North East engineering firm helps to Kick Off careers in MEP design
Newcastle’s Black and White Engineering (B&W) is opening its doors to budding engineers by joining a key initiative to provide career opportunities to young people across the region. The PlanBEE Kick Off programme is led by Ryder Architecture in partnership with Newcastle United Foundation (NUF), Gateshead College and other businesses across the construction and engineering sector. It provides a six-month paid contract for 16–24-year-olds who are claiming Universal Credit and are at risk of long-term unemployment. The aim of the placements is to enable young people to gain skills and experience in a specific industry, working in some of the UK’s most innovative and growing businesses. B&W has partnered with Gateshead College to create specific placements for up to seven students. L-R Phillip Hilton-West (B&W), Terry Hanlon (Robertson), Daniel Hancock (NUF), Ben Smith, Steve Logan (Gateshead College), Jack Thain, Cameron Eastlake, Leuan Crawford, Wendy Dawe (Ryder Architecture) and Ish Bamba (NUF). Alongside their studies at the college, where they spend one day a week in the classroom, they’re engaged with all aspects of the B&W business including mechanical, electrical and building physics design. Steven Horn, Director, B&W Engineering, said: “We’re well aware of the skills shortage facing many industries and, unfortunately, the MEP design sector isn’t immune. “This is why we think the Kick Off programme is such a wonderful initiative. Not only are we providing a vital opportunity to young people in our local community who are struggling to enter the job market, we’re also able to demonstrate why engineering design is such an attractive and exciting career. “If we can provide the opportunities to teach and train young people and invest our time in their development, we can play a key role in creating the next generation of MEP engineers. “We’ve warmly welcomed the students and each of them have been eager and motivated to learn about our industry and what it entails. “Working on real projects and being tasked with solving real problems has proved inspirational and their progress has been fantastic, alongside a proactive, can-do attitude. “The project also strengthens our relationship with Newcastle United Foundation, as we deliver the M&E design on the new NUCASTLE community facility. “We are delighted during the placements, some students have already received job opportunities and we wish them all the best for the future.” The students, Jack Thain, Cameron Eastlake, Leuan Crawford and Michael Metcalfe, are all aged between 17 and 20 years old. Following their placements at B&W they’ll move onto other North East businesses in the wider construction sector. Jack Thain said: “I have really enjoyed my time with B&W and found the staff really supportive. My experience with B&W has definitely improved my skills and confidence.” B&W has a long-standing partnership with Gateshead College, working closely with the leading provider of vocational education on the original PlanBEE programme. Chris Toon, Deputy Principal at Gateshead College, said: “Our flagship PlanBEE programme continues to be a great success, providing real opportunities with the graduates securing roles in some of the UK’s biggest construction companies. “Aimed at young people who would prefer not to go into higher education, the PlanBEE Kick Off programme initiative is supporting more young people to get a foot on the ladder to a job and career in the sector.” “Our Kick Off students are really enjoying their placements and it’s been great to see the progress they’re making through their on-the-job experiences. “They’re getting a real insight into a career in the construction industry which is exactly what the programme is designed to do and ultimately they’ll secure employment and develop specialist industry-specific skills.” B&W has more than doubled its team size in both the North East and their other UK offices in the past year, providing a range of MEP design jobs across the spectrum, from entry level apprenticeships through to senior management roles. For more information about career opportunities at B&W, please visit: https://www.bw-engineering.com/
From camouflage to classroom – troops to teachers by George Vlachonikolis
In 2013, the UK government introduced the Troops to Teachers scheme to facilitate ex-military service personnel to re-train as teachers. Over the following 5 years, some 363 ex-service personnel had been recruited (with 65 leaving before graduation), receiving PGCE tuition at the University of Brighton. Dr Mark Price, course tutor, Troops to Teachers, wrote, ‘It was the DfE’s assertion that soldiers would bring with them transferable skills, expertise and values into teaching, combined with the potential to inspire and motivate young people … since its inception, however, the programme has courted criticism. Smith, (2012), Chadderton (2014) and Tipping (2016), among others, questioned the strategy which appeared to legitimise the view that a solution to a pervasive unruly underclass in schools is to champion traditional values of discipline, modelled by ex-forces staff.’ So, what of it? Is there any more value in recruiting an ex-serviceman as a teacher, above any other former career? As a soldier who became a teacher myself, I have some skin in the game here. I joined the British Army at 23 and stayed until I was 30. I did not have a typical military career though. After a year of leadership training at Sandhurst, I commissioned in 2006 into the Educational and Training Services (ETS), where I studied for my PGCE. However, I quickly pursued attachments with other units to broaden my experience and I ended up on two operational tours to Afghanistan as part of infantry battle groups. In 2007 I deployed with the Worcestershire and Sherwood Foresters Regiment, and then three years later, I deployed with the Scots Guards and continued with the 2nd Battalion, Scots Regiment when they rotated in the theatre. Has all that experience helped me be a teacher? Undoubtedly, yes. I think teaching is a very challenging profession. There are high stakes objectives at the end of the year. It is an emotionally, physically and intellectually draining journey to get there. And, every September, it starts all over again. So, absolutely yes, being in the Army has helped me function more effectively in the classroom. So much so, in fact, that I wrote a book about it. From Camouflage to Classroom, published by John Catt Educational, is my attempt to distil everything I learned from my time in the British Army in Afghanistan and brought to my classroom teaching. The book’s aim is to make a positive contribution to real teachers in real schools, teaching real students – and as such, it is meant to be something different from the usual fodder. Instead of relying on academia to justify my conclusions, I use lived military experiences to actually cut through a great many of the fads and bogus theories around teaching. So, what of discipline? Is it true that I’m ‘better at discipline’ than someone else simply because I was once in the Army? If this was the real purpose of the Troops to Teacher scheme then I think they got it wrong. When you watch shows about the Army on TV it just looks like people shouting at each other. I’m sure everyone can recall the opening scene from Full Metal Jacket and the nasty sweary sergeant. It’s the classic arc of the military story: a ragtag bunch of cadets get shouted at and sent through a muddy obstacle course that usually involves leopard-crawling under barb wire. After a quick montage, a cohesive fighting unit emerges. Cut to a war-fighting scene where the all-conquering unit now takes on all-comers, beating the odds and hoisting the flag on top of some dead enemy’s corpse. I would suggest that shouting at your students in school until they form a cohesive unit is a bad idea. This isn’t really the way it goes. The thing that no-one seems to understand from the outside is that all the shouting is done with a purpose in mind. The sergeant wants to get the cadets somewhere. From A to B. From zero to hero. There is a purpose, and if it’s done professionally, it’s done with love. That particular word might sound weird but I chose it on purpose. I don’t mean love with a big red heart and googly eyes. I mean love as in ‘care’. I think it would be true to say that every platoon commander should care deeply about the soldiers they lead. And I hope that all teachers care about their students in this way too; that you care about their success. The idea that ex-soldiers might be more likely to instil traditional models of discipline in the classroom, completely misses the point about strong leader-subordinate relationships. These relationships are not built on some sort of shouty alpha-omega hierarchy, far from it. If you’re at the gates of your poorly fortified patrol base in Helmand Province, Afghanistan, walking up and down the platoon line inspecting your soldier’s fighting order as they vomit on their boots with anxiety … you had better love them. More to the point, you had better hope that they know it as well. It takes a lot of courage to walk head-first into a mine-sodden area with easy ambush points and poor visibility. Nobody is going to run that gauntlet if they don’t think there’s someone with them who’s got their back. Shouting to be assertive is not what is needed. And although I recognise that the classroom is not a battlefield, the principle still holds. As an ex-serviceman, my version of ‘discipline’ doesn’t rest on some artificial need to be assertive and show everybody how tough I am. Instead, it’s all about building mutual-trust and care. When Dr Mark Price finished writing his impact statement on the Troops to Teachers programme, he concluded that the participants themselves saw a distinction between being self-disciplined and being able to engender discipline as a teacher as a result of military service experience. In fact, several participants identified maintaining discipline as an anticipated challenge – an idea that almost runs counter to the governmental aspiration
Lesson Planning for Stress Management
Learning to DeStress at School can set Teachers (and Students) up for Success Meghan Crowley, Senior Program Associate with The Monday Campaigns and a former sixth grade teacher with a master’s in Health Education degree from Teachers College, Columbia University reflects on teacher stress and opportunities to support educators with self-care strategies. ______________________________________________________________________________ It’s been over a year and a half since the COVID-19 pandemic reshaped the education system, and, in that time, teachers, administrators, faculty, students, and parents have gone through extraordinary lengths to maintain a semblance of order amidst the confusion. And through creativity, cooperation, and perseverance, teachers across the world have somehow managed to make it work. But it certainly hasn’t been easy. Today, both teachers and students face unprecedented levels of stress, burnout, and exhaustion. That is why it’s so important that everyone in a school setting—teachers, administrators, and students—makes an effort to prioritize self-care in order to stay calm, focused, and healthy throughout the school year. By learning and implementing a range of simple stress-management techniques, such as mindfulness, stretching, and deep breathing, individuals of all age levels will be better equipped to navigate difficult situations. But how does a teacher, whose responsibility is to nurture, teach, and uplift their students, prioritize self-care? For starters, it’s helpful to think of self-care as not a singular goal, but as a collection of activities that can be done throughout the week to address different areas of personal wellness. The Monday Campaigns; DeStress Monday at School program, which was developed in conjunction with Johns Hopkins University, divides the concept of self-care into five key categories and includes a collection of actionable practices that correspond to each specific category. Starting the Day: Healthy goal setting and therapeutic movements like a sun salutation to help prepare you mentally and physically for the day ahead. Boosting Energy: Chair yoga and fun dance breaks to help relieve tension and energize. Improving Focus: Mindfulness practices like mindful eating, listening, and drawing to refocus attention back to the present moment or activity. Calming the Mind: Deep breathing practices or a “mind jar” to quiet negative thoughts and bring control to a chaotic environment. Connecting with Others: Expressing gratitude, empathy, and appreciation or setting up a kindness garden, a visual display to document kind acts, to connect—or reconnect—with others. By focusing on simple activities that can be done quickly, teachers can easily incorporate a self-care cue into their weekly routine, as well as share the tips and practices with their colleagues and peers. In a world that often feels full of unknowns, learning a few stress-relief techniques can help strengthen your resolve for the remainder of this school year. At the mid-point of the 2021-2022 school, there’s no better opportunity than now to add a few stress-relief and wellness practices, which include deep breathing techniques, mindful meditations, and therapeutic movements and stretches into a teachers’ toolkit, like those in the DeStress Monday at School program. The Monday Campaigns is a public health initiative associated with leading health institutions that promotes sustainable behavior change by dedicating every Monday to health. Why Monday? A growing body of evidence suggests that healthy thinking and behavior is synchronized to the week, with Monday being the day people are most “open to buy” health.
Why wait till adulthood? Research shows significant benefits of delivering financial education to primary aged children
Recent research shows that delivering financial education to primary aged children increases their knowledge and understanding of money and financial issues. During Talk Money Week, it is crucial that conversations about finance and money are embedded into all aspects of daily life, including the classroom. This study was funded by the Centre for Financial Capability, in collaboration with the award-winning charity MyBnk and independent evaluators Substance. The research, involving 600 primary aged children, found that children who received financial education lessons were more able to understand gratification, wages, and monetary consequences compared to before starting the sessions. The improvements were significantly bigger for children who had poor financial capabilities before starting Money Twist, the financial education session. All children showed overall improvements in their financial capabilities. Before starting Money Twist, the children correctly answered 62% of survey questions. This rose to 70% when children were asked the same questions a few months after completing the programme. The area that improved most was with children being able to understand, discuss, and articulate new knowledge of money habits, where correct answers rose from 59% to 73%. Children who had poor financial capabilities before starting Money Twist made large improvements by the time that they completed the programme. Of children who gave incorrect responses before starting the programme, the average score of correct responses rose by 54% after completing the programme. This research comes just days after the Chancellor included a new national numeracy programme in the Budget called ‘Multiply’. The programme will address low levels of poor numeracy skills in UK adults and has set out to improve numeracy levels in 500,000 adults from April 2022 with £560 million in funding. According to National Numeracy, around half of working age UK adults have primary school level Mathematics skills, and up to 8 million people in England have numeracy skills lower than that expected of nine-year-olds. While Multiply is a good step in the right direction, this measure does not get to the root of the issue. Financial education for children must be the top priority to effectively combat the challenges of low numeracy levels, which include unemployment, poverty and lower levels of wellbeing. Research has shown the strong correlation between numeracy and financial capability – it was one of the reasons financial mathematics was added to the national curriculum in 2013. Research has shown that money forming habits begin at the age of 7, so it is vital that financial literacy and capability be included at primary level. By delivering financial education within the classroom, the Centre for Financial Capability equips young people with the necessary skills to develop positive money attitudes and to manage their finances effectively when they reach adulthood. The Centre is a new charity, founded by the backers of the KickStart Money initiative. KickStart Money is an award-winning coalition of major UK financial institutions which raised £1.2 million to fund expert-led financial education to over 20,000 primary school children. The Centre for Financial Capability aims to give every primary aged child “an effective and high-quality” financial education by 2030 and has a long-term commitment to financial education and research. Report. Quotes Jane Goodland, Trustee of The Centre for Financial Capability said: “We were pleased to see that attention is being paid to improving the nation’s numeracy in the Chancellor’s Budget. Higher levels of numeracy will aid employment, the economy and general wellbeing. However, leaving financial education until adulthood can be too late. Our research shows the importance and positive results of providing financial education lessons to children at primary school age. By delivering financial education lessons to children, the Centre ensures that children are equipped with positive behaviours and attitudes to money, which will benefit them in adulthood. To truly level up the nation, we must ensure that future generations are financially literate. Prevention is more important than the cure – we must equip our children before it’s too late.” Guy Rigden, CEO of MyBnk said: “We have strong evidence of a divergence in life chances of children. Those who need financial education the most benefit the most from it, it literally levels the playing field. We must catch pupils young with things like budgeting and saving to develop positive money mindsets and habits. By making financial education compulsory at primary school age and supporting teachers we can have a powerful impact on the lives of young people.”
Universal Design for Learning: Change the lesson, not the student
Every teacher understands that children approach learning in different ways. Celebrating that difference rather than ignoring it is absolutely essential to creating impactful lessons that engage every student. Based on scientific insights into how people learn, Universal Design for Learning is a framework which can be used to redesign learning at its very core – meaning it is inclusive for every individual child. This set of guidelines can be applied to any discipline or domain so that all learners can access and join engaging, meaningful and challenging learning opportunities. UDL aims to remove barriers to learning, not simply make exceptions. Shifting away from a ‘one size fits all’ approach towards this more transformative method gives children more choice about the way they learn. This allows them to play to their strengths and have the support they need to face any trials that arise. Should UK schools choose to adopt this approach when designing their digital strategies and curriculum, they would be able to deliver teaching and learning that supports diversity of culture and experiences as well as interests and language. Individual needs would be placed at the core of this approach. Inclusion by design The UDL framework revolves around three key principles of learning: engagement, representation and expression. Addressing these areas can improve and optimise teaching and learning for all, creating a more inclusive and efficient environment. In these three areas, flexibility and opportunity are key considerations. When it comes to engagement, there are myriads of sources that can influence each student. These include neurology and background knowledge, as well as a variety of other factors. There is no such thing as one size fits all when motivating and engaging learners. Teachers must consider the context, interests and the needs of their students as individuals to support multiple means of engagement. Learners also differ in the ways that they perceive and understand information that is presented to them. Those with sensory challenges or learning differences; language or cultural perspectives, may need different ways of approaching content. For example, just 5.1% of pupils in the UK are identified as dyslexic but it is estimated this could be as high as 17% – well over one million pupils. As a result, some students grasp information quicker or more efficiently through means other than printed text. Text-to-speech features in tools such as Read&Write are effective in letting students learn more independently – helping provide different routes to learning and increasing key skills such as comprehension. Transforming learning through technology Technology can help students to understand and be understood, fast-tracking their learning. Handwriting is a cause of stress for many younger students. Software programmes that help with writing prose can alleviate some of the pressure. This allows them to go back and check their work for spelling and grammar along the way. But this also extends to specific education technology that has transformed the way in which we learn. For all students, ‘speak to type’ software can help express words while learning online – or by using ‘text to speech’ to aid comprehension, or provide alternative ways to study, revise and learn. These ‘assistive’ technology tools can be used to scaffold and support learners at school and at home, providing the multiple routes outlined in the Universal Design for Learning framework. Finally, it is vital that these kinds of tools are provided to everyone, not just those with identified learning differences. Embedding the use of these tools into the culture of learning across the curriculum will optimise the learning experience. This empowers everyone to create their own unique roadmap through education. To achieve this, approaching learning with inclusion at its very centre using the UDL framework will help us remove the barriers we all know exist, and also ensure we remove the invisible barriers we simply don’t see. Mr Patrick McGrath, Head of Education Strategy, The Texthelp Group
COP26 – What schools can do to help prepare for a greener future
COP26, Glasgow – world leaders discussed the global response to climate change, an industry reaction from Simon Carter, Director at RM – a leading supplier of technology and resources to the education sector, supporting schools, teachers and pupils across the globe. Simon discusses what actions school staff should consider they can take themselves – for example, the removal of on-site computer server rooms as they consume a lot of energy. Simon Carter, Director at RM: “It’s crucial that schools use this week’s COP26 conference to kickstart a dialogue between staff and students about how to prepare for a greener future. Where snow days and heatwaves were once thought of as one-off, uncommon weather gift for pupils, the figures published by the London mayor’s office this summer warning that “a fifth of London’s schools are now susceptible to flooding” demonstrated just how catastrophic weather conditions could be for schools without a continuity plan in place. “For educators, then, the environmental challenges faced are now twofold. On the one hand, schools should be readying themselves for the possible consequences of climate change, with disruption to their normal mode of teaching, by making hybrid learning part of their new normal. Secondly, school staff should consider what actions they can take themselves – for example, because on-site computer server rooms are hot and consume a lot of energy, can a school move to a serverless, cloud-based network instead? And, do worksheets need to be printed off for pupils, or can they be completed online? Do tests and assessment need to be undertaken in printed format, or can they be done digitally? “Neither challenge can be underestimated, but both rely on having the best education technology, and virtual communication technology, in place to guide informative and interactive discussion around today’s United Nations’ conference– both at schools and at home. Whether it’s a case of building a robust continuity plan in the case of a tricky environmental issue, or building a more digitally savvy community of students and staff to champion initiatives the whole school can be proud of, recognising the critical role that technology can play within our education system.”
Young Enterprise and the Westminster Foundation strike five-year partnership to help young people into work
The Westminster Foundation and Young Enterprise, a national enterprise and financial education charity, are proud to announce a strategic partnership that will empower thousands of young people across key locations in England to develop critical enterprise, work readiness, and financial skills, supporting them to thrive. From September 2021 and running across academic years until July 2026, state primary and secondary schools, and colleges, will have access to Young Enterprise’s impactful and practical education programmes for their young people. This has all been made possible by a transformational investment in Young Enterprise by The Westminster Foundation. Young Enterprise will deliver initiatives such as Company Programme, where young people are inspired to set up and run a student company under the guidance of a business volunteer from the world of work, and Innovation Studios, which challenges young people to solve real-life business problems. By participating in the programmes, young people will have the opportunity to develop key skills, including: Employability competencies – communication, confidence, financial capability, creativity, organisation, problem solving, resilience, resourcefulness, adaptability, and teamwork. Personal development competencies – aspirations, working responsibly, understanding of the world of work (primary students) and work readiness (secondary students). ‘Young Enterprise has opened up a whole new opportunity for my future that I can’t wait to explore.’ – Tayla, YE Company Programme alumna (2019/20 academic year), discusses her experiences here. The partnership will support an incremental growth plan for Young Enterprise programmes in places where the Westminster Foundation focuses its work, namely Chester and Cheshire West, the borough of Westminster in London, and areas in rural Lancashire (primarily communities that border the Forest of Bowland). It will also enable the advancement of new primary school programmes with the potential for national roll out. Crucially, it will also provide the time over five years to enable the professional development of a critical mass of teachers, senior leaders, and support staff to truly embed enterprise and financial education into the school curriculum, ensuring it is accessed by every future cohort of young people. After the five-year programme, schools will be empowered with enhanced knowledge and be part of an active local network sharing their learning to improve the future of financial and enterprise education across their communities. The Duke of Westminster, Chair of the Westminster Foundation, says: “Just like Young Enterprise, the Westminster Foundation passionately believe that young people can make an invaluable contribution to the country’s post-pandemic economic recovery and the future world of work. They have the resourcefulness and resilience, but they need the opportunity and support to be able to fully make that contribution. I’m delighted that my foundation is partnering with Young Enterprise to help young people achieve that.” Sharon Davies, Chief Executive at Young Enterprise, adds: “At Young Enterprise we believe that meaningful opportunities, combined with appropriate support to develop and apply an enterprising mindset and skills, change young people’s futures. However, more and more young people are not getting the fair start in life that they deserve. This is why Young Enterprise is so thrilled to partner with the Westminster Foundation to unlock young people’s great potential. We are extremely grateful to the Duke of Westminster, his fellow Trustees, and the Foundation team for their belief in our work. We share the Westminster Foundation’s commitment to developing young people’s resilience, aspirations, and social mobility. Our five-year transformational partnership will benefit communities in Cheshire, rural Lancashire and London, addressing the greatest impacts from the pandemic with long term support.” Young Enterprise and The Westminster Foundation are excited to engage even more young people in learning pathways to support brighter futures over the next five years. If you’re a state primary or secondary school, or college in the priority areas (Westminster in London, Chester and Cheshire West, or areas within rural Lancashire) and you would be interested to learn more about the project, please contact Sally Hopkins, Young Enterprise Project Manager on 07841 880988 or sally.hopkins@y-e.org.uk. Places in year one are limited but will increase over the duration of the project. As this is a five-year project, we very much hope to be able to work with as many schools and their young people over the five years as possible.
How to ensure your school is inclusive of Afro hair
No child wants to be a hidden figure in education. Yet, for decades, children with Afro hair have been struggling with punishments and restrictions on their hair in many countries around the world, including the UK. The Big Hair Assembly unites teachers and young people from all backgrounds to end Afro hair discrimination and inspire inclusion. Here, Founder and CEO of World Afro Day, Michelle De Leon explores how the journey to equality must include every child being accepted. The Hair Equality Report, supported by De Montfort University, showed nearly a 67% rise in anti-Afro hair policies in the UK. Plus, one in six children with Afro hair have a bad or very bad experience in UK schools. The consequences of Afro hair discrimination maybe hard to imagine for those who haven’t experienced it. Afro hair punishments for Black children are more harmful because like their skin colour, hair is very closely associated with their race. One of the youngest cases was five-year-old Josiah Sharpe who said he “didn’t want to be black anymore because school disliked his hair”. His mother, Danica, said he lost his playtimes for two weeks and was sent home for up to three weeks to “remedy the breach”. The same hair rules applied to Black children simply don’t work because Afro hair has different physical needs, a different historical context and different cultural presentation. Most Headteachers need to acknowledge that their previous education and teacher training does not equip them with knowledge about Afro hair. There is currently no support to understand the needs of black and mixed-race children. The first step could be for every Governor and the SLT to read at least one academic study or report on race-based hair discrimination. When you understand a Black person’s hair story, you better understand their life. This approach could close the knowledge and empathy gap and help education leaders better serve their learners of African descent. Paddy Russell, Headteacher at Ladybridge High School, said “many learners have talked passionately to me about how the changes to our hair policy have helped them to feel happier, more respected as individuals and more valued at school. Our learners now have ‘hair freedom’, allowing them to express their cultural identities… Their sense of belonging to the school has increased as a result.” Recently, UK Children, teachers and families led global Afro hair inclusion. 192,000+ kids and young people, 560+ schools from 11 countries took part in our Little and Big Hair Assembly events. Josiah’s banned haircut Fairchildes Primary at The Big Hair Assembly Every school can help introduce their learners to other experiences and perspectives. Suzanne Julyan, Headteacher of Torre Church of England Academy, said: “We only have a very small number of children with Afro hair and no staff. But this is why I am passionate about raising awareness of difference.” This attitude demonstrates PSED commitment to eliminate discrimination and foster good relations between people. Here are simple steps, which can boost inclusion for SEND learners: Increase Afro visibility through books, film and images for a variety lessons Share Afro hair learners’ heritage with the whole school e.g. hosting Little Big Hair Assembly Use SEND resources from other parts of the world to introduce more diversity Add a BSL interpreter with Afro hair for resources or events Explore why Afro hair defies gravity in a science lesson Lastly, inspire all children through Afro-textured role models, who are powerful for all Key Stages, like Team GB, Paralympic Athlete, Kadeena Cox. The mental health benefits were evident for pupils at The Big Hair Assembly. Over the last 5 years, we have tackled Afro hair discrimination in schools. To achieve this, we have collaborated with teachers, education Unions and global companies because children and young people are counting on us.
Chancellor to deliver an extra £4.7bn by 2024-25 for schools in the UK
With the chancellor promising to deliver an extra £4.7bn by 2024-25 for schools in the UK – which he claims restores per pupil funding to 2010 levels – industry response from Simon Carter, Director at RM on what this means for schools. Simon Carter, Director at RM: “With Britain’s national debt significantly higher than pre-COVID, and the country’s ageing population weighing heavy on the NHS, it would have been naïve to expect an optimistic Autumn Budget from the Chancellor this year. Instead, it’s safe to say that Rishi Sunak has battened down the hatches and braced the country for a tax-heavy winter – and even Government departments haven’t escaped the cash cull. “But there is at least some positive news for one of the most cash-strapped Government departments: education. With schools, colleges and universities under enormous pressure to fill staff vacancies, as well as fund ever-developing remote learning offerings, teachers will be relieved to learn that not all areas of education will be facing a further round of cuts this October. And, with half term behind them and shortages of everything from sparkling water to petrol to lorry drivers plaguing Britain in the lead up to Christmas, schools will be reassured that there isn’t another tightening of belts so soon after the pandemic. “Schools have, after all, become first responders to the families most impacted by COVID. Whether for education, social or mental health purposes, the relationships between students and teachers have meant parents are free to work, and young people free to learn and interact, even in the most difficult of circumstances. While the economy remains in flux in the UK, it’s vital that education institutions remain the priority for the UK Government and teachers’ hard work pays off in time for the next academic year.”