Safeguarding the next generation: How a London school is using technology to tackle inappropriate behaviours and give students a voice
A number of UK schools are turning to technology to safeguard their pupils, with more than 20,000 students currently benefiting from a first-of-its-kind safeguarding platform — including a school in London which praised its “huge impact” on the school’s culture. Barking Abbey School, a secondary school and specialist sports and humanities college, located in the London Borough of Barking and Dagenham, welcomed the technology in 2022 as it looked to integrate it as a way to give its students a voice. Centred on helping schools gain a better understanding of their culture, the platform, imabi Inspire, is designed to make students feel safer and better represented. Offering named or anonymous reporting to flag inappropriate behaviours, the chance to provide feedback via surveys, targeted guidance from trusted sources, as well as acting as a portal for essential school information – it’s an ‘all in one place’ safeguarding resource. Barking Abbey School integrated the platform as part of its existing anti-bullying ambassadors initiative, who were used to launch the app to fellow students and help spread the app’s use amongst their peers. Within the first two months of launch, the platform saw more than 30 reports from students – providing a vital window into incidents and scenarios teachers were previously unaware of. Recognising its potential, the platform soon became a resource that students fully embraced, empowering them with access to a pool of essential functions and resources, which Kayden, a student and anti-bullying ambassador at the school, described as “a very big help to those who feel unsafe.” Kayden also remarked: “I feel like being safe is a privilege and if someone was to take that away from me, it would be a very big problem. imabi is very easy to use, and even if you don’t really know that much about technology, I think it’s a very good concept and I’m happy my school has introduced it for me and my peers.” Tahrima, also a student and anti-bullying ambassador, added: “imabi was introduced when I was in the middle of year eight, and I think, in my world, that was basically the school telling the students that they are taking our safety seriously. I think that was a really big thing and having imabi available proves this to me.” The platform allows educators to receive reports of unwanted behaviour more easily and more quickly — whilst also improving triage and recording practices. It also eliminates the need to have multiple communication channels and systems to get key messages and alerts to students, with the option to push real-time notifications to a student community, attaching guides and documents. Commenting on her school’s use of imabi Inspire, Stephanie Gibson, Senior Deputy Headteacher at Barking Abbey, said: “As a school, we are always looking at how we can improve our safeguarding practices. We did try a worry box email which is quite common in schools, but it just wasn’t being used. In November 2022, we launched imabi Inspire and it’s had a huge impact already. I think it’s really important that young people feel empowered to actually stand up when they don’t think something is right or fair. I would 100% recommend this app, it’s so easy to download and set up.” Barking Abbey is just one of many schools that have been using the app. Across 2023, the platform saw more than 800 reports of inappropriate behaviours across its user base in the last year – with one incident at a different school seeing the removal of a teacher (who is subsequently being investigated by police) thanks to reports received from pupils via the app. Mark Balaam, CEO and founder of imabi, commented: “We are already seeing the profound impact our platform is having on safeguarding school children in the UK. Barking Abbey is a standout example of where it’s been fully integrated and is making a real difference. It’s incredibly rewarding watching the students’ relationship with the app evolve. It’s also been great to hear feedback from teachers too, as ultimately, this is a tool for key decision makers to create the safest educational environment possible for their students. The platform is exclusively tailored to each school, with an admin portal allowing you to create and manage your own customised content, so we really look to be an extension of the team and offer the best possible solutions.” For more information on imabi Inspire, please visit: https://www.imabi.com/inspire For more information on Barking Abbey School, please visit: https://www.barkingabbeyschool.co.uk/ and for more information on its partnership with imabi, please visit: https://www.imabi.com/barking-abbey
Safeguarding Education: Navigating Regulations for Online Safety in Schools
In the UK, there are several regulations and guidelines that specifically impact the educational sector in relation to online safety. In this article, we delve into the major regulations impacting schools and colleges across the UK, with a focus on internet use. Keeping Children Safe in Education (KCSIE) A cornerstone in the sphere of safeguarding education is the Keeping Children Safe in Education (KCSIE) guidance, updated and enforced since September 2023. This guidance, produced by the Department of Education, sets out the legal duties and responsibilities of schools and colleges concerning the welfare of children and young people. A key facet of KCSIE is its comprehensive coverage of online safety, categorizing web-related risks into four areas [p. 35-36]: content, contact, conduct, and commerce. These 4Cs cover the potential dangers students face in the online sphere, from exposure to inappropriate content, such as pornography and extremist propaganda, to the risks associated with peer pressure and criminal exploitation. General Data Protection Regulation (UK GDPR) and Data Protection Act (DPA) The General Data Protection Regulation (GDPR) remains in domestic law as the UK GDPR. Operating in tandem with the Data Protection Act (DPA), these regulations apply to all organizations, including schools and colleges, handling personal data. Ensuring the security of personal data, the regulations mandate appropriate technical and organizational measures to guard against unauthorized processing, loss, destruction, or damage. The UK GDPR and the DPA do not specifically list the technical security measures you must use. Instead, it asks for a level of security that makes sense for the potential risks involved in how you handle data. Compliance with these regulations necessitates a thoughtful approach to data security. While the UK GDPR and the DPA do not prescribe specific technical security measures, they demand a level of security commensurate with the potential risks. Educational institutions must consider the profound consequences that poor data security can have, ranging from identity theft to financial loss and fraudulent activity. Counter-Terrorism and Security Act 2015 Additionally, the Counter-Terrorism and Security Act 2015 places a duty (p.9) on schools to have “due regard to the need to prevent people from being drawn into terrorism.” This includes online radicalization and the promotion of extremist ideologies. Schools are expected to pay particular attention to online activities and to provide internet safety education to students. Technological Solutions for Compliance To comply with the regulations listed above educational organizations have to find and apply the right technological solutions. In this case, cloud web filtering can become the first line of protection. This type of solution helps organizations restrict access to potentially dangerous, malicious resources that can somehow compromise the data they store and prevent children from encountering any kind of inappropriate, harmful, or explicit content. Besides, it does not require hardware infrastructure, which makes the solution preferable. To ensure the protection of personal information and comply with the regulations listed above, educational organizations must adopt suitable technological solutions. Cloud web filtering emerges as a first line of defense since it enables institutions to restrict access to potentially harmful and malicious resources (which can compromise the data organizations store) and prevents children from encountering any kind of inappropriate content with no need for extensive hardware infrastructure. Cloud web filtering, exemplified by solutions like SafeDNS, acts as a shield, safeguarding data integrity and preventing exposure to inappropriate content. When selecting a web filtering solution, institutions should carefully assess key features. The chosen product must align with relevant rules and regulations, offer a comprehensive range of categories for blocking, and ensure regular updates to the web filtering database. Additionally, the effectiveness of customer support and user reviews should be considered in your decision-making process. A focus on education is essential in keeping children safe online, ensuring that electronic communication remains secure, and providing a foundation for responsible online activities and social media engagement. Stay informed and advocate for robust internet safety measures to protect students and promote a secure learning environment. By Tom Hall – SafeDNS Expert
Researchers find widespread support for Ofsted report card plan
Parents and teachers want Ofsted inspections and the school accountability system to be more transparent, well-rounded, and less high-stakes, a major new report into public support for education reform has found. And they have agreed that it is time to scrap the one word judgements that can taint schools for years. Published in the same week that Ofsted’s critical report of Caversham Primary School was named as a factor in the suicide of headteacher Ruth Perry, research commissioned by the Laidlaw Foundation has found that mums, dads and carers are overwhelmingly in favour of a report card-style Ofsted accountability model, along the lines of Labour’s proposed reforms. Only 6 per cent of those polled said they didn’t like the idea of doing away with the current “one-word” judgement system. As well as conducting polling, the report’s authors, Public First, also spoke to focus groups of teachers and educationalists to explore the on-the-ground reality of meaningful reform to the education system. The parental desire for more balanced accountability is likely to be a reflection of an appetite for a broader curriculum offer. While parents want schools to maintain a focus on academic outcomes, they are also very keen to see expanded extra-curricular activities and the teaching of “life skills”, such as healthy eating and digital and financial literacy. Parents are almost twice as likely (57%) to name preparing children for adult life as an essential task for schools compared to preparation for further academic study (32%). Some 54% of parents would prefer for their child to go to a school prioritising extra-curricular activities and life skills, versus 37% that prefer that their child goes than to a school prioritising academic achievement and exams. As a result, the report’s authors have called an extended school day, as well as an injection of funding into the system to pay for it and staff to run it. Importantly, while academy trusts and schools would be held accountable for this extended provision, it would need to be designed in such a way that it would not increase stress or workload for heads and teachers, possibly by bringing in civic groups to run the sessions. The report had 10 key findings: The report also included nine recommendations for reform based on the views of parents, teachers and educationists. Susanna Kempe, chief executive of the Laidlaw Foundation, said: “A third of children do not pass their English and maths GCSE at age 16; for children who have received Free School Meals at some point in the last six years, this figure rises to more than half.[1] At the same time, employers complain that new recruits lack core work skills, there is a dramatic rise in mental health issues amongst the young, teachers are leaving the profession in droves and senior leaders find the stress of Ofsted inspections beyond intolerable, with devastating consequences. The current system of accountability is not working. We can and must do better. Parents, carers and the teaching community know what matters. If we start to trust that, and measure that, education can be the extraordinary force for good it ought to be.” Ed Dorrell, partner at Public First, said: “The ultimate reward for getting this right could be the creation of a new generation of happy and healthy young people. Often acting through successful multi-academy trusts, primaries and secondaries could once again become community and civic institutions – institutions that are capable, ultimately, of playing a role in helping to rebuild our fractured society and local communities. “This research suggests that there is huge appetite both within and outside the education system for something akin to this vision, but only if the reforms needed to make it happen are conceived of, funded and delivered well.” Read more QA Education news
Win a £1,000 Gardening Bundle For Your Local School With Westland
Westland Horticulture, home to brands such as Big Tom, Boost, Resolva, Unwins, and Kent & Stowe, is excited to announce the New Horizon Fund that will support school gardening projects across the UK and Ireland in 2024. Is your local school’s outdoor space in need of some love and care to help it thrive? At Westland, we believe everyone deserves to get closer to nature, and we know just how much children benefit from getting outdoors. School gardening projects help to support children’s wellbeing, from being more physically active, enjoying the fresh air, and the feeling of empowerment that stems from nurturing a garden and watching it thrive. Gardening also taps into all children’s senses, from the abundance of colour that gardening can bring, the scents of flowers, the texture of different soils and plants, to even the taste of homegrown fruits and vegetables. A school garden offers teachers a wonderful location to educate children on a variety of subjects, and Westland wants all young people to have the opportunity to reap the benefits of getting outdoors and stuck into gardening. The New Horizon Fund aims to create a greener future for all, and will support community garden projects, from schools, allotments, hospices, and care homes, across the UK and Ireland. Each prize will comprise of a collection of gardening essentials from Westland, from compost, seeds, tools, plant feed, and much more, to the value of £1,000. Each prize bundle will be individually created based on the project’s needs to them transform their space. How to get your local school involved If your local school could benefit from receiving a donation from Westland’s New Horizon Fund to help its outdoor space thrive, nominate them at www.gardenhealth.com/new-horizon-fund. There will be multiple prize draws throughout the year, in March, June and September, with at least five bundles being awarded at each stage, so there’s plenty of opportunities for your local school to be gifted a bundle. The sooner you enter, the better chance you have. The final closing date will be 1st September 2024. Help Westland grow the fund Growing media, which includes composts, is the No.1 consumed gardening product. With every bag sold of Westland’s New Horizon peat free compost, the fund grows and grows. Every time you buy a bag of New Horizon, you’ll know you’re contributing to community projects that will greatly benefit from an improved outdoor space. New Horizon Peat Free Organic All Plant Compost Success in gardening all starts with compost, and with Westland’s New Horizon compost, you can be sure it is great for the garden, and great for the planet. Our relentless pursuit of excellence in ingredients, processes, and quality has resulted in our most environmentally friendly and highest performance compost range ever. It provides everything plants require for optimal growth and health. The New Horizon compost is our most sustainable variety and is the leading sustainable brand in our growing media category. It’s naturally peat free, it’s 100% sustainably sourced, and helps all plants and nature thrive. New Horizon has been specially created to be the perfect blend for vegetables, fruits, and flowers. The ingredients start to nourish plants immediately and continue to feed for up to 6 weeks. Summary Terms & Conditions for the New Horizon Fund: UK & ROI, 18+. Entry Period 1: 00:01 01/12/23 – 23:59 01/03/24. Entry Period 2: 00:01 02/03/23 – 23:59 01/06/24. Entry Period 3: 00:01 02/06/23 – 23:59 01/09/24. Scan the QR code or visit www.gardenhealth.com/new-horizon-fund and complete the online form with your nominated cause and statement (max 250 words) explaining how your cause will use the prize to enter the relevant Competition. No purchase necessary. Prizes: 1 of a minimum of 5 x Westland product bundles per Entry Period to be donated to your chosen cause, valued at £1,000 (or Euro equivalent) each. Max 1 Prize per charity/cause. Full T&Cs & Prize details:www.gardenhealth.com/new-horizon-fund.
Discovery Education news service Espresso visits Channel 5 News
Two budding young reporters took centre stage at the Channel 5 News studio this week, when they interviewed Dan Walker about how to spot real and fake news. Harrison, 7 and Alice, 11 met the presenter as part of a special edition of Espresso News – an award-winning news service for primary schools. Produced in partnership with ITN Productions, Espresso News brings the world’s biggest stories to thousands of classrooms every day via Discovery Education’s dynamic digital learning platform, Espresso. The special bulletin – ‘What’s the Real Story?’ – takes young viewers on a tour backstage at ITN HQ, home to 5 News, to reveal how news is made and why fact-checking is so important. Featuring interviews with 5 News Editor Debbie Ramsay and presenter Dan Walker, the film gives insight into the world of news production and offers tips to help children build a critical eye for the stories they consume. Interviewing Dan Walker inside the famous 5 News studio, Harrison and Alice asked the presenter how young people can tell if news is reliable. Dan Walker explained how journalists fact-check and why it’s important for children to question where stories come from. “Today more than ever, it’s important that you trust the news you hear,” said Dan. “That’s why we spend a lot of time making sure that what we tell you is true, fair and accurate.” Speaking after the interview, young reporter Alice said: “I really enjoyed presenting Espresso News with Harrison, it was an amazing experience! I loved seeing the Channel 5 studios!” Howard Lewis, Discovery Education’s UK and International Managing Director, said: “Espresso News brings current affairs and world events to pupils of all ages, in classrooms around the world. “We’re delighted to create this new bulletin in partnership with ITN’s News, as it will empower teachers to help their pupils to become critical 21st century news consumers. ” The ‘What’s the Real Story?’ bulletin is available now to Espresso subscribers across the UK and around the world and can be viewed here. In addition to this special, Espresso also offers a host of curriculum-matched resources to help primary school children spot fake news and build digital literacy skills which can be found here. Discovery Education is the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place. Explore Discovery Education’s award-winning digital learning services at www.discoveryeducation.co.uk Read more QA Education News
Delve into the world of BBC micro:bit
A heartfelt thank you to everyone who has registered and received their free pack of BBC micro:bits. So far, more than 19,000 primary schools have signed up – and there’s still time to register before the 18th December deadline. If you’ve received your BBC micro:bit pack and are thinking “What now?”, here are some ideas and inspiration. Get up close The thought of coding can seem daunting, but the best way to dispel your fears is to try out the technology. There’s a brilliant introductory video by EduTuber, Maddie Moat. In just four minutes, she takes you through everything that has arrived in your BBC micro:bit pack. She explains what each part of the micro:bit device does and how to get it up and running. Maddie also takes you through creating code using Microsoft’s Make Code, and how to download it to your device. Tap into the free training and resources The Micro:bit Educational Foundation has created a comprehensive suite of online training courses. I suggest you start with Meet the Tiny Computer. It’s just 35 minutes and gives you the opportunity to try two coding projects for yourself. There are also face-to-face courses taking place near you that are free to attend. BBC Teach has developed teaching resources, including making a funny voice recorder featuring CBBC series, Bros in Control. Or spark the imagination of every football fan in your class by creating a kick strength data logger as featured in the CBBC series, The Football Academy. Shake up an assembly Consider introducing your school to the possibilities of the BBC micro:bit with a presentation during an assembly. To help, BBC Teach has created a useful assembly video. CBBC Newsround Presenter, De-Graft Mensah, and YouTube Gamer, FalseSymmetry, reveal some of the fun things they can do with their micro:bit such as playing noughts and crosses, creating a teleporting duck and trying out a compass. Lesson planning The BBC micro:bit can be used across the curriculum, but I suggest that the best place to start is with computing. The Micro:bit Educational Foundation has designed a sequence of six lessons for KS2 pupils with everything you need to deliver the lessons. Share ideas with colleagues It’s a good idea to work with a fellow teacher, maybe from the same year group, who is also introducing their class to the BBC micro:bit. Exchange notes on what worked well with your respective classes, what you both found more challenging, and what you might do next. Get involved in our playground survey Next year, BBC micro:bit will be partnering with the Office for National Statistics to get primary schools involved in a large-scale playground survey. Sign up to the BBC Teach newsletter to be the first to know all the details. By Cerys Griffiths For more inspirational ideas (or to sign up for your BBC micro:bit pack), please visit www.bbc.co.uk/teach/microbit
Gogglebox star Baasit Siddiqui celebrates Nottingham school’s Apple award
Former teacher and Gogglebox star Baasit Siddiqui has seen the importance digital learning plays in children’s education following a visit to the forward-thinking Parkdale Primary School which has been recognised by Apple for its commitment to “continuous innovation using technology”. Mr Siddiqui, who previously worked as an IT teacher, visited the school to see first-hand the innovative technology championed by the Parkdale community, which has led to its status as an ‘Apple Distinguished School’. The school, part of the Transform Trust family, has been recognised by Apple as “one of the most innovative schools in the world” for its commitment to continuous innovation in education through its digital practice and whole-school integration of products, such as iPads, to create exemplary learning for its pupils at school and at home. Mr Siddiqui said: “It is super exciting to see digital technology being used in such an innovative way, but it is not a flash in the pan. There is a lot of thought and effort going into it and at the heart of it is ‘how does this benefit the children and the teaching team?” “It is encouraging to see so much effort has gone into this, not just from the school, but from the wider trust as well, giving teachers that autonomy to experiment with technology, see what works, celebrate successes, and this ultimately benefits the children. “The children take pride in championing the cool stuff they are doing using digital technology and that makes them well-rounded, confident young people and the fact that Parkdale provides that environment is lovely to see.” Apple Distinguished Schools are recognised as centres of leadership and educational excellence, with a clear vision for how technology-rich environments support learning goals. As an Apple Distinguished School, Parkdale invited educators across the country to visit and experience the benefits of digital learning and how technology allows pupils to let their creativity flow using platforms, such as Chatterpix and Sketchers School, designed to educate and inspire. This ties in perfectly with Transform Trust’s vision to raise aspirations and provide equitable life chances for every child, while its values (Respect, Kindness, Equity and Creativity)- underpin every aspect of school life, inside and outside of the classroom. Visitors heard informative talks from Jenny Hinton, Parkdale’s digital lead, and Abdul Chohan, vice president of Showbie, an innovative app helping teachers create and manage assignments, give feedback, and communicate with pupils in one place. Mr Chohan said: “Transform Trust has been working with the Showbie team to embed research-based practices with assessment and feedback as a day-to-day practice. This is enabling the Trust to ensure that every child has equitable access to learning. “Showbie works with schools, Multi Academy Trusts in the UK and with schools globally to embed a digital strategy that empowers teachers to provide the best possible learning experience for their students. “I have seen the amazing and engaging work the children at Parkdale have been able to experience through their digital learning. “We are moving from translation to transformation. Teachers explain their concepts to their children, and we want children to become independent learners. We are moving the scaffolding, providing support initially but then we want the children to speak, explain, talk and show how they’ve understood something. They can use this on different platforms such Showbie and Chatterpix. It is essentially children demonstrating they have understood something.” Apple Authorised Education Specialist and Apple Services Provider, Jigsaw24 has worked alongside Parkdale and Terri Stockton (Education Business Manager at Jigsaw24) was integral to the smooth running of the day. Terri said: “As Apple Professional Learning Specialists, Jigsaw24 is really proud to be working with Parkdale and this amazing trust. “Jenny’s relentless passion and hard work to empower the school is inspiring to see and we’re proud to be behind this, supporting the great work at school and trust level. “We have seen first-hand their continual progress and how confident the children are with this digital empowerment.” Peter Hillier, Parkdale head teacher, said: “We are delighted to be recognised as an Apple Distinguished School for 2023-26. Our digital progression has been a long-term objective for us since we first rolled out one-to-one iPads for our pupils at the start of the Covid-19 pandemic. “Following this, our staff and children have been on a continual journey of discovery; supporting, enhancing, and extending their teaching and learning through technology. Our children are fully engaged in these learning opportunities and have really embraced the way that technology enables them to interact with, and understand, the wider world in a meaningful, impactful way. “Our children engage with the technology with real enthusiasm, learning very sophisticated digital skills, and making good choices on how to use the technology to support their learning.” Transform Trust CEO Rebecca Meredith commented: “We are so proud of the way our staff and children have embraced technology to support their creative curriculum and extracurricular activities inside and outside of the classroom. “Our digital trust lead and executive head teacher Phil Herd has been instrumental and innovative in building our knowledge across the trust. Pete, Jenny and the team at Parkdale have literally sparked magic at this school and you can see it in the children’s faces as they proudly share their digital know-how with their peers, teachers and visitors. “We are delighted that they have all been recognised for their innovation and digital excellence. Digital progression is a trust-wide focus for us, and we are equally delighted to see how far all of our schools have come on their journeys of discovery.” This accolade coincides with Transform Trust’s acceptance to become an Apple Regional Training Centre for 2023. This further highlights the Trust’s commitment to facilitating training for all staff to develop skills and build confidence to improve the way they use technology effectively at school and online. Read more QA Education News
The Power of Music Education Programs in Schools
The importance of music in our society needs no explanation. It is a universal language used for well-being, community, creativity and, more importantly, education. The music industry contributed £4 billion to the UK economy in 2021 and is empowering students of all levels to become more motivated and confident learners. Music education gives students a lifelong advantage and offers them benefits ranging from uncovering hidden passions and social development to academic achievements. Due to these merits, a new emphasis has been placed on music programs in schools in England as part of the refreshed National Plan for Music Education (NPME). This article aims to discuss the benefits of musical educational programs in schools and how they impact student development. Why music education is more vital than we may realise? The power of music is more far-reaching than originally realised but music curriculums around the UK are under threat. The Ofsted 2023 Report on Music Education outlined a shocking reality for many institutions: “Many school leaders reported that in the last few years they had decided to reduce the extent to which they were subsidising instrumental lessons, because of wider pressures on school budgets. Others had stopped providing instrumental and vocal lessons.” Even more shocking is that approximately half the primary schools visited did not currently offer any instrumental or vocal lessons. Learning about music and having the opportunity play is a critical part of a rich and rounded education. Outside of nurturing creativity and emotional intelligence, music is influential in many aspects, including: Cognitive Development Having the opportunity to play a musical instrument is critical in developing language, motor skills, enhanced memorisation and collaboration skills – especially when started early. Academic Achievement Research demonstrates that young people playing a musical instrument showed better academic outcomes and progress than those not playing. Emotional Wellbeing Music provides a unique outlet for self-expression and creativity, fostering a positive emotional environment within schools. Social Skills and Teamwork Musical education often involves collaborative experiences that contribute to the development of essential social and teamwork skills. What is the government’s plans? The NPME lays out a vision that enables all children and young people to learn to sing, play an instrument and create music together, whilst also having the opportunity to progress their musical interests professionally. This ensures that children in key stages 1 to 3 have at least one hour of classroom music teaching, with options to join your school choir, vocal group or ensemble. This is alongside opportunities to take music qualifications in secondary school. It also outlines how schools should support interests in music education outside of their curriculums, whether that means going to live concerts to listen to live music by your local community or performing outside of school. What can young people get involved in outside of school? There are currently 120 Music Education Hubs (MEHs) in the UK that are designed to support the musical aspirations and education of young people. These are supported by £75 million of central government funding to ensure that every child aged 5-18 has the chance to sing, learn a musical instrument, and take part in rewarding music experiences. Some hubs have a budget set aside for commissioning work and have a company of teachers from the music industry who deliver all manner of learning services to community groups, art organisations and schools. What can you do as a Music Educator? Keeping students engaged is your responsibility as a music educator. Utilising these tools and methods will have you on your way to becoming an invaluable advocate for music education: Ensure a diverse musical offering Offering a variety of instruments is a good way to keep your students pursuing music education and teach diversity of creativity. If you’re fortunate enough to be able offer lessons for larger instruments such as the cello, investing in cello insurance will help protect your investment for other students to enjoy for years to come. The same applies to any other instruments in your collection. Share your success on social media Utilise social media or school communications to promote any classroom accomplishment. This provides hard evidence of how musical programs have impacted your students and the real-life benefits. Getting your students’ families involved will help influence advocacy in your wider community. Familiarise yourself with local education funding Make sure you get up to date with the policies related to music education that will affect your institution. It’s also recommended that schools cultivate relationships with local government policymakers to keep the best interests of their students at the forefront of decision-making. Read more QA Education news
Using AI to support teaching and learning in Alternative Provision settings
Fleur Sexton, Deputy Lieutenant West Midlands and CEO of dynamic training provider, PET-Xi, with a reputation for success with the hardest to reach, discusses harnessing the power of AI to support teaching and re-engaging learners in alternative provision (AP) settings According to Government statistics, in the last school year the permanent exclusion rate (as a proportion of the overall school population) for pupils eligible for free school meals (FSM) was approximately four times greater, at 16.02, than those not eligible at 4.26. Suspension rates for pupils with an education, health and care plan (EHC) was 17.63, those with special educational needs (SEN) support but no EHC plan was 18.59 and those without SEN was 4.59. Permanent exclusions followed the trend, with those with EHC plans at 0.13, those with SEN and no EHC plan at 0.25, followed by those with no SEN at 0.05. The rates may look relatively small, but they equate to 6,495 permanently excluded children, and 578,280 suspensions. For all these suspended, temporarily or permanently excluded pupils, alternative provision (AP) becomes the ‘last stop’ to provide them with an education and improved life chances. Can AI open up opportunities and provide a pathway towards educational and social equity for these disadvantaged young people? There are over 160,000 autistic pupils in schools across England. 70% are in mainstream school, with the remaining in specialist education, home educated or alarmingly – out of education altogether. ‘Persistent disruptive behaviour’ – the most commonly cited reason for temporary or permanent exclusion from mainstream education – often results from unmet or undiagnosed SEN or social, emotional and mental health (SEMH) needs. These pupils find themselves unable to cope in a mainstream environment, which impacts their mental health and personal wellbeing, and their abilities to engage in a positive way with the curriculum and the challenges of school routine. A multitude of factors all adding to their feelings of frustration and failure.According to the SEND and AP improvement plan, (March 2023) ‘…82% of children and young people in state-place funded alternative provision have identified special educational needs (SEN) 2, and it (AP) is increasingly being used to supplement local SEND systems…’ Children excluded from school face a bleak future, with just 4% achieving a pass in English and maths GCSEs, and 50% becoming NEET post-16. Exclusion is often referred to as ‘the pipeline to prison’, and the statistics support that: 42% of prisoners were expelled or permanently excluded from school, 59% truanted, and around 47% of those entering prison had no school qualifications. Currently AP is in crisis. Some excluded pupils on waiting lists for a placement have online lessons or tutors, others are simply not being educated. Oversubscribed AP settings lead to increased class sizes and reduced teacher:pupil ratios, so they no longer receive the levels of additional support they need. Other unregulated settings provide questionable educational advantage to those who attend. AI can help redress the balance, and provide part of the solution. Those attending AP, often have well ingrained negative associations with learning. The first barrier is to find ways to re-engage them. To do this the content must be meaningful to them, it must connect to the real world and reflect their own experiences. A persuasive essay about school uniforms, may fire the debate for a successful learner, but it is probably not going to be a hot topic for a child struggling with a chaotic or dysfunctional home life. If that child is dealing with high levels of adversity – being a carer for a relative, keeping the household going, dealing with pressure to join local gangs, being coerced into couriering drugs and weapons around the neighbourhood – school uniform does not hold sway. It has little to do with their life. Asking the group about the subjects they feel strongly about, or responding to local news stories from their neighbourhoods, and using these to create tasks, will provide a more enticing hook to pique their interest. After all, in many situations, the subject of a task is just the ‘hanger’ for the skills they need to learn – in this case, the elements of creating a persuasive piece, communicating perspectives and points of view. Using AI, teachers have the capacity to provide this individualised content and personalised instruction and feedback. Supporting learners by addressing their needs and ‘scaffolding’ their learning through adaptive teaching. AI can be a ‘third’ teacher in the room, alongside the class teacher and assistant. For example, if a learner is having difficulty grasping a concept – especially an abstract one, the AI tutor can produce several relevant analogies to help explain it. AI can also be used to develop interactive learning modules, so the learner has more control and more of a sense of ownership over their learning. This is by no means a replacement for teachers or teaching assistants. AI is purely an additional support, that, coupled with approaches that promote engagement with learning, can support these disadvantaged and often vulnerable children and young people, enabling them to access ‘a world-class education that allows them to reach their potential and live a fulfilled life, regardless of their background.’ (DfE) Fleur Sexton, CEO PET-Xi www.pet-xi.co.uk. Read more QA Education features