How can schools navigate a winter energy crisis?
By Ian Johnson, SVP Market Development at Soldo In his Autumn Statement, Jeremy Hunt proudly promised that schools would get an extra £2.3bn per year for the next two years. But will this be enough? Thousands of schools across the nation are having to cut staff, ration heating and put a pause on important building work. For many working in the back office of schools up and down the country, the term is already filled with uncertainty as the country faces crippling financial pressures. An unprecedented rise in inflation and spiralling energy prices (in some instances rising by as much as 500%) are leaving schools to wonder how they balance the books before they head into winter. In an open letter to MPs, the Worcestershire Association of Secondary Head Teachers said “Schools face a choice between cuts to staff or maintenance.” Non-staffing costs account for over 30% of all expenditure at schools, universities and higher-education colleges. These costs include everything from school trips to IT equipment, stationery, catering and stocking libraries. Schools are already underfunded, so predictions of continued price rises as well as a recession will only strengthen that trend. It’s why it has become essential for schools, colleges and universities to ensure they have complete visibility over their costs, so they in turn can maximise budgets. With full control over outgoings, education institutions can dramatically improve how costs are managed, understand what savings can be made and spend as efficiently as possible to stay open this winter and avoid any harsh decisions that potentially lie ahead. Educational institutions are held back by manual finance processes Many educational institutions are still relying on manual processes – meaning a lot of the work they are doing to manage spend is manual and laborious. It may not come as a surprise to learn that, according to research by Soldo, three quarters of education professionals rely on manual processes to manage school spending and employee expenses. Yet manual methods of spend management do not provide full visibility of the spending going on within the institution. Without visibility, those working in education simply can’t understand what’s coming in, and importantly what’s going out. This makes it hard to determine how to make the most of their budgets. Modernising spend management to make teachers’ lives easier For educational institutions to survive, the right technologies can help ease the burden when it comes to spend management. Spending and expenses can often be an invisible drain on an institution’s finances, which if left unchecked is a huge problem and can make tracking costs difficult. Our survey revealed that over half (52.4%) of staff rely on reimbursements from expenses, and one in four (39%) use petty cash to make payments. Which makes it almost impossible to get a complete view of spending without creating unmanageable amounts of paperwork. It was also revealed that 29% of teachers spend approximately between £1,000 – £9,999 per month. That’s a lot of spend that teams, who are not using spend management technology, will not have visibility of until the end of the month. Without some form of automation in place, tracking this large amount of spend involves a lot of manual admin – processing expense receipts, sharing updates with the teachers, manually updating systems, etc. These manual methods of tracking and auditing a constant stream of significant payments will make it harder to control, track and report on school spend and will increase the risk of mistakes or gaps in the data that come from manual data entry. With financial technology, institutions can better control spend. Teachers’ lives can be made easier by giving them pre-paid cards – meaning they no longer need to pay out of pocket, making it clear who has been spending and on what. More time for strategic thinking in schools Spend management can be time-consuming. According to our data, almost a quarter of teachers (23.2%) spend half a day per month just processing expenses. That’s a lot of time and effort that could be saved and invested back into what teachers want to do – focus on educating children. Instead of wasting days putting together school-wide expenditure and spend data with manual methods, technology can make it easier to see every purchase made and identify every pound that could be saved. Without these manual methods of managing spend undermining attempts to find savings, finance teams can help cut unnecessary time-wasting admin. They can get a complete view of every payment in real-time which makes it easier to monitor where supply contracts need to be renegotiated, where services could be brought in-house or outsourced, or even what areas are underspending. Optimising schools’ budget with automation Better use of time often means understanding where repetitive, menial tasks are being performed and looking at ways of making them more efficient, hence the role of automation. But for automation to become widely accepted, some narratives need to be addressed. For school administrators for example, the belief that job roles may be replaced with automated software is drastically wide of the mark. In reality, the exact opposite is true. Automating these tasks means each staff member, from head teacher to support staff, can add value back into the system. Finance teams should aim to work with automation rather than compete against it. When institutions get the right mix of human and automated work, processes are more efficient, and individuals are freed up to focus on more useful tasks like data analysis or forecasting. The data they are using also becomes more accurate and more reliable – meaning more precise predictions. And because the data is richer, decision-making is better too. Whether it’s the cost-of-living crisis, a recession or an unforeseen hurdle not yet on the horizon, the industry will continue to face cost pressures. With the right technology, they can modernise departments and get the full visibility and control needed to maximise their budgets, empowering them in the process and allowing staff and teachers
75 per cent of teachers agree girls face greater barriers to engineering careers
Three quarters (75 per cent) of teachers believe girls face additional barriers to pursuing careers in engineering, according to new research released by the Arkwright Engineering Scholarship programme. The programme is encouraging schools and engineering industry leaders to redouble their efforts to tackle the growing gender gap and increase diversity in the field. The survey was conducted for the Scholarship’s 30th anniversary to capture the engineering industry’s perspective on its own diversity. By polling teachers, engineering firms and Scholarship participants from across the UK, the programme found 68 per cent of organisations and 77 per cent of Scholarship alumni don’t consider the industry to be diverse in terms of gender, ethnicity, sexuality and disability. Despite recognising these challenges there was widespread support for empowering future engineers through education, with 87 per cent of engineering organisations agreeing that more could be done to help students from disadvantaged backgrounds consider an engineering career. “Engineers shape the world we live in. For that reason, it’s essential that people from all backgrounds are participating in that process,” says Dr Kevin P Stenson, CEO of The Smallpeice Trust, the children’s education charity behind the Arkwright Engineering Scholarship. “Imagine for a moment that until now the engineering industry had been dominated by women or people living with a disability. Our built environment would look radically different. “That’s why the Arkwright Engineering Scholarship exists. We want to widen access for all young people to consider a career in engineering and give them opportunities to connect with employers and work experiences, that might otherwise be too expensive or difficult to access.” Continued Dr Stenson. Most employers believe attracting diverse talent can begin in the classroom, as 68 per cent of engineering organisations in the survey agreed that making engineering careers guidance more accessible in schools will improve social mobility. “The demand for skilled and creative engineers is continuing to grow and we need to start now to build the diverse and thriving workforce that is best equipped to take the industry into the future. “Through our Scholarship programme, The Smallpeice Trust is proud to have played a role in that. With greater support and engagement from the industry and educators we can do even more. Both women and men of all backgrounds and abilities should have a hand in shaping our future. By opening the door to engineering, we can give them that chance.” says Dr Stenson. As part of its 30th anniversary, the programme is celebrating the incredible achievements of women past and present in the engineering field. This includes Era Shah, an Arkwright alumna who has recently been recognised as one of the Women’s Engineering Society’s Top 50 Women in Engineering 2021 for her efforts to promote gender equality in the industry. Applications for the 2023 Arkwright Engineering Scholarship are now open and will close Friday 20th January 2023. For more information about the benefits of the programme and to apply, please visit: https://www.arkwright.org.uk/
Mock exam results could suffer as 6 out of 10 teachers denounce classroom air quality
Teachers have warned poor air quality is negatively impacting performance, as students prepare for mock exams. According to a recent survey, over three-quarters (77%) of teachers said poor air quality in their schools affected students’ ability to concentrate, which could lead to underperformance in upcoming mock exams. Students’ grades in these exams can determine school and university admissions, but classroom conditions could seriously harm them. More than half (55%) of the teachers surveyed noticed a negative impact on grades and performance when air quality is poor. The Air Quality in UK Classrooms Report – conducted by experts in air movement and ventilation solutions Airflow – asked teachers at 133 UK schools for insights into working and learning conditions at UK schools. The findings show that almost three in four (72%) classrooms suffer from air quality that is ‘below standard’. Nearly three in five teachers (59%) deemed a classroom with poor air quality to be ‘not fit for purpose’ – for either teachers or pupils. Some 91% of teachers agreed that poor air quality had a negative impact on students’ health, behaviour or ability to work. This rose to 96% in London. While 6 in 10 teachers (61%) have seen pupils’ health being affected – by worsening asthma or other lung conditions. In response to the report, the Building Engineering Services Association (BESA) has described the state of indoor air quality (IAQ) in UK classrooms as a ‘national scandal’. What improvements do teachers want to see? The study highlights that teachers are aware of air quality issues and have often raised concerns. However, 31% of teachers at schools with ‘below standard’ air quality reported that despite requesting improvements, no action has been taken. More than a quarter (27%) said their school is trying to improve air quality, but cannot due to a lack of funding or government support. Teachers also identified the changes they’d want schools to make if funding was available: • Replace old heating appliances (which can contribute to indoor air pollution) – 72% of teachers • Install air filtration or purification systems – 71% • Ban cars on streets with schools during school run times – 38% • Relocate playgrounds and classroom windows away from roads – 32% With school holidays around the corner, now could be the perfect time for schools to implement such changes and improve student welfare. Alan Siggins, managing director of Airflow Developments, said: “We all know how much hinges on the outcomes of exams, so classroom conditions need to be as conducive to learning as possible. But this study reveals that conditions are far from ideal in many schools. “Poor air quality can obviously lead to health problems and absences. Yet, even when students are in school, substandard air quality can mean pupils find it tough to concentrate and commit what they’re learning to memory – crucial skills for exam preparation. “Improving air quality is our area of expertise and we know the solutions available to overcome these problems. However, significant investment is required and there must be support from the upper reaches of government for that to happen. We hope this report will act as a wake-up call for people who can sanction funding.” Mrs. X, who works at a London primary school but did not want to be named for job security reasons, says: “Returning to school after the pandemic, all schools were advised to keep windows open to improve air quality. However, in winter, the classrooms would obviously get very cold. Children would be distracted and this impacted learning. “Even with windows open, pollution around the school area means that air quality is not drastically improved. We know that poor air quality and ventilation lead to higher levels of CO2 in the classroom, which affects cognitive performance (reduces memory, impairs concentration, lowers decision-making abilities) and inhibits learning. “In addition, children who struggle with self-regulation find it particularly hard to be in poorly-ventilated environments and may demonstrate disruptive behaviour, leading to them being sent out of the classroom, meaning they are not learning from their teacher.” Nicola D’Urso, school speech and language therapist, says: “Some schools I work in have indoor areas which are poorly ventilated without any windows. I’ve seen examples of children fainting and disengaging due to dehydration in excessively hot and stuffy classrooms. It’s not uncommon for children to become drowsy and even the brightest students can stop interacting in lessons. I notice caring and responsible teachers often having to prioritise children’s health and wellbeing during lessons instead of teaching them the educational content. “The main obstacle is that senior leadership teams in schools are at the mercy of their local council’s policy on clean air and limiting air pollution. The roadblock for schools is that it’s a bit out of their hands given that it’s up to the council and the government to get a grasp of air pollution and put adequate policies in place.”
GCSE and A level exams – are we ready to return to normality?
By Stewart Watts – VP EMEA at D2L The government has recently announced that GCSE and A-Level exams will ‘return to normal’. In line with the plans set out last September, Ofqual has confirmed a return to pre-pandemic grading in 2023, and less help with exams such as supplementary information given alongside exam papers. The decision reflects the government’s view that this cohort has experienced much less disruption than previous years and that it is time to return to normality and get students’ learning back on track. However, it’s likely that the current cohort may struggle with these changes, and it is predicted that A-level and GCSE grades awarded in 2023 will be affected as a consequence, with disadvantaged children – who experienced the most disruption throughout the pandemic – potentially being impacted. With gaps still present in this cohort’s learning it is essential that the government still works closely with schools to ensure that each child has the chance to learn in a way that is personalised to their needs. A data-led recovery strategy Despite the government’s promising statement, schools and teachers are still faced with the challenge of filling the gaps in students’ learning in preparation for their exams next year. As the education sector strives to recover the lost time in the classroom, it is vital staff take every student’s circumstances and learning pathways into consideration. Staff must use all data and digital tools at their disposal to ensure they have as much insight as possible into each students’ progression and needs. This will become particularly important in the months ahead, as teachers will need continuous insight into how students are getting on both at home and in the classroom. Staff will need real visibility into students’ performance, particularly when it comes to identifying specific areas for development. The ‘one size fits all’ approach is simply no longer viable. By using data to drive their teaching or courses, staff can plan more extensive learning programmes that account for all students’ abilities and learning requirements. Current learning analytics can provide teachers and lecturers with real-time insight into the location and extent of learning gaps – such as, whether a student has particular strengths or weaknesses. With this level of continuous insight, teachers will be able to fill the gaps in students’ learning and identify any of those that may be struggling, enabling earlier intervention. In fact, they will have the ability to create far more tailored learning pathways to help ensure that the needs of individual students are constantly being met. Hopefully then, students will be better prepared ahead of their exams. Reviewing the examination process – the need for continued assessment Given the disruption caused throughout the pandemic, many children have never sat a public exam before. The cumulative pressure that this causes, and the possibility of students having rushed, or incomplete learning is yet another reason to rethink summative exams in favor of more continuous assessment over the academic year. This shift can ‘even the playing field’ for students who may not perform well under pressure, as well as giving them a more lifelike assessment structure that mimics demands of the working world. Previous grades, or results from mock testing, can offer one part of the puzzle but getting an accurate reflection of the overall picture, requires a rethink. Teachers need more ‘data’ which can only be provided through regular testing and examinations – whether that is in the form of debates and chat forums, online tests and videos, or physical practice papers. Staff need to be able to test students’ knowledge, and the best way to measure that, is giving them a chance to put the theory into practice. However, designing complex learning programmes such as these, takes time. In the meantime, the best way to generate ‘real’ data and continuous insight, is by looking at access information, regular assessments, utilization of revision materials, and other data points which can give a more holistic view of how students are performing and how prepared they are for their final exam. That way, teachers will be able to establish a students’ average grade far more easily and fill in the gaps in their learning – maybe even review course content, according to students’ uptake. The ‘great readjustment’ – preparing students and teachers for exams Students are not the only ones who need to be prepped for next years’ exams, teaching staff will also have to readjust to ‘normality’ after the past few years. As suggested, data will play a vital role in their recovery strategy. However, faculty will need to ensure that staff are able to use all the tools that they have at their disposal. It is often the case that new solutions are implemented without enough support from senior leadership, meaning, teachers may not necessarily fully understand how to use a certain technology, let alone adapt it to their own courses or programmes. Staff need a greater understanding of digital tools and workflows. Moving forward, institutions must prioritise CPD for all teachers regarding technology, especially if they hope to make their lives easier and help fill the gaps in students’ learning in the coming months. Without this training teachers will find it extremely difficult to deliver effective learning pathways and track each individual students’ progress. Eventually, they should be able to apply these technologies far more effectively throughout each of their classes and deliver the best learning experience possible.
Schools invited to take part in Christmas live stream read along with award-winning author
In the countdown to Christmas, award-winning author, Katya Balen has launched an ‘advent calendar’ style free read along this December. Her new 24-part Christmas book series, ‘Ruby’s Christmas Adventure’, will be free for primary schools and help children develop a passion for reading. As part of this, Katya will also be hosting a virtual livestreamed, read along event on Friday 9 December at 9.30am, in which she is inviting as many pupils as possible to take part. Starting 1 December, schools across the UK will be able to access the books for free. Exclusively published and available on the Pickatale app, each day, teachers will be given access to the next book in the series. On day nine, schools will have the chance for classes to listen to Katya read the story live to children across the country and read alongside her. The fictional series explores the story of a Ruby Jones, a young girl who startles a very special visitor on Christmas Eve, and is accidentally sprinkled with magic soot, shrinking her to two inches tall. Along with a host of festive new friends, Ruby sets off on a very big Christmas adventure. By participating, pupils can follow the entire book series throughout December and join Ruby on her exciting adventure. Katya Balen, author of Ruby’s Christmas Adventure, said: “Stories wove their way through my earliest days and memories; reading by myself and with others is certainly what made me a writer. “This new Christmas series has been developed as a gift to children everywhere to help them engage in reading for pleasure. Reading is not just one experience – it becomes part of you. You are a chain of books that stretch back to your first days and on towards your last ones. The stories build you, they make you understand, they connect you to your family, your friends, your life, your culture, to other worlds and other people and other lives. “That’s why we’d love as many schools as possible to take part in the read along, share some festive cheer and get children excited about reading!” Lucy Mackay-Sim, Senior Commissioning Editor at Pickatale, said: “The importance of reading for pleasure as part of a child’s journey has been studied extensively and is something we are incredibly passionate about helping schools and families facilitate so that children can excel academically, socially and emotionally. “We want to empower children to choose what they want to read, dive into new worlds, learn about characters and nurture their enjoyment of reading. We are thrilled to have partnered with Katya and share her passion for unlocking the reading potential of the next generation and help children discover that reading can be an enormous source of pleasure. Let the Christmas reading countdown begin!” Miss L Trelfa, headteacher at Micklehurst All Saints CofE Primary School, said: “It is a great tool to increase reading for pleasure and encourage children to read. Parents have commented on how it increases their child’s interest in reading and some of our most reluctant readers are finding books that they are excited to read and are learning new knowledge. We can’t wait to take part in the Christmas read along!” Katya Balen has received various awards and recognitions for her writing, including The Sunday Times Children’s Book of the Week for her debut children’s novel ‘The Space We’re In’, and more recently 2022 winning both the YOTO Carnegie Medal and the Shadowers’ Choice Award for her second novel, ‘October, October’. Pickatale has more than 1,500 children’s classics, brands like Disney, Sweet Cherry and Oxford University Press, and beloved characters from Spiderman to Sherlock Holmes within its online library. Schools can access Ruby’s Christmas Adventure via the free Pickatale app and can register for the live stream on 9 December by visiting: lp.pickatale.com/festive-read-along.
National Engineering Day – Thales partners with Primary Engineer
To coincide with National Engineering Day, Thales in the UK is delighted to announce a National Partnership with Primary Engineer, an organisation that actively works to bring engineering into the heart of the classroom and inspire the next generation of engineers. With 50% of engineering firms reportedly finding it difficult to recruit and retain those with the correct skills and knowledge, Thales in the UK recognises the importance of reaching young people at school age, to encourage them to consider careers in STEM (science technology, engineering and maths) and develop their skills from an early age. This is why the company has become the latest National Partner for Primary Engineers Leaders Award. Despite an increase in STEM undergraduates, 40% of employers are still reporting a shortage of graduates being one of the key barriers to recruitment – 186,000 skilled Engineers are needed annually until 2024 to plug the skills gap. The annual UK-wide initiative, asks the question ‘If you were an engineer, what would you do?’ and encourages pupils to identify problems in the world and come up with creative solutions – embedding creative problem solving as a key part of being an engineer. Alex Creswell, CEO of Thales in the UK, says: “We’re thrilled to be a National Partner for this competition. Our team is looking forward to mentoring pupils during their journey and experiencing what the minds of tomorrow will come up with in response to some of the world’s most critical issues. It’s an excellent opportunity to inspire young people and help build some of the practical and cognitive skills they need to pursue an engineering career.” The competition, which is open to all primary and secondary schools across the UK, looks to encourage and grow diverse young talent. As a National Partner, Thales’ technology and engineering professionals will be on-hand to motivate pupils and help design their solutions to better our future. Dr Susan Scurlock MBE, Founder and CEO of Primary Engineer comments: “We are delighted that Thales in the UK has come on board as a National Partner of our Leaders Award Competition as it goes into its 10th year. Over 32,000 pupils took part in the competition last year, and with the continued support of Thales we will be able to bring engineering into even more classrooms across the UK. The competition highlights to young people the different pathways into engineering, as well as showcasing important role models in the industry, going a long way to addressing the gender and diversity imbalances in this sector. This partnership will help us continue to inspire the next generation of engineers.” The Leaders Award competition is fully funded and accessible to all primary and secondary teachers in the UK. Details on how to register can be found at www.leadersaward.com
Schools warned about afro hair discrimination
School leaders are being warned that pupils should not be stopped from wearing their hair in natural Afro styles at school. New guidance from the Equality and Human Rights Commission (EHRC) has said uniform and appearance policies that ban certain hairstyles, without the possibility for exceptions to be made on racial grounds, are likely to be unlawful. Race is a protected characteristic under the 2010 Equality Act, which means a person must not be discriminated against because of their hair or hairstyle if it is associated with their race or ethnicity. This includes natural Afro hairstyles, braids, cornrows, plaits and head coverings, amongst other styles. The EHRC’s new resources – endorsed by World Afro Day and the All-Party Parliamentary Group for Race Equality in Education – will help school leaders ensure hair or hairstyle policies are not unlawfully discriminatory. Court cases, research and the experience of our stakeholders indicate that hair-based discrimination disproportionately affects girls and boys with Afro-textured hair or hairstyles. The Equality Advisory and Support Service, which provides free advice to the public on equality law, has received 50 calls since 2018 reporting potential cases of hair discrimination. Discrimination can range from describing someone’s hairstyle as inappropriate or exotic through to outright bans on certain hairstyles and bullying. Many of those affected say that their schools lack understanding about Afro hair and the care it needs. In 2020, the EHRC successfully funded the legal case of Ruby Williams who was repeatedly sent home from school because of her Afro hair. The resources published include: guidance on stopping hair discrimination, with practical examples for schools on when a policy may be discriminatory, based on real-life experiences. a decision-making tool to help school leaders to draft and review their policies an animated video to raise awareness of indirect race discrimination in schools and what should be done to prevent it Jackie Killeen, Chief Regulator at the EHRC, said: “Discrimination based on hair can have serious and long-lasting consequences for victims and their families. As Britain’s equality regulator, we want to put a stop to pupils being unfairly singled out for their appearance in schools. “That’s why, after working closely with experts and those directly affected, we are launching these practical resources to help school leaders understand the law in this area and prevent discrimination from happening. “Every child deserves to be celebrated for who they are and to thrive in school without having to worry about changing their appearance to suit a potentially discriminatory policy.” L’myah Sherae, Founder and Chief Coordinator of the All-Party Parliamentary Group for Race Equality in Education said: “No child should be sent home from school for wearing their natural hair, which is why our All-Party Parliamentary Group wrote to the Equality and Human Rights Commission in October 2021 to highlight the need for new, strengthened guidance. We want Black children across the UK to know that they can be genuinely proud of their identity, not penalised for it. I am therefore pleased that this guidance is now being published, and I am proud to have been involved in the drafting process. “Schools should be safe and supportive environments for all pupils, and race equality in education should be a priority for all teachers. These new resources are an important step towards ensuring that the next generation of children are better protected, and the generations thereafter.” Michelle De Leon, Founder and CEO of World Afro Day said: “Contributing to the new EHRC resources has been an important step towards ending hair discrimination, which many children with Afro hair experience on a daily basis. “Our work supporting families, protecting children and educating school leaders shows that this extra guidance is needed. We hope that these resources will be an effective tool to clarify equality law for teachers and help shift the bias against Afro hair that has become ingrained in some parts of the education system.” In schools all across the UK, children from all cultures are taught together every day. However, there has long been an issue with school uniform policies not accommodating culturally significant hairstyles in their dress-codes. Recently, the equality watchdog has warned schools in the UK that penalising students for wearing cultural or religious hairstyles – such as braids, plaits, afros, and cornrows – are likely to be unlawful under discrimination laws. Veejay Lingiah, CEO and Co-Founder of FlashAcademy, a language learning platform that specialises in EAL (English as an Additional Language) commented on the warning from the equality watchdog: “In a school setting, there has long been a tendency to create school uniform policies and dress-codes that promote similarity in appearance and do not allow for cultural representation in the classroom. “Not all students have the same hair types, and different religions and cultures require hair to be worn in certain ways. In this regard, it’s crucial that school uniform policies don’t impose on these cultural or religious beliefs. “Schools are primarily a place for children to come and learn, and most importantly, to feel included and safe. Discriminatory school uniform policies have only served to drive a wedge between students from different cultural backgrounds, and have caused children to feel that their cultural hairstyles are somehow a problem, rather than something to wear with pride. “In our multicultural society, students from all backgrounds play together, learn together, and educate one another on their own cultural heritage. This all plays a huge part in creating a more equal society where everyone feels included and respected. “The recent warning from the equality watchdog is something that would have been welcomed a lot sooner by children that have already fallen victim to these dress-codes at school. However, many children and parents with afros, braids, cornrows, and more will no doubt feel relieved that their culture will no longer be erased in the classroom.”
School Library Association Awards Winners Announced
Winners of the prestigious SLA Awards 2022 were announced on Thursday 20 October, 2022 at a Swindon awards ceremony. The awards recognise the country’s best school library workers, their achievements, and their work to create and drive incredibly positive contributions to learning. According to a poll of SLA members, over 3 million books were lent to pupils over the last year alone, an average of 18 books per pupil. These annual awards recognise, celebrate and promote the vital role school libraries play within their communities. Considered the most influential accolade in the industry, the annual awards are open to all state, academy and private schools. They are designed to identify and celebrate examples of best practice across the UK. The judges selected one ‘Secondary School Librarian of the Year’ award winner and two joint winners in the ‘Primary School’ category. One winner was presented with the award in the ‘Enterprise’ category and one winner of the ‘Community Award’. The judges also gave a highly commended award to Hull Schools Library Service for its work with St Charles Academy. The winners of the School Library Association 2022 awards in each category were: School Librarian of the Year Award – Secondary School Derek France – Preston Lodge High School, East Lothian School Librarian of the Year Award – Primary School joint winners Rumena Aktar – Firs Primary School, Castle Bromwich, West Midlands Jenny Griffiths – Ravenscourt Park Preparatory School, London Enterprise Award Broughton Junior School – Aylesbury, Berkshire Community Award Alexandra Palace Children’s Book Award Team Hull Schools Library Service – Highly Commended for their work with St Charles Voluntary Catholic Academy, Hull, East Riding, Yorkshire The panels of judges, comprised of SLA trustees, authors, educational leaders and former SLA award winners, evaluated the entries based on each school’s needs, potential and commitment to supporting education standards. Judges of the ‘School Librarian of the Year’ award in the ‘Secondary School’ category presented the trophy to Derek France of Preston Lodge High School, East Lothian, because of his engagement with his school’s different departments; bringing the library into the heart of the school. Derek runs fun and engaging research lessons tailored to what each class and teacher needs. The library feels like part of the life of the school. Headteacher, Gavin Clark said: “Derek has energised a love for literature through many clubs. He empowers the students to start their own clubs including the new feminism club in the library which was proposed by a group of students. He has also organised many online author visits. A science teacher commented that this is the first school where he has taken advantage of the library, not because of the space but because of the librarian.” Rumena Atkar of Firs Primary School, Castle Bromwich, and Jenny Griffiths of Ravenscourt Park Preparatory School, London, were jointly awarded ‘School Librarian of the Year’ in the ‘Primary School’ category. The judges remarked that Rumena has managed to establish a whole school reading culture making a huge impact on learning. Every teacher the judges spoke to could name a child that has been positively impacted by Rumena. She is the only librarian in the Trust and shows what a difference a librarian can make in a primary school setting. In London, parents are choosing to send their children to Ravenscourt Park because of the library that Jenny Griffiths runs. The judges noted the constant stream of pupils wanting to borrow books, and because Jenny knows each of the students so well, she can always recommend a book they will love. Jenny also works really well with all members of staff and incorporates their teaching into her story-time, either through the choice of books or through what she chooses to highlight. She even runs a pupil librarian scheme and gets involved in all school open days. For the Enterprise of the Year Award, the judges were impressed by the highly imaginative project run by Broughton Junior School in Aylesbury, Berkshire. The unprecedented use of space in both of the library areas – the garden and the ‘Victorian’ reading room, was respected by the judges as magical, with books that ‘mirrored’ the local community and in turn, encouraged the children’s curiosity. The winner of the ‘Community Award’, which recognises wider support for the school library from local businesses or individuals, was the Alexandra Palace Children’s Book Award Team which included Helen Swinyard, Tanya Efthymiou, Gill Ward, and Kate Ereira. The project demonstrated a brilliant joint working initiative between primary, secondary schools and public libraries; one that the judges noted was refreshed each year to keep it feeling new. The longevity and growth of this project over several years is proof of how it is valued by the community. Alison Tarrant, Chief Executive Officer at the School Library Association said: “We were really impressed with the high quality of entries for this year, and our panels of esteemed judges had an incredibly hard time selecting the winners – even harder than usual! “To be named as an honouree is a great achievement in itself, but to be crowned a SLA Awards winner at a time when school libraries are vital for post-pandemic recovery to become the heart of so many schools, is something to truly celebrate. On behalf of all the judges, I would like to congratulate the winners. They should be extremely proud of receiving this accolade, and we look forward to sharing their knowledge and experience with other schools across the UK. “The awards play such a valuable part in not only rewarding excellence but also helping other schools to see what is possible. The SLA team and our panel of esteemed judges were amazed by the creativity and determination demonstrated by the winners. “Congratulations to them all.”
RSPB Big Schools’ Birdwatch is back
The world’s largest school wildlife survey returns, with tens of thousands of school children watching and counting the UK’s birds for the RSPB’s Big Schools’ Birdwatch. The Birdwatch – which takes place during the first half of the Spring term (6 January – 20 February) – is a chance for children to participate in a UK-wide citizen science project and generate real life data. The Birdwatch involves children watching and counting the birds that visit their school grounds or outdoor space, before sending the results to the RSPB. With over a million school children taking part since its launch in 2002, the RSPB Big Schools Birdwatch has become a much-loved annual event, that helps give the RSPB a valuable snapshot of how our school birds are doing in the UK. With birds now facing so many challenges due to the nature and climate emergency, every count matters. Rachael Albon, RSPB Big Schools’ Birdwatch Co-ordinator said: “Big Schools’ Birdwatch offers children the chance to contribute to a UK-wide citizen science project in their school grounds. This year we have made the Birdwatch even better by including historical results data so classes can compare their sightings with national data from previous years. It’s a great opportunity to provide a valuable learning experience and, together, be part of something bigger!” Over the last two decades, more than 70 difference species have been recorded in school grounds, giving the RSPB an astonishing amount of insight into how our wildlife is faring. The woodpigeon claimed the number one spot in the Big School Birdwatch rankings as the most commonly seen bird with an average of 7 per school spotted in 2022. The blackbird took second place with the carrion crow completing the top three. Rachael added: “Whatever you see – one blackbird, twenty sparrows or no birds at all – it all counts. It helps us build that vital overall picture of how our school birds are faring from one year to the next. With so much challenging our birds now, it’s more important than ever to submit your results. Our school birds are counting on you!” The Big Schools’ Birdwatch counts as one activity towards the RSPB’s free Wild Challenge award. This award scheme inspires pupils to learn through nature by choosing from more than 20 other activities. [note 3] The Big Schools Birdwatch is a free activity. Teachers are sent a pack to help make delivery of the Birdwatch simple. Teachers can pick any day during the first half of the Spring term to take part, with the flexibility to run it as a one off or as the centre piece of a cross-curricular study, enrichment activity or a way for the children to improve their outdoor space. Registration for Big Schools’ Birdwatch 2023 is now open. For your free Big Schools’ Birdwatch pack visit rspb.org.uk/schoolswatch The pack includes everything a teacher will need to take part, including bird fact files, survey sheets, advice on how to get the most out of their Birdwatch. The Big Schools’ Birdwatch is the school version of the Big Garden Birdwatch – the world’s largest garden wildlife survey. The event will take place over three days on 27, 28 and 29 January 2023. Further information can be found on the RSPB website rspb.org.uk/birdwatch