The Schools & Academies Show 2024: Plan. Procure. Prosper.
The Schools & Academies Show 2024 provides the education community with a one-stop shop of everything they need to further strengthen their strategic business and school improvement plans for a lasting impact. Join thousands of educators on 1st May 2024 at ExCeL London, for over 30 hours of CPD accredited content and access to 150+ education suppliers offering incredible solutions. Every year, 3000 visitors from Schools, Academies, MATs, Local Authorities, Central Government and the wider education sector, who are all looking to strategic business and school improvement plans for improved staff and pupil outcomes. New for 2024, we have introduced three co-located events (EdTech Innovate, The SEND Conference & The School Estates Summit), providing you access to endless opportunities to network with your peers and build relationships with top education suppliers all under one roof. You can also look forward to policy updates, valuable resources, practical support and high-quality sessions in our CPD accredited theatres, focused on a variety of trending topics, from EdTech to Business & Finance, providing you with the ultimate toolkit to support your role & organisation. We have invited a stellar line-up of industry-leading speakers to share their invaluable experience, sector updates, best practice insights and inspirations, ensuring visitors leave feeling empowered with new processes, strategies and solutions to navigate their current challenges, drive school improvements and ultimately provide better outcomes for their pupils. This must-attend event is designed to empower you with new processes, innovative technologies and practical solutions. Gain key insights in driving efficiency, making cost savings, and enhancing your school performance to improve the outcomes of all pupils. Don’t miss out on what is gearing up to be another unmissable show and register for free today. View the full show agenda here: www.schoolsandacademiesshow.co.uk/agenda Register for FREE today here.
Youth Development: Loud Speaker and NCS Launch Free Residential Programme for 15 to 17-year-olds at six UK locations
This Easter, Loud Speaker, in collaboration with the National Citizen Service (NCS), is set to redefine youth development with a pioneering residential programme, offered entirely free of charge for teens between 15 and 17-year-olds. With a legacy of impacting over 150,000 young lives through dynamic workshops, Loud Speaker, founded by best friends turned entrepreneurs, is at the forefront of innovative youth engagement. This programme is a testament to their belief that with the right mindset and skills, every young person can carve out their own path to success. From Friday 29th March to Tuesday 2nd April 2024, participants will embark on a transformative journey, not just stepping out of their comfort zones, but leaping into a world of possibilities. Set in six stunning locations across the UK, this programme is more than just an escape from daily life; it’s a launchpad for the future. Programme Highlights: Skill Development: Young people will dive deep into workshops that hone crucial employability and life skills. From effective communication and personal branding to enterprise and networking, participants will emerge with a toolkit for success in the modern world. Outdoor Activities: The type of activities that you don’t get to do everyday, including zip-lining, archery, and navigating high ropes. These activities are designed to build resilience, teamwork, and leadership skills. Evening Activities: Going all out with fun-filled evenings, featuring activities like Loud Speaker Bingo, karaoke, and The Big Quiz. It’s not just about learning; it’s about living. Inclusive Experience: Special provisions, including accommodations for those observing Ramadan, ensure an inclusive environment for all, allowing every participant to fully engage with the programme’s offerings. The six locations The Story Behind Loud Speaker: Loud Speaker’s founders are best friends who met at University in Liverpool and built a six-figure company from the ground up with only £30 in the bank account. Their story is a testament to what determination and belief in oneself can achieve. Their mission is to show young people that they, too, can make their dreams a reality, regardless of their starting point. Join the Movement: This Easter, be part of something extraordinary. Spaces are limited, and the potential for growth is boundless. Registration is now open, with NCS facilitating a smooth sign-up process. For more information and to secure your place in this life-changing programme, visit our tailor-made blog. If you have any questions, contact the NCS team via their website.
Are mobile phones being banned in UK schools?
The UK government has issued new guidance to schools amid a call for a total ban of mobile phones in schools. Research has found that almost all secondary age pupils have a mobile phone. The Department for Education says 97% of 12-year-olds carry a smart phone and they are concerned that they can be a distraction in the classroom. The DfE has today (February 19) said it is encouraging all schools to prohibit children from accessing phones when they are at school so they can focus on their education. The negative side of phones in schools The impact of mobile phones in schools Is there a mandatory ban? The DfE has stopped short of legislating for a compulsory ban of phones in schools. It is leaving the decision up to schools themselves but has said it strongly supports schools prohibiting the use of phones by pupils. What is the guidance? The DfE policy says the following: READ MORE: Is it time to scrap one word Ofsted ratings? READ MORE: Managing school behaviour – the power of positive parental engagement What are education leaders saying? Daniel Kebede, General Secretary of the National Education Union, said: “As most schools already have policies in place to deal with the problems of mobile phone use, this guidance will make little difference and is a distraction from the many problems facing education. “What Gillian Keegan should be doing is facing up to the deep challenges in our schools. The education secretary must acknowledge and address the detrimental impact of real-terms funding cuts on children and young people’s education, the lack of mental health support both within and outside of school, the teacher recruitment and retention crisis and the rising levels of child poverty. “These are the issues school leaders are currently most concerned about and if resolved will make a difference when helping students make positive choices and develop good learning habits.” Mark Balaam, White Ribbon Ambassador and founder of imabi, said: “In principle, this is a good thing. Mobile phones have transformed schools in recent years, opening a whole new front for teachers to deal with and monitor. “We all know that’s essentially an impossible job, so banning them in schools would seem like a sensible move. However, the simple truth is that the genie is out of the bottle. “Smartphones are integral to so many – and indeed their use has even been built into part of the curriculum in some circumstances – so cutting them out entirely will be almost impossible to implement. “The emphasis should be on providing support to help students – including guidance and advice, as well as the ability to discreetly report and flag incidents of abuse and inappropriate behaviour. “Handing in phones at the start of the day doesn’t stop them being used outside of school for bullying. So, instead, educators should be offering the support to counteract and reduce the impact – as it’s impossible to stop entirely. “With so much of modern life built on smartphones, it’s counter-intuitive to remove them from the education mix completely. We should be integrating them and educating future generations on safe usage, not acting as if they don’t exist.” Association of School and College Leaders (ASCL) general secretary Geoff Barton, said: “Most schools already forbid the use of mobile phones during the school day, or allow their use only in limited and stipulated circumstances. “We have lost count of the number of times that ministers have now announced a crackdown on mobile phones in schools. It is a non-policy for a non-problem. “The government would be far better off putting its energies into bringing to heel the online platforms via which children are able to access disturbing and extreme content.”
Overlooking School Sprinkler Systems – The High Price Of Short-Term Thinking
School sprinkler systems are still relatively rare. Fewer than one-in-six new schools have been built with a sprinkler system installed yet the fire incident statistics for England in primary/secondary and other educational establishments has seen a rise from 250 in 2020/21 to 341 in 2021/22. This begs the question as to why are we not investing appropriately in our school estate and leaving our schools vulnerable to fire and its impact? The price of underinvestment in school buildings was brought to bear in early September with the news that 174 schools were either forced to close or install temporary classrooms due to the presence of crumbling reinforced autoclaved aerated concrete (RAAC). Whilst the safety of students is paramount, it has led to disruption and financial implications with pandemic-style remote learning and temporary classrooms having become the order of the day. Structurally unsound schools leading to disruption is clearly a significant challenge but fire can also have an impact on a child’s education. In August, two significant school fires caused extensive damage and disruption. On August 12th, a nursery in Hartlepool suffered 10% fire damage and complete smoke damage to the nursery while the rest of the school experienced lighter smoke damage. On August 17th, a fire in Bolton, caused even more damage to the very heart of the SS Simon and Jude CE Primary School, with the main teaching spaces, central hall and kitchens destroyed by fire. The school has over 600 pupils. When students returned to classes after the summer holiday, temporary arrangements were needed for classrooms undergoing reconstruction. The ripple effects of such incidents are far-reaching, with fires causing significant disruption even if they do not engulf entire school premises. The short time frame meant students had to navigate prolonged disruptions potentially spanning months. An event that did not attract as much attention was a fire that broke out at the unsprinklered Ash Green Primary School in Mixenden on February 1st 2022. Despite 10 fire crews responding, the blaze destroyed a quarter of the key stage two block, displacing upper school pupils to temporary classrooms. The estimated £4.5 million rebuild has just started and is noted to take until close to 2025 to complete. It is worth stressing that the fire at Ash Green Primary was not about the destruction of the whole school. Whilst such events garner the headlines fires that cause damage to two or three education spaces or classrooms can really have an impact. Put simply, a school just runs out of space to relocate students in such an incident, and it leads to the work of an entire school/department and the delivery of education being hampered. In the case of Ash Green, it has led to the revamp of the school costing millions of pounds funded by Government and ultimately taxpayers. A thousand school children displaced Whilst many may be struck by the financial consequences the key item is that across these three events is that over 1,100 pupils were displaced, causing weeks of disrupted lessons and childcare adjustments for parents. That impact continued until they found temporary accommodation but that was not always in the same place as the original school. The timeline for rebuilding a school is not short, and can stretch to two to three years. Government is insistent that even a week’s interruption to their education would have a negative impact on a child’s attainment. Their stance on this matter is so resolute that they impose a daily fine of £60 on parents for taking their children out of school. Fires such as those described have an even greater impact and it’s a similar level of disruption to the schools that were impacted by RAAC. A study conducted in 2020 by Zurich Municipal revealed alarming statistics – over the past five years, schools in England encountered a staggering 2,300 fires. The study projects potential disruption to education, estimating that as many as 390,000 teaching hours could be lost within a year due to significant fires, affecting 28,000 students. The monetary ramifications are equally dire, with the average repair bill for substantial fire incidents hovering around £2.9 million, while certain catastrophic fires can rack up costs of up to £20 million. Measures such as sprinklers drastically reduce the amount of damage done when there is a fire, and enable schools to get up-and-running quickly, reducing the cost, both economically and socially, to the public. Schools have always been a vital part of the community for events, meetings, and activities. These can also continue with minimal interruption ensuring the continuity of service to the community. Many educational facilities are built at low cost without considering long-term resilience or upkeep. When disaster strikes, the true costs emerge. Entire school communities suffer, with hundreds of students displaced and lesson plans upended, sometimes for years. Perhaps if we invested appropriately in quality school infrastructure from the outset, prioritising key resilience measures like sprinklers, these crises could have been averted or minimised. It seems we put off costs in the short-term only to pay an even higher price further down the road. Whether the wave of school closures is a result of fire or RAAC, the question remains: are we properly investing in our children’s schools for the long haul, or merely building as cost-effectively as possible in the hope of surviving the next 30 years without incident? By Thomas Roche – Secretary of the Business Sprinkler Alliance Read more QA Education news
Managing school behaviour – the power of positive parental engagement
Engaged parents can help schools deliver positive behaviour strategies says Paul Featherstone, former primary school teacher and product manager at SIMS from ParentPay Group. How often are teachers diverted away from teaching to encourage a group of pupils to stop chatting and focus on their learning or take quick action to prevent a playground altercation from spilling over into a lesson? According to the DfE’s 2023 National Behaviour Survey, 62% of school leaders and teachers reported that misbehaviour interrupted teaching in at least some lessons and two thirds of pupils had experienced lessons disrupted by poor behaviour. However, families can be powerful allies for tackling issues – parents were described as supportive of their school’s behaviour rules by almost 80% of school leaders. Engagement with parents can help nip behavioural issues in the bud, whether a school wants to address bullying, low-level classroom disruption or persistent absence. So, how can schools build stronger home-school connections and supercharge their behaviour management strategies? Spotting the signs If a child is frequently involved in playground frictions or suddenly starts regularly shouting at their peers or teachers, interrupting lesson time, chances are there is a lot more behind their behaviour than first meets the eye. Small changes in a pupil’s behaviour can be hard for a teacher to spot in a busy classroom. There could be issues beyond the school gates that might shine a light on why they are behaving in a certain way too, that the school may not be aware of. Nurturing strong partnerships with parents is critical to uncover issues that can impact on pupils’ behaviour and learning progress. They could be upset about a tragic event in the community or anxious about a sick relative and not sleeping at night. Open and honest communication with parents allows the school and family to work together to put additional support in place where it’s needed. A referral to the school counsellor might be all that’s needed to help the child process what their dealing with and find healthy coping strategies to manage their behaviour and get back on track with their learning. The way schools communicate with parents is key to creating this home-school partnership. Positive communication Constant letters about their child’s disruptive conduct in class can switch parents off too. Schools that take a more positive approach to communications about behaviour can get parents on side and this is a much more effective way to tackle problems. Imagine a parent’s delight at receiving a text message from school to inform them that their child has just got star of the week or received a top story-teller award. This can brighten their day and allows them to mark their child’s achievement with a treat or reward. Injecting some positivity into parental communications is more likely to encourage families to reinforce the school’s expectations of pupil behaviour. It will also make it easier to have difficult conversations if needed as the parents are already more engaged. The method of communication matters too. Research has shown that parents are more likely to read a short text message rather than an email or a letter. And a generic email about the school’s behaviour policy won’t hit the mark as effectively as a communication that is personalised and addresses a situation that needs to be addressed. Recognise and reward the positive There is often great emphasis placed on recording details of the negative behaviour that goes on in school to help flag where investment is needed to prevent it. This approach has its place, but there can be many advantages to recording positive behaviour and achievement too. If pupils only receive attention from the headteacher for poor behaviour, it can result in anger, disengagement and may even have a negative impact on a child’s self-esteem. But what if the senior leadership team is automatically alerted when a quiet child has made a positive contribution to a class debate, or a pupil has got a great score in the latest history quiz? They could then spot the child in the corridor and congratulate them for their achievement. The vast majority of schools already have schemes in place to acknowledge pupils’ achievements and encourage positive conduct on a termly or weekly basis. Being able to recognise and reward positive behaviour and achievement in real time in this way will reduce behavioural issues and help to reinforce the school’s values and ethos. Let tech take the strain Technology can make it easier for schools to engage parents and take a positive approach to behaviour management. Automated messaging tools enable a personalised text message to be sent out to notify a child’s family that they have just received 10 positive achievement points. Automatic alerts can be set up so that notifications arrive directly to staff members’ mobile device when certain criteria are reached too. Teachers cannot tackle poor behaviour in isolation. With firm foundations for parental engagement and a positive approach to behaviour management, schools can form the bedrock for happier and more productive learning. To read more QA Education blogs click here
RAAC crisis: innovative modular buildings are the solution
With the RAAC crisis causing chaos at schools across Britain, modular classrooms are reshaping the future of education. These highly adaptable architectural solutions are designed to meet the ever-changing requirements of regulations, students, and education facilities. Due to its versatility and flexibility, modular buildings have recently seen a surge of popularity amongst schools. Additionally, there has been an increase recently as a result of concerns about Raac (reinforced autoclaved aerated concrete), which has been found in over 100 schools and the potential dangers of this concrete has been highlighted. Modular buildings within schools are fast becoming a solution to combat these Raac concerns within traditional school buildings. In this article, we’ll be highlighting why modular buildings can transform the way we educate children. Traditional educational infrastructure has often struggled to keep pace with the evolving needs of students and educators alike. However, modular buildings present a dynamic solution that not only addresses the challenges of space constraints but also offers versatility, sustainability, and efficiency in educational environments. Sustainability Offsite construction promotes eco-friendly practices by reducing waste and energy consumption. With global warming and climate change gaining more attention by the minute, your establishment must lead by example, rather than just teaching our children about sustainable practices. The manufacturing, transportation and use of large, heavy machinery contributes to the release of carbon emissions. With modular construction, the need for these elements is no longer required. Consider reducing your carbon footprint by looking into temporary modular building hire. Rapid deployment Modular construction offers quicker build times, ideal for adapting to changing enrolment or educational trends. Most modular construction practices are carried out in factories, significantly reducing the duration time of traditional construction projects. Time is of the essence if your school is expanding rapidly. You’ll likely need to accommodate more students at a faster rate, and modular classrooms can help you do just that. Flexibility Modular spaces often use multi-functional floor plans to easily adapt to evolving curriculum needs and teaching methods. The flexibility of modular construction means that immediate educational requirements can be met, while also delivering significant long-term value. As modular classrooms are a temporary solution, they can be easily moved around should your school need to relocate due to overall growth or to meet the needs of the students. Cost-efficiency Temporary modular classrooms are a cost-effective alternative to permanent building structures, ensuring your school can meet short-term capacity conditions without the need for large costs. Controlled environments minimise cost overruns, making budgets more predictable. And,they’re more efficient too, as modular buildings can be delivered and operational all within one week. Technology integration Offsite construction allows seamless integration of advanced technologies for interactive learning, creating an enhanced student experience. Plus, with minimal disruption to learning, your students can embrace creativity, collaboration, and engagement because it’s business as usual. Adaptable and customisable learning environments With tailor-made solutions for specific educational needs, modular classrooms can be anything from labs to collaborative spaces. They’re designed for all types of learning, with temporary classrooms adhering the to unique needs of specific subjects, including ICT, music, and science. These modern modular classrooms can meet the evolving demands of 21st-century learners. Conclusion The future of education relies on innovative architectural possibilities, and offsite construction is at the forefront of this transformation. These high-quality and inspiring classroom spaces are both comfortable and versatile, ensuring all students can thrive in these environments. Read more QA Education news here
LiteracyPlanet Introduces Free Back-to-School Resources for UK Teachers on Pinterest
As the new school year beckons, LiteracyPlanet, a fun curriculum-aligned digital literacy tool, has unveiled a treasure trove of back-to-school resources specially designed for UK educators. These invaluable resources are now available for free download via the LiteracyPlanet Pinterest page. With teachers gearing up to return to their classrooms, the pressure to innovate and engage students looms larger than ever. In an era marked by constrained budgets and limited teaching time, LiteracyPlanet recognised the need to provide educators with a suite of much-needed literacy resources. Throughout the summer break, the platform diligently crafted an array of dynamic and engaging resources that promise to invigorate the learning experience. Tom Richardson, CEO of LiteracyPlanet, expressed his vision for these resources, stating: “Our focus is not only on aiding teachers burdened by time constraints, but also on delivering a curriculum-aligned program that imparts essential skills to children. “From writing and spelling to reading and comprehension, we weave in characters and themes that resonate with children, ensuring a fun learning journey.” “At LiteracyPlanet, we deeply understand and want to wholeheartedly support teachers, who often dip into their own pockets to fund the purchase of resources for their classrooms. Our mission is to stand by educators in every way possible, alleviating their burdens and furnishing them with tools that breathe life into their lesson plans while nurturing students’ literacy skills. “We recognise the dedication of teachers and strive to provide them with high-quality resources that not only enhance learning outcomes but also acknowledge their invaluable contributions to shaping young minds.” Conveniently accessible through the LiteracyPlanet Pinterest page, these resources comprise a diverse selection of captivating worksheets, poised to engage students and lay the foundation for a successful academic year ahead. From now until the end of term one, teachers can tap into this initial wave of resources, spanning themes such as football, animals, transport, pirates, and the festive season. The introduction of special characters adds an extra layer of excitement to the offerings. The toolkit encompasses a variety of enriching materials: • Interactive games and quizzes • Sound bingo – A captivating auditory learning experience • Visual cues for word acquisition • Classroom decorations – Enhancing the learning environment • Word builders – Enhancing spelling prowess • Word searches, crosswords, and scrambles – Nurturing vocabulary • Creative colouring activities • Article workbooks – Fostering reading, vocabulary, and comprehension skills • Motivational literacy posters – Energising back-to-school spirits • Word building exercises – Bolstering spelling proficiency Developed by pedagogical experts, these resources have been tailored to align seamlessly with the skill development crucial for students. Beyond mere utility, the incorporation of thematic elements ensures active student engagement and task completion. LiteracyPlanet will be creating a continuous influx of free resources throughout the school year. To access these fun and engaging tools, visit and follow the Pinterest page: https://www.pinterest.com.au/literacyplanet/
Editor’s blog: If AI failed to ace Year 6 SATs what chance did the kids have?
You may be aware of the controversy surrounding the recent SATs. The headteacher at my own children’s school described the reading test as the “hardest” he “could remember” and the maths papers as “challenging”. Those are strong words for teachers, who are typically trained to communicate in the most neutral ways they can. He wasn’t alone in raising concerns with the common view that the reading paper required a little too much reading and not enough time for answering. Multiple articles have emerged about children heading home in tears, with the math tests also deemed unexpectedly difficult. Interestingly, a group of MPs who took on the Year 6 SATs last December, in response to a campaign by More Than A Score to abolish them, did worse than the average 11-year-old. Now to investigate whether the test was too hard, online learning platform Atom Learning asked ChatGPT to solve the same arithmetic and reasoning questions the students solved, which the government made public briefly following the tests last month. Depending on your view of artificial intelligence (AI), the results are a little concerning. Out of 36 arithmetic questions for a total of 40 points, the AI managed to solve 32, totalling 34 points, which corresponds to 85% of the test. For the reasoning questions, the AI cracked 18 out of 25 questions, totalling 24 out of 35 points, corresponding to 68.6%. A spokesperson for Atom Learning described ChatGPT’s performance as “It’s interesting and worrying at the same time”. They added: “While we’re aware that AIs such as ChatGPT are not infallible, it’s important to remember how these questions were supposed to be tailored for Year 6 students, which would make anyone suppose that they ought to be ‘easy’ questions for the likes of adults and computers. “However, in a situation in which not even an AI can find answers to what is supposed to be basic maths, it’s hard to imagine how young students felt when these same questions were put in front of them on one of the most important days of their lives as school children.” All this controversy is sure to put pressure on the next government to revise or even scrap the SATs. After all, what’s the point of them? Selective grammar schools, both public and private, have their own tests and children’s SATs results have little to no bearing on their ability to learn at secondary school. With the majority of parents agreeing that SATs had harmed their children’s mental health, all they appear to do is heap a load of stress on youngsters at an age where they’re already having to cope with massive changes ahead.
DFRobot to showcase its IoT-enabled ‘Smart Garden’ at Bett 2020
DFRobot, a world-leading STEM education solution provider is boosting engagement with STEM with the help of their micro:bit-designed ‘smart garden’ at Bett 2020. Embracing the power and versatility of micro:bit throughout its range of STEM resources, DFRobot is blending ‘smart garden’ design with Internet of Things (IoT) technology to show students and teachers how to monitor and instruct intelligent systems by combining the knowledge and skills from block coding, programming, science and nature in one powerful and engaging lesson. Using the Maqueen Plus and Maqueen Mechanics – AI-enabled robotics kits – visitors will have the chance to see how the products work in an exciting ‘Intelligent Transportation’ display. This will demonstrate the varied and dynamic functions of Maqueen products – from being able to recognise tags and acting like miniature mechanical beetles. This cross-curricular approach is becoming increasingly important with blended learning and practical applications forecast to take centre stage in edtech in 2020. Consequently, demonstrating the flexibility of applications for products like micro:bit is becoming a priority for teachers and school leaders. At the forefront of robotics, programming and coding edtech, DFRobot is also hosting a series of three-part workshops at Bett. During these workshops, attendees will learn about: the artificial intelligence-driven HuskyLens camera, the graphical programming Maqueen robot and how this can be used with HuskyLens to gain unique insight into the opportunities that can emerge from robotics and AI when used in tandem, and finally, a hands-on session during which participants are invited to join in a live coding exercise. Ricky Ye, Chief Executive Officer at DFRobot, said: “We are incredibly excited about our offering this year at Bett – from innovative products and creative displays to exciting workshops, the event is going to be packed full of engaging learning experiences. Our products are designed to excite young people about science, technology, engineering and maths and we believe our dynamic and innovative products do just that, offering students an early and interactive introduction into coding, programming and AI. “The workshops will be particularly insightful, and we are looking forward to sharing our ideas and helping teachers and schools enhance their STEM opportunities.” Pop by Stand SA43 to speak with Edward or any of the DFRobot team, who will be happy to provide a personal demonstration of any of the exciting products in their robotics suite and advise on which resources would be the best fit for your school.