Only half of UK parents read with their child every day, according to recent data
A new report for Nick Jr. by the National Literacy Trust shows that fewer parents engaged in home learning activities during lockdown compared with pre-pandemic levels. Research suggests that about 1 in 5 parents said they had struggled with a lack of confidence in their abilities as a new parent during the pandemic. Our Early Words Together programme improves parents’ confidence to support their child’s literacy activities at home Only half of parents said that they read with their child at least once a day in 2021, compared with two thirds in 2019 A quarter reported that they did not chat with their child at least once a day, compared with a tenth in 2019 Research shows that improving young children’s pre-school language skills could boost the UK economy by up to £1.2 billion over the course of their lifetimes Nick Jr. and Blue’s Clues & You! are partnering with the National Literacy Trust to run Early Words Together programmes to combat the issues arising from underdeveloped communication skills in children A report compiled for Paramount as part of a wider partnership between the National Literacy Trust and Blues Clues & You! shows that parents of young children engaged in fewer home learning activities in 2021 than did in 2019 – despite spending more time with them at home during the coronavirus lockdowns. A survey conducted for the National Literacy Trust in 2021 asked 1,562 parents of children aged up to five-years-old across the UK about how often they carried out seven key home learning activities: reading, chatting, playing, singing, painting/drawing, looking at the alphabet and playing outside the home (e.g., at a library or play group). The findings revealed an overall trend of fewer parents engaging in all seven home learning activities in 2021 compared to in 2019, despite spending greater periods in the home and with their children due to restrictions put in place to fight COVID-19. The study asked parents about their activities over the previous week finding that a quarter of parents reported that they didn’t chat with their child every day in 2021, compared to ten per cent in 2019. Similarly, only half of parents said that they read with their child at least once a day in 2021 compared with two thirds in 2019. The negative effect of COVID restrictions on the learning development of young children has been established by studies such as new Ofsted report (2022), which looked at education recovery in early years providers, and found that the pandemic had affected children’s communication and language development. The Education Endowment Foundation’s study echoed this, revealing the negative effect of pandemic restrictions on the vocabulary development of young children due to children being less exposed to conversations and everyday experiences in more typical education settings. Further research by Pro Bono Economics (Kerr & Franklin, 2021), commissioned by KPMG UK in collaboration with the National Literacy Trust and BBC Tiny Happy People, has shown the wider societal impact that improving young children’s pre-school language skills could have, reporting an economic boost of up to £1.2 billion to the UK economy over the course of their lifetimes, while failing to support these children could cost up to £327 million for each cohort of three-year-olds over the same period. In response to this growing problem, Nick Jr. and Blue’s Clues & You! are partnering with the National Literacy Trust to run Early Words Together programmes in some of the most-affected areas in the country. With toolkits and activities inspired by Blue’s Clues & You!, the programmes are proven to help children’s early language and communication and phonological awareness skills. In addition, a further 500 Early Years Settings nationwide will receive free Blue’s Clues & You! learning materials and activity guides to improve their skills within their setting and at home to build parent’s confidence as their child’s first teacher and help their children be ready for school. Venetia Davie, Vice President, U.K. & Ireland at Paramount Consumer Products said: “The Early Words Together programme is a wonderful way for young children across the UK to have fun with their favourite Blue’s Clues & You! characters whilst learning vital language and communication skills to help them prepare for school and beyond. “The findings of this research have highlighted the impact of COVID restrictions on children’s language development and we’re determined to be part of the solution by creating a series of creative toolkits and activity guides built around children’s curiosity and appetite to learn new things.” Kirsty Cunnington, Programme Manager for Early Years at the National Literacy Trust comments on this exciting new programme, saying that “The pandemic has had a drastic impact on families with young children, with early years vocabulary and social development hit particularly hard and jeopardising their future development for decades to come. “During this difficult time, parents and carers have been unable to access key support networks that can give them the confidence and knowledge to create a strong home learning environment. The Early Words Together programme is dedicated to reaching and supporting parents and carers to create an engaging and lively home learning space and giving them the knowledge and skills to confidently help young children overcome the obstacles of the last two years.” Read the full report at https://literacytrust.org.uk/early-language-skills-the-role-of-the-home-learning-environment-and-emerging-insights-into-the-impact-of-the-pandemic
Are you integrating PSHE and emotional wellbeing across your curriculum?
Be Ofsted ready with ZunTold publications and teaching guides. Available from Peters and other leading educational distributors. Face in the Mirror – A teaching manual to support students’ mental health, was published by ZunTold, a specialist publisher of texts supporting mental health and the PSHE curriculum. It contains 54 poems, collated around 11 themes of wellbeing, detailed commentaries and curriculum specific lesson plans. Accompanying the teaching manual is a students’ guide. At 410 pages, the teaching manual retails for £60 but with discounts to schools available and with cross-curricular approach, it is an excellent investment for the English and PSHE department. Written by Judy Morris, who taught as a classroom teacher for over twenty-five years before she became a headteacher, Judy’s experience includes specialisms in English, special educational needs and disability (SEND), and personal, social, health and economic education (PSHE). Judy explains, ‘Poetry is an ideal form for developing speaking & listening skills and can be taught as part of the key reading, writing and speaking and listening areas of language development. But its effect and educative value are not limited to language development. Poetry can have a positive impact on the social and emotional learning of young people, and can provide them with a healthy outlet for their emotions as well as a means of accessing and understanding those feelings.’ Judy Morris has written a unique teaching guide, intended to help young people to explore issues associated with mental health, wellbeing and relationships. The lesson plans provide opportunities for young people to talk about worries and concerns, to see their connections with others and with the world around them, and to empathise with others. The aim is to move away from stigmatising mental health problems, a state of affairs that still persists in society, and to be able to talk about mental health and wellbeing issues in a normalised, accepting and supportive forum. Judy Morris is available for teacher training workshops and student workshops – topics such as how to integrate pupil wellbeing into an already busy curriculum, or Plugging the Covid gap; restoring fluency through poetry and many others. We would be happy to send schools a detailed guide of what is available for schools and the publisher is happy to take direct orders for the Teachers’ Guide and students text books. Please contact elaine@zuntold.com or call 07974 190136
The Safeguarding Community: For Everyone, Everywhere Involved in Safeguarding
The Safeguarding Company’s Head of Community Relations, Vikkey Chaffe, explains why she created The Safeguarding Community and the impact it will have for all those involved in safeguarding. Why is there such a need for our “Safeguarders” to connect with each other? Working in safeguarding can involve harrowing cases, demanding situations, challenging conversations, and upsetting circumstances. Many Safeguarding leads deal with this alone. We sometimes need a safe space where we can support each other, learn from each other, share our experiences and talk to people who are dealing with the same situations. What will the Community look like? We have invested in a particular platform to host our community, rather than a free social media platform. We have done this to ensure our community is secure and will allow us to make sure the community has been created to meet the needs of our “Safeguarders”. We will monitor the community and have ground rules so that everyone feels supportive and respected. What are some of the features of the Safeguarding Community? We will have three different rooms for different needs. Our Staff Room: where everyone can ask broad questions and share resources. Our International Room specifically for international safeguarding queries and our Safe Room, with anonymous posting for issues too sensitive and confidential to go in the ‘Staff Room’. Will people need to pay to join this community? This community is free and open to everyone involved in safeguarding. We believe that giving you a safe place to communicate will make a significant difference to your wellbeing. There will be free resources and blogs but above all, the ability to connect with others involved in safeguarding. Join the community and connect with others involved in safeguarding who understand how challenging safeguarding can be. The Safeguarding Company Contact Details Telephone: (+44) 0330 6600 757 Email: info@thesafeguardingcompany.com Web: https://www.thesafeguardingcompany.com
Aquaswitch helps schools save on their business water rates
The public accounts committee has recently warned that one in four secondary schools are in deficit and having to work through budget cuts. According to parliament’s spending watchdog, children’s education is being eroded by the financial pressure, with authority-run secondary schools among the worst hit. Schools on the lookout for pain-free ways of reducing overheads have found significant savings by switching water suppliers Can schools switch their water supplier? Yes, in 2017, the English non-household water market for water was deregulated, allowing schools to choose who supplies them with water services. Unlike other utilities such as electricity and gas, most schools have never considered comparing or switching water tariffs. The deregulated market for water has reached its fifth birthday, and the available savings in the market are now significant. How much could my school save? Comparing water quotes is a simple process with AquaSwitch. Search for your school on our smart-postcode finder to request a business water comparison report. The AquaSwitch business water comparison service will compare your current default tariff to options available from across the market. With the AquaSwitch hassle-free switch, we’ve helped schools save thousands on their water bills. AquaSwitch also offers you the chance to compare business energy and save on your energy bills.
A quarter of British 6–11-year-olds have chosen their tech devices over spending time with friends in person
A quarter (25%) of British ‘Generation Alpha’, children born after 2010, would rather spend time on their iPad, tablet, smart speaker or other devices than socialise with their peers in person, according to exclusive online research from global cloud communications platform Infobip. The research, commissioned with global public opinion firm YouGov, polled British children aged 6–11 years old and found that a fifth of girls (20%) and nearly a third (30%) of boys have chosen spending time with devices over spending time with friends in person. The survey aimed to assess the impact technology has in children’s lives at home and at school in a unique study which polled children directly. Results reveal strong appetite for the use of technology in the classroom: two-thirds (67%) of 6-11 year olds would like to use a tablet for learning in school, and over a third (35%) believe VR headsets would make a welcome addition to the classroom. In fact, nearly two-thirds (64%) would like to use laptops in classrooms, three-fifths (61%) would like to use smartboards, and a third (32%) would like to use smartphones. Meanwhile, nearly half (48%) of Generation Alpha already use their own devices for schoolwork. The research also found that: Two-thirds (66%) of Generation Alpha started using tablets such as iPads by the age of five or younger. Incredibly, a third (34%) of Generation Alpha children have used a tablet by the age of just three years old or younger. Two-fifths (42%) say they have been speaking to smart speakers from the age of six or younger. Half (48%) of Generation Alpha spend at least an hour a day on their iPad or tablet. In terms of the most popular ways to communicate, over a third (37%) of 6–11-year-olds surveyed are on WhatsApp – with nearly three-quarters (73%) of 11 year olds well-versed in this channel. SMS isn’t far behind, with almost a third (29%) of Generation Alpha still using this more traditional texting method and a third (35%) using Facetime. Catherine Thevenot, Professor in Cognitive Developmental Psychology at the University of Lausanne, said: “Generation Alpha has embraced technology like no generation before it. With the advent of the virtual classroom, the pandemic heightened reliance on tablets and laptops, with video-conferencing replacing the white board, and keyboards replacing pencils and paper. Children are now back in classrooms, but the way they have learnt over the past two years will shape the way they view the world and how they study – and after that, the world of work – for decades to come. “With these rapid technological changes, the impetus is on the adults in their lives to guide them to use digital tools for learn and play in the most positive and safe way possible – both in the home and the classroom – to ensure these digital experiences will enrich this future generation as potential employees and active citizens.” Giuseppe Perrone, Corporate Social Responsibility Manager at Infobip, said: “Despite all the headlines about Millennials and Generation Z, it is Generation Alpha who have been surrounded by technology since the moment they were born. They are learning habits that are radically different from the ones older generations developed at an early age. They are accustomed to a world of efficiency and smart technology, so when they’re presented with problems, they expect to be able to receive swift answers and solutions.” To better understand the opinions of teachers, as well as identify challenges and solutions, a focus group was organised by Roots Research, to which teachers from across the UK were invited to share their perspectives. Points of view from teachers in the UK* Location Age of the children in their classrooms Quote Teacher in Brighton, East Sussex 6–7-year-olds “I think that the jobs Generation Alpha children will have when they grow up do not even exist yet.” Teacher in Brighton, East Sussex 7–8-year-olds “Both boys and girls are really enjoying and embracing the use of technology equally. When I now ask some of the girls what they want to be when they are older, many of them say they would like to be a gamer, so it’s no longer seen as a ‘boy thing’ to do.” Teacher in Solihull, West Midlands 5–6-year-olds “There are positives to technology, however, I have found there are some downsides: kids who are glued to devices are lacking in their communication and social skills. For some children who use tech in the wrong way, overuse of these devices is having a detrimental effect.” “Kids have iPads at home but the way they use them at school differs. Our very first lesson for each term is internet safety. We must train kids on how to use technology safely and what they can do, and who they can turn to, if something doesn’t feel right. It’s so important that this first lesson is spent drilling e-safety into their heads.” Teacher in Oldham, Greater Manchester 7–8-year-olds “We’ve kept on using software on iPads and computers for homework which were first introduced due to lockdown. We have kept this on as it engages children better particularly if there are recorded clips from teachers.” Giuseppe Perrone, Corporate Social Responsibility Manager at Infobip concludes: “When implemented correctly, technology in the classroom can be a great tool to engage children and inspire learning. Outside of the classroom, technology is all around them, both as an aid to learn, as well as play. It is up to the adults in their lives – both parents and teachers – to ensure this technology is used positively, inclusively and safely.” * The quotes were gained from a focus group that took place on the 10th of November 2021 and was organised by Roots Research.
NCFE and WorldSkills UK launch third phase of applications for Centre of Excellence
A technical training firm has opened applications for its Centre of Excellence training programme. NCFE, in partnership with WorldSkills UK, is seeking people for the third year of its scheme training technical educators. With the second year of the programme currently underway, the scheme is already showing positive results from its first-year participants. An online survey of learners revealed that a significant majority (86%) said that they would be able to apply the skills they had learnt to their education and work. Notably, 80% of respondents also stated that these skills would also be applicable to other parts of their life. In terms of the sessions undertaken, 91% of respondents rated these as excellent or good. Meanwhile, 97% of practitioners who have been taking part in the Centre of Excellence’s cascading Continued Professional Development (CPD) programme said the quality of the session they took part in was excellent or good. Correspondingly, 77% said the CPD session they took part in was extremely relevant or very relevant to the courses that they teach, while 74% said it had had a major or substantial positive impact in their motivation to make changes to improve their teaching and training practice. The Centre of Excellence is a revolutionary training programme for technical education educators that will advance the sector and benefit learners. NCFE has partnered with WorldSkills UK to create this programme to drive change within colleges and training providers. WorldSkills UK is employing its expertise of global advancements in skills, while NCFE brings its knowledge of technical education to help educators fulfil their potential. The overarching aim of the programme is to inspire more learners of all backgrounds to pursue technical and vocational education as a highly effective route to success. The three-year pilot began in September 2020, but eventually the programme will be available to hundreds of colleges and training providers nationwide. Dr Neil Bentley-Gockmann OBE, CEO of WorldSkills UK, said: “As the international arm of the UK skills systems, WorldSkills UK is uniquely placed to use our knowledge of world-class standards and global best practice to support the development of high quality skills employers need now and in the future. “The hugely popular Centre of Excellence supercharges the quality and delivery of technical and vocational education by transferring international expertise and knowledge to support the professional development of educators and is key to helping create a world-class skills economy across the UK.” David Gallagher, CEO at NCFE said: “We know that we can’t have world class education without world class educators and that’s why we’re so committed to investing our resources in this initiative, which is driving forward positive change and unlocking excellence for everyone. “Based on deep insight and learner need, the Centre of Excellence supports UK-wide delivery of best practice in the technical and vocational space. In doing so, we’re creating a cohort of learners who will be well-equipped to facilitate a skills-based levelling up of the UK economy. “We look forward to seeing the full results of the initial pilot, but also to seeing the longer-term impact on the education sector as a whole. We’d like to encourage other organisations to collaborate with us on this, so please do get in touch if you’re interested in hearing more.” Web: https://www.ncfe.org.uk
Barnardo’s launch educational resources to help schools tackle sexual harassment and abuse
Barnardo’s says much more needs to be done to protect children from sexual abuse, exploitation, and extremism, so is launching a new version of its educational programme, Real Love Rocks. It comes after the results from an Ofsted rapid review of sexual abuse in schools and colleges. The investigation took place after the Everyone’s Invited website revealed testimonials which showed how prevalent sexual abuse has been in schools over the years. Ofsted found that almost four-fifths (79%) of girls surveyed had been sexually assaulted. Eighty-one per cent had been the subject of rumours about sexual activity and 80% had faced inappropriate or unwanted sexual comments. And a report from the Internet Watch Foundation showed that last year was the highest year on record for online child sexual abuse. (https://www.theguardian.com/society/2022/jan/13/2021-was-worst-year-on-record-for-online-child-sex-abuse-says-iwf) Barnardo’s originally launched Real Love Rocks in 2014 and has updated and refreshed the resources to reflect and raise awareness of different types of abuse and exploitation that children and young people may experience. These include child sexual abuse, child sexual exploitation, criminal exploitation, radicalisation and extremism. This edition also emphasises the importance of emotional regulation and creating a support network of safe and trusted people. There are also sections about developing kindness, understanding and empathy for both themselves and others. The age-appropriate resources have been designed to help teachers and other professionals talk to children and young people about difficult issues such as consent, grooming, technology, bullying, pornography, sexual harassment and appropriate and inappropriate relationships. They have been produced with the Department for Education’s statutory guidance about Relationships Education in primary schools and Relationships and Sex Education in secondary schools in mind. And they have been designed in collaboration with young people who have bravely shared their experiences. Barnardo’s Chief Executive Lynn Perry said: “All children and young people need access to high quality, age-appropriate information and advice about issues like consent, healthy relationships and the risk of harm on and offline. “Our new resources are designed to help children understand their emotions, empathise with others, and develop the support networks we know are vital. “We hope Real Love Rocks will help teachers to tackle difficult topics in the classroom, including sexual abuse and criminal exploitation.” Both the primary and secondary education packs and the website have been designed to engage children and young people in a fun and empowering way through animations, activities, and games. The primary school edition of the resources has been designed for use with 10 and 11-year-olds with topics including feelings, brains and bodies, relationship, grooming, exploitation and abuse, and online safety. Topics covered in the secondary school edition are feelings, brains and bodies, relationships and consent, grooming and exploitation, and technology and relationships. All the issues are tackled in a trauma-informed and age-appropriate way, for example activities around consent for secondary school children start with a discussion about someone’s phone being taken without their consent. Other activities include understanding what sexual harassment is, where children explore dilemmas, identify and challenge behaviours and learn about who can help if it is happening. Activities for primary school children include talking through different scenarios like not being invited to play with friends or being dared to do challenges that are not okay and discussing how these things would make them feel. And the online safety section encourages children to explore what they watch online and how this makes them feel. It also includes activities around misinformation, scams and inappropriate content to help children navigate the multiple harms they face in our ever-changing modern world. The resources and website (https://barnardosrealloverocks.org.uk/) include everything teachers, school counsellors, youth workers and other professionals will need to run the programme for children and young people.
Concern over pupil absence surge amid teacher shortage pressures
Pupil absence is surging just a month after figures appeared to be at their best since the pandemic began. The number of children off school with coronavirus related attendance restrictions has more than doubled in a fortnight. The worsening picture comes just a month on from attendance being at its highest since May 2021. The DfE has recently updated its school attendance guidance, meaning schools will no longer have to distinguish between Covid-related absence when recording attendance Figures suggest the overall increase is related to pupils having to isolate despite not testing positive with secondary school absences due to “exceptional circumstances” tripling from 11,900 on 17 March to 30,100 on 31 March. Partial school closures due to teacher shortages is also thought to be an issue. Department for Education data reveals a slight fall in overall attendance between 17-31 March, despite fewer pupils being recorded as absent for Covid-related reasons. Covid-related pupil absence officially fell from 202,000 (2.5 per cent) on 17 March to 178,800 (2.2 per cent) on 31 March. The DfE acknowledged the figures for pupils isolating and with confirmed cases of Covid “may be impacted by levels of testing”. Paul Whiteman, general secretary of the NAHT school leaders’ union, said the union was continuing to hear a “sense of deep frustration from school leaders as they struggle to deal with the significant and ongoing disruption caused by Covid”. “We all assumed ‘living with Covid’ meant there would be very low case levels – this is clearly not the case and absence rates remain at concerningly high levels.” Mr Whiteman added that school leaders felt they have been “abandoned”. “The ongoing risk of illness and chaos caused by staff absence, not to mention the mounting pressure of exams, Sats and Ofsted, is unsustainable. Our members, and education, are at breaking point.” Simon Carter, Director at EdTech firm RM, commented: “A careful analysis of the latest figures from the Department for Education suggests that the number of pupils absent from school last week has risen to well over a million – a 100,000 increase in the last fortnight – which may generate some tough soul-searching amongst many educators. “Despite Government COVID-19 restrictions lifting and the UK economy stabilising, it’s concerning to see that the number of school children missing classes remains at record levels. And the school workforce is taking a similar hit, with over 100,000 teachers and teaching assistants unable to attend their schools last week. “But that introspection is, at least on this occasion, something that many of us can take in our stride – while this news might once have been enough to bring schools and colleges to their knees, the digital transformation of education institutions across the UK that happened over lockdown has evolved into a newfound resilience that protects learning outcomes whatever the circumstances. “Thanks to an effectively developed hybrid learning structure in schools, educators are better positioned than ever before to continue the education of children – even if they are stuck indoors. To do so in a way that works for parents and students alike, schools simply need to ensure their staff are able to make the best use of the technology that most schools have already invested in to continue to teach and engage with students – whether they are in class or working remotely. “After two years of being upended by the COVID-19 crisis, now is the time for education institutions to batten down the hatches and reap the rewards of the hard work done to digitally transform teaching materials in 2020 and 2021. For schools that are as keen now to upskill their staff and students in all things digital as they were over lockdown, education will undoubtedly remain a constant for young people – whatever is thrown their way.”
New WiFi for Future Proofing Your School
Redway Networks is an independent networking specialist with expertise in the planning, design and installation of enterprise wireless networks that help education establishments improve the student experience through reliable network connectivity. We deliver complete cloud networking solutions using ‘best of breed’ products at the forefront of technology through our partnerships with the world’s leading wireless technology vendors. We can help you replace your school’s outdated, legacy equipment with next-generation WiFi that offers superior connectivity and security, so you have the bandwidth and capacity to support all your educational technology needs and total peace of mind for protecting your students and staff whilst they connect remotely. If your school isn’t quite ready to take the leap to WiFi 6, we can help you improve the performance of your existing network and get the best from your existing solution with troubleshooting and remedial works until you are ready to upgrade to a more superior wireless network. WiFi surveys A WiFi survey is a vital part of planning and designing your new wireless network and can mean the difference between an average or outstanding performance. We specialise in Ekahau the leading accreditation and technology for enterprise wireless design and troubleshooting and all our engineers are Ekahau Certified. We will guide you through the complete design process so you have an affordable, resilient solution that will support your school’s future network capacity for the next ten years. Our WiFi surveys include: Professional Onsite Surveys Predictive surveys New wireless design surveys Fault finding and remedial works Pre and post-deployment surveys WiFi 6/6E Solutions We are education wireless experts and provide WiFi 6 solutions that power new and improved user experiences. Our WiFi 6 solutions offer faster speeds for enhanced access to learning applications and more density for classroom environments. We only partner with the leading wireless technology vendors that are fit for purpose so whether you are a small primary school or large university, you will benefit from seamless connectivity, more reliability, superior security and faster WiFi speeds, with complete network visibility and easy cloud-management. Schools, colleges, and universities are seeing increased use of new learning technologies like immersive learning via augmented and virtual reality and with the cost of AR/VR reducing, we will see these technologies becoming more and more important for learning, hence the need for superior WiFi. Consistent data throughput in dense classroom environments Wider coverage range Increased reliability and reduced disconnections Additional frequency spectrum for future educational technology and IoT Power savings for wireless devices Improved outdoor performance Next generation Switching Network switches are the foundation of any school or college network and are expected to last anywhere from 5 to 10 years or more. In today’s modern networks, switches must be highly reliable, easy to manage at scale, and compatible with the latest technologies for the foreseeable future as your network grows. There are many components to installing and maintaining a healthy switching network, and each requires dedicated resources. At Redway Networks, we provide cloud networking technologies as these can drastically reduce the amount of time and effort necessary to maintain a modern school network, whilst still providing a secure, efficient, and reliable solution. We provide zero touch cloud provisioning solutions to schools and colleges that deliver low total cost of ownership as they reduce the costs associated with configuration and significantly recover the costs of a network refresh over the lifetime of the deployment. Visibility and control over a school’s entire edge network Ability to configure many stacked ports simultaneously with zero-touch provisioning Identifies and classifies traffic, applications and devices across the network Delivers complete network visibility and defends against threats Cloud Managed Firewalls Network security is a top priority in the education sector as with the number of connected devices increasing so does the threat, so your network protection needs to adapt in line with your network to safeguard your school or college against cyberattacks. At Redway Networks, we know the importance of keeping your network safe so provide a range of threat management solutions that protect your network, from security and SD-WAN to cloud-managed firewalls and web filtering software. All our solutions are from the world-leading security vendors and are cloud-managed meaning installation and remote management are simple. Comprehensive suite of network services SD-WAN and auto VPN capabilities Application-based Firewalling Content and Web Filtering Intrusion detection and Malware protection Systems Management Our cloud-based systems management solutions enable you to manage the deployment of all your devices and applications. Devices will connect securely to the cloud, enabling you to locate devices, deploy software and applications, deliver content, enforce security policies, and monitor all your devices through an intuitive and powerful web-based dashboard. You will be able to seamlessly manage and control thousands of iOS and Android devices, Macs, and PCs via a secure, browser-based dashboard. Network management from a single dashboard Complete visibility and control from the top of the network to the edge from WiFi, switches, Firewall to client devices New updates are delivered effortlessly to the dashboard via the cloud Intuitive dashboard enables IT to configure and deploy in minutes Full installation and support services Our certified network engineers provide the highest levels of technical product advice and go ‘above and beyond’ to deliver an exceptional service with a right first-time approach. From the start of your project, our focus is to deliver a strong design based on accurate data and our experience in the education sector, so your school, college or university gets optimum performance from its new network. We always place superior customer service at the core of our business, which is why we are 100% client recommended. To find out more visit https://www.redwaynetworks.com/education-wifi