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
Celebrate the NHS’ 75th birthday and meet the Gatsby benchmarks KS3 careers competitions
A new and improved Step into the NHS schools competition has re-opened for entries, giving students the chance to celebrate the NHS’ 75th birthday and schools the chance to meet the Gatsby benchmarks. Developed in partnership with teachers, the careers competition encourages secondary school students to research and create a job advert for an NHS profession while learning about over 350 careers in the health service. Last year’s national winning entry told the story of a student’s journey to become a medical physicist, through a creative stop-motion video using Lego pieces. Evelyn Duxbury, 2022 national winner, said: “I really enjoyed the Step into the NHS contest because it allowed me to experiment with my creativity while exploring my favourite subjects, mathematics and science. I hope it inspires other young people to look into the wide range of jobs that are available in the NHS.” For the first time, this year’s winning students will have the chance to see their advert put on public display in their local community. Amazon vouchers and goody bags are also available to win as well as the chance to have their entry displayed in the upcoming Step into the NHS online gallery. The teacher resources are free to download and aligned to the KS3 curriculum, supporting teachers to meet several aims of the Department for Education’s careers strategy and the Gatsby benchmarks for Good Career Guidance. Naomi Winmill, teacher of science and careers lead at St Crispin’s school in Berkshire, said: “Running the competition at St Crispin’s was a fantastic opportunity for our students to discover the world of careers, improve their job-seeking skills and learn about the NHS as an employer.” The resources were fully flexible and easy to deliver, and my class really enjoyed the challenge. Our winner, Evelyn, was over the moon at being named national winner, having worked extremely hard on her entry, and presenting it to a virtual panel of judges.” The Step into the NHS competition is now open and accepting submissions until 30th April 2023. It now takes as little as one hour to deliver the learning from with the new ‘one lesson launch’ resource, which is downloadable from the Step into the NHS website. Stacey Drake, careers and employability lead at Daventry Hill School and 2020’s UK Careers Leader of the Year, said: “It has been a privilege to judge the Step into the NHS competition and get a sneak preview of the students’ amazing entries. This competition is fantastic in helping young people understand the vast number of NHS professions, while exploring their creative side.” With Ofsted now wanting evidence of schools meeting the Gatsby benchmarks as part of their inspections, Step into the NHS offers a programme of work that can really help.” Visit the Step into the NHS website https://www.stepintothenhs.nhs.uk/ for more information and how to enter the contest.
Attainment gap tops teachers concerns this Autumn term
1 in 5 teachers and head teachers (19%) believe addressing the attainment gap will be the biggest challenge Nearly 40% of teachers admit feeling unprepared to measure the differences in attainment caused by Covid-19 The impact of the cost-of-living crisis on staff and pupils is also a key concern for this Autumn New research from Renaissance, a leading provider of edtech solutions to improve outcomes and accelerate learning, has revealed that 1 in 5 teachers and head teachers (19%) believe addressing the attainment gap will be the biggest challenge this Autumn term. The research asked senior school leaders, department heads, and teachers about their views and key challenges ahead of the Autumn school term. Measuring and addressing the attainment gap caused by Covid-19 recovery were cited as the top challenges this term with nearly 40% of teachers revealing they felt unprepared to measure learning loss, and almost half (48%) felt unprepared to act on attainment differences. The cost-of-living crisis was also listed as a top concern with 1 in 5 (20%) of teachers concerned about its impact on colleagues and pupils. Assessment will be key to closing attainment gaps this academic year and over three-quarters of teachers (77%) said they were planning to assess their pupil’s progress at the start of term. The majority (76%) of teachers felt literacy learning loss would be the hardest to close, but maths skills were also a concern for 1 in 5 teachers (20%), with over a quarter (27%) citing numeracy skills such as fraction, decimals and percentages as the most difficult to close. However, there is a silver-lining to the past two years of pandemic disruption as three-quarters of teachers (75%) said their confidence in using edtech had increased. This is a 4% uplift compared to July 2021, when 71% of teachers said their edtech confidence had grown. With such a variety of online tools available, experts at Renaissance are encouraging schools to take advantage of teachers’ improved edtech confidence and expand their digital offering to recover learning and help pupils meet expected standards. Teachers can use curriculum-aligned Focus Skills from Renaissance, made freely available through dedicated Teacher Workbooks, to plan lessons that support pupils in learning year-appropriate skills. When combined with formative assessment, Focus Skills can save teachers time and support them in creating tailored lesson plans, meaning pupils spend more time learning and are given more specific support for their developmental needs. Joan Mill, Manager Director, International at Renaissance said “We know teachers will be facing a wide range of issues this Autumn term – from recovering summer learning and pandemic-related loss, to challenges caused by the cost-of-living crisis. This timely research is indicative of the many insights only an edtech provider of our depth and breadth of experience can supply. At Renaissance, we continue to invest in innovative solutions designed to support School and MAT leaders, to help improve education outcomes throughout and beyond the 2022/23 academic year, and to accelerate learning for all. Our resources and solutions provide both a roadmap for identifying, and tools for closing, persistent attainment gaps – allowing teachers to focus on educating pupils, guiding their learning development and planning tailored programmes.” Rebecca Cox, Chief Executive of Hales Valley Trust, an all-primary academy trust, based in Dudley, West Midlands said, “The attainment gap caused by Covid-19 continues to be a challenge for teachers across the country and I know it will be a top priority for teachers across our trust this Autumn term. We have successfully utilised the edtech solutions available to date, using Accelerated Reader and Star Assessments to both measure and act on existing learning loss, but this will continue to be important this academic term to ensure all pupils are progressing to the best of their ability.”
Science for everyone: British Science Week 2023 funding now open for schools across UK
Schools across the UK are invited to apply for British Science Week 2023 grant funding and celebrate the weird and wonderful world of science. The grant funding supports schools on a tight budget to create and run their own events and activities as part of British Science Week, enabling more children and young people to engage with science and make exciting discoveries about their own potential. Each year, British Science Week is an opportunity for students and their wider school community to get hands-on with all things science, technology, engineering and maths (STEM) and explore the brilliantly broad range of careers and opportunities in the field. The grant scheme, run by the British Science Association and funded by UK Research and Innovation, aims to inspire and widen access for children who might not otherwise have the opportunity to take part in science or gain exposure to the sector. Last year saw schools use their grants in a range of exciting ways, from funding workshops and school trips to Kew Gardens to bringing in external speakers from local universities and businesses such as the University of Hull and Yorkshire Water. The grants also provide schools with additional resources to host STEM-themed competitions and projects; last year the grant enabled one group of Year Seven students to design a wellbeing garden for their whole school to enjoy and another school to grow a ‘spaghetti tower’, to help them understand how energy enables growth. The grant scheme offers a range of levels to help remove barriers for schools in challenging circumstances, including: Kick Start Grant – a grant of £300 for schools to run an activity during British Science Week Kick Start Youth Grant – a grant of £150 for students aged 10-19 at school to organise and deliver an activity during British Science Week Kick Start More Grant – A grant of £700 for schools to host a science event or activity that involves your students and the local community, for example local businesses and employers Combined Kick Start Grant and Youth Grant – A grant of £450 for schools to run an activity during British Science Week and an additional activity organised and delivered by students aged 10-19. To apply for the grant, schools are encouraged to submit an application for a project that is cross-curricular and challenges science stereotypes which will help engage students who are otherwise underrepresented in STEM. Schools are also invited to use the theme for British Science Week 2023 ‘Connections’ as inspiration for their events. To be eligible for a grant, schools must meet at least one of the following criteria: Over 30 per cent of pupils eligible for pupil premium, early years pupil premium or equivalent. Over 30 per cent of pupils who are from minority ethnic backgrounds. small school based in a remote and rural location. The British Science Association is also offering Community Grants of £500 and £1000 to help local community groups run their own projects and activities, in an effort to inspire and expand the number of people who enjoy and take part in science. The British Science Week 2023 Community Grants and Kick Start Grants are now open for applications. The deadline for submission is midnight 7 November 2022. For full details on eligibility and how to apply, please visit the Kick Start Grants guidelines and 2023 Community Grants guidelines. Applications will need to be submitted via the British Science Association online forms. Please visit the British Science Week Grants pages at www.britishscienceweek.org/ to apply.
allmanhall celebrates 16 years of award-winning food procurement
Food procurement experts allmanhall – founded in 2006 by father and son, Edward and Oliver Hall – are celebrating their 16th birthday. Founded in 2006 by father and son, Edward and Oliver Hall, the business began as specialists in catering procurement for the independent education sector. Sixteen years on, the business now employs a team of 40 professionals and has expanded to support the Care and B&I sectors in addition to education. Edward and Oliver are still very much involved in the business as Chairman and Managing Director, and are proud to be owner-managed and independent, increasingly rare in the food procurement arena. “As an organisation, we are extremely proud that allmanhall is celebrating its sweet 16,” comments Oliver Hall. “Since our inception back in 2006, the saying ‘change has been the only constant’ has been hugely apposite. With continuous change specific to the food industry, the 16 years have also been punctuated by major global events, such as the financial crisis of 2007-08, the London Olympics, the horsegate scandal, Brexit, Covid-19, the cost-of-living crisis and now the end of the Elizabethan era and the national mourning to pay our respects for the passing of our Queen.” Much has changed since allmanhall was founded, both for the business and wider world in which it operates, but its philosophy remains consistent; deliver sustainable value for every client. allmanhall believe good food shouldn’t cost the Earth and, as such, they are on a mission to challenge and transform food supply so informed decisions become clear. It has grown and developed its core food procurement specialism, and by focusing on developing close working relationships with clients, has achieved a client retention rate of 99%, a huge testament to this philosophy. allmanhall now looks after and works collaboratively with well over 100 clients, which still includes its very first client, St Paul’s Girls‘ School in Hammersmith, London. Communications and Development Director Jo Hall comments, “From a modest start in 2006 we have expanded to realise a turnover of £28m in FY 2021-22, a true example of a successful local business, growing and operating at a national level. And this expansion continues with circa £11m new business re-signed in the past six months, and an active programme of new staff recruitment and team development in place for the future.” allmanhall has established itself as a market leader in food procurement, helping its clients deal with the challenges that first the pandemic and now the cost-of-living crisis has created for all in the food sector. As well as an emphasis on the essential focus on sustainability and more readily available information. “Now more than ever, allmanhall’s procurement services, along with the utilisation of the latest industry-leading technology and supply-chain relationships, are proving essential to clients across all sectors,” continues Hall. The original core of the procurement expertise offerings from those very early days are still apparent today but have expanded to include foodservice consultancy, with hands-on catering and nutrition advice and dietetics support. Regarding the impact on the environment and sustainability, allmanhall has recently engaged in an exclusive partnership with Foodsteps, to provide carbon impact assessments for independent education foodservice. In recognition of the level of service and expertise allmanhall provides, it has achieved a number of industry accolades. For the second year running it has been awarded Best Food Procurement Specialists 2022 from the Southern Enterprise Awards body. It won both this and the Customer Service Excellence Award 2021, building on the previous’ accolade for Customer and Staff Care in the Wiltshire Business of the Year Awards 2017. allmanhall is a Premier Partner of the National Association for Care Catering (NACC), indicative of its growth in, and support offered, to the care sector. It works closely with the ISBA, recently delivering a much-celebrated Catering Managers Forum in partnership with them. The company also has a strong altruistic bent and over the years has been a solid supporter of local charity, completing a number of annual Bath Half marathons and other challenges as a team over the years, for charity Jamie’s Farm, who promote farming, family and therapy. To mark its anniversary allmanhall is publishing 16 recipes that can be delivered on a budget and / or with a low carbon impact assessment rating between September and Christmas 2022 To find out more visit https://allmanhall.co.uk/
Dreamachine opens up the wonderful world of a child’s imagination with life’s big questions
This year, children across the country were invited to answer big, burning questions about their perception of the world. The Dreamachine Schools programme, for students aged 7 – 11, encouraged them to delve deep inside their minds and stimulate their wildest imaginations. Dreamachine asked questions aimed to evoke a sense of discovery and curiosity about others, and for students to discover how others feel and experience the world. Students thought about what really matters to them and what they’d choose to find out about others. What teachers discovered was a fascinating glimpse into their unique world. Launched during the summer term, primary school aged children across the country – both in school and at home – completed a series of mind-boggling challenges as part of Dreamachine’s Life’s Big Questions programme – an interactive quiz hosted by Martin Dougan (CBBC Newsround), exploring the power of the human mind. At the end of every exercise, they were asked a question that prompted them to think big (really big), about the world around them and their connections with others. It gave children the opportunity to voice their opinions, unlock their imaginations and reveal what is important to them. Enabling children to express themselves supports the development of a stronger sense of self. It is a view shared by Mr Dowell, a class teacher at Chesterton Primary School in Cambridge: “Offering, week after week, the big questions to the children has been a great and creative experience. I have managed to explore their interests further and put answers to many questions they asked. Learning about how the brain works and how different we see the world has raised their empathy and understanding around others.” Life’s Big Questions is a unique opportunity for children to learn more about the senses. Remember #TheDress? In 2015, we were all furiously debating the colour of the Roman Originals dress. Did you see a blue and black stripe dress, blue and brown or gold and white outfit? Life’s Big Questions takes children on a similar journey of knowledge and curiosity. Professor Anil Seth who led the scientific elements of the Dreamachine programme, explained: “We explored a variety of questions about how we perceive the world, how our experiences differ from one another, and we questioned whether the world is always as it appears to be. We looked at a variety of visual illusions which allowed children to experience the power of their own minds directly.” Teachers began the challenge with a straightforward question: if you could see anything in the world, what would it be? Some of the most captivating answers were those where imaginations had flourished; where children described things that are not possible or likely, at least at present: from reading people’s minds to being able to see through objects, from seeing money fall from the sky to seeing a chicken in space. Children touched upon the more philosophical topics, too, such as seeing people differently or seeing oneself as a baby. The activities conclude with children divulging what big questions they would ask the world. Mrs Duddridge, a year five teacher at Severn Primary, remarked: “My favourite activity was the children discussing the questions they would ask … it was so thought provoking. They came up with really wonderful questions that made me think that I would like to incorporate this with my other lessons.” Ellie asked If you could only keep one thing on the planet, what would it be? Abdul wanted to know if new languages were still being invented. And Aurora wanted to know why we were all different. Children asked lots of questions about football and food, but also nature, animals and pets. There have been questions about space and time, questioning the unknown, and reflecting on what possibilities might be beyond our knowledge of humanity. And as a possible reflection on our society, there have been lots of references to having money ‘Does money buy happiness?’ but equally, some are clearly thinking about the differences between human life – why are we different, how are we different? Philosopher Scott Hershovitz, recently remarked: “Every child is a natural philosopher. They’re puzzled by the world, and they try to puzzle it out.” What has been abundantly clear is that by exploring the power of the brain, Life’s Big Questions has ignited curiosity and imagination in the minds of children across the country about the world and themselves. For more information about Dreamachine’s Life’s Big Questions programme and to involve your class or child at home, please visit dreamachine.world/lifes-big-questions/ Life’s Big Questions was developed in partnership with A New Direction, We The Curious, Professor Anil Seth, Neuroscientist at University of Sussex and Professor of Philosophy, Fiona Macpherson from University of Glasgow. Dreamachine Schools is a major UK wide free education programme, developed by A New Direction in partnership with the British Science Association and UNICEF UK, and commissioned as part of UNBOXED: Creativity in the UK. For more information To find out more about Life’s Big Questions, please visit dreamachine.world/lifes-big-questions/ and to explore what children thought about Life’s Big Questions, please visit https://bit.ly/3fbeNZ5
Schools, colleges, learners and youth groups invited to take part in programme to build accessible flight simulator
The Royal Aeronautical Society (RAeS) has launched a new competition, Falcon 2, aimed at young people aged 6-19 to design and build an accessible mobile flight simulator. The Falcon 2 programme builds on the success of the previous RAeS build-a-plane competition which was designed to enable young people to develop and demonstrate key skills which future employers and training providers look for and to learn more about opportunities in STEM (science, technology, engineering and mathematics) and aviation. Alongside the Royal Aeronautical Society the partners in Falcon 2 are Boeing, the disabled flying charity, Aerobility, and Middlesex University. We are today inviting young people aged 6-19 to use their science and engineering skills to design, develop and build a real-life mobile flight simulator which will travel to Special Educational Needs and Disability (SEND) schools and public events around the UK to introduce people from all backgrounds to the wonder of flight. For many people, the opportunity to fly a plane may seem impossible, particularly to those with disabilities. However, Aerobility has developed a range of programmes and aircraft adaptations that allow many disabled people to do just that – learning to fly an aircraft and gain their pilot’s licence, providing the ultimate feeling of freedom, pride and independence. The challenge is split into two phases: PHASE 1 – The Design Brainstorm Challenge A poster competition to present design and technology ideas for an accessible flight simulator, with the chance to win prizes for school, college, learners or youth groups. Prizes include fully funded educational visits and vouchers for schools and other groups. There are two age categories for Phase 1 – one for ages 6-11 and one for ages 11-19. PHASE 2 – The Big Build The winning build teams will take on one or more fully funded work packages for the flight simulator, culminating in the final assembly FlightSimCamp at Blackbushe Airport in Hampshire in summer 2024 where teams will integrate the different components which they have worked on into the flight simulator. This phase is open to ages 11-19 only, and we particularly welcome entries where mainstream schools, colleges, learners or youth groups team up with SEND schools whether virtually or face-to-face. There are nine work package which break down the flight simulator build into key engineering and technology projects which schools or other groups can bid for, for example creating accessible seating for the motion platform, visual displays, flight controls or leading the build of a roadworthy trailer to safely transport the simulator around the UK once it is complete. David Edwards FRAeS, Chief Executive of the Royal Aeronautical Society, said: “Falcon2 is a great opportunity for groups of learners to get involved in a really unusual, but incredibly interesting project. Not only will young people be able to work on and possibly even build a mobile flight simulator, but they will be helping to encourage disabled people to get involved in aviation and change lives.” Prof Mehmet Karamanoglu Head Design, Engineering and Mathematics at Middlesex University, said: “We are very proud and privileged to be part of the Falcon2 programme. This is such a great project, providing inspiration and opportunity for all to get involved and help those who would not otherwise have the chance to experience the joy of flying. Our team of experts can’t wait to see the new entries and get stuck in to advise and assist the budding engineers, scientists and innovators of tomorrow.” To find out more download the brochure here https://www.aerosociety.com/media/19277/raes__falcon2_brochure_sep22.pdf
Tadpole Press launches editorial services in the UK
An award winning American author is offering her editing and coaching skills to aspiring writers and editorial professionals in the UK. Amber Byers, whose book ‘Sophie and Spot’ won a Gold Medal for Best First Book at the Moonbeam Children’s Book Awards in 2019, is the founder and CEO of Tadpole Press. Amber delights in helping writers reignite their passion for writing so they can create the story that’s burning inside of them. She offers a range of editorial services from her home in Colorado, USA. Tadpole Press services are: Developmental Editing Providing professional guidance developing big picture themes such as content, character development, and plot; suggesting places to clarify the writing, improve the structure, and deepen the story. We work with you to create the story that you want to write. We tailor our suggestions to meet your goals, so that your voice comes through clearly and powerfully. Diversity Editing Providing professional guidance in recognizing stereotypes; analyzing characters, themes, and ideas in light of gender, race, and body type; assisting in creating an accurate portrayal according to your specific goals. We recognize that writing is powerful and choosing the right words is crucial. We help you become the change you want to see in the world. Academic Editing Assisting with the organization of academic content; clarifying your analysis; suggesting places to improve grammar and concise expression of ideas; editing thesis or dissertation in accordance with educational and ethical requirements. Our founder and CEO, Amber Byers, has written and perfected many papers throughout her academic career. She received the highest grade in her class on her legal writing exam. Writing Coaching Providing gentle encouragement and professional guidance to reignite your passion for writing; assisting with overcoming writing blocks; understanding your unique voice in order to motivate you to tell the story that inspires you; providing accountability to meet your writing goals. We meet you where you are—wherever you are in your writing journey—and work with you to identify and overcome the obstacles standing in your way. Contact: https://www.tadpolepress.com/contact