Editor’s blog: It’s time to scrap the one word Ofsted ratings
Its acronym alone can strike fear into the heart of the average teacher. I speak of Ofsted of course – the school inspection regime for England. The system – widely hated by teachers – is being reviewed after headteacher Ruth Perry took her own life shortly after inspection into the leadership and management of her school was dubbed ‘Inadequate’ – Ofsted’s harshest rating following errors with safeguarding training. The school had previously been rated ‘Outstanding’ and a few months after she took her life it was lifted back up to ‘Good’. An inquest later this month will review the specific circumstances of her death but a wider enquiry into Ofsted by MPs on the Commons Education Select Committee began in October. It was launched amid concern that the one-word ratings that Ofsted gives to schools may not be conducive to helping schools improve and in the most serious cases cause significant harm to the mental health of people working in schools. The inquiry is reviewing whether the added workload of preparing for an Ofsted inspection is detrimental to the wellbeing of teachers and school leaders. Lord Jim Knight, a former schools minister in the Blair government, couldn’t have been clearer in his belief. He commented: “We have a whole system that is operating in fear and in stress. Once the Ofsted window opens – that they are going to be inspected in the next couple of years – that massively skews the behaviour of everyone in the system, and I think to the detriment of children’s education.” Also concerning is the evidence that for a significant percentage of schools, a poor rating can leave a school ‘stuck’ – unable to improve – or even deteriorating for years and years. If the stigma of being a failing school prevents a school from ever improving, there is certainly a vicious circle at play. This comes back to the ‘one word ratings’ and the likelihood that being judged as ‘inadequate’ will deter brighter pupils and more able teachers. On the flip side, schools that have narrowly missed a rating often pass the threshold a year or two later thanks to the Ofsted feedback. It is quite a conundrum! Do we have to accept some schools aren’t going to make the grade if we are to have high standards? Statistically speaking it’s a certainty as there’s not much value in engineering a situation where everyone can be considered great. The inspectorate does have to be able to give negative judgements but that needs to be balanced with the capacity or ability of the school to improve based on its resources and other socio-demographic factors. It’s no surprise that wealthy areas tend to have more ‘outstanding’ rated schools. Any teacher that has worked in the independent/private sector will tell you that the children aren’t any brighter, they are just enabled and perhaps, more crucially, expected to do more. Ofsted clearly has no power to raise the standards of parents! A former Chief Inspector of Schools, Sir Michael Wilshaw told the committee he was in favour of scrapping the one word ratings. Sir Michael, who axed the ‘satisfactory’ rating for ‘requires improvement’ as he felt parents were being falsely reassured, said he had been “a big supporter” of one word ratings but wasn’t anymore. “They are not giving parents an accurate picture of what’s happening in schools,” he told the committee. “It’s providing parents with false comfort.” He went on: “Ofsted says that nearly 90% of schools are good. That’s nonsense. That’s complete nonsense. Having seen some of the schools judged good over the last few years, I would not say [they] were good. “When I’ve been into some of these schools and then I’ve seen the [Ofsted] report, I’ve felt like going to Specsavers and getting another pair of glasses because they were not good and it’s giving false comfort to parents.” Wilshaw also accused Ofsted of moving too far away from data and he said inspection judgments were becoming much more subjective. “We’ve got the ridiculous position of schools with really low progress scores – minus progress scores – and terrible outcomes getting a good judgement.” The committee is also considering the remit of Ofsted amid vast differences in school regulation across the UK and the world – with many countries having no school inspection regime. It has heard that Wales, Scotland and Northern Ireland all had less demanding systems that placed more trust in schools to evaluate their own performance. Dr Sam Sims, from the UCL Centre for Education Policy and Equalising Opportunities, questioned the ‘doubling up’ occurring under the English system, in other words the inspectorate reviewing schools’ educational performance regardless of exam results. Dr Sims suggested that the regulator should be more focussed on other performance measures such as safeguarding, extra-curricular achievements and ensuring schools weren’t cutting corners on health and safety and other pastoral matters. So, with all the evidence we see so far it seems sensible to scrap the one word ratings for something more nuanced, but not too complicated for parents to understand. What would you do to reform Ofsted? Share your thoughts with me via nick@euromediaal.com Read more QA Education blogs by clicking here
Young pupils recovering from Covid learning gap
New research suggests the Covid learning gap suffered by young pupils as a result of the pandemic is starting to narrow. The difference between reading and maths scores of Year 3 and 4 pupils in the 2022/23 academic year compared to those before Covid is smaller than it was. But the gap between disadvantaged pupils and their peers remains wide. The findings are the latest in a series of reports conducted by the National Foundation for Educational Research (NFER) tracking the longer-term impact of the pandemic on younger pupils’ reading and maths skills. Published and funded by the Education Endowment Foundation (EEF), the research has followed over 6,000 pupils who were in Reception and Year 1 (four- to six-year-olds) in March 2020, with the most recent assessment taking place in the spring term of 2023 with the same pupils, now in Years 3 and 4. The study tracks the estimated Covid-19 gap and disadvantage gap over time to gain an understanding of pupils’ attainment relative to where they might expect to be had the pandemic not occurred. Dr Ben Styles, Head of Classroom Practice and Workforce at NFER said: “It is encouraging that three years on from the first school closures, there are real signs of improvement in both the reading and maths performance of Year 3 and Year 4 pupils. Schools have been working tirelessly following the pandemic to put strategies in place to support pupils’ learning recovery. “Our evidence suggests there should be a greater focus on very low attaining pupils and closing the disadvantage gap. It is essential that schools are both adequately funded and supported to do so using evidence-based approaches. This will be required over the long term.” Covid-19 gap closed for pupils on average in both reading and maths The new data shows that in spring 2023 there was no significant difference in Year 3 pupils’ reading and Year 4 pupils’ maths performance, compared to the pre-pandemic pupil samples. For reading and maths, in both Years 3 and 4, the Covid gap significantly reduced compared with spring 2021 and spring 2022. However, the analysis did show a notable proportion of very low attaining pupils in Year 3 reading, larger than seen before the pandemic (4.9 per cent compared with 2.5 per cent). Disadvantage gap is shrinking, but it remains wider than before the pandemic Year 3 and 4 pupils eligible for free school meals were each estimated to be around seven months behind their more well-off peers for reading in spring 2023. These gaps have not decreased since spring 2021 and remain wider than gaps reported before the pandemic. Meanwhile, the disadvantage gaps for maths in spring 2023 for each of Year 3 and Year 4 were estimated to be around six months – significantly reduced since spring 2021 but wider than gaps reported before the pandemic. Schools report support for pupils’ wellbeing is still a priority, particularly for disadvantaged pupils The research shows that schools have continued with a number of strategies developed during the pandemic, including increased wellbeing support, and provision for home learning which most schools felt they were able to support well. Schools who reported disruption to learning gave the most common reason as being related to pupils’ behaviour and wellbeing, a much more commonly reported challenge than in previous years of the study. The research also explored pupils’ social skills, behaviour and wellbeing. It found the social maturity of pupils in 2022/23 was not significantly different to that seen in 2021/22. However, disadvantaged pupils were assessed as having significantly lower social skills than non-disadvantaged pupils. Three quarters of schools reported that they were prioritising learning recovery support for their disadvantaged pupils, but schools were concerned about the level of funding to support pupils who had missed learning. To read more QA Education news click here
GCSEPod offers pupils access to over 500 hours of free content during NEU strikes
One of the UK’s leading education software providers, GCSEPod, will offer 525 hours of free content to students on 1 February, and all future strike days, to support teachers and help ensure learning is uninterrupted while members of the NEU union go on strike. The content being made available has been hand-picked to align with the knowledge and confidence gaps highlighted in a recent survey of 80,000 GCSE students answering over 1 million assessment questions. To view all the content available visit: https://www.theaccessgroup.com/en-gb/education/resources/free-curriculum-content/ Described as the ‘Netflix’ of education, GCSEPod is used by 1,659 schools across the UK, both in the classroom and to assist with at-home learning and revision. The free content will be available to all schools and learners, regardless of whether they currently use GCSEPod. With many schools expected to close to the majority of students on the planned strike days, GCSEPod hopes to minimise the pressure on teachers and ensure that learning can continue. Original, English Language, GCSE style exam papers will also be made available to English and Welsh exam boards. These can be easily downloaded and printed off for pupils without access to technology on strike days. Emma Slater, Head of Education at GCSEPod, said: “We appreciate that the decision to strike is by no means an easy one for teachers and understand that the last thing they want to see is pupils falling behind at a crucial point in the academic year. By offering free access to content that aligns with the knowledge and confidence gaps including video content from across the core and options subjects, we believe that pupils and teachers at all schools taking advantage of the offer will benefit. “Studying Shakespeare, revising the topic of energy, stretching yourself with statistics or geographical skills. With over 100 videos being made available online across all areas of the curriculum teachers and SLT can rest assured that we have their learners covered over the coming month.” Rosie Tucker, a science teacher based in Devon, said: “The situation for teachers is becoming almost untenable and forcing many, like myself, to consider leaving the profession altogether. While we’ve had a small pay rise, this hasn’t come from extra government funding, it’s come from the schools themselves – things urgently need to change. “While we are not required to set work on the days of the strikes, many of us will be working extra hours over the next few days to ensure that pupils have work to complete and that learning can continue from home. By offering GCSEPod to students we are confident that pupils will access engaging and useful content that they are familiar with. At the end of the day, no one wants to see pupils losing out.” Covering 30 GCSE/ IGCSE subjects, users of the GCSEPod learning and revision tools are proven to achieve one grade higher, on average, than non-users. The GCSEPod content and assessments are accessible both in the classroom and at home, providing learners more flexibility and freedom when it comes to managing their progress and revision. To find out more visit: GCSEPod curriculum content and assessment
University refurbishment sees new flooring laid in Peel Hall
Based just one mile west of Manchester, the University of Salford has been established since 1967. Home to over 19,500 students and 2,700 members of staff, the University is made up of two campuses which are part of a £650m regeneration scheme for the local area. The university refurbishment began in 2014, when a number of areas in the main campus of the University of Salford including Peel Hall, a historic Victorian building with original features housing the University’s lecture theatres, were revamped. Despite the extensive refurb, the main entrance to Peel Hall was left untouched. In 2018, the University decided that the beige flooring throughout the hall was not on brand, or of the same high standard as the rest of the building, so turned to Barratt and Hughes flooring specialist to help find a solution. The University provided a clear brief to Barratt and Hughes. Due to the high volume of traffic in the room, the flooring needed to be hardwearing and able to hide inevitable stains. It also needed to look modern yet still be in keeping with the original period features. In addition, as the flooring was going to run up and down the stairs, the University wanted a flooring that would create a clear walkway for students and staff. University refurbishment inspired by store fitting Barratt and Hughes selected CFS Precision Txture tiles after using the product in a store refurbishment project and being impressed with the quality. By specifying the flooring in the colour Rioja, they were able complement the Hall’s existing interior design scheme. Due to being single tiles, the carpet can easily be replaced in the event of damage, cutting down potential refurb time and costs for the University in the future. CFS Precision Txture was designed to enhance any room with a modern aesthetic, meaning it fit the brief exactly. The product is also manufactured from recycled yarn with a high tuft density, ensuring that a heavy commercial rating is achieved, making it the perfect fit for a room where heavy footfall is expected. Paul Britton, Building Manager at the University of Salford, said: “We are thrilled with the flooring. The project was completed in record time, with one day to lift and one day to lay. We gave the team a brief of a flooring that would be subtle yet standout, distinguishable yet not garish, and they delivered. We look forward to working with Barrett and Hughes again in the future.” Simon Peers, Director at Barrett and Hughes, discussed the installation, saying: “We have a partnership with the University, and so when they asked me to take on the project, I was more than happy to. The flooring tiles that were previously there were beige, and didn’t suit the room, so we selected the CFS flooring in a colour that matched the seating and colour scheme. “We chose CFS Precision Txture because we had actually recently installed the flooring in a Carpet and Flooring store, after receiving a recommendation. So we knew the carpet looked great and that Carpet and Flooring would be reliable in its delivery.” CFS flooring products are available from specialist flooring supplier Carpet & Flooring, which supplies a range of flooring that covers all performance and aesthetic requirements. For more information or to request samples please call 01527 511860 or contact us at info@cfscarpets.co.uk.
Why cybersecurity needs to be a priority for the education sector
Adrian Jones, CEO at Swivel Secure Education institutions need to make cybersecurity a priority. Despite the sector facing major challenges such as a lack of staffing and a lack of funding and resources, cyber attacks are no less frequent or less severe in education. In fact, they seem to be gaining ground in prevalence year-on-year as instances of breaches in schools and higher education are widely reported. In recent years we’ve seen news of ransom attacks causing financial damage – like that on the University of Calgary where the institution allegedly handed over $20k to cybercriminals, and malware attacks causing mass disruption – similar to the disruption which, apparently, caused the Minnesota School District to shut down for a day while IT professionals rebuilt the system. The more worrying breaches are where student safety is compromised. Educational institutions are entrusted to safeguard their students, many of whom are minors, but a weak cybersecurity infrastructure can put them at risk. This was made all too clear when the CCTV in several schools in Blackpool was allegedly breached, and the footage reportedly live-streamed on the internet. It’s an unfortunate fact that, while cybersecurity in education is necessary to protect against financial loss and prevent disruption, it’s also crucial to protect students from harm. Which is why the sector needs to do everything it can to ensure their applications and systems are protected, and work to overcome any challenges. In this article, we’ll look at the current state of cybersecurity in education. We’ll discuss the most common reasons for attack, the highest threats and the main challenges facing the sector to help you understand why cybersecurity needs to be a priority, and how you can make it a priority for your educational institute. Why education is a target for cybercrime There are four key reasons why Education is a target for cybercriminals. With Education venues varying in size, purpose, and stature, the motives for attack can vary too. For example, what might be a common threat for world-renowned Universities/Colleges might not be an issue for schools or school districts. So, institutions need to evaluate the risk and understand what data is vulnerable to unauthorised access. DDoS attacks – Distributed Denial of Service, or DDoS attacks are a common type of attack on all levels of Education venue. This is where the attacker’s motive is to cause widespread disruption to the institute’s network, having a negative effect on productivity. This can be a relatively easy attack for amateur cybercriminals to carry out, especially if the target network is poorly protected. There have been instances of students or teachers successfully carrying out a DDoS attack, with motives ranging from simply wanting a day off, to protesting the way a complaint was handled. Data theft – This is another attack affecting all levels of education because all institutions hold student and staff data, including sensitive details like names and addresses. This type of information can be valuable to cybercriminals for several reasons, whether they plan to sell the information to a third party or use it as a bargaining tool and extort money. The concerning aspect of this type of attack is that hackers can go unnoticed for long periods of time. As was the case at Berkeley, where at least 160,000 medical records were allegedly stolen from University computers over a number of months. Financial gain – Another motive for hackers carrying out an attack on an education institution is for financial gain. This might not be as high a risk for public schools, but with private institutions and Universities/Colleges handling a large number of student fees, they’re a prime target for cybercriminals. Today, it’s usual for students or parents to pay fees via an online portal, often transferring large sums of money to cover a whole term or year of tuition. Without proper protection or preparation on the part of education institutions, this presents a weak spot for cybercriminals to intercept. Espionage – The fourth reason why education is a target for cybercrime is espionage. In the case of higher education institutes like Universities/Colleges, they’re often centres for research and hold valuable intellectual property. Universities/Colleges need to be suitably protected, as it’s thought that scientific, engineering and medical research by UK Universities has been previously compromised by hackers, and with plenty of time and money to fund them professionals are often at the helm of these attacks. With these four motives in mind, the way in which hackers carry out an attack on Education networks can further help us understand how to protect them. How education is targeted JISC’s 2018 Cybersecurity Posture Survey questioned IT professionals within further and higher education. They were asked to name the top cyber threats facing their institutions, and the top three answers give us insight into the most common ways Education networks are breached. Phishing – Phishing scams often take the form of an email or instant message and are designed to trick the user into trusting the source in a fraudulent attempt to access their credentials – whether that’s sensitive student data or confidential research. This type of attack is highlighted as the top threat facing higher education venues, suggesting hackers regularly target the sector using the method. Ransomware/Malware – Also in the top three cyber threats highlighted by the report, ransomware and malware attacks prevent users from accessing the network or files and cause disruption. More advanced forms of this threat can see attackers hold files to ransom. Ransomware or malware typically infects devices using a trojan, a file or attachment disguised to look legitimate. However, some ransomware (like the WannaCry attack) have been shown to travel between devices without user interaction. Lack of awareness – The third threat listed by professionals in both further and higher education is a lack of awareness or accidents. This could be on the part of staff or students who aren’t sufficiently trained to practice good cyber hygiene or accidentally compromise the network. Despite taking on different appearances,
DBS check mythbuster – avoid costly delays when applying
As most people working within education will know, all staff in schools and nurseries are subject to a DBS (Disclosure & Barring Service) check. Schools can encounter staffing problems if DBS checks aren’t done quickly and efficiently. Here, QA Education editor Victoria Galligan busts some of the myths regarding DBS checks and explores what a DBS check actually is, who needs one and how to avoid costly delays when applying… There is only one level of DBS check for school staff Yes – for general employees in England and Wales there are three levels of DBS check – Basic, Standard and Enhanced. However, an Enhanced with DBS Barred List check is required for all staff who teach, supervise, instruct, train or care for children in schools and colleges. This is considered “regulated activity” with children. Even school employees who won’t engage in this regulated activity require a DBS check as there is the opportunity for regular contact with children. Staff such as cleaners don’t need a DBS check Any member of staff who is like to come into contact with children needs an Enhanced DBS check – even if not taking part in regulated activity. This includes cleaners, caretakers, and often contractors working within schools or even in the school grounds. DBS checking service CRBS states on its website: “The reason for this is due to ‘where’ they are working rather than the ‘job role’ in which they are doing. Schools, nurseries and other similar educational institutions fall into a category known as ‘limited range of establishments’. Legislation provides the scope to allow such establishments to request checks on any candidates working on those sites (as long as they meet the other criteria) to make sure the highest measures of safeguarding are put into place for children.” Volunteers don’t need a DBS check It depends – people working in schools at least four times in a 30-day period are eligible for a DBS check. As are people who will be left unsupervised with children. So weekly reading helpers, for example, would need one. If you’re taking children on a trip and have asked for volunteers to help out for a day, then they won’t need one as long as a staff member is with them at all times (including in a vehicle). The exception to this are trips with overnight stays as they are also regulated activity – even one overnight trip requires the volunteer to have a DBS check. If a parent is a regular school volunteer, then they will be eligible for a DBS check. A barred person cannot work in school The DBS decides whether or not a person should be on one or both of the two barred lists – one for working with children and one for working with vulnerable adults. When on the list, individuals are therefore prohibited from seeking or taking up regulated activity with children (or vulnerable adults). A barred person cannot work for a school at all, or a number of other “specified places”. The government document Regulated Activity in Relation to Children: Scope clarifies that people who “provide occasional or temporary services (not teaching, training or supervision of children)” can work with children as long as they are supervised. The document explains what is considered regulated activity which a barred person must not do. This is important to check, as regulated activity does not cover activity which is supervised by another adult. An example would be a trainee tradesperson working with a professional. School governors don’t need a DBS check Wrong! All governors in all schools – maintained, free, academy, or independent – are required to have a current enhanced DBS check: this regulation came into force on 8th March 2016. This is not simply due to the possibility of contact with children but the fact that governors play a key role in the decision-making process in schools, particularly of recruitment. I can’t check qualifications through a DBS check True – they only show an applicant’s criminal record history (with some restrictions). However, Teacher Services is a free government service which will allow you to check qualifications, QTS, completion of induction and any prohibitions, sanctions or restrictions that may stop a teacher from working in certain roles. This can be done by signing into the school’s Gov.uk portal and if you’re waiting for login details to be confirmed and have an immediate need to check the status of a teacher you can email employer.access@education.gov.uk – just type ‘urgent query’ in the subject line. Schools have to pay for staff members’ DBS checks Not necessarily – it’s up to the employer whether or not to foot the bill. One DBS advisory service, clearcheck.co.uk. states: “There is no law which states that employers should be the ones who cover the cost of having a DBS check done, it’s just good practice for the employer to shoulder the cost. Not all employers take this approach though, and some may ask employees to stump up the cash themselves. For people who move jobs regularly of have more than one employer might then find themselves quite out of pocket, so if applying for a job which requires DBS checks it is worth enquiring about the process at the interview stage.” The answer to this is to take out an Enhanced with DBS Barred List check, which costs £44, and pay the extra £13 to be added to the Update Service. This £13 is a yearly fee which will allow the applicant to make changes, and for the employer to make a status check of the certificate to see if changes have been made. Teachers can transfer their DBS check from school to school Possibly. If teachers opt to be added to the Update Service, a new DBS check is not necessarily required for each school they teach in – it’s up to the new school. Supply teachers register for a DBS check through their agency. The Update Service website says teachers will only need a new DBS check if: an
Students taste life in the food industry with Future First
School students interested in a career in food are taking part in a programme to demonstrate the breadth of jobs available in the industry and increase their work skills. National education charity Future First has partnered with The Flava People, who supply the UK’s leading retailers, restaurants and food manufacturers with sauces and seasonings, to inform state school students about the skills necessary to succeed in the food and hospitality industry. Under the scheme, The Flava People will welcome Year 11 students from two Manchester state schools, Burnage Academy for Boys and Sale Grammar School to its Sharston factory to see the production line first hand, benefit from the experience of staff and learn the skills they need to be successful in work. The insight days will help students understand the wide range of careers available in the food industry and the study routes students should choose to pursue specific roles. The project forms part of The Flava People’s ‘Flavour to Fuel change’ commitment to promote the industry in higher education and to support Manchester’s young people while providing a future diverse pipeline of young people coming into the industry. The Flava People is one of several leading employers working with Future First to connect their employees with young people in schools and colleges. The link between schools and employers enables students to broaden their horizons and boost their confidence, motivation and knowledge about career pathways. Future First believes everyone should be able to succeed in a career of their choice, regardless of their background. The charity’s research shows almost five in ten young people receiving Free School Meals don’t know anyone in a job they would like to do and that three quarters of them don’t believe that they can be successful. Matt Lent, Chief Executive Officer Future First, said: “Students cannot be what they can’t see. Future First’s new partnership with The Flava People will provide inspiring opportunities for more young people to develop their employability skills and understand the food industry. Students will be able to connect with experienced staff whose stories will bring the industry alive. Hearing from employees in interesting jobs helps students make better-informed decisions about what they need for their working life as well as develop the skills employers are looking for.” Scott Dixon, Managing Director of The Flava People said: “We believe passionately in the power of food and flavour as a tool to drive positive change, not just for businesses and brands but across education, employment and beyond. We have a responsibility to use what we have, what we know and what we’ve learnt to empower others who might not otherwise get that opportunity. Future First, with their extensive knowledge of the education sector, was the obvious partner with whom to start this journey.” Teacher Pippa Conley, Faculty Leader for Design & Technology at Sale Grammar School, said: “Our students came back to school brimming with enthusiasm after all of the activities they took part in. I really do think they have had their eyes opened to many diverse careers and possibilities for the future.” For further information on Future First visit the website Picture caption: Students from Sale Grammar School attend The Flava People’s Sharston factory to learn about the industry.
The Growing Role of College Mergers
Mike Hopkins, Principal of South and City College Birmingham, comments on the role of college mergers and keeping the students’ best interests at heart… Mergers and acquisitions previously carried a stigma in higher education, but the sector is seeing more than ever before. College mergers offer relief for a struggling establishment and provide a strong cultural change. Simply put, they offer an avenue for those seeking a strategy to turnaround a college if they are willing to put in the work and commitment. Why are college mergers on the rise? When merging with another, similarly-sized institution that operates in the same locality, both colleges can benefit from estates rationalisation. This means an institution can combine the best departments and if done right, be left with a leaner operation that doesn’t need to build new facilities, use the same pool of students and become more financially efficient. During my 11-year post, I have led two college mergers – the first between the former South Birmingham College and City College Birmingham, and most recently with Bournville College. For our second merger, we knew exactly what was needed to be done and the processes involved, so we were able to do things more rapidly. All preparation for the merger was done in-house and planned to the last detail. Bournville was previously a failing college, however, just 15 months after the merger, both South & City and Bournville were awarded a Grade 2 Ofsted inspection result, achieving a “Good” status across all areas. Are college mergers the future for education? I don’t think there’s a right or wrong college merger model. We can provide evidence from our latest inspection report that we are here to provide for students from many different backgrounds. We believe that if we get the student bit right, everything else follows. However, a merger may not be the best strategy for every institution. My suggestion for any college considering a merger is: make sure you fully understand what you are undertaking. Consider the drivers for your merger, carefully observe the financial state of the college you intend to partner with and think about the considerable amount of time and commitment that you need to invest; you will be involved in a lot more than just the day-to-day running of the institution. A merger needs to be done with the student’s best interests coming first. For more information on the Birmingham college mergers visit sccb.ac.uk
Zoom video platform improves communication in education
Jane Ross, head of public sector at the Zoom video platform, discusses how it’s helping schools both in meetings and in the classroom… Could you explain what the Zoom video platform is, and how it helps teachers? Zoom is a unified video-first communications platform that provides remote communications services using cloud computing. It offers software for video, voice, chat, and content sharing. Zoom was named a Leader in the 2018 Gartner Magic Quadrant for Meeting Solutions. The Zoom solutions also have the benefit of being available for procurement through the UK government’s official G-Cloud Digital Marketplace framework. This accreditation provides full access to Zoom’s range of solutions, including its Zoom Rooms, which implements its high-quality video, audio and content sharing in rooms of all sizes. Zoom services are available in cloud or hybrid deployments, and the solutions are available on the G-Cloud version 10 of the framework, in the Cloud Software category. Zoom also benefits the ease of sharing critical information, with the one-click activation, the school board can hold meetings, students can join classes, teachers can bring in remote guest lecturers or host office hours online, and so forth. We are living in a digital age, and more and more schools are looking for ways to adapt to this transformation while being conscious of their budget restrictions. Zoom can bolster any eLearning initiatives, by providing a secure platform for online tutoring, online parent teacher meetings, teacher conferences etc. The possibilities for Zoom to positively impact and transform the way a school works is only limited to what they can imagine doing with it! What is the effect on pupils’ attainment when Zoom is used? Zoom can be the next step in introducing synchronous activities into school’s existing or future eLearning programs, it can work to build stronger relationships and better learning experiences for students and teachers alike. For example, webinars and online teaching sessions hosted via Zoom can bolster the engagement of pupils whether at home or at school, providing alternative outlets for those students who are hungry to learn. This will not only build their academic confidence, but also give them a chance to hone this confidence in situations outside the comfort of a classroom, by giving them vital experience of a technology and a way of communicating that they will most likely be using when they come to enter the working world. How does Zoom save the school money? With unique but straightforward pricing structure, Zoom offers affordable and attainable solutions for organisations with even the strictest of budgets. That is why over 17,000 educational institutions are using Zoom for virtual and hybrid classrooms, office hours, administrative meetings, and more. Does Zoom help students prepare for higher education and the world of work? Zoom can play a huge part in helping students understand the tools available to keep up with the modern world of work, and the often-remote experience of attending a University far away from home. Zoom can teach students how to work effectively from anywhere, a skill that will be vital in the world of work as more and more companies offer a flexible working structure. Not to mention, that most companies, even if based in the office 5 days a week, will need to use some form of conferencing software to communicate with other parts of their business, customers, or clients. Using Zoom at school gives students this exposure to collaborative working from a remote environment. What do you see in the future of video technology: what will students be using next year, for example? Today’s students are mobile first. We are talking all the time about the benefits and pitfalls of Bring Your Own Device (BYOD), and so we are now seeing schools and universities addressing the need to integrate this into a learning environment in a productive way. Teachers are now realising they need to meet the students where they are, with synchronous engagement that goes straight to their mobile devices with real-time video, audio, and content sharing. The future of video technology is bright and totally mobile, and is sure to become something that students, teachers and school boards see as a seamless and entirely essential part of learning in the modern era. Could you give an example where the Zoom video platform has really made an impact on a school? The University of San Francisco was looking for a solution to support its growing online programs, and it decided that the answer was Zoom. The impact that Zoom has had at the organisation is real and palpable; not only does Zoom create an easy and accessible way for teachers and students to connect no matter where they are, it has also expanded the University’s ability to share knowledge globally. This is demonstrated by its collaboration with remote hospitals in Vietnam, with whom the University’s faculty and researchers share healthcare knowledge and best practice to ensure patients are receiving the right treatment – all through Zoom. The University has credited the ease of clicking to connect, and simplicity of deployment and usability as some of the reasons why Zoom has made such an impact. See www.zoom.us for more details on the Zoom video platform.