How can schools improve their recruitment and retention of teachers?
It is common knowledge for everyone with an interest in education that primary and secondary schools across the UK are finding it more and more difficult to attract and retain teaching staff. The route of the problem is evident: numbers of pupils in schools are increasing year on year whilst the DfE’s targets for recruitment of new teachers are not being met. In addition to this, last year alone 42, 000 teachers left the profession and the pull of sunshine and tax free earnings culminated in 18,000 teachers leaving for schools abroad. It is not surprising that adverts for teacher vacancies are not yielding the same success as they were 5 years ago. So how can schools improve their recruitment and retention of teachers? Key Skills Education is an inner London based education recruitment agency providing teachers and support staff for schools and education centres across London and the Home Counties specifically for long term and permanent positions. The success of Key Skills has been achieved by understanding the problems faced by schools in recruiting high-calibre teachers and improving retention of the teachers once they are in post. Search and Selection Process – Advertising can still be an effective way of attracting teachers for any specific teaching role, we here at Key Skills Education advertise for teachers and support staff all year round – if there are good teachers actively looking for work then we want to know about them! However, with the current teacher shortage this however is no longer a sufficient way of finding quality teachers within restricted timescales. We have pioneered innovative search techniques that enable us to tap into passive teachers, who may not be actively looking for a new post immediately but will be at some point in the future. We continually invest heavily to attract the highest quality teaching staff, focusing on keeping in contact throughout the year, listening to their career motivations and understanding when they might be looking to progress their career. Through our extensive network we are able to reach high-calibre teachers and support staff looking for positions in London and the Home Counties that are not available to our competitors. It follows that many of our staff work exclusively with us and have done for some time – schools that work with Key Skills Education as their education recruitment agency will have access to this exclusive network of teachers and considerably improve the schools chances of finding good to outstanding teaching staff for any given vacancy. Retention of Teachers – Recruiting the right personality for your school plays a significant part in creating an ethos for success and ensuring a harmonious working environment, which in turn improves staff turnover. Having a successful strategy for retaining teachers starts at the recruitment stage – this is where schools can benefit from using recruitment experts. All our consultants here at Key Skills have completed or are working towards specific qualifications in recruitment to ensure highest quality of practice. Interviewing teachers is an integral part of a recruitment consultant’s day-to-day responsibilities. We have therefore made it paramount that our consultants are highly trained interviewers, experts in uncovering the right character attributes that will ensure they are a good match for schools we are working with. We are not just looking for teachers with a consistent work history, we are also looking to uncover classroom practitioners who have the right character attributes to fit into the unique personality of the schools we are working with and have the drive and enthusiasm to compliment the ambitions at the school. Our proficient team of consultants aspire to meet all the schools that we work with so as to accurately understand the kind of individual that will be a success at the school. Once teachers are in post, schools benefit from our continuous dialogue throughout the academic year which allows us to resolve any minor issues before they escalate. If you would like to learn more about Key Skills Education and the services we provide, please check out our website at www.keyskillseducation.co.uk.
Varidesk standing desk review
Time to boost fitness levels using a height-adjustable standing desk? Review by Shirley Chisnall, Editor, QA Education magazine The NHS website explains ‘Why sitting too much is bad for your health’, and the general advice is that adults aged 19 to 64 should try to sit down less throughout the day, including at work and when travelling to and from work. It’s not as if we’ve only just discovered the importance of being more active – according to the NHS website the link between illness and sitting first emerged in the 1950s, when researchers found London bus drivers were twice as likely to have heart attacks as their bus conductor colleagues. Although we’re frequently urged to consume less sugar and take more exercise, it’s taking longer for designers to plan our schools and offices to meet the requirements to be less sendentary. Some of the UK’s largest companies have taken steps to remove chairs from reception desks. Customer service points too, are increasingly managed by staff who are required to stand most of the time, while many supermarkets let employees choose whether to sit or stand at the checkout. The fact remains that even if you proactively work on your fitness and go to the gym, or walk for 30 to 45 minutes a day, if you work in front of a computer screen and sit down the rest of the day you would still be categorised as having a ‘sedentary lifestyle’. Varidesk standing desk review I was recently invited to test the Varidesk, a solution designed to fit on top of a standard desk which can easily be raised with a handle at each side to bring the computer to a convenient height to use when standing. The Varidesk offers the option of sitting or standing at different times of the day – and apart from the health benefits, standing is known to improve concentration. A height-adjustable desk set to transform the working environment, Varidesk point out that concentration often wanes as we mentally exhaust ourselves in our day by day jobs and as we sit, we become more tired and lose focus. Daydreaming, forgetting meetings and tasks all become more common as we are mentally fatigued. Sitting all day has negative impacts on your mind, and can affect your performance at work. You can combat this by simply adjusting your position whilst working throughout the work day and this can vastly improve your state of mind. Using a standing desk can help you fight out of the mental block you found yourself in. This can help you get back your focus and improve your productivity. With a standing desk you can also burn up to an additional 50 calories per hour. In the editorial department at Euromedia, we’re all keen to reap the benefits but we’re also perhaps a bit set in our ways. However, I really like the fact that when lowered the Varidesk has a raised platform that brings the computer screen to a convenient eye level. It is also excellent because it can be converted so easily, and raised and lowered, to add variety to the working day. For standing to become a feature of the modern office environment the Varidesk is certainly a great option. Who knows as we get more used to standing at work perhaps we will also more readily adopt the advice to stand while we are chatting on the phone – and not spend too long on the sofa when we get home. On an average day, we sit while driving to work, and even the Labour leader Jeremy Corbyn apparently prefers to sit while commuting on the train, many people also sit at work for around 8 hours a day, and after another commute, then sit in front of the TV for on average 3 hours a night, before going to bed for 7 to 8 hours. It means although we are very busy and tired we just aren’t as active as we could be. Using a standing desk offers to break this cycle. The Varidesk Pro Plus 36 costs £335 from Varidesk . For more details see varidesk.com
Keep calm and seek advice says leading college
With just a week to go before thousands of students across Staffordshire receive their A-level results, Newcastle-under-Lyme College (NULC), the highest performing further education institution in the region, is reassuring students that whatever their results, there are options and support available. Liz Wyman, Head of Learning Resources and Guidance at Newcastle-under-Lyme College said: “Understandably, students can get nervous in the run up to results day, even though the vast majority get into university, an apprenticeship or employment without a hitch. These results are the culmination of two years hard work and there is often a lot riding on the outcome. We would urge students to stay calm and seek advice if things don’t go to plan.” “As a caring college, we want to ensure that students have the best support available, whether they have out-performed expectations, undershot or are simply having doubts about the choices they have made. It is important that students, including those from other colleges, are reassured that whatever their results, there will be options available.” On Thursday 18th August, NULC will open its doors to students collecting results and will have knowledgeable staff on hand throughout the day to give advice and guidance. NULC’s support team will be joined by advisors from local universities and Entrust, who will be available to provide independent career advice. In 2015 NULC celebrated record results, with an overall A-level pass rate of 99.2%. 173 students achieved A* or A grades and 31 subjects achieved a 100% pass rate. For several consecutive years NULC has been the biggest provider of students to higher education in Staffordshire, with 860 students progressing to 91 different universities last year. For those students choosing to stay closer to home, NULC offers progression opportunities through a range of university-level programmes including Foundation Years, Foundation degrees, Higher National Certificates (HNCs) and Diplomas (HNDs). These courses are a perfect option for those wanting to study in a dedicated University Centre within a smaller institution that boasts first class facilities and fantastic student support. It is not too late to apply for courses starting in September; there are a range of course options available, including HNC/Ds in Business, Sport, Performing Arts, and Health and Social Care. NULC also promotes a broad apprenticeship offering with equally strong success rates, standing 11% ahead of the national average. Currently there are around 70 local apprenticeship vacancies available through ‘The Workshop’, a dedicated apprenticeship hub, housed within the main reception area at the College’s Knutton Lane campus. Giovanni Neglia, 19 from Burslem took AS levels, however, instead of going to university, he chose to step directly on the career ladder, undertaking a higher apprenticeship in business administration with Hanley Economic Building Society. He said: “University is not the only option, being an apprentice means that I’m not building debts, I’m getting my qualifications paid for and I am progressing towards university-level qualifications whilst earning and gaining experience.” Principal and Chief Executive of Newcastle-under-Lyme College, Karen Dobson said: “This is an exciting time of year as students across the country receive their all-important exam results. For many, a university place will be calling, but for an increasing number of young people apprenticeships are becoming an attractive choice. An apprenticeship gives you the opportunity to gain practical skills and knowledge in your chosen field, with the ability to study to degree-level, whilst earning a wage.” To find out more about apprenticeships at NULC visit www.nulc.ac.uk/apprenticeships or contact the Work Shop on 01782 254287 or theworkshop@nulc.ac.uk
The benefits of having canopies in schools
Opting to install a canopy in a school would bring with it a number of benefits. The children would be able to play and learn outside in an environment that would not be affected by the wind or the rain. This makes it possible to spend time outdoors all year round but it also means that the children are protected from the sun during the summer as it blocks up to 99% of harmful UV rays. From a safety perspective, the children will know that they have to remain within the canopy and this makes life easier for teachers. The following reasons will show exactly why canopies are a great addition to any school. Improved learning Having the ability to learn outdoors means that lessons can take a different approach. Children have more space and can take part in messier activities. They can exercise and also interact with their surroundings while exploring nature. Protection from the sun Spending time outside without a canopy means that the children and the teachers have to be aware of the sun and the damage it can cause. A canopy will offer protection from the sun which means children can spend more time outside during the summer months. Increased space A canopy will instantly offer more space and is a cheaper alternative to extending the building. The children can use the outside space any time of year and they won’t have to worry about furniture cluttering up their space. Better play The weather in the UK means that children spend a lot of time stuck indoors. Even if it is raining the children can still go outside and play and this offers them even more freedom. Safer temperatures and less energy used Having a canopy fitted over a window will provide shade and this will lower the temperature in the classroom. This will mean that air conditioning will not have to be used and this will reduce the energy used as well as lower costs. Extra storage If you chose to add roller shutters to your canopy you can instantly create extra storage space that is secured. This is ideal for storing outdoor equipment which in turn will mean time saved as there is no longer a requirement to return the equipment indoors Waterproof waiting areas Often parents have to spend time waiting for their child in the rain but a canopy will offer them a place to wait in all weather. It also gives the children somewhere to stand while they wait for their transport giving providing safety. Protected Walkways Sometimes pupils and teachers have to move between buildings and this means that they can get wet. A walkway or canopy will stop all people within the school but it will also mean that pupils no longer have to run to get out of the rain which will mean that there are fewer accidents. They look good A canopy can really lift the way in which the school looks. Bespoke designs and a vast array of colours means that canopies can fit in with the colour of the school and the design of the building. Author Bio Andy Swain is the Managing Director of SAS Shelters, who are a family run business with over 50 years of experience in the design, manufacture and installation of school building products such as school canopies, sail shades and shelters.
Mayor’s Fund for London supports legal education project with primary schools in London
Almost 1000 primary school pupils have gained an insight into the workings of the justice system through taking part in the Mayor’s Fund for London Theatre of Law project during this academic year. This innovative legal education project is delivered by the National Centre for Citizenship and the Law (NCCL) who have an education team based at the Royal Courts of Justice in London. The project works with primary school pupils from London and aims to improve students’ understanding of the law and the contemporary justice system. The project consists of two days – one at school and one at the Royal Courts of Justice. At the start of the project, pupils are asked to consider how much they know about what happens to someone who breaks the law and how much they know about the different people who work within the legal system. This is then reassessed at the end of the project, usually resulting in a positive increase in knowledge, awareness and aspirations to see the law and related areas as a future career possibility. Matthew Patten, CEO Mayor’s fund for London said: “Working with young people to understand the law and their role in society at an early age is essential to ensure they play a full part in London’s future. Theatre of Law meets this need and promotes social and emotional skills that underpin effective learning and positive behaviour.” During the Mayor’s Fund for London Theatre of Law project, pupils work on creative crime stories inspired by real cases, learn about the consequences of crime, write scripts to prepare for their mock trial at the Royal Courts of Justice and debate punishments. The project aims to improve participants’ knowledge and understanding of the justice system and the consequences of what happens when someone breaks the law. It helps pupils gain an insight into the workings of the justice system and the roles of legal professionals, encouraging students to raise their aspirations to see the law and related areas as a future career possibility. Pollie Shorthouse, Executive Director, NCCL said: “The professional environment of the Royal Courts of Justice is an ideal venue for this project and allows pupils to learn more about crime and punishment and the legal system as they explore real courtrooms. The Mayor’s Fund for London Theatre of Law project provides opportunities to enhance knowledge and understanding of the law among young Londoners and to raise aspirations. This is something we are very passionate about.” One primary school participant told the NCCL team that through the project they had learned: “How many people can be affected by a crime… I didn’t understand how serious crime can be”. Theatre of Law participants are encouraged to develop a variety of important life, literacy and social skills through their involvement in the project. This includes attainment in spoken language, reading and writing, analysis, confidence, public speaking, debating and team work. The project also includes a set of comprehensive resources for schools to use throughout and legal education experts from NCCL are on hand to support and guide pupils in all activities. A teacher from Parkwood Primary School, London stated that the best part of the project was that: “It helped the children to understand the legal process – and getting to see a real court was fantastic. It was also very good that the judge who spoke to us was female.” This helps reduce stereotypes. Another teacher from Roe Green Primary School, London commented: “We really enjoy it and find that it gives the children a really clear idea of law and how the court works.” Schools interested in taking part in future Theatre of Law workshops should contact: london@nccl.org.uk or call 0207 947 7047. Theatre of Law is available for primary schools across London with above average free school meal eligibility. The project is funded by the Mayor’s Fund for London which means that schools only have to contribute £9 per pupil.
LED lighting for schools – a bursar’s guide
According to the Carbon Trust, getting lighting right is essential for both energy efficiency and the bank balance of a school, and as importantly for the wellbeing of its occupants. In the third of this special series of lighting in education guides, Energys will explore how LED upgrades can create multiple financial opportunities. It can also improve site health and safety, maintenance, and deliver infrastructure gains for bursars. Many bursars know the basics; energy efficient LEDs save on bills and the environment. But, the right level and the best quality of light is crucial to alertness, accuracy and the overall enjoyment of those working and learning in schools too. And, LED retrofit technologies can minimise work on school estates, and hike up other gains on the ledger too. Energy and cost savings Overall, The Carbon Trust says UK schools could reduce energy costs by around £44 million per year which would prevent 625,000 tonnes of CO2 from entering the atmosphere. Lighting, says the Trust, represents 20% of school’s energy costs, and 8% of their energy use. ‘Currently LED upgrades use at least 80% less electricity than an equivalent tungsten halogen source,’ it continues. So, the energy and cost-saving potential for bursars and their schools is clear. Further, ‘A properly engineered LED light has a comparatively long life, typically in the order of 50,000 hours. This can reduce maintenance costs significantly depending on the light source they are replacing,’ the Trust reveals. The Trust says making the business case for such low energy lighting is quite straightforward in terms of electricity saved vs investment required. Calculating the potential savings is based on identifying: a) The current lighting load (Watts or kiloWatts). b) The hours of use per annum. c) The new LED lighting load. d) The unit rate you pay for each kWh of electricity. “It is important to establish this cost-benefit analysis in schools nationwide,” says Kevin Cox, Managing Director, Energys. “When that analysis is done, the financial pathway to energy efficient, cost-saving installation is clear.” Health and safety (H&S) In schools, H&S is key. Today’s bursar’s aren’t just financiers, they are operations managers too. LED retrofit technologies are advantageous from this viewpoint. For a start, LED bulbs are more durable than traditional bulbs, and they have fewer fragile parts. Also, they are mercury free, compared with other bulbs which, if shattered during routine maintenance, require special care and removal, to say nothing of risk to operatives. Further, LED bulbs generate very little heat, so they can’t burn staff or children, and they make for a more comfortable teaching environment. Together, it all adds up to lowered H&S risk, and lower H&S costs. “We are right up to the minute on H&S,” says Cox. “We will install to the highest H&S standards and beyond, adding to the overall, lifetime H&S benefits LED offers to school bursars.” Funding options and capital expenditure For many bursars, even when the cash and environmental rationale stacks up, financing is still a key challenge. “It is wise to consider financing arrangements to suit your needs and more importantly, ensure you are saving money from the outset,” says Cox. “There are many schemes out there, and it’s crucial to research this intelligently and pick the right one. “Energys, in partnership with Utility Rentals and Smart Eco Energy, offers a financing scheme tailored to the needs of schools and colleges.” Such an approach is likely winto favour with boards of governors, tasked with myriad, competing demands for financing. And, you can also use your LED financing plan as evidence of the school’s cash-savvy, energy-intelligent approach in marketing materials and branding. Furthermore, LED lighting can even be included in schools’ lessons plans on sustainability, increasingly a key part of the curriculum. In so doing, another dual benefit arises, with further financial gains and teaching benefits. The shift to LED lighting Energys has a number of case studies on LED upgrades for schools and colleges available. These will help you learn more, and consider the best way to embed sustainable, futurist and beneficial lights in your environment.
Multi-Academy Trusts: What now for quality assurance?
While the softened, non-legislative path to drive English schools to become academies within a wider multi-academy trust (MAT) seems an inevitability, let’s remember that it’s also a path that remains at the heart of the Department for Education plans. For new or potentially expanding MATs, this move has a significant impact on how their senior leaders choose to oversee and monitor quality within each school under their control, says Louise Doyle, a MAT trustee and maintained school governor as well as director of self-assessment and improvement planning resources specialist, MESMA. Currently, 2,075 out of more than 3,300 secondary schools are academies, while 2,440 of 16,766 primary schools have academy status, according to the latest figures. Slightly less than 1,000 of those conversions are part of a MAT (although it is fair to say some only have one school in them). Against such a backdrop, it would be reasonable to suggest that the notion of converting as a stand-alone academy is one that will likely be consigned to the recent past. What’s clear moving forward is the expectation that those converting will be either planning to, or already be part of, a proposed MAT as opposed to the solitary academies. Mesma’s Louise Doyle says that no matter what the size and shape of a trust, quality assurance and more robust governance is critical In the main, for individual academies within a trust, it will be – for those that provide good education for their students – business as usual. Ofsted will inspect them in line with the Common Inspection Framework, while the head teacher will manage internal quality arrangements. Where things may start to differ is the way in which the central MAT leadership team decides to monitor the arrangements across each constituent part of the trust. The need to make decisions based on consistency of reporting, a solid process in place for self-assessment and improvement planning, a clear line of sight to when corrective action needs to be taken based on comparable data are compelling. This notion of consistency and comparability is likely to drive technology decisions that result in changes to business as usual for schools and (hopefully) the delivery of better education for all. Sir Michael Wilshaw in his letter to the Secretary of State in summarising the outcomes of Ofsted’s focused inspections of academies in 2016 said “A MAT needs to provide robust oversight, challenge and support to ensure pupils in all their academies receive a good quality of education”. Whilst giving a nod to examples of good practice, the tone of the letter was one of serious concern about whether or not MAT Trustees were any better at driving improvements in educational provision (particularly for those children who most need it) than the local authority from which the academies came. He went on to highlight seven key weaknesses with those levied at leadership concerning confused governance, lack of challenge, an acceptance of information presented and a lack of strategic oversight. In this harder, perhaps less tolerant landscape, where quality assurance – and the effective management of it – is increasingly to the fore in a culture of accountability (and culpability), the adoption of intuitive technologies have to be seen as an integral part of an effective deliverance strategy. Where such tools are adopted, the balancing act must always be about the holistic improvement of educational provision and not using the data produced as the proverbial stick to beat teaching staff with. Their involvement and engagement in self-assessment is crucial. What we must do is avoid a repetition of the negativity that has surrounded graded observations for example, where the process and outcome should be one of development and support. It’s clearly evident that within our brave new world, no matter what the size and shape of a MAT, there’s going to be a critical requirement for quality assurance and more robust governance. Indeed, in the face of recent findings by Education Policy institute, which found that 20 of the largest multi-academy trusts (MATs) – running more than 300 schools – fall ‘significantly below’ the national average for improving pupils’ attainment, the importance of self-assessment not just within each school but right across the trust, is perhaps more important than ever before; and goes to the heart of addressing the issues raised in the all-party parliamentary group’s (APPG) 21 questions http://www.nga.org.uk/News/NGA-News/Pre-2016/21Q.aspx
Tackling low-level disruption
According to the teachers’ union, NASUWT, the main concern for staff in schools in all areas, is the growing pressure from ‘low-level disruption’, which is recognised as the most common form of poor behaviour. Therefore, in order for teachers to encourage productivity and boost attainment, in-class disruption must be kept to a minimum. Allie Palmer, ex-teacher and training and support manager at MINTclass, discusses the importance of creating pupil seating plans and the role they play in significantly reducing the impact of pupil disruption, making teachers’ lives easier and creating an effective learning environment. In Her Majesty’s Chief Inspector (HMCI) Annual Report 2012/13, concerns were raised about low-level disruption in schools. As a consequence, inspector guidance was tightened to place greater emphasis on the issue in routine inspections. In addition, HMCI commissioned a survey to ascertain the nature and extent of low-level disruptive behaviour in primary and secondary schools in England. The findings from this survey showed that teachers, parents and carers are rightly concerned about the frequent loss of learning time through low-level, but persistent, disruptive behaviour. Low-level disruptive behaviour includes talking to friends off-topic or passing notes between one another, which tends to only last a couple of minutes, but can significantly impact the flow of a lesson. As a teacher, if you are faced with low-level disruption in your class, there are some simple steps you can take to make your life easier. From my experience, it usually occurs when there’s inconsistency in school processes being applied, for example, not always sticking to a strict behaviour policy. The responsibility ultimately falls to senior leaders to enforce consistency when it comes to behaviour, which in turn, makes classroom teaching much easier and more productive. Praising the positive behaviour is also a good tactic. By focusing on the disruption, you can trigger more negativity and commotion in the classroom. Therefore, it’s important to concentrate on rewarding those students who are delivering. If those who behave are rewarded by being allowed to sit next to a friend one lesson, then disruptive students may take note and follow suit. Allie Palmer However, I’ve found that one of the easiest, yet arguably most powerful steps, is to create a seating plan! In order to avoid disruption in a class, you need to be in control of your students, right from the beginning. It’s important to set expectations; line them up outside and tell them where they need to sit as they enter. Doing this avoids any confusion and also focuses them on finding their name on the seating plan, rather than talking to, or messing around with friends. It also ensures that your students know how every lesson will start, so they’ll begin to accept the routine. Historically, teachers would have to manually create their own seating plans on Word or Excel, which means endless copying and pasting, for it to all change and be out of date after a few weeks, when the whole process would have to be created again from scratch. What may work for one subject, may not necessarily work in another, and the typical alphabetical or boy, girl, boy plans aren’t always the most effective. Thankfully, there are now digital seating plans available that make this process much easier. Once you get to know your pupils, their behaviour and friendships within the class, you can easily and quickly move them around, using the data collected to assess who they will work best with. This can be done regularly, every half-term for example, or on an ad-hoc basis, whenever a child’s behaviour suggests that they may benefit from being moved away from potential disruption. Every teacher will take a different approach when it comes to classroom organisation, but the important thing is to ensure that you have a process in place, which is enforced and integrated consistently into the routine of the lesson. It’s likely that the students will challenge your decision as they will want to sit with their friends, but remember, you have arranged the seating plan to maximise their attainment, so it’s vital to stick with it. The layout of your classroom may seem unimportant in comparison to everything else that a teacher has to deal with, but being in control of this means you can also manage disruption whenever it occurs, encouraging a productive learning environment and maintaining the highest levels of attainment.
New schools careers initiative to plug digital skills gap
A new school careers scheme is addressing teachers’ lack of understanding about the digital industries and the shortage of up-to-date information on how school leavers can get digital jobs. Digital Advantage was set up in response to feedback from creative and digital employers who think the national curriculum and classroom careers advice is failing to equip school leavers with the skills and experience needed to fill thousands of digital jobs. Employers report that schools do not have the technical know-how, latest careers information or relevant work experience links needed to prepare pupils for common roles such as web design, advertising, software development, marketing, social media, mobile technology and e-commerce. Earlier this month MPs from the House of Commons Science and Technology Committee warned that the UK needs another 745,000 workers with digital skills by 2017. The ‘Digital Skills Crisis’ report identified that the skills gap costs the economy around £63bn a year in lost income. Digital Advantage is working with over 500 students aged 16-18 from 20 schools and colleges in Greater Manchester and Lancashire and has been developed in line with the government’s drive to extend after-school activities. It has developed a two-term digital enterprise course that brings industry experts into school classrooms to teach the latest digital employability skills and provide real-world careers advice. Twenty four hours of teaching and mentoring helps young people to understand the digital industries and give them the skills they need to get into it. The course has been designed by industry to help pupils develop new business ideas, use the latest digital technologies, create portfolios of their own work and improve core skills in communication, team work and problem solving. Teachers receive training on how to prepare students for the digital workplace and integrate digital skills development into existing lessons. They also get support with setting up school coding clubs and digital holiday camps. Students benefit from work place visits, inspirational talks from industry experts and, this year, the chance to win a £5,000 start-up prize for creating a digital business. The scheme encourages sixth formers to consider an apprenticeship in the creative and digital industries straight from school rather than going to university. It aims to help 16-18 year olds secure well-paid, entry level digital jobs, straight from school. Every sixth former that completes Digital Advantage’s course is guaranteed an interview with a digital company for one of over 200 apprenticeships in the North West region. Bernie Furey, assistant head teacher at St Ambrose Barlow RC High School in Salford said: “Digital Advantage has given the pupils a flavour of what it would be like to work in the creative and digital industries. Some of our highest achieving pupils are now considering a career in these industries, something which they previously would not have considered.” Jackie Holt, managing partner at communications agency BJL and the IPA’s (Institute of Practitioners in Advertising) North West City Head said: “As both an agency head and a mum of a 14 year old boy, I’m very impressed by the opportunity that Digital Advantage brings to schools, teachers, kids and even parents. Schools need to forge better links with working environments, showcasing the type of real-life challenges that their pupils are going to face in 2-3 years. Teachers need support to be able to deliver that insight and knowledge so initiatives that provide real briefs can be inspirational. Kids are exposed to working collaboratively, under pressure and importantly with a competitive perspective – something that they definitely will face in the working world.” Andy Lovatt, managing director of The White Room, which delivers Digital Advantage said: “We want to show high achieving sixth formers that university isn’t their only option. Creative, technical and business brains are desperately needed right across digital industry. Students that get apprenticeships through Digital Advantage will benefit from high quality work experience, respected qualifications and good starting salaries; giving them a head start in the digital industries over young people coming out of university.” Digital Advantage is funded by the Greater Manchester Combined Authority, City Deal Apprenticeship Hub Funding.