Shine a Light Awards celebrates schools’ communication development work
Comedian Adam Hess hosted the 2018 Shine a Light Awards, a national awards scheme that celebrates innovative work and excellent practice in supporting children and young people’s communication development. Adam struggled with dyslexia and an immense fear of public speaking when he was younger. At the awards, which took place at Pearson’s headquarters in London, 17 individuals and teams across 10 award categories were recognised, as well as children and young people with speech, language and communication needs (SLCN). The Shine a Light Awards are sponsored and organised by Pearson in partnership with The Communication Trust, a coalition of over 50 organisations dedicated to supporting children and young people’s speech, language and communication. Adam said: “The dedication of teams and individuals to improve the communication skills of children and young people is humbling. As a child, I struggled greatly with dyslexia and an immense fear of public speaking, if it wasn’t for the support I received when I was younger I wouldn’t be in the position I am today. It has been a complete honour to host these awards and I would like to congratulate all the winners and commended finalists. They should be very proud of what they have achieved.” Sharon Hague, Senior Vice President, Schools, Pearson, said: “Our warmest congratulations to the winners, highly-commended, and commended finalists of the 2018 Shine a Light Awards. Through our innovative clinical assessments, Pearson is committed to supporting those working to help people overcome challenges in speech and language. “For six years we have run these awards as we believe it is so important to recognise and celebrate the incredible, but often unsung, work being done across the country to change the lives of children and young people by helping them to develop their communication skills.” Octavia Holland, Director of The Communication Trust, said: “Congratulations to everyone who triumphed at the 2018 Shine a Light Awards. These awards highlight the very best practice that is taking place in settings across the country. The winners and highly-commended finalists have shown what can be achieved when expertise, enthusiasm and dedication are given to children and young people who struggle to communicate. We would like to say a huge thank you to Pearson for their long-standing support.” The awards panel included 19 key representatives from across the education and special educational needs and disabilities (SEND) sectors, as well as previous Shine a Light Award winners. Representatives included Jonathan Douglas, Director at National Literacy Trust; Kamini Gadhok MBC, Chief Executive at RCSLT; Bob Reitemeier CBE, CEO of I CAN; Lesley Munro, Education and Speech and Language Therapy Manager at Pearson Clinical; John Parrott, Chair of Communication Consortium at NAPLIC and Victoria Roe, Secretary and Deputy Chair, SMIRA. The Shine a Light Awards have grown in popularity since their launch during the National Year of Communication in 2011 (known as the Hello campaign). To date, the awards have celebrated the work of over 140 teams and a wide range of individuals, including young people with severe and complex SLCN. In the UK, over one million children and young people have some form of long-term and persistent speech, language and communication needs (SLCN) that can impact them early, severely and for life. The awards highlight the incredible contributions of teams, settings and individuals across England who support children and young people to achieve their full potential despite the challenges they face. The Awards are designed to promote and celebrate good practice in speech, language and communication for individuals, groups and settings that work with children and young people, particularly those with SLCN. The awards form part of the legacy of the National Year of Communication (Hello campaign) and have become a key event in the speech, language and communication and healthcare calendar. Pearson is the world’s learning company, with expertise in educational courseware and assessment, and a range of teaching and learning services powered by technology. Pearson have sponsored the Shine a Light Awards since their launch in 2011, as part of the Hello campaign (National Year of Communication). The Communication Trust is a coalition of over 50 leading voluntary sector organisations, which raises awareness, influences policy, promotes best practice among the children’s workforce and commissions work from its members. The Trust’s mission is to ensure that every child and young person is supported to communicate to the very best of their ability. For further information about the Shine a Light winners and highly-commended finalists, visit www.shinealightawards.co.uk and follow the hashtag on Twitter #awards_SAL The full list of winners and highly commended finalists is as follows: Award: The Katie Rough Memorial Award Winner: Libby Hill, Uttoxeter Highly Commended: Rachel Peck, Cambridgeshire Child/Young Person of the Year Award: Winner: Jonathan Bryan, Wiltshire Highly Commended: Siena Castellon, London Communication Champion of the Year Award Winner: Pip St John, Lancashire Youth Justice of the Year Award Winner: Manchester Youth Justice, Manchester Early Years Setting of the Year Award Winner: Children’s House Nursery School, London Highly Commended: Juice Nursery Ltd, Altrincham Primary School of the Year Award Winner: Pendle Primary Academy, Lancashire Highly Commended: Longmoor Community Primary, Merseyside Commended: Bridgewater Primary School, Newcastle upon Tyne Secondary School/College of the Year Award Winner: Isaac Newton Academy, London Commended: London South East Colleges, London SEN School/Group of the Year Award Winner: Pontville School, Lancashire Highly Commended: The William Henry Smith School, West Yorkshire SLCN Innovation of the Year Award Winner: Stoke Speaks Out Pearson Outstanding Achievement Award Winner: Stoke Speaks Out The judges involved in the 2018 Shine a Light Awards were: · Bob Reitemeier, CEO of I CAN · Diz Minnitt, Speech and Language Lead, Association of YOT Managers (AYM) · Hilary Berry, Chair of Cheshire West and Chester Primary Heads’ Association · Janet Cooper, Early Language and Communication Strategy Lead at Stoke-on-Trent City Council and Shine a Light Award winner · John Parrott, Chair of Communication Consortium at NAPLIC · Jonathan Douglas, Director of National
How should heads cope with rising mental health issues within teaching?
Robyn Johnstone, Chief Executive Officer of Education Placement Group specialists in teacher recruitment, recently partnered with Education Support Partnership (ESP). ESP is the only UK charity dedicated to improving the health and wellbeing of teachers, and its free and confidential 24-hour helpline receives over 7,500 calls a year from education staff who have reached breaking point. Here she answers some questions about the rising mental health issues within teaching… What issues are teachers facing in terms of their mental health? Teachers are currently facing high levels of stress, resulting in behavioural, psychological and physical symptoms. Behavioural impacts cause teachers to be more prone to procrastination and mood swings, which may affect their teaching ability. Psychologically, increased work pressure can lead to anxiety and panic attacks, leading to cases of depression. There are also physical impacts of raised blood pressure, tension and regular headaches affecting their performance. How are schools affected when teachers leave the profession due to mental health issues? Mental health issues result in teachers suffering from long term sickness, meaning that temporary members of staff are required to cover these absences. This creates stability issues for pupils as children do not have regular and familiar teaching staff, impacting both their performance and behaviour. Schools may also face challenges relating to the recruitment of new member of staffs, particularly for STEM subjects. How does the Education Placement Group’s (EPG) new partnership with Education Support Partnership (ESP) work? Our partnership aims to raise the issue of mental health and how it impacts the retention of staff in schools. We want to ensure all teachers have access to a support network, whether that is professional or social, in order to help them remain within the profession. It will also help school leaders to understand how their school can support teachers suffering from these issues. ESP and EPG will be working together on a number of events to raise awareness and provide wellbeing advice and support for teachers. We will also be working collaboratively on a Teacher Community which proactively provides trainee teachers and newly qualified teachers with a peer community, professional coaching and guidance with ‘real time’ wellbeing advice. What can heads do to reduce the number of teachers leaving the profession? Head teachers need to recognise that a supportive school culture should be at the forefront of their agenda. A strong and positive culture where teachers are often rewarded and recognised will help with both recruitment and retention of staff. School leaders need to be supported by the senior management team to address the issue as a team. Head teachers also need to provide sufficient guidance and advice about health and wellbeing for their staff, through well communicated formal policies. Teachers are less likely to seek support from their employer when experiencing mental health issues related to work. A school culture which positively addresses mental health, rather than seeing it as a sign of weakness, will be better equipped to address issues early, before staff inevitably leave. What should policy makers be doing to ensure that teachers feel valued in their roles? Policy makers need to understand the current level of mental health issues teachers are experiencing and thus how policy changes can contribute to exacerbating these issues. Unsustainable workload and work-life balance are the two top causes of poor mental health, yet many policy changes, particularly if they are made rapidly, often increase the workload and only make the situation worse. This is particularly prevalent as a major stress for senior leaders in schools, who report that the rapid pace of organisational change is one of the major reasons for leaving the profession. For further information on mental health support see educationsupportpartnership.org.uk and for the Education Placement Group, please call 0114 2572700 or email info@educationplacementgroup.com.
DigiLab 3D45 Review: Dremel’s 3D printer is school friendly!
With 3D printing making a splash in industry, schools are beginning to invest in the technology to help prepare students for future careers. But with the cost relatively high and the technology still emerging, is it worth handing over much-needed funding? Here, we review the Dremel DigiLab 3D45 model to explore whether 3D printing is a realistic avenue for schools to explore. Armed with a scraper and two sticks of purple glue, our tech-minded colleague Frank McLaughlin set up the DigiLab, which was generously loaned to us by Dremel (part of the Bosch group). Dremel launched their DigiLab 3D45 at the BETT show recently because it has been designed specifically for schools. Frank had a good knowledge of how 3D printing works – although he had never used a 3D printer before – and informed me that a spool of plastic thread (or filament) was responsible for printing the 3D objects. So we loaded the spool into the side of the machine and threaded the filament into the correct parts. Dremel informed us that an environmentally friendly, plant-based plastic, PLA, can be used with the DigiLab. Creating awe and wonder in DT On reading the easy-to-follow, relatively short set of instructions, we set about choosing a design to build. The touch-screen menu allowed us to easily navigate to a frog model, which the printer informed us would take 1hr 30mins. We took the purple glue stick and lubricated the glass platform to avoid the object from being welded onto the plate. Over the next couple of hours, with the lights dimmed and the printer illuminated like some kind of plastic-melting UFO, staff from around the office bobbed in to express their awe and wonder. Thanks to its fully enclosed see-through chamber, we could see every stage of creation as the hair-thin strands of melted plastic build up the shapes, layer by layer. With cries of “It’s like magic!” and “What else can we make?” it’s clear to see the excitement levels in schools will be piqued with a 3D printer. The possibilities are endless and the only limits are the students’ imagination. The end completion time was extended throughout printing, so the first job ran over our working day. Frog ended up remaining headless, however we were able to see the honeycomb effect within the body of the objects printed – which saves on filament and is fantastically strong. There’s also an integrated camera so students and teachers can monitor and control multiple printers remotely. Frank monitored the printing of the first object – while printing the machine should not be left unattended, something to consider when longer jobs are being built in school hours – and then began creating his own designs including a QA Education logo and a Euromedia heart keyring. As well as a few designs included with the printer to get you started, nets are available on the web if students want a quick start. Designing your own net can be done in a variety of software packages such as Autodesk’s Print Studio. Cross-curricular potential After using the printer and discussing the possibility of creating various objects, we realised that a 3D printer can be fully cross-curricular as well as improving DT and computing skills. Studying business? Make an object to sell at enterprise. Art student? Design your own decorative object. Future engineer? Solve a problem by building a solution. Dremel are keen to impress how important it is that pupils have a good knowledge of 3D design and build. John Kavanagh, Dremel’s global president, said, “3D printers have become an essential teaching tool as the world’s economies gear to the needs of the next industrial revolution. The Dremel DigiLab suite provides the tools and range to inspire children and give them the skills they’ll need for the workplace of the future. The DigiLab 3D45 is the first 3D printer designed to perfectly suit the school environment. It combines simplicity of use and reliability with the capacity to produce advanced designs at a price that schools can afford.” Michael Miller, technology and computer science teacher at Otsego Public Schools in the USA and a Dremel 3D Ambassador, said, “The integration of 3D printing into the classroom, from design and technology to history, inspires students. The Dremel Digilab 3D printing product suite is perfect for introducing children to the basics of 3D design and printing, and enabling them to develop their skills from starting school to heading to university. 3D printing is a great way to close the disconnect between the skills we teach in the classroom and the world of work.” QA Education checks out software, preparation and the scope for students with the Dremel DigiLab 3D45 Here, Frank gives his technical review and suggests how the 3D printer can be operated in DT lessons: • Set-up speed: To set the DigiLab takes hardly any time at all. It is built for easy usage, all of it is pretty much self-explanatory. • Ease of use: The printer is almost plug in and print. It’s so easy to use, you just add the filament, hook the filament to the extruder, calibrate the glass platform (which is literally pressing a button) and you are good to go. • Time: The DigiLab takes around five minutes to heat up before it can begin sculpting. The clock is not always dependable with sculptures sometimes taking up to an extra hour longer than expected. Despite the guesstimates the DigiLab’s speed, for what it prints, is impressive. • Display: The DigiLab utilises a clear and user-friendly interactive touch screen to display how long the sculptures will take to create. It also shows the temperature of the glass platform as well as the temperature of the nozzle. • Noise: The machine is quite loud, as can be expected of a 3D printer, so may need to be sited away from pupils’ desks. • Software: Works best with recommended files .g3drem and these can be created with relative ease with the Autodesk Print Studio. Just
Physical computing: teaching the teachers
FutureLearn offer CPD on the teaching of computing. Here, programme coordinator Dan Fisher and training manager James Robinson explain why their course ‘Teaching Physical Computing with Raspberry Pi and Python’ – using the mini-computers alongside the coding programme – is changing the way teachers think about computing and how they can improve the future of programming in the UK. 1. What is “physical computing”? How is it used in industry? Physical computing means interacting with real-world objects by programming them from a computer. Examples include programming an LED to flash, reading environmental data from a sensor, or even controlling robotic objects. Applications like these are all around us in everyday life, from traffic signals and ticket barriers to driverless cars and assembly lines. Behind each of these applications are algorithms and programs that govern their behaviour. Physical computing is combining hardware and software in order to create something useful or productive, or simply just for fun. 2. Why is it important to teach physical computing to pupils and from what age do children learn these skills? Many concepts in computing are abstract and symbolic, which presents a huge challenge for learners who are new to the discipline. Physical computing connects these concepts to something concrete and tangible, where learners can see the direct impact of the programs they write. When a learner (of any age) flashes an LED for first time, it’s a literal lightbulb moment: instructions they gave the computer produce an output in the real world! From there they can go on to control other outputs, as well as reacting to inputs. A challenge in teaching computing is finding engaging contexts that learners can relate to. We think that physical computing is one of the most engaging and most useful contexts in which learners can thrive. 3. Is it a worry that technology is advancing so quickly when some teachers aren’t receiving adequate training? How can schools combat this? As technology advances, educators and learners alike need to be able to adapt to the new possibilities that it brings. However, there seems little value in focusing on learning about specific technologies, as these invariably adapt, improve, or become outdated. Instead, educators should use current technologies to learn and teach about the core concepts of computing. For example, instead of learning a specific programming language, we should instead focus on learning programming using any appropriate language(s). Teachers should club together to work on physical computing 4. What advice do you have for staff who are concerned that their computing skills aren’t up to scratch? There are many resources out there to support educators. One of the best resources is simply other educators, which is why all our online courses are created by educators for educators and have a collaborative approach throughout. Educators can also sign up for Hello World, a free magazine for computing educators, by other educators. Start an informal computing club such as a Code Club or CoderDojo, test out some ideas, and learn alongside your learners. This way you can find out what works and what doesn’t, discover what engages your learners, and trial ideas that you can then take to the classroom. More advice on how to develop as a computing teacher can be found in our Hello World article by experienced teacher James Robinson. 5. What is the next advancement in computing which you foresee teachers needing training on? As suggested earlier, new technologies don’t necessarily change the fundamentals of computing. That being said, there are areas of computing that, over time, are become more and more important. As technology becomes more and more embedded in our daily and personal lives, there is a greater need to understand how it works and the impact it is having. Topics like encryption, machine learning, AI, and computer ethics are going to become increasingly important for students and therefore educators to understand. A reasonable understanding of the principles of computing is needed in order to engage in these important and highly relevant topics. For more information on FutureLearn, see www.futurelearn.com. For information on RaspberryPi mini-computers, see www.raspberrypi.org
Virtual Reality Learning
Virtual Reality Learning: A Technological Innovation for Education When it comes to classroom study, learning processes are constantly evolving and new developments in technology means that many education practices can be eased through these new innovations. One particular technology which has been changing the face of education and improving learning methods lately is Virtual Reality technology. Having progressed significantly since it first came into existence in 2015, Virtual Reality technology within the classroom is helping to enhance interactive learning, encourage more visualisation, as well as promoting self-learning methods and group interaction. Amongst other technological innovations, VR in education has proved to be one of the most effective learning tools within the classroom. With the development of Virtual Reality, then came along Augmented Reality which created a whole range of new opportunities within the classroom and exciting learning possibilities for both students and teachers. AR in education helps to bridge the real and digital world – it helps to encourage the students to actually become part of the information, as well as letting them literally see what they’re learning right in front of them. There’s VR learning and AR learning, and then there’s the VLE (Virtual Learning Environment) which essentially combines both Virtual Reality technology and Augmented Reality technology. This programme and type of learning specifically focuses on cognitive development for students. This includes – language development, numerical understanding, comprehensive improvement, strengthening concept development and engagement within the classroom. If you’ve not heard of the Virtual Learning Environment, or Virtual Reality technology for that matter, then you’re probably wondering what it involves and how it compares to the traditional classroom. The traditional classroom focuses on textbook reading and instructional method of study which results in less comprehension and less engagement within the classroom. The virtual classroom is much more engaging and helps to keep students more interested with simulated people, objects and environments which appear very life-like. With VR headsets and a 360 degree view, the students get to experience the events as they are happening. Modern education really hones in on the element of interactive learning and device-based learning. The Virtual Learning Environment really helps with this, as well as promoting more visualisation and engagement within the classroom. To help you visualise the benefits of VR and Realtime Virtuality, the guys over at Essay Writing Service UK have designed an animated infographic below. The gifographic pinpoints the benefits of the Virtual Classroom, the main differences between the traditional classroom and the virtual classroom, as well as lots of information around the Virtual Learning Environment – a programme which many schools are now thinking of implementing within their curriculum or have already started to implement it. Are you a student? Are you a teacher? We’d love to get your thoughts on technology in education and whether you think that Virtual Reality technology is a great learning tool…
Practical Applications of Technology in Education
It is surely difficult for schoolchildren and students today to imagine classrooms as they were not that long ago – without computers and mobile phones. Technology is now ubiquitous in schools – learning platforms, laptops, mobile phones and so on. According to a 2016 report from EdTechXGlobal, education technology is becoming a global phenomenon, and as distribution and platforms scale internationally, the market is projected to grow at 17.0% per annum, to $252bn by 2020. Yet does all this technology really help? Some teachers clearly use it effectively to help their students learn, but not all. Some teachers and students are enthusiastic about using new technologies, others less so – many teachers have, despite new ideas about new ways of teaching including making use of new technologies, been somewhat slow in adapting the way they teach to encompass these effectively, and there is a lack of evidence that students are learning more effectively – in fact in some cases technology can be a distraction. Two technologies that are of clear practical benefit, however are online recruitment systems and products that enable parental engagement. Online Recruitment Systems Last year, The Guardian newspaper ran a survey that found that 43% of teachers in state schools intended to leave the profession within the next five years. Schools are already struggling to find teachers in key subjects and in some of the more remote parts of the country this is even more difficult. Recruitment agencies and press advertising can be effective, but expensive, and schools and colleges are now turning in increasing numbers to online recruitment systems as a more cost-effective way of finding the best staff. Bringing recruitment in-house can cut the cost considerably, and can be extremely effective. These systems allow a school to post simultaneously to many job boards, allowing the recruitment net to be cast very widely, and present an advanced and attractive careers page on the school’s website. The talent pooling facility which is inbuilt to some of these systems also allows details of unsuccessful candidates to be retained so they can be contacted again if another, more suitable post becomes vacant. Schools and colleges such as Huntingdonshire Regional College, Loughborough Endowed Schools, Newcastle Under Lyme College, Ashton Sixth Form College, and Felsted School are examples of schools making effective use of these (NB we can provide a full case history for a school or college). Whole-school Communication and Engagement Products Whole school communication and engagement products, via an app on a mobile phone, are now starting to make their way into schools and colleges. These allow a high level of built-in, targeted communication. They facilitate two-way engagement, while allowing the school to choose the most appropriate channel of communication – for example, SMS, Push Notification, Email, Chat, Notice, Social Media – for the correct situation. It is widely accepted that the involvement of parents with their child’s education makes a great difference to success in the classroom. Yet, for many reasons including lack of time, a feeling of not being welcome at a school, not all parents are as actively involved as they could be. A study by the National College for School Leadership1 quoting Harris and Goodall makes a distinction between parental engagement as considered as parental engagement in learning, as opposed to parental involvement in schooling. However, both are important. The study says that “Feedback from school leaders shows that one of the major concerns in running a modern school is trying to get parents to engage more. Because of the changing demographic of modern parenting, traditional approaches to parental involvement have been largely unsuccessful.” The study goes on to say that “all forms of positive parental interaction with school are important and can have a positive impact on children’s learning, behaviour and attendance. The research found that schools in different contexts employ a wide range of practical strategies to encourage parents to engage more with the school. Positive communication is essential for such parental engagement strategies to succeed, but this can take place in a number of ways. The best approaches are tailored to specific parental needs, and context is an essential factor when considering parental engagement strategies.” However, as a paper from the Department of Education outlines, there can be a number of challenges in making parental involvement and engagement successful. 2 There are many ways that schools try to encourage parental involvement, from welcoming them as classroom volunteers, being available out of hours, live chat sessions, even child-parent cookery classes, and so on. But a new kind of interactive communications technology is also helping this effort. In today’s world of mobile apps and when many children, even young ones, have mobile phones and even tablets, you’d think communication would be easy. But what many schools want is a way of communicating quickly and easily with parents and all students, and whole school communication and engagement products, via an app on a mobile phone, are starting to make their way into schools. These allow a high level of built-in, targeted communication, facilitating two-way engagement, while allowing the school to choose the most appropriate channel of communication – for example, SMS, Push Notification, Email, Chat, Notice, Social Media – for the correct situation. An example is Heather Primary School, based in Coalville, Leicestershire, who are using a whole-school communication platform, to help improve communication and engagement between parents and staff. (NB we can provide a brief case history on this). The school selected the product for its ability to bring all communication methods into one platform whilst being accessible via web browser and mobile app; this helped to meet the developing requirements of the school. Prior to taking the system, the school relied mainly on text messaging and paper newsletters to engage with parents. While technology proliferates in schools today, some is more useful than others. Tools that are simple to use and have a clear function that solves a difficult and ongoing problem are the ones likely to be around for the long-term, albeit revised and enhanced to meet the
New report warns of damaging accountability system for schools
A former Number 10 adviser and education chief at the RSA has warned that English schools are being damaged by common practices that are of little value to students. The Ideal School Exhibition is an essay penned by Julian Astle, which reveals that schools are dicing with students’ futures by scrambling to achieve the best league table results. This essay is a result of Astle’s search for inspiring “mission-led” schools that are bucking a growing trend of schools hollowing out their teaching in a bid to meet the constantly shifting demands of the government’s accountability system. These issues include: Narrowing the curriculum – particularly as pupils approach primary school SATs and GCSEs, when schools increasingly focus their time, energy and resources only on those subjects that will affect their league table position. ‘Teaching-to-the-test’ – the practice whereby schools drill pupils in the tactics and techniques of exam taking, and focus their instruction on the specific demands of the test and the mark scheme. This not only turns young people off learning but which generates superficial, temporary and illusory educational gains. Gaming – particularly the practices of manipulating the admissions and exclusions system to attract high-performing students and remove low-performing pupils. Also of entering large numbers of pupils for easy-to-obtain qualifications of little interest or value to the learner. Julian said: “Having worked at the centre of government, I know that the architects of England’s school accountability system are motivated by the best of intentions: to expose serious under-performance and raise standards. “But as the grip of that system has tightened over the last 25 years, and the catalogue of unintended consequences and perverse incentives has grown ever longer, it is hard to not to conclude that the costs now outweigh the benefits. We have reached that critical point where positive change becomes possible – where the risks of inaction are higher than the risks of reform. “The RSA calls on everyone who recognises the importance of assessment and accountability, but who shares our concerns that the system as currently designed is damaging children’s education, to join the debate about how to reform that system for the better.” To tackle these problems, Astle recommends: Training teachers in the use and misuse of assessment to develop a deeper understanding within the profession of how teaching-to-the-test impedes, rather than supports, learning. Making explicit Ofsted’s emerging role as: the guardian of a broad and balanced curriculum; a counterbalance to the pressures of the DfE’s numbers-based accountability system; and the body mandated and expected to referee the ‘game’, looking not only at what schools achieve, but how they achieve it. Withdrawing the ‘right’ for schools to act as their own admissions authority, and engaging with the RSA’s proposed Commission on School Admissions to ensure that the ‘low road to school improvement’ (manipulating the admissions system rather than improving teaching) is permanently closed. Abolishing the Ofsted ‘outstanding’ category and handing the definition of excellence back to the profession. Ofsted should play a role more akin to the ‘Food Standards Agency’ than ‘restaurant critic’, focusing solely on identifying serious underperformance. As the government and the inspectorate step back, so teachers, coming together through bodies like researchED and the Chartered College of Teaching, should step up, ensuring that research, collaboration and evidence-led practice drive-up standards. Creating a contestable ‘middle-tier’ to ensure that every school – particularly struggling or isolated schools without a high-performing local authority or Multi-Academy Trust behind them – is provided with timely and effective external challenge and support, with middle-tier bodies that cannot demonstrate an ability to maintain or raise standards replaced by ones that can. The publication of The Ideal School Exhibition kick-starts the RSA’s work to unlock the potential of an overworked teaching profession, and to get our schools focused on the pivotal relationship at the heart of teaching: between the teacher, the pupil and the text – the real substance of education. The essay will be launched today [16 November] in central London, with speakers including: David Laws, former schools minister, now executive chairman, Education Policy Institute; Daisy Christodoulou, director of education, No More Marking; Peter Hyman, co-founder and executive headteacher, School 21; Julian Astle, director of creative learning and development, RSA. David Laws, former schools minister and now executive chairman, Education Policy Institute, said: “Anyone who cares about the quality of the education England’s school children are receiving would do well to consider the warnings contained in this thoughtful essay. Ensuring the accountability system creates the right incentives, and drives the right behaviours, is a key priority.” Daisy Christodoulou, education director of No More Marking, added: “Exams are only an indirect measure of academic achievement, which means it is possible for them to be gamed and manipulated in such a way that they lose their original meaning. This report makes some vitally important points about why this is so damaging, and why the pursuit of exam results and accountability metrics therefore has to be informed by an understanding of the curriculum, and of what it means to master a subject.” Read more from QA Education:
The Perfect Finish: Two Schools Score Dulux Smarter Spaces £10,000 Design Prize
Two lucky schools have been announced as winners of the annual Dulux Smarter Spaces competition and are each set to receive £10,000 worth of colour and design services. Lawley Primary School in Telford and Highdown School & Sixth From Centre in Reading will revitalise their education environments with help from the leading paint manufacturer’s Smarter Spaces team, which puts pupils at the heart of design in schools. As part of their prize, the schools received a surprise visit from the Dulux Dog as well as Matthew Burton, star of TV’s Educating Yorkshire and ambassador for the campaign, to celebrate their win. The initiative promotes the concept of ‘learner-led design’ and the effective use of colour in schools and encourages pupils to be actively involved in the decoration planning process. Lawley Primary School will use the money to transform their entrance hall and main corridor, while Highdown School are set to turn an old technology classroom into an inspiring art and photography studio. The competition was launched as research carried out by Dulux revealed that a staggering two thirds of schools lacked the funding to make basic refurbishment improvements, with an overwhelming majority of teachers and head teachers considering the school environment to affect pupils’ academic life. Schools had to submit a 300-word entry explaining why they should win the £10,000 transformation and how they would make use of the funding. The final winner was chosen by a panel of judges, including Matthew Burton and education expert, Professor Stephen Heppell. Becky Orton, Senior Brand Manager for Dulux Smarter Spaces, comments: “We’re delighted to announce the winners of this year’s competition. We work with schools across the country to design learning spaces that are not only inspiring and stimulating, but also meet the needs of the busy school environment. Our decoration and design packages are tailored to a school’s needs, offering services to suit every budget. We can’t wait to get to work on these projects!” About the scheme The Dulux Smarter Spaces service helps schools get the most out of their environment within their budget and allows teachers and head teachers to focus on running the school. From creating an oasis of calm to building engaging classroom displays or focus walls, the initiative champions a range of ways to make simple additions to learning environments that can make a big difference to learning outcomes. Using Ofsted criteria as a starting point, Dulux Trade identified five areas of focus where the design of the environment can support teaching and learning: to inspire engagement, improve building function, promote wellbeing, improve teaching and learning experience and encourage positive attitudes.
Project reveals new way to combat stress and anxiety in teachers
Schools and academies across the length and breadth of the country are full of staff battling stress and anxiety, leading one Trust to explore an innovative solution to the problem. Leigh Academies Trust in Dartford decided to look at ways to combat stress in school staff by using Cranial Electrotherapy Stimulation (CES) with the use of an Alpha-Stim Device. The Alpha-Stim is a portable cranial electrotherapy stimulation device that transmits tiny imperceptible microcurrents via ear-clips. It works by stimulating nerve cells in the brain stem, activating the pathways that generate increased levels of serotonin and endorphins. Its positive effects are also cumulative, suggesting that the Alpha-Stim may bring about a permanent positive change in our neurological make-up. The Alpha-Stim also encourages the production of alpha waves in the brain, which is a calming, soothing wave. The study was set up by deputy chief executive Neil Willis, HR director Richard Taylor, and educational psychologist Jo Buttle, who examined ways to improve staff well-being through the use of this device. The project involved using the Alpha-Stim portable electronic device to see if it reduced symptoms of anxiety, depression and sleep difficulties among staff. A total of 21 staff members used the device daily for between 20 and 60 minutes, over a four-week period. A number of pre and post measurements were taken to monitor changes in anxiety, depression, sleep and general welfare. Staff at the University of Greenwich kindly carried out the statistical analysis of the results. Richard Taylor, HR Director of Leigh Academies Trust said: “As a Trust, we recognise that at times the challenges that teachers face in both school and home can lead to the onset of mental health problems. Leigh Academies Trust believes that teacher wellbeing is one of the most important issues currently in education and, as a result, we have been exploring ways to help teachers maintain positive mental health. “In addition to mindfulness sessions and examining the workload challenge we have been trialling the use of cranial electrotherapy stimulation to help reduce the symptoms of depression and anxiety as well as help with sleep disorders. As part of the trial we administered, in partnership with our educational psychologists, several controlled trials to see if the impact would justify a wider rollout. “The results from these trials were extremely encouraging and we saw a positive impact on the quality of life scores for nearly all those using the device. In light of the results, we are now rolling the scheme out so that it is available to all staff in the Trust. Whilst this is not the sole solution to improve teacher wellbeing it is a fantastic tool to help staff maintain positive mental health.” Jo Buttle, educational psychologist added: “It has been great to work with the Trust in supporting staff well-being. The Trust’s dynamic and forward thinking approach enabled us to adopt a creative strategy in helping reduce the symptoms of anxiety, depression and sleep difficulties amongst staff. The results are excellent and suggest this is something schools and academies should consider as part of their staff support strategy.” To determine whether the system was having a positive influence, the staff completed four scales: The Quality of Life Enjoyment and Satisfaction Questionnaire-Short Form (Q-LES-Q-SF); Bourion-Bédès et al., 2015 The Pittsburgh Sleep Quality Index (PSQI); Buysse, 1989 Beck’s Depression Inventory (BDI); Beck et al., 1961 Beck’s Anxiety Inventory (BAI); Beck & Steer, 1993 Using Q-LES-Q-SF scores, where higher scores on the scale indicate greater satisfaction, the mean scores improved from 3.3 to 3.7; a statistically significant difference in the positive direction. Using PSQI scores, where higher scores indicate worse sleep quality, following the treatment, mean scores had decreased from 1.28 to 0.76. This difference was statistically significant in the positive direction, which means that participants had better post-treatment sleep quality. Scores on the BDI tended to also display a better quality of life in terms of improved sleeping patterns and improved appetite. There are four sub-scales on the BAI scale. In terms of neurophysiological symptoms, mean scores of 0.43 pre-treatment and 0.34 post-treatment were not significantly different; however, subjective feelings of anxiety significantly changed between pre-treatment, 1.05, and post-treatment, 0.55. In addition, panic feelings significantly reduced from a pre-treatment mean of 0.46, to post-treatment mean of 0.25, whilst autonomic symptoms significantly reduced from a mean pre-treatment score of 0.94, to 0.52 post-treatment. The Alpha-Stim has numerous clinical studies behind it and after a 120 patient NHS trial that started in September last year is now being used by IAPT services to help treat patients with anxiety disorders. It retails for £549 or is available on a buy-to-rent scheme from £51 a month. For more information please visit www.alpha-stim.co.uk or call 01487 208041. Schools and academies interested in running a trial or wishing to find out more about supporting staff using the Alpha-Stim please visit www.iepskent.co.uk or call 01732 770031