School’s results soar after iPad parental donation scheme
Since Apple Authorised Education Specialist Jigsaw24 helped them launch a parent-driven 1:1 iPad scheme, Stephenson Memorial Primary School have posted some of their best-ever results, with their scores for writing jumping from below the national average to the top 10% in the UK. In an iPad parental donation scheme, the school leases an iPad (or other device) for each pupil and parents make a donation toward the cost, often broken down into an affordable weekly sum. Schemes like this are key to helping schools afford new technology – and are increasingly in demand since the Department for Education mandated that all schools have a remote learning solution in place in case of a second full lockdown. Because Stephenson Memorial, which serves over 400 pupils in North Tyneside, is in a low income area, many believed that a parental donation scheme was impossible – but in fact, parents bought in from day one, and uptake has increased every year since the scheme was launched. “The reasoning behind our parental donation scheme was that we wanted children to have a device that would be part of the family,” explained eLearning Lead Lynsey Carr. “A lot of our families can’t afford to go out and buy an iPad, so the scheme is a breakthrough in terms of them getting connected to the world. It’s so important for children to have access to the online world – the more we can push to get a device in every household, the better.” As a result of the rollout, the school has seen rapid improvement among their SEND students and the attainment gap between students at the end of Key Stage Two has narrowed sharply. The number of children achieving the ‘Greater Depth’ standard, which is the highest standard in education for a child aged seven, has significantly improved, and the school’s scores for writing are now in the UK’s top 10%. One unforeseen consequence of having an iPad scheme in place was that pupils and their parents were both ready to handle remote learning when the UK went into lockdown in March. Over the first month of lockdown, the school saw high levels of engagement, as pupils, teachers and staff were all familiar with the tools needed for remote learning. While other schools have struggled to keep pupils focused, Stephenson students in Years 2 to 6 submitted over 1000 pieces of work to teachers in the first month of lockdown, as well as uploading 150 photos and videos of work they’d done offline. “We were just up and running straight away,” Lynsey said. “It’s been really easy for us to check on who’s looking at things and also to keep each other’s spirits up – the children were sharing videos and personal and social updates, and although we weren’t together everyone still felt close. Parents have been communicating with us through the iPad too, so that relationship has evolved as well.” As the school’s Apple partner, Jigsaw24 helped the school develop their parental donation plan, provided all their hardware (including iPad, MacBook Air and Apple TV so teachers can deliver modern, engaging and varied lesson plans). Aside from hardware, Jigsaw24 have provided ongoing training and support, helping the school design their professional learning plan and achieve Apple Distinguished School status. “Training and development is the key to any successful iPad rollout, no matter how it’s funded,” said Jigsaw24’s Professional Development Trainer, Graham Trick. “As schools look for a remote learning solution that meets the DfE’s guidelines, it’s important that they take part in a scheme like Jigsaw24’s Leading Innovation Programme to ensure that their rollout is successful, sustainable and supports all kinds of teachers and learners. Stephenson Memorial Primary School have proven this kind of careful planning can yield amazing results – even in areas which have historically been under-served.” Jigsaw24 work with schools, colleges and universities across the UK to support teaching and learning, offering devices, IT services, staff training, classroom displays, software subscriptions, networking solutions and more. For more details, see their education page.
School safety standards: How to teach our children about allergens
As schools welcome students back, albeit with greater COVID-19 health and safety measures in place, leaders must begin to give thought to other areas of concern too. Namely, food safety standards. With over 30,000 schools in the UK, all focusing more vigilantly on health, safety and risk mitigation to contain the spread of the virus, cross-contamination and hygiene are perhaps being given the greatest attention when it comes to food. However, Kirstie Jones, environmental health officer at Navitas Safety, administrators of digital food safety management, compliance and training, urges that more must be done by schools and education leaders, if we are to protect children against other food-related risks too. “Education on allergens and food safety should ultimately form part of the national school curriculum. Children learn best when they are young and learned behaviours can influence lifelong habits and routines. “Therefore, knowing the basics of food safety at an early age will not only protect children from tragic accidents while young but also stand them in good stead to ensure they do not fall foul to food poisoning later in life, too.” In the UK, it is reported that 7% of children have a food allergy. While reactions can be treated in most cases, some can be more severe and even fatal. And it’s these that can be prevented with effective education and being better informed. But how exactly can children be taught about food safety, particularly when many of us adults are unaware of the basics, such as the eight legally defined food allergens? Well, Kirstie explains simple solutions that can be integrated with school practices, which can help children make better lifelong choices and protect those most at risk. Make information easily digestible for children As with any information aimed at children, presentation is key in breaking down the barrier of comprehension. While technical terminology and bold lettering might not be the best way forward, Kirstie offers a solution that is. “Like we are used to seeing with nutritional labelling, a similar traffic light system could be adopted for allergen details on the front of packaging. Red could be used to indicate allergens, amber for ‘may contain’ and green for ‘free-from’ items, for example.” Creative communication goes down best How well information is taken on board has a lot to do with how it is communicated. While repetition and frequency are common tactics used in marketing and communications, Kirstie explains that creativity is key when it comes to getting messages across to children. “Teaching practices should be interactive and engaging. This could include promotional launches, daily pre-lunch briefings, infographics or videos displayed on TV screens, discussions and activities, such as puzzles and quizzes which are linked to allergens.” Remember, teaching is a team effort We’ve all heard the saying ‘it takes a village to raise a child’ and when it comes to teaching children vital information, like allergens, this is certainly the case. “In order to ensure information is retained, it must be reinforced by all those involved in the food-related activities in a child’s life. Included in this is teaching staff, catering managers, lunchtime supervisors and parents. “Keeping messages consistent requires collaboration and training which involves all parties. This is particularly important for children in early years who are unable to make their own food choices and depend solely on the adults getting it right. “But, whatever practices are adopted, it is important that they are kept under continual review to keep up with children’s changing dietary requirements.” Help yourself While education is important, what should be remembered is that allergen information is, in fact, a matter of life or death. That said, integrating teachings into lessons and daily routines should be supported with fool-proof aids to minimise the chance of any accidents. Kirstie emphasises that this isn’t about finding flaws in teachers but rather a way to experiment with teaching methods, safe in the knowledge that the system you have in place will see no child’s wellbeing put at risk. “Aids could include ‘free-from’ menus, the use of pictorial symbols or even integration with digital systems, whereby when a child scans their thumb to purchase a lunch, any allergies they have can be flagged up and their tray cross-checked by a supervisor. “In an ideal world, there would be one chosen method that is implemented consistently to avoid instances of inaccurate information provision, which could result in harm to an allergy sufferer. While we wait for this universal solution, for now, it is up to school leaders to take the issue further and do what they can to protect the children in their care.” For more information on Navitas Safety please visit: www.navitas.eu.com.
Homes Under the Hammer’s Martin Roberts launches new initiative to aid children’s mental wellbeing
TV personality Martin Roberts has joined the fight against childhood mental health anguish exacerbated by the coronavirus pandemic by providing free support to every primary school in the UK. Commencing Monday 5th October, ahead of World Mental Health Day on 10th October, the Sadsville Campaign will provide all 22,500 of Britain’s primary schools with materials and guidance on how to help protect children’s mental health. Each school will receive two copies of a special ‘Teaching Version’ of Sadsville, a book written by Martin Roberts, which along with the original story, includes resources, teaching materials and a lesson or assembly plan which help improve children’s resilience and mental wellbeing. In addition, every public library in the UK will receive a copy, allowing parents to access a physical version of the book alongside online and read-along versions and home study materials. Research carried out by The Martin Roberts Foundation found that reading Sadsville had a very significant positive impact on children’s mental well being, with 71% of children saying they felt “Better able to cope with Sadness” after reading Sadsville, and 76% saying they’d now know how to contact Childline and NSPCC for support if they needed it*. Recent research from Oxford University and the NSPCC has highlighted how the lockdown arising from the Covid-19 pandemic has affected children, key findings include: Primary school-aged children were most likely to seriously suffer from lockdown, with mean increases in emotional, behavioural and restlessness/inattention difficulties** The proportion of children likely to have significant difficulties (i.e., meet diagnostic criteria for a clinical diagnosis) in these 3 areas also increased, by up to 35% in primary school children** Calls into the NSPCC’s helpline increased by almost a third (32%) during lockdown on average, compared to the three months prior to lockdown – with May seeing the highest number made to the NSPCC helpline in a single month on record*** In July, Childline revealed the service had delivered 22,000 counselling sessions to young people about mental health and well-being since the lockdown, including almost 2,000 with 11-year olds and under**** Martin Roberts said: “I have my own kids aged 10 and 13 so I understand the pressures that lockdown has put on young people, and felt moved to try to help highlight and find solutions to the issues that have been caused by Covid-19, as well as those which the NSPCC and their Childline service deal with on a daily basis.” As part of the campaign, every primary school in the UK will be given two free copies of the ‘Teaching Version’ of the Sadsville book, which includes specially written teaching materials, enabling schools to provide children with the means of understanding their emotions better, and where to find help should they need it. Sadsville directs such pupils to the NSPCC’s Childline service – a free, private and confidential service where children can talk to trained counsellors about anything that may be worrying them. Children can contact Childline on 0800 111 or www.childline.org.uk. Peter Wanless, CEO of the NSPCC, said: “The pandemic has had a significant impact on the lives of children, particularly for those where home is not a safe place. At Childline we have heard from thousands of young people about how the combination of the lockdown, the closure of schools and the lack of contact with friends and family has impacted on their mental health. “The Sadsville book’s message is so important. No child should have to cope alone and Childline is here for them. I’m sure it will mean more young people know where to turn to for help.” Best known for his 17 years hosting BBC TV property auction show Homes Under the Hammer, Martin Roberts is also an established children’s book author and originally wrote Sadsville to support the invaluable work carried out by the NSPCC and Childline. The book forms part of the campaign to help children’s mental wellbeing that is the mainstay of the authors own charity The Martin Roberts Foundation which aims to give a free copy of the original Sadsville book to every child in year 4 (8 & 9 year olds) in the UK. So far over 30,000 books have been distributed, with more to come. Martin Roberts added: “Sadsville is a magical and whimsical story aimed at children aged 6 to 10, based in a land where everyone is always sad – and the reader has to work out why. The book encourages children to question their own emotions and ‘think outside the box’ as to why they may be struggling with unhappiness. It helps them find ways to feel happier and to reach out for support if they need it.” The book has already received acclaim from children, teachers and senior academics alike, with Headteachers commenting on how the book “encourages important discussion” and suggesting to fellow teachers that they should “without doubt, get involved with this project.” Elaine Fox, Professor of Psychology & Affective science at Oxford University, commented: “Sadsville helps children to break a toxic cycle of negative thought by getting them to think about sadness in a unique way, providing them with a platform to challenge the negative gremlins in their heads and to realise that the gremlins are just that – gremlins – and not a true reflection of reality.” Martin has enlisted the support of stars from film and TV for the project, including legendary children’s entertainer and all-round good fox, Basil Brush, who has recorded a charming narrated and partially animated version of Sadsville, which is available on YouTube for general viewing. A video of many other celebrities reading from the book will be available in the near future. Basil Brush said: “It was a booming pleasure to be part of Mr Martin’s wonderful book, to read his lovely story and help the NSPCC and their Childline service at the same time. The illustrations are perfect, but for some reason I felt peckish at the end… you’ll know why when you read it… It might even bring a
Strengthening emotional connections
The last 9 months whilst locked in together, or now as you try to regain some new normality will definitely have taken many of you to levels of emotional exhaustion and compassionate fatigue. Even though we might be slowly moving towards a new sense of normality the demands on us and our children’s well-being could still be taking their toll. This term will most definitely have been the most challenging and we aren’t quite over this yet. It is normal to have periods where we feel children are testing us to the limit, but with the demands of teaching them married with not being able to escape could have created emotional conflict at home. We may have even temporarily shut down from our emotions as a self-preservation mechanism. However, children are very perceptive to this and in truth it makes the situation far worse. The key is to positively reconnect with our children again as soon as possible. Children will challenge us on every dimension. They will also activate emotions more intense that you will have ever experienced before, positive and negative! The psychology of parenthood is very understated and the impact it has on us as human beings can hugely affect the effectiveness of how we perform in the role, particularly if we don’t stay reflective along the way. This same psychology can be transferred to the relationships we develop in school. When we are out of sync emotionally with children, things change. Our patience is reduced, we filter out the positive, focus more on the negative, and tend to respond more harshly. This change activates a negative sense of self in our children which is usually acted out as a behavioural response. This can then very quickly fall into a cycle of negativity, with one event driving another and another and so on. The only way to get things back on track is to reconnect with the child or young person and this is essential so that children feel as emotionally stable as possible when returning to school, whether it be after a period of missed school or even after a weekend! We need to see the positive they do and treat them with the love, warmth, and compassion that we feel on our more positive parenting days. Even if we don’t always feel it, acting it often starts the process of positive change. Remember, parenting and teaching focus should only ever go in one direction, from adult to child. Children need you to be in charge with this and take the lead. It is for you to feed your child with positive emotional nurture and not the other way around. The results are often quick and pleasing from both sides when the connection has been rekindled, which is a win-win! Many of us going might miss our lockdown family members on some level when we separate again. Even though it might have been tough at times, let’s end things on a high and make this term the best for emotional connections we can. It will be worth the effort, as they will need these strong bonds to help them deal with the new demands life will place on them in the future. Top tips for rebuilding emotional connections Validate all of children’s and young people’s emotions. We don’t have to agree with them or even believe them but unless they feel understood they will learn to supress what they feel which can lead to complications further down the line or in turn express them in extreme ways. Only by validating what a child feels can we help guide them to greater emotional intelligence and self-regulation Talk. Emotional connection comes with communication. It may be difficult at first, but it’s worth it Apologise. If you have been ratty, stressed or short-tempered, tell them you are sorry. It is amazing how our children can warm to you when you admit to getting things wrong too Book in some quality time. Do something special together. Tell them how this situation is making you feel and what you would like to make things better Smile wholeheartedly and from your eyes when they come to you Ask each other what you can do to move this forward and start being nicer to each other again Listen to what they say. Our children will often teach us what we need to do if we are brave enough to stop and listen Your children will be nervous about leaving you once returning to school becomes imminent. Validate their feelings and go over the top with patience, support and emotional availability Hot off the press and as featured on the BBC and the media during the coronavirus pandemic If you liked this article then you might enjoy our latest resource, the COVID-19 Special Edition supportive manual which has been created to help the parents, carers and teachers of children and young people to navigate the emotional changes that will occur during these challenging times and beyond. Most of this content has been featured on BBC radio and television broadcasts, and local and national newspapers to support families and the general public. In addition, many of the psychological issues we have addressed during this period are applicable and transferable to other life events, to teach skills we can always have ready in our emotional toolkit. https://unravelsupport.co.uk/services/unravel-covid-19-support-manual/ Other helpful resources: The benefits of Unravel’s unique approach The Unravel approach is unique and scientifically proven. It’s based around gaining insight into what child are feeling and how we can work together to improve this. We empower children by teaching them how to become the master of their brain rather than a slave to their emotions. The same principles are subtly incorporated into The Blinks books which also support children’s emotional well-being. The series titles include Worry, Anger, Self-esteem, Sad, Shy and Love. They also tackle other social issues including bullying, bereavement, separation and divorce, school avoidance, elected mutism and running away. Alongside each novel is a Reference
A new initiative to support mental wellbeing of children in schools
Funding from the Coronavirus Community Support Fund, distributed by the National Lottery Community Fund has helped AT The Bus to launch AT The Bus in a BOX, a new mobile service which will enable us to offer a flexible school-based programme of art as therapy to schools in London and Oxfordshire. Compact, wheeled boxes containing story books, art supplies and other resources will equip highly trained facilitators to run workshops in any appropriate and safe space within a school. Each session is designed according to The Beattie Method, a holistic approach to building resilience, nurturing self-esteem, wellbeing, learning capacity and critical thinking in a supportive creative environment. By applying The Beattie Method, AT The Bus facilitators help students feel secure and valued; find enjoyment and interest in the world around them; build positive and trusting relationships; and take pride in their own unique creations. Teachers in both mainstream and special needs schools have welcomed the transformative art as therapy programme. AT The Bus in a BOX broadens the reach of this tried and tested practice. The need for youth mental health support — already acute before the Covid-19 pandemic — intensified during lockdown, as many young people were deprived of routines, education and relationships with peers and teachers. When leading charity YoungMinds surveyed 2036 young people with a history of mental health needs in June-July 2020, results were conclusive: · 80% agreed that the pandemic had made their mental health worse · 87% agreed they had felt lonely or isolated during the lockdown · 31% said they had not been able to access the help they needed AT The Bus in a BOX can be delivered flexibly and with short notice to schools in need in London and Oxfordshire. ______________________________________________ Quotes Our Year Two children had the opportunity to get really involved in a creative and satisfying experience. They were highly engaged throughout and had the support of sympathetic and imaginative adults, allowing them to express their imagination and individuality, and to have a break from the stress and anxiety of the past few months. Sue Vermes, Headteacher Juli Beattie has focused her work on providing essential safe and nurturing expressive and creative art-based work for children and young people. Schools are now recognising the critical need for children to engage in experiences that promote positive wellbeing and good mental health. AT The Bus provides a mobile service that will enhance this important work within mainstream settings. John Diamond, CEO, The Mulberry Bush During this time of extraordinary crisis, we are being reminded of the important role played by the arts in enabling us to achieve balance, peace and happiness in our lives. Having been a senior leader for a decade, I have seen first-hand the great work of Juli Beattie and her team and how it has supported the most vulnerable people in our society. This latest project will provide youngsters with a much-needed outlet for their emotions and creativity. This is vital work. Emmanuel Botwe, Headteacher Imaginative schemes for helping us all engage with issues surrounding mental health and wellbeing are to be applauded. I would like to express my support and enthusiasm for the principles behind this project and am especially excited about the way this practice will use the therapeutic power of art to make a difference. Chris Price, Headteacher I am so delighted to be supporting this initiative as it is clear from so many sources that provision on the school site is essential for the most vulnerable and at risk young people. From my research with refugee children, over 70% said that they preferred to receive mental health support at school rather than anywhere else, and in schools across the country we are finding out how important working in schools is for so many different groups of children- be they with learning difficulties, emotional and behavioural challenges, physical health problems etc… We have found that when we help these children with their mental health problems, they are then better able to engage with their peers at school and access the academic curriculum. Dr Mina Fazel DM MRCPsych, Associate Professor in the Department of Psychiatry at the University of Oxford and Patron of AT The Bus
Top of the class – allmanhall launch tech solutions for caterers to start the new school year!
This September sees food procurement experts allmanhall launch a face-lift of their food procurement portal, The Pass. This is an online resource hub and a means for caterers to raise requests for new products or ask questions about deliveries. The face lift adds functionality and also enhances the existing Covid-19 support section and the nutrition & dietetics section. Also in September, allmanhall will continue to offer a Click and Collect solution as well as launching an e-Magazine – Foodsight. Foodsight from allmanhall will collate reports and insights, giving clients a regular, engaging update on what is going on with regards to commodities, markets and food innovations. All of this is the latest in a long line of innovations that allmanhall have been providing over the last few months – from a dedicated Covid-19 resource portal, an online re-opening guide for school caterers plus various webinars and blogs. For more information, visit allmanhall.co.uk Other helpful links: https://allmanhall.co.uk/blog/forecasting-food-inflation https://allmanhall.co.uk/blog/acs-international-schools-case-study https://allmanhall.co.uk/wp-content/uploads/2020/07/Click-Collect-Solution.pdf https://allmanhall.co.uk/covid-19
Millennial parents are the most likely to consider homeschooling in the future
Nearly two in five young parents say they might continue homeschooling 43% of parents enjoyed teaching their children during lockdown London parents enjoyed homeschooling the most Young parents are the most likely to continue homeschooling their children despite schools reopening, new research has revealed. The study, conducted by home education provider, Oxford Home Schooling, found that over a third (36%) of parents aged between 25 and 34 are considering home education as a permanent option, which is more than any other age group. Across all categories, 30% of the nation’s parents say they might keep their children out of school. This is partly because, despite the challenges, many families enjoyed the homeschooling experience. More than two in five (43%) parents said that they had liked teaching their children. Dads were found to have enjoyed homeschooling more than mums, with almost half (48%) of male parents reflecting on the experience positively, compared to 38% of women. Around the country, Londoners savored the experience the most, with 55% of parents in the capital saying they enjoyed homeschooling. Belfast was a close second, at 54%. In contrast, just 15% of parents in Edinburgh said they liked teaching their children – the lowest rate of any city in the UK. The 10 UK cities which enjoyed lockdown homeschooling the most are: 1) London – 55% 2) Belfast – 54% 3) Bristol – 47% 4) Southampton – 47% 5) Norwich – 46% 6) Manchester – 39% 7) Nottingham – 38% 8) Birmingham – 38% 9) Leeds – 36% 10) Glasgow – 35% Another possible reason why so many parents are considering home education is that a staggering 80% felt unsupported by schools during lockdown. Young parents were the most unsatisfied with the level of assistance they received, with 85% of those aged between 25 and 34 feeling isolated. These factors have all contributed to a surge in interest in the services of home education providers. Between May and July this summer, Oxford Home Schooling enrolled 59% more students on courses than it did in the previous year. The largest increase was seen amongst parents of children aged 16 to 18. The provider has seen a 152% rise in enrolments for A-level courses. Greg Smith, Head of Operations at Oxford Home Schooling, said: “We have never had this many calls. Many parents have simply enjoyed the homeschooling experience and want to carry on, but there is also a significant number who are nervous about sending their children back to school. “Our research found that a fifth of parents don’t feel comfortable about the idea of schools reopening as it opens up a whole set of risks for their family.” For more data about the rise of homeschooling in the UK and to see which areas are experiencing the most growth, visit: https://www.oxfordhomeschooling.co.uk/blog/the-growth-of-home-schooling-in-the-uk/
Teachers to Get 3.1% Pay Rise – But They Could Earn More with Energy Cuts
Educational bodies and services across the UK recently welcomed news that public sector workers – teachers amongst them – would benefit from a wage increase across the year 2020 – 2021. Teachers, specifically, will receive a 3.1% wage increase year on year, meaning that they will benefit from the Chancellor’s latest boosts more than any other group. This is likely to be a huge boon to those teachers who have needed to adapt to shaky school scheduling amid COVID-19. However, there is the potential for more money to be pumped into our education system. “It’s of course great news that our hard-working teachers and tutors are receiving a large wage increase,” Mark Sait, CEO for SaveMoneyCutCarbon says. “However, there are more than a few additional ways for extra funds to find their way into education.” “Small changes can be made by all schools and colleges to create safer, more efficient energy choices”. “Our team has seen educational bodies waste thousands of pounds unnecessarily on outdated electricity and water systems,” he says. “Energy expenditure per pupil, per school will vary. However, figures suggest that secondary schools are likely spending up to £65 per student in terms of electric, gas and water. This is a figure which can be drastically slashed, providing bodies are willing to make reasonable changes.” SaveMoneyCutCarbon’s main focus lies in helping public bodies save money on unnecessary energy wastage, as well as to offer general energy savings advice to the public. They have extensive experience in consulting with the leisure and education spheres, in one case helping Eton College to reduce electricity rates through simple fixture swaps. “There are many ways that schools could, and should be able to save more money,” Sait explains. “We continue to see examples of schools and their boards using outdated light bulbs and tubes. It is a simple enough switch to use LED lighting, which is just as effective, and which runs at a fraction of the cost of ‘energy-saving’ technology.” One of SaveMoneyCutCarbon’s core missions is to show people, and bodies, how easy it is to save money by only making small changes to their daily routines and general fittings. “It is not difficult for schools to make worthwhile changes to the way they expend energy,” Sait observes. “We understand that school boards are likely to want to keep processes as simple as possible. We completely support this – and with a little research, they will see that changing lighting standards is cost-effective and completely painless.” “Not only that, but it’s also hugely beneficial, and straightforward, to rethink school plumbing on a more efficient basis. Outdated cisterns in schools are wasting vast amounts of water. Coupled with electricity wastage, making a few small changes could release 20% of the money schools spend on energy year on year.” Sait believes that, as this money is reportedly simple enough to release, funds could easily repurpose across staff wages and educational facilities. “Our schools are crying out for as much financial support as possible. Yes – the fact that teachers are getting raises in the year to come is wonderful news – but their employers could be freeing up even more money to put to better use if they look into the facts.” “Crucially, this is our concern – that public bodies, and everyday people, simply assume that saving money on energy means having to make large, awkward changes to their lives and daily running. We are not suggesting that schools ever have to go beyond their means.” “We feel, collectively, that the government – and energy regulators – should give the public sector more choice when it comes to saving money on electricity, gas and water. If nothing else, they should offer these bodies information on how they can make small changes that cut down on emissions and which drive down costs.” “Energy conservation, and the economic benefits, start with clear education and messages. Pay rises will come and go – but by saving money on energy, schools will effectively future-proof themselves against potential spikes in prices for years to come.”
Entrust establishes initiative to provide IT equipment to Birmingham’s disadvantaged
Schools across Birmingham have continued to deliver lessons and other educational activities digitally for pupils who remain learning from home due to the Covid-19 pandemic. However, at the start of the pandemic, there were at least 5,000 disadvantaged young people in the city who did not have the necessary technology to continue with their education. Without suitable access to digital devices, such as laptops, and a robust internet connection, this group were likely to fall behind their peers while they were unable to attend school. Recent government initiatives to provide devices and connectivity for young people have helped bridge this gap, but some pupils sit outside the criteria of eligibility and need further support. Birmingham City Council and local schools are working to address this and separately so is Entrust Support Services (Entrust), part of Capita, which provides education services to schools, academy trusts and local authorities. Entrust has strong relationships across the education technology sector including Birmingham Education Partnership (BEP) who they have partnered with to create the Digital Education Partnership (DEP). The DEP project has expanded to include other partners including: Digital Birmingham, the Birmingham e- Learning Foundation (BeLF), and the Titan Partnership. The project is working to provide IT equipment to those children who need them to continue with their education and has distributed 250 so far. The DEP project is working to deliver, maintain and run these devices. They are doing so by enabling schools to repurpose decommissioned devices and where schools aren’t able to recommission devices, the partnership is funding or part-funding new devices and internet connectivity. Additionally, the partnership is providing technical support to schools to deal with any troubleshooting and ensure that the digital systems including security, that are used on the devices, continue to function. The project is ongoing and to ensure demand is met, the DEP continues to seek funds, donations and devices for repurposing and reuse. John Doherty, Chief Executive of Entrust Support Services, said: “I am proud of the work of every member of our team and our partners involved in establishing and running the Digital Education Partnership. This initiative, along with the separate work by Birmingham City Council and local schools, will ensure that young people, from disadvantaged backgrounds in Birmingham, can continue with their education and engage with their teachers, despite the Covid-19 pandemic, until they can return back to school on a full-time basis.” Manjit Shellis, BEP Assistant Director for Wider Learning, said: “Entrust has been an invaluable partner in setting up this. Entrust have not only provided all the technical support for the project but they have made a considerable contribution to creating a vision and direction for it, which in turn has helped to instigate a citywide conversation on the need for digital inclusion. The project is hugely indebted to the generous pro bono support Entrust provides both operationally and strategically.”