Twinkl celebrates International Women’s Day by sharing the inspiring thoughts of their female leaders, to empower the next generation
To celebrate International Women’s Day 2022, the women of Twinkl have come together to discuss their roles within the company and offer advice to the next generation of women who may be looking for a role in education. “We are living in a historical moment” International Women’s Day is set to be a global celebration of female achievements and will raise awareness of equality issues women face daily. Emmeline Pankhurst, Rosa Parks and Amelia Earhart, are just some of the remarkable women featured in Twinkl educational resources as we aim to educate the next generation on the injustices women have faced throughout history and how changes have been made to encourage a better future for all. These women along with many others have paved the way for future generations. They battled inequality, racism, discrimination, violence and much more just because of their gender. Sadly, even in 2022 women across the world are still facing daily prejudices. “Our priority is to be in solidarity with each other as women” In 2021 *Catalyst, a global non-profit that builds workplaces that work for women, conducted a study looking at women in senior roles across the globe. Their findings showed that the proportion of women in senior management roles around the world was 31%, this is the highest number ever recorded, showing that it is increasing but is still not equal. 91% of Twinkl’s Country Managers are women, who work in senior roles managing the operations of Twinkl in countries across the globe. These incredible women have supported the growth of Twinkl and are paving the way for future female leaders. In celebration of International Women’s Day, Twinkl’s Country Managers have come together to share their stories in the hope of inspiring young women and the next generation of leaders. Mónica Rojas Heidkie joined Twinkl as the Chilean Country Manager six months ago, after having been a Primary School Teacher for over 20 years. She has stated she has faced various challenges throughout her career, mainly due to her gender. Mónica said: “Our priority is to be in solidarity with each other as women, because our gender has been oppressed for a long time, and we are living in a historical moment where women are the protagonists and masters of our destiny.” “You will make a difference wherever you are” Agnieszka Gardziel, Poland Country Manager, joined Twinkl over two years ago as a Marketing Coordinator before developing her skills and progressing into her role as a country manager. She understands the difficulties women face and understands the importance of not giving up on your goals. Agnieszka said, “To all those girls who are shy, quiet and who feel unseen and unheard – it may seem that we live in an era of bold, extrovert entrepreneurs but don’t let it hold you back. Work tirelessly on your dream, focus on doing small things that matter every single day and sooner or later you will make an impact – and I promise you, you will be seen, and your voice will be heard.” “Work tirelessly on your dream” As a company, Twinkl are inclusive to all and provide a working environment where their teams are supported, so that they can grow as individuals and progress professionally. Rebecca Usherwood, Australian Country Manager, joined Twinkl in 2016 with over 20 years experience of working as a teacher. She joined as a Marketing Assistant Team Leader before progressing into management, she credits the support she has received over the years as a contributing factor to why she enjoys working at Twinkl. Rebecca said, “The sense of community I feel amongst my team and the wider community of teachers parents and educators who we are supporting and inspiring each and every day. I am able to be a part of an amazing team, who are able to help those who teach, hear about their successes and help them through the tough times by letting them know that we are here 24/7 to help them is amazing. I honestly think I’m pretty lucky with what I get to do each day.” “I took every day at a time and kept my eyes wide open” Ioana Sima joined Twinkl in 2014 as the Romanian Country Manager, she found her passion for helping children complimented her role well, and now offers advice to young women who may be struggling to figure out their own dreams. Ioana said, “I had found my mission and knew there was so much to be done. I sought after all the learning and development opportunities I needed to reach my goal of helping as many Romanian children as possible. I took every day at a time and kept my eyes wide open to see what life had to give me and what I could give back. With my goal in mind, every step I took, this dream became more defined.” As International Women’s Day is a celebration of the achievements of women throughout history and around the globe, Twinkl wants to empower young women to dream big as they look to the future. Tugce Erdik, Turkey Country Manager said, “Remember, every day, every minute the world is developing. Do not fall behind. With passion and knowledge, you will make a difference wherever you are.” “Your voice will be heard” For more information about International Women’s Day here at Twinkl or to access our connecting resources, please visit https://www.twinkl.co.uk/event/international-women-s-day-2022
The world’s first International Baccalaureate autism school opens in Cambridge
The world’s first International Baccalaureate (IB) special autism school building has officially opened its doors, enabling The Cavendish School to accept an additional 50 students this term in Years 3 – 7. The school, which started teaching in September 2021, was previously located in temporary accommodation at Girton Glebe Primary School with capacity for just 10 students. The new site means that more families, whose children’s needs cannot be catered for within current state provision in the county, will be able to access the specialist provision. Stephanie Smith, Deputy Headteacher, said: “It is tremendously exciting to finally move into our new school building, especially after watching the progress of the construction work during the past 12 months. The state of the art building reflects our vision of providing a safe, nurturing and inclusive space for our students to access their learning; enabling us to deliver specialist education for autistic students in the county, where they have not been able to thrive in a mainstream school.” Work on Cambridgeshire’s first state maintained special free school provision for young people with autism began in January 2021, and has been designed to provide optimal education environments for students with autism. Manufactured off-site in Northern Ireland by The McAvoy Group, the building is constructed from connected modules and offers sensory breakout rooms, a life skills room, a horticultural space and wider corridors to ensure that students do not feel claustrophobic when moving around the school site. Drawing on the success of the co-located mainstream schools, Impington Village College and Impington International College, the school will provide opportunities for the students, through shared use of support staff and bespoke extra-curricular activities. At full capacity, the school will provide specialist provision for up to 100 autistic students, in Year 3 – 13. This week, students and their families will familiarise themselves with their new building and meet their new teachers and support staff to ease the transition into their new academic environment. During their time at the school, students will pursue the IB programmes and accredited qualifications, alongside specific individual therapies or interventions, provided by dedicated onsite specialists in Occupational and Speech and Language Therapy. Each of the programmes allow teachers to personalise learning to the unique abilities of their students and the curriculum model allows for a wide range of activities including: Forest School, Lego-based therapy and life skills learning, to support the school’s mission of helping students develop into independent adults. Lucy Scott, CEO of Eastern Learning Alliance – a multi-academy trust of which The Cavendish School is a member of – said: “I am delighted that our concept of a school that breaks down the educational barriers that autistic students face has finally become a reality after years of planning, research and preparation. Through the knowledge and expertise of team, The Cavendish School will deliver an exemplary education provision for students with Educational Health Care Plans to help them flourish and thrive as healthy, happy individuals.”
National Book Retailer To Donate 18,000 Children’s Books Across The UK To Celebrate World Book Day
To celebrate World Book Day on 3rd March 2022, independent, online children’s bookseller, Books2Door, is donating 18,000 free books to several charities, libraries, schools and hospitals across the UK. Confirmed partners include The Children’s Literacy Charity, Alder Hey Children’s Charity, several primary schools and regional libraries. With World Book Day 2022 coming up, the donation demonstrates their commitment to “make books accessible for all children.” The donation also coincides with Books2Door’s 18th birthday on 2nd March 2022 and as part of the campaign, the company has also invited social media followers to come forward with their own suggestions of where books can be donated. This is not the first time Books2Door has offered free books. Illustrating their commitment and dedication to providing access to reading, the company also donated almost 20,000 brand new children’s books in 2021: World Book Day & World Book Night, March 2021 – 17,500 books to customers Gaza bookshop, June 2021 – 1,000 books to restore a bookshop destroyed in the violence between Hamas and Israel Leicester City Council, December 2021 – 1,000 books to welcome Afghanistan refugees and families into the city As part of the campaign, Books2Door is also encouraging other charity partners to get in touch should they wish to participate in the generous scheme. Abdul Thadha, founder of Books2Door says, “I can’t believe we’re celebrating 18 years. During and post-pandemic, we have seen the love for reading at an all time high, but our main focus is to ensure parents and children can access books at a cost that they can afford. At the same time, we recognise that not every child has this. That’s why we are donating 18,000 brand new children’s books across the country for free. We would like to thank every partner that has been involved and we hope this is the start of a long-term relationship with each of them.” Senior Community Fundraising Manager of Alder Hey children’s charity, Axon Irene said, “What a wonderful gift for our patients to receive” and a spokesperson for The Children’s Literacy Charity, upon receiving the donation said, “We are incredibly grateful to Books2Door for their donation of books which will benefit the children who attend our partner primary schools in London and Manchester.” The 18,000 books have been provided by Sweet Cherry Publishing, Books2Door’s sister company, of which Abdul is also the Managing Director. For more information contact eve.mccann@cigroup.co.uk
English schools facing a significant rise in water rates
The Coronavirus pandemic has increased the amount of bad debt in the commercial water market. In April 2022, this cost will be passed on to customers through a temporary price rise. The commercial water market was deregulated in 2017, allowing schools to choose their water supplier. Until recently, the savings available from switching business water tariffs have been minimal, so the vast majority of schools have continued with the water supplier they’ve always had. Businesses that have never switched water suppliers pay business water rates on a deemed contract with their default supplier. Default water rates increase each year slightly as the cost of maintaining the water network increases. April 2022 is different; not only will schools be hit with inflationary increases in the cost of water, but they will also be charged more due to Ofwat’s decision to raise prices. To avoid the rising cost of water, schools can compare business water suppliers, just like they do with electricity and gas supply contracts. See how much your school can save today with the AquaSwitch water comparison service. Here are the other reasons why schools should consider comparing the water market for a better deal: Are you satisfied with the service of your current supplier? Billing and charging issues are the most common complaints with business water suppliers. Some water suppliers take customer services more seriously than others. See what your options are using the AquaSwitch water comparison service today. Would you like a more environmentally friendly water tariff? The treatment and pumping of water around the country is a highly carbon-intensive activity. See if your school can save money and help the environment by switching to a green tariff today. Save money on water rates. Schools often pay significant surface drainage charges on their water bills due to the large area covered by schools grounds. In the deregulated water market, suppliers compete for price. See how much your school can save today with www.aquaswitch.co.uk
Secondary schools invited to enter Stronger Than Hate Challenge
A powerful challenge which empowers secondary school students to tackle hate within their communities is being launched across the UK this week. The annual Stronger Than Hate Challenge encourages students aged 13-18 to use their creativity to show how testimony can bring communities closer together. Entries can take the form of a video, poem, song, blog or piece of art and a first prize of £5000 plus iPads is on offer. Full rules and submission details are available here. The Stronger Than Hate Challenge demonstrates the power of learning from the past and raising one’s voice to counter hate. The Challenge is presented by USC Shoah Foundation – The Institute for Visual History and Education (USC Shoah Foundation) and Discovery Education, the worldwide EdTech leader whose state-of-the-art digital platform supports learning wherever it takes place. Founded after the making of Steven Spielberg’s film Schindler’s List, USC Shoah Foundation collects audio visual testimonies from survivors and witnesses of genocides around the world, preserving their stories for future generations. Pupils taking part in the Stronger Than Hate Challenge can listen to these stories and be inspired to produce a piece of work which reflects the power of testimony to tackle hate. “Student voices have the power to change the world. The Stronger Than Hate Challenge empowers students to raise their voices through the power of storytelling to not only counter hate, but promote empathy, understanding, and respect as well,” said Lesly Culp, USC Shoah Foundation’s Interim Director of Education. “We are eager to see the submissions this year and thank Discovery Education for their continued partnership. Together, we are building a more just and equitable society through education.” Previous finalists and winners submitted projects on a range of relevant and impactful topics that addressed hate in their communities. The 2021 UK winner – Elizabeth Stickland from Attleborough Academy in Norfolk – was awarded first prize after writing a powerful poem about how communities can overcome prejudice. Second place was awarded to Guildford student Callum Halkett, who wrote about the devastating impact of drugs. The Stronger Than Hate Challenge, which can be self-guided or teacher-led, provides students with a platform to address key issues in their communities by creating projects addressing the themes of identity, diversity, inclusion, and more. Stronger Than Hate is being launched for the third time in the UK along with special classroom resources to help teachers and pupils recognise and counter hate and discrimination. Freely available at TeachingWithTestimony.com/challenge-uk, these expert resources and videos will empower students to employ empathy, build critical-thinking skills and become inspired to create a brighter future after listening to first-hand accounts from survivors and witnesses of genocide. Discovery Education has also collaborated with USC Shoah Foundation to produce special age-appropriate resources for younger children in the UK. These are available to primary schools through Discovery Education Espresso – an award-winning, cross curricular digital learning service for teachers and pupils supporting the delivery of the National Curriculum and the successful integration of digital media into teaching and learning. “The Stronger Than Hate Challenge exemplifies the power of connecting students to social and emotional learning as a tool to improve the world,” said Lori McFarling, President of Social Impact at Discovery Education. “Since 2018, we’ve had the honour to collaborate with USC Shoah Foundation on this important initiative. Social and emotional wellness is critical for growth and confidence, and we are committed to empowering students with the resources they need to combat hate and build resilient empathy.” The Stronger than Hate Challenge closes on May 26th 2022. Learn more about the Challenge and the partnership at TeachingWithTestimony.com/challenge-uk . For more information about Discovery Education’s digital resources and professional learning services, visit www.discoveryeducation.co.uk and stay connected with Discovery Education on social media through Twitter, Facebook, Instagram and LinkedIn.
Dealing with student suicide – help when you need it most
With students’ mental health being such a high profile concern after the last two challenging years, it may be a good time to ask if your establishment is prepared for the worst possible scenario? Being ‘suicide ready’ is an uncomfortable and unattractive notion. It is, of course, a devastating event if it happens in any school, college or university. What do we do? How should we respond? Where do we start? Samaritans specialist Step by Step service for schools, colleges or anywhere young people come together, is available to help. There is no charge for the service. The response to a suicide in any institution needs to be prompt, proactive and proportionate. It needs to have clear priorities. All of this can be achieved in a professional and well-organised manner if it has been thought about, discussed and planned in advance. A comprehensive ‘Critical Incident Plan’ which is specific enough to account for a death from suspected suicide, (as opposed to one through illness or accident) is strongly recommended. Samaritans’ Step by Step service offers these three strands of support. Helping to create an effective Critical Incident Plan A trained Step by Step Advisor can meet with staff to help create a ‘Death of a Student through Suspected Suicide Policy.’ A plan is created based on good practice gathered from working with a range of educational establishments. If there is no plan in place, the session can help create an outline which can be adapted to meet the school/university and its individual circumstances. If there is already such a plan in place, advisors can suggest refinements and identify any gaps. Support in the aftermath of an incident The second area of support is where a death by suspected suicide has just been reported. Following a phone call to the Step by Step administrator an Advisor is allocated. He or she will be available by phone or e-mail and if appropriate, in person, to help guide events, to ask and answer questions, and to assist in any way possible. This may, for example, be help with breaking the news, support for students and colleagues, handling the media, preventing suicide contagion, providing advice on the wording of communications, liaison with the family of the deceased, discussion about memorials, and so on. Most importantly it gives staff someone to turn to for confidential support and advice through an incredibly distressing and challenging time. Reviewing the effectiveness of the Critical Incident Plan after an incident Samaritans can also attend a review meeting, perhaps a month or two after an incident, to help look back at how well the existing Critical Incident Plan worked in managing the aftermath of a death. This has usually presented an opportunity to share good practice and has resulted in amendments to an existing plan in order to manage a more comprehensive response should it be required again. Samaritans Step by Step Advisors cover the whole of the UK and ROI. They have received special and intensive training for work in postvention, critical incident planning and support. All are also active listening volunteers on Samaritans helpline (Freephone 116 123). Step by Step can be contacted by any educational establishment, from primary schools to universities and other Higher Education Institutions. The service is ready and willing to help and support in distressing circumstances. It can be contacted on 0808 168 2528 or at stepbystep@samaritans.org. Content by Geoff Rickson, former headteacher and Samaritans Step by Step advisor
Teaching Crisis Looms with 90% set to quit the classroom before they retire
Fewer than one in ten teachers plan to stay in their jobs until retirement, a survey has found. Just nine per cent of teachers said they would only leave teaching on retirement – a figure that remained the same across the state and private school sectors. A wide-ranging survey of 4,690 teachers by Teacher Tapp for Bett 2022, the world’s biggest education technology event [MUST LEAVE] showed that parental engagement had become more positive with schools in the wake of the pandemic peak, with more carers asking the schools more about well-being than any other topic. Teachers also overwhelmingly found education technology more of a help than a hindrance during the pandemic, with two-thirds saying they found the platforms and apps connecting students and schools helpful or very helpful. POOR BEHAVIOUR AND LACKLUSTRE LEADERSHIP In a survey for Bett 2022, teachers were asked aside from hours, pay and conditions, what would be the biggest issue which would most drive them away from the classroom. Problems with their superiors and management teams were the biggest factor in making teachers decide to quit, with 34 per cent of teachers citing it as their main push factor. Private school teachers were a lot more likely to be driven out by management problems – with 49 per cent reporting it as the biggest deciding factor compared to 32 per cent in the state sector. Pupil behaviour was the second greatest contributor to forcing teachers out – with 18 per cent citing this as their top reason. Secondary teachers – 25 per cent – were more than twice as likely to quit because of pupil behaviour than primary teachers – 12 per cent. Just eight per cent of private school teachers would quit over behaviour compared to 19 per cent of state teachers. Shifting expectations on curriculum delivery was cited by 15 per cent of teachers while pressure from government to catch up pupils was the biggest motivator to quit for ten per cent. Parental pressure would be the main reason to quit for just six per cent of teachers – although more than twice as many private school teachers cited this – 11 per cent – compared to state – 5 per cent. EDTECH Around two-thirds of teachers have found EdTech helpful or very helpful during the pandemic. As lessons and timetabling switched online, teachers had to quickly roll out new ways of learning, getting to grips with technology that they may have barely used at all before. Some 63 per cent of primary teachers said they found the technology helpful or helpful while in secondary schools, the number was 68 per cent. Just five per cent of all teachers thought EdTech had not helped them in the pandemic. PARENTAL ENGAGEMENT One positive factor that has emerged from the pandemic is that teachers reported greater constructive parental engagement. One in three teachers found parents engaged with them more constructively since the pandemic, whereas 20 per cent said that engagement had become less constructive. Almost half of teachers saw no change in the level of engagement. Parents were most concerned about wellbeing and mental health, followed closely by academic results, curriculum, wanting to understand the exams process and engaging teachers over administrative issues and logistics such as timetabling. Headteachers were more likely to engage with parents over wellbeing and mental health (37 per cent) compared to classroom teachers (24 per cent). The survey was conducted by Teacher Tapp for Bett 2022, the biggest educational technology show in the world. Thousands of teachers and education leaders are set to attend the show, which takes place at London’s ExCeL centre on March 23-25. Eve Harper, director of Bett, said: “Our research shows the huge strain that the pandemic has placed on teachers. We must future-proof our education system by using technology to take pressure away from teachers. “There are solutions out there that can take away some of the administrative and repetitive burdens. There are also technological advances that can inspire and fuel a love for learning. This is underlined in our findings, that two-thirds of teachers found EdTech helpful or very helpful. “Parents probably remember their school days being filled with teachers struggling with overhead projectors. Those days are long gone and it seems that teachers have become digital whizzes, mastering a plethora of platforms and apps within weeks. “Nothing can replace a teacher though and it is for all of us, school leaders, parents and innovators, to show them they’re valued..” Research for Bett published recently (January) also showed that teachers feared pupils had been left at least 18 months behind by the pandemic.
‘Wobble stools’ and the positive impact of active learning for children with ADHD
With the success of the School Supplier wobble stool trial, why have they and standing desks had such a positive impact? Movement Breaks vs Active Learning We know some children with ADHD are more relaxed and more able to concentrate and retain information when they can move or fidget. It is difficult for many to sit still for long periods of time so naturally squirm in their seats or rock their chair on two legs, often displaying what we consider disruptive behaviour such as kicking desk legs or making noises. One solution employed by many is to introduce ‘ Movement Breaks’. Asking the pupil to leave the classroom to run an errand to partake in a pre-organised physical exercise. The issue with this of course is that the child is being asked to miss portions of the lessons and although may be beneficial to the rest of the class to reduce perceived disruption, we are failing the individual. Upon the child’s return, anxiety levels are instantly raised as they know they will now be asked to remain still again for a set duration, impacting upon behaviour, concentration, focus and memory. It is then common for ‘disruptive’ behaviour to return in a matter of minutes. Why Active Learning works: One of the principle influences on the way in which the brain of a child with ADHD works is something to do with what’s called dopamine. Dopamine is a neurotransmitter that is the pleasure based, reward-based neurochemical that helps significantly contribute to the ability to focus and concentrate. Children with ADHD have what’s called dopaminergic dysregulation. Dopamine is not being transmitted around the brain as effectively or successfully as neurotypical children and that impacts upon their ability to pay attention and focus, what we call attentional dis-regulation. Understanding this, we understand why a child with ADHD is feeling so much, because it stimulates the transmission of dopamine around the brain and helps them to focus and concentrate. It is of course not unique to children diagnosed with ADHD . There is a range of other conditions that would also benefit. Looking at children with dyspraxia, different ways of sitting at a desk or related to surfaces can work really well for them. The feedback has been amazing on our try before you buy scheme for the wobble stools such as below: “If you take the trial stool back, you have to take the child with you” “It’s really good it helps me focus” “We felt that they helped a couple of the children that we trialled them with to concentrate for longer while sitting at their table without needing movement breaks” We offer a trial for schools to ensure they are suitable as we know not every child is the same, so if you would like to take part, please visit www.schoolsupplier.co.uk , call 01704871901 or email info@schoolsupplier.co.uk
Dr Anna Kennedy selected as autism Ambassador of the Year by IAOTP
The founder of a UK autism charity is celebrating being honoured by the International Association of Top Professionals (IAOTP). Dr Anna Kennedy was recently selected as Top Autism Ambassador of the Year by the IAOTP. The award was for her outstanding leadership, dedication and contributions to autistic children, parents of autistic children, professionals, media and all who are concerned with autism. Dr Kennedy has more than 23 years of professional experience as an educator, mother and autism ambassador and campaigner after setting up a support group and later a charity in her name. After diagnoses of asperger’s syndrome for Anna’s eight-year-old son and Autism for her five-year-old son, Anna and her husband Sean started an autism support group. A stunning 275 families joined, sparking their idea to open a special school, a project they completed by remortgaging their home and raising a significant amount of funds.. Anna has now cofounded two schools and an adult vocational centre. As the Chairperson and founder of Anna Kennedy Online Autism Charity, her team of volunteers actively incorporates workshops, training, legal advice, and speaking engagements across UK. Additionally, they update social media and the AnnaKennedyOnline website to remain current. The President of IAOTP, Stephanie Cirami, commented: “We are honored to have Dr Anna Kennedy a part of the IAOTP family. “She is brilliant at what she does, has tremendous foresight and her advocacy skills are unmatched. We know she is an amazing asset to our network of professionals. We are looking forward to meeting her at the Annual Awards Gala this year.” Dr Kennedy is an active member of the autism community and serves as an ambassador for the Special Dreams Foundation, Includability and Born Anxious. She is a committee member of LOANI, Ladies of All Nations International Group, and a patron who supports DaisyChain, Square Peg Foundation, Kilmarock Horse Rescue, Autism Support Crawley, Cheshire Autism Practical Support and Hillingdon SEND. Throughout her illustrious career, Anna has received awards, accolades and was recognized worldwide for her commitment to raising autism awareness and helping those on the spectrum. Looking back, Dr Kennedy attributes her success to Patrick and Angelo, her two sons, who have been the driving force of her charity. She believes it is important amongst a growing community to make help, support and advice available to all. When not working, she enjoys spending time with her family and sharing her journey to inspire others. For the future, she will continue to fight hard for all diagnosed with autism, so their voices are heard and improve educational and other resources for individuals, families and care takers who are touched by autism. Dr Kennedy’s biography, ‘Not Stupid’, her story of the struggles she faced while setting up a school for her boys and how she improved the quality of life for her sons and other children with autism, is available on Amazon. For more information on Dr Anna Kennedy please visit: www.annakennedyonline.com