BBC Micro:bit invites children to survey school playgrounds
Are mobile phones being banned in UK schools?
The UK government has issued new guidance to schools amid a call for a total ban of mobile phones in schools. Research has found that almost all secondary age pupils have a mobile phone. The Department for Education says 97% of 12-year-olds carry a smart phone and they are concerned that they can be a distraction in the classroom. The DfE has today (February 19) said it is encouraging all schools to prohibit children from accessing phones when they are at school so they can focus on their education. The negative side of phones in schools The impact of mobile phones in schools Is there a mandatory ban? The DfE has stopped short of legislating for a compulsory ban of phones in schools. It is leaving the decision up to schools themselves but has said it strongly supports schools prohibiting the use of phones by pupils. What is the guidance? The DfE policy says the following: READ MORE: Is it time to scrap one word Ofsted ratings? READ MORE: Managing school behaviour – the power of positive parental engagement What are education leaders saying? Daniel Kebede, General Secretary of the National Education Union, said: “As most schools already have policies in place to deal with the problems of mobile phone use, this guidance will make little difference and is a distraction from the many problems facing education. “What Gillian Keegan should be doing is facing up to the deep challenges in our schools. The education secretary must acknowledge and address the detrimental impact of real-terms funding cuts on children and young people’s education, the lack of mental health support both within and outside of school, the teacher recruitment and retention crisis and the rising levels of child poverty. “These are the issues school leaders are currently most concerned about and if resolved will make a difference when helping students make positive choices and develop good learning habits.” Mark Balaam, White Ribbon Ambassador and founder of imabi, said: “In principle, this is a good thing. Mobile phones have transformed schools in recent years, opening a whole new front for teachers to deal with and monitor. “We all know that’s essentially an impossible job, so banning them in schools would seem like a sensible move. However, the simple truth is that the genie is out of the bottle. “Smartphones are integral to so many – and indeed their use has even been built into part of the curriculum in some circumstances – so cutting them out entirely will be almost impossible to implement. “The emphasis should be on providing support to help students – including guidance and advice, as well as the ability to discreetly report and flag incidents of abuse and inappropriate behaviour. “Handing in phones at the start of the day doesn’t stop them being used outside of school for bullying. So, instead, educators should be offering the support to counteract and reduce the impact – as it’s impossible to stop entirely. “With so much of modern life built on smartphones, it’s counter-intuitive to remove them from the education mix completely. We should be integrating them and educating future generations on safe usage, not acting as if they don’t exist.” Association of School and College Leaders (ASCL) general secretary Geoff Barton, said: “Most schools already forbid the use of mobile phones during the school day, or allow their use only in limited and stipulated circumstances. “We have lost count of the number of times that ministers have now announced a crackdown on mobile phones in schools. It is a non-policy for a non-problem. “The government would be far better off putting its energies into bringing to heel the online platforms via which children are able to access disturbing and extreme content.”
Cultivating a greener future in education through smart asset management
By Rachel Houghton of Business Moves Group When it comes to asset management, facility managers in the education sector are facing increasing pressure to maximise efficiencies and achieve sustainability goals within their institutions. However, some schools are finding it hard to prioritise sustainability projects, as recently reported by QA Education. With students demanding a greater focus on sustainability, it has become imperative for educational institutions to adopt environmentally responsible practices. One area that holds significant potential to impact sustainability is physical asset management, which encompasses furniture and IT equipment. This article delves into the importance of sustainable asset management in educational institutions and explores how implementing a detailed digital inventory system can help cultivate a culture of sustainability. Asset management Asset management, or asset verification, involves managing all physical assets within an educational institution, primarily furniture and IT equipment. These assets significantly influence an institution’s environmental impact and resource utilisation. For instance, the average office chair has a carbon footprint of 72 kgCO2e, while a six-person bench desk generates 228 kgCO2e. Much of this footprint comes from embodied carbon which is generated during an item’s manufacturing process. To enhance sustainability, institutions must prioritise reusing and repurposing existing assets rather than buying new ones. Leveraging digital inventories for sustainable asset management One effective approach to sustainable asset management is the adoption of detailed digital inventories. Creating a comprehensive inventory that includes item condition, age, location, and carbon footprint, along with pictures, enables educational institutions to gain a clear overview of their assets. This data-driven approach empowers facility managers to make informed decisions that align with sustainability objectives, yielding multiple benefits. 1. Waste reduction and cost savings: Sustainable asset management practices enable institutions to minimise waste and embrace a circular economy approach. By meticulously tracking assets, items can be repurposed, repaired, or responsibly discarded at the end of their lifecycle. This minimises waste generation, optimises resource utilisation, and leads to both environmental benefits and cost savings. 2. Informed decision-making: Digital inventories offer insights into asset utilisation, allowing facility managers to identify and redistribute underutilised assets effectively. For instance, if desks go unused at one site, facility managers can flag the surplus inventory when another site or department needs new desks. 3. Cultivating a sustainable culture: Prioritising sustainable asset management sends a powerful message to students, staff, and the broader community about an institution’s commitment to environmental stewardship. By integrating sustainability into all aspects of life, educational institutions can inspire and educate the future generation, cultivating a sustainable mindset. 4. Community Engagement: Unwanted furniture or IT equipment that is still in working condition can be donated to local charities, fostering community engagement and support. We have a nationwide network of charities that are always happy to receive unwanted items. Conclusion As environmental concerns grow, and students demand greater sustainability efforts, educational institutions must prioritise sustainability as a core component of their operations. Sustainable asset management is often overlooked but can be highly influential by offering institutions an opportunity to reduce their environmental impact and generate cost savings. Educational institutions can cultivate a sustainable culture that resonates with students and paves the way for a greener future by adopting digital inventories and data-driven decision-making. Embracing sustainability not only benefits the environment but also prepares the education sector for a more promising and sustainable tomorrow.
Removing Passwords Brings 3,800% Boost To Parental Engagement In Homework
Education charity ‘Learning With Parents’ has discovered that removing passwords from its homework platform has brought a huge rise in its usage. The project to optimise logins and remove passwords was enabled thanks to a grant of £58,292 awarded by The Access Foundation. Learning with Parents supports families to encourage positive learning interactions together, working to ensure that every child is supported at home to fulfil their potential. Its aim is to create better parental engagement by working with schools and fostering better relationships between parents and schools. By using embedded links instead of compulsory parent passwords there has been a 94% reduction in password queries. A streamlined user account creation process, including social logins when required, has also boosted usage levels. In addition to this, Learning With Parents has shared its experience across the sector, influencing more than 20 organisations to enhance their digital engagement. These improvements have enabled more frequent parent-child interactions, reduced administrative workload for the charity and fed into improved practice across the education sector. Most impressively, the number of recorded logins from disadvantaged families (those receiving free school meals) has risen by 3,800%, increasing from 297 in September 2022 to 11,809 in September 2023. Speaking about how the project was developed, Peyman Owladi, chief technology officer at Learning with Parents, said: “First, we mapped out how parents use the platform to understand where friction occurred in their journey. Through extensive user testing and feedback, we simplified flows to be intuitive. “Now parents simply click a personalised link and instantly start engaging with their child. By dramatically reducing the barriers to engagement, these magic links empower more families to enjoy impactful learning together.” Piers McLeish, co-founder of The Access Foundation, said: “We’re absolutely delighted that our grant has had such an unexpectedly positive impact on using the Learning with Parents platform. “An increased take-up rate of 3,800% is exceptional and a perfect example of where a simple idea can surpass expectations when well executed and supported by a great team. We look forward to seeing how far this new platform can go in transforming the lives of children and their families through the love of learning.” As well as improvements to the platform, Learning with Parents has developed and implemented a new digital reading log that allows parents to easily track reading progress through audio notes shared between home and school. Research shows that regular reading at home leads to a widened vocabulary, more resilient mental wellbeing, a stronger sense of imagination and improved sleeping patterns. Historically, reading logs have been paper-based, leading to obstacles for parents when reading at home. Chris, a teacher in Slough who has been using the platform in his school, says: “We are seeing families engage in reading at home who were not previously doing so.” The reading log has made a strong debut, launching in 80 schools and reaching around 10,000 families so far. Schools have shared how accessible the digital reading log has been, with many reporting that they have families engaging in reading who were not previously doing so and are now engaging in Maths and English activities. Through the partnership with The Access Foundation, Learning with Parents has created a scalable solution to digital exclusion that has far exceeded expectations. Removing these login barriers has proven to be a highly effective approach and enabled the charity to create a new reading product, meaning it can support more disadvantaged families to have frequent and positive interactions together at home. About The Access Group The Access Group is one of the largest UK-headquartered providers of business management software to small and mid-sized organisations in the UK, Ireland, USA and Asia Pacific. It helps more than 100,000 customers across commercial and non-profit sectors become more productive and efficient. Its innovative cloud solutions transform how business software is used, giving every employee the freedom to do more of what’s important to them. Founded in 1991, The Access Group employs approximately 6,800 people. www.theaccessgroup.com About Learning with Parents To find out more about Learning with Parents and how you can support their work, visit https://learningwithparents.com/support-us/ or get in touch with Sally Fallows at sally.fallows@learningwithparents.com
The Schools & Academies Show 2024: Mapping the Future of Your School
#SAASHOW, known as the Schools & Academies Show returns to London with an Exciting New Chapter! As the education sector gears up to embrace new challenges in 2024, the Schools & Academies Show is set to make its highly anticipated return to ExCeL London on the 1st of May, presenting not just one, but three co-located events. This event provides a pivotal platform where the education community can collaboratively prepare for the dynamic changes ahead. Introducing EdTech Innovate, The School Estates Summit, and The SEND Conference. Each co-located event opens doors to fresh opportunities, enabling visitors to connect and collaborate in a larger exhibition space with leading education suppliers. These suppliers empower school leaders to enhance school performance and elevate outcomes for all pupils. The #SAAShow team have been working hard to bring together the sector’s most decorated and influential speakers to share their knowledge, expertise, and best practice guidance on how schools, academies and MATs can overcome some of the most pressing challenges facing the sector.Each speaker, dedicated to their respected craft across the education sector will lead in either a keynote session, live debate or discussion, or tailored workshop, ensuring visitors feel empowered, inspired, and ready to implement key techniques, guidance, and resources at the forefront of their institution. With a keen focus on the evolving educational landscape, staff recruitment and retention, budget balancing, stakeholder engagement, and more, we’ve diligently worked to ensure our show covers the most pressing issues currently facing schools. Don’t miss out on the chance to join us for what promises to be our most impactful show yet. Register FREE today to join thousands school and MAT leaders looking to learn and find the best solutions to better their teaching and learning outcomes. Be part of this transformative experience shaping the future of education! Register to attend here: https://hubs.la/Q02j_2Yp0 Visit our website here for more information: www.schoolsandacademiesshow.co.uk
School Rips Up the Rulebook to Create Future-inspired ‘Flexible Classrooms’ for Pupils
Independent West Sussex prep school, Windlesham House, has opened a number of new flexible classrooms as part of its commitment to invest in innovative learning spaces that are equipped to prepare children for the changing world. Break out spaces and floor cushions have been installed in place of traditional desks and chairs In line with its four-year digital strategy, the school has opened the flexible classrooms to foster a collaborative learning environment that inspires reflection, resilience and ownership, while promoting autonomy. The new flexible classrooms are divided into a range of coloured zones aimed at modelling critical thinking, questioning and risk taking. The Gather Zone (in orange) is where the modelling and teaching happens in short 15-minute blocks to avoid cognitive overload. The Collaboration Zone (in green) is a learning space where pupils can discuss ideas, talk to each other, use whiteboards to model thoughts or iPads to complete work such as short films which can be presented in different formats. There is also a Reflection Zone (in blue) which is a quiet, independent area of learning where pupils can work alone and listen to music on their headphones. READ MORE QA NEWS: Teacher Recruitment and Retention Remains Most Pressing Concern READ MORE QA NEWS: Research finds parents support for Ofsted reform Commenting on the modern learning spaces, Ben Evans, Headmaster at Windlesham House, said: “Environment and setting plays an essential role in learning. “Children can spend many hours every day in a classroom, so it is important that they feel safe, happy, calm and able to learn effectively. “We are keen on inspiring a community of confident, productive young learners. Our flexible classrooms give them a variety of innovative spaces where they can work collaboratively with peers or independently in a peaceful zone as needed.” The school’s flexible classrooms include a variety of soft furnishings from comfy sofas, and floor cushions as well as high- and low-level desks with writable surfaces to inspire freedom of movement. These classrooms will play an essential role in the pupils’ learning day to day and are designed to nurture a community that learns, studies and explores the changing world, while personalising individual learning habits. “It is our belief that removing the physical barrier of a ‘teacher behind a desk’ will encourage greater and more active collaboration in lessons as well as improved concentration. Our flexible classrooms also give children the time to reflect on their choices, putting them in control of their learning journey. School is not just about passing tests, it is about critical thinking, questioning and risk taking in a safe and fun environment,” added Mr Evans. Teachers are now able to plan lessons with the various spaces in mind giving the pupils differentiated tasks and learning outcomes. The feedback from pupils has also been very positive. One Year 5 pupil said: “I love the new flexible classrooms and the furniture. When I first walked in, I noticed a speech bubble with words and their meanings. I think it will help me to learn better because the room is relaxing and calming for studying.”
Discover the joys of drawing and painting with Go Sketch
‘Is Talent a Myth?’ by Go Sketch founder Emma Shannon As a young child many of us loved art and would have easily picked up a crayon and started drawing with a sense of freedom and exploration. When I became a primary school teacher, I enjoyed seeing this same joy when children were given the opportunity to draw or create a clay sculpture in class. However, for many, this sense of joy and abandon when creating art does not last. As we get older, many adults leave this pastime behind them. Drawing becomes something that young children do with ease and adults do with caution. As an art teacher I have noticed that there is a sense of judgement that starts from about age 8 or 9 and grows into adulthood. Instead of being present in the moment while creating art, we start thinking “Is this a good or a bad drawing?”. We look around at our classmates and we start comparing our drawing to others. As a teacher, I began to wonder what causes this shift in attitude from “I can draw” to “I can’t draw”. Is there anything I can do as a teacher to stop this transition? When I decided to leave full time teaching and set up Go Sketch to focus in on art education, I started listening more to what children, parents and teachers started expressing around art ability and one word kept popping up again and again. That word was ‘talent’. I would hear it in class when children would ask the ‘talented’ child to help them draw something. I would hear it in other teachers who would sometimes openly pick out a child as having talent in front of the other students. I would hear it in some of the art birthday parties I taught, when parents would come up to me and say (in front of the children), “James is the talented one in this group”. I would also hear children and parents express a lack in this ‘talent’. They would often say “I’m not creative” or “I can only draw a stick man”. So what is this elusive ‘talent’ people keep talking about? Talent is defined as an ‘innate ability in a particular field’ that exists naturally rather than being learned through experience. Talent becomes a magical quality that you are either born with or not. In some ways, this can make the person with the ‘talent’ feel very special and what is the harm in that? It is a great feeling when someone sees something special in you and celebrates it. The downside to this belief in ‘talent’ for the ‘talented child’ is that it is a lot to live up to and can cause problems if the said ‘talented’ child draws something they don’t like. I have seen this in action, where the talented child is incredibly hard on themselves and sometimes stops trying to advance their drawing in the fear that they will draw something ‘not good’ and lose the magical label of ‘talented’. I believe this idea of talent can also be a factor in the shift from children thinking they can draw to suddenly and sadly realising that they can’t. If you believe in talent as an innate ability then art is simply a door that is open to only the chosen few and the moment you draw something you don’t like, that door is slammed shut as proof that you do not have this magical quality within you. Drawing and painting becomes a cautious activity that people tiptoe around or avoid altogether. So do I believe talent is a myth? In a word yes, but I feel I need to explain this further. In my experience of teaching art over the years, to both children and adults, I have noticed a few things. The first thing is that people who are said to possess this ‘talent’ for art are very often the same people who have a deep passion for drawing, painting and creating. It is this passion that drives them to create most days, filling sketchbooks and studios with their artwork. Is it not this drive and hard work that results in artwork that they are proud of rather than an ability they were born with? I would say celebrating their effort and passion for their craft means more than simply saying that they were born with that ability. Secondly, if you ask any artist if they draw, paint or create something they don’t like sometimes, the answer is always yes! The creative process relies on people being able to experiment, try out new ideas and take risks. Therefore, it makes sense that the results of this exploration will sometimes create artwork the artist is happy with and sometimes create results that they are not happy with. But creating something you don’t like is just the beginning! We need to teach children to think like artists and keep shifting and changing their work until they get to the desired result rather than just stopping in their tracks. Finally, ‘talent’ relies on the belief that there is a desired standard of art to be reached. That a piece of art is either good or bad. As many children and adults will know, if they come to our art classes online or in person, I start every class with the same thing. I remind everyone that I believe that there is no such thing as good art and bad art, there is only art you like and don’t like and guess what? We all like different art! So rather than aiming for a perceived idea of what good art is, you should be exploring your own style and deciding what you actually like yourself. We can still teach the skills in the classroom but instead of them doing a step by step piece of art where all pupils create the same thing and then unsurprisingly compare results with the ‘original’, we can create a more free
Teacher recruitment and retention remains most pressing concern for education providers in 2024
Teacher recruitment is the highest priority for education providers in 2024, with more than half (56%) of senior education professionals ranking attraction and retention of staff as the biggest problem facing their organisation today and 59% saying they expect it to remain a priority throughout the year. Meanwhile, a third (31%) of teachers and education professionals ranked tackling inefficiencies as the second biggest current challenge for their organisation and 43% said boosting efficiency and increasing productivity was a priority for the coming year. The findings are reported in the Advanced Education Trends Report 2023/24, which compiled the findings from a survey of more than 6,600 senior decision makers from a variety of sectors in the UK including 267 teaching or education professionals. Mark Dewell, Senior Vice President, Education, Government and Social Housing from Advanced, said: “The education sector faces significant challenges in teacher recruitment and retention. “The DfE’s own data released in June 2023 shows that almost 40,000 teachers left the profession this year for reasons other than retirement – the highest ever number of resignations since records began in 2010. It’s not at all surprising, therefore, to find that staffing is the absolute highest priority for education leaders this year. “The battle to deliver quality education in the face of a staffing crisis and real-term budget cuts is having a serious impact on the sector’s ability to deliver quality results. Some organisations have made the decision to reduce staff numbers to cope with underfunding, which is having a negative impact on the curriculum they can deliver and does little to allay concerns over retention of top talent,” Dewell continued. The Advanced Education Trends Report 2023/24 also examines the uptake of new technology in the education sector. Around one in 10 (12%) of education providers are using AI tools in learning – which is less than half of the general rate of uptake of AI tools across businesses in the UK. The main reason for lack of AI adoption is lack of budget – 40% of education leaders said that financial pressures were the reason that they had not invested in new technology. A third (30%) reported that they hadn’t yet adopted AI at work due to concerns over the risks it may present to their organisation, while 20% said it was down to a lack of knowledge or guidance on best practice for implementation of AI. “Technology can be a secret weapon to help educators tackle their concerns around talent attraction, as well as supporting a host of other issues in their organisations, yet there is seldom sufficient budget to allow education providers to invest in modern tech systems,” continued Dewell. “Nearly half (46%) of education professionals are juggling a combination of on-premise and cloud-based infrastructure. Trying to integrate disparate systems can make things very inefficient, slowing people down with multiple sign-ins and managing data held in different formats. “With organisations having to achieve more with less, implementing the most appropriate technology is a crucial step that should not be compromised on. It can help drive efficiencies and more effective processes that benefit teaching staff, administrative teams, and of course learners themselves.” The full report is available at https://www.oneadvanced.com/trends-report/sector-trends-reports-2024/ Read more QA Education news
ZEROplus Announce Successful New Fire Testing for their Entire Finprotect Plus Range
Leading door hardware supplier, ZEROplus have recently achieved BS EN 1634-1:2014 for their entire Finprotect Plus range. The new fire rating for the Finprotect Plus finger protection strips means they successfully provide an impressive fire integrity of up to 240 minutes on previously tested steel-based doorsets and up to 120 minutes on timber-based doorsets. And the entire range provides fire protection regardless of the exposure direction. According to the Royal Society for the Prevention of Accidents (RoSPA), a staggering 30,000 people trap and seriously crush their fingers in doors every year. And many of these people, particularly children, will require surgery. Mark Lockley, Managing Director of ZEROplus, explains: “Painful finger-trapping accidents are far more common than you might think. “Although many of these incidents happen in environments catering to children, older people and those with special needs, a serious finger-crushing accident can happen to anyone. And every door presents a potential risk. “To eliminate this risk, finger protection strips should be fitted to the hanging side of doors. Particularly in public buildings such as residential homes, schools, nurseries, leisure centres and libraries, having finger protection strips fitted to doors is essential to prevent painful finger injuries.” The Finprotect Plus range of door finger protection strips are quick and easy to install and will continue to prevent injury year after year. They’ll help you meet your building’s health and safety requirements, avoid severe injuries and protect employees, residents and visitors. And as the complete Finprotect Plus range is now fire-rated to BS EN 1634-1:2014, they can also be installed on fire-rated doors. Mark continues: “As with any hardware fitted to a fire door, finger protection strips must be as fire-rated as the door. To comply with current fire safety regulations, any finger protection strips installed should have undergone independent third-party testing to standards such as BS EN 1634-1:2014. This European standard ensures that your finger protection guards meet the required fire resistance level.” Along with their impressive fire rating, the Finprotect Plus range is fully tested to class 2 of BS 8613:2017, meaning the finger protection strips successfully prevent fingers from entering the gap between the doors and frame when force is used. Tested to one million cycles, the Finprotect Plus range is available in three different profiles to suit hinged doors and double action doors on floor springs, suits both internal and external doors and has a totally concealed fixing. To learn more about Finprotect Plus and the extensive range of fire-rated door hardware products from ZEROplus, please visit zeroplus.co.uk or call 01785 282 910.