Education Business 29.6

DIGITAL POVERTY

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Report calls for new approach to deprivation funding

A report from Education Policy Institute (EPI) has found there is a wide attainment gap between persistently disadvantaged pupils and their non-disadvantaged peers.

This group, who have been eligible for free school meals for 80 per cent or more of their time in school, are significantly behind their peers in educational attainment but the EPI said this is not currently recognised by the school funding system.

In 2023, these gaps were equivalent to nearly a year of learning at the end of key stage 2 and nearly two years by the end of key stage 4.

The current school funding system in England, which includes the National Funding Formula (NFF) and the Pupil Premium, does not differentiate between persistent and short-term disadvantage. This means that persistently disadvantaged pupils, despite their greater needs, do not receive additional targeted funding.

The report set out several expectations, such as prioritising targeted funding for persistently disadvantaged pupils. EPI said these students require additional resources that go beyond the current broad definitions of disadvantage used in the NFF and Pupil Premium.

The report also said the DfE should allocate £640 million from the savings made by falling pupil numbers to reverse real terms cuts in the Pupil Premium and also target additional funding specifically for persistently disadvantaged pupils through an enhanced Pupil Premium...

Youth club cuts impact school performance, report finds

A report from the Institute of Fiscal Studies suggested that youth club closures in the 2010s resulted in lower GCSE results and increased offending among young people.

In 2009, 40 per cent of Londoners aged between 11 and 16 reported attending these spaces at least weekly.

Youth clubs offer a safe environment for young people to spend time with friends outside of school hours, access the support of youth workers, and participate in workshops and activities, often including music or sports.

These services are typically funded by local councils, which experienced large funding cuts during the 2010s.

These cuts in turn led to many youth club closures. In London, for example, around 30 per cent of youth clubs closed between 2010 and 2019. The research, published as an IFS working paper, examines the impact of these closures on teen offending rates and educational outcomes.

The IFS’ research found that teenagers whose nearest youth club was closed did worse in school. Specifically, London youths who lost access to a nearby youth club performed nearly four per cent of a standard deviation worse in their GCSE exams.

This is roughly equivalent to a decline of half a grade in one subject. The effects were even more severe for pupils from lower socioeconomic backgrounds whose test scores fell by almost 12 per cent of a standard deviation (which corresponds roughly to doing more than a grade worse in one subject)...

Independent schools are facing challenges

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Restraint guidance updated by

Scottish government

Guidance on “physical intervention” in schools has been published by the Scottish government.

The guidance is for education authorities grant-aided and independent schools in Scotland on the use of physical intervention.

In the foreword of the report, cabinet secretary for education and skills, Jenny Gilruth, said: “Our schools are responding to the challenges posed by an increasing complexity of need in our young people and those arising from worsening behaviour.”

She also said that prevention and early intervention must be the “primary approach”.

The report advised that restraint and seclusion should not be routine practice in schools, or routinely form part of a pupil’s support plan.

It also said all pupils “have a right to have their views sought and taken into account in decisions about them”.

Gilruth added: “While the guidance rightly has a focus on prevention, it is vital that our school staff are supported to intervene confidently and appropriately when the need arises.”

Teachers’ union NASUWT told the BBC that despite a year of waiting for it to be published, there was a “lack of practical guidance” from the government.

Increase in exam special arrangements, Ofqual finds

According to new data from Ofqual, nearly a third of students (30.1 per cent) asked for 25 per cent extra time to complete exams, up from 28 per cent.

In independent centres – mainly private schools – 41.8 per cent of candidates were granted 25 per cent extra time in their exams in 2023-24, compared with 35 per cent in sixthform and further education colleges and 26.5 per cent in non-selective state schools.

There were 69,095 requests granted for modified papers in summer 2024, up 10 per cent on summer 2023.

The number of approved requests for access arrangements rose to nearly 625,000 - 12.3 per cent up on last year, (556,000).

Pepe Di’Iasio, general secretary of the Association of School and College Leaders, said it was not surprising that requests for access arrangements had risen, as the number of students with special educational needs and mental health issues was also rising.

“At least some of the wellbeing issues are directly linked to the exam system itself, where the sheer quantity of assessment in a short period of time is excessive and the stakes are too high,” he said.

INSPECTIONS

Ofsted publishes inspector training materials

Ofsted has published recordings of inspector training materials, through the new Ofsted Academy.

The publication follows on from mental health awareness training for all inspectors, delivered by Mental Health First Aid England, which was made available on Ofsted’s YouTube channel earlier this year.

The videos feature sessions from the spring 2024 school inspector conference, including an introduction from Ofsted’s national director for education, Lee Owston, as well as inspecting attendance well.

Two more general training recordings from the early autumn term have also been published, which includes inspecting in the best interest of children.

More recordings will be published in the near future, Ofsted said.

Ofsted’s Chief Inspector, Sir Martyn Oliver, said: “At the start of my term as His Majesty’s Chief Inspector, I committed to publishing training materials for inspectors through the Ofsted Academy.

“I’m pleased to be publishing this first collection of school inspector training today. I hope that by sharing it in context, and making our training visible, we can really open up Ofsted to those we inspect and regulate.”

SEND

Improve inclusion for pupils with SEND, urges report

Ensuring London’s schools are genuinely inclusive is vital to protect the success of London’s schools, according to a new report from London Councils, commissioned from Mime Consulting.

The Inclusion in London Schools report shows that children with SEND currently make up just over 17 per cent of the pupil population in the capital, an increase of three percentage points since 2016. Seven London boroughs have at least a fifth of their pupils who have SEND.

Inclusive education is the practice of educating students with and without special educational needs in the same classroom, while ensuring the needs of all pupils are met. London Councils’ report finds that inclusion in London’s schools provides greater opportunities for young people with SEND and there are many examples of good practice across the capital.

Learning in a classroom alongside pupils without SEND reduces emotional distress and boosts attendance levels for children with additional needs. It also leads to better short-term educational outcomes and longterm employment prospects. Alongside this, inclusion allows families to avoid financial distress and career sacrifices that may be required to look after their children if they are not in mainstream school, while having the added benefit of tackling prejudice towards people with SEND as pupils interact and learn together...

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Report suggests ways to tackle school

absence crisis

A report published by Child of the North and Anne Longfield’s Centre for Young Lives think tank puts forward new recommendations to tackle the school absence crisis.

The report highlights how vulnerable children and children from disadvantaged areas of the UK are at higher risk of not being in school, and calls on the new government to focus its school absence strategy on earlier identification and intervention with children most at risk of persistent absence.

The report comes a few days after the most recent Department for Education data showed around 150,000 children in England are missing a half or more of their time at school.

The report warns that the current national approach to tackling school absence is far too punitive and uniform. Many headteachers say that strategies used prior to the pandemic to tackle school absence are no longer as effective as they were before 2020.

Between 2015-2016 and 2023-24, the overall school absence rate rose in England by 57%. The report highlights how school absence in primary school is linked to greater school absence in a child’s later years. It also reveals how there are higher levels of school absence in disadvantaged areas. For example, rates of unauthorised absence were 34 per cent higher in the North of England than the South of England.

The report argues that the reasons for children being absent from school are complex and there are often a multitude of risk factors leading to absence, including larger issues of inequality and deprivation, marginalisation, Special Educational Needs, mental health challenges, tooth decay, and family and parental factors...

Funding increase for mentors in London pupil referral units: READ MORE

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STEM subjects harder for underrepresented groups to access: READ MORE

Anti-bullying programme trial deemed a success : READ MORE

Essex pupils welcomed into new net zero school: READ MORE

Education Committee membership appointed : READ MORE

14,000 teachers call in sick every day, analysis finds SCHOOL WORKFORCE

The Telegraph’s analysis of the Department for Education’s (DfE) data has found that about 14,000 teachers in England called in sick every day last year.

They said each teacher who took sick leave reported an average of eight days off work last year. It equates to almost 13,700 teachers calling in sick on any given day during the 190day school year. About 66 per cent of England’s teaching workforce were off school because of illness last year.

Full-time teachers have around 32 days more holiday each year than office employees who work 227 days on average, according to the government’s website.

The Telegraph revealed that teacher absences are forcing schools to spend billions on supply staff each year as headteachers scramble to plug gaps in the workforce.

Pepe Di’Iasio, general secretary of the Association of School and College Leaders, told The Telegraph: “Worryingly, the latest Working Lives of Teachers and Leaders survey shows the majority of teachers and leaders believe the job has a negative impact on their mental and physical health.”

“The government needs to develop a strategy which places improving teacher wellbeing and reducing workloads front and centre...

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The Ofsted inspection changes you need to know

The Big Listen consultation was released earlier this year to gain feedback on how Ofsted should reform. So what happens next?

Ofsted’s Big Listen consultation launched after the death and inquest of headteacher Ruth Perry in 2023.

Perry died by suicide 54 days after an Ofsted inspection of her school that the coroner described as “at times rude and intimidating.” They found that the inspection into her school in Reading had contributed to her death.

Her death prompted educational leaders and the government to address the impact that an inspection can have on mental health, as well as what support there is.

One of the ways they did this was by launching the Big Listen, the largest consultation in Ofsted’s history with over 20,000 responses.

The consultation sought the views of school staff, education organisations and parents on schools, safeguarding, SEND, teacher training, social care and further education.

Sir Martyn Oliver, Ofsted’s chief inspector, said: “You have spoken, we have listened, and now it is time to act.”

We have broken down what the consultation outcome includes, and what changes have been made so far.

Single headline grading scrapped

This is one of the most notable changes that came from the Big Listen. Ofsted announced in September that the government was going to scrap single headline judgements.

Previously, schools were inspected every four years – or within 30 months, depending on their status – and were given one of the following four overall grades: Outstanding, Good, Requires Improvement, or Inadequate.

Education secretary, Bridget Phillipson, said: “Single headline grades are low information for parents and high stakes for schools. Parents deserve a much clearer, much broader picture of how schools are performing.” –

She also said the government plans to make an inspection “a more powerful, more transparent tool for driving school improvement.”

For inspections this academic year, parents will see four grades across the existing subcategories: quality of education, behaviour and attitudes, personal development and leadership and management.

This reform paves the way for the introduction of School Report Cards from September 2025, E

F which will provide parents with a full and comprehensive assessment of how schools are performing and ensure that inspections are more effective in driving improvement.

Recent data from the government showed that report cards are supported by almost 80 per cent of parents.

Paul Whiteman, general secretary of National Association of Headteachers (NAHT), said the union had been clear that simplistic one-word judgements are “harmful” and said they were “pleased” the government has taken swift action to remove them.

Reformed frameworks

Ofsted said it wants to reform its inspection framework, taking the “best of the current approach”, such as the curriculum focus, but “learning lessons” from what it heard from the consultation.

Ofsted’s previous frameworks were criticised in the Big Listen, and they found that their inspection frameworks did not always work as well as they could for some types of provider.

Oftsed said the department will consult on the timeframe for framework reform later in the academic year.

Additionally, the inspectorate is looking to introduce a scoring guide that outlines the criteria and standards for evaluation, known as rubics, to highlight the areas that make the most difference to the quality of teacher development. This includes evidence-based approaches to teaching and high-quality curriculum design.

Rubrics will support leaders to self-evaluate and set up more constructive conversations with inspectors.

For inspections this academic year, parents will see four grades across the existing sub-categories: quality of education, behaviour and attitudes, personal development and leadership and management

Ofsted added that they will assess the development and implementation of the old framework against its effect on leaders, teachers and practitioners’ workload, equality, diversity and inclusion and the Public Sector Equality Duty, and its effect on the mental health and well-being of those being inspected.

Culture change needed

Changing attitudes towards mental health and working culture is far from as easy as ticking a box or passing a law. It will take sustained effort and a complete overhaul of the system.

Ofsted said they will foster “a culture of integrity in which we always treat people with professionalism, courtesy, empathy and respect.”

One of the ways they said they will do this is by launching the Ofsted Academy, which will be a single place that draws together all of their induction, training, learning, development and good practice work.

They also said they have delivered mental health training to every inspector which forms part of their regular core training.

Ofsted’s Sir Martyn Oliver said: “We are here for children, their parents and carers – and we will serve them best by working constructively, respectfully and empathetically with the experts who are responsible for their education and care.”

The department added they would set up an inspection welfare, support and guidance hub to make sure their inspectors and providers have access to supportive information, and to offer any other assistance during inspection.

Better support for SEND pupils

Ofsted said there are “systemic weaknesses in the system” when it comes to inspecting special educational needs and disabilities (SEND) services. E

F It said: “We will call for improvement at all levels, whether that is at provider, local authority or national government level. We need to make sure the whole system puts the most vulnerable children first.”

The department cited regular absences as one of the key problems that needed to be tackled. Ofsted suspects that many consistently absent children are vulnerable and are in and out of both registered and unregistered alternative provision (AP), adding that many are also likely to have SEND but that it “does not know for sure.”

Ofsted added: “We also need to identify where local areas need to improve, then make sure local leaders are supported to do this. We will enhance our inspections of area SEND provision. These proposals will give local partners the breathing room to address issues in their area. They will target inspection activity where it will have the most positive impact on services for children and young people with SEND.”

The department added that they will increase their focus and scrutiny on how providers are meeting the needs of children and young people with vulnerabilities such as socio-economic disadvantage and SEND, as well as introducing a new inspection criterion for inclusion.

Safeguarding in schools

Ofsted said in some cases, it finds safeguarding concerns in a school that otherwise appears to be doing well in all other respects.

To handle this, the inspectorate is now piloting a new approach for graded inspections; where it

Ofsted said it will make clearer what inspectors are looking for when they review a school’s single central record

considers that leaders are capable of resolving the issues within three months, it will withhold its judgement and revisit the school within three months to complete the inspection. In this instance, it send a letter to schools to share with parents about the safeguarding failings.

Ofsted said it will make clearer what inspectors are looking for when they review a school’s single central record. It will update its inspection handbook to explain the statutory expectations set out in the DfE’s ‘Keeping children safe in education’ guidance, as it wants to help schools better understand the regulatory requirements.

Ofsted will also introduce a separate safeguarding criterion in the new report cards. This will be distinct from leadership and management, to emphasise that all members of staff should be proactive about safeguarding.

A safeguarding, attendance and off-rolling review will also be launched, which will look at how schools meet their duties around safeguarding, work to increase attendance and clamp down on off-rolling. L

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Navigating funding changes and budget challenges

The 5.5 per cent pay rise for teachers, as well as other changes, will have budget implications for schools. Peter Doyle, policy manager at British Educational Supplier Association (BESA), discusses the tools available to support budget management and forecasting in schools

From rebuilding crumbling schools, to expanding government-funded nursery care, it’s no secret that the sector is in desperate need of additional funding. In fact, this topic has rarely been out of the headlines over recent years.

Teachers receiving a long-awaited 5.5 per cent salary increase in September was certainly a step in the right direction. The average classroom teacher’s pay packet increased by over £2,500, while the median salary for the 2024/25 financial year rose to over £49,000. This increase followed suggestions made by the School Teachers’ Review Body (STRB), and despite only technically applying to maintained schools, in practice most academies are also following these recommendations. However, pay is not the only hurdle schools need to overcome. There’s a plethora of other issues that urgently need addressing

if schools are to slow the exodus of teachers leaving the profession, and continue providing good quality education.

The impact of the Autumn Statement

The Chancellor’s Autumn Statement included a number of new initiatives, with a £2.3 billion planned increase in school funding for 2025-26 - raising the total budget from £61.6 billion this year, to £63.9 billion next year.

While a number of areas are set to benefit from this additional funding, many anticipated that action would have to be taken following the 5.5 per cent salary increase being awarded to teachers, as well as the desperate requirement for extra SEND funding.

In fact, of the total £2.3 billion, £1 billion has been allocated for SEND and alternative provision. Despite Councils having “discretion” E

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F on how they will spend the additional cash, the Treasury predicts that much of this funding will go into reducing their in-year deficit.

Notably, the DfE is also set to receive extra funding following the announcement to increase employers’ National Insurance contributions. Just weeks before the Autumn Statement, The National Foundation for Educational Research estimated that the impact of this rise could cost schools hundreds of millions of pounds – an amount that they simply couldn’t afford.

Time for change

That being said, more cash won’t fix everything. Attracting new talent to the profession requires a new approach, with figures published in 2023 showing that recruitment targets had, perhaps unsurprisingly, been missed. This shortfall places strain on the existing workforce, further increasing workloads, exacerbating stress and pushing teachers to explore alternative career options.

Combine this with the fact that many private sector roles now offer flexible or hybrid working, there’s questions around whether the rewarding elements of a career in teaching are worth the pressure.

It’s clear that change must happen if the sector is to tackle this problem. Let’s not forget, teaching assistants (TAs) also play a vital role in the development of young people.

Budgeting software can store all key information relating to income and expenditure, providing a clear and accurate overview of the school’s budget in real-time

From supporting students with additional needs, to building relationships with parents, even fulfilling administrative tasks and supporting teachers within a classroom setting, TAs are key to a well-running school.

There’s a big question around how recent salary increases for classroom teachers will impact TAs longer-term as unlike teachers, TAs are employed on the pay and conditions of the National Joint Council (NJC) for Local Government Services meaning they are yet to see any sort of pay increase.

How will these changes impact school budgets?

From conversations we’ve had, school finance teams will likely still be worried about how far their budgets can stretch.

It’s a lot to navigate and get your head around, especially for the schools that rely on a small finance team. Often, these people tend to be responsible for a whole E

F host of other tasks, from liaising with parents, to ordering supplies for teachers.

That’s where software and new technologies can come into play, helping to analyse data, save time and automating many of the time-consuming admin tasks.

I recently attended a panel discussion hosted by Access Education where this topic was discussed. While additional funding will always be welcomed by the sector, there’s no denying that schools are looking to technology to help them balance the books.

Budgeting software can store all key information relating to income and expenditure, providing a clear and accurate overview of the school’s budget in real-time.

Those reliant on siloed or manual systems will struggle to achieve this level of oversight and potentially not notice a problem until it’s too late. At the most basic level, a reliance on manual systems can also cause delays in the processing of certain payments, while duplicated work across the organisation drains time that could be put to much better use.

Longer term, these small issues culminate and can be detrimental to an organisation’s overall financial health.

With the sector having navigated endless challenges over the past few years, planning and reporting are vital elements of any budget. Monitoring budgets in real-time, as well as being

able to view actual spend, projected spend and year-to-date (YTD) spend, can help schools take action before the situation has spiralled and they are left facing a significant deficit. Similarly, software makes accurate forecasting much easier. For example, if electricity costs are expected to rise by around five per cent year-on-year, teams can input this information into their budget management system and map out the projected impact on our budgets over a certain period of time. The same process can be followed for salary increases.

The ability to model the financial impact of multiple scenarios doesn’t just relate to money being spent. It also allows schools to quickly estimate the impact of additional funding, informing smarter decision making.

Following the Autumn Statement, for example, those using technology can adapt their budget forecast for 2025-26, making adjustments as and when required.

Of course, every school is unique and will have its own way of managing its budget. That being said, there are a range of tools out there that schools should certainly look to capitalise on to help their finance teams balance the books over the coming years. M

The stage is set for Bett

Now in its 40th year, Bett 2025 will return to London’s ExCel on 22-24 January to showcase the latest education technology and host talks from inspiring professionals from the EdTech sector

Education technology, or EdTech, is widely recognised as a tool with the power to improve pupil attainment, reduce teacher workload and save time on school management activities

To help educators stay on top of the latest innovations in EdTech, Bett brings together leading technology exhibitors and over 20,000 attendees from the global education community.

Now in its 40th year, Bett 2025 will return to London’s ExCel on 22 to 24 January.

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

Delegates will also be able to hear from key figures in the industry during the Theatre sessions. Speakers will cover topics such as artificial intelligence, digital strategies, gaming, cyber security, SEND and more.

Speaker sessions

This year’s speaker sessions will have a big focus on AI and how it will transform teaching and learning. Speakers include AI trailblazers Dan Fitzpatrick from The AI Educator, and Rose Luckin, Founder of Educate Ventures, who will explore how AI is reshaping education. And don’t miss actor, author and presenter Stephen Fry and Anne-Marie Imafidon as they take to the stage and dive deep into the possibilities and challenges AI brings, from revolutionising industries to impacting education and redefining the skills our children need for the future world of work. They’ll also look at the challenges we need to consider, including ethics, inclusion and data security. Adding creativity to the mix, poets Michael Rosen and Christian Foley take the Arena stage for an inspiring and unique session. Plus, hear the powerful story of Nicolas Hamilton, as he shares his journey and incredible achievements in professional racing and inclusion. E

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F The Teaching and Learning theatre will host a session on successful integration of technology in the classroom, featuring educators and experts sharing first hand experiences and practices that have proved successful for them.

The panel will examine practical approaches, emphasising the critical role of professional development and ongoing support to help them gain in confidence whilst engaging students. Topics will include selecting the right tools to match the educational goals, effective training strategies that integrate seamlessly into teachers’ existing workflows, fostering both enthusiasm and competence leading to a more inclusive classroom

There will be a session on successful integration of technology in the classroom, featuring educators and experts sharing experiences and practices that have proved successful for them

and better learning outcomes. This talk is also a valuable opportunity for edtech companies to gain a deeper understanding of the practical challenges teachers face, helping to shape more effective and user-friendly tools for the classroom.

Showcasing start-ups and innovation

The Innovation Theatre meanwhile will host sessions on emerging technologies and new companies.

The Startup Zone showcase, for example, will allow delegates to meet the young EdTech companies with big ideas to transform the future of education. This fastpaced, energetic showcase features a mix of international EdTech startups, each ready to disrupt the education landscape with their innovative, game-changing products.

The Innovation Theatre will also uncover how EdTech companies worldwide are prioritising responsible and trusted AI technology in education. E

Increasing

Improving

Enhancing

F AI technology in education holds promise and peril. Most advances in AI in education will come from EdTech companies, but how much can we trust them to act in the learner and community’s interests? Drawing on the work from current industry initiatives, this panel session from the EDSAFE AI Industry Council poses critical questions on how we can trust EdTech to deploy AI responsibly.

SEND Village

Around two in five children are recorded to have some kind of special educational need at some point between reception and Year 11 (Hutchinson, 2021). Based on this, it is likely that there is a child with special educational needs and disabilities in every classroom, making SEND a part of every teacher and school leader’s role.

In recognition of this, Bett 2025 will have more focus on additional needs, with the introduction of the new SEND Village.

This new space will bring more opportunities, resources and innovations to SEND educators and their learners, to help drive inclusion and equip teachers with the tools they need to ensure all their pupils thrive. Teachers, school leaders, and specialists will be able to share experiences, collaborate on solutions and create lasting networks that extend far beyond the event.

Duncan Verry, Bett portfolio director, said: “We asked our community what they needed more of, and they were clear – greater support and representation for SEND education. The SEND Village is our response, designed to showcase the latest innovations while also creating a space for educators to connect and share best practices. The global education community is the most important part of Bett and we work with them every year to create new features that empower them to create meaningful change.” E

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F Getting connected

As well as browsing through the packed exhibition hall, attendees can connect with suppliers and industry professionals in other ways.

Connect @ Bett is the event’s meeting programme and allows visitors to make appointments with exhibitors either at their stand, or at the dedicated area. They have the flexibility to schedule and reschedule meetings at times that work for them.

TableTalks was introduced in 2024, and is designed to connect individuals from schools, universities and governments for roundtable conversations based on their primary topics of interest, such as AI, SEND or cybersecurity.

The Tech User Labs is another feature which allows delegates to get the most out of their existing tech with working groups and demos from the top education technology experts in the world, through interactive 45-minute sessions.

Ahead by Bett

Ahead by Bett is the destination for higher education leaders to come together with their peers and the world’s leading EdTech’s to learn, network and trade.

Ahead by Bett’s content spaces provide an opportunity for senior leadership, heads of faculty, technology leads and heads of research and innovation to congregate and

tackle the current business issues faced in tertiary education.

Cyber security is one topic that will be covered in the Ahead Auditorium, with a case study from University of Wolverhampton who suffered an unprecedented cyber incident in early 2024. It impacted all aspects of university operations and presented their Digital Services department with a seemingly impossible challenge. Led by the the University’s interim deputy director of digital services, this session will share the E

F human side of responding to and recovering from a major cyber incident. Aspects covered will include leading through a crisis, lessons learned, and how to thrive post-incident.

Another session will look at building an inclusive campus culture for SEND students. The panel discussion will explore how leadership, policy, and campus culture need to evolve alongside EdTech advancements to support students with SEND.

Topics covered will include creating cross-functional teams to lead SEND initiatives, student and faculty training on inclusivity, and the role of leadership in setting inclusive policies.

This session will provide Higher Education professionals with actionable strategies for supporting SEND students using EdTech solutions, while also fostering broader cultural and institutional changes necessary for inclusion.

Bett Awards & Kids Judge Bett

Every year, Bett hosts its awards ceremony to celebrate the outstanding accomplishments of the education technology sector. Presented in association with the British Educational Suppliers Association (BESA), this year’s awards take place on 22 January at the Brewery in London. The shortlist is now live (click here ).

Kids Judge Bett meanwhile is a student led event organised by Katy Potts from Islington Council in partnership with BESA.

Last year, over sixty children, aged between 7-13 years old, from fourteen schools, along with parents and teachers came together at Bett on the final day to explore stands, exhibitors and products to find their winners. The results were then announced by the students alongside author Michael Rosen. M

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The unexpected reason this school loves their charging stations

Christine Maresh Nelson, K-12 national engagement manager at PowerGistics, shows how this tech is improving learning

The school we visited recently has found that charging stations aren’t just about saving space and managing cables – they’re about empowering pupils. When I visited Mrs Lalk’s Year 3 classroom in March, I saw first-hand how these charging stations enhance independence. Pupils retrieved and returned Chromebooks from their assigned PowerGistics shelves without a hitch. It was clear: they were engaged, organised, and used to managing their own devices.

Blended learning and student independence

Pupil independence is a priority in Mauston’s blended learning model, where pupils use both online and offline resources. Allowing them to access Chromebooks when needed fosters a sense of ownership, builds initiative, and encourages accountability. During my visit, I watched pupils seamlessly retrieve their devices to assist with their work, including a pupil with additional needs who could easily access his device, thanks to the user-friendly design of the PowerGistics Tower.

Mrs. Lalk explained how this setup supports her classroom’s goals: “I don’t need to manage the Chromebooks or Tower at all. The pupils handle everything independently, and I don’t have to worry about it.” This model wouldn’t have been possible with traditional charging trolleys.

The struggles with traditional charging trolleys

Before PowerGistics, Mauston tried various charging solutions, including bulky trolleys with messy cables that made it difficult for pupils to put devices away correctly. These trolleys often required teacher management to prevent dead batteries or damaged cables, which limited pupil independence. Another attempt involved a basket charging system, but younger pupils struggled to reach devices stored in the top-loading baskets. It quickly became clear that traditional trolleys were not conducive to fostering pupil autonomy.

Finding balance in technology use

With the rise of technology in classrooms, finding a balance between screen time and offline learning has become important. Mauston’s pupils use their devices as needed and return them to

the Tower, preventing unnecessary screen time. By avoiding the need to keep Chromebooks at desks all day, pupils aren’t tempted to use them when it’s not necessary. In other schools, pupils might leave Chromebooks on desks because the charging trolley is too cumbersome to access frequently. PowerGistics changes that by making it easy for pupils to manage devices on their own.

Teaching accountability for devices

Assigning pupils their own devices and charging slots is best practice, but it depends on having infrastructure that supports ease of use. When charging systems are cumbersome, some teachers may forgo assigning specific devices or charging slots, leading to accountability issues. With PowerGistics, it’s simple for pupils to have assigned slots, which reinforces accountability for their devices. This approach not only benefits pupils but also saves the school resources by reducing device repairs and maintenance.

Benefits for IT staff

PowerGistics charging stations also reduce repair needs. According to Mark Vallier, Mauston’s Director of Technology, device lifespan has improved because pupils are more careful with their assigned devices. Fewer device repairs mean school funds go further, and IT staff can focus on supporting other educational initiatives. Mauston also benefits from PowerGistics’ aluminium shelves, which act as heat sinks and help extend Chromebook battery life.

A perfect fit for mauston’s vision

Mauston’s commitment to fostering independence in pupils has made PowerGistics an ideal fit. Headteacher Rouston praised the charging stations: “PowerGistics is more costly, but it’s far superior to anything else we’ve used. It’s easy to use, organised, and efficient – exactly what we needed to support pupil independence.” Mrs Lalk echoed this sentiment, saying, “I wouldn’t want to give it up.”

For Mauston, PowerGistics checks all the boxes, providing a seamless, pupil-friendly solution that promotes accountability, independence, and efficient device use. M

FURTHER INFORMATION

Learn more about this case study here powergistics.com

Redefining education with innovative tech

Bircherley examines how access to good quality and reliable technology can transform the education landscape

In today’s fast-evolving educational landscape, access to reliable technology is essential for ensuring efficient learning environments. Bircherley is stepping up to meet this need by offering a unique and highly beneficial solution: lease-free photocopiers for schools. This initiative is set to significantly alleviate the financial burden on educational institutions, providing a valuable service to help schools optimise their resources and prioritise what truly matters — student learning.

Lease-free photocopiers

For years, schools have relied on leased photocopiers, which often come with expensive monthly fees, restrictive terms, and hidden costs. With budget constraints and the increasing demand for up-to-date classroom resources, many schools struggle to balance their operational needs with educational investments. Bircherley’s decision to provide lease-free photocopiers directly addresses these challenges by removing the financial strain associated with traditional leasing agreements. The absence of leasing costs means that schools can allocate more of their budgets toward critical areas such as textbooks, classroom technology, and extracurricular programs. Bircherley’s lease-free solution is designed to foster more financially sustainable educational

environments, helping schools reduce overhead expenses without sacrificing access to essential copying and printing equipment.

Commitment to long-term partnerships

Moreover, Bircherley’s initiative reflects a commitment to long-term partnerships with schools. Instead of locking educational institutions into restrictive contracts, Bircherley offers flexible terms that allow schools to focus on their day-to-day operations. The leasefree photocopiers come with ongoing service support, ensuring that maintenance issues are promptly addressed, minimising downtime, and maximising operational efficiency. This service is particularly valuable for schools with limited IT resources, as it guarantees reliable performance without the need for specialised in-house expertise.

In addition, the environmental benefits of Bircherley’s photocopiers are worth noting. By encouraging more efficient use of printing resources and promoting eco-friendly technology, this initiative supports sustainability in education, an increasingly important priority for schools.

In a world where schools face constant financial pressures, Bircherley’s offer of leasefree photocopiers is more than just a practical solution; it is an innovative approach that empowers schools to do more with their resources. This bold step is set to redefine how schools access essential equipment, providing a valuable model for how businesses can support education in meaningful ways. M

A strategic approach to digital rollouts

How

can schools maximise existing technology and ensure the successful integration of new solutions? Al Kingsley shares some tips

As the new school year kicks off, many educational institutions are reviewing and updating their technological infrastructure. This provides a critical opportunity for schools to refine how they introduce and manage new digital resources. Guided by a wellplanned and flexible digital strategy, schools can look to maximise existing technology and ensure the successful integration of new solutions to enhance teaching, streamline operations and improve learning outcomes.

This article will explore the importance of having an effective digital strategy to guide technical audits and offer best practice advice for the deployment and integration of both new and existing resources, including how to overcome common challenges, to allow school leaders with the insight they need to optimise their digital infrastructure.

The importance of a digital strategy

A clear and well-thought-out digital strategy should be essential to every school leader’s planning as the new academic year begins. In today’s educational landscape, technology is not just an accessory but a critical part of learning. From interactive whiteboards to cloud-based platforms, the variety of tools available allows for more engaging and tailored educational experiences. However, without a strategic plan for

managing and accessing these tools, their potential benefits can be diminished.

A successful digital strategy sets the foundation for how technology will be deployed, integrated and used throughout the year. It’s not just about having the latest devices or software, but focusing on how these resources will enhance learning, improve collaboration and increase efficiency. This requires schools to assess their current infrastructure, identify gaps or areas for improvement, and plan accordingly to ensure that any necessary changes or additions are smoothly integrated within existing systems.

At the core of a good digital strategy is flexibility. Schools must remain adaptable, as new technologies continue to emerge, internal priorities change and new learnings about what works best for its students and staff are gathered. The best approach is one that can be updated and refined as needed, ensuring that technology evolves with the school’s goals. When deploying new resources, schools need a methodical and structured approach to ensure sustainable and successful integration that maximises the resources.

Prioritise training for staff and students

Staff must feel confident in using the tools provided, not just for administrative tasks, but also in ways that enrich student learning. E

Without sufficient training, even the best resources will fail to deliver on their potential. A good practice is to allocate time during staff training days at the beginning of the year for technology training. Training should focus not just on how the tools work but on why they are beneficial in the classroom to build buy in amongst staff – demonstrating tangible impact and the pedagogical purpose behind the introduction of the digital solution will significantly improve staff engagement.

Another effective strategy is to start small and scale gradually to avoid overwhelming the school community with too many new tools at once. It is often better to introduce one new system or tool at a time and ensure it is fully understood and integrated before moving on to the next. This also helps in monitoring the rollout process and addressing

Ensure technical support is in place

Schools that are proactive about providing adequate technical support can help mitigate potential disruptions. Clear channels for reporting and resolving issues should be established from day one, and students and teachers should know how to access this support. IT teams should be ready not only to troubleshoot problems but also to provide ongoing support as users become more familiar with the new tools. Selecting the right solution, such as those that allow IT teams to centrally monitor device performance and usage, and provide remote support from anywhere, are key to a smooth, simplified rollout by mitigating any initial or ongoing issues quickly and effectively.

implementation often misses the mark

Staff must feel confident in using the tools provided, not just for administrative tasks, but also in ways that enrich student learning

because it does not consider the day-to-day needs of those using the tools. Involving teachers, support staff and even students in the decision-making process ensures that the technology being deployed aligns with actual needs. Engaging all stakeholders from the out-set also increases buy-in, making the roll-out smoother and more successful.

Supporting staff and students

While schools may acquire the latest technology, including advancements like AI, it is how that technology is used that ultimately determines its effectiveness. AI-powered tools have the potential to reduce staff workloads by automating routine tasks and offering datadriven insights, while also creating personalised learning pathways tailored to individual student needs. Supporting staff and students in using these digital resources effectively is just as important as the technology itself, ensuring that everyone can take full advantage of these innovations to enhance teaching and learning.

Create digital champions

One way to ensure the successful adoption of technology is by establishing ‘digital champions’ within the school. These are staff members who have a higher level of expertise or confidence in using technology and can serve as go-to resources for their colleagues. These champions can offer E

Your Safety, Our Priority

Dedicated to providing top-tier fire safety solutions to secure homes and businesses. Protecting life and property from the effects of fire.

F peer-to-peer support, troubleshoot common issues and even lead training sessions. This approach not only fosters collaboration but also ensures that support is readily available, even outside of official IT channels.

Promote ongoing professional development

Technology is ever-evolving, and so should the skills of the staff using it. Schools should commit to providing ongoing professional development opportunities focused on digital skills. This could be in the form of workshops, online courses or collaborative learning sessions. By making professional development a continual process, schools ensure staff remain up-to-date and capable of maximising the potential of the tools at their disposal.

Foster a growth mindset in students

Students should also be supported in using new technology, especially as they may not be familiar with the tools at first. Encouraging a growth mindset – where students view new technology as an opportunity to learn and grow – can make a big difference. This can be achieved by introducing tools gradually, providing clear instructions and creating an environment where students feel comfortable asking for help or experimenting with technology.

Overcoming common challenges

Despite best efforts, schools often face several common challenges when rolling out new technology. Knowing these challenges and how to tackle them is essential for smooth implementation.

One of these challenges is budget constraints. Many schools operate on tight budgets, and technology is a significant investment. To overcome this, schools can explore alternative funding opportunities or to consider long-term leasing or subscription models for devices and software, which can help spread costs over time. It is also important when addressing budget concerns to consider the long-term return on investment. Whilst technology has a large upfront cost, many digital solutions can help to deliver cost savings to schools including by reducing energy costs, negating the need to repurchase resources and even maximising teacher time, which remains schools’ most valuable and costly resource.

Resistance to change

Change is often met with resistance, particularly in environments like schools where established routines are the norm. To address this, leaders must focus on clear communication, explaining not just what changes are happening but why they are beneficial. Highlighting tangible benefits – like time-saving benefits for teachers or enhanced engagement for students – can also help reduce resistance.

Security and data privacy concerns

Increased reliance on digital tools raises concerns around data security and privacy. Schools must ensure that their digital strategy includes robust measures to protect student and staff data. This includes using secure platforms, providing cybersecurity training and regularly reviewing privacy policies to comply with legal standards.

As schools increasingly rely on technology to enhance learning and streamline operations, ensuring a smooth rollout of digital resources is more important than ever. By establishing a strong digital strategy, focusing on training, providing support and overcoming common challenges, schools can maximise the benefits of technology for both staff and students. With the right infrastructure in place, school leaders will ensure that they are fully prepared to meet the demands of the new academic year and beyond. L

AlKingsleyisthegroupCEOofNetSupport, chairofaMulti-AcademyTrustandchair ofanAlternativeProvisionAcademy.

Equip your school for success!

Streamline your suppliers, cut costs and save time with Viking, so you can focus on inspiring and educating students

Affordable, sustainable supplies –all from one supplier

At Viking, we’ve been a leading office and stationery supplier since 1990. With extensive experience partnering with educational settings, we can help you streamline your supply needs with competitive prices, quality products, and exclusive perks tailored to meet the needs of your pupils, staff and facility.

Extensive range of quality products

Viking offers a wide range of products tailored for educational institutions. From stationery basics like paper, pens and exercise books, to tech essentials such as monitors and tablets, with over 47,000 products available online, Viking has it all. We can even provide bespoke products, such as printed bound and unbound materials to make school reports, governors’ meetings, and inspection reports hassle free.

Enhanced learning environments and ergonomic furniture

Transform classrooms, offices, and communal spaces with Viking’s bespoke Interior Design Service to create spaces that support both student engagement and staff productivity. Viking can take you through every step of the process, from initial ideas, design concepts to build. We’ll then help you furnish the space with budget-friendly, ergonomic furniture

designed for durability and comfort. Choose from our extensive range of student desks and chairs, storage solutions, and office furniture to make your spaces work for you.

Maximise your budget

We understand that budgeting is crucial for schools. Viking can help you increase your buying power with everyday low prices, significant bulk discounts and regular promotions. In addition, you can take advantage of a wide range of Viking-branded products, which combine high quality with competitive prices. What’s more, as a Viking One member, you could benefit from fixed prices on your frequently purchased items. As your one-stop solution, Viking can also help to reduce time and administration costs by consolidating your supplier base.

Sustainable choices for a greener school

Lead by example with eco-friendly supplies from Viking. Choose recycled and sustainable products to teach students the value of environmental responsibility, and demonstrate how the small action of consciously switching products has a big impact on creating a greener tomorrow.

Want to learn more?

To discover what Viking can do for you, your budget and your school environment, contact us below. M

FURTHER INFORMATION

Email: newcustomer@vikingoffice.eu

Visit: viking-direct.co.uk/schools-shop

The digital divide: the problems it causes for children and schools

With homework often set online, pupils that do not have access to a digital device are at a major disadvantage. Elizabeth Anderson from the Digital Poverty Alliance examines the issue and how schools can help

One in five children across the UK are in digital poverty – meaning they have either no suitable device for learning or no internet connectivity, at home. With homework growingly set online, and a recent survey for us at the Digital Poverty Alliance (DPA) showing that 80 per cent of primary school children, and 90 per cent of secondary school students, are expected to submit homework online at least once a week, this poses a major social issue when we consider aspiration and educational outcomes. At the DPA, we work with thousands of families each year who are disconnected. Where lack of internet access is often considered an issue for older people, the cost-of-living crisis – which comes immediately after a surge in online services – has driven a deep divide around how people can use digital tools. We consider

digital poverty as encompassing the inability of an individual to access online services where, when, and how they need them. Whilst frequently there is a perception that access to a smartphone is sufficient to call someone connected, our research for our Tech4Families programme has shown that this is often impractical where children and young people are trying to create more complex homework or even coursework for high-stakes examinations.

Digital frustration

Anyone whose laptop has run out of battery on a long train journey will know the frustration of attempting to write emails – let alone full reports – on a smartphone. Talking to the University of Sussex who conducted our recent evaluation, parents and students explained that trying to E

It is crucial that all teachers can have a basic understanding of digital poverty, and how different factors play into this

F use learning platforms on smartphones when the sites were designed for laptops was impossible, with many simply not working. Children commented on trying to cut and paste pictures and move through different apps on a phone, and the difficulty that this posed. For children with impaired vision or issues with dexterity, trying to use small screens is challenging.

The result of having no laptop or broadband in the home leads to parents having to find alternatives, which are often difficult. We hear from parents who travel 20 miles to libraries to pay to print homework. We talk to young people who try to borrow time on a computer from friends or relatives, with mothers and parents increasingly feeling that they are failing their children by being unable to afford a device. There are those children who manage with smartphones, often damaged. And then some can’t do their homework at all. Some are kept behind at school to do it (sometimes in detention), and others just fail to engage with homework because it’s seen as impossible.

Support through Tech4Families

Through our delivery scheme Tech4Families, we support children and families directly, and the evaluation of the success of the programme found that 92 per cent of parents felt their child’s motivation to learn had increased purely by receiving a laptop (and where necessary, connectivity alongside this). This shows what huge impact can be had by ensuring that people have the tools that are needed. Yet this support is often patchy. Other DPA research shows that many schools cannot afford to allow families to even borrow devices to take home and that the understanding of digital poverty may be lower. Funding frequently simply doesn’t exist in school budgets to provide one-to-one devices, even though these are now often essential. Even at primary school, we talk to parents whose children are expected to use Microsoft Teams for homework or to use smartphone apps that require children to borrow parental devices. One parent we spoke to – a single mother –particularly struggled with this as the only

smartphone they had was how she received notifications of cleaning or delivery work.

We also know that there is a divide between geographies. In Ayrshire (one of our delivery areas), 17.5 per cent of households are “lapsed or non-users” of the internet – compared to under five per cent in London. We frequently see that rural, coastal, and post-industrial areas see high levels of digital poverty with little infrastructure to provide joined-up support to access keyboarded devices such as laptops or desktops, and the skills to support families to use these devices effectively and safely. For children, many parents reported that their child’s confidence across a range of essential skills – such as saving files, connecting to WiFi, or setting up emails – increased thanks to having the device with some basic training resources. All of this is why we believe that every child needs access to a laptop that they can use within the home environment. Whilst the debate ranges around smartphone use by children, monitored access to a laptop is now essential for learning. Whilst joined-up action is needed by the government, every section of society can help. With 19 million adults currently in digital poverty (and young school leavers the

second most impacted group of adults after the elderly), it’s urgent that we stop the divide rising, as more and more areas of life require online access. Ninety per cent of jobs require online applications; healthcare, banking, and welfare support are all moving rapidly digital.

So what part can schools play?

What costs nothing is understanding and awareness raising. It is crucial that all teachers can have a basic understanding of digital poverty, and how different factors play into this. Lack of devices or connectivity (through affordability, or lack of reliable internet infrastructure). Lack of basic skills – twothirds of the children we surveyed (who had experienced digital poverty) did not know how to change a password. As well as a lack of trust in tech within the family, or no idea of how to sort out tech issues that arise can add to this.

The next step is asking prompt questions to understand access at home. “Do you have a laptop you can use at home?” or “Is there broadband at home?” are simple questions that don’t need to be stigmatising.

For schools that don’t have the capacity to create device-led schemes, providing

offline homework options that don’t force children to use smartphones to write reports, or see parents needing to travel miles for printing, can be the simple solution.

In schools that can consider devices, a lending scheme can be a starting point –ideally with children able to hold onto the device for a whole term, avoiding the bullying that can come from obviously collecting this. Parental contribution schemes (including a scheme run by the DPA, which leverages additional funding) can support a whole year group to access a device, even where some parents cannot afford to contribute.

If every child is expected to submit homework online – which at the current trajectory is very likely imminently – every child needs access to a learning device – a device with a keyboard. But until government funding is a reality rather than a dream, we must all work together to ensure that children are not being left behind, or left to fend for themselves, to create homework and coursework and fulfil their educational potential. M

www.digitalpovertyalliance.org

Commissioning a fire door survey

IFSS provides a number of inspections throughout a building programme, inspecting fire doors once installation is complete, and through ongoing liaison with the provider to ensure compliance

“How much will you charge to inspect our fire doors?” A question I am asked on a regular basis, and of course clients want to know how much a survey will cost before engaging a provider.

I wonder then how “£3,000,000” would be received. Not that well I imagine, unless of course the client has a huge list of assets!

This figure though was the cost of a fire door survey we provided, not the cost to the client though, £3,000,000 was the compensatory figure paid to the client by the FM provider as a direct result of the fire doors they were being paid to maintain falling well below the required level of compliance.

The client suspected that their fire doors weren’t being maintained to the required standard of compliance but needed an ‘expert opinion’ (we don’t generally use the term expert) to present to their legal team, so were engaged to survey the site (a large NHS facility).

NHS sites probably rank up there with schools, colleges and possibly prisons as the most hostile environments for fire doors.

Hospital beds, trollies, cleaning vehicles, refuse bins and the like can all damage fire doors, and of course, even slight damage can dramatically reduce the expected performance of a fire door down to a few minutes.

Maintenance is a critical factor in ensuring the ongoing fire safety of such buildings and of course FM providers are contracted to do exactly this.

Surveying sites in advance of a legal battle is something we do on a regular basis, but it’s not just existing buildings where we provide the service. We’re also regularly engaged by clients to act as a kind of ‘specialist Clerk of Works’ on new building projects. We will provide a number of inspections throughout the build programme, inspecting fire doors as soon as the installation is complete, and through ongoing liaison with the main contractor / installation provider to ensure that the completed building is as compliant as possible. Compliance issues are easier to resolve during the build process rather than afterwards, and of course, the client ultimately holds the purse strings giving them the ‘Ace’ up their sleeve.

Perhaps then when looking to commission a fire door survey, rather than look at the cost of the survey, consider what you may get out of it. M

Cyber security tips for the education sector

Incidents of cyber attack in the education sector are on the rise. So what should schools do? Gareth Jelley, product security manager at edtech charity LGfL-The National Grid for Learning, shares some advice

According to the BBC, figures released by the Information Commissioner’s Office (ICO) show 347 cyber incidents were reported in the education and childcare sector in 2023 – an increase of 55 per cent on 2022, and government data suggests most schools and colleges have identified a cyber-security breach in the past year. So what should schools do? Here Gareth Jelley, product security manager at edtech charity LGfL-The National Grid for Learning, highlights some key points that schools need to address in the near future and some more general advice on how to protect themselves. But first, let’s review some emerging trends.

Attacks through remotely accessible systems

Over the past year, we have witnessed an increase in the number of schools experiencing attacks through their remotely accessible systems. Schools commonly use remote desktop services to allow staff access to internal resources. As the majority of these do not require multifactor authentication,

attackers can easily gain access to school networks by using simple techniques. They can use brute force password attacks, password spraying or successful phishing attacks to log onto the server from the internet, and then launch their attack from inside the network. Multi-factor authentication remains one of the best defences for schools and is becoming more widely used, but is still not in use everywhere.

Aging software

Did you know that Microsoft will end support for Windows 10 on 14th October 2025? Extended support will be available, but schools will need to pay for this. Software updates provide more than new and improved features and speed enhancements to make the end-user experience better, they also contain critical security updates to protect against known vulnerabilities. Security vendors are also likely to increase their costs to support Windows 10 after this date, so schools will need to plan to replace aging equipment, or to budget for increased licence costs. E

F Ineffective cyber response plans

According to the 2022 National Cyber Security Centre (NCSC) Audit, 50 per cent of schools don’t have an effective Cyber Response Plan. Where schools do have a plan, it can frequently miss key information such as how to access admin passwords/encryption keys in the event of an attack, clear guidelines on how to restore systems, and who to notify in the event of an attack, e.g. your cyber insurance provider. Where schools do have plans, they may not have completed a table top exercise to review them. The NCSC has free exercises for this called Exercise in a Box , which is an online resource which helps organisations test and practise their response to a cyber-attack. It is completely free and you don’t have to be an expert to use it.

A disconnect between the senior leadership and technical support

And lastly, we frequently see a disconnect between the senior leadership team and technical support in schools. Planning for cyber threats and risk management activities should be a collaborative effort.

So where is the best place to start?

If you are keen to reduce the risk of a cyber-attack, a great place to start is the Department for Education’s guidance for schools – Cyber security standards for schools and colleges – which outlines the

Did

you know that Microsoft will end support for Windows 10 on 14th October 2025? Extended support will be available, but schools will need to pay for this

standards that your school or college should meet on cyber security and user accounts.

The guidance highlights that cyber incidents and attacks have significant operational and financial impacts on schools and colleges. These incidents or attacks will often be an intentional and unauthorised attempt to access, change or damage data and digital technology. They could be made by a person, group, or organisation outside or inside the school or college and can lead to safeguarding issues due to sensitive personal data being compromised, as well as have significant and lasting disruption, including the risk of repeated future cyber incidents and attacks, including school or college closure. It also risks financial loss, reputational damage, and can have an impact on student outcomes.

What action should schools take? Here is a quick outline of the latest guidance from the Department for Education.

Firstly, conduct a cyber risk assessment annually and review it every term. It’s really important to understand the risks associated with your hardware, software and data if you are to keep students, staff and the wider school or college community safe. Start by identifying weaknesses and put processes in place to help reduce risk. Secure systems to make them more resilient to attacks and prepare a cyber response plan to be implemented quickly in the event of a serious incident to minimise any impact to the school or college.

Create a risk management process and cyber response plan

Start by creating a risk register – collectively identify, analyse, and solve risks before they become problems and place into a regularly tested business continuity plan.

Keep cloud-based and hard copies of your plan/documentation.

Prepare a Cybersecurity Incident Response Plan including instructions on how to respond to a serious security incident, such as a data breach, data leak, ransomware attack, or loss of sensitive information.

Finally, put in place a risk protection arrangement (RPA) cover.

Secure digital technology and data with anti-malware and a firewall

Protect your digital technology and data with anti-malware – a type of software program

created to protect information technology (IT) systems and individual computers from malicious software, or malware; and also a firewall – a cybersecurity solution that protects your computer or network from unwanted traffic coming in or going out.

Control and secure user accounts and access privileges

Implement Role-Based Access Control (RBAC) where the level of access to the network is determined by each person’s role within the school, and employees are only allowed to access the information necessary to effectively perform their duties. Access can be based on several factors, such as authority, responsibility, and job competency. In addition, access to computer resources can be limited to specific tasks such as the ability to view, create, or modify a file.

License

digital technology and keep it up

to date

Replace software and systems that no longer receive regular security updates from their vendors, as this could impact the level of security afforded. And download security patches – software and operating system (OS) updates that address security vulnerabilities within a program or product – as soon as possible to help resolve hardware, operating systems and application vulnerabilities that could be exploited by hackers.

Develop a plan to back-up your data and review this every year

Keep your data in different physical locations (including the cloud) so that you can reinstall current data should a cyber-attack take place.

The National Cyber Security Centre (NCSC) advises schools to make three copies of their data, two of which are on separate devices and one of which is offsite which could include a cloud backup service.

Report cyber attacks

If you have been asked for a ransom, or are a victim of cybercrime, contact Action Fraud , the UK’s national reporting centre for fraud and cybercrime and a central point of contact for information about fraud and financially motivated internet crime. M

FURTHER INFORMATION

For support and further advice please visit Security | LGF

We’re helping schools drive toward sustainability

We’re supporting universities, colleges, schools, and academy trusts on their sustainability journeys, by installing EV charging for staff and visitors.

Changes like this send a positive message to students, and with up to £14,000 of government funding available, plus the introduction of the salary sacrifice scheme for academy trusts’, it’s never been easier.

We offer flexible installation to avoid disruption in or out of term time. And with flexible payment options, 24/7 support, and access to a range of other energy efficient solutions, you’ll be in safe hands with a partner you can trust.

Welcome to Solar-Shield Exterior Shading Solutions

With years of expertise under their belt, Solar-Shield looks at the key role blinds play in shading solutions for educational buildings

At Solar-Shield, we leverage decades of expertise to enhance educational buildings with cutting-edge external shading solutions. Founded by Paul Morris, a third-generation blind maker with over 35 years of industry experience, our company is at the forefront of innovative shading technology. Paul’s extensive background in shading drives our commitment to delivering high-quality products specifically designed to meet the needs of educational buildings and new build properties.

Our mission

As temperatures rise and solar heat gain increases, effective external shading becomes essential for educational buildings. At SolarShield, our mission is to provide tailored shading solutions that not only improve the visual appeal of your facility but also enhance energy efficiency. We recognise that educational environments require comfortable and controlled conditions for optimal learning, and our products are designed to make a significant difference in both comfort and energy consumption.

Our recommended product for educational buildings

Microlouvre Screens, one of our flagship offerings, represent our dedication to quality and innovation. These screens are engineered to deliver superior solar control, effectively reducing heat and glare while maintaining clear visibility. The Microlouvres are precisionengineered to reflect and absorb solar energy, significantly lowering indoor temperatures and decreasing reliance on air conditioning systems. This results in considerable energy savings and creates a more comfortable environment for students and staff alike.

Microlouvre Screens are ideal for educational buildings, offering exceptional versatility and durability. Unlike internal blinds, these screens

are virtually maintenance-free and come with no running costs. Their robust construction makes them highly durable and less prone to damage compared to traditional blinds, ensuring longlasting performance. They are a cost-effective, low-maintenance solution that supports a more efficient and comfortable learning environment.

Why choose Solar-Shield?

Opting for Solar-Shield means partnering with a company that prioritises quality, innovation, and customer satisfaction. With our extensive industry experience and unwavering commitment to excellence, we ensure that every product we offer meets the highest standards of performance and durability. Our solutions are crafted to transform educational spaces into cooler, more comfortable environ-ments, supporting the needs of both students and educators.

Contact us

Learn more about how Solar-Shield can enhance your educational building’s comfort and energy efficiency. M

Accelerating change to achieve a net-zero education estate

The DfE’s sustainability plan says that efforts to achieve a net-zero education sector will ramp up from 2025. Hannah Gains, national education manager at Net Zero Buildings, examines what schools can do to improve the sustainability of their buildings and grounds

In 2023, the Department for Education (DfE) promised to accelerate their progress towards achieving net-zero from 2025 onwards, as the best value for money approach would be understood. Their proposed approach, including new targets, standardised reporting frameworks and effective data-gathering mechanisms, is set to innovate, test and invest in the sector. However, considering the progress made and the potential effects an accelerated approach will have on students, are we as close as we think to achieving a netzero education sector? And how can leaders in the sector get to the finish line faster?

Making slow progress

In April 2022, the DfE published the Sustainability and Climate Change Strategy

for the education sector. However, concerns were raised by MPs last year who believed government progress is lacking as only 20 per cent of England’s school estate will be net-zero compliant by 2050. This is a significant concern as education is currently the largest emitter of carbon from buildings in the public sector. One of the key factors affecting progress is the availability of sufficient funding. For schools to transform their estates to net-zero, they would need around £16.3 billion in funding, a figure that sits on top of a backlog maintenance of £11 billion to simply keep the school safe. In many cases the safety of schools remains a top priority and achieving this alongside sustainable goals is a balancing act schools need to learn how to effectively manage to ensure cost efficiencies and reduce the overall spending. E

F Despite a number of net-zero compliant schools opening since the strategy was introduced, the government’s concerns and issues of funding suggest that we aren’t as close as we should be to achieving a net-zero sector and that the upcoming year will be no different. However, as a shared goal by leaders in the sector, industry stakeholders, government officials and students, everyone has a significant part to play in making this goal attainable. Educational institutions, in particular, can focus on making improvements in and around their estate.

Identify actions

As a starting point, all educational stakeholders from teachers to management should be aligned in a sustainable strategy or specific goals, whether this is issued by the school itself or from the government’s strategy. A change of behaviour could be the driver that is missing or often overlooked in the sector that can deliver the move to net-zero. Once understood and aligned on what a sustainable estate is and how it can be achieved, working collaboratively to make improvements will become part of the school’s wider vision and real progress can start to be made. Going the extra mile to employ a sustainability lead is also something schools should consider to make quicker progress and to ensure that their school is on track to achieving the government’s strategy. Ensuring that someone

in the school is responsible for reducing energy use and being sustainable such as switching off the lights at the end of the day, is an example of a simple change with great financial and environmental outcomes. Improvements can be even simpler than switching off lights. For example, if there is an area of under-utilised grass, deliberately choosing not to remove it and letting it grow to become a biodiverse area is an easy way to increase green spaces. This can be used as a positive natural learning environment for students, without any costs. Some students only experience or have the opportunity to connect with nature when they are at school. This connection improves wellbeing, as even just viewing scenes of nature can reduce anger, fear, and stress. With this in mind, schools should also consider what they shouldn’t change to preserve existing green spaces as well as what should change to develop new ones.

Improving learning spaces

To make initial changes in behaviour, schools should assess all areas of the learning space and understand how it is used to identify areas for improvement. From the lighting to temperature and ventilation, choosing innovative solutions and approaches to address these areas is key to seeing success. There are a countless number of green technologies and solutions to implement, which will lead to better results for estates, E

F such as installing ground-source and airsource heat pumps, solar panels, EV chargers, biomass boilers, LED lighting, measurable energy and rainwater harvesting. However, the effectiveness of these solutions is dependent on the site. Therefore, thorough assessments of how the building is used, who uses it and how often it is used are required prior to making changes to the site.

Making use of available funds

Although making physical changes to sites is a clear gateway to net-zero, a lack of funding inevitably hinders this opportunity for schools. To combat this, schools must make better use of their available funds. After salary, the biggest expenditure used in schools is to estates, and in order to achieve a more sustainable estate, funding needs to be prioritised on making tangible changes rather than short-term, temporary fixes. Currently, managers are trying to be sustainable in their decision making, but their actions aren’t decarbonising the estate. For example, repeatedly repairing an old broken boiler will see schools spending more money each year which could be invested in high performance sustainable technology.

To make the most out of available funds, estate managers must allocate their annual

Although making physical changes to sites is a clear gateway to net-zero, a lack of funding inevitably hinders this opportunity for schools

funding to making physical improvements for the following year, as per when funding is received. Effective long-term planning is crucial and can be a key task delegated to the school’s sustainability lead to develop, update and monitor as well as giving feedback on progress internally and externally.

Prioritising sustainability and accelerating the pace towards net-zero in the year ahead will not only help schools reach government targets but it will also have a significant impact on the wellbeing of students.

Climate anxiety

Climate anxiety is an important concern amongst today’s students, with 59 per cent feeling very or extremely worried about climate change and 84 per cent at least moderately worried. The education sector has an opportunity to address this feeling of fear over climate change, which is associated with perceptions of inadequate action by adults and governments. By being more environmentally conscious and making better long-term choices when it comes to the building and design of school estates, leaders can enable more positive learning environments which will allow students to achieve natural and emotional support.

As they are equally important when it comes to the use of the estate, teachers will also benefit from this shift in behaviour as it will enhance their teaching and workplace experience.

Though there are concerns regarding the progress education is making towards netzero, the government’s pledge to accelerate transformation by 2025 is a move in the right direction. To achieve their objectives, educational leaders must look holistically at their estate and think green, embed the sustainability culture, collaborate, adopt green technology solutions, use their available funds effectively and forefront the impact of students and teachers. M

Are you worried about a flat roof failing this winter?

Schools and academies that react to flat-roof problems as they occur, sustain far greater costs than those who proactively inspect and understand their condition

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

This report includes the data gained from the moisture mapping survey, proving the extent of the works required and proposals for waterproofing options with correct costings. The benefits of this report will provide detailed costs and an exact schedule of works for submitting an application for CIF funding.

Bauder was commissioned to conduct a moisture mapping roof survey on two roof areas over a main building with a total area of 500m2. Our project surveyors were able to measure the moisture concentration within the roof structure to determine the source and extent

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

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

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

If your school is concerned about a flat roof leaking in the near future and you want to receive a courtesy moisture-detection survey, please contact your area specialist below. M

Industry Insight: Keeping school environments clean and looking their best

Schools, like all buildings, are at risk of graffiti. What’s more, busy school corridors, stairwells and classrooms are susceptible to unwanted dirt and scuff marks. So how can schools keep their environments looking their best, without the need to constantly redecorate? Mark Johnson from Urban Hygiene shares some thoughts

As an introduction, please tell us about your company’s history and ethos?

I started Urban Hygiene back in 1999 with the vision of becoming the UK’s number one supplier of anti-graffiti coatings and graffiti removers to local authorities, housing associations and schools. Here we are 25 years later and i’m proud to have achieved our goals.

We’re the UK’s number one in our field and supply more than 20 countries worldwide with our graffiti abatement offerings.

This is hardly surprising when our core product is still completely unparalleled: easy-on AntiGraffiti Clear Glaze is the only coating of its kind to offer 20+ years of graffiti protection from a single coat and be capable of withstanding over 1,000 cleaning operations without ever wearing away of showing any signs of staining or damage.

Urban Hygiene was always built around the ethos that prevention is better than cure and we’ve largely concentrated on our easy-on AntiGraffiti Coating which is still the UK’s number one “true permanent” graffiti resistant finish. But it now so much more to so many people.

You started the business focused on graffiti prevention; how did you realise that the product could be used for other purposes?

During the early 2000s, we saw the big players in the housing market beginning to adopt easy-on

Clear Glaze into their cyclical redecoration programmes. When questioned if this was owing to the large amount of graffiti they were getting, we were surprised to hear that, although they did get graffiti in their tower blocks and high rises, their biggest problem was with scuff marks, dirty hand prints and damage occurring which forced them to move up their redecoration intervals and was costing them huge sums of money.

They had come to the realisation that by applying Easy-On – our 20 year life anti-graffiti coating –over the top of their fresh and newly painted wall areas – they could simply remove any unwanted marks and stains and damage as well as graffiti.

This process was so successful that many of the inner-city housing associations we dealt with actually reported real cost savings in year two and improvements in tenant satisfaction poles as regards the buildings appearances.

Schools have busy corridors, stairwells and classrooms which are susceptible to unwanted dirt and scuff marks, and so it became a no-brainer to move our successes in the housing arena to schools.

Today we count thousands of education establishments as our happy customers, as well as numerous student accommodation and university building managers providers too.

So how are schools benefiting from using your products?

Schools have busy communal areas with high levels of foot traffic, making them susceptible to unwanted dirt and scuff marks, as well as graffiti. Redecorating continuously to keep walls looking fresh is time consuming and costly.

In these times of budget cutbacks and schools trying to get the most for their money, we’re proud

to be providing a product that can help them reduce costs directly and improve KPIs like appearances and environmental impact on society.

Put simply, one coat of Easy-On the next time you redecorate stops the need for any more painting for the next 20 years, so that’s 20 years of savings and 20 years without the disruption, upheaval and resources that annual redecoration of an education establishment creates. Imagine the savings and imagine where this money could all be better allocated, all thanks to revolution in the anti-graffiti coatings industry choosing to see and then use a product in a smarter and more cost effective way.

A surprising benefit of your paint is that it can protect a commissioned mural or wall art. Please tell us about this? There is a different between graffiti art and graffiti vandalism. Where a graffiti mural, piece, design or graffiti style street art is commissioned, then that graffiti artwork’s creator is a graffiti artist. Where a piece of graffiti is not commissioned but rather forced on a building owner, then I consider that to be vandalism. Schools may choose to create wall art to brighten their environment, and I’m pleased to say that our products can also protect wall art.

Known UK wide as “The Anti-Graffiti Kid”, Mark Johnson has become an industry leader in his field over the last 25 years. Dominating the UK’s anti-graffiti coatings and graffiti removal products market, Marks’ company, Urban Hygiene, now supplies thousands of UK schools, housing associations and local authorities with graffiti prevention and removal solutions.

Easy-On Clear glaze – a clear 20-year life anti-graffiti gloss finish – can protect walll art from markings, UV, weathering and traffic film so it can be enjoyed for years to come. M

Mark Johnson, managing director, Urban Hygiene

Sharing SMART damp and mould knowledge

David Bly, managing

director

of

Cornerstone

Management Services Ltd, 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 are keen to share their expertise with a ready-tohand SMART knowledge base aligned to these ongoing issues in buildings.

It is not uncommon for anyone observing mould to believe they are in a wet structure. However, this is not the case in the majority of our investigations. Suffice to add, mould does not always need moisture to develop. However, the sight of mould and the fact it will be releasing a significant number of spores into the atmosphere, it is important the causes are determined prior to an effective removal and not simply a re-paint.

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 and, in the absence of a defined understanding of the structure, why and where it has developed and how to remove it including

its root system are key before the problems escalate.

A key deliverable is to be able to investigate the issues immediately they are observed alongside recognisable solutions and causes and, a new Property Health App with Cornerstone’s knowledge embedded in the process delivers this 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 to learn more of this process. M

Indoor air pollution: why is it a problem?

A lack of regulation aimed at limiting indoor air pollutants is a serious problem. The Building Engineering Services Association explains why

The poor state of indoor air quality (IAQ) in thousands of homes is another powerful argument for a national programme of building retrofits, according to the Building Engineering Services Association (BESA).

The number of children living in damp homes has almost doubled since the Covid-19 pandemic. The figure has risen from one in 14 households living in privately rented accommodation to one in seven in 2022-23, according to the English Housing Survey.

That is almost 1.5 million children living in homes that failed decency standards with serious implications for their health and wellbeing.

Two-year-old Awaab Ishak who died as a direct result of being exposed to mouldy conditions in his Rochdale flat has become the public face of this scandal and the new Labour government has pledged to extend the reach of ‘Awaab’s Law’.

The legislation, which will now apply to the private sector as well as social housing, requires landlords in England to carry out emergency

repairs within 24 hours, fully investigate issues within two weeks, and begin repairs within a further seven days. Failing to meet the deadlines leaves landlords liable to legal action by tenants and having to pay compensation.

“The promise to extend the reach of Awaab’s Law is something we called for during the general election campaign. It goes to the heart of efforts to tackle a growing health crisis caused by appalling conditions in far too many homes,” said BESA’s chief executive officer David Frise.

“The prevention and eradication of mould and damp continues to be a source of great frustration for our industry,” he added. “We understand the problem, which often comes back to inadequate ventilation, but too often the investment is not forthcoming despite this being such a crucial health issue.”

While landlords now face intense pressure to address issues like mould and damp in their properties, the Association recognises that this can be a complex issue with a range of hard to pin down causes and effects. E

F It cites a recent report published by the Royal Society of Chemistry which called for long-term funding for research into the complexities of IAQ and urged policymakers to consider more options for improving air inside homes and public buildings.

Like BESA, the Society believes IAQ remains something of a scientific mystery compared with outdoor air pollution which has been studied extensively. Public awareness campaigns, like National Clean Air Day, are primarily focused on the impact of outdoor pollution from transport and industrial processes with the cocktail of contaminants that create harmful indoor conditions only superficially mentioned.

Lack of indoor air pollution regulation

The RSC report highlighted the lack of regulation aimed at limiting indoor air pollutants such as VOCs which are linked to respiratory problems and nervous system damage. One helpful suggestion was the need for a nationwide “inventory of indoor emissions” to support research and increased monitoring of pollution levels in buildings. It also called for better mechanisms “to enable collaboration between disciplines…and a need for scientists to engage with policymakers, stakeholders and the wider public”.

The building engineering community must be at the heart of that collaboration as it can deliver the solutions given the right regulatory framework and funding –turning the physics and chemistry of the problem into real, practical outcomes.

Ventilation has a critical role to play in addressing many of the sources of indoor pollution that exacerbate a range of respiratory and cardiovascular conditions. In fact, it was recently stated by a leading healthcare professional that better building and facilities management could save more lives than the global medical and social care sectors combined.

While doctors and nurses can treat the symptoms of conditions like asthma and

While doctors and nurses can treat the symptoms of conditions like asthma and poor lung function, their patients then return to their homes and workplaces where the conditions that cause or worsen the problems still exist – and the cycle continues

poor lung function, their patients then return to their homes and workplaces where the conditions that cause or worsen the problems still exist – and the cycle continues.

Air quality remains the world’s biggest “silent killer”, responsible for more deaths than cancer, heart disease, and mental health combined (as discussed on the recent BESA ‘Behind the Built Environment’ podcast ) but unless targets are made mandatory other financial priorities will prevail.

A solution that’s part of the problem BESA members also regularly point out that there is a painful irony in the fact that one increasingly popular ventilation solution is part of the problem. Thousands of mechanical ventilation with heat recovery (MVHR) systems have been fitted into heavily insulated and sealed homes.

Many were never commissioned; they were simply wired up and connected to flexible ducting that has been crammed into the available space without any allowance for air flow. Few are being checked or maintained, and many have been switched off by users because they are noisy. In many cases, they are the only source of ventilation for these tightly sealed and heavily insulated homes and the health impacts are already being seen. The technology itself is not the issue, it is how it is being deployed. The lack of care at installation and absence of long-term maintenance means that a perfectly good solution is undermined.

“There are no silver bullets to addressing IAQ – and no ‘magic box’ air cleaning solutions,” said Adam Taylor, chair of BESA’s Indoor Air Quality group . “Improving IAQ is a building engineering issue that calls for solutions that can be applied throughout entire buildings. E

F

“Individual products do play a big part in this, of course, but they must be part of a joined-up, whole building solution based around fully designed, professionally installed and commissioned systems that are then maintained throughout their lifetime and supported by ongoing measuring and monitoring of airborne contaminants.

“Just as net zero cannot be delivered by single technologies, such as heat pumps, so air quality in buildings requires integrated solutions,” added Taylor, who is also CEO of ARM Environments.

BESA produced its Guide to Mould and Damp last year and this is now being used by social and private sector landlords as a starting place for developing strategies for dealing with a problem that threatens to overwhelm them, but there is a long way to go.

And while the new government has shown willingness to act by its pledge to enforce Awaab’s Law, it is also facing an even wider test of its resolve on air quality in the High Court.

Air pollution campaigning

Nine-year-old Ella Kissi-Debrah was the first person in the UK to have air pollution recognised as a factor in her death following her fatal asthma attack in 2013. Subsequently, her mother Rosamund has campaigned tirelessly both for justice for her daughter and longer-term protection for all children from the damage caused by poor air quality.

Ella’s estate is suing three government departments for compensation over Ella’s “illness and premature death” and the

case is due to be heard by the High Court later this year. However, this case is not about money, but rather, as Rosamund explains, about “holding their feet to the fire” and establishing a “legal right for all children to be able to breathe clean air”.

She added that “not much has happened” since the coroner in Ella’s case published a prevention of future deaths report. Currently, the government is still only committed to reducing air pollution by 2040 which condemns another whole generation of children to an uncertain future.

“It’s high time we had a public health campaign about the impact of air pollution on health,” said Rosamund, adding that a promise to revive the proposed new Clean Air Act was omitted from the Labour party election manifesto despite promises to the contrary.

BESA has been working with Rosamund for some years now. She has become a familiar figure at industry events and a captivating speaker at the Association’s annual conference and awards . She has been hugely influential in raising awareness of the role of ventilation and air filtration in improving indoor environments for health & wellbeing reasons.

“Schools, hospitals, care homes, and social housing are all key areas desperate for IAQ improvements, but they are desperate for other upgrades too. So, legislation will be needed to move air quality from the discretionary investment box to the essential,” said Adam Taylor. M

Industry Insight: empowering schools to thrive

Hayley T Wheeler, founder of EmotionMind and friend of Compass Education, explores how schools can create a culture of wellbeing and utilise technology to have a real impact

School is a microcosm of society, where challenges and triumphs coexist. Reliance on funding and government means competing priorities will always remain. At the heart of this ecosystem are children, staff, and leaders navigating these challenges the best they can in education today.

Teachers are tasked with meeting the everchanging needs of children often without adequate external support. Many believe social care is broken, leaving schools to pick up the pieces. Waiting times for assessments are long, and support for children’s needs is declining. Meanwhile, teachers manage classes, behaviour, and struggle to meet attainment expectations.

It is clear from recent conversations that teachers remaining in the profession are there for the right reasons and are deeply invested. It is our responsibility to support them and their passion for teaching the next generation. Wellbeing, when reduced to a “tick-box” exercise, becomes the breaking point for many teachers. It’s unsustainable for teachers to meet growing student needs without adequate support for their own wellbeing.

In 2022, around 40,000 teachers left the profession for reasons other than retirement, leading to a loss of experienced and passionate educators. Children are affected too. The world has changed—social media and phones affect their wellbeing, behaviour, and learning. What we do now is crucial for their futures.

Senior leaders manage competing priorities, allocating funding, resources, and time to ensure school performance. They play a crucial role in nurturing the wellbeing of the entire school community – students, teachers, staff, and parents. Prioritising wellbeing can foster resilience, engagement, attainment, and happiness. Wellbeing in schools goes beyond addressing mental health or promoting physical fitness. It includes emotional, social, and psychological dimensions, ensuring everyone feels valued and supported. Leaders have the chance to create an environment where wellbeing is a shared priority, empowering all to contribute to a positive school culture.

Achieving this requires a strategic approach – integrating technology, data insights, and a deep understanding of the school community’s unique needs.

Cultivating a culture of wellbeing through a workable framework

Prioritising mental health – providing access to mental health support services, promoting positive coping strategies, and creating a stigma-free environment where students and staff feel comfortable discussing their mental health concerns.

Nurturing emotional wellbeing – fostering a sense of belonging, encouraging empathy and compassion, and teaching emotional regulation skills.

I share Compass Education’s passion for combining human connection with technology and data, to increase the possibility of creating a supportive learning environment

Supporting physical health – promoting healthy eating habits, regular physical activity, and adequate sleep.

Enhancing social wellbeing – creating opportunities for social interaction, fostering positive relationships, and addressing bullying and harassment.

Develop a sense of purpose – helping students and staff understand their role in the school community and how their work contributes to a larger purpose.

Provide early intervention – offering support and resources to individuals who may be struggling with their emotional wellbeing is essential.

The role of technology in supporting wellbeing

Modern Management Information Systems (MIS) can play a pivotal role in helping school leaders capture comprehensive, real-time insights into the wellbeing of their students and staff; supporting a positive wellbeing culture.

Chronicle is a powerful tool, at the heart of the MIS created by Compass Education, that is having a real impact on the wellbeing of school communities in the UK and globally. With Compass schools can:

Gather data-driven insights – track key indicators of wellbeing, such as attendance, behaviour, and academic performance, to identify areas of concern and tailor interventions accordingly.

Personalise support – using data to provide personalised support use students and staff who may be struggling is also a good way to create more time for students to thrive.

Promote communication and collaboration – facilitate communication between school staff, students, and parents to build a strong school community, relationships and support networks.

Our shared vision Chronicle from Compass Education has the ability to build a holistic picture of what is

Meet Hayley, a mental health pioneer, revolutionising the landscape with her EmotionMind Dynamic process. With a unique perspective forged from her personal triumph over depression, she empowers others to unlock their potential. Through her inspiring work, she illuminates the profound connection between emotions and the mind, unlocking the potential for peak performance in business, education, sports, and life.

going on with a child, effectively sharing relevant information and good practice insights to identify key areas of support. Through early intervention and preventative measures, we can help schools foster a culture of wellbeing that allows all members of the education ecosystem to thrive. M

enquires@compass.education compass.education/uk www.emotionminddynamic.co.uk

Hayley T Wheeler, founder of EmotionMind and friend of Compass Education

Engineering a strong STEM provision

Strong STEM provision with practical hands-on lessons is vital to help pupils connect what they learn at school and how it could shape the world. Rebecca Healy, careers inspiration manager at EngineeringUK, explores how this can be achieved

Young people who participate in STEM (science, technology, engineering and maths) careers activities and work experiences are understandably, more likely to be interested in engineering careers. But too few young people fully understand what engineers, scientists and technicians do, the fantastic prospects, and above average salaries on offer. There’s so much more to the sector than ‘bridges and hi-vis jackets.’ “You can’t be what you can’t see” feels very relevant here. Engineering and tech has a wide range of careers due to the breadth of industries, and employs 6.3 million people in the

UK, accounting for 19 per cent of all jobs. But there is a huge skills and labour shortage, and between now and 2030, engineering and tech jobs are expected to grow more than any other sector.

We need more young people to realise there could be a future for them in those careers and this starts by getting more young people excited and enthused by STEM and the earlier that starts, the better. Recent research by STEM charity EngineeringUK and the Royal Society also tells us that making the link between STEM careers and the ways in which they benefit society is a crucial motivating factor, especially for girls, who are woefully underrepresented in the subjects and technical and vocational pathways that lead into engineering.

Educating and inspiring young people that all sorts of skills are needed, from creative skills to problem solving, is also key. There are lots of entry routes in too, which lead on from apprenticeships to T Levels as well as university.

EngineeringUK drives change with the goal of creating a diverse engineering and tech workforce of tomorrow. We aim to inspire and enable young people to see STEM as a career of choice for them, through our range of programmes and wide range of resources accessible to teachers, careers leaders, as well as industry, all of which promote rewarding careers in engineering and technology.

STEM careers provision

Our recent report ‘ Advancing STEM careers provision in England’, looked at the current STEM careers provision landscape in schools and colleges across England. Almost 200 teachers and those in career-related roles in schools were surveyed. Time constraints and funding were highlighted as very real issues. Over a third (36 per cent) said the lack of funding meant that they were unable to support STEM work experience in their school, while 33 per cent cited a lack of capacity to engage more with STEM employers. Worryingly, the report shows a quarter of Careers Leaders are being allocated less than one day a week to fulfil their roles.

It is clear we need a more strategic approach to careers provision in schools and colleges in England and for greater investment in the careers system and infrastructure.

‘Advancing STEM careers provision in England’ makes some realistic recommendations above all calling on the government to publish a sufficiently funded long-term careers strategy, E

F with a work experience strategy running alongside it to help young people understand the many, diverse, personally fulfilling and rewarding opportunities a STEM career holds.

Report recommendations

The ‘Advancing STEM careers provision in England’ report makes a number of recommendations to the government, including implementing a new long-term careers strategy for England with sufficient funding attached to enable schools and colleges to bring it to life. It also calls for the embedding of careers into the subject content of the STEM

curriculum and ensuring that it highlights the diverse range of roles and people working in science, technology and engineering.

The report also says that careers advisers should have the continuous professional development (CPD) necessary to have, and be able to convey, up-to-date knowledge of modern engineering and technology careers.

Developing a work experience strategy that links into and sits alongside a wider careers strategy, as well as adopting an inclusive whole-school approach to careers provision led and guided by the careers leader, are also measures that have been recommended.

The report also recommends that a targeted approach to STEM careers provision is adopted, and to draw on support from local Careers Hubs to more consistently link their careers programmes with local and national labour market information and the connection with future career opportunities

STEM employers

EngineeringUK asks that STEM employers continue to build out their engagement activities aimed at young people in Key Stage 3 alongside an improved offer of work experience opportunities.

EUK Education – the new go to place for STEM education and career needs

EUK Education brings together in one place everything STEM charity EngineeringUK does for teachers and career leaders, to help them inspire and engage young people – the engineering and tech professionals of the future. You may already be familiar with The Big Bang Fair, Climate Schools Programme or our annual campaign, Tomorrow’s Engineers Week. Many young people don’t know what engineers do. EUK Education hopes to change that so they can see how what they learn at school shapes the world we live in. The website is loaded with quality curriculum-linked programmes, lesson plans and resources, accessible funding, engaging activities plus high-quality science, engineering and technology careers inspiration, including motivating role models.

What’s more, they ask that Career Hubs focus on recruiting more local STEM employers to complete the Employer Standards and get actively involved in programmes such as Equalex and Teacher Encounters. EngineeringUK has recently launched a new brand – EUK Education (see box out) to make it quick and easy for schools to access high quality STEM careers inspiration.

Tomorrow’s Engineers Week

A good way to ignite student’s interest in STEM is to take part in Tomorrow’s Engineers Week, which this year took place 11-15 November. The Week offers a flexible and inspiring way for students to discover how their passions can lead to a fulfilling career in engineering and technology. More than an annual campaign; it’s a vibrant celebration of engineering careers. Now in its 12th year, this event, led by EngineeringUK unites schools, employers, professional engineering institutions and people working in engineering and technology to bring diverse career paths to life for young people.

BUILDING FUTURES

Upgrade your STEM program!

Empower your students to become confident, lifelong learners by providing them with a hands-on, playful approach to STEM education using the LEGO® Learning System.

Visit STEMBricks.co.uk today to explore the range of LEGO® Education solutions

How a beloved toy brand is transforming STEM learning experiences

Using LEGO® as an education tool may not be your first thought when considering the iconic building blocks, but Learning Through Play encourages children to build valuable 21st century skills

Traditional education often prioritises memorisation and repetition. While foundational knowledge remains important, it’s no longer enough. With experts predicting Gen Z workers will have six different careers and eighteen jobs in their lifetime – some of which in roles and even entire industries that don’t exist yet – today’s students need to be adept in transferable skills such as critical thinking, problem-solving, collaboration and communication if we are to adequately prepare them for success in the modern workforce. This is where Learning Through Play matters, which embodies Seymour Papert’s philosophy of constructionism and offers young learners a dynamic environment to experiment, explore and build meaning through hands-on interactions. LEGO® Education combines this concept of purposeful play with their familiar bricks, advanced electronics, cross-platform SPIKE™ App and dozens of curriculum-aligned lesson plans to transform any STEM lesson into an exciting adventure.

More than just a toy

As one of the world’s most loved and recognisable brands, many educators initially perceive LEGO as simply a toy – ideal for teachers and parents who don’t feel confident delivering coding lessons or struggle to bridge learnings from other subjects. LEGO Education’s flagship solutions, SPIKE™ Essential for KS1-2 and SPIKE™ Prime for KS3 offer educators a powerful tool for introducing STEM concepts and cross-curricular learning experiences in a way that is accessible and fun for all students.

Real-world skills, real-world impact

By introducing coding and robotics to children in a fun and engaging way, we can spark a passion for STEM subjects and inspire the next generation of engineers, scientists and innovators – roles that our communities and economy vitally need. For years, organisations in the UK have been expressing concerns about the widening skills gap, which is projected to cost the British economy £120 billion by 2030.

Extra-curricular engagement

LEGO Education kits can be used to establish thriving afterschool STEM and robotics clubs, or weekend workshops that attract young families to community hubs such as local libraries. For groups that want a challenge, teams can compete in the national FIRST® LEGO® League competition, which is organised in the UK and Ireland by the Institution of Engineering and Technology.

Invest in the future of your students

LEGO Education’s suite of learning solutions are available for schools, clubs and parents to purchase at best-in-market pricing with free delivery on all orders at STEMBricks.co.ukAuthorised Reseller, Certified LEGO Trainers and official supplier for the FIRST LEGO League in the UK and Ireland. M

FURTHER INFORMATION

stembricks.co.uk

Creating an environment for learning

Tommy Balaam, founder of Captain Fantastic, examines the positive impact of children’s enterainment for students with SEND

I’ll be honest, while I was great at Maths, I struggled with English at school. The words would dance before my eyes. However, it was years later at acting school that I was first diagnosed with dyslexia. My own experiences led me to want to create fun and safe adventures for every child. Inspiration to set up our SEND parties also came from our office manager Ali Warren who has an autistic son, Zac (see Our Autism Journey - Captain Fantastic (captain-fantastic. co.uk ) . As well as our famous parties, we now organise special packages for schools, including wellbeing days and SEND events so everyone is included.

We’d like to ensure that every child like Zac who is on the spectrum or who has sensory issues can enjoy their own party or special event. Sometimes children with SEND can miss out, so we aim to bring the fun to them with our tailored events, working hand-in-hand with schools.

Award-winning charity SPACE

Earlier this year, we teamed up with Awardwinning charity SPACE Hertfordshire https://spaceherts.org.uk/ for their support in developing parties for children with SEND. SPACE Herts are passionate about supporting families of children and young people who are neurodivergent (eg. autism, ADHD, dyslexia, dyspraxia, dyscalculia, Tourette’s and other neurodiverse conditions).

Nicky Chaperlin, volunteer and community engagement manager at Space Herts, commented: “It’s all about creating environments to build confidence, and social opportunities where children and families can be themselves. We have been pleased to work with the team at Captain Fantastic to help develop these inclusive events which support the needs of children with neurodiverse conditions so they can enjoy the party they deserve and that families hosting parties feel confident that their events can cater for the whole class.”

Captain Fantastic’s events

All Captain Fantastic’s events are about silliness, laughter and fun but also include messages about positivity and wellbeing to reward good actions and behaviour. Fun and laughter helps children relax, and gets them into a great place for learning. Our Captain Fantastic entertainers will make their event one of the best school days of the year.

Captain Fantastic has recently been named as Children’s Entertainment Company of the Year at the Prestige Awards. To find out more about Captain Fantastic’s packages for schools, their wellbeing days and SEND parties see: https://captain-fantastic.co.uk/. We also offers 30 minute introductory assembly – including magic, science and wellbeing. M

https://captain-fantastic.co.uk

Ofsted’s new approach to SEND inspections

How is Ofsted intending to improve how it inspects the SEND and alternative provision sector, following the Big Listen consultation?

The ‘Big Listen’ consultation was published earlier this year in an effort to respond to calls for drastic changes to be made to Ofsted.

The consultation gave professionals, children and learners, parents, carers, and the public an opportunity to give their feedback on how Ofsted operates.

One of the biggest concerns that drove Ofsted to conduct the ‘Big Listen’ was that they were not meeting the needs of children and young people with special educational needs and disabilities (SEND). It said in the report: “We will increase our focus and scrutiny on how providers are meeting the needs of children and young people with vulnerabilities such as socio-economic disadvantage and special educational needs and/or disabilities (SEND).”

Ofsted added that SEND provision is in their top five priorities for change.

Ofsted chief inspector, Sir Martyn Oliver, said: “I promised the Big Listen would be

followed by real change. This is the beginning of a new chapter for Ofsted as we reset our priorities, refine our practices and rebuild our relationships. We want to retain the confidence of the children, parents and carers we work for, and regain the respect of the committed professionals we work with.

“We will always strive for higher standards for children, particularly the most vulnerable children. We share that aim with thousands of brilliant people working in education and social care. We are determined to win back their trust and work together in the interests of children and learners.”

Education Business looks at what criticisms have been made and how Ofsted has said it will address these concerns.

Private equity firms

One of the ways Ofsted said it will change is by tackling how private equity firms are often capitalising on vulnerable children’s lives. E

Ofsted cited “a growing population of severely absent children” as a concern. The inspectorate said it suspects many children are missing school because they are vulnerable and are in and out of both registered and unregistered AP

F It said: “We are aware that some registered children’s homes have become an investment vehicle for private equity, often based overseas. These companies also own much of the fostering agency market, as well as hundreds of SEND providers and independent special schools.

“This means some firms can profit from multiple aspects of a vulnerable child’s life: their home, their school, their additional support, or their move into foster care.”

Ofsted added that while many private firms do a good job, they are “worried about the risks of so many services supporting vulnerable children being held in so few private hands.”

In the report, Ofsted said one way to improve the situation is to “hold to account those who look after the most vulnerable children. It added that it does “not have the right tools to regulate” these private companies, and want to work with the government “to improve the oversight of these groups through upcoming legislation.”

The local SEND inspection debate

Another aspect of provision that ‘the Big Listen’ examined was area SEND services, with the acknowledgement that they need to identify where local areas need to improve, then make sure local leaders are supported to do this.

Prior to the consultation, many parents and carers argued that their biggest frustrations were with the system itself.

Ofsted used this as a reason for inspections to continue across local areas, and said that inspection in these areas is “critical”.

It said: “We need to find these issues and highlight them, whether they are local, regional and/or systemic national problems.

“We undoubtedly need to improve how we inspect the SEND and alternative provision (AP) sectors. We will call for improvement at all levels, whether that is at provider, local authority or national government level.

We need to make sure the whole system puts the most vulnerable children first.”

Attendance

Ofsted also cited “a growing population of severely absent children” as another concern. The inspectorate said it suspects many children are missing school because they are vulnerable and are in and out of both registered and unregistered AP.

It said the government’s upcoming legislation to introduce a ‘children not in school’ register is needed to curb the issue so they can use that data to inform new annual attendance and off-rolling reviews, as set out in the government’s manifesto to address this growing crisis.

There are an estimated 20,000 pupils placed in unregistered alternative provision (AP).

“Through our unregistered schools investigations,” Ofsted said, “we have found too many unregistered providers that operate in appalling conditions. We have found some run by people with criminal backgrounds, and some we fear may be grooming young pupils for gangs.

“In the vast majority of cases, children are placed in these settings by local authorities and schools, despite children not receiving suitable education or support in them. We

want to work closely with the government to end this unregulated market once and for all.”

Ofsted added: “We will use every tool at our disposal to raise standards in SEND provision and AP. Last year, we started inspecting fulltime online education providers. We do this through a voluntary accreditation scheme overseen by the Department for Education. This is part of making sure that there is oversight of the education of all vulnerable children. Some of these online providers cater for children with the most complex needs.”

Ofsted Academy

Ofsted also said it was establishing the Ofsted Academy to improve SEND training and to recruit SEND specialists from the sector.

It said: “We aim to make sure no inspector goes into a mainstream school, special school or AP without a deep understanding of what good SEND provision looks like. We will also consult on including a new ‘inclusion’ criterion under the reformed education inspection framework.

“This will evaluate whether schools are providing high-quality support for disadvantaged and vulnerable children, including those with SEND.”

Why the correct floor is vital for dance

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

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 peoples’ education and learning. 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, enabling all those in education to have safe floors that have specifically designed for dance.

Harlequin Education Packs include roll-out vinyl dance floors and a sprung floor option. They can be easily rolled up and stored away 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. For further information and advice on specifying the right floors for dance contact our technical team today. M

FURTHER INFORMATION

+44 (0) 1892 514 888 enquiries@harlequinfloors.com

Widening access to the arts

At a time when arts provision in schools is at risk and access is unequal, a creative curriculum with high-quality arts provision is vital. Jane Ball, deputy head of school engagement at the National Theatre, explains why this is important and how schools can improve their arts provision

Since 2010, there has been a significant decline in the take up of arts subjects, with 42 per cent less GCSE entries. Fewer specialist teachers are being trained and schools are under pressure to prioritise core subjects, meaning that opportunities to take part in the arts and develop creative skills are becoming increasingly limited. The arts, however, are a vital part of a broad and balanced education. An arts-rich education provides opportunities to think creatively, solve problems and develop critical responses; skills which are valuable both across the curriculum and in future employment. We also know that access to the arts has a positive impact on the wellbeing of young people.

A recent Skills England report found that creative thinking is one of the key essential employment skills projected to be most in demand by 2035. However this year, the DCMS published data showing that 30 per cent of job vacancies in the UK’s thriving cultural sector are down to skills shortages. Arts organisations

like the National Theatre have an important role to play in supporting schools and teachers to inspire and create future theatre-makers and audiences, as well as boosting key transferable skills for a career in any sector.

Engaging with young people

As the National Theatre, we aim to reach every young person in the country through one of our productions or learning programmes, before they leave school. Through a combination of in-person and digital engagement, we hope that students can experience the magic and spectacle of theatre, wherever they are in the country. We work at scale to inspire creativity, spark imagination, boost skills and open career pathways.

Over the last few years, we have expanded and adapted our offer for schools in order to meet changing needs. Alongside live performances in London and on tour nationwide, we also offer an online streaming service, digital classroom resources, training for teachers E

F and a range of workshops and events for students. We know that due to time and budget constraints, it is becoming increasingly difficult for teachers to take pupils on school trips or to the theatre and so it is even more important that we create accessible ways for teachers to engage with us and provide creative opportunities for their pupils. We consult with teachers in the planning of all of our work and aim to make it easy for teachers to integrate resources into their curriculum.

In 2019 we launched the National Theatre Collection, our educational streaming service, which allows teachers and students to watch 70 world-class theatre productions in the classroom. The NT Collection is available free of charge for all UK state-funded schools and via a subscription for independent schools and other educational institutions worldwide. Teachers can show plays in their entirety, or focus in on particular scenes. The resource is designed to directly support curriculum learning. It is most widely used by GCSE and A Level English and drama teachers, who use it in the teaching of a set text, to explore contemporary theatre practice or prepare students to write a live theatre review. GCSE English students can see Macbeth or Romeo and Juliet come off the page, with vibrant productions that aid their understanding of character, interpretation and Shakespeare’s use of language.

An arts-rich education provides opportunities to think creatively, solve problems and develop critical responses

Drama and English students can explore some of the newer set texts that aim to diversify the curriculum and enable students to see themselves reflected in theatre and literature. Productions like Small Island, Barber Shop Chronicles and The Great Wave enable students to engage with and understand global stories. Many schools also use it to introduce their students to the magic and joy of theatre, setting up whole-school screenings to share the experience of Peter Pan flying to Neverland, or the Hispaniola rising from the stage in Treasure Island. The productions are supported by an ever-expanding bank of learning resources, written with or by teachers and responding to curriculum requirements.

Resources for teachers

Alongside the NT Collection sits our Learning Hub, a searchable library of short-form video and PDF resources which are designed to support teachers in accessing and teaching

a more diverse range of work, open up the practice of leading contemporary theatremakers and inspire students to explore a broad range of theatre. One example of the many resources is Practitioners in Practice, which was conceived by theatre practitioner and director Katie Mitchell with the NT and in consultation with drama teachers nationwide to bring contemporary theatre practice into the classroom. Made up of a film for students and a supporting education pack for teachers, the resource explores Mitchell’s unique style and methodology, and the methods students can use to replicate her work in classroom settings with varying resources and budget. Practitioners like Katie Mitchell also play a key role in the continuing professional development opportunities that we create for teachers.

Each year we run a two-day Drama Teacher Conference, where teachers from across the country come together to take part in workshops with leading artists. Drama teachers are an integral part of the ecology of the theatre industry, inspiring and developing future artists, and the conference is an opportunity celebrate them. It’s also an opportunity for valuable peer-to-peer learning, with teachers sharing the brilliant work they’re doing in their schools with each other. This year, we’re delivering the conference in partnership with Lowry and they will be hosting it in Salford – we’re hoping to welcome lots of new teachers to the event.

Partnerships

Our partnership with Lowry is a longstanding one. They are part of Theatre Nation Partnerships, an Arts Council-Funded initiative which has seen regional venues come together with the National Theatre to widen participation in the arts and develop and sustain audiences in areas of low arts engagement. One of the successes of the project has been a programme of schools touring, enabling young people to see high-quality live theatre in their school. Last year, 10,000 secondary school students from all around the country saw a production of Jekyll & Hyde. At the start of 2025, a production of The LeftBehinds, a new play co-created by Bristolbased playwright Ross Willis and director Ned Bennett will embark on a national tour. The aim of the schools tour is to reach young people who have little or no experience of live theatre. School halls are magically transformed into a theatre-space for the day and hundreds of students sit, in the comfort of their own school environment, transfixed by the performance.

At the end of each show, students have the opportunity to ask questions of the actors and stage management team, not only to find out more about play, but also about the people who make it. It’s a great opportunity for us to be able to showcase creative careers.

Career opportunities

Opening up careers in the industry and creating pathways into it for all young people is another important area of our work. This includes programmes like Young Technicians, which introduces young people to a range of backstage and technical roles and gives them hands-on experience and our thriving apprenticeships scheme.

This is just a snapshot of what the National Theatre is doing to inspire and train our future workforce and to address the growing skills shortage we know exists across the sector.

At a time when arts provision in schools is at risk and access is unequal, we are advocating for a creative curriculum with high-quality arts provision. We are committed to working with schools and teachers to widen access to the arts and inspire young people. We urge teachers to find ways to bring creativity into the classroom as often as they can, to watch a production, use our resources, join our CPD opportunities and share the joy of theatre with their students.

To find out more about upcoming opportunities for schools and teachers please visit the website below. M

www.nationaltheatre.org.uk

A smart choice for UK schools pursuing net zero goals

As the UK government calls for all sectors to unite against climate change, many schools are transitioning from traditional vehicles to zeroemission light utility vehicles

The Goupil utility vehicle range, exclusively supplied by Bradshaw Electric Vehicles in the UK, has gained popularity, especially among independent schools. In the past 18 months, notable institutions like Bedford School, Peterborough School, and St. Peter’s School in York have adopted these eco-friendly vehicles.

The Goupil range, featuring customisable options and two models—G2 and G4—perfectly suits large estates, even those with public road access. Their low maintenance, generous payload, and compact design make them practical for various tasks.

At Peterborough School, the G2 pick-up, affectionately named ‘Sheldon’ by students, is used for transporting goods and equipment between the school’s 15 buildings and for waste collection across its 10-acre site. Similarly, Bedford School employs its G4 model to support site management with tasks ranging from waste handling to moving supplies throughout the extensive grounds.

St. Peter’s School, the third oldest in the UK, chose a specially designed G4 Box Van to facilitate the transportation of food and

other necessities within the school and the surrounding community.

The rise in Goupil vehicle purchases aligns with British schools’ efforts to accelerate sustainability plans as the nation moves closer to the government’s goal of decarbonising the economy by 2050. Ramsy Labassi, marketing manager at Bradshaw Electric Vehicles, anticipates that more schools will follow this trend, recognising the vehicles’ versatility and zero-emission capabilities.

Ramsy noted: “It’s fantastic to see our Goupil vehicles being embraced by some of the UK’s most revered schools. Climate change has become a pressing global issue, prompting organisations to seek sustainable, environmentally friendly alternatives without sacrificing performance.”

He added, “The Goupil vehicles meet various needs, whether for waste management or transporting goods, while offering a carbonfree alternative to petrol or diesel vehicles.”

The ability to customise Goupil vehicles is another significant advantage. The G2 & G4 models can all be adapted with specialised body options to suit applicational requirements.

In summary, as UK schools increasingly prioritise sustainability, the Goupil EV range stands out as a reliable and effective solution for achieving their environmental goals. M

School trips and their role in hitting sustainability and wellbeing targets

When school budgets are squeezed, it’s important to get the most from any money spent. Outdoor education trips are an investment that can repay you many times over when measured against educational, sustainability and wellbeing targets, writes the Field Studies Council

Student mental health and looming sustainability targets are just two of the many pressing issues facing school leaders, so it would be easy to overlook the huge impact the humble field trip can have on both.

It’s long been known that outdoor education enriches learning experiences and academic success as well as supporting physical and mental health by fostering a deep connection with nature and the environment.

As well as all this, getting your pupils outside for some hands-on learning can help you meet your sustainability targets as well.

When school budgets are squeezed, it’s important to get the most from any money spent. Outdoor education trips are an investment that can repay you many times over when measured against educational, sustainability and wellbeing targets. E

F Climate targets

The Department for Education wants all education settings to have a climate action plan in place by 2025, showing the steps they will take to address climate change, promote sustainability and foster environmental stewardship.

Plans should include things like an initial assessment of current carbon and environmental impacts and clear measurable goals in areas such as improving energy consumption, waste reduction, increasing recycling, promoting food sustainability, greener travel and enhancing biodiversity.

Schools are also expected to show how they intend to integrate environmental learning into all aspects of the curriculum and how they can improve opportunities for students to access and connect with the natural world.

The Field Studies Council, the UK’s leading environmental education charity, is one of the key organisations working to help schools achieve their sustainability targets while boosting the mental and physical wellbeing of pupils.

Field trips encourage curiosity and exploration, allowing pupils to gain a deeper understanding of the curriculum than they would in the classroom

Jo Harris, education manager for the charity, said: “From our experience, engaging young people with the need to tackle the causes and effects of climate change isn’t an issue. Young people themselves often drive the changes needed as they recognise the need to safeguard the environment they live in.

“Environmental education – hands-on, practical and real-world experiences of geography, biology, and other subjects they study in the classroom – gives young people the tools to use their enthusiasm and engagement to create real change.

“Since 2012, we at the Field Studies Council have cut our own carbon emissions by 75 per cent. In 2019 we launched an ambitious plan which included measures such as switching to greener energy sources, improving the efficiency of buildings and reducing travel.

“Pupils who stay with us for a residential visit not only reinforce their academic learning, they return to the classroom brimming with practical ways to make a change after seeing the small simple steps working in practice.”

Sustainable meals

One of the main areas in which schools can improve their sustainability while simultaneously looking after the wellbeing of pupils is food. Healthy, nutritious and filling meals are vital to support pupils’ learning and physical and mental development, and sustainability should be one of the key considerations when planning school meals.

The cost of living crisis means many parents aren’t able to give their children the best nutrition, but there are steps schools can take to help bridge the gap.

The Fields Studies Council, for example, now prioritises sustainable meat and seafood and provides an exclusively vegetarian or plant-based menu one day each week.

Scrutinising where food for the education centres comes from has also helped reduce food miles and the charity’s carbon footprint. It has also banned single use plastics in kitchens and dining halls and recycles used cooking oil into biodiesel. Careful monitoring and portion control has reduced food waste, and any waste that is created now goes to a specialist collection service instead of landfill.

Students have been happy to accept these changes once the reasoning behind them is explained, and they are all changes that schools can implement themselves. Experts from the Field Studies Council are happy to work with schools to provide advice on how to get started. E

F Trips in the fresh air

The Field Studies Council has been providing residential and day trips for primary and secondary school pupils for more than 80 years from its network of centres around the UK.

As well as being a leading voice on environmental issues, the charity has long championed the value of outdoor residential learning as part of education and will continue to lobby for it to be firmly embedded in the curriculum as part of the current review.

All pupils benefit from hands-on realworld experience to back up their academic lessons. Outdoor learning helps develop problem-solving and critical thinking skills, as well as resilience. A residential trip might be the first experience a young person has of being away from home, allowing them to learn independence in a safe environment.

Field trips encourage curiosity and exploration, allowing pupils to gain a deeper understanding of the curriculum than they would in the classroom. Practical learning also helps pupils who struggle to focus in a classroom to find a connection with the subject matter, and it helps students to see how all areas of the curriculum – science, humanities, language, history, numeracy, literacy and even PE – are linked in the real world.

The physical health benefits of being active and outdoors are well-known, but outdoor learning brings many more psychological benefits as well.

There is evidence that lessons learned outdoors are retained longer, helping to boost academic performance. Learning new skills also improves confidence, while having to tackle

problems both individually and as part of a group helps with resilience, decision making, risk management and leadership skills. Engaging with nature has also been shown to have a measurable effect on stress levels, reducing anxiety and depression and boosting an overall sense of wellbeing.

Mindfulness

Many young people live in chaotic environments full of noise and stimuli, especially when digital overload is added into the mix. When there is little time for mindfulness, spending time in nature is an opportunity to switch off from the noise and relax in a calm, peaceful environment, allowing the body and mind to live in the moment for a short time.

Connecting with nature on a practical level also helps students to understand the need to tackle climate change in a far more meaningful way than they would from reading a book or watching a documentary. If pupils can see how the environment relates to them, they will be more invested in looking after it. We cannot overlook the very real need for young people to develop relevant fieldwork techniques which will enable them to apply for jobs and succeed in the environmental sector. It is easy to ditch field trips when money is tight but getting your pupils outside could be one of the soundest budget decisions you make, and the payback in terms of mental health, academic and sustainability gains will be more than worth it. M

OpEx a ‘game-changing’ opportunity for schools

Research from the Institute of Schools Business Leadership (ISBL) has highlighted the numerous benefits of operational excellence implementations in schools and trusts

Schools and trusts could see significant increases in operational capacity by adopting operational excellence approaches increasingly seen in the commercial world and other parts of the public sector.

That’s according to a new in-depth report commissioned by the ISBL, supported by the Association of School Business Officials (ASBO) International.

Based on dozens of examples of operational excellence (OpEx) implementations in organisations from a wide range of sectors, types of work and levels of maturity, A study into the applicability of OpEx to education systems asserts “with confidence” that most schools and school trusts have a minimum operational capacity creation opportunity of 20 to 30 per cent if they regard teachers and pupils as customers, applying improvements across their central functions such as finance, HR, payroll, procurement, contract or supplier management, technology services and estates management.

The report and framework launched in October, together with details about executive leadership and governor awareness webinars, a pilot OpEx foundation course, and a pathway to become an accredited OpEx practitioner. OpEx is defined as “the cultural transformation and technical enablement of an organisation that allows it to perform optimally and achieve its strategic objectives”. The report

claims the approach could help to reduce and even eliminate waste from a range of tasks and processes over time.

The research reveals that just 20 per cent of trusts have currently adopted the OpEx approach. This creates a “game-changing opportunity for the vast majority of trusts and the wider sector,” said ISBL CEO Stephen Morales.

“OpEx is the natural next step in the sector’s improvement journey,” he added. “At its basic level OpEx is about reflecting on what we do and asking ourselves the question: are there incremental improvements that can be made? OpEx is a major opportunity to improve if schools and trusts accept that there is an improvement journey to go on,” he said.

The report insists that OpEx is not a complex methodology and that its power is in simplicity and adaptability. It is applicable in all schools and trusts large and small, adding that “consistent, committed leadership and a willingness to tackle old problems with a new mindset,” will be at the heart of its success.

The report includes a practical, hands-on framework for using OpEx approaches in schools and trusts of all sizes.

You find out more and access the full report here: https://www.isbl.org.uk/opex. M

https://www.isbl.org.uk/opex

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