Education Magazine Edition 55

w w w . e d u c a t i o n - m a g a z i n e . c o . u k - f o r a r t i c l e s n e w s a n d p r o d u c t s

Edition 4, 2013

How to be top…..Talking to Matt Butler who is the Principal of the

Oasis Academy in Bristol p14

Designing educational environments for children with ASD p18

Most parents don’t understand apprenticeships p24

Academies and Financial Funds p26Procurement Strategies – Food and

Catering Services p28

UK schools make a difference for people affected by cancer…

JOIN WORLD’S BIGGEST COFFEE MORNING THIS SEPTEMBER

Macmillan Cancer Support is asking schools around the UK to make time for what really matters on 27th September by hosting a World’s Biggest Coffee Morning and helping raise over £15million for people affected by cancer.

World’s Biggest Coffee Morning is not only an enjoyable fundraising event but it is a perfect opportunity to bring the whole school together. The event supports the curriculum and is a good opportunity to talk to pupils about cancer, the importance of kindness and helping people. In addition, it is a chance for students to learn cooking skills, consider healthy eating choices and hear about the food and language of other countries. What’s more, pupils will develop entrepreneurial skills whilst working together to organise the event; from setting up, creating invites and greeting guests, to taking and calculating money. Nurseries can use their event to engage parents and explore areas of the foundation stage such as sharing and feelings.

At 23 years old, World’s Biggest Coffee Morning is not only Macmillan’s flagship fundraiser but it is the original and most successful charity fundraising event of its sort. In 2012, more

than 11,000 schools in the UK hosted a coffee morning, raising an astounding £1.5million, with coffee morning as a whole raising a record breaking £15million! Each year in the UK 2,022 people aged 15–24 and 1,578 children aged 0-14 are diagnosed with cancer. The valuable funds raised by coffee morning help Macmillan provide vital support for these children and young people.

Once registered, schools will receive the new free Coffee Morning Kit with everything needed to get started, including a how to guide, posters to advertise the event, engaging assembly plans and activity sheets. Additional items such as stickers and balloons can also be ordered from Macmillan to help ensure the event is as fun and successful as possible.

Vicky Keen, Head Teacher said; “Coffee Morning is really inspiring and there are lots of opportunities to weave it into the school’s needs. I love to see children really coming to understand that looking after other people, and bringing kindness into the world really matters. And I love to see their cheeks bulging with cake for a treat! All in all, it’s time really well spent.”

Visit www.coffee.macmillan.org.uk or call 0845 602 1246 or text COFFEE to 88080 to get your Coffee Morning Kit today.

If you are building, developing new ideas or have some excellent examples of

‘good practice’, spread the word about them and contact PIR Education Magazine

on

01234 348878 or email [email protected] are always looking for good news on

Education issues. We approve all articles prior to press.

Look forward to hearing from you!

Contents

2 News

14 How to be top…..Talking to Matt Butler, the Principal of the Oasis Academy in Bristol

18 Designing educational environments for children with ASD

20 Language teaching techniques in the classroom – keys to learning languages successfully!An opinion piece by Fiona Dunmore of Viva Language Services.

23 Making global localJohn Dowler, Head of Helsby High

School, discusses how to make global citizenship relevant in today’s classroom.

24 Most parents don’t understand apprenticeships By Danielle Robinson

26 Academies and Financial Funds: What You Need to Know

28 Procurement Strategies – Food and Catering ServicesBy Karen Grewcock of ESPO

30 More News

33 Product showcase

For details on how to sponsor covers for future editions,

telephone: 01234 348878

The Publisher holds all copyright and any items within may not be reproduced in any way, for any purpose, without the written permission of the Publisher. While every care has been

taken to ensure accuracy, the information contained within this publication is based on submissions to the Publishers who cannot be held responsible for errors and omissions. The publisher does not necessarily agree with the views expressed by contributors and cannot

except responsibility for claims made by manufacturers and authors, nor do they accept any responsibility for any errors in the subject matter of this publication.

Education Magazine

Edition 55Annual Subscription £10

Editorial Sales Team: Derek Cooper,

Tracy Johnson and Derek Innall Tel: 01234 348878

Design/ProductionAmanda Wesley

Published byReview Magazines Ltd,

Clifton House, 4a Goldington Road, Bedford MK40 3NF.

Tel: 01234 348878 Fax: 01223 790191

E-mail: [email protected]

Website: www.education-magazine.co.uk

Copyright Education Magazine 2013

4 Education Magazine

NEWSNEWS NewsNews

NewsNewsNewsNEWS

An inspiring education business from Stoke welcomes Lord Sugar to its inaugural National Enterprise Challenge Awards 2013A team of five young businessmen from North Staffordshire have pulled off a spectacular, star-studded event for school children with Lord Sugar as keynote speaker. He joined over 400 pupils – many from Staffordshire schools - at the Troxy Theatre in East London on 2nd July 2013, for the first ever ‘National Enterprise Challenge’ finals.

Lord Sugar said: “This scheme gives schools the opportunity to harness their pupils’ key employability skills and to test themselves on a national level. It also gives businesses the chance to support the next generation of budding entrepreneurs”.

Over 10,000 students from 58 UK schools have taken part in this year’s challenge. Competing in teams of six, the pupils were asked to develop a business idea centred around two different topics. They then pitched their ideas to a panel of judges, and one team from each school won a place in the National Finals attended by Lord Sugar.

Ben Dyer from Longton, his cousins Michael and Simon and colleagues Ollie and MJ are the team behind Youth Enterprise CIC - a community interest company set up to make enterprise education more accessible to young people. They travel the country running

enterprise days in secondary schools. The winninn team from each school gets to go to the finals day in London attended by Lord Sugar.

Overall winners from Key Stage 4 were The Strood Academy from Kent who took home a specially made trophy for their outstanding presentation and business skills demonstrated throughout the competition, and Key Stage 3 champions were the Sirius Academy from Hull who shone with their business skills infront of the judges.

A special Lifetime Achievement Enterprise Award was presented to Georgina Moseley on behalf of her late son Harry,for his inspirational work in raising over £1.7 million for charity.

For more information visit www.nationalenterprise challenge.co.uk/

Three-quarters of free schools rated good or outstanding by Ofsted at first inspectionThree-quarters of the first 24 free schools were rated ‘good’ or ‘outstanding’ by Ofsted, the results of their first inspections show.

Of the 24 free schools inspected:

• 4 were rated ‘outstanding’• 14 were rated ‘good’• 5 were rated ‘requires

improvement’• 1 was rated ‘inadequate’

Despite being a small sample, the results are an encouraging start to the free schools programme. The achievements of the schools are particularly impressive given they have only been open for 2 years and have often faced strong local and national opposition.

Ofsted inspects all new schools within 2 years of opening, so the 55 free schools that opened in September 2012 will be inspected over the course of the

upcoming academic year.

The 24 free schools were inspected under Ofsted’s tougher new inspection framework, introduced in September 2012. As with any schools judged ‘requires improvement’ or ‘inadequate’, free schools will be expected to take steps to ensure a swift turnaround. The department will act on continued underperformance, including potentially closing the school or handing it over to a high-performing sponsor or existing school.

Education Secretary Michael Gove said the results were further evidence of the high standards at free schools. He said:

Too often the best schools are only available to the rich who can afford to go private or pay for an expensive house in the catchment area of a good school. Free schools are giving all parents – not just the rich – the choice of a high-quality school with great teaching and strong discipline.

Two ARK free schools, Conway Primary Academy in Hammersmith and Atwood Primary Academy in

Westminster, Canary Wharf College in Tower Hamlets, and All Saints Junior School in Reading were all rated ‘outstanding’ by Ofsted. They scored the highest rating across all 4 inspection categories: achievement of pupils; quality of teaching; behaviour and safety of pupils; and leadership and management.

Five of the 14 free schools rated ‘good’ have ‘outstanding’ features, according to their reports. The schools which received the 2 lower ratings will now be subject to monitoring visits from Ofsted. They are expected to take the

appropriate steps to improve, or face further action.

The first 24 have proved immensely popular within their local communities with all either full or close to full.

There are 81 open free schools. Around a further 200 are planning to open from September and beyond. In total, all currently approved and planned free schools would deliver 130,000 new school places when full.

It underlines the growing popularity of the policy and the demand for new, high-quality schools.

Save the date! Sport Relief, the nation’s favourite sports day, is back on Friday 21 March 2014Sport Relief is back on Friday 21 March 2014, providing the perfect opportunity to bring the whole school together to get active, have fun and help others. So put the date, Friday 21 March, in the school calendar now and make sure your pupils don’t miss out.

Be the first to get all the latest Sport Relief 2014 news and free resources by signing up for emails at www.sportrelief.com

Education Magazine 5

NEWSNEWSNewsNews

NewsNewsNewsNEWS

20% of 2-year-olds from some of the poorest families are now eligible for free childcare – this number will double next year.The Deputy Prime Minister has announced how free childcare for 2-year-olds is being doubled so that 40% of families will benefit from Britain becoming a place fit for modern working families.

From today, 130,000 2-year-olds from some of the poorest families are eligible for free childcare, based on whether their family qualifies for free school meals or whether they are looked after by the local authority. That is 20% of 2-year-olds.

Next September, the number of 2-year-olds qualifying for free childcare will be doubled to 260,000 (40% of 2-year-olds), by opening up the offer to families that earn less than £16,190 per year and receive Working Tax Credits. Those who have been adopted, are in care or have a disability or special educational needs will also benefit from next year.

Deputy Prime Minister Nick Clegg said:From today, if you’re a parent on a low income with a 2-year-old in the family you’ll qualify for

up to 15 hours a week of free early education for your child. This free support is focused on helping the families that need it most. That’s around 130,000 2-year-olds – one in every five 2-year-olds.And from this time next year, we will extend that helping hand even further, doubling the number of youngsters getting a brighter start in life.

All the evidence shows that if you take two children – two 5-year-olds hanging up their coats next to each other on the first day of school – the poorer child will already be behind their better off classmate before a single lesson has been taught.

Without this help, children suffer and the whole class suffers as teachers have to focus more of their efforts on children who are frustrated and left behind through no fault of their own.

I believe that every British family, whatever its structure, background and circumstances should be able to get on in life.

The government is investing £534 million this year to provide childcare for 130,000 2-year-olds from this week, and this will rise to £760 million in 2014 to 2015 to help the next 130,000 2-year-olds to get a better start in life.

Parents can check whether they are eligible by contacting their local authority or children’s centre.

Skills Minister calls on employers to inspire young people as he responds to an Ofsted report on careers guidance in schoolsSkills Minister Matthew Hancock called for all schools and colleges to follow the example of the best and provide inspiring careers advice to young people.

He also said it was vital that employers worked with schools and colleges to ensure all young people received high-quality careers advice - with employers taking centre stage in inspiring young people to get on in life.

His comments came on the day his ‘Inspiration vision’ and the government response to 2 reports on careers were published. Ofsted’s ‘Going in the right direction?’ was published on the 10th September 2013 and the National Careers Council report ‘An aspirational nation’ was published in June.

Matthew Hancock’s ‘Inspiration vision’ sets the tone for the government’s position on careers guidance: all schools and colleges

should do as the best do, put young people in touch with the world of work to inspire them about their futures and help them make fully informed decisions.

The government gave schools and colleges the responsibility to provide independent and impartial careers advice because heads

and teachers know their pupils best. The previous system was replaced as it was often costly, patchy and of poor quality. Critics include Alan Milburn, formerly the chair of the Panel on Fair Access to the Professions, who found very little support for the previous system (see notes to editors).

In the response to the Ofsted and National Careers Council reports, the government is setting out how it will help schools and colleges carry out this duty.

The government will:

• revise the guidance it provides to schools and colleges. Due out in the autumn, the new guidance will be even clearer about what constitutes excellent careers guidance. It will ensure schools are focused on having high aspirations for their pupils

• improve the information about where pupils go on to after they finish their GCSEs and A levels (destination measures). It will give schools and colleges more information to assess the effectiveness of their careers guidance

Matthew Hancock said:We are announcing new action to improve careers guidance by holding schools to account.

People with fulfilling careers are the ones who can really show young people what it is like to succeed in the world of work. That is why I want more employers involved in providing high-quality careers advice to the future workforce.

We gave schools and colleges the responsibility for securing good careers advice for their pupils because they know them best. Ofsted highlighted excellent

careers advice already being provided by schools, but I want all schools to do as the best do - inspiring young people, providing work experience and putting them in touch with employers.

There is also a challenge to us all: to respond to the world as it changes, to inspire, to motivate, to encourage and to create a skilled workforce to compete in the global race.

The National Careers Service will also be improved to give young people a greater understanding of the full range of options available to them. It will use its local networks to bring employers, schools, charities and social enterprises together. The government has maintained its budget for 2015 so it can continue to provide online, telephone and face-to-face support for adults of all ages. Its activities will be extended to improve the careers resources that are available to schools, young people and parents.

The government’s measures respond to the recommendations made by Ofsted and the National Careers Council reports. Ofsted pointed to good examples of careers guidance provided schools and colleges in its report. It made recommendations for the government, schools, local authorities, employers and the National Careers Service so all schools can provide high-quality careers guidance.

The National Careers Council report called for a culture change in careers provision for young people. It also called for an improvement of the National Careers Service, so it makes young people aware of the full range of options available to them.

The government response and ‘Inspiration vision’ have been published on GOV.UK.

6 Education Magazine

NEWSNEWS NewsNews

NewsNewsNewsNEWS

Sign up for Humphrey’s Pyjama Week!Children throughout the country are being asked to join former CBEEBIES presenter, Sid Sloane in helping to raise money for a children’s charity.

He is supporting The Children’s Trust in the massively popular Humphrey’s Pyjama Week and is encouraging nurseries, playgroups, primary schools and mother and toddler groups to get involved.

The exciting fundraiser runs from 7-11 October and for a voluntary donation of £2, youngsters, staff and parents can wear their favourite PJs for a day during the week.

They can also organise themed events such as best dressed competitions and slumber party games.

Why not register now to get a fundraising pack and start planning a week of pyjama fun!

Participating nurseries, schools and groups will receive an event pack which includes Humphrey’s stickers, posters, party hats, a certificate for each child, and a story booklet.

Money raised will benefit The Children’s Trust in Tadworth which cares for children from throughout the UK who have complex health needs and disabilities and also provides rehabilitation for children with acquired brain injury.

To sign up or to find out more visit www.thechildrenstrust.org.uk/humphrey or e mail [email protected]

Go Team GB Languages!British schoolchildren put a phenomenal effort into the Language Perfect World Championships 2013 in May, proving yet again that they can hold their own with the best young language learners in the world.

The Language Perfect World Championships is a worldwide languages competition, which this year became the biggest online language competition in history, with students worldwide answering an astounding 172,946,801 questions over ten days. The Association for Language Learning (ALL) teamed up with the New Zealand-based company Language Perfect, the developers of the competition software, to run the UK league of the competition, the ALL Language Perfect World Championships. The intense online competition encourages pupils to learn vocabulary, verbs and common phrases from a wide range of languages. Country against country, school against school and student against student, it motivates pupils to succeed in language learning and makes it fun.

England came third in the contest, ahead of all of its European neighbours, by answering 7,018,753 questions and with an overall score of 2,248,091 points. Australia won the gold medal overall, followed by

New Zealand with silver, then England with bronze.

The top schools in the UK were:

Arden School: a whopping 1233 students registered in the Championships, of whom five earned Elite Awards, six won Gold, six Silver, 23 Bronze, and 43 Credit - an incredible effort! Arden School also wins the ALL Top School Award, along with a year’s free group membership of ALL.

Ysgol Dyffryn Taf School: 44 students registered in the Championships, of whom one earned an Elite, eight Gold, eight Silver, 14 Bronze & 11 Credit. The students averaged an amazing 2, 065 points per student.

Grange Technology College: 27 students registered, of whom one earned an Elite, four gold, four Silver, four Bronze and one Credit. Students averaged a fantastic 1, 550 points per student.

The top students in the UK were:

In first place, Emily Guest from the Redhill Academy, who also came top in the world for German, and wins the ECUK Top Student Award,

In second place, Annabelle Seaward from Arden School, and

In third place, Antonia Wilmot from Bridgwater College.

A special mention also goes to Carys

Moakes, from Newton Abbot College, who came first in the world for Spanish.

”I remember writing with such pride about this huge international competition and about how well the kids at my school had done last year, yet this year I have been amazed at their determination and engagement,” said Issac Greaves, a language teacher from Ormesby School in Middlesbrough: “students continued everyday in to the half term until the competition finished. Fantastic!”

It is a testament to our language teachers, our schools and most of all our young language learners that UK students have accomplished so much. Proof not only that British students love languages, but that we have some of the best linguists in the world!

This is the fourth competition of this kind on which ALL and Language Perfect have collaborated, and we’re very proud of the European Language Label that we were awarded in 2012 for the UK leg of the competition.

ALL and Language Perfect are also delighted to be working with the European Commission Representation in the UK in 2013. The ALL Top School Award and the ECUK Top Student Award trophies will be awarded at a special ceremony as part of the European Language Label Awards at Europe House in London.

Education Magazine 7

NEWSNEWSNewsNews

NewsNewsNewsNEWS

Underperformance will be tackled - with the government stepping in to turn around the weakest providers.Radically reformed performance tables for colleges and school sixth-forms will provide a raft of new information so young people can make the right choices for their futures.

Schools Minister David Laws said that the new tables will show how colleges and sixth-forms were performing across a range of indicators.

This will mean the 1.6 million young people in post-16 education each year will be able to make informed choices about the qualifications and courses they take and the institutions they attend, he added.

Ambitious new minimum standards will also mean that underperforming colleges and sixth-forms will be highlighted and held to account.

Those that fail to meet the standards required will face intervention from the government.

A new measure will also show how well post-16 providers do in helping young people get

a C or better in English and maths. As of this academic year, all young people who go into post-16 education without a grade C in those subjects must continue to study them until they get a C or better.

The overhaul - set out in a consultation launched today on accountability for providers of 16 to 19 education - will:

• raise standards - the new tables will shine a light on the performance of all colleges and school sixth-forms. Those which fall below the new minimum standards - which will focus on attainment and progress of students - face intervention

• provide clear, reliable information for young people. This will help them make well-informed choices based on the quality of courses and the performance of school sixth-forms and colleges. It will also drive further improvement through the system

• ensure colleges and school sixth-forms help pupils who do not have GCSEs at C or better in English or maths, to achieve them

• identify colleges who are especially strong or weak in particular areas. Results in different types of level 3 qualifications (those aimed at 16- to 19-year-olds) will be published separately - with unique columns for

A levels and all academic courses (including A levels), and then 2 further columns for vocational qualifications, showing new tech levels and applied general qualifications

The Organisation for Economic Co-operation and Development (OECD) is clear that the best education systems in the world are characterised by strong accountability systems which highlight the performance of all providers and which give clear information to parents and young people.

David Laws said:

To build a stronger economy and a fairer society it is vital we raise standards so

all our colleges and sixth-forms perform to a high level. We are already seeing how both primary and secondary schools have responded to the challenge we set them - and we expect these new accountability measures in the post-16 sector to have an equally positive impact.

It is high time that parents and young people were given the full picture of performance in all schools and colleges so they can make the choices that are best for them.

Flexibility and added value from your schoolwear serviceWhether yours is a state, independent, grant-maintained or academy school, you should be benefitting from the tremendous buying power of the John Cheatle Group. Over three times larger than its nearest competitor in the independent schools sector, and able to procure significantly larger volume discounts than a standalone school uniform shop, John Cheatle provides the most flexible schoolwear and sportswear solutions, tailored perfectly to your school’s needs.In-store, on-site, online – or any combination of these options – means you can utilise professional management of your school shop and stop worrying about overstocking or supply shortages (John Cheatle gets priority treatment when ordering stock, due to its tremendous buying power). A typical school shop comprises less than 0.5% of a school’s activity, but when managed in-house requires a disproportionate level of management time, systems and investment. Putting its management into the hands of a professional, experienced organisation like John Cheatle will free up your school team – and your parents will also benefit from the lower prices on basic uniform items that only an operator with the buying power of John Cheatle is able to achieve, eg. shirts and blouses at £4-6 instead of around £10-15 as found in many school uniform shops. They’ll enjoy the efficiency and flexibility, too.For more information please contact Justin Cheatle on 0116 299 0909 or email [email protected]

John Cheatle supplies over 1200 schools across the UK

Reply No.

1

Reply No.

2

8 Education Magazine

NEWSNEWS NewsNews

NewsNewsNewsNEWS

More than 500 teachers and special educational needs (SEN) support staff have been awarded scholarships worth up to £3,500 to develop their specialist knowledge and skills.For the third year running, the National Scholarship Fund will support successful applicants in funding their professional development. Combined, the awards are worth more than £950,000, bringing the

total given through the fund over the 3 years to £3.7 million.

The announcement reflects the government’s commitment to continuing professional development for the profession – particularly those who educate children with special educational needs and disabilities.

Charlie Taylor, Chief Executive of the National College for Teaching Leadership, said:

A teaching profession that values continuing professional development is crucial to raising standards in our schools. These scholarships – alongside our wider educational reforms – will help deliver our objective of raising the status of teachers.

Scholarships have been awarded to 303 SEN teachers and 113 SEN support staff, as well as

98 English, maths and science teachers, where they have successfully met the set criteria.

SEN teachers and support staff who have been successful in today’s award round will go on to study courses such as Advanced Certificate in Special Education: Autism (Chil-dren) and MA Specific Learning Difficulties – Dyslexia.

Successful applicants in the priority subjects of English, maths and science will take up courses such as Post-Graduate Certificate in Astronomy and Astrophysics, Master of Education (Applied Linguistics), and MA Educational Innovation with a Specialism in Mathematics.

The National Scholarship Fund for teachers and SEN support staff is administered by the National College for Teaching and Leader-ship. Further information can be found on the Department for Education website.

Headteachers at all state schools will be able to link teachers’ pay to performance from the start of this term – allowing them to pay good teachers more.New pay policies give heads and governors the freedom to reward their staff. Academies already had the autonomy to do this and from now on all maintained schools also have that freedom.

Heads can develop pay policies tailored to their schools’ needs, helping them attract and retain talented teachers in the subject areas they know they need.

The changes follow recommendations made by the independent School Teachers’ Review Body (STRB), which last year called on the government to link teachers’ pay more closely to performance.

Evidence shows that improving the quality of teaching is essential to raising standards in schools. According to the Sutton Trust, the difference between a very good teacher and a bad teacher may be equivalent to a whole year’s education for a disadvantaged pupil.

A Populus poll in July revealed that a majority of the British public support these plans. 61% of people surveyed said they believed schools should be free to set the pay of individual teachers based on the quality of their performance.

Education Secretary Michael Gove said: Linking teachers’ pay to performance will make teaching a more attractive career and

a more rewarding job. It will give schools greater flexibility to respond to specific conditions and reward their best teachers.

It is vital that teachers can be paid more without having to leave the classroom. This will be particularly important to

schools in the most disadvantaged areas as it will empower them to attract and recruit the best teachers.

The new national pay framework for teachers is set out in the School Teachers’ Pay and Conditions Document (STPCD). This is simpler and more flexible than the previous lengthy and complex document. The new national pay framework:

• ends pay increases based on length of service – until now, virtually all full-time classroom teachers on the main pay scale automatically progressed to the next pay point

• links all teachers’ pay progression to performance, based on annual appraisals – already the case for some teachers who are on a higher pay range

• scraps mandatory pay points within the pay ranges for classroom teachers to give schools greater freedom on how much teachers are paid. They will remain in place for reference only in the main pay range to guide career expectations for new teachers entering the profession

• retains the higher pay bands for London and fringe areas

It is up to each school to decide how to implement new pay arrangements for performance-related pay. Schools will have already been preparing to implement revised pay and appraisal policies setting out how pay progression will link to a teacher’s performance ready for the new academic year. The first performance-linked pay increases will be made from September 2014.

Amanda Phillips, headteacher at Old Ford Primary School and Culloden Primary School in Tower Hamlets, east London, will, from the start of this academic year, base teachers’ pay progression on how each individual teacher performs against the Teachers’ Standards (the framework setting out what is expected of teachers in order to fulfil their role).

Teachers will be robustly assessed on a range of factors. These include, amongst others, being able to demonstrate all aspects of their teaching are at least good, that significant numbers of their pupils are making progress in English and mathematics above national expectations, that they have modelled lessons for the National Teaching School and that he or she has for instance managed an initial teacher training (ITT) student. If they meet all their objectives, they might receive a pay rise between £3,068 to £5,511, rather than the £1,495 they would have received under the old system.

Progression up the main pay range depends on performance but need not be limited to 1 pay point per year – meaning excellent teachers could progress faster.

Amanda Phillips said:

Bringing better teachers into schools and removing underperforming teachers will have a positive impact on the quality of teaching in schools, which will in turn improve pupils’ standards and overall performance. This needs to happen in all schools.

Education Secretary Michael Gove.

Education Magazine 9

Reply No.

4

Reply No.

6

Supply2Schools.co.uk School Decision Makers need to make choices

with cost, safety and practicality in mind.

We at supply2schools send exclusive emails on behalf of our clients who wish to

contact and supply schools with a variety of products and services at the best price, with

quality and reliability at their heart.

Our clients send their emails to both supply and inform schools of their latest products.

When schools receive an email sent from supply2schools, they can be confident that they

are getting up to date information, from a reliable company, who have experience in supplying the

education sector.

For more information about supply2schools please visit

www.supply2schools.co.uk

Kingston University adopts robust portable data security standardiStorage, a leading specialist in portable storage and digital encryption, has announced that Kingston University is to adopt its datAshur USB flash drive with FIPS 140-2 Level 3 certification as standard for staff using sensitive data away from traditional

secure data environments. The University, which has more than 23,000 students, is drafting policies and procedures to identify the types of data routinely stored on the devices ahead of deploying datAshur drives throughout the organisation.

The datAshur devices, which meet the globally recognised and rigorous FIPS 140-2 Level 3 benchmark for data security, are already used by Kingston University’s central ICT teams as password

safes; to transfer sensitive data offsite to outsourced solutions and to contain sensitive information during disciplinary investigations. datAshur from iStorage was selected after the device’s features met with guidelines developed by the University’s Technical Security Group.

“Our staff handle personal identifiable information on a daily basis, in addition to sensitive material including financial information and exam papers. As such, the University decided to invest in a data encryption solution for mobile workers that met with our strict list of requirements,” said Mark Nicholls, Infrastructure Security Manager at Kingston University, London.

Tel:+44 (0)20 8991 6260 or visit: www.istorage-uk.com

Reply No.

3

Reply No.

5

10 Education Magazine

NEWSNEWS NewsNews

NewsNewsNewsNEWS

Engineering in Motion attains the College of Teachers’ CertificationEngineering in Motion (EIM), the umbrella body of two highly regarded educational initiatives has attained The College of Teachers’ (TCOT) Accreditation for the EIM Certificate of Professional Practice.

F1 in Schools and the Land Rover 4x4 in Schools Technology Challenge are popular competitions run in schools across the UK provided by Engineering in Motion. Both challenges aim to encourage students to learn more about engineering and the many disciplines this encompasses, through exciting and engaging projects which bring curriculum learning to life through practical application.

Engineering in Motion, through its accreditation by The College of Teachers, offers any teacher, teaching assistant, STEM club leader or technician who delivers any of the EIM initiatives the opportunity to gain The College of Teachers Certificate of Professional Practice. Teachers gaining this internationally recognised qualification strengthen their CV and gain acknowledgement of their achievements.

Manager, David Lakin, says of achieving this status for EIM, “We are delighted to provide accredited certification from The College of Teachers; it is welcome recognition of the value of the programmes we offer to teachers, schools and students. It is also a valuable reward for the teachers who put in so much hard work and tremendous effort in running our initiatives.”

Established in 1846, The College of Teachers is the UK’s professional membership organisation for teachers and the premium education provider of professional development qualifications.

Engineering in Motion is a not-for-profit organisation totally committed to providing exciting yet challenging educational

experiences through the magnetic appeal of Formula One, motorsport and automotive engineering. Engineering in Motion runs innovative educational STEM (Science, Technology, Engineering and Maths) projects with an aim to engage and encourage students to continue studying STEM subjects at apprentice, further and higher education.

F1 in Schools challenges teams to design and manufacture the F1 car of the future simulating the design and engineering processes employed by a real F1 team. In the Land Rover 4x4 in Schools Technology Challenge team members work together to design and build a radio controlled 4-wheel-drive vehicle to set specifications that can successfully negotiate a specially designed test track that will emulate that of a real life 4x4 vehicle.

Let’s hear it for deaf children!Schools across the UK to sing and sign to music for Hearing Dogs for Deaf People

From September to December, schools, colleges and youth groups are being asked to sing and sign along to music and put some FUN into fundraising for Hearing Dogs for Deaf People! The charity that provides life-changing support to the lives of deaf people is asking schools and groups across the UK to use their musical talents to host a performance and raise awareness of hearing loss.

Each FREE fundraising pack contains fun, interactive and educational activities, which teach groups to learn to spell their name in sign language and how to ‘sign along’ to well-known songs. The pack will also include recipes to make ‘pup-cakes’, cute doggy stickers for the younger kids and a ‘design a hearing dog coat’ competition, in which the winner’s design will be made into a real dog coat and featured in the charity’s Favour magazine!

‘Sign along’ videos and curriculum - linked educational resources will also be available online for teachers and youth group leaders to download.

Hearing Dogs for Deaf People are encouraging communities to use their new found sign language skills to host musical events such as concerts, talent shows, choir recitals or Christmas carol services, showing off their new talents to family and friends and helping to raise vital funds for the charity.

Hearing Dogs for Deaf People are also offering a prize for the group who raise the most money. The winning team will receive a visit from the Hearing Dogs demonstration team, where pupils will meet and greet one of the charity’s four-legged friends and also learn all about the specialist training of an exceptionally clever hearing

dog. Pupils will have the opportunity to watch the hearing dog in action and learn how each intelligent dog changes the life of a deaf person by alerting them to household and danger sounds.

‘Let’s hear it!’ aims to educate children about deafness and encourage schools to use music to fundraise for Hearing Dogs for Deaf People, creating a greater appreciation of the sounds that we take for granted. Schools and groups can get started by ordering a free fundraising pack or simply downloading the resources online at www.hearingdogs.org.uk

Hearing Dogs for Deaf People receive no government funding and make a lifetime commitment to each partnership. Since 1982, the charity have created over 1,830 partnerships between hearing dogs and deaf people, and rely solely on the generosity of public donations to continue their life-changing work.

Hearing Dogs for Deaf People is a registered charity that trains dogs to alert deaf people to household sounds and danger signals such as the doorbell, telephone and smoke alarm – providing life-changing independence and confidence. The Charity has its own breeding scheme, provides a national service and no charge is made to its recipients. Since its inception in 1982, Hearing Dogs for Deaf People has placed more than 1830 hearing dogs.

For more information, go to: www.hearingdogs.org.uk.

Left to right: Andrew Denford, Founder and Chairman, F1 in Schools; Philip Oldershaw, The College of Teachers and award-winning teacher, Pauline Guy from St.Cuthbert’s Primary School

Reply No.

7

12 Education Magazine

Children to play lead role in sea change in attitudes towards ocean debrisAn international expert in marine debris says that school children will be a driving force in bringing about a sea change in attitude towards marine pollution, which has reached crisis proportions across the globe in the past decade.

Plymouth University professor, Richard Thompson, who is working on UN and EU projects to find solutions to ocean debris, believes children have a major role to play by educating their parents, who were brought up in a ‹throwaway› generation. He is carrying out a survey of over 300 children who are taking part in the Ecover Schools Blue Mile at the National Marine Aquarium in Plymouth on 17-19 June.

Plastics account for a staggering 75% of all rubbish found in our seas – and some of it ends up killing wildlife. A recent report by Prof Thompson found that 663 species have to date been affected by marine debris – 80% of which was plastics. Many of the creatures had suffered entanglement or ingestion and among the most badly hit were turtles, seals and whales.

“Within the first 10 years of this century we’ve put into the environment more plastic than we had done in the whole of the

NEWSNEWS NewsNews

NewsNewsNewsNEWS

century that went before. So there is a need for urgent action. And then we see the potential for harm, which is substantial. Some of the species which are affected by marine plastics are already threatened or endangered and they are being further compromised by their encounters with marine debris.

“One of the root causes of the problem is that our generation has been brought up to be a disposable society. This culture only emerged in the last 50 years. Children are fundamental in changing this because they are still forming their opinions, whereas most adults are guided by the past.

“So it’s absolutely not too late to stop this wasteful mind-set. That’s one of the really positive things about this story of plastic litter in the ocean. In theory, we should be able to virtually eliminate marine debris. And kids are really important in leading change in this area.”

Prof Thompson and colleagues Dr Bonny Hartley and Dr Sabine Pohl from the university’s School of Psychology, are carrying out a survey of schoolchildren as part of the Ecover Schools Blue Mile, an event which aims to teach children about the marine environment. The survey will indicate how the children’s attitudes change after spending a day learning about the sea and the effect of plastics on oceans and wildlife.

Some 300 children from local schools will visit Plymouth University’s ‘Plastics Lab’ at the National Marine Aquarium in Plymouth during the three-day event: “We are quite keen to get

children’s perceptions before and after the event to see if some of the things they’ve seen and learnt have changed their attitudes. To gather paired data of such a big sample would make quite a powerful analysis.”

At the same time, Prof Thompson is working on a survey of 16 EU countries, which aims to discover what adults think about the issue: “Possibly we could compare the difference in perceptions between the children and adults,” he said.

Prof Thompson – who worked with actor Jeremy Irons in a documentary about marine debris, Trashed – believes that youngsters can also influence their parents when it comes to making consumer choices.

He is advocating a ‘green, amber and red’ label system on the packaging of goods so that people can make an informed choice when shopping: “You’d have a green dot for ‘uses recycled material, can be recycled and uses the minimum amount of material’, a red dot for ‘doesn’t use recycled content, difficult to recycle and uses more material than it needs to’ and an amber dot would be somewhere in the middle.

“It’s about giving people choice so they can vote with their feet. I’m not saying everyone would take note of it but I think it would send a very clear message and it would be a wake-up call to industry because companies would think ‘I don’t want a red dot on my product – what can we do to solve this problem’.

“We’ll be trying this out with the children at the Ecover Schools Blue Mile. We’ll create

a ‘shop’ to see if they can make an informed decision on what they’re buying. We’ll give them a shopping list and the ‘till’ counts up the environmental footprint rather than the price. The children can go back and shop as often as they like to get their score down.”

Prof Thompson believes that ultimately, change will happen – but not just because of wildlife issues: “To me, there is a clear need to act but if the wildlife on its own isn’t enough, then perhaps the knowledge that we are literally throwing away our oil and gas reserves might be.

“About 8% of world oil production is going towards making plastics every year and a third of that is going into the disposables – the single use items. Now we simply don’t have enough non-renewable reserves of oil and gas to be doing that. It’s a waste of oil.

“At the moment we’ve got a linear chain: from oil, through stuff that we don’t use for very long, into rubbish. So if we could recycle more, at least we would be getting more usage out of the oil.

“I have a belief that possibly, as the price of oil goes up over time and we realise that those resources are finite, then that might end up being a stronger driver than all of the images of strangled marine life. Those images are important in alerting the public view. We’ll have to wait to see.”

For more information visit www.thebluemile.org www.plymouth.ac.uk/

Education Magazine 13

The discovery of the legionella bacteria in a school in Northern Ireland earlier this year, was a reminder – if it was needed – to all schools and colleges about the importance of facing up to the risk of Legionnaires’ disease. Luckily for Hill Croft Special School in Newtonabbey, the source of the legionella bacteria was isolated to a disused shower block and neither pupils nor staff were found to be affected. Nevertheless, the school was forced to close down while disinfection measures were put in place.What is Legionnaires’ disease? A potentially fatal disease caused by the legionella bacterium, which may be present in tepid water and is spread by inhalation of fine water droplets or spray. Who is at risk? Teachers and other staff are actually more vulnerable than pupils as those most at risk tend to be the over 45s. However, Legionnaires’ disease is also associated with people with pre-existing health conditions or whose immune systems are vulnerable or impaired, which can apply to people of all ages, including children and young people.Why are schools vulnerable? Educational buildings like schools and colleges present a particular risk due to the variety in their age and construction and the large number of water outlets present. As with other large buildings, schools and colleges (especially those that are residential) tend to have complex water supply systems in which bacteria can easily thrive, making them a potential breeding ground for legionella. These buildings are also more

likely to have several water fixtures such as showers, spa baths and fountains, which may give rise to sprays or aerosols containing the bacteria, inhalation of which represents the highest risk. The size and complexity of buildings is not the only factor. Age is also an issue, with old buildings often having pipes and fixtures which are either unused or infrequently used, allowing bacteria to build up. In newer buildings, modern water systems can also represent a risk if for economic reasons, water is not stored and/or circulated at safe water temperatures. What is a safe water temperature? To prevent the legionella bacteria, the Government’s Health and Safety Executive’s recommended guidance, ACOP L8, states that hot water in a building should be stored above 60°C and distributed above 50°C, and cold water distributed below 20°C. Who do the regulations apply to? All buildings regardless of their age or size are included. Previously water systems using less than 300 litres were excluded but the legislation now applies to all hot and cold water systems in the workplace regardless of their capacity. This means that all schools and colleges with hot/cold water systems and/or wet cooling systems now have a legal responsibility to identify any risk of contamination and to prevent or control it.Temperature Monitoring One of the key methods of preventing or controlling the risk of an outbreak is to maintain an effective water

temperature monitoring regime. To comply with the ACOP L8 recommendations, water outlets should be monitored throughout a building – typically once a month – to ensure safe water temperatures. This requires accurate and reliable temperature checks of running water, pipe and calorifiers. Going it alone Having undertaken a thorough risk assessment of their buildings, some schools and colleges employ outside water companies to undertake these temperature checks, whilst others opt to go it alone, by

using their own thermometer kits. Much will depend on time and personnel available, the number and complexity of buildings involved – and most important, affordability. Although in an era of delegated budgets –not to mention private schools and Academies - managers have a lot more choice on how they will decide to face up to the Legionnaires’ disease risk, as always proper advice is crucial and readily available from LEAs, water hygiene specialists, legionella consultants and temperature experts.

Schools face up to Legionnaires’ disease

Reply No.

8

Reply No.

9

14 Education Magazine

Oasis Academy Brightstowe is the UK’s most improved school, obtaining an increase of 33 percentage points in the number of students achieving 5+A*-C including English and maths last summer. The Oasis approach to education puts community engagement at the heart of learning. Another part is caring about the education of a young person means caring about his or her whole life, working where appropriate with parents and carers and other members of the community to ensure holistic wellbeing. The fact that Oasis schools are the most improved in the country proves the success of this approach they claim. Education Magazine met with the head to ask about his approach and how he brought about the improvement.

Education Magazine Was this school in special measures when you joined it 3 years ago?

Matt Butler No it wasn’t, it had been an Academy for 2 years prior to my joining and as the Head was retiring the Organisation took the opportunity to look outside for a replacement to carry on her work in bringing the school forward to its full potential. At the time it was short of numbers and funding which was presenting challenges to the management team. It also wasn’t delivering the service to the local community that it was capable of. So it was a perfect match for me as that’s the sort of role I came into education to carry out.

EM Often a new Head will alter the management structure, when you first arrived in post did you do this?

MB I was very fortunate in that the existing leadership team were relatively new and I was also able to recruit a deputy and two managers of my own choosing. This was vital to me as I had learnt that infighting in the management team is completely counterproductive. When big changes are being made its essential that the senior team are all in agreement about how to proceed. Another important action was to give everyone a very clear picture of where the school will be going. This is essential if you are going to have everyone delivering their full effort to the best effect.

EM What was your vision for the school?

MB It was a simple one; it was that I was going to create an academy that was going to deliver excellence. It was going to be a source of pride for the local community and would give our students a chance to fulfil their future. We were going to be a school where the students would be able stand alongside any others as their equal.

EM What actions and changes were made outside the management team to realise this vision?

MB Initially it was small changes. Simple things like banning mobile phones. This had an effect on several levels: firstly staff were concerned it could not be done. Working together we proved that it was both possible and that we could sustain it. It demonstrated that we (the staff) held the authority in the school and were prepared to use it. Successful change h a momentum

How to be top…..Most improved schools in the country place emphasis on integrated education.

Matt Butler is the Principal of the Oasis Academy in Bristol. He started his working career as a management accountant working for British Airways after gaining a degree in economics at Durham University. After six years he decided he wasn’t really an accounting type so moved into general management and spent time in the far east running BA operations. Five years into the role the decision that it wasn’t what he wanted to be doing for the rest of his days was an obvious one. He took 18 months out and shadowed a variety of jobs until a friend suggested he tried teaching in a turnaround school. A day spent watching what was going on convinced him it was what he was meant to do.

He studied and passed his Postgraduate Certificate in Education and spent a couple

of years teaching in challenging schools in north London as that’s where his interests and motivation lay. A fortunate inclusion in the ‘Future Leaders scheme’ led rapidly to a Deputy Head position at Hornsey School for Girls where he trained under the Head, Andy Yarrow, before joining Pimlico School as a Deputy Head just as it was achieving Academy status under the guidance of Principal Jerry Collins. That school went from Special measures to Outstanding in two years. This gave his career the impetus needed to attain his present job at Brightstowe in 2010.

Education Magazine 15

of its own and leads to further successful change. I sat down with all of the staff one to one and listened to the issues that were frustrating them and so preventing them from achieving their goals. They raised many different concerns, although some were shared and we were able to act on those. 100 minute lessons that staff found very challenging we reduced to 60 minute, and we introduced the Base unit, a standalone unit for year 7 pupils to address the very low reading levels of the students on entry. We brought in primary school teachers to teach those pupils who had not reached level 4 and to help through the transition to secondary education. We also replaced the title Heads of Department with the slightly administrative connotations, with the title of Lead Teachers to refocus that activity on coaching staff for excellence.

EM What did you do to raise the expectations of the pupils, so that they felt they could stand alongside any other school?

MB An example of this would be the school Sports Academies we created, these are centres of sports excellence within the school where we encourage students to train to compete with other schools. One of our most established is the Rowing Academy. This is not a sport that has been connected with this school before and the idea appealed partly because it is the preserve of the more elite educational establishments and we wanted to challenge that. We are a small school and it fitted in with our resources so we established a team and par of that, last year, we took part in a 4 way competition. This was against a private local school, that have rowing as part of their tradition, plus two other private schools and a local rowing club. It was an indoor event on rowing machines and we won! This had a noticeable effect on the school, the students walked a little taller, it changed the attitude

continues overleaf uThe main entrance, Matt Butlers office is just to the right of it.

16 Education Magazine

of some parents and staff too because as a small school we would be expected to struggle to produce a good team, let alone one that could beat larger schools with more experience in the sport. Soon afterward our girl’s team won a rounder competition in Bristol. Some of the girls were on both the rowing and the rounder’s teams. I believe success breeds success.

EM Oasis has a religious content to its operating statement. How does that influence the policy of the school?

MB Religion is the bedrock of the values we have, it’s where they are drawn from. However there are no religious overtones to the way the school operates, were you to attend the school without prior knowledge of Oasis then you would assume the school is operated on a secular basis. It’s the values that we ask our student to buy into, not the religion that under lies where they were drawn from. The values are common ones, those of hope, team, equality, inclusion and perseverance. These are values that all of humanity share and so we can welcome all comers to this academy without any religious bias getting in the way.

EM Technology, you have said it can be a drag on performance as well as a boon to it, how do you see that in practice?

MB I believe technology can get in the way of learning, this is where it is used just because it’s there. I don’t believe you should judge a lesson and part of the marks be given for use of ICT. I’m of the opinion that

ICT should be used where it can enhance the pupil’s ability to learn, not just because it should be. If it doesn’t serve a positive purpose then it should not be used. Here we treat it as a tool, not as an end in itself. We have some fabulous technology here, a cutting edge 3D room that’s state of the art. However it’s only used if the technology can improve the learning experience. Teaching students the movement of planets in the universe by showing the movement in 3D enhances the learning experience and deepens the understanding. If ICT does not enhance then it’s just entertainment and that’s not what we are here for.

EM Academy status gives a lot of freedom to the management of schools to instigate changes that they feel will improve the standard of education they deliver. Could you have achieved the results you have, as the most improved school, under the LEA system?

MB There were some good LEA’s and some bad ones. The good ones ran schools as well as any Academy system can do. The problem with the LEA model is that dramatic management changes were difficult to make whereas in the Academy model schools have been removed from sponsors and other operators have been bought in very quickly. This ensures that there is a constant drive for improvement in all academies that wasn’t present in all LEA run schools. If the LEA system had allowed the best LEA’s to take over the failing schools of the poorer LEA’s then I don’t doubt that we would

have developed an equally good system for producing and maintain a high quality of school. However the boundaries and complexities of their system prevented that. Something the Academy model enables is the opportunity for all schools to become outstanding, irrespective of any overarching control structure. It’s not a perfect system but it gives us a better chance of achieving it.

EM Thank you for talking to the Review.

We are always looking for good news on Education issues. Please call us if you have any ideas or articles you would like published.

Call

01234 348878or email [email protected]

We approve all articles prior to press.

Look forward to hearing from you!

Education Magazine 17

Reply No.

10

Reply No.

12

Reply No.

11

Reply No.

13

18 Education Magazine

In contemplating this article, three words in particular come to mind. They are observation, consultation and choice. I will talk about each in turn.Observation: We can learn most about the needs of children with ASD by observing their behaviour throughout the day. There are jumpers, pinchers, self-harmers, spitters, runners and the list of behavioural characteristics goes on. Anyone who has seen a runner escaping from the classroom with a teacher in hot pursuit will know what I mean (picture 1). It can be a frightening sight and made worse by the opportunity offered by the long corridor so typical in the layout of most schools. We call this a ‘running opportunity’ but it is in the power of the designer to ‘design out’ the corridor so that we think more in terms of circulation spaces where other activities can take place; not just a means of getting from A to B. This requires a fundamental re-think of the layout of the building so that classrooms and other rooms are connected by spaces not corridors.

But what we have to remember is that by the time the individual gets to the point where he/she is intent on escape, something has happened to stimulate this

anxiety or frustration that has resulted in such challenging behaviour. It could be the noisy classroom, distraction from outside, glare from ill-designed windows, reflection from a desk or table with a shiny surface, stimulating colours on the walls, noisy air-conditioning, harsh lighting and so on.

Behavioural characteristics are very variable and it requires observation over a long period to build up a thorough understanding. After 15 years working in this field, we are still learning and are regularly reminded of the need to go on observing. But there is also self-observation. What are the things that we find frustrating in the course of our daily life? Could it be that we get anxious in a crowded train with bodies pressed uncomfortably close to us (picture 2), or in a noisy restaurant where we can’t hear what our companion is trying to say due to the background noise? These same things have an impact on people with ASD but because they have different sensory responses, their reaction can be multiplied by ten times or even more. So their tolerance threshold is a lot lower and the ‘break-out’ point is reached more quickly.

So in designing environments for people with ASD, whether educational or residential, we need to be mindful of the things that cause anxiety and frustration. The list is long and I can’t deal with them all here but we can learn a lot by observation.

Consultation: We are not often fortunate enough to be offered the opportunity to have a consultation session with the children who will attend the school we are designing. But one golden opportunity came our way recently and I would like to give some insight into the value that had for the success of the end result. This was a Resource Base for 20 children with ASD within a mainstream school and we had the opportunity to talk to some of the children with special educational needs about the things that were important to them. We were then able to meet the same children after the project was handed over so that they could see and comment on the things they had discussed with us.

The most surprising thing was that they wanted bright colours at the entrance. We would normally avoid bright and over-stimulating colours but their reason was that they wanted their Resource Base to attract children from the main school to come and socialise with them. They did not want to feel isolated because they were different. We would never have thought of that. They did, however, say that in the classrooms they wanted calm and muted colours so that they were not distracted.

When the project was completed, the children were delighted to see that they had been listened to and this gave them a sense of ‘ownership’ – it was their Resource Base and it was just how they wanted it. Their friends from the mainstream school literally queue up to visit them.

Choice: People with ASD tend to be quite solitary and find it difficult being too close to others. Their need for ‘personal space’ is such that they should have the opportunity to be able to retreat to a place of safety. This is where the circulation space (replacing the corridor) can play a part by incorporating seating areas where children can socialise or smaller spaces where one can choose to be alone. It is the ability to choose that is important. To be prevented, by the design of the building, from being able to retreat into one’s own world is likely to lead to anxiety.

Having dealt with my three words, I now want to turn to another matter that preoccupies me and that is the question of how far we should go in making schools ‘special’ for children with ASD. Attendance at school is preparation for life in the outside world. It is all very well designing a protective environment but once the child is an adult, he/she will find that the outside world is a very different place. So we need to approach our task with great care and strike a balance between what we need to do to design a school that is a place where the child can learn life skills in an appropriate environment without being misled in to thinking that the world is a safer place than it really is. But we have to recognise, of course, that we are dealing with the whole spectrum and that the lower functioning individual will always need more support as he/she will inevitably be less able to cope with the rigours of daily life.

The more I dwell on this subject, the more I think that school design for all children should be based on a lot of the principles that I regularly talk about. Why is it that only children with ASD need an environment with

Designing educational environments for children with ASD

Picture 2

Picture 1

Education Magazine 19

good acoustics, calming colours, controlled lighting and so on? Would not these features benefit children that are not on the spectrum?

I will leave you with that thought while I go on to summarise our approach to designing schools for children with ASD. It is principally driven by safety and I will list a few examples of what to avoid which are illustrated by the images published with this article.

I am sure we are all well aware that acoustics, lighting, heating, colours and a variety of other things are critical but I cannot deal with them all here. I am going to pick out a few things that are examples of

some of the issues we consider particularly important (see panel below).

The list goes on but I hope the few examples below illustrate the point that designing for individuals on the spectrum is not the same as designing a mainstream school where special needs are not a consideration. All schools need to be robust, of course, but to design an environment suitable for children on the autism spectrum does require a different approach.

Christopher Beaver GA ArchitectsFor more information email: [email protected]

ppicture 3

tPicture 4

Picture 5p

qPicture 6

Doors• Doors are particularly problematical; there is the door

closer, the vision panel, the method of door locking and the need for contrasting colours:

• The traditional door closer can be swung on and easily damaged; also fingers can get trapped in the folding ‘arm’. We prefer the fully recessed type (picture 3)

• If the door handle is the same colour as the door, it cannot be seen by someone with impaired vision (picture 4)

• The vision panel needs to be toughened or laminated glass but never wired glass. This can do serious damage to a hand that might be thrust through it in a moment of challenging behaviour

• Door locking is probably the most complicated issue because there are so many points of view amongst teachers. No matter what, a sliding bolt on the outside is not a good idea. A pupil left in the room must always be able to get out in an emergency. We prefer the maglock which releases automatically when the fire alarm is activated

Heating• Traditional radiators have sharp edges that can cause

injury if fallen on. Low surface temperature radiators are bulky and are a great opportunity for posting socks and sweet papers. Exposed pipework should be avoided as it is easily damaged and pulled off the wall. We recommend underfloor or ceiling heating; both work well and are trouble free (picture 5)

Ventilation• Noisy fans that cut in and out are disturbing and can

cause anxiety; we use centrally located fans that can be located remotely and out of earshot

Self- harming• We have had instances of head-banging that has

damaged walls in spite of a robust specification. This is a difficult one to resolve because it is either the wall or the head that gets damaged. The wall material needs to be ‘forgiving’ whilst standing up to challenging behaviour (picture 6)

20 Education Magazine

Reply No.

14

Embrace new technology.Interactive whiteboards: An interactive whiteboard is much like a standard whiteboard but it connects to a computer and a projector in the classroom to make it a very powerful tool for language teachers. The interactive whiteboard is simply a large, touch-sensitive version of the computer screen. It is controlled by touching it with a special pen (or, on some types of boards, with your finger). Anything that can be accessed from your computer can be accessed and displayed on the interactive whiteboard, for example Word documents, PowerPoint presentations, photographs, websites or online materials allowing the teacher to add variety to the lesson for a variety of exercises: reading, writing, pronunciation, listening and speaking.

IPad apps and other web tools: Teachers have a range of web tools and new technologies available to them to encourage pupils to improve their pronunciation of the target language. Podcasting allows you to record audio material yourself to listen back to time after time. One teacher has used podcasts to enable her students make recordings of reading out loud in French

so that they can hear where they are pronouncing words incorrectly. After studying the correct ways to pronounce words, they then re-record the same piece of text and this time they pronounce the words correctly. Podcasts also allow students to practice the language in their own time, making them responsible for their own learning. Vocaroo is one web tool that pupils can use to make recordings to send to their teacher for feedback.

Similarly, Vodcasts allow pupils to make video recordings in the target language as part of their speaking homework. One teacher found that the pupils enjoyed this so much, they even asked to do more speaking work! Apps such as Ipadio and Audioboo could well represent the future for speaking homework.

Without a doubt by seeing their own work published online gives pupils a huge sense of achievement which encourages them to continue improving their foreign language skills. Since most students find it easy to use computers they are in their comfort zone so can easily focus on learning the language this way.

St. Bede’s Catholic School and Sixth Form College,

County Durham have set up a shared MFL blog page on the school’s website where they publish pupils work in the target language. As part of their language strategy they regularly invite foreign speakers to visit the school and they have developed close links with schools abroad via videoconferencing which allows them to see the real need to communicate in a foreign language and ultimately broadens their minds. The school actively encourages these links through regular exchange visits to schools abroad.

Authentic and up-to-date resources. Using real life resources in the target language stimulates pupil’s motivation and creativity when they can see the language in a realistic context. For example, subscribing to a foreign magazine or using newspaper articles allows pupils to connect not only with the target

language but also the culture. One of the recommendations made by Ofsted in its report

“Achievement and Challenge” was that “schools must use more authentic materials to help develop pupil’s language skills and understanding of a country’s culture.”Foreign exchange trips whereby pupils stay with a host family are an excellent opportunity for cultural immersion which brings the language to life. Allan Hemsworth a retired teacher who has been arranging exchange trips for over 40 years says,

“There’s nothing that isn’t positive about exchange trips. We’ve had a few problems with homesickness, but no disasters. It’s a rite of passage, and the motivation to learn the language increases in the kids exponentially.”

Language teaching techniques in the classroom – keys to learning languages successfully!

William Hague recently told academics there was an “urgent need for Britain to improve its language capacity” and that “Britain’s global standing in business was at grave risk from a lack of men and women with language skills.” This is particularly worrying

given the steady decline in the popularity of language learning in schools over recent decades. It is essential therefore, that teachers find new ways to promote the relevance of languages and make language classes more enjoyable. With today’s rapidly evolving technology there are many ways for language teachers to make language lessons interactive, engaging and enjoyable through a variety of resources. After consulting with a number of language teachers on this subject here are some of the successful language teaching techniques in today’s language classrooms.

Fiona Dunmore Viva Language Services

continues overleaf u

Reply No.

15

22 Education Magazine

Young people without good GCSEs in English and maths must continue to study the subjects.Thousands more young people will have the chance to leave school, college or training with a good grasp of English and maths after the introduction today of a major government reform.

From this term, all pupils who fail to achieve

a good pass – C or better – in English or maths GCSE by the time they finish secondary school must continue to study the subjects in post-16 education until they get these qualifications.

The reform was proposed in 2011 by Professor Alison Wolf in her ground-breaking review of vocational education, and backed by Education Secretary Michael Gove.

Professor Wolf highlighted the thousands of young people who leave school or college without good English and maths.

She said it was “shocking” that the system of funding schools and colleges post-16

“actively discouraged 16- to 19-year-olds from catching up with their English and maths.”

For young people aged 19 in 2012:

• 285,000 had left secondary school age 16 without a C or better in both GCSE English and maths

• by the age of 19, 255,000 still did not have a C or better in both GCSE English and maths

The move will help address concerns that standards of literacy and numeracy among many school and college leavers are not good enough.

Native-speaking language assistants. By investing in a native-speaking language assistant students will gain confidence at using the language. Often, within the classroom environment there is not enough time available for each pupil to practice speaking the language. Many students find it daunting to speak in a foreign language in front of the rest of the class. By spending just a few minutes each week with a native-speaker either individually or in small groups they will have a much better chance to actually speak the language and furthermore being able to communicate with someone from the country itself will increase their enthusiasm and give them greater confidence to use the language.

In-service training courses for teachers. Although language teachers have studied the language to degree level with a compulsory year spent living in the country where the language is spoken, taking part in an in-service training course during their career as a teacher can have a huge impact on their professional development. This involves the teacher spending a week or two in the exchange country whereby they can job-shadow in a school. This refreshes their knowledge of the language and renews their enthusiasm for the language and culture which they will bring back to the classroom and therefore their revitalised energy will be passed on to pupils. If the teacher looks as if they are enjoying teaching the language, it is much more likely that pupils

will enjoy learning it. These visits also give teachers the opportunity to bring back useful, authentic resources for lessons.

What is particularly good about these courses is that there is European funding available therefore the school budget is not affected.

A varied approach. It is apparent that the key to successful teaching is variety. There needs to be lots of speaking through pair and group work backed up by the other three skills; listening, reading and writing.

Task-based learning through communication and practical uses of the language is now a common approach in British schools. Bringing languages to life by getting children out of their seats and actively involved in the language and culture is vital. For instance, Brighton Hill Community College, Basingstoke strongly believes languages are an asset to all students regardless of their ability and to highlight to pupils the importance of languages and cultural understanding it organises a series of events such as an International cooking and Dance event to celebrate the “European Day of Languages” celebrated every September. It has organised a German Football League to reach out to boys who would normally reject language learning and it has also run several study visits abroad. Similarly, Bournemouth School in Dorset runs several “Language Days” one of which involved Year 10 pupils developing a new product to be marketed to foreign visitors.

Stimulating visual aids. Good teaching displays on the classroom walls with key vocabulary or verb patterns as well as lively, interesting posters are vital to engage pupils and to inspire them to learn more about the language and culture.

Making pupils responsible for their own learning. Pupils should be encouraged to discover the method of learning that works best for them, since there are so many ways to learn a language. Luca Lampariello, a hyperpolyglot and language consultant who speaks twelve languages, says:

“Languages cannot be taught, they can only be learnt. The best way is to tell students right away that they are responsible for their own learning process, and the teacher is just a guide who has to motivate them.”Keeping up with new technology

The problem with embracing new technology and teaching ideas is that it is extremely time-consuming to research the most suitable apps for each specific age group and it is an ongoing task keeping up to date with them.

Often there is just not enough time available for teachers to research them fully before putting them into practice. There is also the concern that the pupils may be more tech-savvy than the teachers! However, there are ways that teachers can keep abreast with

the ever-changing educational environment by joining online fora such as TES, Linguanet and Mfl resources as well as subscribing to the MFL Twitterati. This is an excellent platform for teachers to share ideas and offer feedback regarding innovative classroom teaching practices. There are currently 956 subscribers with language teachers communicating with each other from all over the world. Teachers can also join the Association for Language Learning to share teaching ideas.

In the Modern Languages report, “Achievement and Challenge” by Ofsted, it is clear that it would like schools to use more new technology in language classes. However, it must be acknowledged that to enable teachers to embrace technology and develop innovative ways of teaching languages to enhance pupils’ experiences, adequate levels of investment need to be made in terms of both funding and time. This can only be achieved if those in higher positions share and support teachers’ aims to provide excellent language lessons and are willing to provide the necessary level of support. Technology is here to stay therefore we need to learn how to embrace it to inspire today’s students when it comes to learning languages.

An opinion piece by Fiona Dunmore of Viva Language Services.

For more information visit www.vivalanguageservices.co.uk

Language teaching techniques continued

Education Magazine 23

Making global local

John Dowler, Head of Helsby High School, discusses how to make global citizenship relevant in today’s classroom.

In ever-diversifying classrooms, pupils sit side by side with peers from around the world, with little knowledge or experience of their contrasting backgrounds. In some schools, classmates can range from a child who has never set foot further than a three square mile invisible boundary to a former Sudanese refugee. With such different backgrounds, getting pupils to relate and empathise with one another, let alone feel a sense of responsibility to the entire population is not a straightforward task.

Every school now has a responsibility to promote the importance of citizenship. Whether this is officially measured or merely complementing the curriculum – it is an increasingly important part of the ethos of many schools.

Encouraging young people to see beyond their own problems and look to help others whilst understandably absorbed in their trying pre- adolescent world, can be tough, especially when the experiences they’re hearing about are so alien. How can an 11 year old from inner city Hackney or rural Cheshire understand and value the concept of global citizenship?

Understanding citizenship isn’t simply about helping other people – but enabling young people to develop the core skills to be able to relate effectively with the world and people around them, with the hope that they in turn seek to live a more sustainable life and encourage others to do so.

In 2006 our school was invited to compete in the Deporte Divertido indoor athletics competition in Spain by George Bunner MBE and he helped us to arrange a sponsored marathon relay in order to raise funds for the trip. The event proved a huge success, but importantly, was popular with students- they enjoyed working together for a common goal. Not only did the group raise enough money to travel, but the idea of a marathon relay was taken by George Bunner and Save the Children and developed into what has become the world’s largest simultaneous children’s running event.

The Save the Children World Marathon Challenge is a relay in which teams of between 26 and 36 children across the globe race to complete the full marathon distance by running 200m seven or eight times each. The money they raise will help save children’s lives in the world’s poorest countries,

with the aim of eradicating child deaths by preventable causes. Relay teams from not only the UK but as far afield as India, Canada and Kenya compete simultaneously to beat the world marathon record.

All schools that sign up are given education resources, including ready-made lesson plans which provide the link between the fun sports activity and real problems faced by developing nations. All World Marathon Challenge learning activities can be used for teaching citizenship, PSHE and humanities and are designed to teach students about why hunger affects so many and how they can help change this.

Taking part is easy. You can choose a date to suit your school or club between 16 and

23 October, or join teams from around the world for our ‘global finale’ race on Wednesday 23 October 2013. Young people can track their progress against others in the online World Leaderboard, creating a global competition feel which adds to the excitement.

World Marathon Challenge presents an opportunity for young people to be able to feel a part of a global community. The World

Marathon Challenge provides an opportunity for students to be able to contribute to improving the lives of their peers across the world in a tangible way. Their efforts will not only raise money and make a difference, it provides them with a sense of personal responsibility - a powerful tool in a time when children and teenagers feel they have little control over things.

For us in our privileged communities in the heart of rural Cheshire, it has proven an invaluable experience for the children and young people that have taken part and we are looking forward to building on that success for the 2013 event in October.

John Dowler is Head Teacher at Helsby High School , Cheshire.

24 Education Magazine

Teens are not getting proper career advice as parents fail to appreciate apprenticeships as an equally viable option

New research reveals that parents lack any real understanding about Apprenticeships and the long term benefits they can offer to their children.

The Association of Accounting Technicians (AAT) asked over 1,000 Netmums members about their perceptions and knowledge of apprenticeships. Nearly two thirds of parents couldn’t explain them to their child, eight out ten do not know that a higher apprenticeship offers the same level of qualification as doing a degree and nearly three quarters misjudged how much lifetime earnings are boosted by undertaking a higher apprenticeship.

Despite Government aims to increase the number of apprenticeships on offer and the numbers of those undertaking them, a third of parents do not believe they will become as normal for young people as going to University.

The UK government is by no means the only one embracing apprenticeships. Yet AAT Chief Executive, Jane Scott Paul, believes that other countries are outperforming the UK because of the different way they approach apprenticeships.

‘Germany has been very successful in creating an equal status for apprenticeships and for university education. Germany has an unemployment rate for young people of 7.5% and that compares with a rate in the UK of

Most parents don’t understand apprenticeships

19%, so this is something that can really help young people get into work and get onto the career ladder.’

Especially worryingly, old fashioned misconceptions about apprenticeships still appear to exist. With nearly half believing they are geared more towards boys rather than girls. 32% believe they are for those less academically able, conjuring images of the consequences created by the 11+ system. The majority of parents were also surprised about the range of apprenticeships available, as many believed they were only available in more manual orientated fields.

In the UK, there are currently 200 different kinds of apprenticeships available offering over 1,200 job roles, across a range of different types and sizes of companies.

The way in which teenagers seek advice has changed massively over the past ten years, with many now listing the internet as their main source of information. But parent’s negative attitudes towards apprenticeships can prevent their children from seriously considering any option other than University.

The AAT is calling for the re-education of parents, so that apprenticeships are considered as a viable first choice option, alongside academic qualifications, rather than only as a backup choice.

‘We have to tell parents that there are now apprenticeships available in a wide range of senior professions and a wide range of occupations. Law, accountancy, engineering. Every sector of the economy is

offering apprenticeships, so it doesn’t really matter what your interest is, there will be an apprenticeship that will be attractive to a young person and will offer real career opportunities.’

As tuition fees increase, the AAT believes that apprenticeships offer an increasingly appealing option to young people as they mean young people can earn whilst they are studying. Miss Scott-Paul gave one example of an apprentice they took on after she left school at the age of sixteen and got a training post as an apprentice with a firm of chartered accountants.

‘She’s now 22, she’s a fully qualified chartered accountant, she’s got six years work experience, along the way she’s bought herself a grand piano, a car and now her first house at 22. Now I think that just says it all.’

In contrast with the views of parents, employers regard young people with Higher Apprenticeships as 25% more employable than graduates according to the research. Miss Scott-Paul said that employer’s main complaint is that they cannot find apprenticeships, but that they are a very good option for many employers.

‘We must remember that there is a subsidy available to employers who take on apprentices, so it’s a very cost effective option for them as well and they’re eager to take up that option.’

According to parents, undertaking an apprenticeship was ranked a lowly eight out of nine factors in securing employment. Extra-curricular activities such as music lessons or playing for a school sports team, volunteering and holiday jobs were all thought of as being better than undertaking an apprenticeship, demonstrating that changing public perception is an on-going challenge.

By Danielle Robinson

Education Magazine 25

Reply No.

16

26 Education Magazine

At a time when the education sector’s finances are being squeezed further and further, some may find it shocking to read about the issues raised at an enquiry into funds misuse at north London-based school, Quintin Kynaston Academy. Recent press coverage details how the school’s funds were misused by management and raises questions as to how effective the academy’s governance framework was in providing checks and balances on its financial management. Paul Maddock from the education sector group at business law firm DWF examines the wider implications of this case.

Findings of the investigation

In January 2011, an 18-month audit was launched into Quintin Kynaston Academy’s financial management. Forensic accountants pored over the school’s invoices and accounts until August 2012. The investigation highlighted a number of areas of concern, including:

- An estimated £2,663 had been spent on personal taxi rides for teachers

- Family members had been employed frequently by the academy

- An estimated £8,269 had been spent on overnight meetings at exclusive hotels for senior staff members

- An invoice for nearly £7,000 had been incurred by the school for headteacher Jo Shuter’s 50th

birthday that was not repaid for more than a year

In conclusion, the report found that ‘funding provided to benefit the needs of the academy pupils has, in fact, been diverted for inappropriate purposes’.

Whilst this provides a critical review of the school’s management, Karen Buck MP for Westminster North has recently come to Ms Shuter’s defence, claiming that she has been ‘dynamic and inspirational’. This is not the only recognition of Ms Shuter’s credentials. In 2012 she was awarded a CBE for services to education, and was crowned ‘headteacher

of the year’ at the 2007 Teaching Awards. During the investigation, the academy head was suspended but was reinstated upon completion of the review. However, in a final move, Ms Shuter announced on Monday 3 June that she would be resigning her post with immediate effect.

Is this the start of a trend?

Local authority-maintained schools are required to submit consistent financial reporting (CFR) returns. The CFR is the national framework for maintained schools and is a way to review their income and expenditure, items and balances. The system was developed by the Department of Education, in partnership with the Audit Commission and Ofsted, and is the main source of information on how maintained schools spend their resources.

With this type of scrutiny over accounts, it has become increasingly difficult for local authority schools to indulge in any financial impropriety. However, since the Academies Act 2010, schools have been able to apply for academy status, which brings with it financial freedom. This fiscal autonomy is one of the main reasons that academy status is so appealing.

So, with business management responsibilities transferring to academies, are we about to see more cases like that of Quintin Kynaston?

In order to ward off any claims of financial impropriety, academies should maintain adequate checks and balances; for example, multiple signatories could be required for expenditure over a certain amount. These financial controls should form the basis of the fiscal policy.

Furthermore, academies should look at the practicalities of forming a finance committee of governors, the bursar and/or a business manager in order to audit and approve expenditure and provide active governance. If an academy lacks the relevant expertise in this area, it should look into recruiting an appropriately qualified member of staff or instructing a professional services firm.

Employment considerations

This matter also highlights some interesting employment law points that schools should be aware of. The Department of Education states that the position of headteacher is the responsibility of the governing body. Therefore, the governors should be robust in their investigations of any suspicions of impropriety.

Suspending a member of staff while any investigations are being undertaken may be governors’ only option in order to deal with matters properly, but care must be given to keep the lines of communication open and to deal with proceedings in a transparent and consistent manner.

Weight must also be given to the severity of any alleged act. Financial misuse that is fraudulent and criminal could certainly be classed as gross misconduct, resulting in summary dismissal, given the likely irreparable damage to the employment relationship. If, like in the Quintin Kynaston case, the academy believes that the alleged breaches are explainable or not severe enough to warrant dismissal, then other disciplinary outcomes such as a final written warning may be explored.

In addition, after a long term investigation, governors should give thought to how they plan to reintegrate suspended teachers back into the workforce. While matters start as disciplinary proceedings, if governors fail to deal with matters correctly and in a timely manner, this can lead to grievances from those teachers affected.

Negative impact on reputation

While suspicions of financial misuse may spark a review of financial governance and start a sensitive disciplinary procedure, they can also give rise to unwanted press attention. Having the media digging into policies and practices is going to do little to aid an academy’s image. The financial losses may ultimately be explained or reclaimed, but the reputational damage done may have much more long lasting effects, especially when next year’s intake numbers are considered.

Lessons learned

In the Quintin Kynaston case, MP for Westminster North, Ms Buck summarised that: “The enquiry has clearly raised a number of issues of concern around financial management’ and later stated: “I hope lessons will be learned from this and more effective controls will be in place in future.”

Lessons certainly should be learned from this example, and in an education system where schools are becoming academies and benefiting from financial freedom, it is key that fiscal controls are put in place to safeguard funds meant for pupils’ education.

By Paul Maddock from the education sector group at DWF

Academies and Financial Funds: What You Need to Know

Education Magazine 27

There has been a rise in the number of GCSE entries in the English Baccalaureate (EBacc) subjects.GCSE results published by the Joint Council for Qualifications (JCQ) show there has been a rise in the number of GCSE entries in the EBacc subjects - the rigorous, academic subjects highly valued by employers and universities.

The EBacc was announced by the government in autumn 2010. This is the first year that students’ choice of subjects will be reflected in the results. Pupils achieve the EBacc if they get GCSEs at grades A* to C across a core of academic subjects - English, maths, history or geography, 2 sciences and a language.

The effects of the EBacc are shown in today’s GCSE results. The decline in languages has been reversed with the number of entries to language GCSEs now at a 5-year high. The number of entries to history is at its highest for at least 16 years, while the number of geography entries is at its highest for 9 years.

There is also a record number of entries in biology, chemistry and physics as increasing numbers of pupils enter exams in the separate sciences rather than in core and additional science.

Education Minister Elizabeth Truss said: The results show that the EBacc has not just arrested the decline in the study of academic subjects at GCSE – it is reversing it.

It is very pleasing to see the increase in these important subjects – the ones that will keep pupils’ options open in the future. I am particularly delighted to see a languages revival – with an increase in the number of entries to French, German and Spanish GCSEs after years of decline.

The EBacc is the platform for young people to go on to A levels and high-quality vocational study. It will help them compete with their peers in the world’s best education jurisdictions, where they are expected to

study a rigorous academic core.

Languages – highest for 5 years

• the number of entries to modern language GCSEs is up 15.8%, from 313,432 last year to 362,903 this year

• this is the highest number of entries since 2008

• compared to last year, French entries are up 15.5%, German entries up 9.4% and Spanish entries up 25.8%

• the EBacc has reversed successive annual falls in the number of entries to modern language GCSEs since 2002. Modern languages became optional at key stage 4 in 2004

Sciences – record numbers entering separate sciences

• the number of entries in the 3 individual sciences is at its highest in more than 16 years in England

• compared to last year, biology entries are up 5%, chemistry entries are up 4.4% and physics entries up 2.1%

• at the same time, the number entering ‘additional science’ – required for the science dual award – fell by 2.3%

History – highest for at least 16 years

• the number of entries to history GCSEs increased by 16.7%, from 222,983 last year to 260,236 this year

• this is the highest number of entries in history since at least 1997 in England

Geography – highest for 9 years

• the number of entries to geography GCSEs leapt by 19.2%, from 187,022 last year to 222,852 this year

• this is the highest number of entries since 2004

Other subjects

• ICT (includes computing which will become part of the EBacc in 2014) up 38.1% (from 53,197 in 2012 to 73,487 in 2013)

• business and communication systems down 7.2% (from 15,603 in 2012 to 14,482 in 2013)

• home economics down 4.8% (from 36,694 in 2012 to 34,931 in 2013)

• media/film/TV studies down 4.2% (from 61,680 in 2012 to 59,114 in 2013)

Prime Minister David Cameron and Education Secretary Michael Gove announce the opening of 93 new free schools.As the new school year kicks off, the Prime Minister and Education Secretary Michael Gove welcomed the 93 new free schools opening their doors, bringing the total number of free schools to 174 – more than twice as many as this time last year.The government is committed to providing all parents with a diverse choice of high-quality local schools. Previously, the freedom to choose has only been available to parents with the money to send their children to independent schools or pay more for a house in the catchment area of a good state school. As well as free schools, 13 studio schools and 12 university technical colleges (UTCs) will also open across the country this month. Together, these new schools will provide young people with the academic and vocational routes that suit them best and will create an education system to compete

with the world’s best.The huge increase in the number of new free schools underlines the desire among teachers, parents, local communities and organisations to set up their own high-quality school.Three-quarters of the 71 new mainstream free schools are opening in areas with a need for new school places. When full, the 93 free schools will create an extra 46,000 places. All open and currently planned free schools will provide 130,000 new places when they are full. Eight in 10 open mainstream free schools are either in areas with a shortage of places or in deprived areas.They will continue to open where there is demand from parents, helping to manage the pressure caused by rising birth rates on the school system and giving parents more choice where they are dissatisfied with existing schools.

Reply No.

17

28 Education Magazine

Food and catering services continue to be an important provision and major expense for schools and academies as they move away from centralised procurement of school meals. Now, in areas where local authorities no longer provide a universal school meals service, they are going it alone. This echoes the situation across the public sector where only around 50% are currently procuring food from accredited suppliers using established UK and EU compliant contracts.There are several key areas that schools and academies need to address when procuring food:ComplianceIt should be remembered that schools and academies have a responsibility to protect the health and welfare of children. Food safety is one of the most important issues facing the education sector today and schools should ensure that adequate due diligence is carried out on suppliers to ensure they are accredited to industry recognised quality assurance standards including BRC Global, STS and SALSA.

The importance of this was highlighted by the Pennington Report which was produced after an outbreak of Ecoli 0157 in South Wales in September 2005 which resulted in the serious illness of many children and the sad death of young Mason Jones. The public inquiry, chaired by Professor Hugh Pennington, included a recommendation that businesses contracting for the supply of high risk foods such as raw and cooked meat to public sector organisations must be subject to independent food hygiene audits.

Suppliers should also have an effective documented food safety management system in place and be operating to HACCP based work practices and procedures. HACCP (Hazard Analysis and Critical Control Point) is a system that helps food business operators look at how they handle food and introduces procedures to make sure the food produced is safe to eat.

Failure to use accredited suppliers can also lead to other problems such as incorrect invoicing and overcharging.

Best ValueIn an attempt to save money, many schools and academies place too much emphasis

on price and fail to pay sufficient attention to other factors such as quality and service. Unregulated suppliers may respond to this approach by putting in their own brands, which are often inferior to branded products. This is something we have all experienced as consumers when visiting supermarkets and how often has it been the case that the cheaper products fail to meet our expectations? However, a skilled buyer will know when to avoid specifying particular brands if cheaper alternatives of equivalent quality and nutritional content are available.To achieve best value, schools and academies

must take a longer term view with greater emphasis on planning to determine their precise requirements rather than leaving everything to the last minute. Planning food and catering services over a longer period allows suppliers to offer better terms based on higher volumes, but care should be taken to avoid signing up for excessively long contracts that limit your flexibility to address changes in demand. As well as price, buyers should also be negotiating factors such as frequency of delivery, payment terms, warranty, insurance, product recall procedures and contingency plans in the

Procurement Strategies – Food and Catering ServicesBy Karen Grewcock of ESPO

Education Magazine 29

event of ingredients being unavailable due to adverse weather conditions.

Failure to adopt clear and thorough specifications will result in ambiguous terms that increase the likelihood of substandard services and potential future disputes. An example of this is to insist on the provision of specific produce throughout the year, despite the fact that premium prices are charged when it is out of season.

Contract ManagementLosing the universal school meals service has also highlighted the importance of having relevant commercial and procurement expertise in order to negotiate fairer contracts. Few schools and academies have the luxury of employing food procurement specialists that understand the market and the on-going trends that impact on food production and supply. As a result, they are unlikely to negotiate the best possible deal or establish criteria to measure the performance of suppliers.

An independent Resource

Public sector procurement organisations such as ESPO provide an independent resource to help protect schools and academies against signing financially punitive contracts, preserve budgets and avoid wasting public money. With industry specialists that have extensive food procurement expertise, they have the experience and insight to help customers understand market trends and can benchmark proposed contracts from suppliers against established public sector contracts.

Schools are academies have far higher levels of protection when using the latest freely available collaborative frameworks. Available nationally, they offer market-leading prices and eliminate the need to undertake further costly and time consuming tendering processes. What is more, due diligence and independent food hygiene audits have already been carried out on

every supplier and contracts comply with all UK and EU regulatory requirements. This provides the public sector with the confidence that suppliers have been subjected to rigorous tendering processes comparing price and quality as well as their ability to deliver a high level of service and support throughout the full contract term with no hidden costs.

Importantly, ESPO also provides a higher level of support throughout the contract term, with named contacts, as part of the ‘not for profit’ service which has the interests of the public sector at heart. Suppliers are regularly monitored to ensure the required standards are maintained giving customers the confidence to purchase.

Using established public sector frameworks ensures that schools and academies get the best possible price with the assurance that all procurement guidelines are being followed and hidden costs won’t arise.

Food training pilot sees childcare menus improveThe first training to help nurseries, children’s centres, childminders and other providers of early years care start using new national guidelines on healthy food and drink has seen big improvements to menus.

Research in five local authority areas - where more than 800 early years and health professionals received the first training on using the national guidelines in childcare, and on running practical cooking sessions with families to help them provide healthier food at home - shows that overall, food and drink in settings they worked with became healthier, more balanced and nutritious.

Since their launch last January, there have been more than 17,000 downloads of the nationally-recognised advice and menus for childcare providers, which are recommended to providers by the Department for Education.

The Children’s Food Trust’s Head of Nutrition, Tricia Mucavele, said: “Early years settings have such a unique opportunity to influence the food that young children eat, the habits they form and what they learn about food and cooking at an early age. We’re delighted to see the training and guidelines making such a difference for children so quickly - this is about low-cost, practical steps that early years practitioners and families can take.”

The research included audits of the approach to and provision of food in a sample of 184 settings in Hertfordshire, Gateshead, Gloucestershire, Southwark and Stoke-on-Trent before and after training, along with measuring the change in knowledge for staff and families involved. The findings looked at:

Menu planning: • Settings involved in the evaluation

began offering healthier menus - with a significant increase in the number of the national food and drink guidelines met

• Overall food and drink provision became healthier, more balanced and nutritious – settings offered a wider range of foods, and switched to using more foods which are lower in sugar and salt

• The number of settings planning their menus in advance rose from 72% to 88%, and more settings reported to be introducing new menus at least twice a year. By the end of the evaluation, settings were fully meeting more than 68% of the new guidelines to plan their menus

Breakfasts: • After the training, settings were

providing a bigger range of starchy foods for children at breakfast time, including more wholegrain varieties. Crucially, by the end of the training almost all settings (93%) were opting for breakfast cereals which contained low or medium levels of sugar, up from 66% that were doing this beforehand

• The number of settings giving children a portion of fruit or vegetables with their breakfast more than doubled, from 26% at baseline to 64% after the training

Snacks:• Settings got smarter with snacks to

help protect children’s teeth, with far fewer settings giving children dried fruit to eat between meals. Far more

settings provided starchy foods in snacks to help make sure children get enough energy in their diet

Lunch and tea:

• More settings were providing a starchy food, and more of these were wholegrain varieties.

The impact of cooking sessions with parents:

• A small but significant impact – with families eating fewer ready meals, takeaways and less healthy drinks overall. Parents taking part in the survey reported feeling more confident at understanding food labels, cooking food in large batches and shopping to cook from scratch.

More settings were also:

• Giving children more appropriate portion sizes

• Checking food labels and opting for versions of foods which were lower in sugar and salt

• Using fewer ready-made sauces, stocks and soups - which can be high in salt

• Giving children sweet foods between meals less often.

Tricia added: “Since this first phase, we’ve rolled out the training to a further 24 local authority areas and we’d love to hear from others who want to join this growing movement of early years professionals who are dedicated to getting children off to a great food start.”

The full research can be viewed at www.childrensfoodtrust.org.uk/eatbetterstartbetterphase1.

30 Education Magazine

One London based teacher chose an unusual route to raising achievement for young people. Aware of the gaps in education for many learners, Reesa Amadeo Wolf decided to take a risk and set up a company to support them.

“Young people today are facing so many challenges: employment crisis, education crisis and economic crisis. The government now promotes ‘entrepreneurship’ as a viable career option – but many students don’t know what that means and the education system isn’t set up to help them.”

So she decided to. “I was either going to make it work or fall flat on my face – either way the students would learn while watching me do exactly the type of thing they are being encouraged to do: start up a business.”

The industry of choice? Publishing and media. It wasn’t familiar to her and it took a year to develop the concept and plan. During that time, Reesa found and recruited partners in the industry who shared her concern for and commitment to young people, and Fresh Young Media was born.

The social enterprise produces a business magazine for young people called FRESH YOUNG MILLIONAIRE and distributes it in schools throughout England, Scotland and Wales.

During the process, young people gain confidence and develop skills in several areas including research and writing, interviewing, team work, planning and design concepts. Professionals come in to lead workshops or work through stories.

The result is a fantastic magazine as well as portfolio work for participants to use to give them an edge in gaining future employment, applying for further education, or to take steps to starting up their own business.

The wider impact is shared with thousands of young people across the UK who get to read the magazine. FYM aims to ‘engage, inspire and equip young people in ethical business, responsible money management and leadership to impact others.

Stories feature both young entrepreneurs and legendary leaders as well as featuring a business focus each issue. There is also a section on money and making a difference, both areas that Wolf see as ‘crucial to enjoying a successful life, both in business and personal life’.

FYM is growing in popularity as celebrity entrepreneurs such as Richard Branson and BBC Dragon James Caan share their tips with FYM journalists and the youth in the UK.

Reesa takes it all a step further with her notion of ‘supporting the supporters’ as she phrases it. Helping teachers cope with added pressure is as important as supporting the students. “Every teacher wants to see students succeed. They struggle to cope with exam targets and feel forced to teach to the test too often. Having an engaging magazine to share with students helps.”

Schools are eagerly subscribing for class sets of FYM and using them with several classes. Wolf is careful to make sure the content doesn’t date so schools can purchase FYM as a supplementary text and have a few copies for the library. Teachers use them in subject classes and morning registration time to engage reluctant readers or extend more able students

To date, the enterprise has been self funded while raising some revenue in advertising and subscription sales. “It’s a slow process but interest is growing and people are coming on board now.” Says Wolf. Brands are interested, corporates are interested from a CSR perspective and schools are interested because they know it benefits their students and supports their teachers.

The long term vision is to have young people involved in every part of the business, learning and contributing to its success.

For more information visit www.freshyoungmillionaire.com

The Springfields Academy wins Development of Inspired Approaches to Inclusion category at IAA Best Practice Awards 2012/13The Springfields Academy, the school for children living with autism and challenging emotional situations, won the Development of Inspired Approaches to Inclusion award at the Independent Academies Association (IAA) Best Practice Awards 2012/13.

The award, presented at the IAA National Conference at the Millennium Gloucester Hotel in London, recognises The Springfields Academy’s creative approach to inclusion and the extraordinary results it as achieved.

The Springfields Academy is a specialist sports college, offering high level coaching for gifted children and delivering sport

for all. Among its many ground-breaking initiatives is The Extreme Classroom, created by Principal Trystan Williams and Alan Chambers, MBE, former Royal Marine Commando, renowned for his expeditions in the Polar Regions.

The latest challenge in the Extreme Classroom series is The Highest Classroom on Earth. This will see ten children climb to the Everest Base Camp.

The belief behind this project is that pupils excel when they are challenged, pushing them beyond the limits of expectation. The initiative enables pupils to develop self-belief, overcome adversity and prove a point to themselves and others who may have written them off.

Speaking at the IAA awards ceremony, Williams said, “We are absolutely delighted to win this award. Once again the hard work and dedication of whole team at The Springfields Academy has been rewarded, not just through the great results we have attained, but through this tangible prize as well.”

The IAA award adds to an impressive twelve months for The Springfields Academy. In July 2012, the school won the Outstanding Special Needs School of the Year and Overall Outstanding School of the Year at the TES Awards. In February 2013 it was judged Outstanding by Ofsted and in April this year The Springfields Academy was awarded £2.8 million by the Education Funding Agency to build 16 new classrooms.

London school teacher sets up social enterprise to support students

NEWSNEWS NewsNews

NewsNewsNewsNEWS

Education Magazine 31

Shed your suits and “dress down for dyspraxia”!Dyspraxia Awareness Week 13-19 October 2013 On Friday the 18th of October the Dyspraxia Foundation - the only charity in the UK dedicated to raising awareness of dyspraxia and championing the needs of people living with the condition - will be pulling together with schools and workplaces across the country to help raise funds and awareness.

And this year, it couldn’t be easier! Instead of wearing your usual ‘sophisticated suit’, ‘tiresome tie’ or ‘untidy uniform’ then why not pop on that brand new outfit (or maybe just your favourite denims!) that you’ve been desperate to show off to your peers? It’s the perfect excuse!

By taking part, all we ask for is a small donation which will help support the Dyspraxia Foundation and the many young people and adults that the charity offers guidance and practical advice to across the UK.

Once often referred to as ‘clumsy child’ syndrome, dyspraxia is a form of developmental coordination disorder (DCD), a common disorder affecting fine and/or gross motor coordination, in both children and adults.

While DCD is often regarded as an umbrella term to cover motor coordination difficulties, dyspraxia refers to those people who have additional problems planning, organising and carrying out movements in the right order in everyday situations. Dyspraxia can also affect articulation and speech, perception and thought – leaving many people lacking in confidence, unable to hold down a full time job and struggling with some of the day-to-day tasks so many of us take for granted.

Dyspraxia affects around 5% of the population (2%, severely) and males are up to three times more likely to be affected than females. Dyspraxia sometimes runs in families – and there are believed to be

one to two children affected in every class of 30 children.

Chair of the Dyspraxia Foundation, Michele Lee says, ‘Dyspraxia is still a poorly understood condition. It is vital that we raise awareness for early recognition so that those affected with the condition can receive the help that they so desperately need and ensure that they can reach their maximum potential in life.’

“We’re always looking for new ways of capturing the public’s attention and we hope that by holding a nation-wide ‘Mufti Day’ people might take notice and stop to think about the vital work we are doing to help those living with dyspraxia.”

For more information about how to get involved with the ‘Dress Down for Dyspraxia’ Day, then please contact the Dyspraxia Foundation Office on 01462 455016 or email [email protected]..

NEWSNEWSNewsNews

NewsNewsNewsNEWS

Headteachers at all state schools will be able to link teachers Hundreds of high-performing academies are now working with other schools to drive improvement through the system, new figures show.

Education Secretary Michael Gove said the growth of academy chains - including new lead sponsors - meant the best heads and teachers were collaborating more than ever before, benefiting thousands more pupils.

Statistics for the start of the new school year reveal that:

• 1,660 schools are now in academy ‘chains’ - nearly double the 897 this time last year. Around 348 schools are leading these chains, working with others to raise standards

• an increasing number of primary schools are joining chains or forming their own - 88% (211) of all primary academies that opened in the last 3 months

• 3,304 schools are open as academies• almost two-thirds of all secondary

schools are now either open as academies or in the pipeline to become academies

All these academies are now benefiting

from working together, using the freedom and flexibility of academy status, to raise standards. Examples include:

• headteachers moving across schools in the chain to gain, and pass on, experience and expertise

• classroom teachers running school-based teacher-to-teacher training, sharing best practice across the chain

• sharing of extra-curricular facilities, including in sports, drama, music and arts

• sharing of central services, including HR, finance, catering and IT

• procurement organised across chains, slashing costs and creating efficiencies

The leaders of these academy chains are either traditional, highly successful sponsors with outstanding track records or brilliant schools themselves. Some of these schools are leading small chains of just one or two neighbouring schools, or are developing larger networks in their communities.

This next generation of academy sponsors includes:

• Bright Futures, based in Greater Manchester. The lead school is the outstanding Altrincham Grammar School for Girls, which leads a chain of 6 academies in Greater Manchester

• Outwood Grange, based in Wakefield. The trust was formed from the success of Outwood Grange Academy, and now runs a chain of 9 academies in South Yorkshire, North Yorkshire, Nottinghamshire and Lincolnshire

• Greenwood Dale, based in Nottingham. The trust runs 21 academies across the Midlands, educating more than 9,000 pupils

Education Secretary Michael Gove said:

Our reforms mean our best teachers and leaders are taking charge and leading improvement work across the system.

Schools are collaborating on a scale that has never been witnessed before raising standards for pupils.

Overall there are now 3,304 academies in England - almost 15 times as many as in May 2010, when there were 203 academies, all of them sponsored.

Of these:

• 2,446 are converter academies• 858 are sponsored - a four-fold rise since

the 203 open in May 2003• 1,464 are primary academies (1,069

converters, 395 sponsored) - 9% of all primary schools in England

• 1,736 are secondary academies (1,281 converters, 455 sponsored) - 52% of all secondary schools in England

• 89 are special academies (81 converters, 8 sponsored)

• 15 are pupil referral units (all converters)• 63% of all secondary schools are now

open or in the academy or free school pipeline

• 13% of all primary schools are now open or in the academy or free school pipeline

Myerscough College celebrates record sporting yearMyerscough College has well and truly won the battle of who is the best sport college in the country after a record year for success across all of its sports.

While other rival colleges talk about their success in some areas, but fail to mention lack of achievements in others, Myerscough can boast about success across the board in football, cricket, rugby, golf and netball.

Thanks to outstanding coaching and support staff, talented students continue to flourish and realise their potential as being the best.

Myerscough College’s haul of silverware numbers 28 different trophies across the board and makes for a highly impressive display cabinet.

In football, there was an unprecedented treble for Myerscough’s Premier squad with the English Colleges FA – a league and cup double was followed by claiming the ECFA

Champions League crown. Our footballing success doesn’t end there, with plenty of wins for both the regional (who were runners up in their league) and reserve squads, as well as successfully defending our national under 18’s Futsal Championship title and becoming champions of the Lancashire U18s Floodlit League.

Student, Sam Hibbert played a major role in the England Colleges U19s team, while former student, Joe Bunney, signed a two year professional deal at League 2 club, Rochdale.

In rugby, the college picked up a further armful of silverware, becoming Lancashire Schools County Cup winners, North Elite League winners and BCS (British Colleges Sport) Regional 10’s winners, as well as also bagging an international title at a prestigious tournament in

Portugal. The Academy were also runners up in the National 10’s and BCS plate finalists. This is in addition to a number of players being selected to play for the English Colleges side and other big clubs including Sale Sharks and Cardiff Blues. Three students have gone onto sign professional contracts.

A great year for our golfers too, both in teams and individually.

The Myerscough College HE team, (who play under the banner of UCLAN), blitzed the British Universities & Colleges Sport (BUCS) Premier North division, winning all ten of their league games, to become the only team in the history of the tournament to go the whole season unbeaten.

The Myerscough FE A team (who play without a handicap – from ‘scratch’), won both the regional gross and net

leagues of the ICT National Championships. The Myerscough B side finished second by just 0.5 points. Gemma Batty became our first individual national champion after scooping the Inter Collegiate Tour individual women’s title.

In addition, our 2nd team golfers won their respective league (Northern Conference) to add another trophy to the ever growing collection.

Cricket well and truly joins the party too, with both the college’s 1st and 2nd teams winning the Northern Colleges Cup at Headingley, where both teams where undefeated. The Cricket Academy has seen no fewer than seven players being selected to represent Lancashire Under 19s, Lancashire Academy or other county recognition.

NEWSNEWS NewsNews

NewsNewsNewsNEWS

32 Education Magazine

New Thomas Deacon Academy Head plans expansionImproving student achievement, developing greater community links and introducing adult education are among the aims of Julie Taylor, who is preparing to take charge of Peterborough’s Thomas Deacon Academy (TDA).

Mrs Taylor, 51, comes to Peterborough from Hampshire where she has been Principal of Havant Academy for the past three years. She takes the reins in September as Principal and Chief Executive Officer from Dr Alan McMurdo who launched TDA in 2007.

In what is described as ‘Phase Two’ in TDA’s development, Mrs Taylor also plans to expand leadership among the students

who, she believes, will play an increasingly important role in extending the strategic direction of the Academy.

“I’m so excited to be involved in leading one of the top schools in the country and build upon Alan’s excellent foundation”, commented Mrs Taylor. “It’s a huge privilege to take TDA forward and the best part is that this process will involve the whole community”, she continued.

“Initially I’m planning to consult a whole spectrum of people in a wide range of settings including the existing parents’ reference group, plus within multi-faith organisations as well as the police and health professionals. I firmly believe that this holistic approach will benefit not only the students but also those others who care for them”, she added.

TDA is set to open a brand new Junior Academy at its

Queen’s Gardens site in September 2014 and it is hoped that adult education courses will be launched at the same time. These developments will also result in employment opportunities for the region.

“Julie brings significant experience of headship to this new role and has all the strengths needed to take this Academy from strength to strength,” said Dr McMurdo who is moving to become Director of Academies at the University of Chichester Academic Trust. He went on to add: “I shall especially miss the TDA students who are a great bunch of young people with so much talent and potential. They have realised what we are trying to achieve here and have been a pleasure to work with.”

Mrs Taylor qualified as a teacher in 1984, receiving a BA (Hons) degree at Manchester University followed by a

Masters degree from Bangor University. She has taught in, and led, a number of schools across England. Her early teaching career was spent in Oldham and Rochdale serving culturally diverse communities. She is married to Richard who is set to become Head of History at De Lisle Catholic College in Loughborough. They have three grown-up children. She lists theatre and dog-walking among her hobbies.

For further information, please contact The Thomas Deacon Academy. 01733 426060.

NEWSNEWSNewsNews

NewsNewsNewsNEWS

Education Magazine 33

People who stammer hindered in accessing university Research reveals the educational experiences of people who stammer can negatively impact their progression into higher education

Research from Newcastle University Business School highlights that the fear of being called upon to speak in class, combined with an inability to ask questions, means that people who stammer (PWS) are often unable to fully engage with their learning.

Dr Clare Butler, a lecturer in work and employment at the Business School, interviewed 38 PWS and found that only five attended university. Published in the International Journal of Educational Research, participants’ accounts of their

school days had one common message: school was an extremely challenging time.

In describing the key themes from the research, Dr Butler said: “First, participants reported that the emotional strain of spending each day at school feeling anxious because of their speech, and specifically the possibility of being asked to speak or read aloud in class, meant that they were keen to leave the educational environment as soon as possible. Second, but arguably related to the first, participants stated that they were often lacking the qualifications to gain a place at university. This has clear implications for the social and economic prospects of PWS.

“Many of the people I spoke to described both frustration and hopelessness at the end of their time at school.”

In responding to the findings of the study, Cherry Hughes, Education Officer at the British

Stammering Association (BSA), comments: ‘’The BSA welcomes this research: it clearly identifies the difficulties encountered by PWS in the educational environment. Since 2000, we have developed training resources for practitioners – accessed at www.stammeringineducation.net - which help educators to support pupils who stammer to reach their potential. However, there is still much work to be done before we can be certain that stammering is never a barrier to achievement in education and employment.’’Dr Butler added: “Given the recent media coverage which has highlighted the importance of a university education for employment prospects, it is vital that entrance requirements are responsive to the experiences of PWS. Policies need to reflect the fact that for some children their journey through the education system will be complex and, undoubtedly, the solution will be equally complex. However,

it is crucial for the well-being of children who stammer that these challenges are spoken about and engaged with.” The news comes as the journal Sociology of Health & Illness publishes further research by Dr Butler that highlights the ingenious communication approaches used by some PWS. Dr Butler concludes: “This research has highlighted two central messages: the ingenuity of PWS and the challenges they face in the educational environment which restricts their ability to learn and progress to higher education. This is a tragedy not just for PWS but for society: we are missing out on their skills and abilities. The recently launched ‘Employers Stammering Network’ has recognised this missed opportunity with their tagline: ‘Unlocking Talent’. Educational policy makers and practitioners need to follow suit and unlock their doors to PWS by revisiting their admissions policies and related practices.”

Michael Gove calls for more independent schools to become teaching schools - and continue to support the improvement of state education.He was speaking following a conference, hosted by the National College for Teaching and Leadership, for leading independent schools interested in finding out more about becoming teaching schools.

Education Secretary Michael Gove established the teaching schools programme in 2011, marking a shift to a school-led system of training and development for teachers and heads throughout their careers. Outstanding schools can apply

to be a teaching school, leading a group of schools and working with other partners including universities.

The schools develop to provide a strong supply of new teachers, the next generation of heads, and support for schools in challenging circumstances.

Currently there are 358 teaching schools, 3 of them independent schools: Wellington College in Berkshire, Guildford High School in Surrey, and King Edward VI Girls School in Birmingham.

Michael Gove said:

The teaching schools initiative plays a key role in the government’s plans for a school-led system, with schools freed from the constraints of central government direction, and teachers and schools placed firmly at the heart of school improvement.

I am committed to supporting this country’s education system to become an autonomous one, where the best schools lead the way in teaching teachers and where schools work together

in partnership - supporting one another to provide an outstanding education for all.

That is precisely why I am eager for independent schools to become leaders of teaching schools.

I believe strongly that every child should have an education of the highest quality and I urge all independent schools to get involved, to apply for teaching school designation, and to become key players in leading this country’s school system now and in the future.

Dr Anthony Seldon, the Master of Wellington College, said:

Every leading independent school should want to become a teaching school, as we have at Wellington. The stimulus to teaching, professional development, recruitment and leadership is considerable. It is also the ideal way of breaking down the apartheid between the independent and state sectors.

Independent schools must meet certain criteria before they can become teaching schools.

The final teaching schools application round opens on 13 September 2013 and closes on 18 October 2013.

By the end of this Parliament, the Department for Education will have committed £100 million to the teaching schools network.

For more information on teaching schools is available in the National College for Teaching and Leadership section of the Department for Education’s website.

Education Secretary Michael Gove

NEWSNEWS NewsNews

NewsNewsNewsNEWS

34 Education Magazine

Product Showcase

New test port for schools simplifies legionella monitoring and prevents vandalism.Help is on hand for schools premises managers responsible for monitoring water temperature points in public areas which are traditionally concealed or positioned at height to satisfy health and safety, for cosmetic reasons or to prevent vandalism or tampering. Temperature experts, TM Electronics (UK) Ltd now offer the TC Wall Port, a low-cost accessory which allows discrete fine wire sensors to monitor boxed-in TMV’s, concealed pipes and covered water tanks up to 20 meters away. What is a TC Wall Port? The new test port – measuring just 52 x 52 mm - is actually a temperature sensor monitoring point which facilitates spot checks on any water outlet with difficult or impaired access. This allows temperatures to be taken by simply ‘plugging’ in a standard thermocouple thermometer to tiny fine wire sensors. A much simpler solution than dismantling boxing below sinks or using ladders to access covered tanks necessitating working at height.

Visit www.tmelectronics.co.uk or email: [email protected]

WRITERSWORLDA leading book publisher in self-publishing, print-on-demand books and book reprints in the UK that also issues the ISBN in the author’s name, pays the author 100% of the royalties and supplies the author with copies of their books at print cost.

www.writersworld.co.ukPhone 01993 812500

One-step green ceiling solution pioneered by ArmstrongArmstrong Ceilings has launched a unique high recycled content system that combines an eco-friendly grid with tiles.

Armstrong’s HRC (High Recycled Content) system comprises the leading manufacturer’s unique Interlude 15 XL2 HRC grid, which contains up to 63% recycled content) with MicroLook Dune, Perla and Optima mineral tiles (containing up to 65% recycled content). All are already 100% recyclable.

The 15mm Interlude grid is part of Armstrong’s designer range, being developed for creative ceiling solutions as well as quick and easy installation, and is manufactured using steel with high levels of recycled content.

All the tiles form part of Armstrong’s recycling programmes, performing acoustically up to Class A and to ISO 5 for indoor air quality as well as featuring up to 87% light reflectance to minimise the requirement for artificial light.

For further information telephone Armstrong Ceilings on 0800 371849.

Inexpensive, Entry Level Junior Couches With Buy-Back OptionHaving staked its claim for market leadership in the premium treatment couch sector, with an unprecedented 5 year warranty across all existing models, Plinth 2000 has turned its attention to the budget end, with a new, inexpensive Junior range. Priced from £575 ex VAT plus delivery, the initial introductions are motorised 2- and 3-section couches, suited for continuous use in private clinics, GP surgeries, NHS departments and teaching hospitals, both of which are covered by an industry-beating two year guarantee.

“Following a rigorous design and specification process, we have spent almost three years field testing entry-level clinical grade couches that can compete with Far East imports on price. Now we have a level of functionality, quality and robustness of construction that we are happy to put our name to and entrust to healthcare professionals,” says Plinth 2000 MD, Niall Dyer.

For further enquiries to Plinth 2000 tel 01449 767 887, email [email protected] or visit www.plinth2000.com.

Hundreds of high-performing academies are now working with other schools to drive improvement through the system, new figures show.Education Secretary Michael Gove said the growth of academy chains - including new lead sponsors - meant the best heads and teachers were collaborating more than ever before, benefiting thousands more pupils.

Statistics for the start of the new school year reveal that:

• 1,660 schools are now in academy ‘chains’ - nearly double the 897 this time last year. Around 348 schools are leading these chains, working with others to raise standards

• an increasing number of primary schools are joining chains or forming their own - 88% (211) of all primary academies that opened in the last 3 months

• 3,304 schools are open as academies

• almost two-thirds of all secondary schools are now either open as academies or in the pipeline to become academies

All these academies are now benefiting from working together, using the freedom and flexibility of academy status, to raise standards.

Examples include:

• headteachers moving across schools in the chain to gain, and pass on, experience and expertise

• classroom teachers running school-based teacher-to-teacher training, sharing best practice across the chain

• sharing of extra-curricular facilities, including in sports, drama, music and arts

• sharing of central services, including HR, finance, catering and IT• procurement organised across chains, slashing costs and

creating efficiencies

The leaders of these academy chains are either traditional, highly successful sponsors with outstanding track records or brilliant schools themselves. Some of these schools are leading small chains of just one or two neighbouring schools, or are developing larger networks in their communities.

This next generation of academy sponsors includes:

• Bright Futures, based in Greater Manchester. The lead school is the outstanding Altrincham Grammar School for Girls, which leads a chain of 6 academies in Greater Manchester

• Outwood Grange, based in Wakefield. The trust was formed from the success of Outwood Grange Academy, and now runs a chain of 9 academies in South Yorkshire, North Yorkshire, Nottinghamshire and Lincolnshire

• Greenwood Dale, based in Nottingham. The trust runs 21 academies across the Midlands, educating more than 9,000 pupils

Reply No.

18

Reply No.

20

Reply No.

19

Reply No.

21

Reply No.

22

Reply No.

23