DBS supports recruitment experts with Better Hiring Toolkit for local authorities
Safeguarding experts from The Disclosure and Barring Service (DBS) and Better Hiring Institute have joined forces to launch a best practice recruitment resource for the local authority sector. The Local Authority Better Hiring Toolkit provides an essential guide for local authority employers to make informed, safer recruitment decisions. The best practice toolkit – which can be accessed for free here – provides accessible guidance to support employers with both obtaining and providing effective references, supporting information to navigate effective pre-employment vetting, and simplified guidance around legal responsibilities. In collaboration with Better Hiring Institute, the Local Government Association, Cifas, and Reed Screening the Better Hiring Toolkit aims to attract the most skilled and talented professionals to public sector roles, whilst promoting processes to keep dishonest people out of local authorities. Local authorities provide support and services to a range of vulnerable people across their region, including in the education sector, and the toolkit will support employers recruit effectively, efficiently, and focus on delivering the best service possible for the communities that they work with. READ MORE: QA Education DBS Checks Guide Among the key ambitions of the Better Hiring Toolkit are: Download and share the BHI Toolkit Those responsible for recruitment within local authorities are being encouraged to download and share the toolkit within the hiring community. Keith Rosser, Chair of the Better Hiring Institute & Director of Reed Screening, said: “The toolkit has the potential to be really transformative to local authority recruitment, and the more organisations that benefit, the faster the UK as a whole moves forward. We want to make UK hiring the fastest and fairest in the world, with a live local, work anywhere philosophy.” Ian Johnston, Executive Director of Disclosure for the Disclosure and Barring Service, said: “We are delighted to support the development of a simplified and supportive toolkit, free of charge, supporting those in local authority recruitment to make safer, informed decisions that will help to safeguard local vulnerable people.” Follow the DBS on LinkedIn
World Book Day – judgement and expectations are putting children off reading
New research on Wolrd Book Day shows that 1 in 5 kids feel judged for what they read, while a quarter are made to read things they don’t want to The sad truth is that fewer children than ever are choosing to read. So, because reading for pleasure improves life chances and World Book Day is all about children, this year we have heard from them – in their own voices. World Book Day conducted research with funding from The Mercers’ Company, and partnered with Beano Brain, to speak directly to children aged 7-14 about their feelings around reading for pleasure. The feedback is loud and clear; many of the 1,000 children we spoke to told us they feel judged and embarrassed about reading – and this quickly puts them off. If children feel shamed at an early age about their reading ability, or about their reading choices, they are less likely to read for pleasure, losing out on the benefits it brings to their well-being and educational success. Reading for pleasure is the single most important indicator of a child’s future success. Children are sending a clear message that adults need to understand the barriers they face and let go of expectations and judgements around reading, giving them choice – and a chance – to grow up as enthusiastic readers. “Adults think proper reading is… non-fiction, thick books, books with only words.” World Book Day focus groups respondent, 2023 “When you get older, the excitement of it all gets taken away from you, I don’t think I’d be able to read through a whole book now like I used to.” Boy, 14, Non-Reader, Beano Brain research 2023 Children feel they have no voice or choice Lack of choice is the primary issue for children when it comes to reading for pleasure. They feel they are not being given the freedom to choose the books they want to read, with the research revealing that over a third of children say they cannot choose what they want to read at home (34%) or at school (35%). One in four children say they’re encouraged to read things they simply don’t want to, while one fifth (21%) say they can’t find anything they want to read at home, which increases to a quarter at school (25%). Many children feel confused or overwhelmed when it comes to choosing a book (23%), creating further barriers to enjoyment. Many children say they would prefer their parents to stop reading to them, because they think their parents wouldn’t approve of the book they want to read. “I would rather read by myself – my parents don’t enjoy the books I want to read.” World Book Day focus groups respondent, 2023 “We only have set times that we are allowed to read in school. I like reading when I’m on my own, not when I’m forced to read because it puts me off.” Girl, 11, Non-Reader, Beano Brain research 2023 READ MORE QA News: BBC:Microbit invites children to survey school playgrounds The experience of feeling judged is also impacting children right across the age group. Over one child in every 10 say they feel judged by their reading ability at school (15%) and at home (16%), while twice as many – one in five – feel judged by others on their reading choices, both at school (20%) and at home (18%). ”I didn’t tell my teacher that I didn’t like that book in case she thought it was a bit rude and told me off.” Boy, 10, Light Reader, Beano Brain Research, 2023 Replace with: “There’s really no point in reading; I was really bad in primary school, I couldn’t do anything the teacher said.” Boy, 13, Non-Reader, Beano Brain research 2023 Adults have an essential role to play The positive role that grown-ups can play in a child’s reading journey was also clearly described by the children we spoke to. Two in five children think reading is best when they feel like they’re good at it (40%) while 30% say it’s best when they feel confident and encouraged. Over a quarter of kids say they believe they would enjoy reading more if it was made more fun (30%) and there was less nagging from grown-ups (28%) to do it. Over a quarter (28%) said reading is best when they can talk about reading and books with friends and family, while 18% said being read to regularly at home would help them enjoy reading more, alongsideseeing parents read themselves for fun (17%). However, only a quarter (25%) say their parents relax by reading in the home compared to scrolling on their phone (56%), watching TV (52%) or watching their phone or tablet (40%). “Adults usually tell you to read but then they don’t read and go on their phones. My teachers and my dad do that!” Girl, 11, Non-Reader (Beano Brain research, 2023) Children know what they want and the benefits when it works When World Book Day asked children when reading is best, autonomy and control were by far the most important factors: A quarter of children also believe they would enjoy reading more if they had more freedom to read in other ways, such as graphic novels/ audiobooks (25%) Children also appreciate the opportunities reading can offer them; one in four (24%) believe that reading lets them show who they are as a person and what they like doing, over a third feel that reading for fun makes them feel calmer and say they enjoy reading in their spare time, while 30% feel that reading allows them to go to different worlds and learn about different places and things. “I like to get into my pyjamas and curl up on the sofa; it doesn’t have to be silent but it has to be calm” Girl, 11, Reader, Beano Brain research 2023 Alice Read, teacher at Buckingham Primary School, Hampton comments: “I have had a child in the classroom and they had the book that they thought they wanted me to see they were reading, and underneath that, the book
Youth Development: Loud Speaker and NCS Launch Free Residential Programme for 15 to 17-year-olds at six UK locations
This Easter, Loud Speaker, in collaboration with the National Citizen Service (NCS), is set to redefine youth development with a pioneering residential programme, offered entirely free of charge for teens between 15 and 17-year-olds. With a legacy of impacting over 150,000 young lives through dynamic workshops, Loud Speaker, founded by best friends turned entrepreneurs, is at the forefront of innovative youth engagement. This programme is a testament to their belief that with the right mindset and skills, every young person can carve out their own path to success. From Friday 29th March to Tuesday 2nd April 2024, participants will embark on a transformative journey, not just stepping out of their comfort zones, but leaping into a world of possibilities. Set in six stunning locations across the UK, this programme is more than just an escape from daily life; it’s a launchpad for the future. Programme Highlights: Skill Development: Young people will dive deep into workshops that hone crucial employability and life skills. From effective communication and personal branding to enterprise and networking, participants will emerge with a toolkit for success in the modern world. Outdoor Activities: The type of activities that you don’t get to do everyday, including zip-lining, archery, and navigating high ropes. These activities are designed to build resilience, teamwork, and leadership skills. Evening Activities: Going all out with fun-filled evenings, featuring activities like Loud Speaker Bingo, karaoke, and The Big Quiz. It’s not just about learning; it’s about living. Inclusive Experience: Special provisions, including accommodations for those observing Ramadan, ensure an inclusive environment for all, allowing every participant to fully engage with the programme’s offerings. The six locations The Story Behind Loud Speaker: Loud Speaker’s founders are best friends who met at University in Liverpool and built a six-figure company from the ground up with only £30 in the bank account. Their story is a testament to what determination and belief in oneself can achieve. Their mission is to show young people that they, too, can make their dreams a reality, regardless of their starting point. Join the Movement: This Easter, be part of something extraordinary. Spaces are limited, and the potential for growth is boundless. Registration is now open, with NCS facilitating a smooth sign-up process. For more information and to secure your place in this life-changing programme, visit our tailor-made blog. If you have any questions, contact the NCS team via their website.
Ofsted in the spotlight – How much of a rating is decided before an inspector sets foot inside a school?
Are some schools more likely to get better Ofsted scores, based solely on their student intake and school characteristics? Ofsted ratings are very prevalent in the media and are often under scrutiny. As recently as 29th January 2024, a cross party group of MPs recommended a complete overhaul of the grading system, in light of the tragic death of headteacher Ruth Perry in 2023. Nonetheless, parents continue to use them as a method for selecting schools for their children and they are held up as a way of holding senior leaders within schools to account. A lot is known about the characteristics most associated with better achievement in education, such as certain ethnic groups, parents with more education and a wealthier upbringing. Additionally, there has been research into whether attending a school with a higher Ofsted rating is significant in predicting higher educational achievement. However, less is known about what school characteristics are most typically associated with better Ofsted ratings. Is it simply reflective of the respective affluence of a local area and hence student intake, or is there more to it than that? Simply, how much of a rating is down to factors that the school cannot control? New analysis New analysis from Inspire Economics covers data from Ofsted inspections of over twenty thousand state funded English schools suggests that London schools are 8 percentage points more likely to be graded as “Outstanding” than schools in the rest of the country. This is even when controlling for factors known to be associated with differing educational achievement, like ethnic make-up, the proportion of students on free school meals (FSM) and speak English as a first language. Schools that are selective (13 percentage points) and that are single sex (8 ppts) are also more likely to be outstanding, but it should be noted this represents only a very small proportion of the English state school system. Religious schools are less likely to be outstanding, as schools that are bigger than average and academies. Whilst the academy finding is interesting, this is likely to reflect the fact that schools are encouraged to become academies after a poor Ofsted result. Schools with a greater proportion of white British or FSM students are less likely to be outstanding, but only by a very negligible amount when controlling for other factors. Focusing only on primary and secondary schools brings similar results that are more profound in places. The London impact is slightly higher at primary level as is that of being a single sex school. Interestingly, having early years provision attached to a primary school makes that school 7 ppts less likely of being outstanding. It is not clear from the data why this might be and seemingly isn’t due to having a greater number of pupils – being above average size has a slight positive relationship with being outstanding. At secondary level, no relationship was found with Ofsted ratings and being an academy, a religious or above average size school or having more students with English as a first language. The London effect is less pronounced at secondary level but is still present. In a similar result to that with early years provision at primary level, having a sixth form suggests schools are 4 ppts less likely to be outstanding. Given what has already been stated about this not being a product of more students, it is perhaps a suggestion that schools offering additional services are more stretched and as a result are under-resourced. What does this mean? The London difference is really stark and opens up a lot of questions about what could be driving this. Given the prevalence of the North/South divide and “Levelling Up” in modern political rhetoric, there is perhaps much to be learned about what this means for students growing up outside of the capital. Barnaby Lenon of the University of Buckingham outlines several reasons that could be driving this disparity. The London Challenge programme, where schools where data across schools was compared and used to challenge lower performance and create a culture of accountability, is suggested as being a significant reason behind this. This ran from 2003-2011 and brought significant praise from Ofsted. READ MORE: It’s time to scrap the one word Ofsted ratings READ MORE: Are mobile phones being banned in schools? Lenon also discusses improvements at primary level bringing improvements at secondary level further on. This makes sense, but the difference is not as pronounced in this dataset and does not explain why primary schools in London are much better than elsewhere. There is a suggestion by Greaves (2014) that this is because of London primary schools being pilots for Numeracy and Literacy challenges but not much additional explanation is offered. Higher prevalence of academies and free schools, the Teach First programme and the higher levels of ethnic diversity in London are also given as reasons for the disparity. Whilst the white British group do perform worst academically and are least represented in London that the rest of England, this analysis controls for ethnicity, so shows that even when that is accounted for, the disparity remains between London schools and those elsewhere in the country. The results also suggest only a very minor impact (0.2 ppts) on the probability of being outstanding of having fewer white British students. Similarly, academies and free schools are also controlled for in this analysis and aren’t shown to have significant impacts on the Ofsted grade. Teach First was started in London in 2002 and brought in an influx of graduates who might not have considered teaching previously. Whilst it has had arguably more impact in London (it’s most represented area for sending recruits), for over ten years has sent graduates around the country. It therefore feels unlikely that it would be driving the level of disparity that we continue to see in 2024. Hence, it feels to me that there is more to this issue than has been suggested previously. I could only speculate on what the driving factors are and likely it is a
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