Economic Research Council offers free Econ Club access to all Sixth Forms
The Economic Council (ERC) has announced that it is opening up its ‘Econ Club’ program to all schools in the UK. The bespoke ‘Econ Club’ program has been developed over the past year as a dedicated space for in-depth economic discussion and learning in a bid to serve as a transformative educational platform for sixth form pupils. The ERC – the UK’s oldest economic focused think tank – said its objective was not just to supplement education but to become an indispensable part of it, driving real, meaningful change. It has now confirmed that it is excited to be able to offer this for free to all sixth forms across the UK. Founded in the 1930s, the ERC’s mission is to make economic knowledge accessible, fostering understanding and informed decision-making. The ERC’s dedication towards economic education, dialogue promotion, and the inclusion of diverse perspectives, creates opportunities for active participation in economic conversations. The ERC’s goal to improving the life chances of children and young people through economic education is manifested in their diverse activities focusing on economic literacy. The ERC forges connections with schools and universities, offering real-world work experience, and sharing their research and policy studies with the world. These initiatives cultivate a deeper understanding of economics across different age groups and backgrounds. David Dike, Programme Director, ERC, commented: “The Econ Club is more than just an educational supplement; it’s an enriching experience that opens new doors for students from all walks of life. “By breaking down economic barriers to access, we’re investing in a more equitable future where young people across the UK can make better-informed decisions. “Whether it’s understanding the complexities of monetary policy or diving into pressing topics like climate change, we’re equipping the next generation to be thoughtful contributors to our world’s economy.” The Econ Club programme provides unparalleled access to the country’s greatest economic minds with former speakers including Sir Vince Cable, Dame Margaret Hodge, Ehsan Masood, Rain Newton-Smith, Sir Charles Bean and Ben Gardiner. This access enables the ERC to offer diverse perspectives, promoting a pluralistic understanding of economics that goes beyond traditional classroom teachings. Students exposed to these ideas gain a more nuanced, real-world understanding of economic theories and practices. Umar Ba, UCL Academy: “The Econ Club programme allows teachers to provide opportunities for students to see real-life, up-to- date application of theory and policy being used to solve different issues. “It has potential to be high impact and low input from the practitioner’s perspective.” The need for the Econ Club is immediate and vital in today’s complex economic landscape. Economics teachers work incredibly hard up and down the country ensuring their students are not only prepared for their A-level examinations, but for life ahead. Traditional curricula often does not cover the practical complexities and real-world implications of economics, leaving a gap in students’ understanding. The Econ Club fills this gap by offering targeted events for 6th form students, going beyond textbooks to delve into current events, nuanced theories, and critical evaluations of economic paradigms. More than just a supplement, the program serves as an extension of classroom learning, providing students the chance to interact with professionals in the field. In a world where financial literacy is crucial, the Econ Club stands as an essential educational resource. It not only equips students with valuable knowledge but also empowers them to be informed, active citizens. To find out more head to the ERC website https://ercouncil.org/ and to sign up for free please contact the Economic Research Council info@ercouncil.org To read more QA news click here
A Sporting Chance: Citron Hygiene and Aunt Flow Donate 73,000 Period Products to Keep Girls Off the Sidelines
As Citizens Advice reports that 2023 was the “bleakest ever” start to a year, Citron Hygiene has launched a new initiative to help tackle period poverty. The leading provider of washroom hygiene services will donate 73,000 Aunt Flow pads and tampons to the national children’s charity, the Youth Sport Trust, to alleviate period poverty and help girls enjoy being physically active all month long. The project marks Menstrual Hygiene Day (MH Day) today (28 May), which highlights period poverty on a global scale. Period poverty is characterised by limited or no access to menstrual products and knowledge and often results from financial constraints with far-reaching consequences. Being unable to manage menstruation safely and hygienically can lead to missing school and work, hindering education and career progression, as well as reducing participation in sports and leisure activities. With Sport England data showing only 45% of girls are undertaking the recommended 60 minutes of activity per day, versus 50% of boys (Sport England, 2022), and Youth Sport Trust’s own research conducted through its Girls Active programme shows 39% of girls say having their period stops them taking part in sport, physical activity and PE at school, it is hoped this campaign will inspire others to help reduce period poverty as one of the biggest barriers girls say impacts their participation in sport. Pads and tampons will be donated via the Youth Sport Trust to schools involved in the charity’s Girls Active Programme. Girls Active is an award-winning programme, funded by the National Lottery through Sport England, that develops partnerships between teachers and girls working together to understand what makes girls fully engage in PE, sport, and physical activity and provides inspiring and relevant opportunities for all girls. The partnership was officially launched on 16 May at Djanogly City Academy in Nottingham by Olympic bronze medallist Holly Bradshaw who met with students from the Girls Active programme and representatives of the Citron Hygiene and Youth Sport Trust. Robert Guice, CEO, Citron Hygiene, says: “From the research we carried out, we know that 1 in 5 women over 18 in the UK cannot purchase period products due to the cost-of-living crisis, and for girls, that number could be even higher. Thanks to our customers who are committed to period dignity and now offer Aunt Flow free-vend units in their washrooms, 10% of our pad and tampons sales from 2022 through 2023 will go to Girls Active programmes across the UK, allowing them to participate in sports without worrying about their periods.” Claire Coder, CEO, Aunt Flow, comments: “At Aunt Flow, we don’t just sell tampons and pads; we are on a mission to change the world one cycle at a time! Our donation programme ensures that for every 10 period products we sell, we donate one to a menstruator who can’t afford them. Thanks to our partnership with Citron Hygiene and the Youth Sport Trust’s Girls Active programme, we’re ensuring no one will have to sit out of a game because of their period!” Jen Rouse, Commercial and Fundraising Director at the Youth Sport Trust said: “We know girl’s top concerns when participating in PE or school sport when on their period are leaking, confidence and pain/discomfort. This partnership is going to be game-changing for so many young people and schools who we support through our Girls Active programme. We are proud to be removing barriers during the time girls spend being physically active by creating the right environment and giving girls the kit they need.” For more information on how to be part of the end of period poverty, head to https://www.citronhygiene.co.uk/services/washroom-care/vending/aunt-flow-washroom-dispenser.
Socio-economic attainment gap remains stubbornly wide after pandemic, with reading skills particularly affected
EEF publishes findings from longer-term NFER study on the impact of the pandemic on younger pupils’ attainment. New evidence shows schools continue to face big challenges supporting socio-economically disadvantaged and low attaining pupils because of the COVID-19 pandemic. This is according to a major piece of research published by the Education Endowment Foundation (EEF) today, that tracks the longer-term impact of the COVID-19 pandemic on younger pupils’ reading and maths skills. The study, by the National Foundation for Educational Research (NFER), followed 6,000 pupils who were in Reception and Year 1 (four to six-year-olds) in March 2020 until the spring term of 2022. It investigated how this group of pupils’ attainment and social skills had been affected by disruptions to learning. Many children have caught up, but younger pupils still struggling with reading Today’s research finds that – on average – pupils who were in Year 3 in spring 2022 (seven and eight-year-olds) have caught up in both reading and maths compared with pupils before the pandemic. The picture is more mixed for Year 2 pupils (six and seven-year-olds). While these pupils have also – on average – caught up in maths, they are still behind in their reading by about three months. More very low attaining pupils in the typical classroom However, for some groups of pupils, learning recovery is proving more challenging. The researchers found an increase in the proportion of very low attaining pupils, particularly for reading. For Year 2 pupils, the proportion of very low attainers in reading more than tripled from 2.6 per cent before the pandemic to 9.1 percent in spring 2022. For Year 3 pupils, the proportion more than doubled from 2.5 per cent to 6.5 per cent. For maths, the proportion of very low attainment in Year 2 more than doubled from 2.6 per cent before the pandemic to 5.5 per cent in spring 2022. For Year 3 pupils, the increase was less pronounced, rising from 2.5 per cent to 3.9 per cent. In the typical Year 2 classroom, this means that there will be three very low attaining pupils for reading, compared to one before the pandemic. This creates additional challenges for schools and teachers, particularly those in disadvantaged areas with higher proportions of lower attaining pupils, as they work to provide targeted support for their pupils who are struggling. Socio-economic attainment gap is wider than before the pandemic and shows no sign of reducing An additional and significant challenge identified by today’s report is that the attainment gap between socio-economically disadvantaged pupils and their peers has widened since before the pandemic and has remained at a similar level since spring 2021. In Year 2, the disadvantage gap in spring 2022 was around six months’ progress for reading, and around five months’ progress for maths. For Year 3 pupils, the gap was even wider, at around nine months’ progress for reading and around eight months’ progress for maths. Headteachers concerned about their pupils’ wellbeing The research also investigated the impact of the pandemic on younger pupils’ social skills and wellbeing. Surveys with headteachers found that they were concerned about Year 2 and Year 3 pupils’ wellbeing, with many introducing interventions to tackle this, adding to teachers’ workload. Two-thirds (66 per cent) of schools surveyed said they were redeploying staff to support social skills and wellbeing, while a slightly smaller proportion (63 per cent) said they were running small-group wellbeing sessions. Targeted support important for socio-economically disadvantaged pupils, with reading a particular focus Today’s report provides yet more evidence that socio-economically disadvantaged pupils have been the worst affected by the partial school closures and highlights the importance of targeting support and funding at this group. The EEF would like the government to make sure that – as more pupils become eligible for pupil premium funding – the amount paid per pupil is protected, ideally increasing in real terms. Today’s findings also tell us that supporting reading development in younger pupils should continue to be an area of focus. The EEF has a suite of resources to support literacy development in Key Stage 1 and 2 pupils. These include a specialised guidance report complete with eight evidence-informed recommendations to help teachers maximise the impact of their literacy teaching. Relevant strands of the Teaching and Learning Toolkit also provide information around approaches to teaching early reading. Professor Becky Francis, CEO of the Education Endowment Foundation, said: “Today’s research gives us clear evidence that the efforts of schools and teachers across the country in supporting their pupils learning are paying off. It is encouraging to see that, on average, younger pupils are making good progress. “However, the findings add to a heavy body of evidence telling us that socio-economic inequality in education – already entrenched before the pandemic – has grown. Schools are doing – and have done – a lot to mitigate against this, but it would be naïve of us not to recognise that factors outside of the school gate – such a widening poverty – also play a significant part in the widening attainment gap. “Tackling education inequality – and the factors behind it – is the biggest challenge our education system faces. But doing so must be a top priority for this government. At the very least, pupil premium funding levels should be protected, ideally increasing in real terms for every eligible pupil.” Dr Ben Styles, Head of Classroom Practice and Workforce at NFER said: “The huge effort from teachers and school leaders appears to be leading to encouraging recovery amongst some of our youngest pupils, but the disadvantage attainment gap remains a real concern. “Schools which already face huge challenges are now faced with a large number of very low attaining pupils, particularly in reading, who have suffered most at the hands of the pandemic. It is essential that the National Tutoring Programme is protected from Government cuts and that funds are distributed in a way which directly supports disadvantaged
School Library Association Awards Winners Announced
Winners of the prestigious SLA Awards 2022 were announced on Thursday 20 October, 2022 at a Swindon awards ceremony. The awards recognise the country’s best school library workers, their achievements, and their work to create and drive incredibly positive contributions to learning. According to a poll of SLA members, over 3 million books were lent to pupils over the last year alone, an average of 18 books per pupil. These annual awards recognise, celebrate and promote the vital role school libraries play within their communities. Considered the most influential accolade in the industry, the annual awards are open to all state, academy and private schools. They are designed to identify and celebrate examples of best practice across the UK. The judges selected one ‘Secondary School Librarian of the Year’ award winner and two joint winners in the ‘Primary School’ category. One winner was presented with the award in the ‘Enterprise’ category and one winner of the ‘Community Award’. The judges also gave a highly commended award to Hull Schools Library Service for its work with St Charles Academy. The winners of the School Library Association 2022 awards in each category were: School Librarian of the Year Award – Secondary School Derek France – Preston Lodge High School, East Lothian School Librarian of the Year Award – Primary School joint winners Rumena Aktar – Firs Primary School, Castle Bromwich, West Midlands Jenny Griffiths – Ravenscourt Park Preparatory School, London Enterprise Award Broughton Junior School – Aylesbury, Berkshire Community Award Alexandra Palace Children’s Book Award Team Hull Schools Library Service – Highly Commended for their work with St Charles Voluntary Catholic Academy, Hull, East Riding, Yorkshire The panels of judges, comprised of SLA trustees, authors, educational leaders and former SLA award winners, evaluated the entries based on each school’s needs, potential and commitment to supporting education standards. Judges of the ‘School Librarian of the Year’ award in the ‘Secondary School’ category presented the trophy to Derek France of Preston Lodge High School, East Lothian, because of his engagement with his school’s different departments; bringing the library into the heart of the school. Derek runs fun and engaging research lessons tailored to what each class and teacher needs. The library feels like part of the life of the school. Headteacher, Gavin Clark said: “Derek has energised a love for literature through many clubs. He empowers the students to start their own clubs including the new feminism club in the library which was proposed by a group of students. He has also organised many online author visits. A science teacher commented that this is the first school where he has taken advantage of the library, not because of the space but because of the librarian.” Rumena Atkar of Firs Primary School, Castle Bromwich, and Jenny Griffiths of Ravenscourt Park Preparatory School, London, were jointly awarded ‘School Librarian of the Year’ in the ‘Primary School’ category. The judges remarked that Rumena has managed to establish a whole school reading culture making a huge impact on learning. Every teacher the judges spoke to could name a child that has been positively impacted by Rumena. She is the only librarian in the Trust and shows what a difference a librarian can make in a primary school setting. In London, parents are choosing to send their children to Ravenscourt Park because of the library that Jenny Griffiths runs. The judges noted the constant stream of pupils wanting to borrow books, and because Jenny knows each of the students so well, she can always recommend a book they will love. Jenny also works really well with all members of staff and incorporates their teaching into her story-time, either through the choice of books or through what she chooses to highlight. She even runs a pupil librarian scheme and gets involved in all school open days. For the Enterprise of the Year Award, the judges were impressed by the highly imaginative project run by Broughton Junior School in Aylesbury, Berkshire. The unprecedented use of space in both of the library areas – the garden and the ‘Victorian’ reading room, was respected by the judges as magical, with books that ‘mirrored’ the local community and in turn, encouraged the children’s curiosity. The winner of the ‘Community Award’, which recognises wider support for the school library from local businesses or individuals, was the Alexandra Palace Children’s Book Award Team which included Helen Swinyard, Tanya Efthymiou, Gill Ward, and Kate Ereira. The project demonstrated a brilliant joint working initiative between primary, secondary schools and public libraries; one that the judges noted was refreshed each year to keep it feeling new. The longevity and growth of this project over several years is proof of how it is valued by the community. Alison Tarrant, Chief Executive Officer at the School Library Association said: “We were really impressed with the high quality of entries for this year, and our panels of esteemed judges had an incredibly hard time selecting the winners – even harder than usual! “To be named as an honouree is a great achievement in itself, but to be crowned a SLA Awards winner at a time when school libraries are vital for post-pandemic recovery to become the heart of so many schools, is something to truly celebrate. On behalf of all the judges, I would like to congratulate the winners. They should be extremely proud of receiving this accolade, and we look forward to sharing their knowledge and experience with other schools across the UK. “The awards play such a valuable part in not only rewarding excellence but also helping other schools to see what is possible. The SLA team and our panel of esteemed judges were amazed by the creativity and determination demonstrated by the winners. “Congratulations to them all.”
RSPB Big Schools’ Birdwatch is back
The world’s largest school wildlife survey returns, with tens of thousands of school children watching and counting the UK’s birds for the RSPB’s Big Schools’ Birdwatch. The Birdwatch – which takes place during the first half of the Spring term (6 January – 20 February) – is a chance for children to participate in a UK-wide citizen science project and generate real life data. The Birdwatch involves children watching and counting the birds that visit their school grounds or outdoor space, before sending the results to the RSPB. With over a million school children taking part since its launch in 2002, the RSPB Big Schools Birdwatch has become a much-loved annual event, that helps give the RSPB a valuable snapshot of how our school birds are doing in the UK. With birds now facing so many challenges due to the nature and climate emergency, every count matters. Rachael Albon, RSPB Big Schools’ Birdwatch Co-ordinator said: “Big Schools’ Birdwatch offers children the chance to contribute to a UK-wide citizen science project in their school grounds. This year we have made the Birdwatch even better by including historical results data so classes can compare their sightings with national data from previous years. It’s a great opportunity to provide a valuable learning experience and, together, be part of something bigger!” Over the last two decades, more than 70 difference species have been recorded in school grounds, giving the RSPB an astonishing amount of insight into how our wildlife is faring. The woodpigeon claimed the number one spot in the Big School Birdwatch rankings as the most commonly seen bird with an average of 7 per school spotted in 2022. The blackbird took second place with the carrion crow completing the top three. Rachael added: “Whatever you see – one blackbird, twenty sparrows or no birds at all – it all counts. It helps us build that vital overall picture of how our school birds are faring from one year to the next. With so much challenging our birds now, it’s more important than ever to submit your results. Our school birds are counting on you!” The Big Schools’ Birdwatch counts as one activity towards the RSPB’s free Wild Challenge award. This award scheme inspires pupils to learn through nature by choosing from more than 20 other activities. [note 3] The Big Schools Birdwatch is a free activity. Teachers are sent a pack to help make delivery of the Birdwatch simple. Teachers can pick any day during the first half of the Spring term to take part, with the flexibility to run it as a one off or as the centre piece of a cross-curricular study, enrichment activity or a way for the children to improve their outdoor space. Registration for Big Schools’ Birdwatch 2023 is now open. For your free Big Schools’ Birdwatch pack visit rspb.org.uk/schoolswatch The pack includes everything a teacher will need to take part, including bird fact files, survey sheets, advice on how to get the most out of their Birdwatch. The Big Schools’ Birdwatch is the school version of the Big Garden Birdwatch – the world’s largest garden wildlife survey. The event will take place over three days on 27, 28 and 29 January 2023. Further information can be found on the RSPB website rspb.org.uk/birdwatch
Celebrate the NHS’ 75th birthday and meet the Gatsby benchmarks KS3 careers competitions
A new and improved Step into the NHS schools competition has re-opened for entries, giving students the chance to celebrate the NHS’ 75th birthday and schools the chance to meet the Gatsby benchmarks. Developed in partnership with teachers, the careers competition encourages secondary school students to research and create a job advert for an NHS profession while learning about over 350 careers in the health service. Last year’s national winning entry told the story of a student’s journey to become a medical physicist, through a creative stop-motion video using Lego pieces. Evelyn Duxbury, 2022 national winner, said: “I really enjoyed the Step into the NHS contest because it allowed me to experiment with my creativity while exploring my favourite subjects, mathematics and science. I hope it inspires other young people to look into the wide range of jobs that are available in the NHS.” For the first time, this year’s winning students will have the chance to see their advert put on public display in their local community. Amazon vouchers and goody bags are also available to win as well as the chance to have their entry displayed in the upcoming Step into the NHS online gallery. The teacher resources are free to download and aligned to the KS3 curriculum, supporting teachers to meet several aims of the Department for Education’s careers strategy and the Gatsby benchmarks for Good Career Guidance. Naomi Winmill, teacher of science and careers lead at St Crispin’s school in Berkshire, said: “Running the competition at St Crispin’s was a fantastic opportunity for our students to discover the world of careers, improve their job-seeking skills and learn about the NHS as an employer.” The resources were fully flexible and easy to deliver, and my class really enjoyed the challenge. Our winner, Evelyn, was over the moon at being named national winner, having worked extremely hard on her entry, and presenting it to a virtual panel of judges.” The Step into the NHS competition is now open and accepting submissions until 30th April 2023. It now takes as little as one hour to deliver the learning from with the new ‘one lesson launch’ resource, which is downloadable from the Step into the NHS website. Stacey Drake, careers and employability lead at Daventry Hill School and 2020’s UK Careers Leader of the Year, said: “It has been a privilege to judge the Step into the NHS competition and get a sneak preview of the students’ amazing entries. This competition is fantastic in helping young people understand the vast number of NHS professions, while exploring their creative side.” With Ofsted now wanting evidence of schools meeting the Gatsby benchmarks as part of their inspections, Step into the NHS offers a programme of work that can really help.” Visit the Step into the NHS website https://www.stepintothenhs.nhs.uk/ for more information and how to enter the contest.
Attainment gap tops teachers concerns this Autumn term
1 in 5 teachers and head teachers (19%) believe addressing the attainment gap will be the biggest challenge Nearly 40% of teachers admit feeling unprepared to measure the differences in attainment caused by Covid-19 The impact of the cost-of-living crisis on staff and pupils is also a key concern for this Autumn New research from Renaissance, a leading provider of edtech solutions to improve outcomes and accelerate learning, has revealed that 1 in 5 teachers and head teachers (19%) believe addressing the attainment gap will be the biggest challenge this Autumn term. The research asked senior school leaders, department heads, and teachers about their views and key challenges ahead of the Autumn school term. Measuring and addressing the attainment gap caused by Covid-19 recovery were cited as the top challenges this term with nearly 40% of teachers revealing they felt unprepared to measure learning loss, and almost half (48%) felt unprepared to act on attainment differences. The cost-of-living crisis was also listed as a top concern with 1 in 5 (20%) of teachers concerned about its impact on colleagues and pupils. Assessment will be key to closing attainment gaps this academic year and over three-quarters of teachers (77%) said they were planning to assess their pupil’s progress at the start of term. The majority (76%) of teachers felt literacy learning loss would be the hardest to close, but maths skills were also a concern for 1 in 5 teachers (20%), with over a quarter (27%) citing numeracy skills such as fraction, decimals and percentages as the most difficult to close. However, there is a silver-lining to the past two years of pandemic disruption as three-quarters of teachers (75%) said their confidence in using edtech had increased. This is a 4% uplift compared to July 2021, when 71% of teachers said their edtech confidence had grown. With such a variety of online tools available, experts at Renaissance are encouraging schools to take advantage of teachers’ improved edtech confidence and expand their digital offering to recover learning and help pupils meet expected standards. Teachers can use curriculum-aligned Focus Skills from Renaissance, made freely available through dedicated Teacher Workbooks, to plan lessons that support pupils in learning year-appropriate skills. When combined with formative assessment, Focus Skills can save teachers time and support them in creating tailored lesson plans, meaning pupils spend more time learning and are given more specific support for their developmental needs. Joan Mill, Manager Director, International at Renaissance said “We know teachers will be facing a wide range of issues this Autumn term – from recovering summer learning and pandemic-related loss, to challenges caused by the cost-of-living crisis. This timely research is indicative of the many insights only an edtech provider of our depth and breadth of experience can supply. At Renaissance, we continue to invest in innovative solutions designed to support School and MAT leaders, to help improve education outcomes throughout and beyond the 2022/23 academic year, and to accelerate learning for all. Our resources and solutions provide both a roadmap for identifying, and tools for closing, persistent attainment gaps – allowing teachers to focus on educating pupils, guiding their learning development and planning tailored programmes.” Rebecca Cox, Chief Executive of Hales Valley Trust, an all-primary academy trust, based in Dudley, West Midlands said, “The attainment gap caused by Covid-19 continues to be a challenge for teachers across the country and I know it will be a top priority for teachers across our trust this Autumn term. We have successfully utilised the edtech solutions available to date, using Accelerated Reader and Star Assessments to both measure and act on existing learning loss, but this will continue to be important this academic term to ensure all pupils are progressing to the best of their ability.”
allmanhall celebrates 16 years of award-winning food procurement
Food procurement experts allmanhall – founded in 2006 by father and son, Edward and Oliver Hall – are celebrating their 16th birthday. Founded in 2006 by father and son, Edward and Oliver Hall, the business began as specialists in catering procurement for the independent education sector. Sixteen years on, the business now employs a team of 40 professionals and has expanded to support the Care and B&I sectors in addition to education. Edward and Oliver are still very much involved in the business as Chairman and Managing Director, and are proud to be owner-managed and independent, increasingly rare in the food procurement arena. “As an organisation, we are extremely proud that allmanhall is celebrating its sweet 16,” comments Oliver Hall. “Since our inception back in 2006, the saying ‘change has been the only constant’ has been hugely apposite. With continuous change specific to the food industry, the 16 years have also been punctuated by major global events, such as the financial crisis of 2007-08, the London Olympics, the horsegate scandal, Brexit, Covid-19, the cost-of-living crisis and now the end of the Elizabethan era and the national mourning to pay our respects for the passing of our Queen.” Much has changed since allmanhall was founded, both for the business and wider world in which it operates, but its philosophy remains consistent; deliver sustainable value for every client. allmanhall believe good food shouldn’t cost the Earth and, as such, they are on a mission to challenge and transform food supply so informed decisions become clear. It has grown and developed its core food procurement specialism, and by focusing on developing close working relationships with clients, has achieved a client retention rate of 99%, a huge testament to this philosophy. allmanhall now looks after and works collaboratively with well over 100 clients, which still includes its very first client, St Paul’s Girls‘ School in Hammersmith, London. Communications and Development Director Jo Hall comments, “From a modest start in 2006 we have expanded to realise a turnover of £28m in FY 2021-22, a true example of a successful local business, growing and operating at a national level. And this expansion continues with circa £11m new business re-signed in the past six months, and an active programme of new staff recruitment and team development in place for the future.” allmanhall has established itself as a market leader in food procurement, helping its clients deal with the challenges that first the pandemic and now the cost-of-living crisis has created for all in the food sector. As well as an emphasis on the essential focus on sustainability and more readily available information. “Now more than ever, allmanhall’s procurement services, along with the utilisation of the latest industry-leading technology and supply-chain relationships, are proving essential to clients across all sectors,” continues Hall. The original core of the procurement expertise offerings from those very early days are still apparent today but have expanded to include foodservice consultancy, with hands-on catering and nutrition advice and dietetics support. Regarding the impact on the environment and sustainability, allmanhall has recently engaged in an exclusive partnership with Foodsteps, to provide carbon impact assessments for independent education foodservice. In recognition of the level of service and expertise allmanhall provides, it has achieved a number of industry accolades. For the second year running it has been awarded Best Food Procurement Specialists 2022 from the Southern Enterprise Awards body. It won both this and the Customer Service Excellence Award 2021, building on the previous’ accolade for Customer and Staff Care in the Wiltshire Business of the Year Awards 2017. allmanhall is a Premier Partner of the National Association for Care Catering (NACC), indicative of its growth in, and support offered, to the care sector. It works closely with the ISBA, recently delivering a much-celebrated Catering Managers Forum in partnership with them. The company also has a strong altruistic bent and over the years has been a solid supporter of local charity, completing a number of annual Bath Half marathons and other challenges as a team over the years, for charity Jamie’s Farm, who promote farming, family and therapy. To mark its anniversary allmanhall is publishing 16 recipes that can be delivered on a budget and / or with a low carbon impact assessment rating between September and Christmas 2022 To find out more visit https://allmanhall.co.uk/
Dreamachine opens up the wonderful world of a child’s imagination with life’s big questions
This year, children across the country were invited to answer big, burning questions about their perception of the world. The Dreamachine Schools programme, for students aged 7 – 11, encouraged them to delve deep inside their minds and stimulate their wildest imaginations. Dreamachine asked questions aimed to evoke a sense of discovery and curiosity about others, and for students to discover how others feel and experience the world. Students thought about what really matters to them and what they’d choose to find out about others. What teachers discovered was a fascinating glimpse into their unique world. Launched during the summer term, primary school aged children across the country – both in school and at home – completed a series of mind-boggling challenges as part of Dreamachine’s Life’s Big Questions programme – an interactive quiz hosted by Martin Dougan (CBBC Newsround), exploring the power of the human mind. At the end of every exercise, they were asked a question that prompted them to think big (really big), about the world around them and their connections with others. It gave children the opportunity to voice their opinions, unlock their imaginations and reveal what is important to them. Enabling children to express themselves supports the development of a stronger sense of self. It is a view shared by Mr Dowell, a class teacher at Chesterton Primary School in Cambridge: “Offering, week after week, the big questions to the children has been a great and creative experience. I have managed to explore their interests further and put answers to many questions they asked. Learning about how the brain works and how different we see the world has raised their empathy and understanding around others.” Life’s Big Questions is a unique opportunity for children to learn more about the senses. Remember #TheDress? In 2015, we were all furiously debating the colour of the Roman Originals dress. Did you see a blue and black stripe dress, blue and brown or gold and white outfit? Life’s Big Questions takes children on a similar journey of knowledge and curiosity. Professor Anil Seth who led the scientific elements of the Dreamachine programme, explained: “We explored a variety of questions about how we perceive the world, how our experiences differ from one another, and we questioned whether the world is always as it appears to be. We looked at a variety of visual illusions which allowed children to experience the power of their own minds directly.” Teachers began the challenge with a straightforward question: if you could see anything in the world, what would it be? Some of the most captivating answers were those where imaginations had flourished; where children described things that are not possible or likely, at least at present: from reading people’s minds to being able to see through objects, from seeing money fall from the sky to seeing a chicken in space. Children touched upon the more philosophical topics, too, such as seeing people differently or seeing oneself as a baby. The activities conclude with children divulging what big questions they would ask the world. Mrs Duddridge, a year five teacher at Severn Primary, remarked: “My favourite activity was the children discussing the questions they would ask … it was so thought provoking. They came up with really wonderful questions that made me think that I would like to incorporate this with my other lessons.” Ellie asked If you could only keep one thing on the planet, what would it be? Abdul wanted to know if new languages were still being invented. And Aurora wanted to know why we were all different. Children asked lots of questions about football and food, but also nature, animals and pets. There have been questions about space and time, questioning the unknown, and reflecting on what possibilities might be beyond our knowledge of humanity. And as a possible reflection on our society, there have been lots of references to having money ‘Does money buy happiness?’ but equally, some are clearly thinking about the differences between human life – why are we different, how are we different? Philosopher Scott Hershovitz, recently remarked: “Every child is a natural philosopher. They’re puzzled by the world, and they try to puzzle it out.” What has been abundantly clear is that by exploring the power of the brain, Life’s Big Questions has ignited curiosity and imagination in the minds of children across the country about the world and themselves. For more information about Dreamachine’s Life’s Big Questions programme and to involve your class or child at home, please visit dreamachine.world/lifes-big-questions/ Life’s Big Questions was developed in partnership with A New Direction, We The Curious, Professor Anil Seth, Neuroscientist at University of Sussex and Professor of Philosophy, Fiona Macpherson from University of Glasgow. Dreamachine Schools is a major UK wide free education programme, developed by A New Direction in partnership with the British Science Association and UNICEF UK, and commissioned as part of UNBOXED: Creativity in the UK. For more information To find out more about Life’s Big Questions, please visit dreamachine.world/lifes-big-questions/ and to explore what children thought about Life’s Big Questions, please visit https://bit.ly/3fbeNZ5