Education Business 31.2 by PSI Media

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Setting the Standard for IAP Success Discover our expert Internal Alternative Provision (IAP) guide, crafted from the shared experiences and best practice of the schools we work with. Our new guide provides useful strategies and advice for schools looking to set up or refresh their own Internal Alternative Provision.

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Issue 31.2 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

BORN READY FOR EDUCATION Streamlines classroom workflows Ends student document mix-ups Manages multi-building printing Reduces printing costs Discover Apeos

Teaching is hard enough without printer problems. Fujifilm BI’s Apeos printers let you print from any device, laptop, tablet, or phone, and collect documents at any printer across campus. They also help schools track and control printing costs, showing exactly who’s printing what and where. Everything stays organised and within budget. This is Apeos. Born ready for education. The future of intelligent print.

Contents 31.2

Contents

Business Information for Education Decision Makers

NEWS

SEND

ISE REVIEW

TECHNOLOGY

EDUCATION BUSINESS LIVE

DESIGN & BUILD

SPORTS SURFACES

CATERING

EASTERN EDUCATION SHOW

Education Business magazine

SPORTS & PE

www.educationbusinessuk.net Issue 31.2 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Let’s do Business together Introducing our new A Level Business – now accredited and ready to teach from September 2026. • Accessible, straightforward assessments – with a consistent structure, low-tariff and multiple choice questions in every paper, and a formulae booklet available during exams. • Business topics for today – explore modern content such as sustainability, work-life balance balance, and the customer journey. • Teach with confidence and clarity – a clear, easy-to-navigate specification that’s structured into topics to support co-teaching. • Support at every step – everything you need to teach with confidence, including curriculum planners, practice papers, and access to a subject advisor and a free digital student book for everyone in your school or college who needs it.

Find out more now: ocr.org.uk/alevel-business

News

POST-16 EDUCATION

First V Levels subjects revealed in post-16 reforms The government has announced the first V Level subjects that will be rolled out in England from 2027. Education, finance and digital V Levels will be the first subjects introduced as part of the government’s post-16 education changes. New qualifications will be introduced next year for 16‑year‑olds, providing a year of study before progressing to V Levels, T Levels or A levels, with initial subjects in Education and Early Years, and Digital. A separate two‑year, employment‑focused route will also be available for those aiming to move straight into work or an apprenticeship, starting in Catering and Hospitality, and Education and Early Years. Education Secretary Bridget Phillipson said the “bold reforms” will give parents muchneeded confidence in a system that values every route to success – academic, technical or vocational. V Levels will sit alongside A Levels and T Levels, and will be equivalent to one A Level, allowing students to mix and match academic and vocational subjects if they are unsure where to specialise. A Further Study pathway will be introduced, which provides a year of study to support students who want to go on to do V Levels, T Levels or A levels but aren’t ready to progress beyond GCSE-equivalent study due to lower attainment. It will be supported by a new Foundation Certificate qualification...

WELLBEING

83 per cent of teachers say workload is leading source of stress New research shows that teachers across the UK are increasingly working beyond their contracted hours, with workload cited by 83 per cent as the single biggest source of stress in the profession. The Tes Teacher Wellbeing Report 2026, based on responses from more than 1,400 UK school staff, provides a snapshot of how teachers are experiencing their work today. It shows that despite increasing demands, many teachers remain positive about their role in education. More than half (54 per cent) report moderate to favourable job satisfaction, reflecting the continued sense of purpose many educators feel in their work. However, over half, 57 per cent, describe their wellbeing at work as moderate to negative. The Tes findings also highlight longer term concerns about retention if pressures continue. Six in ten educators, 61 per cent, say they do not currently see themselves staying in the profession long term, while 44 per cent say they do not plan to progress into leadership roles. The research reveals how much the typical teaching week extends beyond contracted hours. Only three per cent of respondents say they are able to keep their work within contracted hours, while 45 per cent report regularly working at least nine additional hours each week. A further 18 per cent say they work more than 60 hours in a typical... CONTINUE READING

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Business Information for Education Decision Makers

Inspire minds, build real-world skills Strengthen your KS4 curriculum with practical, accessible qualifications and outstanding teacher support Find out more: teach.ocr.org.uk/cambridgenationals

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News

HEALTH & SAFETY

Plans to make schools more allergy safe announced The government has announced new plans to strengthen allergy prevention and preparedness in schools. This means life-saving allergy pens must be stocked by schools for the first time, compulsory training for teachers, and a requirement for each school to have a dedicated allergy policy. The plans come after campaigners fought for change, including Helen Blythe, mother of Benedict Blythe, who tragically lost his life to an allergic reaction at school. Replacing previous non-statutory advice, the consultation on the new guidance on supporting children and young people with medical conditions and allergies is now open, ahead of coming into force in September 2026. The training for teachers will cover recognition of symptoms, emergency response and the use of adrenaline devices – alongside improved incident recording and lessons learnt processes. Schools will need to have a policy for supporting children with medical conditions, including Individual Healthcare Plans to record specific arrangements for individuals like an allergy management plan Helen Blythe and Peter Blythe, parents of Benedict Blythe and founders of the Benedict Blythe Foundation, said: “For four years, we have campaigned for Benedict’s Law so that no child faces the preventable gaps in allergy safety that cost our 5-year-old son his life...

PE & SPORT

Scotland invests £2 million in swimming lessons The Scottish Government is rolling out a National Primary School Swimming Framework, a universal offer to primary aged children to learn to swim alongside learning vital water safety skills. £2 million has been earmarked for the swimming initiative in its first year, with plans to expand the offer in future years. This is from an additional £40 million for sport that was allocated in the 2026-27 Budget. Sport Minister Maree Todd said: “We believe that every child, regardless of their background, should be given the opportunity to learn to swim – a core skill that can save lives. There is no better time to offer them that chance than now. “We are preparing for a spectacular summer of sport which will see Scotland welcome some of the world’s best swimmers to Glasgow and having elite sportsmen and women competing live on our doorstep is an experience which can only serve to inspire. “This investment is part of an additional £40 million of funding for sport – enabling more people to get active and enjoy the wideranging physical and mental health benefits that will last long after this year’s World Cup and Commonwealth Games have come to a close.” Swimmer Duncan Scott, who has won eight Olympic medals and 13 Commonwealth medals across three Games, said: “I am delighted to see this Scottish Government commitment and investment in school swimming to keep children safer... CONTINUE READING

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WIN A NEW PLAYGROUND DESIGNED AND DELIVERED BY PROJECT PLAYGROUNDS

What Would Your Pupils’ Dream Playground Look Like?

Project Playgrounds has launched its first annual UK Primary School Playground Design Competition, giving children the chance to design a playground that supports play, learning and wellbeing… and giving one winning school the chance to win a beautifully designed playground.

Why Take Part? Because Play Should Have Purpose. How Schools Enter Primary schools are invited to submit pupil-designed playground concepts showing how their ideal playground would support play with purpose. For full details and competition T&Cs, you can visit the website.

ENTER TODAY

www.thermapply.co.uk/ppcomp

News

WELLBEING

First ‘Well School’ accreditations awarded Children’s charity Youth Sport Trust has awarded its first Well School accreditations, recognising schools that are prioritising pupil and staff wellbeing alongside academic performance as a measure of success. The new framework enables leaders to evidence wellbeing as a strategic priority through external validation, rather than treating it as a supportive but largely unmeasured aspect of school culture. The Well School accreditation provides a structured framework allowing schools to evaluate and evidence wellbeing practice with the same rigour applied to academic outcomes and safeguarding provision. The framework aims to be straightforward and realistic to implement within existing structures, without adding extra workload. Through external peer review and a clear rating system, the accreditation supports leaders to demonstrate impact to parents and governors, track progress and embed accountability for wellbeing across wholeschool strategy. In the first three months since its launch, over 40 schools have applied for their Well Schools Accreditation, with six schools and a four-school multi-academy trust already peer reviewed and awarded. The first accredited schools and trust are: High Tunstall College of Science, Hartlepool; Hayle Academy, Hayle; Crown Hills Community and Sports College, Leicester; Oasis Blakenhale Junior School...

PEOPLE

Sir Kevan Collins to support Schools White Paper delivery Sir Kevan Collins has been appointed as delivery adviser to Education Secretary Bridget Phillipson, to support the delivery of the schools white paper, with a focus on SEND reform and local authority engagement. Sir Kevan, already the department’s lead non-executive board member, will take on the additional part-time role to provide expert advice and challenge on key delivery priorities. He will focus on two areas: reviewing how DfE engages with local authorities to ensure reform programmes are clear and achievable, and supporting the department’s delivery unit on SEND reform. Bridget Phillipson, Secretary of State for Education, said: “Every child, whatever their needs, should have the opportunity to achieve and thrive at their local school. Kevan has a proven track record of driving improvement across education, and his expertise will be invaluable as we deliver the Schools White Paper and our mission to shift children with SEND from sidelined to included.” Sir Kevan Collins said: “Having worked across the education system, I know that ambitious plans only matter if they translate into real change in classrooms and communities. Children with SEND and their families have waited too long for the support they need, and I’m determined to help ensure these reforms deliver for them. I look forward to working with colleagues across the department and with local authorities to make that happen.” READ MORE

Issue 31.2 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Jake Wall, policy manager for skills and future of work, techUK

New inquiry on technology’s role in education launched The Education Select Committee has launched a new inquiry examining the role of artificial intelligence (AI) and EdTech in education. MPs will examine the opportunities and challenges posed by AI and EdTech across the whole education system, including early years settings, schools, colleges and universities. The Committee will consider how AI is reshaping learning, including how it affects skills such as critical thinking, problem solving and oracy. They will consider the risks of AI use perpetuating inequalities between students and explore whether students are supported to use AI safely and responsibly. Children’s digital rights will be considered, including the balance between their respective rights to privacy and participation, and the potential safeguarding risks of fast evolving AI tools and addictive design features. According to a School’s Week survey, 60 per cent of teachers are now using AI for work purposes, with over a fifth using it daily. MPs will also explore how teachers, lecturers and early years practitioners use AI in their daily work, whether they have enough support on how to use it effectively, and how the growing use of EdTech and AI might affect traditional assessment methods. Chair of the Education Committee, Helen Hayes MP, said: “AI and EdTech are already reshaping education, from the early years and secondary school right through to college and university...

News

TECHNOLOGY

techUK’s Jake Wall

How tech is shaping careers education Conversations around youth unemployment have dominated the headlines in recent times. Early careers professionals face a challenging job market and nearly one million young people are NEET. Amid all this, National Careers Week reignited the conversation on how technology can drive opportunity for the younger generation. As policymakers and educators refocus on young people’s futures, the tech sector is delivering practical solutions that inspire learners and build employability skills. From Siemens’ virtual work experience programme encouraging participants from diverse backgrounds to pursue STEM careers, to Samsung’s Solve for Tomorrow, a Gatsby Benchmark and curriculum-aligned programme inviting students to design tech-forgood solutions that has been shown to boost learners’ critical thinking skills, confidence and industry insight, the industry is ripe with opportunities. Yet careers advice, work experience and employer engagement are declining, with just 26 per cent of young people accessing work experience. To meet government ambitions, schools and colleges will need to at least double their work experience provision. As government seeks to boost careers education, the tech sector is well placed to make that possible. By delivering innovative approaches, partnership between government and industry can turn careers aspirations into reality. The examples in this article are just a snapshot from techUK’s Tech Together campaign, read more here. CONTINUE READING

www.techuk.org

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Supporting SENCOs. Protecting time. Strengthening inclusion. SENCOs know how to promote inclusion and resilience. The challenge isn't the how—it’s finding the time and space to actually lead. When you're buried in statutory paperwork, it's impossible to focus on the high-level planning, implementation, and reviewing of support that our most vulnerable students require.

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Support for food education high but provision patchy According to a new poll, there is overwhelming public support for more food education in England’s schools, yet stark inequalities in who actually receives it. Hungry for Change draws on polling of over 2,000 parents and 2,000 young people aged 11 to 18. It shows overwhelming agreement that cooking healthy meals and making good food choices are essential life skills, comparable in importance to digital literacy or physical exercise, and vital for independence in adult life. Despite this, access to food education is fragmented, inconsistent, and insufficient. Fewer than half of young people report receiving dedicated curriculum time, with access declining sharply with age and varying significantly by income, school type, and region. State educated pupils and pupils from lower-income households are markedly less likely to receive consistent food education. As government investment in school food expands, the report warns that without high quality food education embedded alongside increasing provision, the long-term benefits of that investment will not be fully realised. The report, published by The School of Artisan Food’s Best Food Forward programme, with opinion research from Public First, builds on their findings from the Food Education Mapping Project (Sept 2025) which found that food education is most effective when young people can ‘Learn it, See it, Live it’...

News

FOOD EDUCATION

More top news stories from www.educationbusinessuk.net 100 schools receive Great British Energy solar panels: READ MORE Consultation launched on children’s social media use: READ MORE Artificial intelligence policy toolkit launched for schools: READ MORE Head Teacher Leadership Academy gains more funding: READ MORE Plans for new price bands for private special schools: READ MORE

ELECTRIC VEHICLES

EV chargepoint funding scheme for schools extended The government has announced that the electric vehicle charge point grant for schools will be extended for another year. However, from 1 April 2026, the level of funding will reduce to £2,000 per socket, from £2,500. The grant enables state-funded education settings, including schools, colleges, nurseries and academies, to get 75 per cent off the cost to buy and install electric vehicle chargepoints, up to £2,000 per socket, and can be used for 40 sockets across all sites. Launched in March 2024, the funding scheme has seen 3,700 sockets installed to date. It 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. The grant will now end on 31 March 2027. READ MORE

Issue 31.2 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

From Crime Scenes to Classrooms Why I Chose to Support Education By Kevin Kearley In the words of Talking Heads, I sometimes find myself asking, “Well… how did I get here?” My career began in digital forensics, attending crime scenes and developing new ways to present evidence in court. Early on, I introduced 3D modelling into the presentation process — because a crime scene is three-dimensional, and the evidence should reflect that. That mindset led to leading imaging and digital forensic services as technology rapidly evolved. Adapting to change wasn’t optional — it was essential. Eventually, I took a leap into self-employment. It wasn’t straightforward, but through school workshops and creative projects I found myself increasingly drawn toward education. The turning point came when I developed a visitor management system for a local school. Frustrated by rigid software that didn’t adapt to schools’ needs, I coded a more flexible solution — one built around listening rather than selling.

That became School Supplier. Since then, the approach has remained the same: identify real challenges and build practical solutions. Inclusion inspired the creation of WhispEar to reduce background noise while keeping a teacher’s voice clear. Managing mobile phones drew on principles from digital forensics — creating calm, consistent boundaries. Encouraging reading led to book vending machines that make literacy visible and celebrated.

Now the conversation is artificial intelligence. AI will shape the world our pupils inherit. Rather than fearing it, I believe children should understand it. Through AI learning robots, pupils move from simple programming to exploring how systems adapt and learn — discovering how technology really works. Through School Supplier, that approach continues: observing carefully, adapting creatively, and building practical solutions that genuinely serve schools.

I didn’t set out to build a catalogue. I set out to solve problems. I am currently delivering complimentary AI workshops for headteacher conferences and leadership teams.

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SEND

A layered approach to SEND support The new schools white paper has set out the government’s plan to overhaul the SEND system, introducing new funding, layered interventions and more help from health professionals. We break down the changes on the horizon and examine what this means for schools More children are being educated in specialist settings now than at any time in the last half century, alongside more moving into unregistered alternative provision or home education due to unmet SEND needs. But if the barriers are removed, it is possible for many children and young people with SEND to thrive in mainstream schools and learn alongside their friends. Acknowledging this, the government has launched its long-awaited schools white paper, which highlights major reform to the SEND system. It sets out how more children

with special education needs and disabilities (SEND) will be able to receive better support, earlier, closer and ‘without a fight’. One of the major challenges of the present system is that it takes too long to get support and too often relies on statutory assessments. A major aim, therefore, is to integrate the SEND system within mainstream schooling, so that support can be provided earlier. The government says this will require more flexibility, with support that can adapted to the needs of children as they grow and move through different education phases. E Issue 31.2 | EDUCATION BUSINESS MAGAZINE

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Layers of support The government is aiming for a more layered approach to SEND intervention, with Targeted, Targeted Plus, and Specialist support. Targeted (including Targeted Plus) will provide structured, evidence-based interventions within mainstream schools, drawing on the new

‘Experts at Hand’ service to involve education, health and care professionals where needed. The Specialist layer will provide a higher level of provision for children with complex needs, through new Specialist Provision Packages, which will form the basis of EHCPs. For every child receiving Targeted or Specialist support, regardless of their educational setting, schools will be required to develop an Individual Support Plan. This plan will describe the child’s day-to-day educational provision and the support required, and will be created collaboratively with parents. Specialist support will use nationally defined Specialist Provision Packages for children with the most complex needs. These will be developed and reviewed by an independent expert panel and will guide provision and eligibility for EHCPs across mainstream and specialist settings. EHCPs will continue to set out the statutory entitlement to support for children and young people with SEND, with Individual Support Plans describing the day-today provision delivered in schools.

SEND

F Over the next three years, the government will be investing £1.6 billion to make the mainstream system more inclusive. In practice, this means that ‘commonly occurring needs’ that every school should be familiar with, can be met in mainstream education through adaptive teaching, calm environments and enrichment opportunities. The fund can be used to run targeted and small group interventions at the earliest signs of children having additional needs. When announcing the changes, Prime Minister Keir Starmer said: “I’ve heard first hand the struggles and exhaustion faced by too many parents who feel they have to fight the system to get their child the support they need. “But getting the right support should never be a battle – it should be a given. “That means no more ‘one size fits all’ system that only serves children who fit the mould. Instead, families will get tailored support built around their child’s individual needs, available on their doorstep.”

Individual Support Plans Schools will be required to develop Individual Support Plans for any child or young person with identified SEND. The plans will capture barriers to learning, day-to-day E

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SEND

The government will create more opportunities for health professionals to work directly with school staff and groups of children as needed

F provision, any reasonable adjustments and intended outcomes. They will be developed with input from parents, strengthening collaboration between home and school. These plans will be interactive, digital, accessible and integrated with wider services over time, so that identifying and communicating any support required is simpler and more effective. This approach will ensure support remains responsive throughout a child’s education, facilitating smooth transitions. Individual Support Plans will be reviewed annually at a minimum, which will involve discussions with parents. The use and quality of Individual Support Plans will also be assessed through Ofsted’s inspections and assessment of SEND provision at a setting level. Experts at Hand Teachers and education leaders frequently say they want better access to expert advice and support from health professionals, such as speech and language therapists and educational psychologists, in order to meet the needs of children and young people with SEND. The new ‘Experts at Hand’ support will primarily help children for whom specialist input is essential to help them thrive in mainstream education or the specialist system. E Issue 31.2 | EDUCATION BUSINESS MAGAZINE

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SEND

F The government will create more opportunities for health professionals to work directly with school staff and groups of children as needed. This will help upskill staff in mainstream schools, provide timely support for commonly occurring needs, and ensure schools have quick and flexible access to expert advice. The government will invest £1.8 billion over the next three years to improve access to these health professionals. £1 billion will fund expert professionals to work directly with mainstream schools, improving early support without requiring an assessment or referral, while £800 million will build the capacity of mainstream schools through expanding outreach from specialist and alternative provision settings. The government anticipates that by the end of academic year 2028 to 2029, this funding would mean a typical school could benefit from annual support equivalent to 40 days per average primary school, and 160 days per average secondary school. Schools will be able to use the Experts at Hand offer for pupils, regardless of whether they have an EHCP.

Inclusive mainstream fund The £1.6 billion Inclusive Mainstream Fund is for the academic year 2026 to 2027 onwards, over three years. It will give schools and other education settings direct responsibility over funding, enabling them to plan proactively and flexibly for commonly occurring needs E

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SEND

F and encourage earlier and more effective support. They will be able to use this funding to develop targeted, evidence-based support offers such as transition programmes or group interventions – without requiring formal assessments or diagnoses. For example, programmes like NELI (Nuffield Early Language Intervention) and ELSEC (Early Language Support for Every Child) could be funded to strengthen language development and early communication skills. This funding will also help strengthen the universal offer and targeted layers of support. Schools will be required to publish an Inclusion Strategy outlining how resources are deployed to benefit children with SEND, which will be subject to oversight and challenge, with schools being held accountable for how they use all their inclusion funding. Schools will be expected to place inclusion at the centre of their approach. This will involve understanding needs, adaptive teaching, a well-sequenced curriculum, calm environments, high standards of attendance and behaviour, and access to a broad range of academic and enrichment opportunities so that all children are supported to achieve and thrive.

Specialist Provision Packages The legal entitlement to support in an EHCP will be based on a specialist provision package, similar to clinical pathways used in health – improving the quality and consistency of support across the country. These will be for children with the most complex needs. At present, there is inconsistency in how needs are identified and met. The current EHCP model makes it hard for schools to promptly adapt as needs emerge and change over time, which leaves too many children and young people with provision that is not suitable. Specialist Provision Packages, therefore, will form the basis for an EHCP. These will be nationally defined, evidencebased packages of support, setting out the specific interventions, resources, and standards required to support them. EHCPs will guarantee statutory entitlements to the educational provision from the Specialist Provision Package, and their expected outcomes, alongside care provision and statutory entitlements to health provision. Meanwhile, the detailed day-to-day educational provision will be set out in Individual Support Plans. E Issue 31.2 | EDUCATION BUSINESS MAGAZINE

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Spectrum Space Collaborators: Distance Learning Boxes Do you work with children and young people who are not able to attend school at the moment? Our low-demand, high-interest distance learning boxes enable learners who cannot access school or home tuition to succeed in their learning. Cardboard boxes filled with learning activities, delivered to students’ homes each week. Every box is bespoke to the individual student, designed around their interests.

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The complaints process The DfE has said they will create a new digital, accessible solution for handling complaints that will aim to simplify the process, improve coordination between multiple bodies, improve complaints data collection, and stop complaints being escalated through multiple avenues in parallel. They will set out new mutual expectations for complaints handling with clear and consistent timeframes for resolving complaints to help schools with managing expectations. The DfE will update guidance to make clear to parents and the sector which national organisation is best placed to consider specific

complaints, to reduce complaints going to multiple organisations at once. They will also consult on introducing the requirement for maintained schools to include an independent member on complaint panels.

SEND

F Draft packages will be published later this year and designed with independent experts and parents, guiding provision in specialist places in mainstream and special schools – for example physical disability requiring personal care assistance or severe learning difficulty. For children under five who have been identified as having complex needs, the DfE will work with the Department of Health and Social Care and NHS England to introduce a fast-track route to support. From now until new legislation begins, the current SEND system – including all existing duties, rights and funding routes – will remain in place.

Schools designed to be inclusive The DfE is investing £740 million in 202526 to create 10,000 more mainstream school and college places for children and young people with SEND. This funding will support a more inclusive mainstream school system by increasing the number of specialist and support bases and adapting the school estate so that more children with SEND can learn in a local mainstream setting in their community. This includes creating breakout rooms or sensory spaces where children can regulate, improving ventilation to create a more comfortable sensory environment, or adding ramps and accessible changing facilities. The DfE has also announced it will create a further 50,000 new specialist places, including the creation of ‘inclusion bases’, backed by £3 billion investment over the next four years. These will give children with additional needs the opportunity to learn in mainstream schools, alongside their peers. Funding can be used to adapt buildings and buy equipment to make the estate more inclusive and accessible. E

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SEND

F Inclusion bases will offer specialist support in mainstream schools and colleges. For some children, this support will enable them to gradually transition to full participation in mainstream classes. For others, ongoing support from the base will help them access mainstream learning, education and their wider community in a way that works for them. Bases will be backed by clear guidance, which will form the benchmark for Ofsted inspections, and national best practice networks to ensure that settings high-quality inclusion bases and specialist provision in mainstream schools and colleges are recognised and celebrated, while also being held to account for delivering high-quality provision. Training for teachers In the DfE’s School and College Voice survey from January 2025, less than three quarters of mainstream school leaders agreed or strongly agreed that their school could effectively support children with SEND or learning difficulties and disabilities despite many teachers being keen to expand their knowledge. To address this, the DfE has launched a new training package for school staff on supporting children with SEND, with an investment of over £200 million over three years. From September 2026, all staff nationwide will be able to benefit from new training across early years, schools, and post-16, supported by government-backed training materials. The updated SEND Code of Practice will set out a requirement for all schools to ensure that their staff receive training on SEND and inclusion.

Industry reaction Paul Whiteman, general secretary of school leaders’ union the National Association of Head Teachers (NAHT), which represents leaders in the majority of schools in England, is optimistic that the changes announced contain the foundation of a successful new approach to education and support for children with SEND. However, he said it will require the necessary funding: “Success will require sufficient funding and availability of support services and we are pleased to see new money committed to the plans and ambitions to expand support services. “Parents, teachers and school leaders will now assess if the commitments are sufficient to ensure success.” For those parents fearing that they may miss out on support, Children’s Commissioner Dame Rachel de Souza gave some reassurance. She said: “Families will understandably be anxious about what this moment of change will bring, but this is an opportunity to move to a system that acknowledges that every child, at some point in their lives, will require help and support. It’s an opportunity to rebuild trust with families and offer children greater ambition, instead of telling them they are the problem. “Under these plans, no child should fear losing support. I will be working closely with ministers and families over the coming months to make sure that becomes a reality.” Amanda Allard from the Council for Disabled Children, said: “We welcome the scale of vision contained in the white paper which has the potential to create an education system E Issue 31.2 | EDUCATION BUSINESS MAGAZINE

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F that fully values children and young people with additional needs and their families. “We also welcome the commitment to retain statutory education, health and care plans for children and young people whose needs cannot be met through this new model. We know that many parents will welcome the legal requirement for schools to create individual support plans for all children with SEND. “At the same time we know they will be concerned to understand how accountability will work. The consultation is an opportunity to clarify those details ensuring families have clear routes to action where these ambitions are not being delivered.” Pepe Di’Iasio, general secretary of the Association of School and College Leaders (ASCL), said: “Our schools and colleges already deliver a high standard of excellence, but too many children who face the greatest challenges lack the level of support they need and deserve because of long-standing problems with the current SEND system. “The government’s plan to build more support in mainstream schools, invest in professional development, prioritise early intervention, and provide better access to educational psychologists and speech and language therapists is the right way to go. “ASCL will work in partnership with the government to turn this vision into reality, striving to overcome any obstacles, and to ensure that these reforms work from the ground-up rather than top-down with schools and colleges in the driving seat of shaping excellent and innovative provision which will genuinely enable inclusivity for all.” Chair of the Education Committee, Helen Hayes MP, said: “While the current system

SEND

may be broken, it is not beyond repair. In our inquiry last year, the Education Committee saw examples of genuinely inclusive SEND support both abroad and at home. This is not a pipe dream: we can build a mainstream education system that works for every child. But it will require hard work, proper resourcing and a real desire to rebuild trust with parents, many of whom understandably feel let down by a system in which they have to fight for support at every stage.” The long-term effect The government aims for these reforms to enable more children with SEND to receive better support, earlier, closer to home, and ‘without a fight’. At the moment, the proportion of school children with an EHCP is currently 5.3 per cent, and has risen sharply in recent years. The DfE expects that with these changes, EHCP numbers will increase but at a slower rate through to 2029 to 2030 as it begins to invest in the new system and equip mainstream nurseries, schools and colleges to meet needs earlier. As reforms become embedded, the DfE expects the number of children and young people needing a Specialist Provision Package, and hence an EHCP to access support, will return to around today’s level by 2035, with many more children having their needs met through an ISP in mainstream education. L New layers of SEND support Targeted: Children and young people get targeted support from their setting, outlined in an Individual Support Plan that is developed with parents. Targeted Plus: Children and young people get Targeted Plus support from their setting with input from education and health professionals. School aged children are also supported through their school group. Support may include access to a ‘Support Base’. Specialist: Children receive Specialist Support through an EHCP in mainstream or special setting, if they require provision set out in one of the new nationally defined Specialist Provision Packages. Support may be delivered through a specialist base.

Issue 31.2 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

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Industry Insight: managing agency staff Gary Redman, CEO & founder of Edaro, explains how real-time, shared data can help Trust leaders manage agency usage more strategically, protect continuity for children and better plan their workforce Many schools rely on agency staff to manage recruitment pressures, but what are the challenges of using agency supply at scale and for prolonged periods of time? Agency supply is a necessary and established part of the education system, as roles have to be covered and academies must maintain continuity for children. It supports academies across short, medium and longerterm staffing needs, particularly in a market where recruitment remains challenging. The main challenge comes from consistency. When agency staff are used frequently or over long periods, changes in personnel can lead to disruption in classrooms and impact continuity of learning. For children, stable relationships and familiar teaching staff play an important role in maintaining engagement and educational outcomes.

At scale, there is also the operational challenge of visibility. Managing large volumes of temporary staff across multiple academies makes it harder for Trusts to maintain clear oversight of deployment, compliance and workforce patterns, particularly when information is spread across different systems. Overall, agency supply remains an essential part of how academies function, but the focus increasingly needs to be on how it is managed and monitored to maintain quality, consistency and confidence across the Trust. How can better, shared data help schools use agency staff more strategically to plug recruitment gaps, rather than just reacting to short-term pressures? Better, shared data allows academies to engage with agencies under the right terms

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of business that work for both the academy and the Trust. Using AI to check and monitor agency terms can support this, ensuring clarity and consistency across all engagements. Agency teaching staff can then be used more strategically to fill recruitment gaps through temp-to-perm arrangements. This allows academies to assess whether a candidate is suitable in a real setting, while working towards permanent recruitment where costs can effectively be reduced or achieved at net zero. By sharing candidate information between academies in local areas, Trusts can also make marginal gains in quality and consistency. Reusing known candidates improves continuity for children and reduces the need to repeatedly start from scratch. How does your platform help leaders make confident decisions about agency usage while still protecting quality for children? Our platform shows leaders what is happening across their academies, not what has already happened. Having knowledge means having clarity in real time, not relying on historic reports. By bringing invoices, safeguarding, forecasting and management information into one place, everyone is working from the same data. This creates one language and one shared culture around agency usage. When leaders can clearly see who is in their academies, how often they are used and how they are performing, they can make more confident decisions, reduce disruption and maintain better consistency for children. Looking ahead, how could clearer, more connected data change how Trusts plan their workforce and reduce reliance on agency staffing over time? In reality, managing staffing across a Multi Academy Trust is an ongoing challenge. With large workforces, there will always be sickness, recruitment gaps and unexpected absence, and Trusts often do not have the time or capacity to manage short and medium-term shortages in a planned way. Clearer, more connected data will not remove the need for agency staff, but it does allow Trusts to use agency supply more intelligently. Over time, leaders can see patterns of usage, understand where gaps are recurring, and make better decisions around longer-term recruitment and internal cover.

Gary Redman, CEO & founder, Edaro Gary Redman is CEO and founder with 33 years building recruitment businesses across the UK and Australia, including a group exceeding £110m turnover. After exiting Now Education Group in 2023, he now helps multi-academy trusts better manage agency costs using real-time data, AI and software. Gary is also a father, grandfather and sports enthusiast.

There is also a growing number of highquality teaching staff who choose to work through agencies for flexibility. While this may not be ideal, it is a reality of the current market and means there is strong talent available when managed well. When agencies are properly engaged and aligned with the values of academies, they become a valuable resource rather than a last resort. The role of AI-driven software is to provide clarity, give leaders time back, and support better decision-making in a complex and constantly changing environment. M FURTHER INFORMATION

www.edaro.co.uk Issue 31.2 | EDUCATION BUSINESS MAGAZINE

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Education Business LIVE

Insight into Education Business LIVE 2026 Education Business LIVE Conference & Exhibition returns for its second year on 26 March 2026, covering key issues shaping the sector – including SEND reforms, new MAT inspections, artificial intelligence, and much more. With the annual Education Business Awards also co-located, the event is a must-attend for professionals committed to education Taking place at London’s Old Billingsgate, Education Business LIVE will welcome school and trust leaders, teachers, business managers, policymakers and sector experts for a full day of insight, discussion and networking. The event will feature an inspirational line-up of industry speakers covering the key issues facing the sector, alongside leading solution providers sharing best practice and innovative ideas to support schools and academies across the UK. Co-located with the conference is the Education Business Awards. Now in its 17th year, the awards celebrate excellence in the sector across more than twenty categories, including outstanding progress, leadership, SEND provision, education technology, and more. This year, the awards will be presented by Matthew Burton, star of Channel

4’s Educating Yorkshire and headteacher of Thornhill Community Academy. The conference programme The conference programme is built around the key challenges affecting school management today, with themed streams covering leadership, inspections, teacher training, procurement, SEND provision, catering, flexible working, estates management and technology. The conference will open with a keynote address from Matthew Burton, who will discuss his experience of headship at Thornhill Community Academy, where he led it through a period of change and development. This will be followed by a leadershipfocused session featuring Stephen Morales, chief executive of Institute of School Business Leadership (ISBL), and Emma Balchin, E Issue 31.2 | EDUCATION BUSINESS MAGAZINE

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TRANSFORM YOUR CLASSROOMS WITH EPSON

Heat-Free Printing – Designed for Schools: • Ultra-low energy use • Fewer consumables • Less downtime • Lower running costs • Reduced environmental impact Large, Bright, Scalable Displays: • Big, clear visuals for every student • Works in bright classrooms • Interactive options for collaborative learning • Flexible sizing to fit any teaching space

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SEND and inclusivity SEND will be a major focus of the programme, with a collaborative session on SEND provision and design for inclusive learning. The sessions will examine current good operational practice that supports SEND integration in mainstream schools and inclusive learning design, drawing on the perspectives of school staff, parents and carers, and those leading inclusive strategies.

The conference will open with a keynote address from Matthew Burton, star of Channel 4’s Educating Yorkshire and headteacher of Thornhill Community Academy

Education Business LIVE

F chief executive of the National Governance Association (NGA). Together, they will explore the essential ingredients of operational effectiveness, including strong leadership, clear processes and productivity monitoring. They will also consider how schools can build the right mix of people and roles to achieve success. Stephen Morales will be also be ‘In conversation with Utility Aid’ who has helped charity and not-for-profit organisations bring down their energy costs. This insightful session will give delegates practical examples of how they can save money through more efficient procurement. This will be followed by a session on making leadership and governance work. Building strong leadership and governance frameworks is only effective if they translate into day-today delivery. The panel – which welcomes Rowena Hackwood from Astrea Trust, and Dr Mary Bousted, Chair of the Teaching Commission – will explore how schools and trusts are putting strategy into practice, and what others can learn from their experience.

Professor Samantha Twiselton OBE from Sheffield Hallam University will discuss the current SEND landscape and what schools can expect going forward. She will be joined by Heba Al-Jayoosi, assistant headteacher and inclusion leader at Mayflower Primary School, who will share practical insights on integrating SEND learners. Ali Durban MBE, co-founder of Gesher School, will speak about her experiences as a SEND parent and establishing a specialist school in London. Meanwhile, Terry White, chair of the Association for Learning Environments, will focus on inclusive design in mainstream schools and connected hubs for SEND learners. The SEND strand will also include an insightful presentation from Adam Sproston, Senior His Majesty’s Inspector, SEND and Inclusion at Ofsted, who will outline SEND considerations within Ofsted’s renewed inspection framework. Amanda Wright, head of Whole School SEND at nasen, will conclude the session exploring how professional learning, whole-school thinking, evidence-informed decision-making, and sustained professional development, can strengthen inclusive practice across schools. E

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Education Business LIVE

Adam Sproston, Senior His Majesty’s Inspector, SEND and Inclusion at Ofsted, will outline SEND considerations within Ofsted’s renewed inspection framework Procurement To help schools ensure budgets are well spent and effectively resourced, a session on procurement best practice, will take place at Education Business LIVE, including how to make MAT procurement feel less high risk and fragmented. Speakers include David Kershaw, government advisor and digital transformation specialist; Chris Mills from the DfE’s Maximising Value for Pupils programme, Peter Melville, chief operating officer at South West Essex Community Education Trust, Jack Horton, customer engagement manager at Crescent Purchasing Consortium, and Clare Delaney, managing director at Place Group.

F Teacher training The future of teacher training will be explored at Education Business LIVE. James Coleman, head of operations at the National Association of School-Based Teacher Trainers (NASBTT), will focus on preparing teachers for real-world challenges, highlighting the importance of human skills such as critical thinking, emotional intelligence and problem-solving, and how embedding these skills into training can support classroom success and improve teacher retention. Professor Samantha Twiselton OBE will return to explore how ITT can move beyond overly prescriptive models while remaining rigorous and intentional in meeting trainees’ needs at every stage of their professional journey. Phil Smith, education consultant for NASBTT, will join the speakers to discuss the future of initial teacher training.

MAT Inspections As the government moves towards the introduction of multi-academy trust inspections, school and trust leaders are beginning to ask what this will mean in practice – and how to prepare in a way that is proportionate, constructive and sustainable. Education Business LIVE will host a session exploring what MAT inspection could (and should) look like, drawing on lessons from the evolving schools inspection framework and early thinking around test-bed inspections. The focus is on readiness rather than compliance, and on how trusts can demonstrate impact without adding unnecessary burden. Speakers include Warren Carratt, CEO of Nexus Multi Academy Trust, Rowena Hackwood, CEO of Astrea Trust, Gail Brown, CEO of Ebor Academy Trust, and Rebecca Daulman from Agora Learning Partnership. Flexible Working Flexible working is gaining momentum in education, driven by wellbeing pressures, workforce shortages and proposed day-one rights. There will be a panel exploring how schools can introduce flexible working in practice, balancing staff needs with workload, timetabling and continuity of learning, while maintaining trust with parents and pupils. E Issue 31.2 | EDUCATION BUSINESS MAGAZINE

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Smarter Seating Plans for Better Classroom Management A smarter seating plan that fits into the normal flow of the school day.

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Seating plans are central to effective classroom management, yet they are often timeconsuming to create and difficult to keep up to date. SeatSmart turns seating plans into a practical teaching tool. Teachers can create clear, structured classroom layouts in minutes using the data schools already hold, helping them organise lessons, support behaviour and make better use of resources. Plans can be adapted easily for different lesson types, from structured teaching to collaborative group work or practical activities. Teaching assistants, equipment and additional support can also be positioned clearly within the classroom layout, helping teachers plan lessons more deliberately. SeatSmart is designed to fit naturally into the flow of the school day, giving teachers a simple way to organise classrooms, understand student needs and support positive behaviour.

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Estates Management The topic of school estates management will be covered at Education Bussiness LIVE, delivered in partnership with the National Alliance of School Premises Management (NASPM) and sponsored by Cornerstone. Stuart McGregor, NASPM’s director of operations and Chris Coyle, NASPM’s operations manager, alongside headteacher Paul Jackson, will lead a discussion on critical health and safety responsibilities, core standards, the duty holder role, and effective risk management, including what “so far as is reasonably practicable” really means in practice. There will also be a presentation and discussion covering the NASPM campaign ‘Schools Must be Safe’ and the critical controls in school risk management, chaired by Stuart McGregor. He will be joined again by Paul Jackson and Chris Coyle. AI and technology Artificial intelligence and education technology are rapidly reshaping classrooms across the UK, prompting both government investment and widespread changes in teaching practice.

The exhibition at Education Business LIVE will showcase the latest products and services for the sector, with solution providers spanning technology, finance, facilities management, security, health and safety, catering, SEND provision and more

Education Business LIVE

F Speakers and panelists include Kelly Hannaghan, director at Mind Work Matters; Warren Carratt, CEO of Nexus Multi Academy Trust, Emma Wigmore, chief executive officer at The Diocese of Chelmsford Vine Schools Trust, and Dr Mary Bousted, Chair of the Teaching Commission and honorary professor at UCL Institute of Education.

To navigate this rapidly evolving landscape, Education Business LIVE will feature a session on AI and EdTech, delivered in partnership with techUK. Opening remarks will come from Austin Earl, education & EdTech lead at techUK and chair of the EdTech Advisory Panel on AI in Education. The session will explore how research-led certification can help schools adopt AI tools with confidence, ensuring they are safe, effective and ethically grounded. Speakers include Rob Peters from the NGA, Chris Goodall, head of digital education at the Bourne Education Trust, and Dr Madiha Khan, director of consulting services at EDUCATE Ventures Research. The session will be chaired by Edtech legislator, Jim Knight, The Rt Hon Lord Knight of Weymouth. Alongside this, a session on digital maturity will examine how education leaders, government and industry partners can work together to drive coherent progress. E

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Education Business LIVE

Since 2009, the Education Business Awards have recognised outstanding achievements in thousands of schools across the country

F Contributors include Elizabeth Anderson, CEO of the Digital Poverty Alliance, and Cheryl Shirley, director of digital learning at LEO Academy Trust. Austin Earl will also chair a panel session titled “Building BECTA 2.0: Are We Losing Our Digital Promise Without a Central Strategy?”. The discussion will consider how the education sector can respond to the challenges of digital transformation at a time of fragmentation, funding pressures and rising expectations. It will bring together organisations forming a new coalition to discuss collaboration across the sector, recent policy developments, ongoing gaps in digital access and skills, and the vision for a more coordinated national approach. A talk on building AI-ready teams for better student support services will also take place, in association with consultancy redk. This will allow delegates to watch first-hand how AI helps solve common student problems quickly while making management easier. School food With updates to the School Food Standards expected, expanded entitlements around free school meals and breakfast provision, and growing scrutiny of nutritional quality, schools and trusts face a complex delivery challenge in a highly constrained funding environment. Education Business LIVE will host a timely session exploring how schools can prepare for what is coming, understand the real implications of policy change, and make practical decisions that balance compliance, affordability and impact for pupils. E Issue 31.2 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Advanced power generation systems High-efficiency hydrogen fuel cell

By recycling the energy lost in energy production processes, our innovation allows to achieve significant yields we recycle the heat released at high temperature from a Solid Oxide Fuel Cell (SOFC) to produce hydrogen with the sulphur-Iodine cycle. Heat pumps are used to heat up the lower temperature chemical reactions. The full cycle allows either full energy conversion or net electricity production.

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Education Business LIVE

F Trisha Jaffe, chair of the Osborne Cooperative Academy Trust, will be speaking in this session. Her former school featured in the original Jamie’s School Dinners documentary in the early noughties, and Trisha will share her experience of the show and how it sparked the revolutionary improvement of school food. Trisha will also explore the link between pupil health, nutrition and the ability to focus, as well as what “good” looks like when it comes to meeting diverse dietary, cultural and allergy requirements at scale. Sam Phillips, director of programmes, at Chefs in Schools will cover what new updates to the School Food Standards mean in practice, and how schools can prepare for September delivery now. Myles Bremner, CEO from Bremner & Co and former director of the government’s School Food Plan, gives the policy context about what’s changing in school food, as well as expanded Free School Meals and breakfast provision expansion. Roundtable sessions There will be a number of roundtable sessions taking place throughout Education Business LIVE. These will be small gatherings where everyone has an opportunity to contribute to the conversation with industry experts. The subjects covered are wellbeing and student engagement, chaired by Kelly Hannaghan from Mind Work Matters; SEND, chaired by Amanda Wright from nasen, and sustainable buildings, hosted by AnnMarie Fallon from the Passivhaus Trust. Exhibition and networking The Education Business LIVE exhibition will showcase the latest products and services

for the education sector, with solution providers spanning technology, finance, facilities management, security, health and safety, catering, SEND provision and more. Delegates will have the opportunity to network with peers, engage in live demonstrations and gain hands-on experience of products and services designed to support their roles and improve school operations. The Education Business Awards The day will conclude with the Education Business Awards, following the conference sessions. Since 2009, the awards have recognised outstanding achievements in thousands of state and independent schools. With more than twenty categories, including outstanding progress and leadership, SEND best practice and provision, ICT innovation, procurement, security, environmental practice, school buildings and catering, the awards promise to be a highlight of the education calendar. The awards will be presented by Matthew Burton, star of Channel 4s Educating Yorkshire and headteacher of Thornhill Community Academy. Matthew first appeared in the hit show in 2013 as an English teacher. Since then he has taken on the role of Headteacher at Thornhill Community Academy. Educating Yorkshire returned to Channel 4 in 2025, bringing renewed attention to the school and its community as it navigates daily school life in a heartwarming and humorous way. The shortlist for the Education Business Awards has now been revealed, view it here. L FURTHER INFORMATION

www.educationbusinesslive.com Issue 31.2 | EDUCATION BUSINESS MAGAZINE

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Google Funding Packs from Getech Helping schools spend smarter on tech

The ‘AI tax’ has triggered a significant price shock for school-level devices. Here we look at how to maximise the value of your tech investment with Google Funding Packs The explosive growth of Generative AI has created an insatiable demand for highperformance components, leading major manufacturers to divert production lines away from consumer-grade parts toward high-margin High-Bandwidth Memory (HBM) and AI processors for data centres. This reallocation of capacity, often dubbed the ‘AI Tax’, has triggered a significant price shock for school-level devices. With the cost of essential components such as RAM and SSDs inflating by as much as 30-50 per cent, the era of naturally falling hardware prices has, for now, come to an end. While these global constraints have made hardware procurement more expensive, the priority for school leaders must shift from the unit price to the realised value. Google is addressing the hardware price shock by providing Funding Packs: a scalable initiative that wraps expert professional support and training services around every deployment, delivered in collaboration with Getech, the UK’s leading Google for Education Premier Partner. Bridging the gap between purchase and pedagogy Funding Packs provide access to standardised, turnkey service templates. Instead of a simple rebate, these packs provide the expert engagement required to drive deep adoption of the school’s investment in ChromeOS devices, Google Workspace for Education Plus and Google AI Pro (Gemini). The level of support is directly linked to the school’s order size to ensure scalable assistance for everything from a single school to a large federation: For ChromeOS Rollouts: Access ‘WhiteGlove’ deployment services, fundamental Admin Console training and Microsoft identity interoperability workshops to ensure their new fleet is secure and fully-functional from day one. For Google AI Pro: Benefit from four to 16 hours of dedicated engagement, including on-

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Navigating the ‘AI tax’ to maximise the value of your tech

site AI masterclasses focused on high-impact prompt engineering, AI safety and responsible use across every level of school faculty. For Google Workspace for Education Plus: Access two to eight hours of advanced pedagogical training, leadership workshops and cybersecurity deep-dives. Crucially, this funding is now available for renewing customers to ensure that existing Google schools can continue to evolve their digital strategy. A simplified path to support Recognising the administrative pressure on school business managers, Google has streamlined the application process. Whether you are a first-time customer of Education Plus and Google AI Pro, or an existing school refreshing your Chromebook estate with the Chrome Education Upgrade, the path to funding is faster with Getech. By utilising these funded engagements, school leaders can ensure that the human side of digital transformation: teacher confidence, administrative security and technical configuration, is fully supported. This strategy allows schools and Trusts to mitigate the impact of inflated device costs by guaranteeing that every piece of technology deployed delivers an immediate and measurable impact on learning. Take the next step To understand the specific level of engagement and funded support available for your next acquisition or renewal, reach out to Getech’s authorised education specialists for a zero-obligation consultation. M FURTHER INFORMATION

www.getech.co.uk

Issue 31.2 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Technology

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How AI and EdTech is reshaping classrooms With national trials of classroom technology and a new parliamentary inquiry exploring the opportunities and risks of AI in education, the sector is entering a pivotal moment in how technology shapes teaching, learning and assessment Artificial intelligence and education technology are rapidly reshaping classrooms across the UK, prompting both government investment and widespread changes in teaching practice. From new national trials of classroom technology to teachers redesigning assignments around generative AI, the sector is entering a period of rapid experimentation that could redefine how learning is delivered and assessed. The government is investing £23 million to expand its EdTech Testbed, announced by Education Secretary Bridget Phillipson at the Bett UK Conference 2026. The funding will transform the existing pilot into a four-

year programme that recruits schools and colleges across the country to test emerging education technologies, including AIpowered tools, directly in classrooms. The aim is to move beyond hype and build an evidence base about what works. Schools participating in the programme will trial new digital tools while researchers track how the technology performs, how it affects teacher workload, and whether it improves outcomes for pupils. Phillipson said the initiative is designed to generate “genuine evidence” about the role technology can play in teaching and learning. E

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F Digital products to support pupils While much of the public debate around EdTech has focused on artificial intelligence, the government has emphasised that innovation in education technology extends far beyond generative tools. Phillipson highlighted the growing range of digital products designed to support pupils with special educational needs, noting that assistive technologies can be fundamental to learning rather than simply a helpful addition. The expanded testbed will explore new ways to bring such technologies into everyday classroom practice. Teachers use of AI Alongside government-led trials, teachers themselves are already adapting quickly to the impact of AI. A recent survey by the British Council found that nearly eight in ten UK secondary school teachers have had to rethink how they design assignments because of the growing availability of AI tools. The research, which surveyed 1,000 teachers, also found that 38 per cent of teachers say they now design tasks specifically to prevent students from relying on AI, while a larger group - nearly six in ten - are experimenting with ways to incorporate AI constructively into their lessons. The British Council survey showed that teachers remain divided on whether AI is ultimately helping or hindering learning. Six in ten educators expressed concerns about the technology’s impact on students’ communication skills. At the same time, many reported positive outcomes, particularly in language learning, where some students appear to benefit from improved listening and pronunciation through digital tools. Other challenges are emerging as well. Around a quarter of teachers say they have noticed declines in writing quality or comprehension, while similar numbers report students using a narrower range of vocabulary. Digital culture is also influencing language in the classroom, with 85 per cent of teachers saying they now regularly encounter slang or online expressions such as “rizz” or “delulu”, sometimes requiring them to look up unfamiliar terms. Despite these concerns, the survey suggests most teachers are not resisting technological change. Instead, they are experimenting with how AI can be integrated responsibly into teaching practice, often with limited formal guidance.

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Evaluating the risks and opportunities The rapid adoption of AI in classrooms is also being scrutinised by policymakers. The cross-party Education Select Committee has launched a new inquiry examining how artificial intelligence and education technology are affecting the entire education system, from early years settings through to universities. The inquiry will explore both the opportunities and the risks of AI in education, including how it may influence skills such as critical thinking, problem solving and spoken communication. MPs will also examine whether the use of AI could widen inequalities between students, particularly if access to technology or digital literacy varies between schools and communities. Children’s digital rights will form another key part of the investigation. Lawmakers plan to examine how schools balance students’ rights to privacy with the

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

Technology

growing presence of AI-driven tools and platforms, as well as potential safeguarding risks associated with rapidly evolving technologies and addictive design features. The committee will consider whether teachers, lecturers and early years practitioners have sufficient training and guidance to use these tools effectively, and whether traditional assessment methods remain appropriate in an AI-enabled environment. The inquiry will be chaired by Helen Hayes, who said the committee aims to separate “AI fact from fiction” as the technology becomes more embedded in education. While she acknowledged the potential for AI and EdTech to streamline teacher workloads and enhance learning, she also warned that deploying fast-moving technologies without clear frameworks or evaluation could create new risks, including widening inequality.

The Education Select Committee has launched a new inquiry examining how artificial intelligence and education technology are affecting the entire education system, from early years settings through to universities Taken together, the developments highlight a sector in transition. Government investment, parliamentary scrutiny and grassroots experimentation by teachers are all happening, reflecting both the promise and uncertainty surrounding AI in education. L Issue 31.2 | EDUCATION BUSINESS MAGAZINE

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Making AI work safely for everyone As new product safety expectations aim to boost confidence in pupilfacing AI tools, the sector is grappling with how to balance robust safeguards with the technical realities of emerging technology, ensuring innovation can thrive without compromising safety

BESA attended this year’s Bett Show, continuing our involvement since the association founded the event 41 years ago. This year’s conference was notably busier, with a stronger presence from schools, MATs and international delegations. The conference was also buzzing with government officials and ministers who were keen to share some of their most recent work around supporting technology in schools. This included the announcement of broadened product safety standards for AI agents. The principal aim being to strengthen the confidence of schools in selecting AI tools, particularly those which are pupil facing. The updated AI safety expectations broaden the scope of the expectations beyond technical safety features to also ensure that providers and schools consider the impact that AI products will have on children and young people from a pedagogical and social developmental perspective. The challenge for providers A key challenge for providers is how these expectations should be interpreted and assessed. BESA’s view is that some requirements may not be technically

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verifiable. For example, there is currently no reliable method for suppliers to demonstrate that an AI system will not contribute to “cognitive offloading”. This is mainly due to the fact that outputs from AI chatbots can sometimes be susceptible to diverging from their brief and consequently that whilst providers can be confident that their products are designed to avoid instances such as ‘cognitive offloading’ it is not something which can be guaranteed 100 per cent of the time. Whilst the aims of the AI product safety expectations are laudable, and our members agree with the intention behind them, they sometimes feel out of kilter with what is technically possible by the sector. A significant implication of this could mean that the choice available to schools for new innovations such as AI personal tutors, which the Department has recently announced as an ambition to rollout, could become significantly narrowed. The need for a framework We believe that whilst the AI product safety expectations should be maintained, they should also acknowledge that there are practical limitations to what can be guaranteed to schools. Without a careful balance, overregulation risks favouring providers who prioritise scale over the safety of their AI products. A framework that allows responsible suppliers to operate with confidence will support innovation while ensuring that pupils benefit from genuinely safe and effective AI tools. M FURTHER INFORMATION

www.besa.org.uk

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The gift of AI to manage and control agency supply across your MAT Agency supply spend is draining budgets, yet many MATs only realise the cost after the money has gone. So how can this be addressed?

Agency supply costs have become a growing focus for many MATs across England and Wales. Often, the true scale of spend only becomes clear when financial statements are reviewed at year end. Leaders say they need to get it under control, yet another year passes and the same patterns repeat. Why? Because agency supply is a variable cost, a reactive cost, and historically difficult to manage. Now imagine the leadership team being able to see what is happening in their academies, not what has happened. Having the gift of real-time data. Everyone seeing the same information as it happens. Forecasts based on current spend. Clear patterns of agency hires and costs without relying on spreadsheets. Safeguarding in one place. Invoices arriving in one place and verified by AI to highlight any errors. A system that logs every agency supply candidate, with records of skills and suitability that can be shared across local academies. Stronger, more transparent relationships with agencies. All of this creating a consistent culture across the MAT when it comes to agency supply and engagement. Agencies, in most cases, provide an excellent service. They are available at all hours, including evenings and weekends, and play a vital role in ensuring teaching

professionals are in front of children. There will always be sickness, long-term absence, and recruitment challenges. Agencies will always be part of the solution. But they do need managing and controlling. Too often, decisions are made on assumptions or perception, particularly when it comes to cost. Real-time data removes opinion and replaces it with facts. This is how Edaro works. It is not a recruitment platform controlled by third parties or master vendors. It is a management information tool, owned and controlled by the MAT, designed to show what is happening. Edaro has been built specifically for MATs, with ease of use at its core. Reports are simple but powerful. The design considers every user, including agencies. The focus is on cost and efficiency, but also on culture, creating one shared language across leadership teams. The impact is felt at every level of the MAT: business managers, heads of academy, HR, finance, CEOs, CFOs, directors of education, hiring managers and agencies. Edaro’s vision is to make a difference through marginal gains. From cost and efficiency to consistency in teaching supply through unique candidate record keeping. At its heart, Edaro exists to give MATs control through real-time data, focusing on what is happening, not what has happened. M FURTHER INFORMATION

www.edaro.co.uk

Issue 31.2 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

ISE Review

Innovation, creativity and industry momentum shown at ISE 2026 ISE 2026 delivered four days of energy, creativity, and innovation, bringing the AV and EdTech communities together to explore how technology is making learning more inclusive, immersive and impactful Integrated Systems Europe (ISE) 2026 has officially closed its doors following four days of inspiring firsts that pushed beyond the expected to redefine the possible and reinvigorate the AV and systems integration industry. ISE 2026 broke all records welcoming 92,170 visitors from around the world. A total of 1,751 exhibitors, including 323 making their debut at the event, contributed to the largest total show floor space in the event’s history at 101,000 sqm. “As ISE 2026 comes to a close, I’m truly inspired by the passion and strength of our community,” said Mike Blackman, managing director of Integrated Systems Events. “Over four extraordinary days, we celebrated groundbreaking technology, ignited bold ideas, forged lasting connections, and set

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new benchmarks for our industry. What excites me most is the creativity, energy, and diversity of our exhibitors and partners, and the unwavering dedication of the ISE team that makes it all possible.” Shaping the future of learning AV and EdTech communities came together at ISE 2026 to explore how technology is making learning more inclusive, immersive, and impactful. The event highlighted AI-driven platforms, hybridready classrooms, and how AV innovations are transforming schools, universities, corporate training, and lifelong learning. ISE 2026 provided educators, technologists and institutional leaders alike with the unique

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

The debut of Spark 2026 At ISE 2026 Spark debuted as a show of unity for creativity and technology – a new initiative driving innovation and knowledge sharing across the creative industries. The new event format brought together the creators of tomorrow, uniting the brightest minds from broadcast, live events, marketing, design, and gaming into one immersive experience. Spark served as a hub for creative professionals, technologists, and decision-makers to connect, share ideas, and explore the future of creativity. With an outstanding line-up of partners and speakers, Spark 2026 showcased how technology transformed the audience experience, on screen, in physical spaces, and live, and demonstrated how innovation and collaboration are shaping the next generation of creative work. In another first, ISE announced the ISE Foundation, an initiative spearheaded by ISE, and backed by co-owners AVIXA and CEDIA, with support from the City of Barcelona and the Government of Catalonia. The ISE Foundation aims to empower the AV and systems integration community, with an emphasis on teamwork, innovation, and lasting impact under the tagline “Powering On, Together”. The foundation launched at a press conference, with distinguished speakers David Labuskes, CEO of AVIXA; Daryl Friedman, Global President & CEO of CEDIA; Raquel Gil, Deputy Mayor of Barcelona; and Miquel Sàmper, Minister for Business and Labour, Government of Catalonia.

ISE Review

opportunity to explore the latest tools firsthand and importantly to connect with peers and partners who are shaping the future of education. ISE continued its investment into the EdTech market, with initiatives such as the Connected Classroom, powered by Logitech. This provided an immersive showcase experience, boasting the latest edtech innovations in a 120sqm classroom set up, highlighting the latest advancements in education technology whilst demonstrating how technology can bridge the physical and digital spaces to create interactive and ‘connected’ learning environments. ISE also partnered with EduTech Cluster and Fira de Barcelona to co-host the EdTech Congress Barcelona 2026, bringing together education leaders, innovators, and technology providers to explore how AI and digital tools can close learning gaps, empower teachers, and scale meaningful solutions. This strategic collaboration reinforces ISE’s commitment to advancing education through purposeful innovation.

International officials welcomed ISE’s partnership with Barcelona continues to play a vital role in the event’s success. The 2026 show featured a notable delegation of VIPs and government officials, including representatives from Latin American countries, reflecting Barcelona’s status as a global technology hub. Attendees included leaders in national and regional governments, as well as experts in digitalisation and AI policy, highlighting ISE’s impact on international collaboration and regional growth. “ISE 2026 once again demonstrated the extraordinary power of collaboration across our global technology ecosystem,” said Daryl Friedman, global president and CEO of CEDIA. “As co-owners of ISE, we are proud to see the event continue to expand its influence as a platform where innovation, education, and partnership converge. The energy on the show floor and throughout the conference programme reflects a thriving industry that is not only embracing emerging technologies, but shaping how they enhance the spaces where people live, work, and connect.” See you at ISE 2027 As the industry looks ahead, ISE 2026 leaves a lasting impression, as a showcase of cutting edge solutions, and a catalyst for collaboration and progress across the AV and systems integration landscape. ISE will return for ISE 2027 from 2 – 5 February 2027 at Fira de Barcelona Gran Via – save the dates and prepare to push beyond even further. M FURTHER INFORMATION

www.iseurope.org

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Business Information for Education Decision Makers

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How to make education buildings visionary, functional and deliverable With the launch of the government’s Education Estates Strategy, many school leaders will be taking on major building projects for the first time. With tight budgets and high expectations, careful planning, clear priorities and strong teamwork will be key to creating schools that work well now and in the future, writes Glen Moorley, director at TPM Studio With the government’s Education Estates Strategy now in motion, many school leaders will find themselves leading a significant building project, perhaps even for the first time. With £38 million of investment confirmed for 2025/26 to 2029/30, the opportunity is significant – but so are the pressures. Budgets will remain tight, expectations will be high, and the decisions made early on will help shape the outcome for years to follow.

Having been involved in leading the design and delivery of many school projects with incredibly tight budgets, we’ve seen first-hand how important the mind-set of the school leader truly is – the attitudes, beliefs and assumptions that shape how each project is led and navigated, all while taking the many stakeholders on the journey. Here we set out what we’ve learned about the process and what to draw on to get the very best out of your project. E

Image © Henry Woide Burlington Junior School

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Burlington Junior School Image © Henry Woide

F Start with mindset The first step is to view every project through a lens of radical practicality, bringing together a bold vision with realistic pragmatism. Visionary, but still achievable. Equally important is to put ego to one side and remain open to ideas, innovation, and alternative approaches. In fact, the most critical role a school leader can play, especially during the planning and design stage, is that of interrogator. Don’t be afraid to question everything, and more than once. Know what you need, but be flexible Before you embark on a project, have a clear wishlist but accept that compromise will likely be required. Think of every space in your upgraded or new building as multi-functional – if it only fulfils one function, it’s a missed opportunity. At feasibility stage, you’ll be considering upgrades, whether extensions are needed or indeed a new building. Another key decision will be where to accommodate new development on or off your current site. Let’s take Burlington Junior School in New Malden as an example. It needed to expand to accommodate circa 20 per cent more students on its school campus while staying operational. The existing building was at the end of its life, an alternative site was not feasible, and the

Think of every space in your upgraded or new building as multi-functional – if it only fulfils one function, it’s a missed opportunity site had a number of constraints. Working with the school, we first explored where the existing pupils could learn during development and established that there was scope for the new building to be positioned so that existing classrooms could remain in use, removing the need for costly temporary classrooms and minimising disruption to the school. Having optimised the budget before the project even started, it was then time to explore design ideas and options. As a school leader, you need to be clear from the start what you need most in line with regulations and lean on the project team to show how best that can be accommodated. It’s also a good idea to manage expectations early on, helping everyone to understand the priorities being set and their hierarchy as part of the overall vision. Review every design detail with budget in mind – everything has a cost. Ask what function every component is serving. Could it do more E Issue 31.2 | EDUCATION BUSINESS MAGAZINE

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F or do it better? Is it being used enough of the time? Does the cost justify the functionality and expected usage? Is it worth the investment? Consider how you can also offer community benefit, a common requirement now, as well as other “out-of-hours” uses. Security and safety are non-negotiables so these will need to be planned carefully. Entrances and shared spaces deserve thought and attention, especially areas that are only used at specific times of the day – such as halls, corridors or group spaces. These can be designed in a way so they can serve multiple functions, create connections between year groups and provide flexible space for wider use. Environmental performance should be considered carefully too. Passive design measures, such as maximising natural daylight, managing solar gain and having good acoustics can all be achieved through design, whist utilising natural and assisted ventilation solutions will offer a significant cost reductions to operations in the long term. We recently worked with one school that was embarking on a school project following last year’s hot summer. Complaints had pushed air conditioning up the priority list but, after further interrogation, it was established that the cost of maintenance and the requirement for cooling over a relatively short period of the school year

Relationships and collaboration are critical. Lean on the architect because they are often the constant throughout the entire project

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was not the best use of the budget and focused on more valuable requirements instead. Inclusion and belonging should be central to the brief, not an afterthought. This means designing spaces that accommodate different needs and where students feel comfortable and safe – a key requirement of the new Education Estates Strategy. It also means providing staff with dedicated space to meet, relax and prepare, creating a place that evokes civic pride throughout the local community. Model and test solutions All proposals need to be developed through a rigorous period of review and analysis. There are many moving parts and, having worked through needs, priorities and options, these must be tested, retested and refined. Modelling scenarios helps educational establishments explore different design options, ensure viability and avoid extensive value engineering later. E

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F This process allows design teams to ‘show their workings’, by demonstrating options which have been ruled out, explaining decisions that have been made, and provide understanding to any compromises that had to be made. Collaborate with the project team The role of the project team is to deliver an exemplary outcome, providing the school with a facility that is fit-for-purpose, compliant, inspires everyone who uses it and supports high educational attainment. It’s so much more than architectural preference or aesthetics, but with smart planning and taking the time upfront, it can be both beautiful and fit-for-purpose. Relationships and collaboration are critical. Lean on the architect because they are often the constant throughout the entire project process – other project team members will come and go or just be involved in certain stages. Expect your architect to deliver maximum benefit within your budget and assess everything from the accommodation to the finer details. Afford them the creative drive to push it through – they are experts at navigating complex issues, they listen to all stakeholders and can help manage their expectations. Projects take time, need impetus and direction so seek their support, and try to stay positive.

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lifetime. To make the most of the opportunity, treat design as a form of ultra modernism, where everything must be functional with little or no space/budget for surface adornment or superfluous decoration. Start from a place where you expect the architecture to facilitate function, balance competing considerations, identify the right priorities, deliver high quality spaces and serve the needs of the students, staff, stakeholders, and the wider community. L

Glen Moorley, director, TPM Studio

Finally For many leaders of schools and colleges, a building project happens just once in their

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Industry Insight: damp & mould in education settings The causes of damp and mould are often misunderstood and poorly addressed. Cornerstone’s managing director, David Bly, explains how schools can tackle the root of the problem effectively Why is damp and mould in schools considered a serious health risk for children and staff? Damp is a physical issue that can cool a structure such that, when warm air comes into contact with it, the likelihood of condensation – a key nutrient for mould – remains high. And, mould in other areas can be due to inadequate air circulation such that the same undertaking is the likely result. One square inch of mould can contain between one and 10 million spores and, as our metabolisms vary from person to person, our individual health related reactions also vary. Visible mould in a building isn’t conducive to good health for everyone with a particular emphasis on young children whilst their metabolisms continue to develop. Mould remains a high risk for all those in close proximity to the outbreaks due to the unseen airborne contaminants. When doors

are opened, for example, airborne spores can readily circulate the location resulting in outbreaks in other areas where conditions are suitable for their undisturbed development. What are the main factors that lead to damp and mould problems in school buildings? With a number of children and adults in one location, the amount of atmospheric moisture being generated is an expected outcome and, is the management of the atmosphere that can serve to reduce this ‘normal’ phenomena. A main factor to consider with regards to mould in a classroom is that it may not have necessarily germinated in that room. So when investigating why and where mould is developing, the structure as a whole is required to be assessed. Hence, removing mould from a room may not have embraced the root cause with its

What practical and affordable solutions exist to reduce damp and mould in schools? A key undertaking is to view all damp as blistering, splitting, swelling and darkening of surfaces that should instigate a structural defect as a likely issue. Suffice to add, the occupants of a school will put more moisture into the atmosphere than a wet structure would, hence a ‘reset’ is suggested when dealing with damp and mould as a singular comment. With mould, it is worth noting this symptom generally requires more than one root cause such that remediations can be simple and just as effective. For example, if mould is detected behind furniture items, it is worth considering setting the items back from the cooler external walls by a few inches to encourage air circulation that in itself, can serve to reduce the potential for outbreaks. A main consideration is to ‘change the air’ by opening a number of windows and doors through the building after they have been decanted in order to enable colder yet drier air in that will serve to push the warmer moist air out. Our atmospheres in the northern hemisphere in the winter period are generally drier and with cold dry air now in residence, the energy required to heat dry cold air is less than maintaining heat in warmer moisture laden atmospheres. Of note, when dealing with an outbreak, it is strongly recommended to not spray the area as this will serve to release thousands of spores into the atmosphere that will be inhaled by occupants such that, spraying a cloth and wiping the surface is recommended to manage the atmosphere.

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likelihood of returning remaining high, leading to a frustrating aspect for those working, learning and managing these buildings. A key consideration is to locate all mould outbreaks, treating them all at the same time in an attempt to create a ‘baseline’ for any future developments. What’s more, a key aspect is to recognise damp and mould are generally two separate issues with damp related damage physically inspected with applicable repairs undertaken. Mould is a symptom of a problem alongside why it has developed in the visible locations with more than one root cause.

David Bly, managing director, Cornerstone David has been involved with the property damage industry sector for many years, encompassing the assessment and dissemination of key property damage causes. His experience aligns to understanding damp, condensation and mould related issues in structures and atmospheres, combining a demonstrable knowledge of moisture mechanics, and embracing industry approved surveying techniques to deliver bespoke solutions.

In new school builds, how can damp and mould protection be ‘designed in’? A simple yet effective requirement is breathability. Where air moves, mould has a reduced capability of developing. Hence, the placement of furniture and the ability to change the atmosphere on a frequent basis serves to ‘break the cycle’ needed for mould development by disturbing their atmospheric requirements. New builds with high ceilings for example will require air changes post occupancy to uphold this in the ceiling locations where the warm air can become stagnant leading to the visual issues. M FURTHER INFORMATION

www.propertyhealth.co.uk E: info@cornerstone-ltd.co.uk T: 0344 846 0955

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Synthetic Turf Management (STM) designs, builds, and maintains sport and play surfaces for schools, clubs, and community facilities across the UK.

We offer Artificial Turf, Polymeric, and Macadam surfaces along with Fencing and Lighting systems. If you would like to learn more about our services or discuss a specific project, please let us know.

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Sports Surfaces

Image © TenCate Grass / TigerTurf

Maintaining artificial pitches in schools Artificial sports surfaces are often misunderstood and misnamed. Richard Shaw, chief executive of the Sports and Play Construction Association, explains the key differences between surface types and outlines why a proactive, well-planned maintenance regime is essential to protect performance, safety and long-term investment When speaking to people about artificial sports surfaces, the one thing you’ll quickly realise is how many different names people have for them. Here at the Sports and Play Construction Association (SAPCA) we have probably heard them all. To avoid confusion, here’s a quick lowdown of what all those terms really mean. Astroturf is a brand name that is a common catch-all for mainly 2G surfaces, but often, erroneously, used to describe any artificial grass

(similar to Hoover becoming synonymous with vacuum cleaners). AstroTurf – an American company – was one of the original innovators of artificial turf in the 60s and 70s and was named after Houston Astrodome where it was installed and came to prominence. 1G surfaces are dense, non-filled or water filled surfaces usually used for cricket or hockey, especially at the elite end of the game. 2G surfaces are sand-filled or sand-dressed surfaces of an artificial turf below 25mm height. E Issue 31.2 | EDUCATION BUSINESS MAGAZINE

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Sports Surfaces

Thanks to the UK climate, very few things that are left out to the elements are maintenance free. Sports surfaces are no different

F They use silica rounded sand of a good size to ensure the sand doesn’t block the carpet for drainage. Often used for tennis and hockey. 3G surfaces are longer pile carpets with a combination of sand and infill material within them. Mainly used for football and rugby, the infill has traditionally been made of granulated end-of-life tires, but a wide range of organic materials are now being used – including cork, olive pits and engineered wood products. 4G surfaces, meanwhile, are the latest evolution of surfaces, which have only emerged in the past decade – and are still being developed. Similar to 3G surfaces, but with a denser fibre which means there isn’t a need for an infill. And 5G surface? That will be your phone, rather than your pitch – none exist! The above is a great starting point, as the first part of any good maintenance regime is knowing exactly the type of surface you have, For all of the surface types listed above, maintenance is essential to keep them safe, performing well and to ensure the longest life possible from the surface. Thanks to the UK climate, very few things that are left out to the elements are maintenance free. Sports surfaces are no different and – adding to E

Image © Replay Maintenance

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Sports Grounds

F the heavy usage that schools often see on their pitches – a well-planned maintenance schedule is paramount to ensuring the pitches longevity (and return on investment). Getting started The time to start planning a maintenance schedule is the day the facility is handed over from contractors. Waiting for signs of wear and tear to appear will result in a potentially high cost of repairing – or even replacing – a surface. When handing over the pitch, contractors should provide you with all the information regarding the type of pitch and what is needed to help plan the maintenance. Always make sure you know where the “paperwork” – increasingly in digital form these days – regarding your pitch is and where it can be accessed. The information will give guidance on the best way of maintaining the pitch and the advice should always be followed. The artificial turf industry is constantly innovating with pitches and infill materials and each pitch system is slightly different, so a maintenance regime that works well for one facility might not do so for another. We would always recommend using a SAPCAaccredited maintenance provider. Each SAPCA member company has been thoroughly vetted, not just for the quality of its work, but also for the company’s professionalism, its financial position and reputation within industry. References and site visits allow us to be certain that those who obtain and hold the SAPCA badge deserve it – and should give you, the customer, confidence in their ability to deliver. A list of SAPCA members is listed on the SAPCA website, along with advice and technical details of sports and play construction which we make E

When handing over the pitch, contractors should provide you with all the information regarding the type of pitch and what is needed to help plan the maintenance

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Ensuring longevity A maintenance contractor’s primary focus is to keep the surface clean, level and of a consistent texture, so that ball roll and footing are consistent and predictable. They will want to distribute any sand or infill material evenly across the pitch, to keep playing performance high, but also to ensure the pitch is free-draining. There are three key components to achieving this – removing leaves, rubbish and general detritus; grooming the surface through brushing and/or drag matting; and applying appropriate moss killer and algaecide. Getting rid of everything else other than infill from the surface isn’t purely cosmetic. As foreign materials break down, they can create a barrier to drainage – providing perfect conditions for moss and algae. Soft brushes, leaf sweepers or specialist vacuums can be used to remove unwanted materials while leaving the infill within the surface.

Sports Surfaces

F freely available to ensure that everybody can access high quality advice. If you feel that information is missing or you need additional guidance, simply get in contact with us. We exist to help facility owners with advice and support them in finding the right people for the job!

Moss-killer and algicide treatments are usually needed once a year, to ensure that the perimeter sites and low-usage areas are well maintained. Again, take care to follow manufacturers’ advice on what can be used Grooming is likely to be recommended by all pitch manufacturers by either using a medium stiffness brush across the pitch, or by carefully deploying a fine steel drag mat across the surface. The frequency of the maintenance needed will depend on the sports being played, the usage, the type of surface and the manufacturers’ recommendations. As a rule of thumb, some type of maintenance is likely to be required at least once a week. Moss-killer and algicide treatments are usually needed once a year, to ensure that the perimeter sites and low-usage areas are well maintained. Again, take care to follow manufacturers’ advice on what can be used. E

Image © Replay Maintenance

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Sports Surfaces

For all surface types, maintenance is essential to keep them safe, performing well and to ensure the longest life possible F In general, all products that classed as ‘non-acidic’ or ‘non-oxidising’ should not cause a problem . Anything that contains ‘halogens’, ‘acids’ or ‘sulphur’ are unsuitable.

plastic fibres may become more brittle at lower temperatures, so heavy use should be avoided in very cold conditions. Shock absorption is also likely to be reduced in freezing temperaturs. If heavy rain falls immediately after a very cold spell, the pitch may become flooded for a few hours. This can also happen when snow or heavy frost starts to thaw. This is because the sand beneath is still frozen and needs time to thaw. Organic infills are more likely to freeze and may require longer to thaw than rubber crumb. E

All year round One of the questions we often get asked about at SAPCA is how to treat a pitch when there is snow and ice. Wintery conditions aren’t, as such, harmful to the pitch and snow and ice can be allowed to melt away. To get the pitch playable as quickly as possible, removal of snow is, of course, necessary – but this should be done using brushes or wooden scrapers, rather than metal shovels. Avoid lifting the infill from the pitch. If moving and storing snow, ensure that the infill on the pitch doesn’t migrate into the environment. Too often we have seen snow taken off a surface, stored on open ground only to find the rubber crumb has been left to pollute the surrounding environment once the snow has melted. Rock salt and chemical de-icing agents should not be used. Also, it is worth noting that

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FURTHER INFORMATION

Industry guidance from SAPCA SAPCA has created industry advice to help organisations make the best choices for their sports surface project. This includes more detailed advice on artificial pitches – along with suggested schedules for maintenance on tracks, tennis courts and athletics tracks. The website also includes information on responsible and environmentallysensitive end of live disposal guidance for synthetic sports surfaces, including synthetic turf and athletics tracks. The SAPCA website also includes information on goal post standards, following the introduction of a new European-wide standard which has come into force, as well as guidance on indoor sports floor, the design of sport and active play areas, and more. The guidance and codes of practice can be downloaded at www.sapca.org.uk.

Sports Surfaces

F Spread the use One aspect of maintenance where schools and operators have a big role to play is knowing where play is concentrated. Any football coach will know that if you give a child a ball on a pitch, the likelihood is that they walk straight to the nearest penalty spot. While understandable, this will impact the surface, bounce, traction and ball roll. Aim to use the entire pitch as equally as possible to maintain consistency across the pitch. Consider using pitches in halves or quarters which will ensure play is distributed and talk to your maintenance contractor about where play has been concentrated in order that they can adjust their schedule accordingly. More detailed advice on artificial pitches – along with suggested schedules for maintenance on tracks, tennis courts and athletics tracks – can be found in the “The SAPCA Code of Practice for the Maintenance of Synthetic Sports Surfaces”. This guidance and all of our other codes of practice can be downloaded and accessed below. M www.sapca.org.uk

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Advertisement Feature

Industry Insight: Using movement for learning and regulation Action Mats founder Jonathan Bhowmick shares how a simple, visual approach to movement is helping schools deliver inclusive, engaging learning How can Action Mats be used flexibly across the whole curriculum and other lessons? One of the early activities we devised, involved using the storage bag as a prop within the game. Inside the semi-closed bag, were our giant jigsaw puzzle pieces. The objective of the challenge is to work your way along the course of Action Mats, grab a random jigsaw piece from inside the bag and head to the ‘build zone’ at the end of the course. There you would work with your teammates to put the jigsaw pieces together – whilst racing against the other team trying to do the same. The challenge is a teambuilding game, a PE activity and a competition, all in one. Looking at those jigsaw pieces made me realise that the pieces could be substituted numbers or letters, and rather than piecing a puzzle together, the children could be engaged in activities such as creating the longest word possible with all the letters they had brought along the course, or if they’d carried numbers, they could solve equations. It was the catalyst for our active-learning programmes. We commissioned teachers from each age

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key stage to create learning activities for ‘core subjects’ helping children gain confidence in numeracy as well as communication and descriptive skills. The movement mats sets are the anchor for the learning activities, with sets called Mini Maths, Mini Words and Action Maths being offered as learning content ‘add-ons’. How do Action Mats support teachers in delivering high quality PE? We have been told by some Headteachers, that Action Mats are the quickest resource they’ve come across. Children come into the teaching space, pick up a mat from the pile and take it to a space. There, they simply look at the instructions on the mat, and start moving. So, everybody is moving immediately, even before the formal lesson has begun. Once everybody is moving and warmed up, then the content of the lesson can be explained, perhaps whilst pupils are taking a drink. We have created a bank of activities available as a download or online, to help teachers deliver meaningful lessons with structure, outcomes and variation opportunities. Another recent comment from a headteacher was

Advertisement Feature

that she loved Action Mats, because there’s ‘zero prep’. In other words, if a situation arises in which a lesson needs to be run, perhaps by a different, or less-qualified member of staff, they simply ‘get the mats out’ and deploy one of the ready-made activities that ensure a quality lesson, without stress. What are the wider benefits of providing fun, engaging and inclusive PE and sport lessons, aside from physical activity? During a school visit to watch an Action Mats session once, the teacher commented how much the children interacted with each other and supported each other. As spoken about earlier, the objective of the graphics was to empower children to be self-lead. However, if we have observed pupils struggling, we have seen their friends jump in to help them. The development of so-called ‘soft skills’ was always an aim and seeing peer support enacted during session, is great. I was a Cub Scout leader for almost ten years. The Scouting movement was created to develop life skills and social skills and I wanted to bring that to Action Mats though the activities we have created. I once observed a child with severe additional needs, be helped to a mat to join in the session. He stood for a while, whilst his helper explained where to put his feet and in which direction to move. The teaching staff watched as he started to move, but in a different way to that which had just been explained. He stayed on that one mat for over ten minutes, finding different ways to move. The staff were amazed at his focus and engagement, and he was very happy with his efforts. It was super to see, and it demonstrated how movement challenges can engage, and how children can self-lead their interaction with the mats, to produce enriching outcomes. In what ways can schools deliver inclusive PE lessons that engage all pupils, including those with differing abilities and confidence? The origin of Action Mats is that they were conceived as a solution to a problem of engaging children who had English as an additional language, in PE. The school in question had a cohort of children who were 100 per cent Pakistani origin, and the head wanted find a new strategy to empower the children so they could take ownership of the activties. I thought about a visual company such as Ikea, who sell the same furniture around the

Jonathan Bhowmick, creator and founder of Action Mats Jonathan Bhowmick has been a designer of products and resources for education for almost thirty years. Designing playground equipment and outdoor environments for schools, Jonathan has worked in the education space for much of his career. Collaborating with headteachers and practitioners led to the development of Action Mats. world, without changing their instructions. They use simple graphics, and that was the route I took. Unlike Ikea, I made the graphics bright, fun and colourful, as I wanted to draw the children in, using their curiosity as the method to get them to engage. Hands, feet, arrows and simple symbols are printed on the surface of each mat to form interesting visual features that would pique a child’s interest and also instruct them in their interaction. By framing each activity with a border of red and yellow, we provided a high visual contrast and an obvious statement, denoting the child’s own work space. The graphics encourage pupils to self-lead and interpret the activities for themselves with adult interaction and guidance on hand if necessary. Often, a child’s own interpretation can make them feel more empowered. M FURTHER INFORMATION

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SPACES THAT SHAPE FUTURES.

Sport & PE

Fighting the future health crisis A report from the Youth Sport Trust warns that if current inactivity trends continue, today’s pupils could face poorer health, lower attainment and reduced life chances by 2035. With PE the most commonly dropped subject, we explores what challenges schools face in protecting PE and how to make provision flourish A new report has warned that today’s pupils risk poorer health, lower attainment and diminished life chances by 2035 if current inactivity trends continue. Schools therefore have a key role to play in reversing the trends that could otherwise lead to a future health crisis. The Youth Sport Trust’s latest Class of 2035 report, produced in partnership with research agency Savanta, uses AI modelling and polling of young people to project the long-term consequences of declining physical activity. For schools, the report predicts that without intervention, a continued erosion of PE provision will occur, with fewer hours on the timetable, more cancelled lessons and reduced quality of experience. Evidence suggests this is already happening. One in three young people say they have

had at least one lesson cancelled during the current school year, with PE the most commonly dropped subject. Staff shortages, lack of available space – such as sports halls being used for exams – poor weather and the need to make time for other subjects are all cited as key reasons. Experiences of PE at school Despite these challenges, pupil appetite for PE remains strong. The vast majority of young people report enjoying PE, although enjoyment declines as children get older. A gender gap is also evident, with boys more likely than girls to say they enjoy lessons. Among those who dislike PE, common concerns include fear of letting the team down, worries about getting hurt, feeling E Issue 31.2 | EDUCATION BUSINESS MAGAZINE

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F self-conscious about their body or believing they are not good at sport. These concerns are more prevalent among girls and disabled pupils, highlighting the importance of inclusive practice and sensitive curriculum design. The impact on health The report comes alongside new analysis from Sport England, which estimates that active lifestyles generate £8 billion in annual healthcare savings and deliver £14.1 billion in wellbeing value for children aged 7 to 16.

Sport & PE

The report predicts that without intervention, a continued erosion of PE provision will occur, with fewer hours on the timetable, more cancelled lessons and reduced quality of experience However, the Youth Sport Trust warns that inactivity levels are set to rise sharply over the next decade. By 2035, almost half of children could be spending three or more hours a day on recreational screens, more than a third may not achieve even 30 minutes of daily activity, and obesity and Type 2 diabetes rates among young people are expected to increase significantly. Schools, the report suggests, could also see declining attendance, engagement and sense of belonging among the least active pupils. While there are changes on the horizon, including the government’s proposed curriculum reboot, alongside a new PE and School Sport Partnership Network, the challenge remains great. Ali Oliver MBE, chief executive of the Youth Sport Trust, said: “Forthcoming changes to reimagine the Physical Education Curriculum, rebuild enrichment opportunities for every child and establish a new PE and School E

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Sport & PE

F Sports Partnership Network can be the impetus for change. However, we cannot lose sight of the scale of the challenge and the need to be bold in our response.” Bringing together expertise In response to the findings, the Youth Sport Trust has launched a national commission bringing together experts in healthcare, child development and public health to develop recommendations for reversing these trends. Dr Radha Modgil, Youth Sport Trust health & wellbeing champion said: “My hope for the commission is that it will trigger action and outcomes that support every child to have the opportunity to have sport, play and physical activity as a constant friend and companion throughout their lives one that they can turn to for their physical, mental and emotional wellbeing.” What’s more, the Youth Sport Trust is calling for PE to be made engaging and accessible for all pupils, particularly those less likely to be active outside school, and for schools to ensure that curriculum time, facilities and breaktimes support meaningful movement. Greater engagement with parents and carers is also highlighted as a key factor in sustaining activity beyond the school gates.

Inclusion grant In positive news, at the Youth Sport Trust Conference, which took place at the Telford International Centre on 4 March 2026, School Standards Minister, Georgia Gould announced that the Inclusion 2028 grant will be extended. The extentsion will continue to improve access to inclusive sport and physical activity opportunities for young people across the country and help support more schools to embed inclusive practice through PE, sport and play. Ali Oliver MBE, said: “Together with our Inclusion 2028 consortium partners and Youth Sport Trust Lead Inclusion Network, we have seen the impact this programme has made 2017, and this sustained investment helps educators transform curricular and extra-curricular opportunities so all children can experience the lifechanging benefits of PE, sport and play.” The extension of this grant, together with more action from schools to protect PE and effort from parents and carers to promote physical activity after school, will help prevent the Class of 2035 from becoming the least healthy generation in modern history. L FURTHER INFORMATION

Read the Youth Sport Trust report here Issue 31.2 | EDUCATION BUSINESS MAGAZINE

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Catering

Raising the bar for school food provision Drawing on five years of experience from its Nourish programme, School Food Matters shares why current school food standards are falling short, what a review of the standards could mean, and how schools can strengthen their own food provision right now England already has mandatory school food standards, enshrined in law. On paper, this should mean that every child, in every school, has access to goodquality food during the school day. In practice, the picture is far more uneven. Across the country, there are schools serving meals that are nutritious, sustainable and well-loved by children. But there are also many where provision does not consistently meet the standards’ intent. The variation is not due to a lack of commitment from catering teams or school staff. Rather, it reflects a system that has relied too heavily on good will, while underestimating the pressures schools are under and the importance of oversight. One of the most significant challenges is that, in England, there is currently no consistent mechanism for checking whether schools are

complying with the standards. As the School Food Plan outlined, the principle is simple: what gets measured gets done. When no one is regularly checking what is on plates, school food can slip down the priority list amid competing demands on time and budgets. Funding pressures compound this. The price per meal in England remains tight, particularly for small schools without the economies of scale of larger settings. Contract caterers and inhouse teams work hard within these constraints but cost pressures inevitably shape what is possible. At the same time, responsibility for compliance often sits with governing boards, yet awareness of this duty can be low. The result is a patchy system, where standards exist but the support, visibility and accountability needed to make them a consistent reality for children are not yet embedded. E Issue 31.2 | EDUCATION BUSINESS MAGAZINE

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Catering

F What’s next for the school food standards? School food is firmly on the political agenda. Government commitments to universal free primary breakfast clubs, expanded free school meals to families receiving Universal Credit and a review of the decadeold school food standards signal a growing recognition that food is central to children’s health, wellbeing and ability to learn. The forthcoming review of the standards presents a key opportunity. Updating the standards to bring them in line with the latest nutritional guidance is crucial, particularly in light of changes in the food environment over the past decade. Updating the standards alone will not be enough. The five-year independent evaluation of the Nourish programme, delivered by School Food Matters and informed by years of working to support schools to transform their school food environments, suggests that the real shift must come in how standards are supported and embedded. “We have a real opportunity to raise the bar for school food”, says School Food Matters CEO Stephanie Slater MBE. “By combining clear standards with the right support and leadership, every school can make nutritious, delicious and sustainable meals a consistent reality for every child.” Firstly, robust monitoring and accountability need to be

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part of the picture. This can be done in a supportive practical way, rather than a punitive one. It can be as straightforward as ensuring that senior leaders and governors regularly review provision, spend time in the dining hall and talk to children and young people about their experience of school food. External oversight could be achieved through simple measures, such as asking senior leadership a single question about how the standards are being applied during Ofsted inspections, or implementing the Food Standards Agency pilot which found food safety officers can support checks on school food provision. There are several options to ensure that standards are taken seriously and consistently applied. Secondly, schools need practical support, not just expectations. The Nourish evaluation shows that clear standards lead to meaningful improvements when schools are supported by expert guidance, senior leadership engagement and consistent follow-up. In busy, resourceconstrained settings, knowing what to do is only part of the challenge; having time, structure and encouragement to do it is equally vital. Finally, food must be seen as more than a catering issue. When it is treated as a whole-school priority – linked to wellbeing, behaviour, learning and the wider school culture – its importance becomes clearer. This shift in perspective is just as important as any revision to the standards themselves.

Catering

Where senior leaders are visibly engaged – setting expectations, allocating time and championing food as part of the school’s ethos – change is more likely to stick Practical steps for improving school food While national policy evolves, schools do not have to wait to make improvements. The Nourish programme, which has worked with more than 100 schools and over 35,000 children and young people across London, is expanding into Birmingham, Cumberland and Hertfordshire this year and takes with it several practical lessons. One of the strongest findings from the evaluation is the importance of leadership. Where senior leaders are visibly engaged – setting expectations, allocating time and championing food as part of the school’s ethos – change is more likely to stick. This might involve reviewing the school food policy, ensuring it reflects current standards and the school’s ambitions, and making food a standing agenda item at governors’ meetings. The dining environment itself is another powerful lever. Schools often assume that improving food means renegotiating contracts or overhauling menus. While these can be part of the picture, meaningful change can also come from lower-cost adjustments. How the dining space feels, the flow of service, how adults talk about food and whether children have enough time to eat all shape their experiences and choices. Small shifts in these areas can make the lunch break calmer and more positive. Engaging children, young people and families also matters. Children are perceptive and articulate about what works and what does not. Creating opportunities for pupil voice to be heard through pupil councils, tastings or simple conversations can surface practical ideas and build a sense of shared ownership. Schools in the Nourish programme have also seen the value of involving parents in supportive, inclusive ways. This is especially important around areas such as packed lunches, which can be difficult to address sensitively with families since they are not currently guided by the school food standards.

Crucially, schools benefit from not doing this alone. Local authorities, charities and other organisations can offer advice, training and shared learning. Programmes such as Nourish demonstrate how structured support, regular check-ins and a clear pathway can help schools translate standards into everyday practice. “Prioritising school food has transformed our whole school experience”, says Reema Reid, headteacher, Hollydale Primary School in Southwark. “Beginning with breakfast, our team has worked hard to create a positive, engaging food culture, supported by fantastic organisations such as School Food Matters. Their guidance and expertise helped us build on what we were already doing, ensuring we put national standards into practice in a way that works for our school. When food is treated as a priority across the whole day, children’s wellbeing, engagement and enjoyment really flourish.” The evidence is clear: when schools are supported to prioritise food, the impact goes beyond the plate. Staff report calmer lunchtimes, stronger relationships and children who are more ready to learn. As investment and policy attention return to school food, combining clear standards with the right support and accountability offers a practical route to making those ambitions real for every child in every school. L FURTHER INFORMATION

For more information about School Food Matters' Nourish programme, visit www.schoolfoodmatters.org Issue 31.2 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Eastern Education Show

The Eastern Education Show 2026: Where education leaders meet policy, practice and progress As the education landscape continues to evolve at pace, school and system leaders face increasing pressure to make informed, strategic decisions that balance educational outcomes, financial sustainability, staff wellbeing and regulatory compliance. The Eastern Education Show has been designed specifically to support those carrying this responsibility

The Eastern Education Show is a free-toattend event on Thursday 18 June 2026 at Newmarket Racecourse. It is open to education professionals, especially SLTs, Governors, SENDCos and SBM’s from the state, academy and independent sectors. It offers a rare opportunity for decision-makers to step away from day-to-day pressures and engage

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with the ideas, people and solutions shaping education at both regional and national level. A leadership-focused event with no cost barriers The Eastern Education Show removes the financial obstacles that often limit access to high-quality professional learning. Attendance

Insight from those shaping the education agenda Delegates attend the Eastern Education Show to hear directly from senior figures working at the forefront of education policy, leadership and implementation. The 2026 programme reflects the challenges and opportunities currently facing school and trust leaders – from curriculum and inclusion to digital resilience, safeguarding, wellbeing and organisational sustainability. The day opens with a keynote from Hywel Roberts, teacher, writer and storyteller, whose session “Botheredness: Making Curriculum Matter Through Professional Imagination,

Autonomy, and Joy” speaks directly to leaders navigating curriculum reform and accountability pressures. Hywel explores how professional autonomy, storytelling and moral purpose can support schools in moving beyond compliance to create meaningful, engaging learning experiences that benefit both pupils and staff. The event concludes with Mary Myatt, education adviser and author, presenting “Empowering Leaders: Resilient Strategies for Sustainable Education.” Drawing on research and long-term thinking, Mary will address the difficult prioritisation decisions leaders must make, offering clarity on how to focus resources and effort on what will have the greatest impact over time.

Eastern Education Show

is completely free, with complimentary lunch, refreshments and parking provided for all delegates. There is no limit on the number of attendees per organisation, enabling leadership teams to attend together and align learning back in school. In addition, every delegate will receive £20 in cash at the end of the day as a contribution towards travel costs and gain exclusive access to downloadable resources following the event. The aim is simple: to create an inclusive, highvalue environment where leaders can focus fully on strategy, insight and connection.

Practical workshops addressing operational and strategic priorities Alongside the keynote sessions, delegates can choose from a wide range of concurrent workshops, each designed to provide actionable insight into critical leadership areas. Sessions include real-world school improvement journeys across primary, secondary and special settings, offering honest reflections on leadership decisions, governance, accountability and cultural change. Other workshops focus on cyber security and data protection, providing essential guidance for leaders and IT managers responsible for safeguarding digital infrastructure and ensuring compliance with DfE standards. Safeguarding remains a key theme, with sessions exploring restrictive interventions, statutory duties and reporting requirements, helping leaders navigate complex legal and ethical responsibilities. Inclusion is also central to the programme, with practical guidance on adaptive teaching strategies and SEND provision that can be implemented across classrooms and support teams. Looking ahead, workshops on artificial intelligence in education explore how leaders can develop confident, responsible whole-school approaches to AI adoption, while sessions on RSHE and PSHE examine how new guidance can be used strategically to strengthen safeguarding, wellbeing and preventative education. Staff wellbeing and retention are addressed through leadership-focused sessions that explore sustainable approaches to supporting teachers, alongside data-driven insights into emerging trends in education. Connecting leaders with trusted suppliers A key reason delegates attend the Eastern Education Show is the opportunity E Issue 31.2 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Eastern Education Show F to engage directly with over 70 education suppliers in one place. The exhibition brings together organisations offering solutions across finance, IT, estates, curriculum, safeguarding, wellbeing and professional services. For school business managers, governors and senior leaders, this provides a valuable chance to compare services, ask informed questions and build relationships with suppliers who understand the realities of schools and trusts. Extended networking breaks throughout the day are built into the programme, allowing time for meaningful conversations with peers, local authority colleagues and sector partners. A strategic day for those shaping education The Eastern Education Show is not a generic education conference. It is a focused, leadership-level event for those

Business Information for Education Decision Makers

responsible for shaping strategy, managing resources and implementing policy within schools, trusts and local authorities. Combining high-quality content, senior-level insight and access to key suppliers in a free, accessible environment, the event stands out as a must-attend for anyone working in education. On 18th June 2026, Newmarket Racecourse will host a community of leaders committed to informed decision-making, sustainable practice and the long-term success of education across the region. M FURTHER INFORMATION

www.easterneducationshow.uk

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

Advertisement Feature

ISBL success triggers DfE expansion of fully funded national training programme The DfE is expanding its ISBL-led programme designed to strengthen financial, operational and leadership capability across the sector

In 2024–25, ISBL delivered the Department for Education’s Local Support Offer (LSO) for School Business Practitioners – an ambitious national programme designed to strengthen financial, operational, and leadership capability across the sector. Over the year, ISBL delivered 80 fully funded, in person training sessions, providing 1,770 training places across nine high impact subject areas. Covering financial management, leadership, procurement, workforce planning and wider operational practice, the programme not only exceeded every contractual target but also demonstrated clear and measurable value for money. Evaluation evidence shows that delivery reached all nine DfE regions, ensuring balanced national access. Schools and academy trusts in every region engaged with the offer, with particularly strong demand for the programme’s financial leadership content. Priority topics aligned with DfE policy – such as Financial Planning and Budget Assumptions and Integrated Curriculum and Financial Planning (ICFP) – were consistently oversubscribed, reflecting the sector’s need for robust and up to date financial practice. Notably, 72 per cent of participants held direct financial or operational responsibility, ensuring training investment reached decision makers with immediate influence. Trainer quality and sector expertise were repeatedly rated as excellent, with participants reporting an average confidence score of 5.06 out of six following the sessions. Confidence

levels increased by more than 65 per cent across all areas – strong evidence of meaningful professional uplift. The programme also generated a powerful multiplier effect: 79 per cent of attendees shared their learning with colleagues, extending impact far beyond the training room. Over half reported real world efficiency gains, including time savings and improved operational clarity. Participants consistently highlighted the value of face to face delivery for deeper learning, richer discussion, and peer to peer problem solving. Given the strength of these outcomes, the DfE has commissioned a major expansion of the programme – and once again entrusted ISBL to deliver it. In 2026–27, the offer will grow to 280 fully funded, in person regional sessions. For the first time, this will include both open sessions (at set regional venues) and closed, demand led sessions for individual schools and trusts. Each 2.5 hour workshop will be practical, evidence driven, and aligned with ISBL accreditation frameworks and professional standards. Training topics include: ICFP, Financial Planning & Budget Assumptions (Separate sessions for maintained schools and academy trusts), Strategic Planning & Operational Leadership, HR & Flexible Working, Leadership & Leading Change and Professional Development. M FURTHER INFORMATION

To find out more & book, scan the QR code below

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Business Information for Education Decision Makers

Advertisement Feature

The Future of Academies Show and Exhibition 2026 How can we shape an education system that prepares every child for the future? Find out at the Future of Academies Show and Exhibition

With the introduction of the Children’s Wellbeing and Schools Bill, the education sector is undergoing significant reforms. From ensuring high-quality teacher training and pay equity to implementing a strengthened national curriculum, these changes will have lasting impacts on the future of schools. The Institute for Government & Public Policy has built a strong reputation as a provider of education sector-specific events that are both motivating and inspirational. Building on the success of the National Schools and Academies Leaders Show and Exhibition 2024, and the Future of Education Show and Exhibition 2025, the Institute for Government & Public Policy is proud to announce the Future of Academies Show and Exhibition 2026, which will take place in CorpAcq Stadium in Manchester on 25 March 2026.

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Feedback from previous attendees includes: “A fantastic event that cuts through the noise – real discussions on funding, operational challenges, and compliance without a political agenda.” “Insightful sessions on whole-school culture and strategies for engaging the disengaged. I left with practical ideas to support neurodiverse pupils and staff.” Register now to secure your place alongside prominent leaders from MATs, academies and schools at the Future of Academies Show and Exhibition to network and explore challenges and insight into policies, practices, and procedures impacting trusts and academies. M

Free discount code: SCH-SM Lunch and parking free of charge too. FURTHER INFORMATION

www.igpp.org.uk

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

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Yeoman Shield provides wall and door protection solutions that reduce impact damage, extend building life and lower maintenance costs. Suitable for commercial and public buildings, we offer supply-only or full installation service options, alongside comprehensive fire door services including inspections, maintenance and remedials, installations, and protection.

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Issue 31.2 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Advertisers Index

ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service A-Door Additions

Getech

A2ndvoice CIC

Grow to School

Academy 21

IFC

Institute of School Business Leadership

Acorn Adventure

JB Corrie Fencing

Action Mats

Lightmain

AOC

Literacy Gold

Athletics Direct

Marbeuf Conseil Et Recherche

Autopress Education

Organised Mind

B&L Fencing

Phoenix

BDSIP

Play Innovation

BESA

School Supplier

Blakedown Sport & Play

SeatSmart

Cambridge OCR

6, 8

SEND Assistant

Chalkie

Silvercrest Education

South West Wills & Probate

Spectrum Space

86, 87

Sports Pitch Consultant

Daisy Education

Stuart Canvas Group

Eco Grit

Sunken Trampolines

Surge Padel

Cornerstone

64, 65

Covermaster

Crescent Purchasing Consortium

Edaro

32, 33, 53

46, 47

Edge Services

Synthetic Turf Management

EdMedia

Terapia Training

Education Elephant

TF Jackson Accommodation

Epson

The Minibus Centre

Farol

The Security Group

IBC

Fresh Start Education

Thermapply

Fujifilm

Tib Services

Future of Academies Show / IGPP

Venesta

Geo Green Power

Yeoman Shield

56, 97

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

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