Career advice for pupils interested in animal care
Offering career advice in diverse subjects is not an easy task – particularly in a field as specialised as animal care. We all know you have to be a big animal lover to do the job but this isn’t the only factor – there are many fields of knowledge which pupils may not have considered that are integral to the role. Learning the scientific details of animal care will take a lot of study, but the rewards will be great. Whether students approach this field through a university degree or learn on the job, they will need to consider the technological and biological side to providing the best possible care for animals, so need to prepare themselves for a lot of hard work! Read on so you can gen up on zooology career advice and help pupils learn about some different elements to working with animals that they may have not yet considered… What should I study? Some important areas of study that will help prepare you for your career are: • Habitat and acute temperature and humidity control • Food and medication preparation • Animal psychological and physical health Because of this, at school and college you should be prepared the study subjects outside the realms of zoology, such as: • Biology • Anatomy • Physiology • Areas that may help with presentation and confidence in public speaking, such as drama, can be a useful secondary subject as you will need to present information and lecture on topics, not to mention communicate well with colleagues and animal owners if you work in the veterinary arena. Regulating the temperature of habitats Animals can be extremely picky about the temperature of their home. Without a comfortable temperature, they could have their growth stunted, or worse, could die. One of the many tasks a zookeeper must be able to do is observing animals for signs of heat stress. As hard as you might try to replicate the outside world, an enclosure in a zoo is never going to perfectly mirror an animal’s natural habitat. The enclosure must therefore be adapted to suit a number of needs, such as humidity, ventilation, and temperature control. Keeping an eye on health and happiness Some of the animals that come under your care will inevitably be unwell and unhappy. Sometimes, you will need to care for animals who are in poor health, be it physically or psychologically. This can be one of the more trying aspects of this career, and certainly something you will want to back up with plenty of knowledge and studying. • Being able to spot symptoms — like with heat stress, a zookeeper must know what warning signs to look out for and report them to the necessary veterinarians. At higher levels, zookeepers and animal carers are expected to be able to spot trends in poor health and create a treatment plan. • Administering medication and treatment — adding medication to food may be simple, but there are also much more complex treatments that higher-level zookeepers may need to perform. • More complicated medical procedures — assisting during medical procedures may also be required, such as observing vital signs and handling the animal. Caring considerations for mammals Temperature can affect different animal groups in different ways. For mammals, signs of heat stress can be different than with reptiles: they share the panting, but can also become anxious or start to drool. It can become difficult to regulate temperature when shelter houses have a door open at all times to allow the animals out into their paddocks for fresh air and more space. As well as making heating the house difficult, this can also make it inefficient, as the building will often have the heating running when no animal is indoors to need it. These heaters would therefore be left running 24 hours a day in the winter, regardless of the animal being present to require it. Movement sensors do not help, as the heaters would turn off when the animal settles down to sleep or stops moving to rest during the day. A more efficient way of regulating the temperature is by using smart-sensor temperature control technology, which senses the presence of body heat from the animal. If the animal leaves the enclosure to head outside, the heating turns off. If it returns in, even if it isn’t moving during rest, the heater will stay on. The physical and mental wellbeing will be the most important part of your job and understanding how temperature can affect these things I essential. You’ll want to knuckle down on your science studies to achieve this! Caring considerations for reptiles Temperature regulation is also incredibly important for the wellbeing of reptiles. Despite loving the sun, reptiles are still susceptible to heat-stress. Symptoms in reptiles include lethargy, lack of appetite, and rapid breathing. Reptiles are very attuned and reliant upon the temperature of their environment. Prevention of heat stress is an important consideration, the installation of a suitable air conditioning unit is a great place to start. New technology around temperature regulation is being tested all the time in zoos. For example, at Paignton Zoo, they welcomed the public-vote named Khaleesi, a Komodo dragon at the end of 2018. As the largest species of lizard in the world, its temperature and basking needs are a little different. With this in mind, the zoo is using a new heating and lighting system that deploys multiple heat sources and lighting spots with different heat levels emitted. The system allows staff to control the temperature at different spots within the enclosure, encouraging Khaleesi to move around the space throughout the day to gain exercise. The importance of diet and nutrition Different food types have varying effects on animals. For example, did you know that while bearded dragons need dark, leafy greens as part of a healthy diet, they shouldn’t be fed spinach — one of the most well-known dark, leafy greens! The wide range of nutritional knowledge,
Parent-school communication: How much is too much?
ITV’s parenting expert and former Deputy Head Sue Atkins discussesthe best way to engage parents, and the dos and don’ts of parent-school communication… Making the transition from primary to secondary school is both exciting and challenging for both pupils and parents. New larger buildings, as well as new school routes and new friendships must be navigated which can be quite daunting. But it’s also an ideal time for schools to create a strong home to school bond. So, what processes can schools set up to send news and updates without consuming more time for precious office staff while securing parental support for the years to come? And how do schools know when they are overdoing it when it comes to parental engagement? Too many school systems A major culprit of ‘information overload’ can be the sheer number of communication systems a school operates, which can have an adverse effect on parental engagement. A recent survey by parent communication and online payment experts, ParentMailrevealed a disconnect between what schools believe and how they are operating in practice. 62% of schools felt using two or more systems to communicate with parents was detrimental to effective engagement. And yet, a significant 45% admitted they had fallen foul of this trap and were operating more than one parental communication system. Using separate systems for emails, texts, cashless paymentsand booking parent eveningappointments means multiple login details for parents to remember, which can add to confusion and leave parents feeling disengaged. Managing all your parental communication in one place not only creates staff and cost efficiencies but dramatically improves parental response rates too. Keep on track Targeted messaging that is easy to access and relevant will help establish the important bridge between home and school. My advice is to make sure you keep them onside, by being ‘on task’. Think interrogative pronouns! Who, when, why and what. Who do you need to target? When is the best time to reach them? Why do you need to message them? And what do you want to tell them and is there any action they need to take? Year 7 parents want to know how to access homework schedules, not information about GCSEs so ensure your communication is targeted. ‘Pupil post’ may have been replaced by ‘paperless post’ thanks to technology, giving schools greater control over getting the right information to parents at the right time. But there is still a risk important messages will be missed if parents receive too much information from too many sources. Keep it simple – you don’t have to ‘shout’ to get your voice heard. Parent-friendly communication engages and informs, it doesn’t overwhelm or confuse. Simplifying your technology and your messaging will support staff and keep parents onside from the outset. For more information on how to connect your school and parents efficiently and reliably visit ParentMail.
How the School playground nurtures resilience and encourage physical goals
Rose Hardy, Headmistress at St Margaret’s School shares her thoughts on how the school playground plays a big part of the development of children. Play time is more than simply a part of the day for children to let off steam. While all children need to have regular breaks from the focus and challenge expected in the classroom, play actually gives them an additional way to discover, take risks and challenge themselves without the rigid structure of day to day lessons. Play is imperaive to children’s growth and development, both in body and in mind. It is only through play that children begin to learn more about who they are as a person, their strengths and weaknesses and the differences in personalities between them and their friends or peers. Out in the playground children also learn about taking responsibility for their actions, about what it means to make choices independently as also about how to use their social skills. Play time is actually much more important than it might first appear on the surface because children also enjoy a level of control over their time in the playground, something which is less likely or at least different to the traditional classroom setting. However, this new sense of freedom also has to work alongside playground rules and for many children this is the biggest lesson they must learn. School playgrounds should be designed to offer safe but enhanced opportunities for physical challenge as well as to encourage imaginative and cooperative play to help children learn about goals, perseverance and resilience. Where children are constantly pushing themselves out of their comfort zones and striving to achieve new goals, as well as being around peers who are trying out new physical challenges, also inspires others too and can often give children that extra push and determination to succeed. For many children the playground can be a place of enhanced opportunities. When we speak to children about what they think is important in their own lives, we usually find that playing and spending time with their friends is close to the top of their list. This is for good reason, playing is one of the only natural ways for children to communicate with eachother from a very young age and schools need to continue to give children the space and the freedom to play safely whilst knowing when to intervene and when to take a step back. With different boundaries to those we see in the classroom, the outdoor play environment offers a stimulating haven upon which to participate in physical challenges and also to learn more about imagination, role playing and cooperative play. Most importantly, play is what makes us human and it’s also what makes us happy. About St Margaret’s School St Margaret’s School is an independent day and boarding school for girls aged 4 to 18 years. Based in Bushey, 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 11 years, 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.
The gender gap in STEM careers
STEM subjects encompass stereotypically male-dominated careers: science, technology, engineering, and maths. History has always leaned in favour of men within these subjects, which could explain why the number of females in these industries is still low. These damaging stereotypes, as well as preconceptions of what these careers entail, have left industries such as manufacturing wholly unappealing — nearly three-quarters of women admitted to Women in Manufacturing (WiM) they would not consider a career in manufacturing. How do we attract more women into these roles? In order to want to fill a job yourself, you must be able to envisage yourself in it first. For a woman looking at a male-dominated industry, it is difficult to do so. Therefore, to encourage more women companies need to recruit and retain more women — starting at the top. For example, the FTSE 100 was able to report an increase in female-held directorships in 2018. Despite the number of female executive directorships remaining the same between 2017 and 2018, directorships rose from 294 to 305, a rise of 1.3%. However, out of these 100 companies those in the construction and building sector only featured twice. The UK has the lowest percentage of female engineers across Europe. In fact, countries such as Cyprus having nearly three times as many women in similar roles. This article will focus on women’s relationship with the STEM and manufacturing industries and how to encourage female pupils into further studying STEM – laying the path for their careers. Missing the potential The first thing to look into is the sector’s existing employees. A 2016 survey found how manufacturing had the largest pool of untapped talent, simply because there were very few women in the roles previously. Not only is there an abundance of female staff available but they are also highly qualified, most possessing not only a bachelor’s but a supplementary master’s degree. Despite these qualifications, more than half of women employed in this sector feel they are treated differently due to their gender. This moves away from stereotypes however and into a dangerous position of discrimination. Women being in these roles has proved to be beneficial not only in plugging the gender gap, but also for the company’s profitability themselves. Research suggests that every 10 per cent increase in gender diversity relates to a 3.5 per cent increase in gross profit. Marci Bonham, Hilti’s Managing Director, believes that ‘supporting women as they take their first management steps within the industry will have a positive impact overall’. Shine theory This thought process links to shine theory. This theory carries significant relevance to women trying to crack the heavily dominated male industries. The workplace can be a hard place for anyone starting new, but for a woman starting off in a new role surrounded by mainly men — well the aforementioned stats speak for themselves. The shine theory looks at how much women can succeed if they befriended other females in the workplace, instead of battling against them. Effectively, this American concept emphasises how surrounding yourself with positive and successful women will create a positive atmosphere within. Careers development Despite being nearly half of the entire workforce in the UK, a report by the Guardian showed that women only make up 14.4% of the STEM workforce. This is despite the fact they make up almost half of the overall workforce. The best way of encouraging girls into STEM careers is to establish more prominent idol like figures within these subject areas. Take for example Brian Cox, it is easier for young boys interested in getting into physics to relate to him. Alternatively, Donna Strickland as a physicist from Canada, became only the third woman ever to win the Nobel Prize award for her science. Her name, along with others who achieved spectacular heights, needs to be promoted throughout kids of a young age. Apprentice routes University isn’t for everyone. This has seen apprenticeships gain in popularity once again. The statistics for the sectors women are choosing to carry out apprenticeships in doesn’t bode well in supporting this plug of the gender gap. Subject areas including learning support, travel services, and beauty therapy, all had 80% or more female applicants. On the other hand, vehicle maintenance and repair, gas industry, and construction skills all had below 10%. Here, we look at two companies who are pushing to increase their number of apprenticeships who are female: Lookers Group, retailer of Ford Transit Connect, has its own female apprentice network. The scheme is based around setting up regular meetings between female apprentices, providing them with the opportunity to share their new-found knowledge and experiences. British Gas is actively encouraging more women to enrol on its apprenticeship scheme. They similarly draw upon the fact, that by putting more women into male-dominated apprenticeships, the gender pay gap is likely to be bridged. Sources: manufacturinglounge.com growthbusiness.co.uk vinazine.com/2019/01/07/the-shine-theory-what-it-is-and-why-you-need-it/ bbc.co.uk/news/world-us-canada-37360233 notgoingtouni.co.uk/blog/girls-in-apprenticeships-3694 industryweek.com/leadership/women-untapped-resource-manufacturing business-school.exeter.ac.uk/media/universityofexeter/businessschool/documents/research/Female_FTSE_Report_2018.pdf
English as an additional language: literacy training
Katy Parkinson, founder and director of Lexonik by Sound Training, discusses how literacy training can improve the experience which academics have when attending UK universities… Academics with English as an additional language (EAL) can benefit greatly from literacy education programmes, which improve both their vocabulary when writing and their confidence in speaking to others. Many students who attend our universities who are not native English speakers find that, although there is no gap in their knowledge of the subject matter, they can struggle to keep up with classmates due to a language deficit. This is often caused by accents or dialects being too far away from ‘the mainstream,’ and can lead to a lack of confidence when it comes to speaking in seminars or reading course materials. We have found while working with Chinese students from Teeside University Business School, that our programme, Lexonik, had a profound impact on international learners. We found that following the training, which consisted of six hour-long sessions which took place over six weeks, the average reading age had increased by 27 months. When the reading age improves, this, in turn, improves the learners’ confidence when speaking to others on their course, and gives them the independence to become more literate, working out words on their own which they may not have come across during the course of their education. Literacy training focuses on roots of words Lexonik teaches literacy through a fast, fun version of Latin. It focuses on the roots of words and allows the students to build up words from their key elements, so they can learn what they mean, rather than just learning by rote. There is also a significant amount of recapping and reinforcing, to work at the pace of both the fastest and slowest learners. One of the dangers educators can fall into, when teaching literacy adult learners, is using childish course materials. It is important not to come across as patronising, and to respect the learner rather than insulting their intelligence. For this reason, we specifically tailor our course materials to be adult-friendly, and our students responded well to this. It is important to remember when providing training to all EAL students, particularly those in academia, that we are aiming to plug a language gap, not a knowledge gap. Just as if you went abroad to study, and did not speak the language, you would bring with you a suite of skills and experience, so do these students. They must be supported to be curious, engaged, and feel like they are understood and respected, just as we educators would expect ourselves. See lexonik.co.uk for the range of literacy training available from primary schools upwards.
The value of recent school leavers as role models.
It’s a positive step that the benefits of bringing employer volunteers into the classroom are now much more widely recognised and shows the value of recent school leavers as role models. Gatsby benchmark number 5 highlights multiple encounters with employers and employees as one of the eight core measures for good careers provision in schools, and bringing back school leavers (alumni volunteers) to share their career experience is an integral part of any good school or college careers curriculum. Yet in meeting such guidance, it is easy to presume all alumni volunteers must be well established in their careers to offer useful support. The benefits of bringing younger volunteers, and specifically younger alumni, back to the classroom can be easily overlooked. Recent research into the effect of near peer role models suggests that volunteers who are closer to students in terms of age can help with building crucial life skills such as resilience. Future First staff often see this in practice. We recently facilitated a world of work day for year nine students at Witchford Village College in Cambridgeshire. Amongst former student volunteers of all ages working with students on the day was an alumnus who left as recently as 2016. Alumni Programme Officer Natalie Grindey, who facilitated the event, said “…he was a great role model for the students. He talked to them about the fact he only started trying in year ten and because of that found leaving school hard, so wished he’d started earlier.” Such a valid message has much more weight for current students when delivered by someone not too distant from them in age or life experience. But it’s not just in sharing key employability skills like resilience that younger alumni can be beneficial. Pakefield High School near Lowestoft, for example, invited two recent school leavers to speak to year eight students as part of their preparation for choosing GCSE courses. Pakefield’s careers advisor said that following the event: “I have had feedback from many who have expressed they now have a clear career path to focus on as they choose their GCSE options”. Research by the Behavioural Insights Team also suggests the power of younger role models in giving current post-16 students knowledge and information on university education. Future First’s work with the National Collaborative Outreach Programme focuses specifically on building alumni communities to support greater participation in Higher Education (HE) in areas where it is currently lower than expected. This enables current students to access role models with a very recent understanding of the challenges of progressing to HE, and current undergraduates are especially keen to support students at their old school follow in their footsteps. Future First’s own ststistics suggest there is a keen appetite for volunteering amongst younger alumni. In 2017-18, 44% of active alumni volunteers were aged 16-25. These young people see the benefits of getting involved in supporting their old schools for themselves as well as for current school and college students. Participating in workshops and class discussion, for example, can give volunteers with little work experience more confidence in public speaking and an opportunity to reflect on their own skills. Some schools and colleges even hold events where younger alumni can network. East Norfolk Sixth Form College in Gorleston-on-Sea, Norfolk held an alumni network evening where recent leavers could meet more experienced alumni, enabling them to access networks to support their own future careers. It seems bringing back a mix of volunteers is key to offering opportunities for all alumni to offer their support and for current students to have a rich and varied experience. Adam Killeya, Head of Careers for Key Stage 5 at Saltash.net Community School in Cornwall recently ran two Sixth Form alumni panels at his school on ‘thinking about careers’ and ‘surviving the real world’. He explains “…in both cases the real life experience and advice that the alumni have been able to bring has made for a much livelier interesting session than we can otherwise do. It’s been particularly great to get a mix of recent leavers who students can closely identify with, and alumni with a rich vein of experience.” So inviting both more experienced alumni and recent leavers has definite benefits. It’s worth reflecting though that you don’t always need lots of life or career experience to give back and we shouldn’t discount the support recent school leavers, undergraduate students and early career alumni can offer. For further information on how Future First can support teaching staff to involve alumni / school leavers in the school curriculum and meet the Gatsby Benchmarks contact www.futurefirst.org.uk or call one of the team on 0207 239 8933
Can apprenticeships close the UK’s STEM skills gap?
A lack of workers with the correct STEM skills is reportedly costing the UK economy around £1.5 billion per annum. But could improving and developing STEM apprenticeships be the solution? Apprenticeships are becoming more popular than ever before, which is encouraging. But more still needs to be done to close the STEM skills gap. Perhaps due to their focus on offering hands-on and practical learning processes, apprenticeship programmes are ideally suited to the STEM — science, technology, engineering, and maths — sectors. But is there a way to boost the uptake where STEM apprenticeships are concerned? How big is the problem? To address the shortages, it’s important to understand the scale of it and what the future could hold if not dealt with efficiently. According to a response by the Royal Academy of Engineering, more than half of engineering companies say they have had problems recruiting the experienced engineers they need. Despite what many people may think, workforce ageing does play a significant role in the problem. As skilled and experienced engineers retire, it is increasing vacancies across thousands of engineering roles. Putting a more exact figure on this is EngineeringUK, which — through detailed analysis — has determined that there are annually 29,000 too few workers with level 3 skills and an even greater shortage of more qualified engineers — 40,000 of those with level 4 and above skills. Although we’ve passed the Brexit deadline and are still currently in the European Union, it continues to remain a problem for STEM businesses. As uncertainty remains, the UK’s exit from the European Union could create an even bigger headache for those in STEM sectors. To close the gap, more businesses are looking to become more inclusive. At present, under 10% of the engineering workforce is female, while those from minority ethnic backgrounds make up just 6% of the workforce. But, could apprenticeships be the solution? An insight to apprenticeships across the UK Traditionally, young people would leave school with a job waiting for them. Nowadays, students have a wealth of opportunities to choose from, whether it’s A-levels, BTECs or apprenticeships — and the latter is growing in popularity. Interestingly, over 491k young people started an apprenticeship in 2016-17. Each month, an average of 23,000 apprenticeship opportunities are listed on the government’s Find an Apprenticeship site, while organisations — such as WISE, which campaigns for gender balance in science, technology and engineering — are continually driving initiatives to help grow the number of apprentices in these sectors. However, between May and July 2017, parliamentary statistics show that only 43,600 people began an apprenticeship, which is a 61% reduction from the 113,000 that started in the same period in 2016. This has been largely accredited to an apprenticeship levy that was introduced in April 2017, which every employer with a pay bill of more than £3 million a year must adhere to if they want to employ apprentices. Has this had an impact on STEM-related businesses? Apparently not. In 2016/17, 112,000 people started a STEM apprenticeship — up from 95,000 in 2012/13. This growth is impressive and may be a sign that STEM employers are taking on board the warning that they must be creative with their recruitment processes. “The traditional recruitment pool is diminishing at the same time as work-based learning routes are facing increasing competition from alternative post-16-year-old provision. Employers wishing to attract quality applicants in sufficient numbers to meet their skills requirements have to look beyond their traditional sources” was one comment by Rod Kenyon, former director of the Apprenticeship Ambassadors Network. Should we be looking at the demographics of those who become apprentices to close in on the gap? Overall, women account for 50% of all apprentices in the UK. However, for STEM apprenticeships, they make up just 8% — encouraging this group of people could be the answer. It’s time to bring women into STEM positions. According to WISE, 5,080 women achieved a Core-STEM apprenticeship in 2016/2017, while 62,060 men accomplished the same in the same period. What makes this statistic even more concerning is that, according to an Apprenticeships in England report published by the House of Commons Library, 54% of overall apprenticeships starts were women in 2016/2017. Evidently, women are opting for apprenticeships in different fields, which means that STEM industries are missing out on thousands of potential workers if they don’t try to make their apprenticeship programmes as attractive to women apprentices as they clearly are to men. Reducing the gap By 2020, the government wants to place three million apprenticeships. Apprenticeships in STEM industries must be advocated and discussed in schools in order to instil a sense of enthusiasm from a younger age. Career advisors should make it clearer to kids that a university degree is not the only avenue to success and that the same level of fulfilment and opportunity is available with STEM apprenticeship programmes. Perhaps this means a stronger relationship between STEM firms and educational establishments, which can grant more opportunities for schoolchildren to get first-hand experience of how these companies work in practice prior to having to make an official decision. There are a lot of incentives for working in this industry too. The Institution of Engineering and Technology, otherwise known as IET, offers around £1 million in prizes, scholarships and awards. Hopefully, positive initiatives like the IET’s will help encourage participation in STEM apprentices and ease the pressure on these sectors’ skills gap – before it’s too late. This article was brought to you by Houghton International, industrial pump repairs specialists.
APPRENTICESHIPS: A QUESTION OF QUALITY
Louise Doyle, director at Mesma, on ensuring the quality of apprenticeships… The figures below are the results of Ofsted inspection activity in-year. It’s important to note these grades are for apprenticeship provision. This means they are not specific to any one type of provider. It’s surprising how often this is misunderstood. • 17/18 – Ofsted graded 58% of apprenticeship provision was at least good • 16/17 – 49% at least good • 15/16 – 63% at least good • 14/15 – 51% at least good What is perhaps more useful to highlight, is the reasons for the grade profile, have remained consistent during that time. I believe there is a high risk that the % won’t have improved by 2020. My rationale for considering this to be a risk is based on: Frameworks to standards challenge As the scaffolding of a well-understood, step-by-step framework is dismantled, trainers have looked to others to replace it. For example, they’ve looked to the awarding bodies, to the end-point assessment organisations. We often hear ‘how can I know what to teach if I don’t know how it will be tested’? But we have to ask why our training professionals look for guidance from elsewhere? Let me be absolutely clear; this is not a judgement of these individuals; it’s a recognition that much of apprenticeship provision (particularly at Level 2 and 3) has been built largely on assessment of NVQs. We’ve still much more to do to address this challenge. I was pleased to see Education and Training Foundation (ETF) look to gather opinion on the Professional Standards for Teaching and Training. I hope those delivering apprenticeships will actively engage with this. End-point assessments The introduction of end-point assessment is one of the biggest changes we’re experiencing because of the reforms. My guess is that we will see a lower level of first attempt achievement than we may have expected. Lower, because it is still very new. Lower because our trainers are still getting used to the differences between an on-programme portfolio and an end-point showcase. Lower because some of the assessment plans are more challenging than is necessary. Lower because we’re still getting to grips with what adequate preparation ought to be. I could go on. Whilst this is a concern and we need to act to improve it, I see it as teething problems. There is a much greater risk. As our collective knowledge of EPA grows, our thinking narrows – almost to the point where our curriculum becomes no more than a servant of the test. And if you think this can’t happen, then you only need to look at the concerns that arose around SATs and GCSE preparation. We must safeguard against a reductionist approach as best we can, by learning from elsewhere in the education system. This is an opportunity for policymakers, target setters and an inspection regime to move beyond data as far as is realistic. Employers: champion or thief? The champion or thief of quality apprenticeships are employers. A bold statement, so bear with me. The decision maker who signed the apprenticeship contract may not be the day-to-day mentor – so the mentor/ line manager is key to success. Any training provider will be able to share with you the difference it makes to the apprenticeship when an employer is actively involved. I have seen a clearer recognition of this as the reforms have unfolded. More caution over recruiting an apprentice where the employer may not deliver an appropriate level of off the job learning, doesn’t’ commit to reviewing progress; doesn’t provide an appropriate level of support. This recognition is good news for quality but perhaps not so good for hitting apprenticeship numbers or targets. Whilst higher education colleagues will struggle to recognise the point made earlier about programme design, I know many who are already coming up against the challenge of engaging line managers in the programme of learning. The business community has much to learn about how to support apprentices successfully, from the employers who really are the champions. A perfect storm in apprenticeships A perfect storm is brewing. While I like the proposed education inspection framework, I also understand there are those who harbour concerns. The overall direction of travel is good – the focus for inspection is towards education providers who will need to demonstrate delivery of an impactful, well-crafted curriculum, and the rationale behind it. If you look at this in the context of the risks I have outlined, I think we have a problem that needs to be rapidly addressed. Not, I hasten to add to deliver what Ofsted wants, more that what Ofsted will look at, are areas for development in apprenticeship provision, which will come into sharper focus. Apprenticeships can revolutionise an education system that has relied too long on a single track through A-level to university. Yet it can only do so if the quality on offer is in harmony with other parts of the education system. There is much for us to be positive about with the provision that is good. I look forward to the day an annual report tells us that 80% of in-year inspected apprenticeship provision is at least good. Read more on apprenticeships at www.mesma.co.uk
School finance – has your MAT considered GAG pooling?
Mat Smith, chartered certified accountant and solutions architect at PS Financials, part of the IRIS Software Group, puts a spotlight on improving school finance through General Annual Grant (GAG) pooling. Lord Agnew, the under-secretary of state for the school system, suggested that GAG pooling – where a multi-academy trust (MAT) collects general annual grant funding centrally and allocates budgets to individual schools – is an effective way to improve best practice. Research has shown that more centralised trusts perform better financially too. However, only five per cent of MATs are considering taking this route, according to one survey. So, what three areas should MATs explore when considering GAG pooling? 1. Champion achievement for all One advantage of GAG pooling is the opportunity for MATs to even out the funding schools receive in different postcodes, which enables more targeted financial support for weaker schools. If managed well, this can raise standards across the group. What’s needed is a culture where MAT schools are encouraged to champion the achievement of all children in the group. A commitment to communication and transparency about how funding is allocated, and why, would be essential too. This would ensure headteachers’ agree allocated school budgets, which would then enable them to make collective informed decisions about where investment will bring the greatest improvement to the group as a whole. 2. Small changes in school finance management More centralised trusts have shown to perform better financially, but going for all or nothing can be a big step for trusts to take. One option is to centrally manage specific functions on a group-wide basis as a starting point. This would bring economies of scale to areas such as maintenance and utilities and reduce high administration or premises charges. Local purchases and more specific resources could then be managed through a school’s own individual bank account to coincide with the leadership team’s control. 3. Focus on developing your teachers Another way for MATs to take a step towards GAG pooling is with their greatest assets – their teachers. Some trusts employ newly qualified teachers (NQTs) who are given the opportunity to provide cover and support where it is needed across the group. This approach can help to cut high agency costs, provide students with a familiar face during teacher absence and enables NQTs to gain teaching experience beyond a single school, supporting their professional development. A successful move to GAG pooling requires vital synergy in the values, cultural fit and ethos of a trust and its schools. There can be strength in numbers and by getting centralisation right, trusts can ensure better resources are available to more schools, benefitting more children. For more information on school finance management solutions for MATs visit PS Financials.