Vanesta are committed to raising the standard of our children’s washrooms
From nurseries to universities, we’re committed to raising the standard of our children’s washrooms. We’ve been supplying school washroom solutions for over 50 years and pride ourselves on paving the way for children’s safety with a number of essential safety features throughout our education range. To cater for young children, schools have the option to choose low-level cubicles for easy supervision and our clever anti-finger trap hinges come as standard. As well as safety we believe children have a right to privacy, that’s why for energetic teenagers we’ve designed full height cubicles that offer total privacy. Just in case, all of our ranges are fitted with an emergency release indicator bolt mechanism. We also work hard to ensure that our stylish and robust designs encourage respect and discourage vandalism. For that reason our solutions for secondary and further education feature metal frames renowned for strength and durability, along with concealed fixtures and fittings and anti-tamper locks. Not to be overlooked, colour can influence the way children perceive and behave in an environment which is why we offer you a choice of 37 inspiring laminate colours, as well as 4 colourful screen prints for extra vibrancy. Our washrooms are built to last and with the help of our Specification Managers to select appropriate products, you’ll gain an environment that is easy to maintain and fit for purpose for generations to come. Find out more about our education ranges here https://www.venesta.co.uk/products?t=.cubicles&s=.education11,.education211 Between the 7thMarch and 31stJuly we are giving one lucky school the chance to win £500 of books in our prize draw. Find out how to enter here. https://www.venesta.co.uk/news/ArticleId/1089/calling-all-education-facilities-win-500-of-books-this-summer
NEA Is Enormously Excited To Introduce…
Their brand new Filmed Group Performance Examinations in Acting, Musical Theatre, Devised Drama and Shakespeare. After asking drama teachers and schools we learnt that there is a need for a large regulated group exam that allows each of their learners to receive individual marks, report forms and certificates. This also allows learners to take differing grades within the same group performance. To accomplish this successfully the examiner attends the exam venue and films the group they are examining. This allows the examiner to watch the examination and then review the footage later, giving them ample time to assess each learner’s contribution to the Group Performance. Following the performance they are taken out in small groups for the discussion element. UCAS points are awarded at all level 3 examinations. Please contact NEA onexams@neweraacademy.co.uk for further details. Amongst NEA’s extensive range of examination disciplines they are also proud of their Interview Technique examinations. Learners benefit from the experience of an interview set up designed to give them the preparation they need when interviewing for school, college, university and employment. These are fully regulated examinations and again UCAS tariff points are gained at all Level 3 examinations. NEA are a small, bespoke, regulated Awarding Body that pride themselves on their personal service. Expert staff are always on hand to answer any queries be they regarding the syllabus or administrative. Examiners are known to put learners at their ease ensuring they give their best on the day. Certificates are issued within 10 days of the examination session. Each teacher is given their own secure resources portal and every effort is made to accommodate both teachers and learners on the examinations day. Don’t delay, to find out more contact us on exams@neweraacaemy.co.uk or visit our website on www.neweraacademy.co.uk
Galloway Country Fair pledges support for local children’s charity cash for kids
Cash for Kids has been named as the official charity partner of Galloway Country Fair for the third year running. The Fair organisers have pledged to donate all of the takings from programme sales alongside any cash donations over the weekend, to raise vital funds to support the charity’s work throughout the local area. Representatives from Westsound Cash for Kids will also be on site at this year’s event providing activities and competitions for children to take part in throughout the weekend. Galloway Country Fair has raised nearly £4,000 for Cash for Kids in recent years thanks to programme sales and generous donations from visitors, and organisers are hoping to provide another welcome boost thanks to generous Fair attendees. Anna Fergusson, Drumlanrig Castle and Country Estate Manager, said: “We’re delighted to renew our partnership with Cash for Kids by naming it our official charity partner for the third consecutive year. I’m sure the charity activity will be a great addition to the Fair and we can raise a great sum for the cause.” Westsound Cash for Kids aims to support young people and children in Dumfries and Galloway by providing extra care and guidance to those disadvantaged in the community. Debbie Fraser, Regional Charity Manager said: “We are delighted to have been chosen as the charity partner of the Galloway Country Fair for another year. With poverty at its highest for years our applications for grants are at an all time high and all money raised from this great day will be distributed across Dumfries and Galloway to help support children living in the most disadvantaged areas throughout school holidays.” Set in the grounds of the stunning Drumlanrig Castle and Country Estate, Galloway Country Fair will take place on Saturday 17 August, from 10am to 6pm and Sunday 18 August, from 10am to 5pm. Tickets are available now online at www.gallowaycountryfair.co.uk, to book a camping spot please contact info@drumlanrigcastle.co.uk. Visit www.gallowaycountryfair.co.uk for further information and keep up to date with the latest news like cash for kids, or check out @GallowayCountryFair on Facebook and @GCF_Drumlanrig on Twitter.
The gender gap in STEM careers
STEM subjects encompass stereotypically male-dominated careers: science, technology, engineering, and maths. History has always leaned in favour of men within these subjects, which could explain why the number of females in these industries is still low. These damaging stereotypes, as well as preconceptions of what these careers entail, have left industries such as manufacturing wholly unappealing — nearly three-quarters of women admitted to Women in Manufacturing (WiM) they would not consider a career in manufacturing. How do we attract more women into these roles? In order to want to fill a job yourself, you must be able to envisage yourself in it first. For a woman looking at a male-dominated industry, it is difficult to do so. Therefore, to encourage more women companies need to recruit and retain more women — starting at the top. For example, the FTSE 100 was able to report an increase in female-held directorships in 2018. Despite the number of female executive directorships remaining the same between 2017 and 2018, directorships rose from 294 to 305, a rise of 1.3%. However, out of these 100 companies those in the construction and building sector only featured twice. The UK has the lowest percentage of female engineers across Europe. In fact, countries such as Cyprus having nearly three times as many women in similar roles. This article will focus on women’s relationship with the STEM and manufacturing industries and how to encourage female pupils into further studying STEM – laying the path for their careers. Missing the potential The first thing to look into is the sector’s existing employees. A 2016 survey found how manufacturing had the largest pool of untapped talent, simply because there were very few women in the roles previously. Not only is there an abundance of female staff available but they are also highly qualified, most possessing not only a bachelor’s but a supplementary master’s degree. Despite these qualifications, more than half of women employed in this sector feel they are treated differently due to their gender. This moves away from stereotypes however and into a dangerous position of discrimination. Women being in these roles has proved to be beneficial not only in plugging the gender gap, but also for the company’s profitability themselves. Research suggests that every 10 per cent increase in gender diversity relates to a 3.5 per cent increase in gross profit. Marci Bonham, Hilti’s Managing Director, believes that ‘supporting women as they take their first management steps within the industry will have a positive impact overall’. Shine theory This thought process links to shine theory. This theory carries significant relevance to women trying to crack the heavily dominated male industries. The workplace can be a hard place for anyone starting new, but for a woman starting off in a new role surrounded by mainly men — well the aforementioned stats speak for themselves. The shine theory looks at how much women can succeed if they befriended other females in the workplace, instead of battling against them. Effectively, this American concept emphasises how surrounding yourself with positive and successful women will create a positive atmosphere within. Careers development Despite being nearly half of the entire workforce in the UK, a report by the Guardian showed that women only make up 14.4% of the STEM workforce. This is despite the fact they make up almost half of the overall workforce. The best way of encouraging girls into STEM careers is to establish more prominent idol like figures within these subject areas. Take for example Brian Cox, it is easier for young boys interested in getting into physics to relate to him. Alternatively, Donna Strickland as a physicist from Canada, became only the third woman ever to win the Nobel Prize award for her science. Her name, along with others who achieved spectacular heights, needs to be promoted throughout kids of a young age. Apprentice routes University isn’t for everyone. This has seen apprenticeships gain in popularity once again. The statistics for the sectors women are choosing to carry out apprenticeships in doesn’t bode well in supporting this plug of the gender gap. Subject areas including learning support, travel services, and beauty therapy, all had 80% or more female applicants. On the other hand, vehicle maintenance and repair, gas industry, and construction skills all had below 10%. Here, we look at two companies who are pushing to increase their number of apprenticeships who are female: Lookers Group, retailer of Ford Transit Connect, has its own female apprentice network. The scheme is based around setting up regular meetings between female apprentices, providing them with the opportunity to share their new-found knowledge and experiences. British Gas is actively encouraging more women to enrol on its apprenticeship scheme. They similarly draw upon the fact, that by putting more women into male-dominated apprenticeships, the gender pay gap is likely to be bridged. Sources: manufacturinglounge.com growthbusiness.co.uk vinazine.com/2019/01/07/the-shine-theory-what-it-is-and-why-you-need-it/ bbc.co.uk/news/world-us-canada-37360233 notgoingtouni.co.uk/blog/girls-in-apprenticeships-3694 industryweek.com/leadership/women-untapped-resource-manufacturing business-school.exeter.ac.uk/media/universityofexeter/businessschool/documents/research/Female_FTSE_Report_2018.pdf
Football and education: Our motivation for success
As the first academic year of PeterDeen reaches a conclusion, Aberdeenshire’s Head of Education Vincent Docherty and his brother Tony, assistant manager at Aberdeen Football Club (AFC), are getting together with Steven Sweeney from AFC’s Community Trust to congratulate scholars and look to the future. In short, more football, more education and more passion for helping local young people to succeed. As Vincent, who played in the same team as his brother, at Stirling Albion, earlier in their careers explains: “In football, you have to find ways to motivate players to perform at their best, and it’s the same thing we’re constantly striving to do in education.” PeterDeen, the brain-child of Avril Nicol, Communities and Partnerships Manager, herself a Dons fanatic, is the first example of a Scottish Premiership club working closely with a League 1 club and a local authority to deliver an alternative learning programme for secondary school pupils. Its success has already been recognised at a national level with the SPFL Trust’s Community Project of the Year Award. Aberdeenshire Council’s Community Learning and Development (CLD) team works to deliver learning opportunities with and for young people across the region, engaging them in them in a variety of youth projects as well as supporting those who may be finding engaging in school difficult. Avril leads the team and developed her idea of delivering an innovative, alternative curriculum with Vincent and staff at Peterhead Academy, then approached AFC’s Community Trust to see if they would be interested in supporting its delivery as a partner. Vincent added: “The involvement of local football clubs has been a real hook for the young people we are trying to help achieve better outcomes for themselves. Every young person is entitled to a curriculum that meets their needs and the confidence, the sense of purpose and achievement this programme has given our PeterDeen scholars so far has been incredible.” The 18 S3 pupils who have taken part this year have enjoyed two days per week of specialist coaching delivered by AFC, two days of studying core subjects at school such as Maths and English, and one day per week with CLD’s Work With Young People team. Peterhead FC were able to provide training facilities this year and Peterhead’s Score Group stepped in with sponsorship as well as training opportunities. The programme has proven to be a resounding success with attendance rates from participating pupils going from below 40% to beyond 90%. It is now hoped this can be replicated in other areas, with plans for FraserDeen commencing in Fraserburgh this August. Councillor Gillian Owen, Chair of Aberdeenshire Council’s Education and Children’s Services Committee said: “What a fantastic year for these young people! The project delivers a curriculum through which students are encouraged to celebrate their own achievements and develop as independent, responsible and creative individuals with a lifelong interest in learning and self-development. We are so looking forward to many more young people benefitting from similar opportunities.” Steven Sweeney, Operations Manager from AFC Community Trust commented: “Thank you to Aberdeenshire Council and Peterhead Academy for their fantastic support of the PeterDeen Scholarship. “Our partnership has seen the attendance of some young people go from under 40 to over 90%, exclusions have reduced by over 80% and behaviour referrals have halved, and the young people have successfully achieved a number of awards and accreditations. “We are delighted to work alongside Peterhead FC, the theme of football clubs working together to support local communities is a powerful one which we are very proud of. “In 2019/20 we are excited to expand the PeterDeen Scholarship and roll out models in Fraserburgh and Aberdeen City based on its unprecedented success.” Martin Johnston from Peterhead Football Club added: “We are also pleased to have played a role in the inaugural year of what is a ground-breaking project. Congratulations to all stakeholders and of course the participants for making this possible.” Conrad Ritchie is Managing Director of Score International Limited. He said: “We are very pleased with the positive progress within the PeterDeen programme. Well done to the pupils involved and their achievements so far. We are delighted to be involved in this project and are confident that the programme will continue to go from strength to strength.”
More competition for education roles, as pay increases by 3.7%
According to the latest job market data from the UK’s leading independent job board, CV-Library, the amount of education professionals applying for new jobs increased by 14.5% last month, while average salaries also grew by a comfortable 3.7%. The findings, which compared job market data from June 2019 with the same period last year, comes as welcome news to employers that are hiring right now, as the amount of education professionals looking for work online grew by 50.4%. A key driving factor behind this could well by the jump in pay. The findings reveal that average pay for new education jobs currently sits at £31,142, compared to £30,024 in June 2018. Lee Biggins, founder and CEO of CV-Library comments: “Many organisations have had no choice but to push up their pay packets, as they look to attract more professionals to their companies. Our findings suggest that these efforts may well be paying off, as more people are considering moving jobs right now, particularly across the finance industry.” Despite these positive trends, the amount of education jobs on offer fell by 5.4% year-on-year and a further 0.9% month-on-month, according to the findings. Biggins continues: “While there are less education jobs up for grabs, it’s important to remember that this is not unusual at this time of year, given that hiring tends to slow down in the summer months. However, we could also attribute it to the fact that employers are focussing on offering fewer jobs, with higher pay, in a bid to meet the growing demands of candidates in the market.”
English as an additional language: literacy training
Katy Parkinson, founder and director of Lexonik by Sound Training, discusses how literacy training can improve the experience which academics have when attending UK universities… Academics with English as an additional language (EAL) can benefit greatly from literacy education programmes, which improve both their vocabulary when writing and their confidence in speaking to others. Many students who attend our universities who are not native English speakers find that, although there is no gap in their knowledge of the subject matter, they can struggle to keep up with classmates due to a language deficit. This is often caused by accents or dialects being too far away from ‘the mainstream,’ and can lead to a lack of confidence when it comes to speaking in seminars or reading course materials. We have found while working with Chinese students from Teeside University Business School, that our programme, Lexonik, had a profound impact on international learners. We found that following the training, which consisted of six hour-long sessions which took place over six weeks, the average reading age had increased by 27 months. When the reading age improves, this, in turn, improves the learners’ confidence when speaking to others on their course, and gives them the independence to become more literate, working out words on their own which they may not have come across during the course of their education. Literacy training focuses on roots of words Lexonik teaches literacy through a fast, fun version of Latin. It focuses on the roots of words and allows the students to build up words from their key elements, so they can learn what they mean, rather than just learning by rote. There is also a significant amount of recapping and reinforcing, to work at the pace of both the fastest and slowest learners. One of the dangers educators can fall into, when teaching literacy adult learners, is using childish course materials. It is important not to come across as patronising, and to respect the learner rather than insulting their intelligence. For this reason, we specifically tailor our course materials to be adult-friendly, and our students responded well to this. It is important to remember when providing training to all EAL students, particularly those in academia, that we are aiming to plug a language gap, not a knowledge gap. Just as if you went abroad to study, and did not speak the language, you would bring with you a suite of skills and experience, so do these students. They must be supported to be curious, engaged, and feel like they are understood and respected, just as we educators would expect ourselves. See lexonik.co.uk for the range of literacy training available from primary schools upwards.
RHS School Gardeners of the Year 2019
RHS School Gardeners of the Year 2019 – winners announced City schools have swept the board in this year’s Royal Horticultural Society (RHS) School Gardeners of the Year competition, winning all three categories – Young School Gardener, School Gardening Team and School Gardening Champion of the Year – and hammering home the many benefits of gardening, particularly food growing, in urban areas. Now in its eighth year, the nationwide RHS School Gardeners of the Year competition supported by historic greenhouse manufacturer Hartley Botanic, celebrates the positive difference that gardening can make to young people’s lives and their learning, development and wellbeing. The year’s winners chosen by a panel of judges from over 200 nominations are: RHS Young School Gardener of the Year 2019:William Rae, age 11, Edinburgh Academy Junior School, Edinburgh Growing everything from radishes to rhubarb, knowledgeable young gardener William enjoys sharing his love of gardening with his schoolmates; instigating a garlic growing competition and mentoring his fellow pupils. In addition to spending a huge amount of time in the school garden, William also recognises the wider environmental benefits of growing your own such as cutting down on plastic packaging and food miles. RHS School Gardening Champion of the Year 2019:Michelle Jones, a parent volunteer at Ashmount Primary School, Crouch Hill, London ‘Mum on a mission’ Michelle is passionate about teaching children where food comes from and is the driving force behind a flourishing school gardening club that has got 50 families on board to grow food in the school grounds. Families now flock to Michelle’s weekly gardening sessions, many of whom don’t have gardens at home, and the school grounds are bursting with fresh fruit and vegetables for the whole school to enjoy. RHS School Gardening Team of the Year 2019:Springhallow School, Ealing, London The team of nine aged between 12 and 16 from Springhallow, a school for young people with autism, have worked together to create a beautiful and productive garden from scratch; challenging themselves to try new foods and supplying edible flowers to a new school café. Gardening has also helped boost the team’s confidence, social and communication skills. The winners and finalists of the Young School Gardener and School Gardening Champion of the Year categories will attend an awards ceremony at RHS Garden Wisley, Surrey, on Saturday 22ndJune to accept their awards from competition judge and TV gardening expert, Frances Tophill, who appears on BBC Gardeners’ World and ITV’s Love Your Garden. Springhallow School, the winning School Gardening Team will take delivery of an award-winning, handmade Hartley Botanic Greenhouse worth up to £10,000, while William and Michelle both win handmade Hartley Botanic Patio Glasshouses for their schools. Other prizes include National Garden Gift Vouchers and tickets to RHS Flower Shows. Frances Tophill, BBC Gardeners’ World presenter and judge said:“Harvesting fresh fruit and vegetables from plants you’ve nurtured from seed is one of the greatest joys of gardening. This year’s winners prove you don’t need acres of space to successfully grow your own and demonstrate how food growing can bring people together, encourage greater experimentation and healthy eating and reduce our environmental footprint.” Alana Cama, RHS Schools and Groups Programme Manager said: “We know that growing crops is the most popular school gardening activity but I was impressed by how these city schools have really embraced it to inspire themselves and others – from getting parents involved to inspiring their peers and incentivising them to push their own boundaries.” The RHS School Gardeners of the Year competition forms part of the RHS Campaign for School Gardening which provides free resources and advice to over 38,000 schools and groups across the UK: www.rhs.org.uk/schoolgardening Further details on this year’s winners and finalists and their nomination videos are at:schoolgardening.rhs.org.uk/sgoty19
Parents in the UK prefer science-based careers for their children
Over three quarters (76%) of UK parents would like their children to choose careers in science, technology, engineering and maths (STEM), according to a survey commissioned by Shell’s national schools’ competition, The Bright Ideas Challenge[1]. This is despite more than a third of parents (36%) saying they lack the knowledge and confidence to give STEM careers advice to their children. The survey findings come as the regional winners of the Bright Ideas Challenge gather at Imperial College London where they are competing to be crowned national champions by Shell STEM Education Ambassador Rachel Riley. The competition asks young people aged 11-14 to imagine creative ideas to power the cities of the future, ensuring they are vibrant, healthy and clean places to live. Joanna Miles, Teacher of Science at The Petersfield School in Hampshire said: “Using STEM knowledge to solve a real-world problem opened our students’ eyes to how their lessons can be applied in a practical context. Competitions like The Bright Ideas Challenge truly help our students think big about what is possible. Our school is so proud of the team for getting this far and we are delighted they are in the running to be named national champions in London.” The 13 regional winners are now competing for £5,000 to spend on STEM-related areas at their schools. As part of the VIP winners’ experience at Imperial College, the teams will make a prototype of their ideas and develop their presenting skills in a science communications workshop. Ideas from the students include powering gyms through kinetic energy, creating hydropower from rivers through man-made waterfalls, harnessing the heat energy of windmills using thermoelectric generators, and innovations for our future cities like piezoelectric generators placed under stairs and taps which capture hydropower from running water. Initiatives such as the Bright Ideas Challenge and “Engineering: Take a closer look” aim to help children consider careers in STEM. According to EngineeringUK, a not-for-profit organisation., there will be more than 2.5 million job openings in the engineering sector alone by 2024, representing around 20% of total UK employment. For more informative stories like STEM careers please visit the news page.