First-ever online safety hub to prevent children from falling victim to online risk
A new online safety hub from Internet Matters, is being launched today to help children with special educational needs navigate connected technology safely. As part of a joint initiative, the online safety joined forces with Youthworks and Facebook to hold a series of workshops with teenagers aged 13 to 17 with additional learning needs and their parents or carers. The findings of the workshops and extensive consultation with young people throughout the hub creation identified key areas where children with SEND needed greater support and more focused advice to stop them ‘falling through the net’. The findings, which have been detailed in The Life Online for Children with SEND report, published today, identified areas where young people with SEND differ from typical children in relation to online safety. Firstly, many with additional learning needs lack the critical thinking skills, and sometimes the consideration for consequences that young people without additional learning needs have. This can mean they are more trusting of both people they encounter and content they see online. It also meant they had fewer concerns around privacy and were keen to have public profiles. Finally, they are also more open to parents and carers being involved in their online lives and having their devices regularly checked. While parents or carers of young people with SEND recognised the huge benefits of social media for their children, they also had a series of concerns ranging from their child developing extreme views to fears that their child could be easily manipulated online. They also highlighted how there is a lack of unambiguous and authoritative advice on how to help their children safely navigate the online world and guidance on how they can interact together online. As a result, Internet Matters, Youthworks and Facebook are today launching a new hub, which can be found here for both young people with SEND and their parents or carers. With a supportive and enabling approach, the tool helps adults and young people explore and learn together in a step by step way. It includes tailored advice on how to connect safely online across a range of social platforms. CEO of Internet Matters Carolyn Bunting said: “The findings of the report highlighted how online safety isn’t a one-size fits all approach and society’s most vulnerable young people need tailored support to help them navigate the online world. “Having listened to the experiences of young people with SEND and their parents, carers and teachers we recognised we would need to create something different for these young people. “Social media for young people with additional learning needs is increasingly important and they are more likely to spend time online than their peers – which is why a collaborative approach in preventing any risk, is essential. “Our joint hub aims to help parents, carers and young people with SEND more aware of the risks and provide them with guidance to tackle them head on to ensure they don’t ‘fall through the net’. Youthworks Director, Adrienne Katz said: “Our research highlights how important it is to give bespoke advice to young people with SEND, that, as one girl put it: ‘is not patronising’. I was inspired by working with young people throughout this project. “Only by listening to them and their parents, carers and teachers, can we try to create the resources they and their families need to be safe online. “This microsite respects young people and allows them the opportunity to explore online safety on their own, or with parents or carers in a way that suits them.†Head of EMEA Safety at Facebook, David Miles said: “Working with our partner Internet Matters has been a fantastic experience and we are delighted with the microsite which will help ensure that all children have a safe time online. “We were pleased to support the creation of this resource, which offers tailored advice for SEND young people, so that they feel well equipped to connect to their friends and family safely online across a range of social platforms. To visit the new hub visit: www.internetmatters.org/connecting-safely-online/ For more information on how to keep your child safe online visit internetmatters.org
Record number of teens sign up to learn cyber security skills in digital summer courses
A RECORD number of tech-savvy teenagers are taking cyber security classes this summer as courses have been moved from classrooms to their laptops. The National Cyber Security Centre (NCSC) moved its annual CyberFirst summer courses online, with virtual classes for 14 to 17-year-olds run by qualified instructors through June to August. Children are taught how to analyse common cyber-attacks, crack codes and defend devices and networks, with the help of leading experts from industry and GCHQ. The change in format prompted the highest number of applications yet. More than 1,700 UK pupils will be accepted on to the courses – an increase of 600 (35%) from last year. Chris Ensor, NCSC Deputy Director for Cyber Growth, said: “Moving this year’s CyberFirst summer courses online has proven hugely popular, with a record number of boys and girls participating and developing their cyber skills from home – in a way that is fun, insightful and engaging. “These courses offer a golden opportunity for young people to explore their interests in cyber security and hopefully they will be inspired to pursue this further and become a part of the next generation of cyber talent.†Courses are being offered at three levels: Cyber Defenders (14-15-year-olds), Futures (15-16-years-old), Advanced (16-17-years-old) – all of which are aimed at helping pupils develop their digital and problem-solving skills and to introduce them to the cyber threat landscape. The first cohort has just completed the free two-week course and feedback has been positive, with one pupil on the pilot describing it as “a great learning experienceâ€. In previous years the NCSC has offered residential summer courses, but in light of the high uptake of online learning this year it will look to offer a mixture of both in future. One pupil who took part in the pilot course said: “For an online delivery of the course, this was amazing. It was a great learning experience and so much more fun than I originally anticipated.†At the end of the course, pupils receive a certificate to show the course is recognised by the NCSC and the Scottish Qualification Authority (SQA). Sir Charlie Mayfield, chairman of QA, said: “These initiatives from NCSC and DCMS are set to deliver a great summer of learning for young people across the UK. Digital skills are the single largest area of skills shortage in the UK and the CyberFirst programmes tackle this issue head on – and have the added benefit of keeping young minds active at this difficult time. “The road to the UK’s economic recovery from this pandemic will be built on the skills we learn at this time. That’s why it was critical that initiatives like CyberFirst were pivoted to virtual delivery, so they could go ahead as planned. We are proud to partner with the NCSC to deliver these fully virtual training programmes.†Dr Kevin P. Stenson, chief executive of The Smallpeice Trust, said: “With some schools still closed and the summer exam series cancelled, it is fantastic to see how many students have signed up for the CyberFirst programme to develop their passion for technology and learn key skills at home. “The cyber industry offers many diverse and rewarding career paths, but often students do not have access to experiences where they can develop their knowledge and skills. Our aim is to give young people from all backgrounds the opportunity to realise their potential and develop their tech talent.†Students who have completed the programme, which is run by skills provider QA in partnership with children’s charity the Smallpeice Trust, have praised the experience, calling it “funâ€, “comprehensive†and “invaluableâ€. The CyberFirst courses were launched in 2016 to help young people explore their passion for technology by introducing them to cyber security. This comes at a time when there is still a lack of diversity in STEM careers – just 15% of the UK’s cyber security workforce are women, for instance. CyberFirst is committed to offering the support, skills, opportunities and exposure young people need to excel in this field and to inspire them to join the industry. Earlier this month, the government’s online cyber security training programme Cyber Discovery – a part of CyberFirst – began its fourth year early to give students the chance to take part in the initial assessment phase over the summer. For more information about CyberFirst courses: https://smallpeicetrust.org.uk/cyberfirst
Youth Music fund aims to smash barriers to working in music industry
Youth Music has launched a campaign and a new £2 million Incubator Fund to pave the way for an alternative future for the ‘broken’ music industry and fix its ‘diversity deficit’. In its new report, A Blueprint for the Future, the national charity sets out a plan that is centred on cultivating the talent, energy, and passion of young people. It calls on the industry to follow suit to tackle longstanding inequalities in the music industry, brought into sharp focus by the Black Lives Matter movement and amplified by the coronavirus pandemic. Over two years, the Incubator Fund, made possible by players of People’s Postcode Lottery, will offer grants of up to £30,000 to forward-thinking music industry employers to support the careers of people aged 18-25. The funding, which can be spent on wages and support, provides a tangible way for small, independent organisations in the music industry to thrive and collaborate with the next generation and the wider sector. The Incubator Fund also gives a lifeline to ambitious young creatives whom, along with creative industries, have been significantly hit by the pandemic. A Blueprint for the Future report, published today, features the voices of 1,300 young people with plans to begin careers in the music industry. It showcases how, despite the overwhelming tenacity, determination, and entrepreneurial spirit in young people, current routes for them to move from education to employment are not fit for purpose. This further illustrates that the existing industry is seriously lacking in diversity, which is crucial to creativity and economic success. Addressing young people’s frustrations, it warns that two in three (66%) will be forced to forgo aspirations and take jobs in other sectors if they’re not able to break into music and sustain a financially viable career. Factors affecting whether young people get a foot in the door, gain meaningful experiences, and stay employed are gender, class, ethnicity, and geographical location. Key findings from A Blueprint for the Future include: Women are less likely to be earning through music than men, and have less access to support to help them achieve success in the music industries People from lower income backgrounds are less likely to be earning through music, have fewer networking opportunities, and are less likely to have help or be mentored by people in the industry People from Black, Asian, Mixed and Minority Ethnic ethnicities backgrounds are marginally more likely to be earning through music but gaining experience is harder, with less access to unpaid internships than people who are white Those in the South of England are more likely to be earning from music than the rest of England but, overall, people in England are more likely to be earning than those in Wales or Scotland With barriers often intersecting and issues magnified by the coronavirus lockdown, the report warns that thousands of young people are currently being driven out of the sector they love, or forced to go it alone outside the system. A Blueprint for the Future sets out a positive vision for change that’s centred on the power of cultivating young creatives across the music industry. Support of young people is said to be fundamental to avoid a narrow and homogenised pool of music professionals, and to ensure the industry is a thriving environment filled with diversity, creativity, and fresh ideas. Matt Griffiths, CEO of Youth Music, said: “The existing music industry model is broken and there’s a new one up for grabs. We must use the upheaval and challenges of 2020 as a springboard to hit reset on the music industry and fling open the doors. There’s never been a better time to map and follow a blueprint for the future and prioritise what’s truly important.†In launching the Incubator Fund and A Blueprint for the Future, Youth Music is opening doors for a generation of ambitious music professionals. But with creative industries at risk in the wake of coronavirus, the charity is now calling for more to be done. Youth Music is urging the music industry to recognise the huge creative and commercial opportunities to be gained from nurturing talent, and to take responsibility for removing the barriers young people face. It is calling on music organisations, large and small, to take direct action to work with them towards a diverse and sustainable ecosystem by: Reviewing and overhauling recruitment policies to promote diversity and inclusion Reforming entry-level roles to ensure meaningful experiences, ending unpaid internships, and becoming a Living Wage Employer Building long-term relationships with the music education sector and grassroots projects Matt continued: “For more than two decades, Youth Music has invested in music education projects nationwide supporting the next generation of young musicians. But time and time again, we’ve witnessed a stifling of young talent as career aspirations are cut short by unnecessary barriers and discrimination. “Music has always been a force for inclusion and revolution, helping us imagine a better future. This seminal moment presents us with a real opportunity to not only reflect but to act. We know there’s a deep desire for transformation across the grassroots of the music industries. By working together, individually and collectively, we can create the change that’s being loudly called for.†Jamz Supernova, DJ and BBC Radio 1Xtra presenter, has shown her support for Youth Music’s campaign. She said: “I wouldn’t be where I am today without the kick-start experience of the BRIT School which is state funded. Out of college, I was on the Guardian Media scheme, I learnt my craft at Reprezent radio, and also did a paid internship at the BBC. These were invaluable boosters which helped me get closer to my dream. “One of the things we don’t talk about enough across many industries is class and the lack of representation and accessibility. Community station Reprezent is a clear case of how an industry can be democratised. Through investing in young
Consistent communication is the biggest challenge of staggered school return, say teachers and school leaders
New research from Renaissance, which creates educational software tools to improve outcomes and accelerate learning, has revealed that consistent communications (31%) and supporting the mental health and wellbeing of pupils (23%) are the biggest challenges to teaching during the school return. The research asked almost six hundred (598) senior school leaders, department heads, and teachers about their experience of teaching during this period of blended learning. But the period of remote education means that now nearly two-thirds (65%) of teachers and senior leaders say they are more confident using edtech compared to pre-Coronavirus. This is positive as three-quarters (75%) believe online remote or blended learning will play a continued role in education after lockdown ends. How schools deliver online learning will therefore continue to be a key consideration. With such a variety of online tools available, experts at Renaissance are encouraging schools to take advantage of teachers’ improved edtech confidence and expand their digital offering so they can set consistent learning for pupils in-school, and at home. Renaissance’s latest research found that during remote learning the online tool that teachers cited as the most effective was quiz-style formats with instant feedback (24%). The government has announced a Covid-19 catch up fund, and a number of organisations have expressed concerns about learning inconsistencies during lockdown. When it comes to successful learning, over a third of teachers and schools leaders (34%) believe that the input from parents will have the biggest impact. This is followed by a quarter (25%) who say feedback from teachers, and 16% who believe the ability to set tailored work, would make the largest difference to learning achievement during lockdown. To enable schools to help their pupils keep reading all summer long, Renaissance is offering free access to around 6,000 enhanced digital books and articles from myON and myON News for schools who register here. Renaissance’s other practice and assessment solutions like Accelerated Reader and Star Reading can help teachers to track, monitor and improve their students’ reading for those at home and in the classroom. For those looking to assess student progress at the end of this academic year, or the beginning of 2020/21, it offers complete comprehension quizzes giving teachers invaluable data to track pupil development and guide future learning. Margaret Allen, Curriculum and Education Specialist at Renaissance, said: “We have been so impressed by how quickly pupils, teachers, and schools have adapted to these exceptional times. No technology can replace the role of a teacher in a classroom but it can help teachers to enhance the educational experience for their pupils, and effectively and consistently track their progress. Our tools are designed to help teachers stay on top of their pupils’ performance, and encourage their love of learning, wherever they’re doing it. Education technology can transform pupils’ outcomes now more than ever, and we’re committed to supporting schools to make the process as easy as possible.†Kate Jennings, Head Teacher at Mission Grove Primary School said: “Every school will be experiencing challenges as we try to navigate a staggered school return. We’re determined to provide tailored learning and structure to every child’s education and Renaissance’s products have enabled us to do this over the last few months. It’s been great how the products have been adapted to enable pupils to use them at home during Covid-19. Our teaching staff have found it invaluable to be able to track the progress of each student at home. The pupils get so much enjoyment reading and quizzing on Accelerated Reader and it’s a brilliant way for our teachers to identify which children need different levels of support, both now and for when they return to school full time.†To further support schools and trusts in providing students with uninterrupted access to a full suite of tried-and-tested practice and assessment solutions, Renaissance has created the Continual Learning and Assessment Solution (CLAS) for MATs at a reduced rate. Find out more at www.renlearn.co.uk/clas-for-mats/
Leading activists still don’t trust their government to address racial discrimination
New research from One Young World’s global network of the young leaders highlights how far we still are from achieving racial justice – with 74 per cent of its Peace Ambassadors stating they have no trust in their government to address the issue in the long-term. Reinforcing this lack of trust in existing leadership, the findings show that over half of the activists surveyed do not think their government will use the current civil rights movement to make meaningful progress in addressing racial discrimination. The survey was undertaken with One Young World’s Peace Ambassadors – a global network of young leaders on the front line of peace-building around the world supported by the European Commission and Dutch Ministry of Foreign Affairs. An overwhelming majority of the young leaders surveyed do not have faith in the school system or the media (84% and 85% respectively) to educate and report on racial equality properly – highlighting the need for change across every corner of society to achieve real social justice. The findings also highlight effective means of change making and found two thirds of young leaders believe social media is the most important tool for activism in 2020. In the wake of sustained police brutality in the United States of America, the world has been forced to pay attention to racial injustice. However, 1 in 4 of the young activists surveyed do not believe equality will be achieved in the next 5 years – and 1 in 5 do not believe we will ever achieve equality globally. The One Young World Peace Ambassadors surveyed include: Satta Sheriff, Liberia – Founder of Youth in Action for Peace and Empowerment, an NGO dedicated to defending and protecting the rights of Liberian children and vulnerable groups. Achaleke Christian, Cameroon – Founder of Prisonpreneurs, a rapidly-expanding initiative that was established to counter one of the biggest causes of violent extremism: poverty and lack of economic opportunities. Hyppolite Ntigurirwa, Rwanda – Hyppo witnessed his father’s murder during the Rwandan genocide at just seven years old, but has chosen to forgive the killers and dedicate his life to advocating for peace. His Be The Peace initiative promotes inter-ethnic friendships, working educate and unite the post-conflict generations in Rwanda. Zar Li Aye, Myanmar – A human rights lawyer in Myanmar working to give people a fair trial in a system where 90 per cent of defendants are not allowed a lawyer. Ahlem Nasraoui, Tunisia – A nominee of for the UN’s Intercultural Innovation Award, Ahlem is fighting the causes of terrorism in Tunisia through the Young Leaders Entrepreneurs – a nationwide campaign promoting the economic empowerment of at-risk young people. Ella Robertson, Managing Director of One Young World, said:“in the past month we have seen racial injustices brought into the spotlight as people globally call for action on inequality†“At One Young World, we believe that at the heart of every global threat is a failure of leadership and the findings in this recent research from our Peace Ambassadors reinforce just that. We are proud of our global network of young leaders working hard to create a better world – with more responsible, and more effective leadership. The continued support of One Young World peace programmes supported by the European Commission and Dutch Ministry of Foreign Affairs mean we can connect leading activists around the world who are all changing their community, and the world, for the better.
Headteacher’s pride as Bradford primary children embrace changes driven by Covid-19 crisis
The executive headteacher of two Bradford primary schools has praised the resilience of her children throughout the Covid-19 crisis for the way that they have embraced the changes brought about by the pandemic – including socially distancing, outdoor learning and home schooling. Both Thornton and Wilsden have remained open since lockdown was announced in March, with teaching and support staff forgoing the usual end of term holidays in order to accommodate a number of children, including those who form part of key worker families. The schools have now opened their doors to more children including those in years 1 and 6, Nursery and Reception who returned on June 8th in line. Yet despite the difficulties posed as a result of the strict measures introduced in response to the Government’s rules to help slow the spread of the virus, Executive Headteacher Liz Davison said the children have ‘truly embraced’ what she calls ‘the new norm’. She said: “Since lockdown was announced children across the country have been through so much change. Not being able to see friends and family, and for some, having to adapt to home schooling and being taught by parents and carers instead of teachers. “For the most part, the press is reporting on the doom and gloom of it all, and yet in my experience the children and their families have adapted brilliantly to what is our new norm. For now at least. “We’ve tried to keep learning as varied and enjoyable as possible and we’ve even celebrated different events such as VE day. All in a socially distanced way, of course. Thanks to the fantastic weather we have also taken advantage of outdoor learning and our garden has never looked so good.†Mrs Davison explained that staff have been at school from 7.45am until 6pm each day in order that parents can continue their work as key workers / critical workers. And while most children have not been in school since March 20th, teachers have been busy planning and sending them learning activities to keep them involved. She said: “All of our learners took home a workbook so that they would have something in which to record all the activities that teachers sent to them. They have also been using an online platform so that they can communicate with each other through their teacher, as well as contribute to a class blog and complete different set activities. “Our teachers have also been phoning children every week to check if they are getting on with their learning or if there is anything they need. “Of course, it has been different, and it has required a lot of hard work from both our teachers and support staff, and our children, but for the most part it has been a positive experience. “I am incredibly proud of everyone and the way they have embraced the changes, and we can’t wait to welcome back more of our children as soon as it is safe to do so.†Wilsden and Thornton Primary Schools operate as part of Focus Trust, a charitable multi-academy trust which is based in the North West of England, with a vision of providing an engaging and challenging learning environment where the children are happy.
Back to school (and nursery) from August 12
Following the announcement by Depute First Minister John Swinney on Tuesday 23 June, Aberdeenshire Council is now hoping to welcome all children and young people across the local area back to school from August 12. Laurence Findlay, Director of Education and Children’s Services for Aberdeenshire Council, explains: “We are in the process of finalising our Local Phasing Delivery Plan for the return to school and this will now be in place to support contingency arrangements should these be required. We are carefully considering the announcement made by the Scottish Government and the implications of this for Aberdeenshire.†The aspiration to welcome all pupils back is dependent on successfully reaching or being well on the way to Phase 4 of the Scottish Government Routemap. Local authorities including Aberdeenshire may well still need to enact the contingency arrangements put together to support a blended learning approach at some point and Councillor Gillian Owen is keen to reassure staff, as well as families, that the detailed work which has gone into planning has been very worthwhile. Cllr Owen who chairs Aberdeenshire’s Education and Children’s Services Committee said: “It is absolutely vital that plans to enact a blended learning approach are ready in case they are ever needed. I’d like to thank all of our staff who have gone above and beyond to deliver detailed contingency planning at the same time as continuing to support children and young people across Aberdeenshire. Our unsung heroes have also been delivering much more than simply childcare to the children of keyworkers and have taken great strides in innovative approaches to learning and teaching, all the while supporting their own families and communities.†Education Scotland is expected to review all local authority Local Phasing Delivery Plans later this week and following that Aberdeenshire Council will make this publicly available via its website. Various other announcements were made as part of Mr Swinney’s speech in relation to funding for Newly Qualified Teachers and IT equipment, as well as a commitment to considering a new timetable for the rollout of 1140 extended early learning and childcare. It is anticipated that more detail will be forthcoming in the days ahead so that this can be shared with all of those this will impact upon. In relation to the expansion of early learning and childcare specifically, Cllr Owen added: “We are carefully considering how best to proceed with the expansion of early learning and childcare hours given what Mr Swinney has highlighted. We have written to funded providers to explain our position and we will keep them fully informed of our plans as and when decisions are made at national and local levels. We appreciate these are uncertain and unprecedented times for everyone and we thank you for your patience during this period, where change occurs very rapidly. “We are committed to ensuring that the expansion will still be delivered in full, but when this will be possible remains unclear.†Aberdeenshire’s Local Phasing Delivery Plan, which will now be considered and agreed as an appropriate contingency arrangement, was put together in line with the Scottish Government’s Re-opening schools guide. Vice-chair Cllr Rosemary Bruce is keen to acknowledge that the aspiration to see all pupils back in school full-time in August is likely to raise many new questions for parents, staff and young people. She added: “I’m keen to reassure everyone that health and safety, and wellbeing will always be a core consideration for us. We look forward to seeing more detail from the Scottish Government in the coming days and we will share the implications of that with you as soon as we can.†Cllr Gillian Owen and Laurence Findlay will be leading a Facebook Live session from the local authority’s Facebook @AberdeenshireCouncil page on Monday 29 June from 2pm to field questions. Parents and carers are encouraged to submit their questions in advance, by emailing education@aberdeenshire.gov.uk Further details on Covid-19 education arrangements are on our website at: https://www.aberdeenshire.gov.uk/schools/schools-covid-19/
Top tips: how to make the most of digital education platforms
Both G Suite for Education and Office 365 Education are intuitive to use and already successfully used daily by thousands of schools of all sizes across England with pupils from 4 – 18 years old. Evidence shows digital education platforms can make a significant difference to schools by improving learning outcomes, particularly for pupils who are struggling, prompting better knowledge sharing, reducing teacher workload, and streamlining processes to save time and money. Local authorities, academy trusts, individual schools and other relevant organisations overseeing schools can apply to get free help to set up a safe and secure digital education platform with Google or Microsoft. Digital education platforms have the potential to transform how schools operate even when their doors are open to all. Adopting these platforms now will unlock whole new ways of working to enhance educational outcomes and school operational efficiencies for years to come. There are some tips from teachers using these digital education platforms every day. We’d recommend sharing with your network to help ease their transition in to virtual teaching: Keep it feeling human: Give personalised and audio feedback to pupils. This will help with motivation and keep an open line of discussion and connection between teachers and pupils. Run a school timetable but be flexible: Having structure is important for the wellbeing of both staff and pupils. In the current climate there’s an obvious need for flexibility but, by setting a weekly timetable – as opposed to a daily one – it gives teachers and students more freedom to balance home and work life. Stay connected and support wellbeing: Encourage staff to schedule virtual ‘coffee catch-ups’. Now more than ever its important time is made for 1-to-1 meetings with line managers and colleagues to check in on one another, particularly if they think someone might be struggling. Upskill your staff: Encourage staff to watch online training videos and take part in the training offered by your digital education platform. If teachers feel more confident navigating the software and utilising all it offers, pupils will have a more engaging learning experience. Get feedback from parents: Parents see how the children respond to activities first hand so ensure they have the option to share their thoughts and suggestions for alterations. Record lessons: This particularly benefits siblings in different classes who have to share one device at home. Children in the same home can alternate between live attendance and watching catch-up videos during gaps in the day. Teach effectively, remotely: The digital education platforms allow you to use effective teaching principles that you would in a physical classroom – so you can give feedback, set homework, to check to see if work has been completed and monitor performance. To take advantage of the free support, and help your pupils now and in the future, visit: covid19.thekeysupport.com There’s further guidance available on the DfE site here.
How schools can access support
The Government has announced a range of measures so teachers and pupils can access support during the coronavirus (COVID-19) pandemic. Since the start of the pandemic and introduction of social distancing, schools have adapted quickly to continue to provide their pupils with education and support at home. To help them to do this, the Government is investing over £100m to support remote education. This includes up to £2,000 per school to help them set up effective digital education platforms, and improve outcomes for pupils now and in the future. To ensure teachers feel confident in using digital education platforms, the Government is funding expert training and support for schools to set up the free-to-use platforms, G Suite for Education or Office 365 Education. The Key is also offering free impartial information and guidance on the platforms available. To support a phased return of pupils this term, a combined approach to using face-to-face and remote education will be needed. Digital education platforms enable teachers to design and deliver tasks for pupils both attending school and those continuing to learn remotely ensuring a quality learning experience for all our young people. Thousands of schools across the country are already currently accessing digital education platforms and the remainder are being urged to follow suit now. To find out more, and get impartial advice on which platform is right for their setting, schools should visit The Key. To ensure schools continue to get the most out of using their platform the Government is also funding training and peer-to-peer support from demonstrator schools, who are already leading the way in using digital education platforms. Schools can find out more about this free support here.