Enabling a mobile campus at Orchard Hill College
Enabling a mobile campus at Orchard Hill College, article from Paul Fisher, Technical Consultant at Parallels Orchard Hill College in London is an Ofsted Outstanding specialist college with six learning centres across London and Surrey where students with learning difficulties and disabilities over the age of 16 can access a range of specialist vocational programmes from animal care and catering to digital media and more. In order to provide a modern working environment and up-to-date working experience, the college’s team of lecturers and staff—around 300 people—need to be able to remotely connect to their work computer desktops, and access all their applications, from anywhere in the college or at home, and on any device they choose. Remote Desktops for mobile working The college decided it made sense to go down the remote application publishing and virtual desktop route and its IT department assessed the market offerings. It discovered that a basic Citrix package meant that applications could only be published through XenApp. The college needed to be able to publish its own applications and desktops to laptops and mobile devices being used remotely, but to do this would need to purchase a more expensive license. In addition, the IT department discovered that managing the Citrix environment was complicated and they really needed to invest in some training which would dramatically increase the deployment time for the college. Because of the real potential for increased workload and costly upgrades, the college decided to go with Parallels® Remote Application Server (RAS) as a simpler and more cost-effective alternative. With just one license, everything is included. Why Parallels RAS? First and foremost, Parallels RAS eliminates the need for expensive add-ons. It is also so simple to set up and maintain, the college IT team can handle it all and there is no requirement for additional help from external technicians. RAS is an all-in-one solution that includes simple patching and updates to all clones, load balancing, automatic configuration of clients, and ready-to-go shadowing features that make technical support easy. Orchard Hill College found it to be quick and straightforward to migrate across to its new Parallels RAS platform. Instead of the anticipated months, completion took only a few hours, impressing the college’s IT department. BYOD made easy An additional benefit – and one that is greatly appreciated – is that faculty and staff at Orchard Hill College can now bring in their own laptops, tablets and mobile devices to work on. This is because Parallels RAS enables the college to implement a data-secure bring-your-own-device (BYOD) policy, which helps extend the life of its existing hardware and saves the college money in terms of buying replacement devices. The IT department is able to update the administrative documentation on any device, anywhere, including from the comfort of their own homes. The college currently supports BYOD devices that run Windows, Mac®, iOS, and HTML5 Client, and will add support for Chromebooks soon. Thanks to Parallels RAS, Orchard Hill College has been able to lower the total-cost-of-ownership (TCO) of its remote application management, which give the faculty and staff the ability to work on mobile devices and have a BYOD policy. The savings come from lower licensing costs, reduced additional application costs, an increase in efficiency to load balances, and server management optimisation. Visit parallels.com/ras for more information.
What you should know about SEND teacher applications
January to June is a key time for school recruitment and for roles working with people with special needs and disabilities as the New Year is often when management teams turn their eye to planning for the next academic year. But how do you make your SEND teacher application stand out from the crowd at a time when everyone is looking for a new job? We caught up with professionals in SEND recruitment to ask their tips on how to write successful job applications for these types of roles. Start with the basics Kelly Woollard is the lead SEND consultant at Clarus Education, one of the UK’s largest education recruitment companies. She deals with hundreds of teaching job applications every week and has the following advice. “My first tip is to get the basics right. A good application will use clear written English with correct spelling and grammar and will be laid out neatly. It sounds obvious but when I’m sifting through applications, you’d be surprised at how many have mistakes or a messy layout. They immediately stand out for all the wrong reasons. “Next you need to think about crafting a good personal statement. This will set your stall from the outset. Highlight your ambition and passion, key achievements, outcomes and impact for children. Selling yourself is something that a lot of people can feel uncomfortable about, but the way to get around it is to approach it as though you are talking about somebody else. Ask your friends, relatives or former colleagues for ideas about what they think you’re good at. Business networking sites like LinkedIn are also a great place to get professional recommendations, so use (and actively seek out) endorsements from here and paraphrase them on your application. “If you feel uncomfortable about asking people for help, consider how you would feel if the shoe was on the other foot – the fact that you work in education, and particularly in SEND, means that it’s probably in your nature to want to help others; it’s likely you will find that your own network will feel the same. “In terms of layout, bullet points are a good option. We get hundreds of applications for each role, so remember the person reading yours is likely to have seen quite a few. Anything that keeps it short, snappy and to the point is a winner. Highlight any extra curriculum activities you can do such as languages, Duke of Edinburgh, sports clubs etc. “Photos can be a good idea and can make your application stand out, but it needs to be a head and shoulders shot that looks professional. A cropped photo from a night out is not the way to go.” Tailor your application to the specific SEND teacher role Amy Allen, founder of Senploy, the UK’s first jobsite dedicated to special educational needs and disabilities roles, has this advice: “You’ll probably know from experience that SEND teacher jobs often require application forms either as well as (or instead of) sending a CV. Often it’s because SEND teacher roles are publicly funded based at schools, colleges, councils and within the NHS, where it’s an integral part of the HR process. It’s also a way of the organisation gauging if your personality suits the type of role you’re applying for. “In our industry, more so than others, it’s essential to write an application that’s bespoke to the role. It can be difficult to stay motivated if you’ve written multiple job applications already, but by tailoring your application to the specific organisation you’ll make yourself stand out as somebody who is aligned with their vision and values. Read up on their mission statement and company ethos and demonstrate how you ‘fit’ with these. “As well as qualifications and experience, demonstrating ‘softer skills’ like empathy, patience and understanding are just as important for roles in the SEND industry, so potential employers will often ask you to fill in an application form with questions geared towards assessing these areas. Here is a chance to showcase your personality, the unique qualities you have that will mean you’ll excel in a role working with people with special needs and disabilities. I’d always try to weave in some real-life examples here – obviously it’s great if they’re work related but you can use situations from your personal life if they’re appropriate. Think outside the box! “Another tip is to be wary of jargon, our industry uses lots of acronyms which can make you look unprofessional if you get them wrong. Use correct and up to date SEND terminology then check and double check to make sure your using the right abbreviations. And if you’re not sure, use a full description. My one rule is to never guess as that could leave you looking unprofessional. “When adding any training use the correct qualification like Team Teach, don’t abbreviate to TT. Always state the date you undertook the training as some qualifications need refreshing.” Senploy is the UK’s first dedicated job site for careers in the special educational needs and disability sector, the website is packed with helpful advice for those looking for SEND teacher roles.
National school competition ignites children’s interest in space and robotics
The online educational publisher Twinkl and the EPSRC UK Robotics & Autonomous Systems Network (UK-RAS Network), have joined forces to launch a national School Robot Competition and celebrated on Thursday 13th February with an out-of-this-world event. The competition invites classes and school groups to design space exploration robots using a specially created application or online. The launch fittingly took place beneath the 80ft-long Blue Streak Rocket at the National Space Centre in Leicester. A group of students aged 8 to 11 from nearby Mellor Community Primary School and Forest Lodge Academy were invited to meet robotics experts from the UK-RAS Network and try out the app, which was designed and created by Twinkl for the competition. The annual competition is open to groups of pupils aged 8-14. Each group needs to create virtual robots that can move across challenging space environments and complete a range of tasks. Schools can enter by downloading and creating an account through the augmented reality (AR) app, which is available from today (Thursday 13th February) on the Apple App Store and Google Play, or by using the web-based version. The competition will be accepting entries until midnight on Monday 4th May. Jonathan Seaton, CEO and Co-founder of Twinkl, said: “The competition is a really exciting way for children to explore STEM and test their collaboration and design skills. We hope that the competition once again gets children thinking about the future of robotics and inspires them to explore the subject further. We are really grateful to all the partners that have been involved and can’t wait to join them later in the year to judge the entries.” Karen Hammond, Headteacher of Mellor Primary School said: “We’re really interested in space, making robots, and anything to do with technology so we were really keen to attend the event. Some of the children here are digital leaders, they teach other children and also adults at the school how to use the latest technology. “You have to be very creative in this industry, you have to be creative to come up with innovative solutions. The more creative they are, the more creative the ideas so it’s wonderful to capture their interest at this age”. A pupil from Forest Lodge Academy said: “The app is so cool – I’m going to download it as soon as I get home. I can’t wait to tell my parents that I know how to build a robot!” The launch was also attended by competition partner Pipebots, a network developing micro-robots to fix problems in underground pipe networks and dangerous sites. Pipebots will be judging the competition with UK-RAS and Twinkl alongside a host of other organisations, networks, and research programmes that specialise in artificial intelligence, robotics and space. The winning robots will be chosen based on a range of different criteria. The overall competition winner will receive a MiRo-E Robot from Consequential Robotics, an entertaining and emotionally engaging robot that responds to human interaction. There will also be a range of exciting and unique prizes up for grabs, which have been generously donated by partners, including robot kits for students, robot laboratory tours, Lego EV3 systems and educational support for schools. Dr James Law, Director of Innovation and Knowledge Exchange, Sheffield Robotics and member of the UK-RAS Network said: “We’ve had quite a few children ask whether they can buy a MiRo-E Robot and if they could take it home, they love it! That’s one of the important things about this competition though, to expose children to the opportunities within robotics and to inspire them to get involved. “More than that, we’re coming to an age now where robots are becoming part of our everyday lives and this will only increase. Therefore, it’s important for children to learn about these technological developments as they’re going to get more exposure to them in the future.” More information can be found at twinkl.co.uk/robotics
Is there any value spending time making parent-friendly communication?
Winston Poyton, education, charities & commercial product director at IRIS Software Group discusses the best way for schools to engage parents of children with SEN. Fear of the unknown can make points in the education journey such as a new teacher or starting a new school an anxious time for pupils with SEN and their parents. At these times, a school’s natural response is to provide parents with plenty of information so they can help their children adjust to the new environment. In these ‘technologically rich’ days, parental communication can happen at the click of a button. This means that schools can often be competing with a plethora of other social media and marketing messages to get important, specific information through to families. When working with children and young people who have special needs, how can you establish clear communication lines and ensure parents get the information they need to support their children through each stage of their education? Back to basics Flooding parents with information can lead to confusion and disengagement. Pare it down too much and you risk the same outcome. Pupils with SEN tend to be more settled in school and make more progress when their families are informed and engaged. At the start of the academic year, for example, Year 7 parents want to know how to pay for school trips or who will help their child choose a healthy meal at lunch time. Assessment dates might not be important to them just yet so make sure your communications are targeted. Keeping communications relevant helps ensure parents remain connected and able to help the school meet their child’s needs. Reduce your communication channels It’s not just a matter of getting the right information to parents at the right time. In a survey conducted by IRIS Education, 62% of schools believed using two or more systems to communicate with parents can lead to reduced communication effectiveness. And yet, 45% admitted to operating more than one. Mobile devices offer a great opportunity for schools to put communication into parents’ hands. By simplifying your systems, parents can manage all school information in one convenient place and can check on school messages as easily as they can keep up to date with what’s happening with their friends on Facebook. Engaged families Implementing the right communication processes establishes and strengthens the important home school links. Whether you want to help a child adjust to a new learning environment or encourage a little extra help outside of school, informed and engaged parents are critical to success. To find out more about improving home/school communications, please visit https://www.iris.co.uk/suite/parentmail/
Literature, LEGO and learning to meet at national maths conference
Winnie the Pooh, Harry Potter, ‘maths dancing’ and LEGO will be among the wide variety of subjects introduced during the 80 original talks and workshops, at an annual national maths conference. 2020 Association of Teachers of Mathematics’ Annual Conference. Around 200 delegates – including subject teachers and lecturers, national educational policy makers, mathematics consultant organisations, businesses and others – are due to attend the Association of Teachers of Mathematics (ATM) Conference; to be held from April 6 to 9 (Monday to Thursday), at the Four Star De Vere Staverton Estate hotel in Daventry, Northamptonshire. With the theme of ‘2020 Visualising’, the 80 sessions and key speakers will see delegates explore new ideas and the latest developments in mathematics education, and make social and professional connections in a stimulating environment. Talks will explore how mathematics links to a very wide variety of other topics and subjects, and will include: · Defence against the dark arts (by speaker Anne Watson) – Drawing on JK Rowling’s book Harry Potter and the Order of the Phoenix, to show how the popular series can be used to develop children’s interest in mathematics. · The biggest Woozle in a Wizzle (by Derek Ball) – Using this Winnie the Pooh and Piglet story to explore geometry. · Maths in the ‘real world’ – learning with Lego (with Evelyn Hardy) and The mechanics of children’s toys (by Ian Hibbert) – Looking at how children’s toys can be used to teach even quite advanced mathematical ideas. · Dancing maths (with Rebecca Hart) – A physically active workshop where delegates will be active; ‘stomping out’ the times-tables, making number digits with their bodies, moving bar charts, etc. Other sessions will look at tackling people’s ‘maths anxiety’, how to reach students with ADHD (Attention Deficit Hyperactivity Disorder) and Dyscalculia (a persistent difficulty in understanding numbers), and helping young people understand maths and statistics as used in media stories. Delegates will also get involved in hands on activities such as using crafts to build geometrical solids. For full information on Conference speakers and sessions, and to book a place, go online to ATM website link www.atm.org.uk/2020-Conference OR contact the ATM office on 01332 977891 or email: admin@atm.org.uk Heather Davis, Chair of the Association of Teachers of Mathematics’ General Council, said: “There are a wealth of subjects being tackled, mathematically, at our 2020 ATM Annual Conference; showing how the world of numbers intersects with lots of other topics. “Our annual event is always a great opportunity for those involved in mathematics to hear from celebrated speakers and on the latest developments in the subject area. “I look forward to a great turnout at the Conference and a lively exchange of ideas, as usual.” There are a limited number of £100 bursaries available to offset the cost of attending Conference. These are open to all but priority will be given to student and newly qualified teachers, and first time Conference attendees, on a ‘first come, first served’ basis. Information, again, on the above 2020 Conference website page link. The Association of Teachers of Mathematics (ATM) was founded in 1952 by educators Dr Caleb Gattegno and Roland Collins. At a time when mathematics was generally taught in a fixed and traditional way, ATM’s founders believed young people should learn the subject through lively and interesting experiences. The educational charity now has almost 4,000 individual, schools, university, institution and business members; including at 13 active branches across the UK, with further branches in Singapore and Hong Kong. ATM’s Executive Officer is Samantha Walters. The Chair of its General Council of Trustees is Heather Davis. For more information on the Association of Teachers of Mathematics (ATM) see its website at www.atm.org.uk/
How WiFi is Transforming the Student Experience
The generation that has never lived life without the internet and easy access to a computer, Gen Z-ers grew up during the ultimate period of digital transformation. They’re now students and pupils and whether it’s school, college or university, WiFi has changed the game of education for them like no other generation has experienced. From home-learning being more accessible than ever before to research being easy to do without even leaving their bed, education has been accelerated into overdrive with the handiness that is WiFi. It doesn’t just relate to learning either, but their mental health, their unique needs and ultimately their happiness. After all, they often spend the majority of their waking hours in the learning environment. Sharing is Caring The word to “share” has become just as much a verb – to do something – as it has an adjective. Sharing is fundamental to the way we learn – sharing ideas, sharing files and even sharing mobile hotspots. At university for example, one presentation can be sent to a group who are working on a project, and everyone can edit, comment and share inputs into the document in real-time with full visibility from everyone else. Say goodbye to the person who always bails on meeting for group projects! Mental Health One in ten children aged between five and 16 have mental health problems. Social media has been flagged up for contributing to mental health problems, but the internet is also one of the main parties helping to tackle the stigma and encourage conversation. Mental health apps in general have exploded in the past few years as the mindfulness conversation goes into full swing. From DreamyKid, which helps children to meditate, to Kids Yoga Deck and Breathing Bubbles which helps them with releasing their worries, there is an app for everything. With so many pupils using iPads at school, it is worth teachers setting aside an hour a week for these important apps. Concentration We all know that kids can get distracted easily – we all can. The internet can, of course, be one of the main culprits of distraction and procrastination, but that doesn’t mean it should be banished. It can also bring opportunity to help people to focus. Apps like Forest encourage you to focus, and if they don’t touch their phone while doing their homework they grow tree after tree. The Luxury of Choice There are now far more opportunities for geographically isolated or underprivileged students, ones which can help them to thrive. If they have access to WiFi at home, they can take advantage of Skype language lessons, online training courses, or simply classes being posted online for free. The internet can help more students than ever before to get an education, no matter where they are. If you want to learn about something but can’t afford the hefty tuition fee, the internet can give you a crash course in it through forums, search engines and an abundance of free resources. Self-education is thriving, and universities are taking advantage of this through the online courses. It means that there is still the importance of going to university for careers guidance, networking and life skills, but you also have the freedom to learn no matter where. Virtual Reality & Personalised Learning We are built to socialise and talk to people, learn from our peers and collaborate. So where does online learning and the luxury of choice come in there? Step forward, virtual reality. By being co-located in a classroom with their peers, once it is in place it will be one step ahead of the normal “online schools” and will take online learning into overdrive. It also means that younger children will be able to access personalised learning through a virtual reality setting, with AI teachers catered to their specific skills. Who knows, maybe one day information will be uploaded directly into our brains… Special Needs are Better Catered for Approximately 15% of the world’s population – or one billion people – have some form of disability. For teachers, having a one-size-fits-all approach to learning is not, and has never been possible, but they have had to make do with limited resources. With new developments, people with special needs can thrive in a way that they never previously have. Assistive technologies like electronic worksheets for dyslexics, phonetic spelling software and virtual social interaction learning for autistic students, technology has helped them to overcome many learning difficulties. Learning websites like BBC Bitesize have helped students learn for more than a decade, but education now has a new meaning. WiFi and digital mean students can work on the other side of the world from each other and be connected, and a good WiFi solution should never be compromised. If an education institution has poor or underperforming WiFi, it no longer means that people can’t just access websites. WiFi within education truly enables students to reach a wealth of up to the minute information, share information and collaborate. Most importantly, it allows the institutions to adapt to learner needs and embrace the latest educational resources. By Will Evans, Director at Performance Networks
One in ten children leave primary school unable to brush their teeth
Surprising numbers of children in the UK are leaving primary school without basic life skills such as being able to brush their own teeth, dress themselves without assistance and tell the time. According to a new study, one in ten (10%) children are leaving primary school unable to brush their own teeth, dress themselves or tell the time. The research by watch and sunglasses specialist, Tic Watches, also revealed that almost one in six (16%) primary school leavers are unable to swim, despite the national curriculum stating that all children should be able to swim 25 metres by this time, and 13% are unable to ride a bike. The most common basic skills that UK children leave primary school without are: Swimming (16%) Knowing their times tables (13%) Riding a bike (13%) Reading full sentences (10%) Brushing their own teeth (10%) Whilst previous studies have suggested that girls outperform their male peers on all levels, the new research suggests that boys are more advanced when it comes to more practical life skills*. A concerning one in seven (15%) girls leave primary school unable to brush their teeth without assistance, compared to just 4% of boys. Equally worrying, 10% of girls of the same age are unable to dress themselves, compared to 8% of boys. The research also showed one in ten boys left primary school unable to ride a bike (10%), compared to one in six girls (16%). Meanwhile, one in ten girls are unable to tell the time using a watch (10%), in comparison to 8% of boys at this age. Mya Medina, Chief Education Adviser at online tutoring service, Tutor House, commented: “The stereotype is that girls are better at language and verbal communication, including reading, while boys are better at technical subjects like science and maths. Equally, it’s been said that girls take better care of themselves and behave more maturely, thus taking on tasks, such as dressing themselves and brushing their teeth, with greater success. “This research should be seen as proving the importance of nurture over nature in developing skills. While few scientists would try to claim that male and female brains are identical, it is increasingly being proven that the difference is so minor that you would not see a difference in their skills. Increasingly, science is showing that nurture has a far greater effect on a child’s skills, knowledge and ability than we had acknowledged. She concluded: “Perhaps parents are becoming more aware of the stereotypes and are investing more time in teaching sons to dress themselves and brush their teeth. Alternatively, this could be a symptom of a crisis of confidence in young girls and an ongoing issue where girls can be overlooked or take a back seat in early-stage schooling, thus receiving less support.” Danny Richmond, Managing Director of Tic Watches, said: “It’s concerning to see just how many children are leaving primary school without basic life skills, in particular swimming, a skill which is taught as part of the curriculum. “This research shows how important it is that kids are given the opportunities to thrive both at home and at school, to ensure that they are fully prepared when they move on to high school.” For more of this research, including more information on the basic life skills, please visit https://www.ticwatches.co.uk/blog/2020/01/%ef%bb%bfa-study-into-basic-life-skills-in-primary-school-leavers/
Transform floors, walls and lives – Rhino UK Talk Inclusive Play
Sensory Activities are becoming a hot trend, and we couldn’t be more excited that people are coming around to an inclusive style of play. Why? Well, because Sensory Activities are brilliant at engaging children’s minds, muscles and social sides, opening them up to new experiences; all whilst aiding their emotional, mental and physical development. You’ll find an abundance of listicles online providing fun filled sensory activity inspiration that you could try for yourself. Although, are they fun for everybody? Sandpits can be a bit messy. You might not have a nice garden or large playground for children to run around and explore. And finding space for a sensory room might sound like an impossible quest. Sensory activities should be both practical and inclusive, so that every child can properly explore their senses. This is something that we champion at Rhino UK, and it’s why we’re proud suppliers of Om Interactive technology, who are pioneers of inclusive play. The extraordinary OmiVista system turns any wall or floor into a fully interactive sensory playground. The sophisticated projector technology decorates the intended surface in dazzling HD colour, as dull floors transform into oceans filled with fish, giant sandpits, or even galaxies scatted with stars. Every projected surface is fully interactive, allowing users to discover for themselves the new worlds at their feet. Whilst each unit comes with 300 preloaded games that are specifically designed to engage your mind and senses, providing a fun space for learning. Installing this device is easy, as the whole process is completed by Rhino UK’s friendly team. Once installed the system is simply activated by the click of a button, so there are no set up times getting in the way of play! If you’d prefer a more flexible type of play, the OmiVista Mobii allows you to cart around your sensory playground, as its adjustable height settings allow you to project onto tables and desks. Offering children the chance to explore their senses in a safe and familiar environment. These devices are suitable for all sorts of educational settings; schools, pre-schools, nurseries and day care. Ensuring its inclusive use for children’s educational development. The team at Rhino UK would be happy to talk you through our Omi collection, and can answer any questions that you may have – so be sure to get in touch with us on 01270 766660. www.rhinouk.com
How coloured radiator covers can be used in autism education environments
Colour psychology studies how hues can impact the human behaviour. This is vital in an autism specialist unit or school. This is due to senses normally being heightened and behaviours closely monitored by onlooking staff. As well as supplying low surface temperature radiators, Contour also supply anti-ligature radiator covers which have numerous additional safety benefits. This can make an excellent choice for an autism unit. Overloaded sensors Both children and adults who have autism experience heightened senses. These include sight, sound, touch, smell, sunlight and even colour has been found to create a variety of effects on people with autism. An example of this would be that smells are much stronger, sounds are louder, lights are more glaring and colours seem more colourful. This demonstrates how radiator covers can contribute to a surrounding environment as when focusing on interior design, walls are normally the priority. However to meet regulations and lower risks, radiators need to be protected. Radiator covers can be a part of the interior design, for example if you have a colourful wall, you could have colourful radiator covers to match. As opposed to standard white radiator covers which would take away the impact of the coloured wall and loose the continuous flow. Which colours are best for autistic children? Although children with autism can tolerate varying levels of colour, sound and patterns, no two children are the same. The level of their autism will also vary over a broad spectrum. However, there are some colours that have been found to better suit children with autism, for example toned down colours as opposed to bright, garish colours. Bright colours and autism is a very well researched topic. Studies show that colours show a lot more vibrant to children with autism. This is because the components of the eye vary due to chemical imbalances or neural deficiencies. The National Autistic Society suggest avoiding bright colours or busy patterns. This is due to them increasing anxiety or even cause people to become fixated. Past projects have seen the use of a pale green used in a children’s hospital ward. Child psychologist, Lynne Harrison, suggests that soft green is one of the best colours to use in environments of autistic children. To conclude Low-surface temperature and anti-ligature radiator guards are predominantly installed to provide physical protection. However as mental health awareness continues to grow, colour should be considered in more public and educational environments. Contour are experienced in supporting specifiers with their projects, including SEN schools, nurseries, children wards and more. To find out more about colour psychology, view Contour’s guide.