Pupils in England improving in maths and science despite fears of pandemic effect
Pupils in years 5 and 9 in England have maintained or improved scores in maths and science compared to pre-pandemic results, report UCL researchers who analysed findings in the latest Trends in International Mathematics and Science Study (TIMSS). The scores go against predictions around the continuing negative impact of the Covid-19 pandemic on pupils’ achievements. Compared to the 2019 TIMSS report, published in 2020, pupils in both year groups maintained high maths scores and improved their science scores. For the 2023 report, written by UCL researchers and published by the Department for Education (DfE), over 12,000 schools in 59 countries were assessed in year 5 and over 8,700 schools in 44 countries in year 9 were tested. Global lifelong learning company Pearson carried out testing across 267 schools in England. Pupils in the highest-performing countries achieved average scores in the 600s, with most countries scoring between 400 and 600. Year 5 pupils in England scored an average of 552 in maths, which the researchers say is stable compared to 2019’s score of 556. Year 9 pupils scored an average of 525 in maths, representing a slight increase from 515 in 2019. Maths scores for both year groups have improved significantly over the last 20 years, rising from 531 for year 5 and 498 in year 9 in 2003. In science, year 5 pupils scored an average of 556, representing a significant increase from 537 in 2019. Year 9 pupils scored an average of 531, another significant increase from 517 in 2019. Year 5 scores over the last 20 years have maintained a broadly stable trend. Year 9 scores have also been broadly stable over that time, though with an unexpectedly low average score of 517 in 2019. However, the average score in 2023 was 531, much closer to the year 9 2015 score of 537. Principal Investigator (PI) Dr Jennie Golding (IOE, UCL’s Faculty of Education & Society) said: “Given that pupils in this cycle were tested just three years after the pandemic lockdowns started, we expected to see lower scores in England and indeed across most participating countries. “The fact that pupils in England have maintained and even improved their scores is down to their hard work over the last few years and the determination and dedication of their teachers in supporting learning through prolonged, incredibly difficult circumstances.” In science, year 5 boys scored higher in 20 countries. A total of 26 reported no difference and girls scored higher in 12. Year 9 boys scored higher in 12 countries, with no difference reported in 19 and girls scoring higher in 11 countries. Co-PI Professor Mary Richardson said: “Whilst the results are positive overall, the data are showing that the attainment gap between boys and girls has increased again and this needs to be investigated further and addressed in order to ensure that girls are reaching their full potential.” Internationally, countries in east Asia again achieved the highest scores, with Singapore, Chinese Taipei, South Korea, Hong Kong and Japan typically taking the top spots. England’s year 5 pupils were 9th for maths and 5th for science. Year 9 pupils were 6th for maths and 5th for science. These rankings depend on which other countries take part, but broadly, England’s pupils maintained their high relative performance in maths and improved their rankings in science. Globally, the results showed a growing attainment gap between boys and girls in both year groups, which the researchers say had nearly closed in 2019. In year 5, boys scored higher in maths in 40 countries, with 17 reporting no difference and girls significantly outperforming boys only in South Africa. In year 9, boys scored higher in 21 countries, with 17 reporting no difference and girls scoring higher in four. The TIMSS study, run by the Evaluation of International Achievement (IEA) takes place every four years. England has participated in every cycle since its inception in 1995.
Step into the world of Quentin Blake this Christmas with BBC Teach
On Tuesday 17 December, a BBC Teach Live Lesson will invite primary schools to dive into the magical world of Quentin Blake’s Box of Treasures. The lesson will focus on Blake’s classic book, Zagazoo. It’s the story of a happy couple, Bella and George, whose world is turned upside down when they receive a parcel containing a baby. Zagazoo unexpectedly transforms into a series of badly behaved animals, mirroring the various tricky stages of childhood. Together with presenters, Rhys Stephenson and Laura Hopkinson, children will explore the hidden meanings that illustrations can reveal about book characters. They’ll also learn some simple drawing techniques with the help of comic book artist, Vivian Truong, and children’s book Illustrator, Dapo Adeola. By the end of the 30-minute programme, they will have created their very own Zagazoo character, inspired by Blake’s work. Sophie Stericker, a spokesperson for Quentin Blake, said: “Quentin is delighted that his characters from the BBC Box of Treasures animation of Zagazoo will be the focus of a BBC Live Lesson. He said it was so “enjoyable to see characters from his books jumping off the pages and onto the television screen”, and now they will be jumping off the screen back onto paper, created by children all over the country. What could be better!” Alex Harris, Executive Producer of BBC Teach, said: “We’re passionate about bringing education and creativity together in meaningful ways and there’s no better way to do this than through the timeless magic of Quentin Blake’s work. Since its debut last Christmas, Quentin Blake’s Box of Treasures has been a great success and it’s brilliant to be able to expand this beyond the animated films and into the classroom for schoolchildren across the UK to enjoy. Bringing this exciting Live Lesson to audiences alongside the brand-new Box of Treasures films on iPlayer is fantastic – there’s truly something for everyone!” The Live Lesson will be available from 9am on the BBC Teach website and broadcast on CBBC and iPlayer at 11am. It will be available on-demand on BBC Teach once the programme ends. A teaching guide and activity sheets to accompany the lesson will be available ahead of the broadcast. Schools, don’t forget to email your shout-outs to live.lessons@bbc.co.uk with Quentin Blake as the subject. www.bbc.co.uk/teach
How green, natural spaces enhance student learning
By Dakota Murphey In an era where technology dominates and urban developments encroach upon natural spaces, maximising the UK’s green space has never been more important. In UK schools particularly, green, natural spaces offer more than just aesthetic charm; they play a vital role in enhancing pupils’ cognitive development, mental well-being and academic performance. Headteachers have a moral duty to uphold their schools’ appearance as well as their Ofsted ratings, and if green and natural spaces continue to wither away the premises can quickly appear sterile and lifeless. Therefore, it’s in their best interests to enhance their schools’ natural appearances as much as possible. Investing in more green spaces offers a compelling dual-pronged opportunity to do so, supporting educational developmental goals and contributing positively to the environment. The cognitive benefits of natural learning environments Research continually demonstrates that increased exposure to natural environments significantly improves pupils’ cognitive function. Being in nature has been linked to an increased attention span, creativity, and memory, often citing the therapeutic effects of nature on the brain and reduced sensory overload. Recent collated data suggests that regular access to nature can improve concentration in students, not just in school but also at home. The restorative effect that natural environments have on young minds is believed to combat mental fatigue that often occurs in traditional classroom settings. Though the reasons for how and why are still being understood, some research suggests that connecting with the environment offers several benefits, and this is helped by moving away from screens and technology that have enveloped our daily lives. Schools that have integrated natural spaces into their grounds may often witness significant improvements in pupils’ engagement and academic achievements. Spending time in green spaces can evoke a sense of calm, promote relaxation and reduce stress levels. Green spaces also boost dopamine and serotonin levels in the brain, while lowering feelings of anger, anxiety and frustration. Research has also shown that spending time in green spaces can benefit the immune system, making the body more resilient to disease. Coupling this with improved sleep quality and improved exercise routines, schools can foster a green environment that contributes positively to all of their students. Creating versatile outdoor learning spaces Forward-thinking schools are discovering innovative ways to incorporate green spaces into their existing premises. While some institutions benefit from extensive grounds, others demonstrate that even modest spaces can be transformed. For example, a well-designed MUGA (Multi-Use Games Area) surrounded by carefully planned green borders brings students closer to nature when exercising outdoors, while creating a productive natural learning zone for outdoor classroom activities. Other ideas might include small-scale allotments, gardens, or plant beds which, when utilised and cared for properly, offer students the chance to immerse themselves in their green surroundings. Even small spaces with plenty of plants and trees function as natural air filters, which is a welcome reprieve from built-up urban areas prone to excessive air pollution. At the same time, greenery can create a more peaceful and conducive learning environment for students, whether they’re involved in cultivating plants as part of school projects or simply enjoying the great outdoors. Supporting mental health and wellbeing The mental health advantages of green spaces are especially relevant today given recent growing concerns about pupil well-being in many UK schools. Access to natural environments has been shown to reduce anxiety and stress in young pupils, while a recent report by the Mental Health Foundation suggests that 70% of UK adults find being close to nature improves their mood. Government data shows a concerning trend in UK schools with 20.7% of pupils showing as ‘persistently absent’ for the 2023-2024 academic year, with more children being referred to NHS mental health services for anxiety than before the pandemic. Given these challenges, the UK government is currently assessing ways to improve children’s emotional, social and behavioural well-being in schools, recognizing this is an issue that extends beyond specific age groups. Green spaces can provide a vital place for students to ‘decompress’ and unwind, resetting comfortably between lessons. This is particularly beneficial for pupils with special educational needs or those who are experiencing elevated stress levels. Schools should encourage designated quiet areas within natural settings to help their pupils better emotionally regulate themselves, promoting mindfulness and reflection where possible. Implementation strategies for headteachers For school leaders considering how to upgrade their green spaces, several practical approaches can help. Begin with a pilot test on areas that could do with immediate restoration and see how those projects go. Even upgrading a single courtyard or garden can unlock tremendous potential for large-scale projects. If successful, work diligently to build support for larger initiatives. Involve as many people as possible in planning, designing and maintaining green spaces. Pupils, staff and even parents can all offer valuable input and ideas to cultivate sustainable, well-used facilities. Many organisations offer expertise, advice and grants for school greening projects. Tel Group’s Go Green Scheme is a good programme worth considering for current or planned projects to improve sustainability in schools and cultivate more green spaces. Design spaces that remain accessible and educational throughout the academic year. Consider covered areas and all-weather surfaces where appropriate. Looking to the future As the education sector continues to evolve, the importance of green spaces as a learning enhancement tool becomes increasingly apparent. Headteachers and education decision-makers who invest in natural environments and thoughtful upgrades to their existing infrastructure will be best positioned to thrive, fostering an environment where natural life and academic performance can both thrive. More importantly, however, the health benefits of making such upgrades will be invaluable for your students. Spending time and resources to make their learning environment more enriching and natural will benefit both current and future pupils, leading to greater all-round success for the school. Thoughtfully integrating green spaces into school grounds that nurture pupils’ physical and mental well-being should firmly be on every headteacher’s agenda for the years ahead. The initial investment in these spaces will invariably pay dividends through improved learning,
Private schools lose GCSE results edge after socioeconomic adjusting
Private school pupils in England no longer perform better at GCSE level than state school pupils in the core subjects of English, Maths and Science when the results are adjusted for socioeconomic background, finds a study by UCL researchers. Despite the gap closing in the core subjects, private school pupils continue to achieve stronger results in arts subjects, such as Music, Drama and Art, even after adjusting for socioeconomic background. The researchers say the findings could have implications for parents deciding on the best education for their child and raise questions about the relative strength of creative education in state-funded schools, and the long-term effects of this disparity. In the study, published in the Cambridge Journal of Education, researchers used longitudinal data from the UK Millennium Cohort Study – looking just at the England sample – to track information including family income, parental occupation status, home ownership, gender, ethnicity and geography, along with GCSE performance in 2016/17. By accounting for these characteristics that are predictive of academic performance, the study aimed to understand performance differences over and above these factors. Before adjusting, private school pupils achieved on average over four fifths (83%) of a grade higher across all GCSE subjects, assuming eight were studied. Once socioeconomic status was accounted for, this difference was close to, and statistically indistinguishable from, zero. But when just the core subjects were considered, state schools had the edge after accounting for socioeconomic status, achieving on average two thirds (66%) of a grade higher than private schools in Maths, two fifths (41%) of a grade in Science subjects and a slight advantage in English of 17% of a grade, although the researchers say this is not statistically significant. Private schools maintained their edge in the creative subjects, scoring just over half a grade higher after accounting for socioeconomic differences. These results stand in contrast to evidence from different phases of the education system – both earlier, during primary school, and later, at age 18 – and in earlier cohorts, such as studies of pupils born around 1990 who took their GCSEs in 2006. In both of these settings, private school advantage in academic performance has been found even after adjusting for socioeconomic status. A greater focus in state schools on the core subjects of Maths, Science and English might partly account for this change, the researchers said. Lead author Professor Jake Anders (UCL Centre for Education Policy & Equalising Opportunities) said: “It has long been assumed that the private sector outperforms the state sector at GCSE level and raw data indicates just that. However, this doesn’t allow for the vast socioeconomic differences between private and state. “Over the last two decades state schools have increased their focus on the core subjects to deliver results, which is reflected here. There could also be several additional reasons why they have outperformed private schools, including a shift in focus for private schools at GCSE level. Private schools also have the resources to expose pupils to a rich variety of cultural experiences, which could go some way to explain why they produce stronger results in the creative subjects.” Education policy since the late 1990s has prioritised a focus on STEM subjects (Science, Technology, Engineering and Maths) along with English, which critics of the policy say has led to a narrowing of the curriculum. Professor Anders continued: “A small minority of children attend private schools in England, but these alumni are particularly overrepresented in high-ranking roles across the creative industries. “While it is positive for social mobility that state schools are producing stronger results in the core subjects, inequality still exists – and is arguably becoming more pronounced – in industries such as acting, music and art.” In England less than one in ten children attend a private school at some point. Average fees across the UK are around £16,600 per year for day schools, with boarding school fees averaging nearly £22,000 per year. State schools receive on average £8,000 per pupil per year. Private schools in England are almost exclusively funded by fees paid by parents or guardians, with a limited number of scholarships and bursaries available. This means that privately-educated children are almost exclusively from families with much higher incomes than the national average. Co-author Professor Francis Green (IOE, UCL’s Faculty of Education & Society) said: “The results reflect the wider, non-core curriculum that private schools are able to offer with the resources available to them for this. State school alumni’s disadvantages in the creative world will not diminish until this gap starts to be reduced.” The researchers had aimed to use GCSE data from the Department for Education’s National Pupil Database (NPD). However, many pupils in this cohort who attended private schools took International GCSEs (IGCSEs), which aren’t recorded in the NPD. Therefore, self-reported GCSE and equivalent IGCSE data from the Millennium Cohort Study (MCS) was used instead. They then examined the relationship between GCSE performance and individual social factors, including family income and parental occupation status. The Millennium Cohort Study, based at UCL Centre for Longitudinal Studies, follows the lives of around 19,000 young people born across England, Scotland, Wales and Northern Ireland in 2000-2002.
Healthy food options don’t equate to healthy eating in secondary schools, study finds
Healthy options aren’t necessarily leading to healthy eating among students as secondary schools are failing to fully meet Government standards, a study has found. More than 2000 young people and staff across 36 secondary schools in the Midlands took part in the National Institute for Health and Care Research (NIHR)-funded FUEL study, which sought to find out how well UK government’s school food standards were being adhered to. The study, published in NIHR Journals Library, and following a related study published in International Journal of Behavioral Nutrition and Physical Activity, is the largest of its kind looking at secondary schools. The team of researchers, led by Professor Miranda Pallan from the University of Birmingham, found that on average only 64% of the school food standards were met by schools during the three-year study period, with lunchtime options being the most compliant. Schools met 81% of standards applying to lunchtime food options but only 43% of standards applying to food options across the whole day, including breakfast and break times. While some schools were more compliant with the standards than others, higher compliance was not related to healthier food choices being selected by students. Importantly, the team found that while healthy eating options were available during the school day including lunchtime, many students found that taste, value-for-money, and convenience were most important to them when choosing food, and these needs were not satisfied by much of the school food on offer. Many of the students who took part in the study said they didn’t enjoy the eating experience in school, and they felt that school canteens could be busy and stressful leading many students choosing to bring in their own food from home. Miranda Pallan, Professor of Child and Adolescent Public Health at the University of Birmingham and lead author of the study said: “This is the first study of its kind to take a detailed look at secondary school food provision and adherence to school food standards. It is perhaps unsurprising that the main drivers of food choices in secondary school students are factors such as taste and value for money, given they are at the age where they have greater agency over the food that they eat. “We saw the highest adherence to standards for food served at lunchtimes and poorer adherence to standards for food served at break and other times during the school day. Many of the students we spoke to talked about the importance of convenience and the negative experience in canteens affecting food choices. “Schools have a difficult balance to make when looking at healthy eating provision, with tight budgets and a student body who will vote with their feet if the food choice doesn’t meet their needs. One area where schools may be able to improve is through consultation with students about designing menus that try to balance the demands for taste and convenience with providing healthy options.” Lack of voice Students were often not meaningfully involved in discussions about food served in the schools that took part in the study, and the research team identified that schools may be unaware of what students want from healthier school food. Other findings include: Peymané Adab, Professor of Chronic Disease Epidemiology & Public Health at the University of Birmingham and co-author of the study said: “School is a key pillar in the lives of young people and the food and drink available there can shape their diets in the longer term. We know that teens in the UK consume three times the recommended amount of their total energy intake from free sugars, found in sweets, cakes, biscuits, chocolate and some sweet drinks and only 12% of teens meet the recommendation of five fruit and veg portions a day. So it’s really important that we try to address this in whatever ways possible. “The FUEL study however shows that while schools could improve their provision of healthy food options for students, there are factors that go beyond a school’s responsibility that need to be addressed to help support young people to have healthier diets.”
Top tips on how to help less-able learners engage with reading
For those students who struggle with reading, the transition to secondary school can see a rapid decline in engagement and enjoyment. By Heather Grainger – Secondary School Librarian of the Year It represents a change when children no longer have to read daily or weekly and they no longer have teachers checking their reading record – when it comes to picking up a book, from Year 7, they can largely be doing this on their own. It is therefore crucial that all students are encouraged to read from the moment they step through the door. The work we do at Weatherhead High School aims to encourage students to see themselves as readers and help them develop a love of reading. We now have many students, including our less-able learners, who can’t wait to visit the library and pick up a book. We’ve developed six key priorities that can help others experience the same success: Create a student-focused safe space First and foremost, students must feel safe and included before they can start to engage with reading. Our library provides a different atmosphere to a classroom, with curved tables and a selection of different chairs, and is open to students outside of lesson times, helping to establish it as a relaxing and fun space. For all of our students, but especially for those who are less-able or less positive readers, it has been hugely beneficial to use the library for activities that go beyond just books and reading. We hold frequent free lunchtime and after-school events, with everything from crafts and games to fancy dress competitions and animal encounters. This allows our struggling readers to feel excited about the space and encourages them to participate in more reading-focused activities as well. An example is our ‘Poetry Slam’, where students perform poems aloud. This excites students of all abilities as there is never the question of whether a student is allowed or able to participate. This is mirrored in our writing competitions, where every age and ability is represented in the winners’ lists. Also, it is important to ensure the staff who are in the library have the time to talk. I am honoured to be the school librarian. My role is very different to that of a teacher, and time spent in the library can hopefully feel free from tests and targets. Whether your school has a dedicated librarian or not, having interested and sympathetic adults in the library helps to create a sense of inclusion and safety. Students can chat with staff more informally, speaking passionately about their interests, and sharing their triumphs and disasters. Address specific needs As we all recognise, it is essential to address any specific needs of individual students that might be creating barriers to reading so working closely with the SEND department is crucial. We have a whole-school database, which includes SEND, medical and EAL information, as well as links to general and student-specific advice. Our teaching groups are arranged by ability, so it is possible to differentiate the format of our library lessons. This might mean focusing more on a class read, allowing modelled fluent reading or clarification in comprehension. The time can also be used to highlight books that might be more suitable, encouraging books that will not be unmanageable and addressing any needs that require specific consideration. Provide and curate choices Choice is so important for reading for pleasure, and taking ownership of reading is vital for students. However, for our less able learners, making those decisions can feel overwhelming. Part of the librarian’s job is to ensure that there are suitable and engaging books for all abilities and that these books can be seen and found. When curating displays, I include a variety of books – fiction and non-fiction, HiLo books and quick reads, short stories, graphic novels, ‘as-seen-on-screen’ etc. This means any student can hopefully find something that not only interests them, but that is manageable. The library houses a large collection of HiLo and quick read books for our lower reading ages, and easy but popular nonfiction which helps engage our less-able readers. Induction lessons provide students with the skills to find these books for themselves, but having a knowledgeable librarian means help is always at hand. Acknowledge barriers and build confidence One induction lesson that has a great impact is ‘the beginner-to-expert pathway’. We compare a simple piece of piano music to a more interesting but complex piece, discussing how a new player would progress from one to the other. Students realise that developing a skill takes time, patience and practice and that small steps are needed rather than huge jumps. We then map this onto reading and share ideas about different barriers to enjoying reading e.g. time constraints, lack of space, unsuitable books, and how we can overcome them together. It’s also important to constantly build students’ confidence. Celebrating all reading helps to encourage more reading, and all students need to be reminded that they are readers and that all reading is positive. This ties in with the importance of choice, and means that students are never negatively judged for the reading they enjoy. We work with students to find books that interest them, which are also at a level they can read independently, and then make suggestions for future reading to stretch them further. This support is crucial, as reading confidence can easily be damaged by constantly attempting books that are too challenging, but it can easily grow with the sense of achievement that comes from successful reading. Highlight the social aspects of reading Reading can often feel very lonely, in a world that increasingly values social engagement. It is important to make sure our young people still see a social value in reading, especially for those who are reluctant to read or who find reading challenging. By placing reading alongside other recreational activities, it can help them to feel more positively about books, and more likely to choose to read. Finding time to talk about books, share thoughts and opinions,
BBC Teach inspiring children to become the inventors of tomorrow
A new design and technology competition for UK primary schools has been launched by BBC Teach. Get children buzzing with ideas and learning about design and technology, while helping the mighty Gladiators achieve their next level of performance and skill. There are great prizes to be won for your school too. The challenge The Gladiators have teamed up with the BBC micro:bit team and have set a challenge for school children aged 7 to 11 to design the next generation of fitness gadgets for them. How can the Gladiators measure and improve their amazing skills of power and performance, using new gadgets based around the versatile BBC micro:bit? Harness the combined power of the Gladiators and theBBC micro:bit together to help the Gladiators become faster, stronger and truly unstoppable! Free resources for teachers As part of the BBC micro:bit – the next gen campaign, 700,000 BBC micro:bits were distributed to more than 20,000 UK primary schools, with the aim of helping children learn vital computing and digital creativity skills. You might already be using your BBC micro:bits in your school. Perhaps you are looking for a way to build them into your design and technology or computing offering? This is a design and technology focused competition based around creativity, innovation and teamwork – no coding is necessary. Free teaching resources are available on the BBC micro:bit website to help kick-start your team of inventors to enter the competition. These include: * An action packed 30-minute Live Lesson – Gladiators Phantom and Dynamite worked alongside two teams of school children to design and test two new performance gadget ideas. * A fun four-minute video of Phantom and Mwaksy developing their own gadget design ideas together and describing their design process. * An inventor workshop – consisting of three UK curriculum linked pre-planned lessons: features of the BBC micro:bit; identifying a problem to solve; and how to design as a team, including ready to use worksheets. The Competition The Gladiators BBC micro:bit competition opened on 15 October 2024, and competition entries need to be submitted by 6 December 2024. The submission process is easy to complete from a single web-based form, consisting of a diagram and 100-300 words that show and describe your class’s gadget. You can submit up to three entries per school. A team of judges will review all competition entries and select a winning entry plus three runners-up, which will be announced on 10 March 2025. Schools could win a Gladiator visit, a £500 voucher for computing equipment and the winning team will also have their design turned into a prototype gadget! Primary schools, are you ready? Three, two, one – go! By David Whale – BBC micro:bit Expert and STEM Ambassador. For more information about the Gladiators micro:bit competition, to watch the Live Lesson or to download the accompanying resources, please visit: www.bbc.co.uk/microbit
The Schools & Academies Show 2024: Mapping the Future of Your School
#SAASHOW, known as the Schools & Academies Show, returns to Birmingham with an Exciting New Co-Located Show! This year the show will provide a space for school and academy leaders to connect, inspire new ideas, and explore key challenges and emerging trends that will shape the future of education. The Schools & Academies Show makes its highly anticipated return to NEC Birmingham on the 20th of November, presenting not just one, but two co-located events. This bi-annual event provides a pivotal platform where the education community can collaboratively prepare for the dynamic changes ahead. We invite teachers and school leaders to join this essential, bi-annual education policy event, offering attendees access to over 30 hours of CPD-certified content across 13 themed seminar theatres. Topics include SEND, Business & Finance and School Improvement, ensuring that the event appeals to a wide range of education professionals and key decision-makers. Register for free here. This year’s The Schools & Academies Show will feature both the EdTech Summit and the Independent Schools Conference, offering frontline teachers from diverse school settings valuable examples of classroom best practices. These insights are designed to empower educators to drive positive change and enhance outcomes for all students. Visitors will also be able to hear from over 200 leading practitioners, experts and government officials including: – Catherine McKinnell MP, Minister for School Standards, Department for Education – Sir Michael Wilshaw, Former Chief Inspector of Schools in England and Head, Ofsted – Simon Kidwell, Immediate Past President, NAHT – Emma Balchin, Chief Executive, National Governance Association – Sam Freedman, Senior Fellow, Institute for Government – The Rt Hon. Lord Knight of Weymouth, Minister of State for Schools (2006- 2009) and Chair, E-Act Multi Academy Trust – Sir Ian Bauckham CBE, Chief Regulator, Ofqual – Lee Owston, National Director, Education, Ofsted – David Clarke OBE, Chief Executive, Paralympics GB Each speaker, an expert in their field within the education sector, will present through a CPD accredited session, live debate, discussion, or specialised workshop. The goal is to leave attendees feeling empowered, inspired, and equipped with key techniques, guidance, and resources to drive improvements across their organisations. The Schools & Academies Show also offers attendees numerous opportunities to meet new people, forge connections, build relationships, and discover new organisations through dedicated networking spaces. Explore the ConnectEd Lounge or the dedicated Networking Lounge for The Educator’s Networking Hour for refreshments at end of the show, where you can connect, share experiences and develop key partnerships with peers. The exhibition floor will host over 200 innovative education suppliers, showcasing the latest cutting-edge products and services designed to support school improvements. With dedicated zones for specific exhibitors, including Estates, Workforce and Business, this is a place for attendees to source solutions for their school, academy or MAT and test the latest innovative products. Registration is completely free for Schools, Academies, MATs, Local Authorities, Central Government, Specialist Charities and the wider education sector. Register your free place to attend and be a part of the conversation with over 4,000 visitors across the show floor expected. Register your free ticket here
Schools urged to act fast ahead of new food waste legislation
Schools, colleges and universities across the UK are being encouraged to act fast and get prepared, before stringent new food waste legislation comes into effect early next year. Applicable to all businesses that generate food waste on site, the new rules state that all commercial food waste (be that preparation waste, offcuts, spoiled produce or plate scrapings) should be separated at source, stored and collected for recycling by a reputable service provider. Any business that fails to adhere will be liable to significant penalties. Richard Poskitt, head of supply chain/commercial at ReFood, the UK’s leading food waste recycler, believes that the move is a significant step forward. He said: “Every year, the UK education sector throw away a huge volume of food waste, contributing to a national mountain exceeding 10.5 million tonnes. When left to rot in the ground, food waste releases greenhouse gases considered 21 times more damaging to the environment than CO2. For this reason alone, mandating a ban is simply common sense.” While businesses may be concerned about the cost and disruption of embracing food waste recycling services, Poskitt explains that working with a proven supplier can make the whole process quick, simple and seamless. What’s more, it can significantly improve your sustainability credentials alongside. Mr Poskitt continued: “Legislation can often put added pressure on businesses, but the ban on food waste to landfill will instead offer immediate benefits. With the opportunity to streamline processes and improve environmental credentials, it’s a real win-win situation. “However, with just a few months to go before guidance becomes law, there isn’t time to waste. If you don’t already recycle your food waste, now’s the time to engage with providers and implement a reliable service. It’s important that you partner with a supplier that understands your business and can offer the flexibility needed to minimise disruption. This is key to achieving the best possible results.” As the UK’s leading food waste recycler, ReFood operates three state-of-the-art anaerobic digestion (AD) sites in Doncaster, Widnes and Dagenham. Working with businesses across the supply chain, ReFood collects 480,000 tonnes of food waste every year and recycles it to generate clean, green, renewable energy. Nothing is wasted during the process, with the residual digestate repurposed as a sustainable liquid bio-fertiliser for local farmers. Perfect for the education sector, ReFood’s unique ‘bin swap’ service sees full bins exchanged with clean, sanitised, replacements. This means that bins can be hygienically used indoors, enabling staff to separate at source with no disruption to service. For more information about ReFood, visit www.refood.co.uk, or call 0800 011 3214 and speak to the team about your requirements.