vibrant hub for STEM activities.

School Building Award The Valley School in Herfordshire won the Reved-sponsored School Building Award.

As part of Hertfordshire Council’s capital investment in SEN school places, The Valley School in Stevenage moved into its brand new £15.8m building in January. The new building reflects a commitment to sustainable, responsible growth with net zero carbon emissions. It features biodiverse green roofs and solar panels, while pupils have even been able to re-use timber offcuts from the construction to build bird boxes and bug hotels for the school site. It was completed as the council’s third Net Zero in Operation scheme.

Education Business Awards

F pupils with SEN can take part in St. John’s rich array of carefully planned extra-curricular activities. Established seven years ago, the school’s ‘Launchpad’ provides vital support for students with cognition and learning difficulties, while the school works closely with a range of outside agencies. Support is also available from occupational therapists and physiotherapists.

School Catering Award The worthy winner of the School Catering Awards was Fullhurst Community College in Leicestershire. Their in-house catering team is driven by a deep passion for fresh, healthy food and focuses on providing a diverse and enticing menu that caters to the varied tastes and preferences of students. Working closely with local providers supports the community and provides sustainable, high quality food.

This also helps to teach students about the impact their food choices have on the planet.

School Procurement Award Sponsored by T150 Energy, the School Procurement Award was presented to Nexus Multi Academy Trust.

Formed in 2016 and currently responsible for around £11 million per annum in non-pay spend for the procurement of goods, services and works, Nexus Multi Academy Trust is just the second in the country to be nominated for the Chartered Institute of Procurement & Supply Procurement Excellence Program Award.

The trust provides guidance and support to special schools across England on how the sector can support flexible working practices.

This year, an increased commercial focus has achieved considerable savings for the Trust’s fifteen schools.

School Business Manager Award Sponsored by Viking, the School Business Manager Award was presented to Sue Blackwell from Wensley Fold CE Academy for her hard work and loyalty over the years. After joining Wensley Fold Primary in Blackburn as an administration assistant in 1999, and later taking on the School Business manager role, Sue Blackwell has witnessed major change E Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Education Business Awards

F over the last quarter of a century. She has been instrumental in helping the school adapt to the pressures of becoming a two-form school and its transition to become an Academy in 2013, which brought with it major renovations to the site and a doubling of the pupil intake. She retires with the school in an outstanding condition.

Outstanding Progress Awards Gordonstoun in Moray, Scotland took home the award for Outstanding Progress in the Independent School sector, sponsored by Viking.

Students at Gordonstoun live in a close knit community that is one third Scottish, one third from the rest of the UK. Located in a 200 acre woodland campus in the heart of the Moray countryside, the positive impact its students make on the local community is remarkable – every student helps out in one of nine community and rescue services, which include supporting the elderly and disabled. Specialist instructors deliver activities to local groups which enable them to discover the joy of outdoor learning.

Our Lady and Saint Benedict Catholic Academy, Staffordshire, proudly took home the Outstanding Progress Award in the primary sector, sponsored by Action Mats.

Strong relationships between pupils, their families and staff have helped Our Lady and St Benedict Catholic Academy to move from Requires Improvement in 2019 to Outstanding in its latest Ofsted inspection last November.

Led by headteacher Sarah Clowes, the rapid progress has been attributed in part to prioritising reading, with pupils able to use vocabulary with precision and great confidence. Opportunities to benefit from outdoor learning are provided to all pupils, including those with SEND. In the secondary school sector, Wright Robinson College in Manchester won the Outstanding Progress Award, sponsored by EcoGrit. Despite a challenging socio-economic background in a deprived area of Manchester, Wright Robinson College was one of the first in the country to be graded Outstanding in 2021 under Ofsted’s new framework.

Eight years building the school’s culture has generated improvements in behaviour and attendance, and allowing staff to focus on developing their own pedagogy has led to excellent outcomes for students.

EB Leadership Awards Amanda Wilson, headteacher at St Alfege with St Peter’s CofE Primary School, scooped the EB Leadership Award (Primary)

award, sponsored by iRock, for her inspirational journey which encompasses over 25 years’ in education and leadership.

She has a track record for supporting teachers in securing leadership roles, and after being appointed to her first heads position in 2019, she has since gone on to publish a book aimed at encouraging the next generation of Black school leaders.

Meanwhile, Rod Sims from York High School scooped the EB Leadership Award for the secondary sector, which was sponsored by Viking. During his six year stint as head of York High School, Rod has overseen dramatic improvements.

After an inadequate rating in 2017, strong relationships have been forged between between parents, staff and pupils, while an extensive range of extra-curricular activities, encompassing sport, cookery, languages and current affairs, have helped to see the school now rated as Good.

Educational Resource Awards Educational resource iRock School of Music won the Educational Resource Award for its fun and inspiring music education experiences that go beyond the traditional, empowering students to express themselves through learning music together in rock and pop bands. This has a direct impact on children’s wellbeing, increasing their confidence and improving their performance and overall experience in school.

The Institution of Engineering and Technology was then presented with the Educational Resource Award for the secondary sector for their wealth of educational resources. STEM resource collections include the Faraday Challenge, where students are tasked with designing and engineering a new attraction for Thorpe Park Resort’s range of visitors. L FURTHER INFORMATION

awards.educationbusinessuk.net

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

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In October of last year I was inspired to do more than just secure the best rates for gas and electricity. I realised T150 Energy could also be a force for good, so our ‘Payback Scheme was launched in January 2024.

It is designed to not only secure the best energy contracts for our clients, but to pay them back anything up to 3.5 per cent of their total annual spend on utilities. Giving back £100s to £10,000s back into care, education and charity organisations to use as they wish.

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Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Seeking a sustainable solution for schools Joseph Taylor, founder of Reved – a not-for-profit EV platform that provides schools with access to fully-funded charge point installations and reinvests profits back into education – explains what school leaders need to consider before choosing a sustainability specialist

The Sustainability Agenda 2030 will bring with it a whole host of changes (and potential challenges) for educational establishments. For example, it will see brand-new petrol and diesel cars no longer available for sale from 2035, and is accelerating frameworks such as the Clean Air for Schools Vision. So it’s unsurprising that many school leaders and senior teams are being proactive in their approach. Seeking to install EV charging solutions ahead of time, to support their community in this transition to electric transport – making it as seamless and accessible as possible.

Joseph Taylor, founder of Reved – a notfor-profit EV platform that provides schools with access to fully-funded charge point installations and reinvests all profits back into their educational partners – explains what school leaders need to consider before choosing a sustainability specialist: “For many schools who’re already constrained with budgets, time, and resources, it can feel like a minefield to understand and arrange appropriate funding for initiatives, such as EV charging point installations – despite how important they might be for the future of the school and its staff.

Plus, with government grants in this arena ever-changing, it can be difficult to establish what exactly you’re eligible for.

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Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Creating an effective remote learning landscape The degree of success on remote learning provision depends on many factors. Al Kingsley explains what to consider when providing home learning to ensure that students thrive and teachers feel confident In the post-pandemic period, for many schools remote learning is a distant (and perhaps unpleasant) memory. However, remote learning, much like remote working, can be extremely successful – and indeed, for some learners, in some circumstances, it is the only option.

Remote learning can give schools the flexibility to continue learning when physical access to the school is impacted by weather disruptions or issues with school buildings – as evidenced by the recent RAAC crisis. Equally, some learners will be best supported by remote learning arrangements; for instance, accommodating the schedules of student athletes, or the needs of students with complex or chronic health conditions that impact their ability to attend school in person.

The degree of success, of course, depends on how schools approach setting up their

remote learning infrastructure. Whilst this can be daunting, the devil is in the detail; taking the time to build contingency plans, allocate resources efficiently and create the right conditions for happy teachers and learners will go a long way to ensure that remote learning provides students with the chance to thrive.

Creating a roadmap for the school’s digital resources A first step in any journey involving technological resources in a school ought to be the creation of a digital strategy.

A digital strategy can ensure a school is creating the right settings for remote learning by informing leaders’ approach to the allocation of digital resources.

This process begins with a comprehensive audit of what resources are at the school’s disposal, E Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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F both hardware and software. Having a detailed overview of what is being used will enable leaders to make informed decisions about whether new resources are required.

Whilst this can appear to be an arduous task, there are a number of EdTech solutions that can take on the lion’s share of the work by automating this overview and providing an at-a-glance report of usage levels. This can provide insights as to whether additional resources might be needed and if devices are being used to their fullest capabilities.

Perhaps just as important is determining what is not working for the school, particularly in terms of resources that are going unused. For instance, if it is determined that a particular software licence is no longer required than leaders can evaluate whether their needs might be more affordably met by another solution.

Remote learning means that digital devices are a vital lifeline. Keeping these devices topped up with the latest updates can prolong their lifespan and protect them against potential

Education Technology

Sponsored by

cyber-safety concerns. These regular updates may feel never-ending, but many operating systems will allow updates to be automatically scheduled; this can be done out of peak usage times to minimise disruptions. Equally, numerous EdTech solutions will be able to provide overview reports, pointing to any devices that are at risk of falling behind in their update schedule.

Getting tech infrastructure right Implementing the right IT framework is key.

The first consideration is how students and educators can seamlessly connect, communicate and share resources; cloud-based infrastructure will make this easier. Equally, due consideration must be given to network traffic. Bearing in mind the number of users and the type of usage will give school leaders an idea of the scale of strain likely to be placed on network traffic.

Planning accordingly will reduce the likelihood of interruptions caused by network traffic.

It may be worth considering the potential benefits of remote access for IT technicians.

Inevitably, issues will arise with devices and E Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Education Technology F in a face-to-face setting, these are usually resolved on-site with minimal disruption to learning. However, in the context of remote learning, allowing the school’s IT team to access devices, determine a quick diagnosis and fix the issues in question more efficiently.

Supporting teachers Equipping teachers with the skills and confidence to effectively use technology is particularly important in the context of remote learning.

Engaging with teachers throughout any digital journey is important; building in regular opportunities for them to provide feedback on their needs, what they find is working and critically, what is not quite working will improve leaders’ capacity to support their colleagues.

The ever-evolving technological landscape means that teachers are at risk of falling behind when it comes to digital skills development.

Continuous professional development (CPD) must remain a priority; to reflect the constant evolution of technology, this can be approached in new ways, for example engaging with professional networks to share best practice.

Protecting remote learners from harm The duty of care educators have towards their pupils is, rightly, a top priority in any educational setting. Remote learning should be no different.

The risks from physical hazards – such as trips and falls in the playground – are all but eliminated in a remote learning scenario. However, greater use of digital devices brings other health and safety concerns. Increased screen time is known to have potential health risks, including eye strain, poor posture and conditions such as carpal tunnel syndrome. Simple steps can be taken to mitigate or even eliminate these risks, such as teaching staff and students the 20-20-20 rule to help them protect their vision.

Worryingly, it is also possible that increased time spent using devices could place young people at a higher risk of coming into harm online. Internet providers can guard against such risks by blocking access to certain websites which may contain dangerous or inappropriate content. Some EdTech tools will allow educators to go further by giving schools modular control over search terms that are monitored. This helps identify at-risk pupils

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

The people behind the screen In any remote learning set-up, building in opportunities for social interaction must be a consideration. This can mean fully taking advantage of communication tools and features across the platforms in use; indeed, some EdTech platforms will make this communication far easier and more natural with increased options for teachers and learners to communicate.

The importance and value of the humanto-human dynamic in the learning journey must not be forgotten. Equipping our pupils with the knowledge and qualifications they need to succeed and be competitive as they enter the world of world is of course paramount in our minds as educators; but perhaps most important of all is ensuring our students are happy, well-rounded learners equipped with those increasingly in-demand skills they need. Not only is it vital to help students focus on their schoolwork, educators should also foster their ability to build strong relationships with their peers, teachers and the network of adults who support them throughout their academic journey. L

Education Technology

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FURTHER INFORMATION

Al Kingsley is the group CEO of NetSupport, chair of a Multi-Academy Trust and chair of an Alternative Provision Academy. if any concerning searches are made, which can then be used to create individual reports for the school’s Designated Safeguarding Lead to monitor and escalate as needed.

Maximising learning for remote students One key concern for remote learning is keeping students on task and maintaining the quality of education. Schools must remain up to date with the latest guidance from the Department for Education on the requirements for schools when it comes to any remote provision.

Tracking students’ progress and identifying gaps in learning is important, and when it comes to remote learning, some EdTech platforms will make this record-keeping easier.

Digital learning resources and EdTech solutions will help teachers create personalised learning pathways to suit their students’ learning styles; this is particularly helpful for students with special educational needs or disabilities. A personalised approach can empower students and increase their level of engagement with their learning.

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©2024 Promethean Limited. All rights reserved. Promethean Ltd. is owner of a number of trademarks in several jurisdictions across the world including, but not limited to, Promethean and Explain Everything. All third-party trademarks (including logos and icons) referenced by Promethean remain the property of their respective owners. Unless specifically identified, the use of third-party trademarks does not indicate any relationship, sponsorship, or endorsement between Promethean and the owners of these trademarks. Applicable Terms and Conditions for warranty and support available at PrometheanWorld.com/Warranty. All weights and dimensions are approximate. Product specifications are subject to change without notice. PrometheanWorld.com.

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A community-led approach to improving digital skills Orla Weaver, assistant head at The Grammar School at Leeds, demonstrates how their community based approach to digital skills for both students and staff has enabled them to successfully implement valuable tech resources that support effective teaching and learning

The swift and sudden decision to adopt technology during the pandemic led to many schools, understandably, foregoing some of the initial steps and core principles that allow staff and students to use technology in an appropriate, efficient way.

At The Grammar School at Leeds, we were fortunate to have been well on the way to our own digital transformation before Covid-19, which had started with the roll out of 1:1 devices in 2018. Our approach to helping our colleagues and students to develop their digital skills has evolved over time but the core principles have remained constant.

Having a shared vision The success of any plan is about setting the right intention before taking any action.

Preparing colleagues so they have a shared understanding of what we are trying to achieve helps to save time and makes the implementation process smoother.

For us, this meant only investing in technologybased resources once we were clear on the benefits. Put simply, we did not want to disrupt the important work in the classroom to introduce a new tool or resource if we could not justify its pedagogical purpose. E Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Education Technology

It’s important to undertake a review of both hardware and software in use across the school, allowing you to understand what is being used and whether efficiencies can made F It can be easy to be swept up in the excitement of what a new innovation can offer, tempted by the latest and greatest devices, or a snappy new EdTech resource and think that by virtue of its adoption, the quality of teaching and learning will instantly improve.

However, the ‘technology for technology’s sake’ approach risks not only wasting precious resources, but also jeopardising the goodwill of your school community by asking them to adopt a solution that complicates their lives.

Getting the right resources Undoubtedly, technology can paradoxically make life more challenging but this can largely be avoided by ensuring you are providing your school community with the resources they need.

This can seem daunting, but there are some guiding principles to simplify the process.

Firstly, it’s important to undertake a review of both hardware and software in use across the school, allowing you to understand what is being used and whether efficiencies can made. There are some solutions that can make this work less onerous for example by generating automated reports on the status of devices, identifying whether upgrades may be needed or where a resource reallocation could be beneficial.

Equally, it’s important to gather the opinions of the school community to understand their needs. Reviewing your school’s devices and subscriptions will allow you to understand whether your requirements could be met in a more efficient way.

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However, reinforcing this learning is just as important as providing initial training.

We continue to hold regular sessions to refresh colleagues’ skills; for instance, check-ins following the installation of new interactive screens to ensure staff were making the most of the functionality. Working alongside colleagues allows us to understand whether further support is needed and how to help people advance their skills.

Finally, before investing in any new resource, it is important to understand what on-going support is provided. For instance, EdTech providers vary in the level of support they offer; for some, it may be a simple ‘FAQs’ section on their website, whereas others offer help sessions and webinars on a long term basis. Carefully, considering what your school will need both in terms of the product and the ongoing support will help to ensure you choose the best solution for your school.

Empowering staff Supporting and encouraging colleagues to gain new skills and increase their confidence when they are using technology is vital, not only in integrating any new digital resources, but also to ensure that that teaching and learning is not disrupted.

At The Grammar School at Leeds, we believe that effective training as well as infrastructure, are key parts of a digital strategy. Our approach ensures that colleagues have time to learn new skills and familiarise themselves with resources. We wanted to make ensure that our colleagues were being supported in terms of their professional development and were able to develop their capabilities in response to a rapidly changing educational landscape.

When introducing any new devices or EdTech solutions, we organised drop-in sessions focusing on hands-on, practical training. We held these at the outset so we could identify any issues and address them at an early stage.

Education Technology

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Generating student buy-in A truly successful approach to digital skills also means effectively engaging with students.

One of the core principles to consider, is the pedagogical purpose and benefit of the resources being implemented.

Some teachers may be concerned about digital distractions. We have chosen solutions which allow teachers to control their students’ devices from one central console, with the ability to filter and block certain websites, monitor in-lesson device usage or even lock devices whilst instructions are being given, these measures have been useful in helping students keep focussed and on task.

The key message we wanted to share with our students is that the devices fulfil a functional purpose - enhancing their learning. We want to help our young people to develop the skills that will support their future studies and help prepare them for the world of work. Our aim is that by giving them a clear structure, students will develop good habits when using technology.

We also want to empower our students to take a curious and independent attitude to technology. We created a team of student digital leaders, who share insights and tips with their peers. This group is essential in spreading positive examples of how to use devices amongst the student body; and we also gain useful user feedback. We meet weekly to listen to their experiences with the technology which allows us to address any gaps in knowledge or skills.

Improving digital skills has a key role to play in enhancing the learning process, and arguably has never been more critical. But it is important to understand the current skills and competencies of students and colleagues and identify how different solutions can help to develop their digital skills to improve everyone’s learning. The integration of technology combined with skills development for all users will ensure that teaching and learning is more effective, as it will be a more collaborative and pedagogically driven process. L Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Unlock the Future of Education with XMA and Microsoft Surface Harness the transformative power of Microsoft Surface Pro 10 and Laptop 6, designed for flexibility and seamless integration with Microsoft 365 and the revolutionary AI-powered CoPilot.

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Education through technological development Education solutions provider XMA explores how the relationship between learning and technology can be taken to the next level

How AI is empowering education through innovation In the ever-evolving landscape of education, technology plays an increasingly vital role in empowering educators and enhancing student learning. XMA, a leading provider of education technology solutions, has partnered with Microsoft Surface to innovative solutions that revolutionise the classroom experience whilst staying within everrestraining budgets.

Financial optimisation XMA goes beyond providing cutting-edge technology by offering a comprehensive suite of services designed to optimise school finances.

Their enhanced financial management solutions enable schools to implement effective budget controls, strategically allocate resources, and reinvest savings into student programs and facilities. By leveraging XMA’s cost-saving expertise, schools can reduce operational costs and enhance safeguarding measures.

The power of surface At the heart of this collaboration lies the Surface Pro 10 and Laptop 6, devices built for flexibility and power. These devices seamlessly integrate with Microsoft 365 and the groundbreaking AI-powered CoPilot.

Educators can harness the power of AI to streamline administrative tasks, personalise learning experiences, and create a more inclusive environment for all students.

Executive briefings To help educational institutions navigate the complexities of financial management, XMA provides Executive Briefings. These sessions offer valuable insights into how peers are adapting financial strategies, highlight the importance of SMART solutions, and provide tailored recommendations to optimise financial planning and resource allocation.

Accessibility and inclusion Accessibility is a key focus of this partnership.

Windows 11 boasts industry-leading accessibility features, ensuring that students of all abilities can fully participate in the learning process. From text-to-speech capabilities to customisable visual settings, Microsoft Surface devices empower students to overcome barriers and reach their full potential.

A brighter future for education The partnership between XMA and Microsoft Surface represents a significant step forward in education technology. By combining powerful devices with comprehensive financial management solutions, schools can empower educators, enhance student learning, and build a more resilient and sustainable future. M FURTHER INFORMATION

Book an executive briefing today at outcomes@xma.co.uk Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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HR & Recruitment

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Aligning HR strategies with vision and values As the recruitment and retention crisis continues to plague schools across the country, Kevin Noble, HR lead at The Primary First Trust, shares his thoughts on how HR teams and systems can work to alleviate some of these pressures As school practitioners across the country know, the recruitment and retention of teachers continues to trouble schools. A recent report from the National Foundation for Educational Research on the Teacher Labour Market revealed that teacher workload is the key driver of teachers leaving the profession, despite the previous government setting up a taskforce to tackle high workload and support flexible working. For example, 53 per cent of primary teachers said that they feel their workload is unmanageable.

Remuneration remains another key concern for school teachers, who have seen a real-terms pay cut since 2010. Compounding this, the sector has seen slower wage growth than the rest of the labour market, making teaching less

competitive than other comparative careers for graduates. Naturally, this has affected the supply of teachers into schools and has caused many to leave the profession.

The ramifications of the recruitment and retention crisis extend beyond staffing issues.

High turnover rates can disrupt continuity in teaching, undermine staff morale, and impede the creation of strong relationships between educators and pupils. Consequently, the quality of education can be impacted, affecting student outcomes and overall school performance. Addressing these challenges requires a holistic approach, with Human Resources (HR) systems emerging as a critical component in the solution framework. E Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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F The power of HR HR can play a pivotal role in fostering organisational culture, vision, and values.

At its core, HR serves as the custodian of an organisation’s most valuable asset – its people.

This is true of many organisations, including, I have learnt, at a trust or school. At The Primary First Trust, we are a small HR team, but we are responsible for the wellbeing of 450 members of staff, so it is incredibly important that the work we are doing aligns with the trust’s mission and supports effective recruitment and retention.

By aligning HR strategies with the trust’s vision and values, we, as HR professionals, can cultivate a cohesive culture where our colleagues can thrive. Through strategic recruitment, HR ensures that new hires not only possess the requisite skills but also embody the trust’s ethos.

Additionally, HR spearheads initiatives such as training and development programmes that reinforce the trust’s values and empower employees to contribute meaningfully. Furthermore, HR acts as a mediator, promoting open communication channels, thereby nurturing a positive work environment reflective of the trust’s culture.

Ultimately, by championing the alignment of HR practices with the trust’s vision and values, HR elevates employee engagement, retention, and overall organisational success.

Harnessing systems for effective recruitment With the increasing number of teachers leaving the profession, and the everdecreasing number of new teachers, the market now moves very quickly. However, we work in a heavily regulated service, meaning effective recruitment strategies are essential for attracting and retaining high-quality teaching staff. This is why streamlining the hiring process is one of the most important jobs of an HR team.

We do this by utilising systems that automate administrative tasks, such as job adverts, application screening, and candidate communication. These systems can utilise data analytics to identify trends, assess candidate suitability, and optimise recruitment channels for maximum outreach.

At The Primary First Trust, we have been implementing new systems that simplify application forms by utilising artificial intelligence to identify the key information needed. Alongside this, we support our schools by reviewing their application process to ensure the questions they ask candidates help them to recruit the right ones. The final decision rests with the headteacher, but if we can reduce the level of administration and speed up the process for them as well as ensure it E

HR & Recruitment

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HR & Recruitment

F provides the most useful information for them, we can reduce their workload and support the decision-making process. This not only supports the recruitment process but also aids retention as hiring employees who align with our vision, values and needs, increases the likelihood of them staying with us for longer.

Harnessing our trust network to support retention One of our trust’s strengths is that every school maintains its individuality and the trust does not impose a central identity that flattens schools’ approaches. This means that schools create their own curriculums, use their own technology, and have their own strengths.

However, alongside this, we work hard to ensure that our staff feel the benefit of having the network of the trust at their disposal.

As part of our trust-wide support, we offer staff a wellbeing day once a year, which colleagues can take during term time to offer some flexibility in their work life. Many of our staff have children of their own and this allows them the opportunity to go to

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their child’s sports day or Christmas nativity play for instance. For many colleagues, this is a crucial opportunity to spend time with their family that they wouldn’t otherwise be afforded, which is a significant positive for our staff. Benefits like these are important for improving work-life balance and helping to alleviate workload pressures, both important for helping recruitment and retention.

We also ran our first trust-wide wellbeing survey last year, which was an opportunity for colleagues to provide feedback on their worklife balance. This is a valuable tool for HR teams to address any concerns and review systems to improve the workplace. Providing staff with an opportunity to anonymously feedback helps promote a culture of continued development and ensures everyone’s voices are heard. This helps create an environment where staff feel valued and know their wellbeing is a priority.

Finally, a very important part of the work we do to harness our network is facilitate a trust-wide inset day. This is an opportunity for staff to network with colleagues from different schools and for professional

development. Many networks function also across the trust throughout the year, from headteachers to subject leads to teaching assistants. This allows staff to learn from each other and share best practice; as we do not flatten the identity of each school, they all have their own strengths, allowing them to support and be inspired by one another.

HR as a tool to support recruitment and retention The sustainability of the school sector and education more broadly relies on the continued supply of high-quality teachers and keeping experienced teachers in the classroom. The ecosystem of the school relies on newly qualified teachers learning from those with years of experience, meaning recruitment and retention feed into each other – forming a feedback loop. Poor retention will lead to poor recruitment and vice versa.

HR teams, therefore, must work with the sector and school leaders to address this.

Through implementing systems which streamline hiring processes, leveraging the

By aligning HR strategies with the trust’s vision and values, HR professionals can cultivate a cohesive culture where our colleagues can thrive. Through strategic recruitment, HR ensures that new hires not only possess the requisite skills but also embody the trust’s ethos

HR & Recruitment

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resources of the trust to shape the network of staff, responding to workplace needs, and supporting professional development, HR can act as a vital tool to support schools to retain experienced members of staff and recruit new staff members who will help to ensure schools continue to provide the best possible education to their pupils. L

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The AI revolution in education: Not replacing but empowering teachers Artificial intelligence is likely to dramatically change the careers of many across the world, but can we reassure teachers that their jobs are safe?

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Educators often feel under threat of being replaced by large-language models trained on the curriculum, even though experts say teaching is one of the least likely professions to be replaced by AI. The irreplaceable human element The pandemic highlighted one benefit found in every classroom that can’t simply be taught with technology - being human. While online learning offered some advantages, it lacked the crucial social interaction and emotional support that teachers provide, or the communication skills children develop when working in groups, such as compromise and empathy.

The replaceable human element The modern classroom requires teachers to address diverse learning needs and personalise activities to better help all students, but added to planning lessons, marking assignments, admin, after-school activities and CPD and we have a recipe for burnout. By lightening workloads and automating repetitive tasks, AI allows teachers to focus on interactions that make an impact in the classroom while reducing stress and promoting work-life balance.

AI as a powerful tool for school staff Available for schools, colleges and universities using Google Workspace for users over 18, Gemini Education is emerging as a valuable

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01473 240470 info@getech.co.uk Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Cashless Schools

Saying goodbye to cash and cheques From saving school staff time, to allowing parents to quickly and efficiently manage their contributions to schools, cashless payment systems are revolutionising the way schools operate. The British Educational Suppliers Association (BESA) finds out more With cash becoming increasingly obsolete and many of us preferring the convenience of online payments, the thought of parents putting money in an envelope to pay for a school trip, or physically giving their child lunch money seems completely out of touch with today’s digital world.

In today’s digital era, the shift towards cashless school systems is therefore helping reshape educational environments. This transition not only streamlines operations but also enhances equity and student wellbeing by providing a more inclusive and secure experience.

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Cashless Schools

As schools look to navigate the changing expectations that are part and parcel of today’s increasingly digital world, the implementation of easy-to-use cashless systems needs to be prioritised

is treated consistently, even though the funding model might be different behind the scenes.

“Going cashless also supports wellbeing.

From removing potential targets for students who might try to intercept lunch money from others (which is something we can all think of anecdotally), to working as a handy alert, warning students if there is something on their tray what could trigger an allergy they have. Now the norm, it’s hard to imagine a school without an effective tool in place.”

At the British Educational Suppliers Association (BESA), we spoke to our members Access Education and Community Brands on some of the benefits of using a cashless system – from saving their IT and finance teams tons of time, to allowing parents to quickly and efficiently manage their contributions to school requirements.

Beyond initial benefits Providing his insight on the topic, BESA executive council member and NetSupport CEO Al Kingsley said: “Cashless school systems, particularly cashless catering, offer significant advantages beyond just faster lunch lines. Originally they were adopted predominantly for this reason, efficiency, not just for the school but easier for parents to top-up lunch credit when needed.

“But the key benefit is equity – it levels out the perceived playing field for every child, creating a more inclusive environment. The anonymity of cashless transactions hides a student’s budget, but also how those meals are being funded i.e. perhaps via free school meals funding. This not only reduces stigma for students from lowincome families but also helps reduce bullying by avoiding singling out those students who would otherwise have had to verbally explain how they are paying for their lunch. Every child

Transforming financial management Community Brands’ WisePay and SchoolMoney are two of the market leading platforms that exemplify the numerous benefits of cashless systems. These systems have empowered Moyle Primary School and Sir Joseph Williamson’s Mathematical School, revolutionising their financial management processes.

Thanks to comprehensive reporting tools, Moyle Primary School can now track payments accurately and maintain consolidated records, eliminating the need for manually written notes and reducing the risk of errors.

Moyle Primary School’s transition to a cashless system began with their adoption of SchoolMoney. This decision was driven by the challenges they faced with cash payments, which included cumbersome record-keeping and reconciliation issues. The implementation of the payments platform addressed these concerns effectively and introduced a suite of features that streamlined their financial processes.

Lyndsay, a representative from Moyle Primary School, highlights the significant impact of the system, particularly the cashless catering feature.

“It’s great,” she says, “it facilitates the smooth operation of our school meals every day. The ability to organise orders, track payments, and ensure accurate records are maintained has been particularly helpful and has saved multiple people around the school lots of time.” E Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Cashless Schools

F The synergy between Access Education’s school comms and payments systems, Teachers2Parents and SchoolMoney, has also enhanced the overall administrative efficiency of the school. The seamless integration between these platforms ensures that data entry is not duplicated, and accurate, up-to-date information is always available. This harmonious connection between communication and financial management tools has significantly improved the school’s operational workflow.

Saying bye to cash and cheques Sir Joseph Williamson’s Mathematical School’s commitment to innovation extends to its financial management, where the adoption of a cashless system like WisePay has been transformative.

Denise Knapp, finance manager, recounts their previous reliance on cash and cheques for handling payments. The new system met and exceeded expectations, with features like its Trips module. This feature has simplified the process

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for parents to book and pay for school trips, even allowing for instalment payments, which has been a significant convenience for families.

One of the standout benefits of the system has been its role in boosting the school’s commercial income through the Chromebook scheme. Utilising the recurrent payments feature, the school has successfully collected parental donations for Chromebooks, generating significant revenue to offset the scheme’s costs.

This financial boost has been instrumental in supporting the school’s technological initiatives.

Smoothing out the glitches However, for many schools this transition has required a complete overhaul of systems and processes and it wasn’t something that could happen overnight. Below, Sarb Singh, head of ITSS at Brentwood School, explores the benefits of going cashless.

Having faced an array of problems with their previous cashless catering system, the decision

Parents simply request a refund from the cashless provider, and the provider can easily issue it from the same system.

This eliminates extra work for the finance team and ensures complete accuracy.

Cashless Schools

to upgrade was an easy one. From technical glitches and unreliable data transfer between the payment system and the cashless catering system, to parents struggling to log-in and becoming increasingly frustrated, their IT support team was getting inundated with requests. This was always worse at the start of a new academic year, when the school would typically handle around 80 queries in the first few weeks of term.

This led to the decision to implement Access Education’s My School Portal back in 2020, a ‘one stop shop’ platform for parents which led to integrating the cashless system in 2022.

Previously, all top-ups went directly to the school – so if a parent topped up £10, the school would receive the full £10 – regardless of what the child actually spent. As you can imagine, this caused significant challenges for our finance team, if a child were to leave the school or a parent requested a refund.

Now, with unspent funds staying in each individual account, refunds are simple.

Communication It’s not uncommon that a child might forget to tell their parents if their account is running low and have to message them mid-morning, and this can be a cause of great frustration if top-ups don’t appear in the account straight away. With solutions like My School Portal, funds appear within 30 minutes of being topped-up, eliminating the frustration of insufficient balances and the stress this causes parents.

Parents also have access to a full list of what has been purchased and when.

Before the start of a new academic year, new parents are also introduced to the system with an internal video guide. This means that before their child starts school in September, they are fully prepared to use the software – significantly reducing the number of queries our support team has to process and ensuring an overall better experience for parents.

As schools look to navigate the changing expectations that are part and parcel of today’s increasingly digital world, the implementation of easy-to-use cashless systems needs to be prioritised. Since introducing new cashless software, Brentwood School has not only seen a reduction in queries from parents, both the IT and finance teams now also enjoy a lighter workload.

About BESA BESA is the trade association for the entirety of the UK educational suppliers sector. It has a 90-year legacy serving the UK education sector, and represents almost 400 educational suppliers in the UK, including manufacturers and distributors of equipment, technology, ICT hardware, digital-content related services, materials, books, furniture and consumables to the education market. BESA has a Code of Practice to which all members must adhere, along with a stringent membership process, both of which assure buyers of a high standard of quality in both product and customer service, after which they feature on our Supplier Directory. L Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Industry Insight: Finance systems in MATs We spoke to Glen Hyde, education sector lead at iplicit, to understand what multi-academy trusts (MATs) should consider when it comes to financial strategy How important is technology in shaping and facilitating a MAT’s business and finance strategy?

It’s vital. Without the right technology, MATs can’t be confident that they’re making decisions based on the highest quality information and channelling their resources in the way that best supports education.

With any organisation, you need to have technology aligned to an operational strategy. Whether you’re a sole trader, a charity, an SME or a large corporation, a good technology stack is crucial.

It’s no secret that schools don’t receive the level of funding they would expect to deliver their desired pupil outcomes. Because of that, MATs are budget-led organisations.

Having the best finance software is critical to getting clear insights into income and

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expenditure. It’s not a “nice to have” that makes life easier for the finance team – it’s essential to delivering the best education.

Why, and how often, should a MAT review its finance and business strategy?

There are a lot of variables but as a general rule, a three-year cycle is good practice. That’s currently about right to take into account advances in technology, such as the movement from serverbased software to the cloud, or the rollout of AI. But there are other events that should prompt a review – such as the political landscape, the introduction of new policies or even a change in government, which is obviously high on the agenda at the moment.

For MATs, the growth of the trust is another consideration. If you’re in a period of growth or

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facing a possible merger, this is a critical event that should be a trigger for a review, rather than waiting for the three-year cycle to come around.

When procuring a new finance system, what are the key considerations for MATs? You don’t want to go through the process of procuring a new finance system more often than necessary. It’s a pillar of the MAT’s infrastructure, so you need to consider what’s right now and in the future.

A few key questions are: Is it scalable? MATs rarely stand still, so can the system support growth and continue to meet the MAT’s needs if it restructures or centralises?

Can scaling be done without costly professional services or downtime? You’ll probably want to control the structure and configuration of the software without the need for external input.

Is it truly cloud-based? Browser-based systems are the new norm, and they help support a MAT’s whole infrastructure, streamlining the integration between different applications and the transfer of data between them.

Is it intuitive? Users need to be able to get the hang of a system quickly. Training is always required on new software, but if your gut instinct is that you could navigate your way around the system after a short introduction, that’s often a good sign that the wider organisation will get on well with it. Can you have input into the future direction of the finance system and feedback on any enhancements that could be made as technology moves forward?

What does the Academy Trust Handbook say? However well you know the landscape, the handbook lays out the financial processes and reporting standards required by ESFA and other stakeholders. It’s well worth referring back to it to make sure any software you’re considering supports those.

How important is it to give robust and frequent training to staff using a MAT’s finance system?

With increasing workloads this can be overlooked. Regular refresher training is a must in any job role. This is often the difference between unlocking efficiencies or just treading water.

Users of any software fall into habits, both good and bad. If they are not given a new perspective from experts, then how can anyone expect them to get the most out of any product?

Glen Hyde, education sector lead, iplicit Glen is a multi-academy trust specialist with over 13 years’ experience in supporting MAT finance projects, focusing on digital transformation and how the right software can support growth and efficiency. Glen also volunteers as a school governor with a focus on school budgetary control and effective spend.

Education finance solutions should have sufficient depth to support the detailed financial requirements MATs have. It’s only through regular training that users can unlock the full potential of these solutions.

Training does not have to be in the traditional sense of paid face-to-face or classroom sessions. Modern systems provide online guides, learning management tools and lots of other ways to access training content.

This allows users to evolve their knowledge at a pace and time that suits them. M FURTHER INFORMATION

www.iplicit.com

Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Advertisement Feature

ISBL Professional Standards — benefits for school leaders In May 2023, the Institute for School Business Leadership (ISBL) relaunched their updated Professional Standards to ensure that the standards remain fit for purpose for School and Trust Business Professionals (SBPs) ISBL have launched a self-assessment tool for members to carry out a diagnostic review of their experiences in relation to the Standards.

What are the ISBL Professional Standards?

The ISBL Professional Standards have been developed in conjunction with regulators, professional bodies, unions, national associations and experienced frontline practitioners. They set practice expectations in six distinct discipline areas, which are set out across four practitioner levels from entry level to executive and strategic leadership.

The Professional standards can be viewed interactively through the ISBL website: www.isbl.org.uk/isbl-professional-standards or you can register an account and download a free PDF copy of the document.

The Professional Standards can benefit school leaders in two main ways: Developing strong teams and performance management ISBL has created a new self-assessment tool to further assist school leaders in assessing capability across a range of complex and sometimes very technical functions.

It is a sobering statistic that recent research (Hays, 2023)2 suggests that as few as 50 per cent of school business partners participate in a meaningful performance management conversation each year. Neglecting the professional development of this critical group of education leaders’ risks compromising the operational effectiveness of schools and trusts.

Organisational design and strategic delivery Not only do the Professional Standards provide a framework to assess capability and develop high-performing teams, ready and able to respond to the complexities of school or trust operations, they can also help to inform decisions on organisational design, structure, and leadership/executive team configuration.

People are an essential ingredient in meeting strategic objectives and professional standards can support the identification and development of knowledge and skills across all levels of the school or trust. ISBL would recommend completing a skills audit to assess this and develop a personnel strategy alongside and in tandem with your strategic priorities.

How can governors and trustees help to support SBPs? It is important that trust boards and governing bodies build a strong working relationship with their school or trust business professionals.

ISBL has worked with NGA and other sector stakeholders to develop guidance on what school leaders can expect from one another: https://www.nga.org.uk/knowledge-centre/ what-boards-and-leaders-should-expect/. M FURTHER INFORMATION

ISBL offer a school and trust membership which allows you to extend the benefits to all your team: www.isbl.org.uk Hays plc. (2023). Salary and Recruitment Trends 2023. www.hays.co.uk/salary-guide/education 2

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

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Framework provides new opportunities in education The National Association for Special Educational Needs (nasen) explains how their framework can help to meet the needs of children with SEND

nasen Quality Framework Launched in April, the nasen Quality Framework allows products and resources to undergo a review by qualified education specialists. Upon review, the nasen team will provide specialist advice to optimise the accessibility of the product or resource, supporting you to meet the diverse needs of individuals with special educational needs.

Be assured by your accessibility At the end of the process, the reviewed product or service may receive prestigious nasen Assured status. This allows the use of our logo, symbolising that the product has reached our required standard for accessibility. Valid for two years, this mark represents excellence in inclusivity. Furthermore, awardees will gain exposure on the nasen website and in nasen’s Connect magazine along with special recognition in the event brochures of premier events, nasen Live and nasen Awards. nasen-assured organisations can enjoy a 20 per cent discount on advertising through nasen’s other communication channels.

For more information about the nasen Quality Framework and how to participate in the program, please contact our team at education@nasen.org.uk.

FAQs How long does the process take?

We will aim to review your product or resource within 6 weeks of project initiation. During our initial meeting, we will develop a bespoke delivery plan with you to confirm timelines.

How do I make an enquiry?

Please email us on the address mentioned earlier.

It is useful if your email can include: name of product or resource, name of any parent organisation, type of product or resource, a brief description, website and/or social media links (where appropriate) and your contact details. M FURTHER INFORMATION

www.nasen.org.uk

Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Damp & Mould

Mould in schools: what you need to know Mould poses serious health risks to both students and staff in schools. So what should you do when you spot the warning signs?

There have been too many cases in the UK in recent years where children’s health is being severely impacted by damp and mouldy buildings.

The death of two-year-old Awaab Ishak shook the country. In an inquest into the cause of his death, the coroner Joanne Kearsley found he had died “as a result of a severe respiratory condition caused due to prolonged exposure to mould in his home environment and action to treat and prevent the mould was not taken.”

While this should have been a wake up call for the housing sector, it also speaks to the importance of making sure children have a safe, warm and dry space to spend their days.

Schools are spaces where children spend much of their time, as well as at home, so it may surprise you that more than 70 per cent of teachers reported signs of leaks, damp and mould in their school in 2018.

One of the best ways to tackle mould in schools is to address the issue proactively. We have laid out some of the crucial steps you can take (as advised by union NASUWT) to ensure the learning environment is safe for everyone.

How does mould occur?

For mould to grow there must be a source of moisture. In classrooms, this is likely to be through ingress of water (e.g. a leaking roof or window), a leaking pipe or poor ventilation.

Rooms where high humidity and condensation are likely, such as cooking rooms, changing facilities (especially where showers are available) and toilets are particularly susceptible to mould attack.

Mould can also be caused by defects that lead to rising damp. It doesn’t need light to grow, so dark damp classrooms are the perfect spot for mould to grow and get out of control.

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

In terms of appearance, it usually looks like a grey-black woolly growth on walls and ceilings. It may not be visible, though.

The stuffy, musty smell which is usually associated with damp is normally due to the growth of mould somewhere in the room. Investigations should take place in order to ascertain the origin of the smell.

Why is mould so bad?

Breathing in or touching mould spores can lead to an allergic reaction, cause breathing issues and can lead to asthma attacks.

Children are more vulnerable to the health effects of mould as they have smaller airways.

A long-term exposure to mould has also been linked to the development of asthma in children.

Some mould spores are also toxic and can lead to a suppressed immune system, particularly in the respiratory tract, and a consequential increase in chest infections.

Immunosuppressed individuals are particularly at risk of chest infections caused by mould exposure, as several types of mould are opportunistic human pathogens.

In addition, some people have reported health effects such as fatigue, headache and difficulties in concentration, possibly due to the neurotoxic properties of some moulds.

This obviously creates an unhealthy environment for both adults and students.

Damp & Mould

Cleaning mould should not be undertaken by teachers as it requires specialist equipment and tactics How do you deal with mould in schools?

Breathing in mould can seriously impact someone’s health, even if it is for a short period. This means it is important to act quickly when you notice something is wrong.

Firstly, the area involved should be isolated and reported immediately.

In extreme cases, a risk assessment should be carried out and it may be necessary to relocate teachers and pupils until the growth has been dealt with.

When the extent and cause of the mould has been determined, it should be cleaned by maintenance staff using appropriate cleaning materials, having first conducted a risk assessment, and the area treated to prevent regrowth. The cause of the growth must be identified, as regrowth will occur unless this is dealt with. Areas should not be occupied whilst mould removal is being undertaken.

The cleaning stage should not be undertaken by teachers as it requires specialist equipment and tactics. Instead, mould specialists have the knowledge and experience to accurately identify mould and provide effective solutions for its removal. Attempting to handle mould removal without proper expertise can lead to inadequate removal, causing the mould to resurface and potentially aggravate health issues.

The cause may be straightforward, such as a leaking roof or pipe, and in these cases, rectification should also be straightforward.

Where the mould is caused by lack of ventilation and/or high humidity, a combination of extractor fans, dehumidifiers and air conditioning units will be appropriate.

If the mould is found to be caused by rising damp, investigations should take place to determine the cause of the damp and a suitable solution enacted.

It is essential to go to your doctor if you have been working in an area with mould growth so that you can log your exposure and see if any damage can be detected. L FURTHER INFORMATION

Link to the guidance: www.nasuwt.org Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Cornerstone

Protecting Lives at Home, School & Work A unique opportunity to enhance your Healthy Structure journey?

Before we head into the next winter period, to avoid experiencing repeat issues year on year regarding internal structural conditions Cornerstone are committed to providing an opportunity for all interested parties to learn more of the reasons behind these repetitive issues and how they can be readily adopted within any organisational policies plus landlord and manager procedures for a proactive solution.

With many years of expert, trusted, independent experience surveying properties following reports of damp, condensation and mould, Cornerstone remain committed to sharing their diagnostic findings and consequently, the reasons behind these issues alongside credible and understandable recommendations for long-term occupant health and engagement.

With a number of complaints relating to untimely responses, actions and guidance, there is a new opportunity to get ahead of these issues with a unique called-for framework aimed at delivering timely guidance aligned to the problem.

A new Property Health Application has been developed however, before this exciting tool is available, Cornerstone are seeking key interested persons or organisations for complimentary use alongside defined feedback of its resultant success with a key alignment to receiving your opinions regarding its design and simple functionality.

After all, this guidance mechansism is for you and your occupants to uphold a healthy structure for living, learning and working in.

The process will resonate with having key experts to hand with a timely convenience to suit you 24/7 365 days of the year. And, after resident access to onboard guidance and simplified measures undertaken, your complaint can be sent with supporting images to the landlord for immediate investigation. Suffice to add, only when a complex issue requires resolving or defined training and/or specific surveying guidance is required, will there be associated fixed fees for Cornerstone to assist resulting in a transparent framework for all concerned with a known confidence level it will assist solving these ongoing issues.

To learn more and resgister your interest for complimentary use, contact Cornerstone now…

Email: info@cornerstone-ltd.co.uk

Tel: 0345 846 0955 Web: www.cornerstone-ltd.co.uk

023 9200 9270

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Sharing SMART damp and mould knowledge Cornerstone Management Services Ltd, a company providing independent expert property health surveys, is excited to advise the launch of a new platform aimed at sharing knowledge for timely solutions

With a significant history surveying buildings reported to be suffering damp, condensation or mould related issues, Cornerstone can advise that of nearly 6,000 surveys to date, 91 per cent of the structures were dry and of that sum, almost all (99 per cent) suffered ventilation related issues.

It’s common for those observing mould to believe they are in a wet structure, but this is not the case in the majority of our investigations.

Suffice to add, mould does not always need moisture to develop.

More importantly, an initial understanding is that damp and mould are separate entities and would require bespoke approaches for each issue. Damp tends to identify itself with spoiling, blistering, cracking and darkening of surfaces and, mould can reside on any surface where respective nutrients are available including structures and contents items. If the conditions are suitable for a number of days, their development can occur in the absence of wet or damp buildings.

Cornerstone believe a uniform framework is necessary to uphold bespoke approaches to such reported problems. Why? Because we are still dealing with damp, condensation and mould in 2024. Any initial considerations for upholding the Net Zero journey could, in the absence of a defined understanding of the structure, escalate the problems.

A key deliverable is to be able to investigate the issues immediately they are observed alongside recognisable solutions and causes.

A new Property Health App with Cornerstone’s knowledge embedded in the process delivers the timely guidance with onboard SMART knowledge delivering a greater understanding of structural and atmospheric contributory behaviour in a recognisable manner alongside simple yet key challenges to reduce the potential.

The uniform process will underpin confidence with repairs or improvements providing timely guidance for an improved healthier internal working and learning condition.

Contact us now to learn more of this unique process. M

FURTHER INFORMATION

Enquire today: www.cornerstone-ltd.co.uk info@cornerstone-ltd.co.uk 0345 846 0955 Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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JOIN THE NATIONAL CONVERSATION AROUND THE EDUCATION ESTATE Education Estates® is the UK’s leading learning environments event – the largest gathering of education estates and facilities professionals.

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The event comprises a two-day conference over 7 themed stages, an exhibition showcasing some of the most innovative solutions around and an awards ceremony celebrating excellence in the sector. The event is FREE for the public sector.*

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*Public sector refers to all those directly employed in schools, colleges, universities, government and local authorities (including governors and independent schools). Delegate rates apply to the private sector. The exhibition is free for all to enter.

School Environment

Capricorn Blinds: Wireless motorised blinds with a concealed top profile to hide the blinds from view when retracted and to operate as one when moving

Creating the right environment for learning Daniel Surey, communications manager at the British Blind and Shutter Association, explains the benefits blinds and shutters offer in educational settings, including the role they can play in supporting the health and wellbeing of students and staff, while saving energy Rewind 20 or 30 years and ask most people to name one benefit of shading in a school or education setting, and their answer is likely to relate to when the window blinds were pulled down as the teacher wheeled in a cumbersome television or prepared the overhead projector for the start of the lesson.

While controlling light and glare is still extremely important today, shading products offer many additional benefits which are being enhanced even further with advances in fabric innovation and technology. Using shading to control temperatures in internal spaces to support people’s health and wellbeing as well as help

deliver energy efficiency and sustainability is now widely recognised and understood.

With Climate Risk Management warning that around 20,000 schools in England could soon exceed the 26°c overheating threshold for one-third of the academic year if global warming reaches 2°c above pre-industrial temperatures, overheating in classrooms is becoming a real challenge.

We know that an educational environment which is too warm is not going to be conducive towards good learning or productivity because heat has a negative effect on the body and people’s ability to concentrate. E Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Order Yewdale blinds for your next school fit-out

Crank Blind:

Detachable crank for complete control

Cassette Blind:

Side channels prevent wind from moving fabric

Overhead Blind:

Ideal for roof lights in halls and corridors

Electric Blind:

Perfect for hard-to-reach windows

Vision Panel Flap:

For doors with integrated windows

Create a positive learning atmosphere by controlling glare and reducing solar heating.

•

Dimout and blackout fabrics to suit different rooms

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Completely child-safe and fire-retardant

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Easy to install, maintain and resistant to tampering

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Fast production and delivery by a Yewdale van

For more information, email enquiries@yewdale.co.uk or call 01268 570900.

Latest research Research commissioned by the British Blind and Shutter Association (BBSA) found the ‘feels like temperature’, reached a scorching 47.5°C in rooms without shading. Rooms which had external blinds reached a maximum of just 28°C. A staggering 41 per cent reduction.

Rooms with lowered internal blinds peaked at 32°c, which is still too hot but the rooms had limited ventilation to help remove the heat which had built up during the day.

If we delve into the numbers in even greater detail, the case for shading becomes even more compelling. G-value is the measurement of total solar energy transmittance through glazing.

Gtot, however, is a more relevant measurement because it combines the total solar energy transmittance through the glazing and shading.

The Shard, in London, is fully-glazed with a double-skinned façade containing automated blinds. When they are lowered the building achieves a Gtot rating of just 0.12. That equates to an incredible 88 per cent heat rejection for a building clad entirely in glass. Its architects have acknowledged it wouldn’t have been possible to fully glaze the Shard without solar shading.

At the opposite end of the scale, when the nights draw in and temperatures drop, shading can help preserve heat. Research commissioned by the BBSA at the University of Salford’s Energy House Labs, found that blinds and shutters can reduce heat loss through double low-e glazing by up to 33 per cent.

School Environment

F Internal and external To help mitigate the impact of rising temperatures in indoor environments, external or internal shading can be used as an energy efficient, passive (doesn’t use energy) solution. Typically, external shading is more effective than internal shading because it significantly reduces the sun’s heat having contact with the glazing.

If external shading is not an option, internal shading with reflective coatings can also help control excess solar irradiation. It’s important to note that shading goes hand-in-hand with ventilation strategies because it is important to remove warm air from buildings to help keep internal temperatures comfortable.

Note: Shading can be fitted with guide wires, channels or other guides to reduce movement when ventilation is deployed.

A long-term investment While buying and installing blinds may seem a cost, money will be saved on heating and cooling, mean they will be a worthwhile investment over the long-term.

Now, at this point, you may be thinking that a natural result of lowering blinds in order to keep the sun out is that it will plunge your room into darkness but blinds do not need to be opaque to help control light and heat.

Thanks to innovative fabrics, blinds can control glare and heat gain while allowing light into the room and allowing for a view outside too.

And that’s crucial because alongside the benefits of retaining heat in the winter and reducing solar gains in the summer, controlling light and glare is vital in an educational environment.

One study analysed the test scores of 21,000 students from three school districts in the United States. E

To help mitigate the impact of rising temperatures in indoor environments, external or internal shading can be used as an energy efficient, passive solution

Solihull Blinds: Shaped honeycomb (cellular) blinds in the closed position

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School Environment

F In the California district, students with the most daylight in their classrooms progressed 20 per cent faster on maths tests and 26 per cent on reading tests in one year than those with the least daylight. Students in classrooms with the largest window areas were found to progress 15 per cent faster in maths and 23 per cent faster in reading.

The Seattle and Fort Collins results showed students in classrooms with the most daylight were found to have 7-18 per cent higher scores than those with the least.

Illumination levels Higher illumination levels have repeatedly been shown to increase visibility to perform tasks; daylight is a better quality of light than artificial lighting because of its distribution, colour rendition and absence of flickering.

Daylight may also help students directly by improving their mood, or indirectly, by improving the mood of the teachers and helps keep students alert by suppressing the production of melatonin, the sleep hormone.

It’s clear then, that we don’t want to remove natural light from our learning environments.

Automation Automation means blinds can be programmed to be lowered at a certain point of the day during the winter when the sun is low in the sky or set to help retain heat overnight, reducing the amount of time heating systems are needed to warm the building and lowering energy costs.

The fact your shading needs to be in the right place at the right time is often overlooked. You could have the best performing fabric in the world but if it’s not applied correctly it won’t be effective. Linking shading products to building management systems or environmental controls ensures the position of the blind, shutter or awning can be optimised using automation.

Automation is also inherently child safe and will prevent any unauthorised usage of the shading products.

The top 5 things you need to consider when choosing solar shading for your school Determine what you need the shading to do To reduce overheating, consider external shading first Automation can maximise heat and light control and prevent unauthorised use Ask for products with child safety and flame retardant properties Ensure shading products are maintained like any other building asset

And, while not a mandatory requirement, the BBSA recommends all fabrics on blinds are flame retardant to BS 5867 standard.

Shading products can often be designed to match the colours of the school or display the school’s crest, while light-excluding blinds are available for laboratories and performance spaces which need a high degree of darkness.

For more information about the benefits of shading products, find your local BBSA member on the website below. L FURTHER INFORMATION

www.bbsa.org.uk

Make it safe If an education setting is to go ahead with the installation of shading products, the safety of any window blinds needs to be a key consideration.

The BBSA’s Make it Safe campaign highlights the importance of ensuring new and existing products are safe. Cord free options, such as gear-operation, wand operation and motorisation are available across a range of products and should be prioritised where possible.

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Capricorn cassette dim-out blinds. The school required maximum light exclusion for laboratory experiments. Antiglare and fully framed cassette systems were installed

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BESA: enhancing school procurement with trust and quality Covering around 80 per cent of the market in terms of school expenditure, BESA is a vital resource for schools seeking high-quality products and services such as payment schedules and PO number requirements; tell us if there is anything specific you need on a quote; discuss quotes that do not fit requirements as BESA members can tailor products; identify a direct point of contact to quickly resolve queries.

The British Educational Suppliers Association (BESA) is the cornerstone of the UK’s educational supply sector. Representing over 350 suppliers, BESA includes manufacturers and distributors of a wide range of educational products.

Making informed purchasing decisions BESA encourages you to ask specific questions: Quality — is the product robust and suitable for institutional use? Cost — Consider the whole lifecycle cost, not just the initial expenditure.

After-sales service especially for UK-manufactured products can be more convenient and costeffective. Compliance — Are the products compliant with BS/EN standards? Data Protection — How do products comply with GDPR? Sustainability — Are products made sustainably?

For example, is furniture made from responsibly sourced wood, and are the materials safe for children?

How does the product fit in with your existing systems or suppliers? Make sure there is no conflict before signing on the dotted line.

Look at the small print — are you 100 per cent sure you are confident that you are not being tied into something for longer than you want or that you are signing up to more than you want?

Supporting school business managers BESA aims to simplify the procurement process for School Business Managers. Here are some key tips: be clear on what you need from us; produce a handy list for suppliers to include in requests

Making the most of product trials and offers Product trials are invaluable for assessing new educational tools. To ensure successful trials, focus on: Timing — make sure the length of the trial does not run during school holidays. If necessary, request an extension. Preparation — brief all relevant staff before the trial begins.

BESA members can provide in-person or virtual briefings to maximise the trial’s effectiveness.

Support — ongoing support during the trial is crucial. BESA members are committed to providing this essential assistance.

BESA’s LendED.org.uk initiative allows schools to search for EdTech products and request free trials, making the evaluation process even more accessible and informative.

Awards and government approved lists Awards, such as the BETT awards, judged by practitioners and sector experts, are reliable indicators of a product’s effectiveness and suitability for schools.

However, while awards and government procurement lists provide valuable guidance, schools and MATs should conduct thorough evaluations to ensure the best fit for their needs. L FURTHER INFORMATION

We welcome feedback from school and MAT staff on how BESA can assist further at besa@besa.org.uk Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Fire Safety

The average claim for fire incidents through the DfE’s Risk Protection Arrangement scheme in the past three reported years were £437,155, £341,282, and £197,903 respectively

Step up fire safety measures to protect learning Despite the rise in school fires since 2020-2021, sprinklers are still not mandatory in newly constructed school buildings in England and Northern Ireland. Iain Cox, chair of the Business Sprinkler Alliance, argues that protecting schools from fire equates to preserving education There are distressing consequences, both in terms of disruption and financial implications, when educational institutions fall victim to fires. These incidents are a sad reminder of the urgent need to rethink fire safety measures, particularly the insufficient adoption of sprinkler systems in new school constructions. Despite the rise in school fires since the lockdowns of 2020-2021, sprinklers are still only mandatory in newly constructed school buildings in Scotland and encouraged (being linked to funding) in Wales, with no such mandate in place for England and Northern Ireland.

However, an examination of fire incidents in proportion to the number of school buildings suggests that the fire rate in England aligns closely, as might be expected, with that of Scotland and Wales.

Iain Cox, Chair of the Business Sprinkler Alliance, makes the case that protecting schools equates to preserving the continuity of education and agrees with the recommendation from the Public Accounts Committee (PAC) in its second report from its inquiry into the condition of school buildings that government should “reconsider its value for money analysis on fitting fire safety measures.”

Lessons are not being learnt When you consider the huge costs associated with school fires such as rebuilding, temporary relocation, loss of equipment and pupils’ academic work, we are still not learning the lesson about fire and its impact, and building schools without sprinkler systems. Fewer than one-in-six new schools have been built with a

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

sprinkler system installed yet the fire incident statistics for England in primary/secondary and other educational establishments has seen a rise from 250 in 2020/21 to 341 in 2021/22.

The monetary ramifications are equally dire, with the average claim for fire incidents through the DfE’s Risk Protection Arrangement (RPA) scheme in the past three reported years were £437,155, £341,282, and £197,903 respectively.

These are significant figures and indicates that fires in school buildings are clearly more significant than is often thought. It must be remembered that the RPA, being government backed, operates differently to commercial insurers. Insurers need to assess the risk, and work with organisations to reduce their exposure.

Fire Safety

Simon and Jude CE Primary School, with the main teaching spaces, central hall and kitchens destroyed by fire. The school has over 600 pupils.

With students having returned to classes after the summer holiday, this necessitated temporary arrangements or alternative spaces for classrooms undergoing reconstruction. The ripple effects of such incidents are far-reaching, with fires causing significant disruption even if they do not engulf entire school premises.

Given the short period of time available it means that students are now having to navigate the challenges of remediation efforts and prolonged disruption that could span several months.

An event that did not attract as much attention was a fire that broke out at the unsprinklered Ash Green Primary School in Mixenden on 1 February 2022. The fire destroyed a quarter of the key stage two block and impacted the entire school population.

The consequences of past decisions The severe fire at Ash Green Primary required 10 crews and one aerial ladder platform from the West Yorkshire Fire and Rescue Service.

Despite their efforts there was such extensive damage to the single-storey upper school building that the upper school had to close.

The pupils from this part of the school were displaced to temporary classrooms or further E

Three school fires An early evening fire last October at Rodmersham Primary School near Sittingbourne quickly engulfed the building. Whilst the Fire and Rescue service brought the fire under control, there was extensive damage to the main school building.

The following day, a statement from Kent County Council said that temporary premises would be arranged for the school’s 117 pupils. It was later reported that students had several days of online learning, prior to classes taking place in temporary locations including the village hall. The school will now need to be rebuilt.

Another significant school fire incident occurred on August 17th, 2023 in Bolton. The blaze caused devastating damage to the very heart of the SS

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Fire Safety

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F alternative spaces. The estimated cost of the upper school rebuild is £4.5 million and it is expected to be completed in 2025 – that’s three years of ongoing change and potential disruption to the education of 500 pupils.

It is worth stressing that the fire at Ash Green Primary was not about the destruction of the whole school. Whilst such events garner the headlines, fires that cause damage to two or three education spaces or classrooms can really have an impact. Put simply, a school just runs out of space to relocate students in such an incident, and it leads to the work of an entire school/department and the delivery of education being hampered.

form of disruption which has meant parents adjusting childcare, trying to continue lessons at home and dealing with the impact of the event with their children. That impact will continue until they find temporary accommodation, but that was not always in the same place as the original school.

Government is insistent that even a week’s interruption to their education would have a negative impact on a child’s attainment. Their stance on this matter is so resolute that they impose a daily fine of £60 on parents for taking their children out of school. Fires such as those described have an even greater impact.

A thousand school children displaced Whilst many may be struck by the financial consequences, the key item across these three events is that over 1,200 pupils were displaced and have seen weeks of challenge to their lessons. That challenge comes in the

Building Bulletin 100 The government first consulted on a revised version of Building Bulletin 100 (BB100): Design for fire safety in school in 2016. As of August 2023, it has been 24 months since the last consultation on this topic, with the last one having closed on

and must be avoided and minimised.

Schools should be designed to withstand the risks they will be exposed to whether that is fire, flood, theft, or storm, etc. Too often, these considerations are limited.

The impact of fires on schools can be minimised. We build school buildings to use over tens of years. The likelihood of a fire over that period is not negligible and a fire incident becomes more likely. Similarly, if the average fire claim into the government’s own RPA is several hundred thousand pounds per incident, and the disruptions to hundreds of pupils, it makes you wonder how we can we safely conclude that fire is not an issue. It rather begs the opposite - are we missing the point when new schools are constructed without the protection afforded by sprinklers? L

Fire Safety

August 18th, 2021. The consultation document had no impact assessment supporting the assertions in the document or an indication of the impact fires have on the education of pupils. The BSA has always highlighted that the current BB100 sets the right expectations around the protection of schools and the continuity of education. It states that the school should be fully functional within 24 hours of a fire, apart from the room where the fire occurred. The BSA wants the government to explicitly maintain these objectives in the revised BB100 so that fewer schools are damaged or destroyed by fire. Better still, the government should make property protection a consideration for the fire safety Building Regulations to effectively protect all buildings of significant social and/or economic value from fire. Automatic sprinklers would be a key tool in achieving this outcome.

Fire can have a lasting and devastating impact on both schools and communities

FURTHER INFORMATION

www.business-sprinkler-alliance.org

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EV CHARGER INSTALLATION Government Approved Installers of Electric Vehicle (EV) Charging Points for Schools and Colleges

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Electric Vehicle Charging

Enabling zero-emission journeys for school staff Having charging facilities on a school site allows staff that drive electric vehicles to charge whilst at work. They can also help with a school’s wider sustainability agenda, and have the potential to raise revenue by opening the facilities up to the public. Here’s what you need to know The amount of battery electric vehicles grew 7.4 per cent in June, taking its highest monthly share this year, accounting for 19 per cent of all new vehicle registrations.

What’s more, the UK now has a legally binding zero emission vehicle (ZEV) mandate in place, which requires 80 per cent of new cars and 70 per cent of new vans sold in Great Britain to be zero emission by 2030.

With more electric vehicles joining the roads, the need for more local facilities to charge them is paramount.

Education settings now have a dedicated grant to help them with the cost of installing electric vehicle charging infrastructure called the Workplace Charging Scheme for state-funded education institutions.

State-funded education settings, including schools, colleges, nurseries and academies, can apply for the grant which provides up to 75 per cent of the cost to buy and install chargepoints, up to £2,500 per socket – which is a rise from the previous £350 which schools were able to receive through the Workplace Charging Grant.

The grant aims to boost the chargepoint facilities for staff and visitors, and has the potential to help schools generate revenue by making their chargepoints available to the public.

Applications for the grant are made online, and the closing date is 31 March 2025. Successful applicants will receive a voucher that is valid for 180 days from the date of issue and the installation must be completed within this time. E Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Electric Vehicle Charging

F Improving sustainability The Department for Education’s Sustainability and climate change strategy states that: “Seeing sustainability brought to life in the buildings around them will allow children and young people to gain experiences which will enhance and contextualise their learning.”

Having electric vehicle charge points facilitates this, by allowing children to see zero-emission transport in action, opening up wider conversations about air quality and energy usage.

At the time of launching the grant, the Department for Education’s Baroness Barran, said: “Developing a greener education estate is a key element of our sustainability and climate change strategy. The expansion of this grant supports our ambition to improve the sustainability of our schools in the ongoing move towards net zero.”

Further benefits include helping the community by offering more local options to charge a vehicle, which is particularly important for those that are unable to charge at home, and the ability to generate revenue by charging the public to use the facilities.

What you need to know The school’s grant is for state-funded schools and education institutions, which must have dedicated off-street parking facilities that are clearly associated with the premises, although the parking may be used by customers, guests, visitors, staff or others. It must also have a site survey done by an installer, who has confirmed that the grounds can support EV charging.

To be eligible for the grant, the school must have received less that £315,000 in

If a school wants to open their chargepoints to the public and charge for usage, they will need to comply with the Public Chargepoint Regulations 2023

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minimal financial assistance over the past three fiscal years, and not have applied for funding for the same chargepoint under any other government grant scheme.

If a school wants to open their chargepoints to the public and charge for usage, they will need to ensure they comply with the Public Chargepoint Regulations 2023 and associated guidance.

Independent schools The above grant is not available to independent schools. Instead, they can apply for funding through the Workplace Charging Scheme which covers up to 75 per cent of the total costs of the purchase and installation of EV chargepoints (inclusive of VAT), capped at a maximum of £350 per socket and 40 sockets across all sites per applicant. L FURTHER INFORMATION

Find out more about the grant here

Advertisement Feature

Take the first step towards installing EV charging For education establishments looking to install electric vehicle charging, E.ON will visit your school and conduct a no-obligation audit of your infrastructure to help you better understand what an EV charging solution could look like, as well as the cost

ten chargers initially, but at a later date you can apply again if you expand your infrastructure to include more chargers.

Schools play a pivotal role in the heart of their community, and the impact of their actions is often felt beyond the classroom walls. The installation of EV chargers at a school makes it easier for staff to make the switch, especially for those with longer commutes. Not only this, but to visitors, parents, and students, it’s a tangible demonstration of a school’s commitment to a cleaner, greener future. As sales of EVs continue to rise, locations which don’t cater for charging become a barrier to progress.

Workplace charging scheme Earlier this year the government launched a workplace charging scheme for state-funded schools, enabling them to claim a grant of £2,500 per charging socket, up to a maximum of 40 sockets, or £100,000.00, in most cases this can cover up to 75 per cent of the total cost.

For schools which aren’t state-funded, there’s still the workplace charging scheme, this entitles you to £350 towards the cost of each charging socket, up to a maximum of 40 sockets, or £14,000. Both grants aren’t limited to one application or site either, so for example you might utilise the grant for installation of

Choosing the right partner is key EVs are a good first step towards your overall sustainability goals, so work with a partner who can take that first step with you, and all the steps that come after. Here at E.ON, we visit your school and conduct a no-obligation audit of your infrastructure to help you better understand what an EV charging solution could look like, as well as the cost. We can even work with you to create a multiphase approach to the work, starting small and helping you scale up the infrastructure over several years.

If you’re happy with the bespoke plan and costs we create, we can help you navigate the various grants available to you, and it’ll be our own team of accredited installers who show up to safely install all of your hardware (on evenings, weekends, and out of term time).

We’ll then provide 3 years of operation and maintenance as standard, including health checks and over-the-air software updates.

We can even set you up with a billing system and help you unlock additional revenue streams if you choose to charge your staff or visitors for using the charge points.

If you’d like to talk to us about taking the first step, you can book a call with one of our experts. M FURTHER INFORMATION

www.eonenergy.com Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Upgrade Your School's Catering with Hospitality Store's Modular Buffet Systems!

Design Versatility: Modularity means our designers work with you for the perfect layout. Our Happy and Omina ranges are Lower-height units cater specifically to child self-service, promoting independence. Seven modular systems to choose from.

Durability and Quality: Hard-wearing enough to withstand even the busiest of school environments.

Space Optimization: Modular systems maximize serving areas in tight spaces and are easily manoeuvred for convenient storage.

www.hospitalitystore.co.uk Contact us today and let us help you create a more efficient and enjoyable 01753 645 539 dining experience for your students!

Catering

The road to transforming school meals Research shows that a quarter of teachers never eat school lunches.

Charity Chefs in Schools discusses what needs to change so that everyone can enjoy and benefit from school meals The way to transform the next generation’s health and wellbeing lies in the food and food culture of our schools, but to seize this opportunity a whole school approach is vital, and it includes training your school kitchen teams.

According to research produced by Chefs in Schools and Survation, a quarter of teachers never eat the food on offer at schools, and a mere eight per cent eat school lunches once a week.

The main reason cited for this was quality and choices available.

Yet, we at Chefs in Schools argue that there is an army of talented, skilled chefs working across the country in school kitchens. All that’s needed is training to ensure they can put their skills to good use, and then everyone benefits.

We believe we’ve found a formula to transform the way school food is done that puts it at the heart of a school.

We currently offer training to school kitchen staff and school caterers, whether in-house or outsourced.

It’s specially designed for school kitchen teams to foster a positive food culture. The program covers a wide range of topics, from food waste reduction to child nutrition and compliance with the School Food Standards.

It also includes practical skills, like increasing vegetable intake, food education, and creating appealing food displays to encourage healthier choices among children. With an in-person skills workshop and eight short online sessions, it fits in around the school day.

On top of this, Chefs in Schools offers year-long intervention programmes where our chef trainers work onsite, transforming the kitchen and food delivery based on a school’s specific needs. E Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Catering

F Positive outcomes The benefits of training for schools who invest in their kitchen teams are clear to see, sometimes within as little as a month.

This year the charity provided training and support to Parkwood School in Hackney.

Headteacher Paul Thomas said that before working with Chefs in Schools, each class would line up with their plastic trays, boys would sit together, girls would sit together, and it wasn’t “developing a sense of family”, which is something they wanted at the school.

He said: “Lunch is a key part of the day. If you don’t get it right, half the day will be affected and there’s the long-term impact as well.”

The school had already done a lot to try to change the way school food was done, introducing family style dining themselves, bringing a sense of belonging that wasn’t there previously. But they wanted to go a step further. A month into the initial phase of training, what difference had it made?

Thomas said: “Already the team is more confident. Our three kitchen assistants all want to take turns leading the kitchen one day a week. Lunch is now a positive experience for children and staff to enjoy rather than a job to get done. School food becomes an event rather than a process.”

He added: “We’re hearing that children go home and talk about what they’ve eaten, what they tried and what they liked.”

Investing in people Investing in kitchen teams can have a transformative effect, not only on the quality of food provided, but on the confidence of the team in their work and skills, and on the value placed on school food throughout the school community.

The charity is on a mission to create an army of food educators who will prepare the next generation for happier, healthier

Investing in kitchen teams can have a transformative effect, not only on the quality of food provided, but on the confidence of the team in their work, and on the value placed on school food throughout the community

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Catering

lives. We are also calling for mandatory training on child nutrition, culinary skills, food education and school food standards to be introduced by the new Labour government.

We want the new government to keep junk food out of schools and apply beefed up government buying standards.

Our manifesto also stresses the importance of making colourful, flavourful, nutritious school food the norm, and making it available to every child, regardless of age, location or income.

Chief executive of Chefs in Schools Naomi Duncan said: “Every child deserves the chance to learn about and enjoy real food, especially as for some children, school lunch will be the only meal they eat that day. It’s vital therefore that all schools are providing delicious, nutritious food and ensuring their kitchen teams are supported and trained to put their skills to best use, benefiting the school community.”

To learn more about the training and other services Chefs in Schools provides to schools across England, visit the link below. L FURTHER INFORMATION

chefsinschools.org.uk

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Sport & PE

Shaping attitudes towards sport and physical activity Schools are uniquely placed to provide young people with opportunities for physical activity, shaping their attitudes to sport and helping them to develop life-long habits. Vicci Wells, head of sport at Youth Sport Trust, shares how schools can deliver excellent PE provision This summer sees the eyes of the sporting world turn to Paris as the Olympic and Paralympic Games are set to dominate the sporting summer. Over 10,500 athletes will take part in 32 different sports at the Olympics with a further 4,400 expected to take part just a few weeks later in the summer at the Paralympics.

Thousands of people will watch in stadiums in France with millions more glued to TVs and increasingly phones, to catch the latest action and cheer on their sporting heroes to gold.

Major sporting events are often tasked with inspiring a generation or creating a legacy and

many people in this country will have fond memories of Greg Rutherford, Jessica Ennis-Hill and others on Super Saturday at the London Olympics back in 2012. Incredible as it may seem to many of us, this was 12 years ago, so many young people won’t remember these events, but earlier this year in order to help keep the inspiration alive, multiple Olympic champion Sir Mo Farah joined the Youth Sport Trust as our National School Sports Champion, launching Mo’s Mission, encouraging all children and young people to get active for 60 minutes a day of PE, sport and play. And it’s not just the E Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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Sport & PE

Listen to the ideas of young people and engage them in the decision making process regarding PE activities and the curriculum. Consider this through student councils or feedback sessions, or even a suggestion box F Olympics that inspires of course, just recently, the International Paralympic Committee were at a European congress sharing the impact global sporting events can have for all those watching, participating and volunteering.

Supporting children and young people The Youth Sport Trust is the leading UK children’s charity for improving young people’s health and wellbeing through sport and play. Currently, too many children are inactive, which is creating a generation that is unhappier, unhealthier and more distracted than previous generations. Less than half of children and young people meet the Chief Medical Officer’s recommended guidance of 60 minutes of activity a day. We work with schools, educators and organisations to advocate for the importance of physical activity and provide support and guidance to help improve the provision of PE and school sport.

One of the issues facing PE, is many people from older generations will have bad memories of PE in school, with ill-fitting kit, muddy cross country runs and freezing cold netball or rugby matches. However, much of that has changed with modern approaches to delivery and with young people involved in the design of programmes in many schools.

Alongside this, it is a well-known that PE, school sport and physical activity bring a

wide range of benefits to address many of the challenges faced by young people in society today. As well as improvements in physical and mental health, physical activity is shown to increase social wellbeing, lead to improvements in brain function and can play a big part in helping with absence, attendance and behaviour in schools.

Schools are uniquely placed to provide opportunities for physical activity for young people, shaping their attitudes to PE, school sport and activity and helping them to develop life-long habits. The Youth Sport Trust has a range of tools and resources to support schools to provide a high-quality PE provision. Many of these resources are free to download from our website and can help new teachers or newly promoted heads of department get started straight away with improving their PE offer. In addition, the Youth Sport Trust offer a number of different options and pathways to support schools even further.

Well Schools One way for schools to ensure wellbeing is embedded into everyday life in a schools is to became a Well School. This is a movement of schools that places just as much emphasis on health and wellbeing as it does on academic performance and understands that children and young people are more effective learners when they are happy and healthy.

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

Sport & PE

Five tips to excellent PE provision 1. Foster Youth Voice – listen to the ideas of young people and engage them in the decision making process regarding PE activities and the curriculum. Consider this through student councils or feedback sessions, or even a suggestion box.

2. Promote Inclusion – ensure every child/ young person in the whole school can participate and benefit from PE. This can involve adapting activities and providing support where needed.

3. Encourage pupils to wear their PE kit to school – this can save time and encourage children to be active outside of lessons, promoting an active lifestyle throughout the day. You could also consider keeping spare kits in school for those who forget.

School Games The School Games is a programme which puts physical activity and school sport at the heart of schools, and provides young people with the opportunity to enjoy and learn through competition to achieve their personal best. Each year schools can apply for the School Games Mark which is a government-led awards scheme which rewards schools for their commitment to the development of competition across their school and into the community. It allows schools to evaluate and benchmark their PE provision and develop action plans for future improvements.

Membership For schools that want to go a stage further we have our Membership offer which is designed to maximise the impact of a school’s PE and Sport Premium investment. Membership offers support and continuous professional development through a series of webinars, events and regular emails, ensuring schools are at the forefront of the latest innovations in PE and school sport.

4. Integrate PE into the wider whole school curriculum. You could collaborate with teachers from other subjects to design lessons, or organise weeks that combine physical activity with broader academic learning.

5. Invest in professional development.

Ensure staff feel updated and have access to relevant, up to date information. This can come from free CPD provided through Inclusion 2024 - Inclusion Live Week is taking place in January 2025 - or through collaborating with other educators.

Vicci Wells, head of sport, Youth Sport Trust

PE Life Skills Award This award recognises and rewards students who have developed life skills through PE. We often talk about the additional skills that sport and PE can provide such as resilience and teamwork, and while this is often noticed, all too often it can go unrewarded. E

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Sport & PE

F The award lets teachers recognise students’ learning through assessments in the PE curriculum. It helps students value PE and allows them to develop a positive relationship with physical activity for the future.

Inclusion 2024 Inclusion runs through the heart of our work and that’s why we’re proud to lead the Department for Education funded national consortium for Inclusion 2024, where we work collaboratively with pupils, schools, expert practitioners and stakeholders to drive quality and accessibility of opportunities for SEND pupils to participate, engage and learn through PE and School Sport. This work is delivered through a network Lead Inclusion Schools across England who are recognised for their expertise in engaging young people with SEND to participate, compete and lead through PE, physical activity, and school sport. Up to date resources have been added

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to the Youth Sport Trust website with Paris 2024 activities included to help students learn new skills based on Paralympic sports.

National School Sports Week Finally, a simple way for every school to get involved and raise awareness of the importance of physical activity is to sign up for National School Sports Week. Earlier this year in June, we saw over 4,000 schools take part in the annual celebration of PE, physical activity, and school sport which provides the perfect opportunity for everyone to find an activity they love so they can begin to feel the benefits of an active lifestyle.

Alongside everything listed above, we’ve created a simple Top Five list of things everyone can think about, to ensure you’re delivering excellent PE provision in your school. L FURTHER INFORMATION

www.youthsporttrust.org

Advertisement Feature

The importance of finding the right floors for dancers Established in the UK over 45 years ago, Harlequin is the performance floor of choice for the world’s most prestigious dance and performing arts companies, theatres, venues and schools

From world-renowned dance companies to local dance schools, the dance studio is a dancer’s work environment, the floor being the tool that is fundamental to their work.

Dance blends artistic practice with physical activity and has an affirmative impact on young people’s education and learning. It can improve self-esteem, as well as helping to tackle obesity and other health issues.

Wherever a student chooses to study dance, it is important to make sure that the learning environment is equipped to meet professional standards with sprung floors, mirrors and barres. Experts in biomechanics have established a link between the quality of

the floor and likelihood of injury, demonstrating that a floor with a consistent response and the correct degree of traction is vital.

For venues where a dedicated space for dance is not available, Harlequin has developed four Portable Dance Flooring for Education Packs suitable for teaching various types of dance, from the youngest age group upward to allow all those in education to have dance floors that are both safe and enable artistic performance.

Harlequin Education Packs include roll-out vinyl dance floors and a sprung floor option. They can be easily rolled up or fitted to stages and studio rooms. Harlequin Portable Dance Flooring for Education Packs B and D meet the required dimensions for GCSE and A-level dance. Our range of Education Packs can all be easily stored away and provide extra comfort and safety for younger dancers. M FURTHER INFORMATION

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Image credit: RAD HQ - David Tett

Issue 29.4 | EDUCATION BUSINESS MAGAZINE

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