Free app helps tackle mobile phone misuse and improves pupils’ focus
DiGi blocks distracting apps without confiscating phones – Share this with your parents and pupils today to help them during their revision period. The hit drama “Adolescence” has exposed the harsh reality of how phones and internet misuse radicalise children and fuel bullying. Parents are scrambling for solutions and often look to already-stretched educators. Research from the University of Birmingham showed that school-only bans aren’t enough – students need consistent boundaries at school AND at home. “Parents expect schools to help solve the screen time problem. But poor digital habits are developed at home, impacting sleep, mental health and performance at school”, says DiGi cofounder, Andrew Mellor. “DiGi allows parents to schedule phone-free time for study, sleep, socialising or family. Distracting apps are blocked without confiscating phones allowing parents to limit the time their kids spend on social media without a fuss.” ● No Confiscation Required: Phones stay with students, but distracting apps are automatically blocked ● Schedules: Sleep and study schedules can be set by parents. ● Tasks: Parents can set tasks for children to complete before earning screen time. ● Instant Restoration: All services return immediately when tasks are completed or schedules end. Research proves phone restrictions boost academic performance. The London School of Economics’ landmark 2015 study revealed: ● Phone bans increased test scores by 6+ percentage points ● Low-achieving students gained the most benefit ● Results equivalent to adding an extra week of school annually DiGi invites parents to download DiGi for free during the exam period and help their teenagers get better results. . Parents can download DiGi from the App Store and Google Play. DiGi also has a solution for blocking pupils’ phones at school. Email contact@digitheapp.com to find out how we can future proof your school.
From tools to transformation: rethinking edtech for creative classrooms
Technology is now an integral part of everyday life, and its presence in education continues to grow. However, conversations around educational technology (edtech) often focus too narrowly on issues like cost, functionality, or logistical barriers. What is frequently overlooked is the transformative potential of edtech when implemented thoughtfully. Rather than complicating the work of educators, effective integration can empower teachers, spark creativity and support long-term school improvement. Enhancing creativity with dynamic tools In today’s world, creativity is a fundamental skill. Yet traditional teaching methods don’t always provide the flexibility required to nurture it. Edtech offers a powerful means to inspire creativity through immersive and interactive experiences that encourage students to explore, collaborate, and solve problems in new ways. Modern technologies, such as visual display solutions, gamified learning, and virtual reality, turn conventional learning into dynamic, engaging experiences for both students and teachers. These tools enrich the overall learning journey by incorporating varied media formats that appeal to different learning styles. The most effective solutions are intuitively adaptable, enabling teachers to tailor content to suit specific class groups or even individual learners’ needs or learning styles. This personalisation not only increases engagement but also provides an opportunity for every student’s creative potential to be unlocked. Supporting teachers, not burdening them To cultivate this creativity in classrooms, teachers must be given the time and tools to focus on what matters most – supporting their students. If not implemented strategically, new technologies run the risk of adding to teacher stress. However, when thoughtfully integrated, edtech can streamline administrative tasks and enhance teaching delivery and quality, enabling teachers to prioritise student development. Some examples of these new technologies are cloud-based collaboration platforms and intuitive interactive displays, which simplify lesson planning and content sharing. Teachers can switch seamlessly between different resources, saving valuable time while boosting the quality of instruction. When considering which edtech solutions may be most effective at supporting teachers, those that are designed with educators in mind and prioritise user experience and flexibility to support diverse classroom needs will be most successful.. Integration that complements, not complicates Successful edtech adoption hinges on seamless integration into daily classroom life. All too often, technology is introduced without sufficient consideration of how it aligns with a school’s teaching ethos or wider educational goals. Rather than trying to replace the traditional teaching methods, the most effective tools are the ones that enhance and support them. An interactive display, for instance, should act as a springboard for class discussion and group activity, not simply serve as a digital whiteboard. Likewise, collaborative platforms should enhance project-based learning by making it easier for students to share ideas and work together creatively. When technology blends naturally into teaching and learning routines, it becomes an enabler of engagement and innovation. A catalyst for long-term improvement Ultimately, the success of edtech in education is determined by its implementation. When schools adopt technology with a clear purpose and focus on creativity, it becomes more than a classroom tool– it becomes a catalyst for lasting transformation. By empowering teachers and students alike to experiment and think differently, edtech fosters a culture of adaptability, innovation and continuous improvement throughout the school community.
Twinkl offers free access to Natterhub online safety platform to all primary schools
Following growing concerns about the wellbeing of young people online – brought into sharper focus by Netflix drama Adolescence -Twinkl will make Natterhub, the highly regarded online safety platform, freely available to all schools. Natterhub is specifically designed as an early intervention program that enables educators to engage primary-aged pupils to mitigate online challenges – such as those highlighted in Adolescence – in an age-appropriate way. Natterhub empowers educators to lead meaningful discussions on crucial topics such as bullying, grooming, coercion, and the protection of personal data. This initiative provides educators with a toolkit to deliver impactful and appropriate digital safety education, equipping pupils with the knowledge they need for an AI-focused future. “Educators have been supporting pupils and families in this important area for many years, and we, at Twinkl, share the passion for preparing children for real world readiness,” said Jonathan Seaton, CEO at Twinkl. “Natterhub offers a comprehensive solution for educators that aligns with our mission to foster safe and thriving learning environments for all young people.” Caroline Allams, co-founder at Natterhub, added: “The primary school years are a critical period for social and emotional development, so we are proud to support educators to equip children to manage social and emotional scenarios in digital settings. Natterhub is all about the human aspects of being a digital citizen.” Schools can find more information about the initiative on the Twinkl website and apply for 12 months of free access to Natterhub by completing the registration form here by April 30th, 2025.
Climate Education marks a year of success with free taster memberships
A one-stop sustainability platform for schools is offering free taster memberships to celebrate its first anniversary. Launched in 2024 by Peterborough-based environment charity PECT, Climate Education brings together over 25 years of knowledge and resources to help schools develop DfE-stipulated Climate Action Plans. It is now offering schools a chance to join its growing network for free. Developed by teachers, Climate Education covers five core areas of sustainability: food, the natural environment, travel and health, waste, and climate change. These dovetail with the Department for Education’s four pillars of climate action: decarbonisation, adaptation and resilience, biodiversity, and climate education and green careers. They also align closely with the United Nations’ Sustainable Development Goals. Full members of Climate Education not only get access to a library of teaching resources but also get an interactive Climate Action Plan Tool, including carbon footprint tracking and a flexible accreditation pathway for showcasing their ongoing progress. To date, Climate Education members have made over 200 pledges, ranging from tree-planting and food-waste initiatives to litter audits and single-use plastic boycotts. These pledges form part of each school’s Climate Action Plan. Climate Education has already the enriched the education of over 19,000 young people, over 23 per cent of whom are eligible for pupil premium funding. Climate Education goes above and beyond tracking and celebrating staff and pupil-led climate action. It takes a holistic approach to curriculum-based learning and sustainability in schools. “Our hands-on approach is what makes us different,” says Heidi Latronico-Ferris, Environmental Education Lead at PECT. “We go into schools to run classroom-based and outdoor learning sessions, making complex topics accessible and relatable. Pupils learn how the different branches of sustainability are all interconnected – and how individuals’ actions can, collectively, have a positive impact globally. “We offer outdoor learning teacher training and the Royal Forestry Society’s Junior Forestry Award as well,” adds Heidi. Climate Education also provides school site development plans, advising how best to manage outside space for nature and outdoor learning. Other optional membership extras include tree planting and wildflower meadow creation packages. The new, free membership plan gives a taster of what is on offer, including a limited number of resources and a subscription to Climate Education’s termly newsletter. “Our network of schools is growing all the time,” says Heidi. “As we head into our second year, we’re excited to be supporting members in making positive changes in their school communities.” Find out more about Climate Education at www.climateeducation.co.uk
Pudsey joins the BBC Moodboosters Live Lesson line-up
Everyone’s favourite bandana-wearing bear, Pudsey, will be making a special guest appearance as BBC Moodboosters teams up with BBC Children in Need for a Live Lesson to be broadcast on Friday 9 May. He’ll join hosts, Rhys Stephenson and Evie Pickerill, for a 30-minute lesson packed with techniques to help children deal with their worries, keep calm and build self-belief. Mental health expert, Dr Tharaka Gunarathne, will be in the Zen Den offering practical advice throughout. The programme will dip into the BBC Moodboosters collection to encourage children to get active whilst supporting their mental health and wellbeing. Dr Ranj Singh will be showing children how to practice affirmation. Strictly Come Dancing winner, Oti Mabuse, will be breathing away their worries. And Rhys will be showing pupils how to be more present. The BBC Moodboosters Live Lesson will be available from 9am on the BBC Teach website, and broadcast at 11am on CBBC and BBC iPlayer. A teaching guide and activity sheets are available to download on the BBC Teach website. Schools can get involved by emailing their shout-outs to live.lessons@bbc.co.uk with Moodboosters as the subject or by using the hashtag #BBCLiveLessons. www.bbc.co.uk/teach
Calling all DSLs – Have you completed your annual online safety review?
Keeping Children Safe in Education (KCSIE) calls on DSLs at schools and colleges to consider carrying out an annual review of their approach to online safety. To help support schools, edtech charity, LGfL-The National Grid for Learning has developed a free, comprehensive yet easy to use Online Safety Audit, recently updated (Feb 2025) to reflect changes to the DfE Standards for filtering and monitoring. The simple, downloadable Word document has two broad sections with questions on: Curriculum, General Approach & Communication; and Safe School Systems – technology for safeguarding and safeguarding for technology. Responses to the questions are rated red-amber-green (RAG) along with annotated evidence and actions. Commenting on the audit, Duvessa Brown, Deputy Headteacher and Designated Safeguarding Lead (DSL) at Wallington County Grammar School in South London, said: “As someone who isn’t IT savvy, when the IT department said, ‘Let’s do an audit’, I felt a bit worried, a bit out of my depth. “But actually, I understood the audit, it was super easy to do, and I wish I had done it a lot sooner. We literally downloaded the Online Safety Audit from the LGfL website – we didn’t have to amend it, we just adapted it for our school. “Unlike other audits we had previously used, this one covered all aspects of school life. ‘We could clearly see what was in place and what still needed to be done. We looked at our filtering systems; student access to Wi-Fi in school and the dangers of that; and the curriculum and what each department was doing linked to e-safety. “When we had the Ofsted inspection, our online safety audit basically provided a pile of evidence to say look at what we do. The inspector was very impressed by the level of detail.” Alex Dave, Safeguarding Education Officer, LGfL, shared this advice for schools. He said: “The audit should be led by the DSL, as they have ‘lead responsibility for safeguarding and child protection (including online safety and understanding…filtering and monitoring…)’ DfE, KCSIE (2024). “We recommend you link or integrate the audit into your overall Section 175/157 Local Authority (LA) safeguarding audit; and use the filtering and monitoring sections to fulfil your requirement (as per the DfE standards) for an annual filtering and monitoring review. “This not only saves time, but above all ensures an integrated, whole-school approach. Work with colleagues across your school to complete the Audit (curriculum leads, IT support, cybersecurity leads, senior leaders etc) and don’t forget to share the results with your school governors and/or trustees.” For more information please visit: https://onlinesafetyaudit.lgfl.net
National Curriculum and Assessment review publishes interim report
The education expert leading the government’s review of the National Curriculum has published her first report. Prof Becky Francis CBE has outlined what she and her team have discovered so far and what they will be focussing on ahead of the final report for the Department of Education, due this autumn. Prof Francis, who is the Chief Executive Officer of the Education Endowment Foundation, has said four key themes have come through but has repeated her vow that the curriculum shake-up will be an evolution not a revolution. In a newsletter to teachers and education leaders, Prof Francis says: “The Review has considered a wealth of evidence including responses to our Call for Evidence from more than 7,000 young people, parents, teachers, employers, and education experts, alongside polling of young people and parents, extensive roundtables and stakeholder consultation, and analysis of government data. “The work of the Review looks to capitalise on what is working well in schools and colleges to improve the educational experience and outcomes of children and young people, so that all our young people have the opportunity to achieve and thrive.” The Interim Report sets out that many aspects of the curriculum and assessment system are working well and identifies 4 key areas for improvement: To read the report go to the DfE website
Let’s remember to involve families in our discussions around online safety
Last month, schools across the country marked Safer Internet Day, the UK’s biggest celebration of online safety. The theme this year was ‘Too good to be true? Protecting yourself and others from scams online‘. Many tuned into a BBC Teach Live Lesson where pupils became players in a virtual game, Scam Smashers, and were challenged with outsmarting digital tricksters to protect their personal information. When we think of online scams, our thoughts often turn to older family members. And yet, a Censuswide survey of primary teachers commissioned by BBC Teach suggested that primary-aged children were being impacted by online scams. It indicated that 35% of primary teachers felt that the number of children being scammed each year was increasing, and a third said at least one child in their class had reported being a victim of an online scam. I know from my work with primary schools across east London that teaching staff are aware of the issues and are developing ways to weave information about avoiding online scams, and online safety more generally, into the curriculum. Recent research from the UK Safer Internet Centre suggests that almost three-quarters of young people say they would turn to a parent or carer if they were worried about an online scam. I believe that families are an important part of the online safety jigsaw. By including parents or carers, the conversation about online safety can be continued after the school day has ended. I’m aware that schools already work hard to engage parents and carers, and through my own work, I’ve seen some excellent practice. Here are a few practical ideas you may wish to try: • The parent section of the school website is a great starting place for schools to provideup-to-date information about their policies and approaches to online safety. Don’t forget to add useful links to organisations such as BBC Teach and the UK Safer Internet Centre who have collections of online safety resources. • Providing workshops for parents and carers is a great way to develop their confidence in spotting and avoiding scams. Consider a mix of in-person and online meetings. • The school newsletter, or news section of the website, is a good place to share the outcomes of recent online safety lessons. • It is helpful for parents and carers if the school sends home information about high profile scams when they arise either locally or nationally. This will support them to have useful discussions with their children. Remember to add in practical advice such as changing passwords and even how to create a strong password. • Inviting parents and carers into school for shared online safety activities with their children can foster better understanding and develop stronger home-school relationships. • There are many information leaflets, brochures and posters available from organisations such as Childnet and the NSPCC. Place them in shared spaces such as the playgroundand school entrance for parents to pick up. • Encourage pupils to share the BBC Teach Live Lesson with their families as it is a great source of information and advice. Family members might even pick up some new online safety tips themselves! Finally, remember to involve parents and families in your annual calendar of activities forSafer Internet Day next year. Marion Reilly is a former teacher and online safety specialist. To watch the BBC Teach Safer Internet Day 2025 Live Lesson or to access its collection of online safety resources, please visit www.bbc.co.uk/teach
Mum’s campaign to get life saving bleed kits into UK schools
Lynne Baird founded The Daniel Baird Foundation in 2017 after her son was fatally stabbed in Birmingham city centre. Following Daniel’s murder she worked with West Midlands Ambulance Service to create the UK’s first lifesaving bleed control kits. The non-profit has since put almost 30,000 emergency kits on UK streets, and several are used each week to treat people injured at home, school and work and from road traffic accidents as well as violent crime. Lynne writes about why – eight years on – she remains committed to lobbying the government to include bleed control kit awareness and training on the PHSE syllabus. In 2017, my son Daniel Baird was stabbed and murdered outside The Forge Tavern in Digbeth, Birmingham and it saddens me that I can’t say that the knife crime statistics have improved since then. It seems like a week doesn’t go by without me hearing of another young life lost in the news. When we lost Dan, my other son Thomas, who is a qualified doctor said that he could have saved Dan’s life if he had been there with his medical kit. It was at that point I knew we needed to do something to stop lives being needlessly lost. I established The Daniel Baird Foundation and we worked with West Midlands Ambulance Service and the National Trauma Network to develop bleed control kits that could be used by the public to control a severe bleed. If you didn’t know, a person suffering a serious injury can bleed out and die in as little as three minutes. At that time, I couldn’t have imagined where our journey would lead. While the driver for the easy-to-use emergency medical equipment was violent crime, before too long the kits were being praised by ambulance services for their effectiveness in a whole host of situations. Now they are standard across many businesses, such as construction and on public trains, and being used to treat all sorts of injuries. Recently an elderly man was treated with a kit for a head wound after falling. Also, a young boy in Bristol called Ralfie gashed his knee open, severing an artery, while playing out and luckily, he was close to a ju-jitsu club who had a publicly accessible bleed control cabinet installed outside their premises. Hearing these positive stories push the Foundation to do more, and I was especially happy to meet young Ralfie and talk to BBC Breakfast about his story and the Foundation’s work. It’s also not that long ago when someone armed with a knife critically injured a member of the public in Bristol and it was the chest seal device in a nearby Daniel Baird Foundation bleed control kit that saved the person’s life. And in Wolverhampton, just five days after a kit was donated to St Peter’s Collegiate Academy, a teenager was stabbed on the same road and school staff acted fast. Sadly, there wasn’t a kit on the bus in Woolwich to help Kelyan Bokassa or one at All Saints Catholic High in Sheffield to treat Harvey Willgoose, or one close by to save 12-year-old Leo Ross in Birmingham. We still have a lot of work to do. Thankfully – in lieu of significant central government intervention – community non-profits, individuals, local businesses, local authorities, schools and emergency services are joining forces in all parts of the UK to do what they can. But why can’t our country’s leaders commit to action? It was back in May 2018 when I first visited the Home Office and urged then Home Office minister, Victoria Atkins, to help raise awareness of emergency bleed control kits and to include emergency medical training on the curriculum. In September 2024, I was invited to 10 Downing Street for the launch of the Coalition to Tackle Knife Crime by Kier Starmer and Idris Elba. In the period between I have spoken to numerous MPs, lobbied, lettered and even begged. The topic is still not on the PHSE syllabus. To put our fight into context, it was only in 2023 when all state schools received a defibrillator from the government. The campaign to make this happen by The Oliver King Foundation began in 2012, after 12-year-old Oliver died from Sudden Arrhythmic Death Syndrome, a hidden heart condition which is estimated to kill 270 children a year. It took 11 years. Despite all The Daniel Baird Foundation’s best efforts, the government didn’t see fit to provide bleed control kits to schools at the same time as it rolled out defibrillators. And so far, the topic hasn’t been added to the curriculum, even though young people are far more likely to come across a catastrophic bleed injury than they are a cardiac arrest. I guarantee we will continue banging at the government’s door to demand policy changes, but until we see that pledge, I’m afraid it’s down to us. I hope after reading this you will be inspired to write to your education leaders and MPs to ask for changes to the curriculum and for the legal provision of bleed control kits in schools. The more it’s spoken about, the more likely we will be to succeed. I may have even moved you to buy a kit for your school, but we understand that budgets across education are tight. If this is the case, then you’ll be encouraged to hear that some of the biggest successes we’ve seen is when people come together. For example, various police forces, violence reduction units and ambulance services have placed orders of 100 plus kits at a time and they donate these to schools, retailers, pubs and install them in dedicated publicly accessible cabinets. For example, St Cuthbert Catholic School in Birmingham was donated a kit by West Midlands Police quite recently. When registered, it means any 999 callers can be directed to their closest kit and if in a locked cabinet, the code will be given out. You may want to reach out to your local police force and register your school’s interest to have a cabinet on the school’s exterior. What we also see is schools fundraising within their communities, resulting in the installation of one or more cabinets that are accessible 24-7 for local people, as well as having multiple kits for inside the school’s premises. I’ve heard of generous local businesses making large donations, parish councils getting involved, individuals making contributions and even primary school children offering up pocket money change! When people realise that a couple of pounds from everyone means a life in their community could be saved, they wonder why they didn’t do it sooner. If any schools would like to crowdfund for bleed control kits, then we have put together a pack to help them do this which includes posters and digital content. People can visit the blog at www.turtlemedical.co.uk for more information. Of course, there are several schools and PTAs around the country that have chosen to use their funding to purchase bleed control kits and external cabinets to house them in. Kits and cabinets can be ordered online or if you want them branded with the school badge, just call or email our partner Turtle Medical. Some schools that have recently purchased kits are Campion School in Leamington Spa, Busill Jones Primary School in Bloxwich and Prestlands School in Limington – thank you to these schools and to everyone who supports The Daniel Baird Foundation. I’d like to also thank the many other non-profits and individuals who have supported us over the years, and are themselves committed to a range of goals, from taking knives off the streets to focusing on emergency medical training and getting more bleed control kits in public places. In the last month, a lady from Halesowen who was so moved by Leo Ross’ death asked her business customers for donations and she’s placed 23 bleed