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Editor’s Comment Education Business 31.5

Welcome to E Business Information for Education Decision Makers

with us on Linkedin: LINKEDIN Connect @education-business

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To register for your FREE Digital Subscription of Education Business magazine, go to www.educationbusinessuk.net/digital-subscription or contact Public Sector Information, 226 High Road, Loughton, Essex IG10 1ET. Tel: 020 8532 0055

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226 High Rd, Loughton, Essex IG10 1ET. Tel: 020 8532 0055 Web: www.psi-media.co.uk EDITOR Angela Pisanu PRODUCTION MANAGER & DESIGNER Dan Kanolik PRODUCTION CONTROL Deimante Gecionyte ADMINISTRATION Enkelejda Lleshaj WEB PRODUCTION Freya Courtney ADVERTISEMENT SALES Raj Chohan, Oliver Southgate PUBLISHER Karen Hopps

Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

A AAProactive Proactive Solution for Damp and ProactiveSolution Solutionfor for Damp Damp and and A Proactive Solution for Damp and Mould? Mould? Mould? Mould? ADVERTISEMENT FEATURE

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Contents

Contents Education Business 31.5 15

HEATWAVE MANAGEMENT

MODULAR BUILDINGS

ENERGY

FIRE SAFETY

SEND

SCHOOL FOOD

CYBER SECURITY

BETT 2027

116

SALTEX PREVIEW

109

MARTYN’S LAW

121

SPORT & PE

Education Business magazine

EDUCATION ESTATES

SPORTS GROUNDS

124

PLAY

www.educationbusinessuk.net Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Education

Start every school day one step ahead. Imagine arriving at work and already knowing what matters most. Not because you checked five different systems. Because the answers were already waiting for you.

Access Evo for Education is about to change your working week.

For School Business Managers Purchase orders approved. Invoices matched. Budgets up to date. For HR Teams Staff absences and payroll exceptions already highlighted. For Trust CFOs The financial picture across every school, already waiting. For Headteachers The issues that need your attention, already prioritised. For Safeguarding Leads Compliance always current. Confidence every day.

Access Evo for Education is the place to start your day. Your day organised. Your priorities highlighted. Your tasks prepared. Everything ready for you.

Access Education. Where work just flows.

News

POLICY

Education secretary seeks local expertise for system reform Local leaders have met with the education secretary Lucy Powell to give their views on how to improve the education system and better prepare young people for work, as part of efforts put local expertise at the heart of education policies. Regional mayors, business leaders, headteachers and college principals met at No10 North in Manchester on 10 September to shape plans to ensure technical and academic education are on an equal footing. Discussions focused on the delivery of vocational education reforms from aged 14, work experience opportunities, and making the most of the devolution of billions of pounds of funding for 16 to 19-year-olds. The meeting will be the first of regular gatherings that will bring together industry, politicians and educators to drive forward reforms. It comes ahead of the publication of the Devolution White Paper which will set out plans to give local leaders a greater role in shaping economic growth and opportunity in their areas. Education Secretary Lucy Powell said: “I want a new way of working in education. I want change to come not from Whitehall alone, but to be co-designed with those who will deliver it, those who know local strengths and challenges best.” The reforms build on the government introducing V Levels from aged 16 and expanding T Levels from next September to help to tackle the nearly 1 million young people who are not in education, employment or training.

PUPIL PREMIUM

Literacy and attendance top concerns for disadvantaged pupils Literacy and poor attendance are the biggest challenges facing disadvantaged pupils in England, according to new research published by the Education Endowment Foundation (EEF). The research, which was carried out by Verian, analysed more than 1,200 Pupil Premium strategy statements from a representative sample of primary and secondary schools. It found that 91 per cent of schools identified English or literacy attainment as a challenge for disadvantaged pupils, making it the most commonly reported issue. Attendance was highlighted by 83 per cent of schools, rising to 89 per cent among those with higher proportions of disadvantaged pupils. Social, emotional and mental health and wellbeing was identified as a concern by 79 per cent. The research also examined how schools report spending their Pupil Premium funding. Tuition was the most commonly reported approach, appearing in 98 per cent of schools’ strategies, while 97 per cent funded targeted English or literacy interventions and 92 per cent reported investing in staff training and continuing professional development. Schools allocated the largest proportion of their reported Pupil Premium budgets to highquality teaching, at 38 per cent, followed by targeted academic support at 35 per cent and wider strategies at 28 per cent... CONTINUE READING

Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Find Trusted School Caretakers & Site Managers The Government Commercial Agency framework brings schools better value and TIB continues to deliver the skilled school caretakers and site managers they’ve relied on for years.

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News

CURRICULUM

Government considers new GCSElevel technical qualifications New GCSE-level technical qualifications could be developed as part of government plans to create stronger vocational pathways for pupils from the age of 14. Education secretary Lucy Powell has revealed that the Department for Education will consider whether new qualifications are required alongside existing technical awards when the new pathways are introduced. In a letter sent to the Commons Education Committee, Powell said the government would “explore what new or reformed national qualifications, at GCSE level” might be needed to support the programme. The technical pathways are expected to launch in 2028, initially using qualifications already available to schools. Any newly developed or reformed qualifications would follow later, with the government yet to confirm a timetable. Powell said ministers want to make England a “technical education superpower”, placing vocational and academic education on a more equal footing. She also highlighted the potential for qualifications to reflect local employment opportunities. Referring to Greater Manchester’s MBacc model, Powell said the government wants every young person to have access to “high-quality locally tailored technical qualifications”. The proposals form part of a wider effort to strengthen the connection between education and employment and provide pupils with clearer alternatives to predominantly academic routes...

SCIENCE

Some schools may struggle to offer triple science Pupils’ opportunities to study science could depend on where they go to school, a new study suggests. A survey of 2,000 science teachers across the UK, released by the Royal Society of Chemistry, revealed just a third of educators working in schools in England with a higher proportion of free school meals (FSM) eligibility expect to be able to offer all three sciences to students. Meanwhile, half of teachers in areas of low FSM eligibility expect universal access to GCSE triple science. And more than half (52 per cent) of schools with higher levels of FSM eligibility said a lack of science teachers is a barrier to being able to teach triple science. Laura Daly, education policy programme manager at the Royal Society of Chemistry, said: “Young people’s access to different science pathways should not depend on where they go to school. These findings suggest access to triple science remains unequal; every young person deserves access to a highquality science education, regardless of where they go to school. “That opportunity should be determined by a learner’s interests and ambitions only, which is why we advocate for a simplification of science pathways at GCSE to help alleviate some of these barriers.” The findings come as the government considers introducing a triple science entitlement in England, following... CONTINUE READING

Issue 31.5 | 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.

News

SEND

Early screening of dyslexia can help tackle NEET crisis Late diagnosis of dyslexia and poor support at school are pushing dyslexic young people out of education, training and work, new research from the British Dyslexia Association finds. The report, supported by Ryman, identifies a chain reaction: late or missed diagnosis leads to poor support in school, driving disengagement and lower attainment. This damages confidence, narrows the routes into further education, training and employment, and leaves many young people at greater risk of becoming NEET (not in education, employment or training). The report finds that only one in three dyslexic young people were diagnosed at primary school. Meanwhile 54 per cent said that teachers did not have enough understanding of dyslexia, and only 53 per cent of young people received career advice in school. Seventy per cent said school had limited the education, training and career opportunities available to them. The impact goes beyond the classroom; 79 per cent said dyslexia had reduced their confidence and 76 per cent said it had negatively affected their self-esteem and mental health. For those identifying as NEET, 89 per cent said their school experience limited their future opportunities. Just six per cent of NEET respondents say school prepared them well for the workplace and none felt...

Austin Earl, programme manager, Education & Edtech, techUK

techUK’s Austin Earl

Schools and cybersecurity: education’s Titanic momentl Does anyone recall the Schools White Paper? You’d be forgiven for treating it as a distant memory amid the pace of announcements hitting schools since. One missing item keeps resurfacing in conversation with colleagues in tech and education alike, namely an impending cyber security iceberg for schools. Cyber security was given little strategic weight in the paper itself, a strange omission given how exposed the sector already is. This year’s government breaches survey found 73 per cent of secondary schools identified an attack in the past year, up from 60 per cent, while fewer than half monitor the cyber risk posed by their own suppliers. Suppliers were not the only blind spot this year, with a separate ICO analysis finding students responsible for 57 per cent of insider breaches, and 97 per cent of those involving stolen logins, a risk that sits inside the school gates rather than beyond them. The DfE’s own response, a Cyber Security Hub launched weeks after the White Paper, offers guidance a school can act on today, useful as far as it goes. But guidance is not a strategy, and the Hub inherits the same blind spot the White Paper left behind. We are still missing vision that reckons with the scale of this iceberg or how close it now sits. READ MORE

www.techuk.org

Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Schools are taking control of their temporary staffing Supporting the Department for Education's Maximising Value agenda The Department for Education's Maximising Value initiative has increased the focus on workforce visibility, supplier performance and agency spend. Edun Connect+ helps schools and trusts meet these challenges by bringing workforce supply, compliance, supplier oversight and spend reporting into one connected platform, enabling smarter and more informed staffing decisions.

Connecting workforce supply, spend, compliance and performance. AI-driven supply chain oversight Real-time visibility of agency spend GCA compliance Actionable insights to optimise staffing decisions

Visibility Aggregate agencies and workers into one single central

Reporting Real-time dashboards for spend, margin and

Consistency Everyone using the same framework, data structure and reporting standards.

Flexibility Work with suppliers providing the best value, no compromise.

GCA Compliance Instant spend reporting demonstrating best practice.

Simplicity Real-time workforce analytics

Easy setup ensuring any team member can onboard hassle-free.

Book a demo Scan the QR code or visit:

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Quote Education Business when booking your demo

Third of teachers say AI has not reduced their hours Eight in ten teachers (80 per cent) now use artificial intelligence (AI) for their work, and weekly use has doubled in the past year, a new study finds. Among teachers who use AI, half (51 per cent) say it has eased their workload, but only a third (35 per cent) say they work fewer hours. For most, the time saved on one job is swallowed by another. More than half (55 per cent) work the same hours as before, and four per cent work more. The Department for Education’s £23 million EdTech testbed for AI will be judged in part on its effect on teacher workload. These new findings suggest that an AI-enhanced shorter week has not yet arrived. The picture comes from Working It Out, a report based on a survey of 1,033 UK teachers carried out by YouGov for Bett, the education technology exhibition. Among those who use it, three-quarters (76 per cent) build lesson resources such as plans and worksheets, and around four in ten draft letters and emails to parents (39 per cent) or write pupil reports (39 per cent). Assessment is another matter. Just eight per cent say that they use AI to mark or grade pupils’ work. For the first time since the Bett AI research programme began in 2024, teachers’ enthusiasm for the technology is fading. Fewer than half (47 per cent) expect to use AI more over the coming year, down from two-thirds (68 per cent) 12 months ago...

News

ARTIFICIAL INTELLIGENCE

More top news stories from www.educationbusinessuk.net Retraining teachers could offer cheaper route to tackling physics shortage: READ MORE Northern areas see biggest long-term falls in top A-level grades: READ MORE Council projections suggest EHCP applications could double by 2029: READ MORE More than a third of KS3 RE teaching delivered by non-specialists: READ MORE ADHD and autism costs running “out of control”, warn NHS leaders: READ MORE SOCIAL MOBILITY

Ofsted and DfE to examine NEET prevention strategies Ofsted and Department for Education have jointly commissioned research into prevention strategies for young people at risk of becoming NEET (not in education, employment or training). This research study will look at the barriers that make young people disengaged, as well as the institutional and local factors that can prevent this from happening. It will also examine effective practice in schools and post-16 education and training providers that supports transition and helps young people to remain in their post-16 destinations, working with local partners to support re-engagement where possible. The research will also look at how inspection evidence currently reflects work with young people at risk of becoming NEET. Researchers will interview school, college, local authority staff, as well as young people to understand their experiences of the post-16 pathway. The final report is expected in early to mid2027. READ MORE

Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

rossair.co.uk

01420 566822

info@rossair.co.uk

Offices in Basingstoke, London, Manchester.

Air conditioning. Ventilation. Chillers. AHUs.

One contractor, nationwide. Building services and mechanical engineering for education estates since 1973. Rossair designs, installs and maintains the systems that keep schools, colleges and universities comfortable, compliant and open, whatever the season throws at them. From reactive repairs to full chiller and AHU replacement, our engineers work around term time, not the other way round.

• 48 hours to replace a failed chiller at Chichester College, against an 8 to 10 week industry lead time

THIS SUMMER PROVED IT. CLASSROOMS CANNOT OUTRUN THE HEAT. When an ageing chiller reached the end of its life at Chichester College, Rossair had a replacement running in 48 hours, not the usual eight to ten weeks. As this year's heatwaves closed classrooms across the country, estates teams were reminded how little margin ageing HVAC plant leaves them. Rossair has spent over 50 years solving exactly this problem for education estates, delivering air conditioning, ventilation, chiller replacement and AHU works to schools, colleges, universities and multi-academy trusts across the UK. We are the national contractor of choice for education estates that cannot afford downtime: engineers who understand term-time constraints, compliance that satisfies auditors, and a track record measured in decades, not projects.

• 20 years, 11 campuses, one trusted contractor • Nationwide coverage from Hampshire, London and Manchester

Talk to the team who already keep education estates running.

Heatwave Management

Schools face a severe overheating problem Like most of the UK’s buildings, schools were designed to stay warm in cold weather, but the measures used to achieve this mean they now suffer from serious overheating in summer. Kevin Morrissey, technical director at the Building Engineering Services Association (BESA), explores the issue Although there have been advances in classroom ventilation technology, many UK classrooms still rely heavily on natural and hybrid ventilation, and as the last few months have shown all too clearly, ventilation does not equal cooling, and on its own is proving increasingly ineffective. Faced with soaring temperatures, during the June and July heatwaves, and classrooms frequently exceeding 40°C, more than 1,000 schools took the decision to close. As with other working environments, there is currently no legal maximum temperature for UK classrooms, but the National Education Union has called for an upper limit of 26°C. This is designed to maintain comfort and help student concentration and cognitive performance, which has been shown to drop significantly

when temperatures go beyond 24°C. Children and young people are also more susceptible to the effects of extreme heat, which not only impacts their health but also their behaviour. So, with government forecasting that future UK summertime temperatures will go even higher, becoming between 1.3°C and 5.1°C warmer over the coming decades, something clearly needs to be done to help our schools adapt to the changing climate. Unprepared Following last year’s reports by the British Medical Journal that the UK is unprepared for rising deaths and health disruption, they have now identified that many schools lack the basic requirements to protect children from exposure to high temperatures. E

Business Information for Education Decision Makers

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Business Information for Education Decision Makers

reveal where energy is being wasted. It turns complex data into clear, practical recommendations to help you cut energy use, save money and reduce carbon emissions. Our accompanying programme of educational resources and activities engages pupils and staff in taking practical action, helping you embed energy saving into everyday school life.

£2,900 and 5 tonnes of CO2 in primary schools; £14,600 and 26 tonnes of CO2 in secondary schools; and up to 40 per cent less energy in our bestperforming schools. For MATs and school groups, our dashboard makes it easy to compare schools, identify opportunities and target support where it will have the greatest impact. M

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

FURTHER INFORMATION

Heatwave Management

F The UK also has an historic antipathy towards air conditioning which is still regarded as something of a luxury because many still believe we live in a cold country. Recent summers suggest otherwise and, while prominent figures like London Mayor Sadiq Khan, are still calling for better ventilation rather than cooling, it may be time to recognise the limitations of this approach against the backdrop of climate change, rising temperatures, and the growing impact of air and noise pollution. So, with the transformation of our climate and environment already locked in, what needs to change and what can schools do in the meantime? The Department for Education (DfE) produced Building Bulletin 101 (BB101) to help schools manage their ventilation to limit overheating while also improving air quality and humidity levels but without resorting to what it describes as “energy intensive” air conditioning. BB101 does not set strict temperature levels but uses “dynamic thermal modelling” to assess acceptable comfort conditions and states that classrooms must not exceed these levels by 1°C or more for more than 40 occupied hours. It provides advice on controlling solar gain using external shading fins, or window shutters and advocates the use of night-time purge ventilation systems that allow evening air to pass over the building’s exposed thermal mass to cool it down for the next school day. BB101 also recommends optimising airflows through windows by adding high-level and low-level vents to increase natural ventilation

Ideally schools should also be looking to upgrade building fabric by improving roof insulation and reducing solar gain through windows by upgrading the glazing and adding thermal films and the strategic use of mechanical or mixed-mode (hybrid) ventilation systems that automatically boost airflow rates. This also has important implications for making our buildings more infection resilient to reduce the impact of viruses, flu, and colds – a particular issue for schools where infections move quickly around tightly packed classrooms. In recent years the need to assess and mitigate the risk of overheating in residential buildings has been recognised in the Building Regulations with the introduction of Approved Document Part O. While the overheating risk in other buildings such as schools, is not regulated in this way, many of the passive/lower energy measures Part O promotes are transferrable, such as solar shading and solar control glazing. That said this summer’s record demand for domestic air conditioning demonstrates that passive measures have their limits and mechanical cooling/air conditioning’s traditional role as the ‘last resort’ may no longer be sustainable. E Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

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the air in a room with the windows open is neither operationally or commercially viable, whilst limiting natural ventilation will reduce indoor air quality and it increases the likelihood of viral transmission. Behavioural and cultural change Climate adaption in schools may, therefore, require some behavioural and cultural changes. In the short-term children could be relocated to cooler, north facing and shaded parts of the campus, where space, curriculum, and safeguarding allow. However, a more ‘European’ approach may also be needed. Many traditionally warmer European countries have set their school hours to reduce the impact of extreme heat. They often have earlier start times, longer lunch breaks, Saturday morning school, earlier/longer summer holidays. These could provide longer-term solutions with a lower environmental impact, but would parents, teaching staff and education unions be prepared to compromise like this to avoid the cost and climate impact of the alternatives? We also need to look at more physical adjustments to address the underlying problem such as improving shading by tree planting or adding more permanent awnings and external shutters to buildings. Ideally schools should also be looking to upgrade building fabric by improving roof insulation and reducing solar gain through windows by upgrading the glazing and adding thermal films. E

Business Information for Education Decision Makers

Heatwave Management

F Practical constraints As well as the natural limiting factors impacting the efficacy of ventilation on its own to combat the effects of extreme heat, schools face several practical constraints. These include issues around security, noise and pollution, especially in urban environments where external air quality can be a big problem. Whilst low and no cost options, such as blinds or local fans have traditionally provided some relief on hotter days, the increasing frequency and intensity of extreme heat events mean they are becoming less effective. Whilst drawn blinds may limit glare from the summer sun, they are less effective in providing thermal control against intense solar radiation. Similarly, whilst air movement from local fans can aid comfort, if the background air temperature is already elevated the cooling effect they provide is substantially reduced and may even increase body temperature. Although air conditioning can provide a solution, the reality is that its widescale deployment across school estates is some way off. The capital and operational costs associated with installing and running air conditioning, along with the practical impacts of providing space and power supplies for the equipment and managing the noise from it may all prove to be barriers to its adoption. In addition, the use of “split” air conditioning systems is incompatible with existing natural ventilation strategies. Trying to cool

Heatwave Management F Installation and running costs are the biggest barriers for many schools, but there are ways to deal with this. For example, the addition of solar panels would generate electricity – particularly in summer – that could help to pay for heat pumps which provide both heating in winter and cooling in summer at far greater efficiencies than ‘legacy’ boiler systems. This could have a positive impact on the overall energy costs of the school. Solar panels don’t need to be limited to existing roofs, they can be integrated with fixed awnings attached to buildings or stand alone, providing shading to the building and outdoors recreation space. Competent contractors Note of caution, though: Mechanical ventilation and air conditioning must be properly commissioned, operated and maintained. Without this, overheating problems may persist and other problems like damp and mould, may occur. Maintaining healthy and comfortable environments requires input from competent contractors, as well as education of staff and students to use the equipment correctly over its operating lifetime. Engaging competent personnel and certified firms to commission and regularly maintain is key to them operating as intended, but, smart, easy to use controls with clear instructions to staff on their use are just as important. BESA members have reported where this hasn’t happened in the past, with controls and sensors covered by furniture and displays, equipment turned off or worse still, different system fighting against each other. Many modern schools need to be flexible spaces, providing facilities for their communities outside the normal school day, so systems and their controls need to be capable of adapting to different occupancy times without impacting on their core day-to-day operation.

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The impact on schools should be seen as a top priority because of the short and longterm impacts on children. Excessive heat directly affects their health and wellbeing in the present and has unknowable longterm implications for their future by impairing learning and development. The first step must be accepting the scale and seriousness of the problem. Only then will the education sector be able to implement immediate short-term strategies while working with the building engineering sector to deliver longer-term answers including cooling technologies that are already widely in use in other parts of the built environment. L

BESA is hosting an event looking in-depth at a full range of solutions to building overheating as part of this year’s World Ventilation Day at the Building Centre, London on Thursday, 5 November. Registration is now open via the BESA website. FURTHER INFORMATION

www.thebesa.com

Kevin Morrissey, technical director, the Building Engineering Services Association (BESA)

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Use energy data to cut bills without capital investment Adapting to extreme weather adds an extra layer of complexity for school leaders, who may be concerned about the impact on energy costs and net zero ambitions. But help is at hand… Emailed alerts flag sudden, unexpected changes in energy use, helping you identify problems before they result in expensive bills.

With another year of record-breaking temperatures bringing disruption to schools, adapting to a changing climate is becoming an increasingly urgent priority. Many schools are using fans or air conditioning to improve classroom conditions, but these come with increased energy use and cost. Energy Sparks can help schools cut energy bills without capital expenditure – while developing pupils’ energy and carbon literacy. Turn energy data into savings Energy Sparks provides a school-specific energy management tool that analyses halfhourly electricity and gas data, showing you where, when and why your school is using energy – and how you could save. The results can be significant. In 2025/26, the average Energy Sparks school saved: £2,900 and 5 tonnes of CO2 in primary schools; £14,600 and 26 tonnes of CO2 in secondary schools; and up to 40 per cent less energy in our best-performing schools. The typical school uses around 60 per cent of its energy outside teaching hours, creating significant opportunities to reduce waste without changing how the school operates during the day. Energy Sparks combines detailed data with your knowledge of your school to pinpoint opportunities for action – from heating running overnight or during warm weather, to inefficient equipment or high holiday energy use.

Turn energy data into learning School energy data isn’t just for business managers and premises teams. It can also be a powerful resource for developing pupils’ energy and carbon literacy. Energy Sparks provides practical activities that help pupils understand energy use and its contribution to carbon emissions. Using real data from their own school, pupils can investigate energy-use patterns, calculate potential savings and see whether their actions have made a measurable difference. This helps pupils become informed participants in tackling climate change, while developing skills in data analysis, problem-solving and communication. See the bigger picture across your MAT For MATs and school groups, our dashboard makes it easy to compare energy performance across schools, identify where the biggest opportunities lie and target support where it can have the greatest impact. Get started Read our resources, such as How to plan energy saving into your school year and our case studies. Why not watch a demo, sign up to our newsletter, or contact us today. M FURTHER INFORMATION

www.energysparks.uk

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Business Information for Education Decision Makers

Modular Buildings

Modular construction: aligned with the future vision of education estates The DfE’s new Education Estates Strategy signals an important change in how estates will be planned, funded and managed. Jackie Maginnis, chief executive of the Modular and Portable Building Association, considers how volumetric modular technology not only aligns with the strategy’s four key pillars, but can be fundamental in delivering change Rather than focusing solely on replacing ageing buildings, the Education Estates Strategy promotes a more enduring approach to creating a resilient, sustainable and high-performing estate that supports educational outcomes whilst delivering long-term value for taxpayers. Whilst the strategy does not prescribe a preferred construction methodology, volumetric modular construction is uniquely positioned to help deliver many of its objectives. By combining offsite manufacturing methods with digital design and industrialised production techniques, modular construction offers an opportunity to rethink how educational buildings are delivered. Not simply as projects, but as long-term assets that can evolve alongside the needs of pupils, educators and communities.

A new approach to educational infrastructure School construction has often been characterised by lengthy programmes, weather related delays, escalating costs and significant disruption to occupied campuses. The Education Estates Strategy challenges the sector to move beyond this traditional approach by placing greater emphasis on proactive estate management, quality, sustainability and whole-life performance. Volumetric modular construction aligns naturally with this strategy. Rather than constructing buildings almost entirely on site, volumetric manufacturers complete three-dimensional building modules within a controlled factory environment. These E

Image © Integra Buildings

Ebbsfleet Green Primary School, Swanscombe

Business Information for Education Decision Makers

Procon Modular is a leading provider of 3D volumetric modular construction across the UK and Ireland, delivering design-led buildings for the education, healthcare, commercial and public sectors. Operating from manufacturing facilities in Knighton, Powys, and Co. Laois, Ireland, the company provides turnkey services from design and engineering through to offsite manufacture, installation, commissioning and handover. Procon Modular’s Integrated Management System is ISO certified and its modular building system is also independently certified through the KIWA BDA Agrément process, confirming defined technical performance and a 60-year design life when delivered in accordance with the certified specification. With experience delivering major publicsector projects and appointments to recognised UK frameworks, Procon Modular provides clients with programme certainty, controlled quality, and durable, future-ready buildings.

www.procon.ie

www.proconmodularuk.com

Modular Buildings

Springhead School, Gravesend

Image © Integra Buildings

F modules can arrive on site with much of the internal fit-out already complete before being craned into place. This industrialised approach allows construction to become more predictable, more efficient and significantly less disruptive whilst maintaining the architectural quality and performance expected of modern educational facilities. Short-term gains: delivering schools faster One of the most immediate advantages of volumetric construction is speed. Because site preparation and building manufacture take place simultaneously, overall project programmes can often be reduced by several months compared with traditional construction. The controlled manufacturing process also offers greater programme certainty. Factory production is largely unaffected by adverse weather, whilst advanced manufacturing methods reduce many of the delays commonly associated with traditional construction. This certainty supports the strategy’s ambition to improve the planning and delivery of capital investment across education estates. Perhaps equally important is the reduced impact on live school environments. With substantially less on-site construction activity, schools experience fewer vehicle movements, lower noise levels, improved site safety and shorter periods of disruption to teaching and learning.

As site preparation and building manufacture take place simultaneously, overall project programmes can often be reduced by several months compared with traditional construction Medium-term gains: better buildings through precision manufacturing The Education Estates Strategy places considerable emphasis on improving the quality and condition of teaching and learning spaces. This is where volumetric construction offers some of its strongest advantages. Manufacturing within a factory controlled environment allows consistent quality assurance throughout every stage of production. Standardisation also plays an important role. Rather than repeatedly designing similar building elements from first principles, proven modular systems have been refined over successive projects, incorporating lessons learned and continuous product improvements. The Education Estates Strategy also highlights the importance of digital estate management. Volumetric construction naturally complements this direction through the extensive use of Building Information E Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Long-term gains: creating sustainable, adaptable educational assets Perhaps the greatest alignment between volumetric construction and the Education Estates Strategy lies in the long-term management of estate assets. Historically, public sector procurement has often prioritised lowest capital cost over whole-life value. The new strategy recognises that this approach can lead to higher maintenance costs, increased operational expenditure and premature deterioration. Volumetric construction encourages a different mindset. Factory produced education buildings are designed with durability, maintenance and operational efficiency in mind. Standardised components simplify maintenance and building performance is more predictable throughout the entire life cycle. Energy efficiency represents another significant long-term benefit. Modern volumetric buildings can achieve excellent thermal performance through precision manufacturing, reduced thermal bridging and improved airtightness. Combined with renewable technologies such as photovoltaic panels, air source heat pumps and smart building controls – schools

can significantly reduce operational carbon emissions whilst lowering energy costs. As schools increasingly experience the effects of rising temperatures, managing overheating has become a critical consideration in estate planning. Excessive internal temperatures can affect pupil concentration and staff wellbeing, whilst increasing reliance on energy-intensive cooling systems. Volumetric construction helps address these challenges through high-performance building fabric, enhanced insulation, airtight construction and carefully designed ventilation strategies that work together to maintain comfortable indoor environments throughout the year. Combined with measures such as solar shading, solar control glazing and natural ventilation, these buildings are well positioned to improve climate resilience whilst reducing operational energy demand. Education requirements rarely remain static over the lifetime of a building, so adaptability is another important consideration. Volumetric systems can often be expanded, reconfigured or adapted more easily than traditionally constructed buildings. Additional classroom blocks can be integrated with existing facilities; internal layouts can evolve over time and future refurbishments can be planned using standardised building components.

Modular Buildings

F Modelling (BIM), digital manufacturing processes and comprehensive asset information. Meeting stringent regulations surrounding the ‘golden thread’ of information. Every module can become part of a digitally managed estate, providing building management teams with accurate data to support maintenance planning, lifecycle management and future investment decisions.

Supporting the school rebuilding programme The continued investment in the School Rebuilding Programme provides an ideal opportunity to embrace industrialised construction methods where outstanding value is demonstrated. E

Image © Premier Modular

Leeds College Printworks Campus

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Smarter spaces start with expert planning Mary’s school needed a layout that supported pupils, improved lunchtimes and worked within storage. Following a site survey, SICO created a layout tailored to its requirements. What were the key requirements for your dining space? We wanted smaller circles to encourage social skills and help pupils communicate easily. Reducing noise in the hall during lunch sittings was also a key priority. How did the site survey help identify the right solution? It allowed us to visualise the cupboard storage and how

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the table layout would work in the hall. How valuable were the layout drawings? Extremely helpful! We used the drawings when appealing to our trust and secured the funding needed. How would you describe the support you received? Invaluable, discussions around colours, table sizes and layouts helped us understand the options and choose the best solution. What made SICO stand out? Kieran’s approachability throughout the whole process. He was always

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

available to discuss our requirements, answer questions and guide us from the initial site survey through to placing the order. SICO offers free space planning to help schools create safe, flexible dining spaces. Contact us to discuss your project. M FURTHER INFORMATION

01303 234000 sales@sico-europe.com www.sicoinc.com/en-gb/ europe/contact/

Modular Buildings

Hills Road, Sixth Form College Image © Premier Modular

F As more projects are delivered using standardised manufacturing processes, there is also significant potential to improve productivity across the education construction sector. Lessons learned from one project can be transferred rapidly to the next, driving continuous improvement whilst reducing waste and improving value for money for taxpayers. Looking beyond construction Perhaps the most significant contribution volumetric modular technology can make is changing how educational buildings are perceived. Rather than viewing schools as isolated construction projects, modern manufacturing encourages thinking of them as long-term infrastructure assets whose performance can be measured, improved and optimised over many decades. This philosophy aligns closely with the Education Estates Strategy’s emphasis on resilience, sustainability, digital transformation and whole-life value. The conversation is therefore no longer simply about building schools more quickly. It is about delivering buildings that perform better, cost less to operate, adapt more readily to future

educational needs and provide consistently high-quality environments for learning. As the School Rebuilding Programme continues and the Education Estates Strategy shapes investment over the coming decade, volumetric modular construction has the potential to become not simply an alternative construction method, but a strategic enabler of a more resilient, efficient and future-ready education estate. MPBA The Modular and Portable Building Association (MPBA) is the UK’s leading trade body representing the sector. It promotes best practice, quality standards and innovation across the industry, supporting architects, engineers, manufacturers and supply chain partners. Through advocacy, training and guidance, the MPBA advances the sector’s growth, sustainability and professional standards – ensuring safe, efficient and high-quality solutions for those who work, receive treatment, teach and learn in modular buildings. M FURTHER INFORMATION

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Why Schools, Colleges & Universities choose EMS Proven in education environments With almost 60 years of experience and more than one million wireless ﬁre devices installed, EMS has become the trusted choice for robust, proven wireless ﬁre alarm systems across schools, colleges and universities. Fits around your school Rapid installation during holidays or term time with minimal disruption Best-in-class UK support Expert teams on hand from design through to aftercare for the lifetime of your products Fit and forget reliability Secure, resilient wireless technology you can depend on Scalable wireless solutions From small wireless add-ons to multi building networked sites, all without cable Free, underwritten surveys Our guarantee of wireless robustness

Meet EMS at this year’s education events 20-21 October 2026

11 November 2026

25 November 2026

Manchester Central, Manchester

Kent Event Centre, Detling

Gulliver’s Valley Theme Park, Sheﬃeld

Education Estates

Shaping the conversation around education estates Education Estates® returns to Manchester Central on 20-21 October 2026, bringing together the people, organisations and ideas shaping the future of education settings across the UK Delivered in partnership with the Department for Education, the event provides a meeting point for those responsible for the funding, design, construction, maintenance and management of education settings. Across two days, the event combines a conference covering the latest pressing topics, an extensive exhibition of products and services, and an awards ceremony celebrating excellence across the sector. The issues that matter The Education Estates conference programme is organised across a series of themed stages, reflecting the breadth and complexity of today’s education estate. Sessions will explore topics ranging from sustainability and net zero to digital infrastructure, inclusive design, funding and estate management. With practical case studies, expert panels and live discussion, the programme offers insight into the challenges facing education

estates today - and the approaches being developed to address them. The event opens with a keynote from Jane Balderstone, director of Education Estates at the Department for Education, who will discuss the latest policy measures to ensure school buildings are fit for purpose. The Education Estates Strategy The UK government’s Education Estates Strategy is a 10-year plan launched by the DfE in February 2026 to renew, modernise, and futureproof schools and colleges across England. Chaired by estates professional Jo Marchant MBE, there will be session which brings together senior Department for Education representatives Lindsay Harris, Sally Smith, Emma Hockley and Jabu Chowdhury to discuss the strategy and its delivery. With a significant number of schools and trusts approaching the end of their PFI arrangements, there will also be a E Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Education Estates

F session exploring the practical and financial considerations involved in successfully handing education facilities back to public ownership. Matthew Wolton, partner at VWV, and Andrea Evans, head of estates and facilities at Creative Education Trust, will examine the key issues surrounding PFI expiry, including building condition, contractual obligations and financial interests. A second session will see Nikola Idle and Tom Farrow from Sewell Group reflect on their experience of handing back Victoria Dock Primary School in Hull after 25 years – one of the earliest PFI projects to complete the formal expiry process. The session will explore lessons learned, challenges encountered and how those experiences are informing the management of Sewell Group’s remaining PFI projects. Designing inclusive environments Inclusion and wellbeing are also firmly on the agenda, with a session dedicated to the design of school buildings and grounds that support every learner. This will explore how the physical environment can support curriculum learning, wellbeing and community engagement. Richard Dunne, director of The Harmony Project, will draw on primary school case studies from across the UK to demonstrate how nature-based learning, sustainable design and meaningful stakeholder engagement can create environments that enhance both educational outcomes and student wellbeing.

Business Information for Education Decision Makers

The session will also feature Edward Woodhouse from Mott MacDonald, who will examine how school grounds can be designed around a broader understanding of how girls use – and sometimes avoid – outdoor spaces. The session will consider how relatively small design changes can make outdoor spaces more inclusive for everyone. The latest solutions for the sector Alongside the conference, the Education Estates exhibition will provide an opportunity to explore the products, services and expertise shaping the next generation of education environments. Bringing together leading suppliers from across the sector, the exhibition offers visitors the chance to speak to some of the innovators in the sector to find out how their solutions can support their school estate. Celebrating excellence The event also hosts the Education Estates Awards, which celebrate those who are shaping the future of learning environments through innovation, development, and outstanding achievements. Recognising the most inspiring projects and contributions to the sector, these Awards highlight the vision and dedication that drive excellence in education spaces. The shortlist is now live, see here. M FURTHER INFORMATION

www.educationestates.com

Bauder’s role in the 2026 SPRA Sustainability Award-winning Perth High School Passivhaus project is testament to how experience, flat roofing expertise, and full-service provision can help deliver highperforming, sustainable, and future-ready learning environments

Perth High School, Scotland: Winner of the Sustainability Award at the 2026 SPRA Awards

Schools today are expected to provide more than effective learning spaces. They must also operate efficiently, minimise environmental impact, and remain resilient throughout their lifecycle. As a result, a fabric-first approach (i.e. prioritising an efficient building envelope) is becoming central to education building design, helping reduce energy demand while improving comfort and operational performance. Sustainable outcomes through expert specification, design and installation Accommodating up to 1,600 pupils and 140 staff, Perth High School in Scotland is an £80 million development and one of the country’s largest Passivhaus schools, replacing a 50-year-old facility that no longer met modern educational needs. The building envelope (i.e. the roof and other elements separating inside from outside) played a critical role in meeting the project’s environmental objectives. Bauder designed and installed a flat roofing system across almost 6,000m2, combining its Thermofol PVC single-ply membrane with 320mm of BauderROCK mineral wool insulation. Together, these elements help maintain

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The role of flat roofs in delivering sustainable education buildings

thermal performance, reduce heat loss, support airtightness, and provide weather protection. These measures contribute significantly to the building’s overall energy efficiency. The scale and complexity of the project, including atrium spaces, sports halls and plant areas, required close collaboration between all parties. Working alongside the wider project team, Bauder helped ensure the roofing solution aligned with the building’s wider performance strategy and sustainability goals. The result is an environment that supports both energy efficiency and the comfort of Perth’s students, teachers, and staff. Delivering long-term value Projects such as Perth High School highlight the value of making sustainability a priority from the earliest stages of design. For education estates, a whole-view approach to the building envelope can deliver lower operational costs, improved student and teacher wellbeing, greater climate resilience, and reduced environmental impact over the building’s lifetime. The value of a strategic partner With more than 160 years of roofing expertise, Bauder supports education projects from specification and design through to installation and long-term asset management. By focusing on how roofing systems contribute to overall building performance, Bauder helps project teams meet sustainability targets while maximising long-term value. Perth High School demonstrates how early collaboration and specialist knowledge can help deliver sustainable schools built to perform for decades. M FURTHER INFORMATION

Get in touch with Bauder for support on your school’s flat roof project: Visit www.bauder.co.uk/contact-us or call 01473 257671 Issue 31.5 | EDUCATION BUSINESS MAGAZINE

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Energy

From the classroom to the home: energy education that works Fuel poverty charity National Energy Action explains how growing up in fuel-poor homes can impact children – and how students and teachers can be empowered to be more energy efficient It is not always easy to spot pupils experiencing fuel poverty. They might come into school frequently tired and struggle to concentrate in lessons, they might fail to do homework, or they might have a persistent cough. Children could be suffering from these for all manner of reasons, but they could be symptoms of living in a fuel poor home. At National Energy Action, the national fuel poverty charity, we define fuel poverty as a household spending 10 per cent or more of its income on heat and power. It’s no wonder that the shocking rise in the cost of energy since 2021 has pushed millions of UK households into fuel poverty. A significant proportion of these households will have children of school age or younger; almost half of the clients we help have children or dependents in the household. Our figures show six million children in the UK are currently living in fuel poverty.

Pupils and staff are under intense strain Our research, ‘A Warm Home, A Fair Chance’, shows that fuel poverty affects every dimension of children’s lives: their physical and mental health; their sleep and nutrition; their ability to participate in school; their friendships and social identity; and their sense of safety, dignity and belonging. Fuel poverty is not simply a housing or income issue. It is a childhood issue and, as educators repeatedly emphasise, an educational issue. Forming the basis of our research into child fuel poverty was our survey of both teachers and students. All educators interviewed described schools now acting as the fourth emergency service, with respondents reporting emotional strain (66 per cent), increased workload (61 per cent), greater reliance on school resources (72 per cent), and educators using their own money (51 per cent). E Issue 31.5 | EDUCATION BUSINESS MAGAZINE

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Ofsted - Ambitious Curriculum Curriculum Guarantee

Assesment Built In For More Infomation www.dimensionscurriculum.co.uk

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“Making Sure The Curriculum Fits Your Children!”

Education is key Financial support for energy bills is essential to lifting families out of fuel poverty, but education is another key factor. That’s why, as part of our Fuel Poverty Aware Schools programme and Continuing Professional Development (CPD) for teachers, National Energy Action supports educators to deliver meaningful learning that

Consider lowering the boiler flow temperature. A healthy room temperature is between 18°C and 21°C. In the colder months, make sure occupants are warm enough but remember any room warmer than it needs to be is wasting money

Energy

F One primary teacher respondent commented: “This is getting worse every year. We come home and cry about it.” They continued, “We’re choosing between heating our own homes or buying gloves and snacks for our pupils.” Seventy-nine per cent of survey respondents reported poor physical health among students affected by fuel poverty. Health impacts of cold homes mentioned by educators included increased coughs, colds and chest infections, bronchial issues; mould exposure causing respiratory problems (teachers explicitly referenced widespread mould in children’s homes); and fatigue from poor sleep and cold living conditions. Mental health was impacted as well, with anxiety, stress about finances, distress at home environment all listed. Many students described staying in bed under covers as a heat saving strategy and avoiding being at home (spending time at friends’ homes or clubs) to keep warm. One child talked about school as the ‘safe, warm space’ during the colder months.

raises awareness of energy efficiency, fuel poverty and sustainability. Educating the next generation with the skills and understanding to make homes more comfortable, lower energy bills and create a more sustainable future. By providing practical resources, teacher training and engaging learning opportunities, we work with schools to empower children to make informed decisions about their energysaving behaviours both at home and in school. Energy saving tips There are various quick wins that can be applied to both homes and schools to help save energy. Space heating is a key area for this. Use central heating rather than small space heaters, which tend to be very energy inefficient and expensive to run. Consider lowering the E

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Energy F boiler flow temperature. A healthy room temperature is between 18°C and 21°C. In the colder months, make sure occupants are warm enough but remember any room warmer than it needs to be is wasting money. Install radiator reflector panels, which help reflect warmth from radiators back into the room and may make heating more efficient. Make the most of the natural light and heat from the sun by opening curtains or blinds when the sun is out and closing them when it goes down. Advice for students to bring home There’s also advice that pupils can share with their parents or guardians to help them save energy at home. Put draught excluders around draughty doors, windows, and any unwanted gaps. These can be made of rolled up blankets or an old jumper sleeve. Make sure to turn lights off when not using a room. The cheapest unit of energy is the one you don’t need to use. Washing your clothes at 30°C or the eco setting can lead to significant savings, with most detergents formulated to work at lower temperatures. When replacing appliances, consider energy efficient models, which may be A-rated. Pupils can also encourage their parents or guardians to speak to their energy supplier, as well as organisations like National Energy Action, if they are struggling with their bills.

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Equipping pupils and teachers To support schools with this challenge of being the fourth emergency service, National Energy Action has developed assemblies for pupils from Key Stage 1 through to Key Stage 4, with the aim of sparking meaningful conversations about fuel poverty, energy efficiency and the practical steps to make informed decisions around energy use. These assemblies are freely available to download from our website, making it easy for schools to embed energy awareness across the curriculum. Our package of education resources is developed and delivered in schools, colleges and universities by an experienced teacher, covering a wide range of topics and using a variety of learning techniques. All activities are mapped against the requirements of the National Curriculum and demonstrate progression across the key stages. Through discussion and interactive activities, children explore their own energy-related behaviours, exchange ideas with their peers and create a personal energy-saving pledge, outlining the simple changes they will make at home to reduce energy use and save money as well as the environment. Our workshops also provide hands-on opportunities to explore renewable energy and energy efficiency. Using renewable energy circuit kits powered by solar and wind, pupils investigate how electricity can be generated to power everyday devices. Thermal imaging cameras enable children to see where heat escapes from buildings and identify appliances that waste energy through excess heat. These practical experiences bring what can be quite complicated concepts to life, helping pupils understand how small changes can improve energy efficiency both at school and at home. Fuel poverty has a far-reaching impact on families, affecting not only household finances but also health and wellbeing, which has a knock-on effect on teachers and support staff. That’s why National Energy Action’s resources go beyond energy awareness to include themes such as mental health, financial resilience and making informed choices. With energy prices set to remain high into winter and showing no sign of falling in the medium term, fuel poverty will remain a live issue for schools to contend with for years to come. L FURTHER INFORMATION

www.nea.org.uk

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Energy recycling during electricity production: an innovation that changes the equation As the head of Marbeuf Conseil et Recherche, Bruno Sanglé-Ferrière has developed a patented process to produce electricity with very high temperature fuel cells combined with the recycling of the exhaust heat to produce the fuel. An advance that opens the way to new industrial efficiencies and even the use of medium temperature heat to produce electricity

calculations validated the approach. We then filed a patent which has been granted. What does your innovation consist of and how does it fit into your work? Marbeuf Conseil et Recherche already existed, but I refocused it on a process that I imagined and which is based on a simple idea: nothing gets lost. I have designed a system in which the thermal energy released by a very high temperature fuel cell is recycled through a chemical process. Where conventional technologies largely dissipate heat or residual energy, we capture it, convert it and re-inject it into the production cycle. This circular logic allows the process to achieve a full conversion efficiency, thanks to a coupling between energy conversion and thermal recovery.

What industrial applications are you targeting, and what message do you want to send to energy players? The scope is broad: autonomous energy production, energy storage, and even air and water cooling. What we propose is a technological brick that allows a step forward in electricity generation. My message is simple: come discover this innovation, and discuss partnerships. The objective is clear: to contribute concretely to the energy transition by making systems more efficient, more competitive, that had been ignored. M

How was this idea born, and how did you protect it? The idea came by linking areas that until then had coexisted without truly dialoguing: on one hand, high-temperature devices capable of generating considerable electricity at high temperature: the Solid Oxide Fuel cells, and on the other, the techniques that allow using very high temperatures to convert water into hydrogen, using the sulfur-iodine cycle. I simply made the connection between the two, then added a heat pump to the system. Remained to verify that everything was working: the

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chfireltd.co.uk 01268 293199

enquiries@chfireltd.co.uk

C & H Fire Protection Ltd, based in Basildon, was established in 2020 with a commitment to delivering high-quality fire protection solutions across the education sector.

Our experienced team provides the design, installation and maintenance of dry and wet risers, sprinkler systems, fire hydrants, fire alarms, emergency lighting and fire extinguishers, helping schools, colleges and universities maintain safe and compliant learning environments.

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Fire Safety

Taking action against fire risk to protect education A school fire can have consequences that last long after the flames are out. Phil Garrigan, chair of the National Fire Chiefs Council, looks at the existing and evolving fire risks facing schools, and makes the case for the greater use of sprinklers to protect both lives and education When we talk about fire safety in schools, the conversation understandably centres on protecting the lives of pupils, staff and visitors. That must always remain the first priority. It is, however, not the only measure of success. Thankfully, schools are generally low-risk environments for fire and deaths or serious injuries are rare. Robust evacuation procedures, fire alarms and well-rehearsed emergency plans all play an important role in keeping people safe. Yet when a school is damaged or destroyed by fire, the consequences can extend far beyond the immediate incident. Children can be displaced for months while alternative accommodation is found, families face disruption to their daily lives and communities can lose an important local asset. In some rural areas, pupils may have to travel considerable distances to the nearest available

school, while those attending specialist settings may have no suitable local alternative. The Covid-19 pandemic showed just how important it is to minimise disruption to education wherever possible. While the circumstances are very different, losing a school to fire can have lasting consequences for pupils, families and staff, particularly where suitable alternatives are limited. Fire safety in schools should therefore be measured not only by whether everyone gets out safely, but also by whether the school can continue serving its community afterwards. Understanding evolving fire risks Delivering that level of resilience depends on understanding how fire risks are changing and ensuring school buildings continue to adapt alongside them. E

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Fire Safety

F The increasing use of solar panels across the education estate is one example of how fire risk continues to evolve. They can make an important contribution to reducing emissions and improving energy efficiency, and their use is likely to continue grow. As with any significant change to a building, they should be accompanied by careful planning and ongoing management. Fire and rescue services take any emerging fire risk seriously, and it is important that solar installations are designed, installed and maintained properly, with fire risk assessments reviewed to reflect any changes to the building. Schools also continue to face more traditional risks, with arson still accounting for a proportion of fires in educational settings. In 2022/23, fire and rescue services in England attended 522 fires in educational premises, of which 95 were recorded as deliberate fires. This was substantially lower than in 2010/11, when 855 fires were recorded, including 215 deliberate incidents. This long-term reduction is welcome, but nearly one in five of the fires recorded in 2022/23 was still started deliberately. While the number of deliberate fires has fallen over the past decade, they remain a reminder of the importance of good site security, identifying areas where deliberate fire-setting is more likely and working with local fire and rescue services to reduce those risks.

Delivering that level of resilience depends on understanding how fire risks are changing and ensuring school buildings continue to adapt alongside them Minimising the impact Whether a fire is accidental, deliberate or linked to changes in the built environment, schools cannot eliminate every potential source of fire. What they can do is ensure that, when a fire does occur, it is far less likely to become a devastating one. Automatic fire suppression systems, most commonly sprinklers, are one of the most effective ways of achieving that. The greatest benefit of sprinklers is their ability to control a fire in its earliest stages. In a school, that can mean the difference between the loss of a classroom and the loss of an entire building. By containing a fire to the room where it starts, they minimise damage, reduce disruption and help schools return to normal as quickly as possible. Sprinklers also make a significant difference to the operational response. By controlling a fire before crews arrive, they reduce the risks firefighters face, limit the number of resources E Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

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n & Graphics As Sig

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Fire Safety

F required and help ensure fire and rescue services remain available for other emergencies. Real-world examples consistently demonstrate the value of sprinklers in schools. In 2017, Dorset & Wiltshire Fire and Rescue Service attended a fire at a school without sprinklers. On arrival, firefighters were faced with a well-developed blaze that caused extensive damage to the classroom block. While crews prevented the fire from spreading further, the impact on the school was significant. A few years later, the same fire and rescue service attended a similar incident at a primary school protected by sprinklers. Before firefighters arrived, a single sprinkler head had activated, containing the fire to the room of origin and preventing significant smoke and fire damage. The school was able to reopen after only a short period while minor repairs were completed. This is not an isolated example. Fire and rescue services have repeatedly seen sprinklers contain or extinguish fires before they can develop beyond the room where they started, helping to protect school buildings, reduce disruption and preserve vital community assets. NFCC has consistently called for automatic water suppression systems to be

installed in all new schools and in existing schools undergoing major or significant refurbishment. The evidence is clear, and the operational experience of fire and rescue services across the UK reinforces it. However, we remain concerned about the direction of policy in England. Building E

Business Information for Education Decision Makers

KNOW THE RISK. KNOW WHAT TO REPAIR. One independent assessment. Every accessible fire door. One clear set of priorities. The DfE’s new Technical Manual reinforces the importance of considering fire doors, compartmentation, means of escape, management arrangements and the building’s fire strategy as one coordinated system. We help schools across the UK understand what their buildings actually require - before valuable budgets are committed to remedial work.

Talk to us before commissioning another standalone survey or approving a major programme of remedial work. Arrange an initial discussion:

ONE ASSESSMENT, NOT THREE Every Fire Risk Assessment we undertake includes: • A visual survey of every accessible fire doorset - not merely a sample • A visual compartmentation survey of every room, corridor, staircase, basement and loft space • High resolution photographic evidence of all identified defects. To help with remediation • Clear risk ratings and prioritised remedial actions in both PDF and XLS formats

01246 439210 Enquiries@Fire-Safety-Specialists.co.uk

By completing the Fire Risk Assessment, Fire Door Survey and Compartmentation Survey together, we reduce duplicated site visits, disruption to students and simplify the results into a single report. Commissioning separate reports can triple the total cost compared to doing it in one visit. Plus complicate matters when the report’s recommendations are contradictory. INDEPENDENT ADVICE We do not undertake remedial fire-door, compartmentation or fire-stopping work. Nor do we install, commission, service, repair or sell any fire related equipment. Our recommendations are therefore independent of any repair contract. We have no financial interest in increasing the number or value of the defects reported. Yet all clients get ongoing post-completion advice to ensure any remediation works are easy, quick and cost effective.

CLICK HERE to read our Fire Strategy Guide

BEFORE YOU REPAIR, CHECK WHAT IS ACTUALLY REQUIRED A Fire Strategy establishes how means of escape, fire detection, fire-resisting construction, compartmentation and management arrangements work together to protect a building’s occupants. In some schools, a competent fire strategy can demonstrate that certain existing doors or walls do not need to provide fire resistance as previously assumed. Where properly justified, this can prevent schools from spending money repairing or replacing elements that are not required by the building’s overall fire-safety strategy. In suitable cases, this has reduced proposed remedial budgets by approximately 30% - without compromising fire safety.

Find out how they can both save money long term whilst improving the safety for staff and students.

FIRE-SAFETY SUPPORT FOR SCHOOLS • Fire Risk Assessments • Fire-door surveys & Compartmentation Surveys included as standard • Fire Safety Policies • Fire Emergency Plans • Fire Evacuation Drills • Fire Strategies for existing buildings, refurbishment and new-build projects • Support for individual schools, multi-academy trusts and local-authority portfolios

01246 439210

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Fire Safety

F Bulletin 100 (BB100), published in 2007, recognised the importance of sprinklers by stating that all new schools should have them installed, except in a small number of low-risk buildings. More recent proposals consulted on in 2021 moved away from that approach, limiting the expectation to certain types of school, including those above an 11-metre height threshold. Our response to this consultation was clear: fires do not discriminate by building height. Very few schools exceed 11 metres, meaning the proposed threshold would have applied to only a handful of new buildings while significantly weakening the previous expectation for sprinkler protection. Greater clarity is needed More recently, the Department for Education’s Technical Manual has created further uncertainty by stating that the 2007 version of Building Bulletin 100 (BB100) is no longer required, despite it not having been formally withdrawn. The result is a less consistent approach to sprinkler provision at a time when in fact greater clarity is needed. School buildings should be designed with resilience in mind. Protecting the people inside them will always be the first priority, but protecting the continuity of education

should be part of that thinking from the outset. Scotland and Wales have already recognised this by requiring sprinklers in all new schools, regardless of height. That approach is supported by organisations from across the education, insurance, construction and fire sectors, and it is one England should follow. We understand that decisions about school design must balance a range of priorities, from educational needs to sustainability and affordability. But resilience should be one of them. Once a school has been lost to fire, the educational, financial and social costs far outweigh the investment needed to reduce that risk in the first place. Fire safety in schools should not be judged solely by whether everyone escapes safely. It should also be judged by whether children can return to learning, staff can return to work, and communities can continue to rely on the buildings they depend upon. We cannot prevent every fire, but we can reduce the damage it causes. That is why NFCC will continue to advocate for school buildings that are designed not only to protect life, but to protect education itself. L FURTHER INFORMATION

www.nfcc.org.uk Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Advertiement Feature Written by Ollie Edwards, senior project manager at Commercial Fire Protection

Fire safety in education: why compliance needs constant attention When it comes to fire safety in education settings, a proactive approach to inspection, maintenance and remedial work is essential to keeping people and buildings protected Schools, colleges and universities present particular challenges when it comes to fire safety. Buildings can vary considerably in age and construction, doors experience heavy daily use, and estates are continually adapted to meet changing teaching, technology and operational requirements. Fire safety therefore cannot simply be treated as a periodic compliance exercise. It requires ongoing attention to ensure the measures designed to protect people and property continue to perform as intended. A Fire Risk Assessment is an important part of that process, but identifying an issue is only the beginning. Fire doors may require adjustment or repair. Compartmentation can be compromised when new services are installed through walls and floors. Fire stopping may be missing, damaged or incorrectly installed. Individually, these issues can appear relatively minor. Collectively, they can affect how effectively a building contains fire and smoke and supports safe evacuation. From assessment to action For those responsible for education estates, the challenge is ensuring identified risks are addressed and standards maintained across busy, operational buildings. Alterations require particular care. Refurbishments, extensions and upgrades to mechanical, electrical and other building services can affect existing passive fire protection. Where walls, floors or ceilings are penetrated, appropriate fire stopping needs to be correctly reinstated. Changes should also be considered in the context of the building’s fire strategy,

Business Information for Education Decision Makers

ensuring individual fire safety measures continue to work together as intended. The Department for Education’s Technical Manual places further focus on fire safety requirements for DfE-funded projects. But whether work forms part of a major project, summer refurbishment programme or routine maintenance, protecting the integrity of passive fire protection should remain a priority. Maintaining compliance over time Fire doors are a good example. Heavy daily use can lead to wear and damage, but identifying a defect does not necessarily mean an entire door set needs replacing. Where appropriate, correctly specified repairs undertaken by competent, appropriately certified specialists can provide a compliant solution while avoiding unnecessary cost and disruption. From our work with education establishments, we know that managing passive fire protection across a busy estate requires a planned approach. Regular inspection, appropriate maintenance and timely remedial works all play their part, alongside understanding how changes to buildings could affect existing protection. Effective fire safety is not about achieving compliance once. It is about maintaining it. M FURTHER INFORMATION

0800 059 0113 hello@commercialfireprotection.co.uk commercialfireprotection.co.uk

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

Fire Safety

FM in fire emergencies Simon Brand from the Fire Protection Association looks at the importance of facilities management before, during, and after a fire When it comes to emergencies in buildings, it is facilities managers (FMs) who find themselves at the coalface, particularly when it comes to fire incidents. The majority of work required from an FM comes in emergency preparedness planning – trying to prevent a fire from happening, having systems in place to mitigate one should it occur, and how to ensure the safety of the people on site. The FM must be aware of the fire safety regulations that apply to their building and must work to ensure it meets them, as it is through creating a safe and legally compliant environment that people and property can be protected in the event of a fire breaking out. Protecting people Key to the safety of staff and other users of a building is ensuring that those on site know what to do in the event of a fire emergency. A FM’s role here can be split into two requirements: firstly, by bringing their knowledge and expertise of the building in question into the development and implementation of adequate emergency evacuation plans, and secondly, by ensuring that occupants are suitably trained and aware of what to do in the event of a fire. Having an appropriate emergency plan in place means there is a greater likelihood of a successful and coordinated response to a fire emergency. FMs facilitate the creation of

the emergency plan by highlighting potential hazards, vulnerabilities, and weaknesses in the building fabric or systems that have been identified through fire risk assessments. They will then be in a position to suggest where changes to the plan might need to be made and help develop any required mitigation strategies. Emergency planning must also consider various scenarios that might crop up during a fire, and again, the FM’s knowledge of the building and its systems is a vital tool to enable effective contingency plans to be created. This can include proper maintenance of the systems and infrastructure that allow for evacuation or sheltering in place, and that the correct procedures for both the building type and for the different types of users of the building are in place. FMs can also highlight those systems and infrastructure which are critical and should be prioritised in a fire emergency (such as emergency lighting and evacuation shelters and lifts). The second part of the FM’s role in keeping people on site safe when a fire occurs relates to communication and training. Having a fully rounded evacuation plan that covers many eventualities and ensures fire safety systems are in place and work properly will be rendered much more ineffective if staff do not know what the plan is or what to do if and when a fire breaks out. E Issue 31.5 | EDUCATION BUSINESS MAGAZINE

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Training and education must not be limited to passing information on to the users of the building, as FMs must keep their own knowledge of fire safety regulations and best practice up to date.

Fire Safety

F Making the requisite information available for people to be aware of is a key role of an FM so that those needing to evacuate a building are aware of details such as exit routes, assembly points, and necessary actions to take to ensure their own safety and that of others. FMs can achieve this through clear and consistent communication with the building users and the running of regular fire evacuation drills. Communication is vital during a fire emergency, and the FM must ensure that the correct information can be passed on to those who need it, when they need it. Keeping effective communication channels open with those who use their building also means that FMs can identify any individuals who may have additional needs that must be taken into account during an evacuation. This could include impairments or disabilities that would impact the ability of an individual to safely leave the building in the time needed. Such additional needs may need to be captured in a person-centred fire risk assessment (PCFRA) or even a residential personal emergency evacuation plan (RPEEP), depending on the building in question. One other aspect of proper communications that FMs must be involved with is the keeping of emergency contact information and ensuring it is up to date. Providing training to building occupants on fire safety protocols is the primary way to ensure they know how to respond to a fire emergency, and FMs must be involved in disseminating this vital information. It is also important that this training is not just a one-off box-ticking exercise, and that regular, ongoing education on fire safety and building evacuation is provided. FMs should be aware that updating and rerunning fire safety training is particularly important should there be any material changes made to the building, such as the installation of new systems or changes in the way the building is used.

Systems and property An FM having a good understanding of the fire safety needs of their building, its occupants, and the regulations that apply is, however, not enough. To provide the necessary level of fire safety to their building, an FM must also collaborate on the selection and installation of suitable fire safety systems. They must be aware of their own level of knowledge and competence in this area, and consult appropriate experts to ensure that they meet the building’s requirements. Systems and products that are vital to the emergency response plan are wide-ranging and will include fire detection, alarms, sprinklers, extinguishers, emergency lighting and signage, and fire doors. Even an experienced FM will struggle to be an expert in all these areas, and therefore, establishing relationships with fire protection specialists and installers is essential. By collaborating with these experts, FMs can not only ensure that the proper fire safety systems have been designed, installed, and maintained, but will be able to evidence this through good documentation. An FM may well be recognised as a dutyholder for fire safety, and as such, it is their responsibility to show all due diligence in ensuring that the works commissioned and completed are done so by a competent person. Government guidance on the issue of competence should be borne in mind by all FMs when considering their building’s fire safety: “one indicator of a person’s competence is a recognition of limitations of their own abilities and demonstration of a willingness to supplement their own knowledge with external advice.” Depending on the activities taking place in a building, the FM may well need to plan for the shutdown of any processes that may exacerbate a fire, leading to greater property damage and further risk of injury to the building occupants. These could include automated industrial or logistic processes, and a suitable emergency shutdown procedure in place will enable operations to be stopped quickly, protecting any critical systems. An emergency shutdown should shut off any fuel supply, isolate electrical circuits, and stop production lines, all vital actions to prevent the spread of fire. E Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Fire Safety

F Notwithstanding the need to comply with any regulatory requirements, the presence of a shutdown protocol, where necessary, will also make other emergency response efforts more effective, as the focus can then be on building evacuation and firefighting, rather than dealing with operational concerns. By creating and implementing an appropriate emergency shutdown procedure, the FM is providing a vital foundation for the management of a fire emergency and will improve the chances of any fire being controlled. The work of the FM in keeping critical systems and infrastructure properly maintained is also a key part of fire emergency planning, as it prevents the continued operation of essential fire safety services from being disrupted. By undertaking regular inspections of the building and its systems, the FM will be able to identify and address any new or changing fire risks before an emergency situation occurs. Where fire safety systems are installed, it is vital for FMs to keep well-maintained and updated documentation. This record-keeping, particularly when kept digitally, will allow for ease of access to key information about the building and its systems that an FM can share with first responders and firefighters. FMs can also look at new technology and innovation to improve the quality, reliability, and ease of data sharing to enhance emergency response. Digital systems can provide quick, reliable, and trackable storage of information to the emergency services relating to the building, its occupants, potential hazards, and the various fire safety systems in place.

Business Information for Education Decision Makers

During and after Whilst most of the work of the FM will take place before any fire might happen – whether that be to prevent fires from happening, mitigating one should an incident occur, and planning for the safety of those in their building – there are some aspects to the FM role that will happen during and after a fire taking place. One of the key responsibilities for an FM during a fire is coordinating with the fire and rescue services. By having established protocols for dealing with the emergency services, the FM will be able to provide firefighters with accurate information about the building and the systems and potential hazards in situ. And of course, an FM’s involvement with a fire emergency does not end once the fire has been put out. They have a critical role in assisting with any investigations into the cause of the fire and in subsequently repairing any damage caused. An FM then has the opportunity to see how effective the emergency response plans actually were when put into action. By reexamining the fire safety of the building, from alarms, training, and evacuation protocols, to suppression systems, fire doors, and emergency responder communication, an FM can assess the success, or otherwise, of each part. Any learnings from this post-incident assessment can then be used to implement improvements to the building’s fire safety, with a view to preventing or mitigating similar incidents in the future and further protecting the building and its occupants. M FURTHER INFORMATION

www.thefpa.co.uk

Advertisement Feature

Don’t overcomplicate compliance: preparing education settings for Martyn’s Law

The legislation aims to improve preparedness for terrorist incidents and strengthen the protection of people in public spaces through effective planning, communication and staff awareness. For schools and education settings, compliance is not simply about buying more equipment. In fact, the legislation focuses heavily on preparedness, procedures and response. Schools are expected to have practical arrangements in place for evacuation, invacuation, lockdown and communication, while ensuring staff understand how to respond appropriately during an incident. This presents an opportunity for education providers to review the safety infrastructure they already have. Many schools, colleges and universities rely on fire alarm systems as a trusted part of their life safety strategy. Rather than installing additional standalone panels or dedicated lockdown systems where they may not be necessary, organisations can explore how existing systems can support wider emergency preparedness plans. This can

Written by Matthew Jones - head of sales for UK & Ireland at Advanced

From spring 2027, publicly accessible premises across the UK will need to comply with the Terrorism (Protection of Premises) Act 2025, better known as Martyn’s Law help reduce cost, minimise disruption and simplify implementation while maintaining a coordinated approach to life safety. For sites with Advanced’s MxPro 5 fire panels installed, ConfigTool provides flexible programming options that can support lockdown and invacuation strategies. Causeand-effect programming allows a manual call point, panic button, I/O unit or other input device to initiate an alternative response, separate from the standard fire alarm signal. Outputs can then be configured to activate sounders, beacons or connected systems as required by the site’s emergency procedures. The key consideration is communication. A lockdown alert should be clearly distinguishable from a fire alarm, and the right approach will vary from site to site. Some education settings may require a site-wide alert, while others may integrate with voice alarm, public address or building management systems to provide more detailed instructions. In certain environments, discreet communication to trained staff may be the most appropriate option. Martyn’s Law is ultimately about ensuring people can respond quickly and effectively when it matters most. By reviewing procedures, training staff and making better use of existing systems, education providers can take practical steps towards preparedness without unnecessary complexity or expense. M FURTHER INFORMATION

www.advancedco.com

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Business Information for Education Decision Makers

Fire Safety: Raising Standards Through Compliance, Planning and Collaboration

With 80 years of experience, our specialist teams understand the demands of live education environments - delivering accredited fire doors, compartmentation and passive fire protection around timetables, occupancy and the needs of students and staff. •

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Trusted fire safety partner to schools, colleges and Universities, including heritage buildings. All installers and managers competence assessed and SKEB verified. Third party accredited with IFC and members of ASFP (Association for Specialist Fire Protection).

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Fire door safety: raising standards through compliance, planning and collaboration Andy Doyle (IFE Level 2 and 3), capital operations manager and fire safety lead for Ian Williams – one of the UK’s leading property services partners for private and state schools, universities, colleges and heritage buildings – looks at how schools are managing fire safety Fire safety has undergone significant change in recent years, particularly following the Grenfell tragedy, driving major reforms across construction and education. Updated regulations and changing Approved Documents, have increased responsibilities for contractors, FMs, bursars and building owners. At Ian Williams, which celebrates 80 years in business this year, fire compliance is about far more than installing doors. It is about delivering a holistic approach to building safety. Two key considerations should underpin any fire safety procurement. Firstly, the client, the Responsible Person has a legal duty to appoint competent contractors. At Ian Williams, we demonstrate competence through Skills, Knowledge, Experience and Behaviours (SKEB) frameworks and structured competency pathways for installers, supervisors and managers. Secondly, effective planning is essential. Our mobilisation process assesses access requirements, storage, material lead times and site logistics. By identifying risks early, potential challenges can be resolved before they affect programme delivery. Multiple maintenance and safety challenges solved together Our accredited fire safety services, including fire doors, compartmentation and passive fire protection, comply with the Regulatory Reform (Fire Safety) Order 2005 and the Building Safety Act. All work is third-party accredited through IFC. By combining industry-leading technology, audit processes and experienced teams, we help clients achieve compliance while minimising disruption. As one of the UK’s largest painting contractors, we can also coordinate certified paint programmes alongside fire safety works, reducing costs and disruption. Working with supply chain partners, we provide specification advice (e.g. EN Class B (Euroclass B).

Our directly employed, IFC-accredited teams are experienced in working around term times and schedules. All operatives undergo DBS checks, with Enhanced DBS where required. Supported by a right-first-time approach and over 18 consecutive years of RoSPA Gold Awards, we deliver safe, high-quality outcomes. A deep understanding of education We have extensive experience delivering projects within live education environments, including schools, colleges, universities and student accommodation. Flexible programming allows work to be planned around timetables, examinations and occupancy levels. The role of technology Technology plays a vital role in compliance. Every fire door is digitally recorded, creating a permanent record that includes installation details, test evidence, photographs and maintenance information. This forms part of the regulatory handover package, supporting clients’ maintenance responsibilities. Ultimately, fire safety depends on collaboration. Through careful planning, compliance processes and early engagement, we help create safer educational environments while meeting the highest standards of building safety. M FURTHER INFORMATION

To book your future fire projects, contact quoteme@ianwilliams.co.uk, call 0345 4594571 or visit www.ianwilliams.co.uk

Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

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Rethinking schools spaces for better inclusion With the government aiming for more children and young people with SEND to be taught in mainstream schools, the physical environment is becoming an increasingly important part of inclusion. New DfE guidance sets out how schools can adapt their settings to reduce barriers, minimise sensory overload and help pupils feel safe and ready to learn For some children and young people with SEND, the school environment can be a source of significant anxiety. Sensory processing differences can make everyday experiences such as crowds, noise, bright lighting and busy circulation routes overwhelming. When pupils become dysregulated, the impact can extend beyond the school gates, affecting behaviour at home, their readiness for the following day and, in some cases, increasing anxiety around separation from caregivers. The Department for Education’s new guidance recognises that thoughtful changes to the education estate can play an important role in addressing these challenges. This is particularly relevant as the government’s SEND reforms seek to increase the number of children with

SEND educated in mainstream settings. For mainstream schools, this means buildings and spaces need to work for a wider range of needs. A key part of the government’s plans is the expectation that every school will, over time, have an inclusion base – a dedicated space providing targeted teaching and specialist support for pupils who need it. The new guidance provides a broader framework for considering how schools can design their SEND provision so that children and young people can participate and thrive. Former Education Secretary Bridget Phillipson said when launching the guidance: “Every child and young person deserves to feel included, without fighting for the support they need to succeed. E Issue 31.5 | EDUCATION BUSINESS MAGAZINE

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The guidance recommends that schools begin by assessing their existing environment, identifying barriers and prioritising adaptations that are likely to have the greatest impact

Start by understanding the school The guidance recommends that schools begin by assessing their existing environment, identifying barriers and prioritising adaptations that are likely to have the greatest impact. This is not necessarily about creating entirely new buildings. Many schools operate in older estates or have significant space constraints, meaning that creativity is often needed to find practical solutions within existing buildings. A needs-led approach can also help local authorities decide where investment will have the greatest impact. Assessing current and future needs across all phases of education can help identify emerging priorities and gaps in local provision, ensuring capital funding is directed towards the areas where it is most needed.

Local authorities are responsible for allocating high-needs capital funding across schools, colleges and early years settings in their areas. The guidance recommends that they work closely with settings when deciding how investment should be targeted, including through approaches such as local bidding processes.

SEND

F “We are giving schools a clear, practical blueprint to become truly inclusive, from calmer classrooms and sensory-friendly spaces, to specialist support embedded right in the heart of the school, so children can learn alongside their peers rather than miles from home. “Every child deserves to attend a school where they belong, where the environment works for them, and where the right support is simply part of the school day. That’s what we’re building.”

Looking at the environment through pupils’ eyes One of the most important recommendations is to undertake a wholesetting accessibility assessment. Rather than focusing solely on whether a building is physically accessible, schools are encouraged to consider how the E

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Inclusive design does not have to mean expensive specialist equipment or major building projects. Instead, it is presented as a way of thinking about how the environment can help every child and young person feel safe, supported and able to participate fully in education F environment affects access, participation and independence throughout the school day. That means looking at everything from the route a pupil takes from the school gate to the classroom, to what happens during lunch, breaktimes and lesson changes. Physical access is an obvious starting point, with schools considering entrances, drop-off points, pathways, doors, stairs, lifts, ramps and changes in level. But accessibility goes considerably further. Schools are encouraged to examine daily routines and transitions, including queues, busy periods, gate congestion and drop-off and collection arrangements. The sensory environment is equally important, with factors such as lighting, glare, acoustics, noise, temperature, smells, clutter and predictability all potentially affecting a child’s ability to cope.

Wayfinding should also be considered. Clear, consistent signage and visual cues can help pupils understand where they are and where they need to go, while appropriate assistive and curriculum-related equipment can support independence and participation. Emergency arrangements need to take individual needs into account too. Schools should consider how independent and safe evacuation can be supported, including through discussion with children and young people and their families where appropriate. Where a Personal Emergency Evacuation Plan specifies one, an evacuation chair should be provided. The assessment should also consider specialist curriculum areas such as science, food technology, art, music, PE and workshops, as well as personal-care facilities. Privacy, dignity, ease of access and suitable equipment can all make a significant difference to a pupil’s experience. Ultimately, the aim is to create an environment that supports independence, from appropriate furniture and storage through to assistive technology, play and physical activity provision and predictable transitions. Listen to the building users The guidance places considerable emphasis on the voices of people with lived experience. Children and young people often notice triggers and pressure points that adults may overlook. A corridor that appears perfectly manageable to a member of staff may feel overwhelming to a pupil during a busy E Issue 31.5 | EDUCATION BUSINESS MAGAZINE

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Our services for schools At SEN Legal, we provide expert legal advice tailored to the unique challenges faced by schools and colleges in relation to special educational needs and disabilities (SEND). Our in-depth understanding of education law enables us to provide practical, effective solutions that help schools protect funding, reduce unnecessary administrative burdens and focus on what matters most – supporting students.

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Ten principles for inclusive design The DfE guidance identifies ten core elements that can help schools consider their environments more systematically: accessibility and movement; navigation and wayfinding; quiet spaces and sensory comfort; acoustics; lighting and visual comfort; ventilation; thermal comfort; access to nature; sanitary provision; and furniture, fittings and equipment.

The design of the base should reflect the strengths, needs and experiences of the children and young people it is intended to support, while enabling practitioners to plan and deliver specialist activities and curriculum experiences effectively

SEND

F changeover, while a particular noise, smell or lighting condition may have a significant impact that is not immediately obvious. Staff and site teams can provide valuable insight into patterns that may not be visible through data alone. Parents and carers can also offer crucial knowledge about a child’s sensory profile, triggers, anxieties and the strategies that work successfully at home. Schools may also want to involve specialists such as occupational therapists, speech and language therapists, educational psychologists and specialist or advisory teachers. Their expertise can help schools interpret individual needs and identify adaptations that are appropriate and achievable.

Used together, these principles can help schools prioritise changes that reduce barriers not only for pupils with SEND but for the wider school community. Importantly, inclusive design does not have to mean expensive specialist equipment or major building projects. Instead, it is presented as a way of thinking about how the environment can help every child and young person feel safe, supported and able to participate fully in education. E

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Specially designed classroom furniture for children and young people with learning difficulties, complex needs and autism. A fresh range of soft-toned acoustic ﬁbreboard panels designed to encourage focus and calm, paired with proven, durable furniture built to keep every classroom performing at its best.

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SEND

Rather than focusing solely on whether a building is physically accessible, schools are encouraged to consider how the environment affects access, participation and independence throughout the school day

F The importance of calm spaces For pupils who experience sensory overload, having somewhere to retreat and regulate can make a significant difference. The guidance recommends providing calm, predictable, low-stimulation spaces for rest and self-management. These might be dedicated rooms in quieter parts of a school, zoned indoor or outdoor areas, or smaller informal spaces such as dens, nooks, screenedoff corners, pods and sheltered gardens. Muted colours and softer lighting can help signal that these are low-stimulus areas. Where evidence-based advice identifies a need and space allows, schools could consider purpose-designed sensory rooms with controlled lighting, tactile features, soft play and immersive equipment. For younger pupils, soft-play spaces can provide opportunities for emotional regulation and physical release. Visual feedback, including mirror panels, may also be useful in supporting body awareness and movement regulation for some children. Inclusion bases All schools are required to have an ‘Inclusion Base’, which used to be know as ‘SEN units’. Typically, they support children and young people with special educational needs and disabilities (SEND), or requiring support for E

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Training with Pride helps schools develop confident professionals who understand the Training with Pride helps schools developOur confident who understan person before responding to their behaviour. BILD ACTprofessionals certified services include ainingprevention with Pride helps schools develop confident professionals who understand th The greatest success may beBILD the ACT incident never inc h de-escalation Train the Trainer programmes, traumathat person beforeand responding to training, their behaviour. Our certified services rson before responding their behaviour. Ourrestrictive BILD ACT certified services include responsive SEND to practice, consultancy and practice reduction. prevention andand de-escalation training, Train the Trainer programmes, trauma

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person before responding to their behaviour. Our BILD ACT certified prevention and de-escalation training, Train the Trainer programmes responsive and SEND practice, consultancy and restrictive practice r

SEND

F behavioural or pastoral reasons, including those at risk of exclusion or low attendance. Schools that already have inclusion bases are delivering strong outcomes. For example, in Sheffield, autistic pupils access up to 100 per cent of mainstream lessons with tailored support and every single pupil from the base has entered education, employment or training after leaving. In Nottinghamshire, 80 per cent of pupils accessing a base achieve strong passes in GCSE Maths and English, and in Oxfordshire, pupils who previously struggled to attend school at all are now averaging 93 per cent attendance. The DfE has separate guidance on establishing Inclusion bases. The guidance says that schools should consider whether a base would be best provided as a dedicated space within a single zone, through a number of dispersed spaces across the school, or by fully integrating the required provision within shared mainstream areas. Bases should ideally be located close to mainstream classrooms and shared facilities such as playgrounds and sports halls, preferably within the same building. Careful consideration should be given to the location and design of the base to maximise opportunities for inclusion in mainstream learning, support smooth and predictable

transitions, and ensure that shared spaces are accessible and welcoming for all children and young people, particularly those who may find busy or noisy environments challenging. The design of the base should reflect the strengths, needs and experiences of the children and young people it is intended to support, while enabling practitioners to plan and deliver specialist activities and curriculum experiences effectively. Where appropriate, E

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SEND

F spaces should be designed for wider use across the school, with flexible, multipurpose areas providing opportunities for different learning, sensory and intervention activities rather than spaces designed solely as permanent ‘calming’ environments. Flexibility is particularly important as the needs of the cohort change; for example, different areas could support sensory learning, small-group interventions, individual work or other specialist activities.

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Accessibility and movement Good accessibility and movement design should enable children and young people with visual, mobility or hearing difficulties to move around their environment safely, confidently and independently. Practical measures such as consistent and unobstructed routes, level thresholds, clear sightlines and reliable lifts can increase independence and participation while reducing the risk of collisions, incidents and injuries. Accessibility should extend beyond compliance to support dignity, predictability and low-stress movement. Clear, logical circulation routes are particularly important during busy transition times, helping to reduce anxiety and the risk of children becoming isolated or involved in collisions. At the same time, visible and well-used routes with good sightlines can strengthen overall site security. A range of simple design measures can support accessible and inclusive movement both indoors and outdoors. Routes should be kept wide, clear and free from unnecessary items, with small trip hazards removed or smoothed wherever possible. Doorways can E

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Outdoor Gyms for Primary, Secondary and SEND Schools Age-appropriate PE equipment pupils will love! Develops cardiovascular and muscular strength, co-ordination and balance Boosts mental health and wellbeing, confidence and self-esteem

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SEND

F be widened, door opening forces reduced and step-free access provided, while rest points such as seating can be introduced along longer routes. Pedestrian routes should be separated from bicycles, scooters and vehicles where appropriate. Strong colour contrast can be used on steps, handrails and thresholds, alongside tactile markers and textured surfaces to support orientation. Consistent lighting, clear signage, wayfinding markers such as arrows, dots or icons, and unobstructed sightlines can make key destinations – including toilets, changing and dining areas, classrooms and quiet spaces – easier to identify and navigate. Classrooms should also provide sufficient space for full mobility and safe movement. Where required, evacuation chairs should be provided as part of an agreed Personal Emergency Evacuation Plan (PEEP), ensuring that emergency arrangements support the same principles of dignity, safety and independence. Learning from others Ormiston Academies Trust and City of Wolverhampton Council have demonstrated how collaboration between a multi-academy trust and local authority can support inclusive design.

The partnership aimed to develop adaptations that would work both within the trust and across the wider local area. One objective was to create additional suitable places for pupils with speech, language and communication needs, potentially enabling up to 20 more children and young people to attend mainstream settings by 2028. The local authority provided capital funding, while the trust brought SEND expertise to the design and delivery of the provision. Its estates team also helped develop flexible, multi-purpose teaching and sensory spaces. At Ormiston New Academy, investment has included the replacement and refurbishment of facilities including the food technology room, performing arts spaces and changing areas. The work forms part of a wider response to growing demand for appropriate SEND provision. The impact extends beyond the physical improvements themselves, with the investment supporting a broader focus on transitions, curriculum development and targeted intervention. A nuturing base Aylsham High School in Norfolk developed its ‘Eagles’ provision to support students E Issue 31.5 | EDUCATION BUSINESS MAGAZINE

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The Harmony Trust transforms school printing with RISO The Harmony Trust, a multiacademy trust spanning 17 schools across Oldham, Derby, Rochdale and Tameside, was struggling with unmanageable print workflows across multiple MFDs and desktop printers. With ambitious teaching and learning goals but limited budgets, the Trust needed a centralised, cost-effective solution for essential colour printing that supports SEND students under its “Excellence for All Framework.” RISO provided a free print audit for every school across the Trust, before switching them to systems capable of handling huge volumes:

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around one million copies a year, over 600,000 in colour. David Taylor, head of ICT, says RISO consistently offers the best value at tender, with transparent pricing and no hidden costs. Speed has been transformative too. Printing at 120 pages per minute means teachers spend less time queuing and more time teaching. Reliability, paired with responsive engineering support and effective account management, has made RISO “the Trust’s most valued asset.” Additionally, RISO’s ecocredentials of zero ozone emissions, reduced energy

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a small kitchen, intervention rooms and direct access to a private outdoor area. The Eagles provision has resulted in sustained improvements in attendance, engagement, behaviour and attainment among students who had previously struggled to access education. Students benefit from a predictable and supportive environment before school and during social times, helping to reduce stress and develop self-regulation strategies. The school reports very low levels of permanent exclusion and suspension, alongside measurable progress in reading, mathematics and speech and language.

SEND

F in Years 7-9 who were disengaged from learning, experiencing poor attendance or facing social, emotional and mental health (SEMH) needs. The nurture-based provision provides a calm, relationship-centred environment designed to remove barriers to learning while maintaining strong links with mainstream education. The Eagles provision was originally established within a classroom at the heart of the school, deliberately ensuring that students remained part of the wider school community rather than being separated from it. The model was developed in partnership with the local authority, Speech and Language Therapy Service, families and local employers. Students access core subjects within the base, alongside a tailored Social and Emotional Learning curriculum, while attending mainstream lessons for subjects such as science, PE and Design and Technology with support. The provision also includes targeted speech and language programmes and opportunities to develop independence, confidence and employability skills. Following six years in a classroom, the provision moved into a purpose-built Nurture Centre located just five metres from the main school building. The centre provides a low-anxiety, home-like environment, including internal toilets,

Rethinking the school environment As mainstream schools prepare to welcome more pupils with SEND, inclusive design offers an opportunity to rethink the school environment as part of the wider support system. Sometimes the most effective changes may be substantial, such as refurbishing specialist spaces or creating an inclusion base. But they can also be remarkably simple: a quieter route, a clearly defined space, better acoustics, softer lighting, a place to pause or a more predictable transition. M FURTHER INFORMATION

View the DfE guidance here.

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Oppose the SEND reforms

Save Our Children’s Rights

Write to your MP

Sign the Petition

Disabilityrightsuk.org

Our rights are not the problem. You can help us protect them. Call on the Government to keep the current legal framework and invest in a truly inclusive education system.

Disability Rights UK provides advice, resources, and opportunities for young Disabled people. Keep an eye on the Disability Rights UK website for the latest updates and opportunities to get involved. Follow us on socials

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The government is setting schools up to fail Bethany Bale – Disability Rights UK’s policy and young people’s participation manager – reflects on how the Special Educational Needs and Disabilities (SEND) reforms fail everyone and must be stopped

The SEND reforms will not help schools become more inclusive. The proposals set out in the Schools White Paper and SEND Consultation are nothing more than cuts to support, attacks on young Disabled people’s rights, and additional pressure on teachers. The government plans to re-write Disabled children’s rights and change the way we access support in school, with the SEND Bill expected later this year. They claim this is a “once-ina-generation chance for change”, but the law isn’t what breaks the current system. The issue is that the law isn’t delivered or enforced. The chronic underfunding of public services and the devaluing of disabled children’s needs in policy and practice leave education providers unable to deliver their legal obligations. Nobody is better off if these proposals become law. With plans to shift local authority responsibilities to schools and introduce a more complicated system, teachers won’t be supported either. These reforms move away from needs-led individual provision to predetermined tiers and packages – a system

that risks undermining the individualised approach of the Equality Act and expects teachers to decide what category a child falls under. SEND tribunal powers will also be reduced and replaced with an inadequate complaints process, increasing adversarial relationships between pupils and teachers. The government claims that the new Inclusive Mainstream Fund will improve inclusion for everyone. However, teaching union NASUWT described the available funding as “barely a drop in the bucket” compared with the investment needed – especially following years of cuts. There are 1.8 million Disabled pupils in England, that’s just over 20 per cent of the school population, and the barriers we face in education set the direction for the rest of our lives. We cannot let the government cut support in a system already at breaking point. Help us oppose the SEND reforms by writing to your MP, signing the petition, and getting involved. M About DR UK: Disability Rights UK (DR UK) is the UK’s leading Disabled People’s Organisation (DPO). Find more information on DR UK’s Education work - including the Disabled Students Helpline and Future Ready Hub - online. DR UK campaigns for the rights of Disabled people and is a member of the Save Our Children’s Rights Campaign. FURTHER INFORMATION

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Creating learning environments that work for everyone Schools across the UK are under increasing pressure to support diverse learning needs while making the best possible use of existing space. At the same time, limited budgets, growing recognition of neurodiversity, and greater awareness of the impact of noise on learning are driving demand for more flexible and inclusive educational environments. Hushoffice acoustic pods offer a practical solution. Without the need for costly building work or permanent alterations, they create quiet spaces for one-to-one tuition, SEND support, meetings, staff

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collaboration, focused study, and other activities that require privacy and minimal distractions. Their benefits extend beyond acoustics. By giving students and staff greater choice over how and where they learn or work, acoustic pods help schools accommodate different learning styles and sensory needs. They also improve concentration, support wellbeing, and make better use of existing facilities. As education continues to evolve, adaptable learning environments will play an increasingly important role.

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Flexible acoustic solutions enable schools to respond to changing needs quickly and cost-effectively, creating spaces that support both today’s learners and the future of education. M FURTHER INFORMATION

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Celebrating one year of operational excellence in education Lee Herridge, director of professional development at ISBL, reflects on the impact of the Operational Excellence for Education™ (OpEx) programme following its first full year of delivery

What began as a response to a recognised gap in operational leadership capability across schools and trusts has quickly become a highimpact programme delivering measurable results. Developed from ISBL research into Operational Excellence, OpEx for Education™ was designed as a practical framework for driving improvement, strengthening leadership and helping organisations maximise the use of increasingly stretched resources. One year on, the evidence demonstrates that it is achieving exactly that. More than 250 learners have engaged with OpEx training across Associate, Lead and Strategic levels, with over 80 per cent completing the accreditation process. Crucially, OpEx is built around implementation. Participants apply the tools and techniques to real organisational challenges, demonstrating measurable outcomes while also gaining new knowledge. The results are significant. At Associate level, learners have reduced IT helpdesk response times from two weeks to under 48 hours, saved more than 10 hours each week through automated invoice processing and identified savings of up to £100,000 annually through the removal of unnecessary system costs. These improvements release valuable capacity, allowing teams to focus more time on supporting educational outcomes. At Lead level, organisations have reported 800 hours saved annually through standardised catering templates and budget

reductions of £1.3 million through collaborative problem-solving approaches, alongside stronger team culture and accountability. Strategic-level participants are already delivering organisation-wide improvements, including 243 hours saved annually across multiple schools, reductions of 20–40 per cent in approval times and increased leadership capacity through the removal of operational inefficiencies. Alongside these organisational benefits, OpEx is building individual confidence and capability. Participants report an average 57 per cent increase in Operational Excellence knowledge confidence following training, with learners consistently highlighting the relevance and immediate applicability of the programme to the day-to-day challenges they face. At a time when schools and trusts are being asked to do more with less, OpEx offers a proven solution. Rather than reacting to operational pressures, participants gain the tools, methodologies and confidence to identify inefficiencies, unlock capacity, reduce costs and create sustainable improvements that benefit the whole organisation. As one participant observed, “A fantastic course ... engaging, practical and thought-provoking, providing insights, tools and connections that will have a lasting impact on my practice.” Whether your priority is improving efficiency, developing leadership capability or creating the capacity needed to seize future opportunities, there has never been a better time to engage with OpEx. Join the growing community of education professionals already transforming their organisations and discover how OpEx can help you unlock measurable impact in your setting. M FURTHER INFORMATION

Find out more and explore upcoming training opportunities here. Issue 31.5 | EDUCATION BUSINESS MAGAZINE

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School Food

The School Food People’s Show and Forum The School Food People Show and Forum 2026 brought the UK’s school food community together to share ideas, celebrate success and look ahead to the future of school meals The School Food People Show and Forum 2026 brought together professionals from across the UK school food sector on 7–8 July 2026 for two packed days of learning, networking, innovation and discussion. Formerly known as the Main Event and School Food Show, the event has a fresh identity but retains the same strong focus on supporting those working across school food. The event, held at the Hilton Birmingham Metropole, provided a valuable opportunity for those involved in school catering to learn about the latest funding and policy changes, as well as nutrition, technology and sustainability. Delegates were also able to visit the numerous exhibitors showcasing the essential products and services supporting the sector. Chefs as ‘frontline heroes’ On day one, keynote speaker Matthew Burton, who is headteacher of Thornhill Community Academy and best known for being on TV’s documentary series Educating Yorkshire, praised school chefs, describing them as the ‘most important frontline

heroes’ for their work ensuring children received a healthy meal every day. He described the canteen at his school as being the ‘absolute hive of everything’ as it feeds 900 pupils in a short period of time. He noted that one can of energy drink gives teenagers on average their daily limit of sugars. He described the stages students go through after consuming one, from the false start to the jitters and then the grand crash and vicious cycle of needing another. Burton noted that teachers in schools only have six hours with children but that they had an “immense opportunity to change lives.” He spoke about the importance of nutrition being the ‘engine of hard work’ to give students slow release fuel to stay concentrated in lessons. The School Food Standards review Chair of The School Food People Brad Pearce launched the Forum with an update on the implications for the school meals service of insufficient funding and the School Food Standards review. E

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F He said the two per cent rise in funding for free school meals and those provided under the Universal Infant School Meals programme due to come into effect in September was a long way short of covering the actual cost of delivering meals in England. And he warned that as a result, it put the future of school meals in doubt as local authorities found they could no longer sustain the cost of meeting the difference between the government provided £2.65 a meal and the actual cost that was closer to £3.40. He said the Department for Education (DfE) was now reviewing the responses from the consultation on School Food Standards, with a final announcement expected in early autumn. There was also an important contribution from Nadim and Tanya Ednan-Laperouse OBE, who shared the work of Natasha’s Foundation and its focus on supporting children with allergies. Cooking demonstrations Delegates enjoyed an informative cooking demonstration from school chef Amber Francis, the current Great British Menu Champion of Champions. She talked through her own experiences while preparing two dishes that are favourites of pupils at her school, Christ’s College in Finchley. She prepared butter chicken curry, with the ‘butter’ element being largely made up of butternut squash, while chickpeas were added with the chicken to make sure both the protein and the cost were balanced. Wholefood Warrior Eva Humphries, meanwhile, made a pheasant paprika dish that she recommended to serve with either rice or pasta. As a clinical nutritionist with a realistic approach to healthy eating, Humphries encouraged

School Food

Headteacher Matthew Burton, known for TV show Educating Yorkshire, described school chefs as the ‘most important frontline heroes’ for their work ensuring children received a healthy meal every day attendees to aim for at least half their plate to be filled with a variety of vegetables. She also encouraged attendees to look into putting more game meat onto their school dinner menus including venison and pheasant. Humphries pointed out that 12 million pheasants are wasted every year in the country when they could be used to feed the nation’s schoolchildren as a more sustainable alternative to chicken. Sharing key information The challenges presented by special diets and textured meals was taken up by nutritionist Sophie Murray, who drew on her experience in the care sector to help school caterer teams understand more about the issue, and she pointed them in the direction of the support and training available that can help them. The Ask the Experts Workshop was chaired by The School Food People vice chair Bryan Lygate and involved Louise Kerton, Philippa Terry and Luke Consiglio who are all board members. The quartet discussed a range of key topics including Benedict’s Law, the expansion of free school meals and the upcoming changes to the School Food Standards. Consiglio highlighted the importance of spreading the knowledge that the £2.66 school caterers in England will get in September 2026 is not only for food costs but for labour and equipment as well. Meanwhile, Dr Sara Long, principal investigator of the RISE (Reducing Inequalities in the School Food Environment) research project, shared emerging evidence about school food systems across the four nations and children’s experiences of food provision, and Sharon Hodgson, Minister of Public Health & Prevention, gave an informative update on public health policies and child nutrition. M FURTHER INFORMATION

www.theschoolfoodpeople.co.uk Issue 31.5 | EDUCATION BUSINESS MAGAZINE

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Industry Insight: Catering Effective school catering is about more than meeting nutritional requirements. Schools need to balance healthy choices with pupil appeal, food safety, efficiency, sustainability and value, while making the most of limited staff, kitchen capacity and budgets. David White shares some advice

Changes to the School Food Standards are due to come into effect in September 2027, including requirements for breakfast provision as well as lunchtime meals. What should schools be doing now to prepare for these changes? Improving children’s diets is the right objective, but schools also need to consider how the new standards will work in practice. They should start reviewing menus, staffing, kitchen capacity, training, costs and likely pupil uptake now. A key risk is unintended consequences. If the school offer becomes less attractive, some pupils may move to packed lunches or buy treats before, during or after school. That may simply move consumption outside the controlled school environment. Nutrition education therefore needs to involve parents and families as well as children. Lower meal uptake could also increase the cost per meal. School kitchens have significant fixed costs, and if fewer pupils use them, economies of scale reduce. Schools will also face the cost of new menus, staff training and expanded breakfast provision, against an existing shortage of experienced catering staff. This is where specialist suppliers add value. White’s Bakery has developed its education range around the practical needs of schools. Our products are individually wrapped and portion controlled, with clear allergen, traceability and best-before information. They

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are manufactured in our BRCGS AA-grade, nutfree facility and offer good shelf life, dependable availability and minimal preparation. For a busy kitchen, that means less handling, less waste and less time spent slicing or portioning. Products can go straight on sale, and schools can order easily through our online portal. There is also a commercial benefit. Well-run catering operations use popular grab-and-go products to generate margin that can be reinvested into staffing, equipment and healthier main meals. A carefully portioned treat can therefore support the wider catering service. White’s is also reducing sugar and fat where possible and moving towards palmfree alternatives, while retaining the appeal pupils expect. Healthier food only improves children’s diets if they choose to eat it, so schools should trial new menus, listen to pupils and work with suppliers early. The government has strengthened its guidance on managing food allergies in schools. What practical steps can schools take to ensure the food they serve is allergy-safe? Schools need clear policies, accurate allergy records, Individual Healthcare Plans where appropriate, trained staff and robust emergency procedures. Controls should cover purchasing, storage, preparation, cleaning, serving and preventing cross-contact. White’s operates a nut-free manufacturing site, and our individually wrapped products carry ingredient, allergen, traceability and best-before information to the point of sale. Our BRCGS AA-grade systems provide added confidence, although schools must maintain their own controls.

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Never rely on memory or assumption: use accurate information, trained people and procedures followed every day. School canteens often have to serve large numbers of pupils in a short space of time. What advice would you give schools on running an efficient catering service that reduces queues while creating a positive dining experience for all children? Schools should view the canteen from the pupil’s perspective. If queues are long and breaks are short, some pupils will simply walk away. Efficient services combine a strong core meal offer with clear menus, cashless payment, sensible layouts, multiple service points and quick grab-and-go options. Products requiring no preparation can make a significant difference during peak periods. White’s products can be taken from the case and put straight on sale. There is no slicing, portioning or preparation, which saves labour, reduces handling, simplifies stock control and speeds up service. Good shelf life helps maintain availability and minimise waste, while reliable supply means pupils are less likely to find their preferred choice unavailable. The true cost of a product is not simply its purchase price. Schools should consider preparation time, waste, shelf life, margin, speed of service and pupil appeal. These efficiencies free skilled staff to focus on preparing healthier fresh meals. Pupil feedback is equally important. Schools should trial products and menus before making wholesale changes. Shorter queues caused by fewer pupils using the canteen are not a success. The aim should be a service that is quick, welcoming, good value and attractive enough for children to choose. Sustainability is becoming an increasingly important consideration in school catering. How important is it for schools to source food sustainably, and what factors should they consider when choosing suppliers? Sustainability should cover ingredients, packaging, energy use, delivery efficiency, shelf life, waste, traceability and supplier reliability. Food waste is especially important. A product is not sustainable if much of it is thrown away. Good shelf life, consistent portions and reliable ordering all reduce waste.

David White, managing director, White’s Bakery David White is managing director of White’s Bakery, a family-run Yorkshire manufacturer supplying individually wrapped cakes and biscuits to the public sector across the UK. With decades of business experience, David is driving growth through innovation, operational improvement and AI, using technology to accelerate change, improve decisionmaking and build an efficient business.

Schools should look beyond unit price and assess food safety, labour saving, waste, margin, ease of ordering and support. At White’s, our aim is not simply to supply products, but to help schools run catering services that are safer, easier to manage and more financially sustainable. M FURTHER INFORMATION

To find out how White’s Bakery can add value to your school catering operation, scan the QR code below or visit whitesbakery.co.uk

Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

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Industry Insight: Benedict’s law – a school leader’s guide to transforming allergy safety As school leaders, safeguarding sits at the heart of everything you do. From September 2026, the safeguarding landscape in England evolves with the implementation of Benedict’s law, formally introduced under the Department for Education’s Allergy safety in schools statutory guidance

Named in memory of five-year-old Benedict Blythe, who tragically died from an allergic reaction at school in 2021, this legislation establishes a national benchmark for allergy management in education settings. At The Safer Food Group, we understand that statutory changes can feel daunting – particularly those with such serious outcomes. Below, we break down the practicalities, challenges, and cultural factors needed to help senior leadership teams lead this transition with confidence. What are the practical steps that school leaders must undertake? The government’s Allergy safety in schools statutory guidance defines six core actions leaders must take in order to keep allergy sufferers safe: 1. Publish an allergy policy: Allergy management can no longer be covered within a general medical conditions policy. Schools must maintain a dedicated allergy policy, reviewed annually and published on the school website. 2. Appoint a named SLT allergy lead: A member of the senior leadership team must hold explicit responsibility for policy implementation, risk management, and oversight. 3. Organise whole-staff training: Training is no longer restricted to designated first aiders. Every staff member regularly on site, including teachers, teaching assistants, catering teams,

Business Information for Education Decision Makers

midday supervisors, and support staff must complete appropriate allergy awareness and emergency response training. 4. Hold individual healthcare plans (IHPs): Every pupil with an allergy that impacts their school day must have an up-to-date IHP detailing triggers, symptoms, and emergency protocols. 5. Maintain emergency adrenaline autoinjectors (AAIs): Schools are required to hold spare, in-date AAIs on site for emergency use if a child’s personal pen fails or an unexpected reaction occurs. 6. Establish near-miss and incident reporting: Formal reporting mechanisms must record, review, and learn from all allergy-related incidents and near-misses to identify potential gaps in risk assessments that must be filled. What are the unique challenges faced by schools when strengthening allergy safety within their settings? Education settings are not static environments, and foods or other allergens are not restricted to a single area or time period. Although a school can employ strict controls in the dining hall, managing allergens used in classroom activities or brought in by pupils presents a far greater challenge. A robust policy must ensure every area and activity is safe, see box for examples.

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Potential allergen risks

Classrooms

Craft materials (dried foods, food packaging, egg boxes), food technology ingredients, shared reward snacks, unlabelled birthday treats.

Playgrounds & corridors

Food shared from packed lunches, discarded snacks, tuck shops.

Bathrooms

Hand soaps and wipes containing wheat, dairy, soy, or nut extracts.

Handovers / after school

Lack of allergy information communicated between teams when shifting from main teachers to club staff.

Allergies cause considerable anxiety for pupils. A strong policy protects children without excluding them from activities or singling them out in ways that lead to isolation or bullying. Furthermore, clear and transparent communication of your procedures builds essential trust with parents. What are the key considerations when implementing an allergy awareness training programme for staff? Generic allergy awareness courses focus on food preparation, but school staff need to understand allergy safety in broader, more unpredictable situations. Training must be specific and relevant to the everyday challenges experienced in an educational setting. The Safer Food Group’s Allergy awareness in schools course has been written specifically to meet the DfE statutory guidance. Delivered online, it can easily be taken as part of a comprehensive training day alongside policy briefings and practical first-aid sessions using dummy AAI pens. Acting fast can be the difference between life and death in an anaphylactic crisis. Clear, comprehensive training ensures your team can spot the signs of a reaction and deal with them confidently and competently.

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Location / activity

process without fear of reprisal. Whilst riskassessment should be as comprehensive as possible, near-misses are vital learning opportunities that prevent future emergencies. Confidence: A lack of understanding creates reluctance to step in and challenge dangerous practice. Good training, regular communication, and clear responsibilities support staff to make the right decisions and keep children safe. M FURTHER INFORMATION

www.thesaferfoodgroup.com Clare Grantham, course & content writer, The Safer Food Group Clare Grantham is course & content Writer at The Safer Food Group. Drawing on postgraduate training in education alongside catering and hospitality experience, Clare turns complex food safety regulation into practical, engaging training, helping school and business leaders translate statutory guidance like Benedict’s Law into real-world safeguarding practice.

What are the key ingredients for creating a lasting culture of allergy safety within schools? Inclusion: Educate students about food allergies in age-appropriate ways. Fostering empathy among peers drastically reduces the risk of accidental exposure and helps prevent allergy-related bullying or isolation. No-blame culture: Encourage staff to report close calls or perceived failures in policy or

Cyber Security

The threat of AI-powered phishing and scams in schools Cybersecurity threats in schools are evolving quickly, and one of the most significant developments is the rise of AI-powered phishing and scams. Gareth Jelley from edtech charity LGfL – The National Grid for Learning, explains what teachers need to know Unlike traditional phishing attempts, which often contained spelling mistakes or obvious red flags, modern attacks are increasingly sophisticated, personalised and difficult to detect. Cybercriminals are now using artificial intelligence to generate highly convincing messages, impersonate trusted individuals and exploit publicly available information. As a result, schools are facing a new kind of digital risk where even experienced staff can be misled. AI is also reducing the time it takes for attackers to exploit compromised accounts, making rapid reporting and response more important than ever. How AI is changing phishing attacks AI is being used by cybercriminals in several key ways. Firstly, by generating highly convincing phishing emails

AI tools can generate professional, realistic emails that contain no obvious spelling or grammar errors. These messages often imitate the tone and style of senior staff or external organisations, making them difficult to question. Increasingly, attackers are also using compromised email accounts belonging to colleagues, suppliers or even other schools. Known as ‘business email compromise’, these attacks exploit trust by sending malicious emails from genuine accounts. Cybercriminlas can also utilise voice cloning and impersonation. Using short audio samples found online or recorded from previous calls, attackers can create deepfake voice messages. These may sound like a headteacher, senior leader or trusted colleague requesting urgent action. AI can also be used to create convincing video calls, making voice and appearance alone unreliable ways of verifying someone’s identity. E

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Cyber Security

As these scams are more realistic, more personalised and increasingly use trusted communication channels, the traditional “spot the scam” approach no longer offers the protection it once did F Cybercriminals can also create personalised scams using public data. AI can quickly scan websites, social media and online records to build detailed profiles of staff. This allows attackers to reference real names, roles, school events or internal structures to make scams appear legitimate. Email is not the only route for attacks. Criminals are increasingly using platforms such as Microsoft Teams, Google Chat, messaging (smishing), voice services (vishing) and QR codes (quishing) to deliver malicious links or persuade staff to take action. Why awareness training alone is no longer a reliable defence Many schools have previously relied on training that teaches staff to identify phishing emails through spelling mistakes, suspicious email addresses, and poor formatting or unusual language. However, AI-generated scams often avoid these warning signs entirely. They look polished, professional and believable. In many cases, genuine emails written by busy colleagues may contain more mistakes than AI-generated phishing messages. This means that visual clues alone are no longer a reliable guide and it is safer to adopt a verification-based approach, checking unusual requests independently before acting. So what is the advice for teachers to stay safe from AI-driven scams? Always verify unusual requests If you receive an unexpected request involving money, sensitive information or changes to payment details, the safest first step is to pause. Then confirm the request using a different communication method, such as a known phone number or face-to-face conversation. Speak to the person directly where possible or use official school communication channels. Be cautious of contact details provided within the email or message itself.

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If a supplier asks you to change bank details, it is advisable to verify the request using an existing telephone number already held by the school rather than one included in the email. Be cautious of urgency and authority AI phishing often relies on pressure tactics such as urgency and deadlines, fear and threats, and impersonating authority. These messages often arrive at already pressured times, just before holidays or at the end of the school day when staff are busy and more likely to act quickly. Pause and ask yourself: does this really need doing now? Am I being pressured into acting? Can I verify this before responding? Treat voice requests with caution Voice cloning and AI-generated video calls make impersonation more convincing than ever. If you receive a call requesting urgent action, keep in mind that the voice may not be genuine, end the call politely, and call back using a trusted number from school records. For high-risk actions, such as authorising payments, schools may also wish to introduce a pre-agreed verification passphrase known only to authorised staff. This provides an additional safeguard against sophisticated impersonation attempts. Be aware of your digital footprint Attackers often gather information from school websites, social media profiles, and public events and announcements. One area worth reviewing is how much information schools publish about staff, particularly names, photographs, job titles and organisational structures. While celebrating achievements is important, limiting

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Cyber Security

unnecessary personal information makes it harder for attackers to build convincing scams. Report anything suspicious immediately If something feels unusual, report it to your school’s IT support or network manager immediately and follow your school’s agreed cyber incident reporting process. Mistakes happen and if you accidentally click a link, enter login details or download a suspicious attachment, quick reporting can make all the difference. Rapid reporting allows IT teams to reset passwords, revoke compromised devices, investigate unusual logins and prevent attackers from gaining further access. This works best when there is a clearly publicised reporting route so staff know exactly who to contact. Use strong security habits every day Good habits that make a real difference, such as using strong, unique passwords and enabling multi-factor authentication (MFA) wherever available. Good habits also include logging out of systems when not in use and questioning unexpected requests, even when they appear to come from someone you know. With cybersecurity, as with safeguarding or health and safety, everyone has a role to play in protecting the school community. Conclusion AI-powered phishing represents a major shift in the cyber threats facing schools. Because these scams are more realistic, more personalised and increasingly use trusted communication channels, the traditional “spot the scam” approach no longer offers the protection it once did.

Instead, the strongest defence is a culture of verification, where unusual requests are routinely checked through another communication channel, suspicious activity is reported immediately and staff feel confident questioning even apparently genuine messages. In today’s threat landscape, technology is only part of the picture. The greatest protection comes from well-informed colleagues who stay alert, take time to verify before acting, and see cybersecurity as something everyone contributes to. M FURTHER INFORMATION

lgfl.net/security

Cybersecurity is a shared effort Cyber-attacks rarely succeed because of a single technical failure. More often, they exploit busy people, trusted relationships and everyday routines. A strong security culture is one where checking is normal. Staff question unusual requests as a matter of course, raise concerns knowing they’ll be supported, and recognise ‘Can I just check?’ as a mark of good security, not a nuisance. For schools working on strengthening their cyber resilience, LGfL’s Cyber Security pages alongside advice from the National Cyber Security Centre offers practical guidance, including free resources to help schools develop policies, improve staff awareness and prepare for cyber incidents.

Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Bett 2027

Bett 2027: a sneak peek The global education technology show Bett returns to London’s ExCel on 20-22 January to showcase the latest education technology and host talks from inspiring professionals from the EdTech sector. We take a sneak peek at some of the speakers confirmed this year Now in its 42nd year, Bett 2027 will continue to showcase innovative education technology from global tech companies to renowned education brands and startups, enabling visitors to find solutions for all education settings, challenges and budgets. The first Bett UK 2027 speaker sessions are taking shape. From visionary educators to technology pioneers and policy influencers, this year’s visitors can expect to hear from the leading voices driving the biggest conversations in education today. The Arena The Arena is Bett’s flagship stage, bringing together influential voices from education, government, technology and beyond to explore the ideas shaping tomorrow’s classrooms. From AI and leadership to innovation, inclusion and student empowerment, the Arena will host inspiring conversations and fresh perspectives from leading voices including Professor Michael Wooldridge from the University of Oxford,

who is regarded as one of the world’s leading authorities on artificial intelligence, and Al Kingsley MBE, Chair of Hampton Academies Trust. David Green, principal of Shireland CBSO Academy and Emma Stenning, CEO of City of Birmingham Symphony Orchestra have also been confirmed, as well as many others. With more keynote speakers still to be announced, the Arena will host some of the most important conversations shaping the future of education. Teaching and learning theatre The Teaching and Learning Theatre focuses on the research, strategies and real-world practice helping educators improve outcomes for every learner. Here, delegates will be able to explore practical approaches to AI literacy, curriculum innovation, student voice and evidence-informed teaching from experts including computing professor Miles Berry from the University of Roehampton, and Amelia King, director of digital transformation at Dulwich College. E Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Bett 2027

F From embedding AI across the curriculum to designing learning with students rather than for them, delegates will be able to discover actionable insights to take back to the classroom, school or trust. Higher education theatre The Higher Education Theatre explores the challenges and opportunities reshaping universities today, including the impact of agentic AI and AI-resilient learning, inclusive digital design, research-led innovation and the future of teaching. The audience will hear from experts including Vivienne Stern MBE, chief executive of Universities UK, who has over 25 years’ experience of working in higher education policy and politics, and Dr Ann Thanaraj, head of AI innovations and associate professor at Teesside University. Policy in practice New for 2027, the Policy in Practice Theatre brings together policymakers, researchers, education leaders and innovators to explore how policy decisions translate into real-world impact. From AI and EdTech evidence to system-wide transformation, inclusion and skills development, hear from experts including Dr Fiona Aubrey-Smith, founder of PedTech and director of One Life Learning. Fiona works closely with schools and trusts, professional learning providers and EdTech companies – championing a pedagogy-first mindset.

Also confirmed is Dr Ugne Marija Andrijauskaite from the Research Council of Lithuania, who is working on the EDU project which promotes research-based innovation in education and supports the development of evidence-informed digital tools and practices for schools. Innovation theatre The Innovation Theatre is where emerging technologies, bold ideas and pioneering practice come together to challenge what’s possible in education. Explore the latest developments in AI, immersive learning, accessibility, spatial computing and game-based pedagogy with innovators including Zahra Razi from Reach University in the United States who specialises in AI integration, integrated computer science education, and K–12 curriculum innovation. The classroom theatre The Classroom Theatre is where real classroom practice takes centre stage. Hear directly from experienced practitioners including Heather Aird, a teacher at Waid Academy in Fife, and Ty Goddard, co-founder of the Education Foundation and chair of Edtech UK – a strategic body launched in the Autumn of 2015 to accelerate the EdTech sector in Britain and globally. This theatre will allow delegates to hear practical ideas, effective tools, and proven approaches through interactive sessions, live demonstrations, and engaging debate. The SEND theatre The SEND Theatre showcases the people, practices and innovations helping to create more inclusive learning environments for every learner. Explore topics including neurodiversity, accessibility, communication, behaviour and the role of AI in supporting engagement and learner agency. Hear from experts including Dr Lucy Caton from the University of Greater Manchester, and Cate Marsden from Woodbridge Trust, who has over 25 years of experience in the education sector and is a highly dedicated leader specialising in SEND. These speakers will share practical strategies, research insights and real-world examples to help break down barriers and improve outcomes for all. M FURTHER INFORMATION

uk.bettshow.com

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Every EdTech plan starts with a charged device As a new school year starts, so does the roll out of new devices. Here’s the case for getting the unglamorous bit right first – consistent and secure charging

A new school year has a way of exposing things. New timetable, new intake, and somewhere a fresh batch of devices coming out of its boxes. Whatever the rollout is this time, the promise is the same, that this year the technology finally works properly. Here is the uncomfortable question to ask before any of it. When the new technology arrives, will the devices it runs on actually be charged? And will the kit you own still fit them? It sounds trivial, and it isn’t. Ask any school IT technician what eats their week and it’s rarely the exciting new platform. It’s the pile of laptops that came back flat, the cart that never came back to the right room, and the iPad that went home and hasn’t been seen since. A school running a 1:1 programme moves hundreds of devices daily, and every one is a small bet that somebody remembered to plug it in. Across a school year, the hours lost start to look like a budget line.

School leaders see the same problem from a different angle. Technology spend is hard to defend to governors when the outcomes fall short, and nothing undermines confidence in an EdTech strategy faster than a lesson that can’t start. Whatever you have planned this year only delivers if the foundations underneath it hold. The good news is that the foundations are the easy part to fix. A well-specified charging cart or charging station gives every device a consistent, secure home and takes the guesswork out of overnight charging. Schools managing shared devices or loan programmes can add cloudmanaged smart lockers, giving IT teams visibility of every bay and who has what. LocknCharge has been helping schools get this right since 1998. The range covers the way schools actually work, with mobile carts for fleets that move, fixed stations for spaces that don’t, and smart lockers for devices that need oversight. The carts take almost any device, Chromebook, laptop, tablet, or MacBook, with or without cases, and their baskets and racks swap out as your fleet changes, within the published dimensions. All of it is reliable, secure, and straightforward to set up. While the term is still young, take an hour to look at the layer underneath it. If every device in the building had a home, a charge, and a plan, how much further would the rest of your technology go? M FURTHER INFORMATION

Find the right setup for your school at www.lockncharge.com/eu

Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Martyn’s Law

What to know about Martyn’s Law Educational settings will soon be required to strengthen their readiness for potential terrorist attacks when Martyn’s Law comes into effect in spring 2027. So what do schools need to do to prepare? Officially known as the Terrorism (Protection of Premises) Bill, Martyn’s Law comes into effect in spring 2027, bringing new legal duties for publicly accessible premises to strengthen their preparedness for potential terrorist threats. The law was born from the Manchester Arena bombing, which claimed the lives of 22 people, including 29-year-old Martyn Hett. Schools, colleges, early years providers and further education institutions are within scope of the legislation. It will require them to implement practical safety measures to reduce harm in the event of an attack. While Martyn’s Law introduces a tiered framework for public venues based primarily on capacity, schools are treated differently under what is described as “special consideration.” Regardless of how many pupils or staff are on roll, all schools fall within the standard tier. This reflects the recognition that schools already operate within well-established safeguarding and health and safety systems.

As a result, even large schools or academies with more than 800 students are not expected to meet enhanced tier requirements, which are reserved for large-scale venues such as arenas and stadiums where more intensive security infrastructure is appropriate. Higher education institutions do not receive this exemption and will instead be categorised according to their capacity. Why do we need this new law? The government’s counter terrorism strategy summarises the current threat facing the UK as ‘enduring and evolving’, with a domestic threat that ‘is less predictable and harder to detect and investigate’. Terrorists have targeted a wide range of people and places in recent years, and it is not always possible to predict where in the UK an attack might happen, or the type of premises or events that could be impacted – either directly or indirectly by being located near to the target of an attack. E Issue 31.5 | EDUCATION BUSINESS MAGAZINE

Business Information for Education Decision Makers

Regardless of how many pupils or staff are on roll, all schools fall within the standard tier. This reflects the recognition that schools already operate within wellestablished safeguarding and health and safety systems

Martyn’s Law

F The Security Industry Authority (SIA) is the official regulator responsible for overseeing and enforcing Martyn’s Law across the UK. Clear procedures The law focuses on ensuring that schools have clear, workable procedures in place for responding to an incident, as well as a ‘responsible person’ to lead the procedures. This includes the ability to evacuate individuals safely from the premises, to move people into safer internal areas if a threat is outside, and to initiate a lockdown that secures classrooms and restricts movement across the site. Communication is also a central requirement, with schools expected to have reliable ways of alerting everyone on site to danger. Whether through public address systems, alarms or simpler methods, communication must be fast, clear and effective under pressure. Crucially, Martyn’s Law does not require schools to undertake specialist counterterrorism training or carry out detailed threat assessments. Instead, it emphasises awareness and preparedness, ensuring that staff understand the procedures relevant to their roles. Free continuing professional development training is available through ProtectUK, which provides guidance tailored specifically to education settings and other public venues. E

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Identi-Cryer helps keep your school community safe. It delivers clear, easy-to-understand voice alerts during emergencies like lockdowns or invacuations. Created specifically for schools, the Identi-Cryer system combines both sound and visual warnings with a bright, noticeable design. With up to seven customisable messages and simple installation that doesn’t require special wiring, it’s a flexible solution that fits seamlessly into your school's existing safety systems.

“A full lockdown is in operation”

Used in schools throughout the UK, Identi-Cryer is a trusted choice, with real-life case studies available. It’s a dependable solution for schools that need clear communication, reliability, and straightforward setup without compromise.

Product Range Features Delivers clear fully customisable voice messages which also supports SEND pupils. Staff can access an app to manage notifications and false alarms. Easily installed as a standalone system or integrated into an existing fire alarm system.

For more information on Identi-Cryer, or for a free site survey get in contact:

Join us for the upcoming webinar: Martyn’s Law for Schools Thursday 1st October at 10.30am. Click here to register >

Check out our product range

Martyn’s Law

F What about school events? Regarding the status of large events on school premises, such as concerts, sports days or summer fairs, the legislation clarifies that educational premises are excluded from the definition of “qualifying events.” This means that even when attendance exceeds 800 people, schools remain within the standard tier and are not required to introduce additional security measures solely because of crowd size.

Martyn’s Law emphasises awareness and preparedness, ensuring that staff understand the procedures relevant to their roles

Higher education facilities Martyn’s Law requires universities to put in place proportionate security and preparedness measures based on their capacity, as they do not receive the special lower-tier exemptions given to schools and further education colleges. First they should asses if they are Standard Tier or Enhanced Tier. Standard Tier applies to university buildings, lecture halls, or events where between 200 and 799 people are reasonably expected to be present at the same time. Enhanced Tier applies to large campus buildings, student unions, large-scale events, or entire campus spaces where 800 or more people can reasonably be expected. Universities must have “reasonably practicable” public protection procedures in place which includes plans for evacuation, invacuation, lockdown, and communication. They must also have a ‘responsible person’ to oversee compliance. E

Martyn’s Law F Where the responsible person is an organisation or company, rather than a named individual or single person, the law requires that the responsible person must designate a “senior individual” to ensure that the responsible person complies with the law’s requirements. Because universities often feature many scattered campus buildings and multi-use event spaces, compliance requires coordinating security across diverse these different spaces.

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Government guidance The government has published specific guidance for schools, as well as broader advice for all premises covered by the law. These materials are designed to make compliance straightforward and proportionate, avoiding the need for costly consultancy or specialist services. The Home Office has also produced two new animations which explain the four procedures and four measures set out in the act and provide a simple starting point for building awareness. Although enforcement of the new duties is not expected until early to mid-2027, schools should begin to ensure their procedures are robust, well understood and ready to be implemented. This should also build on the safeguarding structures already in place, helping to protect both staff and students across the UK. L

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Making inclusive evacuation part of everyday education Every school, college and university has a responsibility to protect the people who use its buildings. Yet emergency evacuation planning can still focus primarily on those who can move independently, leaving disabled pupils, students, staff and visitors dependent on improvised arrangements

Inclusive evacuation should never begin when an alarm sounds. It starts with understanding the individual, the building and the practical barriers that could prevent someone reaching safety. Personal Emergency Evacuation Plans, commonly known as PEEPs, help educational establishments identify these requirements in advance. A good PEEP considers the person’s mobility, communication needs, location, available escape routes and the assistance or equipment they may require. It must also reflect how the establishment operates throughout the day. Education buildings can be particularly complex. Pupils and students move between classrooms, laboratories, libraries, accommodation and social spaces. Older campuses may include listed buildings, narrow staircases and areas without suitable lift access. Passenger lifts are not normally available during a fire unless they have been specifically designed and approved for evacuation use. Traditional evacuation chairs can provide an appropriate solution for some people,

but they may require the user to transfer from their wheelchair. This is not always practical, safe or dignified, particularly for someone who uses specialist seating or requires postural support. Powered evacuation chairs and nontransfer powered stairclimbers can help educational establishments develop more inclusive arrangements. Powered equipment can reduce manual handling demands and allow a controlled journey on suitable staircases. Non-transfer solutions may enable an individual to remain in a compatible wheelchair throughout the evacuation. Equipment alone is not an evacuation plan. The route must be assessed, the chosen solution must suit the individual, and enough staff must be trained to provide dependable cover. Training should be practical, refreshed regularly and supported by drills that test whether the plan works in real conditions. The Evacuation Company works with schools, colleges and universities to assess evacuation barriers and develop solutions around the people who may need assistance. Our services include evacuation assessments, powered and manual evacuation equipment, operator training, servicing, hire and ongoing support. Inclusive evacuation is about more than compliance. It gives pupils, students, families and staff confidence that nobody will be left waiting for an improvised response. By planning early, consulting the individual and combining appropriate equipment with confident training, education providers can create safer buildings and ensure that every person has a credible route to safety. M FURTHER INFORMATION

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Industry Insight: Transforming safeguarding through smarter technology Schools and multi-academy trusts face growing safeguarding duties, evolving legislation, cyber threats and administrative pressure, often while relying on disconnected technology. At SCG Education, we believe technology should make this environment simpler, safer and more connected. We spoke to Alice O’Shea about the challenges facing schools and how connected technology can help Schools often manage telephony, MIS, communications and safeguarding across different platforms. What advice would you give leaders wanting to streamline this? Start by understanding the problem before procuring more technology. Our research across schools and a MAT, spanning primary, secondary, SEND and pupil referral settings, found that individual systems were often effective, but staff were still manually bridging the gaps between them. This creates duplication, increases administration and risks important context being missed. Schools do not necessarily need more technology; they need existing systems to work better together. That insight helped shape Evonex for Education. Integrations with Arbor, Bromcom and CPOMS bring telephony, management information and safeguarding closer together. Relevant information can be surfaced when a parent or guardian calls, court orders flagged, attendance workflows supported and safeguarding concerns recorded directly in CPOMS. The principle is simple: information should flow securely to those who need it, rather than staff chasing it across multiple platforms. With Martyn’s Law placing greater focus on preparedness, what should schools consider when reviewing emergency communications? Emergency communication should form part of a complete response rather than

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being treated as a standalone alert. As schools consider the Terrorism (Protection of Premises) Act – Martyn’s Law – they should look across risk assessment, detection, decision-making, alerts, action and review. Telephony, emergency alerting, security infrastructure, alarm receiving centres and incident reporting can work together to create layers of resilience. But technology alone is not enough. Schools need clear procedures, training, exercises and regular testing. Leaders should ask whether everybody can receive and understand an alert, including pupils and colleagues with additional communication needs; whether leaders can maintain oversight; and whether communication will continue if normal channels fail. Accessibility and resilience must be designed in from the start. How can a MAT create consistency across multiple schools while recognising individual site needs? For MATs, the goal should be standardisation, not uniformity. Leaders should map their technology estate across telephony, MIS, safeguarding, emergency communications, access control, alarms and reporting, identifying where information is duplicated or visibility is lost. Trusts can then establish common standards for security, data governance, safeguarding, procurement and resilience while allowing individual schools to configure delivery around their communities. A primary school, secondary, SEND setting, deaf academy and PRU will not have identical needs.

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A common architecture with flexible configuration provides central visibility, stronger governance and procurement efficiencies without removing school autonomy. Recent cyber attacks affecting education have highlighted the threat facing the sector. What should schools and MAT leaders be doing? Cyber security must be treated as a wholeorganisation responsibility, not simply an IT issue. Schools hold valuable children’s, staff, financial and safeguarding data, so leaders need to understand their digital estate, critical systems, vulnerabilities and dependencies. Fundamentals include appropriate access controls, multi-factor authentication, effective patching, tested backups and rehearsed recovery plans. Regular training should also cover phishing, passwords, social engineering and reporting concerns. Schools should examine supply-chain risk: where data is held, who can access it, how suppliers protect it and what happens if a critical service becomes unavailable. A mature strategy combines prevention, detection, response and recovery – and tests those arrangements in practice. Safeguarding appears to run through everything SCG Education does. How does policy influence your technology strategy? Safeguarding is at the heart of SCG Education. We combine experience in education and social services with expertise across communications, technology, compliance and policy. A school is not simply an IT environment; it is a community of children, families, staff, leaders and external agencies. Our ecosystem includes education-focused hosted telephony, MIS screen-pop functionality, CPOMS incident reporting, court-order notifications, teamSOS emergency response, attendance workflows, Schools Assured support, cyber resilience and solutions supporting Martyn’s Law preparedness. The objective is consistent: reduce administrative burden, connect systems and strengthen safeguarding. We follow developments including KCSIE, the Department for Education’s digital agenda and Martyn’s Law so technology reflects policy and real practice.

Alice O’Shea, head of education and alliances, Southern Communications Group Alice O’Shea is head of education and Alliances at Southern Communications Group, leading SCG Education’s work across safeguarding, technology and strategic partnerships. Drawing on experience in education, social services and as a Designated Safeguarding Lead, she champions connected solutions that reduce administration, strengthen resilience and help protect every school community.

The future is not another platform added to the pile. It is connected, secure and intelligent infrastructure that helps staff protect their communities and gives every child the safest possible environment in which to learn. M FURTHER INFORMATION

www.scgeducation.co.uk hello@scgeducation.co.uk 01256 630000 View our safeguarding video here

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Education Forum

Connect with education suppliers at the Education Forum Taking place on 6-7 October 2026 at the Radisson Hotel & Conference Centre, London Heathrow, the Education Forum is a focused event connecting senior education professionals with leading suppliers through one-to-one meetings, expert seminars and networking Additional sessions include ‘What is Needed for Some Benefits All’, presented by Amjad Alu, focusing on practical adaptive teaching strategies, while Portakabin experts will discuss creating purpose-built SEND environments through modular construction. Delegates will also explore balancing physical security, community engagement and psychological wellbeing across educational settings.

Designed for procurement specialists and decision-makers from schools, colleges, universities, academies and multi-academy trusts (MATs), the Forum provides an efficient way to discover new solutions, share knowledge and build meaningful business relationships. What to expect Visitors can enjoy pre-arranged one-to-one meetings matched to their organisation’s projects and requirements; expert-led seminars covering the latest challenges and opportunities in education; networking throughout the event, including an evening gala dinner; and complimentary overnight accommodation, meals and refreshments for qualifying delegates. Seminar highlights This year’s programme explores many of the key issues facing the education sector, including security, funding, inclusion and SEND provision. Highlights include Figen Murray, ambassador and campaigner for Martyn’s Law, discussing the impact of the new legislation on education facilities management. A panel led by Cameron Parker (Dreams 2 Reality) will examine the UK’s £4bn investment in education, exploring how funding can drive long-term transformation.

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Key topics The Forum covers a wide range of procurement areas, including refurbishment and building maintenance, classroom design, energy management, apprenticeships, cleaning and hygiene, design and build, document management, and health & safety compliance. Confirmed suppliers include Grosvenor Contracts, Pickerings, Miele GB, Measurable Energy, Portakabin Ltd, Brewers Decorator Centres, Delabie Ltd and 1st Waste Management Consultants Ltd. Why suppliers attend The Education Forum offers suppliers a unique opportunity to meet senior decision-makers with active purchasing requirements. Supplier packages include a pre-built branded stand, a personalised schedule of pre-qualified one-toone meetings, extensive event branding and a fully managed experience, allowing exhibitors to focus on building valuable business relationships. For supplier opportunities, contact Jake Healy on 01992374067 or j.healy@forumevents.co.uk. M FURTHER INFORMATION

To find out more about attending or exhibiting, visit education-forum.co.uk

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

Advertisement Feature

Industry Insight: Recruiting agency supply staff From September 2026, academy trusts will face new requirements around the procurement of agency supply staff. Chris Dunn, founder & managing director of OPRaaS, explores what the changes mean for MATs and why strong governance and ongoing assurance will be just as important as choosing an approved supplier From September 2026, academy trusts will have to procure agency supply staff through the GCA Supply Teachers and Education Recruitment Framework. Why was this established and how will schools benefit? The intention is to bring greater consistency, transparency and value for money to an area where trusts often spend a great deal. The framework gives trusts access to accredited suppliers on agreed terms. It caps supplier fees, requires a transparent breakdown of charges on a per candidate basis, covers background and safeguarding checks, and provides a free temporary-topermanent transfer after twelve weeks. For a MAT in particular, it provides a consistent starting point for procurement across the whole Trust.

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I would put the emphasis on starting point. OPRaaS is itself a government commercial supplier, so we see the value in structured procurement and supplier accreditation. But appointing an approved supplier is not the same as having ongoing assurance over what happens afterwards. Trusts still need appropriate governance around how suppliers are used, who is engaged and whether their controls continue to operate as intended. With implementation dates fast approaching, what steps should MATs be taking now to ensure they are compliant? The first step is to establish a clear picture of what is actually happening across the Trust. In a MAT with multiple academies, historic supplier relationships and local purchasing decisions, the central team may not have complete visibility of every agency being used. So, start by identifying your current agencies, understanding your supply staffing expenditure, checking which suppliers are on the GCA framework and reviewing the contractual arrangements already in place. Then establish who has authority to engage agencies from September, and communicate the new procurement requirements clearly across every academy. It is also worth using this as an opportunity to look beyond procurement. Ask what evidence you will retain to demonstrate that the policy is actually being followed. The Academy Trust Handbook places importance on effective governance, internal control and demonstrable decisionmaking. A policy sitting in a folder is not the same as evidence that the control is operating consistently across the Trust.

What records and controls should schools have in place so that they can show compliance? Trusts should be able to show not only which agencies they have approved, but how that decision was reached and what happened afterwards. At a practical level, that means maintaining a clear record of approved suppliers, procurement decisions and contractual arrangements, together with appropriate records for the engagements made through those suppliers. There should also be clear ownership. Who approves a supplier? Who can engage agency workers? Who checks that the agreed process has been followed? What happens when something falls outside it? And how is that reported internally/centrally? For a MAT, consistency is particularly important. If ten academies are operating ten slightly different processes, it becomes much harder for Trust leadership and the Board to demonstrate effective oversight. Policies explain what should happen. Evidence demonstrates what did happen.

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Many schools have established relationships with agencies that they rely on. How should schools assess whether those agencies can continue to be used, and what should they do if their agency is not on the framework? Start with the simple check: does the agency appear on the new GCA framework? There is a substantial range of accredited suppliers, so many existing relationships may well be able to continue. If an agency is not on the framework, that does not automatically mean the relationship has to end. The Academy Trust Handbook allows for an alternative compliant agreement where the relevant conditions are met, so the Trust needs to consider its procurement route carefully. What should not happen is individual schools carrying on as before simply because an agency has always been used, or because the relationship works well. There needs to be a conscious, documented, Trust-level decision about the procurement route, the terms that apply and whether the arrangement meets the relevant requirements. A trusted supplier relationship is valuable. It is not, in itself, evidence of compliant procurement or ongoing assurance.

Chris Dunn, founder & managing director, OPRaaS Chris Dunn is the founder and managing director of OPRaaS, On-Pay-Roll-as-aService, which he set up in 2019 after more than twenty years in the temporary labour market. OPRaaS designs and runs labour supply chain assurance frameworks that keep contingent workforces compliant, evidenced and audit ready, and the OPRaaS Virtual Compliance Director service embeds senior governance leadership without the cost of a full time appointment. OPRaaS is an approved supplier on UK Government Commercial Agency frameworks. To discuss supply staff governance, evidence packs or the OPRaaS Virtual Compliance Director, you can reach Chris at info@opraas.co.uk or visit opraas.co.uk.

The objective is a continuous evidence trail that allows Trust leadership to see the position across its schools, identify exceptions and demonstrate that its controls are operating in practice. That is ultimately what good assurance looks like: one Trust, multiple schools, one demonstrable governance standard. M FURTHER INFORMATION

opraas.co.uk

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EDUCATION SECTOR PARTNER

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Sports Grounds

Pitches under pressure From record-breaking heat and prolonged drought to flash flooding and deep freezes, increasingly volatile weather is impacting the maintenance procedures and schedules of outdoor sports surfaces. The view of the Sports and Play Construction Association (SAPCA) is that, whether you are looking after natural grass, a 3G pitch or a short-pile hockey surface, the key is to manage according to conditions rather than the calendar If grounds management teams and other professionals and volunteers responsible for sports pitches needed a reminder that extreme heat is becoming a serious operational issue, summer 2026 provided it. The Met Office declared it provisionally the UK’s warmest summer on record, with a mean temperature of 16.5°C across June, July and August. Temperatures reached 38°C during heatwaves in both June and August, while prolonged dry weather contributed to drought conditions across parts of England and Wales. And just as the heat waves seems to be over, the UN has warned that we need to brace for a “super-sized el Niño”. The thing is that 2026 is unlikely to be simply an exceptional year to be endured before normal service resumes. UK climate projections point towards hotter, drier summers and warmer, wetter winters, alongside an increasing likelihood of weather extremes.

Heavy summer rainfall, when it comes, is also expected to become more intense. For those responsible for sports pitches, this will mean preparing for both ends of the spectrum. Natural grass: protect the plant Natural turf is arguably the surface most visibly affected by extreme heat. During prolonged dry conditions, moisture loss places the grass plant under stress, growth slows and ultimately stops, while the soil profile can become increasingly hard. The temptation can be to respond by doing more. In reality, good drought management often means doing less. SAPCA recommends increasing the height of cut during drought, mowing during cooler parts of the day and avoiding mowing altogether where grass has become dormant. Fertiliser, herbicide and aggressive operations such as scarifying should also be avoided when the plant is already under severe stress. E

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Sports Courts UK Ltd have been supporting the sports industry since 1999 and continue to go from strength to strength. No matter what type of work you need for your courts, whether its cleaning or a full court rebuild, Sports Courts’ quotes are competitive and non-obligational. So, with nothing to lose, why not take advantage today and call us 01727 730707

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Sports Grounds

F Irrigation, where available and permitted, needs to become more strategic rather than simply more frequent. Watering during the hottest part of the day increases losses through evapotranspiration, making overnight, early-morning or evening applications more efficient. Particular attention can be given to vulnerable and heavily used areas such as goalmouths and centre circles rather than automatically treating an entire site equally. Grounds teams also need to monitor what is happening below the colour of the grass. A brown pitch is not automatically a failed pitch: many grasses can enter dormancy and recover once moisture returns. Surface hardness, rootzone moisture and the ability of the surface to provide safe traction are more important indicators of whether play should continue. That makes testing and observation increasingly important. Continued intensive use of a very hard, droughtstressed surface can damage the turf and create player-safety concerns even when the pitch appears superficially flat. Recovery should also be planned before rain arrives. The GMA’s drought guidance encourages facilities to have seed, materials, contractors and budgets ready so renovation can begin when moisture and temperatures become favourable again. Longer term, drought resilience could include better irrigation control, rainwater harvesting and storage, improved soil management and choosing grass species and cultivars suited to the site’s conditions. The objective is not necessarily to keep every pitch emerald green throughout a heatwave, but to maintain a healthy plant and a safe surface using water responsibly.

UK climate projections point towards hotter, drier summers and warmer, wetter winters, alongside an increasing likelihood of weather extremes. For those responsible for sports pitches, this will mean preparing for both ends of the spectrum 3G: artificial does not mean unaffected The challenges are slightly different for 3G synthetic turf pitches. There is no living plant to protect from drought, but high temperatures can still have significant implications. Artificial turf absorbs the sun’s energy and surface temperatures can become considerably hotter than the surrounding air. FIFA’s stadium guidance acknowledges that artificial pitches may require irrigation in warm climates, specifically to cool the carpet, as well as for cleaning and presentation. Therefore, as the UK’s climate heats up, the guidelines are applicable here too. Watering, where practicable and appropriate to the system, can slow the development of heat on an artificial surface. That should not, however, be interpreted as an instruction to simply put sprinklers on every 3G field during a heatwave. Pitch construction, carpet, infill, drainage and shockpad systems differ, and the manufacturer’s maintenance instructions should remain the starting point. E Issue 31.5 | EDUCATION BUSINESS MAGAZINE

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Established in 1997, Sportsafe provides the professional supply, installation, inspection and maintenance of sports, fitness and play equipment.

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Hockey surfaces: managing heat and water Short-pile or 2G, non-infill synthetic pitches used for hockey create another set of challenges.Many high-level hockey surfaces have traditionally been irrigated immediately before play to create the fast, consistent playing characteristics required by the sport. Hot, sunny conditions can accelerate evaporation, potentially changing how the surface performs between watering and play. Hockey’s world governing body, FIH, stipulates that irrigation should match the requirements of the particular hockey turf

installed. More water is not automatically better: excessive watering can itself adversely affect playing performance. Water management therefore becomes particularly important during periods of drought or water-use restrictions. Systems should distribute water evenly and efficiently, with maintenance teams checking sprinklers, pumps and controls rather than compensating for poor distribution simply by increasing volumes. Hockey is already moving towards surfaces requiring less water. FIH has been working with manufacturers to develop nonirrigated “dry turf” systems, recognising that routinely watering an entire sports field is increasingly difficult to justify environmentally and economically. The topic of “dry” hockey pitches has been discussed at length at previous SAPCA events. For existing non-filled, sand-dressed and other short-pile systems, maintenance should again follow the manufacturer’s regime. The FIH stresses that there is no such thing as a maintenance-free synthetic surface: cleaning, grooming, checking joints and managing contamination remain necessary if performance and life expectancy are to be maintained.

Sports Grounds

F Operational decisions are just as important. Where conditions are exceptionally hot, facilities might want to consider moving maintenance and, where practical, activity towards cooler parts of the day. Surface temperature and player welfare should form part of the decision-making process rather than relying solely on air temperature. Routine maintenance also remains essential. An infil 3G pitch relies on the correct quantity and distribution of infill to provide its intended performance characteristics. Brushing helps keep fibres upright and redistribute displaced material, while periodic checks should identify areas where infill levels, compaction or wear are becoming inconsistent. Checking infill depth and surface characteristics as part of the regular maintenance cycle is advised, alongside inspecting seams and removing debris. In short, extreme weather does not remove the requirement for routine maintenance; it makes understanding the condition of the surface more important.

When drought turns to flood Perhaps the most difficult challenge is that extreme heat and drought do not preclude extreme rainfall. A hard, dry summer can be followed by intense downpours, while climate projections suggest that heavy rainfall events will become an increasingly important consideration for UK sport. For natural pitches, the first rule following flooding is not to rush the surface back into use. Saturated soils are vulnerable to compaction and structural damage, and standing water may also contain sediment, sewage or other contaminants. Once water has receded, drainage systems, surface levels and grass condition need inspecting. Sediment may need removing, depressions repairing and areas where grass has died renovating and reseeding. Artificial pitches present different risks. Significant flooding can lift and move artificial grass carpets, while sediment and contamination may require specialist cleaning. Infill can also be displaced or washed from an infilled system. Following a serious flood, professional assessment may therefore be necessary before the facility is reopened. For facilities with a known flood risk, resilience begins long before the rain arrives. E Issue 31.5 | EDUCATION BUSINESS MAGAZINE

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Sports Grounds

F Sport England recommends flood planning that considers buildings, machinery and pitches, including how facilities will respond to flood warnings and recover afterwards. The other extreme Extreme cold may become less frequent overall as the climate warms, but that does not mean frost, snow and freeze-thaw cycles will disappear. On natural turf, SAPCA advises keeping both players and machinery off frostcovered grass. Traffic on frozen leaves can damage plant tissue, while a surface that appears to have thawed can remain frozen below, creating both turf-damage and playersafety issues. Salt, hot water and snow-melting chemicals should not be used on natural turf. Synthetic surfaces require their own precautions. SAPCA guidance notes that snow and ice themselves do not normally damage synthetic turf and can generally be allowed to melt naturally. Where snow removal is essential, appropriate brushes or non-metallic equipment should be used rather than metal scrapers. More importantly, a frozen artificial pitch should not automatically be assumed to be safe simply because it remains visually playable. Synthetic fibres become relatively brittle at low temperatures and that shock absorption can be significantly reduced. Playability therefore needs to be judged according to surface condition and player safety. Maintaining resilience The common thread across every surface and every weather extreme is preparation.

Maintenance programmes can no longer simply follow a fixed annual timetable irrespective of conditions. Grounds teams need weather information, good records, regular surface inspections and enough flexibility to postpone an operation when carrying it out would cause more harm than good. Facilities can also build resilience into future investment: effective drainage to cope with intense rainfall; efficient irrigation and water harvesting for prolonged dry periods; suitable turf and infill systems for the local climate; and maintenance equipment capable of keeping those surfaces within their intended performance parameters. A well-designed 3G pitch, hockey surface or natural grass field will always be more resilient than a poorly designed one. But construction alone is not enough. As Britain’s weather becomes more volatile, the surfaces that cope best will be those whose operators understand when to intervene – and, just as importantly, when to leave the pitch alone. For more information on how to properly maintain synthetic turf pitches, visit the SAPCA website, where you can download the SAPCA Code of Practice for The Maintenance of Synthetic Surfaces. There are also other Codes of Practice which offer a wide range of guidance for pitch maintenance, construction and resurfacing. L FURTHER INFORMATION

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Saltex 80th Edition

Rooted in history. Driving progress: SALTEX celebrates 80 editions For 80 editions, SALTEX has provided a meeting place for the people, ideas, machinery and expertise that keep outdoor spaces performing at their best. On 11-12 November 2026, the grounds management community will return to the NEC Birmingham for a landmark edition of the show, celebrating its heritage while looking firmly towards the future Organised by the Grounds Management Association (GMA), SALTEX brings together professionals and volunteers from across sport, education, local authorities, landscaping, estates, contracting, leisure destinations and the wider amenity sector. From those maintaining community pitches and public parks to teams responsible for elite sporting venues, the event is designed for anyone whose work shapes, manages or improves outdoor spaces. This year’s theme, ‘Rooted in History. Driving Progress.’, reflects both the longevity of SALTEX and the pace of change within grounds management. The exhibition was first held in 1938 as the National Association of Groundsmen

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Annual Exhibition at the Hurlingham Club. Since then, it has evolved alongside the profession, moving through the eras of mechanisation, specialist turf equipment and increasingly sophisticated surface management to today’s focus on technology, sustainability, automation and data-led decision-making. That history will be brought to life at SALTEX 2026 through The Archive, a new feature created especially for the 80th edition. Visitors will be able to follow the development of grounds management across five defining eras, with historic machinery demonstrating just how far the profession has travelled. Supported by The Hall & Duck Trust, The Archive will include rare examples from before

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

Saltex 80th Edition

the first SALTEX, including an 1858 Improved Budding lawn mower manufactured by Ferrabees of Stroud, a 1905 Ransomes Patent Motor Mower and a 1919 Simar rotavator. Alongside celebrating the ingenuity of the past, the feature will provide a striking counterpoint to the latest equipment and technology being demonstrated across the show floor. Progress remains at the heart of the event. Visitors can explore machinery, tools, turf and surface solutions, lighting, technology, training and support services from leading industry brands, giving them the opportunity to compare products, speak directly with suppliers and find practical solutions for their own sites and teams. The exhibition floor is deliberately broad because the work of grounds management now reaches far beyond traditional sports turf. Visitors can investigate natural, hybrid and synthetic surface solutions alongside mowers, utility vehicles, robotic equipment, hand tools, irrigation, drainage, LED and grow lighting, battery technology, precision equipment, software and facilities solutions. For organisations responsible for public spaces, this breadth makes SALTEX a useful opportunity to see how innovations developed in one part of the sector can translate into another. The show also reflects the increasing importance of workforce development. Grounds teams are being asked to deliver more sophisticated results while responding to changing environmental pressures, tighter resources and new technologies. Access to relevant education, peer experience and practical demonstrations can help professionals

make better-informed decisions about equipment, maintenance regimes, training and long-term investment. SALTEX creates a setting where those conversations can happen face to face, with the people using products and the people developing them in the same room. SALTEX 2026 will also place an even stronger emphasis on practical learning. Learning LIVE returns with more than 30 hours of free, CPD-accredited education, bringing together experienced practitioners and industry experts to share knowledge that visitors can take back into their day-to-day roles. Across the programme, sessions will tackle the challenges, opportunities and developments shaping the sector, from workforce and skills to technology, sustainability and best practice. E

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Saltex 80th Edition F Alongside the seminar programme, The Workshop offers hands-on learning focused on machinery maintenance, set-up and performance. Practical sessions give attendees the chance to strengthen technical knowledge and learn directly from experienced specialists. The wider programme also creates space for the next generation of grounds professionals, with early-career voices and career development forming an important part of the conversations taking place at the show. For community and grassroots sport, SALTEX provides access to expertise that can make a direct difference on the ground. Volunteers, clubs and facility managers can discover practical pitch-maintenance guidance, equipment and solutions, while

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connecting with organisations that support the development and upkeep of sporting facilities. It is part of SALTEX’s wider role in making professional knowledge accessible across every level of the industry. For public-sector and education visitors in particular, the opportunity to compare approaches across different environments can be valuable. Local authorities, schools, colleges, universities and contractors share many of the same questions around efficient maintenance, safe public access, sustainability, workforce skills and getting maximum value from budgets. The show’s cross-sector audience means visitors are not limited to solutions developed for one type of site. Instead, they can see how peers elsewhere are responding to similar operational pressures. The 80th edition is therefore more than an anniversary. It is an opportunity to connect the lessons of the past with the decisions facing grounds professionals now. The machinery displayed in The Archive tells one side of that story; the technology, education and expertise found throughout the rest of the NEC tells the next chapter. The value of the event also lies in the conversations that happen beyond formal sessions. SALTEX brings the sector together under one roof, creating opportunities to

Saltex 80th Edition

meet peers, compare experiences, build supplier relationships and learn from people managing many different types of outdoor environments. Whether someone is responsible for a stadium pitch, school grounds, an estate, a park, a golf course, a public realm contract or community facilities, there is common ground in the challenges of delivering safe, sustainable and high-performing spaces. Last year’s event welcomed 7,463 grounds people and featured 79 expert speakers, underlining the breadth of the community that SALTEX serves. In 2026, the 80th edition will build on that momentum with a show that combines heritage, education, innovation and practical experience. SALTEX is also distinctive because of what happens after the halls close. As a GMAorganised event, revenue generated by the show is reinvested into the grounds care industry, supporting the association’s work across training, education, membership and advocacy. Attending SALTEX therefore contributes not only to individual learning and business connections, but to the continued development of the profession. Accessibility remains an important part of the visitor experience. Registration for SALTEX 2026 is free, and free visitor parking will once again be available, helping more professionals and volunteers make the trip to

Birmingham. A single visitor badge provides access across both days of the event. For first-time visitors, the format makes it possible to build a day around priorities: researching a purchase, finding technical advice, developing skills or meeting others facing the same challenges. For returning visitors, the 80th edition adds new reasons to come back. Eight decades of SALTEX tell a story of an industry that never stands still. Equipment changes, technology advances and expectations evolve, but the need for skilled people, shared knowledge and strong professional connections remains constant. SALTEX 2026 will celebrate the generations that built the profession while putting today’s people, solutions and ideas centre stage. For anyone responsible for outdoor spaces, the 80th edition offers two days to discover what is changing, learn from experience and connect with the people moving the sector forward. SALTEX 2026 takes place at the NEC Birmingham on Wednesday 11 and Thursday 12 November. Registration is free. M FURTHER INFORMATION

SALTEX 2026 | 11-12 November 2026 | NEC Birmingham | Free registration Registration URL: https://www.saltex. org.uk/saltex-2026-registration Issue 31.5 | EDUCATION BUSINESS MAGAZINE

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Advertisement Feature

Getting students moving, thinking and learning Action Mats create versatile educational resources, designed to bring movement and interaction to children’s learning, targeting three core strands of development: physical, social, and cognitive As the world of education becomes increasingly engulfed in technological advancements and AI proliferation, Action Mats stands out as a fully analogue product that gets students moving, thinking and learning. Designed initially to support non-English speaking students, Action Mats uses bold designs and simple graphics, allowing children to access physical activity at any level. Mats are highly durable, environmentally friendly, non-toxic, and all made in the UK. Consisting of three ranges of products; Action Mats (for children aged 6 – 11), Mini Mats (for children aged 3 – 6), and Mindful mats (designed specifically to support students with sensory needs). Designed for maximum versatility, each range offers flexible configurations for setting the mats up, alongside ready-made lesson plans, learning activities, and idea banks. These resources help practitioners deliver nearinstant engaging sessions – whether as full PE lessons, extracurricular provision, or simply as movement breaks. Active learning activities Both Action Mats and Mini Mats can be enhanced with additional resource packs that give the opportunity for practitioners to deliver core mathematics and literacy-based activities. These activities come as a programme of lesson plans designed by teachers and include simple, online training videos. Active learning helps build on foundation understanding and embed learning that can help support classroom-based lessons. The approach is highly interactive and builds learning through engagement and motivation, while movement and physical activities are

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shown to produce the neurotransmitters that help support memory formation. Sensory circuits As our Mindful Mats range are designed by qualified SENcos they can be used for standalone sessions, as movement breaks, or as part of a Sensory Circuit. Sensory Circuits are structured physical activities designed to help regulate students’ sensory systems before learning begins. The graphics on each mat fits into one of the three categories; alerting, sorting, and calming, and can be used alongside other equipment to create varied circuits that will meet the needs of your students, helping to manage their regulation and become ready for classroom learning. Social development Whether used for dedicated physical activities or enhanced with our curriculumbased learning designs, all our activities are designed to develop students’ communication, teamwork, and collaborative learning skills, essential for interpersonal development. M FURTHER INFORMATION

To explore our Action Mats range and learn more about what they can offer your students, visit www.actionmats.co.uk

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Sport & PE

Build lasting football inclusion in your school As a new school year gets under way, it’s the perfect moment to build on a summer that had football at its heart. With the Women’s World Cup in 2027 and the Euros in 2028 on the horizon, new resources are giving schools the tools to make sure every pupil feels the game is for them There’s a particular feeling at the start of a new school year – fresh starts, new timetables and the warmth of the holidays still lingering. This September, it comes with something extra. The FIFA Men’s World Cup was hard to miss, and for many pupils it will have been a summer defined by football – the excitement, the tension and the conversations it sparked. For schools, September is a natural moment to harness that energy. The World Cup has a way of making football feel universal – but not every pupil experiences it that way. Research behind the Made for this Game: Breaking Barriers programme from The FA and Barclays

found that 71 per cent of girls feel excluded by boys when playing football in primary school, and that gap between the excitement on screen and feeling that the game is for them can widen as they get older. The programme gives teachers a straightforward way to bridge it. And the timing couldn’t be better. With the Women’s World Cup coming in 2027 and UEFA Euro 2028 set to be hosted right here in the UK and Ireland, football is only going to keep coming back into the national conversation. Starting those conversations in school this September means the groundwork is already there when those moments arrive. E

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Sport & PE

The World Cup has a way of making football feel universal – but not every pupil experiences it that way. Research shows that 71 per cent of girls feel excluded by boys when playing football in primary school

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F What the programme offers Made for this Game: Breaking Barriers gives schools a free, flexible set of sessions for KS2 and KS3 pupils, built around two core resource strands. The Equality Champions resources equips pupils to move from awareness into action – becoming advocates for change in their own schools, planning and delivering campaign messages, and building the language and peer support skills to challenge stereotypes about who sport is ‘for.’ The underlying conviction is that young people are not just an audience for these conversations. They are its most powerful participants. The Body Confidence resources addresses a barrier that the research makes plain: 63 per cent of girls disengage from sport in secondary school due to low body confidence. Through the ‘Change, Challenge, Choose’ framework, pupils are given practical tools to examine and reframe their relationship with their bodies – moving towards a more confident sense of themselves as people who belong in physical activity. The approach is as relevant to PE and sport of all kinds as it is to football specifically.

Sport & PE

Beyond the pitch The questions this programme raises go further than sport. Body confidence, stereotypes about who physical activity is ‘for’, the skills to challenge and advocate – these shape how pupils engage across school life, not just in PE. At their heart, they are conversations about belonging, and they have value for every young person whatever their relationship with the game. Free, flexible and ready for September The resources require no budget and minimal preparation. They sit comfortably in PE, PSHE, wellbeing or inclusion timetables, and work equally well for schools new to the programme or those building on previous sessions. With the Women’s World Cup in 2027 and Euro 2028 to come, the conversations started this September could shape how inclusive those moments feel for every pupil who experiences them. The tools are free, and there’s no better time to begin. L FURTHER INFORMATION

www.girlsfootballinschools.org

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Play

Outdoor play: why quality, inclusion and expertise matter more than ever Dr Amanda Gummer, chair of the Association of Play Industries, examines research which highlights both the challenges facing school play provision and the role the play industry can have in addressing them

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The latest State of Outdoor Play in Primary Schools report from the Association of Play Industries (API) paints a clear picture of an education system under pressure, where outdoor play is widely valued but increasingly vulnerable. For the play industry, the findings reinforce the importance of quality, safety, inclusivity and longterm thinking at a time when schools must make every investment count.

2 provision as poor or very poor. Daily outdoor access falls dramatically from EYFS to KS2. This decline highlights a long-standing issue: outdoor play is often treated as an early years priority rather than an essential part of every child’s development. For the play industry, this underlines the need to support schools with age-appropriate, challenging and engaging environments that evolve alongside pupils’ needs.

A steep decline beyond the early years The research reveals a significant drop in the quality and use of outdoor play spaces as children progress through primary school. While Early Years settings continue to prioritise outdoor play, only eight per cent of primary teachers rate their outdoor spaces as excellent, and one in five schools describe their Key Stage

Curriculum pressure and the squeeze on outdoor learning Although educators overwhelmingly recognise the benefits of outdoor learning, the report shows that curriculum pressures are pushing aside play-based and outdoor approaches. By KS2, outdoor learning accounts for just 1.5 per cent of lesson time.

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

Play

Well-designed play spaces can help bridge this gap. Increasingly, schools are looking for outdoor environments that are not singlepurpose playgrounds, but multifunctional spaces that support physical activity, social development and curriculum-linked learning. This is where experienced play providers can add real value in helping schools maximise limited space while aligning design with educational outcomes.

Although educators overwhelmingly recognise the benefits of outdoor learning, the report shows that curriculum pressures are pushing aside play-based and outdoor approaches

Risk aversion and the need for balanced design The research also highlights how risk and safety concerns are shaping playground provision. Low-risk features such as markings and mud kitchens dominate, while equipment that offers higher levels of physical challenge is now rare. This trend points to a growing need for reassurance and expertise. Schools want to provide safe environments, but they also recognise the importance of appropriate risk in developing confidence, resilience and physical capability. Trusted play companies, working to recognised safety standards and best practice, are well placed to help schools strike this balance through thoughtful design and compliant installation. Inclusion: a gap that must be addressed One of the most striking findings is the lack of inclusive outdoor provision. Seventy per cent of schools report having no specialist equipment for pupils with SEND, and inclusivity is still not a main consideration in many purchasing decisions. This presents both a challenge and an opportunity for the play industry. Inclusive design should not be an afterthought or an expensive add-on, but a core principle built into play spaces from the outset. Providers with experience in inclusive consultation, accessible design and compliant equipment can help schools create environments that work for every child, regardless of ability. Tight budgets demand long-term value With most schools spending under £10,000 on outdoor play in recent years, investment decisions are understandably cautious. Schools are prioritising maintenance, durability and versatility, alongside inclusive and weatherresistant solutions that deliver year-round use. E Issue 31.5 | EDUCATION BUSINESS MAGAZINE

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Play F In this climate, schools increasingly need partners who can demonstrate financial stability, proven experience and long-term value – from initial consultation through to installation, inspection and ongoing maintenance. Choosing suppliers who operate to high professional standards gives schools confidence that limited budgets are being spent wisely. The role of trusted industry partners As the report makes clear, outdoor play remains a cornerstone of children’s health, wellbeing

and learning, but without the right support, it is often the first area to be cut. The play industry has a vital role to play in reversing this trend by supporting schools with evidence-led design, compliant equipment and practical guidance. This is where working with recognised, accountable play providers becomes increasingly important. API members, for example, are required to meet rigorous standards around safety compliance, financial stability, professional conduct and inclusive design, while also offering added value such as stakeholder engagement, post-installation inspections and maintenance support. Looking ahead The future of outdoor play in primary schools will depend on collaboration between educators, policymakers and the play industry. By prioritising inclusive, flexible and well-designed spaces – and by working with trusted, accredited providers – schools can ensure outdoor play is not confined to the early years and embedded throughout the whole of primary education. For the play industry, the message is clear: quality, expertise and accountability are no longer optional. They are essential to delivering play spaces that meet today’s challenges and stand the test of time. M FURTHER INFORMATION

www.api-play.org

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Product Finders

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Advertisers Index

ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service Access UK

Action Mats

120

LocknCharge

Advanced Electronics

Lofthouse Construction Group

108

Adveco

Marbeuf Conseil et Recherche

Ann Arbor Publishers

OPRaaS

105

AOC

Pickerings Hire

Bauder

Portland Charity

BiGDUG

Procon Modular UK

C & H Fire Protection

Project School

CFone Communications

Resonics

Chameleon PDE

123

RISO

Chatterbug (Brightspeech)

Rossair Group

Commercial Fire Protection

42, 48

SALTEX 2026

IBC

Cornerstone Management Services

SCG Education

96, 102

Daisy Education

SEN Legal

Dimensions Curriculum

SICO Europe

Disability Rights UK

Simple Acoustics

Edun

Sports Courts UK

110

EMS

Sportsafe UK

112

16, 21

Stuart Canvas

114

Energy Sparks

Lets Fly Lets Learn

56 IFC, 93, 127

EU Signs

Talk Straight & Schools Broadband

90, 127

Fire Safety Specialists

Terapia

Forum Events and Media Group

104

The Evacuation Company

101

Fresh Air Fitness

The Safer Food Group

Fujifilm

TIB Services

Hochiki Europe

Tough Furniture

Hushoffice

Training with Pride

Ian Williams

Vimpex

Institute of School Business Leadership – ISBL

Whites Bakery

Cover Wrap, 80, 82

JL Brooks

Yeoman Shield

26, 127

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