Education Business 29.1 by PSI Media

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ISSUE 29.1

Business Information for Education Decision Makers DESIGN & BUILD

IT & COMPUTING

SUSTAINABILITY

GETTING GREENER Ways to reduce your carbon footprint and energy consumption

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Editor’s Comment Education Business 29.1

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Issue 29.1 | EDUCATION BUSINESS MAGAZINE

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Contents

Contents Education Business 29.1 Image ©Wernick Group

SUSTAINABILITY

DESIGN & BUILD

CATERING

IT & COMPUTING

BETT SHOW PREVIEW

CYBER SECURITY

STEM

TRIPS

Education Business magazine

www.educationbusinessuk.net Issue 29.1 | EDUCATION BUSINESS MAGAZINE

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HUMAN RESOURCES

Performance-related pay in schools to be scrapped The government has accepted proposals to remove performance-related pay (PRP) in schools by September following recommendations from the Workload Reduction Taskforce. The DfE document states: “We recognise members’ concerns around the administrative and workload burden of Performance Related Pay and its impact on teaching and learning. We want to ensure that school leaders are able to support, develop and reward their staff in the least burdensome way, removing the bureaucratic requirement to run the PRP system. “We accept the recommendation that the requirement for PRP should be removed and replaced with a less bureaucratic way to manage performance fairly and transparently.” The Taskforce said there are concerns that PRP works poorly in practice and does not have a commensurate positive impact on teaching and learning. The Taskforce, therefore, recommends a formal commitment to consult with statutory consultees on PRP with a view to remove it in line with the School Teachers’ Review Body’s observation and in time for the 2024/25 academic year. The changes will be communicated in Spring 2024 to give schools sufficient notice to enable them to prepare during the summer for September 2024 implementation.

SCHOOL BUILDINGS

All schools in Wales with RAAC now fully open The Welsh Government has reported that the few schools that had RAAC confirmed are now open for all pupils - and that no further cases of the concrete have been identified. Wales had a lot fewer instances of RAAC in schools that other areas, with only five schools in Wales identified as containing RAAC, compared to 231 in England and 39 in Scotland. The Minister for Education and Welsh Language, Jeremy Miles said: “Over the past nine years, we have introduced an extensive programme for the refurbishment and building of new schools and colleges, upgrading and replacing those which are most in need of replacement for safety and quality reasons. “The fact that so few cases of RAAC have been identified in our schools, only five in Wales in comparison to over 270 elsewhere in the UK, is testament to this Welsh Government’s investment in our learning centres.” The Welsh Government has increased the level of capital funding available through the Sustainable Communities for Learning programme to £850m for the period 2022 to 2023 and 2024 to 2025 representing an increase of 25 per cent when compared to the 2021 to 2022 baseline. To date more than £2.35 billion has been targeted towards new-build and major refurbishment projects. READ MORE

Issue 29.1 | EDUCATION BUSINESS MAGAZINE

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News

SPORT & PE

Mo Farah becomes National School Sport Champion Four-time Olympic and six-time World Champion, Sir Mo Farah CBE has been appointed the Youth Sport Trust’s new National School Sport Champion. Mo’s decision to take on the role follows his retirement from competitive running in 2023 and is driven by his own experience of the role sport can play in supporting young people’s personal development and helping them find a sense of self and belonging within school. As captured in the BBC documentary ‘The Real Mo Farah’, Sir Mo credits school sport, and his PE teacher Alan Watkinson in particular, with saving him after he was trafficked into Britain as a child. Sir Mo Farah said: “Every young person should grow-up happy, healthy and with the opportunity to achieve their full potential. Ensuring they are physically active for 60-minutes a day is an important part of making this happen. “Too few children in the UK are exercising regularly and it’s having a detrimental impact on their health and wellbeing. In my new role as National School Sport Champion, it is my mission to get as many young people moving on a daily basis as possible. The power of sport helped me find my passion as a young person, so I’m firmly encouraging kids across the UK to get involved in 60 minutes a day of PE, Sport and Play.” The Youth Sport Trust has also launched a new manifesto for action, which sets out how to build a system which drives the transformational change needed to give every child an active start in life.

MATHS

New funded scheme to support top maths pupils Charity Axiom Maths is offering to fund ‘Maths Champions’ in secondary schools to ensure high-attainers in the subject don’t fall off track in year 7. The charity’s research suggests that many top maths pupils in primary schools experience a significant decline in interest and attainment in the subject, particularly during the transition to secondary school. This phenomenon is particularly pronounced among disadvantaged pupils. Half of disadvantaged pupils who are top attainers in maths at the end of Year 6 don’t go on to get a grade 7 or higher at GCSE. The ‘Maths Champions’ scheme is designed to seize the critical window of opportunity as high-attainers start year 7 and are at risk of falling off track. These Maths Champions will work with Axiom Maths to implement a package of support for high-attainers, including weekly maths circles. In maths circles, a small group of students will come together regularly with a mentor to grapple with intriguing questions, to explore exciting ideas, and to learn to think like mathematicians. Axiom Maths has surveyed thousands of pupils and their families to try to identify why and when high attaining maths pupils are ‘lost’ as they progress through their education. The study, which surveyed 2,000 pupils in years 6-9, found that when high-attaining primary pupils transition into secondary school they become 25 per cent less likely to say maths is fun; 40 per cent more likely to say maths is not challenging enough; and twice as likely to say maths is boring... CONTINUE READING

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News

MENTAL HEALTH

£1.5m mental health support package for school leaders The Department for Education (DfE) has announced £1.5 million to deliver a three-year mental health and wellbeing support package for school and college leaders, as part of new measures to improve recruitment and retention in the teaching profession. The mental health and wellbeing support package for school and college leaders will provide professional supervision and counselling to at least 2,500 leaders. The government is also committing to publishing new guidance in the spring on how to prevent and tackle bullying and harassment of school staff. The measures have been announced after consultation with school leaders and teachers around the improvements they believe will ensure that teaching remains an attractive and rewarding profession. Alongside this, the DfE has said it will publish its progress update on the Education Staff Wellbeing Charter – two years after it was initially launched. The update shows the significant progress made on its pledges, including the commitment to embed staff workload and wellbeing considerations into government decisions, as well as to measure and respond to changes in staff wellbeing. Over 3,000 schools and colleges have adopted the charter so far.

ATTENDANCE

Major expansion of attendance hubs announced The government has announced a major expansion of attendance hubs, which provide a range of tailored support to families and pupils to improve attendance. There will be 18 new attendance hubs across six regions, bringing the total to 32 and will see nearly 2,000 schools helped to tackle persistent absence. Hubs are run by schools with excellent attendance that share practical ideas with other primary, secondary, alternative provision and special schools in England who need help to boost their attendance. From direct pupil engagement initiatives like breakfast clubs and extracurricular activities, to improving their processes and analysis of attendance data, lead hub schools provide a range of support to schools that they can tailor to their pupils and families. The government is also increasing the direct support offered to children and their families with the expansion of the attendance mentor pilot programme. With an investment of up to £15 million, over three years, this programme will provide direct intensive support to more than 10,000 persistent and severely absent pupils and their families... CONTINUE READING

Issue 29.1 | EDUCATION BUSINESS MAGAZINE

CAMBRIDGE ADVANCED NATIONALS

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Turing Scheme benefitting disadvantaged students Research into the government’s Turing Scheme, which replaced Erasmus, is helping to strengthen partnerships across the globe, beyond Europe, as well as reaching more students from disadvantaged background or underrepresented groups. Now in its third year, the scheme has gone from strength to strength with the latest figures showing that more than 40,000 students are set to benefit in 23/24 academic year, 60 per cent of which are from disadvantaged background or underrepresented groups. This includes around 1,800 additional students from disadvantaged backgrounds in the further education sector alone compared to last year. The report also highlights how the scheme has supported universities, colleges and schools across the country to strengthen existing partnerships and develop links with a wider range of countries such as the USA, Japan and Canada, not just EU countries. Students reported benefits including a significant improvement in both skills and academic knowledge, and the opportunity to experience different cultures, fostering a richer international outlook that goes beyond traditional classroom learning. The Touring scheme allows students to study and work in a wide range of areas including healthcare, the environment and construction at over 160 countries including Canada, Japan and the United States – alongside popular European destinations like Spain and France.

News

TURING SCHEME

More top news stories from www.educationbusinessuk.net Family hubs to help parents boost early learning: READ MORE Flexible ITT delivery network project gets underway: READ MORE Nominations open for Welsh Teaching Awards: READ MORE UKHSA issues back-to-school advice to kerb winter illnesses: READ MORE £1.5k eco prizes up for grabs in school film competition: READ MORE Ofsted’s new chief pledges to work closely with unions: READ MORE READING

Primary schools urged to join year 6 reading fluency trial Primary schools throughout England are being invited to take part in a trial to assess the impact of reading fluency support on reading comprehension and SATs outcomes for struggling year 6 students. 180 schools will take part in the trial in the 2024/25 autumn and spring terms to evaluate the impact of HFL Education’s KS2 Reading Fluency Project on pupils not currently on track to meet reading expectations by the end of KS2. The trial has been funded by the Education Endowment Foundation (EEF) through the Department for Education’s Accelerator Fund, which aims to expand the use of evidence-based programmes in schools across England. Penny Slater, education development and partnership lead at HFL Education (formerly Herts for Learning), said: “We know that ensuring all children can read with skill, confidence and enjoyment matters to teachers. When we enable our children to read well, we give them the opportunity to learn more about their own lives and the lives of others – as well as open doors to unlimited knowledge, joy and wonder. “Our Reading Fluency Project has shown promise in improving reading skills for students working below age-related expectations. Through this EEF funded trial we can gather further insights and knowledge about... CONTINUE READING

Issue 29.1 | EDUCATION BUSINESS MAGAZINE

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Sustainability

Taking sustainability into your own hands There are many measures – big and small – that schools can do to reduce their carbon footprint. From energy sourcing and consumption, to food and uniform policies, Adam Flint, national manager of Eco-Schools England, explains how to make a positive impact There are currently, in England, approximately 8.9 million pupils attending 24,400 schools. Each school has a carbon footprint. The carbon footprint comes from the amount of energy and the resources – food, books, computers, paper etc – that it uses. Estimates suggest that schools account for 50 per cent of a local authority’s carbon emissions so therefore it makes sense in a world where many local authorities have declared a climate crisis that we look at reducing the carbon footprint of the nation’s schools. This is backed up by children’s and young people’s concern about the climate. Globally, up to 20 per cent of young people think it’s ‘too late to fix the climate crisis’. In this country, the picture is a little more optimistic. YouGov research conducted for Keep Britain Tidy shows that 82 per cent of children and young people believe they can make a

positive difference but more than two thirds say they need the help of others to do so. Schools are a place where children and young people can come together to take action, with the inbuilt network of teachers, support staff, catering staff, governors and parents to help them. And there is a lot that schools can do. Estimates suggest that, collectively, schools could prevent more than 600,000 tonnes of CO2 from entering the atmosphere – the same carbon reduction as taking more than 130,000 cars off the road each year. Taking action Environmental charity Keep Britain Tidy runs the country’s largest environmental education and sustainability programme, Eco-Schools, and in November ran its second Cut Your Carbon Week with pupils being E Issue 29.1 | EDUCATION BUSINESS MAGAZINE

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Ways to cut carbon One of the first areas where schools can look to make a dramatic difference to their carbon footprint is food. Small changes to the school dinner menu can have a big impact. If the average primary school was to introduce one meat-free day – switching to a plant-based option – for all pupils eating school-provided meals per week, that school

Uniforms are an area where schools can make a significant impact on their environmental footprint. It can take 2,700 litres of water to produce the cotton to make a single T-shirt and the carbon footprint of each one is 6.75kg

Sustainability

F encouraged to take a range of actions that can help reduce their carbon footprint. The campaign is estimated to have saved 594,856 kg CO2E - the equivalent of driving 1,524,942 miles in a petrol car, burning 302,242kg of coal, or charging 72,359,858 smartphones! 1,969 nurseries/schools signed up to deliver Cut Your Carbon in their setting with the 965,093 pupils reached during the campaign challenged to complete nine simple actions at home with their families. These actions connected to everyday activity, reduced emissions, challenged behaviours, and prompted families to consider sustainable alternatives. But carbon reduction is obviously not something that is just for one week of the school year. There are changes that schools can make that will, over time, have a significant impact on their carbon footprint and, at the same time, help to create a generation of young people equipped with the knowledge and skills they will need in a world where carbon reduction is becoming more and more critical.

could save 2,865kg of carbon by that one simple act. Beyond that, switching from beef to chicken on other days would also save significant amounts as the carbon footprint of beef is almost ten times that of chicken. During Cut Your Carbon week, 33,935 pupils went meat free for at least one day, resulting in an estimated saving of 115,379 kg carbon dioxide emissions. The biggest single source of CO2 emissions in the UK is transport, accounting for 24 per cent of all emissions. Every day, millions of car journeys are made taking children to and from school. These journeys, no matter how short or convenient, all contribute to this figure. During the week 36,452 pupils made at least one journey more sustainable, saving 25,087 kg carbon dioxide emissions. Encouraging and empowering pupils with the knowledge to influence parents, as well as providing solutions such as bike storage facilities and ‘walking buses’ for younger children, can help drive down the carbon footprint created by the school as well as improving air quality in the area. Finally, how and where schools purchase equipment matters. There are the obvious changes such as reducing the use of singleuse plastics in schools and ensuring that all paper bought is recycled. But thinking beyond that, an even more powerful shift is to change habits and move up the waste hierarchy to reduction and reuse. Uniforms are an area where schools can make a significant impact on their environmental footprint. It can take 2,700 litres of water to produce the cotton to make a single T-shirt and the carbon footprint of each one is 6.75kg. Reducing the amount of new school uniform bought can reduce the carbon footprint and, at a time when family budgets are so stretched and people are struggling to make ends meet, has the advantage of being a massive cost-saving for hard-pressed parents. E Issue 29.1 | EDUCATION BUSINESS MAGAZINE

Sustainability

F Breaking the stigma of ‘second-hand’ and ‘hand-me-downs’ and making it a positive, environmental choice is something that pupils – and parents – can learn from and take into the rest of their lives. In fact, 24,580 pupils said ‘no’ to buying at least one new item in November, saving 172,060 kg carbon dioxide emissions. Energy consumption Finally, possibly the most obvious way in which schools can make an obvious and instant difference to their carbon footprint is through their energy sourcing and consumption. Buying gas and electricity from a green energy supplier will immediately cut a school’s carbon footprint. If this is not possible, cutting energy use – switching things off rather than leaving them on standby, turning off lights etc – can reduce a school’s energy bill and cut carbon emissions. If every school in the country cut their energy consumption by 10 per cent, that would mean a carbon saving equivalent to the weight of three Empire State Buildings every year. The message is, whether it is big actions or small actions, there are easy and effective ways that every school in the country can begin to cut its carbon footprint today. If you would like to find out more about EcoSchools and how you can take your school on a

journey to becoming more sustainable, visit the website below. L FURTHER INFORMATION

www.eco-schools.org.uk

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

Like many employers, schools are set to face a growing demand for EV charging, driven by the steady increase in the number of electric vehicle adopters. They also have their own part to play in this growth and drive toward net zero, with the introduction of the Department for Education salary sacrifice scheme

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Sustainability in schools

ultimate impact of all this change is that one day, every car parked at your site will be an EV. A problem faced by many is, how far do we go right now? You might be thinking five chargers is enough, for now, or you might be thinking 20, let’s get it all done. Or, you might need some guidance. The good news is, E.ON can support you, no matter what strategy you have (or don’t). We can work with you to install a handful of chargers to start you on your journey, whilst ensuring the work we do creates an infrastructure that can easily grow, as and when you need it to. We can also install 20 or more chargers, and even support you with navigating any grid connections or supply capacity upgrades.

The salary sacrifice scheme is an initiative which enables schools and trusts to implement a mechanism which enables their staff and teachers to ditch their old petrol or diesel car, and make the switch to an EV. As this is rolled out and the market grows alongside it, the need for a reliable EV infrastructure in educational settings becomes critical. The

No idea where to start? We’ve got you covered there too, our experts provide free, no-obligation consultation. We can visit your site, assess your needs, provide you with bespoke quotes and options, as well as guidance on accessing workplace charging grants. But EV is only a small part of what we do. When you start a relationship with us, we want to become your sustainability partner, we’re in it for the long haul. EV is widely regarded as the first step, from there, we can look at solar panels to offset the increased electricity consumption. We can install Building Energy Management Systems to monitor and optimise the efficiency of your consumption. And depending on your location, we can even arrange for you to be connected to District Heating Schemes, or even build your own on site. EV is the first step we take together. L FURTHER INFORMATION

eonenergy.com Issue 29.1 | EDUCATION BUSINESS MAGAZINE

We’re helping schools drive toward sustainability

We’re supporting universities, colleges, schools, and academy trusts on their sustainability journeys, by installing EV charging for staff and visitors. Changes like this send a positive message to students, and with up to £14,000 of government funding available, plus the introduction of the salary sacrifice scheme for academy trusts’, it’s never been easier. We offer flexible installation to avoid disruption in or out of term time. And with flexible payment options, 24/7 support, and access to a range of other energy efficient solutions, you’ll be in safe hands with a partner you can trust.

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Transform your school with edding’s EcoLine and Return Box scheme Imagine a future where your school becomes a beacon of sustainability, leading the way for the next generation. With edding’s EcoLine range and Return Box scheme, this vision can become a reality

In the pursuit of knowledge, we often find ourselves overlooking the impact our educational institutions have on the environment. Ink specialist brand, edding, are giving schools the opportunity to address this issue with their sustainable EcoLine range of markers and new return box initiative. Since its inception in 2009, edding’s EcoLine range has evolved into a symbol of environmental responsibility. The range has been climate-neutral since 2020, embodying the very essence of green, climate-friendly credentials. Of the total plastic used in crafting EcoLine permanent, whiteboard, and flipchart markers, 83 per cent is sourced from post-consumer plastics. This translates to an impressive 90 per cent recycled material overall. Furthermore, edding UK are working with Tree Appeal on their ‘Trees for Schools’ campaign. From April 2022, 5p from the sale of every edding EcoLine marker has contributed towards planting trees in the UK and in Africa. Therefore, switching to EcoLine products means your school would be contributing to a substantial reduction of approximately 126 tonnes of carbon emissions annually, as well as instilling students with a sense of responsibility towards our planet. Return Box scheme You can also take your commitment a step further with edding’s newly launched

Return Box scheme, acting as a bridge to a circular economy. Here’s how: Order: Integrate EcoLine into your school supplies. Use: Watch as staff and students create, learn, and make a positive impact. Return: When your pens and markers are no longer useable, staff and students can play their part by placing them in the edding Return Box. Once full, return to edding UK, free of charge. The beauty of the edding return box is that any brand of pens and markers can be placed in there. Reward: Once returned your school can showcase their commitment to sustainability with a certificate recognising your participation in the edding Return Box scheme. Recycle: We take care of the recycling process, ensuring a closed-loop system that reduces waste. A commitment to sustainability Simply put, by switching to edding EcoLine markers and participating in the return box scheme, your school aligns itself with a brand that’s not just recognised for quality products, but also for its unwavering commitment to sustainability, whilst also teaching students the importance of making environmentally conscious decisions. For further information or to order edding’s EcoLine and Return Box please contact us below L FURTHER INFORMATION

edding.co.uk info@edding.co.uk 01727 846688 Issue 29.1 | EDUCATION BUSINESS MAGAZINE

EnviroEcoWall Fireproof Panel Building System

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Design & Build

Volumetric modular construction While traditional build processes are laced with hidden costs, delays and are highly disruptive – volumetric modular construction brings performance and programme certainty, along with transparency and robust data to ensure safety. Jackie Maginnis, chief executive from the Modular and Portable Building Association, shares more details The reinforced autoclaved aerated concrete (RAAC) issue has generated alarming building safety headlines across the media, highlighting the plight of 230 plus affected schools. The Guardian however, has recently published a more uplifting story about how modular and portable building firms are ramping up production to supply temporary facilities at a time of crisis. But as Richard Hipkiss from the Modular and Portable Building Association points out, this is not the first time the industry has come to the aide of the education sector. Although many think volumetric modular construction is a new thing, some MPBA members have remarkable histories over many decades in providing the highestquality education buildings – from temporary classrooms to multi-storey teaching blocks complete with offices, catering facilities and welfare accommodation.

Polegate School ©Wernick Group

The concept of factory manufactured buildings was born out of an education emergency. The baby boom following World War II resulted in an urgent need to rapidly increase school places. This stimulated a search for new methods of construction to alleviate the problem. The emphasis was to supplement traditional building operations with methods of construction using industrial factory capacity outside the industry. Redundant munitions factories were used to produce prefabricated school buildings to meet urgent demand. Contemporary volumetric modular buildings are far removed from the ‘prefabs’ of yesteryear. Modular approaches are now acknowledged as revolutionising the construction industry. While traditional build processes are laced with hidden costs, delays and are highly disruptive – volumetric modular construction brings performance and programme certainty, they are easy to plan, budget and are quick to install. Building safety ‘Building a Safer Future’ – an independent review of Building Regulations and fire safety, by Dame Judith Hackitt was published in 2018 following the Grenfell Tower tragedy, setting out more than 50 recommendations for government to deliver a more robust regulatory system. The Building Safety Act (BSA) is a comprehensive piece of legislation based on this report that aims to improve building

Design & Build

Providing a golden thread of information from concept to completion is a process that many in the construction industry are struggling to implement safety and standards, with a particular focus on higher-risk buildings. Introduced in April 2022, buildings classified as ‘high risk’ such as student accommodation blocks over 18 metres will come under a more stringent regulatory regime, but the new regulations also have implications across the wider construction industry including the education sector. On 01 October 2023, the secondary legislation needed to support the practical implementation of the Building Safety Act came into force to help ensure responsible parties operate within the law. The Building Safety Regulator (BSR) based within the Health and Safety Executive – will now monitor the construction industry and will be able to impose fines, order alterations or the removal of non-compliant work. The extensive enforcement powers granted by the Building Safety Act means the Buildings Safety Regulator has the power to prosecute individuals of corporate bodies. The golden thread In her report, Dame Judith Hackitt highlights the need for a system-based approach with a ‘golden thread’ of information running through the lifecycle of each project. The purpose of this golden thread is to ensure that all relevant parties have access to accurate information about a building’s safety risks and how they can be managed over time. One important piece of legislation introduced by the Building Safety Act is the golden thread of information in construction. This refers to a clear and complete recordkeeping system that tracks all aspects of a building’s design, construction and maintenance throughout its entire lifecycle. It would be expected that the more stringent building safety regime underpinned by the new Construction Products Regulator would prevent situations such as the RAAC issue ever arising again. But if a construction product fault was ever identified, having such a record of information would mean affected buildings could be quickly identified. E Issue 29.1 | EDUCATION BUSINESS MAGAZINE

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Design & Build

F Traceability and accountability Providing a golden thread of information from concept to completion is a process that many in the construction industry are struggling to implement. Central to the concept is guaranteeing the traceability and availability of project data and all decisions relating to the design, construction, safety performance and maintenance of the building. The ‘thread’ involves the information handed over at the completion of a project which must be right from the start of client ownership and then must remain accurate throughout the building’s lifecycle. With traditional construction, often key information such as product specification and maintenance details are not complete or accurate at the point of client handover, which means the golden thread required for optimal running and safety cannot be achieved. With volumetric modular construction, all data can be validated and coordinated as part of a structured process, which helps provide accurate and reliable information for clients at the point of handover. It also means it is easier to identify what products and material specifications were used on previous projects should any legislation changes occur.

By verifying the materials and products to be used on a construction scheme and by simplifying the onsite assembly process, volumetric modular construction offers developers an opportunity to avoid many traceability issues. Modular construction helps ensure client satisfaction and product E

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Design & Build

Modular builds are less susceptible to poorly specified manufacturers’ products as time can be taken upfront to validate the correct specification of materials F assurances through the certainty and quality embedded into the build process. Modular builds are less susceptible to poorly specified manufacturers’ products as time can be taken upfront to validate the correct specification of materials. This allows clients to have confidence in the quality and performance that they can expect from their new building. By completing large elements of construction away from the build location, they can also reduce the length of construction time spent onsite as well as reduce the risk of unforeseen construction issues. It is standard practice for Building Information Modelling (BIM) to be embedded into the design and advanced manufacturing processes involved in modular construction. As an established method of sharing building lifecycle data across design, construction and operation – BIM is also regarded as integral to achieving a golden thread. Since 2016 the BIM mandate has required UK public sector construction projects to use BIM technology. This has helped speed up

Polegate School ©Wernick Group

the pace of adoption during the design and construction phases. It has been predicted that government intervention around the golden thread will accelerate things further. As I have mentioned before, modular construction is not a new industry but through learnings from advanced manufacturing and best practice in other sectors, it represents a genuine opportunity to disrupt an oftendisjointed industry which suffers from a lack of data traceability and accountability. With its powerful combination of controlled deliverables and customisable outputs, modular construction provides the repeatable quality and safety needed to meet client demands. It is going to be difficult to achieve the levels of assurance and traceability the UK construction industry will need to actively deliver a golden thread of information from concept to completion – without an even wider adoption of modular technology. L FURTHER INFORMATION

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Industry Insight: Dealing with damp and mould What are the health risks of having mould present in an education setting? And what are the best ways to prevent it and treat it once it occurs? David Bly, director of Cornerstone, explains How is damp and mould caused in school buildings? Of note, damp is generally an ingress of moisture from either the exterior, a leak or an ingress whereas mould is a separate issue and a ‘symptom’ of a problem. Mould spores are in the air all the time and, if an atmosphere is not changed i.e. ventilated, the warm moist air will come into contact with colder surface areas and likely lead to condensation at certain times of the day. This nutrient, upholds mould development. In a classroom there are a number of pupils and teachers all adding moisture to the atmosphere via natural breathing alongside their activities and, whilst this is a natural aspect, the changing of the now warm

atmospheric moisture load is a key undertaking to reduce the mould potential. In the absence of any extract devices in a classroom, it is fully recognised the opening of windows to ‘purge’ the damp atmosphere is not viable during the winter. Therefore, consideration can be given to utilising dehumidifiers to reduce this potential alongside their everyday management with emptying the collection units why, because the emphasis on any room with many occupants is to ‘change the atmosphere and break the warm air cycle’. What are the health risks of having damp and mould in schools for pupils and staff? The risks to pupils and staff cannot be determined for each person. Why? Because our metabolisms are all different.

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Treating mould is crucial in securing its removal for the long-term. Each development has a root system, and products including bleach and/ or soap and water do not deal with the root system, resulting in its likely redevelopment in a reduced timeline Therefore, an approach would be to consider all occupants are at risk since there is also no safe level of mould spores in the atmosphere for each of us. Any person suffering a pre-existing issue or ailment may be recognised as being more prone to a resultant cough or breathing issue hence, the atmosphere in general is key to upholding a safe as possible environment for all as a collective. Where mould is present, one square inch can hold between one and 10 million spores naked to the eye and, is the key reason for adopting a zerotolerance approach to visual mould outbreaks. What are the best ways to prevent damp and mould, and the best ways to treat it once it’s present? The best way to prevent damp is managing the building structure where damp and/or spoiling of the surface is evident alongside pertinent repairs. Regarding mould, managing the atmosphere is the only way to reduce its potential for development. Why? Because mould in one classroom or hallway releases spores that travel the building as a whole based on vapour pressure differences through the structure, resulting in new developments where conditions are suitable. This correlates to a ‘mould outbreak being the result of another outbreak elsewhere’. Therefore, any mould noted must be treated immediately to reduce the risk for it developing in other suitable locations. Treating mould is crucial in securing its removal for the long-term. Each development has a root system (mycelllium), and products including bleach and/or soap and water do not deal with the root system, resulting in its likely re-development in a reduced timeline. Recommended products include Fungicides or Biocides used in conjunction with manufacturers guidelines and P3 masks.

David Bly, director, Cornerstone David has been involved with the property damage industry sector for many years encompassing the assessment and dissemination of key property damage causes. His experience aligns to understanding damp, condensation and mould related issues in properties combining all industry approved surveying techniques to deliver a bespoke solution clients demand.

Fungus is the mould and ‘cide’ means to kill its root system. And, it is highly recommended to spray a wipe and not the wall. Why? Because pressure from the spray device will drive a significant amount of spores into the atmosphere adding to the potential for development elsewhere in the building. L

FURTHER INFORMATION

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apetito’s pre-prepared model: a revolutionary new catering option for schools Rupert Weber, head of education at apetito, looks at the mealtime provision choices schools face

In-house? Or contracted out? It’s one of the biggest dilemmas facing schools when it comes to their meals provision but apetito now offer a new and innovative meals solution that is proving to be an attractive choice for schools. apetito’s revolutionary pre-prepared catering model helps schools deliver the control and flexibility of in-house catering but with complete simplicity that can’t be achieved in traditional in-house kitchens. We help schools achieve full control of their menus and staff, whilst delivering exceptional meals and a flexible service that is easily adapted to suit bespoke needs and helps to deliver strong uptake. We’re already feeding over 10,000 pupils a day and like to think of ourselves as ‘in-house made easy’. One of apetito’s values is ‘great food to be proud of’ and we have a team of award-winning chefs to deliver on this promise. They’ve done everything from working in Michelinstarred restaurants, to reaching the final of the prestigious National Chef of the Year competition, previously won by Gordon Ramsay. Against the backdrop of skilled labour shortages, utilising apetito’s chefs rather than hiring them locally is proving highly desirable, helping schools to overcome recruitment challenges.

But it is not just apetito’s chefs who develop our range of dishes. Supporting them are passionate nutritionists and dietitians who help to create every recipe. Our education team even has a dedicated nutritionist to support schools with menu planning for children with complex dietary needs. But as a service, we do more than provide great food. By partnering with apetito, there are other significant advantages. We’re dedicated to working in a sustainable way, which has benefits for schools making commitments to sustainability. We source high-quality ingredients from sustainable suppliers, such as Yorkshire Greens, who have one of the UK’s only carbon-neutral vegetable processing and packing facilities. Food safety is also a huge benefit with our model. Every single batch of our meals are tested in our on-site laboratories for nutrition and harmful pathogens, so schools can have total confidence in the safety of our meals. Lastly, huge financial efficiencies are achieved. Through a combination of leaner labour structures, smaller kitchens, and reduced utilities and food waste, apetito offer ultra-efficient financials. We deliver great quality, nutritious meals pupils love, whilst giving schools full control and flexibility over their catering. L FURTHER INFORMATION

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Catering

The reality of free school meal provision New research from The Food Foundation shows what it’s really like to receive free school meals from the perspective of secondary school students, and highlights what schools can do to improve the experience Recent research, conducted by secondary school pupils for The Food Foundation and University of York, shows that students dependent on the Free School Meals (FSM) allowance struggle to get fruit and veg and often need to spend scarce resources on bottled drinks. A Better Deal for Free School Meals was conducted by forty-two students aged 11-15 from seven secondary schools across Yorkshire. They were tasked to only spend the FSM allowance each day for a week and purchase the most healthy and sustainable options, whilst recording their purchases. The amount which children received on their accounts varied, even though the allocation from government is fixed at £2.53. Children received between £2.15 and £2.70. Children often received this allocation just before lunch so it could not be used in the mid morning break, which can result in young people getting very hungry during the morning

lessons, particularly if they have not eaten breakfast. Those students who were able to buy items at breaktime then didn’t have enough left on their allowance to buy a meal at lunchtime. Not having the same choices as their peers can make students feel excluded and stigmatised. The issue of unclear pricing Unclear pricing causes problems in the canteen. Students described feeling under pressure as they approached the counter not knowing if they would be asked to put items back as they were out of their budget. Children on FSM rely heavily on the meal deal. Meal deals are priced at the level of the FSM allowance and usually include a main course, pudding and bottled drink. Whilst this encourages students to get a full meal, it means that precious resources are being spent on bottled, often sweetened drinks in plastic bottles (which are rarely recycled). Students reported that the meal deals contained limited E Issue 29.1 | EDUCATION BUSINESS MAGAZINE

Catering

F vegetables, had few vegetarian options and often salads and fruit weren’t included. On one day in the week, not a single portion of fruit was purchased by any of the young researchers (7 schools and 42 young researchers). In four out of seven schools, no fruit was purchased by the young researchers over the entire week. If not opting for the meal deal, students can purchase single, “grab and go” items. Over a third of the lunches purchased included a baguette /sandwich / panini / wrap. A quarter included pizza. Excluding tomato sauce (i.e. on a pizza), over half the lunches purchased by the young researchers were not recorded to contain any vegetables. Cost of living crisis Currently only children from households with an income below £7,400 a year (after tax, before benefits) are eligible for Free School Meals after Year 2; a threshold that has not increased since 2018. This is despite inflation reaching an all-time high in the last twelve months and the most deprived families continuing to feel the impact of the cost-of-living crisis most acutely. This research shows that expanding eligibility of Free School Meals should go hand in hand with driving up school food standards for ensuring children who are on a limited budget can secure a nutritious meal. Annie Connolly, citizen engagement manager at The Food Foundation, said: “This research gives us a valuable insight into what it’s really like to receive FSM from

In order to improve the experience of students receiving free school meals, schools should ensure that all items are priced clearly and that up-to-date menus are available online and in school a student’s perspective. FSM are a crucial nutritional safety net for many young people across England so it’s important we ensure students are getting a balanced meal. “About a third of a child’s food intake happens during the school day, and we know many children aren’t able to eat as well at home as a result of the cost of living crisis. If simple changes can be made to improve the standards of school food, whilst also extending eligibility, this could have a hugely positive impact on the health of the next generation.” Improving the situation The Food Foundation is calling for government to mandate that all FSM funding passed from local authorities or Multi-Academy Trusts to schools is ring-fenced for school meal provision. They also call for the School Food Standards to be amended to include a requirement to offer two or more portions of vegetables with every meal. This would bring England’s Standards in line with those in Scotland, Wales and Northern Ireland. Schools should ensure that ‘grab and go’ items include a portion of vegetables. The Food Foundation also calls for the roll out a nationwide monitoring system to support compliance with School Food Standards, and to introduce a ‘water-only’ recommendation for all schools to allow more resources to be allocated to food. The government should also ensure schools have adequate funding to provide and maintain water fountains. Other recommendations include extending the School Fruit and Vegetable Scheme to all year groups, up to and including Year 11, and to provide support for schools to be able to recycle food packaging in line with the Department for Education’s Sustainability and Climate Change strategy. Improving the student experience In order to improve the experience of students receiving FSM, schools and caterers should

Catering

ensure that all items are priced clearly and that up-to-date menus are available online and in school, to enable students to make decisions before the point of purchase. They should provide flexibility on when the FSM allowance can be spent throughout the school day, and allow unspent allowance to be accrued on a student’s account. They should also reduce disposable food packaging, in order to work towards a more sustainable school food system. Student feedback Aliza, 14, pupil from Halifax said: “I absolutely loved taking part in this research as I found it an amazing opportunity to share what we experienced firsthand as students. From this I saw an inequality throughout the food system as the free school meal allowance means that the students have limited choices and can’t have a snack at break time either as this reduced their lunch meal. I also really enjoyed meeting other students from across Yorkshire, but this also showed me how there are problems in other schools too. I believe the government needs to do more to provide students with a healthy, sustainable and tasty free school meal because our health matters for our education and future.”

Val Clayden, head of key stage 4 at Bedale School, North Yorkshire, said: “I wanted the school to be involved as I was concerned about the number of students on FSM who were not using all their daily allowance due to lack of clear pricing as well as not being able to combine some food combinations. I wanted all students to be able to have a healthy meal which would help them stay well and ensure they had the opportunity to choose a variety of dishes.” Charlotte Stuart, assistant principal at One In A Million Free School, Bradford, West Yorkshire, said: “After taking part in this project, we no longer sell bottled drinks to our students. We ask students to bring their own reusable bottles in and fill them up with water. At lunchtime we now provide water or juice in jugs with cups. “As a result of thinking about sustainability and the impact of plastic in relation to school lunches for the research, two of our Year 11 students took this proposal to the student leadership team and it then became a school policy. This also frees up FSM allowance to be spent on food for the student meals.” L FURTHER INFORMATION

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IT & Computing

Boosting your school’s computing provision Technology is becoming increasingly central to education, and improving computing provision within schools depends on several factors, says Becci Peters, computing subject lead at BCS, The Chartered Institute for IT The factors that can improve computing provision in schools are multi-faceted and include teachers, curriculum, extracurricular activities and spreading the good news about all the exciting career paths students could take. Knowledgeable teachers are essential to the success of computing education in schools, and allocating time for teachers to study CPD courses and get involved in their communities

of practice is crucial. The National Centre for Computing Education offers a range of CPD courses to enhance teachers’ knowledge and skills. The courses are aimed at specialists and non-specialists to improve their teachers’ subject knowledge as part of the Computer Science Accelerator certificate. There’s also support with pedagogy, specifically through the Secondary Certificate. E

IT & Computing

Programming is an area of the curriculum in which many teachers and students struggle. As this is a skill, it requires regular practice and should be covered in every year group and throughout the year rather than just a one-off topic annually

F Teachers can join the BCS-backed Computing at School network, a peer-topeer network comprising thousands of teachers. It is a very active forum where teachers can join groups, live sessions, and contribute to an online forum. They can discuss ideas, and seek guidance on teaching everything from AI and physical computing to interactive 3D environments. It’s also an excellent opportunity for individuals to connect with, for instance, others who are teaching the same age range.

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

The Computing at School website also has free teaching resources tailored to the English & Scottish curriculum. Curriculum Part of the issue is getting students to study computing and digital skills. BCS believes there should be a greater variety of digital qualifications on offer as part of the national curriculum, as currently, 94 per cent of girls and 79 per cent of boys drop computing at age 14. BCS has recently recommended that the government rethink

IT & Computing

It’s vital that computing is not only seen as a career for boys – who currently make up the majority of students at GCSE and beyond. It is essential that students from all backgrounds and genders understand that a career in technology is open to them the computing curricula and qualifications to make them relevant for all young people. Meanwhile, teachers can do much to engage students by going beyond the topics/ concepts in the national curriculum by for instance, creating lessons that use fun activities with physical computing using tools like micro:bits or Raspberry Pi or unplugged activities, such as computational thinking or hands-on learning away from computers. Also, teachers can harness the excitement and curiosity generated by the popularity of emerging technologies, such as AI. Raspberry Pi’s Experience AI provides lesson resources for Key Stage 3, designed based on research to offer effective teaching models. The resources help students understand what AI is and how to use it safely. BCS has also recommended that learning about AI should be part of teacher training. Programming is an area of the curriculum in which many teachers and students struggle. As this is a skill, it requires regular practice and should be covered in every year group and throughout the year rather than just a one-off topic annually. Teachers can identify small programming tasks related to their topic of work and build these tasks into the unit to give students regular exposure to block-based and text-based programming. In Key Stage 4, students need to understand how changes in technology affect safety, including new ways to protect their online privacy and identity and how to identify and report a range of concerns. Digital literacy is essential for personal and professional success, especially for students not studying GCSE Computer Science. Extracurricular activities Schools could do several extracurricular activities to boost engagement with the E Issue 29.1 | EDUCATION BUSINESS MAGAZINE

IT & Computing

F subject further. These are especially important at Key Stage 3, where teaching time is limited. Getting students involved in code clubs or competitions is a good idea, as this can be a fun way of teaching in groups, where students can learn from each other and win prizes, too. Regular competitions include Advent of Code (which runs in December), Bebras, which involves computational thinking puzzles and is suitable for 6-18-year-olds (and runs in November), the National Cipher Challenge (which runs September through December), Cyberfirst girls competition (which runs in November) and Project Euler (available year-round). Other schemes include Cyber Explorers (for 11-14 year olds) and the Inspiring Digital Enterprise Award (iDEA). Careers There are excellent job opportunities in a vast range of tech careers, and, as there is a skills shortage, these jobs have good prospects. Schools can play a pivotal role in signposting pupils to these careers and the various pathways students can take to achieve their dream job, from apprenticeships to degree courses. It’s also vital that computing is not only seen as a career for boys - who currently make up the majority of students at GCSE and beyond. It is essential that students from all backgrounds and genders understand that a career in technology is open to them. BCS

has created several videos which can help students learn more about different roles and see young people just like them talking about their real-life stories about their tech careers. This can inspire a wide range of students and prepare them for future positions that may not yet exist. Career guidance should be an integral part of the curriculum, emphasising problem-solving, project planning, and teamwork skills. This comprehensive approach will help students to be well-prepared for their future careers and contribute to addressing the diversity gap in the tech industry. L FURTHER INFORMATION

www.bcs.org

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How to enhance academic success through digital feedback and assessment The integration of iPad in the classroom can redefine the way students learn, and teachers educate. With privacy, accessibility and sustainability built in by design, leveraging Apple’s digital tools can contribute to academic success and open equitable opportunities for all children, boosting accessibility and creativity in the classroom

Educators can harness the power of iPad, to offer students a more interactive and personalised learning experience. Through apps like Classroom, educators can identify trends in student performance, monitor growth and keep students on track. The collaborative features are key to fostering effective communication between teachers and students and allows you to design smart lesson plans which are focused and engaging. As educators shift towards a paperless environment too, it also empowers teachers to focus on meaningful interactions with students rather than managing paperwork. However, crafting an effective digital strategy is not just about adopting new devices. iPad is versatile and user-friendly, but the benefits go beyond just that: it’s also compatible with a wide range of third-party education apps, including Showbie. The integration of an effective digital feedback and assessment platform has the potential to revolutionise the educational experience. We recommend implementing iPad and Showbie in tandem, as tools to support these educational goals. By providing detailed comments directly on assignments, teachers can foster a more nuanced and constructive

dialogue and create a dynamic feedback loop, enabling students to receive timely insights that drive immediate reflection and improvement. Furthermore, this approach caters to different learning preferences, fostering a diverse classroom environment. Educators can create engaging assignments, while students can submit work and respond to comments digitally. This collaborative exchange extends beyond the physical classroom, promoting a blended learning approach that accommodates both in-person and remote scenarios. This strategic use of data also ensures a more personalised learning experience, empowering teachers to make informed decisions that positively impact student outcomes. Implementing a dynamic digital teaching strategy is about reimagining the learning environment. Therefore, you must also ensure educators are onboard and proficient in using the tools available for true success. Consider incorporating professional development opportunities on effective feedback strategies, leveraging technology for improvement, and troubleshooting common issues to address this. Get in touch to see how Jigsaw24 can support your digital strategy and assist your school or trust through tailored courses. L FURTHER INFORMATION

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Industry Insight: Management Information Systems An effective Management Information System can help schools run more efficiently, as well as address wider issues such as attendance and wellbeing. Dipa Chohan from Compass Education UK answers some key questions on successfully implementing a new Management Information System How can Management Information Systems (MIS) help schools to run more efficiently? More often than not, redundant and inefficient processes in schools are a result of departmental silos, multi-system estates and manual processes. An effective MIS however doesn’t necessarily mean a “one-stop-shop”. With an emphasis on staff wellbeing and workload, it is important to create an ecosystem which: delivers customisable workflows, automation and multi-stakeholder visibility; delivers a child-centred system which provides a complete picture of each student’s journey; extends beyond traditional remits

with integrated solutions for sign in, cashless canteen, door access management and more! Where schools are considering changing their MIS, they should ensure they work with their new MIS provider to develop a thorough specification of needs, supported by detailed process flows. Since the pandemic, there have been concerns over poor attendance in schools. How can Management Information Systems (MIS) address this issue? A child-centred MIS can help schools identify trends and other influencing factors, ensuring

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We often hear of situations where schools have seen demonstrations of an MIS. However, once they start using the system it’s not as they expected it to be. The key is to not be afraid to ask for deep dives! staff can position intervention effectively. With automated triggers and integrated workflows, staff can ensure they are always a step ahead. It is also important to recognise the power of parental engagement. An ecosystem, which involves parents in their child’s education with features such as live attendance information, attendance triggers and multi-channel communication is invaluable to help ensure transparency. Flexible wellbeing tool sets can also help. Encompassing an effective reward system, which involves the students and develops healthy competition amongst peers can also be an engaging tool for schools to use. What points do schools need to consider should they want to change their Management Information System (MIS)? The most important factor to consider is recognising whether there is an internal appetite for change. It is important to engage the staffing community across all functional teams. Complacency can be detrimental to the success of the project. A demo is not enough. We often hear of situations where schools have seen demonstrations of an MIS. However, once they start using the system it’s not as they expected it to be. The key is to not be afraid to ask for deep dives! It’s not as simple as picking up data from point A and directing it to point B. Plan ahead of time, and not as incumbent contracts are coming to an end. Consider a programme of change and give your staff plenty of time to adequately train. How is Compass Education able to help? Compass has over 15 years of experience delivering an innovative MIS to schools globally. With experience launching in new

Dipa Chohan, Lead Business Development Manager at Compass Education UK

Dipa Chohan, lead BDM, Compass Education UK Dipa is a key member of Compass Education UK, leading strategic business development in England. As Lead BDM, she plays a vital role in driving the implementation of the strategy for the UK jurisdiction, delivering growth opportunities through direct sales, partnerships and niche markets. Dipa’s passion for MIS stems from a desire to help schools with identifying and delivering individual learning journeys for children, both in and outside of the classroom.

jurisdictions, Compass has been developing for schools, in collaboration with schools. Our commitment to better school management extends beyond functionality. From simplified administrative processes to outstanding training and support, we’re a true partner in your journey towards creating a better school environment where everyone thrives. Changing your MIS doesn’t have to be as scary as you might think! L FURTHER INFORMATION

www.compass.education/uk/ products/school-mis Issue 29.1 | EDUCATION BUSINESS MAGAZINE

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▶ For over 35 years, ViewSonic has been at the forefront of visual solutions, providing a unique perspective on the evolving dynamics of how users engage and consume content on displays. To bridge the gap between schools and the rapidly evolving EdTech landscape that is reshaping education, the company draws on its extensive record in collaborating with schools globally and meeting the visual experience needs of its partners.

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With an ever-expanding Education Ecosystem that promotes simplicity, sustainability, and accessibility, ViewSonic aims to enhance learning outcomes by meeting the EdTech needs of schools wherever they may be. These efforts involve consistently expanding upon our extensive range of education -focused devices with software and services custom-tailored for teachers, students and administrators.

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Empowering Schools on Their EdTech Journey By seamlessly integrating a comprehensive array of devices, cross-platform software, and comprehensive services, the ViewSonic Education Ecosystem simplifies EdTech adoption for students, teachers, and administrators. Nurturing Sustainable Solutions Championing sustainable EdTech solutions, the ViewSonic Education Ecosystem embraces eco-friendly practices across its product lines, optimising energy consumption through intelligent software, and supporting product upgradability to extend lifespans and reduce electronic waste. Advancing Accessible Learning The ViewSonic Education Ecosystem centres on adaptability, leveraging technology to elevate accessible learning experiences through the empowerment of personalised lessons that enhance the well-being and learning outcomes of every student.

Engaging lessons for teaching and learning

L EF ViewSonic at BETT 2024 The team will demonstrate its theme of growth and togetherness with innovative EdTech solutions designed to engage, enrich, and elevate students, teachers, and schools. To find out more, visit the stand at #NK10 or visit the webpage for real-time updates and valuable resources.

Bett 2024 Preview

Immerse yourself in the world of EdTech at Bett Bett 2024 returns to ExCeL London from 24-26 January for three days of high-level EdTech content, hands-on experience, and networking Bett 2024 is a unique and powerful resource empowering educators to build better connections, conversations and collaborations over three days of EdTech excellence. With the global education community all in one place, we are delivering real impact and making education Better Together. Be inspired by renowned experts, thought leaders and visionaries across EdTech and beyond. You’ll hear from the biggest and best speakers including documentary presenter Louis Theroux, renowned sociologist Jason Arday, Minecraft Student Ambassador Namya Joshi, and former Lioness turned sports pundit Alex Scott and so many more! These, of course, are only a few of the incredible names attending Bett 2024, explore the agenda to plan your visit. Connect @ Bett Connect @ Bett enhances the way the education community meets and collaborates at the show. Using data and technology, Bett makes critical connections between education decision-

makers and solution providers, all in a fraction of the time. Now in its second year, the programme will deliver thousands more connections and significantly improve the return on time invested by solution providers and participants. This year, solution providers will have the flexibility to take meetings on their stand and educators will have greater flexibility to schedule, and reschedule, meetings at times that work for them. TableTalks Brand new for 2024, TableTalks connects individuals from schools, universities and governments for roundtable conversations based on their primary topics of interest. These will be 45 minutes and will gather five to eight educators to discuss their areas of interest, from AI to SEND to cybersecurity. You can only sign up to one TableTalk at Bett, so make sure you select the topic most interesting to you! E Issue 29.1 | EDUCATION BUSINESS MAGAZINE

ExCeL London 24 - 26 January 2024

The world’s biggest week in education Build better connections, collaborations and conversations at Bett UK 2024 Join global educators, leaders and changemakers for three inspiring days of EdTech innovation 24 - 26 January, ExCeL, London

www.uk.bettshow.com

Get my ticket today

Education Leadership Programme In collaboration with US professional learning and membership organisation ISTE, join a select group of global education leaders as we take a deep dive into becoming better buyers, users and implementers of technology. The event will take place on the 23 January, the day before Bett, from 09:30-14:00 at the ExCeL, London. This is a free-to-attend event with limited spaces. Ahead by Bett Ahead by Bett, the destination for Higher Education professionals, is set to triple in size for 2024. With an amazing lineup of speakers and features dedicated to peer discussion, we’ll be looking at large-scale transformation, new pedagogies for an evolving student experience within HE and FE institutions.

Brand new for 2024, TableTalks connects individuals from schools, universities and governments for roundtable conversations based on their primary topics of interest

Bett 2024 Preview

F Tech User Labs Tech User Labs will allow delegates to get the most out of their existing tech with working groups and demos from the top education technology experts in the world, through interactive 45-minute sessions. Microsoft Copilot will take a session on AIpowered accessibility, where attendees will learn how to use Microsoft Accessibility tools along with Microsoft Copilot in Edge to create inclusive and engaging learning experiences for students. There will be a session on Minecraft Education and AI, where you will learn practical ways to use Minecraft to teach coding and responsible AI. School systems around the globe are integrating computer science across the curriculum with Minecraft. HPE Aruba Networking will demonstrate how to use AI to simplify your IT operations, and Microsoft will show how its Reflect tool can help teachers and students practice mindfulness and gratitude in the classroom.

There will be a session on how AI and how it will have a profound impact on learning, and therefore Higher Education. Donald Clark, CEO of PlanB Learning and Carla Aerts, author and EdTech policy expert will take the session, looking at how AI is already creating new learning modes and models, with its greatest promise is the potential to personalise learning pathways. Ahead by Bett will also run a session on cyber security, focusing on a school in the North East of England, which turned to the North East Business Resilience Centre (NEBRC), a not-for-profit initiative, when it came under cyber attack. Cybercriminals stole sensitive data from the school’s IT network, demanding payment. Public and private sector stakeholders collaborated to respond to the attack and help the school recover. Inspirational speakers As ever, this year’s Bett will host inspiring speakers. Documentary presenter extraordinaire Louis Theroux will take to the stage to interview a very special guest. Over the years, Louis has kept true to a way of working that is uniquely his own, using his charm to offer rounded portraits of the people involved in complex social issues and human dilemmas. By popular demand, Dame Darcey Bussell is back at Bett to share her passion and E

F dedication to promoting the arts in schools through her DDMIX Trust charity. As a special treat the audience will also experience a little of the magic of dance with one of Britain’s greatest ballerinas. In the afternoon of the first day, hear from Jason Arday, a renowned sociologist best known for his research on race and racism. His appointment as Professor of Sociology of Education at the University of Cambridge this year made him the youngest Black person ever appointed to a Professorial Chair and one of the youngest people ever to be appointed to a full Professorship in Oxbridge’s history Andreas Schleicher is director for education and Skills at the Organisation for Economic Co-operation and Development (OECD). He initiated and oversees the Programme for International Student Assessment (PISA) and other international instruments that have created a global platform for policy-makers, researchers and educators across nations and cultures to innovate and transform educational policies and practices. Another keynote speaker is Rosemary Luckin – a UCL Professor renowned for her research into the design and evaluation of educational technology, in particular Artificial Intelligence (AI). She was named as one of the 20 most influential people in education in the Seldon List, 2017, and is frequently asked to provide expert evidence to policy makers, in both Houses of the UK Parliament and the European Commission. Dan Fitzpatrick returns to Bett after hosting one of the event’s most popular sessions in 2023. He is author of the acclaimed book, The AI Classroom: The Ultimate Guide to Artificial Intelligence in Education, and imparts invaluable insights and strategies for harnessing AI in education. Another speaker is Jaime Teevan – chief scientist and technical fellow at Microsoft,

Tech User Labs will allow delegates to get the most out of their existing tech with working groups and demos from the top education technology experts in the world, through interactive 45-minute sessions where she is responsible for driving researchbacked innovation in the company’s core products. Jaime is an advocate for finding smarter ways for people to make the most of their time and leads Microsoft’s future of work initiative, which brings researchers from across the company together to study how the pandemic has changed work. Also presenting will be Namya Joshi – an inspiring 16-year-old Minecraft Student Ambassador at Microsoft. She has spent the last five years designing and delivering free coding workshops for more than 15,000 teachers and young people, especially girls, in India and all over the world. Namya works passionately to raise awareness about social issues using gamebased learning with STEM to provide solutions for the problems facing humanity. Get your ticket Tickets are now on sale for the biggest EdTech event of the year! As an educator, university or school stakeholder, government personnel, NGO, charity or education association, you will attend Bett for free. To make the most of the show and take part in the incredible new features above, get your ticket here. L FURTHER INFORMATION

https://uk.bettshow.com

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What’s the difference between content filtering and monitoring? A school’s essential task, along with educating their students, is safeguarding them while onsite. Schools can protect children from online dangers by filtering internet content and monitoring their activity. But do you know the difference between the two? Having a monitoring service will alert your safeguarding team if a student is in need. In short, filtering is a precautionary measure, limiting access to inappropriate content, while monitoring lets a school know when someone is attempting to access things which can be a cause for concern.

Content filtering is the practice of blocking access to web content that may be deemed offensive, inappropriate, or even dangerous. Blocking these websites can protect students from viewing graphic content, including pornography and violent images, as well as reducing distraction by entertainment and gaming sites. Blocking can also protect students from cyberbullying, predatory strangers – including scammers and hackers trying to gain access to personal information, and hate speech/radicalisation. Filtering services such as SurfProtect Quantum can offer complete flexibility when it comes to filtering, blocking access to user groups therefore allowing users such as teachers access to resources they need. Monitoring allows a school to keep track of any alarming activity and take appropriate action where concerns are raised. For example, monitoring can help distinguish when someone is accessing an inappropriate site or searching for something such as, suicide or self harm.

Importance of implementing both content filtering and monitoring Many schools will assume that having a proficient filtering system which includes keyword capture means you are fully covered, however appropriate filtering and monitoring need to be put in place to ensure complete compliance with the KCSIE guidelines and ultimately look after your students. Filtering and monitoring provide different levels of protection, meaning when used together they cover all bases. Not only can you be alerted by monitoring services about concerns to act upon, you can use this information to inform which sites/keywords you should be filtering out in your filtering software. For example, if an online trend becomes apparent (e.g. ‘huggy wuggy’) you are able to see if people are searching for related terms and websites where they are able to access related content and then block this using your filtering software. If you would like to discuss your options when it comes to content filtering and monitoring, visit Exa at stand SF21 at Bett 2024 for a chat. M FURTHER INFORMATION

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Visit Promethean at Bett 2024, Stand NK30 to see how we can help transform your classroom We’re excited to introduce you to our wide array of educational technology solutions to make teaching and learning easier, more engaging, and more fun. Experience our premier interactive display

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designed to work with the technology you already use. ©2023 Promethean. All Rights Reserved. Promethean, the Promethean logo, ActivPanel, ActivSync, ActivInspire, ActivConnect, ActivSound, ClassFlow, and Vellum are trademarks or registered trademarks of Promethean Limited in the United Kingdom, United States, and other countries around the world. All other product and company names are trademarks or registered trademarks of their respective holders. Unless specifically identified as such, Promethean’s use of third-party trademarks does not indicate any relationship, sponsorship, or endorsement between Promethean and the owners of these trademarks.

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Promethean returns to Bett 2024 with an interactive technology showcase With an exciting agenda that holds something for every educator, Bett will see Promethean share demonstrations and best practice covering ActivPanel 9 Premium, ActivPanel 9, ActivPanel LX, and Explain Everything – the interactive platform that part of the Promethean family

Promethean, a leading global education technology company, will return to Bett 2024 in London (London ExCel, 24th – 26th January 2024) to showcase a series of innovative interactive solutions on stand NK30. ActivPanel 9 Premium, Promethean’s flagship interactive display, will be present on-stand for teachers and IT managers seeking intuitive and cutting-edge technology which levels up classroom experiences. Through bespoke demonstrations, visitors will be guided through its easy and secure sign-in options, streamlined connection to content, flexible lesson delivery software, and personalised user experiences. Making its Bett debut, Promethean will also present ActivPanel LX – a solution designed for schools seeking simplicity, flexibility and value. ActivPanel LX is a peripheral interactive display which brings devices including desktops, laptops and tablets to life in a large screen touch-enabled format. The panel provides ease of use and flexibility, integrating with existing technology estates while maintaining the quality and longevity that is synonymous with Promethean.

Explain Everything is a cloud-based digital whiteboard which can be used on any classroom device. Now part of the Promethean family, Explain Everything will be demonstrated from a dedicated area on-stand, showing visitors how the software puts popular tools all in one place, championing ease of use to make exceptional learning experiences even easier. Promethean will also give exclusive insights into the Explain Everything roadmap at Bett 2024, with even more exciting and innovative features still to come. Subject matter experts from the Promethean team will deliver two key speaker sessions at the event: Dr. John Collick, Promethean’s head of international education strategy, will present ‘How to integrate interactive flat panel displays in higher education’ in the Sandbox area (Wednesday 24th January, 12:00-12:25pm) as part of the ‘Ahead@Bett’ speaker agenda. The session will examine how interactive flat panel displays can be used effectively in higher education – both off and on campus. Promethean will also host a ‘Tech in Action’ session on Thursday 25th January, 16:1516:35pm, where teachers can find out how to create media-packed lessons to engage students like never before with Explain Everything, delivered by Janice Prandstatter and Anastasia Procner. To find out more about the ActivPanel, and Explain Everything by Promethean, visit Promethean on stand NK30 at Bett 2024. L FURTHER INFORMATION

www.prometheanworld.com/gb Issue 29.1 | EDUCATION BUSINESS MAGAZINE

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Dive into the future of education: Bett and LearnED – Education in Action 2024 Bett 2024 and LearnED – Education in Action 2024, promise an immersive and transformative experience, showcasing educational advancements, fostering meaningful connections, and providing continuous professional development

Bett 2024 and LearnED – Education in Action 2024 are eagerly anticipated events in the education technology industry. Bett, a premier gathering, serves as a vital hub for educators, EdTech suppliers, and innovative SMEs and start-ups, boasting over 500 exhibiting Solution Providers, many affiliated with the British Educational Suppliers Association (BESA). This event is crucial for shaping digital strategies, fostering novel ideas, and establishing valuable contacts. The Table Talks program, a new addition to Bett 2024, connects individuals based on shared interests, promoting learning and growth in a sponsor-free environment. This event is crucial for shaping digital strategies, fostering novel ideas, and establishing valuable contacts. The Table Talks program, a new addition to Bett 2024, connects individuals based on shared interests, promoting learning and growth in a sponsor-free environment. Connect @ Bett revolutionises community connections and collaboration, allowing attendees to meet new people, discover innovative organisations, and forge meaningful connections. Ahead by Bett connects further and higher education professionals globally, showcasing world-leading technology and positively impacting staff and students’ lives. Bett 2024 offers a robust Continuing Professional Development (CPD) program

with luminaries like Louis Theroux, Professor Rose Luckin, The AI Educator – Dan Fitzpatrick, and Michael Rosen, providing enlightening sessions to enhance understanding of the evolving educational landscape. The prestigious Bett Awards celebrate creativity and innovation in educational technology, associated with BESA, serving as a distinguished mark of achievement for winners. LearnED Education in Action 2024, organised by BESA, provides senior leaders in schools and multi-academy trusts (MATs) in the Midlands and Yorkshire regions with a unique opportunity for free CPD. Aimed at facilitating networking and knowledge exchange, these events empower educational leaders to enhance school improvement through interactive panel discussions, Professional Development Masterclasses, and a Teaching and Learning Demonstration Area. To attend LearnED, interested participants can sign up here. In essence, Bett 2024 and LearnED Education in Action 2024 promise an immersive and transformative experience, showcasing educational advancements, fostering meaningful connections, and providing continuous professional development. These groundbreaking events embrace the future of education. For those unfamiliar with BESA, it is the British Educational Suppliers Association, a not-forprofit trade association for the UK education suppliers’ sector. BESA members adhere to a Code of Practice, committing to ethical standards in relationships with customers. L FURTHER INFORMATION

www.besa.org.uk/about-us/what-we-do/ Issue 29.1 | EDUCATION BUSINESS MAGAZINE

Intel for Education

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Cyber Security

Ways to protect against cyber attack Seventy per cent of secondary schools have experienced a cyber incident. Consultancy BIP offers key insights into how UK schools can best protect against cyber-attack and how to respond to a breach The number of secondary schools reporting cyber breaches or attacks jumped from 58 per cent in 2021 to 70 per cent in 2022, exposing the vulnerability of the sector to cybercrime. Incidents involving ransomware can lead to the loss of school finance records, coursework and other personal data. Schools also tend to have limited resources and expertise for IT and cyber security, making them more vulnerable to the infiltration of networks, and reinforcing the need for secure systems. Prioritise prevention measures Cyber warfare is now an inevitable and constantly evolving threat, and attacks against schools and colleges aren’t slowing down. The education sector experienced

a 44 per cent increase in cyber-attacks last year, with an average of 2,297 attacks against organisations every week, according to Check Point’s 2022 Mid-Year report. The move to cloud storage means that schools must update unsupported software and regularly enhance their security systems as protection measures. Implementing multiauthentication firewalls, patching data, introducing admin credential vaulting, and backing up critical data can effectively reinforce defence lines. Alongside this, performing maturity assessments can reveal weaknesses within systems and help prioritise areas of concern. Simulations are another helpful way to identify just how effective preventative measures are and what needs to be done. E Issue 29.1 | EDUCATION BUSINESS MAGAZINE

CYBER SECURITY SOLUTIONS

FOR SCHOOLS & HIGHER EDUCATION Stay ahead of data breaches, remain compliant and secure your schools’ valuable data. Gain conﬁdence in your compliance and security posture with trusted, affordable solutions, tailored to your needs and delivered by certiﬁed experts.

How we can help: Incident response exercises Cyber security awareness training Cloud security reviews Data breach support Supply chain security Phishing awareness Penetration testing Outsourced DPO Get a fast quote: Email us here or call: 03330 500 111 www.evalian.co.uk View our case study with Ridgeway Academy

Cyber Security

A few seconds can be the difference between a minor inconvenience and disaster, so schools must have a planned and rehearsed response in preparation for a breach F Have a plan of action A few seconds can be the difference between a minor inconvenience and disaster, so schools must have a planned and rehearsed response in preparation for a breach. This can be done through cyber handbooks and regular cyber awareness training for staff to reduce the risk of an attack. It’s also important to practice using a combination of monitoring tools, such as Managed Detection and Response (MDR) and Extended Detection and Response (XDR) systems, so they can be swiftly implemented in the event of a breach. This is of course dependent on the available budget and capacity of an existing ecosystem. When an organisation is infiltrated, groups often target emails to take down communication and freeze business activity for maximum disruption. To safeguard against this, schools must maintain a backup system for communication and ensure that email security practices are implemented. For instance, a social media channel or a siloed alert system can be used to continue services where possible. Ensure an effective recovery strategy Cyber-attacks are unique and affect organisations differently. Therefore, schools and colleges must create a tailored recovery plan for when they get attacked. The cyber incident response plan should assign responsibilities to teams and clearly outline the steps each individual must take to recover as painlessly as possible. The plan should include having secure backup systems, and alternatives to critical processes that would otherwise be compromised in the event of an attack so that operations can continue as normal. Schools must also install a cyber recovery system in order to rebuild the sensitive data they may have lost and should enlist an expert to help rebuild it if necessary. Once the immediate impacts have been addressed, identifying the reasons for the attack can be established via official investigations

and a data recovery service. A third-party organisation can help establish the root cause, pinpoint the lessons learned, and establish a plan to address this going forward. David Royal, partner and co-lead of BIP’s public sector practice, comments: “The shift to online learning following the pandemic has been critical in UK schools and colleges further embracing technology. The move to digital means better information sharing, remote access to crucial information, and improved engagement from students, but it has also made schools more vulnerable. “2023 has already seen a huge number of high-profile cyberattacks; clearly, schools are not immune either. Greater collaboration is needed between the government, the education sector, and third-party experts to ensure schools have the tools, knowledge and funding required to protect their organisations and the students they support.” L FURTHER INFORMATION

www.bip-group.com Issue 29.1 | EDUCATION BUSINESS MAGAZINE

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EXPERT PANEL DIGITAL TRANSFORMATION

What are the benefits of implementing a digital transformation strategy in schools, and how can schools ensure their approach is successful and cost effective? We ask Andrew Cowling and Paul Day from Ricoh

Andrew Cowling, channel Marketing manager, PFU (EMEA) – a RICOH company

Paul Day, technical director, Ricoh

Andrew Cowling has been working in the document management industry for a number of years and is the Channel Marketing Manager for PFU (EMEA) Limited – a RICOH company. He is responsible for working with key partners across EMEA around what is driving the demand for digital transformation within key verticals such as education and the associated benefits. He aims to help communicate through the channel best practice for organisations striving to go digital and how the intelligence that an organisation possesses can be better understood through efficient capture routines.

As technical director Paul has personally set up document management software systems for a number of schools and colleges, so he understands the challenges, barriers and processes within the education sector. With over 28 years of experience in the document management sector Paul is very conscious of the importance of data protection and security and is a certified EU GDPR practitioner.

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

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What are the benefits of implementing a digital transformation strategy in schools? Andrew Cowling believes that a digital transformation enhances traditional teaching and learning. He explains: “Imagine a classroom where an interactive whiteboard, tablets and VR ignite curiosity and offer diverse learning styles for students. A digital transformation which doesn’t replace teachers, but empowers them to deliver exciting and dynamic lessons. “Through digital learning, data analytics can also help pinpoint areas where knowledge is lacking, enabling teachers to deliver education where it is most needed. Students can be prepared for a tech-filled future with the computer literacy skills and improved communication skills which a technology-based education offers. “Not only are there benefits for students and teachers, but school administration can benefit from a massive efficiency boost through digital transformation. Document scanners, such as the ScanSnap iX1600, can quickly and efficiently scan student records, converting typed text into digital, searchable text, and automatically filing the document in the correct folder in the cloud. “Having student records kept securely in the cloud offers many advantages. Firstly, the school no longer needs to hold a paper copy, saving filing space and eliminating the risk of damage and theft. Secondly, the documents can only be accessed by the correct personnel with the right permissions, and every time the documents are accessed, there is a full auditable trail of who has read what, and what they’ve done with the document. Finally, searching and retrieval of documents can be done instantly, enabling compliance with GDPR and saving time and administration resources.” Technical director Paul Day added: “Computer technology and AI allow for more interactive learning, Multimedia content, simulations, and educational apps can cater to different learning styles, allowing students to grasp concepts more effectively. “There are huge cost savings reducing the need to print on paper and using digital processes offers a more environmentally sustainable educational approach. Data security of personal information and special educational needs data is available and kept up to date in one location so this can be

Through digital learning, data analytics can help pinpoint areas where knowledge is lacking, enabling teachers to deliver education where it is most needed easily accessed and on available to the people who are granted access to the information. “Digital systems can collect and analyse data on student performance, helping educators make informed decisions about teaching methods, curriculum adjustments, and individualized interventions. “This will also prepare children for the digital age that they will be living and working in as this is an important skill in todays technology driven world. Students have access to learning materials 24 hours a day so if they require to do qualified research this is available on secure platforms protecting them from false information and cyber dangers.” To make digital transformation successful and cost effective, what should schools consider? Andrew Cowling shares his thoughts on how to get started: “Going digital requires a roadmap, and effective planning for implementation. This should start with a needs assessment – what are the current strengths and weaknesses of your current system? What is your budget and what skills do your employees need to effectively deliver a solution? “Infrastructure is a key consideration. Your internet access needs to be fast and reliable, E Issue 29.1 | EDUCATION BUSINESS MAGAZINE

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F digital devices need to be reliable, and efficient, whilst school staff need to be trained in the use of the new equipment and working methods.” “Security is also of paramount importance. For data secured locally, or in the cloud, consider two factor authentication, coupled with strong passwords. Staff should be trained in cybersecurity measures to protect important or sensitive data. Scanned documents should be stored using a cloud-based document management software solution which has secure access, comprehensive auditing facilities and flexible retention policies. Andrew concludes: “Finally, don’t forget to explore and research free and open source solutions available online, as this can be a gold mine in terms of saving money. Microsoft Office could be replaced with Google Docs, Photoshop can be replaced with Gimp, whilst Blender and DaVinci Resolve offer free alternatives to 3d and video editing software.” Paul Day believes that before starting out on a digital transformation project, you have to have a clear idea of what you are trying to achieve. Paul explains: “There are many areas to consider and you will need a clear plan of what you require to achieve by going down the digital route that outlines objectives, milestones and the outcome you want to achieve.

“Foundations that will need to be considered such as if the IT infrastructure is able to support the move to a digital workspace and future growth required as technology moves on constantly so budgets allow for implementation and ongoing support and upgrades. “Training teachers so they can enhance their digital skills is also required as spending money going digital and then not having staff able to use it will cause it to fail, this includes robust security measures to protect sensitive staff and pupil information to comply with GDPR. “Carrying out user testing with groups of staff and pupils will benefit the schools as user feedback will allow changes to plans before the costs are made fully, this will prevent money being wasted and also address accessibility to include all students that have disability and learning issues. “Exploring partnerships with local businesses and community organisations will also support the students and school to future proof long term sustainability of digital transformations.” How can having a good digital strategy help with remote learning and teaching? Andrew Cowling believes that not being in the classroom is no longer a barrier to learning, thanks to online education platforms and resources. Andrew comments: “Teaching

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can still be delivered via webcam for live lessons and interactive activities with realtime feedback, offering ‘anywhere learning’ which is still engaging and effective. “Resources can be made accessible to all. Digital lesson plans, or documents scanned through a dedicated scanner to then be OCR’d and provide digital text can be read aloud for those with a visual impairment or learning disability, whilst recorded lessons means students who have been absent can catch up with missed lessons. “Digital communication tools can foster communication and collaboration between students, teachers and parents. Students work can be easily shared, whilst parents can support their children by providing a suitable computer and workspace at home with good internet access. “Learning is no longer limited to the classroom, as virtual field trips in VR can break through geographical barriers and enable students to explore the world at a fraction of the cost of real world travel. Andrew concludes: “By embracing digital technology, coupled with a successful implementation, schools can unlock extraordinary opportunities for learning, preparing students for success in a connected, digital world.” Paul believes that having a good digital strategy will help with remote learning by

identifying appropriate technologies such as video conferencing tools and the best learning management systems that are available. This also ensures that students and teachers have access to educational resources such as online textbooks and digital libraries. Paul comments: “A good digital strategy can also also improve communication between students, teachers and parents so everyone feels engaged in a virtual learning environment. This is essential so we do not have a repeat of all the issues that we saw in the pandemic where many schools and students were isolated. “Other areas that will benefit from a good digital strategy are data security and privacy to protect against the cyber security threats ensuring a safe online learning environment, flexibility and adaptability allowing for adjustments of evolving needs of remote learning. “Supporting students needs and language requirements will also be enhanced using digital resources for faster data and performance metrics so different educational levels and needs are identified faster.” L FURTHER INFORMATION

www.pfu.ricoh.com/emea andrew.cowling.pfu@fujitsu.com https://filestreamsystems.co.uk paul@filestreamsystems.co.uk Issue 29.1 | EDUCATION BUSINESS MAGAZINE

Young people are deeply influenced by their environment, so it’s essential that the space around them reinforces and supports their education and individual developmental needs to the full.

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Returning to London – the Schools & Academies Show SAASHOW, known as the Schools & Academies Show, returns to London with an exciting new chapter!

As the education sector gears up to embrace new challenges in 2024, the Schools & Academies Show is set to make its highly anticipated return to ExCeL London on the 1st of May, presenting not just one, but three co-located events. This event provides a pivotal platform where the education community can collaboratively prepare for the dynamic changes ahead. Introducing EdTech Innovate, School Estates Summit, and the SEND Conference – each co-located event opens doors to fresh opportunities, enabling visitors to connect and collaborate in a larger exhibition space with leading education suppliers. These suppliers empower school leaders to enhance school performance and elevate outcomes for all pupils. The SAAShow team have been working hard to bring together the sector’s most decorated and influential speakers to share their knowledge, expertise, and best practice guidance on how schools, academies and MATs can overcome some of the most pressing challenges facing the sector. Each speaker, dedicated to their

respected craft across the education sector will lead in either a keynote session, live debate or discussion, or tailored workshop, ensuring visitors feel empowered, inspired, and ready to implement key techniques, guidance, and resources at the forefront of their institution. With a keen focus on the evolving educational landscape, staff recruitment and retention, budget balancing, stakeholder engagement, and more, we’ve diligently worked to ensure our show covers the most pressing issues currently facing schools. Do not miss out on the chance to join us at ExCeL, London, for what promises to be our most impactful show yet. Register your interest today to be among the first to receive updates and ensure you are at the forefront when registration goes live. Be part of this transformative experience shaping the future of education! M FURTHER INFORMATION

Action Mats, unique PE & Movement resources Mini Mats focus on movement and development for Early Years children, encouraging them to work on fine and gross motor skills as well as a range of cerebral challenges.

Mindful Mats from Action Mats, are design to provide a range of different activities for all children to focus on, helping them regulate, refocus and be ready to learn.

STEM

Inspiring a new generation of female engineers Civil engineer and Youtuber Virtue Igbokwuwe is determined to challenge stereotypes in engineering. She shares her experience and gives her views on how schools can engage girls in engineering I am a graduate civil engineer working in the highways sector. I am involved in upgrading road networks, bridges and footways. Why the introduction? As a female engineer, I am passionate about encouraging many more girls to pursue a career in my field. And that’s where I believe schools can help. It’s important that girls can see representation when considering a career in STEM. They must also be able to identify with ambassadors attracting the next generation into our field. The statistics paint a harsh reality. According to EngineeringUK, women make up just 16.5 per cent of those working in engineering jobs and only 11 per cent are from minority ethnic groups. That clearly must change. I recently took part in Tomorrow’s Engineers Week, an annual event organised by EngineeringUK. It’s a week-long celebration of

engineering and technology careers designed to excite and inspire the next generation. Secondary students across the UK have an opportunity to discover the wonders of modern engineering and explore global and local career pathways. This year, they also got a chance to find out about sustainability as well as the role of creativity and arts in engineering. I agreed to take part as I am determined to challenge the stereotype that engineering consists of men in hard hats. I must admit, I too was inspired by the breadth of roles held by fellow members of the engineering and technology community. The week opened with a live broadcast watched by thousands of students across the UK. One of my fellow panellists was a monitor engineer for the band, Florence + The Machine. Not many young people would E

STEM

Consider inviting speakers to your school to talk about their career journeys, allowing young people to ask questions directly F equate a job in music with engineering. But that’s why events such as Tomorrow’s Engineers Week are so vitally important. How it began My route into engineering began at school. I loved product design. I also loved science, especially physics. In fact, it was my physics teacher who introduced me to the world of civil engineering. I studied maths, physics and product design at A-level and secured my place at the University of Southampton to study MEng civil engineering. Before Freshers Week, I remember desperately searching ‘civil engineering student’ on Google and YouTube with the hope of finding someone like me studying the course or in the industry. The content was scarce. But to my surprise, my cohort split was 60:40, men to women –

something we should all shout about. So, I decided to take matters into my own hands and start a YouTube channel, The Virtuous Life. When I began filming videos, I had two things in mind. The first was representation: showing a young black woman in the field; hoping to inspire people. The second was to change narratives: showing the world that civil engineering is no longer a maledominated field. I began documenting life as a civil engineering student, including my lectures, labs, site visits and my summer placements as a contractor. The channel now has more than 5,500 subscribers. Today, I provide cities across the country with safe, accessible roads and crossing points. I am improving the road network in the hope of helping to ease congestion, enabling better engagement and interaction of all road users: from vehicles to pedestrians. I create a safer and cleaner lifestyle by providing cycle lanes and improving the network by connecting existing lanes to a new cycle path. It’s a fast-paced, exciting career that you’ll never get bored of. I’ve seen first-hand just how resilient the industry is, adapting to the world’s needs. As engineers, we also get the

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STEM

chance to work on large-scale projects that can have a real impact on people’s daily lives. School involvement How can schools help engage girls in engineering? Well, for a start, they can encourage students to take part in initiatives such as Tomorrow’s Engineers Week or The Big Bang. Allowing students to explore the world of engineering from their school desk is a great first step. But they can go further. Consider inviting speakers to your school to talk about their career journeys, allowing young people to ask questions directly. I loved seeing the hundreds of inspiring questions that young people had sent through to the panel before the Tomorrow’s Engineering Week broadcast. Students wanted to know how engineers are working to stop climate change. And thinking ahead, they also asked about the main skills needed in the next decade. Schools can use resources that showcase girls in lots of different roles, not just the most obvious ones. I’d also suggest trying to find creative ways to explore STEM careers. Why not invite parents in to talk about their careers? And think about creating your own school videos that highlight roles with inspirational speakers. L

For more information about Tomorrow’s Engineers Week visit www.teweek.org.uk where you can download free curriculumbased resources and watch a replay of the live panel which kicked off the five-day event. L FURTHER INFORMATION

www.teweek.org.uk

Virtue Igbokwuwe, civil engineer and Youtuber

Trips

Overseas trips offer pupils more than you realise Whilst taking a student group overseas may feel like a daunting prospect, school trips abroad can have far-reaching benefits. So how can you make sure your trip runs like clockwork? The School Travel Forum offers some advice Travel broadens the mind. As well as building tolerance and understanding, overseas school trips can have far-reaching benefits – from developing language skills to problem-solving, to developing a deeper understanding of history and culture. As with all learning beyond the classroom experiences, overseas educational visits contextualise learning. They provide an opportunity to enhance classroom-based lessons, allow practical ‘hands-on’ experience and give students a deeper understanding of the academic subject. International school trips, though, also offer a life-enhancing and life-changing experience. And for many of your students, it may be the only opportunity they get to visit that country or take part in the activity. Whilst taking a student group overseas may feel like a daunting prospect, you will be supporting their wider growth and

Trips

Organising an educational visit or tour is very different to booking a family package holiday. There is more to consider, such as appropriate transport, child protection, booking activities and excursions, and financial protection

development, helping to better prepare them for adult life in many different ways. Gain new perspectives In a multicultural world, visiting a different country is a valuable opportunity to expose students to new perspectives, helping them gain a deeper understanding of the historical, political and social context of that country. Interacting with different people, perhaps in a different language, can help challenge stereotypes and develop their worldview. Being away from the familiar home or school communities builds a global perspective, helping students to develop empathy and understanding and build an appreciation of different cultures and ways of living.

Living away from home The trip might just be for a few days, maybe a week or for some trips further afield, it can be longer. However long the experience is, it will push your students out of their comfort zone and they’ll learn valuable life skills in the process. Different routines and a new environment will help them become more adaptable. Needing to self-organise – be ready for different activities, to occupy themselves during downtime - will help them become more independent. While being responsible for managing their money for the duration of the trip gives students real-world experience in budgeting. As well as helping your students in their own lives, skills such as these are prized by employers yet there are few opportunities within the standard school day for young people to develop these attributes. E

Learning how to communicate Whether it’s a dedicated modern foreign language trip, a sports tour or a historical excursion, taking students to a new country will mean they need to find a way of communicating with the citizens of that country. Buying souvenirs or sweets, ordering a coffee or hot chocolate, asking for directions – these interactions, however brief, will help to build your student’s confidence, making them more independent and resilient. Discovering new interests An international school trip exposes young people to new environments, situations, people and places. These episodes can be the trigger for a young person to discover a new passion or open their eyes to a new career path.

Trips

An overseas educational visit will give your students memories that last a lifetime. This shouldn’t be underestimated or undervalued

F Memories to last a lifetime As well as providing an education and supportive environment as young people grow, teachers are keen to create enriching moments that pupils will remember for many years – that make students feel good, and enhance their knowledge and understanding. Spending time surrounded by their peers, without their families in a new country - an overseas educational visit will give your students memories that last a lifetime. This shouldn’t be underestimated or undervalued. Planning an overseas visit If you are planning an overseas experience, how can you make sure your trip runs like clockwork? School Travel Forum was established 21 years ago to give teachers confidence when booking and planning a school trip by upholding best practice regarding health and safety. Gill Harvey, School Travel Forum CEO, explains how using a School Travel Forum member will make sure your trip is one to remember for all the right reasons. “Organising an educational visit or tour is very different to booking a family package holiday,” explains Gill. “There is more to consider – from appropriate transport to child protection to booking activities and excursions and financial protection. As well as simplifying what can be a complex process, our members provide schools with complete assurance regarding safety management.

Trips

“Our members are also members of either ABTA or ABTOT, giving schools financial protection and ensuring your trip continues should there be any problems with the travel provider.” School Travel Forum members are often exteachers and understand the importance of ensuring a trip is part of the holistic learning experience that a school offers its students. “Our members also provide resources to help teachers prepare their students for their forthcoming trip,” Gill continues. “They work with teachers to build the trip that meets their desired outcomes – recommending the best excursions and places to visit, and will provide further resources to help embed learning once the group returns to the classroom.” In addition to booking with a School Travel Forum member, teachers can get advice and support from their local Outdoor Education Adviser. Outdoor Education Advisers have extensive knowledge and experience of organising outof-classroom learning sessions and visits

and can provide high-quality advice and information. They also offer resources to support educational visits to help you and your students get the most from the experience. Their National Guidance also outlines the key requirements that need to be considered when planning off-site educational visits or trips – from identifying when you need to get parental consent to ratios of staff and pupils. A successful school trip is not just about coaches arriving on time, and flights and ferries departing when they should. A successful overseas educational visit will allow students to learn in the real world, make a subject relevant, help pupils grow in confidence, improve relationships and result in better engagement when back in the classroom. Students will also be more independent and resourceful and have memories they’ll remember long into the future. L FURTHER INFORMATION

www.schooltravelforum.com

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