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Issue 30.3 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Wrap up the year with Viking! Sort out this academic year’s paperwork with our filing and storage solutions! From student records to essential documents, we have everything you need to store and organise efficiently. Whether you’re looking for folders, archiving boxes, filing cabinets, or even shredders for confidential waste – Viking has you covered! Plan ahead and stock up on: ✓ Paper, card, and laminating pouches – perfect for awards and certificates ✓ Document and presentation wallets – ideal for end-of-year presentations ✓ Postage stamps, envelopes, Ink & Toner – essential for end of year mailing What’s more, our professional print services – are ideal for branded school reports and statements! Viking is your one stop shop for your entire facility. Take a look at our ranges of: 📕📕 Classroom stationery and tech � Cleaning supplies and equipment � Canteen and staffroom catering � Office and classroom furniture � Building and grounds maintenance tools With over 47,000 products online and free next-day delivery, we have everything your education facility needs to wrap up the year! Get organised today:

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Contents

Contents Education Business 30.3 7

NEWS

INSPECTIONS

SEND

EDUCATION BUSINESS LIVE

NURSERY FUNDING

DESIGN & BUILD

EDUCATION TECHNOLOGY

ESTATES MANAGEMENT

FIRE SAFETY

SUSTAINABILITY

EV CHARGING

Education Business magazine

EDUCATION TECHNOLOGY

SECURITY

CATERING

www.educationbusinessuk.net Issue 30.3 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Your school is more than a collection of classrooms Visual Campus Across-site display communication for your entire education establishment.

From schools through to colleges and universities, Philips Visual Campus delivers on any display demand. For any location – inside the classroom, throughout your buildings, and around the grounds. A truly connected display solution for every educational setting. Of course, your learning spaces are at the heart of your establishment. From classroom TVs through digital signage to interactive and collaboration screens, Philips education displays bring state-of-the-art solutions that support and improve teaching and learning. And extending the experience throughout your setting, the trusted quality of Philips Professional Displays delivers so much more. From creative videowalls for your reception or giant dvLED for sports facilities and theatres. Clever wayfinding around campus, digital menu boards in the canteen, or cutting-edge TVs for your student dorms. You will find it all covered with Philips Visual Campus.

News

TRAINING

Teacher apprenticeships to shorten to nine months To encourage more teachers to take up the profession, the government has announced it will slash postgraduate teaching apprenticeship (PGTA) courses from twelve months to nine, aligning them with the school year. Courses currently run from September to September, meaning trainees often wait months before being able to start their careers in teaching, as well as making it challenging for school to support apprentices while training. The change, to be made in August this year, is part of the government’s wider mission to recruit 6,500 teachers. The PGTA has seen a 58 per cent growth over the past few years, with more than 1,400 people gaining places and 2,800 eligible applicants unable to secure a coveted place. Schools minister Catherine McKinnell said: “Recruiting and keeping high-quality teachers in our classrooms is the single biggest driver of high standards in schools, which is why our Plan for Change has a clear commitment to recruit an additional 6,500 expert teachers by the end of this Parliament. “Our schools are crying out for more expert teachers, and this government will continue to pull every lever it can to plug the gaps and build on the green shoots we are already seeing. “Bringing teaching apprenticeships in line with the school year is not only logical, it will open the doors for more and more people to become brilliant teachers, shaping the lives of the next generation.”

QUALIFICATIONS

Exam certificates to start going digital from this summer Exam certificates are to be modernised and made digital from this summer onwards, the government has announced. Exam certificates will now be stored in an Education Record app so that they are all in once place and can be easily accessed when applying for further education, apprenticeships, or employment. More than 95,000 young people in Greater Manchester and the West Midlands will receive their GCSE certificates in the app this summer, ahead of a national roll out. The government estimates that this move could save schools and colleges up to £30 million each year once the full roll out is complete. The Education Record app is part of a wider government initiative to overhaul how the public sector uses technology. Education minister Stephen Morgan said: “It is high time exam records were brought into the 21st century, and this pilot will allow schools and colleges to focus on what they do best: teaching the next generation rather than being bogged down in bureaucracy. “This government is slashing red tape through our Plan for Change to drive growth, cut admin for teachers and give tens of thousands of young people more opportunities to get on in skilled careers.” READ MORE

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Business Information for Education Decision Makers

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News

UNIFORMS

Most parents would accept ‘active’ uniform policy Three-quarters of parents would support schools adopting an Always Active Uniform policy to encourage more active and healthier lifestyles for children, according to Youth Sport Trust research. With National School Sports Week 2025 fast approaching (16–22 June), this year’s theme is ‘Always Active’, and the Youth Sport Trust is urging schools across the UK to sign up and take part in a campaign designed to get children moving throughout the day. The concept behind the Always Active Uniform is simple: a flexible, comfortable, and durable uniform designed to encourage daily physical activity. Unlike traditional school uniforms, which can be restrictive and inhibit movement, the Always Active Uniform supports children in embedding movement throughout the day, from PE lessons to break time to active learning. The research finds that 74 per cent of parents who have children aged 4 to 11 would support their child’s school to have an Always Active Uniform policy. Sixty-seven per cent of primary school teachers would support their school adopting an Always Active Uniform policy. Sixty-three per cent of parents who have children aged 4 to 11 agree that an Always Active Uniform policy would be beneficial for their child’s education and development. The findings highlight an opportunity to rethink traditional school policies and make daily movement a normal, accessible part of every child’s education...

STEM

£8.2m to get more girls studying advanced maths The government has announced £8.2m of funding to get more girls studying advanced maths so that more girls can progress into AI related careers. Currently only a third of A level maths pupils are girls, while currently only 22 per cent of professionals working in AI related roles like software engineer or data science are women. The funding, part of the refreshed Advanced Maths Support Programme, will target support to thousands of pupils from 400 disadvantaged secondary schools – breaking the link between background and success. Education Secretary, Bridget Phillipson, said: “Today’s brightest maths minds are tomorrow’s AI pioneers, and this government is opening the door for groups who have so far been left behind in the AI revolution. “Through our Plan for Change we are breaking down barriers to opportunity, backing our young people and going further and faster for AI growth, ensuring the next generation can progress in the exciting careers of the future.” The updated Advanced Maths Support Programme includes pilot teacher training and student enrichment courses on the key maths concepts and skills needed for AI and this will benefit 450 students and 360 teachers from September... CONTINUE READING

Issue 30.3 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Is your school a Is your school a

Parent-Friendly School? Power up your school’s parent participation Parent-Friendly Schools is the UK’s most comprehensive framework to assess parent participation with over 325 measures, brought to you by Parentkind. As the UK’s biggest parent charity, we’ve 68 years of experience in bridging home and school life to raise educational outcomes. Our accreditation helps celebrate great practice in your school and point to areas of development to raise attendance, attainment and wellbeing through greater parent participation.

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Nimmi Patel, head of skills, talent & diversity, techUK

Feedback sought on British Sign Language GCSE Ofqual has launched a consultation on the rules that will govern the assessment of the new GCSE in British Sign Language (BSL). This second Ofqual consultation follows collaborative work over the last 18 months to ensure the new qualification will be high quality. This has involved working with awarding organisations and BSL specialists, including those within the deaf community. Amanda Swann, executive director for general qualifications at Ofqual, said: “The GCSE in British Sign Language presents a great opportunity for more people to learn this important language. We recognise the positive impact this could have to improve communication between deaf and hearing communities, and we encourage everyone to share their views in response to our consultation.” This consultation addresses the specific rules exam boards will need to follow when developing the qualification. The Department for Education sets the curriculum for the new GCSE in BSL while Ofqual ensures the assessments are valid, reliable and fair for all students. Following the consultation and review period, Ofqual expects to confirm its decision on the qualification rules in autumn 2025. From that point, interested exam boards will develop their specific offers, which must then go through Ofqual’s accreditation process...

News

GCSES

Comment: techUK’s Nimmi Patel

Curriculum review? Try curriculum overhaul The phrase ‘curriculum review’ suggests that only a few tweaks are needed. But it’s clear what we need is not a review, but a fundamental overhaul of how and what we teach young people. The current curriculum has struggled to keep pace with technological advancement, leading to a concerning decline in participation in technical subjects. There are substantial disparities in access to computing education that particularly impact disadvantaged communities and underrepresented groups. These challenges are deepened by a shortage of qualified computing teachers and inadequate integration of digital skills across the broader curriculum. techUK surveyed parents and guardians working in tech to find out what they think the future of work holds for their children and how well our education system is preparing them for the jobs and labour market of tomorrow. Results showed that most children aren’t taking computing qualifications, despite their relevance to future careers. A weak student appetite for computing education can be explained in part by a curriculum that is failing to inspire students on the diverse opportunities presented by tech. The government’s Curriculum & Assessment Review interim response recognises this need for change. But recognition alone is not enough. Real transformation will require bold collaboration between government, schools, and, crucially, the tech sector. Government has established a new Digital, AI and Technology Task and Finish Group made up of sector and digital experts. The group will advise on what changes can be... CONTINUE READING

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Issue 30.3 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

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Government teacher pledge faces uncertainties A new report from the NAO suggests that, despite the government budgeting £700 million last year for initiatives to address the nationwide teacher shortage, there are still 4,000 vacancies across secondary schools and further education colleges. In July 2024 the government pledged to recruit 6,500 additional teachers by the end of the current Parliament – Spring 2029 at the latest – but the NAO found, given the forthcoming spending review, it is not yet clear to what extent this will address current or future shortages. Since 2018, more teachers have been recruited than left the profession each year; however, there is a growing number of secondary school pupils, which is expected to peak in 2028, and teacher numbers are already failing to increase in line with students. Between 2015/16 and 2023/24, secondary teacher numbers increased by three per cent to 217,600, while secondary school pupils rose by 15 per cent to 3.7 million. Growing pupil numbers will later affect further education, with DfE estimating a need for between 8,400 and 12,400 more teachers by 2028/29. The report uncovers that the most cited reasons schoolteachers leave the profession is due to work overload or stress. DfE has missed its target for those starting to train as secondary school teachers in nine of the ten previous years, missing its targets for 13 out of 18 subjects in 2024/25 including physics (31 per cent of target met), computing (37 per cent of target met), and foreign languages (43 per cent of target met). It exceeded targets for classics, history, biology, physical education, and English...

News

RECRUITMENT

More top news stories from www.educationbusinessuk.net One in four school leaders are planning to leave: READ MORE Almost 3,000 Childline calls for anger issues: READ MORE Employers concerned AI-use misrepresents student skills: READ MORE New NAHT president outlines urgent action for children: READ MORE Chair of Child Safeguarding Practice Review Panel chosen: READ MORE New measures to lower school uniform costs: READ MORE SCHOOL IMPROVEMENT

Regional improvement teams to expand reach The government’s Regional Improvement for Standards and Excellence (RISE) teams are expanding their reach from an initial 32 schools, to more than 200 – reaching over 120,000 children. RISE teams specifically help ‘stuck’ schools who have had consecutive poor Ofsted judgements. There are more than 600 of these in the country and are attended by more than 300,000 children. These 32 pilot schools have already received improvement plans drawn up by the RISE advisers, who have worked with the school’s responsible body, and have been paired with supporting organisations, including high-quality multi-academy trusts, who will support and expertise to assist schools on their improvement journeys. Expanding the schools targeted by the RISE teams comes as RISE advisers are expanded, with an additional 45 joining the team this week to bring the total up to 65. RISE teams are backed by £20 million, and each RISE school could be eligible for up to £100,000 to help turn around the quality of education for children and young people. Data has found that the schools RISE advisers are supporting has spent an average of 6.6 years rated by Ofsted as below good or equivalent, amounting to a child spending their whole... CONTINUE READING

Issue 30.3 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

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Space-saving charging & storage towers for primary & secondary classrooms Laptops, tablets, and other mobile devices have become essential tools in today’s primary and secondary school classrooms. While they enrich the learning experience, they can also create added pressure for teachers. Managing tangled leads or chaotic device storage often adds to an already busy day.

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Inspections

Navigating school inspections We caught up with Amanda Jackson, lead senior inspector for Havering Education Services, to ask how schools can steer through the evolving inspection landscape with confidence With over 25 years’ experience in primary and secondary education as a teacher, leader, and school improvement adviser, Amanda Jackson knows a thing or two about getting the best out of a school. Having recently spoken at our inaugural Education Business Live event, here Amanda comments on the changes occurring at Ofsted, and gives advice on common struggles when it comes to inspections. In your opinion, what is the most impactful change that has resulted from the Big Listen Consultation / Ofsted reforms? The most significant change from the Big Listen Consultation and Ofsted reforms has been the recognition that the current inspection system needs to evolve. The move towards a more ‘constructive’ approach and greater consideration of the pressures on school leaders is a step in the right direction.

One key reform is the removal of the single overall judgment, which has often been seen as overly simplistic and high-stakes. By moving to report cards that assess specific areas like education quality, pupil behaviour, personal development, and leadership, Ofsted hopes to provide a more nuanced and fair evaluation system. This change not only offers parents a clearer understanding of a school’s strengths and areas for improvement but also fosters a more supportive environment for school leaders and staff, focusing on constructive development rather than punitive measures. However, many headteachers remain cautious about whether these changes will lead to meaningful improvements in how schools are evaluated and supported. The real impact will be determined by how these reforms are implemented in practice and whether they genuinely lead to a fairer, more balanced inspection process that supports school improvement rather than increasing pressure. E

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Inspections

F What is the thinking behind the new School Report Cards due to be introduced, and how effective do you think they will be? The introduction of School Report Cards is intended to provide a more comprehensive and balanced way of evaluating school performance. Instead of reducing a school’s efforts to a single-word judgment, the new system aims to present a fuller picture of its strengths and areas for development. This approach seeks to give parents clearer, more useful information while ensuring that schools are recognised for their progress and the broader aspects of education they deliver. How effective this will be remains to be seen. Much will depend on how well the information is communicated and whether it genuinely shifts the focus towards school improvement rather than accountability pressures. If the reports highlight meaningful progress and context rather than acting as a disguised ranking system, they could help rebuild trust and engagement between Ofsted and the education sector. However, if the format still leads to schools being unfairly compared or judged in isolation, the reforms may not achieve their intended impact.

Many schools find certain aspects of inspections particularly challenging, often due to the complexity of demonstrating sustained progress within a short visit

There is a lot of talk about the mental health impact a school assessment can have on individual leaders. How can inspectors ensure their processes do not have a negative impact? The high-stakes nature of school inspections can place immense pressure on school leaders, contributing to stress and anxiety. To E

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In your experience, what are the key areas where schools typically struggle with during inspections, and what advice would you give? Many schools find certain aspects of inspections particularly challenging, often due to the complexity of demonstrating sustained progress within a short visit. It is hard to give advice whilst we are in the middle of

Encouraging staff confidence, maintaining clear documentation, and fostering a culture of continuous improvement will help inspections feel like an opportunity to showcase strengths rather than a highpressure event

Inspections

F mitigate this, inspectors must adopt a more supportive and constructive approach that prioritises professional dialogue over scrutiny. It is crucial that school inspections are rigorous yet fair, without causing undue stress to school leaders. Inspectors can help minimise the negative impact by fostering a culture of open communication and transparency throughout the process. Providing clearer expectations in advance, along with opportunities for school leaders to contextualise challenges, can also help reduce the sense of unpredictability that often fuels anxiety. Additionally, the timing and process of feedback are crucial. Offering immediate, constructive verbal feedback during the inspection – rather than a lengthy period of uncertainty – can help leaders feel more engaged in the process. Transparency in reporting, ensuring that evaluations reflect a school’s progress rather than just its shortcomings, will also play a role in reducing stress.

change but from what I see at the moment, these are the key areas of difficulty. The first area is curriculum depth and implementation – schools often struggle to clearly articulate how their curriculum is designed, sequenced, and adapted for all learners, particularly SEND and disadvantaged pupils. My advice would be to ensure all staff, not just leaders, can confidently explain the intent, implementation, and impact of the curriculum. Regularly review subject planning and ensure middle leaders are well-prepared to discuss their areas. Another area is assessment and impact – demonstrating how assessment informs teaching and learning without excessive data collection can be challenging. My advice is to focus on how assessments help teachers adapt lessons rather than just generating data. Be prepared to show E

Business Information for Education Decision Makers

LOCAL AUTHORITY & ACADEMY FUNDED SCHOOLS

Broadway Leasing has a long history in helping schools access finance to equipment. The recent adoption of the Accounting Policy changes, together with advice provided to schools from the Department of Education (DfE) means Broadway Leasing is able to facilitate Finance Lease arrangements to eligible schools (as opposed to Operating Leases). The DfE has provided schools with a pre-approved list of assets that they’re able to finance without the consent of the Secretary of State for Education. Broadway Leasing is only able to organise the funding of the lease assets as per the guidance provided by the DfE.

DfE asset guidance when leasing IT equipment (for example laptops, tablets, desktop computers, printers, photocopiers, servers, door entry security systems, CCTV Systems, whiteboards and touch screen boards) Telephony (for example mobile phones, landline phones and telephone systems) Catering and cleaning equipment (for example tills, water coolers, vending machines, dishwashers, washing machines, ovens, fridges, freezers, water, boilers, small kitchen appliances) Furniture (for example desks, tables and chairs) Bathroom and sanitary items (for example hand dryers, towel dispensers, sanitary bins) Gym equipment (for example treadmills, free weights and weight machines, rowing machines and exercise bikes) Groundskeeping equipment (for example lawn mowers, string trimmers, leaf blowers and salt spreaders) Minibuses and other vehicles for the use of the school Leases related to temporary classrooms and equivalent structures (but not land leases they sit on)

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Inspections

F real examples of how assessment leads to pupil progress. Another area that can be a worry is behaviour and attitudes. While major incidents are rare, inspectors often look for consistency in behaviour expectations and staff responses. My advice is to ensure staff apply behaviour policies consistently and that pupils understand expectations. Provide opportunities for pupils to share their experiences of school culture. Safeguarding is another key area that can be a worry. Even when safeguarding culture is strong, administrative errors or unclear policies can create issues. I would advise schools to regularly review safeguarding policies, conduct spot-checks on recordkeeping, and ensure all staff are confident in explaining how they would handle concerns. To navigate inspections effectively, schools should focus on embedding strong practices year-round rather than preparing reactively. Encouraging staff confidence, maintaining clear documentation, and fostering a culture of continuous improvement will help inspections feel like an opportunity to showcase strengths rather than a high-pressure event. L

About the author AmandaJackson is the Lead Senior Inspector for Havering Education Services with over 25 years’ experience in primary and secondary education as a teacher, leader, and school improvement adviser. Specialising in whole school improvement, she also has expertise in computing, online safety, and EdTech.

Amanda Jackson, lead senior inspector, Havering Education Services

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Education Business Live

Highlights from Education Business Live 2025 The inaugural Education Business Live event, which took place on 19 March in London, gathered the education community to hear from industry experts and experience the latest solutions to transform schools, while the co-located Education Business Awards celebrated the dedication of the sector. Here’s how the event unfolded The first-ever Education Business Live took place on 19 March 2025 at Evolution in Battersea, London. With three theatres showcasing talks from industry specialists, attendees left Education Business Live empowered with the latest policy insights, a wealth of knowledge from keynote sessions, and with access to the latest pioneering solutions to transform schools. Attended by headteachers, site managers, department heads and teaching staff, this careful curation of both exhibitors and speakers was a must-see spectacle, with attendees leaving both caught up on the educational landscape and inspired by the possibilities within education.

Alongside the event ran the prestigious annual Education Business Awards, sponsored by Cornerstone, which recognised schools that demonstrate exceptional commitment and innovation in various aspects of education. These awards honour institutions that go above and beyond to provide outstanding educational experiences that foster a positive impact on their communities. An exhibition for everyone Education Business Live was a display of the latest products, solutions and services for the education sector, connecting educators E Issue 30.3 | EDUCATION BUSINESS MAGAZINE

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Education Business Live was a display of the latest products, solutions and services for the education sector, connecting educators with contacts to implement improvements in their schools and organisations

Education Business Live

F with contacts to implement solutions and improvements to their schools. This provided a brilliant opportunity for attendees to discuss their issues and find solutions with companies covering a variety of sectors, from sustainability to education technology. Exhibitors spanned all areas, from LGfL’s SuperCloud team advocating for their fast and secure broadband made for schools, and the National Alliance of School Premises Management’s stand, which helped attendees understand compliance and audits without stress. Wernick Buildings showcased their unique approach to modular buildings, including SENDfriendly classrooms, and leading supplier YPO had their school supplies on display for all to see. Cornerstone had a stall equipped with knowledgeable staff and expert advice for schools to protect against damp and mould. AOC and Phillips attracted crowds eager to test their latest gaming displays in action. Cresent Purchasing Consortium helped iron out any difficulties or intricacies in the new Procurement Act 2023, and nasen were eager to talk to attendees about how educational settings can improve resources and outcomes for students with SEND. Chess in Schools and Communities had an interactive stand, inviting attendees to participate in a game of chess, while EVOLVE were championing innovative management systems for educational institutes. The Minibus Centre impressed visitors with its stand which showcased its high-quality, customisable minibuses, while TG Escapes was

on hand to discuss their inclusive learning hubs and how they can offer much-needed SEND spaces. Brookhouse were able to share their expertise in washroom refurbishment, while the Schools Advisory Service was on hand to discuss how they can support whole school wellbeing as well as improve the mental health of teachers. Exciting conferences Education Business Live’s bustling conferences continued throughout the entire day, giving industry experts the space to educate, inform, and entertain attendees. The conference included insightful talks loaded with advice, methods to address common challenges, and ideas for guests to ponder over, before ending with a Q&A panel where the audience were invited to join the discussion. From SEND and AI to leadership and recruitment, speakers covered the most pressing topics in the education sector. E

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and Little Thurrock Primary School. Meanwhile, procurement manager at Cresent Purchasing Consortium Katharine Rose Orme and Dan Pardesi, charted energy manager at Sustainable Energy First, shared best practice in buying energy and energy efficiency goods and services. A much-anticipated talk, Nasen’s head of whole school SEND, Amanda Wright, took to the stage to tease out the intricacies of sustainable, tailored SEND provision and how schools can navigate their journey to providing support for all of their students. Amanda talked to an engaged audience about how mainstream schools can transform their SEND provision using a case study, and then chaired a Q&A. Education Business Live left no bases uncovered, with further conferences spanning across learning outside the classroom, a specialist Gemini AI conference hosted by Getech and Google, championing STEM for women and girls, business management, recruitment, procurement, and more.

Education Business Live

F The conference in theatre one saw Stephen Morales from the Institute of School Business Leaders (ISBL) discuss the concept of good leadership, while Hannah Stolton from Governors for Schools, spoke about working with other leaders. The second session focused on school inspections and was lead by Amanda Jackson, the lead senior inspector at Havering Education Services, who kicked off the session by talking about changes to the inspection landscape. Other speakers included Rob Carpenter, leadership consultant and trust leader of the Inspire Partnership, and Colin Diamond CBE, professor of educational leadership at the University of Birmingham. Discussions included Ofsted’s consultation on the new inspection framework, and an explanation of Ofsted’s new school score cards. In a conference on estates management, Stuart McGregor, director of operations at the National Association of School Premises Management, gave insightful advice on the complexities of compliance as a duty holder for an educational building and addressed the challenges these organisations or individuals might face. Dave Smith from Osborne Cooperative Academy Trust chaired a session on creating a sustainable school. Speakers included Alex Green, head of Let’s Go Zero, who explored measures to make schools greener and more energy efficient. Headteachers Sam Dyer and Ian Broyd discussed how sustainability is approached at their schools Thames Park Secondary School

Education Business Awards 2025 The Education Business Awards have recognised talent and outstanding educational progress since 2009, and this year was no exception. Presented by TV presenter, electronics engineer and maths teacher Kate Bellingham, these awards recognised excellence in 21 categories. There were three awards up for grabs for outstanding progress, one for a primary school, one for a secondary school, and one for an independent school. West Thornton E

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Schools Advisory Service

The Complete Staff Absence Protection Putting Wellbeing First – The UK’s Leading Provider of Whole School Wellbeing and Staff Absence Protection At Schools Advisory Service (SAS), wellbeing is at the heart of everything we do. We believe that when school staff feel supported – physically, mentally, and emotionally – they can thrive in their roles and make the greatest impact on their pupils. That’s why every SAS policy comes with comprehensive whole school wellbeing support, designed and delivered by our in-house team of NMC registered nurses and wellbeing specialists. From proactive mental health care to personalised physical support, our services are built to meet the unique needs of the education sector. With nearly 30 years of experience working exclusively with schools and academies, and trusted by over 4,000 schools across the UK, SAS is more than just a provider of staff absence protection. We offer a complete absence management solution tailored to help schools reduce and prevent staff absences – keeping classrooms consistent and pupils supported.

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Education Business Live

F Primary School won the award for outstanding progress in a primary school following its transformation from an ‘Inadequate’ school to one receiving an Ofsted ‘Outstanding’ rating. Similarly, Ridgeway Secondary School in Warwickshire was the most improved school in the UK for Progress 8 within a year, winning the Outstanding Progress award for a secondary school. Meanwhile Latymer Upper School in London, which recorded its best GCSE results in 2023, was awarded Outstanding Progress Award for an independent school. River Learning Trust in Oxfordshire won the Best Practice in Inclusive Education Award for its SEND support across 28 schools and 15,000 pupils, with SEND pupils outperforming national averages in phonics and GCSEs. The SEN Provision Award went to Leigh Academy Milestone for being the first Special Educational Needs school for Profound, Severe, and Complex needs (PSCN) to achieve International Baccalaureate World Status in September 2024. The winner of the School Building Award was Byrchall High School in Wigan for its bio-diverse green roof, PV-covered outdoor canopies, and enhanced sports and performing arts facilities, among other features. Lesley Colbert, finance manager at the Maritime Academy Trust, scooped the School Business Manager Award for her 20 years of expertise in educational finance, and her exceptional dedication. The Environmental Practice Award was presented to King’s Academy Easthampstead Park in recognition of its commitment to sustainability. The school won the 2024

Presented by TV presenter, electronics engineer and maths teacher Kate Bellingham, the Education Business Awards recognised excellence in 21 categories Eco Rewards Most Improved School, logged 3,000 green miles, and regularly embeds sustainability in assemblies. Winning the Community Award, Etone College in Warwickshire was celebrated for its frequent initiatives to support local causes and raise funds, with their pupils having raised £15,000 for charities. Wellington Place Primary School in Leicestershire took home the School Procurement Award for its sustainable and innovative procurement, such as its solar panels and air source heat pumps. Taking home School Recruitment Award was Exeter College, recognised for its revamped recruitment campaigns that include a streamlined application process and a graduate scheme. Dawn Ferdinand from The Willow Primary School and Broadwaters Children’s Centre won the EB Leadership Award in the primary category, in recognition that both of her institutions achieved successive ‘Outstanding’ Ofsted ratings. The EB Leadership Award in the secondary category went to Mark Thomas of Brymore Academy in Somerset for his 14 years of dedication to the role, and advancing his E Issue 30.3 | EDUCATION BUSINESS MAGAZINE

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

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PE provision in London, the school has now won many accolades for its sporting excellence, particularly in cricket, and is one of only four sate schools featured in The Cricketer’s Top 50 Prep and Junior Schools Guide. There were two winners for the Educational Resource Award: one for a primary school and one for a secondary school. For the first, Cornerstones Education’s Maestro took home the prize, which is a tool designed to streamline curriculum management for primary schools, helping when planning, delivering, and accessing a comprehensive curriculum. In secondary education, 2Simple won the award for their Python in Pieces, which is an innovative coding platform designed to help students transition from block-based programming to text-based Python. Further detail on all our Education Business Awards 2025 winners and those commended can be found on our website here.

Education Business Live

F school from the bottom ten per cent to the top ten per cent nationally for student progress. The STEM Award was awarded to Alderman Peel High School thanks to its plethora of curricular and extra-curricular activities, including an annual Science Fair, a Science Club, and participation in events like the Gresham’s STEAM Fair. Royal High School in Edinburgh took home the School Security Award for its comprehensive security measures, such as issuing all visitors identification badges, and restricting S1 pupils from leaving the school campus during the school day. London’s Thomas Tallis School won the ICT Innovation Award for the second year in a row for its extensive ICT opportunities, such as increasing girls’ engagement in STEM, competitions for year sevens, and involving teachers to create a comprehensive AI policy. For their transformative educational visits, specialist SEND provision school Castledon School in Essex won the Educational Visits Award, with their residential and cultural programmes focussing on fostering independence, social connections, and lifelong learning. The winner of the School Catering Award was Ingol Community Primary School in Lancashire, whose in-house catering prioritise sustainability, local sourcing, and pupil involvement in menus. Healthfield Junior School won the School Sports Award; five years after having the worst

Watch this space At Education Business, we thoroughly enjoyed hosting our first event, collaborating with industry specialists, and bringing educators and exhibitors together under one roof. We will be back next year with an even more impactful event, so keep up to date with us at Education Business on our website and social media. L

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Making life easier for schools and colleges EVOLVE’s platform of tailored applications helps to keep activities such as trips and extra-curricular programmes run smoothly, enhancing managerial oversight and improving communication You may already be familiar with EVOLVE. In fact, you may well be one of the 800,000 plus teachers, senior leaders, youth workers, or administrators that have used EVOLVE to manage more than 15 million educational visits since 2004. Who could have predicted what an extraordinary journey would result from a chance meeting between two teachers, Daniel Baker and Clive Atkins, back in 2003? When they first met, Daniel and Clive found themselves talking about how technology might be used to streamline the ever-increasing compliance and administrative burden on schools. Knowing first-hand how timeconsuming and complex it was for schools to plan and manage educational visits, they set about using Daniel’s experience in teaching and school ICT management, and Clive’s experience as an Outdoor Education Advisor, to create a structured visit approval system that optimised compliance while also making it easier for teachers and administrators to plan. Of course, visit planning is about more than risk management, and schools also need effective ways to manage home-school communication, consent, payments, etc. By integrating with school management information systems (MIS), and providing built-in communication, consent and payment modules, EVOLVEvisits brings data to life and streamlines the entire visit management process. EVOLVE is much more than a visit management system Other areas of school life pose similar challenges for staff. Planning and running extensive extracurricular activities, managing rich programmes of sporting fixtures, handling parental payments, and ensuring student and staff safety can all be challenging and time consuming. EVOLVE’s platform of tailored applications helps to keep everything running smoothly, enhancing managerial oversight, ensuring

compliance, and improving communication, while having everything you need in one place makes life easier for everyone involved.

EVOLVEing together One core objective has guided every stage of EVOLVE’s development – to make life easier for teachers, administrators, managers and leaders at every level within schools and colleges. By maintaining this clear focus, EVOLVE continues to evolve. Underpinning EVOLVE’s success is its steadfast commitment to exceptional customer service. Based in offices in Woodbridge, the support team provides unparalleled assistance, and every query is handled with care, professionalism, and a human touch. EVOLVE customers often remark on how wonderful it is to speak to a ‘real person’, a refreshing change in today’s world of endless automated messages and chatbots. To explore EVOLVE’s full potential, book a demo by contacting the EVOLVE team. M FURTHER INFORMATION

01394 775250 | info@edufocus.co.uk Issue 30.3 | EDUCATION BUSINESS MAGAZINE

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SEND identification: what’s causing inconsistencies? Research has shown that inconsistencies in approaches to identifying SEND in schools is leading to inequalities in provision, prompting calls for training in child development and SEND to become a mandatory part of initial teacher training. We explore the issue A recent report by the Education Policy Institute has highlighted the inequalities that exist in SEND support across schools in England and the role that different approaches to identifying SEND plays. As such, it has recommended that training in child development and SEND becomes a mandatory part of initial teacher training. The report, funded by the Nuffield Foundation, highlights several factors that make it difficult for pupils’ needs to be assessed consistently. This includes the fragmentation of the school system, prolonged school absences, language barriers, and living in disadvantaged areas. The factors at play The report finds that inconsistencies amongst primary and secondary schools in approaches

to identifying SEND is a major driver in a child’s chances of receiving support. This was to the extent that the school attended was more important than anything about the individual child in explaining who was identified with SEND. This amounts to a lottery whereby SEND is identified or not according to which school a child attends. The report found that pupils attending academy schools or living in the most academised areas were less likely to be identified as having SEND compared with other similar pupils. This may be due to under-identification, fewer SEND pupils enrolling in academies, academies meeting needs without formal identification, or delays in EHCP assessments due to reduced local authority capacity. E

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F Meanwhile, local authorities had a limited impact on SEND identification, accounting for just four per cent of the variation in the use of primary Education, Health and Care Plans (EHCPs), and two per cent in secondary EHCPs, which entitle children to specific individual support. Pupils whose needs were hidden, because of absence from school or frequent school moves, were less likely to be recognised as having SEND in primary school. Children who faced language barriers because English is not their first language also had a lesser chance of being identified with SEND compared with otherwise similar children. Girls were less likely than boys to be identified with SEMH needs in secondary school, despite similar chances of having a behavioural or emotional disorder. Children with the lowest Personal, Social, and Emotional Development (PSED) scores at age five were 100 times more likely to receive an EHCP during primary school, highlighting PSED as a critical early indicator for SEND and suggesting that national PSED assessments should be introduced in early Key Stage 2 and early secondary school. Meanwhile summer born children had greater odds of being identified as having SEND.

To improve the quality and consistency of SEND identification, the report recommends that the government should prioritise training in child development and different types of SEND Prioritise training To improve the quality and consistency of SEND identification, the report recommends that the government should prioritise training in child development and different types of SEND, making it a mandatory part of initial teacher training and early career development. It should also be prioritised in development for experienced teachers. Such training is not currently part of the core content framework requirements. In response to the differences in identification for summer-born children and boys, the report recommend that awareness is promoted among school staff of the importance of considering the progress children are making over time, as well as their current ability and behaviour, and of how SEND can manifest differently in girls. E Issue 30.3 | EDUCATION BUSINESS MAGAZINE

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F The report also suggests that research should be conducted into the recording practices of schools, as well as why there are lower rates of SEND identification for children attending academies, including the causes and consequences. Children living in poverty SEND identification is closely linked to deprivation at individual, school, and neighbourhood levels. The report found that children living in the most deprived eighth of neighbourhoods had 300 times the odds of children in the least deprived eighth of neighbourhoods of being identified for SEN Support and 76 times the odds of receiving an EHCP. An effective cross-government strategy to reduce child poverty should therefore be the government’s priority. Frequently absent or moving pupils As the report found that pupils who are absent from school or who are frequent movers are less likely to be recognised as having SEND in primary school, it recommends that better information-sharing systems should be established between schools, local authorities and CAMHS services. This is so they share the evidence gathered in SEND assessments when a child moves schools or is seen by CAMHS.

Extending PSED assessments The National Curriculum Review should consider introducing Personal, Social and Emotional Development (PSED) assessments in early Key Stage 2 and early secondary school, as age five PSED assessments are key predictors of which children later receive an EHCP. However, there is currently no universal national assessment of PSED after age five. E

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F Funding is needed Paul Whiteman, general secretary at school leaders’ union NAHT, advocates for improved teacher training in identification of SEND, but urges schools to be properly funded to address the issue. Paul said: “Early identification of special educational needs is vital - the sooner additional needs are spotted, the sooner support can be put in place, and this needs to start pre-school. “However, family support services including children’s centres, which played an important role in children’s social development and timely identification of needs, were scaled back dramatically following cuts under the previous government. “Local authorities have been forced to raise thresholds for support both in the early years and upwards, and there are increasing concerns about the lower levels of language development in nursery and school starters. This is compounded by shortages of specialist staff like speech and language therapists and

education psychologists, which impact the speed and type of support which can be provided. “Schools work hard to plug the gaps, and identify and meet pupils’ needs, but they too are hamstrung by shortages of funding and staff expertise. “When schools and families struggle to access appropriate support, this may impact on behaviour and attendance - this should be seen as an opportunity to identify needs and examine what can be done across services to meet them.” Paul Whiteman added: “NAHT has long called for improved teacher training in identification of SEND and more efficient referrals for support – as well as better information sharing between services, and reform and much greater investment to ensure provision reflects children’s needs and is not rationed depending on the funding available.” M FURTHER INFORMATION

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Enhancing Inclusive Education: Book Your SEND Review Today Ensuring that all children and young people thrive in their educational journey is at the heart of inclusive practice. A SEND Review is a valuable tool for schools and settings seeking to enhance their provision, enabling them to identify strengths, address challenges, and improve outcomes for learners with special educational needs and disabilities (SEND) training equips participants with the necessary tools to assess provision effectively. This is particularly beneficial for Multi-Academy Trusts or clusters of schools aiming to foster consistent and high-quality inclusive practices across multiple settings. Following the completion of the SEND Reviewer Training, settings can also commission a supported review. This includes a one-day onsite visit from a nasen specialist to guide newly trained reviewers through each stage of their first review, from initial self-audit to in-depth analysis and recommendations for development. At nasen, we offer a range of SEND Review options tailored to help educational settings build a clearer understanding of what’s needed to develop and sustain effective inclusion. Whatever your requirement, our expert-led services provide meaningful insights and practical recommendations for continuous improvement. Extensive SEND Reviews Conducted by nasen Specialists From £1,700: A comprehensive SEND Review, led by a nasen specialist, offers an in-depth evaluation of your setting’s SEND provision. Using school data, direct observations, and meaningful conversations with colleagues, governors, learners, and families, our experts will assess current practices, identify areas for growth, and provide tailored recommendations for improvement. This process includes verbal feedback and a detailed written report designed to support your school improvement planning.

SEND Provision Quality Assurance Check From £850: For settings that have conducted their own review using a nasen template, our Quality Assurance Check provides an external validation of findings. A nasen specialist will work virtually with your team for half a day to review the evidence base, ensuring accuracy and robustness in your self-assessment. Schools will receive a concise report outlining agreed findings, offering valuable reassurance and a benchmark for further development. A SEND Review is an investment in creating an inclusive and supportive educational environment where all learners can succeed. Book your review today and take the next step in strengthening your SEND provision. M FURTHER INFORMATION

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Spring Statement provides mixed news for education Facing turbulent economic and geopolitical headwinds, the chancellor was forced to make more significant announcements than she perhaps might have expected to have needed following her last budget in autumn Because of this, the chancellor has needed not only needed to scramble to find some additional cash to meet her ‘fiscal rules’ but also needed to dramatically increase expenditure on defence. Much of this was trailed in the build up to the budget, with cuts to welfare, the civil service and international development being the main target for the chancellor’s hedge trimming.

She has already changed the frequency of budgets from two per year – typically autumn and spring – to just one. The aim is to provide government, business and the public with greater stability and confidence in public expenditure. However, the narrow fiscal headroom the chancellor left herself at the last budget has now been entirely wiped out, leaving her with a projected deficit of £4.1bn by the end of this Parliament. The chancellor is not just facing strong economic headwinds but also a geopolitical storm. Musings from team Trump about its commitment to NATO have created an urgent need for Europe to refocus on defence spending. Public concerns Research from Ipsos perhaps best articulates the scale of the shift in focus on defence which now ranks the issue on-par with the NHS as the biggest issue facing the country today (3rd) – education unfortunately continues to rank comparatively lower (joint 6th).

Capital expenditure Outside of the bad news, there was a strong positive commitment from the chancellor to continue with the government’s new approach to capital expenditure – essentially, more of it. It is positive for the sector that whilst the chancellor is faced with a challenging financial situation, she has opted to not just maintain but increase capital spending. Governments of the recent past have been all too keen to cut capital expenditure when faced with challenging financial situations, so it is positive for schools that the increase in building and maintenance grants will continue to be protected. The big moment for the sector is due in June when the departmental spending review is published. The review will set departmental budgets for the next three years and is expected to be painful for departments right across government. Given the chancellor’s still wafer-thin headroom, stronger economic headwinds on the horizon, and the ever-dizzying foreign policy of the Trump administration, public spending looks set to come under increasing strain – particularly given Reeves’ selfimposed straitjacket of not raising income tax, employee national insurance or VAT during this Parliament. M FURTHER INFORMATION

www.besa.org.uk Issue 30.3 | EDUCATION BUSINESS MAGAZINE

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School-based nurseries: how does it all work? Funding for primary schools to set up nurseries has been more than doubled to £37 million. But how does the funding work, and what, realistically, will school-based nurseries look like? EB explains the funding and explores some primary schools set to implement them School-based nurseries, that is, nurseries set up in empty primary school classrooms, have made the headlines as of late, following the government’s recent announcement of the first 300 primary schools that have received the first round of capital funding to make this manifesto proposal a reality. But how does the funding work, and what, realistically, will school-based nurseries look like? The push for more early years provision School-based nurseries first appeared as a commitment in Labour’s manifesto leading

up to the General Election through its pledging to open “3,000 nurseries through upgrading space in primary schools”. Now, we know this to mean utilising and repurposing empty rooms in classrooms, which is what the recent capital funding has given selected schools the ability to do. In 2024, England currently had just 381 maintained nursery schools, which are also known as state-funded nursery schools, and 64 per cent of these are located in the 30 per cent most deprived areas in England. A greater focus on early years education directly ties into inadequate school readiness E Issue 30.3 | EDUCATION BUSINESS MAGAZINE

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F and Special Educational Needs and Disabilities (SEND) provision, both of which are exacerbated in more disadvantaged mainstream schools. Kindred’s 2024 School Readiness Survey (published 2025), found that 30 per cent of Reception children were unable to communicate their needs and 25 per cent did not have basic language skills, according to 1,000 Reception teachers. Not only did almost half (49 per cent) of primary school teachers report that the school readiness problem was worse than the year before, both school staff and parents largely ascribed this to socioeconomic factors, such as parents working longer hours, rising costs of childcare, and rising levels of deprivation in the UK. Over 80 per cent of parents have said they have struggled to access early years education and childcare services, making the need for accessible provision more urgent than ever. School-based nurseries underpinned Labour’s fourth milestone in its Plan for Change: Breaking Down the Barriers to Opportunity, where the party promised to support new and expanded school-based nurseries, as well

In April, the first 300 primary schools to receive funding to develop school-based nurseries were announced, with each site offering an average of 20 places

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as offer 30 hours of free childcare a week for working parents of three-to-four-year-olds. What has the government done so far? In October 2024, the government announced £15 million of funding up for grabs for primary schools to bid for, as the first stage of the government’s mission to deliver 3,000 school-based nurseries. Primary schools could apply for grants for up to £150,000 to be used to prepare their empty classrooms to be used as early years provision. At the time, Education Secretary Bridget Phillipson said: “Our new school-based nurseries will provide thousands of additional E

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F places where they are needed most, plugging historic gaps and making sure geography is no barrier to high quality childcare.” The government also published data that revealed that around half of local areas were behind in nursery facilities, with some local areas needing an uplift of more than 20 per cent in areas like Northumberland and Rotherham. In April 2025, the first 300 primary schools to receive funding to develop school-based nurseries were announced, with each site offering an average of 20 places. This is up to 6,000 new places in total, and 4,000 of these are set to be available for children at the end of September 2025. Over 600 schools applied for funding and, of the successful 300, 174 already had some form of nursery provision in place. Alongside this announcement came the news that the government had doubled funding up to £37 million, while keeping the number of winning schools and grant amounts the same; Schools Week hypothesised this suggests schools applied for more funding than was anticipated. Coupled with 30 hours of government-funded childcare each week available to working parents, the additional early years provision from school-based

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nurseries could save parents up to £7,500, according to the government. Parents can also save an additional £450 per year in childcare if they take their child to a free breakfast club each school morning. What benefits do schoolbased nurseries offer? The government claims that school-based early education tends to more inclusive as these services have a higher proportion of children with special educational needs enrolled than other settings. Indeed, schoolbased nurseries have the additional benefit for children with SEND as, should they attend the same primary school, teachers and educational providers would have a headstart on being able to address their needs and better support them as they progress through the school years, ensuring adequate provision is in place by the time they start Reception. School-based nurseries present benefits to all children that continue on at that same primary school, as on-site early years provision helps build stronger relations between nursery and school staff, ultimately resulting in smoother transitions for children as they move into school. E Issue 30.3 | EDUCATION BUSINESS MAGAZINE

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Nursery Funding

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F School-based nurseries also benefit parents by providing a single point of contact, meaning they would be able to pick up their toddler and older children from the same place, and the continuity of care that school-based nurseries provide would also help parents, easing the stress that comes as children adjust to school. The winning schools The 300 schools to benefit from the funding are located across England – from Essex to County Durham, with a particular focus on the North and the Midlands. Indeed, one in ten places have gone to a school in the North East. Whitkirk Primary School in Leeds was awarded £146,980.79 to offer 26 nursery places for three-year-olds in a schoolbased nursery. This makes Whitkirk Primary School one of seven schools in Leeds to have been selected to receive this funding. Woodlands Primary in Whitby was also among the selected 300 schools, as well 42 schools across the North West, including St Oswald’s Catholic Primary School in Coppull, and Woodchurch Road Academy in Oxton. Thornhill Primary School, in partnership with Changing Lives Learning Trust, was awarded a

£150,000 grant, one of two in Cumberland, to increase its early years educational capacity and existing nursery provision. The money will go towards transforming the outdoor space, making structurally improvements, and expanding the number of spaces available in the nursery for two- and three-year-olds. L

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Modern nursery designs fit for our children’s future In recent years, there has been a noticeable shift in the design of early years environments, with a move towards a stripped-back approach and the introduction of more neutral spaces

This trend is not merely an aesthetic choice—it is a strategic approach to enhancing children’s educational experiences and reflects a growing understanding of how their physical surroundings can profoundly impact a child’s educational, emotional and developmental journey. Alexandra Wainwright, a furniture and designs project manager at YPO, one of the UK’s leading education suppliers, says modern nurseries are far removed from the colourful and cluttered spaces we may recall from our own childhoods. “There are many studies that show how a well-planned layout and thoughtful resources can have a significant positive impact on children’s mental health, behaviour, and learning and development,” she says. Elements including colour, natural light and organisation can influence mood, focus and development. The National Foundation for Educational Research found that children show 20 per cent more engagement in activities that took place in well-designed learning environments. The trend extends to both décor and furnishings, while experts say it is also important to consider factors such as light and sound. “Cream or light-grey walls create a suitable background, but it’s not all about banishing colour,” says Alexandra. “Blues and greens are calming and relaxing. “Moveable storage helps to create adaptable spaces and banish clutter, while soft furnishings, correctly placed, also create a calmer environment by absorbing sound.”

Create a balance between busy zones for active play, such as block building, and quieter areas such as reading nooks and dens, where children can concentrate on independent play. This is doubly important amid awareness around neurodiversity and the positive impact of sensory, calming spaces. Finally, schools will need to consider their outdoor areas. Getting into the open air boosts mental and physical health and development and can help to provide learning focus. YPO has a large range of products to transform spaces both indoors and outside, working with suppliers such as Millhouse, Cosy and Community Playthings. “YPO’s experts are on hand to help with the design, delivery and installation of new spaces,” says Alexandra. “We don’t just sell the products—we can also help with design and layout, taking in all the latest thinking to make the most of your space at the best value.” M FURTHER INFORMATION

To find out more, visit the YPO website, email earlyyears@ypo.co.uk, or call 01924 834960.

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Design & Build

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Investing in the further education estate The government has announced £302 million for further education colleges across England to improve their buildings that are in poor condition. We examine what the funding can be spent on As part of its plans to grow the economy, the government has pledged to create a world class Further Education (FE) system to ensure a consistent, skilled pipeline of workers to drive productivity. A key part of this is ensuring FE colleges are fit for the future – with better facilities and good quality sustainable buildings. As such, the government has announced £302 million for further education colleges across England to improve their poor-condition buildings, such as fixing leaky roofs and broken windows. The funding, which was announced by the Chancellor in the budget in October, is the first condition allocation for FE colleges in two years.

The aim of the investment is to ensure the FE estate is high quality and supports the government’s skills pipeline. All FE colleges and designated institutions will receive a share of the money, which will be directly allocated to them. Skills Minister Jacqui Smith said: “Further education colleges are at the heart of our mission to grow the economy and train the next generation of skilled workers under our Plan for Change. “But the college estate we inherited is simply not fit for purpose. This funding addresses these issues, allowing colleges to focus on what they do best: breaking down barriers to opportunity and inspiring the workforce of the future.” E Issue 30.3 | EDUCATION BUSINESS MAGAZINE

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FE colleges should aim to spend in a way that prioritises meeting net zero targets, sustainability and energy efficiency

F What can the money be spent on? For the first time, the government is giving FE colleges the discretion and flexibility to decide how the funding should be spent – recognising providers are best placed to determine their own priorities to improve the condition and prevent the deterioration of their estate. While funding may be used on suitability projects, this should not be at the expense of condition improvement projects potentially leading to a backlog of problems. Funding can be used for IT infrastructure that is in poor condition, including stripping out existing cables and replacing them with new ones, data outlets and trunking as necessary. Infrastructure is limited to passives (cabling), actives (switching and wifi) and associated components. The funding cannot be used to fund IT equipment and software - for example, revenue funded items such as laptops, desktops, annual software licences, cyber security measures and other devices for staff or learners. Funding cannot be used for the replacement of servers. What’s more, the funding allocation should not be used to fund expansion of premises or to purchase land. This includes purchasing land, buildings and other assets. E

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Design & Build

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Garran Workspaces: Innovative Storage Solutions for Education Garran Workspaces is a market leader in secure, durable, and efficient storage solutions for schools, colleges, and universities across the UK. With a strong focus on sustainability, smart technology, and customisation, we enhance learning environments by providing high-quality lockers and workspace storage units. Why Storage Matters in Education Effective storage is crucial for maintaining an organised, secure, and clutter-free learning environment. Poor storage management can lead to lost resources, security concerns, and inefficiencies. Garran Workspaces addresses these challenges with tailored solutions designed for durability, accessibility, and seamless integration into any educational setting. Key Features of Garran Workspaces’ Education Solutions 1. Durable & Secure Storage Our high-quality steel, laminate, and hybrid lockers are built to withstand heavy use, featuring reinforced hinges, anti-vandal designs, and premium locking mechanisms to ensure safety. 2. Smart & Device Lockers With digital learning on the rise, our smart lockers come equipped with electronic locks, charging ports, and mobile app integration, providing secure and convenient storage for students and staff. 3. Customisable Designs Every educational institution has unique storage needs. We offer a wide range of customisation options in size, colour, and materials to align with school branding and aesthetics. 4. Sustainable & Eco-Friendly Solutions Committed to sustainability, we use recyclable materials such as cardboard for packaging lockers, lowemission coatings, and environmentally friendly manufacturing processes, reducing our carbon footprint while ensuring long-lasting quality. 5. Hygienic & Easy-to-Maintain Lockers Our storage solutions feature anti-microbial & anti-bacterial BioCote® coatings and ventilation systems, promoting hygiene and safety in shared spaces. Tailored Storage for Every Educational Level Primary & Secondary Schools: Child-friendly, low-height lockers, bright colours, and customisation options. Colleges & Sixth Forms: Spacious lockers for books, laptops, and sports gear, with optional charging facilities. Universities & Higher Education: Smart lockers and adaptable storage solutions to accommodate high student volumes and faculty needs. A Trusted Partner in Education With years of experience working with educational institutions, we collaborate with educators, architects, and facility managers to deliver bespoke solutions that enhance security, organisation, and efficiency. Enhance Your Campus with Garran Workspaces Investing in high-quality storage means investing in better learning environments. Whether upgrading existing lockers or implementing smart storage, Garran Workspaces is your go-to partner. Contact us today to explore how we can transform your institution’s storage solutions. info@garran-workspaces.co.uk 02920 859600 Learn more on our website!

F FE colleges must only invest funding in an asset that is owned by their FE corporation by freehold or under a long-term lease. Funding should not be used for capital expenditure that will be met under a private finance initiative (PFI) contract. It is strongly advised that FE colleges use procurement frameworks available to them from the DfE or locally to procure condition improvement work to assure they are getting the best value for money and best quality. DfE provides a list of quality-checked, approved buying frameworks for education providers that can help get value for money and comply with buying procedures and procurement law.

Design & Build

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and further interventions. The last action is to implement and manage the proposed interventions to reduce energy consumption. There are several factors that affect how much energy your building uses, including the condition of the building and how well the building and systems have been managed and maintained. The type of setting also has an affect – for example, different operational requirements for primary, secondary, further education and special educational needs and disabilities. E

Net zero targets Colleges should prioritise spend in a way which prioritises meeting net zero targets, sustainability and energy efficiency. The DfE has guidance on how FE colleges can target condition improvement funding to reduce their energy demand and consumption, driving down energy costs and carbon emissions. The DfE’s guidance says that the top three actions that schools and colleges can take to reduce energy costs are to understand energy usage and conduct an energy audit, so they can target where to save energy. Then to develop a plan using the energy audit to encourage good practices, behaviours

Design & Build

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F The energy efficiency of ICT and education equipment, as well as the catering requirements of the building’s users and the efficiency of existing equipment, also has an impact – as do environmental factors, such as heatwaves or extreme cold weather. Eliminating outdated systems Oaklands College in Hertfordshire will be using its funding to improve the condition of the college’s estate, including buildings, grounds, and digital infrastructure. A major portion of the investment will be directed towards the renewal and maintenance of the mechanical and electrical infrastructure to get rid of outdated systems. The works will also contribute towards Oaklands’ long-term ambition to create a carbonneutral campus by 2050, with a 15 per cent reduction in emissions targeted by 2027. Boosting capacity in Leeds and Manchester The government has also announced that colleges in Greater Manchester and

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Leeds will get a £20 million boost to capacity funding for 16 to 19 year olds to address a shortage of places. Among those to benefit will be Calderdale College in West Yorkshire, which will use the capital funding to expand its much-needed capacity in construction and professional trades workshops. The funding will also support the creation of an additional classroom within Mill Studios, the College’s state-of-the-art digital and creative centre. Andrew Harrison, vice principal for corporate services at Calderdale College, said: “We welcome this investment from the government’s Autumn budget, which will enable us to further enhance the experience for our students. This follows the success of our recent £7.5 million transformation project, completed in August 2024, which focused on refurbishing our ageing estate. “As well as modernising our facilities, the project significantly improved our energy efficiency, cutting costs by 40 per cent and making a major step forward in our carbon reduction edits.” L

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

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How a Bauder moisture mapping survey of your roof can support your CIF bid

ROOF MOISTURE PLOT

Roof moisture plot histograms indicating the extent of water ingress

The Condition Improvement Fund (CIF), provided by the Department for Education (DfE), gives eligible academies, sixth-form colleges and voluntary-aided schools the opportunity to apply for funding to improve the condition of its buildings. Bauder can assist you at all stages of this process by helping to prepare, complete and submit your application for CIF finances from the Education and Skills Funding Agency (ESFA). The CIF bidding process is increasingly competitive, with approved projects for 2025 down 29 per cent on 2024. It is, therefore, important that applicants demonstrate a clear need, a well-planned project and value for money to have their bid accepted. A no-obligation Bauder moisture mapping survey (MMS) of your roof can help give your CIF bid a competitive advantage. A Bauder MMS uses a Troxler density gauge to carry out a forensic analysis of your roof to scientifically verify the specific levels and locations of moisture. This method ascertains the true condition of the roof and generates a roof moisture plot to determine what action (if any) is required. This means that rather than being vague or relying on non-scientific assumptions, your CIF application can include: a data-driven project proposal; detailed project costings; and an accurate project timeline.

Because a Bauder MMS pinpoints areas of moisture within a roof, the original insulation can often be retained (where dry), rather than overlaying the entire roof. Therefore, your CIF bid may report cost savings (from reduced labour and materials) and time savings (for minimal disruption to employees and students). In addition, the environmental benefits of performing remedial action on only the areas of the roof that require it include a more energyefficient building (meaning lower energy bills for your school) and less embodied carbon becoming landfill waste. Proactive roof management is key in today’s education environment to avoid interruptions to the school curriculum. With our long-standing relationships with schools and academies, Bauder is strongly positioned to advise and deliver the optimal flat roof solutions for your facility. A Bauder-assisted CIF grant to finance improvements to your building’s flat roof is the first step in helping the DfE and your school meet its net zero targets with a waterproof and thermally efficient roof. M FURTHER INFORMATION

To find out more about a no-obligation moisture mapping survey or how Bauder can assist with your CIF bid, call us on 01473 257671 or visit www.bauder.co.uk/contact Issue 30.3 | EDUCATION BUSINESS MAGAZINE

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Industry Insight: The role of lockers in modern educational spaces In an exclusive industry insight interview, business development managers from Garran Workspaces share their expertise on how lockers contribute to safety, organisation, and aesthetics in schools, colleges, and universities What are the key benefits of installing lockers in educational institutions? Lockers play a vital role in maintaining clutterfree learning environments by securely storing bags and coats, reducing trip hazards, and improving safety in hallways. Unlike traditional coat hooks, lockers save space, allowing for additional breakout areas and activities. Lockers also minimise lost property issues, reducing the need for schools to store unclaimed items. Beyond practicality, they foster a sense of student belonging and demonstrate the school’s commitment to student welfare. Additionally, lockers can act as fire barriers, providing students with extra time

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to evacuate in emergencies. Colourful locker designs enhance the school’s atmosphere, making it more visually appealing and engaging. How do lockers benefit students? Lockers provide students with personal and secure storage spaces, reducing the risk of loss or theft of valuable items like laptops and mobile devices. This security helps students feel more at ease in their learning environment. Lockers also alleviate physical strain by reducing the need to carry heavy books and equipment throughout the day. This can prevent injuries caused by excessive backpack weight and promote better posture and overall well-being.

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Lockers should be positioned in visible areas to deter vandalism and unauthorised access. A well-planned layout ensures smooth circulation and easy access Factors to consider when planning a locker installation project: Several key considerations ensure the success and longevity of a locker installation: Security and accessibility: Choosing the right lock system, such as RFID or keyless access, such as our SMART, ECHO or combination locks, minimises staff involvement in lost key issues. Optimal placement: Lockers should be positioned in visible areas to deter vandalism and unauthorised access. A well-planned layout ensures smooth circulation and easy access. Space and size: Lockers should be appropriately sized for the items students will store, whether it’s books, shoes, or sports equipment. Durability: Selecting materials that withstand daily use and environmental conditions is essential. Pre-installation planning Conducting an on-site survey with the supplier ensures proper locker fit and considers factors such as flooring conditions, accessories like benching, and sloping tops. How can lockers enhance a school’s aesthetics and environment? Lockers contribute to a school’s identity and culture by offering customisation options such as colours and designs that align with school branding. Vinyl wraps featuring logos or inspirational themes can further enhance the learning environment. Beyond aesthetics, lockers promote cleanliness by keeping common areas tidy and reducing trip hazards. A well-organised space supports a productive learning atmosphere by limiting distractions for both students and staff.

James Pittam, Paul Lambourn and Dana Young. Business Development Managers from Garran Workspaces James Pittam, Paul Lambourn, and Dana Young are business development managers at Garran Workspaces, specialising in innovative locker and workspace solutions. With extensive experience, they provide tailored storage solutions that enhance security, organisation, and efficiency, ensuring that educational and commercial spaces operate seamlessly and effectively across diverse industries. What final advice would you give to schools considering locker installations? Investing in high-quality lockers is a strategic decision for educational institutions, improving safety, organisation, and aesthetics. By carefully considering installation factors and design choices, schools can create a more efficient, secure, and visually appealing environment for students and staff alike. For more information on innovative locker solutions, contact Garran Workspaces at info@garran-workspaces.co.uk. M FURTHER INFORMATION

info@garran-workspaces.co.uk

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Education Technology

Technology with intention: turning digital tools into lasting impact Too often, the discourse around education technology is dominated by abstract promises and long-term visions rather than being grounded and practical, writes Ben Brown, Chair of Trustees at Astrea Academy Trust and Governor at Eastfield Academy. So how can schools ensure any new technology investment is a real asset? As both an educational trustee and Chair of Governors, I have seen first hand the immense potential of edtech for transforming teaching and learning. But I have also witnessed the challenges. When implemented well, technology can empower teachers, unlock creativity and drive school improvement. However, when applied without strategic intent or practical consideration, it risks becoming a burden – another system to learn, another box to tick. Too often, the discourse around edtech is dominated by abstract promises and long-term

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visions. What is frequently lacking is a grounded, practical approach; how these resources can be integrated meaningfully into day-today teaching, and how they can address real challenges in schools. Technology to empower, not burden Governors can be asked to provide input on major decisions, including those around investment in digital tools or infrastructure. I suggest always starting by asking one question first: how will this support our teachers?

The case for ‘invisible’ technology A key principle underpinning effective edtech implementation is the belief that technology should support – not supplant – the role of the teacher. The most valuable technological tools are those which enhance pedagogical delivery and alleviate administrative burdens, rather than requiring extensive retraining or altering fundamental teaching methods. When edtech solutions work consistently and align with a teacher’s natural teaching style, they become second nature and act as another resource to support interaction and explanation. When they don’t work (or require frequent troubleshooting) they become a source of frustration that detracts from learning.

The most valuable technological tools are those which enhance pedagogical delivery and alleviate administrative burdens, rather than requiring extensive retraining or altering fundamental teaching methods

Education Technology

The best technology empowers teachers by reducing their workload, improving access to resources and making it easier to monitor progress. Too often, however, tech initiatives fail because they are overly complex or imposed without adequate consultation with staff. Intuitive, teacher-friendly tools can make a huge difference. When classroom technology is easy to use and fits into existing routines, it quickly becomes embedded in practice. But if it requires extensive training or feels like an added task, it rarely gains traction. As governors, we must ensure that any investment in technology starts with the user – teachers – and is shaped around their needs and capacity.

As governors, we are not expected to be technical experts. But we are responsible for supporting a school’s strategic vision and ensuring that resources deliver value. That means asking whether the resource will serve the long-term needs of the school and demonstrating that it is robust, future-proofed and compatible with the school’s wider digital strategy. Crucially, we must also be confident that it will improve the experience of teaching and learning in the classroom. Using edtech for school improvement Technology is not a silver bullet; but when aligned with a clear school improvement plan, it can be a powerful enabler of progress. It can drive improvements in curriculum delivery, staff development, pupil engagement and assessment practices. For example, digital platforms that allow teachers to share lesson resources or record CPD sessions can support consistency across subject areas or school sites. Tools that provide real-time feedback help teachers adapt their practice and identify areas for intervention. And simple classroom technologies – like audio transcription tools or shared displays – can enhance clarity and accessibility in teaching, particularly for pupils with additional needs. From a governance perspective, we should ask how proposed technologies map onto existing improvement priorities. Is the aim to narrow gaps in attainment? Improve parental communication? Strengthen staff collaboration? When technology is introduced to serve a clearly defined need, it is far more likely to succeed. Unlocking creativity and student voice One of the more inspiring developments I’ve seen is how technology can unlock creativity and amplify student voice – particularly for pupils who might not otherwise feel confident contributing in a traditional classroom setting. I have observed classrooms where pupils use E Issue 30.3 | EDUCATION BUSINESS MAGAZINE

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Education Technology F digital tools to share work, present ideas or collaborate on projects in real time. Edtech solutions have the potential to transform the classroom dynamic – from passive to participatory, from teacher-led to coconstructed. For some students, especially those with special educational needs (SEND) or English as an additional language (EAL), these modes of engagement can be particularly empowering. Governors have a duty to help schools ensure all pupils can thrive. In reviewing strategies for

teaching and learning, it is vital to consider how technology might provide alternative pathways for expression, creativity and inclusion. Technology and the digital divide Any discussion about edtech must acknowledge the digital divide. Schools are grappling with very different contexts and starting points when it comes to technology; some with cutting-edge infrastructure, others struggling with basic connectivity. The gap between what is possible and what is practical can be wide. This makes strategic planning and procurement even more important. In schools where budgets are tight, every pound must deliver maximum impact. In such cases, governors can work effectively with school leaders to phase in technology gradually, explore grant opportunities or prioritise investments that benefit the widest number of pupils. In the context of multi-academy trusts, leaning into economies of scale for the procurement of devices and software licenses can make all the difference in affordability. Edtech does not necessarily have to mean the latest device in every student’s hand. Often, it is about making sensible, sustainable choices that align with the school’s context and long-term ambitions. Governance: the role we play While school leaders are responsible for day-today decisions, governors and trustees play a vital strategic role in ensuring any use of edtech aligns with the school’s wider vision and priorities. This requires a thoughtful and inquisitive approach. Governors should be asking the right questions

Education Technology

to help ensure decisions are driven by teaching and learning needs, not by appearances or marketing. Regular review is equally important, including asking whether the technology is delivering the intended benefits, and what can be learned from its implementation. By applying the same level of scrutiny to edtech as we do to areas such as safeguarding, finance or curriculum, governors can ensure that technological investment remains purposeful and in service of providing high-quality education for every pupil. Conclusion Educational technology is not a separate agenda. It is a tool – sometimes revolutionary, sometimes simple – that must be woven into a school’s strategic approach to teaching and learning. From a governor’s perspective, the most important thing is not what the technology can do, but what it actually does in the hands of teachers and students. By staying focused on purpose, supporting our school leaders to make evidence-informed decisions and listening to the voices of staff and pupils, we can help ensure technology becomes an asset, not a burden. And in doing so, we play

Ben Brown, chair of trustees, Astrea Academy Trust and governor at Eastfield Academy

our part in shaping schools that are forwardlooking, inclusive places where creativity can flourish. L About the author Ben Brown is a governor at Eastfield Academy, as well as being chair of trustees at Astrea Academy Trust. He is also head of UK & Ireland at Optoma.

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Versatile displays for modern education: AOC’s P3 monitors enhance learning environments The days of cluttered teaching desks tangled with multiple cables, separate webcams, and external speakers are over. AOC’s professional P3 business monitor series is transforming how UK educational institutions approach both in-person and remote learning environments with three standout 27-inch QHD solutions The AOC Q27P3QW, Q27P3CV and Q27P3CW models address the fundamental challenges that IT managers and educators face daily: how to create versatile teaching spaces that seamlessly transition between traditional classroom instruction and digital collaboration. “Distance learning isn’t going away – it’s evolving,” explains Paul Butler, regional sales director at AOC. “Educational institutions need display solutions that make video conferencing natural and intuitive while simplifying the technical setup for educators.” The AOC Q27P3QW integrates a 2MP webcam with Windows Hello support alongside built-in speakers, creating a communication-ready display for video-enabled classrooms. For schools implementing hot-desking or shared teaching spaces, the webcam’s facial recognition capability streamlines secure authentication, maintaining flow without password-related interruptions. For IT departments seeking streamlined connectivity, the AOC Q27P3CV features a comprehensive USB-C docking station. This allows educators to connect laptops with a single cable while gaining access to wired network connectivity through the monitor’s integrated RJ-45 port, a four-port USB hub for peripherals, and DisplayPort output for extending to additional screens. This daisy-chaining capability proves especially valuable in technical subjects where viewing multiple applications and screens simultaneously enhances student understanding. For institutions where distance learning has become central to their teaching strategy, the Q27P3CW stands out as particularly valuable. Its enhanced 5MP webcam provides high-quality video for virtual classroom environments. This model also includes the same USB-C docking

capabilities as the Q27P3CV, offering the benefits of both webcam integration and comprehensive connectivity in a single device. All three models feature height-adjustable stands with tilt, swivel and pivot functions, ensuring comfortable viewing regardless of classroom configuration. Their IPS panels deliver consistent colour reproduction and wide viewing angles, making content clearly visible throughout the learning space. “Display technology is a critical link in delivering effective teaching, whether in-person or remotely,” Butler adds. “Educational institutions need monitors that adapt to different teaching scenarios, from traditional classroom instruction to distance learning — without requiring complex technical setups or constant reconfiguration.” By offering this range of options, AOC’s P3 displays help educational institutions create more effective learning environments tailored to their specific teaching requirements. M FURTHER INFORMATION

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Education Technology

Addressing digital poverty: a strategic approach As technology becomes integral to education, a stark digital divide continues to exclude many pupils. Elizabeth Anderson, CEO of the Digital Poverty Alliance, explores how schools, local authorities and national policy must align to tackle digital poverty The modern classroom increasingly relies on digital infrastructure – not as a supplement, but as a foundation for teaching, learning, and participation. Yet for many pupils in the UK, this foundation remains out of reach. Digital poverty is not a peripheral issue. It is a structural challenge that determines who can engage fully with the curriculum and who is left behind. These disparities are underscored by data. According to Ofcom’s Connected Nations report, around six per cent of UK households still lack reliable internet access. The Sutton Trust found in its study on remote learning that nearly one in five pupils from lowincome families lacked regular access to a suitable device for learning, compared to just three per cent of their more affluent peers. These inequalities are systemic, and without sustained intervention, they risk becoming entrenched. The absence of home connectivity

and digital tools hinders not only students’ ability to complete assignments but also their broader digital skill development, affecting future employability and civic participation. A pledge to tackle digital inclusion Published in February 2025, the Department for Science, Innovation and Technology’s Digital Inclusion Action Plan: First Steps outlines the UK Government’s initial commitments to addressing digital exclusion. While it does not contain education-specific interventions, it introduces five immediate actions – including support for local initiatives, enhancing digital skills, piloting device donation schemes, improving accessibility of government services, and gathering evidence to understand what works. These priorities offer a valuable foundation upon which schools and local authorities can build. Aligning local efforts with this national direction reinforces the vital E Issue 30.3 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Education Technology

F role that education plays in the UK’s ambition to ensure equitable access to the digital world. To capitalise on this opportunity, schools need both strategic clarity and operational support. Local authorities and multi-academy trusts should be encouraged to develop digital inclusion policies aligned with national guidance. These should include clear criteria for identifying digital exclusion, plans for technology provision, and pathways for upskilling educators. National coordination could enable bulk purchasing of devices and subsidised broadband, reducing costs and standardising provision. These investments, when paired with effective delivery mechanisms, ensure that no child is left behind due to preventable digital barriers. Digital inclusion intersects with broader aspects of student welfare. Increasingly, pastoral support services rely on digital platforms to reach students and their families. Schools with strong digital infrastructures are better placed to monitor attendance, share resources with parents, and provide mental health support. A holistic approach Embedding digital literacy across the curriculum is key to long-term inclusion. This means not only teaching digital skills in Personal, Social, Health and Economic (PSHE) education or Computing, but integrating media literacy, online critical thinking, and foundational understanding of artificial intelligence into core subjects. Bridging the digital divide demands more than access – it demands confidence and competence among students and staff. A digitally fluent pupil is better prepared to interpret, question, and engage with the online world in all its complexity. In English, pupils can explore the ethical implications of AI-generated content. In science, they might work with data analysis

Elizabeth Anderson, CEO, Digital Poverty Alliance

Business Information for Education Decision Makers

tools. In citizenship, they could investigate the social consequences of algorithmic bias and misinformation. Embedding digital literacy in this way builds critical thinking and resilience, helping students navigate an increasingly complex digital world. Moreover, it promotes cross-curricular links, enriching students’ understanding through real-world application. Teachers are crucial Teachers play a pivotal role in this transformation. According to research by the British Educational Suppliers Association, the most effective digital strategies combine investment in devices with sustained professional development. Teachers must feel equipped not only to use technology effectively, but to integrate it meaningfully into their pedagogy. Professional learning communities can support this by offering forums for reflection, collaboration, and knowledge-sharing. When educators are empowered, their students benefit. Professional development must also be inclusive. It should accommodate educators in under-resourced schools who may face greater barriers to participation. Centralised support – from virtual training platforms to Department for Education-backed programmes – can ensure that no teacher is left behind in the national effort to advance digital capability. Providing teachers with consistent access to

Teachers must feel equipped not only to use technology effectively, but to integrate it meaningfully into their pedagogy

Education Technology

digital resources and timely guidance empowers them to innovate in the classroom and adapt to emerging technologies with confidence. Tailored training pathways that align with each school’s context can help bridge practice gaps and nurture digital leadership across the profession. Measurement tools To ensure resources reach the pupils who need them most, measurement must be improved. A school-level benchmark for digital poverty – defined by whether students have access to a personal keyboarded device and fixed internet at home – would help schools to target interventions. Recent guidance from the Department for Education reinforces the need for robust infrastructure audits, supported by a £45 million investment to improve school connectivity, including £25 million for wireless networks and £20 million for fibre upgrades. These efforts are further supported by the DfE’s consultation on digital and technology standards in schools and colleges, aimed at narrowing the digital divide through consistent national frameworks and expectations. Such metrics provide decisionmakers with a clear picture of where needs are concentrated and how best to respond. Understanding digital exclusion also requires recognising its entanglement with other forms of disadvantage. Pupils facing housing insecurity, language barriers, or additional needs are often those most at risk. Schools that take an intersectional approach are better positioned to offer effective, tailored support. At a systems level, this also creates a stronger evidence base to inform national policy. This data-driven approach allows for more nuanced interventions, where resource allocation is tailored to local challenges and school-specific conditions. Holistic strategies that account for digital and social inequalities in tandem are more likely to succeed. The power of partnerships Schools should also build partnerships beyond the classroom. As noted in the House of Lords Communications and Digital Committee report Digital exclusion in the UK, collaborative approaches between schools, local authorities, and voluntary organisations are more sustainable and impactful. In rural or economically deprived communities, local coordination can mean the difference between access and exclusion. Engagement with families further strengthens these initiatives,

promoting trust and holistic development. Effective partnership working draws on local knowledge, creating networks of support that are embedded in community realities. These networks also enhance a school’s ability to respond rapidly during crises – such as the COVID-19 pandemic – when remote learning becomes a necessity rather than an option. A national programme of media literacy would further support these goals. Taught within mainstream, mandatory subjects, such a programme would equip all pupils to navigate digital spaces with discernment and confidence. In an era of misinformation, algorithmic influence, and AI-generated content, this is not just about digital competence – it is a civic imperative. Moving media literacy out of optional modules and embedding it systematically across the curriculum ensures that every child is prepared for digital citizenship. The pace of technological change demands forward-thinking from the education sector. Cloud platforms, AI tools, and immersive environments are increasingly part of the learning landscape. Schools must prepare students not only to use these technologies, but to understand their implications. This requires both policy foresight and inclusive planning. Ensuring equitable access to future technologies must be a matter of strategic priority, not reactive policy. Digital poverty in schools is not a marginal concern – it is central to educational equity. By embedding digital skills in the curriculum, investing in staff development, measuring access accurately, and building cross-sector partnerships, schools can realise the promise of inclusion. Through strategic alignment with frameworks like DSIT’s Digital Inclusion Action Plan, the UK can create an education system where every learner, regardless of background, has the opportunity to thrive. M FURTHER INFORMATION

www.digitalpovertyalliance.org Issue 30.3 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Estates Management

The skills to safely manage education estates Inconsistent competence levels in estates and health & safety management is leaving schools vulnerable. Drawing on two decades of experience, Stuart McGregor, director of operations at NASPM, urges schools to review their estates management training Many years ago my mentor said I must always work within my limitations, especially in health and safety. At that time, it didn’t really mean anything; moving forward 20 years it means everything! As a very active health and safety school auditor and accident investigator, there is a themed finding across the nation of different ‘levels’ of health and safety knowledge and competence. This includes estates management staff and those around them including estates teams, school business managers and head teachers, all of which have key compliance responsibilities and duty holder roles. The amount of times I have gone back to a school to complete their new Fire Risk Assessment or Health and Safety Audit, and

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been told that the school’s ‘contractor said’ that the school didn’t have to follow certain recommendations in the FRA/HS Audit because of various reasons. Upon review the contractor’s input had not been helpful or correct and has delayed the recommendations being completed. The important fact is that in the event of any significant incident or accident the reference to contractor guidance is irrelevant unless it is in the form of an additional report and deemed suitable. Professional development The school setting will have a collective amount of key staff with specific school experience and expertise, and really importantly, it is site specific. Competence includes experience,

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knowledge, skills and qualifications. The estates management journey hopefully will focus on continued professional development, which may include courses and qualifications although sometimes this becomes stagnant and not deemed important or not supported. Adding the time resource and how busy the staff are can make this difficult to progress. Also from my tutoring and mentoring in schools, the learning requirements are often a challenge as some staff may find classroom learning with an exam at the end extremely frightening and fearful, whilst others enjoy the experience and do very well. The fact is that most training around health safety and estates are not school related, and very much a theory without the hands on practical experience. We know that the HASAWA 1974 requires the employer to provide training, supervision and relevant information, and that the MHS Regulations 1999 requires the employer to ensure that they provide staff with adequate health and safety training, in addition to specific legislation that will demand training such as working at height, manual handling, asbestos management, and legionella as some key school areas. Review your training My common finding and concern that this article is leading to is the quality of this training and the assurance of competence. I challenge you to review your health safety

Estates Management

estates and compliance management training with the following considerations; What training headings do you have? This should be in the form of a training matrix. Does this include all of your key staff/estates staff? How do you deliver this training? If I am right, most of this will be in the form of an e-learning package, maybe mixed in with some additional face to face or other training. An audit of e-learning Focusing on the e-learning training, complete a mini audit of the training. Start with the headings and time taken to complete data. For example, I completed a recent training audit at a large trust and all of the estates teams completed their legionella training within 19 minutes. When asked the host some questions around the L8, it was very clear that they were not competent ‘enough’ to manage legionella You should also review the percentage of compliance and how many times it took to pass. Review the times of the training and any concerns. For example, at a cleaning company I audited, the part time cleaners were scoring 100 per cent across the e-learning and their manager informed me that this would not be expected. The concern was that this was being completed by a family member. Ask yourself, are you setting too much e-learning training? Again, after a school audit, I advised the school/trust that completing 16 training sessions every year is not deemed necessary based on their risk assessments and that most of the estates management training could be completed on a cycle of every three years and then enable them to manage their time resource and also look at additional key face to face training. Don’t forget about important training for practical works such as manual handling and working at height. Although most of the school works may be deemed as a low risk outcome, these key activities have the potential to cause some very serious accidents and incidents. Therefore, the competent role is required. Not following the training standards for manual handling could result in a member of staff harming themselves with significant injures. Same for working at height – the competent role is vital, experience is only good if this is having safe working practices. A complex role The estates management role is a complex one that will often be dealing with operational E Issue 30.3 | EDUCATION BUSINESS MAGAZINE

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Estates Management

The whole health and safety management system is based on people, and a very high percentage of accidents and non-compliance are aligned to staff either not paying attention or not being competent in their work

F issues while being strategic. The focus on safe working practices is in addition to the legal requirements of ensuring that the buildings are compliant. This often depends on others, such as contractors to provide information – and having contractors often creates a dynamic that is sometimes out of your control. Contractors can let you down with cancellations or poor works and unsafe acts. In the world of ISOs, the competent person role includes a file with the key identified staff together with their key qualifications, training and also a focus on continuous professional development. I encourage schools to complete this to assist in the assurance and key development. The classic concerns include the CDM regulations 2015 and the specific requirements within the six duty holder roles, and that how many estates staff have a good understanding

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of the CDM regulations. Project management competence is often an area that is missed in qualifications or training within the school. Is the training provision a tick box exercise? How good is the e-learning training? Do you have a competence gap? The whole health and safety management system is based on people, and a very high percentage of accidents and non compliance are aligned to staff, either not paying attention or not being competent in their work. Know your limitations and also know the limitations of your staff; it is so important! I recall interviewing managers following fatal incidents over the years with a common theme that they didn’t know much about the area they were managing! They had been moved sideways to manage areas, being on secondment from redundant roles. Looking back at past near misses and accidents, a themed finding is a school not reviewing their risk assessments and control measures which referred to having suitable training and competent staff. L

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Having witnessed repeat problems for a host of clients, Cornerstone are of the opinion a uniform framework is a key deliverable to uphold tailored approaches to such reported problems. Why? Because we are passionate about protecting the health of all schoolchildren and associated teaching personnel when at a place of learning. We fully recognise the expertise delivered by all trades appointed to resolve a matter however, there appears to be a missing element when determining the ‘impact’ of an intended improvement on other structural aspects that have shown to not fully resolve the reported problem. And, with a recognised drive seeking to insulate our leaky buildings and improve their carbon footprint, if we sought to implement such recognised aspects in school buildings today ahead of a defined understanding of the structure and its current installed atmospheric management the problems could significantly escalate. Thinking differently about your strategy for achieving improved healthier places of learning requires bespoke guidance for all and, can be achieved instantly in the timely Property Health App with onboard SMART Knowledge for long-term better decision

making within a proactive uniform guidance framework. Our experience, findings and technology have been embraced in this unique app giving everyone immediate access to likely causes of damp, condensation and mould alongside recognisable recommendations for reducing the likelihood of repeated issues alongside its effective removal. Whether it is indeed a classroom, hospital ward, office or bedroom, the knowledge aligns to all room types and deals with mould recognising it is a ‘symptom’ of a problem with associated credible solutions to underpin confidence via a ‘did you know’ approach. Damp and mould have a number of root causes hence, a singular improvement has not always been successful and, a reorganised approach is a key consideration for these annual problems. Contact us now to learn more of this unique process and instigate your interest for a complimentary user period to learn of its functionality prior to any commitment. M FURTHER INFORMATION

www.cornerstone-ltd.co.uk info@cornerstone-ltd.co.uk 0344 846 0955 Issue 30.3 | EDUCATION BUSINESS MAGAZINE

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Fire safety management designed for schools Here at Red Gates School the Fire Ledger system has made the statutory management of our fire safety fast and efficient, one of the main features is the time saving element that in any busy school is a must in today’s fast paced world.

Fire Ledger was built in co-operation with client schools where we developed and trialled the system with their direct input and staff experiences, their testimonials reflect on the practical use of Fire Ledger within busy educational environments where caretaking and office staff needed a swift and efficient management tool for day-to-day aspects of fire safety compliance. No binding contract, just a small annual fee. No limit for active users. Cost effective for tight school budgets, with secure ‘read only’ access for interested bodies to view your compliance, and a multi-site dashboard facility for MATS, and large Campuses.

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31/03/2025 12:20

Fire Safety

Time to think again about the value of fire safety As the government commits to rebuilding more schools, a critical issue demands attention: will these buildings be truly future-proofed? Thomas Roche, secretary of the Business Sprinkler Alliance, explores why fire protection – particularly the inclusion of sprinkler systems – must be prioritised in the next wave of building investment In October, the government announced its continued commitment to the future of education, unveiling plans to rebuild another 114 schools across the country. This investment presents an invaluable opportunity to ensure that our school buildings are not just fit for purpose but resilient for decades to come. But with this new wave of investment comes a crucial question: Are we thinking long-term about fire protection in these rebuilds? The impact of fire on schools is not just about the immediate damage; it’s about the disruption to the educational process. A fire in a school can set back lessons for weeks, if not months. Even a small fire can wreak havoc on a community, displacing hundreds of students and forcing staff to juggle logistics and temporary accommodations for long periods.

For many schools, especially those already operating with tight budgets, the costs of firerelated disruption can be overwhelming. Lessons in sprinklers On January 8th, crews from Swansea West and Swansea Central Fire and Rescue Service responded to a fire at Sketty Primary School. The fire, which could have caused significant damage, was swiftly contained by the building’s sprinkler system. Within hours, the school was back to normal, with minimal disruption to students or staff. In contrast, fires at St. Michael’s Primary School in South Gloucestershire and Otley Primary School in Ipswich caused major disruption. The fire at St. Michael’s on December 8th destroyed parts of the E Issue 30.3 | EDUCATION BUSINESS MAGAZINE

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Fire Safety

With more fires occurring in schools and the cost of damage increasing, it’s time to prioritise fire protection as part of any rebuilding or new construction project

F school, leaving it ‘literally in pieces”, while the fire at Otley one day later spread to the roof, causing weeks of disruption. In both cases, it has been reported to be a struggle to get back on track, with classes being relocated and lesson schedules thrown off course. Otley Primary has had to relocate students to other schools and rely on online learning for many classes. These very recent fires clearly show how the presence (or absence) of sprinklers can drastically affect the recovery time after a fire. Sketty Primary was back in business the following day, while schools like St. Michael’s and Otley continue to face lingering disruptions. The threat of fire Many people will point to statistics to demonstrate trends regarding the reduction or increase in fires. However, what is often overlooked is the small population of schools we have, so the frequency of incidents is high. For secondary schools, the chance of a fire occurring in any given year is approaching five per cent which is high – thinking that through the chance of a secondary school having a fire in 10 years on that basis is 40 per cent. We often refer to a 2020 study by Zurich Municipal which revealed alarming statistics: over the past five years, more than 2,300 fires have occurred in schools across the UK.

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This has resulted in significant educational disruption, with as many as 390,000 teaching hours potentially lost in a single year. The financial impact is also concerning, with the average repair bill for a major fire running at £2.9 million – some substantial fires can rack up costs of up to £20 million. Many pick up on the point of a major fire. One can get some balance by looking at the Risk Protection Arrangement (RPA) put in place by Government as an alternative to insurance for Schools. It publishes figures on average size of fire claims over the years that it has been in operation. Many would be surprised to hear that average cost of a fire event within the RPA was £426,365 in the academic year 2022/23. Let that sink in — the average cost of fire events that

The true costs It’s clear that fire protection isn’t just about saving buildings, it’s about protecting our children’s education and our communities. Schools are not only places where children learn, they are community hubs that host events, meetings, and activities that benefit everyone. A fire can disrupt both the school’s operations and also the wider community. Yet, fewer than one in six newly built schools are being equipped with sprinkler systems. This is a worrying trend, given that the impact from the RPA numbers alone are high and they suggest that schools are more likely to be struck by fire than most other types of buildings. While many schools are built at low cost, often without truly considering long-term resilience, this short-sightedness comes with high costs when disaster strikes. When schools are built without sprinklers or other resilience measures, we are essentially gambling on their survival. If we invested appropriately in fire protection from the outset, including

sprinklers, we could avoid these disastrous disruptions or at least minimise their impact.

Fire Safety

result in a claim within the RPA is over £425,000. Then think that it was above £350,000 in the preceding two academic years and is forecast to be over £300,000 in the academic year 2023/24.

A question of priorities The questions we need to ask are this: Are we investing properly in the long-term resilience of our children’s schools, or are we just building as cost-effectively as possible and hoping they will survive the next 30 years without incident? More importantly is this just a financial question or is it about the impact on those in education when a fire occurs? The recent statistics should serve as a wakeup call. With more fires occurring in schools and the cost of damage increasing, it’s time to prioritise fire protection as part of any rebuilding or new construction project. The installation of sprinklers could potentially curtail fire outbreaks and significantly reduce the resultant damage, leading to minimal disruption to education. The cost of sprinklers would be a small fraction of the cost and impact wrought by a fire and therefore represent strong value for money over the life of the school properties. By including sprinklers in the rebuild of our schools, we are not only safeguarding buildings, we are safeguarding education, the heart of our communities, and the future of our children. L

Business Information for Education Decision Makers

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Security

Dealing with evolving security threats In the wake of recent tragedies, such as the fatal stabbing of a pupil in Sheffield, concerns over school safety have resurfaced with urgency. So what can schools must do to create a safer environment for all? Recent events, such as the tragic death of a boy after a stabbing at a Sheffield school, has propelled school security into the headlines. Incidents like this contribute to a phenomenon of pupils feeling unsafe at school. A report from The Key, in partnership with Edurio, conducted in 2023, revealed that nearly one in 10 pupils reported feeling not very safe in school, or not safe at all. A Youth Endowment Fund report meanwhile showed that in 2022, 14 per cent of students missed school due to safety concerns. So what should schools be doing to ensure their school is a safe environment for pupils, staff and visitors?

Security systems and policies Schools are required to have policies in place on security measures, covering everything from deterring attacks, keeping learners safe, and when it’s appropriate to implement a lockdown. The Department for Education provides a range of guidance to support schools and colleges with their security plans. School staff should familiarise themselves with the statutory guidance on keeping children safe in education and make sure they understand and meet their safeguarding responsibilities. There is also non-statutory guidance to help schools and colleges manage their security effectively. E

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Security

To help education settings become better prepared for and able to respond to terrorism and other major incidents, the DfE has published non-statutory guidance providing advice F To help education settings become better prepared for and able to respond to terrorism and other major incidents, the DfE has also published non-statutory guidance providing advice. This guidance is aimed at all those working in education, specifically responsible for planning for emergency responses and site security. The guidance offers simple, practical and low-cost steps to deter attacks and keep learners safe. In addition, there is a range of resources freely available to assist security leads, teachers, and learners in preparing and responding to counter terrorism incidents. ACT for Youth is aimed at 11-16-year-olds on how to stay safe if caught during a terrorist attack. It teaches young people the three

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critical actions to take: RUN to safety, HIDE if running isn’t possible, and TELL the police when it’s safe to do so. The programme provides lesson plans and resources using film and activities to help students understand how to respond in dangerous situations. ACT for Education e-Learning is aimed at all staff and non-staff, including contractors, working in settings. The course includes embedding a security minded culture, identifying security vulnerabilities and suspicious activities, and how to respond to incidents using core principles like RUN HIDE TELL, the HOT Protocol, and the Power of Hello. Are systems fit for purpose? Are school security systems adequate enough to deal with the evolving security threats are schools face? Jason Blair, who runs managed security specialist firm, Camelott, says the current measures in place at many settings are outdated. Jason explains: “With a worryingly growing number of life-altering, life-threatening, and fatal incidents occurring across our schools, it’s very clear that more needs to be done to protect children, staff, and visitors. “By necessity, educational settings are security-centric. Yet, many of these once-

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effective systems simply don’t focus enough on the real and growing threats facing schools today. They lack real world tests, on top of a lack of shared information around schools advising the type of threat they face and where they could be exposed. “As a result of these alarmingly increasing violent events, school leaders are naturally eager to improve and increase the effectiveness of the systems they have in place - welcome and reassuring news to any parent or carer whose trust is placed in these settings. “However, any security overhaul or update must go above and beyond tick-boxes or standard procedures – because as we’ve seen of late, an above and beyond approach to security is not just a want; it’s an imperative need.” Jason has shared some useful questions for leaders to ask themselves when considering any new security alarm or lockdown system: Is the lockdown alarm easy to set off while dealing with a serious situation? How quickly will the alarm reach the entire school? How distinctive is the alarm? How reliable is the lockdown alarm process? And finally, is the security suited to your setting, taking into account premises that are separate?

Security

Access management Having multiple entrances raises security concerns, and so schools must ensure they have good perimeter security and access management. Access points need to be controlled strictly, with clear signage for central entry points. Potential risks and from surrounding areas should be identified, including whether there is anything that could allow an intruder to climb over fences or gates. Schools should consider setting designated pathways for cars and pedestrians and spend time devising a plan for site security during off-peak hours, especially if the school site is used for community events. Test security plans Schools should regularly test policies and handling plans. Practice drills will identify where improvements can be made and enable schools to assess what the wider residual effects of an incident are likely to be. Security leads should consider involving neighbouring schools or colleges, local police, local authorities, academy trusts or other outside agencies in helping evaluate practice drills. L

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Sustainability

Pupils in front of a forest of 400 trees planted by Esher Church School

S Biodiversity and clean

energy progress in schools

Since the Let’s Go Zero campaign started in 2020, thousands of climate actions have been taken by schools – from energy efficiency measures, to improving biodiversity and active travel. Here’s a look at the campaign’s impact so far The national campaign for schools, colleges and nurseries to be zero carbon by 2030 – Let’s Go Zero – published its Impact Report on Earth Day (22 April), which highlights and celebrates the climate action taken by schools around the country. The report shows that the campaign has directly supported UK schools in delivering an estimated 13,610 tonnes of CO2 savings, with planned actions set to save a further 68,867 tonnes. Together, that’s the same impact as 266,464 individual passenger flights between London and New York.

Nearly 6,000 schools are now signed up to the Let’s Go Zero campaign – all committing to be on a journey to zero carbon. More than 16,000 schools have heard about the campaign through the wide range of resources and activities offered. And more than two million young people and 302,000 school staff members have now been reached by Let’s Go Zero’s proactive, ‘can-do’ climate messaging. Schools taking climate action Thousands of climate actions have been taken by schools country-wide, with free E Issue 30.3 | EDUCATION BUSINESS MAGAZINE

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SUBSTANTIAL SUBSIDIES AVAILABLE TO ALL NEW SCHOOLS

INTRODUCECHESS TOYOURSCHOOL

Chess in Schools and Communities is a charity that delivers chess to state schools across the country. Since 2009, we have supported over 2,800 primary schools. The cornerstone of our programme is delivering chess as a curriculum subject during school hours. We currently teach in over 300 schools each week, helping pupils develop critical thinking, problemsolving skills, and resilience through structured chess lessons. You can find further details of the work we do on our website: www.chessinschools.co.uk

The benefits of our award-winning Schools Programme:

A 30-week chess curriculum refined over 15 years and designed to develop thinking skills, complete with lesson plans and worksheets, delivered by an accredited, DBS-checked tutor.

Chess sets, teaching aids, and workbooks provided for each child.

Free ChessKid memberships, a secure online platform where children can learn and play against peers from around the world.

Opportunities to compete in national tournaments and attend special events, such as ChessFest and the London Chess Classic, last year held at the Emirates Stadium, home to Arsenal Football Club.

Thanks to a recent donation we can now offer substantial subsidies to schools wanting to join our programme. PROVISION

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1-hour lunchtime or afterschool club

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Sustainability

F support and advice by Let’s Go Zero climate action advisors. For example, Norfolk’s Thetford Academy has slashed 11 tonnes of CO2 – and £6,830 on their annual bills – through making energy efficiency changes. The Magdalen Church of England/Methodist Primary School in Lincolnshire tackled their energy waste and saved £448.39 on its monthly bill. Stathern Primary School in Leicester boosted travel by scooter, bike or walking from 37-57 per cent by holding an active travel competition – an amazing result for a rural school. Rowley Hall Primary School in the West Midlands launched a ‘grow-your-own foodbank’, with vegetables delivered to older people living nearby. Meanwhile London’s Christ the King Sixth Form turned a disused building into an ecohub, a dedicated learning space that is also shared with local community groups. Northfleet Technology College in Kent has installed bee hives on-site and provides training for young people, and has added beerelated science projects to the curriculum.

Nearly 6,000 schools are now signed up to the Let’s Go Zero campaign – all committing to be on a journey to zero carbon by 2030 A strong vision from the start Let’s Go Zero started in 2020 – a campaign coordinated by climate solutions charity Ashden, with minimal funds but a strong vision. Now, with the support of its main funder Green Future Investments Limited (GFIL), it is the UK’s largest school sustainability movement reaching over 5,870 schools and representing more than two million young people. The impact of the campaign’s advice, resources and direct support, can be seen in classrooms, canteens and playing fields across the UK. “It’s been an incredible, fast and inspiring five years,” says Alex Green, head of Let’s Go Zero. “When we started with just myself as the one dedicated worker within Ashden, it was a E

Let’s Go Zero Climate Action Advisors support schools to explore options for renewable energy

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Sustainability Students use a thermal imaging camera at Stathern Primary School in Leicestershire

F massively ambitious vision to have thousands of schools all working with us to be zero carbon. “Now we have 32 climate action advisors who are at the heart of schools’ support. These wonderful experts give schools free guidance that’s practical, achievable and tailored to their needs.” More than 2,400 schools have joined since the beginning of the academic year in September 2024, showing how schools are prioritising climate action, and seeking guidance to do it. Taking responsibility for emissions Schools and universities create 36 per cent of the England’s building emissions, so actions in schools can make a big difference to the UK’s total emissions and environmental protection. Since 2020, 806 schools involved in Let’s Go Zero have taken action on decarbonisation and energy efficiency and 1,023 intend to do so in 2025 alone. Importantly, many schools are also looking into how to adapt to climate impacts, such as anti-flooding measures, or cooling in extreme heat – with 441 expecting to act on these during 2025, an increase from the previous year’s 51 schools. “We work with schools on a range of issues – not just in order to reduce carbon or protect the environment, but to get right down to the issues that affect everyday school life,” says Alex Green. “Our Climate Action Advisors work with schools to find ways to keep classrooms warmer in winter, cooler in the summer, cheaper to run, and for schools to be healthier and happier places for learning.”

Climate action plans Another impetus for action is the government’s suggestion that schools be in the process of creating climate action plans by September and to have a dedicated sustainability lead. Let’s Go Zero is a trusted partner in various government initiatives and pilot schemes. And government ministers have already acted on Let’s Go Zero policy recommendations – such as ensuring all education settings have a climate action plan and nominated sustainability lead. But much more needs to be done to make sure systemic change is in place. Alex Green is positive about the education sector’s potential for deep and meaningful action: “In the years ahead we will support schools to prioritise high-impact measures such as modernising buildings, and generating clean energy on site. And we will seize on growing political momentum behind school sustainability to accelerate policy change.” The government announcement last month of £80m to help put solar on around 200 school building roofs has been wellreceived, she says, but this needs to be just the beginning of investments of this kind. “Our country owes it to schools and young people to deliver more support, more progress and more ambition on this important issue – it makes total sense in terms of helping schools make their budgets go further by not having to cover ever-increasing energy bills, cutting the country’s carbon emissions and helping children be proactive in their response to climate change.” M FURTHER INFORMATION

www.letsgozero.org Issue 30.3 | EDUCATION BUSINESS MAGAZINE

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EV Chargepoints

Further funding for electric vehicle chargepoints There are now over 1,400 electric vehicle chargepoints installed in schools and colleges, thanks to a government funding scheme that started last March. With funding confirmed for another year, we share advice for schools on how to use the grant to install chargepoints In March 2024, the government announced a dedicated grant to help state-funded schools, colleges, and nurseries with the cost of installing electric vehicle charging infrastructure. The grant provides up to 75 per cent of the cost to buy and install chargepoints, up to £2,500 per socket – up to 40 sockets across all sites. Thanks to the funding, there are now over 1,400 electric vehicle chargepoints installed at schools and colleges across the UK.

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Now the government has confirmed that this funding scheme for electric vehicle chargepoints has been extended for another year. Lilian Greenwood, future of roads minister, said: “Schools are the beating heart of our towns and communities and rolling out chargers here shows we are building a practice and reliable charging network designed around people’s daily lives.

EV Chargepoints

“Reaching 1,000 sockets at schools is a particularly significant milestone and builds on a record January for electric car sales, as consumer confidence in the electric transition grows every day. This is helping support jobs, making the UK a clean energy superpower and deliver our Plan for Change.” Education Minister, Stephen Morgan added: “By making EV charging ports readily available, schools can lead by example, encouraging greener travel options and expanding the community’s charging network.” How does the scheme work Applications for the grant are made online, and the closing date is 31 March 2026. Successful applicants will receive a voucher that is valid for 180 days from the date of issue and the installation must be completed within this time. The grant is for state-funded schools and education institutions, which must have dedicated off-street parking facilities that are clearly associated with the premises, although the parking may be used by customers, guests, visitors, staff or others. E

The grant provides up to 75 per cent of the cost to buy and install chargepoints, up to £2,500 per socket – up to 40 sockets across all sites

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EV Chargepoints

Academy trusts can apply for up to the maximum of 40 sockets for each institution within the academy trust

F The grant provides up to 75 per cent of the cost to buy and install chargepoints, up to £2,500 per socket – up to 40 sockets across all sites. Academy trusts can apply for up to the maximum of 40 sockets for each institution within the academy trust. The installation must be completed by an authorised installer. They will need the voucher code and will claim the grant on the school’s behalf, and deduct it from their invoice. If a school wants to open their chargepoints to the public and charge for usage, it will need to ensure they comply with the Public Chargepoint Regulations 2023. Getting the project started An important part of an EV charging infrastructure project is getting a site survey. This will assess how EV charging can be installed and engineers will typically visit the site to assess power requirements and if any groundworks would need to be done. When choosing your chargepoint installer, it’s important to find out about their back office portals. A good back office system will allow you to monitor charging times, speeds, payments and conduct CO2 reporting. It’s

EV Chargepoints

also important to look at what aftercare the chargepoint operator offers for service and maintenance, including callouts for repair, and whether there are any extra charges for this. Boosting sustainability and revenue The grant aims to boost the chargepoint facilities for staff and visitors, and has the potential to help schools generate revenue by making their chargepoints available to the public. Talking about his experience, Chris Norwood, headteacher of the Northfleet School for Girls, said: “Developing an environmentally friendly site is an important part of our school vision and practice. We have been able to play our part in reducing emissions whilst working with students to educate in creating a more sustainable future. Through installing solar panels, LED lighting and car chargers, we have been able to save over £500,000 in energy costs (since 2017), funds which are directed back into ensuring the best possible education for our students. “The car chargers have created over £2,000 in additional school funding, which has helped to create an additional farm classroom

for all students to utilise. We expect that by modelling the best environmental practice possible, we are supporting our students to be proactive in this area in their adult lives. L

Commercial Fire, Security & Electrical Services From fire alarms to solar panels, Sygma Fire, Security & Electrical has you covered. Our comprehensive services include EV charging solutions, emergency lighting, CCTV, intruder alarms and more, leaving your educational premises secure, efficient, and compliant. Trust our experienced team to safeguard your institution and optimise your energy use, all in one reliable package.

0800 043 6728 / sygma.co.uk

Issue 30.3 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Catering

Is your canteen confident in dealing with food allergies? Twenty per cent of allergic reactions to food occur in schools, and while some schools are well prepared to deal with the needs of children with food allergies, others still have some way to go. So what does good allergen-friendly catering in schools look like? The Natasha Allergy Research Foundation shares some advice Every child should be able to enjoy safe, nutritious food at school. But for around two children in every classroom in the UK who have been diagnosed with a food allergy, this can be challenging. Food allergies disproportionately affect children and young people, and 20 per cent of allergic reactions to food occur in schools. While some schools are well prepared to deal with the needs of children with food allergies, others still have some way to go. A survey of 1,900 teachers carried out by the NASUWT, the teachers’ union, in collaboration with The Natasha Allergy Research Foundation, the UK’s food allergy charity, has revealed that 95 per cent of teachers now have children with food allergies in their school, yet 67 per cent have had no allergy awareness training. One in five teachers has never been taught how to administer an adrenaline autoinjector which could save a life in a food allergy emergency, and almost two thirds (60 per cent) don’t know or are unsure if their school even has an allergy policy. For school caterers, clear communication and processes are key when it comes to food allergies. Legal requirements The Government has legal requirements for schools around food, including school caterers showing allergen ingredients information for the food they serve, to make it easier for schools to identify the food that pupils with allergies can and cannot eat. In addition, catering organisations such as LACA, the school food people, has issued allergen management guidance to its members for catering in education.

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Good communication and co-operation between the school, the parent of a child with a food allergy and caterers is central and, it says, ‘the first priority of all parties must always be the safety of customers and pupils with medical dietary requirements’. To achieve this, it advises school caterers carry out a risk assessment to analyse the ‘capabilities of the school kitchen, the nature of the allergen(s) and the severity of the allergy’. Showcasing best practice Through its new £1 million educational programme called Allergy School

Catering

(www.allergyschool.org.uk), Natasha’s Foundation is highlighting examples of good allergen-friendly catering practice in schools. Allergy School, launched earlier this year (February 2025), offers free advice and practical resources to help all those working in school settings create an inclusive and safe environment for children with food allergies. Its aim is to empower staff to protect every child and foster confidence and understanding among pupils, ensuring those with food allergies feel empowered, supported and protected. Waltham Forest Catering, the school catering team at the London Borough of Waltham Forest, has introduced AllergyFriendly Days to its school lunch menus to raise awareness of food allergies and ensure children with food allergies are able to fully participate in school lunchtimes. On the Allergy-Friendly Days – now two days a week across the 43 schools in the borough – the menus are free from the top 14 allergens. To introduce Allergy-Friendly Days, Waltham Forest Catering reviewed all existing menus to identify dishes that did not contain any of the top 14 allergens, discussed with food suppliers what ingredients they could provide that were allergen-free without risk of cross contamination, developed new recipes and then asked children to taste test the dishes.

Allergy School offers free advice and practical resources to help all those working in school settings create an inclusive and safe environment for children with food allergies The next job was to win over the catering staff, school leaders and parents – and they found that inclusivity was the main driver for persuading both school leaders and the catering team to embrace Allergy-Friendly Days. All catering staff underwent an Allergen Awareness Course, a risk assessment was carried out to make sure allergenfree food was separate from all other food, and deep cleaning is carried out the day before each Allergy-Friendly Day to prevent any cross-contamination. You can read more about Waltham Forest Catering’s experience here. Through Allergy School, Natasha’s Foundation is encouraging schools to develop their own allergy policy and use a simple letter to buy spare adrenaline auto-injectors (AAIs) from a pharmacy, without the need of a prescription, for use in a food allergy emergency. E

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Catering

The Allergy School programme F Responding to an allergy emergency Allergy School also teaches school staff how to respond in a food allergy emergency. Anaphylaxis – the most severe allergic reaction – triggers symptoms affecting the airways, breathing and circulation (ABCs). If someone with a food allergy is showing these symptoms, they should administer an AAI without the delay, dial 999 and say ‘anaphylaxis’, make sure the person is lying down and inject a second AAI if there are no signs of improvement after five minutes. Preventing further tragedies For Nadim and Tanya Ednan-Laperouse OBEs who set up Natasha’s Foundation, improving understanding and education about food allergies in schools is a subject close to their hearts. Their daughter Natasha was diagnosed with food allergies from a young age and, at times, they found it hard to keep her safe at school. Natasha died in 2016 aged 15 after eating a baguette sandwich that contained sesame seeds that she was highly allergic to. The ingredients’ list on the sandwich didn’t mention sesame, and the seeds weren’t visible because they had been baked into the dough of the bread. Had sesame been listed, Natasha would never have eaten the sandwich. Her death was entirely preventable. Tanya said: “I know it can be really hard for parents to feel confident that their allergic child will be safe in school. Finding a nursery where Natasha would be safe was extremely difficult, and when she started school aged five, it was only when she had a severe allergic reaction to milk on a school trip to the zoo that staff finally took her food allergies seriously. “At times, Natasha was bullied at school because of her food allergies and this was incredibly stressful and isolating for both Natasha and our family. Government, schools, teachers, caterers, parents and pupils need to come together to end the challenges faced by so many children with food allergies in this country. “Our new Allergy School will transform levels of awareness and understanding of food allergies to ensure all children are safe and able to participate fully at school.” M

Allergy School is the new £1million free educational programme by The Natasha Allergy Research Foundation, the UK’s food allergy charity. The first phase, aimed at nurseries, primary schools and out-of-school clubs and groups looking after children aged 3 to 11, offers a suite of resources to transform understanding of food allergies in schools so that children with food allergies feel empowered, included and protected. This includes five films for pupils and teachers including a quiz and first aid advice, engaging lesson plans and assembly packs for Key Stages 1 and 2, a self-assessment tool to allow schools to determine how allergy-inclusive they are and how they can improve the safety and well-being of their allergic pupils, and allergy training for teachers. All are mapped into the National Curriculum to make them easy to use for all age groups. Allergy School has been developed in partnership with The King’s Foundation, St John Ambulance, the children’s charity Coram Life Education and Tesco Stronger Starts, and received a message of support from His Majesty King Charles.

FURTHER INFORMATION

www.allergyschool.org.uk

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