New Eating Disorders Resource Labelled ‘Game Changer’ By GP
Teachers, and those with student welfare responsibility, may at last have a new resource to help them support young people experiencing eating disorders. Such is the case of rapidly increasing rates in disordered eating across the country, it is now becoming more and more challenging for headteachers, school wellbeing teams and campus-based care staff to find swift and appropriate options for support. Now a new service has entered the arena, to help provide instant empathy and recognition of an individual’s mental health challenge, and the resource has already been labelled a ‘potential game changer’ by one experienced GP. Wednesday’s Child launched in Mental Health Awareness Week, to offer carefully curated wellbeing gift boxes for eating disorders patients – and those with mental health issues – which can be ordered or provided in a welfare setting during a one-to-one. The social enterprise, which ploughs its profits back into the delivery of support for those recovering from or experiencing an eating disorder, has been devised by a woman seeking her own continued recovery from a 20 year battle with anorexia. Debbie Watson, 41, says the boxes are just a doorway into a community of other services, events, training and coaching activities which are very specifically designed to acknowledge the troubling world of eating disorders. It is estimated that in the UK alone, some 1.25 million contend with an eating disorder such as bulimia or anorexia, but that many more have become immersed in a distressing cycle of disordered eating and mental health struggles, in particular since the advent of social media. Anorexia nervosa has the highest morbidity rate of any mental health illness, with death likely through suicide, or cardiac failure. As well as being available directly to schools and university campus teams, the curated Wednesday’s Child boxes can be ordered on a subscription basis, or as a one-off gift, and have been carefully considered to provide contents which aim to encourage mindfulness, self-soothing, nourishment, and comfort. It is believed to be the first time that a box with such curated contents, and to this particular tailored audience, has been available. A longer term mission for the social enterprise aims to achieve a designated daycare and educational centre to support both individuals with eating disorders, and those wishing to gain more awareness. “When you know someone with a mental health issue like anorexia nervosa, it’s natural that you might want to be able to show you care – but I’ve seen for myself how anxious friends and family become about what is ‘appropriate’ by way of a kindness gesture,” said Debbie. “Wednesday’s Child’s boxes aren’t about an automatic fix, but they’re about showing empathy, and reminding an individual of their worth. “I truly believe, from personal experience, that eating disorders require the ‘it takes a village’ approach, whereby there’s multiple people and functions helping one person to recover. The current system needs more. It has to change. “Time and again we hear that mental health services are under strain, beds are in short supply, and that specialist care staff are fewer in number. It becomes imperative that everyone who cares, can, if they so choose, play a role in the support of another.” As well as delivering the tailored boxes, Wednesday’s Child has also launched with a number of other unique services to help those dealing with an eating disorder. It stages Supportive Suppers, Accompanied Shopping, Awareness Certification (for individuals and corporates), Recovery Coaching, and a Jobs and Skills Portal, aimed at allowing those with a mental health condition to access projects and opportunities which potentially need less formal workplace structures. Debbie, who first experienced the onset of anorexia nervosa during university, says Wednesday’s Child has great potential in working in conjunction with what schools, colleges and universities are already doing to assist students at times of struggle. “We’re very keen to see student welfare and teaching staff access the boxes and signpost to our events,” she explained. “It’s very common for a person experiencing anorexia, bulimia, or another disordered eating condition, to be told that even at a very low BMI, they may have to wait some 10 weeks for something like cognitive behavioural therapy – and longer still for a bed. “That makes it terribly distressing for all concerned, because often waiting lists are too long and services are too stretched. “Just the provision of a box encourages that person to enter into the Wednesday’s Child community and its Supportive Suppers and other opportunities. It’s a small way of starting to reverse the decline in a person’s wellbeing and state of social isolation.” She is also keen to hear from businesses, and in particular, those with HR responsibility, who may wish to send a sensitively curated box to an employee contending with stress, mental health issues, or a period of personal struggle. “Whilst our boxes have been born out of my experience with an eating disorder, and a real understanding of that aspect of mental health, they are not solely for those with that illness or journey,” she adds. “The way they have been curated – without mention of eating disorders inside – means they are just as appropriate for someone taking time out with stress, depression, bereavement, or needing a gift which is more ‘considered’ at a time when a pick-up is really needed. “I would welcome the chance to talk to businesses who would regularly like us to create wellbeing boxes for their staff and clients.” The boxes and services being offered by Wednesday’s Child have already received positive approval from those experienced in primary care and GP practice. Dr Lucy Henshall FRCGP, a Suffolk-based GP, said: “In my 25 plus years of work as a frontline GP, I always felt there was so little to offer to my patients with emerging eating disorders, or to those still on the recovery journey. “Wednesday’s Child sends ‘kindness in a box’, but it also provides a whole range of other initiatives, all within a supportive framework and community.” She
Lincroft Academy receives prestigious Artsmark Platinum Award
Pupils and staff at Lincroft Academy are celebrating after receiving a prestigious Artsmark Platinum Award. Artsmark Platinum is Arts Council England’s highest award for schools and education settings that champion cultural education. It celebrates settings that embrace the arts across the curriculum, influencing other educational organisations and bringing them to life for children and young people. In order to achieve their Artsmark Award, Lincroft Academy, rated Good by Ofsted and part of the successful Sharnbrook Academy Federation, had to develop their arts and culture provision to embed a broad and balanced curriculum. This was achieved by creating an overall plan that was committed to and delivered across the whole school. Lincroft Academy was supported by the Royal Opera House Bridge in planning and developing their initial objectives. The Royal Opera House Bridge worked alongside the school at various stages to support their Artsmark Award achievement. Sally Manser, Head of Royal Opera House Bridge, said: “We’re delighted that Lincroft Academy has been awarded Artsmark Platinum, in recognition of their achievements in developing the arts and culture in their own school and championing creative and cultural learning in their wider community. Through Artsmark, Lincroft Academy will continue to incorporate art and culture into every pupil’s life, learning, knowledge and understanding, helping them to build skills, resilience, confidence and character. On receiving the award, Lincroft Academy Principal, Mark Duke said: “We’re extremely proud of achieving our Artsmark Platinum Award. We are committed to delivering a high-quality arts and cultural education and we look forward to continue to grow with Artsmark.” Iain Denning, Executive Principal of Sharnbrook Academy Federation, said: “This is a fantastic accolade for Lincroft Academy. All schools within Sharnbrook Academy Federation focus on helping our students achieve not only strong results in the academic subjects but on providing a broad, high-quality education across the arts. Lincroft Academy is a superb example of this.” Darren Henley, Chief Executive of Arts Council England, said: “I would like to congratulate Lincroft Academy on their award. As an Artsmark school, Lincroft exemplifies how the Award can help schools to achieve a broad and balanced curriculum, ensuring that each of its pupils is given the opportunity to explore and build a love of the arts that will remain with them as they go through adult life.” For more information or images, contact Tracy Bannister,tbannister@saf.org.uk
Sheffield Hallam Festival of Education set to breakdown barriers
Sheffield Hallam Festival of Education set to breakdown barriers, raise aspirations and start conversations A groundbreaking ground breaking new education conference, Hallam Festival of Education, is taking place on Friday 14th and Saturday 15th June at Sheffield Hallam University. Organised by South Yorkshire Futures, a social mobility partnership committed to improving education and raising aspiration for young people in South Yorkshire, the theme of the Festival is ‘Transformative Change’, and how education has the power to change lives of young people. Some of the biggest issues in education will be discussed, including the Ofsted’s new Education Inspection Framework, the curriculum and teacher workload. Schools are increasingly seeking support and advice on these topics as a result of Ofsted’s decision to make curriculum intent, implementation and impact a fundamental part of the new Framework, which launches in September. Primary curriculum expert, and director of South Yorkshire based Cornerstones Education, Simon Hickton will be speaking about how schools can create their curriculum, the process they need to go through, the strategic decisions they need to make to ensure they have a curriculum in place that is right for their school, and ways to reduce teacher workload. Simon Hickton, Director of Cornerstones Education, said: “I’m really excited about the Festival and the ideas and aims behind it. Raising childhood aspirations is a real issue, not only here in South Yorkshire but across the UK education system. As a former primary school headteacher myself, I know how difficult it can be to engage and motivate some children and I strongly believe that a broad and balanced curriculum can be the key to unlocking a child’s potential. When we recently spoke with Her Majesty’s Chief Inspector of Education, Amanda Spielman, she said “laying the building blocks of a good curriculum can genuinely ‘level playing fields’. A rich and broad curriculum can enable less advantaged children to achieve as much as children who have been born with every possible advantage”, something we couldn’t agree more with.” In a podcast hosted by Cornerstones Education Curriculum Developer, Caroline Pudner, Festival Director, Sean Cavan and Senior Lecturer, Sarah Williams, talk about the ideas behind the festival and what senior leaders and teachers can expect to take away from it. They explain that whilst the roots of the festival are in South Yorkshire, the region does in fact act as a microcosm of the rest of the country and the issues which South Yorkshire is facing, are also being experienced in other areas, meaning the festival will benefit any education professional or employer working with children and young people. Sean Cavan, Festival Director and Head of Business Engagement at the Sheffield Institute of Education, said: “We are delighted that Cornerstones are one of our major partners for the Festival. They are completely aligned with our thinking that a solid educational experience can really make a difference to people no matter what socio-economic background they come from, which makes them the perfect partners. We want the festival to be full of debate, collaboration and vibrancy, sparking conversations about the really big questions and challenges within schools and education across the UK.” Festival-goers will be able to engage in meaningful debate about the exciting, challenging and impactful things happening in education and the talented and inspiring people who teach and work with them. Speakers will include Ofsted’s National Director of Education, Sean Harford; Baroness Estelle Morris; Children’s Commissioner, Anne Longfield, OBE; and inspirational education trainer, Hywel Roberts. There will also be learning and sharing zones, networking spaces, live performances and music from the region to create a real festival, celebratory atmosphere. The Cornerstones Curriculum is taught in over 2000 schools to 500,000 children. Written and developed by Melanie Moore, a former primary school teacher with 20 years teaching experience, Melanie wanted to create a primary school curriculum that would develop the skills and knowledge required by the national curriculum, as well as being creatively stimulating and allowing children to explore their own fascinations. Realising that writing a curriculum was going to be a full-time job, she left teaching and established Cornerstones Education in 2010.
Almost half a million bookworms read for 140 Million Minutes!
On Thursday 7 March 2019 (World Book Day) 489,619 children and young people from around the world took part in the never-before-attempted challenge to read for 200 Million Minutes in just 26 days as part of Achievement for All’s 200 Million Minutes Reading Challenge. In total over 140 million minutes were read in special reading assemblies, teddy bears picnics, reading events and competitions in schools, settings, libraries, community groups, businesses and organisations across the UK as well as in France, Italy, America, Canada, India and Australia! Achievement for All’s biggest ever reading challenge, which is supported by learning company, Pearson, saw thousands of schools, settings and organisations taking part as they collectively smashed the 100 million minutes read in the 2018 Challenge. Seven year-old Rose Burgess from Rolvendon read the most minutes for an individual child with Marsham Street Community Nursery in London clocking up the highest average number of minutes per child for an Early Years Setting. Wylam First School in Wylam topped the primary school leaderboard with Smith’s Wood Academy in Birmingham reading the most average minutes for a secondary school. Castle Business & Enterprise College in Walsall scooped the top prize for a special school, while Grimsby Institute and Redditch Library took the prize for a college and community group/library category, respectively. Achievement for All, the leading not-for-profit organisation that works in partnership with schools and settings to improve outcomes for all children and young people vulnerable to underachievement, hope that through this global challenge, more children will discover a love of reading. Professor Sonia Blandford, CEO at Achievement for All said: “Our biggest challenge yet saw almost half a million children engage with reading across the globe! That is a fantastic result. “It’s vital that we introduce children and young people to the habit of reading in everyday life to improve their prospects and unlock new worlds and possibilities. Picking up a book, newspaper, comic or magazine helps develop language skills, imagination, communication and self-esteem and what better way to start that than through our challenge. Thank you to all those taking part.” Sophie Thomson, Head of Primary English at Pearson said: “What a fantastic achievement for all who took part. Research shows how important it is that children read frequently and for pleasure, with studies demonstrating the positive impact on children’s vocabulary, reading scores and well-being. Reading is key to unlocking learning, and it’s fantastic to see through the 200 Million Minutes Reading Challenge so many children developing brilliant reading habits, the effects of which will last a lifetime.” The Challenge saw support from a range of organisations including: Pearson, Skoolbo, Boogie Mites, KPMG, ICAP, The Sticker Factory, Authors Aloud and Discover Centre. The 200 Million Minutes Reading Challenge will be back in 2020 where once again, schools, settings, community groups, organisations, libraries, businesses and individuals from across the world will once again attempt to smash the never-before-reached target! For further information on the 200 Million Minute Reading Challenge please visit www.200millionminutes.org For further information about Achievement for All visit https://afaeducation.org
Introducing the Marketplace just for Educators
Reuse4education.com is a unique online marketplace platform for educators to swap, buy and sell, donate or borrow equipment and resources Sites like eBay, Gumtree and Facebook Marketplace have become valuable resources for anyone looking to sell, find or swap goods – however nurseries, schools, colleges and universities have a niche need for equipment and as budgets are squeezed they’re often trawling these sites to no avail. In comes Reuse4education, a new online portal dedicated solely to education providers looking to swap, sell, donate, buy or even borrow unwanted resources. Reuse4education.com is built on one man’s dream to build an international educational community designed to provide schools, colleges and universities with access to an incredible variety of resources, equipment and opportunities. That man is Mark Abrahams, the founder and CEO of Recycle Your Cycle – a revolutionary programme launched in 2016 in partnership with HM Prison Service, which sees over 300 biles and more than 100 vacuums being refurbished by UK inmates every month. Budgets for all public sector services are always tight and it’s no different for the education sector, this free and easy to use online service allows education institutions to buy, sell, swap and loan equipment, everything from textbooks to test-tubes and PE equipment to printers. With 80 universities, colleges and schools already signed up, it couldn’t be easier to use either, registration is straight forward, once logged on, users simply search for equipment they need or list items they no longer need and want to donate or sell. As well as the website, Reuse4education also provides a weekly email with a list of resources that are on offer. Discussing how and why Reuse4education has come about, Mark stated: “Through Recycle Your Cycle I have seen the benefits of upcycling and reusing unwanted materials and I was adamant that there was an opportunity to implement these principles in other sectors. There are increased pressures on the education sector with squeezed budgets and limited resources so I felt Reuse4education could be a starting point to change this. So often colleges and universities refurbish their equipment and there’s no reason why schools couldn’t put it to good use. Furthermore, in many cases, equipment is only needed in the short-term for a certain project, if it could be borrowed rather than bought this would be invaluable. My only goal with Reuse4education is to strengthen the education community in the UK and hopefully down the line, around the world”. Whilst researching the concept, Reuse4education spoke with a number of teachers to understand their concerns and specific needs, one teacher commented: “As a science teacher in an 11-16 secondary school, I often find myself wanting pieces of equipment for lessons that wouldn’t justify the cost of only being used once a year. I love the idea of sharing such equipment between schools and allowing the students to access even better resources for their learning”! Discussing the existing buy and sell sites, a second teacher added: “Amazon and eBay are great but searching for text books and resources is hard work, so reuse4education is just fantastic and really, really needed. We have items at school which I know would be of use to someone else when we finish doing certain courses, so it is great to know we can now put them on this site and pass them on”. Reuse4education is accessible on a local, regional, national and hopefully soon an international scale. The dream is that not only will it provide valuable resources but also reduce waste, maximise recycling and build a stronger community amongst the UK’s educators. Find out more about the marketplace here
Helping pupils thrive through self-assessment
Haylie Taylor, EducationCity’s education consultant and a former teacher, provides insight on the importance of boosting independent learning and looks at how schools can help their pupils thrive by prioritising regular self-assessment activities over formal testing… The ability to think and act independently is one of the most important skills that students can learn. Creating learners who are in control of their education helps to nurture them to become independent thinkers outside the classroom, and in the interim, helps improve their educational outcomes. Through the adaptation of more independent learning activities in the classroom, teachers may need to surrender some teacher-centric strategies to make room for those that enable students to have greater input into discovering their preferred learning style. Consequently, some concerns may emerge regarding the diminished role for teachers however, there is little cause for concern. Teachers are, and will continue to be, an imperative aspect of education and the development of independent learning among pupils. Additionally, as teachers work in tandem with edtech resources, like EducationCity, they are actively helping students thrive through self-assessment, building on self-confidence and empowering each student through the provision of instant feedback, data, and progress reports – all of which are important tools in establishing the basis for independent learning. Self-assessment methods Importantly, self-assessment methods are valuable in helping students to achieve learning objectives and providing an insight into their preferred learning style. In many instances, formal assessment is unavoidable however, regular self-assessment can not only lead to mastery, it can also be a useful tactic for developing self-correction and in easing pupil anxiety and stress in the lead up to exams. Through the provision of constructive feedback, self-assessment slowly builds students’ confidence and transforms barriers to learning into challenges that can be overcome with appropriate support and guidance. Self-assessment also helps students’ attainment through the repetitive, but importantly not monotonous, delivery of content in a range of contexts that help instill a deeper understanding of foundational concepts using methods that best suit each student. It is this prioritisation of personalised learning that allows students to effectively evaluate their learning methods and develop a better understanding of their coursework. Creating independent learners is a top priority for teachers and using resources that emphasise self-assessment goes a long way towards ensuring students are receiving personalised tutelage and revision methods that leverage their personal strengths and build upon their weaknesses. Implementing independent learning in the classroom also provides students with a sense of responsibility and ownership over their education, both of which are valuable characteristics in the greater education objective of developing responsible learners who will pursue their interests with critical inquiry and passion. For more information see EducationCity
Over Half of UK School Parents Don’t Know Their Times Tables
A new survey by YouGov, on behalf of educational app Edplus, reveals that 52% of parents and guardians of school aged children (under 18 years old) across Britain don’t know all of their times tables perfectly. Furthermore, the survey found that: The easiest times table to recall perfectly was the 2 times table, with 76% of the British population being able to do so. The hardest was the 8 times table, with only 59% of British population being able to recall it perfectly. The age group who knew their times tables the best, was the group aged 55 and over, with 60% of respondents being able to recall all of their times tables perfectly. The age group who knew their times tables the least well were those aged between 25 and 34. Only 38% said they were able to recall their times tables perfectly. Only 36% of parents of school aged children in London said they could recall their times tables perfectly compared to 50% in the Midlands. Oxford University mathematician, and co-founder of Edplus, Professor Francis Brown commented on the results saying: “Parental assistance at home can be a really important factor in helping children improve their numeracy, particularly in an area such as multiplication. The results from this survey show that many parents may lack confidence and knowledge to help their children. We know that children with maths-anxious parents are more likely to struggle with the subject themselves.” Edplus has created a new educational app that parents can now download to make out of school learning easier. It uses artificial intelligence and machine learning to ask questions and help the child in a way an ‘all knowing’ parent would. Every answer each child gives is stored and the software intelligently adapts its approach for each child to optimise their progress. At the same time the app uses gamification to engage and motivate children. The company, an Oxford University spinout, has made the times tables element of its app free. Released last week it has gone straight to the top of the download charts for new educational apps in the UK (Google Play Store). Toby Staveley, CEO of Edplus revealed: “The parents who have been most interested in our solution are also in the same age group (25 to 34) that this survey shows know their times tables the least. We’re confident that by making out of school learning both fun and effective we can help not just their children, but all children.”
Rocking Ur Teens: Year 9 pupil Caitlin blogs about conference
Caitlin McShane from class 9D at Southend High School for Girls took part in an empowering conference organised by Rocking Ur Teens, aimed at boosting confidence amongst young people. Here’s how Caitlin found the experience… On Tuesday 12 March, following International Women’s Day celebrations, twelve Year 9 pupils attended the Rocking Ur Teens girls’ conference, which took place at the NatWest offices, Bishopsgate. Rocking Ur Teens is a social enterprise whose goal is to give young people the skills, confidence and ideas needed for their futures. Stepping through the revolving doors perfectly welcomed us to the corporate world that the rest of the day would begin to ease us into. It seemed almost surreal at first to be given lanyards – something only workers are frequently seen with. The vibrant presenter Remel London (Capital Extra, Sky One and a live events host) somehow managed to make approximately 200 Year 9 girls, who had travelled from all over the south of England, feel energetic. The speakers who followed came from a vast variety of backgrounds and jobs; each of them sharing their unique experiences from the working world. Sherah Beckley, a sustainability and corporate responsibility specialist, spoke about how she went from a sixth form student to working with members of the UN. Her message was about re-inventing yourself – telling us that life is not a single pathway and that the only blockade to success is our self. Rocking Ur Teens leads to Rocking Ur Life! Next came Jillian ‘JJ’ Simmons from Houston, USA, a radio and TV host, speaker and author. She taught us about self-empowerment, the power of words and the social empowerment among our friends. After ‘JJ’ was Nick Howe, a businessman working for NatWest, who told us about entrepreneurship and his speciality in supporting small to medium enterprises. We learnt how to push ourselves forwards towards what we want, and about the appeal of working for yourself and the best ways to do so. A corporate panel formed of employees from some of NatWest’s numerous partners (e.g. Hermes, Sage, Coca Cola) followed. This was one of the most informative talks as we were able to discuss almost on a one-to-one basis with a speaker. We spoke to a lady who represented women and ethnic diversity in new businesses and we learnt how to prepare for our futures as well as receiving wisdom about job interviews – something that we have never really discussed before. After lunch Jillian Kowalchuk talked to us about Artificial Intelligence and how it would affect the future. She had great experience in the field, having created an award-winning app, Safe and the City, and it was impressive to hear her story as CEO of the company that developed it. The Armed Forces then showcased their diversity. This section was presented by three women from the Navy, Air Force, and Army. They showed us how leadership isn’t just one person in control but really just organised methods of teamwork. The day came to a close with a vocal performance by Sherika Sherard, a busker turned music star. Her story was particularly inspiring as it showcased how your world can be turned around provided you remain passionate at what you’re doing. All in all, it was an insightful and empowering day. For more information on Rocking Ur Teens and the work it does with young people, see rockingurteens.com
Genee: Future proofing classrooms
Genee is a leading manufacturer of touchscreen technology and interactive software solutions; delivering a range of interactive multi-touch touchscreen displays, touch tables, and visualisers, with a range of software to enhance teaching, training and presentations within the education sector. Our expertise in the professional AV industry enables us to have an in-depth understanding of varied client requirements, and we provide unique solutions designed to make life easier and enhance teaching experiences for both teachers and students. We have a keen focus on interoperability and connectivity to enable our technology to be seamlessly integrated into any environment. Genee recognises the significance of effective software, so we have incorporated exciting software that has significant learning benefits. Genee Project Flow offers automated differentiation and instant feedback on student performance to the teacher; it is the ideal software for mixed ability classes. Software such as Genee Spark II facilitates student engagement, collaboration and interaction. You wouldn’t buy a mobile device without an App Store, so why would you purchase a touchscreen without one? The Genee App Store provides quick and easy access to a range of educational related applications. All content is thoroughly inspected and verified by our content team before it is released and key stage categorised. The Genee App Store is already integrated into the G-Touch screens, making it easy and hassle-free for you to access the perfect educational apps for your classroom! Is your school GDPR compliant? We have the ultimate sign-in solution for your visitors and staff that is in accordance with the GDPR regulations; we recognise the importance of security and accountability in education environments. Genee Registrar Visitor Management System provides a simple to use sign-in solution with Photo Capture, Barcode Scanning and Visitor Label Printing. Have you ever wondered whether you can take your teaching to the next level? Or how you can display your demonstration, experiment or printed document on a larger scale? With Genee Visualisers you can make a strong impact on your students, adding visual content to enhance your teaching by showing your content – in almost microscopic detail. May Special Offer! Buy 2 GV150SD Visualisers and get 1 free! Genee is all about providing the ultimate AV solutions that fulfils the requirements of all our clients at competitive prices. Discover our innovative technology, software and solutions to open up a world of new learning materials to enhance your pedagogy. Contact Us Phone number 01902 390878 Email sales@genee-group.com Click here to visit our website