Bradford City Library to host a BBC Teach Live Lesson on World Book Day
BBC Teach will be broadcasting a Live Lesson from the UK City of Culture for 2025 in partnership with World Book Day on Thursday, March 6. The team, including Newsround’s Emma-Louise Amanshia, will be hitting the road in the iconic Bradford Stories Bus from the National Literacy Trust, collecting book recommendations from local children. Schools across the country will join a live reading moment called The Big Live Read, inspired by this year’s theme, ‘Read your way’. At 11am, Live Lesson presenters, Naomi Wilkinson and Joe Tasker, will be joined at Bradford City Library by former Children’s Laureate, Joseph Coelho OBE. Together, they’ll be exploring different book genres, sparking curiosity and sharing the delight of reading for fun. Children will also be encouraged to think about a subject they would like to learn more about and how they like to read. And armed with their chosen book, they will read uninterrupted for 60 seconds alongside thousands of pupils across the country. Alex Harris, Executive Producer at BBC Teach, said: “We’re looking forward to broadcasting from Bradford on World Book Day. This is a huge moment in the school calendar and – together with the World Book Day team – we’ll be celebrating the joy of reading with a 30-minute curriculum-linked lesson for 7-11 year-olds. Roll on 6 March!” Imran Hafeez, Manager of the National Literacy Trust in Bradford, said: “Our Bradford Stories Bus is a beacon of reading for pleasure and storytelling in Bradford, which makes it the perfect setting for a nation-wide celebration of reading. We couldn’t be more thrilled to be part of World Book Day 2025 and invite Bradford’s school children on board to share their favourite stories with us for this year’s BBC Teach Live Lesson, inspiring readers across the country with their recommendations.” Cassie Chadderton, CEO of the charity World Book Day, said: “We’re excited to be in partnership with BBC Teach on this inspiring Live Lesson and the Big Live Read. World Book Day is all about unlocking the fun of reading for all children, encouraging everyone to see it as a sociable and enjoyable hobby. The Live Lesson is going to see children explore books, share recommendations, and find the fun in reading to help to build a lifelong habit of reading enjoyment.” The Live Lesson will be broadcast on BBC Teach and the CBBC channel. It will be available on-demand once the broadcast ends on both BBC Teach and BBC iPlayer. Schools can email their shoutouts to live.lessons@bbc.co.uk with World Book Day in the subject heading or using the hashtag #BBCLiveLessons. A teaching guide and activity sheets are available to download from the BBC Teach website.
HFL Education’s highly-praised Small Schools’ Programme returns for 2025
A widely-praised programme of tailored support for small schools across the country is returning for a second year – including a free bonus session later this month. HFL Education’s Small Schools’ Programme won widespread acclaim when it was launched last year for its mix of half-termly bitesize briefings, case studies, discussion groups and free resources designed to help share best practice among schools with fewer than 150 pupils on roll. Such was the success – including being shortlisted for a prestigious national award and winning a glowing testimonial from the chairman of the National Association of Small Schools – the programme is returning for a second year. The low-cost programme features four webinar sessions – all of which can be rewatched on demand – covering a range of topics including using AI in small schools, navigating the new Ofsted requirements and headteacher wellbeing. A bonus free session looking at the benefits and challenges of engaging in Initial Teacher Training is being staged between 3.30-5pm on February 25. It will include case studies from two headteachers of small schools, who will share their initial considerations and challenges around hosting a training placement, approaches to supporting a trainee within their school, and the subsequent benefits of this work. Anne Peck, leading the programme from HFL Education said: “We were thrilled with the response to the first year of our Small Schools’ Programme and delighted to be returning with new sessions to address some of the ever-evolving needs of leaders of small schools. “Designed specifically with and for leaders in small schools, who may have previously felt underserved by the education sector, the programme is a place where they feel they belong and where they can learn from each other. “Each of the sessions covers a different area each half term. Briefings will cover the main areas for leaders of small schools to consider, followed by case studies delivered by colleagues working in and with small schools. “The sessions are designed to empower school leaders by providing advice, access to helpful, timely blogs and resources to implement for successful outcomes in their setting. “If the feedback from our first year is anything to go by – with many leaders telling us how they felt we really understood the unique challenges they face – this should be a programme not to be missed.” Hannah Trickett, headteacher at Maple Cross JMI and Nursery School in Rickmansworth, praised the programme after taking part in 2024. She said: “The programme has given us access to a goldmine of information, ideas and best practice on a range of small school challenges – there’s little nuggets in every session. “The webinars are well structured and punchy. They don’t take too long and I can watch live – which is ideal as you get to participate in the breakout sessions – or on demand at a time to suit me. “It has given me a lift in so many ways. The HFL Education experts and the schools who share their experiences in the webinars are all really positive about small schools and I feel like I’m not alone on this journey anymore.” The 2024 programme earned a BETT Award nomination for Leadership and Management Solutions and was endorsed by Neil Short, chairman of the National Association of Small Schools. He said: “On behalf of the National Association of Small Schools (NASS) I am delighted to recommend the Small Schools Programme devised and developed by HFL. The sessions which I saw were amongst the best specifically devoted to small schools I have ever seen. “The innovative format, with the subject focus being narrowed by each of the speakers until its development and implementation within the small school by practitioners, provided lessons for all listeners. Indeed, NASS included examples of the first of the sessions in one of our newsletters and passed the word to colleagues whenever possible. “I am delighted the programme will be continuing into the future and will look forward to learning more about the ways in which small schools can prove their value to the wider world of education.” The 2025 programme costs £150 per school, which includes all four webinars and access to recordings, which can be shared in staff meetings and with relevant school staff including governors. Each of the four sessions will take place online on a Wednesday from 3.30-5pm. For more information and to book a place visit https://hub.hfleducation.org/shop/small-schools-2-2024/ To book a place on the free session in February visit https://hub.hfleducation.org/shop/smallschoolsITT/ The 2024 programme is now also available to buy at https://hub.hfleducation.org/shop/SmallSchoolsProgramme%E2%80%93Series1/ with the full suite of six sessions available for £100+VAT per school.
Key air quality and pollution lessons to teach all year round
By Dakota Murphey 2025 could very well represent a year where schools will have to make numerous key decisions that shape the years ahead. With mounting pressure on schools to enforce mobile phone bans and also make smarter long-term recruitment decisions, it would be hard to overlook another prominent issue facing everybody – the environment and climate change. Environmental awareness in schools is hardly a new topic of conversation, but recent data (collated at the end of 2024) suggests that climate understanding among young people is alarmingly poor. As education leaders and decision-makers, we have an opportunity to shape young minds’ understanding, appreciation, and commitment to the environment – and, more specifically, air pollution – throughout the academic year. Embrace teaching students about air quality Poor air quality in schools has been widely discussed, with a recent long-term study conducted by SAMHE concluding that UK schools’ ventilation rates are significantly below UK recommendations for workplaces, particularly in winter where airborne viruses spread more rapidly. Poor ventilation alone has long been attributed to decreased attention and concentration levels, not to mention an increased build-up of pollutants that contribute to a range of health conditions and diseases. One of its key recommendations is for school headteachers, unions, and staff to get clued up on good air quality management practices. The NHS even states that poor air quality is the biggest environmental risk to public health in the UK. It would be fair to say that if the buck has to stop somewhere, it’s arguably got to be in our education sector. Incorporating lessons on air quality throughout the academic year can help schools foster a generation of environmental consciousness while supporting learning objectives in a variety of subjects. Schools also have a moral duty to lead by example, particularly when you consider the fact that air quality and ventilation in their facilities have been pinpointed as a de facto health concern. Therefore, air quality education isn’t just a benefit to students and their academic achievements, it’s imperative to cultivating a better all-round faith in your institution. Essential year-round lessons 1. The science behind air pollution and quality Air pollution, at its core, is a mixture of harmful gases and particles that can negatively affect health and well-being. This can occur outdoors or indoors, with the latter environment being more contagious due to the more condensed containment area. Examples of dangerous air pollutants include: Exposure to air pollution can lead to health problems ranging from breathing difficulties to lung and heart disease, not to mention a reduction in cognitive performance and mental health. Long-term exposure can affect the brain and heart and exacerbate pre-existing conditions like asthma. These concepts can be made engaging for students, by transforming scientific facts and data into hands-on learning experiences. Students can participate in practical air quality monitoring activities that will benefit both their understanding and the school environment. Activities could vary from changing filters in air conditioning units to cleaning ventilators and exploring how different heating and dehumidification products work. Incorporating a practical learning element reinforces scientific concepts whilst giving students real world experience with equipment commonly used in communal buildings such as schools. 2. Seasonal air quality challenges Throughout the school term, pupils will likely experience different sensations depending on the weather and climate. Whether colder, wetter, hotter or dryer, the surroundings present ample opportunities to learn more about air quality and monitoring. Take the list below as a loose guide. Autumn/Winter: Spring/Summer: 3. Understanding indoor air quality management Indoor air quality deserves special attention, as students spend significant time within school buildings in any given week. Lessons could focus on the following topics: While this may be best suited to subjects like science (specifically biology or chemistry), there’s no reason to not discuss this across the board in physical education or PSHE, where relevant. Students have a right to know how at-risk they are, after all, so transparency remains vital. 4. Sustainable transport and air quality Transform the school run into a learning opportunity by exploring the connection between transportation choices and air quality. This lesson naturally integrates with PSHE education while developing students’ analytical and problem-solving skills. 5. Community engagement and action Extend learning beyond the classroom by engaging with the wider community: Strategies for school leaders Successfully embedding air quality education is a challenge befitting any school leader. That said, it requires involvement from several parties and a methodical approach. To begin with, leaders should assess the existing curricula and – where possible – integrate ideas for air pollutant discussions. For example: Headteachers also cannot afford to overlook the development and growth potential of their workforce. Equip classroom teachers and heads of subjects with as much material, support and resources as possible, so they can deploy these considerately to all age-appropriate classes. Encourage open dialogue between departments for collaboration between subjects and departments (for example, geography and science) to offer more insightful and rewarding experiences for students, whether in the form of cross-departmental projects or shared field trips. On a broader level, school leaders have a responsibility to hold themselves accountable for their air quality and pollution prevention efforts. Facilities must be retrofitted with best-in-class equipment to ensure they are in good working order and not an unnecessary risk to students or staff. Maintenance and upkeep must not take a back seat, either, so this must be kept in good stead all year round. Ultimately, involving the school and students in community activities or charity work also goes a long way in cultivating environmental responsibility and transparency at all levels. Looking ahead As environmental challenges evolve, so must our approach to air quality education. School leaders should regularly review and update their air quality curriculum to reflect new scientific breakthroughs, emerging educational technologies, evolving environmental regulations and legislation, and more. Implementing the above year-round lessons and school-wide learning objectives can create meaningful learning experiences that benefit not just the school, but the wider community as well. In turn, students can gain a
Theo Walcott helps Premier League launch children’s self-esteem teaching resource
The Premier League has launched new mental health resources for children focused on how they can build their self-esteem. The Building Self Esteem resource is available to more than 19,000 primary schools across England and Wales through the League’s primary school education programme, Premier League Primary Stars. Available for Children’s Mental Health Week, the free resource contains activities and content that encourage young people to build their resilience, try new things and use positive self-talk. Alongside input from teachers and mental health experts, it features advice from 10 current Premier League players as well as former England football internationals Theo Walcott and Jill Scott MBE. The self-esteem resource launch comes as the Premier League celebrates ‘More Than A Game’, a two-week period showcasing the League’s world-leading investment into all levels of football and community programmes run by clubsthat positively impact millions of people. To help launch the resource, Walcott attended a Premier League Primary Stars session run by his former club Arsenal. There, he surprised schoolchildren, sharing his experiences with them and supporting them during their lesson. He said: “I was delighted to support the launch of this new Premier League Primary Stars education resource and share some of my own story. Football is a brilliant way of connecting with people, so I know the children the League and clubs reach with their range of community programmes will take these lessons forward. “Having spent most of my career in the Premier League, seeing the connection between the on-pitch competition and the support it enables for people throughout the country is inspiring.” Engaging 1.3 million children in 2023/24 alone, Premier League Primary Stars uses the appeal of football to help young people be active and develop essential life skills. There are almost 30 free resource packs for schools centred around wellbeing topics, which have been downloaded more than 75,000 times. Walcott helped to launch the Premier League Primary Stars education programme in 2017. Now, with 87 per cent of all schools in England and Wales engaged, more than 70,000 teachers benefit from its free resources. Premier League Primary Stars provides teachers with free downloadable resources across a range of curriculum subjects at Key Stage 1 (age 5-7) and Key Stage 2 (age 7-11), developed by teachers for teachers, and in collaboration with experts such as the National Literacy Trust and the PSHE Association. Currently 103 professional football club charities from across the leagues receive Premier League funding to deliver Premier League Primary Stars sessions within local schools. With £1.6 billion committed to support communities and football at all levels between 2022-2025, the League has invested £75 million into primary school sport via the Premier League Charitable Fund since 2013. To sign up for the free resource, or to find out more about Premier League Primary Stars, please visit plprimarystars.com
Glasgow schoolgirl, 12, beats 70,000 entrants to win Primary Engineer competition
A 12-year-old girl from Glasgow has designed a solar-powered heated blanket that could one day help address the impact of homelessness in the UK. Rebecca Young, an S2 pupil at Kelvinside Academy, in the city’s West End, created the innovative design as part of the Primary Engineer competition. She triumphed over 70,000 other entrants to take the top prize of the MacRobert Commendation Medal, awarded via a public vote. The Primary Engineer MacRobert Medal is a collaboration between The MacRobert Trust and Primary Engineer, with support from The WEIR Group PLC, and the awards highlight the culmination of the UK Leaders Award competition. Rebecca’s creation – a heated blanket integrated into a backpack and powered by solar panels – was inspired by seeing people sleeping rough on the streets of Glasgow. Rebecca was tasked with designing something to address a social issue and felt homelessness was a pressing problem she could help solve. The talented youngster spent time researching existing products, such as sleeping bags and backpacks, to inform her design. Her efforts earned her the top spot in both the Scottish and UK-wide rounds of the competition. Engineering firm Thales, which supports the Primary Engineer initiative, chose to develop a prototype based on Rebecca’s design. Their engineers produced a blanket that uses copper wiring for heating, flexible frames for portability, and solar panels for power. The first version of the prototype was brought to Kelvinside Academy’s Innovation School, where Rebecca was able to hold the tangible result of her idea. Rebecca said: “To think something I’ve designed could one day help somebody on the streets is amazing. “Unfortunately, you see so many people sleeping rough on the streets of Glasgow, and I always felt bad seeing how cold they were. It was obvious to me that this could help. “It felt amazing to see my drawing turn into something real. I never thought that could happen. Homelessness is a big problem that needs fixing, and if you see a homeless person, help in any way you can.” During the competition, Rebecca’s designs were showcased at events at Barony Hall, the University of Strathclyde, and the University of Glasgow, giving her a glimpse into the possibilities of a future career in STEM (science, technology, engineering, and mathematics). Rebecca’s parents and younger sister, who attended the showcase events, said they were ‘immensely proud’ of her achievements. While Rebecca is also a talented musician – she plays drums in a band called The Girls – she says the experience of seeing her design come to life has inspired her to consider a career in STEM. Leigh Goldie, Rebecca’s teacher and design coach at Kelvinside Academy’s Innovation School, praised her achievement. She said: “Rebecca’s success feels incredible. It’s so unusual to see this level of awareness and creativity at such a young age, and to apply that to a real-world issue is truly special. “Rebecca’s story shows how creativity and compassion can lead to meaningful innovation, even at this stage of life. If she decides to pursue STEM further, who knows how far she could go? “At Kelvinside Academy, we are committed to inspiring young minds through our Innovation School, empowering students like Rebecca to use their creativity to make an impact in the world. Rebecca’s work highlights how young people can contribute to addressing societal challenges through innovation, inspiring others to consider how they too can make a difference.” Thales engineers hope the prototype will be developed further and potentially patented for production. The company’s involvement has given Rebecca a rare insight into the engineering process, sparking her interest in how ideas move from concept to reality. Colin Scouller, Head of Engineering Early Careers, Thales UK: “Thales in the UK is proud to be national sponsors of Primary Engineer. Their mission to get more young people involved in STEM and inspire the next generation of engineers is something we truly value. We’re looking forward to continuing our partnership with Primary Engineer as it continues to grow.”
LEGO Education Announces Hands-on Learning Solution for Primary School Science Lessons
LEGO Education has announced its new learning solution, LEGO Education Science, to help educators bring hands-on science learning to more students. Designed to boost engagement, LEGO Education Science features 120+ engaging, standards-aligned science lessons and ready-to-use class presentations that bring science to life for teachers and students (KS1/2 or ages 5-11+). Critical thinking skills and an understanding of science concepts and practices are increasingly needed for the future. Yet, the State of Classroom Engagement Report: Science Edition, a survey commissioned by LEGO Education, found that 45 percent of students who listed science as one of their “least favourite” subjects, described it as “too hard”, and 37 percent felt they were “bad at it.” Notably, 58 percent of these students were girls, highlighting the ongoing STEM gap. These findings underscore the need to reimagine science class to be more inclusive for students and teachers. In addition to understanding scientific concepts, science learning also plays a crucial role in developing skills such as critical thinking, problem-solving, collaboration, and creativity. Every student deserves to succeed in science, and, together with educators, LEGO Education wants to make that a reality. “Science teaches us to ask curious questions to understand the world around us,” said Victor Saeijs, President of LEGO Education. “If students think they’re not good at the subject or avoid it, we risk losing an entire generation of innovators and problem-solvers. “We share your commitment as educators to excite and engage students with high-quality science education.” With LEGO Education Science, teachers have everything they need to instantly engage students in scientific phenomena and spark student creativity and problem-solving through hands-on learning. Each lesson starts with a big question to spark curiosity and invite inquiry, while also connecting scientific principles to the real world for deeper comprehension. Students will explore multiple paths to a solution, ask key questions, and work with their peers. Kits are designed for use by up to four students together, with each student taking an active role in the lesson. This supports different learning abilities and develops collaboration and communication skills. Hands-on learning makes learning more accessible for all students, yet only 55 percent of students globally get these experiences in science class, according to the report. LEGO Education Science unlocks ‘aha’ moments for students, empowers teachers, and engages the whole classroom with hands-on, collaborative lessons. Over 3,000 students in over 100 classrooms tested the new learning solution throughout its development. “One of the most powerful things we can do as educators is to instill a lifelong love of learning in our students,” said Andrew Sliwinski, Head of Product Experience at LEGO Education. “LEGO Education Science supports educators across the world to bring science standards to life in a new way with ready-made lessons and high quality, reusable LEGO bricks and hardware. I can’t wait to see these learning experiences in the hands of students.” LEGO Education Science will begin shipping in August 2025. To learn more and sign up for updates, visit: www.LEGOEducation.com/science. About LEGO Education Science · Includes 120+ lessons, teacher materials, and carefully selected LEGO bricks and hardware to enable hands-on learning · Provides getting started materials, lessons, standards mapping, facilitation notes, and ready-to-teach class presentations through the online Teacher Portal · Flexibility for teachers to select lessons based on grade bands (approximately 40 lessons per kit) or in the way that best supports their curriculum needs · Designed for use by up to four students per kit for increased collaboration and engagement · Available in three kits by grade band. In the U.S., it is recommended to purchase classroom bundles, but if purchased separately, the cost per kit is included below. In other markets, please contact your LEGO Education authorized reseller for complete pricing and availability. o LEGO Education Science Kit K-2 ($329) § 277 LEGO bricks § 1 double motor § USB charging cable § Building instructions o LEGO Education Science Kit 3-5 ($399) § 335 LEGO bricks § 1 double motor § 1 controller § 2 connection cards § USB charging cable § Building instructions o LEGO Education Science Kit 6-8 ($499) § 424 LEGO bricks § 1 single motor § 1 double motor § 1 controller § 1 color sensor § 3 connection cards § USB charging cable § Building instructions
Wicked Writers Competition Empowers Pupils To ‘Be The Change’ In Their Local Community
Wicked Writers: Be the Change 2025, a writing competition devised by the National Literacy Trust and stage musical Wicked has been launched to inspire pupils across the UK to write and use their voices to change the world for the better. Now in its third year, the writing competition is based on the themes of one of the most well-known songs from the Wicked musical, ‘For Good’, and this year challenges pupils aged 9 – 14 to write persuasively about the change they want to see in their local community. Last year, the competition asked children to use their entries to write about their passion for the environment and the response was enormous, with over 1,600 submissions from pupils inspired by the positive themes of Wicked. Recent research from the National Literacy Trust found that children and young people’s enjoyment of writing and daily writing habits are at an all-time low, meaning that 7 in 10 (71.3%) are missing out on the associated benefits, not just to their academic success, and writing and critical thinking skills, but also to their confidence, creativity and wellbeing. Taking part in writing competitions can be a fantastic way for schools to tackle this downward trend and inspire a love of writing. The research also found that twice as many children and young people who had taken part in writing competitions reported that they enjoyed writing (43.7% vs 21.7%) and wrote daily (16.2% vs 8.3%) in their free time compared with those who didn’t enter a competition. With more than a quarter (28%) of 11-year-olds leaving primary school last year unable to write at the expected level for their age, competitions like Wicked Writers: Be the Change are an important opportunity to inspire a love of writing and support young people with the literacy skills they need to thrive. One of the competition’s previous winners, 18-year-old Iona who now studies English Literature at University of Oxford, won the competition in 2017 (under its previous name of Wicked Young Writers Award) aged 10 and went on to become Birmingham’s Young Poet Laureate, as well as a Literacy Champion and Youth Ambassador for the National Literacy Trust. Iona was inspired by the competition to write a story for the first time and still remembers the excitement of winning tickets to her favourite musical, Wicked. Iona said: “I remember sitting in the room and hearing everyone’s names and then seeing them walk up on stage and hoping that the next name that would be read out would be mine. And then when it was, I couldn’t believe what I’d heard. I think it was just this feeling that my words mattered to people and that they were being valued, especially because I was so young, it was something that I couldn’t really fathom that I had been able to achieve at that age.” Returning to the competition’s judging panel this year is best-selling children’s author-illustrator Cressida Cowell, best known for ‘How to Train Your Dragon’ and ‘The Wizards of Once’, who presented Iona her certificate back in 2017. Joining this year’s judging panel for the first time is author Manjeet Mann, whose book ‘The Crossing’ won the 2022 Costa Book Award in the Children’s Book category. The fantastic judging panel also includes National Literacy Trust Chief Executive Jonathan Douglas CBE. One winner and one runner-up will be selected in each category (Years 5-6 and Years 7-9). All 16 shortlisted pupils will see their work published in an anthology and receive a bundle of brand-new books for their school. Winners will receive class tickets to see the acclaimed musical Wicked at London’s Apollo Victoria Theatre and an author workshop with judge Manjeet Mann. Tim Judge, Head of Schools Programmes at the National Literacy Trust said: “After an incredible competition and 1,600 inspiring entries last year, we are thrilled to provide another opportunity in 2025 for young people to write about what matters to them. In past years teachers have told us that Wicked Writers: Be the Change has inspired pupils and improved their confidence when it comes to writing persuasively. We are looking forward to finding out which local issues this year’s pupils are passionate about and celebrating their work.” Teachers can now download a free supportive learning resource pack, including curriculum-linked activities, and get their class involved to inspire their writing and have the chance to win some amazing prizes. The competition is open for entries between January 13 and February 28. Find out more and download the resources: www.https://literacytrust.org.uk/programmes/young-writers/wicked-writers-be-the-change/
Preparing for new food waste legislation
allmanhall is helping its education clients prepare for 2025’s new food waste legislation. As well as an award-winning and trusted food procurement solution, allmanhall is renowned for its expert support, from nutrition and dietetics to operational consultancy. Rachael Venditti, allmanhall’s Development Manager, outlines what catering teams in the Education sector need to do to comply with this legislation. Known as the ‘Simpler Recycling’ reforms, new food waste legislation is coming into effect in England from 31st March 2025. Its intention? To streamline and simplify the recycling of waste, improving the existing recycling system. It applies to private businesses and public sector organisations in England (Scotland, Wales and Northern Ireland already have their own legislation in place). If you’re a school meals provider creating more than 5kg of food waste per week, you will be required to store food waste in separate bins and arrange for collection by licensed waste collectors. Biodegradable materials such as vegetable peelings, bones, eggshells, coffee grounds, and tea bags are to be included as food waste. The result of non-compliance? Failure to comply could result in financial repercussions in the form of fixed penalty notices and there is also the risk of reputational damage owing to ethical considerations. Now, if you’re producing less than 5kg of waste per week, you are exempt and micro businesses (less than 10 employees) will have until 31st March 2027 to comply to this new legislation, but there is encouragement to introduce good practices earlier than that 2027 deadline. “A robust and compliant approach to waste reduction is not only soon to become a legislative requirement, but it makes huge sense with regards to efficient operations and the best use of your food and catering budget, too,” comments Rachael Venditti. “If you can make sure every penny spent is being put to best use, you can further enhance the dining experience.” As food procurement experts managing the efficacy and impact of the food supply chain, allmanhall sees this focus on waste at the end of the value chain as a welcome and positive move. It seeks to address and reduce the circa 9.5 million tonnes of food that currently go to waste in the UK every year. But at the same time, the company fully recognises and appreciates the challenges it may create for a sector already under pressure.
Five ideas to tackle the school absenteeism epidemic
The Education Secretary Bridget Phillipson recently said that schools must create welcoming, engaging and inclusive spaces for pupils to tackle the school absenteeism epidemic. By Nicola Baldwin, Family Support Engagement Lead at Spurgeons charity In my experience of working closely with children who are persistently absent from school, sanctions are rarely effective and it’s a supportive approach that works best. Teachers are stretched to the limit, so we need to look at not only what works, but also what is easy to implement. It has been a revelation to me over the years, that it is often only very small tweaks to the school routine that can transform the mindset of a child and make them feel happier in school. This can quickly take them from being severely absent to attending school regularly. Here are five effective strategies to help reluctant children return to school: After a prolonged period of absence, getting back into school full-time can seem too daunting for a child, so progress needs to be slow. Just get them through the doors, no matter how short a time, to start to break down the barriers – a friendly chat with a teacher in the office can be a great first step. A 14-year-old boy I supported hadn’t been to school for 100 days when I first visited him. We chatted through the issues and he agreed to visit the school for half an hour with me to see a teacher he was happy to speak to. This was enough of a breakthrough for him to agree to go into lessons for an hour twice a week. We gradually built up his attendance, and he is now back studying full time for his GCSEs and doing really well. Children thrive on routine, it gives structure and stability. Anxiety about school at primary level can often stem from not knowing what is going to happen and when, and a child with SEND can feel additionally stressed if they are unsure about what is expected of them. I work with schools to create a visual timetable for the weekly school routine which helps hugely with anxious children. They can put the timetable on the fridge at home and get a copy from the teacher in the morning at school. It sets expectations about the day ahead and calms worries about the unknown. Identifying teachers that children are comfortable talking to is important. A 10-year-old girl I was supporting felt very isolated at school and was unsure who she could talk to about how she was feeling. We worked with the school to identify a couple of teachers she could speak to when needed, which really improved her confidence about going in. Friendships can also be complicated and she found the nuances of friendship groups difficult to navigate. We worked together to identify three friends she trusted and could seek out during playtime. Knowing who her ‘go-to’ people were before she went to school in the morning reduced her anxiety – and her attendance improved considerably. Rules are important but relaxing them for children with issues that prevent attendance can really help to get them back into the classroom. I’m not talking about anything that’s going to cause widespread disruption, but rules around things like uniform can create unnecessary barriers. Some children I’ve worked with have sensory issues and just need to be able to wear PE kit instead of uniform to feel comfortable enough to attend school. It seems a small price to pay to get them learning again. Teenagers will not do anything that makes them seem different. Many secondary schools are willing to make changes, such as providing ‘exit cards’ for pupils that need to take a break during lessons, but they often don’t get used as it makes them stand out. One of the biggest differences we’ve seen with this cohort is to normalise school adjustments. One 15-year-old boy who needed regular movement breaks was nominated to give out books in lessons and deliver messages to other teachers. This gave him the movement breaks he needed to make school more accessible, without it seeming unusual. Many of these tweaks are so simple to implement, yet I have seen incredible transformations of children, who now attend school regularly because of them. A supportive ear and small changes can make school feel more inclusive and welcoming for those children that find attending such a challenge. When we work together with children, parents and schools, we can make school a more welcoming place for those children that find attending really difficult.