The job application revolution
A recent development in job-seeking technology has revolutionised candidate attraction across all industries, but it is schools who stand to gain the most. Every week, nearly 3,000 educators join eteach.com to find their next role in the school sector. The site’s advanced algorithms match them to specific job roles and even more advanced A.I. tailors their experience even further based on their behaviours, to ensure they are served exactly relevant vacancies. Nonetheless, what is the biggest definer of how successful a recruitment advert will be? The type of application form offered. School recruitment has undergone a shift for two reasons: (1) the breakthrough in digital application forms and (2) and the increasing cost-effectiveness of online advertising. What is a ‘digital’ application form? Digital application forms are a job application form which displays perfectly on a mobile screen without requirement for the user to move to a program like Word, or download any document. These forms are the sort you might already use when paying for things online. The beauty of these forms is that if that site is enabled for ‘Fast Apply’ the entire form can be pre-populated with the data on the users’ candidate profile, or even import the information from their choice of social profile, like Linkedin. This is a massive benefit for schools because it means they can offer a digital form which can be fully completed instantly in just a few clicks. Our surveyed teachers told us that they prioritise applying to schools who have a form they can finish in reasonable time, second only to choosing ones with a career site detailing benefits of working there. The national figures back that up – the standard failed completion rate for downloaded job application forms is 60% across all industries. Our annual candidate survey revealed that in teaching, a downloadable form takes more than 2 hours to finish properly. They are also too long – eTeach data shows that for every 5 questions, an advert receives 15% fewer applications and for every 30 questions, an advert receives 50% fewer applications. Even if your advert is eye-catching and you’ve correctly used a multi-channel approach to publicise it, with a poor application form, you’ll never hear from them. How long typically does it take you to fill in one school application form? Why now? The mobile revolution 70% of job seeking activity on eteach.com is via mobile screen now so it’s obvious why schools offering the mobile-optimised adverts and a digital form are receiving typically twice as many applications per advert. The moment you ask a candidate to move to a PC to complete or download a form, they start to fall away. Some schools are still asking teachers to download and print and post forms! GDPR Digital forms are much easier for the employer because the data in each field feeds directly into your system. A great many schools got a handle on their data processes last year and (wisely) upgraded to cloud-based Applicant Tracking Systems (ATS), instantly giving them the recruiting edge over other schools. As well as countless other advert-writing and reporting tools, the advanced versions of these systems are able to ‘pars’ up CV content directly into your database, or take data directly from a digital application form. If you’re easy to apply to, the application drop-off rate falls away. Add this to the incredible reach of online adverts now that parents and school staff are sharing them so freely, and the combined effect becomes apparent. But we don’t have power over our forms Several LAs have worked directly with eTeach to develop their own form digitally, for the use of their schools. If your LA is restricting you to a sub-standard set of recruitment tools, you need to lobby them to move forward. Around a third of our school business managers tell us that they are trapped using the question set and the format of form dictated by their local authorities. These schools are notably disadvantaged compared to neighbouring academies and independent schools who have had more freedom to evolve into modern practices. Here are five steps to dramatically increase your flow of inbound applications: Offer a mobile optimised digital application form – it typically doubles the application rate per advert. Share your advert on eTeach’s social media and train parents and staff to take responsibility for sharing too – this too typically doubles the audience per advert. Feature the benefits of working for the school first on the advert and signpost clearly to the career page/site. Respond immediately and personally to individual applications. If you wait for 3 weeks then responding to everyone, you lose the best ones to competitors. Only use very knowledgeable school advocates for the tour, preferably the Head or Deputy. Remember, you’re competing for them so ‘impress while you assess’. Why digital forms increase the quality of your staff overall. The real gem when introducing digital forms is how easy it suddenly becomes for talented teachers and school staff to approach you even when you have no current vacancies. Experienced teachers or those currently working may be ‘passive’ in their job-seeking, but if you can invite local professionals to apply to you year round, and make it easy for them to do so, you can start collecting an incredible waiting list of future staff, all waiting to hear from you when a vacancy does arise. No one already happy at work will spend over two hours filling in a form for your school if they don’t need to. They will, however, notice your great brand mentioned on social media, or seek you out themselves as they look for local career progression, and drop you a line if it is easy. If they can register their interest with you to join your Talent Pool in a few minutes, you could find yourself with a pool of great people to call when that next maths teacher vacancy pops up. Imagine what that would save you in agency fees. It is this ‘proactive year-round’ recruitment strategy that has
Busting the myths around becoming a foster carer in Manchester
There are lots of misconceptions around foster care and what it takes to become that special person in a youngster’s life. Giving a young person a home where they can live, learn and grow can be a life-changing experience, but many people don’t know where to start. People think there are all sorts of reasons why they can’t become a foster carer, but most of these are myths. What matters isn’t your age, whether you own a home, your sexuality or relationship status, but whether you can give a child a safe and happy home. The first thing to know about fostering is that there are lots of different kinds of foster carers – from those who look after a child in an emergency to foster carers who provide long-term care for children and young people. Children need different types of foster care depending on their circumstances, which means there are many different ways to get involved. In Manchester, there is a particular need for specialist foster carers who provide short to long term placements for children aged 3 to 11 years old, who need extra support. Some children struggle in their routine foster placement or at school. Specialist carers help the children have positive experiences and relationships so that they can deal with emotional or social situations, for example helping them to learn to accept close relationships with others and to co-operate, share and help others. In return, we offer support and training as well as an enhanced weekly professional fee of around £337 per week, tax-free when children are in placement, plus an additional child component of £173, totalling £510 per week. If you care about children and young people take a look at our fostering myth-buster now and see how you could help change their lives for the better: “I’m too old to foster.” Not true. Anyone over 21 can apply to foster as long as they’re fit, healthy, have a spare room and time to meet a child’s needs. “Men don’t foster.” Not true. There are NO restrictions on gender. No matter who you are or how you identify, if you can provide the love and support a child needs, you can foster. “I will have to stop working.” Not true. Fostering is flexible, and the council will work with you to find something that suits both you and your child. “I rent, surely I can’t foster?” Yes, you can. You don’t need to be a homeowner. As long as you have a spare room, it doesn’t matter if you’re a private renter or council tenant – this doesn’t affect your assessment or ability to foster. “I don’t live in Manchester, can I still foster for the council?” Yes. Anyone who lives in Manchester or the surrounding area can foster with the council. “I will be left on my own with no help.” Not so. Support is available every step of the way. From an expert social worker, to help with the application process to regular home visits. Becoming a foster carer has its challenges and can be demanding, but you’ll not be alone. Specific training is also available, to help foster carers if needed and there is 24-hour help at the end of a phone. “I can’t afford to foster.” Foster carers get paid for their vital work. On average you will be paid £380 a week tax-free for one child. You will get regular income if you foster with Manchester City Council because we always have children who need a home. Those who have more childcare experience may be paid more – as will those who take on more than one child. For more information on how to foster with Manchester City Council, click here. https://secure.manchester.gov.uk/info/159/fostering/6566/fostering
RHS School Gardeners of the Year 2019
RHS School Gardeners of the Year 2019 – winners announced City schools have swept the board in this year’s Royal Horticultural Society (RHS) School Gardeners of the Year competition, winning all three categories – Young School Gardener, School Gardening Team and School Gardening Champion of the Year – and hammering home the many benefits of gardening, particularly food growing, in urban areas. Now in its eighth year, the nationwide RHS School Gardeners of the Year competition supported by historic greenhouse manufacturer Hartley Botanic, celebrates the positive difference that gardening can make to young people’s lives and their learning, development and wellbeing. The year’s winners chosen by a panel of judges from over 200 nominations are: RHS Young School Gardener of the Year 2019:William Rae, age 11, Edinburgh Academy Junior School, Edinburgh Growing everything from radishes to rhubarb, knowledgeable young gardener William enjoys sharing his love of gardening with his schoolmates; instigating a garlic growing competition and mentoring his fellow pupils. In addition to spending a huge amount of time in the school garden, William also recognises the wider environmental benefits of growing your own such as cutting down on plastic packaging and food miles. RHS School Gardening Champion of the Year 2019:Michelle Jones, a parent volunteer at Ashmount Primary School, Crouch Hill, London ‘Mum on a mission’ Michelle is passionate about teaching children where food comes from and is the driving force behind a flourishing school gardening club that has got 50 families on board to grow food in the school grounds. Families now flock to Michelle’s weekly gardening sessions, many of whom don’t have gardens at home, and the school grounds are bursting with fresh fruit and vegetables for the whole school to enjoy. RHS School Gardening Team of the Year 2019:Springhallow School, Ealing, London The team of nine aged between 12 and 16 from Springhallow, a school for young people with autism, have worked together to create a beautiful and productive garden from scratch; challenging themselves to try new foods and supplying edible flowers to a new school café. Gardening has also helped boost the team’s confidence, social and communication skills. The winners and finalists of the Young School Gardener and School Gardening Champion of the Year categories will attend an awards ceremony at RHS Garden Wisley, Surrey, on Saturday 22ndJune to accept their awards from competition judge and TV gardening expert, Frances Tophill, who appears on BBC Gardeners’ World and ITV’s Love Your Garden. Springhallow School, the winning School Gardening Team will take delivery of an award-winning, handmade Hartley Botanic Greenhouse worth up to £10,000, while William and Michelle both win handmade Hartley Botanic Patio Glasshouses for their schools. Other prizes include National Garden Gift Vouchers and tickets to RHS Flower Shows. Frances Tophill, BBC Gardeners’ World presenter and judge said:“Harvesting fresh fruit and vegetables from plants you’ve nurtured from seed is one of the greatest joys of gardening. This year’s winners prove you don’t need acres of space to successfully grow your own and demonstrate how food growing can bring people together, encourage greater experimentation and healthy eating and reduce our environmental footprint.” Alana Cama, RHS Schools and Groups Programme Manager said: “We know that growing crops is the most popular school gardening activity but I was impressed by how these city schools have really embraced it to inspire themselves and others – from getting parents involved to inspiring their peers and incentivising them to push their own boundaries.” The RHS School Gardeners of the Year competition forms part of the RHS Campaign for School Gardening which provides free resources and advice to over 38,000 schools and groups across the UK: www.rhs.org.uk/schoolgardening Further details on this year’s winners and finalists and their nomination videos are at:schoolgardening.rhs.org.uk/sgoty19
3 top organisation tips for your classroom
Classrooms are a place where imagination and education flourish. But, with so much going on, sometimes your organisation systems can get neglected. Gary Lyons, Managing Director of Plastic Box Shop, shares his ideas for maximising the efficiency of your classroom through inventive storage solutions. Sharing the organisation tips proven to help in a classroom. It can be tough finding homes for all the games, textbooks, teaching aides, and other resources that we keep in our classrooms. That’s not to mention lesson plans, handouts, permission slips, as well as various admin forms and other bits of paperwork that take up space but are too important to throw out. You’re usually too busy during the day to really think about where everything is supposed to go. And, even if you do manage to keep on top of things, the unpredictable nature of your work means it could all get messed up again at the drop of a hat. So, I’ve put together this guide to classroom organisation to help things run a bit more smoothly. It should help to keep the important stuff safe, as well as save you time. Top organisation tips for your classroom Tidy your desk Keeping a tidy desk feels nice and it sets a good example for neatness in your classroom. Aim to keep stationery in tubs or boxes rather than hidden away in draws: you’ll be able to see where everything is at a glance, which will save you time during lessons, and labelling the containers will make things even easier if you tend to dump things on your desk. Just throw your pens, stapler, and holepunch into the container with the corresponding label, so that you know where to look when you need them next. It’s a good idea to have a designated ‘daily’ tray on your desk where you can place all the paperwork you have accumulated during the course of the day, a bit like a post box. This way you can keep everything in place until just before you leave, when you can sort the papers into their proper homes. Streamline your filing system Filing systems are the best way to store and manage your paperwork long term. Your filing system will benefit from subdivisions based on urgency, so try to store things according to when they’re needed for. If you have a filing cabinet, keep the top drawer free for paperwork that needs addressing the soonest. Alternatively, colour code your storage boxes depending on when the deadline is, so you don’t lose track. Beyond that, it’s just a case of finding what works for you: an alphabetical, numerical, or subject filing system. Whatever you choose, it’s a good idea to clearly label your storage solutions so you can keep tabs on what’s where. As an added bonus, substitute teachers and classroom assistants will be able to find things more easily, too. Keep things safe Compartmentalising your classroom items into storage boxes can be quite addictive once you get into the groove of it, but always make sure you’re storing things safely. Don’t stack too many boxes on top of each other as they’ll be more likely to tip over. If your classroom has shelving, make sure you buy the right size containers to fit on the shelf with no overhang to minimise the risk of them falling off. If you will be keeping containers full of games or toys on the floor in your classroom, it’s best to go for round tubs without corners so students are less likely to injure themselves. And, as always, keep fire exits and escape routes free from mess and clutter. The tips in this guide can help you strategize your classroom organisation and storage ready for next term. Focus on keeping a tidy desk, compartmentalising, and prioritising your paperwork to keep on top of everything. If you’d like to win a storage solutions bundle, perfect for getting your classroom organised after the summer holidays, take a look over to the competition page!
3/4 of education professionals haven’t had a pay rise in the last 12 months
New research conducted by CV-Library, the UK’s leading independent job board, reveals that three quarters (74.1%) of education professionals haven’t had a formal pay review meeting in the past year. This has resulted in just 20% of workers in the industry receiving a pay rise over the last 12 months, despite not being offered an annual pay review. In addition to this, the study, which surveyed over 1,200 UK professionals, found that over three quarters (77.8%) of workers in the industry believe they’re underpaid. Worse still, half (50%) think that their employer actively avoids the topic of pay altogether. Interestingly, the research exposed that education is one of the top five industries where professionals haven’t been offered a pay review meeting in the last 12 months: Catering (81.3%) Social care (79.4%) Retail (78%) Legal (75%) Education (74.1%) Lee Biggins, CEO and founder of CV-Library, comments: “Feeling like you’re underpaid and aren’t properly financially rewarded for your efforts can be demoralising. Pay is a huge motivator at work, so it is alarming to see so few education professionals have been offered a formal pay review meeting in the past year. “With uncertainty around Brexit and the likelihood of losing skilled EU education professionals, many organisations across the industry are concerned about their talent pipelines. So, if you believe you’re performing well in your role and have the right skills and qualifications, it’s definitely worth broaching the subject of a pay rise with your employer.” The study also reveals that nearly two thirds (64.8%) of educators find it awkward discussing their pay with their employer. But, of the 25.9% of industry professionals who were granted a pay review meeting, the majority (85.7%) received a pay rise. Biggins offers his five top tips for asking for a pay rise: Schedule in a meeting with your boss with the agenda set as a pay review Come prepared with examples and arguments of why you deserve it; organisation is key Be confident in your arguments but don’t appear arrogant; this can deter your employer Don’t be afraid to negotiate, it can’t hurt to try your luck meeting them half way Be prepared to be told ‘no’, you won’t always get a pay rise the first time you ask, but there are other aspects you can negotiate on, like holiday or workplace perks
“period poverty holds girls back from doing well at school”
New phs report reveals half of teenage girls say period poverty holds girls back from doing well at school A new research report by hygiene services provider phs Group reveals nearly half of teenage girls believe period poverty prevents girls from doing well at school and a third believe it holds them back from achieving their aspirations. The new phs survey on the experiences and opinions of 1,000 teenage girls across the UK found that nearly one in 10 girls believe having to miss school due to the lack of access to sanitary products is the single biggest barrier facing girls at school today. Taking time off school due to periods is now the most common reason for girls to be absent from class – more than colds, flu and holidays or truancy – according to the research. More than half (52%) of girls have missed school due to their period, accounting for an average of three days of school each term. In comparison, an average of two days per term is lost to cold and flu with one day lost to holidays. Of those who miss school due to their period, nearly one in 10 (7%) say this is a direct result of being unable to afford or access sanitary products – equivalent to one girl in an average class of 30. Meanwhile, more than one in ten (14%) don’t feel they can talk to staff at their school, causing them to stay home. The phs research went on to find that a third of girls admit that they, or someone they know, has been impacted by period poverty in the last 12 months. One in 20 (5%) say they had been unable, or found it difficult, to afford sanitary products in the last 12 months with 4% saying they were unable to access them entirely. This has led to nearly one in five girls wearing sanitary products longer than they should, nearly one in 10 wearing something else other than sanitary products and the same amount having to spend their lunch or travel money on products. In addition, 1% have to resort to theft. The new statistics on periods and period poverty are released today for the launch of phs Period Poverty, an initiative to raise awareness of the scale of the issue in the UK and create a practical solution. The initiative has been supported by high profile campaigner Amika George, founder of #FreePeriods. The UK Government and Welsh Government have vowed to tackle period poverty by offering access to free menstrual products in all schools with a similar directive already in place in Scotland. However, the survey highlights the need for swift implementation. Nine out of 10 girls feel period poverty is a real issue but more than half (52%) feeling it isn’t taken seriously enough. Half (48%) also say they feel let down that not enough has been done to prevent period poverty. While this new pledge is a huge step forward, it will depend highly on how accessible these products are made in schools. A fifth (21%) of girls say they have no access to free sanitary products at home or elsewhere and, although 6% say they understand there is access to free products at their school, they do not know where these can be accessed from. Over three quarters (76%) of girls say they feel there should be free access to products in schools with 52% saying this should be in the form of free vending machines in the school toilets. But it is not just access to products that is the issue with nearly half (46%) saying that more needs to be done to remove the stigma of periods and the same amount wanting more to be done to raise awareness about periods. Clare Noble, head of healthcare at phs, said: “There is still a stigma attached to talking about periods and period poverty – and this is wrong. There should be no barriers to tackling period poverty and only by lifting the lid and recognising the scale of the problem can we ensure that it is effectively addressed. What’s significant about this research is that it focuses on the experiences and opinions of girls about period poverty over the last 12 months, demonstrating that it is a very current problem in today’s society. If nine out of 10 girls are telling us that period poverty is a real issue, we should all be listening and compelled to take action.” Today, phs is announcing it will provide its free-vend sanitary machines at no cost to schools, in conjunction with local authorities, unitary authorities and government. Chris Brown, head of public sector at phs, said: “In response to the growing issue of period poverty, phs has worked with local authorities, schools, government and FM providers to develop a practical and affordable solution. We’ve created a coin-free sanitary machine which can be placed within washrooms, offering girls products whenever they need it both conveniently and discreetly. On our part, we pledge to provide these machines free of charge to schools as we honour our commitment to do the right thing when it comes to period poverty. It is fantastic that governments have pledged to provide free sanitary products to schools but we need to ensure that this is implemented quickly in order to reach the front line and really make a difference.” In support of the campaign, Amika George said: “I think this research is absolutely vital in helping us to understand just how prolific and damaging period poverty in the UK. The Government’s recent pledge to provide funding for free period products in all schools will make a real difference for those children who’ve been struggling to afford to manage their period, and I really look forward to seeing the positive impact of that from early next year. Yet, it’s clear from this research that much more needs to be done in terms of education, and helping children to feel that their periods don’t need to hold them back. We need to open up the conversation around
Nationwide Platforms
Nationwide Platforms – Working at Height Specialist for the Education Sector As the UK market leader in powered access rental, Nationwide Platforms provide working at height solutions with a concentrated focus on offering the best customer service, commitment to safety, innovation and training. Working at Height in Schools, Colleges & Academies According to a recent HSE study, most major injuries in schools relate to ‘low level’ falls below two meters. These accidents all have a common theme – using unsuitable methods for working at height. Whether it’s from standing on a desk to install displays in a classroom or using a ladder on an unsuitable, slippery gymnasium floor to change a lightbulb, these scenarios can all be overcome by using powered access solutions. Why choose Nationwide Platforms Nationwide Platforms have long been the industry leaders in providing working at height solutions for a wide range of customers across a huge scope of industries. With their low-level access solutions range starting with working heights from 3 meters up to 9.5 meters, Nationwide Platforms can provide machines which are either manually or electrically powered and self-propelled. Push around machines are easier and more productive than manual access, allowing users to position the platform exactly where it’s needed. Making jobs easier, simpler, quicker and more efficient than manual ladders, steps, podiums or small scaffold towers. For those larger repair and maintenance tasks they hold the largest range of scissor lifts, boom lifts and tracked booms in the UK. Suitable for indoor and outdoor tasks, over 60% of the new additions to their extensive fleet are non-diesel (Electric, Hybrid or LPG) with ultra-low emissions making them ideal for use on indoor enclosed areas. In addition, their indoor machines also feature non-marking tyres suitable for finished flooring. Narrow access into confined spaces needn’t be an issue either as their range of narrow boom lifts can easily fit through a standard door and offer zero tail spin – ideal for use in narrow corridors. About Nationwide Platforms Nationwide Platforms offer a comprehensive product portfolio with an unrivalled fleet of over 13,000 MEWPs; including a complete range of scissor lifts, track boom lifts, low level access platforms and van & truck mounted platforms with working heights ranging from 3 to 90 meters. As well as offering access platforms Nationwide Platforms also provide a wide range of working at height training, which include IPAF (operative, management and PAL+), PASMA, IOSH and Health & Safety training. Nationwide Platforms priority first and foremost is making working at height a safe activity. Through their research and development team BlueSky, the company develops a range of exclusive innovations which enhance safety and productivity when using powered access equipment. These safety attachments – which comprise of material handling attachments, secondary guarding devices preventing entrapment and fleet management systems – are now being increasingly demanded by customers. Find out how Nationwide Platforms can help you with your powered access requirements by visiting www.nationwideplatforms.co.uk or call 0845 745 0000.
Lincroft Academy receives prestigious Artsmark Platinum Award
Pupils and staff at Lincroft Academy are celebrating after receiving a prestigious Artsmark Platinum Award. Artsmark Platinum is Arts Council England’s highest award for schools and education settings that champion cultural education. It celebrates settings that embrace the arts across the curriculum, influencing other educational organisations and bringing them to life for children and young people. In order to achieve their Artsmark Award, Lincroft Academy, rated Good by Ofsted and part of the successful Sharnbrook Academy Federation, had to develop their arts and culture provision to embed a broad and balanced curriculum. This was achieved by creating an overall plan that was committed to and delivered across the whole school. Lincroft Academy was supported by the Royal Opera House Bridge in planning and developing their initial objectives. The Royal Opera House Bridge worked alongside the school at various stages to support their Artsmark Award achievement. Sally Manser, Head of Royal Opera House Bridge, said: “We’re delighted that Lincroft Academy has been awarded Artsmark Platinum, in recognition of their achievements in developing the arts and culture in their own school and championing creative and cultural learning in their wider community. Through Artsmark, Lincroft Academy will continue to incorporate art and culture into every pupil’s life, learning, knowledge and understanding, helping them to build skills, resilience, confidence and character. On receiving the award, Lincroft Academy Principal, Mark Duke said: “We’re extremely proud of achieving our Artsmark Platinum Award. We are committed to delivering a high-quality arts and cultural education and we look forward to continue to grow with Artsmark.” Iain Denning, Executive Principal of Sharnbrook Academy Federation, said: “This is a fantastic accolade for Lincroft Academy. All schools within Sharnbrook Academy Federation focus on helping our students achieve not only strong results in the academic subjects but on providing a broad, high-quality education across the arts. Lincroft Academy is a superb example of this.” Darren Henley, Chief Executive of Arts Council England, said: “I would like to congratulate Lincroft Academy on their award. As an Artsmark school, Lincroft exemplifies how the Award can help schools to achieve a broad and balanced curriculum, ensuring that each of its pupils is given the opportunity to explore and build a love of the arts that will remain with them as they go through adult life.” For more information or images, contact Tracy Bannister,tbannister@saf.org.uk
Almost half a million bookworms read for 140 Million Minutes!
On Thursday 7 March 2019 (World Book Day) 489,619 children and young people from around the world took part in the never-before-attempted challenge to read for 200 Million Minutes in just 26 days as part of Achievement for All’s 200 Million Minutes Reading Challenge. In total over 140 million minutes were read in special reading assemblies, teddy bears picnics, reading events and competitions in schools, settings, libraries, community groups, businesses and organisations across the UK as well as in France, Italy, America, Canada, India and Australia! Achievement for All’s biggest ever reading challenge, which is supported by learning company, Pearson, saw thousands of schools, settings and organisations taking part as they collectively smashed the 100 million minutes read in the 2018 Challenge. Seven year-old Rose Burgess from Rolvendon read the most minutes for an individual child with Marsham Street Community Nursery in London clocking up the highest average number of minutes per child for an Early Years Setting. Wylam First School in Wylam topped the primary school leaderboard with Smith’s Wood Academy in Birmingham reading the most average minutes for a secondary school. Castle Business & Enterprise College in Walsall scooped the top prize for a special school, while Grimsby Institute and Redditch Library took the prize for a college and community group/library category, respectively. Achievement for All, the leading not-for-profit organisation that works in partnership with schools and settings to improve outcomes for all children and young people vulnerable to underachievement, hope that through this global challenge, more children will discover a love of reading. Professor Sonia Blandford, CEO at Achievement for All said: “Our biggest challenge yet saw almost half a million children engage with reading across the globe! That is a fantastic result. “It’s vital that we introduce children and young people to the habit of reading in everyday life to improve their prospects and unlock new worlds and possibilities. Picking up a book, newspaper, comic or magazine helps develop language skills, imagination, communication and self-esteem and what better way to start that than through our challenge. Thank you to all those taking part.” Sophie Thomson, Head of Primary English at Pearson said: “What a fantastic achievement for all who took part. Research shows how important it is that children read frequently and for pleasure, with studies demonstrating the positive impact on children’s vocabulary, reading scores and well-being. Reading is key to unlocking learning, and it’s fantastic to see through the 200 Million Minutes Reading Challenge so many children developing brilliant reading habits, the effects of which will last a lifetime.” The Challenge saw support from a range of organisations including: Pearson, Skoolbo, Boogie Mites, KPMG, ICAP, The Sticker Factory, Authors Aloud and Discover Centre. The 200 Million Minutes Reading Challenge will be back in 2020 where once again, schools, settings, community groups, organisations, libraries, businesses and individuals from across the world will once again attempt to smash the never-before-reached target! For further information on the 200 Million Minute Reading Challenge please visit www.200millionminutes.org For further information about Achievement for All visit https://afaeducation.org