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VOLUME 16.1

DESIGN & BUILD

EDUCATIONAL TRIPS - Learning outside the classroom brings greater engagement and achievement

BETT 2011

What effect has Jamie Oliver had on government legislation and academic achievement?

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DEAR READER,Welcome to this issue of Education Business, where we offer topical articles on ICT, design and build, outdoor learning, and energy, among others, and we also reveal the winners of the EB Awards.

Taking place each January at Olympia in London, BETT attracts more than 600 IT educational suppliers and around 30,000 visitors. On page 17 you can read more about some of the exhibiting companies and find out what to expect at the event. As part of the BETT preview, EB spoke to Lord Alan Sugar of TV’s The Apprentice about the importance of ICT in schools. You can find this interview on page 27.

In the catering section, starting on page 83, we feature another celebrity, namely Jamie Oliver and look at the work he has done to improve school meals. Within this article you will find a reader offer for Jamie’s Ministry of Food cookbook, filled with inspirational and easy-to-make recipes.

Wishing you a successful 2011,

If you would like to receive 6 issues of Education Business magazine for £45 a year, please contact Public Sector Information, 226 High Road, Loughton, Essex IG10 1ET. Tel: 020 8532 0055, Fax: 020 8532 0066, or visit the Education Business website at:

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Volume 16.1

DeSIGN & BuIlD

eDuCATIoNAl TRIPS - Learning outside the classroom brings greater engagement and achievement

BeTT 2011

What effect has Jamie oliver

had on government legislation

and academic achievement?

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03THE BUSINESS MAGAZINE FOR EDUCATION

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NEWS

EB AWARDSThe winners of the Education Business Awards, which recognise successful investment in education, have been announced

Blue Bell Hill Primary School won the Outstanding Progress Award for primary schools at the recent EB Awards. Head teacher Jo Bradley explains the school’s success

BETT 2011We preview BETT, the world’s leading event for educational technology

Businessman and TV personality Lord Alan Sugar discusses the importance of ICT in the classroom

ICTWith the Information Commissioner’s Office having published a new code of practice for personal information online, we look at data protection in schools

Serco Learning discusses how schools can manage ICT costs for the long-term future

FINANCERay Barker of the British Educational Suppliers Association examines the comprehensive spending review and how it will affect education

The Institute of Payroll Professionals looks at the key aspects of the Chancellor’s spending review and their likely impact on payroll departments

DESIGN & BUILDWe visit Sandal Magna Community Primary School in Wakefield – a newbuild flagship eco-school, which has welcomed its first intake of pupils and staff

BSEC 2011 offers a platform to discover how the change of government, new policies and radical views on building schools will be implemented

FACILITIES MANAGEMENTWe highlight the benefits of using remanufactured cartridges

ENERGYThe Energy Services and Technology Association sheds light on the latest energy saving initiatives

BRE explores the world of renewable energy technologies

PARKINGThe British Parking Association discusses opportunities in the education sector

HEALTH & SAFETYThe Institution of Occupational Safety and Health explains the importance of managing asbestos containing materials correctly

CATERINGWe look at how Jamie Oliver’s school dinners campaign has made a positive impact pupil achievement and on legislation concerning school meals

The School Food Trust explains its Small Steps Programme and how it can transform children’s dining experience

EDUCATIONAL TRIPSThe School Travel Forum updates readers on the latest developments

The Education Travel Group writes about what is available to children of all ages when it comes to international school trips

OUTDOOR LEARNINGLearning through Landscapes looks at the benefits of its School Grounds UK Membership scheme

SPECIAL EDUCATIONAL NEEDSLorraine Petersen, CEO of nasen, discusses the crucial role that teacher training plays in the effective education for SEN pupils

BEHAVIOUR MANAGEMENTnasen outlines ways to deal with bad behaviour

MARKET RESEARCHThe Market Research Society discusses how schools can benefit from market research

FRAUD PREVENTIONCIFAS, the UK’s not-for-profit Fraud Prevention Service, looks at lessons to be learned by professionals working in education and academia

CONFERENCES & EVENTSAmid budgetary restraint, the Meetings Industry Association highlights how AIM accredited venues can offer value for money

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www.educationbusinessuk.comEducation Business | Volume 16.1

Future of the Every Child Matters websiteThe Every Child Matters website will be decommissioned and closed by the end of December 2010, as part of the Coalition Government’s commitment to reduce the number of websites it manages and owns. Relevant content from the site will be moved to the ‘children and young people’ section of the Department for Education (DfE) site. This section, and the broader DfE website, will be the first port of call for professionals wishing to access information on the government’s current policies which would have previously been housed on the Every Child Matters website.

First joint catering contract to save £270,000 for Camden Camden Council has made a significant saving by announcing its first ever joint contract with Islington. The school meals contract, considered and agreed by Camden’s Cabinet recently, will save Camden Council more than £270,000. The contract for the provision of catering services to 51 schools in Camden as well as the council’s canteen will initially run for five years from April 2011 with the option for extension. Councillor Heather Johnson, Cabinet Member for Children, Schools and Families, Camden Council, said: “This is a fine example of how joint working can make huge efficiencies for local authorities. This demonstrates how by working well with colleagues in Islington both councils can deliver real, immediate financial savings. “We examined all the tenders very closely and have chosen the provider that scored best in all areas, providing both value for money and quality of service. I am confident that they will be dedicated to providing healthy school meals to all our young people.”

Scheme to improve London schools is workingThe London Challenge school improvement programme set up in 2003, has continued to improve outcomes for pupils in London schools at a faster rate than nationally, according to a report by Ofsted. Secondary schools in London continue to improve more than those in the rest of England in terms of their exam results. Data on pupil progress show that primary schools that joined London Challenge in 2008 are also improving faster than those nationally.

NEWSINBRIEFducation Secretary Michael Gove has confirmed up to

£2 million to fund tighter security measures in Jewish faith schools. Community Security Trust (CST), a charity working to ensure the safety and security of the Jewish community in the UK, will receive revenue funding for the extra measure of security guards at 39 Jewish voluntary-aided faith schools across England. Parents of children at these schools currently pay around £1.6 million a year out of their own pockets, along with the CST providing £400,000, to ensure their children have a school environment safe from any potential anti-semitic or racist threats. Schools are responsible for funding

general security measures such as fencing, gates and CCTV out of their main school budget. However, following assessments obtained by the CST, the extra security provided by guards in place at Jewish faith schools helps ensure pupils and staff remain safe.

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£2 million for extra security measures at Jewish schools

ales Education Minister, Leighton Andrews has welcomed the

publication of guidance for schools in Wales to help them decide whether they should close during extreme weather. The minister said: “The extreme weather experienced in Wales last winter caused over half of the schools in Wales to close. We have already experienced a cold snap this winter, which forced some schools in the worst affected areas to close. “Parents and I are concerned about the number of days of schooling children are losing due to snow and ice, and we want to make sure, as we head into another winter, that head teachers are

aware of the assessments that should be made before a school is closed.” The guidance is jointly published by the Welsh Assembly Government and WLGA, and will be distributed to all schools in Wales. They include a generic risk assessment, which can be adopted to suit every school’s circumstances, and examples of the issues that schools may face, with suggestions on how to tackle them. Where schools must close, they are advised to consider what distance learning or self-study arrangements can be made for pupils in year 10-13, in order to minimise disruption to examination courses.

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Guidance for school closures published

ne of the world’s largest publishers, Pearson, has said it wants to be

given the power to award degrees. This interest comes as the government seeks to open up the university sector to more private providers. Pearson plans to start by offering four vocational degrees with a further education college but wants to award degrees itself, which would require a law change. The government says it is considering this and a white paper is expected to set out plans to do this in the new year, with legislation likely to follow. Pearson, which owns exam board Edexcel, anticipates it will be able to offer degree courses in business, engineering, IT, and health and

social care to begin with at “very competitive” prices. It is also considering offering degrees in nursing, education and hospitality and tourism. A Pearson spokesman said the courses would be highly flexible, available part-time and might suit those already working or those with children. Rod Bristow, president of Pearson UK, said his firm had a strong track record of providing high quality vocational education in the UK through BTECs and HNDs and “now we want to take the next natural step to award full degrees.” He said the firm would create a vocational degree, based on the vocational BTEC qualification, and that it would demand students met rigorous standards.

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Publishing giant wants degree-awarding powers



Class sizes shrink in ScotlandScotland’s Education Secretary Michael Russell has welcomed figures that show national class size targets agreed with the Convention of Scottish Local Authorities (COSLA) have been exceeded Almost 22 per cent of P1 to P3 pupils are now in classes of 18 or fewer. The agreement reached with COSLA in December 2009 set a target of 20 per cent, including classes of up to 36 pupils where two teachers work simultaneously. Mr Russell said: “These figures show we have turned the corner, that things are getting better and that our policies are having a real and positive impact. But of course statistics only tell part of the story and it is what I see happening in schools day in, day out which really tells me that while there is still much to do we are definitely moving in the right direction.”

School ‘snow heroes’ to be praised at awards Scotland’s Education Secretary Michael Russell has praised school staff who have gone the extra mile to keep schools open, assist pupils and parents and get school life back to normal, during the recent severe weather. In recognition of these efforts, the prestigious annual Scottish Education Awards are to be opened up to school snow heroes. Mr Russell said: “I have heard of parents, pupils and community volunteers helping to clear school paths and access; and several local authorities putting up children and staff overnight in schools. “I want to make sure that this commitment is formally recognised on a national basis. That’s why I’ve decided to ensure that our snow heroes can be recognised at next year’s Scottish Education Awards through the Educational Supporter of the Year category. This move will give the public an opportunity to highlight those who have gone the extra mile.”

Legislation ‘hinders planning of school trips’New research by TUI Travel PLC’s Education Division, shows 89 per cent of teachers think they are being hindered by government legislation when planning school trips and 46 per cent say that health and safety issues and risk assessment forms are the main barriers to organising them. Furthermore, 41 per cent of teachers surveyed claim the stress of organising school trips is a barrier and 38 per cent say lack of time is a leading issue. Stressing the benefits of school trips, 89 per cent of teachers saw the main advantage of school trips as helping bring the subject to life, 83 per cent highlighted the social benefits and 71 per cent spoke of the cultural benefits. Beth Gardner, chief executive of the Council for Learning Outside the Classroom, commented: “This research adds to the growing wealth of evidence demonstrating the value of learning outside the classroom in raising attainment, improving behaviour and re-motivating children who do not thrive in the traditional classroom setting.”

NEWSINBRIEFnew initiative which will improve access to healthy food and

make free school lunches more widely available in Leeds has been launched. Education Leeds launched a pilot in secondary schools earlier this year to make free school meals available from break time so young people could choose to eat healthy food when they were hungry and not have to wait until lunch time. Pre-ordered ‘grab bags’ – consisting

of a sandwich, dessert and drink – were made available during break time to young people who took free school meals as an alternative to traditional lunchtime meals. Following the pilot’s success, the scheme has officially been launched at Roundhay School in Leeds. The pilot was prompted by research by Leeds Metropolitan University, on behalf of Education Leeds, which suggested many children who are eligible for free school meals fail to take up their entitlement and then snack on unhealthy food during the day. The research found that young people eligible for a free school meal often choose to not take up the offer because they choose not to queue for lunch; choose to be with friends who bring a packed lunch from home; leave the school grounds for lunch; or just don’t want to be identified as a free school meal pupil.

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‘Grab bags’ to encourage take up of free school meals in Leeds

orbay Council and Torbay Care Trust have joined forces with Eden

Foodservice to encourage more pupils at Kings Ash Primary School to find out what they’re missing out on when they tuck into their sandwiches at lunchtime. A pilot project at the Paignton school aimed at increasing take-up of school meals, and pupils were able to buy a variety of delicious, healthy school lunches for just £1 – half the normal price. Parents were also invited to join their children for

one meal during the week to sample a hot, freshly cooked lunch. Torbay Council’s Cabinet Member for Children’s Services, Councillor Anna Tolchard, said: “We want children and young people in the Bay to be healthy. A better diet not only contributes to improved health, but also helps teachers and parents too by improving children’s behaviour. “I hope this pilot project encourages even more pupils at Kings Ash Primary to try school meals.”

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Paignton children tempted with half price school meals

ew research shows the benefits of introducing ‘for-profit’ schools

into the UK’s education system. The report, Schooling for Money: Swedish Education Reform and the Role of the Profit Motive, looks at the role of for-profit schools in Sweden and for the first time provides quantitative evidence regarding how these schools perform. The educational outcomes of children going to for-profit and not-for-profit schools were significantly better than those of children going to state schools (measured in terms of average school GPA, which measures pupil achievement across a broad range of subjects). Not-for-profit schools did marginally better on average than for-profit schools

(raising the GPA by 5.7 points compared with the for-profit schools’ impact of 4.5 points), but among schools with pupils from lower socio-economic backgrounds, for-profit schools performed better (increasing the GPA by 11.6 points). Commenting on the report’s findings, Mark Littlewood, director general of the Institute of Economic Affairs said: “It is hardly surprising that we have seen such a low uptake in the free schools initiative when the profit motive has been excluded. The case of Sweden shows that it is a vital component of education reform. This is especially the case in providing access to good schools for those from low socio-economic backgrounds.”

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For-profit schools vital for Britain’s education system

10 THE BUSINESS MAGAZINE FOR EDUCATION

www.educationbusinessuk.com Visit the website to view the categorised product finder

IMIO BEGAN IN 1997 with a singular philosophy: to make learning more engaging for students, with

technology that makes it easier for teachers to do what they do best – simply teach. Mimio was born by way of some very creative thinkers at the Massachusetts Institute of Technology (MIT), one of the most prestigious technical universities in the world. They realised that students were so occupied with furious note-taking, they weren’t fully paying attention to their lessons. Then they wondered: “What if there was a way to obtain the whiteboard notes, formulas and drawings without having to write everything down?” Their passion for discovery led them to invent what became the MimioCapture™ tracking system that we know today. Students could finally concentrate on each lesson, participate and obtain the notes afterwards. As Mimio grew, numerous breakthrough innovations helped educators focus more on teaching and students concentrate more on learning. The result has been a long history of educational awards and worldwide recognition. Today, the new DYMO/Mimio is a global leader in interactive teaching technologies. And we haven’t stopped exploring the future, seeking answers that initially seem impossible. We’ve invested years of research

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by students, improving their learning. Imagine being able to focus on teaching because the technology doesn’t get in the way – but it made it easier. Imagine the students who learn more because it’s more fun. That’s what we think about every day, and it’s the reason why DYMO/Mimio stands apart in the world of interactive teaching.

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Prepare your studentsbelieve the unbelievable

IPLEY’S BELIEVE IT OR NOT! LONDON is located

in the heart of London’s West End at No. 1 Piccadilly Circus. The attraction boasts some of the most amazing artefacts from around the globe and is visited by loyal followers of the late Robert Ripley. Ripley, known as one of the greatest discoverers of our times, travelled great distances to discover the most original, unusual, and unbelievable artefacts from around the world. The team at Ripley’s take great pride to ensure our school guests are given a truly unbelievable

experience, and we also produce informative educational packs that have been specially designed for onsite learning as well as follow up lessons in classrooms. Prepare you students to believe the unbelievable!


Ripley’s Believe It or Not!Opening times: Monday-Sunday, 10am – Midnight (last entry 10.30pm)Web: www.ripleyslondon.comBooking enquires: [email protected]: 020 74946818

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TEACH.COM is the UK’s leading online education

recruitment service for schools and candidates. We have led the field in online recruitment for permanent, temporary, supply and support teachers since we first began back in 2000. We have enjoyed a very successful year with the launch of Eteach Premium, winning the award for ‘Best Technical Innovation’ at the 2010 Onrec Awards and being the first in the sector to launch targeted School and Regional Talent Pools. We have made our Talent Pools available to schools and members at no extra cost and have designed them to make recruitment a simple and straight-forward process

whilst still saving schools money at a time when education recruitment is changing and budgets are being cut. Eteach offers a range of services to recruiters including:• Use of our intuitive Applicant Tracking System (ATS)• Unlimited job postings• School and Regional Talent PoolsWe also provide a wide variety of services to job seekers including:• Browse school profiles and join their Talent Pools• Quickly and easily search for jobs• Sign up to Job Alerts


If you would like more information about Eteach visit www.eteach.com or phone us on 0845 2261906.

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THE WINNERS of the 2010 Education Business Awards were announced by BBC newsreader Nicholas Owen, at a champagne drinks reception and gala luncheon at Arsenal’s Emirates Stadium. Each year, research conducted by Education Business Magazine identifies outstanding examples of best practice from both state and independent schools, where personalised learning techniques, new facilities and new ways of teaching have helped to achieve success.

OUTSTANDING PROGRESSThe Outstanding Progress Award for secondary schools, sponsored by NEC Display Solutions, went to Perry Beeches School, in Birmingham. This year, results at Perry Beeches School broke all previous records. In 2007, just 21 per cent of pupils gained the benchmark five A* to C grade results at GCSE including maths and English. Now, 74 per cent of its pupils achieve the benchmark, making it the most improved school ever over a three-year period. It has a 100 per cent record for pupils gaining five A* to C grade passes. Ofsted is considering putting on visits so others schools can learn from Perry Beeches about how to reverse their own fortunes and improve its pupils’ education. Blue Bell Hill Primary and Nursery School scooped the Outstanding Progress Award for primary schools, which was sponsored by Over The Top Pouch. Blue Bell Hill primary in St. Ann’s, Nottingham, came top of the Contextual Value Added tables last year with a score of 105. Almost half of the pupils are on free school meals and almost half have special needs. Head teacher Jo Bradley attributes some of the schools success to enthusiastic teaching, a strong, dedicated governing body and partnerships with Experian, Capital One and the National Ice Centre, which have brought benefits to the pupils.

Manchester Academy, Moss Side, Manchester, took home the Outstanding Academy Award, sponsored by Kumon Educational.Manchester Academy, one of 17 schools sponsored by United Learning Trust, has truly risen from the ashes of its predecessor Ducie High School. In 2003 GCSE 5 A*-C grades stood at 13 per cent. In 2010, the best GCSE results in

the school’s history were achieved with 81 per cent gaining 5 A*–C GCSEs. Ofsted has now hailed classrooms that were once battlegrounds as “exemplary” and heaped praise on Principal Kathy August for setting high standards.

BREATHTAKING DESIGNThis year, the Academy Development Award, sponsored by Kumon Educational, went to Evelyn Grace Academy, Brixton, which had 1,200 pupils move into the breathtaking new £38m building this September. Designed by ZHA Architects and sponsored by ARK, it follows ARK’s ethos of dividing large schools into smaller units. It zig-zags across the site with sports fields tucked between it and features a running track through the middle. ZHA’s design, delivered by contractors Mace, had to incorporate 11,000m2 of accommodation plus game-playing amenities on a cramped site. Bacon’s College in London left Emirates with the Academy Partnership Award, which

was sponsored by Kumon Educational. Bacon’s College has worked closely with Swazi schools St. Francis High School and St. Benedict’s primary school, building libraries and classrooms. It has also arranged for groups of students to volunteer with projects in Swaziland in 2008 and 2009 as well as witnessing first hand the everyday lives of the people of Swaziland.

Bacon’s is now twinned with St. Benedict’s while students and teachers of Bacon’s are sponsoring 32 students. In November this year the college received the choir of St. Francis School, who staged concerts across England including a performance at the Tower of London. The college has also established a Football Academy which links to Chelsea FC and is led by highly qualified and experienced coaches.

ENVIRONMENTAL EXCELLENCESt Luke’s CE Primary School in Wolverhampton is Britain’s first “environmentally excellent” primary school, according to BREEAM standards. This earned them the Environmental Building Award, sponsored by GML Construction. The school was designed without corridors, or other spaces that may traditionally encourage antisocial behaviour. Architects Architype describe their approach as ‘eco-minimalism’, giving good levels of daylight while moderating solar gain and allowing all spaces


SCHOOLS SHINE AT THE EDUCATION BUSINESS AWARDSWe take a look at who won what at the fifth annual EB Awards, which recognise successful investment in education

EB AWARDS

Each year, research conducted by Education Business Magazine identifies outstanding examples of best practice from both state and independent schools, where personalised learning techniques, new facilities and new ways of teaching have helped to achieve success


www.educationbusinessuk.com Education Business | Volume 16.1

was awarded the School Recruitment Award, sponsored by e-teach. With 18 per cent of the schools teachers and support staff on long-term absence, high levels of class disruption and a poor geographical position, the Richard Rose Central Academy and its new management team were faced with severe recruitment issues in January 2009. The academy has benefited from a recruitment process managed through both the international and UK network of its recruitment partner Synarbor.

MEETING LEARNER NEEDSHigh Tunstall College of Science, took the School Science Award, home to Hartlepool.Since re-designation in September 2008, High Tunstall College of Science has continued to develop the science curriculum to ensure it meets the needs of all learners. In three years the number of students studying separate science has increased and the school now has 3 times as many students achieving an A* - C in Biology, Chemistry and Physics. Expertise in this area is being shared with other schools within the local authority.

CREATIVE WINNERSThe Art & Craft Award, presented by Education Business magazine, went to Rose Bridge High School, Wigan. Over the last 18 months, Art at this school has undergone a radical move forward and has become not only a high achieving forward looking department, but has taken the lead in addressing the key area of development highlighted by an outstanding Ofsted report in 2009. Using the Creative Partnerships banner, Art has targeted raising awareness and promoting multi cultural themes both across the whole school and in the wider community of Wigan itself.

SECURITY FIRSTRedhill School in Nottingham received the School Security Award, presented by Education Business magazine. This school’s management consulted on and procured an integrated security solution that would encompass a site-wide CCTV system, access control technology and automated gate functionality. Covering the school’s corridors, entrance and exit points, assembly hall, dining area and points of high pedestrian flow-rates (during lesson change-over periods), each camera can be transmitted to an on-site equipment rack within the school’s office area. From here, images are controlled and recorded via the latest DVR technology, and encoded onto the school’s Local Area Network (LAN), giving authorised users the ability to view live and recorded footage both on and off site.


Web: www.ebawards.co.uk

EB AWARDS

Year of Music by hosting ‘First Class’, the world’s first live music lesson streamed over the internet into over 900 schools. This featured interactive performances from singer and producer VV Brown, pop and jazz-pop singer-songwriter Jamie Cullum and beatboxer Killa Kela, who took questions from pupils across the country, accessed in the classroom through interactive whiteboards.

SEN PROVISIONThe SEN Provision Award, sponsored by Mike Ayres Design, was presented to Cuckmere House School, East Sussex, which has specialist status for pupils with behavioural, emotional and social difficulties and is also responsible for running two other pupil referral units. In 2009 the school was recognised as a High Performing Specialist School, and as a result has become one of the first of the SEN colleges to be awarded a second specialism in Applied Learning. Each individual year group, from 7-11, has a maximum of eight

pupils per group to maximise learning. The Folkestone Academy in Kent, scooped the School Catering Award, sponsored by Aimia Foods. Take up of school lunches at Folkestone Academy has risen considerably since the canteen was turned into a bistro-style establishment. The catering team form student taste panels to taste new dishes before they are allowed onto the menu. The academy runs a restaurant, where hospitality and catering students prepare fresh local ingredients for the public twice a week. It also runs regular competitions and world menu days.

SPORTING PARTNERSHIPSThe winner of the School Sports Award, sponsored by Arsenal FC, was Harefield Academy, Middlesex, which operates an Elite Sports Programme alongside development and grassroots squads, and has a flexible approach for elite young athletes to both their training and competition programme. The academy enjoys a successful partnership with Watford FC, and a year 12 pupil recently represented Guyana at football. Two pupils also celebrated huge success in gymnastics, beating Poland and Russia to win the World Championships in the mixed pairs category. Richard Rose Central Academy, Carlisle,

to be naturally ventilated. All the structural timber is prefabricated and the buildings are insulated with recycled newspapers. The School Building Award, sponsored by Davis Langdon, went to Rednock School, Gloucester. Rednock, which cost £30 million to build and opened in September last year, features non-symmetrical staircases, a thermal see-through roof, a glass lift and an orange box, which incorporates a library and resource centre. Furthermore, a wind turbine provides extra power for the science department.

ICT AWARDSScargill Junior School, Essex, took home the ICT Innovation Award, sponsored by DYMO/Mimio. School ICT leader Karen Webley and head teacher Amanda Ireland have spent the best part of four years changing classroom practice, and ICT is now central to everything. Highly personalised learning takes place with an innovative and sustainable use

of handheld devices and games consoles. Because of the technology in use, learning is not confined to the classroom. Fairlawn Primary School, London, won the FrogTrade sponsored ICT Facility Award. Apple Mac and Windows integration gives Fairlawn one of the most impressive IT installations in a UK primary school. Its SAN (Storage Area Network) provides 6TB of data storage capacity, and all computers throughout the school can be linked at speeds of 1Gb per second. A single log in account allows a user to have one account that works on Apple Mac or Windows computers, with the user’s files available no matter where they log on.

UNFORGETTABLE LEARNINGThis year’s Educational Visits Award, sponsored by Ripley’s Believe it or Not! London went to Presdales School/Richard Hale School, Herts. Pupils from these schools recently took part in a geography field trip to study geothermal activity in Iceland. BBC described the six-day tour of the country as the “trip to end all field trips”. Not only did the pupils stand on the glacier covering the volcano, they actually saw it erupting, surely an unforgettable experience. The Steinberg sponsored School Music Award, went to Twyford CE High School in London. Twyford School kicked off the DCSF’s

This year, results at Perry Beeches School broke all previous records. In 2007, just 21 per cent of pupils gained the benchmark five A* to C grade results at GCSE including maths and English. Now, 74 per cent of its pupils achieve the benchmark, making it the most improved school ever over a three-year period


Visit the website to view the categorised product finder www.educationbusinessuk.com

Kumon – developing independent learners

UMON OFFERS MATHS and English study

programmes to children of all ages and abilities, and is the leading supplementary education provider in the UK. Kumon’s programmes can be tailored to the needs of each individual child, allowing them to develop as independent learners and ultimately to fulfil their potential. The Kumon method of learning was developed in Japan in 1954, and there are now around 60,000 Kumon students learning at more than 600 UK study centres, with over 4.2 million worldwide. Children attend a local centre once or twice a week, and are given daily worksheets to keep up with their studies at home. At the centre, the instructor will observe each student working and monitor their progress, setting new work as appropriate and encouraging the child to take

ownership of their learning. As well as building speed and accuracy, Kumon’s maths and English programmes develop abilities such as concentration and time management, problem-solving and especially independent learning: abilities which will prepare students for the future. With parental support and regular guidance from the Instructor, children are given the self-assurance to reach their potential both at school and throughout life. Kumon is also extending its operations to work directly with schools in the UK and Ireland to share their proven experience in developing independent learning skills.


Tel: 020 84479020Fax: 020 84479030E-mail: [email protected]: www.kumon.co.uk

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Award-winning media production products

TEINBERG has been providing award-winning,

technologically advanced music and media production products for musicians and producers of music, video and film since 1984. Today, Steinberg is one of the world’s largest manufacturers of audio software and hardware, with more than 1.5 million users worldwide. Steinberg also provides business customers with license management and copy protection systems. The Steinberg range of products has long since been world renown

in all aspects of modern digital audio processing, and forms the backbone of facilities specialising in music composition and production, mastering, restoration, broadcast, sound design, audio post for the film industry among many others.


Steinberg Media Technologies Address: GmbH, Neuer Hoeltigbaum 22-32, D-22143 Hamburg, GermanyTel: +49 (0)40 210350 Fax: +49 (0)40 21035300 Web: www.steinberg.net

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Aimia Foods – where nutrition and great taste go hand in hand

IMIA FOODS is one of the brightest talents

in school drinks with a broad and differentiated product range for all age groups. We think good nutrition and great taste can go hand in hand – our product range caters for 4-16 years and each product undergoes real life school tests before launch. Our products reduce wastage and time in preparation and provide a real alternative to plain old tap water or dreary juice. The range includes juice based primary school drinks – such as Juicebreak, a school compliant, dilutable juice drink; milkshakes, like Milkbreak – a radically different make with water school compliant milkshake, which reduces cost and the operational issues associated with using 100s of pints of fresh milk. For secondary schools, we have the very popular and now new look range of ready to drink bottles in 330ml and 500ml sizes under the Spring Cool brand. Spring Cool Cola is the brand new school compliant cola that tastes great, and is a healthy

alternative to popular, but non school compliant colas, that exist on the market. Made with 50 per cent fruit juice, the new drink contains one of the recommended five a day fruit and vegetables and no caffeine, colours or additives. Spring Cool Cola offers fantastic pupil appeal – with excellent nutritional balance. Whatever the age group, whatever the budget, Aimia is the specialist in school compliant drinks, throughout UK LEA controlled and independent schools.


For more information please e-mail [email protected] or call 01942 408600.

AThe ultimate in short throw projection

ARRYING THE BADGE for quality and reliability,

LCD displays and projectors from NEC Display Solutions deliver functionality and value alongside its knowledge and expertise as a preferred supplier of ICT equipment to education. With Ultra Short Throw and 3D Projection solutions for the classroom environment; super High Bright Stacking Projector solutions for lecture theatres and intelligent Digital Signage networks connecting the entire school or campus, NEC offers a comprehensive portfolio of Display Products and Solutions. By harnessing innovative technology and adopting the highest engineering standards, NEC Display Solutions deliver superior display solutions whilst minimising life-cycle environmental impact to lower the total cost of ownership. NEC’s product innovation is well placed to meet the requirements of education users by offering easy to adopt eco

products, solutions and tools to extend product lifecycles, minimise power consumption and provide the means to quantify cost savings. Setting the highest eco-design standards in projection technology, NEC is the first manufacturer in the world to receive a TCO certificate for projectors verifying their ergonomic and ecological characteristics. NEC Display Solutions can provide a total display solution to harness technology for educational advantage whilst minimising costs both to your budget and to the environment.


Tel: +44 (0)870 1201160Web: www.education-nec.com

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The National Ice Centre – one of the UK’spremier ice rinks

HE NATIONAL ICE CENTRE in Nottingham was

the first twin Olympic-sized ice rink facility in the UK providing top class facilities and coaching staff consisting of Olympic athletes who make the ideal role models for children learning to skate. Blue Bell School Of Ice is the centre’s official school partner and showcases the work undertaken in Nottinghamshire schools within curriculum time. Since 2006 – and with the support of the Capital One ICE (Inspiring Community Engagement) Project, 10,757 pupils have taken skating lessons at our rink. The children are transported to the NIC once a week and have an hour of specialist skating tuition from our professional coaching team. Once they’ve completed the six week course they’re presented with a nationally recognised Skate UK certificate to show their achievements. Sessions are inclusive to all and

we encourage schools that may have pupils with special needs to participate in the sport. The National Ice Centre’s schools programmes have a positive impact on children, their families and friends creating long term participation in sport and raising aspiration and self esteem.


For more information on our work contact Matt Bradbury: [email protected] or 0115 8533064

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Davis Langdon – total efficiency in schools

CHOOLS are much more than teaching

establishments – they are hubs of social interaction and key in community regeneration, places where life skills are taught. This ever expanding purpose of the schools environment brings many challenges, not least ensuring that ‘Total Efficiency’ is achieved from the built asset with respect to enabling change in curriculum and teaching methods to be accommodated, whilst facilitating ongoing maintenance and ensuring the longevity of the building. The education landscape has changed. Funding will have to come from new, innovative arrangements and schools will need to become more efficient in their use of space. How do you build today, with the future in

mind and at the same time achieve the balance between cutting edge and operational functionality? These are questions that many of our schools clients are asking. With the recent government announcement surrounding the decrease in schools capital expenditure, there is a clear focus on the refurbishment of schools and the increased utilisation of otherwise under-used space. We see our role as helping address these and the many other questions that building in today’s climate raise.


To find out how we can help you achieve Total Efficiency in your school, visit http://totalefficiency.davislangdon.com or call us on +44 (0)20 70617620.

S

Risk Audit Plus – can you live without it?

REDIT CHECKING suppliers at the tender stage matters

of course but when did you last assess the stability of your existing supplier base? How would it affect your essential services if they became bankrupt or insolvent? What can you do to ensure this doesn’t occur? Experian’s Risk Audit Plus is a market leading solution providing a detailed report of your existing supplier database displaying comprehensive information including Commercial Delphi scores (assessment based upon the probability of failure), Experian’s Days Beyond Terms

(DBT) payment information and County Court Judgements (CCJ’s). Viewed from a secure, user-friendly web interface, Risk Audit Plus helps you to make better-informed decisions while also developing preventative actions such as effective contract management strategies. This powerful insight gives you a graphical easy to use display of your supplier risks.


For further information or for a Risk Audit Plus demonstration, please call Oliver Abbott on 07976 902 311.

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Cost effective and safe legionella prevention

EGIONELLOSIS INFECTIONS in buildings

are typically caused by inhalation of infected water aerosols from showers, spray taps and domestic hot water systems. As such Legionella has been identified as a major problem in educational facilities where seasonal occupancy levels can vary. The bacteria can typically be found in domestic water systems, where there is the possibility that pipework is affected with biofilm. Biofilm is an ideal breeding ground for the bacteria offering both protection and a source of nutrients. Removal of biofilm and maintaining a disinfectant residual (ORP) have been shown to be an effective strategy for minimising the risk of potential legionella infection. The DCW generators produce a disinfectant that will remove biofilm, kill legionella whilst maintaining a high ORP within the water system. The added benefit of using DCW technology is that as well as removing the biofilm and

killing the legionella bacteria, the disinfectant produced by the system is completely safe to handle, even in its neat form and requires no specialist equipment, making the systems completely safe for operators. DCW disinfectant generators use only common salt and a little electrical power, and typically have a water treatment cost of less than one penny per cubic metre.


DCW Technology UK, BPS Projects Ltd, Dallow Bridge Works, Dallow Street, Burton on Trent, Staffordshire DE14 2PQTel: 01283 542865 Fax: 01283 542865E-mail: [email protected]

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BLUE BELL HILL is an exciting, challenging place to be for children and adults alike. It is situated in the St Anns area, a volatile area of the City of Nottingham. We currently have 268 children on role across 9 classes, including a Foundation Unit. Like many city schools we face a series of challenges:• about 50 per cent of our children are eligible for free school meals • 47 per cent of our pupils come from ethnic minority backgrounds, and 19 per cent do not or are believed not to have English as their first language• we have over 20 languages currently in the school. • 48 per cent of pupils are identified as having special educational needs (SEN), of which about 48 per cent are at School Action Plus. We have, however, many strengths, winning the Education Business Award for Outstanding Progress Award – Primary being testament to this. We also came top of the Contextual Value added tables in 2009 with a score of 105, and were designated as Outstanding by Ofsted in 2008. We are a lead school in the local authority for the SEAL curriculum, and close partnerships with national businesses have benefited our school through providing funding, man hours and resources.

A GREAT START TO THE DAYThe day at Blue Bell Hill starts with a free breakfast club from 8.00, which is offered to all children and their families. Parents and carers are invited to stay for a cup of tea and then attend the daily assemblies, which Ofsted said were “amazing affairs”. Every day includes literacy, numeracy and other aspects of the curriculum but it also includes a huge range of exciting experiences that we offer to all our children and their families. These may include dancing, cheerleading and ice skating and all take part both during the school day as well as after school. We offer a range of Family Learning where parents and carers can learn alongside their children, which is always well supported. Over this year we have been able to offer Family SEAL, gardening, cooking and ice skating. We have seen the positive impact these programmes have had on the relationships we have with our families and now count two of these parents as very proactive parent Governors.

TRUSTED PARTNERSMany of these activities are supported by a range of partners who work closely with the school. Experian encourages their employees to volunteer in schools but we are also part of

their Inspire programme where senior leaders come into school to support us in developing a project. We now have an all weather play area thanks to their support and they are currently helping us to develop our website. Capital One supports us with a number of sports programmes, which run through the school but also provide manpower to help us develop areas of school such as our gardens and allotments. They also took part in our Street Hockey tournament. The school is designated as the ‘School of Ice’ through its partnership with Nottingham Ice Centre. This has allowed all our children to access regular ice skating sessions for them and their families. Several of our children have been talent spotted and a four year old recently became a member of the Squirts Ice Hockey team. We are also able to attend Panthers Ice Hockey matches and the players regularly visit us to encourage children to do their best in all aspects of their lives.

EDUCATION IMPROVEMENT PARTNERSHIPWe are part of a successful Education Improvement Partnership (EIP) that allows a group of local schools to pool funding in order to access resources or initiatives that would otherwise be out of our reach. The EIP also supports our work in the local communities and encourages our families to access a range of services but also to contribute to the area. We recently celebrated our first community Christmas tree in St Anns with carols, food and fireworks.

AFTER SCHOOL ACTIVITIESPupils are encouraged to attend our free after school clubs or join one of the many clubs we run. The Eco team is organised by two of our teaching sssistants and a teacher. They encourage staff and children alike to recycle wherever they can and are currently trying to build a greenhouse out of old pop bottles. If a child want to be a Community Ranger they are expected to apply for the role in writing, go for an interview and if successful complete a planned induction. They then visit different groups and areas within the community either to help or offer ideas and suggestions for improvements. They have helped plant hanging baskets for nearby streets, visited the local police station and attended a local ward walk with councillors. Their opinions are listened to and taken seriously and children see the positive impact they can have on their local area. I was asked recently about the three magic ingredients that make Blue Bell Hill successful. We are lucky to have a team of people who are passionate about working at the school and are determined to make a difference. Secondly, we are very skilled at using data and assessment to inform teaching and learning. Thirdly, we like to have fun and firmly believe school should be a good place to be.


Tel: 0115 9151161


A SCHOOL THAT’S A GOOD PLACE TO BEJo Bradley, head teacher at Blue Bell Hill Primary School, which won the Outstanding Progress Award for primary schools at the recent EB Awards, talks about what makes the school special

EB AWARDS

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WITH A NUMBER OF RECENT developments to education sector policy, BETT 2011’s theme of ‘managing change’ is more pertinent than ever. BETT, the world’s largest technology in education show, has become recognised across the globe as the place where the latest and most innovative products can be touched and tested. Educators wanting to ensure they are up to date with the most appropriate resources to support their teaching visit BETT each year. The benefits that technology can offer – both in terms of supporting teaching and learning and facilitating school management – have become increasingly clear. Recently though, it is not just the most up-to-date technologies that educators need to be aware of, but also how the changes in policy will influence their investment. With around 700 exhibitors showing the latest technology in education solutions, a comprehensive seminar programme, information points, as well as exciting feature areas and zones, BETT offers a valuable space for advice on navigating the

new challenges. Around 30,000 visitors travel each year to BETT, including Ministers of Education and association leaders.

INSPIRATION FOR LEARNING FOR LESS Possibly one of the most exciting features at BETT 2011 is the brand new area, Visual Learning, brought to you by the legendary Professor Stephen Heppell and headline sponsor, Impleo. Each year, Prof. Heppell brings to BETT an area full of thought-provoking and innovative ideas for learning. This year’s Visual Learning feature is again

set to inspire visitors for their own teaching, providing a stimulating and insightful experience and promoting learning for less. The feature area will be split into three key themes: Revision, Transition, and Girls and Science. These themes were developed by students at Lampton School, Hounslow, who are on stand for the duration of BETT 2011 demonstrating new technologies. Lampton students have had a great deal of input on the whole design and concept of the Visual Learning feature. To ensure the presentations are matched to


MANAGE THE CHANGE AT BETT 2011It’s once again time for BETT – dedicated to showcasing the best in UK and international educational technology products, resources and best practice, it takes place 12-15 January

BETT 2011

With around 700 exhibitors showing the latest technology in education solutions, a comprehensive seminar programme, information points, as well as exciting feature areas and zones, BETT offers a valuable space for advice on navigating the new challenges

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educators’ challenges, their inspirational teacher Juliette Heppell, who has helped the school improve from failing to outstanding, will also be available on stand. Prof. Stephen Heppell says: “Many children still spend hours copying work directly from the board, an extremely ineffective process that limits opportunity for learners to contextualise topics. Providing images and visuals on the other hand, is a great way for learners to really engage with the learning content and truly think about what it is they are seeing before them.” Impleo, a consultancy and installations provider within the education, wireless and location based solutions sectors, is on hand to demonstrate the concept of Visual Learning through the use of high end innovative AV technologies. Mike Fry, head of AV, says: “Impleo is delighted to be working with Prof. Heppell to deliver the Central Feature at BETT 2011. We are perfectly placed to showcase pioneering solutions to complement the three key areas of discussion.” Be sure to leave the Visual Learning feature full of inspiring new ideas to take back to the classroom.

FUTURE LEARNING SPACESDue to the change in government, the Future Learning Spaces feature, which launched at BETT 2010, has become even more important for many to visit. If you have been affected by the capital programme cuts or by the introduction of free schools and academies, you are advised to visit this area to find out about the options now available to you to and meet with the companies who design, build, manage and equip the UK’s evolving schools. If you are looking to create a truly modern learning space with a limited budget, you can articulate your requirements and see demonstrations of the products and services which have been developed to meet the new challenges.

SHOW ZONES & CONFERENCESThere are a number of zones at BETT, including the Software Zone, Demonstration Zone and Special Needs (SEN) Zone. Each zone provides an opportunity for you to receive in depth, hands-on illustrations of particular products or services, and see how they are used in practice. Also located in the Special Needs Zone is the SEN Seminar Theatre, where you can take part in seminars which provide best practice advice and ideas to help you support learners with SEN. BETT 2011 features two brand new conferences – UK Education Leaders @ BETT, and BETT International. UK Education Leaders @ BETT responds to the significant changes for all UK sector stakeholders brought about by the election of the coalition government. Many schools are making the switch to academy status and new free schools are being set up, and with this and more in mind, the new leadership conference offers a forum for robust debate around the future of UK education.

There are a number of zones at BETT, including the Software Zone, Demonstration Zone and Special Needs (SEN) Zone. Each zone provides an opportunity for you to receive in depth, hands-on illustrations of particular products or services, and see how they are used in practice

BETT 2011

V-panel DigitalMedia MPC RoomView

Crestron has been serving the education market for more than three decades and truly understands the unique requirements of the academic community. Top universities, schools and colleges make the grade by embracing Crestron technology to control, automate, monitor and manage their class-rooms, lecture theatres, conference rooms and auditoria.

Enjoy the benefits of technology in the classroom by using DVDs, document cameras, Internet, streaming media and PC applications such as PowerPoint and Excel to present your curriculum. Control the AV equipment, lights, blinds and screens from an intuitive easy-to-use touchpanel.

Crestron makes using technology simple so you can focus on teaching.See us at the BETT Show stand J6 or call us now on 0845 873 8787

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This will be the first large-scale national education conference open to a broad range of high-level participants to be held since the comprehensive spending review (CSR). High profile speakers include Toby Young, author, journalist and free school co-founder, and Christine Blower, general secretary, National Union of Teachers (NUT). The conference is by invite only but if you are interested in attending, visit www.bettukleaders.com, where you can register your interest for a free pass. BETT International is designed to gather education policy makers, influencers and leading practitioners from every part of the world. Participants will gather for two days of debate around creating maximally effective education policies and systems to prepare learners for the challenges of the 21st century global economy. Emphasised throughout will be the question of how far technology solutions are effectively tailored to meet the needs of learners, education professionals and governments worldwide. For more information, visit www.bettinternational.com.

ALL THE LATEST PRODUCTSAward-winning educational software provider, Kudlian, stand R10, is showcasing the brand new software ‘I Can Present’ at BETT. The media-rich resource was the software of choice for the non-profit nationwide competition to find the best young news presenter – www.bestyoungpresenter.net. Kudlian’s software packages are designed to be intuitive, creative and exciting whilst helping to develop literacy,

creativity, teamwork, collaboration and ICT skills. Best known for the ever popular ‘I Can Animate’ software – which recently helped two UK schools to get to the final of the Seattle International Film Festival – Kudlian is joined on Wednesday by ‘Animator in Residence’ Greg David, who aims to create a BETT animation throughout the day with contributions from visitors. On Friday, renowned animator David Bunting is available on-stand to answer visitors’ animation questions in a special ‘Animation Surgery’. Free product training and demonstrations are also available for all educationalists. Serif, stand K36, provides a complete creative solution for ICT across the curriculum, with all the graphics software tools and support you need to deliver engaging lessons in an affordable package. The Serif Design Suite has been repeatedly praised for its powerful yet easy-to-use software for schools, enabling all pupils, whatever their level of experience, to achieve outstanding work across all subjects including D&T. In doing so, they also develop their design skills to prepare for the competitive workplace. To prove just how professional their designs can be, Serif has been working with Nottingham Bluecoat School whose students have been busy designing marketing materials for the stand – visit K36 to see these and more. The Story Spinner, part of Day One Productions, will be showing the recently launched ‘Stories from Around the World’ DVD series as part of its award winning collection of storytellers and resources on DVD for primary children on the UKTI stand J60. The

‘Stories from Around the World’ series aims to inspire imaginations and stimulate all areas of academic and personal development, from early years learning through to Key Stage 2. Master storytellers from a variety of cultural backgrounds deliver tales from numerous cultures, countries and continents, from old favourites such as ‘The Gingerbread Man’, to the West African ‘Anancie and the Drum of Common Sense’. The professionally told stories are intimate and dramatic and are free of gimmicks and sound effects, placing the young audience at the centre of the tale. Summing up the show, Paul Hughes, ICT services manager, Sir Charles Lucas Arts College, Essex said of BETT 2010: “I came to BETT as I was thinking of making a number of changes at our school in terms of ICT and equipment, and what a great show it turned out to be! There’s just not enough time to see everything!”

BETT 2011 takes place from Wednesday 12 to Saturday 15 January 2011 at London Olympia and is free to attend.


For more information and to register (something which is highly recommended to gain fast track, free entry) visit www.bettshow.com Please quote priority code EMM14 on the registration form. You can also find BETT on Facebook www.Facebook.com/BETT2011 and on Twitter www.Twitter.com/BETT2011


BETT 2011

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ENVIRONMENTAL ISSUES remain high on the agenda: from reacting to rising energy costs to conserve budgets through realigning your carbon footprint to meet government targets, to promoting behaviour change and providing new and more immersive learning opportunities. The good news? New technologies and approaches mean schools can now take responsibility – with no added pressure on budgets – to address all these areas and more.

LOOKING AT CONSUMPTION AND COSTSReducing energy consumption can not only reduce the overall carbon footprint but also deliver tangible cost savings, redirecting funds to core teaching and learning. The key is understanding, then managing energy usage: not only during school hours, and not just whilst the issue’s at the top of the agenda, but all day, every day until there really is a free carbon neutral energy supply. To manage energy it’s vital to know where, when and how it’s being used. And this is where it also tips over into the curriculum: young people need

to see the impact that energy use has on their environment, and how controlling usage can reduce that impact both locally and globally.

A FIVE-STEP PLANA leading player in energy management, IMServ has used its experience to work alongside schools and design a programme for change: Energy Savvy Schools. The opportunity is to tap into this methodology in a way that, for most schools, can also be cost-neutral. Step 1 in better energy management is data collection. Once raw usage data is collected it needs to go to Step 2 – Insight, in which meaningful reports are extracted and interpreted. With this “energy intelligence”, school leadership can make strategic decisions on improving the energy use and carbon footprint reduction. Local authorities have access to the data they need to fulfil government returns. Bursars or school business managers can make tactical decisions about how to lower consumption and reduce carbon emissions, which can include investigating

energy-saving products, suggesting operational changes and restructuring out-of-hours use. Step 3 is communicating what’s taking place in a way that adds real impact: the easy-to-use Dashboard. Schools can use the Dashboard as both an operational management system and as a marketing tool to demonstrate how the school is addressing environmental issues and making a wider impact on the local community’s attitudes to sustainability. Intelligence from the Dashboard can also be used across many areas of the curriculum, interpreting the information, initiating discussions and prompting projects. With this information comes Step 4 – Carbon and Energy Management. Pupils, staff, governors, parents and the wider community can be engaged in changing habits and behaviours to better manage energy consumption and reduce carbon footprints. Finally, Step 5 is the transition to an Energy Savvy School – one that takes responsibility for managing its own energy consumption and carbon footprint and, in doing so, can also initiate lasting change in those who come into contact with it. And it’s no longer a case of if but when. Eventually, every school will have to become Energy Savvy. So are you ready?


If you’d like to learn more or are ready to move forward on your own energy and carbon saving journey, please call Mike Cordner on 01908 696000.

LESSONS LEARNED: TOWARDS THE ENERGY SAVVY SCHOOLIn the current climate, schools and local authorities can’t escape the pressures of economic realities, government policies and calls for greater sustainability. They need to assimilate and react to all these demands whilst never losing sight of their core role: educating young people

REDUCE CARBON – AVOID PENALTIES

With schools accounting for over 50 per cent of a local authority’s carbon footprint, CRC legislation now enables schools to be charged for their share of overall charges the local authority is responsible for. The size of the schools element means it’s very likely these charges will be applied.

Reducing energy consumption can not only reduce the overall carbon footprint but also deliver tangible cost savings, redirecting funds to core teaching and learning

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Q. What impact can ICT have on teaching and learning in today’s schools?A. Technology is moving really quickly and teachers need to keep up with these changes in order to keep students engaged. We’ve found that it’s critical to provide an experience that is similar to that used at home; school systems cannot compete for students’ interest against the likes of Facebook and iPods unless they are similarly engaging – you can’t expect kids to come to school and be engaged by a teacher and a textbook when they’ve been playing multiplayer games with people all over the world on their Xbox all weekend. More schools are realising the benefits of social networking and games-based learning, and their ability to engage both teachers and students. Collaborating with other classes, even other schools, gives both students and teachers an opportunity to share information and access a wealth of resources, and more importantly, to connect with other people with similar interests and goals.

Q. How can learning platforms motivate teachers and students to become more creative and enhance learning?A. Schools should use systems that allow both teachers and students to express their creativity. Creativity encourages engagement and sparks a sense of ownership over their learning. It’s very important that teachers and students are the ones creating new boundaries and not the technology companies. A learning platform should be a tool that facilitates innovation by the school, not one that forces their own idea of innovation.

Q. How can schools make sure they get the best value out of their learning platform?A. Many schools have a clear ICT vision and, particularly with the Academies Bill, schools have more freedom over their technology solution – allowing them to buy equipment suited to the needs of their school. Many technology solutions are prescriptive and schools find themselves refreshing them every few years in line with their growth and understanding within the school, or changing educational trends. None of us know what the future holds, so it is important to have a flexible learning platform that will evolve with the school and help them move forward both today and in the future. You don’t know what you’re doing next, so invest in something flexible enough to change with you, whatever your journey.

Q. How can learning platforms help schools to raise standards?A. In lots of different ways. We’ve seen teachers able to conduct more one to one mentoring through a learning platform, spending time with individual students electronically that they couldn’t in a classroom environment. Obviously, we’ve seen students being more engaged in their learning, but critically we’ve seen teachers more engaged in their teaching. A learning platform can provide visibility to problems, either pastoral or learning related. A successfully implemented system can be like shining a light on every aspect of your school.

Q. How important is it for education to move with the times and be part of the technological 21st century?A. You have to. Kids are moving so fast nowadays, and if schools and teachers can’t keep up then they’ll lose interest – it’s already starting to happen. Learning platforms need to move quickly too, we have to keep up with the latest technologies and ideas. Frog, for example, has launched its brand new Widget Store, not dissimilar to Apple’s App Store. Frog has a growing community of users that get together and share best practice and discuss ideas online through Frog’s community site. In addition to

this, Frog works with other education providers to help them create their own widgets that integrate within their learning platform – giving seamless access to the school’s software resources all through one single login. Frog inspires schools to get the most out of education by providing technology that creates ownership through creativity. Its easy-to–use, drag-and-drop interface means that just about anyone can use the technology to create anything they want in their learning platform.


Frog will be showcasing its brand new Widget Store on stand M50 at the 2011 BETT Show. If you can’t wait until then, contact us on 01422 250800 or visit www.frogtrade.com


UNLEASH YOUR CREATIVE SIDEWith the world’s largest educational technology event of the year fast approaching, Gareth Davies, managing director at Frog gives us an insight into the importance of ICT in education and what schools can do to move forward in these fast changing times

BETT 2011

share the visionRef: EdBusinessMag

Special people make special things happenDo you share a passion for knowledge and understand the true value of education? Do you have a natural ability to work with children and the talent to fulfil their potential? Do you want to explore a new opportunity in the New Year?

With a Kumon maths and English study centre, we can help you realise your ambition of starting your own franchise, providing flexibility whilst offering the support and training needed to build a successful career through running your own business.

If you are interested in finding out more about this opportunity, call 0800 854 714 or visit kumon.co.uk.


FROM A HUMBLE CHILDHOOD growing up in Hackney, East London, to now owning a fortune estimated at £730m, business man and entrepreneur Lord Alan Sugar is a modern rags to riches tale. Having left school at 16 to sell car aerials from the back of his car, Lord Sugar went on to make his name from AMSTRAD, a consumer electronics business that specialised first in car stereos, TVs and hi-fi units, and later in personal computers. He is now the star of BBC’s The Apprentice, and owns a collection of lucrative businesses, including Viglen, an IT services company that has enjoyed much success within the education sector.

THE GROWTH OF ITBack in the 80s, the computer was only just being to be introduced to schools and the AMSTRAD brand was responsible for giving many schools their first computing experience. Now the role of IT in education has grown massively, helping to deliver all subjects in the curriculum, as well as enabling new and interactive ways of learning. “The new generation of students will know a computer in the same way as I knew a pencil and textbook,” commented Lord Sugar. “Schools have to make the most of technology and use it to its maximum in order to turn out students who are ready for the workplace in which technology has taken over completely.” Lord Sugar’s company Viglen has helped many schools implement an IT infrastructure fit for the needs of modern day education. The company was recently awarded a position on

the BECTA ICT Services Framework agreement, which will grow the company’s position in education further by allowing them to bid for all major educational ICT projects. In recent years there has been a shift in how schools are run, with many choosing to operate on a business model. The wave of recent academies, for example, has seen private sector organisations get involved in education through sponsorship. And now, with the new government’s push for free schools, which will be founded by parents and teachers and run by private sector organisations or charities, there will be even more private sector involvement. As a successful businessman, Lord Sugar can see the benefit of forming such partnerships: “The role of private sector sponsorship in education is a two way thing; private organisations invest money to improve facilities as well as offering time, experience and advice, while students benefit from the sponsor’s knowledge of the work place. “Too many students leave school with no knowledge of the working environment so this gives them an advantage that future employers can take advantage of. In turn we should end up with a better prepared workforce.”

MORE FREEDOM FOR SCHOOLSNow more schools are being freed from local authority control and given the freedom to spend their own budgets, the business acumen of staff will be tested. But are they prepared for this? “With more freedom comes more responsibility and this is an evolving challenge for academies,

commented Lord Sugar. “They should therefore make the most of sponsors and private sector investors who can offer help and support. “But with current public sector spending cuts, the key thing is that there is now less money around and everyone has to learn how to spend it more wisely – whether that is the local authority or the school.” The Academies Bill passed in May gives schools rated as outstanding by Ofsted pre-approved academy status. However, the government has only received lukewarm reception of this invitation. Commenting on this, Lord Sugar said: “There are some fantastic opportunities that come along with academy status from which all schools could benefit. However, outstanding schools are doing well under the current system and there is still so much confusion regarding the consequences of transferring to an academy it’s no surprise that they aren’t jumping at the opportunity.”

THE RISE OF SOCIAL NETWORKINGLord Sugar has a large Twitter following and made the headlines recently for his Twitter blow-outs with other celebrities. So how does he feel about social networking in education? “Social networking is a useful tool for communication. It will become the new way of passing news in the future if we see the demise of the conventional newspaper. “However, there are issues that need to be considered relating to the addiction to these things which can seriously affect the younger person. I feel there needs to be parental control as to the use of these sites. I also believe that legislation will soon be needed to limit the entry and activities of these sites to ensure the safety of the user.” Moving on to safety of a different kind, there has been much discussion about drastic security measures being introduced to in schools such as CCTV and metal detectors. Under the new government, teachers will be given powers to frisk students for items they fear will be used to harm others or break the law, such as pornography, tobacco, fireworks, mobile phones and cameras. “We live in a different society than the days when I was at school,” said Lord Sugar. “So for many reasons, it is necessary to deploy technology to assist in the security for both pupils and staff.”

Lord Sugar’s company Viglen will be exhibiting at BETT 2011, the world’s largest technology in education show, at London Olympia 12-15 January.


Web: www.viglen.co.ukwww.bettshow.com


SUGAR ON EDUCATIONLord Alan Sugar – the rags-to-riches, straight-talking businessman – tells Education Business what he thinks about today’s changing education system

Lord Alan Sugar

BETT 2011

Geode Networks is an independent and innovative technology services company providing solutions and

services for the networked IT environment. Our expertise lies in ensuring the delivery of critical educational applications and services over both wired and wireless infrastructures.

Our unique understanding of the technologies used and challenges faced by learning establishments has driven our

success in this market

Find out why we are the right choice for you, and let us help you unlock the true potential of your networked world.

Visit us on stand Y170 on the upper floor at Bett 2011

T: 0845 505 0103F: 0845 505 0104www.geodenetworks.com

Vogel’s, supplier of innovative AV mounting solutions is delighted to introduce products suitable for the educational/ business sector. The new range of Vogel’s Desk Mounts means monitors are positioned at exactly the right height for the user. These easily adjustable, flexible mounts are designed for the professional work station and prevent uncomfortable and unhealthy sitting postures. Vogel’s Desk Mount range consists of four models, all with turn and tilt functionality plus the ability to rotate the screen for either landscape or portrait viewing. Also in the range are two gas sprung mounts giving increased ease of adjustment and a dual adapter is available for all models to enable side by side dual monitor mounting, ideal for maximising productivity and desk space usage. Finally, each model comes as standard with all the fixings required for clamping, through desk or wall mounting ensuring the best fit possible no matter the circumstance. Vogel’s also manufacture floor, wall and ceiling supports for flat displays and projectors such as short throw projector mounts, floor and trolley stands, wall mounts and projector lifts.

Vogel’s Products UK LtdAtlantic House, Imperial Way,

Reading RG2 0TDTel: 0330 2020 980

Email: [email protected]

www.vogels.com

Bamzonia Teaches Personal Finance Education at the Touch of a Button.

Built for busy teachers and with low budgets in mind, Bamzonia feels like a game–but it’s definitely education!

Contact us today to find out more;Call us on 0845 505 1750Email us at [email protected] at www.bamzonia.comAlternatively, come visit us at BETT 2011 on stand Y127


AUTISM IS MUCH IN THE NEWS and many people have no idea what it is or what is being done about it. It is often described as a spectrum of psychological disorders, including acute difficulties in personal communication and in relating to others. Laurence Mitchell was only diagnosed as autistic, in his case with Aspergers Syndrome, at the age of 48. Despite a lifetime of interpersonal difficulties and communication challenges, Laurence has determined that his life’s work is the development of a web resource for all those who have been labelled in some way as “different” or “not normal”. Laurence’s site, Life Beyond Labels, gives anyone who has been labelled the opportunity to choose another kind of label – one they are happy to wear. It is also a major resource where those who suffer from any form of autism, those who care for them and those seeking to offer them treatment, can distribute information, tips and share on their own particular wall. Not a wall to protect – but a wall to share thoughts and ideas, offer support and find friends with. Using the latest web technology, Life Beyond Labels is an enabling resource to help anyone manage their thoughts

and organise their lives. A person’s own wall can be used for several purposes:• For personal development by organising the labels on a person’s wall according to their current importance in a person’s life.• To help, teach and support those with special needs and challenges of any kind.• To open up any label and develop it into a personal website.“Your wall is your life and within it there are a number of walls which a person can design and build to support them,” says Laurence.

HUMPTY DUMPTYYour guide through the world of Life Beyond Labels is Humpty Dumpty. But not the Humpty you may be familiar with from the children’s nursery rhyme. This Humpty is no longer a cracked egg as he cannot fall off his wall as he has learned to tear off any unhelpful and unwanted labels others have pinned on him. Whether your interest is to build a wall built of a single label or a thousand, very simple and straightforward instructions apply. The first thing you have to know is that it is a requirement to become a member of the LBL community to be able to access all the tools on Life Beyond Labels.

Once you have registered and are logged in with your username and password you will be ready to build your wall. When you log into your account for the first time you will see Humpty Dumpty sitting on a wall built of a single row of labels delivering the message: “Select a Topic and Start rebuilding your life, brick by brick.”

YOUR CHOICEEach wall is a technical masterpiece in its own right because not only can you build walls with it but you can turn it into a game, a diary or organiser, learn how to organise your mind and manage your life and many more things. Each wall has been designed to make sure you don’t have to have any technical knowledge so it doesn’t matter whether you are a novice or expert all the hard technical stuff has already been done for you. For more information on how to build a wall, the types of walls that can be built, about labels, adding images to labels, adding content, types of content, adding images and other media to content, information about content, you can view the instructional video.


Web: www.lifebeyondlabels.com


A NEW LOOK AT AUTISMLife Beyond Labels Autism Resource section is a supportive web based resource, utilising social media to help all those whose family, friends, helpers and medical advisors place labels upon them

SOME OF THE THINGS YOU CAN GET FROM LBL

• help with teenage emotions• help with handling your child• help with designing your life path• help with your health• help through music and the arts as therapy• help in making friends• help in building self esteem• help in developing listening abilities• help in learning skills that others acquire automatically• help in avoiding unnecessary mistakes

SOME OF THE THINGS YOU CAN DO AT LBL

• organise and prioritise in your life• custom build your own mind • games and exercises• create a guide to your life• deposit and retrieve any information you want• network• upload videos and images• join forums and meet like-minded people• make friends with those who have common interests or conditions

Laurence’s site, Life Beyond Labels, gives anyone who has been labelled the opportunity to choose another kind of label – one they are happy to wear

Lawrence Mitchell

BETT 2011

Key Conferences from “Most Innovative School Improvement Service in the UK”* Ensure staff in your school have the necessary knowledge and skills to deliver outstanding teaching and learning. Inspirational ideas supported by practical guidance are the basis of all Babcock 4S events.

• SEN• EarlyYears

• PrimaryEnglish• DevelopingNQTs

• AdvancedSkillsTeachers• WholeSchoolChange

Seewww.babcock-education.co.uk/conferencesforthefullprogramme,orcontactusformoreinformation.Email:[email protected]:08000734444ext835008* Babcock 4S is the winner of the EducationInvestor 2010 ‘Best Supplier to the Education Sector’ Award

Forthcoming conferences focus on:

partners in educationwww.babcock-education.co.uk/conferences

BBikoCartridgesikoCartridgesCARTRIDGE SOLUTIONCARTRIDGE SOLUTION

REFILL CARTRIDGES HEREREFILL CARTRIDGES HERE 02030049838

Bikocartridges.com o�ers the local community and businesses in London aconvenient One Stop Shop for all your fax, photocopier and printer needs.

We assist our customers by making them aware that they can reuse their printer cartridges, help savethe environment and cut costs at the same time. We are specialize in providing a convenient ink and toner cartridgesre�lling service that o�ers you considerable savings with equal quality from the purchase of a new and original cartridge.In servicing the local re�lling and remanufacturing industry, Bikocartridges.com has successfully provided an environmentallysound, economical solution to the growing cost of replacing printer cartridges. Thereby saving most companies, time andmoney to improve their productivity.

It`s simple, we o�er:• While-u-wait service or our friendly staff will pick up and deliver • 100% Satisfaction Guarantee• Environmentally friendly • Customer loyalty program • Friendly local service • Considerable saving

Our premium ink and toners, backed by our care and expertise, means the only di�erence you will notice is the price. We o�er our absolute peace of mind. Remember that it`s not just money you will save. Re�lling is one of the easiest ways togo green and help save our environment.



Confident and engaged language learners

ANAKO IS THE GLOBAL leader in developing digital

language labs for the educational sector that enable tutor led teaching and independent language learning. We have worked closely with our customers for nearly 50 years towards a single goal: to enable better comprehension, speaking and communication skills for language learners. Our product portfolio ranges from digital language labs to state-of-the-art software that offer all the tools needed in modern language teaching and learning. The Sanako Study software suite is flexible, easy-to- use and offers effective tools for language teaching and learning like listening comprehension, discussions and model imitation. Students are able to work at their own pace, practising and

developing listening and speaking skills either in the classroom or via self re-enforcement at home or on the move. All our language learning solutions are designed to motivate students to take a more active approach to learning, however, we recognise that the teacher is still the central focal point for student learning. Our sales team would be happy to come to site to discuss or demonstrate how our effective study language laboratories solutions can help to improve results in language subjects.


Tel: 01274 863380Fax: 01274 863381E-mail: [email protected]: www.sanako.co.uk

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eSchools is the new integrated online primary school platform

SCHOOLS IS THE NEW all-in-one solution for primary

schools launching at BETT in January 2011. The integrated system contains a management information system (MIS), learning platform, parent centre and school website, all at an affordable price. Management Information System: Manage staff, student records, attendance, behavior and the day-to-day running of the school. Learning Platform: Improve the learning experience through the powerful, secure and easy to use platform. Parent Centre: Allow parents to

engage with their children at home by giving them access to complete and up-to-date information. School Website: Simply create and manage your school website and utilise the content from your MIS and VLE. Manage your school and the learning experience for all involved through this new and innovative integrated educational management system.


Tel: 01223 422029E-mail: [email protected]: www.eschools.co.uk

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SQA – qualifications and support for everyone

QA – Scotland’s national awarding body – now

delivers the same high quality qualifications, support and customer service across the UK and globally. Approved by Ofqual to operate within the QCF, institutions, industry and individuals can trust SQA to deliver high quality qualifications that aid progression and development. We work with schools, colleges, universities, industry, and government in over ten countries to provide high quality, flexible and relevant qualifications and services. A first-rate quality assurance system supports all that we do and helps us to continue to grow our name worldwide. We will be exhibiting at The BETT Show 2011, the world’s largest education technology event running from 12-15 January. Why not come along to experience first hand what we have to offer, featuring our innovative Internet

Safety award, Computer Games Development qualifications and games based assessment system GamesSpace, and more. We and development partner LearnTPM Ltd are delighted to have been shortlisted for a BETT Award in the ICT Education Partnership category. Celebrating the best digital products and technological companies supplying ICT for education, the nomination details the partnership work to devise and develop our innovative games based assessment platform SQA GamesSpace.


For more information about SQA visit www.sqa.org.uk

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First class automation solutions from Crestron

HE CLASSROOM of the future is here today and

visitors to BETT 2011 will be able to experience it first hand on stand J6. Crestron, the market leading manufacturer of advanced control and automation solutions, has been serving the educational market for more than three decades and truly understands the unique requirements of the academic community. Visitors to the stand will find out about: • TPMC-4SM touchpanel • Texas Instruments (TI) • DLP® technology• MPC (Media Presentation Controller) range• DVPHD High-Definition • Annotator with Guidebar™ Technology • V-Panels

• EduPacks• Roomview Server Edition • Limited Lighting SolutionsFor 40 years Crestron has been the world’s leading manufacturer of advanced control and automation systems, innovating technology to simplify and enhance modern lifestyles and businesses. Offering integrated solutions to control audio, video, computer, and environmental systems, Crestron streamlines technology, improving the quality of life in commercial buildings, universities, hotels, hospitals and homes.


Tel: 0845 8738787Fax: 0845 8738788Web: www.crestron.com

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Vogel’s – provider of complete mounting solutions

OGEL’S PROFESSIONAL is a global brand developing

innovative mounting solutions for the professional, business, educational, hospitality and installation market for over 35 years, simplifying the placement of electronic equipment in professional and public areas for AV and electro-technical installers. Our strategic focus on systematic innovation and high quality design has enabled us to produce winner after winner for this demanding market. Vogel’s stands out from the competition by its unique and timeless innovations. It comes as no surprise that Vogel’s continues to win awards all over the world. Designs, combined with very sophisticated functionality make Vogel’s Professional products

the best choice in your business. All products comply with the highest industry standards for quality and safety. Only the best quality materials are used. All products for professional use are tested to carry five times their specified weight. Innovative designs are at the core of Vogel’s product development. From Short Throw Projectors that enable close to the wall mounting for presentation rooms/classrooms, to ‘Brand your stand’ trolley displays for Flat TV’s, modular floor/wall/ceiling mounts and projector lifts that extend down, up to 7.2 metres at the touch of a button.


For more information visit www.vogels.com

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Firefly – more learning platform for less

TEADILY ADDING more of the country’s top

schools to its client list, including Wycombe Abbey and Magdalen College School, alongside its longer established names such as St Paul’s and Oundle, Firefly’s flexible and easy-to-use learning platform is changing the way schools approach online learning. Built whilst the founders were still at school, it has now developed into a fully-featured solution that combines a sophisticated learning platform with an intuitive and functional content management system. The latter allows staff and students across the school community to create, edit and access web pages and other content on a school intranet or public-facing website. The power of Firefly arguably lies in the way it allows schools to publish and access information anytime and anywhere, particularly useful during unplanned school

closures (such as occurred due to the volcanic eruptions in Iceland, not to mention recent snow storms). Firefly’s affordable pricing structure, along with reductions in school administration costs through reduced paper and print usage, also means that the system offers exceptional value for money.


Tel: 020 81334415Web: www.fireflysolutions.co.ukBETT: Stand T5 in the National GalleryVisit the stand at BETT for a chance to win a Kindle!

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Clipbank – where the learning extends beyond every clip

HANNEL 4 LEARNING will be on Stand C30 during BETT

2011, ready to show you the latest exciting developments to Clipbank – the unique, weekly updated learning service for secondary schools. Now covering 16 subjects, with two subject updates each week, Clipbank features thousands of curriculum-focused, contextualised, high-quality video-clips. However, the breadth and depth of Clipbank is extensive – clips are only just the start. The service also includes a range of supporting resources such as: the brand new ‘News Blast’ – a daily 60 second news headline bulletin feature; ‘News Bites’ – the weekly presenter-led review of issues in more depth; engaging multimedia activities for students; new links to interactive web tools and activities, plus teachers’ planning resources

including new guidance on how to use Clipbank with assessment. The Clipbank service is designed to be flexible for users and so includes learning-platform ready video to display and play with ease, as well as free home access for teachers and students. This provides the possibility for anytime, anywhere planning for teachers and extended learning opportunities for students. Pop by Stand C30 at BETT 2011 or visit our new website for an in-depth look at what Clipbank can offer your whole school.


Tel: 020 78704500 (Option 2) Fax: 020 78704501 E-mail: c4linfo channel4learning.com Web: www.channel4learning.com/clipbank

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sQuid’s cashless payment solution

QUID OFFERS cashless payment solutions for

schools, colleges, universities and campus environments. sQuid is the new convenient way to pay for catering, schools trips, uniforms, printing and photocopying. Managing payments by students and parents can be costly and time consuming. Until now there has been no easy way to improve this and leverage the power of modern payment technologies. At sQuid, the UK’s leading electronic payments specialist, we enable parents and students to pay school bills directly into your education account, via a secure internet portal, operating under FSA regulation. Transactions are managed using either contactless smart cards, biometric readers or through our online portal. With sQuid your campus becomes truly cashless as all payments and top ups are electronic. If you’re looking for fast, user friendly, secure payments

with reduced administration that eases the burden and hassle of collecting, counting, reconciling and banking cash, then sQuid is your solution. It also gives a better parent and student experience with no need to bring cash on campus. We work with many leading education service providers – till manufacturers, biometric solution providers, print and photocopying providers, and catering managers – to ensure a seamless cashless payment service across campus.


Tel: 020 83382111Fax: 020 83988785E-mail: [email protected] Web: www.squidcard.com/education

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Dartfish – believe in the learning power of video

HE EMERGENCE of easy-to-use video devices indicates

that visual learning content is rising dramatically across all subjects of the curriculum. Dartfish brings the complete and seamless video solution for efficient teaching and learning. We develop video analysis applications to provide schools with the necessary tools for integrating and using video in the classroom, the theatre, the gym, the lab, on the field and more. With Dartfish applications, teachers will be empowered to easily address the following teaching and learning processes:• Create automatic review of exercises and practices with “live in-the-lesson” feedback• Annotate performances with bookmarks, highlights• Enrich video with visual effects, annotations, analysis and assessment• Create interactive lesson plans

• Distribute video content onlineThe integration of video in the teaching generates many benefits for both teachers and students: teachers can teach instead of demonstrate, and students rapidly improve and strengthen their knowledge and skills. Stand-alone software, video learning platform, network solution, simple or elaborate deployment – Dartfish delivers the tool teachers and students need to make video content available anytime, anywhere. Believe in the learning power of video. Integrate Dartfish in your teaching for the best impact on learning.


Tel: 0845 0043414E-mail: [email protected]: www.dartfish.com/education or www.dartfish.tv/education

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Innovative technology for the education sector

EODE NETWORKS is an independent and innovative

technology services company providing solutions and services for the networked IT environment. Our expertise lies in ensuring the delivery of business critical applications and services over both wired and wireless infrastructures. Geode provides a full range of services from surveys through to implementation, troubleshooting and support. Our unrivalled success in deploying wired and wireless technologies in even the most complex education environments has driven our success in this market. Geode will be exhibiting at BETT 2011, so if you are planning a wireless deployment, or already have wireless that is not living up to expectations talk to the experts.Find out why we are the right

choice for you, and let us help you unlock the true potential of the networked world.


Visit us on stand Y170 on the Upper floor at BETT 2011, opposite the Network Managers lounge.Tel: 0845 5050103Fax: 0845 5050104E-mail: [email protected]: www.geodenetworks.com

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AVerMedia to showcase its products at BETT 2011

VERMEDIA is delighted to attend BETT 2011 and

has plenty of surprises in store for visitors to its stand (Grand Hall, D65). Of interest to visitors will be a range of new Video Conferencing products. Known as the AVerComm H Series, the range comprises two models, the H100 and H300. Both products are easy to set up and use, as well as being highly cost effective. Ideal for use in both education and business, the AVerComm Video Conferencing range works seamlessly to bring training, wherever you are in the world, to life. In addition to the Video Conferencing products, AVerMedia will also show its updated Platform Visualiser, the SPB350+ for the first time in the UK. This

is an update on the previous generation SPB350 product and features a user-friendly front mounted control panel, which greatly enhances usability AVerMedia’s product ethos is one of ensuring that the customer is always at the forefront. The company believes that simple, useable products, backed up with top levels ofcustomer service, including on-site training and friendly, knowledgeable staff are the key when selecting competitive products.


Tel: 01908 371772E-mail: [email protected]: www.avermedia-europe.com/uk

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Emerge – the right information in the right place at the right time

ROUPCALL EMERGE IS the intuitive and powerful

app that enables schools to have an up-to-the-minute copy of their MIS data instantly and securely available in the palm of their hand for access anytime, anywhere. Registration can be taken simply with Emerge and written directly back to the schools MIS. Student information including timetables, attendance, medical information and behavioural data can be accessed wherever the Emerge user is located (even in another country while on a school trip) without the need to rely on a desktop PC. For example, Emerge can be used by a teacher on a school trip to check details on a pupil’s dietary information, or accessed by a member of

the school’s administration to check information when on the train to or from work. Groupcall Emerge also has important applications in emergency situations. Using Emerge, teachers can log in to their MIS to take registration outside after a fire alarm; or a school officer can find the phone number and then call a student’s parents to inform them that school is closed because of snow, all from the same device and at the touch of a few buttons.


Would you like a free trial?Call us on: 020 33284600, e-mail us: [email protected] or visit: www.groupcall.com/emerge

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New UB-T880 touch-sensitive Interactive Whiteboard

• Multi-touch operation: 3 pupils can work together and multiple points can be used to manipulate objects.• Both finger-touch and electronic pen operation or simultaneous usage of both. • Highly durable surface to resist everyday use.• Large screens for high-impact lessons 83-inch (UB-T880W) and 77-inch (UB-T880).• Built-in stereo speakers and 2 USB ports.• Easiteach software included for creating engaging lessons.• Height adjustable stand as an option.

E V E RY T H I N G M AT T E R S

SOLUTIONS for EDUCATION

For more information on Panasonic Productssee www.Panasonic.co.uk

You can also visit the Easiteach website:www.easiteach.com

UB-T800

UB-T800W


PANASONIC WILL BE SHOWCASING the classroom of the future at BETT 2011, demonstrating a range of technology designed to help teachers create engaging, effective lessons. TOUCH SENSITIVE WHITEBOARDSThe technology on show for teachers and students to try out will include 12 of Panasonic’s UB-T880 interactive touch sensitive whiteboards, which can be used by up to three students at one time and can also recognise multiple inputs or gestures allowing for pinch, stretching and acceleration. “Until recently, touch sensitivity which enables teachers and students to engage with content on interactive whiteboards has been limited by the number of students that can simultaneously use the board, which can be frustrating for

teachers and students alike,” said Brennan Peyton, general manager at Panasonic. “With the Panasonic UB-T880 board, up to three pupils can work together and manipulate objects on the board through both touch and electronic pen.” The global technology leader will also be demonstrating pupil voting hardware, infrared wireless sound systems and an interactive tablet that integrates with the whiteboard. These audio and visual learning tools, as well as other upcoming solutions like video conferencing systems all contribute towards boosting student interest and achievement. EASITEACH SOFTWAREAlong with the hardware, Panasonic will be demonstrating a new version of the Easiteach software package, which is

compatible with any interactive whiteboard, regardless of the manufacturer. This allows teachers to share content even if they do not have the same interactive boards. “Our philosophy at Panasonic is to devote ourselves to the progress and development of society through our business activity. What we’re doing in education contributes towards this goal by empowering teachers to maximise the learning experience. We do not want to restrict them by creating a board that’s only compatible with proprietary software, instead we want to act as a platform for other companies to offer new solutions and creativity,” continued Peyton. This is why Panasonic will also be showcasing other third party solutions designed for education. One application on show at the stand, Pop4Schools, gives under 12s the chance to simulate the work undertaken by record companies and compose their own song for release as a download or CD. Children get a better understanding of how pop music is produced, whilst learning a wide range of curriculum subjects from ICT to literacy. Panasonic will also show its new 85” 3D flat panel display showing how 3D technology has quickly moved from being the hottest consumer display technology to delivering remarkable content in the classroom. INNOVATIVE ENERGY SOLUTIONSIn addition Panasonic will exhibit innovative energy solutions which enable schools to be heated with a totally new concept of air/heat exchange. The system is called Aquarea. Panasonic will be kicking off the show with a press conference from 3.00-3.35pm on Wednesday, 12 January 2011 at Panasonic’s stand (D102). This will be followed by a tour of the stand and an opportunity to trial the technology. One-to-one interviews with Panasonic education experts are available on request. Please contact the Panasonic UK Press Office to RSVP.


To view Panasonic’s complete education solutions package visit www.panasonic.co.uk


PANASONIC’S COMMITMENT TO EDUCATION SHOWCASED AT BETTThird-party applications, voting system and wireless sound is to be demonstrated on multi-touch interactive whiteboard


RECENT RESEARCH commissioned by Adobe, as part of its ‘Creativity in the Classroom’ report, shows that whilst 77 per cent of employers and university lecturers place a high value on creativity skills in school leavers, alarmingly, only 4 per cent of employers and 10 per cent of lecturers feel they see strong creativity skills displayed in interviewees. Of those surveyed, 66 per cent feel schools should be doing more to encourage creative approaches to work in their students. The report showed that many believed, if used correctly, ICT could help encourage better creativity skills in students. Adobe is working closely with educational institutions to help champion creativity in schools and believes that when used in the right way, technology can enable educators to prepare students for success by giving them the skills they need to express and share their ideas in compelling and engaging ways.

ADOBE AT BETT 2011At BETT 2011, Adobe will be launching a new teaching toolkit to help teachers inject more creativity into their lessons, as well as provide them with advice and guidance on how technology can help. To find out more about Adobe’s research and read the report in full, go to www.adobe.com/go/creativity In addition, Adobe will be running best practice sessions on its stand every 30 minutes, which will be led by teachers from the Adobe Education Leader programme. These teachers promote excellence in education throughout the UK by integrating Adobe tools and applications into every day lessons.

TRY THE SOFTWARE FOR YOURSELFWorkstations will be set up on the Adobe stand, where visitors will have the chance to try Adobe tools and applications out for themselves and learn how they are being used in the classroom. This will include: Adobe Creative Suite 5 – this software enables students and teachers to easily create print, web, video, audio and mobile content and incorporate it into lessons, as well as their wider careers. The package includes a number of exciting programmes, including • Adobe Photoshop, which students use to edit photos, vector-based graphics and video• Adobe Flash and Adobe Dreamweaver, which students use to design and build websites, including how to write and edit code

• Adobe InDesign, which allows students to create professional looking publishing documents, such as newspapers and magazines, for print, online and mobile.

ADOBE ELEARNING SOLUTIONS• Adobe Connect – web conferencing software that allows the streaming of video, audio, and interactive content in a live, virtual classroom. Adobe’s Education Leaders use this tool to hold virtual assemblies, and to bring industry experts, such as artists and designers, and other schools from around the world, into a classroom virtually.• Adobe Captivate – allows educators to rapidly create and easily maintain rich eLearning content & interactive course materials for delivery across any virtual learning environment.

ADOBE SCHOOL COLLECTION • Comprising of Photoshop Elements 9 & Adobe Premiere Elements Adobe. This low-cost entry level software enables teachers to empower students, to express and showcase what they are learning through photo, video, audio and interactive multimedia projects across the curriculum.

CASE STUDY 1: CHALFONTS COMMUNITY COLLEGE Chalfonts Community College in Buckinghamshire uses technology to help drive creativity, as well as raising attainment and student engagement. Having seen the positive affect Digital Art had on engaging his students, Greg Hodgson, a senior leader at the school worked with exam boards to develop a Digital Art course using Adobe products such as Flash, Dreamweaver, Premiere and Photoshop. This involved rewriting the traditional art specification to include digital media – from digital imaging, film, animation, graphics and game making – to help students learn creative skills that influence their approach across the curriculum and help provide them with skills that can be transferred into the workplace. The Digital Art GCSE is very successful at Chalfonts and over the years they have had to increase the size of the classes due to all the interest. Pupils at the school are really excited and engaged by using Adobe products to produce Digital Art and those who have since gone onto studying it at higher education

have gone feeling well prepared and ahead of the game. In addition to helping people to succeed at higher education level, the Digital Art GCSE (Art unendorsed GCSE) also enabled students to get good grades who wouldn’t necessarily be getting them in traditional arts or other subjects. For example, boys who were not engaged in school work are very engaged in digital art and the school is now getting 80 per cent A*-C grades in the subject, which is above the national average. An example of some of its pioneering work is a recent project working with industry experts and Stoke Mandeville Stadium to develop a new


BETT 2011

SUPPORTING CREATIVITY IN SCHOOLS AND COLLEGESThis year’s Adobe stand, located in the National Hall stand K40, will offer visitors the opportunity to learn from leading educators and attend master classes on Adobe software to enhance learning across the curriculum


interactive online game using Adobe Flash and Adobe Dreamweaver, which was inspired by the Paralympics. It required the students thinking creatively about how they could make the game as interactive as possible, with multiple players that could be accessed around the world. Because it targeted young people, students had to use creativity skills to make it visually appealing. In addition, students had to come up with creative solutions to raise awareness of the barriers that disabled athletes have to overcome and incorporate this into the game. One of the students involved in gaming at Chalfonts now has his own website dedicated to the games and digital arts he has done both for school projects and for professional clients. In addition to using Adobe products to engage students, the school also uses products to teach and inspire them about different professions. For example, Greg set up an ‘Artists not in Residence’ programme using web conferencing software Adobe Connect and a web cam to video different artists and games designers within their home speaking about their experiences in the profession. Greg had

been trying to get different professionals to speak to his students about their industries but found it too costly, as the school had to cover the transport costs as well as paying for their time. As a result he asked different artists and game designers to log onto Adobe Connect from their studios and used a webcam to speak to the students about their work. This not only cut down on costs but also showed students the environment in which they work firsthand.

CASE STUDY 2: HIGHLANDS SECONDARY SCHOOLHighlands School in Enfield, North London, uses ICT to enhance the curriculum and engage pupils through creative technology. The school ensures that students are introduced to digital creativity from as early on as Year 7 and ICT is made easily accessible to all students. Saiqa Liaqat, head of ICT at Highlands, has been instrumental in the school’s broad application of ICT-based learning. The introduction of a variety of Adobe products, such as Photoshop and Adobe’s Creative Suite software, has allowed the school to

supplement its core curriculum with lessons in more creative fields, such as digital imaging, film, graphics and photography, as well as enhancing other areas of the core curriculum for students, such as mathematics. Students start to use software such as Adobe Photoshop from Year 8 when they are all required to set up their own blogs. They then use the skills they learn through creating and uploading their own content and photo editing as the basis for further studies as they make their way through the school, not only in typically creative subjects such as Photography and Art & Design, but across the whole curriculum. For example, last year’s GSCE students used remote learning tools in subjects including Maths, which the school implemented as a study aid during exam time, allowing students to access past exam papers as part of their revision programmes. Highlands has had great success in equipping its students with creative skills that have helped them go on to secure jobs and university places. In fact, several of the schools’ students from last year have already gone on to get jobs at film and television production companies, including Tiger Aspect and BDH. This is thanks in part to the school’s BTEC in Media and Film Studies, which an increasing number of students that stay on at the school for sixth form are choosing to study. Jamie Martin, a teacher who previously worked in editing for companies including Disney and Pixar and was involved in production on the second Star Wars trilogy heads up the course. Students have access to some of the country’s best known actors and industry professionals who regularly get involved in the school’s film projects. Each year, Jamie’s students are assigned a group project and tasked with making a feature film, using Adobe’s Creative Suite software. Students are given a role, and together they work from storyboard conception, through to pre-production, shooting and finally post-production, the end

result being a short feature film – this is known as the ‘Highlands Oscars’. Through exposure to industry-standard tools and technology such as this, Highlands not only helps prepare its students for professional work but also gives them experience in using the skills they have acquired through their school careers and applying them to real world situations. This has led to many students registering as freelancers to build their portfolios and take on paid work whilst still in full-time education.


For more information visit www.adobe.com/uk/education and follow us on Twitter at www.twitter.com/adobeukedu


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THE INFORMATION COMMISSIONER’S Office has published a new Code of Practice about online personal information. The Code does not have the force of law, and the Information Commissioner cannot take enforcement action over failure to adopt it unless any matters set out in the Code would constitute a breach of the Data Protection Act. The Information Commissioner is recommending it to instil a greater sense of trust and relationship with the people you collect information about. Five of the Code’s seven sections deal with the online world and consent. We would like to draw to your attention the paragraphs on parental consent, children and age, and understanding.

COLLECTING INFORMATIONThe Code acknowledges difficulties when collecting information from children and determining whether or not to obtain parental consent in relation to the data collected. It considers issues such as the fact that there is no simple legal definition of a “child” based on

age in the United Kingdom, children of a similar age have different levels of maturity and certain resourceful children can easily circumvent measures for obtaining parental consent. The Code also describes how assessing a child’s understanding as opposed to determining the child’s age is important to ensure that a child’s personal data is collected and used fairly in accordance with the principles of the Data Protection Act. The Code makes it incumbent upon the data collector to assess whether parental consent is required. This is usual for children under 12, but may be appropriate in certain cases where a child is aged over 12 due to increased risk factors. The Code includes a graph to help assess complexity vs. age which is reproduced from the Code below. The graph shows that the older the child the more likely he or she is to understand the complexities of the information collection.

DIFFERING CIRCUMSTANCESA key issue is to take into account the risk that the collection or use of the data will pose to the child or to others. That should be the primary

consideration in determining whether or not to obtain parental consent. Somewhat helpfully the Code then sets out certain circumstances where you should seek parental consent.• Disclosure of a child’s name and address to a third party – for example, as part of terms and conditions of a competition entry.• Use of a child’s details for marketing purposes.• Publication of a child’s image on a website that anyone can see.• Making a child’s contact details publicly available.• The collection of personal information about third parties via a child, for example, where a child is asked to provide information about his or her family members or friends. This would exclude parents’ contact details provided for the purposes of obtaining consent in the first place.There were also sections about online marketing, operating internationally, privacy choices and an individual’s rights online. These are out of scope for this update, but may affect your school in some way.

ADHERING TO THE INFORMATION CODEWith the Information Commissioner’s Office having published a new code of practice for personal information online, Joanna Lada-Walicki and Brett Farrell of Barlow Robbins LLP look at data protection in schools, discussing key issues school leaders need to be aware of

ICT



terms of use. You will need to consider:• Whether the school will be selling uniform or other goods online to parents or students ordinarily resident abroad?• Who will be responsible for paying any import fees for goods being posted abroad?• What is the refunds policy, and who is responsible for the costs of returning the goods?It is important that your terms of sale are accepted by the buyer before the contract is concluded. Practically this is most often done by requiring buyers to click a “tick box” icon to confirm that they have read and accept the terms and conditions before placing their order. The E-Commerce Directive and Distance Selling regulations will also operate when you sell goods online. The E-Commerce Directive requires:• your contact details, including e-mail address• any trade/professional association membership details, with the registration number• VAT number.These must be set out in a clear, comprehensible and unambiguous manner as well as being displayed at the point purchase. The Distance Selling Regulations require:• a description of the main characteristics of the goods or services• the price of the goods or services including taxes• delivery costs• the consumer can cancel the contract without cause during a seven day cooling off period • contact details that allow you to be contacted quickly, including an e-mail address, must be clear and easily accessible.

PHOTOGRAPHY COPYRIGHTPhotographs are an important matter to consider. The default position is that photographers own the copyright in their photographs. You will automatically own the copyright in any photographs taken by employees. For example, this means that copyright in any

photographs taken by members of staff on school trips would belong to the school. The Information Commissioner’s recommendations in the Employment Code of Practice are that employers obtain employees’ consent (not just the photographer’s consent) to use historic library photos and that there is clear agreement what a particular photo will be used for. If the photo is taken for a paper recruitment brochure and then used without the subject’s consent on a website that is a breach of the Data Protection Act and the Code. Your employment contracts could deal with this by, for example, providing that copyright in any photographs of school buildings or property taken at any time belong to the school. If you intend to use someone else’s photographs it is preferable to ask the photographer to transfer ownership of the copyright to you. Try to avoid shared ownership with a photographer if at all possible as this is difficult to administer and control. Inevitably, your school website and prospectuses will contain photographs of students. You should obtain the written consent of any student’s parent or guardian to use photographs of the student on the website. Practically, this could be done by sending parents or guardians a permission slip at the beginning of each academic year. To avoid any claim of breach of copyright, the school should only use photographs that it owns the copyright in or has permission from the copyright owner to use.


Please contact Joanna Lada-Walicki or Brett Farrell who can consult with you about your school’s requirements. They will also be happy to provide you with further information about the Code and the ways in which you may need to update your website or privacy policy. Web: www.barlowrobbins.com

ICT

WEBSITE COMPLIANCE FOR SCHOOLSHere is a short collection of guidance addressing the legal and regulatory compliance matters for school websites. Terms of Use are an essential requirement. They set out the basis on which your website may be accessed and used. A website’s terms of use should cover areas like:• disclaimers and liability limitations• suspension of website service from time to time• registration requirements and acceptable use policy (if applicable)• licence to use extracts.If your school has behaviour, anti-bullying or child protection policies then it is important to think about how these interact with your terms of use. You might want to consider creating an acceptable use policy that will set out how you expect website users to behave when using your website, which incorporates your existing policies. The Companies Act 2006 says your website must state:• company name and registration number• place of registration• registered office address.Some schools are run as limited companies, but are exempt from the obligation to use the word “limited” as part of its name. However, if a school is run as a limited company or as a community interest company you must disclose the fact that the school is a limited company. You will collect personal data on your website through things like e-mail links, user account information and cookies. You must have a data protection (privacy policy) on your website to address all the requirements of the Data Protection Act, 1998. Some school websites offer parents the opportunity to purchase uniforms or make other financial transactions like paying school fees. If your website allows this then you will need to have Terms of Sale, which are different and in addition to your website’s

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EFORE THE THE DOORS opened in September 2002 to the

Bexley Business Academy, the very first City Academy, nobody could have predicted just how far ICT in schools would come. I’ve been fortunate to have been involved with more than 40 Academy projects, overseeing the complete ICT programme on many of them and called in to get faltering projects back on track. It’s no secret that some early Academies had substantial issues with the buildings and the ICT implementation, but most architects and ICT practitioners learned fast and there has since been dozens of real success stories, and this is the focus of this article. Believe it of not, our Academy programme has attracted the interest of governments and educators the world over. Several of my former colleagues were seconded overseas and I had at least one approach to work on new schools in the Middle East. Nowhere and at no time had such vast amounts of money been pumped into school ICT transformation. According to my records, the average ICT budget for each Academy project was £1.7 million.

Such vast levels of investment inspired uses of technology that have transformed the way teaching and learning, as well as how the management of schools is delivered. So how can primary and secondary schools, with more down to earth budgets benefit? My own company, Bright Green IT, uses the best practice from our Academy and BSF experience, adapting the core principles, technology and techniques for implementation at a schools, where the ICT budget is five or maybe six figures. Our ICT solution at Fairlawn Primary School, in the London Borough of Lewisham, is a

prime example of how primary schools also can get the best aspects of an Academy or BSF ICT system, without breaking the bank. Fairlawn even won “Best ICT Facility” at the Education Business Awards held in November. Fairlawn received the same server, wireless and computer technology that you’ll find in almost any Academy. We implemented the entire solution using tried and tested methods, but the difference was that Fairlawn were able to take advantage of the ever accelerating march in technology, at a fraction of the cost. They received equal solutions, which would have cost

many times more only a few years ago. Lets go through some of the technology that you will find in place at almost all Academies and how your school can get the same for less. Read the rest of this article at www.brightgreenit.co.uk


To find out more about Bright Green IT and to read the full article, visit:www.brightgreenit.co.uke-mail: [email protected] call 08455 33 33 33

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CHOOLS LOOKING TO UPGRADE to the latest cutting edge equipment in the New Year

can also contribute to a great cause. Avery Office Products will give £5 to Jeans for Genes for every Trimmer or Guillotine sold until 31 March 2011, to raise £30,000 as part of its continued support for the charity. The money raised helps to fund vital care, support and respite for those affected by genetic disorders as well as pioneering research into the causes and cures that could change their futures. Individually, genetic disorders are rare but together they affect 1 in 25 children born in the UK – that’s more than 30,000 babies each year. Jeans for Genes works to increase awareness and understanding of genetic disorders. Avery Trimmers and Guillotines are an efficient addition to any classroom, staff room or campus administration office. Guillotines are ideal for cutting large volumes of paper quickly and precisely in one go such as for mass mailings to students or parents. Trimmers offer accuracy and precision for less heavy duty tasks, making it easy to create attractive and professional looking classroom displays, montages of students’ work and materials for scrapbooks. Available in sizes from A4 to A0 they can cut up to 30 sheets at a time with the aid

of baseboard paper and photo templates. The equipment has fully enclosed blades backed with guarantees of up to five years and TÜV-certification for safety and quality. Fast and efficient, Avery Trimmers and Guillotines will help school teachers focus on lesson plans rather than spending hours preparing class materials with scissors and rulers. They won’t have to worry about blunt blades either as they self-sharpen with every slice and trim. Raj Ghelani, marketing director for Avery Office Products, says: “Jeans for Genes is a fantastic cause that Avery is proud to support, and the Trimmers and Guillotines scheme is a great win-win for schools and the charity. Our range offers the highest

quality, safety and performance that will enhance the great work teachers do.” Avery is a premium quality brand offering excellent products supported by personal customer service and free, easy-to-use labelling software. Busy staff and students use Avery products to organise their work space and build efficiency into administrative tasks, presentations and mailings.


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RECENT RESEARCH from the Association of School and College Leaders (ASCL) has revealed that managing tight school budgets is the top concern for management over the next 12 months. This, combined with concerns about improving exam results and preparing for inspections, is putting immense pressure on school leaders to reduce costs without impacting on the quality or effectiveness of their school’s ICT. Although the dedicated schools budget was largely protected in the Coalition Government’s October Comprehensive Spending Review, increased pressure on local authority spending is reducing their valued services to schools. The November’s ‘Importance of Teaching’ white paper further highlighted the forthcoming reductions in capital spending, sixth form funding and the potential redistribution of the Dedicated Schools Grant in 2012. The combination of these factors is now putting the spotlight on school leaders to maximise their return on investment in ICT and services. The white paper recommends the recruitment of a school business manager to improve procurement of goods and services, putting greater responsibility on the school to deliver significant cost and efficiency savings. TOTAL COST OF OWNERSHIPWhen budgeting for ICT systems, school leaders must factor in the total cost of ownership (TCO), whereby all costs associated with the acquisition use and support of ICT are identified and calculated. This not only covers the software but also all associated costs to run it, for example any required hardware, auxiliary costs and the time taken to maintain it. With the improved knowledge and understanding that TCO brings, a school can identify which costs it can actively control. The school is then better positioned to identify potential cost-savings and be able to anticipate the effects of new measures. By calculating TCO, school leaders can accurately establish current costs and explore cost savings for future provision, allowing them to compare different options for continuing or replacing software, hardware and services. One immediate way that savings can be realised by schools is by migrating to ‘hosted’ solutions. For example, by handing the responsibility for managing and hosting their Management Information System (MIS) to a professional provider, schools can reduce their infrastructure costs related to MIS by up to 40 per cent, thereby reducing the TCO and

at the same time ensuring that their school’s service runs optimally. It reduces the cost of (or allows the re-use of) space, servers, electricity and other IT resources while eliminating time-consuming back-ups, maintenance and software updates – freeing up valuable time that can be reinvested in teaching and learning. CHANGE MANAGEMENTTo achieve maximum return on investment for ICT, school leadership teams must ensure that every service or solution supports their school development plan and can be adapted to meet their long-term goals, thereby resisting the call to modify their school to support the service or solution. It is important that schools evaluate the impact that existing technologies are having on teaching and learning. This might be done by bringing together senior management and departmental staff, as well as students, to ascertain which solutions and services are working most effectively and whether or not additional training or bespoke changes are required. ICT must support a school’s organisational structure, culture, people and processes. As the majority of schools will be using a wide range of software from different companies, it is imperative that they work with suppliers that can provide solutions which are fully interoperable to enable schools to make optimum use of their existing investments. The Systems Interoperability Framework (SIF) is a mature international standard used by many educational suppliers to ensure that their products and services link together with others in the market. However, before entering a partnership with any supplier, it is advisable for schools to speak to some of their other customers to ensure that any past issues with interoperability have been resolved. HOSTED SOLUTIONSAt Serco Learning, we anticipate a significant shift towards hosted solutions in 2011 and beyond to help achieve these improvements whereby ICT is web delivered and professionally managed, enabling schools and local authorities to share data between systems and with each other easily. This is the case with our fourth generation Information Management System, Serco Learning Progresso, which will enable stronger collaboration between schools, so that when a student moves from one school to another within a local authority or cluster, the

student’s data will automatically be transferred so that teachers in their new school benefit from enhanced knowledge of their capabilities and progress. It is also important that schools invest in new technologies that are highly intuitive, and able to collate the information teachers need to do their jobs without requiring repeated human input or specific training. At a time when school budgets are increasingly tight, it is not acceptable for suppliers to be providing an ineffective and ill defined service. If systems and services are not achieving what a supplier has committed to, such as resolving software issues within a strictly specified time, then it is important for schools to raise this with the supplier and agree how the service will be improved. Every new supplier that schools decide to sign up with should agree to work to specific Service Level Agreements (SLA) set out at the beginning of the contract and these should link to each school’s individual improvement plan. A reputable supplier should be consulted upon the school’s plans to advise how their ICT solutions implemented will achieve the school’s education objectives. Good suppliers will be effective partners in providing advice, examples of best practice and case studies of where their solutions have delivered the desired outcomes. Schools should not feel afraid to push back on companies offering inflexible solutions. HOLISTIC PURCHASINGPurchasing new technologies can be very expensive when factoring in all the ongoing costs of support and maintenance. To achieve best value for ICT, schools should take a holistic approach to purchasing. There are several ways schools can do this. Firstly, they should share plans with neighbouring schools to see whether they could benefit from joint purchasing of equipment. Secondly, they should identify suppliers which can consolidate and support all of, or the majority of, their requirements. Both of these strategies give schools the benefit of greater negotiation power. Investing in hosted solutions and services will enable schools to drive down the total cost of ownership, releasing precious budget to support additional teaching staff. By working with a supplier that can host as well as support ICT solutions and services, schools will benefit tremendously from efficiency savings. Schools can then drive improvement by re-focusing their time on embedding ICT into teaching and learning, rather than managing the technology.


YOUR SCHOOL’S BUDGET AND THE FUTURE FOR ICT IN UK SCHOOLSMohamad Djahanbakhsh, MD of Serco Learning, discusses the pertinent issues currently facing school management and how they can manage their ICT costs for the long-term future

ICT

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INTRODUCING THE ZOOSTORM SL8Power at your fingertips – the stunning multi-touch SL8 from Zoostorm is a true tablet netbook (Slate PC) that delivers the most interactive, intuitive experience ever seen on an ultra portable computer. Use your fingers to page through websites,

resize windows, fill out forms, control your media, and drag objects around the screen in the new Windows 7 touch mode. With full office and native flash capabilities and an intelligent software keyboard, there are no compromises with the SL8 so you won’t need to worry about compatibility with existing software, peripherals or other computers. Wireless networking is made simple with full domain join thanks to the inclusion of a full Windows 7 Professional operating system, making integration into your existing systems simple and easy.

SL8 VERSUS IPADIf you were considering purchasing an iPad for your business uses, you may want to consider the following before making your purchase.• The SL8 is network ready out of the box to work with your existing infrastructure.• You can give the SL8 secure safe access to your network. Could you do this with an iPad?• The iPad does not work with Adobe Flash. Many business applications and internet services are Flash based, can you afford to restrict use of these?• The SL8 is compatible with all your existing business software including Microsoft Office as it uses an x86 based processor.

FIZZBOOK SPINThe Fizzbook Spin is the second generation incarnation of this popular children’s notebook computer, and gives parents and educational organisations yet more choice of specification, performance and storage capacity. As with the rest of the Fizzbooks, the Spin is based on the Intel Classmate range of educational laptops, which have proved to be the popular choice amongst consumers and educational authorities worldwide. This unique tablet design features a touch screen that swivels 180° so it can be used as a tablet or conventional style laptop computer. The curved edges and rugged design makes the Fizzbook Spin ideal for the demands of the journey from home to classroom as well as the demands of every day use by young children. The Fizzbook Spin is unique in that offers students two modes of use, either as a conventional laptop with a keyboard and mouse pad or in tablet mode as an innovative touch screen operating interface. When used as a laptop the screen can swivel 180° for easy viewing by parents and teachers. The integrated web-cam can also rotate to allow students to fully interact and the durable carrying handle is fully built in, which makes the Fizzbook spin fully portable and compact.

EDUCATIONAL SOFTWAREBased on real research, in real classrooms, the Spin has been developed to maximise children’s learning and development potential. The Fizzbook spin has the following software pre-installed:• SMART Classroom Suite (an interactive software program developed especially for teachers and students)• Ability Office (an office suite including a word processor, spreadsheets, image editing, drawing and presentation applications)• Intel Learning Series (an education specific suite of educational software and parent controls)


For more information on these and other innovative solutions we offer please visit our website www.innovations-av.co.ukor contact us on 01943 850800 or e-mail [email protected]


INNOVATIVE AV AND IT SOLUTIONSInnovations in Technology – delivering innovative products and services to the education sector

The stunning multi-touch SL8 from Zoostorm is a true tablet netbook (Slate PC) that delivers the most interactive, intuitive experience ever seen on an ultra portable computer

Whatever stage of the merger process your organisation has reached, Symmetry can assist and advise on how best to integrate the finance systems.

For advice and guidance on integrated finance systems for mergers and collaborative working in your sector, contact Symmetry on 0117 900 6262 or email [email protected]. Whatever stage of the process your organisation has reached, Symmetry can assist and advise.

Symmetry Financials – direct support for over 15,000 users in over 75 UK colleges.

Finance department strategies for mergersWith the FE sector having to reconsider how it operates and investigate mergers and resource sharing, Symmetry looks at strategies for overcoming the common challenges faced by the finance departments involved.

We have inherited a number of finance systems over several sites. What is the best way to make sense of all the data moving forward?

• Utilise facilities that enable balances and lists of creditors/debtors from a range of old systems to be uploaded at the click of a button into the system

• Built-in real-time integration means that different sites will always be in tune with each other and you won’t face the problems of duplicated data or information being out of sync between the core finance system and various third party applications such as Student Records.

Will a merger give us the opportunity to introduce new methods of working and boost efficiency?

• Review and amalgamate business procedures and workflows to establishing the most efficient new entity possible.

• Introduce strategies such as devolvement to save substantial time creating reports, chasing paper trails and managing budget holders over multiple sites.

• Evaluate moving to a paperless environment with support for on-line payments.

• Implement Activity Based Accounting to identify areas/resources that are performing well or those that are not sustainable.

How do I cope with the additional work that a merger can bring when our department is already very busy?

• Relieve the post-merger pressure through devolved strategies, allowing budget holders and other staff to manage financial processes such as purchase order approval through self-service.

• Use browser-based finance technology to create an environment where each non-finance user has their own personalised interface where they can see at a glance what their responsibilities are, as well as create their own reports.

• Liberate the finance team from mundane and time-consuming tasks and focus instead on strategic planning or more effective procurement.

What planning is necessary to make a merger successful?

• Consider what resources you will need to combine several different finance systems together or implement a completely new one and identify those individuals with the right skills to get involved.

• With the likelihood of re-structuring and downsizing following a merger, you will also need to assess the best ways of getting buy-in from staff.

• Clearly define roles from the outset so that people know what’s expected of them and they can contribute effectively to the new team and the business processes review.

• Factor in training for those unfamiliar with a new system so staff can be up and running as soon as possible.

How can I alleviate any uncertainty that a merger may create?

• Communication is often the key in maintaining a smooth transition, so consider introducing a system that is easy for everyone to use and will ensure that each department is kept in the loop financially.

• When there are large distances involved, if you can provide all the information via the desktop in an easy and palatable format then this helps alleviate any worries or concerns that staff may have.

“By using Symmetry Financials it was a painless exercise to switch over to a single centralised system, it was simply a case of uploading all the opening balances and adding in the creditors and debtors. Whenever we needed any additional support in uploading information, Symmetry was on hand to help.

We also found it very simple to train new users including some non-finance personnel because the system is very easy to pick up and works in a familiar browser-based environment. Even though the sites are 50 miles apart, we still managed to distribute the right information quickly and easily with little disruption.”

Matthew Hutton-Smith, Finance Manager at South & West Kent College


SINCE THE COALITION GOVERNMENT’S arrival in May, schools across the country have been waiting for clarity on the ‘new world’ of education. The highly anticipated Comprehensive Spending Review on 20 October promised to provide a more definitive approach to school’s future budgets. However, in many ways we still have more questions than answers. At first the announcements appeared very positive. The education budget was going to be protected. With a baseline of £35.4bn this year, it is set to rise to £39bn by 2014/15. The other positive points that came out of the review included a £15.8bn capital fund over the spending review and confirmation that Sure Start services will be maintained in cash terms although refocused on improving the chances of disadvantaged students.

SAVINGSThe government’s required 12 per cent saving, we were told, was going to come from from a 33 per cent reduction in central administration and from abolishing five quangos, including Becta and the Qualifications and Curriculum Authority (QCA). In addition, within the schools budget, they had calculated that procurement and back office savings would allow at least £1bn to be invested directly into frontline teaching. On top of this, head teachers were promised greater freedom from bureaucratic burdens to use their professional judgement to meet the needs of their pupils. However, beneath the glossy exterior there were some less positive announcements. But before we look more closely at these, it is important to say that over all, the education sector appears to have fared relatively well. At a time of significant government spending cuts, we could be in a far worse position than we currently find ourselves.

CHALLENGES FOR SCHOOLSIn summary the key areas which will present challenges for schools are six fold. Firstly, the government’s stated £35bn figure does not accord with what we understand is being allocated to school budgets this year. Feedback from the industry also suggests that there is a reduction in budget with a lot more pressure to invest only where necessary. The figure we believe was available to schools was closer to £42bn, leaving a £7bn uncertainty. This detail will become clearer over the coming days, but we raise it as a warning that the impact on an individual school is unclear. There may be winners, but there are also likely to be losers. Secondly, the specialist school’s premium of

£130 per pupil has been removed. In theory this will hit schools hard but the government insists that the equivalent total budget will still go into the money to be devolved to all secondary schools. However, this implies it will be spread across all secondaries. We must also consider the fact that ring fenced funding has been removed, “so that schools can decide how to spend their money as they see best”. What is not confirmed is whether the £450 million ring fenced funding for specialist schools will now be included in the £39 billion dedicated school’s grant.

SCHOOL BUILDINGSAnother key area that has hit schools hard is the demise of the Building Schools for the Future Programme (BSF), established to rebuild or refurbish run down schools. The spending review has served to soften this pain with the introduction of a £15.8bn grant “to maintain the school estate and rebuild and refurbish 600 schools”, and of course approximately 500 BSF building projects already under way are expected to be completed. However, compared with the budgets allocated by the previous government, to rebuild or refurbish all 30,000 secondary and primary schools, our expectation of state of the art, prevailing schools has to be modified. The fourth key announcement is possibly a benefit rather than a challenge. Recognising that educational disadvantage starts even before children go to school, and that children of low cognitive ability from wealthy homes overtake children of greater cognitive ability from poorer homes even before they arrive at school, the government launched a £2.5bn pupil premium. The premium for disadvantaged children is set to provide a “real incentive to good schools to take pupils from poorer backgrounds”. In addition to this the government followed the previous government’s decision to offer an additional 15 hour a week free education for all three and four years olds. However, the reason we are not sure whether or not this is a welcomed bonus is because it has not yet been confirmed whether this is included in the £3.6bn increase in school’s budgets (£35.4-£39bn).

SPECIAL EDUCATIONAL NEEDSThe fifth key area of change centres on children with special educational needs. In July Gove announced: “As well as changing the rules on discipline, we are conducting a thorough-going reform of special educational needs.” To date there appears to be no mention of

reform nor budget to support it unless this is planned to sit within the pupil premium budget. We await more information. The final key area of the spending review is based on the Education Maintenance Allowance. The funding set up by the previous government to keep 16-18 year olds in education has been scrapped. But before we had time to consider the implications of this, we received confirmation that there will be a fund to increase the number of places for 16 to 18 year olds and raise the participation age for compulsory education to 18 by the end of the Parliament. In other words, it appears that nothing has changed here! So while we still have many more questions than answers and we recognise that schools are going to have to work hard to face the new challenges, we should all feel slightly safer in the knowledge that we have not been hit as hard as we feared.


Web: www.besa.org.uk


COMPREHENSIVE SPENDING REVIEW – CLARITY OR CONFUSION?Ray Barker, director of BESA, the education sector’s trade association, investigates change and new developments within the UK and international education sector

FINANCE

ABOUT BESA

BESA, the British Educational Suppliers Association, is the trade association representing over 300 educational suppliers in the UK, including manufacturers and distributors of equipment, materials, books, consumables, furniture, technology, ICT hardware and digital-content related services to the education market. With 75 years of experience, BESA offers unparalleled support, research, events and advice on both UK and International markets, and the future of the education supplies industry. BESA is focused on promoting and providing support and advice to their members, the industry and to schools. BESA has a Code of Practice to which all members must adhere, along with a stringent membership process, both of which assure buyers of a high standard of quality in both product and customer service.

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WHEN CHANCELLOR GEORGE OSBORNE delivered his spending review on October 20, 2010 it contained a mixed bag of pending changes. In keeping with its commitment to providing up-to-date news for employers’ payroll departments, the IPP Policy team has extracted the key points from the review that will likely affect those working in this sector. The review identified that 490,000 jobs in the public sector will go over the next four years. In the June Budget, the government announced a two year pay freeze from 2011-12 for public sector workers earning over £21,000, with those earning less than this receiving at least £250 in each year.

PAY SCALE DISPARITYIn addition, the government asked Will Hutton to lead a Review of Fair Pay in the public sector, making recommendations on tackling disparities between the lowest and highest paid in public sector organisations. The Review

published its interim findings earlier this month. The Independent Public Service Pensions Commission (IPSPC) led by John Hutton published an interim report on October 7. The report highlights the importance of providing good quality pensions to public servants and concludes that there is a clear rationale for public servants to make a greater contribution if their pensions are to remain fair to taxpayers and employees, and affordable for the country. In response to the Commission’s interim recommendations, the government will:• Commit to continue with a form of defined benefit pension• Await Lord Hutton’s final recommendation before determining the nature of that benefit and the precise level of progressive contribution required• Carry out a public consultation on the discount rate used to set contribution rates in the public service pension schemes• Implement progressive changes to the level

of employee contributions that lead to an additional saving of £1.8bn a year by 2014-15, equivalent to three percentage points on average, to be phased in from April 2012• Exempt the armed forces from this increase in employee contributions • Seek engagement with all stakeholders including trade unions.

EDUCATIONRegarding education, changes proposed in the Spending Review include significantly lowering the overall cost of the further education system by abolishing Train to Gain and by reducing spending on budgets which do not directly support learners. Building on the recommendations of Lord Browne’s Review of higher education funding and student finance, from the 2012/13 academic year, universities will be able to increase graduate contributions. There will be loan support from government for full and,


PAYROLL – NEGOTIATING THE LEGISLATIVE LANDSCAPEElaine Gibson, senior policy officer at the Institute of Payroll Professionals (IPP) examines the key aspects of the Chancellor’s spending review and how they may impact payroll departments

FINANCE



for the first time, part time students, with an offsetting reduction in the teaching grant. The government will bring forward wide ranging reforms in order to support a world class higher education sector. This will place the funding system on a more sustainable financial footing and provide support to individuals from low income backgrounds. Meanwhile, a new system of graduate contributions will ensure that students will only pay once they have graduated and can afford to do so. The graduate contribution system will be progressive and protect the lowest earning graduates. There will also be increases in adult apprenticeship funding by £250 million a year by 2014-15 relative to the level inherited from the previous government. There will be an extension from 2012-13 to 15 hours per week of free early education and care to all disadvantaged two year old children, as the cornerstone of a new focus on the foundation years before school. A substantial new premium worth £2.5 billion targeted on the educational development of disadvantaged pupils will be established. The premium will sit within a generous overall settlement for schools, with the 5 to 16s schools budget, rising by 0.1 per cent in real terms each year. There will be further increases in participation for 16 to 19 learning, while moving towards raising the participation age to 18 by 2015. Protection for those on the lowest incomes in higher education through a National Scholarship fund of £150 million a year by 2014/15 will also be established. The government will bring forward legislation as soon as parliamentary time allows and publish a White Paper during the winter. The government has confirmed that it will provide funding for the introduction of auto enrolment from 2012 and the establishment of the National Employment Savings Trust (NEST), to help individuals save for their retirement and encourage high quality pension provision by employers.

STATE PENSIONIncreasing longevity and demographic change pose challenges over the longer term. In response, the government will speed up the pace of State Pension Age equalisation for women from April 2016 so that Women’s State Pension Age reaches 65 in November 2018. The State Pension Age will then increase to 66 for both men and women from December

2018 to April 2020, six years earlier than planned. Following the faster increase to 66, the government is also considering future increases to the State Pension Age and will bring forward proposals in due course. The Basic State Pension will be uprated by a triple guarantee of earnings, prices or 2.5 per cent, whichever is highest. Bringing forward the date at which the State Pension Age will start to rise to 66 to 2018 will ensure this is fiscally sustainable.

WELFARE REFORMSOver the next two parliaments the current complex system of means-tested working age benefits and tax credits will gradually be replaced with the Universal Credit – an integrated payment that will ensure work always pays, with less scope for fraud and error. £2 billion has been set aside in DWP’s DEL settlement over the next four years to fund the implementation of the Universal Credit. Further details will be set out in DWP’s forthcoming White Paper. To provide a fair and affordable platform for the introduction of the Universal Credit the Spending Review also announced a package of reforms to the existing welfare system which will deliver net AME savings of £7 billion a year by 2014-15. Changes include capping household benefit payments from 2013 at around £500 per week for couple and lone parent households and around £350 per week for single adult households, so that no family can receive more in welfare than median after tax earnings for working households. All disability living allowance claimants, war widows, and working families claiming the working tax credits will be exempt from the cap. Changes also include withdrawing child benefit from families with a higher rate taxpayer from January 2013 so that people on lower incomes are not subsidising those who are better off, saving £2.5 billion a year by 2014-15. The costs of tax credits will be controlled by reducing the percentage of childcare costs that parents can claim through the childcare element of the Working Tax Credit (WTC) from 80 per cent to its previous 70 per cent level in April 2011, saving £385 million a year by 2014-15. Eligibility rules will be changed so that couples with children must work 24 hours a week between them, with one partner working at least 16 hours a week in order to qualify for the

WTC, saving £390 million a year by 2014-15. The basic and 30 hour elements of the WTC will be freezed for three years from 2011/12, saving £625 million a year by 2014-15. Lastly changes include increasing the child element above indexation by a further £30 in 2011-12 and £50 in 2012-13, in addition to the £150 and £60 increases provided at the June Budget. This will ensure that the overall outcome of the Spending Review will have no measurable impact on child poverty in the next two years.

HMRC In order to focus resources on frontline tax collection, HMRC will invest in new technology to improve risk assessment capability, better join up taxpayer information and streamline internal processes. Savings will be maximised from IT and other procurement contracts, and administration costs will be reduced by a third with reductions in the size of corporate services and back office support functions. HMRC will modernise tax administration and will improve and tailor services for taxpayers. £100 million has been budgeted to improve the operation of Pay As You Earn (PAYE) for both employers and individuals. All businesses will be filing their tax returns online by 2012 with at least 80 per cent of self assessments to be filed online by 2014-15. The Department will also modernise PAYE, moving towards more real time information so that people can be reassured that they have paid the right amount of tax throughout the year.

OTHER POINTS OF INTERESTThe government is committed to the implementation of the devolution of Scottish income tax as laid out in the Calman Commission Report, and will introduce a Scotland Bill in the current Parliamentary session. HMRC has published new guidance and a Q&A for employers (and also one for employees) on the forthcoming changes to Employer Supported Childcare. It includes details of the basic earnings assessment which employers will need to carry out on any employee who joins a childcare voucher scheme on or after April 6, 2011. HMRC has also published further guidance for employers on Additional Statutory Paternity Pay. It explains who is eligible, how much you must pay and how to calculate before April 2011. Full details of the qualifying conditions for Additional Statutory Paternity Leave and Pay can be found on the Business Link website. Business Link has also published new guidance leaflets for employers and employees on maternity and paternity rights which includes new guidance on Additional Statutory Paternity Leave and Pay.


Web: www.payrollprofession.org

FINANCE

In the June Budget, the government announced a two year pay freeze from 2011-12 for public sector workers earning over £21,000, with those earning less than this receiving at least £250 in each year



ROM THE EARLY DAYS, gift vouchers were the ideal present, giving a choice of goods and retailers,

as previously some of us would purchase the wrong colour or size present. As the gift voucher market matured the customer choice expanded with even greater choice offered by the multi-store gift vouchers. This choice and flexibility made the gift voucher ideal as a retiring or leaving present, and the company Christmas bonus. The issuing of a gift voucher was a simple procedure and market research companies and competition operators chose giving gift vouchers as a preferred option to cash. With the growth of staff and customer reward programmes the gift voucher was ideally placed to fulfil these programmes with inspirational products such as balloon rides, holidays, high street shopping and the luxury goods that would not normally be purchased. Gift vouchers were seen as a personal treat rather than cash, which easily disappeared into the household budget. With almost every purchase experience covered by gift vouchers the value of the reward or incentive programme was enhanced by the feel good factor of the reward. Gift vouchers have also been used to encourage difficult sections of the community such as teenagers and smokers to enrol into programmes that not only help themselves

but reduce the long term cost to the nation. With the development of the gift card and associated technologies new areas became available with gift malls opening wherever the public had access. These new technologies have allowed reward programmes that are able to top-up the value of the gift card as performance is achieved, giving quicker access

to the rewards and a greater satisfaction to the customer or staff member. Recent technologies have been able to reduce the administration costs of reward and incentive programmes, and reduced the delay between achieving the reward and actually receiving the gift voucher or gift card. By the use of a secure code, which is issued to the staff member and an associated secure website, staff members can activate and select from a vast range of gift vouchers to the value of their secure code, giving the greatest choice possible and as quick a delivery as possible. Gift vouchers and cards can now provide an almost instant reward, incentivising where necessary, rewarding for achievement and as a thank you. And let’s not forget their original purpose, as a gift for Christmas or birthdays. Many of those working abroad or with the British Forces find sending a gift voucher with the word of sentiment the most satisfying method of sending gifts to family and friends. The level of choice, variety of values and methods of delivery really do make gift vouchers and cards the true “Flexible Friend”.


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IN RECENT YEARS RECEIVING ADVICE in relation to asset management for the readers of this article was focussed on the big banks living on brand awareness and ongoing entertainment of clients and trustees, advocating the reason for staying with them was down to their financial strength, delivering stable returns and not much else. The financial strength has over the last couple of years been thrown into the waste disposal and as margins have been squeezed and budgets reduced for entertaining, banks are no longer providing anyone with good returns and trustees have begun to question what they are receiving in the way of service and returns. This is great news for the Independent Financial Services industry because the focus is now on the provision of a service and the returns that are achievable, as well as educating how trustees professionally discharge their responsibilities legally. This means that bursars and trustees alike are focussing on the Independent Financial Services sector for firms that are able to help them satisfy their burdensome objectives. QUESTIONSOnce you start looking at the Independent sector though, this raises further questions in that the Independent Financial Planning Industry is in itself very fractious and Trustees should be careful when appointing an IFA to ensure they get one that is qualified and experienced. Qualified in the context of this article and what trustees and bursars are looking for, means a Chartered and Certified, Fee Based Independent Financial Planning Firm. There are currently less than 300 Chartered firms in the UK but as one of them we provide the following services to clients: • Truly Independent, impartial advice on a fee basis • A full information and partnership programme with every client, which aims to work with the trustees and define the Investment Policy Statement. Whilst doing this we will prepare and build a strategic cash flow model which will look at expected inflows and outflows of capital as well as what annualised return is required on the portfolio to satisfy all objectives. The return required then dictates what investment risks are acceptable that link back to the Investment Policy Statement giving a full audit trail for any external inspectors.• We build an asset management strategy based on what is available from the whole market place linked to your objectives and provide a report on this including our recommendations to the trustees.

• Once the asset management strategy is agreed, we carry out the implementation and alterations – not the bursars or trustees. This has the benefit of removing the entire administration burden associated with being proactive.• After the assets are in place we will then at agreed intervals provide a report on how the asset management strategy is working; in comparison to the investment policy so the trustees know that the assets are being managed correctly. This report acts as strong due diligence for the trustees to monitor what we are doing and shows they are discharging their duties professionally.• A controller not a holder of your money. This means that we can move your money from one provider to another to ensure we always obtain market leading rates, but it is always held in your name not ours. Any movement is always reported on in full every six months.• We agree all fees in writing and do not lock clients into long term contracts, which means that if we do not add value or deliver what is promised, then we can be fired. At OCM Wealth Management this is what we do on a day to day basis and if you are not receiving the service defined above, you should definitely speak to us. We

are a leading firm that has been dealing with charities and Trusts for many years and have experience in dealing with the unique issues that come with this sector. PUTTING THE CLIENT FIRSTWhat we are not is a household brand and we certainly do not waste the fees we charge you on unnecessary entertaining. What we are is a firm that has built an enviable reputation from putting the client at the centre of the proposition and pride ourselves in the fact that “our independence makes us dependable”. We have built a brand based on the fact that our clients matter.


To understand more, please ring us on 01604 813013 and speak to one of our experienced and qualified Chartered Financial Planners. Alternatively visit www.ocmwealthmanagement.co.uk and download our brochure.


MOVING AWAY FROM THE BIG BANKSOCM Wealth Management looks at the benefits of using a fee-based independent financial adviser over a bank adviser

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SANDAL MAGNA Community Primary School in Wakefield – a newbuild school devoted to becoming a more planet friendly part of the community – welcomed its first intake of pupils and staff at the start of the school year. Here, the school’s principle, alongside the architect from architectural practice Sarah Wigglesworth, look at the project, explaining why it was commissioned, any challenges, what the sustainability features are, and how pupil behaviour has changed for the better since being in the new building. SARAH WIGGLESWORTH SAYS:Sandal Magna Community Primary School in Wakefield is a flagship eco-school that is anticipated to be one of the most carbon efficient schools in the UK. In September it opened its doors for the first time to pupils, staff and the wider community. As a practice it’s a major milestone for us – it’s our first completed school building and the end of a long but very rewarding process. In January 2006 Wakefield Council commissioned us, in partnership with NPS Group, to design a replacement for the Victorian Sandal Magna Primary School, which had reached the end of its life. The old school had become run-down, and the council decided to build a new school on the same site that would meet the modern day needs of the school and its wider community. The new school had to accommodate 210 pupils aged 5-11 alongside nursery provision, with room for future expansion. The school serves a diverse and often transient local population with few community facilities, and the opportunity was taken to provide a community room within the school building for use by parents and local people for adult education and other purposes. Developing a sense of ownership among different user groups is central to our approach as an architecture practice and at Sandal Magna, a broad and inclusive consultation process produced a design brief that reflected everybody’s needs and hopes for the new school. This was largely thanks to the inspirational leadership of Julia Simpson and her deputy Ann Smith, as well as real support and engagement throughout the process by Wakefield Council. The consultation process produced a set of key issues which informed the school design. These included:• importance of energy efficiency and sustainability• providing a welcoming building for

students, parents and teachers• flexibility of spaces within the new building• maintaining a sense of history and memory from the old school• provision of a variety of play spaces together with community space Julia and Ann were particularly keen to ensure that the school building not only addressed the school’s educational needs but that it could also support the school’s sustainable curriculum. The school had already embedded ecological

thinking into its daily routines and management practices through activities such as recycling, healthy eating programmes and a walking bus. The opportunity now presented itself to make the new school building an integral part of the school’s sustainability programme. Our design takes its cue from the surrounding Victorian red-brick terraces, and is laid out as three single-storey wings that reflect the street pattern. Red brick is used extensively throughout the school, and reclaimed bricks


A BUILDING TO SUPPORT A SUSTAINABLE CURRICULUMSandal Magna Community Primary School in Wakefield is a newbuild flagship eco-school that has welcomed its first intake of pupils and staff. Here, we get the views of the project’s architect Sarah Wigglesworth, and the school’s principle Julia Simpson

©Mark Hadden Photography

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inspire and delight new generations of children, parents and neighbours for years to come.

JULIA SIMPSON SAYS:It is hard to believe that we have only occupied our new building for one term. Our children, staff and parents feel very at home here and it is testimony to the hard working and dedicated staff that we have been able to operate a normal school day since 6 September when we opened to our children and families. Yet for me personally, hardly a day goes by without a new revelation from this exciting building: it could be a previously unseen view of part of the building or the way that building is being used by the staff or children or even understanding how one of our sustainable technologies works. It has been a long and hard journey to where we are now but I do feel that all the anxiety and effort has produced a learning environment that has achieved and surpassed our wants and needs. The journey began when our governing body and myself were asked by Wakefield Council whether we wanted to refurbish our dilapidated 1890 building or start again with a new building on the same site. We chose the latter and were delighted when Sarah Wigglesworth Architects were selected as our architects. It had been evident from a pre-selection meeting that Sarah Wigglesworth had very quickly grasped the context of our school and the needs of our children and their families. Also, importantly for us, she was committed to the green agenda and realised the importance of design in both

indoor and outdoor learning environments. As headteacher I grabbed this marvellous opportunity to influence the design of a 21st century eco-school with both hands. I was extremely fortunate to be supported by our own eco-warrior in the form of Ann Smith, my deputy. Ann had already led the staff, children and parents in a sustainability initiative within school and we were working towards our first International Eco Schools Green Flag Award. A series of consultations began with Sarah, her team and all stakeholders of the school. The children produced models, designs and wishlists of their own. The staff, governors and parents all had discussions with the architects and the local authority, and these informed the design brief. The chosen design was popular with everybody and, therefore, today we inhabit a totally contemporary building which is influenced by its Victorian surroundings in a way that maintains and values the traditions of the original building, which was itself a flagship design at the end of the 19th century. The journey has been a long one but we have achieved all that we hoped for. Together with Sarah, Ann and Wakefield Council, I have been part of a close team that has kept the project on track while remaining true to our design principles. We now look forward to the next part of our journey as we begin to evaluate the effectiveness of both our indoor and outdoor areas and our use of them. Exciting times lay ahead as we learn how to maximise the learning opportunities of our beautiful, sustainable and high-tech building.


from the old school have been used in retaining walls and landscaping. A row of ventilation stacks alongside the teaching blocks mirrors neighbouring rooflines while, at the centre of the site, the school is crowned by a striking new bell tower containing the old school bell. This not only evokes the tall chimneys of Wakefield’s industrial history but also provides continuity with and memory of the old school. The overall design of the school is highly contemporary. We used a range of cladding materials such as raw timber, weatherboarding and corrugated rainscreens to denote different uses within the school and to add interest and texture to the angular geometries of the building. Already pupils enjoy the tactility of the new school: using the building itself as a play tool, running their hands across the range of surfaces or gathering in little groups within alcoves or on window sills. Inside the school, we made services and building elements such as ventilation, soundproofing, sprinklers and a rainwater harvesting system deliberately visible. This allows the building to be used as a teaching resource, allowing the school itself to become a demonstrative tool to form part of the curriculum for learning about buildings and sustainability. The school is proud to wear its sustainability credentials so clearly on its sleeve, and our transparent design has made teaching about sustainability easy and enjoyable for staff and pupils alike. It was important to us all that every part of the school had a connection with the landscape – so every room has views of the surrounding areas while each classroom has direct access to the outdoor spaces. These include a series of allotments and a nature garden where pupils can learn about food management and ecology. Spaces within the school are flexible and can be adjusted according to different uses and teaching styles. There is a range of classroom sizes allowing different numbers of pupils to be taught in different settings. Teaching spaces can be expanded or contracted according to the needs of each class, and other spaces such as the school hall can be adapted for a wide range of uses such as PE or performance. The wide corridors alongside the classrooms also contain alcoves and other spaces for informal or one-to-one teaching. I’m really proud of Sandal Magna. As a practice we have always striven to produce thoughtful, low-energy buildings that are simple to use, cherished by their occupants and economical to run and maintain. Visiting Sandal Magna now, it’s great to see the building comfortably accommodating such a wide variety of different educational and community uses. We have produced something that is distinctive, that sits comfortably in its urban context, and a project that is unashamedly green. Thanks to Julia and her team, the new school is a building that meets the needs of its staff, pupils and the wider community. We hope it will educate,

©Mark Hadden Photography

DESIGN & BUILD


THE SIXTH BSEC EVENT takes place from 23 to 24 February 2011 at London’s ExCeL. It will be the only UK event dedicated to dealing with the building and refurbishment challenges facing the education sector since the public spending cuts and the demise of the Building Schools for the Future programme. Industry experts and keynote speakers at BSEC 2011 include journalist, broadcaster and free school founder, Toby Young, Sir Bruce Liddington, general director at Edutrust Academies Charitable Trust (E-ACT) and Simon Harris, head of children’s education at EC Harris. With leading speakers and representatives from education and industry, BSEC 2011 is considered the primary destination for all education establishments and businesses working on education build and refurbishment projects. HOT TOPICSCombining a free exhibition and a high level paid-for conference, BSEC 2011 will explore what these new policies mean for all types of education establishments and those in the building, architecture and construction industries. Visitors can share their experiences and help work through current policies to help develop a clearer plan for projects that will improve the physical built environment in education. Visitors to BSEC 2011 can also engage with a range of new and improved features on the show floor. Features include the Green Learning Theatre, showcasing the latest in school carbon efficiency, and the expanded International Pavilion, which highlights the most successful examples of education environment initiatives overseas, from Sweden, Denmark and the Middle East. The highly popular ‘Design My Learning Space LIVE!’ competition has also grown and invites all primary and secondary school pupils in the UK to enter. The competition asks pupils to create a design proposal for their school building with the help of innovative young architects. Shortlisted school projects will be invited to display and build their designs at BSEC 2011, where the winner will be selected and announced. Sponsors of the competition include EC Harris, Steljes, RIBA and Surface to Air. The exhibition element of this industry event is free to attend and includes a range of free seminars. The conference running alongside the exhibition costs from £235* per day and offers a full speaker and seminar programme with leading industry and government figures across both days. Interactive panels and best practice case studies, along with numerous question and answer opportunities with keynote speakers, will

form the core components of the conference.Key issues to be addressed include new procurement and funding models, creating spaces built for purpose on low budgets and practical advice to link educational style with buildings through adapting existing stock. Health, safety and legal implications will also bring a fresh focus to the BSEC 2011 conference, as well as discussions on the future of education through digital media and the procurement of free schools and academies. NEW OPPORTUNITIESThe first day of BSEC will address new opportunities across England’s education sector, key plans for 2011, what will constitute best practice and a practical review of how new education policies will be put in place. Welcoming everyone to BSEC 2011 on both days will be Stephen Heppell, recognised leader in education through new media and technology – DfES once quoting him as “the most influential academic of recent years in the field of technology and education”. Professor Heppell will also be involved in the morning’s open forum discussion about the future direction of England’s education sector, along with the outline of 2011’s new policies and how they will be delivered. Toby Young will deliver the keynote speech on day one, presenting his views on the future of England’s education system and an update on his plans for a west London free school.

He’ll also be discussing what founders of free schools need and want from construction, architecture and property specialists. Continuing this theme, building and construction professionals will see examples of how to provide more for less with a panel presentation by Chris Gilmour, design and marketing director at BAM Construct UK, and Michael J. Connelly, chief executive officer at Mosaica Education. They’ll provide an industry response to the James Review, in terms of what demonstrates best practice and how this can be achieved by the industry. An update on new builds and refurbishments within primary schools will also be covered, with secondary schools examined by Steve Davies, managing director at Cocentra. He will address the options for those schools still without funding (and those who lost funding through the BSF cuts), projects completed with partial private funding and the latest information about SEN school spaces. KEYNOTE SPEAKERSSimon Lucas, head of education at EC Harris, will be part of the keynote stage discussion on how to create higher impact on lower costs and whether standardisation is the answer and if so, how architects and consultants would be involved within this particular model. Lucas recently commented: “BSEC is not only arriving at a crucial time for everyone in the sector next February, but its importance as a


DESIGN & BUILD

CUTTING THROUGH THE CONFUSIONNew thinking and new opportunities for education builds and refurbishment projects at BSEC 2011


networking event is paramount in understanding how the whole education construction industry must work with and understand each other.” The afternoon will see Karl Limbert, director for CSL infrastructure and policy at Southampton City Council, and Kevin Dawson, group manager of Construction and Compliance at Peterborough City Council, discuss the new role of the local authority. Examples of shared services, consequences of decreased local authority involvement and maintaining a strategic view of school capital in their areas will be tackled and discussed. Paul Temple and Paul Grainger from the Institute of Education at the University of London will address England’s further and higher education after the spending review. They’ll also discuss the £50 million investment plan for colleges and offer guidance when it comes to raising funds for buildings in this section of education. David Saxby of strategy and design practice 00:/ will also present his thoughts on community hubs as education spaces, using examples of how the curriculum and classes could take place across town with the use of community facilities. FREE SCHOOLS AND ACADEMIESWith Michael Gove’s recent backing of four new free schools in Reading, north London, Cheshire and Bradford, and key issues in the coalition’s education policy, academies and free schools will form important parts of the conference on day two. The core benefits and challenges behind the construction, development and delivery of these establishments will be the foundation to this section. A personal perspective on recent new school build projects will come from Tom Legge, new schools director at Place Group, and Mark Lehain, campaign director at Bedford and Kempston free school. Lehain, also a maths teacher, gave up a job in the city to become a teacher in 2002 and has been regularly interviewed by the media on the subject of free schools. Legge’s viewpoint discussion will include comparisons to similar international schools, budget and time challenges in converting an existing school into an academy, and the responsibility of curriculum within these new educational establishments. Offering an alternative perspective to academies will be Peter Downes, education spokesman for Cambridgeshire County Council. Keynote stage presentations will consider what head teachers and principals should keep in mind when responsible for educational spaces and managing schools estates, as well as addressing the issue of private investment to public schools – also presented by Michael J. Connelly of Mosaica Education. The afternoon of day two will feature several case studies that demonstrate high value for money through minimised cost and maximised flexibility, with projects presented by project teams. The educational context in connection to the construction perspective from the education white paper will also be covered. Presentations will explore alternatives to traditional school spaces, covered by Scott Prisco, president at EQ Architects. Influences will also be drawn from other sectors and the balance of standardisation and creativity will be addressed by Derek Latham from Latham Architects. The logistics of hosting a school within a space not designed for education will be looked at, as well as the benefits, pitfalls and the feasibility of potential future projects. FUNDAMENTAL EVENT“BSEC has become a fundamental event in the education built environment, which this year will be a crucial coming together to collaborate and discuss how to move forward,” explains Samuel Jennings, BSEC’s event director. “This event continues to be a fantastic way to openly discuss the next steps for all those working in education, with practical support from those in the construction and architect industry. I’m certain BSEC 2011 will provide a secure stepping stone for those in need of guidance and advice following the latest education white paper from government.”

Exhibitors at BSEC 2011 will come from all aspects of the education building landscape, including HLM Architects, Gopak, RBL, S&B Ltd, Scott Wilson, TMC, Altro and Roberts Limbrick. Event sponsors and exhibitors also include Skanska and HGB/BAM, Capita Symonds, Graham construction and Mace, with Partnerships for Schools, Class of your Own and NAACE attending as event partners. With more than 5,000 visitors attending in February 2010, BSEC has become a key event for those at the forefront of the design, management and procurement of school builds and educational refurbishment initiatives. BSEC is aimed at everyone in the sector and again expects many visitors from local authorities, as well as teachers and parents, architects, engineers and contractors. BSEC 2011 is all about change and will, without doubt, cut through any confusion in the UK’s new education environment. This year’s show is anticipated to be the most important yet, adopting the changing models needed for those at the forefront of school buildings and education establishments.

* £235 is the early bird day rate for the BSEC conference, if booked before 18 December 2010 – see www.bsecevent.com for all conference costs


To register or book your conference sessions at BSEC 2011 go to www.bsecevent.com. The show is open at London’s ExCeL from 9am to 6pm on 23 and 24 February. For information about exhibiting at BSEC 2011 please call +44(0) 20 7560 4040 or e-mail [email protected].


DESIGN & BUILD

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ON 15 JUNE 2010, the Secretary of State for the Department for Environment, Food and Rural Affairs, the Rt Hon Caroline Spelman MP, announced that the government would undertake a full review of waste policy in England. The government’s ambition for waste management in England was defined in the Coalition’s Programme for Government and Defra’s Structural Reform Plan as ‘Working towards a zero waste economy’. The purpose of this review is to look at all aspects of waste policy and waste management in England to ensure the country is taking the right steps to delivering this ambition. The government’s commitments include: tackling the fiscal deficit, environmental protection, localism and addressing climate change. The following response from the UK Cartridge Remanufacturers Association outlines one surprisingly easy way for the public sector to achieve the above objectives.

A SIMPLE ANSWERThe association has said that switching to procurement of UK remanufactured cartridges would cut costs, cut waste, reduce CO2 as well as safeguard and create UK jobs and contribute towards a zero waste economy. To illustrate the logic behind the association’s request for a change in UK public sector policy on cartridge procurement, an example of a local authority (LA) is used. The logic scales across the entire public sector. The following is a realistic analysis of printer cartridge impacts of a local authority. In a period of one year, one LA purchased 65,716 original manufacturers brand toner cartridges at an average cost of £53.75 per cartridge. In total, this amounts to spend by the LA of £3.53 million on original toner cartridges. From a carbon footprint study of cartridges commissioned by UKCRA, each cartridge has a carbon footprint of approximately 7 kgCO2 and so the carbon footprint incurred by the LA in its purchase of original cartridges is 460 tonnes CO2. The same carbon footprint study showed that the carbon footprint of the same model of toner cartridge going through just one remanufacturing cycle is 1.6 kgCO2. The cost of the remanufactured cartridge is on average £30.82. It can be seen from table 1 that by choosing to purchase remanufactured printer cartridges the LA can save approximately £1.5 million in costs as well as reduce its carbon footprint by 355 tonnes CO2. Regarding value, table 2 illustrates the

approximate cost per page of printing using original and remanufactured toner cartridges. The cost and carbon savings illustrated are not insignificant figures. For example, assuming the average cost of employing an LA employee is about £30k, the cost saving on printer cartridges of £1.5 million equates to about 50 employees. Procurement measures based on print managed services will have an advantage in comparison to new original cartridges but not in comparing cost per page to a remanufactured cartridge. Such measures do not, however, bring the same level of CO2 reductions and UK jobs safeguarding and UK jobs creation associated with remanufacturing.

FURTHER BENEFITSIn addition to the savings in costs and carbon, there are also other benefits, such as diverting materials (about 0.7 kg per cartridge totaling 46 tonnes for 65,716 cartridges) away from landfill and incineration, because the cartridges are kept in circulation rather than driven to end-of-life (EOL) after a single use and recycled (crushed). Cartridges can be remanufactured more than once and examples of individual cartridges being remanufactured 25 or more times without loss of print quality have been demonstrated in the UK. Furthermore, assuming that on average an employee in the remanufacturing industry can remanufacture approximately 7,000 cartridges (an average of four cartridges per hour), the switch by this

LA to purchasing remanufactured cartridges would create about nine remanufacturing jobs. Recognising that jobs created in remanufacturing are jobs created in the UK (the low-carbon activity displaces original products shipped into the UK from abroad, mainly the Far East), the total jobs impact through the switch by the LA to procuring remanufactured cartridges is 50 public sector jobs safeguarded in the LA and nine jobs created for the UK remanufacturing industry. To summarise, the impact of this LA switching from original to remanufactured cartridges is as follows:• Cost savings for single LA: £1.5 million• Carbon savings by the LA: 355 tonnes CO2

• Waste diverted from EOL: 46 tonnes (of high value materials)• Jobs safeguarded in the LA: 50 employees• UK remanufacturing jobs created: nineThese cost, carbon and waste savings and jobs safeguarding and jobs creation opportunities can be scaled across the public sector: across local authorities, hospitals, educational establishments, police authorities, defense and other establishments.

The UK Cartridge Remanufacturers Association (UKCRA) is an association of toner and inkjet cartridge re-manufacturers, cartridge collectors and component suppliers to the UK remanufacturing industry.


Web: www.ukcra.com

IS IT TIME TO REVIEW THE UK’S CARTRIDGE PROCUREMENT POLICY?The use of UK remanufactured cartridges over original ones has the potential to cut costs, cut waste, reduce CO2 and safeguard jobs, urges the UK Cartridge Remanufacturers Association

TABLE 1 ORIGINAL CARTRIDGES REMANUFACTURED CARTRIDGES

Number of units purchased 65716 65,716

Cost per unit £53.75 £30.82

Total amount spent £3.53 million £2.03 million

Carbon footprint per unit approx 7 kgCO2 approx 1.6 kgCO2

Total carbon footprint 460 tonnes CO2 105 tonnes CO2

Cost savings £1.5 million

Carbon savings 355 tonnes CO2

TABLE 2 ORIGINAL CARTRIDGES REMANUFACTURED CARTRIDGES

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WITH THE MAIN ELEMENTS of the comprehensive spending review (CSR) now in place, the spending departments are setting out their detailed plans on how to cut expenditure and Parliament is debating the powers to achieve those goals. However, certain things do not change with the election of a new government and these baseline facts will continue to drive policy, albeit perhaps in a slightly different way from the direction of the last administration. First, climate change is not going to go away. Despite all the controversies of the last year, the basic science still indicates that we have to drastically reduce carbon emissions if we are not to suffer dramatic changes in climate. The political world seems to be starting to take this on board with a better-than-expected result from the world climate summit in Mexico recently. Our targets are set by statute and the milestones are also set – the first three have been accepted by government and the fourth was put forward by the Committee on Climate Change (CCC) at the beginning of December.

ENERGY SUPPLYAnother key issue facing the UK is security of energy supply – and I would add “stability” to that given the see-sawing of energy prices lately. Developing nations are demanding a greater share of available fossil fuel output which is continuing to drive up prices. In Europe, we also have issues about secure supplies of gas from outside the EU. The UK is committed to a 34 per cent reduction on its CO

2 emissions by 2020 under the CCC

recommendations agreed by the government (the last one, but since adopted by this one). At the same time, some EU governments, including the UK, are calling for the EU’s 2020 target to be revised upwards regardless of what the rest of the world may do. That would in turn mean higher targets for the UK. The EU target looks achievable given present levels of economic activity but will become increasingly difficult if economic growth begins to accelerate (more activity means – generally – more emissions). The government’s energy-related agenda can be summed up in terms of the move to a low carbon economy. The question is how to achieve this – what is the path to this future state of affairs? We already have a stated target of making all new buildings zero-carbon (not zero-energy) by 2016 for housing and 2019 for non-domestic buildings. In October, the government published a Non-Domestic Building Services Compliance

Guide as part of the new Part L Building Regulations. This details the requirements for new fixed energy-related systems – boilers, air conditioning, etc – in both new-build and refurbishment projects. While the Energy Services and Technology Association (ESTA) supports the trajectory of reducing energy and carbon as set out in Part L, there are still a few unanswered questions. “Zero-carbon” itself has not been clearly defined; the EU uses a (possibly more practical) “nearly zero” energy definition. There are also vital questions such as the eligibility of grid-connected renewable energy and the use of carbon offsets. ESTA’s view is that neither of these should be allowed: the focus should be solely on the building’s performance. Perhaps a more vital issue concerns compliance itself. This has been a fraught question for many years. The regulations may be getting more stringent, but without equally strict enforcement, they will not generate the anticipated savings. Compliance activity has been conspicuously lacking up till now and the cuts in local government spending do not augur well for the future.

THE CRC EESThe CRC Energy Efficiency Scheme (CRC EES) was a flagship energy policy of the last administration. It was to introduce the concept of carbon trading to all large, non-energy-intensive consumers (universities were specifically highlighted) as well as all public sector schools. The idea behind carbon trading is that it achieves carbon savings at least overall cost to the scheme participants – if carbon abatement measures are cheaper than buying extra allowances then that is what you do. On the other hand, if they are more expensive you buy allowances from someone who has a surplus because they have made the investments in energy efficiency. However, the government has recently announced significant changes to this programme. First, the funds spent by participants on carbon allowances will no longer be recycled to them – hence the tax jibe from Richard Lambert. The monies will instead go straight to the Exchequer. However, the league table comparing performance between the participants will remain in place as a “reputational driver”. Whether that will be enough to generate any enthusiasm remains to be seen. In addition, the point at which participants have to buy allowances is being delayed for a year – till 2012 – and the shape of the second phase is in limbo at the moment pending a further round of consultation. This will inevitably impact on

the UK’s efforts to cut its overall carbon emissions. Given the fact that we are currently slightly ahead of our international targets, the government seems to feel it is permissible to ‘throttle back’ a little. That attitude could well prove mistaken in the medium term. A very interesting development over recent weeks has been the start of discussions between the various departments involved with energy and carbon (DECC, Defra and CLG). There is a move to align and simplify some of the programmes. One idea that might be considered is that the league table could be based on Display Energy Certificates (DECs). These annual statements of energy performance are well-known in the education sector as they apply to all buildings of more than 1,000m2 used by the public – schools, colleges and universities clearly fit into that category. The EU’s revised Energy Performance of Buildings Directive (EPBD), which created the concept of DECs, is extending its range to include by 2013 virtually all non-domestic buildings in both public and private sectors frequently visited by the public. As such they will become a universal, annual snapshot of performance. They will thus provide a simple and accurate comparator between all non-domestic buildings – an ideal vehicle for constructing the league table. Whether the league table is a sufficient driver for action is a moot point. In ESTA’s view, the economic case for investment in energy efficiency is far more pertinent. The cost of an allowance for one tonne of carbon under the CRC EES will initially be £12. However, the cost of the energy associated with that much carbon is on average £170. Therefore the incentive for improving energy performance is actually the saving on energy bills, not the reduction in the cost of carbon allowances.

CARBON SUPPORT MECHANISMSIn fact, the government tacitly acknowledges that the price of carbon is too low to affect meaningful investment decisions. That is why it is consulting on the need for a carbon floor price, which would give a minimum price for carbon allowances within the UK, regardless of volatility worldwide. This will not only impact on CRC EES participants but will, the government hopes, make large scale investment in low carbon energy (in nuclear power, for example) more attractive. As one part of this process, the Climate Change Levy, which is a tiny proportion of energy bills – and has therefore had virtually no effect on consumer behaviour – is to be reformed, with the legislation likely


REDUCING BILLS AND IMPROVING YOUR CARBON FOOTPRINTWith the comprehensive spending review complete, enabling legislation is now being introduced in Parliament to give the government the powers to implement the savings. Alan Aldridge, executive director of ESTA outlines some of main policy developments

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of 2011. The first approvals for projects are expected in the second half of 2012.

THE IMMEDIATE FUTUREThe energy landscape is certainly changing. The short to medium term landscape is becoming clearer. Energy/carbon reduction remains a priority but the tools and funding routes may change. However, the core message for consumers remains the same: energy efficiency saves money and has an excellent payback and rate of return. Many measures cost little or nothing to implement, and it is not necessary to wait for the Green Deal to explore ways of bringing in greater investment. Energy efficiency improvements are generally low risk and public sector bodies and education establishments are also regarded as very low risk by commercial investors. A number of ESTA members for example will invest their own funds into such ventures. It pays to look around! The Energy Services and Technology Association (ESTA) represents over 100 major providers of energy management equipment and services across the UK.


Web: www.esta.org.uk

now been re-defined to include all energy users, i.e. non-domestic as well as domestic. It will therefore be of great interest to the education sector as a way of improving energy performance and reducing energy costs. One of the main barriers to widespread take-up of energy efficiency measures over the years has been the need to find the money up-front. The tale of the low-energy lightbulb is a perfect example. The domestic consumer took a long time to be convinced of the merits of the case: a £6 compact fluorescent lamp was not perceived as a worthwhile purchase compared with a 50p incandescent bulb, despite the savings over a five year period. Well, the Green Deal is designed to circumvent the problem of funding investment in advance – a move that should be very attractive to a cash-constrained education sector. The scheme will involve accredited assessors, financiers and installers. Approved projects will be those where the value of energy-saving exceeds the repayment of the funding – reducing the overall bill from day one. The repayment is made via the energy bill and remains associated with the metering point if the property is sold or re-let. The enabling legislation was introduced in Parliament at the beginning of December and is expected to become law in the autumn

to be included in the 2011 Finance Bill. How could it work? The floor price would be set at say £30/tCO

2. If the trading price on

purchase was only £12 then an additional £18 would be given to the Treasury. Users would make carbon investment decisions based on £30 rather than £12 and this could make low carbon investments more attractive.

THE GIB AND THE GREEN DEALThe Green Investment Bank and the Green Deal will be the main funding routes for driving low carbon technology throughout the economy. As the details emerge, it is clear though that they will be focused quite differently. Increasingly, it appears that the Green Investment Bank will be aimed at very large projects, possibly with a bias towards the supply side and the decarbonisation of electricity production. It is possible that some larger community projects for renewables might be included, and demand side measures could benefit if projects were to be aggregated sufficiently. For consumers, the main interest will be in the working of the Green Deal. When first announced, this was aimed at the domestic sector – and in particular at the large numbers of poorly insulated homes around the country. The programme has

NTELLIGENT UTILITIES LTD is a unique company offering a quality commercial utility provision to schools

and demonstrating surprisingly high levels of savings. Their commercial utility proposition has been homed over several years in conjunction with their partner companies and now includes comparisons from all major UK utility companies ensuring clients receive the cheapest commercial gas and electricity on the open market. As well as cost profiling, clients can also select suppliers based on service levels, green, online billing, direct debit payments and other specialised tariffs. Clients can also benefit from a variety of current utility providers incentives, exclusive deals and special offers available at the time of sign up. The quotation and switch process couldn’t be easier. Intelligent Utilities has a slick streamlined system requiring a minimal input from schools. They simply complete a Letter of Authority form (allowing permission to contact their current supplier) and return by fax or e-mail along with a copy of their most recent bill. Intelligent Utilities will provide the school with a quotation within 4-5 working days, detailing the exact saving. In most cases Intelligent Utilities can save clients 20 per cent on their current bill. We are sure you will agree this represents an excellent

saving, particularly in this period of cost cutting. If the school wishes to proceed with the quotation offered, they simply complete the contract provided to them and return it to Intelligent Utilities who take care of the administration until the switch is complete. For those schools that are still in contract, Intelligent Utilities will diarise the quotation for later in the year. Carl Bennett, director of Intelligent Utilities said: “I am delighted with the financial savings made available to many schools, colleges and other educational establishments, in fact I

have been pleasantly surprised at just how much money we can save schools during this difficult economical period. As our service is free of charge, it is a real win, win situation.” Intelligent Utilities prides itself on excellent levels of financial savings, so why not take advantage of the free service to see exactly how much you can save?


For further details please contact Carl Bennett on 01344 421408 in the first instance.

Did you know that 85 per cent of educational establishments can save money on their utility bills?

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THE UK HAS SIGNED up to the EU Renewables Energy Directive which includes a UK target of 15 per cent of our energy to come from renewable sources by 2020. To achieve this it is likely that between 30 to 40 per cent of the UK’s electricity will have to be generated from renewables which is a significant increase from the current levels of about five per cent. In addition to this Directive the Climate Change Act of 2008 sets a legally binding greenhouse gas emission reduction target of 34 per cent for 2020 and a challenging 80 per cent reduction by 2050 (against levels of 1990). To achieve these tough targets the government has put in place revised building regulations and incentives like the feed-in-tariff that encourage the use of renewable technologies for energy generation.

ALTERNATIVE POWERRenewable energy (or sustainable green energy as it is sometimes called) is derived from inexhaustible sources, in other words it will not run out, unlike fossil fuels like oil, gas and coal. Renewable energy sources include the sun, wind, stored heat in the ground, air and water, fast growing crops and hydro power. Renewable energy sources are clean, often producing no harmful greenhouse gases (like carbon dioxide), or are classed as carbon neutral. Therefore renewables will play a key part in achieving a sustainable future. In April 2010 the Feed In Tariff (FIT) scheme was launched where energy suppliers make regular payments to householders and communities that generate their own electricity using renewable sources. To qualify for the FIT the generating technology must have been installed by an MCS (Micro generation Certification Scheme) certified product installer. The FIT scheme allows people to benefit in three ways:• A set rate is paid by the energy supplier for each kilo Watt hour (kWh) of electricity that is generated by the renewable system. The rate differs depending on the technology used. The rate set for photo voltaic systems is 41.3p per kWh for a retrofitted system on an existing building.• A further three pence is paid for each kWh that is exported back into the grid (i.e. electricity that is not used by the householder).• Electricity that is generated and then used by the householder results in savings on their electricity bill.The duration of the FIT agreement is different

depending on the type of renewable source; the tariff agreement for a photo voltaic system is set for 25 years and for wind turbines the tariff agreement is for 20 years. This reflects the estimated life expectancy of these different technologies.

LOCAL AUTHORITIESSince August 2010 local authorities have been able to benefit from tariffs for generating energy using renewable sources. Examples show that photo voltaic systems can generate an annual income of approximately £800, which can help to pay off the initial investment of the system in roughly 12 years, meaning that for the rest of the scheme the householder can benefit from the income. There is a proposal to launch a Renewable Heat Incentive (RHI) in 2011, which will provide financial support for people installing renewable heat sources. Eligible technologies are likely to include: solar thermal, air, water and ground source heat pumps, biomass boilers, bio gas and bioliquids and renewable combined heat and power.

RENEWABLE ENERGY SOURCESSolar thermal: Liquid is pumped through solar panels (either flat plate or evacuated tubes) fitted onto the roof of a building where it is heated by the sun. In most systems the hot liquid passes through a heat exchanger

where it heats water to provide about half the domestic hot water needs or can be used to help heat the building. It is essential that hot water is stored in a very well insulated cylinder to avoid the hot water being wasted. These systems work best in summer months when the sun is hotter, therefore in colder months the system will rely on a back-up which is usually a more traditional boiler.

PHOTO VOLTAIC (PV) SYSTEMSEnergy from the sun is converted to electricity using PV panels that are exposed to sunlight. It is essential that the panels are not shaded by other buildings or trees. They work most efficiently when positioned on south facing roofs with an incline of 30° to 40°. Electricity that is generated during daylight hours can either be exported back into the grid, thus benefiting from FIT arrangements or be stored in batteries for use later in the day. The UK is a very windy place, having about 40 per cent of Europe’s wind resource. Wind is a free and plentiful source and can be harnessed to generate electricity using wind turbines. To be effective the turbine must be located in a windy site free from obstacles like buildings and trees. Turbines work particularly well on top of a gentle sloping hill, on the coast or out at sea. Small turbines attached to buildings in urban areas often struggle to get enough exposure to wind to be effective. Heat pumps draw low grade heat from


FINDING AN ALTERNATIVE AND SUSTAINABLE POWER SOURCEWhat are the different types of renewable energy? Which renewable energy will work best in a given building scenario? BRE sheds light on the world of renewable energy

ENERGY

It is estimated that over 60% of businesses are paying far more than they should do for their gas and electricity supplies. Utility Matters specialises in sourcing the lowest business electricity and gas rates from the UK’s leading suppliers.

4 We audit your current Contract to ensure that you receive your renewal offer therefore avoiding a costly automatic rollover.

4 We secure the Lowest Prices to benchmark your renewal offer against.

4 We ensure a Smooth Transition to your new energy contract

Green Energy contracts for large sites at little or no additional cost

For a free contract audit contact us today on 0800 298 5908, email [email protected]

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either the air, water or the ground to provide domestic hot water or heating for the building. The temperature at one metre below the surface stays at a fairly constant level of 10°C to 12°C throughout the year. Coils of plastic piping are either laid horizontally in water or in trenches or in deep bore holes in the ground. A mixture of water and antifreeze is pumped around the pipe work absorbing the heat from the ground (or water), it is then pumped through a heat exchanger; low grade heat is then passed through the heat pump compressor providing a higher grade useful heat that can be used for heating a building or heating hot water. The cooler fluid is then pumped back into the ground to absorb more heat and the process repeats itself. The heat pump requires electricity to operate, however for every unit of energy used by the system it is often possible to extract three times the energy back in heat. Heat pumps are best suited to under floor heating systems as these run at lower temperatures than radiator heating systems.

BIOMASSBiomass is plant material or animal waste that is burnt to provide energy. As trees and plants grow they absorb carbon dioxide, when

burnt they release carbon dioxide which is absorbed by new trees and plants that are grown to replace them. Crops that grow quickly, for example willow and elephant grass are most appropriate. This process is known as ‘carbon neutral’. It is important to source biomass fuels locally to avoid transportation associated carbon emissions. In dwellings biomass is in the form of small wood pellets which are mechanically fed to boilers to provide heating and hot water, in larger buildings the fuel is usually in the form of woodchips, which are cheaper but require more robust feeding mechanisms to the boiler. The biomass fuels need to be stored in a dry space and flues from the boilers need to be adequate to withstand the aggressive combustion gasses.

CHOOSING THE RIGHT SOURCEChoosing the most appropriate renewable source is dependent on many factors, the most important being the location and orientation of the building. Buildings that are in sheltered locations may be inappropriate for wind turbines, however if they have large south facing roofs that are not sheltered by trees or neighbouring buildings they may be very suitable for solar

thermal and or photo voltaic systems. It is important to consider every building individually to ensure you select the most appropriate system that will provide you with the most rewards. If you are uncertain you should seek the advice of expert renewables consultants who will provide guidance to ensure you achieve the most returns from your investment.

TRAINING What is renewable energy? What are the different types of renewable energy? Which renewable energy will work best in a given building scenario? These questions and more will be addressed by the BRE Introduction to Renewable Energy Technology course. The course provides a good understanding for those that are responsible for specifying renewable energy technologies and provide practical advice on how the different renewable energy technologies available to the built environment in the UK can be applied to building projects.


Tel: 01923 664829Web: www.bre.co.uk/training


ENERGY

TILITRACK LTD – Commercial Energy Brokers providing a real service to education providers

for their gas and electricity purchases. Energy suppliers continue to raise their prices year on year and use dubious tactics to trap companies and organisations in to ‘the roll over trap’ and contracts that have variable pricing. For more details on the roll over trap see www.therollovertrap.co.uk Call centres cannot provide the level of customer service appropriate to the commercial environment for such a vital and often large financial commitment. Energy suppliers seek to cut their cost by using these centres, passing on the administration cost and stress onto their customers. Key personnel within the customers’ organisation spend their valuable time trying to get comparative quotes from energy suppliers. Utilitrack provides the solution in the form of a personal service through our network of account managers. This service starts with verification of the client’s contract cancellation and end dates plus full profile of the energy usage. By completing these tasks the account manager can asses if the clients is getting the correct tariff and when the contracts needs to be cancelled to avoid the roll over trap. Utilitrack will then cancel the contract at the appropriate time free off charge and ask

18 energy supplier to tender for the client’s energy requirements in one day. This is presented in easily readable but full quotation comparison report, detailing all prices and the charges that make up the costs. The last stage is the advice from your account manager, as to the best deal over a the short or long term depending on the clients needs. In the market of rising energy prices, Utilitrack gives piece of mind by only offering fixed price contracts. All for free, with no obligation! Our customers say some good things about us. The secretary of a Doncaster Social club commented: “When Utilitrack contacted us, we

had been advised by the supplier to do nothing to continue our contract. I thought I had guaranteed continuity of supply. What was not obvious was they could increase the charges.” The purchasing manager of a Sheffield engineering company related: “We thought we had a good electricity price, but Utilitrack reduced it by two per cent, which was worth £80,000 per annum and they did all the work.”


Tel: 01142 352565E-mail: [email protected]: www.lombardy.utilitrack.co.uk

If education is your business, let Utilitrack manage your electricity and gas contract renewal

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Banish hazardous fumes from your classrooms

LL AIRBORNE POLLUTANTS such as

airbrush and aerosol overspray, solder fume and adhesive solvent vapour, must be adequately controlled to ensure compliance with COSHH regulations and occupational exposure limits. Widespread Solutions range of TechFlo & GraphicAir Filtration & Extraction Cabinets are utilised worldwide within all types educational establishments. Typically secondary and college, D&T, art, craft, ceramics departments and up to and including university science laboratories for specialist applications.

WS offers a range of over 25 machines to cater for the vast majority of situations where processes could constitute a health hazard. From small spraybooths controlling airbrush and aerosol emissions to chemical storage and weighing applications as well as fume, powder and dust filtration. We offer the solution!


Tel: 01423 522836 Fax: 01423 525656E-mail: [email protected]: www.widespreadsolutions.co.uk

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IRE AND RISK Management Support

Services has an excellent track record of working with educational establishments providing a full range of cost effective fire safety services. These include fire risk assessment, fire safety training, technical fire safety advice, and consultancy services. FARMSS provides tailored fire safety packages designed to meet your legislative responsibilities and at the same time reduce the financial impact of delivering these services. FARMSS will ensure that resources are focused firmly on those areas of highest organisational risk. FARMSS prioritised action plans are based on a traffic light system and are extremely easy to implement. To assist larger organisations our electronic Premises Asset Management System provides an exceptionally powerful tool for managing all aspects of fire safety across your building portfolio. This integrated system provides a

structured overview of prioritised fire safety improvement action plan requirements together with associated costs giving ease of management control. The system also produces management reports highlighting progress and flags poor performance – these facilities are not available within conventional systems.


FARMSS provides a full range of specialist fire safety and health and safety support services. For more information please visit our website www.farmss.co.uk or e-mail [email protected]

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AS AND ELECTRICITY are one of the biggest expenditures for any business; many energy users are

paying far higher prices than necessary as they do not have the time or expertise to fully understand the market and the different options available to them to reduce costs further. The majority of schools are reliant on the local authority to negotiate their energy prices, but often their prices could be bettered as new ways of procuring become available, such as flexible and tracker products that some authorities might not be aware of. Many accept the local authority renewal process, without any second opinion being sought as to what prices they have been offered if it is good, bad or indifferent. With the price increases over the last 24 months everyone should be making sure due diligence is carried out. The wholesale gas and electricity markets are commodity markets. Their prices behave like shares on the stock exchange and fluctuate on a daily basis due to a combination of commercial, geographical, economic and political factors. The price of a barrel of oil is a massive driver, this impacts on the price of gas which in turn has an effect on the cost of electricity generation. The UK used to be a net exporter of gas

but the decline of reserves in the North Sea has meant we are now reliant on more expensive imported gas. New lines have been connected to the UK from as far away as Norway just to improve our position; these too have seen problems with delivery and flows which has also helped keep the price of gas high. There are now deliveries of liquid natural gas to the UK, which is an alternative to natural gas and may have a significant role to play in the future. LSI is one of the UK’s leading independent energy brokers, established since deregulation in 1994 giving them the knowledge and experience to best represent their existing

client base. LSI provides clients with best market solutions for utility tendering and ongoing management of their contracts in this dynamic market place. For a second opinion on gas/electricity renewal offer received or any energy related queries contact LSI on free phone 0800 0199595 and with no direct costs involved whatsoever, you have nothing to loose. Why pay more when you can pay less?


Contact: Eric HaitnerTel: 0800 0199595E-mail: [email protected]

LSI Independent Utility Brokers – consult the experts for independent utility advice

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T IS ESTIMATED THAT over 60 per cent of businesses are paying far more than they should do

for their gas and electricity supplies. This is where Utility Matters can help. We are utility consultants that specialise in sourcing the lowest business electricity and gas rates from the UK’s leading suppliers. Sourcing a utility contract can be a time consuming and complex process and care must be taken in selecting the most suitable offer from the right supplier. Step 1 – Contract audit: Utility Matters offers a range of free services that starts with an audit of the client’s existing contract. This will determine the status of the contract and establish when notice needs to be tendered, therefore eliminating the opportunity of suppliers rolling their customer into an automatic renewal at very high rates. Once we have established the client’s contractual position we will log the details onto our database and alert them at the appropriate time that the incumbent supplier needs to tender their renewal offer. Step 2 – Securing the best prices: we will benchmark the supplier’s renewal offer against other current market tariffs and produce a comparison report highlighting the various options available. For schools using a higher amount of

energy we can often source lower wholesale rates due to our supplier contacts. We encourage suppliers to bid against each other in the form of a reverse auction and at an appointed time we will present a report to the client highlighting the various offers and provide an impartial view of each. We are often able to encourage your current supplier to match the best auction offers, in order to retain your business. It is also worth noting that we have been able to secure high value green energy electricity contracts at little or no additional cost. Step 3 – Smooth transition to your new

contract: at the client’s request we will then secure the preferred offer, manage the raising of the contract and monitor the transfer process ensuring a smooth transition. We do not charge as our fees are paid by the supplier and we will continue to provide this assistance for as long as the client wishes to retain our services.


To learn of the other services we can provide please contact us and speak to one of our consultants on freephone 0800 2985908 or visit our website at www.utilitymatters.com

Utility Matters sources the lowest business utility rates from the UK’s leading suppliers

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In an ever more demanding world, Variable Message Signs Limited combines innovation, experience and technology in strategic and urban driver information. Our road traffic product range covers applications in the strategic , urban, and traffic management equipment sectors.

We offer a full range of services to suit individual client requirements from design, manufacture, supply, installation and commissioning of LED driver information systems, including fully UTMC compliant systems and all for clients, which include the Highways Agency, Transport for London, Local Authorities, Local Health Authorities, Hospitals and others.

We have supplied and installed a number of hospital sites which use our Safewatch range of vehicle activated signs for road & patients safety, by advising and reinforcing the speed limits and other hazards, such as pedestrian crossings, side roads and car park entrances and exits, etc;

Our range of car park guidance and information signs advise drivers where the car parks are on site and the number of spaces left within each, providing information and choice for drivers entering the site, and via our TRAMS car park management software package, the hospital / customer has control over all the listed car parks, the number of displayed / available spaces as well as providing various management reports and helps reduce emissions by keeping traffic moving and avoiding queuing.

Variable Message Signs Limited now introduce for the very first time, Pegasus our new range of urban dual colour full matrix signs. The sign’s attractive and slim design is especially suited to today’s urban streetscape, where it will deliver driver and pedestrian information.

The sign is offered in three sizes, with high resolution matrix areas suitable for the display of four lines of text with character heights of 160mm, 100mm, and 50mm. All variants are capable of displaying combined text and pictogram information and employ a dual-coloured, amber and red, matrix.

A special feature of the new sign system is the ability to mount it in a landscape or portrait format, with five mounting options for landscape fixing and three for portrait fixing.

Variable Message Signs Limited

Unit 1, Monkton Business Park North, Mill Lane, Hebburn, Tyne & Wear NE31 2JZ

T 0191 423 7070 F 0191 423 7071 E [email protected] W www.vmslimited.co.uk

VMSL The sign of the times; There’s no substitute for quality:


THE BRITISH PARKING ASSOCIATION (BPA) recently organised an inaugural event for its new Universities and Colleges Parking Special Interest Group. The event took place at York University and was attended by facilities managers from universities and colleges across the UK. The aim of the new group is to enable those with the not inconsiderable responsibility for managing car parking and travel planning in this sector to become better connected with each other and also with the BPA’s broader membership. The meeting presented several very interesting

case studies, enabling those present to learn from colleagues and pick up new ideas and best practice, as well as presentations from parking experts on a range of topics – all in all it was hailed to be a great success and BPA is now working on progressing this initiative. A COMPLEX AND CHALLENGING JOBIt became very apparent at the York meeting that the job of managing transport and parking at university and college sites can be complex and challenging, and the case studies demonstrated that there are many

different ways to approach the issues. Some very innovative thinking is being employed when it comes to travel planning and finding ways to dissuade staff and students from choosing the car over public transport but it also became clear that there can be some complex political issues to contend with when deciding who should take priority when it comes to allocating the limited spaces available. Charging for parking and how best to do this was debated with a variety of views expressed. It was also recognised that universities and colleges often occupy key sites, and the travel and parking behaviour of students and staff can seriously impact on the local community. The BPA will therefore be seeking to present opportunities for collaboration with its local authority members, to find ways in which everyone with a responsibility for managing driving behaviour in a local area can work in the most joined up way possible.


RAISING STANDARDS IN YOUR PARKING MANAGEMENTThe British Parking Association discusses challenges and opportunities in the education sector, and introduces its new Universities and Colleges Parking Special Interest Group

PARKING

The meeting presented several very interesting case studies, enabling those present to learn from colleagues and pick up new ideas and best practice, as well as presentations from parking experts on a range of topics

At TPS we understand the unique demands associated with each sector and provide clients with bespoke parking solutions 4 Established market leader as a professional car park management operator 4 Our customer focused approach has resulted in an outstanding level of growth 4 Key sectors include Education, Local Authorities, Retail and Leisure facilities 4 TPS operates efficiently throughout the whole of the UK

n Controlled limited stay periods

nPay and Display

nPay on Foot

nPay on Entry/Exit

nBarrier Controlled Systems

nANPR (Automatic Number Plate Recognition)

nCCTV and Security Personnel

nPark and Ride

nMarshalling and Special Events

Total Parking Solutions Ltd, SATRA Innovation Park,Rockingham Rd, Kettering, Northants NN16 9JH

Telephone: 0845 257 3540 Fax: 0845 257 [email protected]



TPS – the number one for UK parking solutions

ITH OVER 30 YEARS’ combined experience at Total

Parking Solutions, managing is not simply about fulfilling a contract – it is constructed around a thorough understanding of our business and the goals of our clients. Meeting those goals means harnessing some of the most advanced technical products and systems, experience, knowledge and resources that are available to us. A major player in UK parking, TPS can offer extensive knowledge and experience to provide an economically efficient operation and high quality service to its customers. What distinguishes TPS is our genuine commitment to the continuous improvement of our services and the range of services being offered to our clients. Our operations comply with the British Parking Association Code of Practice and quality management structure focused around the BSI ISO 9001 standard. TPS team members understand the company’s quality policy and objectives to ensure consistency and competency.

Adopting this philosophy has enabled us to provide effective parking services to the education sector to a variety of applications, from Pay on Foot systems, Pay & Display, restricted and permit parking areas including enforcement control. As a professional operator we understand the environment and are committed to strike a balance between efficiency and sensitivity. Our aim is not only to meet with, but to exceed customer expectations.


Office: 0845 2573540DDI: 0845 2573542 Mobile: 07787 165525Fax: 0845 2573541E-mail: [email protected]: www.totalparking.co.uk

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AN AUTHORITATIVE VOICEThe BPA is hoping it can fill a gap in the current market in terms of being a specialist resource for university and college parking. As the largest parking and integrated transport association in Europe, it can bring a wealth of parking expertise to this sector. Established in 1970, the Association has grown steadily and now has nearly 700 members spanning all aspects of parking management. The BPA has built up a reputation as the authoritative voice on parking issues and enjoys close working relationships with government and key stakeholders as well as having a high media profile. For many years, BPA has wished to form a stronger relationship with the higher education sector as it was known that parking, whilst not the primary role of the sector, is a key issue. The BPA is looking forward to working alongside parking and travel professionals in this sector and hopes to enable them to raise standards and, in turn, gain positive recognition for the work they are currently doing. There will be a follow-up meeting at Keele University on 9 March 2011 where further discussion will take place on development of a Universities Parking Charter and Best Practice in Parking Guide. In addition the BPA is launching a new website in the beginning of 2011, and specific online resources for universities and colleges will be developed over the year. It is envisaged that this will include a facility for members to post questions and share information and best practice via an online forum, development of a library of information notes as well as provision of regular webcasts in due course.

LOOKING AFTER STUDENTS, STAFF AND VISITORSTo raise the standards of safety in parking facilities, the British Parking Association (BPA) runs the Safer Parking Scheme (SPS) on behalf of the Association of Chief Police Officers (ACPO/S), which is aimed at reducing crime

and the fear of crime in parking areas. Police Accredited Assessors undertake a site specific risk assessment, taking into account facility management and maintenance at car parking facilities. The parking operator must put in place measures appropriate to the surroundings that help to deter criminal activity and anti-social behaviour, thereby doing everything they can to prevent crime and reduce the fear of crime in their parking area. Park Mark®, the brand of the Safer Parking Scheme, is designed to create a benchmark standard for parking areas across the UK, creating safer parking areas, both for the public and their vehicles. National statistics show that around 22 per cent of vehicle crimes occur in car parks. Many parking facilities with the award have experienced a dramatic reduction in crime or, where facilities do not experience vehicle related crime, have been able to create an environment where customers feel safe, encouraging repeat custom.

Car parks with the award can use signage featuring the distinctive Park Mark® tick, so drivers know exactly where to go for safer parking. There are now almost 5,000 Park Mark® car parks in the UK.

APPROVED OPERATOR SCHEMEAnother initiative run by the BPA is in place to show your customers that there are many efficient, helpful operators working on private land and unregulated car parks today, contrary to the belief that this side of parking can be underhand. Rogues that do operate unreasonably are being driven out of the market thanks to the Approved Operator Scheme, which the BPA launched in 2007. It is backed by the Code of Practice for Parking Enforcement on Private Land and Unregulated Car Parks, providing a level of legitimacy and self-regulation in this area. Compliance with the Code is monitored by the BPA and members are required to submit evidence of compliance annually, highlighting


Nagels – your one-stop-shop for parking ticketsINCE OUR FOUNDATION in 1911, we have become the number one manufacturer of

parking tickets in Europe, and we export to over 60 countries worldwide. Our tickets are made to rigorous standards in cooperation with all the major ticket machine manufacturers to ensure top quality products that will keep your car parks operating effectively. It is easy to think of tickets as a minor issue, yet if they run out, or cause machine failures, control of your valuable resources stops. That’s why it is so important to ensure you buy quality tickets from an approved

manufacturer. We can even manage your supplies for you with scheduled deliveries. We supply local authorities, airports, parking operators, railway stations, hotels, hospitals, supermarkets and shopping centres all over Britain. Their operations run smoothly on our tickets – yours could be too.


To find out what we could do for you call Bev Hill on 07917 035666 or Jim Willamson on 07917 861000. Alternatively, e-mail: [email protected] or check out our website: www.nagelsgroup.com

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PARKING



Realise the full potential of your car parking asset

LPHA PARKING is a specialist parking

consultancy that offers the expertise required to help you manage your parking asset cost-effectively and efficiently. Recently, parking at educational establishments has been gaining focus with the British Parking Association hosting the inaugural meeting of the University Parking Special Interest Group with members of the Association of University Directors of Estates. The aim of the group is to help raise standards and tackle the problems associated with space constraints at universities and other education establishments where increasing car use has caused congestion and numerous parking problems. At Alpha, we understand the pressures that education establishments are under. We have the expertise and experience

necessary to help you manage these problems effectively and offer a one stop shop service in this specialist area. We offer experience, advice and support in space maximisation, traffic counts and occupancy surveys, user management, signage, payment solutions and pricing strategies; and we have worked with a university in the north of England to develop an accredited course for parking staff to help keep standards high and ensure fairness in parking enforcement. Make the best of your resources by contacting us now.


Tel: 020 72422567Fax: 020 72421366E-mail: [email protected]: www.aparking.co.uk

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New SnowEx trailed spreader for 2010/11

ROADWOOD INTERNATIONAL, UK

distributor of the market-leading SnowEx spreader range, has announced the arrival of the new SnowEx Tow-Pro SP-7000 spreader. The Tow-Pro is mounted on an integrated trailer chassis and powered by its own 12v supply, meaning that any vehicle with a ball hitch can simply connect to the Tow-Pro, switch on the spreader’s onboard power system and get spreading. “Previously the only non vehicle-specific salt spreader has been a ground-wheel-driven spreader,” says Roy Wolfenden at Broadwood. “With the new Tow-Pro end-users can use multiple vehicles with one spreader, and as with all trailed SnowEx spreaders the new SP7000 overcomes the traditional issue of skidding – where in cold weather the ground is too slippery for the wheels to grip and subsequently drive to the spreader is lost.” As the Tow-Pro is based on the well-known Vee-Pro spreader range all usual SnowEx features

such as patented v-baffles, low-maintenance 12v motor, vibrator agitator, feed auger and adjustable spinner are incorporated as standard, meaning that the Tow-Pro is able to handle virtually any grade of salt with ease, without risk of jamming or overspreading. Designed for use in off-road applications the Tow-Pro is set to be a huge hit with transport and distribution yards, airports, large farms, private estates and car park maintenance contractors.


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N INCREASING number of university and college

car parks are being fitted with Alligator Teeth systems made by Entry Parking Posts to enforce mandatory traffic direction control at car park exits and entrances. Alligator Teeth, which are bolted into steel troughs in the roadway, are lowered by vehicle tyres moving in the approved direction. This allows continuous movement of vehicles without the need for power supply and maintenance contracts associated with raising arm barriers. Alligator Teeth are 115mm above road level but can be made at 100mm and also fitted with shock absorbers for faster speed of 25mph at emtances from the highway. The trough and drainage system allow easy cleaning and greasing. The surface fixed Alligator

Ramp system is an alternative to the road level Alligator Teeth or Jaws and can be bolted to roads to save site work. A new Alligator Teeth Silent Action unit is now available from the Entry Parking Posts range.


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any issues and identifying proposed solutions. In the last year the Driver and Vehicle Licensing Agency (DVLA) restricted the release of vehicle registration information to those companies which are members of an Accredited Trade Association, of which the BPA is the first and, currently, only in the industry. The BPA is also working with government on the introduction of an independent appeals process so that motorists can feel confident of a fair hearing should any disputes arise. To date, nearly 150 operators have achieved compliance and are fully signed up, including four universities,


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EAG (UK) LTD is the oldest established dedicated parking equipment manufacturer in

the UK. We manufacture a range of Pay on Foot equipment that is tailored to meet each individual installation. Zeag works closely with all of our clients to ensure that we design the best solution to your parking problems. Many universities and colleges are now adopting a more formal parking policy due to a variety of reason such as increased demand, lack of space, environmental issues etc. These establishments often face abuse of parking spaces from non-educational users during their busiest periods. Understanding the move from traditional pay and display parking to the easier (and cheaper) enforcement of pay on foot parking is often seen as difficult. Zeag are here to assist in this transition By installing automated parking management systems it becomes easy for educational facilities to manage their own parking network. Zeag’s pay on foot equipment is modular in design and can grow as the parking opportunities increase. Our management software ZMS also allows the operator to access a wealth of information including parking revenues, numbers of vehicles, lengths of stay etc.

By using Zeag equipment your facility can easily introduce season ticket parking, restricted access for non-educational parkers, use of facility access cards to obtain parking space, variable tariffs, charge by CO

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and many other innovative ideas to make parking easier and more profitable. As budget constraints restrict educational spend, it may be that your facility needs to increase revenue from parking. This can be easily achieved by using a Zeag pay on foot system. Because entry and exit is restricted with barriers and time is paid for after use, enforcement is easy and a lot cheaper than using 3rd party enforcement companies. It is also much more user friendly in that it allows your customers to pay for the time actually

used instead of having to guess how long they need to pay for in advance. Pay on foot equipment can also use varying tariffs so that in the evening and weekends a “public” tariff could be set to increase income from the public visiting the facilities for concerts, events etc. With new budgets approaching fast for 2011, contact Zeag now to see how we can assist in planning and installing your future parking requirements. We have lots of expertise in the educational market and are proud suppliers to many universities and colleges.


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THERE HAS BEEN A HEATED DEBATE over the years as to whether asbestos needs to be removed completely from schools. The answer is no, it just needs to be managed safely. If those responsible are complying with their legal obligations then it is extremely unlikely that teachers or pupils will be put at any risk from the substance during the course of their day-to-day activities. Asbestos-containing materials were widely used in public service buildings such as schools and hospitals constructed between 1945-1980. In the UK, it is estimated that around half a million non-domestic buildings still contain asbestos, however, the exact number of schools that are included in this figure is unknown. Whatever the exact figure, there are hundreds of schools across the UK that contain asbestos in some shape or form and, because of this, policies and procedures for dealing with the substance are monitored by the Health and Safety Executive (HSE). In a recent survey and follow-up inspection programme they conducted, 152 councils were approached to ensure they have the correct procedures and precautions in place to mange asbestos safely. Of those councils, 110 passed the online

survey and the other 42 authorities were visited by HSE inspectors and given advice and guidance on improving their standards.

ARE CHILDREN AT RISK?Where asbestos is present in schools it is vital that it is managed correctly, otherwise the lives of innocent children and teachers could be at risk. Asbestos causes around 4,000 deaths a year in Great Britain and there is no known safe level of exposure to the substance. The more you are exposed, the greater the risk of developing an asbestos-related disease. If asbestos is not disturbed and remains in good condition, then it does not present a risk. But problems can arise if asbestos deteriorates, is damaged, or interfered with, allowing fibres to be released into

the air and people to be exposed. Within schools, asbestos can be found in a number of places such as around boilers and pipe work as insulation, within walls, fire doors, air conditioning or even within ventilation systems. It may also be found in other materials such as floor tiles, cement roofing, guttering and textured coatings, all of which are considered low risk. Often contractors or maintenance workers are at more risk than children and teachers if they are unaware that materials contain asbestos. For this reason it is important that any contractor working within a school is informed before work commences. If workers are unaware then they may accidentally disturb the asbestos during construction or routine maintenance work.


MANAGING ASBESTOS SAFELYFiona Riley, from the Institution of Occupational Safety and Health’s Education Group, discusses how important it is that asbestos in schools is managed with the utmost caution

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TAKING RESPONSIBILITYIn an independent school the governing body will identify who in their organisation is going to take responsibility for managing asbestos. However, within a public school, responsibility falls on the Local Education Authority. Whoever is responsible, the Institution of Occupational Safety and Health (IOSH) firmly believes that getting competent help to deal with asbestos is vital. Depending on the materials and type of work being done, a HSE-licensed asbestos contractor may need to be used (full details can be found on the HSE website). From experience, when asbestos is suspected in a school building the first step is to engage a competent professional to undertake a complete survey of all of the premises. There are two types of survey that could potentially be conducted – a management, or a refurbishment (demolition) survey. A management survey aims to ensure that nobody is harmed by the continuing presence of asbestos in the premises or equipment. On the other hand, a refurbishment/demolition survey looks to make certain

that nobody will be harmed by work on asbestos in the premises or equipment. Once it has been determined whether asbestos is present within a school (it is always best to presume it is present even if not completely sure) a plan needs to be identified to manage it – more often than not this will be a staged approach. In any situation, not just within a school environment, if there is asbestos present in an area where people could be exposed then the solution is to remove the material or completely seal off the affected area. SHOULD IT BE REMOVED COMPLETELY?Asbestos is a very emotive topic, even more so when children are involved. In an ideal world asbestos would not exist in any school building but in reality this is not so. More often than not, removing undamaged asbestos can do more harm than good – not only would the removal mean disturbing the substance but it would also mean huge disruption to a school’s operation. As long as the asbestos is in good condition and is managed well, there is no reason why

it should be removed from a school building. What is needed is regular monitoring and efficient management of the risks associated with the material – with this no harm will arise.


Institution of Occupational Safety and HealthThe GrangeHighfield DriveWigstonLeicester LE18 1NNTel: 0116 2573100Web: www.iosh.co.uk


Asbestos causes around 4,000 deaths a year in Great Britain and there is no known safe level of exposure to the substance. The more you are exposed, the greater the risk of developing an asbestos-related disease

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IN WITH THE GOOD, OUT WITH THE BADJamie Oliver’s School Dinners campaign swept the nation, inspiring drastic changes to school menus and bringing the nutritional value of school meals to the top of the agenda. We take a look at the effects this has had on government legislation and academic achievement

JAMIE OLIVER’S SCHOOL DINNERS made the UK sit up and think about their children’s diet at school. Through a documentary series broadcast on Channel 4 in 2005, TV chef Jamie Oliver exposed the unhealthy, processed nature of food served in schools, and prompted drastic changes in the quality and nutritional value of school dinners. RELUCTANCEDespite initial reluctance from pupils, staff and parents, Oliver persevered and eventually gained support, successfully replacing processed food like turkey twizzlers that were high in saturated fat, salt and sugar, with healthier options, such as creamy coconut fish and Mexican bean wraps. While the documentary focused on schools

in the London Borough of Greenwich, the documentary soon sparked a school food revolution that spanned the entire UK and resulted in the national campaign, Feed Me Better.

SUPPORT FROM THE TOPTo really get things moving, there had to be involvement at government level. Oliver wrote a manifesto asking the government for a guarantee that school children will receive a nutritionally balanced meal, that nutritional standards will be introduced and junk food banned. He also asked for dinner ladies to have better kitchens, and more

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support and training to get them cooking again. Lastly he asked to get cookery back on the curriculum and for a commitment to long-term funding to improve school food. A web petition with over 270,000 signatures had the desired affect and the government pledged £280 million to improve school meals and set up the School Food Trust. Since then, tough minimum nutrition standards for primary and secondary schools have been introduced. Food education for 11 to 14-year-olds has also been put back on the curriculum. This spurred Oliver and his team to create a qualification with Edexcel. Home Cooking Skills Level 1 and Level 2 qualifications teaches students

to develop the essential skills they need to cook simple, nutritious and affordable food.

THE PROOF IS IN THE PUDDINGIt is widely acknowledged that there is a link between children’s diets and their immediate and long-term health. And experience from schools suggests that when children eat well they concentrate better in the classroom and also behave better. Years on from Jamie Oliver’s School Dinners documentary, a study by Oxford University and Essex University has revealed that the campaign had positive effects on pupil achievement and absenteeism.

The research was presented at the 2010 Royal Economic Society’s annual conference earlier this year and showed that children in Greenwich primary schools that banned junk food scored higher grades in Key Stage 2 English and Science than children in neighbouring areas. The study showed it raised the percentage of children reaching level 4 in English by up to six percentage points, and the percentage of pupils reaching level 5 in science by up to eight percentage points. The number of authorised absences — which are generally due to illness – fell by 15 per cent. Authors of the study, Michele Belot and Jonathan James, said that these effects were particularly noteworthy since they show that changing children’s diets can have positive short-term effects on educational achievements, when it was expected to be a long and difficult process. It shows that improving school meals can make an immediate difference to educational achievements. Oliver welcomed the report: “The research results are fantastic as it’s the first time a proper study has been done into the positive effects of the Feed Me Better campaign


It is widely acknowledged that there is a link between children’s diets and their immediate and long-term health. And experience from schools suggests that when children eat well they concentrate better in the classroom and also behave better

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HE GREEN DRINKS COMPANY has teamed up with The One Foundation

to provide a range of healthy school compliant drinks through its patented Pouchlink™ vending system to satisfy all of the current education legislation whilst helping to provide fresh drinking water to millions of children in developing countries. As well as providing a range of drinks that will contribute to one of your five a day, the system also claims to be the “world’s most environmentally friendly” reducing the carbon footprint by up to 80 per cent compared to conventional cold drink systems. The unique system achieves this by removing water from the distribution chain and making and packaging the drink at the point of consumption rather than thousands of miles away in a bottling factory. The Pouchlink™ system filters and flash chills mains water before mixing it with a fresh fruit juice concentrate and packaging the drink into a lightweight, flexible pouch, right in front of the consumers. The machine is highly energy efficient reducing energy bills by up to £1,000. The pouch itself is recyclable and uses less than 50 per cent of the material of a conventional plastic bottle. The strong environmental credentials

have been the primary reason why so many UK universities have installed Pouchlink™ machines since its launch in the summer. The Pouchlink™ system also incorporates the world’s first chemical-free self cleaning post mix system eliminating the need for cleaning visits and harmful cleaning chemicals. Furthermore, its patented mixing system can serve aseptically packed, fully natural products hygienically and with extended shelf life – making the system perfect for the school environment. The system has a massive 1,000 drink capacity, which ensures that filling time is dramatically reduced compared to traditional can or bottle vending machines. Having a big

range has also been seen as crucial to the offering with over 40 drinks being either developed including brand partners such as Bottlegreen, One, Vimto and Sunkist, together with a specific range of drinks that comply with current legislation for schools. It is a sad fact that 1.8 million children under 10 years of age die every year because they have no access to clean water. Since its inception, The One Foundation has provided access to clean drinking water for over 1.2 million people. By installing a Pouchlink™ system, a 5p donation is made for every drink purchased, helping to permanently change the

lives of thousands of children across Africa. “There is a perfect synergy, in my eyes, about offering healthy and hydrating cold drinks to kids in schools, colleges and universities in an environmentally friendly way, whilst at the same time helping less fortunate children gain access to something we all take for granted in the UK – fresh, clean drinking water on tap,” says Ian Bidmead, managing director of The Green Drinks Company.


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and it strongly suggests we were right all along. Even while doing the programme, we could see the benefits to children’s health and teachers. We could see that it made them calmer and therefore able to learn.” However, in a recent interview on JamieOliver.com, Oliver warned to not get complacent: “We definitely need the government to keep investing and supporting schools that need better catering facilities and dining halls though – just because things are getting better doesn’t mean that the job is done.”

MINISTRY OF FOODNot stopping at school dinners, Oliver went on a mission to improve cooking at home by arming people with the basic, invaluable cooking skills through Ministry of Food cooking centres. The plan was for those he teaches to teach others, who, in turn, will teach others, and so on. A six part TV series in 2008 showed Oliver trying to get the inhabitants of Rotherham in South Yorkshire to learn how to cook fresh food and then pass on their cooking skills as part of daily life. Rotherham was chosen because it was a statistically “average” town in the UK, and also because during the school dinners campaign, a group of mums from Rotherham had been filmed passing fast food through the school fences to their children, so Jamie wanted to meet them and find out why. The first Ministry of Food Centre was launched in Rotherham but there are now Centres in Bradford, Leeds, and more recently, Newcastle. The centres have been a success, with all levels of society coming in to learn how to cook, including some parents who don’t want to pass their bad eating habits onto their children. The book to accompany the Ministry of Food TV series features simple and tasty recipes that can be mastered by the most inexperienced cook. The recipe featured in this article is simple to cook, the ingredients are widely available, it can be cooked on a large scale and frozen, and is nutritious – making it suitable for school kitchens. The next issue of Education Business will have a further two recipes from Jamie Oliver’s Ministry of Food book.


Web: www.jamieoliver.com/school-dinnersWeb: www.jamieoliver.com/jamies-ministry-of-food


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Not only do homemade fishcakes taste miles better than shop bought ones, but if you make your own you know exactly what goes into them: the cheap factory-made ones can often be filled with rubbish. This recipe is so tasty that it’s a really good idea to double or triple the quantities and freeze batches for another day – just make sure you defrost them thoroughly before using, then follow the cooking instructions below.

JAMIE’S SALMON FISHCAKES

• Sea salt and freshly ground black pepper

• 600g potatoes

• 500g salmon fillets, skin on, scaled and bones removed

• Olive oil

• A small bunch of fresh flat-leaf parsley

• 1 tablespoon flour, plus extra for dusting

• 1 large egg, preferably free-range or organic

• 2 lemons

MAKES EIGHT FISHCAKES

TO PREPARE YOUR FISHCAKES• Bring a large pan of salted water to the boil • Peel your potatoes and chop them into even-sized chunks • Rub the salmon fillets all over with olive oil and a pinch of salt and pepper • Add the potatoes to the pan and bring back to the boil • Put the fish into a colander, covered with foil, and place it over the pan of potatoes • Turn the heat down and cook for 10 to 12 minutes, until the potatoes and fish are both cooked • Remove the fish from the colander and put on one side • Drain the potatoes in the colander, then return them to the pan and let them steam dry • Pick the parsley leaves and finely chop them, discarding the stalks • Mash the potatoes, spreading the mash round the sides of the pan to help it cool down quickly • Remove any skin from the fish • When the potato is cool, put it into a bowl and flake the fish into it with 1 tablespoon of flour • Add the egg and chopped parsley with a really good pinch of salt and pepper • Finely grate over the lemon zest, then mash and mix it all up well

TO MAKE YOUR FISHCAKES• Dust your work surface with flour • Divide your fishcake mixture into 8 • Lightly shape and pat into circles about 2cm thick, dusting them with flour as you go • Get yourself a plate or tray, dust it with flour and place your fishcakes on top • If you’re going to freeze them at this point, wrap them in clingfilm and put them into the freezer • Otherwise simply pop them into the fridge for an hour before cooking – this will allow them to firm up slightly

TO COOK AND SERVE YOUR FISHCAKES• Put a large frying pan on a medium heat and add a couple of lugs of olive oil • When the oil is nice and hot, add your fishcakes and cook for about 3 to 4 minutes on each side or until crisp and golden – you may need to cook them in two batches • Serve straight away, with lemon halves for squeezing over, and some peas, broccoli, greens or salad

Recipe ©Jamie Oliver (www.jamieoliver.com). Photography ©David Loftus

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THE CONCEPT ISN’T NEW IN BUSINESS – that understanding your customer is all – but its application to school lunch is giving some schools serious food for thought.In fact, we’ve found that schools can boost turnover for their catering services by thousands of pounds with simple changes to their canteens and kitchens. By thinking differently about all sorts of issues from queues to cramped dining rooms and waste in the kitchen, schools we’ve worked with have increased their turnover by up to £12,000. They’ve been part of a programme launched to help schools find and test their own individual solutions to issues that can prevent children from wanting to eat in the canteen or their kitchens from running efficiently – without investing large amounts of capital.

INCREASING MEAL UPTAKEUsing a proven approach adapted from industry, they’ve all come up with different fixes – buddy

systems to help younger students feel more confident in the dining area, new table layouts to improve capacity and policies allowing packed lunch students to sit with school lunch students. Ultimately, all are designed to encourage more children through the canteen doors. More than 200 schools have taken part in the programme across England so far, meaning that around 92,000 children will have seen changes in their canteens. The first 50 schools to take part increased their turnover by an average of more than £2,500 over six months, with one school seeing a rise of more than £12,000.

BIG IMPACTSt Peter’s C.E. Primary School in Newton-Le-Willows was one of the first schools to try it. A ten per cent increase in take up of school lunches has impressed head teacher Barbara Flitcroft. “I have been amazed that such little changes could have such a big impact,”

she told us. “We’re already looking at other small things we can do in the dining room to keep the momentum going.” One of the school’s simple ideas, a ‘rainbow table’ for school meals customers, offers children buying school lunches the chance to sit at a specially-decorated table in the middle of the dining room if they’ve behaved well, helped other pupils or tried new foods during the week. The prize also comes with a pass to jump to the front of the lunch queue and first pick of fresh fruit and salad. At the end of each week, a draw is made to select six pupils to dine at the table for Friday lunch. The initiative prompted interest from pupils bringing packed lunches, who began to ask if they could sit at the rainbow table too. The school subsequently noted an increase in take-up of school lunches, and 50 per cent of pupils are now choosing school meals – with the number continuing to rise. Additional ideas being planned by St.


SMALL STEPS FOR A BIG CHANGE AT LUNCHTIMEWhen it comes to school food and the experience that children have at lunchtime, small changes can make a big difference, says Linda Smith, director of Delivery at the School Food Trust

CATERING

©School Food Trust


Peter’s include reorganising the seating area to cut queues and daily menus being displayed in each classroom.

FRESH OUTLOOKLesley Cairns, who works with schools on their improvements for the Trust, says it’s sometimes difficult get started without help to look at your catering with a fresh pair of eyes: “We don’t stand there telling schools what to change – the teams know their schools better than we ever could, and one of the only certainties about school lunch is that it’s never a case of one size fits all. “The beauty of the Small Step Improvements programme is that when you bring together everyone with the power to improve lunchtime, you can make such a positive difference without spending lots of money.”

WHAT’S INVOLVED?The Small Step Improvements technique only works when you bring together everyone with power over school lunch in your school. It’s essential that your cook, head teacher (or whoever on the teaching staff leads on school food) and caterer are there. You may also want to involve a representative from your local authority liaison team, or a parent governor. Over three workshop sessions, our industry experts will guide your team through a process of getting to what’s really preventing more of your pupils from signing up for school meals; developing simple solutions; testing their impact and working out how to introduce them more permanently – without investing lots of money.

SIGN UPWe’re now inviting schools to try the programme for themselves next year, at a series of workshops with industry experts in Birmingham. The first ten schools to sign up at www.schoolfoodtrust.org.uk/ssiwill pay £500 for the programme, a 50 per cent discount on the standard price.

The School Food Trust is a charity and non-departmental public body (NDPB) established in September 2005. We’re leading the transformation of school food and food skills, promoting the education and health of young people by improving the quality of food supplied and consumed in school. As of April 2011, the School Food Trust will cease to be an NDPB, continuing its work both as a charity and by trading its services

through a new community interest company. This programme is the first to begin trading, to meet demand from schools looking for low-cost solutions to school food issues.


Tel: 0114 2742318E-mail: [email protected] Web: www.schoolfoodtrust.org.uk


JJ – the first choice in food serviceOR MORE THAN 20 years, JJ Food Service with its range of ambient, chilled, frozen foods,

packaging and cleaning products has excelled within the food industry. As a result we were recently awarded The Grocer Gold Award 2009 for Wholesaler of the Year. Our service not only provides for all your catering needs, but also offers courses such as the L2 Food Safety Award. JJ Enfield is a registered Royal Institute Training Centre. All of our goods are meticulously tested for quality, we also use the expertise of our development chef Gino D’Acampo to make sure that every product we sell not only tastes good, but is of the finest quality.

The Lloyds Register Quality Assurance Environmental Certification ISO14001:2004 recognises JJ Food Service and its commitment to minimise the company’s impact on the environment. All our certifications are available on request

or through our website in the ‘about us’ section.


Tel: 01992 701 727 Fax: 08719 730 888E-mail: [email protected]: www.jjfoodservice.com

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IN CREATING ITS PORTFOLIO for the education sector Müller Dairy has focused on meeting two key requirements: schools want quality, nutritious products that are full of natural goodness at an affordable price which children will enjoy eating; and children simply want food that tastes great and is fun. HEALTHIER FOOD IN SCHOOLSMüller Dairy believes the key to getting children to eat a wider range of different and healthier foods is to make products that as well as being nutritious, look and taste good too so that they appeal to children. This was the premise for the launch of the Müller Little Stars range. Aimed at young children from weaning and onwards, Little Stars has built its reputation on being made with 100 per cent naturally sourced ingredients. Little Stars Fromage Frais is completely smooth and is available in cases of 8 x (6 x 50g) pots in a selection of three flavours – strawberry, raspberry and peach. Each 50g pot contains 10 per cent of the recommended daily allowance (RDA) of calcium. THE MÜLLER RANGEFor older children, the Müller range for schools includes smaller pot sizes of its most popular brands, each providing a natural source of calcium. These include: • 95g Mini Müller Fruit Yogurt Corner pots – the strawberry variety of Britain’s most popular Corner yogurt brand – is available to schools in cases of 6 x (8 x 95g) mini pots. A thick and creamy yogurt with a separate helping of fruit compote, Mini Müller Fruit Yogurt Corner has all of the natural goodness of Müller Corner in a handy pot size which contain 15 per cent of calcium Recommended Daily Allowance (RDA).• 95g Mini Müller Rice pots. A new addition to the education-sector range in 2010, the Mini Müller Rice pots were introduced as an extension to the popular standard 190g pots. Made with no artificial colours or preservatives, Mini Müller Rice is just as tasty and as low in fat, and as satisfying as regular Müller Rice – only smaller for smaller appetites. Müller Dairy offers a special mixed-flavours case comprising 12 x 95g pots (4 x strawberry/4 x apple/4 x original.• 100g pots of Healthy Balance completely smooth yogurts are made with 100 per cent natural ingredients. The Healthy Balance range is also low in fat and the

yogurt is probiotic to help maintain a healthy digestive system. Healthy Balance is supplied in cases of 12 pots in a choice of three flavours – strawberry, peach or raspberry.• 125g pots of Müllerlight, Britain’s biggest selling fat free brand, are available in a choice of two mixed case options: Fruity – containing Fruity Strawberry/ Cherry/Mandarin within mixed case a); or Smooth Strawberry/Vanilla/Raspberry & Cranberry within mixed case b), both cases being ideal for the catering sector.The Müller Thick & Creamy smooth yogurt range, launched exclusively in the foodservice sector in 2009, also provides another ideal option for schools. Made with whole milk, these high quality, tasty, smooth and nutritious yogurts provide 23 per cent of calcium RDA. Completely smooth in texture, the 110g Müller Thick & Creamy pots are available in a 12 pot mixed case providing a selection of 6 x strawberry, 3 x peach and 3 x smooth toffee flavour yogurts at a very competitive price. All of the Müller lines available in the education sector have no artificial colours or preservatives, and can make an invaluable

contribution towards a healthy, balanced diet. In addition to the education sector-specific packs, mixed cases of standard size pots of Müller Fruit Corner, Müllerlight and Müller Rice are available through the majority of foodservice chilled wholesalers, including Brakes, 3663 and DBC.


Further details, including nutritional information, are available on the Müller Dairy website www.mullerdairy.co.uk For specific education related queries, please contact Müller Dairy on [email protected]


MÜLLER EXPANDS MINI POTS RANGEMüller Dairy, Britain’s No 1 yogurt manufacturer, offers a comprehensive and cost-effective range of yogurts for schools to help meet the challenge of providing children with a healthy balanced diet whatever their age

CATERING


ON 11 MAY 2010 the new coalition government came into power and from that point all old bets were off. Whilst not generating the violent demonstrations that we are currently seeing on the streets of London, learning outside the classroom (LOtC) is one of the initiatives that has to take stock and seek the way forward. One simple fact that has come out of the existing LOtC work is now simply undeniable – LOtC is a significantly effective tool for learning.

IMPROVING ACHIEVEMENTThe evidence shows that schools that embed LOtC into their teaching practice report greater engagement and achievement, even with the most difficult of pupils. This isn’t because LOtC is a new wonder, not the least of it, LOtC’s strength is that it is a natural process connecting directly with learning

from doing; it puts learning into the real world and engages all the sensory inputs. Mick Brookes, the ex-head of the LOtC and a passionate advocate, spoke at the recent LOtC Conference in Nottingham: “The curriculum we have got now belongs to the last century, if not the century before, but the bright star in the curriculum is the experience children get when they are outside the classroom.” This confirmation of effectiveness may well be the most significant outcome for schools to recognise and use.

GOVERNMENT POLICYWhat then of government policy? How is Mr Gove’s new crusade going to use this inescapable fact to the benefit of the nation’s children? The answer can perhaps be found in the responses to the questions laid down by the previous education

committee, but there are no surprises. The government claims to be supportive of the benefits of LOtC and school trips but:• Government is looking to free up schools to make own decisions and will not apply more regulations or bureaucracy. • They gave a ‘No’ to giving children a right to a residential experience every year. • The LOtC Council is now to be self funding and not receive further grants. • They will link any new health and safety advice to the Lord Young Report and the process, recommended in that report, to abolish AALA, is already underway.However, on a positive note, Ofsted are saying that they already have moved LOtC up their agenda when assessing schools and Beth Gardner, the CEO of the LOtC Council, has advised that the Council and particularly the Quality Badge should be able to continue as a self-financing body (two years ahead of the intended date). If schools are to be more independent and free to make their own choices, what then is the continuing role of local authorities, particularly their advisory roles? With current demand for savings, it is possible that authorities will retreat to covering their statutory duties only. leaving advice and guidance to be paid for.


SCHOOL TRAVEL – WHERE ARE WE NOW?Ian Pearson of the School Travel Forum discusses what affect the coalition government has had on learning outside the classroom

EDUCATIONAL TRIPS


Freedom of choice for schools also means they assume the responsibilities that go with it.

PLANNING ASSISTANCESchool trips are a good example of a good means to employ LOtC, but one that requires planning and due diligence, particularly as there has been much concern, misinformation and frustration about the organisation of them over the past few years. What advice and schemes are available to help schools? The current Department for Education’s advice, HASPEV, was due to be replaced by the then DCSF, but that project is now stopped. It is proposed to be replaced by an initiative of the Outdoor Education Advisers Panel (OEAP) and the LOtC Council. Currently known as Employers’ Guidance, it intends to provide freely available web information and resources to create a single consistent source of guidance on how to organise and run school trips and LOtC. It is due out before summer. The role and continuation of the Adventurous Activity Licensing Authority (AALA), which has done so much to shape the safety management structure in the outdoor

industry, is to go to consultation in the New Year. Opinion is split, but many consider the limited scope and application of the regulations to be a major failing and one which causes unnecessary confusion. The government is not likely to extend a statutory requirement when they are committed to remove them (despite Lord Young’s removal from the picture); instead it is more probable that they will look for robust self-regulation (and self-financing) schemes to replace it. The British Standards Institute’s BS 8848, a specification for the provision of visits, fieldwork, expeditions, and adventurous activities, outside the UK, released in 2007 has failed to receive wide spread recognition and acceptance, nor does it require independent audit or inspection of standards, which is seen as a major reassurance to schools seeking to manage their own due diligence when selecting travel partners.

A TRUSTED BADGEThe LOtC Quality Badge is the self regulation scheme with the widest acceptance, indeed

the normally cautious Outdoor Education Advisers Panel has advised on its website: “The Learning Outside the Classroom (LOtC) Quality Badge provides for the first time a national accreditation combining the essential elements of provision – learning and safety – into one easily recognisable and trusted Quality Badge for all types of Learning Outside the Classroom provider organisations. The OEAP endorses the LOTC Quality Badge and requests to Local Authority Members to recommend the use of LOTC Quality Badge Providers to its schools other establishments and groups.” Part of the LOtC Badge scheme uses existing self-regulation schemes, which have a track record in ensuring robust standards, reassurance and reliability. For example, the School Travel Forum (STF) is one of the Awarding Bodies for the Quality Badge. The STF started its own scheme in 2002, which at that time was focused mainly on safety management and fair business practice. Importantly it included a requirement to be independently audited every year. At that time it gathered substantial support from stakeholders including head teachers’ associations and teachers’ unions. This naturally led to close involvement with the development and launch of the wider-ranging LOtC Quality Badge. As a result, the STF extended its scheme to accommodate the additional demands of the Badge. Which means that today, school travel companies that meet the STF’s standards also meet the Quality Badge standards. Their compliance is shown on both websites for easy verification.

SOUND TOOLSIn conclusion then, schools that embrace LOtC stand to gain significantly from the exercise and the advent of a new government will not affect that in any way. What will be affected are the support mechanisms to ensure good management of quality educational experiences. Currently the LOtC Quality Badge and imminently the Employers’ Guidance are sound tools for any school to use.


Comments on this article are welcome, please e-mail [email protected]


ABOUT THE AUTHOR

Ian Pearson is the development officer for the School Travel Forum. He is a qualified health & safety manager with over 18 years’ experience in school travel and has been closely involved in pioneering safety management systems for educational travel companies and the LOtC Quality Badge. He represents the study trip sector on the LOtC’s Quality Badge Committee and Advisory Group.

EDUCATIONAL TRIPS



Improve learning outcomes with Reachout

EACHOUT PLUS is an established and

exciting charity that works to create opportunities that change people’s lives. ROP runs two facilities which will be of interest to schools groups in particular. It runs a small fleet of Canal Boats from its boatbase in Nash Mills, Hemel Hempstead - adapted to be fully accessible for disabilities and special needs. The 12 berth boats are ideal for all abilities, for learning outside the classroom and expedition based learning (including overnight). The charity also runs the Chellington Centre – a youth residential and conference facility in a wonderfully refurbished 12th century church set in stunning

North Bedfordshire countryside, just next to Harrold Country Park and Lake. The Centre sleeps 30, seats 80 and is a fantastic setting for young people to experience as part of their learning. ROP works with over 200 community groups per year offering support and services to over 3,500 people. It also offers its facilities to business for team-building and client events.


Please see the website www.reachoutplus.org for more details. To hire facilities, volunteer with the charity or make a donation please apply through the website, e-mail [email protected] or ring 0845 2160080.

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SkiBound – skiing trips exclusively for schools

ART OF THE TUI TRAVEL Group,

SkiBound has been providing skiing trips to the schools market for over 26 years, and has quite rightly become the most recognised and trusted name in school ski travel. With an unbeatable range of premier ski resorts throughout the world, SkiBound groups are guaranteed to find a resort suitable for your ski requirements. SkiBound’s eight exclusive Clubhotels, all located in the French Alps, offer students the chance to ski in some of the worlds’ most prestigious resorts whilst maintaining exceptional value for money. These Clubhotels have all been recently refurbished and achieved R type hotel status – guaranteeing the highest possible standards of safety and security. Everything about these Clubhotels is geared towards providing youth groups with the exact services, facilities and support that a school party requires. Special dietary

requirements are handled with ease and sensitivity, and the range of excellent on-site entertainment options guarantees an easy, stress free and enjoyable trip for all. SkiBound is proud to have been awarded full accreditation for the Learning Outside the Classroom Quality Badge scheme, is a full member of the School Travel Forum and fully bonded by ABTA and ATOL, providing reassurance and peace of mind.


Address: Olivier House, 18 Marine Parade, Brighton BN2 1TLTel: 01273 244500E-mail: [email protected]: www.skibound.co.uk

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Cotswold Wildlife Park – education outside the classroom

OTSWOLD WILDLIFE PARK is set in 160

acres of parkland and gardens around a listed Victorian Manor House and has been open to the public since 1970. The Park is home to a fascinating and varied collection of over 300 species of animals from all over the world. It aspires to show animals to pupils and students so that they can come to understand and respect all forms of wildlife, to understand what is special about each species, and how those species that are considered vulnerable are being conserved. In 2010, in excess of 24,000 visitors to the Park came as members of groups from educational establishments. Many of these groups had a talk or a tour from the Park’s keepers or its education coordinator. Almost all of these used the Park itself, rather than a classroom, as we believe that this provides one of the greatest teaching

facilities in England. The Park was awarded the Council for Learning Outside the Classroom’s quality badge in 2009, one of the first establishments to be awarded one. Talks and tours are free to education groups between September and March, and cost twenty pounds in the summer months. Bookings can be made via the Internet or on the phone.


Tel: 01993 825720 Fax: 01993 823807E-mail: [email protected]: www.cotswoldwildlifepark.co.uk

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OVER THE PAST 30 YEARS, the world has become a smaller place. People of all nationalities are working more closely together than ever before and foreign travel has become increasingly acessible. Although leaps in technology have been one of the key reasons for this change in a global perspective, another is improved education leading to better understanding of other cultures. I truly believe that travel can provide children with the opportunity to learn things that they would never have found out about in the classroom, giving them a broader outlook on life and often the motivation to progress further in their general education.

LEARNING LANGUAGESThere are many different reasons why educational travel is so important to children, some more obvious than others. The subject that immediately springs to mind when one thinks of school trips is modern languages,

as it is the one subject that is very difficult to study without any degree of travel. Impossible to learn from a textbook alone, modern languages can be reinforced and supported by a trip to a native country. This is the perfect opportunity for pupils to put what they have learnt into practice and is invaluable in terms of building confidence and comprehension. However, it is not just languages that children can reinforce through foreign travel – confidence and understanding can

be hugely improved in a variety of academic subjects, as well as on a personal level. Take geography for example. When confined to the classroom it can be difficult for children to visualise physical geographical phenomena that they have never before encountered. However, organising a school trip offers first hand experience and will often result in a child remembering and understanding the topic for the rest of his or her life. One of the more unusual trips that STS operates is one to


BROADENING YOUR HORIZONS WITH A SCHOOL TRIP ABROADDavid Holloway, Education Travel Group, writes about what is available to children when it comes to international school trips

EDUCATIONAL TRIPS

I truly believe that travel can provide children with the opportunity to learn things that they would never have found out about in the classroom, giving them a broader outlook on life and often the motivation to progress further in their general education



Switzerland, which is ideal for both Key Stage 3 and 4 Geography and Science. Children are able to witness physical geography in action, developing their field studies techniques and finding out how geographical conditions have affected the lifestyle of the people there Pupils also get the chance to visit CERN, the European Organisation for Nuclear Research and the creators of the controversial Hadron

Collider. It is possible to do a guided tour of the experimental areas and the chance to see a particle accelerator or nuclear experiment. Not only do children have the opportunity to learn more about nuclear fission and energy in an exciting environment, they also develop an understanding of the complex ethical, social and environmental issues surrounding the project.

A FOCUS ON HISTORYMany school trips abroad will achieve more than one academic objective can cover through a variety of subjects across the curriculum. A trip to Krakow in Poland will undoubtedly focus on history, with trips to the Auschwitz and Birkenau concentration camps and Schindler’s Factory Museum bringing the Nazi occupation to life and demonstrating how the past has shaped so much – from identities to shared cultures, values and attitudes. The area’s salt mines, however, which have been run for over nine centuries, can boost economics and business learning, whilst the culture of concert music and art can also be directly translated to the curriculum.

UNDERSTANDING DIFFERENT CULTURESAppreciating different cultures and understanding how they have influenced your very own culture is also key to a child’s emotional and academic education. Athens is a good example of how children can put alternative cultures into context through travel. Pupils will not only improve their knowledge of classical cultural writings through seeing the architecture and learning more about the ancient Greek way of life, but they can also see the tangible influence of ancient Greek culture on today’s way of life. It is easy to ignore or misunderstand other cultures if you never witness them for yourself, or immerse yourself in them. Educational travel to destinations as far afield as India and as close by as Ireland can help children understand alternative religions and alternative customs, not to mention showing them the similarities with their own culture. Simply eating different kinds of food can have a formative effect on a child and help them develop socially and emotionally. This type of self-improvement is potentially the greatest advantage of educational travel but the least well documented. Children will learn to become more independent and supportive to others in a foreign environment, beyond their normal comfort zones. Travel will also boost self-confidence as children realise that they have achieved something that not many others have.

IMPROVING OPPORTUNITIESIt may seem a long way away for many children but school trips can even open the door to improved career opportunities, with international companies appreciating the more rounded outlook that travel offers and viewing languages as an important skill in our global work environment. Even if children never get the opportunity to travel again, they will have had their minds opened to new ideas and possibilities that will affect their thinking and understanding for the rest of their lives.


Web: www.educationtravelgroup.com

EDUCATIONAL TRIPS

It may seem a long way away for many children but school trips can even open the door to improved career opportunities, with international companies appreciating the more rounded outlook that travel offers and viewing languages as an important skill in our global work environment


AT ST CHRISTOPHER’S INNS we realise that the connotations attached to youth hostels are not always positive. School trip memories, more often than not, involve army issue mattresses and communal bathrooms, populated by embarrassed students, and a fair amount of mould. At Christopher’s Inns the aim is to dispel that notion once and for all. We operate our chain of 21 hostels in ten cities across Europe – with four key principles in mind at all time. These are the cornerstones of our business model.

SAFETYThe paramount concern at every level of our business is the safety of our customers and staff members. We believe that prioritising and promoting this focus is the key to changing the dated perception of the youth hostel industry and the only way to attract the new generation of school groups, and university students. This is why we make it our pledge to enhance the experience of everyone who walks through our doors by keeping them safe. All accommodation areas are protected with key card access, and we employ night porters and security at every site across Europe.

FUNIn the time that we’ve been working with groups across Europe our feedback has always focused on two positives. Firstly, when groups travelling across and working in Europe have a good time, they return to stay again. Secondly, they recommend the hostels and their facilities to other educational institutes. Fun is the primary component in generating this feedback. Therefore, to make sure this occurs and continues, we have a team in place at each hostel – dedicated to assisting travellers with whatever they need to get the most out of their stay. We work in tandem with local tourism authorities and tour operators to offer all guests the best possible experience, and range of activities in the city.

SECURITY At St Christopher’s we recognise that the modern day backpacker packs more than just a towel and a toothbrush. School groups and university students alike travel with specialist backpacks equipped with laptop pouches. They also carry smart phones, professional cameras, visas and work permits – necessary for gaining employment, and experience away from home. These possessions mean a lot, both logistically and financially, to our customers, which is why we provide lockers in the rooms, and in the hostel hallways. The new generation Pod Beds in our

dormitories also have built in lockers and we make padlocks available to all guests at reception.

VALUE FOR MONEYIn a highly competitive market where our customers are experts at seeking out the best beds across Europe for £10 or less per night, with breakfast thrown in, we strive to strike the perfect balance between value for money and a safe, fun and secure experience. Breakfast, internet access, entertainment and the memories of a lifetime are all part and parcel of a booking with St Christopher’s Inns. From the comedy and karaoke in London Bridge to contemporary art exhibitions in Prague, there’s much more to our sites than meets the eye. Furthermore, every hostel and budget hotel is located within easy walking distance of public transportation. This saves our customers money on otherwise expensive airport transfers and getting around. Our carefully selected locations also make exploring easy, given their proximity to the major tourist attractions in each city across Europe.

AN ASSET TO EDUCATIONWe believe that our key business cornerstones make the network of St Christopher’s Inns across Europe the perfect match for travelling

school groups and university students. We can offer parents and teachers reassurance that their children will be staying in safe locations in addition to providing all visitors with the tools and facilities that they require. We offer a superior product compared to our competitors and cater to the new generation of travellers who demand and deserve more from their budget accommodation choice. Unlike most other hostel chains where self catering is normal, we provide a dedicated catering team that can provide packed lunches and group evening meals. Attached to every hostel is a vibrant café and restaurant, open to the public which affords visitors the chance to meet people from the area and learn more about the locality. St Christopher’s also operates a long established partnership with several universities, providing work experience for students of tourism and hospitality. There is also a training and development scheme in place to develop these interns into the unit managers of tomorrow.


Tel: 020 86007500E-mail: [email protected]: www.bookgroups.co.uk


THE CHANGING FACE OF TRAVELSchool trip memories, more often than not, involve dark and dank dormitories with 30 beds to a room. This has never and will never be the case with St Christopher’s Inns. The company operates a chain of 21 hostels in ten cities across Europe – with four key principles in mind at all times

EDUCATIONAL TRIPS

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A WELL DESIGNED outdoor environment that allows children to learn, interact and be physically active, is crucial to their long term development. But creating such an outdoor space that reaches its full potential often requires inspiration, guidance and expertise. Learning through Landscapes (LTL) has been helping schools make the most of their outdoor spaces for learning and play for over 20 years. Over these years thousands of schools have benefited from the advice and knowledge that LTL offers as a part of its ‘Schoolgrounds-UK’ membership scheme.

BECOME INSPIREDSchool grounds are vital learning spaces but too often they are an underused asset. Most schools have a space that is overlooked or simply unmaintained and often this is due

to a lack of inspiration. Whether it’s an overgrown area of shrubbery, a courtyard outside a classroom, a small copse of trees, or a site behind existing buildings – with a bit of imagination all spaces can become valuable areas for learning and play. The Schoolgrounds-UK subscription service provides schools with the support and inspiration to unlock the potential of their outdoor spaces. Members receive regular mailings that are full of ideas and ways to make improvements or additions to their grounds, including suggestions on ways to bring subjects alive through curriculum-linked activities to help teach outdoors. LTL also promotes the good work and innovative projects of its members by mailing fully illustrated examples and case studies, allowing schools to be inspired

by others, learn from their practice and to share information about projects.

ACCESS TO EXPERTISEWith many school grounds projects, it can be hard to know where to start, what is required or even how a certain task can be achieved, and there are often aspects of the development that will require professional expertise, or detailed knowledge in a particular area. This may range from information about which plants are the best for a sensory garden to choosing the right local professionals for a specific job. LTL’s advice team provide a service that allows members to contact them by phone or e-mail all year round to request any information on the development of their own school grounds. This helps take away the effort and cost of the whole planning and research process, and


UNLOCKING THE POTENTIAL OF SCHOOL GROUNDSLearning through Landscapes, the national charity ensuring all children benefit from effective outdoor learning and play opportunities, explains how its Schoolgrounds-UK membership provides schools with inspiration, knowledge and vision

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gives members direct access to LTL’s expertise. After two decades of working with schools, LTL has also built up a huge library of practical ideas and resources that support the use of school grounds. This information is available online to all members, along with details about possible sources of funding. So, if a member begins work on a project, the online library can offer the right downloadable resources to guide them through it, step by step, ensuring that the project successfully enhances learning and play.

GAINING VISION AND KNOWLEDGEIn addition to support and guidance, deeper insight to the educational potential of your grounds can be acquired through an advisory visit from an LTL accredited local professional. Schools may require a professional to review their grounds, to talk through what they would like to achieve and discuss how these changes can be made. LTL’s accredited professionals can visit school sites to examine plans, listen to concerns and help develop the space into a more inspiring resource. This service offers schools bespoke guidance on how to overcome common obstacles and maximise the potential of an outdoor space. A school grounds professional will examine the issues identified, suggest ideas and ways to move forward as well as provide other information such as how to include the community and pupils in the development process.

Marion Smith, head teacher of Thomas Willingale Primary School in Essex, explains the benefits of being a Schoolgrounds-UK member. “When we chose to create our own mountain in the school grounds, some saw this as a negative development. Huge granite rocks from a quarry in Aberdeen – some of which weighed ten tonnes – were placed at the summit. A geological trail with flint, sandstone, limestone and a dew pond was also added. The mountain measures 46 meters long, 10 meters wide and 2.5 meters high. Despite the fact that this was a wonderful, exciting and educational installation, those who did not understand its benefits had some negative opinions. “Learning through Landscapes supported us throughout this project, and reinforced the fact that our developments offered huge educational benefits. The approval of a national charity helped us to focus on what we believed in. “We have benefited greatly from the support and advice that LTL provides for almost 20 years now and subscribe to their Schoolgrounds-UK membership scheme. The regular newsletter and teaching resources offer a full range of new ideas showing what can be done in the grounds. When the resources arrive, new projects and inspiring activities are passed on for all of the teachers to see and use. “Our membership has helped us to develop our grounds, to access new approaches to outdoor learning and to feel supported

whenever we attempt anything new. LTL helps us to think out of the box. “We also seek LTL’s guidance for the smaller projects. Recently we decided to add vegetable beds to our grounds and were able to download all the information we needed from the website’s archive of resources. “And, on the rare occasion that you can’t get what you need from the website, the LTL membership team are always friendly and helpful and provide an excellent service, offering you their advice or the right resources for what you are doing.”


To find out more about the unlimited access to advice and support, bimonthly mailings full of inspiration, online access to a comprehensive library of resources and membership discounts on training, conferences and publications go to www.ltl.org.uk


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LTL is currently offering all Education Business readers the chance to receive an additional 3 months for FREE on any 12 month subscription taken out before 1st March 2011. To subscribe visit www.ltl.org.uk and enter ‘EdBus0111’ as the promotional code when prompted.

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WHILE TEACHING CAN OFTEN be an intuitive job it is unarguable that good training is fundamental to high-quality teaching, and nowhere is this more true than in teaching children with special educational needs. One in five children has a special need in the UK so it is fair to expect that every teacher is a teacher of SEN pupils. Although the recent Ofsted report noted that there was an over identification of children with special needs as a result of poor teaching, this issue is far more likely to be as a result of inadequate training.

A COMPLEX MATTER21st century children are very different to those in the 20th century, and many learn in different ways so training simply cannot be a case of one size fits all. The needs of SEN pupils can be complex and challenging and when you add the often overlapping needs of SEN pupils into the mix, the matter grows more complicated. A pupil may be on the autistic spectrum

and may also have mental health issues, which could result in behavioural problems. If a teacher is not trained to identify these individual needs they will inevitably deal with the observable problem – in many cases, bad behaviour. This can lead to exclusion, poor attendance and lack of self-esteem; problems which not only affect a child’s education but also have a long-lasting impact upon life chances that can be difficult to address. As a result of the recommendations from the Lamb Inquiry in 2010 and the previous government’s focus on inclusion within the mainstream setting, teachers now receive a small amount of SEN training during the initial teacher training (less is received with a PGCE, Graduate Teaching or Teach First). Local authority training also takes place in the first year of practice but the majority of continued training will take place in-school. In light of budgetary constraints, schools will be expected to perform a balancing act, treading the fine line between minimising

the cost of training to make the most out of their budgets but without jeopardising the efficacy of practice. While peer to peer training can be incredibly effective, if the school has not been supported in building the necessary skills and knowledge in the first instance, this training will inevitably fall short of the mark as far as the child is concerned.

BEST PRACTICE AND COLLABORATIONThe introduction of the SENCO regulations in 2008 and the National Award for SEN Coordination training are slowly beginning to impact upon practice and on outcomes for children. If every mainstream school has a highly qualified, experienced SENCO who has the time and resources to manage the SEN provision then they would see an improvement in not only the assessment of young people but also the provision that the school is able to give to meet individual needs. Add this to peer to peer development and the building of collaborative links with other experts and


MEETING INDIVIDUAL PUPIL NEEDSWith the SEN Green Paper expected in February 2011, Lorraine Petersen OBE, CEO of nasen, discusses the crucial role that teacher training plays in delivering effective education for these vulnerable young people

SPECIAL NEEDS



Personal storage solutions for primary school classrooms

ANET MATTHEW from the company O.T.T. Pouch

has developed the Classroom Chair Storage solution to address some of the issues that children and teachers have with limited space, classroom disorder and organisation. With the storage pouch on the rear of the chairs to hold the day’s workbooks, stationery and personal items, everything is to hand including the daily drinks bottle so that children can drink freely throughout the day without leaving their chair or disrupting the rest of the classroom. It has subsequently been found to be a strong aid to schools with disabled and special needs children, where children have been integrated into mainstream classrooms, by taking comfort from having some ‘My Space’ to call their own. Less movement around the classrooms and tidy work tables have resulted in more disciplined and structured lessons. This solution is now in use by schools throughout the UK.A single trial pouch is always available to purchase and test on your own in-house school

chairs – try before you buy! September 2010 saw the launch of the Home-Field Workbook to hold three divisional A5 books neat,tidy,and in one place. Also, the Chair Satchel to take home (based in the original classroom pouch). Both new products are a parent purchase that doubles for class and home use.


Parents can order from the website. For school orders phone Janet or e-mail.Tel: 01656 655615Mob: 07767 707121E-mail: [email protected] Web: www.ott-pouch.com

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Helping children with learning difficulties

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short, emotive stories that gallop through action-packed plot-lines. These high-action novels, featuring realistic characters, keep reluctant readers engaged chapter after chapter. There are 24 novels in the Teenage Series (reading age around 8-10) and 12 in the Primary Series (reading age 7-8). The style attracts both the reluctant and the avid readers in the class, helping to reduce differentiation. Teachers’ Handbooks help to broaden comprehension and involvement. Left Hand Writing Skills – No: left-handers are not special needs! However, if poor writing habits develop, left-handers’ work is often illegible, messy and tiring to write. This series helps children

overcome incorrect fine motor skills and establishes more relaxed writing habits, with legible end results. Literacy products for dyslexic and other special needs students – A number of series and other titles to assist in the development of reading

and writing skills for both dyslexic students and those who simply take longer to absorb the fundamentals of language. For details of these resources, and others for teachers and parents, and how to obtain them, please visit our website.


Tel: 01384 397475E-mail: [email protected]: www.robinswoodpress.com

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Assistive Technology in the ClassroomConversor Pro is an FM Assistive Listening Device which comprises a transmitter/microphone used by the speaker or teacher, and a neck worn receiver which is worn by the pupil using his hearing aid or a set of headphones or earbuds. Conversor Pro can be used in one to one situations or in group or classroom environments.

The Conversor Pro microphone is directional and picks up only the speakers voice, sending a clear signal directly to the pupil. Background and intervening noise in the classroom typically exceed 75dB making it difficult for pupils who are hard of hearing. The level of noise is dramatically reduced using the Conversor Pro microphone which then results in clear reception and interpretation of the speaker by the listening pupils.

Conversor Pro is available as a single user system or with additional receivers for small groups. For larger groups the Conversor Multipack caters for 1 or two transmitter/microphones and up to 11 receivers.

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delivered externally or internally. Ultimately however, the responsibility does not just belong to teachers; continuous professional development – in whatever guise – and early intervention must be supported by the government and local authorities in order to give SEN pupils the best possible start in life.


Web: www.nasen.org.uk


and resources. If SENCOs within clusters of maintained mainstream schools meet regularly to collaborate and support each other alongside professionals from special schools, non maintained and independent schools, academies and external agencies, then a small local area could begin to coordinate services to meet the needs of a much larger group of young people, sharing resources such as specialist help to minimise costs. Teachers cannot be expected to have the right skills in place without the right training. The previous government’s Inclusion Development Programme, designed to offer professional development opportunities for whole school staff development, was inconsistent across the country but its aims were exactly right. All teachers at both Initial Teaching and In-Service stages should be able to access high quality professional development that will support them in their classrooms, whether these are

the picture begins to look a little less grim. There is much that schools can do to share expertise and minimise costs whilst still improving provisions and outcomes. Co-location proved very effective as part of the Building Schools for the Future (BSF) initiative, with special schools and mainstream state schools sharing grounds to allow each institution to benefit from various areas of expertise. Although many BSF schemes are now sadly halted, this has shown how effective collaboration can be. Viewing special schools as centres of excellence and establishing a mutually beneficial network of advice, support and resources is cost-efficient, sensible and perhaps the most effective method for improving outcomes.

SHARING COSTS AND RESOURCESSimilarly, small clusters of schools can work together within an area to share costs

Helping children with learning difficultiesReSTeD publishes a Register of schools that have excellent dyslexia provision. Our aim is to recognise

good practice and tell parents about it. Most of our schools are like yours – they are mainstream schools. We are not here just for specialist dyslexia schools or for children with severe dyslexia or specific learning difficulties. We can assist the head and governors in the difficult business of knowing if the provision for dyslexic pupils at your school is all it could and should be. Why not select the right (often the bright) dyslexic pupils who will go on to get excellent grades at GCSE and A level? We can help you do that. Our consultants are trained specialists in dyslexia so we can

offer a quality assurance for governors and heads that no other body can offer. Learning support teachers have nothing to fear from us. We offer consultation with experts who are there to help and recognise achievement. Remember, the majority of schools in the Register are mainstream schools that also offer help to SpLD pupils within or alongside their mainstream provision. Schools wishing to be included in the Register

are visited by a CReSTeD consultant for a small fee. The Register of our quality assured schools is produced annually and provided free of charge to parents and other interested organisations; our website is updated as soon as we have new information on schools. We are a registered charity and make no profit.


We are just a phone call away. Call 01242 604852 and speak to our administrator, Christine Hancock. If you are a head, or offer any kind of learning support, she is waiting for your call. How about e-mailing her on [email protected] or take a look at our website at www.crested.org.uk?

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ABOUT NASEN

nasen is the leading organisation in the UK which aims to promote the education, training, advancement and development of all those with special and additional support needs. nasen reaches a huge readership through its journals: British Journal of Special Education, Support for Learning, new on-line publication Journal of Research in Special Educational Needs and the magazine Special. nasen, formerly the National Association for Special Educational Needs, was formed in 1992 when the National Association for Remedial Education (NARE) amalgamated with the National Council for Special Education (NCSE). This followed a decision by the two organisations to create a single, powerful voice to promote equal opportunities for all learners. NCSE had its roots in special schools and was created in 1973 when the Association for Special Education merged with the Guild of Teachers of Backward Children and the College of Special Education. NARE began in 1963 and was largely inspired by those working in the remedial services developed in the 1950s. nasen now operates at many levels and is open to all those who wish to advance the education of those with special needs.

SPECIAL NEEDS


DRAWING AND TALKING began training in the UK in 2004. Since then, Drawing and Talking has trained more than 2,500 people all over England. If each of our participants only ever worked with one child, that would mean over 2,500 children would have benefited from the use of this simple yet powerful technique. In January 2008, then Minister for Young People Kevin Brennan announced the start of SEAL’s Targeted Mental Health in Schools project stating: “Good mental health and well-being are crucial to ensuring that all our children and young people can learn, achieve and fulfil their potential. Early detection and intervention through schools and nurseries is vital in doing this...to ensure holistic help and support is easily accessible to those children who need it most.”

WHAT IS DRAWING AND TALKING? Drawing and Talking is a safe, easy to learn method of working with pupils, in both primary and secondary schools, to help with underlying emotional difficulties that may be affecting their learning and behaviour. The core of the method is encouraging pupils to draw with a person with whom they feel comfortable, regularly, at the same time each week, and this person asking some non-intrusive questions about the pupil’s drawings. Over time, a symbolic resolution is found to old conflicts, old trauma is healed and the pupil is more able to control their behaviour

and better able to access the curriculum. Working with the child’s inner world needs to be carried out safely and non-intrusively, with respect for the child’s own pace and state of being. This is why anyone using Drawing and Talking learns to stay in the world of the child’s drawing. The child sets the pace and decides what to bring to the session. Often, in a first session, a child will produce a very neutral drawing, something in the room or the view from a window. Once they feel safe, their imagination begins to unfold. Drawing and Talking provides a cost effective school-based intervention, which is intended to complement rather than replace the work of CAMHS, Art or other specialist therapists, enabling children who would otherwise go untreated to get the help they need before problems become entrenched.

THE FOUNDATION TRAINING COURSEThe foundation course consists of a full day’s training. It is suitable for anyone who is working with primary or secondary school pupils, with no previous knowledge, training or experience necessary. Participants will learn how to put this simple technique into practice. They will learn how to get started, how to run a session and how to deal with common problems which can arise. Drawing and Talking is a serial drawing technique which takes place over a term. During

the training there will be an opportunity to see how drawings change over time as this powerful, yet safe, healing method takes effect. The theoretical component to the training will teach basic neurobiological theory relating to trauma, how to create a safe and containing space, the importance of endings and losses, how to deal with distress and child protection issues. By the end of the training, participants should be confident to get started in their own schools or clinics.

CASE STUDY – SAMUELSamuel had recently moved back to England after four years of living abroad. Despite attending the same primary school he had attended before he moved, Samuel was finding it difficult to settle and to make new friends. He was a very unhappy Year 5 boy; so I embarked on 12 sessions of Drawing and Talking with him. Samuel and I began work on 31 October. His first picture was entitled ‘Evil Witch’, not surprising as it was Halloween. This was followed by ‘Party Party’ depicting smoking, drinking, gambling and a glamorous-looking woman with painted nails and killer heels. After four weeks, Samuel drew a super-hero whom he named Justin. He used three sheets of paper before he was happy with it. He entitled this picture ‘Power Force’. We continued working through ‘The Danger Wolf’, ‘The Robin Hood Band’ and ‘Homer’s Embarrassment’. In week eight, Samuel drew a bird which he named Lulu. When I asked him to tell me about the bird, he said: “It’s the bird that’s been in all my pictures.” Looking back at Samuel’s previous pictures, I discovered that the bird was there right from the beginning, I just hadn’t seen it. I had been too caught up in the other images to notice but Samuel’s psyche knew what was important and he was prepared to let me know. From then on, Lulu was able to gather the troops for a battle with the eagles, culminating in fighting off the witch from the first picture. In this last picture, which Samuel entitled ‘Lulu’s new home’, he drew a thought bubble, coming out of Lulu’s head, which read: “I’m going to have a good life.” Samuel had been able to work through the internal conflict to a hopeful resolution.

Regional Training cost: £150.00 + VAT per delegate


For more information regarding dates and venues for regional training please visit www.drawingandtalking.comor telephone 020 87150745.


EVERY PICTURE TELLS A STORYDrawing and Talking – a therapeutic method of working with children

SPECIAL NEEDS

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THE FIRST STEP IN IMPLEMENTING and adhering to a successful behaviour policy is to let the pupils know exactly what is expected of them, outlining your expectations clearly and checking for understanding. It can also be helpful to have printed or pictorial instructions on display in the classroom – having firm evidence to immediately refer to can help to reinforce your policy’s importance and is particularly useful for pupils with special educational needs. In upholding the behaviour policy, teachers should give pupils opportunities to practice on a regular basis, revisiting the policy to underpin it. Reinforcing positive or appropriate behaviour with praise or reward helps to cement expectations. Involving pupils in developing the rules, rewards and consequences in your classroom will help to embed them in their minds and a self-review system can be incredibly useful when unacceptable behaviour is encountered, enabling the learner to reassess their actions easily.

Modelling the behaviour that you expect and maintaining a consistent approach where you are respectful in your interactions with both pupils and adults emphasises the importance of adhering to the behaviour policy. For non-SEN pupils, unacceptable behaviour can begin to seem as if it will have an isolating effect on the learner in question; when coupled with a response that doesn’t reward (i.e. a limited amount of attention) it should not be long before these practices start to take root.

MANAGING CHALLENGING BEHAVIOURThe most problematic part of managing your behaviour policy is tackling unacceptable conduct. There are simple steps that teachers can take but perhaps one of the most useful and least undertaken activities is to practice your approach. When tension rises in a classroom it can be difficult to maintain a calm atmosphere and the resulting pressure can increase the strain. To diffuse the situation, a calm, low pitched

voice and open body language are key – palms up and thumbs out to signal non-threatening action. With the majority of communication being non-verbal – 55 per cent via body language and 38 per cent is tonal – these steps can make the difference between diffusing the tension or ultimately escalating the situation. Here are some steps to tackle disobedience:


BEHAVIOUR STRATEGIES FOR INCLUSIVE EDUCATIONWith the continued focus on special educational needs and the importance of an inclusive education, behaviour remains a hot topic. Lorraine Petersen OBE, CEO of nasen, outlines strategies to deal with behaviour

BEHAVIOUR MANAGEMENT

CONSEQUENTIAL PUNISHMENTS

•Spokenrebuke•Lossofprivilegeorfreetime(lunch time or after school detention)•Beingplacedonreport•Lettersenthome•Discussionbetweenparents, pupil and members of staff•Withdrawalfromnormallessons•Reprimandfromasenior member of staff•Attendanceatschool during training days•Temporaryorpermanentexclusion



• Approach the pupil but be aware of personal space and body language• Use warnings• Remind the pupil if this isn’t the first time you have had to talk to them• Use a calm, low pitched voice• Clearly state your expectations: “I need you to…”• Stress the inevitability of punishment• Move through these stages slowly to avoid escalating behaviour• Once you have spoken to the pupil it is important to move away – this enables the pupil to make a decision about his/her behaviour without the stress of your presence• Expect to have to repeat yourself two to three times and refocus the pupil on the issue but do this with a statement of understanding to their argument (“Yes, I can see... You now need to...”)

THE IMPORTANCE OF COMMUNICATIONSystems should be in place for communicating with other staff and parents, as well as the pupil – this can help teachers be aware of potential personality clashes that occur time and time again, allowing a situation to be prevented rather than simply managed. For pupils with special educational needs this communication is paramount; behavioural issues that stem from a disorder or disability

will require different approaches and need to be discussed at length with the school’s SENCO in order to develop a separate plan of action. Keys to assertive teaching include being clear about your expectations, modelling the behaviour that you expect from your pupils – being respectful in your interactions with pupils and adults – to help enforce the expectation. As difficult as it can be it is crucial not to reward unacceptable behaviour with extra attention, however negative. Firm action that follows the same pattern and the use of consequential punishment, as listed, should, over time, help to set the right patterns of behaviour.

WARNINGSThe use of warnings is crucial but teachers need to limit warnings so as not to negate their effect. If warnings have had no discernable impact it is important to move onto the next consequence in order to enforce the behaviour policy in a way that has a lasting effect, both on the pupil in question and his or her peers. Behaviour has a lasting effect on pupils’ ability to learn successfully – a calm, positive classroom can encourage learners to respond to teachers’ questions and be open to education and creativity. The progress that can be made under the right circumstances leads to greater achievement and harmony in school – the joy of teaching at its best.

ABOUT NASENnasen is the leading UK professional association embracing all special and additional educational needs and disabilities. The organisation promotes the education, training, development and support of all those working within the special and additional educational needs and disabilities sector. Membership of nasen is an invaluable source of advice, offering an exclusive and vital range of benefits to support teachers, governors, teaching assistants and the entire education support network in the delivery of high quality inclusive practice. Benefits include fresh and creative education resources, dynamic conferences and seminars with world-class speakers. An inspirational professional development programme, plus print and online journals and magazines, exhibitions and access to recently completed research are also available. Furthermore, nasen contributes greatly and has a strong influence on policy and practice in the area of special educational needs through consultation and joint projects with other professional bodies.


For details on specific training and CPD opportunities relating to behaviour, visit www.nasen.org.uk


Premier Life Skills – working for you

REMIER LIFE SKILLS LIMITED

is a stress management training company with more than ten years experience of dealing with stress-related problems and issues affecting either individuals or organisations. Our trainers are stress management experts from relevant professional backgrounds including health and education. We run a range of public and in-house programmes designed specifically to tackle the issues of stress in the workplace and to support the work of stress professionals working on a one to one basis with clients. We are the only stress training company offering Diploma level 5 CPCAB accredited training courses in stress management and stress management coaching. Stress and wellbeing risk assessments are also available

from our specialist team of staff. We can run bespoke in-house stress and wellbeing training courses for staff at all levels and also provide consultancy advice and training in effective living/lifestyles and related areas.

We have been so successful in our training courses in stress and wellbeing, that we have expanded into areas of: team building, performance management, leadership training and development skills, absence management, assertive skills, dealing with difficult people, emotional intelligence team development and coaching as well as building resilient teams.


Tel: 07808 215674E-mail: [email protected]: www.premierlifeskills.co.uk

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The magic of mediation and conflict coaching

ILLINGDON COMMUNITY

MEDIATION supports people in effectively resolving disputes and other difficult situations they have become involved in. They provide Mediation, Conflict Coaching and Training in Conflict Management and Communication Skills for educational establishments, business organisations and individuals. Mediation can be used in a whole range of different settings including peer to peer mediation in schools, family mediation for separating or divorcing couples, work-place mediation for employers and employees enduring difficult complaints or disciplinary issues and many other areas. Conflict coaching gives one to one support for individuals experiencing difficult relationships

with a family member, work colleague or other acquaintance. HCM provides bespoke training and consultancy and is presently working with Brunel and Plymouth Universities

to incorporate mediation into their own complaints procedures for students and staff. There is an impressive selection of testimonials from university staff on the HCM website and mediation is proving to be an effective and less adversarial way of addressing students complaints. Mediation requires very little administration and participants are able to resolve issues in an impartial, confidential and safe environment.


Tel: 01895 447700 E-mail: [email protected]: www.hcmediation.co.uk

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PEOPLE OPPORTUNITIES is an education, management and leadership consultancy that is committed to supporting the achievement of high performing education organisations. We have a history of working highly successfully with individuals and organisations. Our consultants bring together a wealth of knowledge, skills and experience and have worked in education both nationally and internationally. We are results focused and ensure our solutions are tailored to meet individual client needs. Our approach is to do what works, which means keeping our clients’ needs in focus at all stages of the bespoke design and delivery process. SKILLED CONSULTANTSOur education team include experienced senior teachers with national reputations.They are practitioner consultants with proven credibility, solid education backgrounds and successful track records. They can both

do it themselves and help others do it. They are broadly skilled consultants that are also outstanding coaches. They each draw upon over 30 years of experience in schools and use their experience and insight to assist others deal with the most intractable and complex of issues. They have contributed to the national programme for school leads in behaviour and attendance. CLASSROOM STRATEGIESWe believe very strongly in individual responsibility and the development of classroom strategies and skills that maximise pupil success. We coach and consult with school leaders and classroom practitioners and support them in continually improving the quality of their work. We work from the perspective that schools are a whole system and that the best systems work hard to develop a climate of learning that meets the needs of the pupils they are tasked

to serve. Focusing on individual teachers is not enough. Schools need to pay attention to the way that a variety of interrelated factors help create stress points that can manifest as teacher failure to manage behaviour adequately. Placing all of the responsibility on the individual teacher needs to be looked at closely as often we are addressing the symptom and not the underlying cause. Putting resources on behaviour management strategies can detract from the work of creating exemplary systems and processes that generate commitment to learning and concomitant positive behaviour. WHOLE SYSTEM ISSUEOur speciality is working with whole systems. Behaviour management is a whole system issue and our speciality is in assisting school leaders implement holistic strategies in which everybody, not just teaching staff, are trained. We extend focus beyond individual pupils and their relationship to learning, other pupils

and school staff. We believe that there is a need to include in our scope dynamics such as adult-to-adult, adult-to-pupil and peer-to-peer relationships. We also believe that factors such as the physical environment and the communities that the school is supposed to serve also need to be seriously included when contemplating strategies designed to improve behaviour and learning. COMMITMENTWe seek to connect with the deepest aspirations of those we work with and support them in finding ways of integrating these values into their professional practice in practical and productive ways. We recognise the tremendous levels of commitment of people that work in education. Our work is to help them translate commitment into effective outcomes for pupils and our wider society. We believe that given the right conditions,

pupils and teachers can achieve their fullest potential. Over the years we have developed a variety of ways of helping leaders create the conditions for unleashing the potential of their teachers, other staff and pupils in achieving sustainable success. One of these ways is dynamic individual and team coaching at all levels in the school. Our approach is pragmatic, flexible, supportive and challenging. Part of our work involves developing self-understanding and assisting people learn how they can embody and communicate the outcomes they are seeking to implement in meaningful and effective ways. SOLID FOUNDATIONWe believe that what has been successful in the past and present provides a solid foundation for thinking creatively about possibilities for the future. Focusing on the outcomes that you are seeking, rather than on the problems that you are facing has proven to be an effective way of moving individuals, groups and organisations forward. We believe that our success is built upon the fact that we deliver innovative training programmes that we always see as a part of deeper organisational interventions. So we work with the wider system, the human dimension of organisations, to ensure that resources are not wasted and that training actually delivers the benefits it is commissioned to. We believe that we can be effective partners with those that want to transform the lives of the pupils and communities they are tasked to serve. Please contact us if you would like to discuss how we could help you.


Derrick Lowe and Dr Eden CharlesPeople Opportunities LimitedAddress: PO Box 1099 Doncaster DN10 4WLTel: 08444 631281Web: www.peopleopportunities.co.uk


BEHAVIOUR MANAGEMENT: A WHOLE SYSTEM PERSPECTIVEUnlock the power of diversity. Start with your people. Get results.

We believe that given the right conditions, pupils and teachers can achieve their fullest potential. Over the years we have developed a variety of ways of helping leaders create the conditions for unleashing the potential of their teachers, other staff and pupils in achieving sustainable success


Know your market…• Improve the student experience• Develop courses/offerings whichmeet learner needs

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Ecorys Survey

A full service market research agency offering• Face to face interviewing using our national field force• Telephone surveys from our in house Computer Assisted Telephone Interviewing (CATI) unit• Postal/self completion surveys• Web surveys• Focus groups and in depth interviews• In house data processing• Full analysis and reporting service.

We offer a flexible and tailored service to organisations in the education sector. Our clients include education providers, charities and national bodies.

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e: [email protected]


UNIVERSITIES ACROSS THE UK are facing unprecedented levels of change, including rising tuition fee levels in England and Wales. With such change can come new opportunities, as universities reassess current strategies and look for alternative approaches to satisfy current and future demands. The key is to identify how best to allocate resources to build a stronger education sector for the challenges of today’s world. EXAMINING THE TRENDSSocial, market and opinion research has long been used effectively in the higher education sector to examine the shifting trends in demand and to guide the decisions that universities make on policy development, teaching programmes, budgets and accommodation. In addition to the cuts in funding that English and Welsh universities have suffered over recent years, all universities have been struggling to meet the surging demand for places created by the lack of employment opportunities for school leavers. This trend is set to continue as Steve King, head of Customer Experience at market research agency SPA Future Thinking explains: “2011 is to be a bumper year for applications as those seeking to avoid any increase in fees will put off plans for a gap year. However, 2012 will naturally see applications fall as a result of this and universities will not see the full impact of these changes and their pricing structures until 2013.”

SETTING PRIORITIESResearch has become more important than ever as higher education institutions look to set their priorities in the face of unprecedented levels of scrutiny and at a time of austerity. Not only can it provide answers in a way that is sufficiently robust, it goes one step further and helps the decision makers within universities both to implement and evaluate their policies. But what exactly is market, social and opinion research, and how can it help improve services provided by universities? Research can be used to gauge public opinion and offer a greater understanding of attitudes. At its most effective, research can operate as a means of communication between universities and users. Effective research can hold the key to understanding any target audience and improving a university’s offer. TYPES OF RESEARCHThere are broadly two research methodologies; quantitative and qualitative, and both have their own specific purpose. Quantitative

research generally involves using larger samples of respondents to provide reflective data on major issues – such as asking people about the perceived quality of local educational provision. By contrast, qualitative research involves smaller samples and far more bespoke, personal questioning, which can provide a greater degree of insight and explores the behaviour of specific groups, for example student opinions on a course structure. Combining qualitative and quantitative

research can often provide the fullest picture. “For example,” says Steve King, “many universities currently benefit from the use of online satisfaction surveys of their students, including those who declined the offer of a place, as well as research into the impact of changes in pricing.”

STUDENTS’ VIEWSProfessor Bob Garvey, head of the Coaching and Mentoring Research Unit at Sheffield Hallam University commissioned MRS Company Partner FMR Research to assist in a process of market understanding and strategic positioning: “FMR was able to add to the data we already had by carrying out in depth interviews with some of our students, undertaking competitor analysis and mystery shopping our application handling system. Being independent of the unit and our other work commitments, this approach brought in dedicated external resource that could look objectively at the data, particularly as they were more detached from the issues.” As costs become an even greater issue, all UK academic institutions will need to consult with students about what types of services they should provide – plans to raise the tuition fee cap will alter students’ perceptions of how good an institution is, how many contact hours they expect, and the anticipated quality of accommodation and facilities, among other things. David Vivian from IFF Research explains: “This is no longer simply about customer satisfaction – asking how delivery has been – but rather using research to establish what the priorities are for

universities and the students that select them before they are delivered. That is not to say that customer satisfaction research is dead, but that universities will be relying on different forms of research to help set priorities and shape their agendas, as well as assess the outcomes.” Steve King adds: “It is very simple. If students – and in particular their parents – are paying more, they will expect more, and therefore universities have some tough decisions to make, wherever they are located. Commissioning

effective research can provide real insights into the likely demands of future student bodies and those funding them, allowing an institution time to prepare and react.”

STUDYING IMPACT OF POLICIESUltimately, universities will need to undertake robust evaluation studies of the impact of new policies, with cost becoming a more important factor in students’ decisions about universities. Steve King says: “Students’ decisions will be determined more by locality – with increased fees, many will be more likely to attend institutions local to them to keep down other costs. This will change the mix of intellectual abilities in courses. Expectations on the value received for the cost of their course will place additional pressures on the balance between teaching and research. Universities need market research to help understand what these changes are likely to be.”

• Steve King is head of Customer Experience of SPA Future Thinking, an MRS Company Partner• David Vivian, director within IFF Research’s Learning and Skills team. Also an MRS Company Partner• Professor Bob Garvey, head of the Coaching and Mentoring Research Unit at Sheffield Hallam University, client of FMR Research, an MRS Company Partner.


Web: www.mrs.org.uk


RELIABLE INSIGHT INTO A CHANGING SECTORBeyond academic research, market, social and opinion research can be used in many ways within higher education. We find out how with the help from the Market Research Society

MARKET RESEARCH

Research has become more important than ever as higher education institutions look to set their priorities in the face of unprecedented levels of scrutiny and at a time of austerity


WHEN MOST OF US THINK OF EDUCATION, we think of schools, colleges and universities and the well-educated professional people who spend their lives in public service, educating our young people. We think of the researchers in our universities achieving the breakthroughs in science, health and technology that translate into more reliable cars and household appliances, better health and the gadgets on which we have come to rely, be it our mobile phones or our home computers. We don’t automatically think of crime, but believe me, crime there is and much of it is fraud.

FRAUDULENT PARENTSSome fraud in education does attract media attention. Many of us will have seen the coverage of fraud relating to school admissions in Hartlepool, Reading, South Tyneside, Telford and Wrekin, Derby and the London boroughs of Hackney and Barnet. Parents desperate to get the best state education possible for their children had taken to using relatives’ addresses or even renting addresses temporarily to get their children into their chosen school. Given the impact a good school can have on the life chances of children, compared with a failing school, none of us should be surprised that parents want to do their very best for their children. While private education is not an option that most parents can afford, cheating the system most definitely is. No government is going to imprison parents for trying to ensure that their child escapes attending a failing school, especially when that same government is likely to be blamed for allowing it to fail in the first place. Indeed the Investigatory Powers Tribunal has ruled that Poole Borough Council’s use of the Regulation of Investigatory Powers Act (RIPA) to spy 21 times on a family suspected of trying to cheat a school’s admission policy was improper and unnecessary. Instead local authorities are expected to administer admissions policies rigorously but without resorting to hidden cameras and private detectives.

OVERSEAS STUDENTSMedia attention has also been drawn towards language schools, often with hundreds or thousands of overseas students on their books that have been used as a cover for illegal migration to the UK. Some have even been linked to terrorist activity while others have been linked to identity document factories that provide the migrant with a new identity that they can use to disappear into our society.

Training providers are the other source of high profile cases. Training providers with phantom students or those where the claimed course outcomes that generated fees funded by taxpayers, prove to be over-stated are just some of the scams that stain the reputation of this sector, and lead to a sceptic public questioning whether this training for the long term unemployed is good value for money.

ANALYSING RISKSThese are the high profile cases but are they typical of fraud in the education sector? Thankfully they are not. Far more typical are the frauds that could so easily be prevented if organisations followed basic best practice. Many organisations will already have a fraud prevention policy or rigorous procedures in place. Those who don’t should, in essence, undertake a thorough analysis of the potential risks, consider where processes might make them vulnerable, and implement procedures to eliminate those risks. This should lead to fraud prevention becoming part of the organisational culture, with everyone taking responsibility, and should include:• thorough fraud screening at recruitment stage• fraud prevention training at induction• regular monitoring• training in how to deal with instances of fraud• clear reporting processes• involvement of law enforcement, where necessary• ensuring that staff fraudsters cannot move unchallenged to a new employer to commit further fraud.

BEST PRACTICEBest practice starts with the recruitment of all staff, irrespective of whether they are permanent or temporary, full-time or part-time and irrespective of who their employer is. If they are working on your premises, you need to be sure they are not there to commit fraud against your institution. All new staff need to be screened, for example:• confirmation of identity• confirmation of residential address history• sight of a bank statement for verification and for payroll purposes• originals of all educational certificates to be seen to verify the qualifications claimed. Alternatively, letters from the educational institutions confirming results. If there is any doubt, contact the institution to verify the details• confirm that the applicant has

the right to work in the UK• Criminal Records Bureau check when applicable to the post • verify the employment history by contacting previous employers• ensure all interests (relationships to existing staff) are declared.CIFAS is able to help responsible employers to prevent fraudsters from gaining employment with their organisation. This is achieved by a data sharing scheme called the CIFAS Staff Fraud Database. At present staff who resign during disciplinary proceedings or who are dismissed for fraud by one public or private sector employer have little difficulty moving to another employer. The database prevents fraudsters moving unchallenged from one organisation to another. Employers use this database for the purposes of filing


FRAUD PREVENTION

FOLLOW BEST PRACTICE TO ELIMINATE POTENTIAL RISKWhen it comes to fraud prevention there are still lessons to be learned by professionals working in education, says Peter Hurst, chief executive of CIFAS, the UK’s Fraud Prevention Service


steps to protect against fraud are very simple, so simple that they are often overlooked because the loyal school secretary or the college finance clerk are such reliable people, long serving and totally trustworthy. Often this is where the greatest risk lies because, if fraud is made easy, eventually someone is tempted to try it. Best practice dictates that there should be segregation of duties, reconciliation procedures, receipts for all cash, and good physical security. No single person should manage or carry out the entire process. By adopting this simple advice you can ensure that the cash box, the cash register, the vending machine and the social fund are all kept secure. In addition you should have a gifts policy and a hospitality

policy to guard against inducements being proffered and accepted in return for favourable procurement treatment. Procurement processes should involve panels and be written to ensure that no single person can exert an unreasonable influence over the selection of a supplier or the list of suppliers who are invited to tender.

STUDENT LOANSUniversities face their own special fraud issues. Such is the value of a student loan that organised crime has been attracted to this area. By creating false identities, obtaining places on courses and applying for student loans, organised criminals are generating a substantial income for themselves and a loss to the public purse. Universities then face empty seats on their courses and at a time when many well qualified students are unable to obtain a place. Fortunately, work is under way to plug this gap and the Student Loans Company is now able to join CIFAS. Under the Serious Crime Act of 2007, the government designated CIFAS as a Specified Anti-Fraud Organisation (SAFO). This enabled public sector organisations to become Members of CIFAS and to reap the same benefits as the private sector. The Act provides a legal gateway for the sharing of fraud information both with other public sector organisations and with organisations outside the public sector. CIFAS had to go through a comprehensive review process before its application to become a SAFO under the Act was approved. A number of such organisations are poised to join CIFAS in the coming months. They will benefit not just from the private sector’s fraud data, but also from sharing their fraud data with other public sector organisations through CIFAS. We hope to welcome the Student Loans Company into membership and are working with them to achieve this.


Web: www.cifas.org.uk


FRAUD PREVENTION

data about their staff fraud cases and for accessing staff fraud records filed by other Members, during the recruitment process. The Information Commissioner’s Office was consulted during the development of the database as were the Trades Union Congress (TUC), Confederation of British Industry (CBI) and the Chartered Institute for Personnel and Development. The Financial Services Authority has welcomed the establishment of the CIFAS Staff Fraud Database. Once staff are employed within an organisation, employers need to secure any procedural weak points. In education these tend to be in cash handling, making electronic or cheque payments and procurement. The

Given the impact a good school can have on the life chances of children, compared with a failing school, none of us should be surprised that parents want to do their very best for their children. While private education is not an option that most parents can afford, cheating the system most definitely is

Peter Hurst

IN THE AFTERMATH of the government’s public spending review, the Meetings Industry Association (MIA) has a proposition for government buyers at all levels that is designed to achieve working efficiencies, maximise event budgets and even create jobs. Under the proposition, MIA members guarantee excellent service delivery, best practice and a commitment to value promises, if buyers commit to using their services. It’s an indication that the meetings and events industry is prepared to work with buyers to ensure they continue to achieve event objectives, despite being subject to budget restrictions. The common sense approach is an example of an industry tackling the public sector spending cuts with realism and pragmatism. The business visits and events sector is actively working to raise its profile in terms of its value to the UK’s economy. In particular, the Business Visits and Events Partnership (BVEP) influences and develops policies and strategies favourable to the development of the sector. At a reception held during National Meetings Week in October, the organisation presented MPs with its ‘Britain for Events’ report. The report is a snapshot of the sector, covering its size, value and dynamics. It is one of a number of initiatives undertaken by the BVEP and includes a breakdown of the value of each sector element. It reveals the whole sector to be worth £36.1 billion. Other key facts contained within the report:• There are over 25,000 businesses in the business visits and events industry• Over 530,000 people are employed by the industry• Trade transacted at exhibitions and other business events held in the UK is conservatively estimated to be worth over £100 billion.

DANGER OF SECTOR DECLINEThe sector is in danger of decline because of its heavy reliance on events organised by the public sector which are now being cut. According to a survey of venues conducted by the MIA on the impact of the loss of public sector business on the business tourism industry since the coalition government took office, 83.5 per cent confirmed their venue is frequently used by government departments. 22.9 per cent claimed that 50 per cent or more of their business is reliant upon public sector income. The results show the public sector has already drastically cut back on business tourism spend, with 68.8 per cent of venue respondents claiming they had been notified

of cancellations in public sector business within the past 12 weeks. 72 per cent of those that had not received cancellations had been given indications from public sector clients that current activity will either be reduced or will cease.

CONTINUOUS IMPROVEMENT The ‘Britain for Events’ report is also concerned with the benefits of continuous improvement of standards within the industry and dedicates an entire chapter to the issue, giving much credit to the MIA’s AIM standard. In turn, the MIA believes government use of AIM venues and its endorsement of the accreditation at a national level is an opportunity to protect jobs and attract business into the UK. The MIA developed AIM, in association with the Best Practice Forum, in recognition of the reassurance people feel when they are given the choice of buying services from a company that has achieved an accreditation from an independent assessor, such as the AA rosettes for hotels or the Michelin Star for restaurants. Jane Longhurst, MIA chief executive, who spearheaded AIM, says: “AIM helps meetings venues achieve a set standard for venue facilities and service delivery, based on measurable criteria such as customer service, compliance with codes of conduct, legislation and corporate social responsibility; meetings buyers know they can trust an AIM business to perform well. “So that AIM is fully representative of

the industry, membership is available for both meetings venues and meetings industry suppliers, with three levels of achievement: Entry, Silver and Gold.” During a venue’s AIM accreditation process it is scored against 50 grading criteria, covering value for money, best practice, compliance with legislation and CSR, on behalf of buyers. It’s a process designed to add value; providing buyers with reassurances and saving them much needed time when choosing a venue and location for their next event.

THE MIA’S PROPOSALLonghurst says the MIA’s objective is to persuade the government to endorse AIM and to support the raising of standards in the industry by ensuring public sector events are held in AIM venues. In these austere times, government buyers need venues that can offer firm reassurances of professionalism, excellence and value for money. Through AIM, all MIA members can offer this, so it’s for good reason that these buyers should support the accreditation. “Furthermore, businesses with AIM are a valuable asset to the community, attracting business and securing jobs,” she says. The aspect of AIM Longhurst is referring to is its potential to secure and create jobs and wealth by attracting more business to an area. Destinations that offer a wide

ACHIEVING ECONOMIES, RETAINING STANDARDSWith budgetary restraint now widespread, AIM accredited venues offer event buyers firm reassurances of professionalism and value for money, writes the Meetings Industry Association

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objections, largely common sense in the current climate. Inevitably they will lead to a new era in public sector spending with a new approach to procurement that mirrors that already taken by the private sector – again, common sense. Indeed, it is perhaps because of the pragmatic relationship it has developed with the private sector that the meetings and events industry is in a position to rapidly present budget optimising solutions such as AIM to the public sector. The decision for government is whether or not to reward this admirable attempt to raise standards and secure value, by endorsing AIM, answering the call of the entire business visits and events industry, or to ignore it. Let’s hope common sense prevails.


Web: www.mia-uk.org

generate a detailed enquiry form or Request For Proposal, this will tell the venue teams within your selected venues all they need to know, and can be sent to them all simultaneously.“ Using an agent is also an excellent, yet often overlooked, way for government to make savings. Begley comments: “Currently the agents we work with at venuedirectory.com are saving their clients between 14.2 per cent and 42.4 per cent on their events. These meetings and event agents are experienced experts in what they do and as part of their service, will negotiate with the venues, on their clients’ behalf, for the best price and to ensure the pricing structure is correct.”

COMMON SENSE APPROACHCuts to departmental budgets and implementing the recommendations proposed by the Philip Green report are, despite some

choice of AIM businesses, such as venues for hosting events, caterers for providing the food and audio visual companies to manage staging, tend to be more competitive and, especially with the increased credibility of AIM achievement, attract higher levels of both national and international business. The knock-on effect is the meetings and events businesses in these areas are more prosperous and employ more people. Clearly the ability to attract international income is a boon for the entire UK economy; an opportunity to create income for the nation, while ticking many of the procurement boxes outlined by Philip Green in his recent report on inefficiency and waste in government spending.

LEVERAGING BUYING POWER Philip Green’s report was commissioned in August by the Prime Minister. In it, Green writes: “Government does not leverage its buying power, nor does it follow best practice. Procurement data is shocking – it’s both inconsistent and hard to get at. There is inefficient buying by individual departments, with significant price variations across departments for common items.” On London hotel night spend, Green’s report identifies that: “Government uses 400,000 room nights in London each year at a cost of £38m. The highest price per night is £117; the lowest price per night is £77. The differential: 34 per cent.” There are many ways that the meetings and events industry can help the public sector operate more efficiently and rather than panic about public sector cuts, the meetings and events sector is now focusing on presenting government buyers with opportunities to make savings. Michael Begley is managing director of venuedirectory.com. He uses his experience of venue finding and booking systems to suggest potential money saving solutions available within the sector. “So much time and therefore money is saved when the right tools are used for the right job. When it comes to venue finding, Google-ing it is not the answer,” says Begley. He believes traditional search engines are not specialised enough to add great efficiencies, and do not allow the user to define the size, style and facilities of the venue required, or whether it is AIM accredited. “These are important ingredients of venue finding that create highly specific results that are available from a good online venue search tool,” says Begley. The industry has also found a way to automate the venue briefing process, allowing buyers to save time and increase competition between those bidding for its events, by submitting events briefs simultaneously to a list of selected venues. Begley continues: “By using the right online venue findings tools, a short list of suitable venues can be created very quickly and rather than call each individually, you can

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NVESTEC EDUCATION has been providing compliant Operating Lease solutions to schools since 1991.

As one of the few providers of this type of funding to the UK education sector, we ensure that schools are able to arrange the finance they require for almost any equipment purchase from IT and furniture to sports equipment and vehicles. The recent government spending review outlines new constraints on cash flow within the education sector and already, we are seeing increasing numbers of schools turning to us for assistance in securing the funding required to develop educational facilities. Despite these changes and that all leasing must be undertaken via Operating Lease, there are still many schools continuing to enter into agreements that are not recognised as compliant with current regulatory accounting guidelines; often resulting in issues that could have been otherwise avoided under the terms of an Operating Lease. As with any business, cash flow is under constant pressure; making it essential that schools receive the best value for money on any investments they make. At Investec Education, our Operating Lease facility allows schools to achieve the equipment they need – when they need it. Essentially leasing is a means for schools

to maximise cash flow, leaving existing budget resources untouched and available for investment in more essential areas of development. Leasing is also an effective means of achieving better cash management given that schools have the ability to spread the cost of repayment over two to five years. Our specialist team of consultants are well versed in all areas of education funding and will work alongside your school finance team to source and finance the equipment you

require whilst giving you the reassurance that any equipment purchases undertaken are 100 per cent compliant. We provide automatic acceptance on volumes up to £250,000 and have no limit on the total volume of funding we can arrange.


To find out more on how Operating Lease could improve your future purchasing plans, contact us today on 01244 525406.

Investec Education – providing compliant operating lease solutions to schools since 1991

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TILITY ASSIST works with all types of commercial organisations, including educational establishments, that

want to keep their utility (electricity and gas) spend and consumption in check. We help by providing a free, independent, commission-based energy broking service to negotiate the best prices from a raft of suppliers. We also offer other energy consultancy services such as Capacity Reviews, Energy Assessments, CRC Planning, Meter Upgrades/Downgrades, new connections and Gas Consumption Challenges. All priced to suit individual client’s needs and aimed at keeping their costs down. Our services enable our clients to spend and use less with the result they improve both their bottom line profits and reduce their impact on the environment. Our experienced client-facing team have all had extensive industry experience with major UK suppliers. We have fully qualified energy mangers whose breadth of knowledge covers a wide spectrum of disciplines. All are keen to share this knowledge with clients using plain English. We understand the issues that face commercial energy consumers and our dealings with the educational sector are in-depth and on many levels. One of our directors is a vice-chair of governors at a local high school, and we have youth organisations, private schools

and further education colleges on our client list. This provides us with a direct insight into the energy needs and requirements of a variety of educational establishments. From inception, our philosophy has been to be a friend and mentor to the commercial energy user – we aren’t just a profit making organisation. We always act in a way that will enable us to sleep easy at night and as a commitment to our professional standards we are members of the Utility Intermediaries Association, which lays down strict codes of conduct which members must follow. Utility Assist also carries appropriate levels of liability and professional indemnity insurance. We don’t impose unnecessarily on our clients, but we are always here when required to handle any

utility related matters. There are no hidden agendas – what you see is what you get. If we can’t do something or feel something isn’t in our clients’ best interest, then we will say so. Finally, being members of the Institute of Sales & Marketing Management we don’t believe in pressurised or hard-selling. Good, long term, mutually beneficial business relationships is how we work.


Contact us today to see how we can start helping you.Tel: 0845 0944325Fax: 0845 0946053E-mail: [email protected]: www.utilityassist.co.uk

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Haven Systems – cashless EPOS, back office and reporting systems for the education sector

AVEN SYSTEMS LTD is a dedicated software house, developing systems for the hospitality and education markets

since 1991. Our ethos is to provide intuitive and reliable systems with comprehensive reporting in the back office to provide as much management information as possible, allowing enhanced levels of productivity for our clients. Our software is developed in house by our own programmers, our enviable reputation has been built on the back of our consultative approach and ability to tailor off-the-shelf systems to meet individual clients requirements. Haven Systems provides a range of solutions for all types of schools, colleges and universities. Haven Systems’ new CIS product eliminates the need to handle cash in schools. Designed specifically for the school environment, our Cashless In Schools solution allows an automated meal selection process and can eliminate cash handling at school level. Each teacher runs our browser application which cross references each pupil with their default meal selection. This is run each Monday and selection is made for the week on a per class basis by each class teacher (daily adjustments can be made as necessary as the week progresses). The process takes just minutes from start to finish. The kitchen receives a daily print out of meals

required, this is an automated process and prints at a predefined time, typically 9.45am allowing time for the teachers to make amendments for absent pupils, or a change in meal selection and adequate time for the kitchen staff to prepare. Each pupil has an account within the system and each meal is debited from this account. The account can be credited by cash, internet payments, or telephone payments. At this point cash handling at school level can be eliminated. Implementing Haven Systems cashless solution offers real benefits, just some of these are: • Eliminating cash handling at primary school level • Removes any stigma attached

to free school meals• Allows accurate monitoring of pupils accounts • Removal of cash handling at school level offers substantial financial savings from year one. Haven Systems products and services include:• Cashless EPOS Systems• Online account top up options• Reporting and Stock Control modules• Kitchen Management modules with recipe banks and nutritional values.


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Site consultancyWe work with Architects, Developers and Construction companies in site developments. This is forCommercial, Industrial and Domestic developments, ranging from a single site to multi-premises sites. We will “project manage” the delivery of all utility services (electricity, gas, water, telephone) to building development sites.

Energy consultancyAs many users of electricity must already be aware there have been major changes in the Electricity Supply Industry, with many more changes to come in the immediate and probably long term future. All regional electricity companies have been subjected to fairly stringent staff reductions and therefore, reductions in the service available to their customers.

Energy monitoringWith more and more legislation being introduced, to get businesses, to save energy and reduce carbon footprints it is becoming more and more important to monitor energy use. How many times does any business get an electricity bill and then ask the question “Where or When did we use all that energy?.” The answer is, Probably quite often.

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The First Class Catering Company has over 25 years experience delivering a quality catering consultation service. At the heart of our business, are our customers building a long term relationship with dedicated support staff. We work closely with our customers to plan, design and implement their service – right from their menu plans to a full eating area.

If your current service is “in house” or you’re considering this as an option, we can help. We will ensure your catering team is kept abreast of all legislative changes and provide the right tools to help them succeed. We will provide support to you and the Catering Manager by assisting with the business and marketing plans, and agreement and setting of the annual budget. We will give regular support of financial and best practice reviews, customer survey and training as required. We will also offer additional support to your Catering Manager with a dedicated point of contact for them to discuss any issues with an experienced catering advisor, whenever needed. We offer on and off site training for your catering team to ensure they are fully compliant with current Government Legislation, as well as changes in nutritional standards which may be used as evidence for Ofsted inspectors.

Or you may be considering tendering or market testing your service. If you are, we can provide support through the various stages of the process. The First Class Catering Company will offer impartial advice on the options available to best suit your School. Our tailored service ensures your interests are paramount throughout the process by helping you through each stage.

To ensure compliance and best practice with the very latest Health and Safety / Hy-giene Legislation, quality and financial aspect we have a rigorous audit process. This reviews a kitchen / eating area and provides recommendations in order of the highest priority of non-compliance, with best practice methods that the kitchen should adopt. The quality audit system has been developed to improve existing service and provides reassurance that the service quality are to the highest standards. Once the audit has been completed we will produce a detailed report on our findings together with an action plan and agreed timescales for the implementation of recommended changes.

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Cashless EPOS, Back Office and Reporting Systems THE BENEFITS

Implementing Haven Systems cashless solution offers

real benefits, just some of these are:

A Eliminating cash handling at primary school level

A Allows accurate monitoring of pupils accounts

A Removal of cash handling at school level offers

substantial financial savings from year one

HAVEN SYSTEMS PRODUCTS AND SERVICES

A Cashless EPOS Systems

A On Line account top up options

A Reporting and Stock Control modules

A Kitchen Management modules with recipe

banks and nutritional values

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CR SYSTEMS (NORTHERN) LTD has been operating from its premises in New Ferry, Wirral since 1982 supplying,

installing and maintaining EPOS along with CCTV integration systems to the hospitality and retail sectors. The trend in the industry is forever more sophisticated systems and CCR Systems has been keeping up with the advancements in technology. Let’s take a look at why EPOS systems are right for your organisation. EPOS systems can save your business time and money as well as streamlining stock control. Innovative and design orientated, “customisable” thanks to a clever colorful clip-on system, the Odyssey by POSligne makes its own style statement while blending perfectly into the overall design concept of all points of sale environments, schools, shops, supermarkets, hotels and restaurants and all public places in general. The J2-580, 615 and 650, are unique in design. Building on the J2 values and innovative design practices of the past, J2 has produced a product that will not only meet the requirements of retailers today, but future proof their investments for many years to come. Total Control and EPOS Office are comprehensive back office software packages to manage data provided by the retail and hospitality terminals. Instant

Loyalty is an extremely powerful card based cashless and loyalty system. We offer a wide range of CCTV cameras and Digital Video Recorders with capture of transaction data to be displayed on top of the normal video picture and data base search. Excellent methods for controlling theft and fraud. With Paxton Net2 you can control access on hundreds of doors for up to 10,000 users. Access permissions may be set individually or by department. This makes setting up

different permissions for different groups of people quick and strait forward. Some areas may be restricted to only a certain group of users. Shift may be set for departments, and those permission are allocated instantly when a new user card is issued.


Tel: 0151 6448296 E-mail: [email protected]: www.ccrsystems.co.uk

EPOS systems can save your business time and money as well as streamlining stock control

C

HE FIRST CLASS CATERING Company has over 25 years experience

of delivering a quality catering consultation service. At the heart of our business are our customers building a long term relationship with dedicated support staff. We work closely with our customers to plan, design and implement their service – right from their menu plans to a full eating area. If your current service is in-house or you’re considering this as an option, we can help. We will ensure your catering team is kept abreast of all legislative changes and provide the right tools to help them succeed. We will provide support to you and the catering manager by assisting with the business and marketing plans, and agreement and setting of the annual budget. We will give regular support of financial and best practice reviews, customer survey and training as required. We will also offer additional support to your catering manager with a dedicated point of contact for them to discuss any issues with an experienced catering advisor, whenever needed. We offer on and off site training for your

catering team to ensure they are fully compliant with current government legislation, as well as changes in nutritional standards which may be used as evidence for Ofsted inspectors. Or you may be considering tendering or market testing your service. If you are, we can provide support through the various stages of the process. The First Class Catering Company will offer impartial advice on the options

available to best suit your school. Our tailored service ensures your interests are paramount throughout the process by helping you through each stage. To ensure compliance and best practice with the very latest health and safety/hygiene legislation, quality and financial aspect we have a rigorous audit process. This reviews a kitchen/eating area and provides recommendations in order of the highest priority of non-compliance, with best practice methods that the kitchen should adopt. The quality audit system has been developed to improve existing service and provides reassurance that the service quality are to the highest standards. Once the audit has been completed we will produce a detailed report on our findings together with an

action plan and agreed timescales for the implementation of recommended changes. If this is sounds just like the service you’d like for your school, please contact us today.


Tel: 0845 2415617E-mail: [email protected]: www.tfccc.co.uk

The First Class Catering Company – quality catering consultation for the education sector

T

•Expertsineducational utility cost reduction

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Call now on

0845 094 4325 to find out how we could help

your school or college

www.utilityassist.co.uke-mail: [email protected]

LAN WAN VPN CHIP & PIN CCTV LINK BACK OFFICE INSTANT LOYALTY ORDERMAN HAND HELD CASHLESS SYSTEMS PAXTON ACCESS REGISTERED INSTALLERS

C.C.R. Systems (Northern) Ltd 142 Bebington Road, New Ferry, Wirral, Merseyside CH62 5BJ Tel:- 0151 644 8296 Web:- www.ccrsystems.co.uk Email:- [email protected]

The Epos Professionals Since 1982

Cashless Systems, Door Access Systems & CCTV Systems

We supply a full range of office, retail, school and events security services including: receptionist services and concierge, residential areas security, mobile vehicle patrols, mobile foot patrols, key holding, telephone switchboard services, installation of security equipment, installation of telephone switchboard systems, squatters’ eviction services and installation of steel security doors. If its security related, we probably cover it, so please call in confidence to discuss your requirements: Prices start from £7.50.

WE OFFICIALLY CONDUCT RISK ASSESSMENT FOR ALL SCHOOLS IN ENGLAND FROM A COMPETITIVE RATE OF £150 + VAT.

n Commercial & Residential Security Personnel n Security Consultancy & Risk Assessment n CCTV Monitoring & Training n Fully uniformed & equipped static and mobile security guards n Reception Security Personnel n V.I.P Protection n School Security n Concierge n Key Holding . Quick Alarm Response n Event-Cover Guards

LONDON SECURITY GUARDS (UK) LIMITEDFreephone: 08000 6969 66 Tel: 0208 851 7987 Fax: 0871 266 4694 E-mail: [email protected] Web: www.london-security-guards.co.uk

Are you looking to save on your Energy costs?Electricity and Gas has become one of the most expensive commodities that businesses, schools and education institutions face on a monthly basis. Are you doing enough to ensure your bills are manageable?

PCM Switch is an energy broker committed to finding solutions to energy costs for all aspects of customer usage and finding the best energy suppliers that would suit your particular needs.

U No obligation quotesU Get lowest possible ratesU 100% free serviceU Dedicated account manager

Contact us today on: 01943 882189Or visit www.pcmswitch.co.uk



CHOOLS ARE LARGE BUILDINGS that require a lot of energy to heat and illuminate. Many of them have

high ceilings, as well as very large rooms, the large rooms are necessary to accommodate the number pupils per classroom. It is imperative that schools find ways to conserve energy and cut costs, and this can be achieved if everyone plays their part. Not only will the schools save money on energy costs, it’s also an excellent opportunity to teach children that value of saving energy and the environment. Installing an Energy Display Meter will help everyone become more aware of how much energy is being used at any given time, involving the pupils in this type initiative will teach them the value of energy usage and where they can make changes. Replacing old energy guzzling light bulbs with more energy efficient ones can ensure greater energy savings as well as showing school children that the school is also doing its bit to conserve energy. Children enjoy being involved in projects and it might surprise some of the teachers how aware their students are about conservation. Education facilities can also cut their gas and electricity costs by ensuring that the institution’s energy contract is one that offers prices for

bulk usage. Many schools and education institutions could employ the services of an energy broker such as PCM Switch, who will evaluate your energy needs and find the best solutions for saving energy costs. PCM Switch is able to offer this service in an impartial manner as they are not affiliated to any single energy supplier. Schools can use an energy broker to find the best available resources, as well as finding the best company for environmentally friendly gas and electricity. Empty classrooms should have their doors and windows closed to retain the heat in the room. When not in use lights should be switched off, including for an hour at lunch break as this can save quite a bit of electricity daily, which will add up over the month. Turning down the heating by a notch or two and encouraging pupils to wear an extra layer of clothing, can also help save energy. Unused electrical appliances such as computers, tea urns, photocopy machines,

should all be switched off at the end of the day. Left on they use as much energy as normal usage during the day. Create a check list that can be followed by teachers and pupils to ensure that there are no areas of wasted electricity and gas. An investment in motion sensor lighting is worthwhile as it will switch off lights when the room in unoccupied. It is also an additional security feature as it can alert unauthorised entry after hours if lights come on when not expected during nights, weekends and school holidays. For more ideas in conserving energy and finding a energy supplier that offers the best package for schools, contact PCM Switch for a free, no obligation quote and save energy and the environment.


Contact us today on: 01943 882189or visit www.pcmswitch.co.uk

Planet Corporate Management – conserving energy in schools is everyone’s responsibility

S

R.E.G – energy supply contract negotiations

.E.G ENERGY SERVICES was established in October

1994, when the energy market opened up to all users. There are three sides to the company: Energy Supply Contract Negotiations; Energy Monitoring System; and the facilitating of utilities delivery to development sites. These projects could be development sites of one or two houses to factories, a multiple housing development and office developments. The customers we serve are industrial, commercial and agricultural businesses. Site Consultancy: We work with architects, developers and construction companies in site developments. This is for commercial, industrial and domestic developments, ranging from a single site to multi-premises sites. We will “project manage” the delivery of all utility services (electricity, gas, water, telephone) to building development sites. Energy Consultancy: As many users of electricity must already be aware there have been major changes in the electricity supply

industry, with many more changes to come in the immediate and probably long term future. All regional electricity companies have been subjected to fairly stringent staff reductions and therefore, reductions in the service available to their customers. Energy Monitoring: With more and more legislation being introduced to get businesses to save energy and reduce carbon footprints, it is becoming more and more important to monitor energy use. How many times does any business get an electricity bill and then ask the question “where or when did we use all that energy?” The answer is, probably quite often.


Tel: 01603 510161E-mail: [email protected]: www.regenergyservices.co.uk

R

Bill validation and tendering service from The Finance House

CHOOLS NO LONGER have to negotiate

their own energy prices. “The utility roll over trap, where gas and electricity renewal dates are missed and schools become trapped into another contract period at inappropriate rates is a major drain on budgets,” says Colin Warburton of The Finance House. In the present financial climate and with energy costs rising, schools have to keep a tight rein on budgets, and with this in mind The Finance House offers a full bill validation and tendering service. They constantly monitor your utility renewal dates, obtain quotes and take care of all the necessary paperwork, freeing up your precious time. With its bulk buying power the Finance House will nearly always be able to obtain a lower rate, thus saving the school money and time. As an energy broker the deals we offer are rock solid, straight from the same power

companies that you would normally deal with. We are rarely, if ever, beaten on price and according to our customers, our service is second to none. Clients can expect, on average, a massive 20 per cent saving compared to a contract that they negotiate on their own. The Finance House makes the process simple, quick, efficient and free.


Tel: 01273 857024Fax: 08716 616354Mob: 07941 460582E-mail: [email protected]: www.thefinancehouse.co.uk/energy.html

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

ADVERTISERS INDEX

A&Z Sports 104Abacus Main 42Adobe 36Aimia Foods 13Alpha Parking 76Alternative Energy Solutions 62Autobar UK 84AVer Media 33Avery 42B Squared 108B2B International 116Babcock Education 30Balens 48Bamboo Innovations 28Beds and Bars 101Bemrose Booth Paragon 74BPS Projects 14Brady Corporation 80Bright Green IT 41Broadwood International 76Brother 38Casio 16Castle Vehicle Leasing 48CCR Systems 128Charity Gift Vouchers 51Collinson 59Cordtape Energy Management Systems 64Cordtape Environmental Services 78Cotswold Wildlife Park 98CRESTED 109Crestron 20Dartfish 33David Burton Associates 104Davis Langdon 14Drawing and Talking 111Ecorys UK 116Entry Parking Post 76Espresso Education 32eteach 10European Study Tours 98

Experian 14FARMSS 70Findel Education 60Firefly Solutions 32First Class Catering Company 126Formica 52Frog 25Geode Networks 28GML Construction 54Groupcall IBC, 33Haven Systems 126Conversor 108Hillingdon Community Mediation 114ibubble 18Imserv Europe 22Innovations in Technology 44Intelligent Utilities 68JJ Food Service 90, 91Kenyan Adventure 96Kumon 13, 26Lastec UK 48Laurence Mitchell 29Lease Direct Finance 124Lombardy Directive 4London Duck Tours 94London Security Guards 128Lowrie Brothers 56LSI Independent Utility Brokers 68Malindobiko 30MCL Energy 68Mike Ayres Design 106Mimio 10Monodraught 6MRN Mediation 80Müller Dairy 88National Ice Centre 14NEC OBC, 13OCM Wealth Management 2OKI Printing Solutions 8Panasonic 34

Parker Software 42Pass Training Consultancy 76People Opportunities 115Planet Corporate Management 128Pouch 108Powermaster (Wakefield) 70Premier Life Skills 114Primary Landscapes 104Rap Industries 48Reach Out Plus 98Red Rock ICT 40Rentokil Specialist Hygiene 82Ripley’s Believe it of not! London 10Robinswood Press 108Sanako 24Sapphire Business Interiors 86Scottish Qualifications Authority 24SDH Airconditioning Services 70Skibound 98sQuidcard 28Stapleford Abbotts Golf Club 122Steinberg Media Tech 13Symmetry 46Systematic Energy 122The Finance House 126The Green Drinks Company 86The Nagels UK 75Theo’s Food Company 92Timotay Landscapes 102TPS Parking Solutions 74Trend Controls 66Utility Assist 128Utility Matters 68Variable Message Signs 72Vogel Products 28Waco 56Widespread Solutions 70Yani Montoya Consultants 80Zeag 77

N JULY 2007, the UK Government announced sweeping changes to school meals and what could

be sold through vending machines. Most schools then removed all traditional vending and in the process left a huge hole in school budgets, and a lack of services for students during breaks. Over the last three years, I have watched with interest as healthy vending players have come, and gone, and schools have experimented with all sorts of solutions. Now that budgets are being cut, schools are becoming academies and three years have past – can vending be easy and profitable? The simple answer – yes! With the right vending partner. Three Winning Strategies: 1. Healthy drinks. In SFT compliant schools, cold drinks are the best selling lines. Firms that previously could not compete with Britvic and Coke have entered the market with a wide range of juice, milk, and water brands. Glass fronted cold drink vendors that hold 400 units and are able to vend 500ml bottles, cans, pouches and tetrapaks – are achieving sales of over £500 per academic week. 2. Fresh Food. How do you cope with 700 students at lunch, when some only want a bottle of water or a packaged roll? Many schools lease or have purchased food vending machines. The

best fresh food machines can hold over 300 fresh lines, and are able to dispense apples, rolls, tubs of salad, yoghurts, fresh juice, etc. The use of vending has reduced queues, made catering staff more efficient and allowed staff to experiment with a wide range of healthy snacks and various price points for students. 3. Semi-healthy vending. Independent schools are not compelled to comply with the government legislation, but many have chosen to implement a semi-healthy vending solution. The best performing “semi-healthy” vending sites are generating over £1,000 per week. These offer snacks

that are fairtrade, low in saturated fats or baked and cold energy or sports drinks that have nutritional benefits but which are not compliant with the SFT vending guidelines. Vending can be very profitable for schools and interesting for students, if you find the right partner. Autobar is the largest education player in the UK, working with over 500 schools, offering free equipment and maintenance, over 300 healthy products and flexible options to self fill or receive a fully managed service. As one of the only major players to have committed to education vending, Autobar has a team of experts who work with schools to get vending right for their site. Traditionally vending might have been frustrating and felt like more hassle than it was worth? As machines, customer service and products have improved, there has never been a better time to call Autobar about your vending needs. Autobar – healthy vending, hot chocolate vending, juice vending, fairtrade coffee, tuckshop ingredients, healthy wholesale, and more. Call us today.


Out of the Box from Autobar UK LimitedTel: 0800 2300097Web: www.outoftheboxretail.com www.autobar.co.uk

Autobar develops a range of healthy vending machines to bring vending back into fashion

I


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