School Uniform – A Summary of Government Guidance to Schools
This post was written by Christian McAleenan, Managing Director of Owl & Badger, a schoolwear business. Christian is an advocate of reducing school uniform costs by allowing parents to shop from multiple school uniform suppliers. At the beginning of September the Competition and Markets Authority (CMA), whose role is to police competition law, wrote to the Department for Education (DfE). In its letter the CMA said that “school uniforms are a major cost to families” and blamed “school policies [that] prevent items being purchased from cheaper alternative suppliers”. The letter was prompted, the CMA said, by a surge of complaints from parents and carers about the excessive cost of uniforms. Undoubtedly, the CMA was also motivated by stories in the press highlighting the issue. The DfE responded in turn. During the exchange both organisations referred to guidance they had each issued respectively to schools and school uniform shops. But what is that guidance and how should school leaders expect government policy to develop going forward? What the DfE Says When Gavin Williamson, Secretary of State for Education, responded to the CMA he referred to guidance provided to schools in 2013. That guidance is the ‘School uniform guidance for governing bodies, school leaders, school staff and local authorities’. In summary, it notes the benefits of uniform and states that it is for the governing body of a school (or academy trust in the case of academies) to decide uniform policy. The views of the wider parent body should also be properly considered. It is applicable to both secondary school and primary school uniform policies. The main thrust of the guidance is to emphasise to school leaders that they must consider carefully the cost and availability of uniform. The guidance notes that there is a legal obligation on schools to ensure that uniform policy is not so expensive as to discourage parents from applying for a place. It further builds on this, advising schools that: • governing bodies should prioritise value for money for parents and be able to demonstrate how best value has been achieved; • compulsory branded items should be kept to a minimum; • cash back arrangements with school uniform suppliers were prohibited; and • exclusive single supplier contracts should be avoided, unless regular tendering competitions are run. Additionally, the guidance focuses on human rights, equality and discrimination considerations (something QA Education has touched on before here). The DfE reminds schools that though “pupils have the right to manifest a religion or belief,” this right can be restricted if properly justified (e.g. on genuine health and safety concerns). In any event, a school’s leadership should always be sensitive, reasonable and willing to engage in dialogue to resolve any problems. Governors should be open to considering reasonable requests for flexibility in uniform policy from individual pupils when doing so will accommodate particular social and cultural needs. Should things break down, governing bodies have a legal obligation to have a complaints procedure in place to deal with issues including those relating to school uniform. Finally, a school can discipline pupils for breaching the school’s rules on appearance or uniform. This should be carried out in accordance with the school’s published behaviour policy. This can include asking a pupil to go home briefly to change. However, consideration must be given to the child’s age and vulnerability, time it will take and availability of parents. What the CMA Says Turning to the CMA, their guidance is set out in an open letter sent to schools and school uniform suppliers in October 2015. The October 2015 letter repeats the DfE advice that head teachers and governing boards should help to ensure that prices are competitive and deliver good value for money. It also states that exclusive supplier relationships for school uniform undermine that requirement. To that end the letter states school leaders should: 1. ensure that parents’ and carers’ views on school uniform policy are taken on board and prioritise value for money when selecting uniform retailers; and 2. review current uniform arrangements with any exclusive supplier or retailer, modifying it to drive competition between school uniform suppliers instead. The CMA also highlighted that not doing so could mean a school was breaking competition law and could be investigated formally by the CMA. It is worth noting that even were the CMA does not act, a school risks being drawn into litigation brought independently by uniform suppliers who have been barred from selling uniform to parents. Such litigation would undoubtedly be costly, time consuming and disastrous for a school’s reputation. Mounting Pressure The government guidance to schools outlined above is now several years old. However, the guidance does not appear to have resolved the issue. This summer alone, stories relating to the high cost of school uniform were repeatedly covered by the BBC, Sky News, the Telegraph, the Guardian, and the Metro, to name but a few. Indeed, as grants issued to low income parents for school uniform are scaled back, the issue is likely to get worse. Unsurprisingly, this is causing government to react. The most movement to date has been seen in Wales. The Welsh Government issued new statutory guidance, which came into force on 1 September 2019. The Welsh guidance repeats the requirement for governing bodies to focus on reducing the cost of uniform and also brings in a new emphasis on promoting gender neutrality. It also provides clear suggestions on how to do achieve these goals, including the adoption of uniforms that can be bought from more than one outlet and the limitation of the use of badges or logos. Its ‘statutory’ nature means that schools are legally obliged to consider the advice set out within it (the DfE guidance referenced above is ‘non-statutory’, but see below as this is likely to change). At the same time, opposition MPs in Westminster have been campaigning to push down school uniform prices. At a joint session of the Education and Work and Pensions Committees, held in early September, MPs considered
DBS checks a guide for the Education Sector in 2023
The DBS (Disclosure and Barring Service) was formed on 1st December 2012 through the merger of the Criminal Records Bureau (CRB) and Independent Safeguarding Authority (ISA). Just as the CRB used to do, the DBS conducts background and criminal record checks on behalf of employers across England and Wales. Once presented with a certificate that reveals if the applicant has a criminal record, the organisation can then make better informed hiring decisions. This is particularly important when hiring people to work with children and vulnerable adults. All the information you need about DBS checks Who needs a DBS Check? We would recommend anyone who is in a position of trust undergoes a DBS Check. Basic Checks are a public service; they are available to any employer, and they can help to make suitable recruitment decisions. There is not a list of people who can and can’t have one; the only rules are what levels or type of check you qualify for. Do I legally have to get a DBS Check to work in education? Although DBS Checks are not required by law, OFSTED state that all schools must conduct DBS Checks on staff. This allows hiring managers to make suitable and safe hiring decisions. What kind of DBS Check is recommended for those working in education? There is no particular type of DBS Check required in order to work in education. However, Personnel Checks would recommend that employers in these sectors conduct an Enhanced DBS Check on all potential employees, as the nature of the sector involves working primarily with children. An Enhanced Check goes into more depth and allows the employer to also conduct a search of the Children’s Barred List Enhanced DBS Check What does an Enhanced DBS Check show? The Enhanced DBS Check is the highest level of check available, therefore it goes into the most level of detail. It reveals if a person has any spent or unspent convictions, warnings, cautions or reprimands on their criminal record. This check also has the option to search the Children or Adult Barred List, which is why it is highly recommended for the education sector, to discover if the applicant should be barred from working with these groups. The applicant’s local police force are also able to disclose other relevant information they hold on the applicant. How do I apply for an Enhanced DBS Check? For this level of Check, employers must apply on behalf of the potential candidate; individuals cannot apply themselves. Once the candidate has completed the application and it has been processed, the certificate will be mailed directly to the applicant. They will be required to present this to their new employer before starting the position. If the DBS check has been completed online, the employer will receive an email from Personnel Checks which states either; “We can confirm that the certificate contains no information” This means the check is clear and contains no criminal information. OR “We advise that you wait to view the applicants’ certificate to see the results before making a recruitment decision” This means there is some information on this check about the applicants’ criminal history and the employer should request to see the check in order to make an informed hiring decision. How long does it take to receive an Enhanced DBS Check? Generally, we find that Enhanced DBS Checks can be returned quicker when completed online rather than a paper application. Some Checks can be returned to us in as little as 24 hours if there are no queries, whereas some can take a week. Some applications can take longer and there is no guarantee of a turnaround time. The Children’s Barred List What is a Children’s Barred List check? Conducting a check of the Children’s Barred List used to be known as a List 99 Check. It is a quick way of finding out whether an individual is barred from working with children. A Children’s Barred List Check is only available to individuals working with children within the Educations sector and applies to the professions of teachers, tutors and teaching assistants etc. It is recommended that employers request a check of the Children’s Barred List if the applicant will be teaching, training or supervising children. If an applicant is found to be listed on the Children’s Barred List, then it is illegal to employ them for a role which involves working with children. If I perform a Children’s Barred List Check, do I still need a DBS Check? That is the decision of the employer. If the employer would like to see a full criminal record check then they can organise a DBS Check as well as the Children’s Barred List search. A Children’s Barred List Check can be carried out at the same time as an Enhanced DBS Check. Some employers begin an individual’s employment once the result of the Children’s Barred List search is complete. Is it easy to conduct a Children’s Barred List Check? To help you make quick hiring decisions, Personnel Checks can conduct a Children’s Barred List Check on the same day. You can provide us with your applicant’s details over the phone, and we can confirm later that day whether they are permitted to work with children. For your records, we will then confirm our findings in writing. How much does a Children’s Barred List Check cost? Prices vary but a leading supplier is charging £15.00 (inc VAT) or £17.50 for a fast track test. Can a DBS Check stop you from hiring? The Rehabilitation of Offenders Act 1974 states that a potential employer cannot discriminate against an applicant because of their criminal record after a certain amount of time has passed. If a DBS Check is returned and it shows that the applicant has a criminal record to their name, such as a warning, caution, reprimand, spent or unspent conviction, then it is up to the employer to decide whether it is relevant. They will have to take into account the age when the offence was committed and the nature of the crime. However, if the applicant is found to be on the Children’s or Adult’s Barred List, then it is against the law for the employer to offer
First aid lessons will become compulsory in 2020
From 2020 it will be compulsory for all school children in England to be taught First Aid. The move, announced by Education Secretary Gavin Williamson, means the government’s relationships, sex and health education curriculum will be taught in all state-funded schools in England from September 2020. Starting this month, 1,600 schools in England will be trialling first aid classes as part of the pilot in preparation for the full roll-out next year. Primary school children will be taught skills such as how to make an emergency call, while secondary school children will learn how to help someone suffering from a cardiac arrest. Mr Williamson said the new health curriculum would give every child “the chance to learn life-saving skills”, the BBC reports. The decision to make the lessons compulsory came after Lord Kerslake’s inquiry into the Manchester Arena bombing in May 2017 raised concerns that people on the scene “did not appear familiar with first aid principles”. For the Red Cross, which has been campaigning for over a decade for first aid lessons to be mandatory within schools, this is a landmark commitment that it said should be celebrated. However, the Red Cross also believes that the move does not go far enough as the legislation only covers schools in England and not those in Wales, Scotland or Northern Ireland where first aid classes will still only be an option. Campaigner Marina Fogle, wife to Red Cross British Ambassador Ben Fogle said: “You never know how you would act in an emergency, yet our actions could save a life. “This is why I think it’s fantastic that, after 10 years of campaigning by the British Red Cross, it will be compulsory for first aid skills to be taught in all state schools in England from 2020. It’s an impactful way to give young people the confidence they need to help someone. “As parents, Ben and I are so thrilled our children will be able to learn these important skills so that they never feel completely helpless in an emergency situation. “It’s also a relief knowing that if anything were to happen to them in the future, more people might be able to help. “So many women I know, especially those weaning their babies, are terrified of the possibility of their child choking. But children learning first aid could make all the difference if one of their younger siblings was choking at home. “This new legislation, however, is just for schools in England. At the moment teaching first aid in schools in the rest of the UK is optional. We support the British Red Cross’s calls for it to become a compulsory part of the curriculum throughout the UK so all school children get the same chance to learn how to save a life.” The introduction of basic first aid classes into schools can only be a good thing for the younger generation – equipping them with the skills to help someone in need is definitely a move in the right direction.
Twinkl creates industry buzz with new EdTech accelerator TwinklHive
Twinkl Educational Publishing is launching a new start-up accelerator which will bring together and provide support to emerging education technology companies. The accelerator, named TwinklHive, will support EdTech startups with a customisable investment opportunity, including options for mentorship and a cash injection. Located near to the company’s head office in Sheffield, TwinklHive has been created to catalyse an EdTech revolution and support companies that are set to transform areas of education and make a difference to the lives of teachers and pupils. Companies joining TwinklHive will be able to choose from a portfolio of services including resource production, marketing, application development and partnership consultancy. There is also an option for residency at TwinklHive, which has space for up to 80 team members. Jonathan Seaton, Co-Founder and CEO of Twinkl, said: “Entrepreneurs everywhere are having innovative technological ideas that could help millions of teachers. At Twinkl, we want to make sure that we are getting the right technology into classrooms so that we can empower educators and expand their teaching capabilities. “The team at Twinkl has specialised knowledge in augmented reality, international expansion, partnerships and a whole host of other areas, which we are eager to share. We are also excited to learn from the start-ups, as we believe that this shared experience will be invaluable.” Twinkl was founded in 2010 by husband and wife Jonathan and Susie Seaton. The idea for the company came when Susie was working as an Early years teacher and was frustrated with the resources available to educators at the time. When they first started Twinkl the couple worked evenings and weekends to make resources from scratch and published them online from a spare bedroom after work. The business has grown exponentially since then and now has over 500 employees, with over 625,000 teaching and learning resources available on the Twinkl site. Jonathan, Susie and the team at Twinkl are delighted to now be in a position to support new businesses that share the same values and mission. TwinklHive will be officially launched in October. For more information please email hive@twinkl.co.uk
The power of diversity in school
The provision of a diverse and multicultural environment has become an important factor for parents in choosing the right school for their child and a unique selling point for schools to differentiate. Not only does a diverse pupil roll support the school as a community, but it also nurtures a more united school body. True diversity, however, often means breaking down traditional barriers and accepting the fact that everyone is individual and that brings a whole new dimension to the school. For the school environment to be truly diverse, pupils should not be expected to conform to a fixed criteria or fit into a specific ‘mould’ because everyone is unique both in character and learning styles and abilities. Removing the racial, cultural and sociological ‘norm’ means that individuals are free to express themselves and become anything they want to be. In turn, this helps children to build their own independence, resilience and self-confidence. Many schools believe children work better in a diverse classroom environment because it allows them to push themselves outside of their comfort zones when they have people of varying backgrounds working alongside them. Often creativity is enhanced and education is generally more powerful due to the abundance of varying points of view, which also encourages the potential for collaborative working. School communities that span a wealth of nationalities and religions can really offer a powerful dynamic to the classroom environment and those that are able to build on that cultural diversity will, as a result, find they are able to provide a much richer, more diverse, academic and co-curricular programme. Yet, leading a diverse school is not just about embracing difference, actions always speak louder than words. For example, ensuring that you celebrate a range of different cultures, nationalities and religions as part of the academic and co-curricular programme in school, is vital. Celebrating cultural experiences and sharing knowledge whether it’s Chinese New Year, Harvest Festival, or German Lantern Festival means those important events are recognised across the whole school community. Acceptance of other cultures and beliefs helps children to understand what it means to be different while also encouraging a greater sense of comfort with these differences and also, to feel more comfortable in themselves. On the same token diversity is also about learning that as human beings, we are all the same and should be treated equally, respectfully and with the same level of consideration. Today, we find ourselves living in a world where integration and diversity should be at the very heart of a school’s ethos. As teachers, we have a genuine responsibility to identify those all-important cultural building blocks that our pupils already possess, so that we can continue to help them to build a greater understanding. Every child will respond differently to the curriculum and we must constantly flex and adapt to make sure that our teaching methods on diversity are also evolving and fit for purpose. Today’s diverse classrooms and schools are preparing children for careers in job markets with much less concern or confusion around national or community boundaries, which can only be a positive step. More importantly, as children grow and move forward in their educational journey, they will be able to adapt to new environments and cultural differences more fluidly with greater ease and confidence as they head out into the future world. By Rose Hardy, Headmistress at St Margaret’s School About St Margaret’s School St Margaret’s School is an independent day and boarding school for girls aged four to 18 years. Based in Bushey in Hertfordshire, the school is steeped in history and is among one of the oldest in the UK dating back to 1749. Offering a range of flexible boarding options for both UK and international pupils from the age of 12, the school is set over 60 acres of beautiful grounds and places its renowned pastoral care and proven track record of academic success at the heart of its culture and ethos. With a rich programme of extra-curricular activities, its girls are encouraged to discover their talents in a caring environment that fosters a genuine enthusiasm for learning in an evolving world filled with complex challenges and exciting new possibilities.
How video communications can be used in schools
What is the point of education? It is to create the best learning opportunities for as many students across early and secondary education as possible. Unfortunately, not all educational institutions have the ability or resources to offer the enriched programmes that they wish they could offer, and students could be missing out. New research has found that 91% of schools in the UK have had their funding per pupil cut and the impact of this growing crisis is leaving teachers and educators frustrated and feeling hopeless. So, with budgets being squeezed ever tighter, schools, administrators, and teachers need to take as many opportunities to save money in the future, without compromising learning. The children of today are gearing up to become adult citizens of tomorrow. The growth is parallel to the future of our country, reflected through the quality of the present education system. A school must stimulate curiosity in the young, impressionable minds and equip them with tools to be better human beings every way they can. One way in which teachers and educators can offer meaningful learning experiences for their pupils, bringing the world into the classroom, without overspending, is through the use of video communications. In our increasingly global society, it’s more important than ever for students to have an appreciation for and understanding of the world around them. Video communications can enrich a class through the addition of virtual field trips, collaboration exercises with remote classrooms and access to subject-matter experts all around the globe. From visiting world-renowned museums to learning about the stars from astronauts who have seen them from space, the power of HD video in the classroom can facilitate incredible, interactive learning experiences. One educator based in the US who is devoted to connecting their students to people and places from around the world is digital learning coach Ralph Krauss. He is passionate about connecting students with primary sources of education through the use of innovation and technology – something he calls edutainment. His edutainment learning has brought various experts in a number of fields to students including Grammy and Oscar winners to astronauts, governors, presidential candidates and many others. In our increasingly global society, it’s more important than ever for students to have an appreciation for and understanding of the world around them. When he began using video conferencing in the classroom it was primarily for 5th–8th grade (age 10–11). However, he has now branched out offers his edutainment service to nursery and preschool all the way up to through to school leavers and university students. Ralph explained: “I was a classroom teacher for a variety of grades from kindergarten (nursery) to fifth grade for eleven years. I found that there were certain topics and subjects that just weren’t sticking when I would simply read from a textbook. So, I decided to contact expert guest speakers to physically come in, so that my students could learn from a primary source of information. The distance was an issue, so I decided to connect my students over video conferencing with speakers.” An example of how Ralph brought these speakers into the classroom, without physically having to pay for them to come in, was when he used video communications to aid a project around the assassination of President Kennedy. He said: “I accepted a position to work as a digital coach at Pinecrest Academy of Nevada in 2016. This position was essentially a tech specialist position that had me supporting fellow teachers with adopting technology in the classroom. A colleague of mine was teaching his students about the assassination of President Kennedy and I decided to try this idea out with his students. I was able to connect the kids with retired Secret Service agent Clint Hill, who was present during the assassination. From his office in California, he was able to connect with students in Nevada to not only share his story but also answer their questions. This kind of learning takes on a deeper level than simply reading from books – it brings the facts to life.” Ralph went on to explain how these kinds of practices are not only enriching the learning experience for students but changing the approach of teaching. Statistics show that 65% of us are visual learners and this type of engagement is essential to make learning easier. Ralph continued: “I believe we have only begun to scratch the surface of what is possible with the use of video conferencing and visual engagement. We as a species are auditory. From the dawn of time, it has been one story handed down from one generation to the next orally and it has transcended cultures everywhere. Textbooks have proven time and time again to not always be the most accurate. What could be more accurate than a leading expert in a particular field?” But it doesn’t stop there. Video conferencing can be used to engage children and teachers in so many more ways than you can imagine. Children love field trips but unfortunately, due to budget, transportation, and timely preparation issues, these are becoming a rare thing on a school curriculum. By using video conferencing, children could visit a safari park in Africa or see icebergs in the Arctic – all without leaving the classroom. For teachers, the technology has endless possibilities. Teachers can broadcast administrative updates and school news straight to the classroom over video rather than holding assemblies. Or conduct remote parent-teacher meetings to help minimise scheduling conflicts or host video staff meetings and provide a recorded session for those who are unable to attend the live meeting. In higher education it allows for face-to-face meetings with professors and lecturers across the world in different times zones; it provides access to online courses and meetings with faculties from different universities. Plus, students are using these tools to connect with other students and experts across continents, to collaborate and work on projects together. Video communication enables students to take advantage of collaborative and hybrid classrooms. Using it to attend regular, in-class sessions for a particular course shows
Tackling teacher shortages – Aussie teacher placements
Romford Principal Stuart McLaughlin is tackling ‘head-on’ teacher shortages in the London Borough of Havering by flying out this October to Australia – where there is a surplus of teachers – to recruit qualified antipodean staff for his Borough’s 94 schools. English, maths and science teachers for the Borough’s secondary schools and main scale primary teachers will be top targets. Departing in October, Stuart will be flying out from Heathrow to Brisbane for eight days – courtesy of recruitment and retention specialist Supply Desk (trading as Teaching in Australia). He will meet a pool of candidates with a minimum of a Bachelor of Education Degree pre-vetted by its Australian recruitment team. A formalised matching process will be set up to enable Stuart to identify candidates suited to the specification given to him by each school in Havering, followed by a Skype interview with the leadership team of the relevant Havering school for those that are successful. Appointed overseas candidates for Havering will be invited to live with local families to help them to integrate well into school and community life. Clare Othman, Managing Director of Supply Desk Ltd, said, “When asked to identify the advantages of overseas recruitment, school leaders reported that international recruits brought different perspectives and experiences to school, which helped to diversify the staff profile, introduce new content and texts to subjects and broaden students’ horizons. These were perceived as secondary positive outcomes, rather than the primary motivators for recruiting teachers from abroad. The main advantage was that a previously unfilled post was filled by a subject specialist. Stuart, who is Principal of Bower Park Academy, Romford, will be charting his innovative journey in a video diary and will also be producing engaging 8-9 second video clips on his progress for use on Facebook, Twitter and Instagram. Commenting on this innovative approach to recruitment, Councillor Damian White, Leader of Havering Council, said, “Partnering with Supply Desk is an important strand of Havering’s recruitment and retention strategy which seeks to attract the very best teaching staff to Borough from across the UK and abroad to enrich its’ talent pool. “Our schools have reported that it’s getting harder to attract the right candidates, so earlier this year we also launched a campaign to promote Havering as a great place to live and work.” Please click on the link to see the video Living in Havering “It has the benefit of being in close proximity to London, whilst also having award-winning parks and great cultural facilities. It is also one of the more affordable places to live in Outer London. “We are very much looking forward to welcoming a new team of strong candidates to enrich our growing teacher cohort.”
How to overcome the challenges of a growing classroom
GCSE students will collect the results of two years of their labour today and begin planning for the next stage of their lives – whether that be another step in academia, or out into the working world. But as the class of 2019 departs, the onus immediately falls back onto school leaders to prepare for a new year, and an entirely new set of learners – and a growing classroom, too. 2018 saw the largest proportion of secondary school class sizes of 31 or more pupils in 35 years, figures which are set to increase this coming September. Meanwhile, the DfE projects that the number of pupils in state secondary schools will be 10% higher in 2023 than at present, and the swelling numbers are putting pressure on teachers, whose already heavy workload is being exacerbated by them having to dedicate more time to administrative tasks, such as reports and test marking. The growing classroom is inevitable, and so education leaders must find ways to overcome the challenges it presents. So how can this be done? Growing classrooms, growing challenges First, let’s take a closer look at the perfect storm of challenges facing teachers and learners alike as classroom sizes grow. The obvious issue is that the larger the classroom, the less individual attention each learner receives from the teacher. This is detrimental not only to those individuals’ learning but also to the teacher’s wellbeing and job satisfaction; after all, most teachers enter the profession hoping to lavish attention on pupils and enable every individual to fulfil their own potential. Many tasks, such as marking and reporting responsibilities, increase in volume as classroom sizes increase because certain tasks have to be repeated for every learner. Larger classrooms can also make it harder for individual learners to participate really actively, especially if they are particularly shy or anxious. In turn, the teacher has to work harder to generate an engaging, stimulating and rewarding environment which works for all learners – and, once again, this increases stress and may reduce effectiveness also. All this means that larger classroom sizes make it vitally important for teacher time to be optimised, particularly when it comes to those per-pupil responsibilities such as marking which grow alongside the register. Marking currently takes up over a quarter of the average working day, with many hours accumulated during evenings and weekends – add five pupils to the classroom, and that’s five more exercise books to add to the list. Assessment and learner progress have also become the intense focus of teacher accountability and evaluation, and whilst these qualities are certainly critically important, they again add substantial workload for every new learner in the classroom. And all this is happening amidst a broader context of substantial teacher pressure. Recent research suggests that a quarter of teachers quit within their first year, and another poll suggests that 40% of teachers plan to leave their profession within the next five years. The demands of an ever-changing curriculum and assessment framework, alongside punishingly long hours and wider political uncertainty, mean that many teachers are already struggling to maintain morale and even a basic work-life balance. Increase their average classroom size and that balance begins to slip even further in the wrong direction. It’s about time Yet many of these challenges circle back on a relatively simple issue – teacher time. Growing classrooms mean more time spent on marking, reporting and administration – and therefore less time on the business of teaching. Larger classrooms mean less one-to-one time between individual teachers and learners. Save teacher time, then, and we can begin to alleviate many of the challenges associated with larger classrooms. And this is an area where Educational Technology (EdTech) can really help. Many teachers have understandably been resistant to EdTech which they see as faddish, technology for technology’s sake or time-consuming to get to grips with. Interactive whiteboards, for example, have widely been regarded as a failure, having gone ahead without teacher support and driving no significant benefits for learners or teachers. They look impressive, but they are not nearly as high-impact as they seem. More low-key, yet far more impactful, is EdTech which focuses on streamlining and automating those tedious, but necessary, teacher tasks which take time away from the actual business of teaching and which scale up irrevocably as classes grow: marking, completing reports and assessments, and basic administration. There are now solutions available, for example, which enable learning materials to be quickly and easily tailored to the needs of different classes – or different individuals within a class, dramatically cutting down on planning time. Or solutions which provide classroom worksheets that can be automatically marked in real-time. Or solutions with integrated digital analytics so that the performance of individuals and groups can be tracked – and fed into reporting templates – far more easily. Harnessing these benefits depends on having an EdTech procurement strategy which is teacher-led, thinking not just about those tasks which are most appropriate to streamline via digital technology, but also about aspects such as how long teachers need to spend being trained on or on-boarded to new technology. It depends, also, on having the right infrastructure in place to support the technology chosen – that is reliable, high-speed connectivity throughout the entire school premises. And it depends on recognising that the most effective EdTech isn’t generally the flashiest device or piece of hardware to display to a classroom, but rather the tools aimed at streamlining convoluted processes and automating manual tasks, thereby freeing up teacher time. Growing classrooms are always going to be a substantial challenge for teachers and schools to meet – but EdTech can make the journey far easier. Written by: Stuart Hales, CEO of EdTech specialist, Wand Education.
Cardiff primary teacher wins Twinkl Teacher of the Year 2019
A Cardiff primary school teacher has been awarded Teacher of the Year 2019 for her outstanding work at Lakeside Primary School, Cyncoed. Holly Buse, who teaches Year 5 at Lakeside, was recognised for her efforts as part of the Twinkl Awards 2019 run by the international educational resource publisher, Twinkl. Teaching staff from across the UK were asked to nominate their colleagues for the awards by providing testimonials about the impact they have had on their school and pupils. Holly won ‘Teacher of the Year’ after her friend and colleague, Rachael Evans, submitted a heartfelt nomination of Holly. Rachael wrote: “Holly is the teacher I admire the most. Her energy, her passion and her organisational skills are admirable. She was once a pupil in our school, and now she holds her own amongst her former teachers. “Her class found out yesterday that she will follow them up from Year 5 to Year 6 – and I have never heard a louder cheer! “A beautiful soul, inside and out, and a fantastic teacher, who gives her all and then some.” The inaugural awards received nearly 400 nominations from across the UK for categories including ‘Teacher of the Year’, ‘Best Teaching Assistant’, ‘Best Office Staff Member’ and ‘Best Manager’. Speaking about her win, Holly said: “Thank you to Rachel Evans for nominating me. Her kind and thoughtful words brought a tear to my eye. “I am incredibly lucky to work in the Primary School that I once attended as a child with some teachers who taught me! “I am very fortunate to now work alongside these inspirational teachers and teach wonderful children who make school a very happy place to be. I feel privileged to love my job.” Due to the incredible success of the event this year, Twinkl will now be making its teaching awards an annual event. Jonathon Seaton, Co-founder and CEO of Twinkl, said: “It’s always great to give recognition to dedicated and passionate educators like Holly, who are the lifeblood of the UK education system. “The awards were a wonderful way for us to celebrate the amazing work of UK teaching staff and we were inspired by the nominations sent through to us. “The positive reaction to this year’s flagship event has been overwhelming and we can’t wait to spotlight even more fantastic teaching staff again in 2020.” For more information about Twinkl and its resources and services, please see the website.