Ed Bus in

VOLUME 16.
1
DESIGN & BUILD
EDUCATIONAL TRIPS - Learning outside the classroom brings greater engagement and achievement
BETT 2011
What effect has Jamie Oliver
had on government legislation
and academic achievement?
CATERING
sponsored by
EB AWARDS
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in education recognised
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EDUCATION BUSINESS MAGAZINE
EDUCATION BUSINESS MAGAZINE
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DEAR READER,
Welcome to this issue of Education Business, where
we offer topical articles on ICT, design and build,
outdoor learning, and energy, among others, and
we also reveal the winners of the EB Awards.
Taking place each January at Olympia in London, BETT
attracts more than 600 IT educational suppliers and around
30,000 visitors. On page 17 you can read more about some
of the exhibiting companies and fnd out what to expect at
the event. As part of the BETT preview, EB spoke to Lord
Alan Sugar of TVs The Apprentice about the importance of
ICT in schools. You can fnd this interview on page 27.
In the catering section, starting on page 83, we feature
another celebrity, namely Jamie Oliver and look at the work
he has done to improve school meals. Within this article you
will fnd a reader offer for Jamies Ministry of Food cookbook,
flled with inspirational and easy-to-make recipes.
Wishing you a successful 2011,
If you would like to receive 6 issues of Education Business magazine for 45 a year,
please contact Public Sector Information, 226 High Road, Loughton, Essex IG10 1ET.
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P NEWS P FEATURES P PROFILES P CASE STUDIES P EVENTS P AND MORE
editorial@psigroupltd.co.uk
Volume 16.1
DeSIGN & BuIlD
eDuCATIoNAl TRIPS - Learning outside the classroom brings greater engagement and achievement
BeTT 2011
What effect has Jamie oliver
had on government legislation
and academic achievement?
CATeRING
sponsored by
eB AWARDS
Successful investment
in education recognised
www.educationbusinessuk.com A member of
8
03
THE BUSINESS MAGAZINE FOR EDUCATION
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ENQUIRE NOW
CONTENTS
EDUCATION BUSINESS VOLUME 16.1
11
55 07
17
39
63
73
79
95
47
107
113
83
103
117
118
121
124
05
61
NEWS
EB AWARDS
The winners of the Education Business
Awards, which recognise successful
investment in education, have been
announced
Blue Bell Hill Primary School won the
Outstanding Progress Award for primary
schools at the recent EB Awards. Head
teacher Jo Bradley explains the schools
success
BETT 2011
We preview BETT, the worlds leading
event for educational technology
Businessman and TV personality Lord Alan
Sugar discusses the importance of ICT in
the classroom
ICT
With the Information Commissioners
Offce having published a new code of
practice for personal information online,
we look at data protection in schools
Serco Learning discusses how schools can
manage ICT costs for the long-term future
FINANCE
Ray Barker of the British Educational
Suppliers Association examines the
comprehensive spending review and how it
will affect education
The Institute of Payroll Professionals looks
at the key aspects of the Chancellors
spending review and their likely impact on
payroll departments
DESIGN & BUILD
We visit Sandal Magna Community Primary
School in Wakefeld a newbuild fagship
eco-school, which has welcomed its frst
intake of pupils and staff
BSEC 2011 offers a platform to discover
how the change of government, new
policies and radical views on building
schools will be implemented
FACILITIES MANAGEMENT
We highlight the benefts of using
remanufactured cartridges
ENERGY
The Energy Services and Technology
Association sheds light on the latest energy
saving initiatives
BRE explores the world of renewable
energy technologies
PARKING
The British Parking Association discusses
opportunities in the education sector
HEALTH & SAFETY
The Institution of Occupational Safety and
Health explains the importance of managing
asbestos containing materials correctly
CATERING
We look at how Jamie Olivers school
dinners campaign has made a positive
impact pupil achievement and on
legislation concerning school meals
The School Food Trust explains its
Small Steps Programme and how it can
transform childrens dining experience
EDUCATIONAL TRIPS
The School Travel Forum updates readers
on the latest developments
The Education Travel Group writes about
what is available to children of all ages
when it comes to international school trips
OUTDOOR LEARNING
Learning through Landscapes looks at
the benefts of its School Grounds UK
Membership scheme
SPECIAL EDUCATIONAL NEEDS
Lorraine Petersen, CEO of nasen, discusses
the crucial role that teacher training plays
in the effective education for SEN pupils
BEHAVIOUR MANAGEMENT
nasen outlines ways to deal with bad behaviour
MARKET RESEARCH
The Market Research Society discusses how
schools can beneft from market research
FRAUD PREVENTION
CIFAS, the UKs not-for-proft Fraud
Prevention Service, looks at lessons to
be learned by professionals working in
education and academia
CONFERENCES & EVENTS
Amid budgetary restraint, the Meetings
Industry Association highlights how AIM
accredited venues can offer value for money
PRODUCT SHOWCASE
The latest products that can help your
educational establishment
Introducing the new WINDCATCHER X-Air
Natural Ventilation System
Computer generated aerodynamic aerofoil design
delivers greater ventilation rate
ACTIVLOUVRE modulating louvre technology
provides enhanced ventilation control and ultimate
weather protection
Integral solar powered architectural lighting system
Composite insulated upstand allows rapid
installation, low U-valve and high air tightness
Reduced lead time
Manufactured from fully recyclable materials
Natural Ventilation System
The Next Generation
Windcatcher
X-Air
Tel: 01494 897700 Fax: 01494 532465
info@monodraught.co.uk www.x-air.co.uk
Monodraught - X-Air Launch II - FP.indd 1 21/10/10 16:23:58
07
www.educationbusinessuk.com Education Business | Volume 16.1
Future of the
Every Child
Matters website
The Every Child Matters website will be
decommissioned and closed by the end of
December 2010, as part of the Coalition
Governments commitment to reduce the
number of websites it manages and owns.
Relevant content from the site will be moved
to the children and young people section of
the Department for Education (DfE) site. This
section, and the broader DfE website, will be
the frst port of call for professionals wishing to
access information on the governments current
policies which would have previously been
housed on the Every Child Matters website.
First joint catering
contract to
save 270,000
for Camden
Camden Council has made a signifcant saving by
announcing its frst ever joint contract with Islington.
The school meals contract, considered and agreed by
Camdens Cabinet recently, will save Camden Council
more than 270,000. The contract for the provision
of catering services to 51 schools in Camden as well
as the councils canteen will initially run for fve years
from April 2011 with the option for extension.
Councillor Heather Johnson, Cabinet Member
for Children, Schools and Families, Camden
Council, said: This is a fne example of how
joint working can make huge effciencies for local
authorities. This demonstrates how by working
well with colleagues in Islington both councils
can deliver real, immediate fnancial savings.
We examined all the tenders very closely and have
chosen the provider that scored best in all areas,
providing both value for money and quality of service.
I am confdent that they will be dedicated to providing
healthy school meals to all our young people.
Scheme to
improve London
schools is working
The London
Challenge school
improvement
programme set
up in 2003, has
continued to
improve outcomes
for pupils in
London schools
at a faster rate
than nationally,
according to a report by Ofsted. Secondary schools in
London continue to improve more than those in the
rest of England in terms of their exam results. Data on
pupil progress show that primary schools that joined
London Challenge in 2008 are also improving faster
than those nationally.
NEWSINBRIEF
ducation Secretary Michael
Gove has confirmed up to
2 million to fund tighter security
measures in Jewish faith schools.
Community Security Trust (CST), a
charity working to ensure the safety
and security of the Jewish community
in the UK, will receive revenue funding
for the extra measure of security
guards at 39 Jewish voluntary-aided
faith schools across England.
Parents of children at these schools
currently pay around 1.6 million a
year out of their own pockets, along
with the CST providing 400,000, to
ensure their children have a school
environment safe from any potential
anti-semitic or racist threats.
Schools are responsible for funding
general security measures such as
fencing, gates and CCTV out of their
main school budget. However, following
assessments obtained by the CST,
the extra security provided by guards
in place at Jewish faith schools helps
ensure pupils and staff remain safe.
E
2 million for extra security
measures at Jewish schools
ales Education Minister, Leighton
Andrews has welcomed the
publication of guidance for schools in
Wales to help them decide whether they
should close during extreme weather.
The minister said: The extreme weather
experienced in Wales last winter caused
over half of the schools in Wales to close.
We have already experienced a cold snap
this winter, which forced some schools
in the worst affected areas to close.
Parents and I are concerned about
the number of days of schooling children
are losing due to snow and ice, and we
want to make sure, as we head into
another winter, that head teachers are
aware of the assessments that should
be made before a school is closed.
The guidance is jointly published by the
Welsh Assembly Government and WLGA,
and will be distributed to all schools
in Wales. They include a generic risk
assessment, which can be adopted to suit
every schools circumstances, and examples
of the issues that schools may face, with
suggestions on how to tackle them.
Where schools must close, they
are advised to consider what
distance learning or self-study
arrangements can be made for pupils
in year 10-13, in order to minimise
disruption to examination courses.
W
Guidance for school
closures published
ne of the worlds largest publishers,
Pearson, has said it wants to be
given the power to award degrees.
This interest comes as the government
seeks to open up the university
sector to more private providers.
Pearson plans to start by offering
four vocational degrees with a
further education college but wants
to award degrees itself, which
would require a law change.
The government says it is considering
this and a white paper is expected to
set out plans to do this in the new
year, with legislation likely to follow.
Pearson, which owns exam board
Edexcel, anticipates it will be able
to offer degree courses in business,
engineering, IT, and health and
social care to begin with at very
competitive prices. It is also considering
offering degrees in nursing, education
and hospitality and tourism.
A Pearson spokesman said the courses
would be highly flexible, available
part-time and might suit those already
working or those with children.
Rod Bristow, president of Pearson UK,
said his firm had a strong track record
of providing high quality vocational
education in the UK through BTECs and
HNDs and now we want to take the
next natural step to award full degrees.
He said the firm would create a
vocational degree, based on the
vocational BTEC qualification, and
that it would demand students
met rigorous standards.
O
Publishing giant wants
degree-awarding powers
09
Class sizes shrink
in Scotland
Scotlands Education Secretary Michael Russell has
welcomed fgures that show national class size
targets agreed with the Convention of Scottish
Local Authorities (COSLA) have been exceeded
Almost 22 per cent of P1 to P3 pupils are now in
classes of 18 or fewer. The agreement reached
with COSLA in December 2009 set a target of
20 per cent, including classes of up to 36 pupils
where two teachers work simultaneously.
Mr Russell said: These fgures show we have turned
the corner, that things are getting better and that
our policies are having a real and positive impact.
But of course statistics only tell part of the story and
it is what I see happening in schools day in, day out
which really tells me that while there is still much to
do we are defnitely moving in the right direction.
School snow
heroes to be
praised at awards
Scotlands Education Secretary Michael Russell has
praised school staff who have gone the extra mile
to keep schools open, assist pupils and parents and
get school life back to normal, during the recent
severe weather. In recognition of these efforts,
the prestigious annual Scottish Education Awards
are to be opened up to school snow heroes.
Mr Russell said: I have heard of parents, pupils
and community volunteers helping to clear school
paths and access; and several local authorities
putting up children and staff overnight in schools.
I want to make sure that this commitment is
formally recognised on a national basis. Thats why
Ive decided to ensure that our snow heroes can be
recognised at next years Scottish Education Awards
through the Educational Supporter of the Year
category. This move will give the public an opportunity
to highlight those who have gone the extra mile.
Legislation
hinders planning
of school trips
New research by TUI Travel PLCs Education Division,
shows 89 per cent of teachers think they are being
hindered by government legislation when planning
school trips and 46 per cent say that health and safety
issues and risk assessment forms are the main barriers to
organising them. Furthermore, 41 per cent of teachers
surveyed claim the stress of organising school trips is a
barrier and 38 per cent say lack of time is a leading issue.
Stressing the benefts of school trips, 89 per cent
of teachers saw the main advantage of school trips
as helping bring the subject to life, 83 per cent
highlighted the social benefts and 71 per cent spoke
of the cultural benefts.
Beth Gardner, chief executive of the Council for
Learning Outside the Classroom, commented: This
research adds to the growing wealth of evidence
demonstrating the value of learning outside the
classroom in raising attainment, improving behaviour
and re-motivating children who do not thrive in the
traditional classroom setting.
NEWSINBRIEF
new initiative which will improve
access to healthy food and
make free school lunches more widely
available in Leeds has been launched.
Education Leeds launched a pilot
in secondary schools earlier this year
to make free school meals available
from break time so young people
could choose to eat healthy food
when they were hungry and not
have to wait until lunch time.
Pre-ordered grab bags consisting
of a sandwich, dessert and drink
were made available during break
time to young people who took
free school meals as an alternative
to traditional lunchtime meals.
Following the pilots success, the
scheme has officially been launched
at Roundhay School in Leeds.
The pilot was prompted by research
by Leeds Metropolitan University,
on behalf of Education Leeds, which
suggested many children who are
eligible for free school meals fail to take
up their entitlement and then snack
on unhealthy food during the day.
The research found that young
people eligible for a free school meal
often choose to not take up the
offer because they choose not to
queue for lunch; choose to be with
friends who bring a packed lunch
from home; leave the school grounds
for lunch; or just dont want to be
identified as a free school meal pupil.
A
Grab bags to encourage take
up of free school meals in Leeds
orbay Council and Torbay Care
Trust have joined forces with Eden
Foodservice to encourage more pupils
at Kings Ash Primary School to find out
what theyre missing out on when they
tuck into their sandwiches at lunchtime.
A pilot project at the Paignton
school aimed at increasing take-up
of school meals, and pupils were
able to buy a variety of delicious,
healthy school lunches for just 1
half the normal price. Parents were
also invited to join their children for
one meal during the week to sample
a hot, freshly cooked lunch.
Torbay Councils Cabinet Member
for Childrens Services, Councillor
Anna Tolchard, said: We want
children and young people in the Bay
to be healthy. A better diet not only
contributes to improved health, but
also helps teachers and parents too
by improving childrens behaviour.
I hope this pilot project encourages
even more pupils at Kings Ash
Primary to try school meals.
T
Paignton children tempted
with half price school meals
ew research shows the benefits
of introducing for-profit schools
into the UKs education system.
The report, Schooling for Money:
Swedish Education Reform and the Role
of the Profit Motive, looks at the role of
for-profit schools in Sweden and for the
first time provides quantitative evidence
regarding how these schools perform.
The educational outcomes of children
going to for-profit and not-for-profit
schools were significantly better than
those of children going to state schools
(measured in terms of average school
GPA, which measures pupil achievement
across a broad range of subjects).
Not-for-profit schools did marginally
better on average than for-profit schools
(raising the GPA by 5.7 points compared
with the for-profit schools impact of 4.5
points), but among schools with pupils
from lower socio-economic backgrounds,
for-profit schools performed better
(increasing the GPA by 11.6 points).
Commenting on the reports findings,
Mark Littlewood, director general
of the Institute of Economic Affairs
said: It is hardly surprising that we
have seen such a low uptake in the
free schools initiative when the profit
motive has been excluded. The case
of Sweden shows that it is a vital
component of education reform. This
is especially the case in providing
access to good schools for those from
low socio-economic backgrounds.
N
For-proft schools vital for
Britains education system
10
www.educationbusinessuk.com Visit the website to view the categorised product fnder
IMIO BEGAN IN 1997 with a
singular philosophy: to make learning
more engaging for students, with
technology that makes it easier for teachers
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Mimio was born by way of some very
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They realised that students were so occupied
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As Mimio grew, numerous breakthrough
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learning. The result has been a long history of
educational awards and worldwide recognition.
Today, the new DYMO/Mimio is a global
leader in interactive teaching technologies.
And we havent stopped exploring the
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This allows for more active participation
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Imagine being able to focus on teaching
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Find out more on the new
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What if teaching technology was more engaging,
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M
Prepare your students
believe the unbelievable
IPLEYS BELIEVE IT OR
NOT! LONDON is located
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End at No. 1 Piccadilly Circus.
The attraction boasts some of
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one of the greatest discoverers
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distances to discover the most
original, unusual, and unbelievable
artefacts from around the world.
The team at Ripleys take great
pride to ensure our school guests
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Ripleys Believe It or Not!
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(last entry 10.30pm)
Web: www.ripleyslondon.com
Booking enquires:
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Tel: 020 74946818
R
A leading online
education recruitment
TEACH.COM is the UKs
leading online education
recruitment service for schools
and candidates. We have led the
feld in online recruitment for
permanent, temporary, supply
and support teachers since we
frst began back in 2000.
We have enjoyed a very
successful year with the launch
of Eteach Premium, winning
the award for Best Technical
Innovation at the 2010 Onrec
Awards and being the frst in the
sector to launch targeted School
and Regional Talent Pools.
We have made our Talent
Pools available to schools and
members at no extra cost
and have designed them to
make recruitment a simple
and straight-forward process
whilst still saving schools money
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recruitment is changing and
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Eteach offers a range of
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Sign up to Job Alerts
If you would like more
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phone us on 0845 2261906.
E
11
THE WINNERS of the 2010 Education
Business Awards were announced by
BBC newsreader Nicholas Owen, at a
champagne drinks reception and gala
luncheon at Arsenals Emirates Stadium.
Each year, research conducted by Education
Business Magazine identifes outstanding
examples of best practice from both state
and independent schools, where personalised
learning techniques, new facilities and new ways
of teaching have helped to achieve success.
OUTSTANDING PROGRESS
The Outstanding Progress Award for secondary
schools, sponsored by NEC Display Solutions,
went to Perry Beeches School, in Birmingham.
This year, results at Perry Beeches School
broke all previous records. In 2007, just 21 per
cent of pupils gained the benchmark fve A* to
C grade results at GCSE including maths and
English. Now, 74 per cent of its pupils achieve
the benchmark, making it the most improved
school ever over a three-year period. It has
a 100 per cent record for pupils gaining fve
A* to C grade passes. Ofsted is considering
putting on visits so others schools can learn
from Perry Beeches about how to reverse their
own fortunes and improve its pupils education.
Blue Bell Hill Primary and Nursery
School scooped the Outstanding Progress
Award for primary schools, which was
sponsored by Over The Top Pouch.
Blue Bell Hill primary in St. Anns, Nottingham,
came top of the Contextual Value Added
tables last year with a score of 105. Almost
half of the pupils are on free school meals and
almost half have special needs. Head teacher Jo
Bradley attributes some of the schools success
to enthusiastic teaching, a strong, dedicated
governing body and partnerships with Experian,
Capital One and the National Ice Centre,
which have brought benefts to the pupils.
Manchester Academy, Moss Side, Manchester,
took home the Outstanding Academy
Award, sponsored by Kumon Educational.
Manchester Academy, one of 17 schools
sponsored by United Learning Trust, has truly
risen from the ashes of its predecessor Ducie
High School. In 2003 GCSE 5 A*-C grades stood
at 13 per cent. In 2010, the best GCSE results in
the schools history were achieved with 81 per
cent gaining 5 A*C GCSEs. Ofsted has now
hailed classrooms that were once battlegrounds
as exemplary and heaped praise on Principal
Kathy August for setting high standards.
BREATHTAKING DESIGN
This year, the Academy Development Award,
sponsored by Kumon Educational, went to
Evelyn Grace Academy, Brixton, which had
1,200 pupils move into the breathtaking
new 38m building this September.
Designed by ZHA Architects and sponsored
by ARK, it follows ARKs ethos of dividing large
schools into smaller units. It zig-zags across the
site with sports felds tucked between it and
features a running track through the middle.
ZHAs design, delivered by contractors Mace,
had to incorporate 11,000m
2
of accommodation
plus game-playing amenities on a cramped site.
Bacons College in London left Emirates
with the Academy Partnership Award, which
was sponsored by Kumon Educational.
Bacons College has worked closely with
Swazi schools St. Francis High School and St.
Benedicts primary school, building libraries and
classrooms. It has also arranged for groups of
students to volunteer with projects in Swaziland
in 2008 and 2009 as well as witnessing frst hand
the everyday lives of the people of Swaziland.
Bacons is now twinned with St. Benedicts
while students and teachers of Bacons are
sponsoring 32 students. In November this year
the college received the choir of St. Francis
School, who staged concerts across England
including a performance at the Tower of London.
The college has also established a Football
Academy which links to Chelsea FC and is led
by highly qualifed and experienced coaches.
ENVIRONMENTAL EXCELLENCE
St Lukes CE Primary School in Wolverhampton
is Britains frst environmentally excellent
primary school, according to BREEAM standards.
This earned them the Environmental Building
Award, sponsored by GML Construction.
The school was designed without corridors,
or other spaces that may traditionally
encourage antisocial behaviour. Architects
Architype describe their approach as eco-
minimalism, giving good levels of daylight while
moderating solar gain and allowing all spaces
SCHOOLS SHINE AT THE
EDUCATION BUSINESS AWARDS
We take a look at who won what at the ffth annual
EB Awards, which recognise successful investment in education
EB AWARDS
Each year, research conducted by Education Business
Magazine identifes outstanding examples of best
practice from both state and independent schools, where
personalised learning techniques, new facilities and new
ways of teaching have helped to achieve success
12
was awarded the School Recruitment
Award, sponsored by e-teach.
With 18 per cent of the schools teachers
and support staff on long-term absence,
high levels of class disruption and a poor
geographical position, the Richard Rose
Central Academy and its new management
team were faced with severe recruitment
issues in January 2009. The academy has
benefted from a recruitment process managed
through both the international and UK
network of its recruitment partner Synarbor.
MEETING LEARNER NEEDS
High Tunstall College of Science, took the
School Science Award, home to Hartlepool.
Since re-designation in September 2008, High
Tunstall College of Science has continued to
develop the science curriculum to ensure it
meets the needs of all learners. In three years
the number of students studying separate
science has increased and the school now
has 3 times as many students achieving an
A* - C in Biology, Chemistry and Physics.
Expertise in this area is being shared with
other schools within the local authority.
CREATIVE WINNERS
The Art & Craft Award, presented by
Education Business magazine, went to
Rose Bridge High School, Wigan.
Over the last 18 months, Art at this school
has undergone a radical move forward
and has become not only a high achieving
forward looking department, but has taken
the lead in addressing the key area of
development highlighted by an outstanding
Ofsted report in 2009. Using the Creative
Partnerships banner, Art has targeted raising
awareness and promoting multi cultural
themes both across the whole school and
in the wider community of Wigan itself.
SECURITY FIRST
Redhill School in Nottingham received
the School Security Award, presented
by Education Business magazine.
This schools management consulted on and
procured an integrated security solution that
would encompass a site-wide CCTV system,
access control technology and automated
gate functionality. Covering the schools
corridors, entrance and exit points, assembly
hall, dining area and points of high pedestrian
fow-rates (during lesson change-over periods),
each camera can be transmitted to an on-site
equipment rack within the schools offce area.
From here, images are controlled and recorded
via the latest DVR technology, and encoded
onto the schools Local Area Network (LAN),
giving authorised users the ability to view live
and recorded footage both on and off site.
Web: www.ebawards.co.uk
EB AWARDS
Year of Music by hosting First Class, the
worlds frst live music lesson streamed over
the internet into over 900 schools. This
featured interactive performances from
singer and producer VV Brown, pop and
jazz-pop singer-songwriter Jamie Cullum and
beatboxer Killa Kela, who took questions from
pupils across the country, accessed in the
classroom through interactive whiteboards.
SEN PROVISION
The SEN Provision Award, sponsored by Mike
Ayres Design, was presented to Cuckmere
House School, East Sussex, which has specialist
status for pupils with behavioural, emotional
and social diffculties and is also responsible
for running two other pupil referral units.
In 2009 the school was recognised as a
High Performing Specialist School, and as a
result has become one of the frst of the SEN
colleges to be awarded a second specialism
in Applied Learning. Each individual year
group, from 7-11, has a maximum of eight
pupils per group to maximise learning.
The Folkestone Academy in Kent,
scooped the School Catering Award,
sponsored by Aimia Foods.
Take up of school lunches at Folkestone
Academy has risen considerably since the
canteen was turned into a bistro-style
establishment. The catering team form student
taste panels to taste new dishes before they
are allowed onto the menu. The academy runs
a restaurant, where hospitality and catering
students prepare fresh local ingredients for
the public twice a week. It also runs regular
competitions and world menu days.
SPORTING PARTNERSHIPS
The winner of the School Sports Award,
sponsored by Arsenal FC, was Harefeld
Academy, Middlesex, which operates an Elite
Sports Programme alongside development
and grassroots squads, and has a fexible
approach for elite young athletes to both
their training and competition programme.
The academy enjoys a successful partnership
with Watford FC, and a year 12 pupil recently
represented Guyana at football. Two pupils
also celebrated huge success in gymnastics,
beating Poland and Russia to win the World
Championships in the mixed pairs category.
Richard Rose Central Academy, Carlisle,
to be naturally ventilated. All the structural
timber is prefabricated and the buildings
are insulated with recycled newspapers.
The School Building Award,
sponsored by Davis Langdon, went
to Rednock School, Gloucester.
Rednock, which cost 30 million to build
and opened in September last year, features
non-symmetrical staircases, a thermal see-
through roof, a glass lift and an orange box,
which incorporates a library and resource
centre. Furthermore, a wind turbine provides
extra power for the science department.
ICT AWARDS
Scargill Junior School, Essex, took home the ICT
Innovation Award, sponsored by DYMO/Mimio.
School ICT leader Karen Webley and head
teacher Amanda Ireland have spent the
best part of four years changing classroom
practice, and ICT is now central to everything.
Highly personalised learning takes place
with an innovative and sustainable use
of handheld devices and games consoles.
Because of the technology in use, learning
is not confned to the classroom.
Fairlawn Primary School, London, won the
FrogTrade sponsored ICT Facility Award.
Apple Mac and Windows integration
gives Fairlawn one of the most impressive IT
installations in a UK primary school. Its SAN
(Storage Area Network) provides 6TB of data
storage capacity, and all computers throughout
the school can be linked at speeds of 1Gb
per second. A single log in account allows a
user to have one account that works on Apple
Mac or Windows computers, with the users
fles available no matter where they log on.
UNFORGETTABLE LEARNING
This years Educational Visits Award, sponsored
by Ripleys Believe it or Not! London went to
Presdales School/Richard Hale School, Herts.
Pupils from these schools recently took part
in a geography feld trip to study geothermal
activity in Iceland. BBC described the six-day
tour of the country as the trip to end all feld
trips. Not only did the pupils stand on the
glacier covering the volcano, they actually saw
it erupting, surely an unforgettable experience.
The Steinberg sponsored School Music Award,
went to Twyford CE High School in London.
Twyford School kicked off the DCSFs
This year, results at Perry Beeches School broke all
previous records. In 2007, just 21 per cent of pupils
gained the benchmark fve A* to C grade results at
GCSE including maths and English. Now, 74 per cent
of its pupils achieve the benchmark, making it the most
improved school ever over a three-year period
13
Visit the website to view the categorised product fnder www.educationbusinessuk.com
Kumon developing
independent learners
UMON OFFERS MATHS
and English study
programmes to children of all
ages and abilities, and is the
leading supplementary education
provider in the UK. Kumons
programmes can be tailored
to the needs of each individual
child, allowing them to develop
as independent learners and
ultimately to fulfl their potential.
The Kumon method of learning
was developed in Japan in 1954,
and there are now around 60,000
Kumon students learning at
more than 600 UK study centres,
with over 4.2 million worldwide.
Children attend a local centre
once or twice a week, and are
given daily worksheets to keep
up with their studies at home.
At the centre, the instructor will
observe each student working and
monitor their progress, setting
new work as appropriate and
encouraging the child to take
ownership of their learning.
As well as building speed and
accuracy, Kumons maths and
English programmes develop
abilities such as concentration
and time management, problem-
solving and especially independent
learning: abilities which will
prepare students for the future.
With parental support and regular
guidance from the Instructor,
children are given the self-
assurance to reach their potential
both at school and throughout life.
Kumon is also extending its
operations to work directly
with schools in the UK and
Ireland to share their proven
experience in developing
independent learning skills.
Tel: 020 84479020
Fax: 020 84479030
E-mail: schools@kumon.co.uk
Web: www.kumon.co.uk
K
Award-winning media
production products
TEINBERG has been
providing award-winning,
technologically advanced music
and media production products
for musicians and producers of
music, video and flm since 1984.
Today, Steinberg is one of the
worlds largest manufacturers of
audio software and hardware,
with more than 1.5 million
users worldwide. Steinberg also
provides business customers
with license management and
copy protection systems.
The Steinberg range of products
has long since been world renown
in all aspects of modern digital
audio processing, and forms the
backbone of facilities specialising in
music composition and production,
mastering, restoration, broadcast,
sound design, audio post for the
flm industry among many others.
Steinberg Media Technologies
Address: GmbH, Neuer
Hoeltigbaum 22-32, D-22143
Hamburg, Germany
Tel: +49 (0)40 210350
Fax: +49 (0)40 21035300
Web: www.steinberg.net
S
Aimia Foods where
nutrition and great
taste go hand in hand
IMIA FOODS is one
of the brightest talents
in school drinks with a broad
and differentiated product
range for all age groups.
We think good nutrition and
great taste can go hand in hand
our product range caters for 4-16
years and each product undergoes
real life school tests before launch.
Our products reduce wastage
and time in preparation and
provide a real alternative to plain
old tap water or dreary juice.
The range includes juice based
primary school drinks such as
Juicebreak, a school compliant,
dilutable juice drink; milkshakes,
like Milkbreak a radically
different make with water school
compliant milkshake, which
reduces cost and the operational
issues associated with using
100s of pints of fresh milk.
For secondary schools, we have
the very popular and now new
look range of ready to drink
bottles in 330ml and 500ml sizes
under the Spring Cool brand.
Spring Cool Cola is the brand
new school compliant cola that
tastes great, and is a healthy
alternative to popular, but non
school compliant colas, that exist
on the market. Made with 50
per cent fruit juice, the new drink
contains one of the recommended
fve a day fruit and vegetables
and no caffeine, colours or
additives. Spring Cool Cola offers
fantastic pupil appeal with
excellent nutritional balance.
Whatever the age group,
whatever the budget, Aimia
is the specialist in school
compliant drinks, throughout
UK LEA controlled and
independent schools.
For more information
please e-mail customer.
services@aimiafoods.com
or call 01942 408600.
A
The ultimate in short
throw projection
ARRYING THE BADGE
for quality and reliability,
LCD displays and projectors
from NEC Display Solutions
deliver functionality and value
alongside its knowledge and
expertise as a preferred supplier
of ICT equipment to education.
With Ultra Short Throw and
3D Projection solutions for the
classroom environment; super
High Bright Stacking Projector
solutions for lecture theatres
and intelligent Digital Signage
networks connecting the entire
school or campus, NEC offers
a comprehensive portfolio of
Display Products and Solutions.
By harnessing innovative
technology and adopting the
highest engineering standards,
NEC Display Solutions deliver
superior display solutions whilst
minimising life-cycle environmental
impact to lower the total cost
of ownership. NECs product
innovation is well placed to meet
the requirements of education
users by offering easy to adopt eco
products, solutions and tools to
extend product lifecycles, minimise
power consumption and provide
the means to quantify cost savings.
Setting the highest eco-design
standards in projection technology,
NEC is the frst manufacturer
in the world to receive a
TCO certifcate for projectors
verifying their ergonomic and
ecological characteristics.
NEC Display Solutions can
provide a total display solution
to harness technology for
educational advantage whilst
minimising costs both to your
budget and to the environment.
Tel: +44 (0)870 1201160
Web: www.education-nec.com
C
14
The National Ice Centre
one of the UKs
premier ice rinks
HE NATIONAL ICE
CENTRE in Nottingham was
the frst twin Olympic-sized ice
rink facility in the UK providing
top class facilities and coaching
staff consisting of Olympic athletes
who make the ideal role models
for children learning to skate.
Blue Bell School Of Ice is the
centres offcial school partner and
showcases the work undertaken
in Nottinghamshire schools
within curriculum time. Since
2006 and with the support of
the Capital One ICE (Inspiring
Community Engagement)
Project, 10,757 pupils have taken
skating lessons at our rink.
The children are transported to
the NIC once a week and have
an hour of specialist skating
tuition from our professional
coaching team. Once theyve
completed the six week course
theyre presented with a nationally
recognised Skate UK certifcate
to show their achievements.
Sessions are inclusive to all and
we encourage schools that may
have pupils with special needs
to participate in the sport.
The National Ice Centres schools
programmes have a positive
impact on children, their families
and friends creating long term
participation in sport and raising
aspiration and self esteem.
For more information on our
work contact Matt Bradbury:
sportsdevelopment@national-
ice-centre.com or 0115 8533064
T
Davis Langdon
total effciency in schools
CHOOLS are much
more than teaching
establishments they are hubs
of social interaction and key in
community regeneration, places
where life skills are taught. This
ever expanding purpose of the
schools environment brings
many challenges, not least
ensuring that Total Effciency
is achieved from the built asset
with respect to enabling change
in curriculum and teaching
methods to be accommodated,
whilst facilitating ongoing
maintenance and ensuring the
longevity of the building.
The education landscape has
changed. Funding will have
to come from new, innovative
arrangements and schools will
need to become more effcient in
their use of space. How do you
build today, with the future in
mind and at the same time achieve
the balance between cutting edge
and operational functionality?
These are questions that many of
our schools clients are asking.
With the recent government
announcement surrounding
the decrease in schools capital
expenditure, there is a clear
focus on the refurbishment
of schools and the increased
utilisation of otherwise under-
used space. We see our role
as helping address these and
the many other questions that
building in todays climate raise.
To fnd out how we can
help you achieve Total
Effciency in your school,
visit http://totaleffciency.
davislangdon.com or call us
on +44 (0)20 70617620.
S
Risk Audit Plus can
you live without it?
REDIT CHECKING suppliers
at the tender stage matters
of course but when did you
last assess the stability of your
existing supplier base? How
would it affect your essential
services if they became bankrupt
or insolvent? What can you do
to ensure this doesnt occur?
Experians Risk Audit Plus is a
market leading solution providing
a detailed report of your existing
supplier database displaying
comprehensive information
including Commercial Delphi
scores (assessment based upon
the probability of failure),
Experians Days Beyond Terms
(DBT) payment information and
County Court Judgements (CCJs).
Viewed from a secure, user-
friendly web interface, Risk
Audit Plus helps you to make
better-informed decisions while
also developing preventative
actions such as effective contract
management strategies. This
powerful insight gives you a
graphical easy to use display
of your supplier risks.
For further information or for a
Risk Audit Plus demonstration,
please call Oliver Abbott on
07976 902 311.
C
Cost effective and safe
legionella prevention
EGIONELLOSIS
INFECTIONS in buildings
are typically caused by inhalation
of infected water aerosols
from showers, spray taps and
domestic hot water systems.
As such Legionella has been
identifed as a major problem
in educational facilities where
seasonal occupancy levels can vary.
The bacteria can typically
be found in domestic water
systems, where there is the
possibility that pipework is
affected with bioflm. Bioflm is
an ideal breeding ground for the
bacteria offering both protection
and a source of nutrients.
Removal of bioflm and
maintaining a disinfectant
residual (ORP) have been shown
to be an effective strategy
for minimising the risk of
potential legionella infection.
The DCW generators produce
a disinfectant that will remove
bioflm, kill legionella whilst
maintaining a high ORP
within the water system.
The added beneft of using
DCW technology is that as well
as removing the bioflm and
killing the legionella bacteria,
the disinfectant produced by
the system is completely safe
to handle, even in its neat
form and requires no specialist
equipment, making the systems
completely safe for operators.
DCW disinfectant generators
use only common salt and a little
electrical power, and typically have
a water treatment cost of less
than one penny per cubic metre.
DCW Technology UK, BPS
Projects Ltd, Dallow Bridge
Works, Dallow Street,
Burton on Trent,
Staffordshire DE14 2PQ
Tel: 01283 542865
Fax: 01283 542865
E-mail: ahollingsworth@
dcwtechnology.com
L
15
BLUE BELL HILL is an exciting, challenging
place to be for children and adults alike.
It is situated in the St Anns area, a volatile
area of the City of Nottingham. We
currently have 268 children on role across
9 classes, including a Foundation Unit.
Like many city schools we face
a series of challenges:
about 50 per cent of our children
are eligible for free school meals
47 per cent of our pupils come from
ethnic minority backgrounds, and 19
per cent do not or are believed not to
have English as their frst language
we have over 20 languages
currently in the school.
48 per cent of pupils are identifed as having
special educational needs (SEN), of which
about 48 per cent are at School Action Plus.
We have, however, many strengths, winning
the Education Business Award for Outstanding
Progress Award Primary being testament
to this. We also came top of the Contextual
Value added tables in 2009 with a score of
105, and were designated as Outstanding by
Ofsted in 2008. We are a lead school in the
local authority for the SEAL curriculum, and
close partnerships with national businesses
have benefted our school through providing
funding, man hours and resources.
A GREAT START TO THE DAY
The day at Blue Bell Hill starts with a free
breakfast club from 8.00, which is offered
to all children and their families. Parents
and carers are invited to stay for a cup of
tea and then attend the daily assemblies,
which Ofsted said were amazing affairs.
Every day includes literacy, numeracy and other
aspects of the curriculum but it also includes
a huge range of exciting experiences that we
offer to all our children and their families.
These may include dancing, cheerleading
and ice skating and all take part both during
the school day as well as after school.
We offer a range of Family Learning where
parents and carers can learn alongside their
children, which is always well supported. Over
this year we have been able to offer Family
SEAL, gardening, cooking and ice skating. We
have seen the positive impact these programmes
have had on the relationships we have with
our families and now count two of these
parents as very proactive parent Governors.
TRUSTED PARTNERS
Many of these activities are supported by a range
of partners who work closely with the school.
Experian encourages their employees to
volunteer in schools but we are also part of
their Inspire programme where senior leaders
come into school to support us in developing
a project. We now have an all weather play
area thanks to their support and they are
currently helping us to develop our website.
Capital One supports us with a number
of sports programmes, which run through
the school but also provide manpower to
help us develop areas of school such as
our gardens and allotments. They also took
part in our Street Hockey tournament.
The school is designated as the School of Ice
through its partnership with Nottingham Ice
Centre. This has allowed all our children to access
regular ice skating sessions for them and their
families. Several of our children have been talent
spotted and a four year old recently became a
member of the Squirts Ice Hockey team. We are
also able to attend Panthers Ice Hockey matches
and the players regularly visit us to encourage
children to do their best in all aspects of their lives.
EDUCATION IMPROVEMENT PARTNERSHIP
We are part of a successful Education
Improvement Partnership (EIP) that allows
a group of local schools to pool funding in
order to access resources or initiatives that
would otherwise be out of our reach.
The EIP also supports our work in the local
communities and encourages our families
to access a range of services but also to
contribute to the area. We recently celebrated
our frst community Christmas tree in St
Anns with carols, food and freworks.
AFTER SCHOOL ACTIVITIES
Pupils are encouraged to attend our free after
school clubs or join one of the many clubs
we run. The Eco team is organised by two of
our teaching sssistants and a teacher. They
encourage staff and children alike to recycle
wherever they can and are currently trying to
build a greenhouse out of old pop bottles.
If a child want to be a Community Ranger
they are expected to apply for the role in
writing, go for an interview and if successful
complete a planned induction. They then
visit different groups and areas within the
community either to help or offer ideas and
suggestions for improvements. They have
helped plant hanging baskets for nearby
streets, visited the local police station and
attended a local ward walk with councillors.
Their opinions are listened to and taken
seriously and children see the positive
impact they can have on their local area.
I was asked recently about the three magic
ingredients that make Blue Bell Hill successful.
We are lucky to have a team of people who
are passionate about working at the school
and are determined to make a difference.
Secondly, we are very skilled at using data and
assessment to inform teaching and learning.
Thirdly, we like to have fun and frmly believe
school should be a good place to be.
Tel: 0115 9151161
A SCHOOL THATS A
GOOD PLACE TO BE
Jo Bradley, head teacher at Blue Bell Hill Primary School, which won the Outstanding Progress
Award for primary schools at the recent EB Awards, talks about what makes the school special
EB AWARDS
w) www.casio-projectors.com e) projectors@casio.co.uk
The unique lamp-free light source in Casio projectors delivers up to
20,000 hours of superb performance at up to 3,000 ANSI lumens for
bright, engaging lessons. Light output remains consistently bright for the
lifetime of the projector, and with no lamp to replace your school will save
considerable sums in comparison to conventional lamp-based projectors.
*5 year / 10,000 hour light source warranty, whichever comes first. Extended light source warranty applies to UK education establishments only.
Come and see us at BETT 2011, 12-15 January, Olympia, London
Your Best
Teaching Assistant
5 year warranty
for education*
17
WITH A NUMBER OF RECENT developments
to education sector policy, BETT 2011s theme
of managing change is more pertinent than
ever. BETT, the worlds largest technology in
education show, has become recognised across
the globe as the place where the latest and
most innovative products can be touched and
tested. Educators wanting to ensure they are
up to date with the most appropriate resources
to support their teaching visit BETT each year.
The benefts that technology can offer
both in terms of supporting teaching and
learning and facilitating school management
have become increasingly clear. Recently
though, it is not just the most up-to-date
technologies that educators need to be
aware of, but also how the changes in
policy will infuence their investment.
With around 700 exhibitors showing the
latest technology in education solutions,
a comprehensive seminar programme,
information points, as well as exciting
feature areas and zones, BETT offers a
valuable space for advice on navigating the
new challenges. Around 30,000 visitors
travel each year to BETT, including Ministers
of Education and association leaders.
INSPIRATION FOR LEARNING FOR LESS
Possibly one of the most exciting features
at BETT 2011 is the brand new area, Visual
Learning, brought to you by the legendary
Professor Stephen Heppell and headline
sponsor, Impleo. Each year, Prof. Heppell
brings to BETT an area full of thought-
provoking and innovative ideas for learning.
This years Visual Learning feature is again
set to inspire visitors for their own teaching,
providing a stimulating and insightful
experience and promoting learning for less.
The feature area will be split into three
key themes: Revision, Transition, and Girls
and Science. These themes were developed
by students at Lampton School, Hounslow,
who are on stand for the duration of BETT
2011 demonstrating new technologies.
Lampton students have had a great
deal of input on the whole design and
concept of the Visual Learning feature. To
ensure the presentations are matched to
MANAGE THE CHANGE AT BETT 2011
Its once again time for BETT dedicated to showcasing the best in UK and international
educational technology products, resources and best practice, it takes place 12-15 January
BETT 2011
With around 700 exhibitors showing the latest
technology in education solutions, a comprehensive
seminar programme, information points, as well as
exciting feature areas and zones, BETT offers a valuable
space for advice on navigating the new challenges
19
educators challenges, their inspirational
teacher Juliette Heppell, who has helped the
school improve from failing to outstanding,
will also be available on stand.
Prof. Stephen Heppell says: Many children
still spend hours copying work directly from
the board, an extremely ineffective process that
limits opportunity for learners to contextualise
topics. Providing images and visuals on the
other hand, is a great way for learners to really
engage with the learning content and truly think
about what it is they are seeing before them.
Impleo, a consultancy and installations
provider within the education, wireless and
location based solutions sectors, is on hand to
demonstrate the concept of Visual Learning
through the use of high end innovative AV
technologies. Mike Fry, head of AV, says:
Impleo is delighted to be working with Prof.
Heppell to deliver the Central Feature at BETT
2011. We are perfectly placed to showcase
pioneering solutions to complement the three
key areas of discussion. Be sure to leave
the Visual Learning feature full of inspiring
new ideas to take back to the classroom.
FUTURE LEARNING SPACES
Due to the change in government, the Future
Learning Spaces feature, which launched at
BETT 2010, has become even more important
for many to visit. If you have been affected
by the capital programme cuts or by the
introduction of free schools and academies,
you are advised to visit this area to fnd out
about the options now available to you to and
meet with the companies who design, build,
manage and equip the UKs evolving schools.
If you are looking to create a truly modern
learning space with a limited budget,
you can articulate your requirements
and see demonstrations of the products
and services which have been developed
to meet the new challenges.
SHOW ZONES & CONFERENCES
There are a number of zones at BETT, including
the Software Zone, Demonstration Zone and
Special Needs (SEN) Zone. Each zone provides
an opportunity for you to receive in depth,
hands-on illustrations of particular products or
services, and see how they are used in practice.
Also located in the Special Needs Zone is the
SEN Seminar Theatre, where you can take part
in seminars which provide best practice advice
and ideas to help you support learners with SEN.
BETT 2011 features two brand new
conferences UK Education Leaders @ BETT,
and BETT International. UK Education Leaders
@ BETT responds to the signifcant changes for
all UK sector stakeholders brought about by
the election of the coalition government. Many
schools are making the switch to academy
status and new free schools are being set
up, and with this and more in mind, the new
leadership conference offers a forum for robust
debate around the future of UK education.
There are a number of zones at BETT, including
the Software Zone, Demonstration Zone and
Special Needs (SEN) Zone. Each zone provides an
opportunity for you to receive in depth, hands-on
illustrations of particular products or services, and
see how they are used in practice
BETT 2011
V-panel DigitalMedia MPC RoomView
Crestron has been serving the education market for more than three
decades and truly understands the unique requirements of the academic
community. Top universities, schools and colleges make the grade by embracing
Crestron technology to control, automate, monitor and manage their class-
rooms, lecture theatres, conference rooms and auditoria.
Enjoy the benefts of technology in the classroom by using DVDs, document
cameras, Internet, streaming media and PC applications such as PowerPoint
and Excel to present your curriculum. Control the AV equipment, lights, blinds
and screens from an intuitive easy-to-use touchpanel.
Crestron makes using technology simple so you can focus on teaching.
See us at the BETT Show stand J6 or call us now on 0845 873 8787
TAKE CONTROL
WITH CRESTRON
ad_190x260.indd 1 05/11/10 11:08
21
This will be the frst large-scale national
education conference open to a broad range
of high-level participants to be held since the
comprehensive spending review (CSR). High
profle speakers include Toby Young, author,
journalist and free school co-founder, and
Christine Blower, general secretary, National
Union of Teachers (NUT). The conference
is by invite only but if you are interested in
attending, visit www.bettukleaders.com, where
you can register your interest for a free pass.
BETT International is designed to gather
education policy makers, infuencers and
leading practitioners from every part of the
world. Participants will gather for two days of
debate around creating maximally effective
education policies and systems to prepare
learners for the challenges of the 21st century
global economy. Emphasised throughout
will be the question of how far technology
solutions are effectively tailored to meet the
needs of learners, education professionals
and governments worldwide. For more
information, visit www.bettinternational.com.
ALL THE LATEST PRODUCTS
Award-winning educational software provider,
Kudlian, stand R10, is showcasing the brand new
software I Can Present at BETT. The media-rich
resource was the software of choice for the non-
proft nationwide competition to fnd the best
young news presenter
www.bestyoungpresenter.net. Kudlians software
packages are designed to be intuitive, creative
and exciting whilst helping to develop literacy,
creativity, teamwork, collaboration and ICT skills.
Best known for the ever popular I Can Animate
software which recently helped two UK schools
to get to the fnal of the Seattle International
Film Festival Kudlian is joined on Wednesday
by Animator in Residence Greg David, who
aims to create a BETT animation throughout
the day with contributions from visitors. On
Friday, renowned animator David Bunting is
available on-stand to answer visitors animation
questions in a special Animation Surgery.
Free product training and demonstrations
are also available for all educationalists.
Serif, stand K36, provides a complete creative
solution for ICT across the curriculum, with
all the graphics software tools and support
you need to deliver engaging lessons in an
affordable package. The Serif Design Suite has
been repeatedly praised for its powerful yet
easy-to-use software for schools, enabling all
pupils, whatever their level of experience, to
achieve outstanding work across all subjects
including D&T. In doing so, they also develop
their design skills to prepare for the competitive
workplace. To prove just how professional their
designs can be, Serif has been working with
Nottingham Bluecoat School whose students
have been busy designing marketing materials
for the stand visit K36 to see these and more.
The Story Spinner, part of Day One
Productions, will be showing the recently
launched Stories from Around the World DVD
series as part of its award winning collection
of storytellers and resources on DVD for
primary children on the UKTI stand J60. The
Stories from Around the World series aims
to inspire imaginations and stimulate all areas
of academic and personal development, from
early years learning through to Key Stage 2.
Master storytellers from a variety of cultural
backgrounds deliver tales from numerous
cultures, countries and continents, from old
favourites such as The Gingerbread Man,
to the West African Anancie and the Drum
of Common Sense. The professionally told
stories are intimate and dramatic and are free
of gimmicks and sound effects, placing the
young audience at the centre of the tale.
Summing up the show, Paul Hughes, ICT
services manager, Sir Charles Lucas Arts College,
Essex said of BETT 2010: I came to BETT as I
was thinking of making a number of changes at
our school in terms of ICT and equipment, and
what a great show it turned out to be! Theres
just not enough time to see everything!
BETT 2011 takes place from Wednesday
12 to Saturday 15 January 2011 at
London Olympia and is free to attend.
For more information and to register
(something which is highly recommended
to gain fast track, free entry) visit www.
bettshow.com Please quote priority
code EMM14 on the registration form.
You can also fnd BETT on Facebook
www.Facebook.com/BETT2011 and on
Twitter www.Twitter.com/BETT2011
BETT 2011
1
2
3
4
55
www.imserv.com
Save energy, reduce costs, control carbon and be greener iom.invensys.com
Energy Savvy Schools engages pupils and
communities in understanding energy
and carbon and helps school leadership
teams make informed decisions about
sustainability. Providing the most efcient
and cost effective ways of reducing energy
consumption and allowing schools to choose
the most appropriate actions, resulting in real
and measurable improvements.
IMServ is a leader in providing carbon and
energy management solutions that help
schools save energy, reduce costs, control
carbon and be greener.
call: 0870 833 56 56
email: solutions@imserv.com
Data collection
accurate, reliable and
complete energy data
Reporting
insight and understanding
into your energy usage
Dashboard
visual displays for engaging
pupils, staff and community
Carbon and Energy
management
changing habits and
behaviours to better manage
energy consumption
Energy Savvy Schools
save energy, reduce costs,
control carbon and be
greener
Five steps
towards Energy
Savvy Schools
Schools ad FINAL.indd 1 1/12/10 13:04:17
23
ENVIRONMENTAL ISSUES remain high on
the agenda: from reacting to rising energy costs
to conserve budgets through realigning your
carbon footprint to meet government targets,
to promoting behaviour change and providing
new and more immersive learning opportunities.
The good news? New technologies and
approaches mean schools can now take
responsibility with no added pressure on
budgets to address all these areas and more.
LOOKING AT CONSUMPTION AND COSTS
Reducing energy consumption can not only
reduce the overall carbon footprint but also
deliver tangible cost savings, redirecting funds
to core teaching and learning. The key is
understanding, then managing energy usage:
not only during school hours, and not just
whilst the issues at the top of the agenda,
but all day, every day until there really is a
free carbon neutral energy supply. To manage
energy its vital to know where, when and how
its being used. And this is where it also tips
over into the curriculum: young people need
to see the impact that energy use has on their
environment, and how controlling usage can
reduce that impact both locally and globally.
A FIVE-STEP PLAN
A leading player in energy management, IMServ
has used its experience to work alongside
schools and design a programme for change:
Energy Savvy Schools. The opportunity is to
tap into this methodology in a way that, for
most schools, can also be cost-neutral.
Step 1 in better energy management is
data collection. Once raw usage data is
collected it needs to go to Step 2 Insight, in
which meaningful reports are extracted and
interpreted. With this energy intelligence,
school leadership can make strategic
decisions on improving the energy use and
carbon footprint reduction. Local authorities
have access to the data they need to fulfl
government returns. Bursars or school business
managers can make tactical decisions about
how to lower consumption and reduce carbon
emissions, which can include investigating
energy-saving products, suggesting operational
changes and restructuring out-of-hours use.
Step 3 is communicating whats taking place
in a way that adds real impact: the easy-to-use
Dashboard. Schools can use the Dashboard as
both an operational management system and as
a marketing tool to demonstrate how the school
is addressing environmental issues and making
a wider impact on the local communitys
attitudes to sustainability. Intelligence from the
Dashboard can also be used across many areas
of the curriculum, interpreting the information,
initiating discussions and prompting projects.
With this information comes Step 4
Carbon and Energy Management. Pupils,
staff, governors, parents and the wider
community can be engaged in changing
habits and behaviours to better manage
energy consumption and reduce carbon
footprints. Finally, Step 5 is the transition
to an Energy Savvy School one that takes
responsibility for managing its own energy
consumption and carbon footprint and, in
doing so, can also initiate lasting change
in those who come into contact with it.
And its no longer a case of if but when.
Eventually, every school will have to
become Energy Savvy. So are you ready?
If youd like to learn more or are ready
to move forward on your own energy
and carbon saving journey, please call
Mike Cordner on 01908 696000.
LESSONS LEARNED: TOWARDS
THE ENERGY SAVVY SCHOOL
In the current climate, schools and local authorities cant escape the pressures of economic
realities, government policies and calls for greater sustainability. They need to assimilate and
react to all these demands whilst never losing sight of their core role: educating young people
REDUCE CARBON AVOID PENALTIES
With schools accounting for over 50
per cent of a local authoritys carbon
footprint, CRC legislation now enables
schools to be charged for their share
of overall charges the local authority
is responsible for. The size of the
schools element means its very likely
these charges will be applied.
Reducing energy consumption can not only reduce
the overall carbon footprint but also deliver tangible cost
savings, redirecting funds to core teaching and learning
BETT 2011
Skills
mean more
with SQA.
SQA is an Ofqual approved Awarding Body. We offer a wide range of
qualifcations and services supported by a frst rate quality assurance
system for schools, colleges and the work place.
Contact SQAs Business Development
Team on 0303 333 0330 or email
mycentre@sqa.org.uk
Smile. Log onto www.sqa.org.uk
Contact Us:
Tel. (01274) 863 380
ukenquiries@sanako.com
www.sanako.co.uk
BETT Stand F66
Improve MFL
examination performance!
Study 1200 and Study 700
Software language laboratories that provide effective tools
for language teaching and learning at Key Stage 3, 4 and above
TO BE LAUNCHED AT BETT 2011
NEW Sanako Speak!
Online tool for MFL homework and speaking assessments,
based on cloud technology
NEW Study Primary
Stimulating French and Spanish interactive activities
to meet the needs of the Key Stage 2 framework
for languages
25
Q. What impact can ICT have on teaching
and learning in todays schools?
A. Technology is moving really quickly and
teachers need to keep up with these changes
in order to keep students engaged. Weve
found that its critical to provide an experience
that is similar to that used at home; school
systems cannot compete for students interest
against the likes of Facebook and iPods unless
they are similarly engaging you cant expect
kids to come to school and be engaged by a
teacher and a textbook when theyve been
playing multiplayer games with people all
over the world on their Xbox all weekend.
More schools are realising the benefts of
social networking and games-based learning,
and their ability to engage both teachers and
students. Collaborating with other classes,
even other schools, gives both students and
teachers an opportunity to share information
and access a wealth of resources, and
more importantly, to connect with other
people with similar interests and goals.
Q. How can learning platforms motivate
teachers and students to become more
creative and enhance learning?
A. Schools should use systems that allow both
teachers and students to express their creativity.
Creativity encourages engagement and sparks
a sense of ownership over their learning.
Its very important that teachers and students
are the ones creating new boundaries and
not the technology companies. A learning
platform should be a tool that facilitates
innovation by the school, not one that
forces their own idea of innovation.
Q. How can schools make sure they get the
best value out of their learning platform?
A. Many schools have a clear ICT vision and,
particularly with the Academies Bill, schools
have more freedom over their technology
solution allowing them to buy equipment
suited to the needs of their school.
Many technology solutions are prescriptive
and schools fnd themselves refreshing them
every few years in line with their growth
and understanding within the school, or
changing educational trends. None of us
know what the future holds, so it is important
to have a fexible learning platform that
will evolve with the school and help them
move forward both today and in the future.
You dont know what youre doing next,
so invest in something fexible enough to
change with you, whatever your journey.
Q. How can learning platforms help
schools to raise standards?
A. In lots of different ways. Weve seen teachers
able to conduct more one to one mentoring
through a learning platform, spending time
with individual students electronically that
they couldnt in a classroom environment.
Obviously, weve seen students being more
engaged in their learning, but critically weve
seen teachers more engaged in their teaching.
A learning platform can provide visibility to
problems, either pastoral or learning related.
A successfully implemented system can be like
shining a light on every aspect of your school.
Q. How important is it for education
to move with the times and be part
of the technological 21st century?
A. You have to. Kids are moving so fast
nowadays, and if schools and teachers
cant keep up then theyll lose interest
its already starting to happen.
Learning platforms need to move quickly too,
we have to keep up with the latest technologies
and ideas. Frog, for example, has launched
its brand new Widget Store, not dissimilar
to Apples App Store. Frog has a growing
community of users that get together and
share best practice and discuss ideas online
through Frogs community site. In addition to
this, Frog works with other education providers
to help them create their own widgets that
integrate within their learning platform giving
seamless access to the schools software
resources all through one single login.
Frog inspires schools to get the most out of
education by providing technology that creates
ownership through creativity. Its easy-touse,
drag-and-drop interface means that just about
anyone can use the technology to create
anything they want in their learning platform.
Frog will be showcasing its brand
new Widget Store on stand M50 at
the 2011 BETT Show. If you cant
wait until then, contact us on 01422
250800 or visit www.frogtrade.com
UNLEASH YOUR CREATIVE SIDE
With the worlds largest educational technology event of the year fast approaching,
Gareth Davies, managing director at Frog gives us an insight into the importance of ICT
in education and what schools can do to move forward in these fast changing times
BETT 2011
share the vision
Ref: EdBusinessMag
Special people make
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Do you share a passion for knowledge and understand the true value
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With a Kumon maths and English study centre, we can help you
realise your ambition of starting your own franchise, providing fexibility
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If you are interested in fnding out more about this opportunity,
call 0800 854 714 or visit kumon.co.uk.
27
FROM A HUMBLE CHILDHOOD growing
up in Hackney, East London, to now
owning a fortune estimated at 730m,
business man and entrepreneur Lord Alan
Sugar is a modern rags to riches tale.
Having left school at 16 to sell car aerials from
the back of his car, Lord Sugar went on to make
his name from AMSTRAD, a consumer electronics
business that specialised frst in car stereos, TVs
and hi-f units, and later in personal computers.
He is now the star of BBCs The Apprentice,
and owns a collection of lucrative businesses,
including Viglen, an IT services company that has
enjoyed much success within the education sector.
THE GROWTH OF IT
Back in the 80s, the computer was only
just being to be introduced to schools and
the AMSTRAD brand was responsible for
giving many schools their frst computing
experience. Now the role of IT in education
has grown massively, helping to deliver all
subjects in the curriculum, as well as enabling
new and interactive ways of learning.
The new generation of students will know
a computer in the same way as I knew a
pencil and textbook, commented Lord Sugar.
Schools have to make the most of technology
and use it to its maximum in order to turn out
students who are ready for the workplace in
which technology has taken over completely.
Lord Sugars company Viglen has helped
many schools implement an IT infrastructure ft
for the needs of modern day education. The
company was recently awarded a position on
the BECTA ICT Services Framework agreement,
which will grow the companys position in
education further by allowing them to bid
for all major educational ICT projects.
In recent years there has been a shift in
how schools are run, with many choosing to
operate on a business model. The wave of
recent academies, for example, has seen private
sector organisations get involved in education
through sponsorship. And now, with the new
governments push for free schools, which will
be founded by parents and teachers and run by
private sector organisations or charities, there
will be even more private sector involvement.
As a successful businessman, Lord Sugar can see
the beneft of forming such partnerships: The
role of private sector sponsorship in education is a
two way thing; private organisations invest money
to improve facilities as well as offering time,
experience and advice, while students beneft
from the sponsors knowledge of the work place.
Too many students leave school with no
knowledge of the working environment so this
gives them an advantage that future employers
can take advantage of. In turn we should
end up with a better prepared workforce.
MORE FREEDOM FOR SCHOOLS
Now more schools are being freed from
local authority control and given the
freedom to spend their own budgets,
the business acumen of staff will be
tested. But are they prepared for this?
With more freedom comes more responsibility
and this is an evolving challenge for academies,
commented Lord Sugar. They should therefore
make the most of sponsors and private sector
investors who can offer help and support.
But with current public sector spending
cuts, the key thing is that there is now less
money around and everyone has to learn
how to spend it more wisely whether
that is the local authority or the school.
The Academies Bill passed in May gives schools
rated as outstanding by Ofsted pre-approved
academy status. However, the government has
only received lukewarm reception of this invitation.
Commenting on this, Lord Sugar said: There
are some fantastic opportunities that come along
with academy status from which all schools could
beneft. However, outstanding schools are doing
well under the current system and there is still
so much confusion regarding the consequences
of transferring to an academy its no surprise
that they arent jumping at the opportunity.
THE RISE OF SOCIAL NETWORKING
Lord Sugar has a large Twitter following and
made the headlines recently for his Twitter
blow-outs with other celebrities. So how
does he feel about social networking in
education? Social networking is a useful tool
for communication. It will become the new
way of passing news in the future if we see
the demise of the conventional newspaper.
However, there are issues that need to
be considered relating to the addiction to
these things which can seriously affect the
younger person. I feel there needs to be
parental control as to the use of these sites.
I also believe that legislation will soon be
needed to limit the entry and activities of
these sites to ensure the safety of the user.
Moving on to safety of a different kind,
there has been much discussion about drastic
security measures being introduced to in
schools such as CCTV and metal detectors.
Under the new government, teachers will
be given powers to frisk students for items
they fear will be used to harm others or
break the law, such as pornography, tobacco,
freworks, mobile phones and cameras.
We live in a different society than the days
when I was at school, said Lord Sugar. So for
many reasons, it is necessary to deploy technology
to assist in the security for both pupils and staff.
Lord Sugars company Viglen will be
exhibiting at BETT 2011, the worlds
largest technology in education show,
at London Olympia 12-15 January.
Web: www.viglen.co.uk
www.bettshow.com
SUGAR ON EDUCATION
Lord Alan Sugar the rags-to-riches, straight-talking businessman tells
Education Business what he thinks about todays changing education system
Lord Alan Sugar
BETT 2011
Geode Networks is an independent and innovative
technology services company providing solutions and
services for the networked IT environment. Our expertise lies
in ensuring the delivery of critical educational applications
and services over both wired and wireless infrastructures.
Our unique understanding of the technologies used and
challenges faced by learning establishments has driven our
success in this market
Find out why we are the right choice for you, and let us help
you unlock the true potential of your networked world.
Visit us on stand Y170 on the upper foor at Bett 2011
T: 0845 505 0103
F: 0845 505 0104
www.geodenetworks.com
Vogels, supplier of innovative AV mounting solutions is delighted to introduce
products suitable for the educational/ business sector. The new range of Vogels Desk
Mounts means monitors are positioned at exactly the right height for the user. These
easily adjustable, fexible mounts are designed for the professional work station and
prevent uncomfortable and unhealthy sitting postures. Vogels Desk Mount range
consists of four models, all with turn and tilt functionality plus the ability to rotate
the screen for either landscape or portrait viewing. Also in the range are two gas
sprung mounts giving increased ease of adjustment and a dual adapter is available
for all models to enable side by side dual monitor mounting, ideal for maximising
productivity and desk space usage. Finally, each model comes as standard with all
the fxings required for clamping, through desk or wall mounting ensuring the best ft
possible no matter the circumstance. Vogels also manufacture foor, wall and ceiling
supports for fat displays and projectors such as short throw projector mounts, foor
and trolley stands, wall mounts and projector lifts.
Vogels Products UK Ltd
Atlantic House, Imperial Way,
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Tel: 0330 2020 980
Email: proav.uk@vogels.com
www.vogels.com
Bamzonia Teaches
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Built for busy teachers and with low
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Contact us today to fnd out more;
Call us on 0845 505 1750
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Register at www.bamzonia.com
Alternatively, come visit us at
BETT 2011 on stand Y127
29
AUTISM IS MUCH IN THE NEWS and
many people have no idea what it is or what
is being done about it. It is often described
as a spectrum of psychological disorders,
including acute diffculties in personal
communication and in relating to others.
Laurence Mitchell was only diagnosed as
autistic, in his case with Aspergers Syndrome,
at the age of 48. Despite a lifetime of
interpersonal diffculties and communication
challenges, Laurence has determined that
his lifes work is the development of a web
resource for all those who have been labelled
in some way as different or not normal.
Laurences site, Life Beyond Labels, gives
anyone who has been labelled the opportunity
to choose another kind of label one
they are happy to wear. It is also a major
resource where those who suffer from any
form of autism, those who care for them
and those seeking to offer them treatment,
can distribute information, tips and share
on their own particular wall. Not a wall to
protect but a wall to share thoughts and
ideas, offer support and fnd friends with.
Using the latest web technology, Life
Beyond Labels is an enabling resource
to help anyone manage their thoughts
and organise their lives. A persons own
wall can be used for several purposes:
For personal development by organising
the labels on a persons wall according to
their current importance in a persons life.
To help, teach and support those with
special needs and challenges of any kind.
To open up any label and develop
it into a personal website.
Your wall is your life and within it there are
a number of walls which a person can design
and build to support them, says Laurence.
HUMPTY DUMPTY
Your guide through the world of Life Beyond
Labels is Humpty Dumpty. But not the Humpty
you may be familiar with from the childrens
nursery rhyme. This Humpty is no longer a
cracked egg as he cannot fall off his wall as
he has learned to tear off any unhelpful and
unwanted labels others have pinned on him.
Whether your interest is to build a wall
built of a single label or a thousand, very
simple and straightforward instructions
apply. The frst thing you have to know
is that it is a requirement to become a
member of the LBL community to be able to
access all the tools on Life Beyond Labels.
Once you have registered and are logged
in with your username and password
you will be ready to build your wall.
When you log into your account for the
frst time you will see Humpty Dumpty sitting
on a wall built of a single row of labels
delivering the message: Select a Topic and
Start rebuilding your life, brick by brick.
YOUR CHOICE
Each wall is a technical masterpiece in its own
right because not only can you build walls
with it but you can turn it into a game, a
diary or organiser, learn how to organise your
mind and manage your life and many more
things. Each wall has been designed to make
sure you dont have to have any technical
knowledge so it doesnt matter whether you
are a novice or expert all the hard technical
stuff has already been done for you.
For more information on how to build a
wall, the types of walls that can be built,
about labels, adding images to labels, adding
content, types of content, adding images and
other media to content, information about
content, you can view the instructional video.
Web: www.lifebeyondlabels.com
A NEW LOOK AT AUTISM
Life Beyond Labels Autism Resource section is a supportive web based resource, utilising social
media to help all those whose family, friends, helpers and medical advisors place labels upon them
SOME OF THE THINGS
YOU CAN GET FROM LBL
help with teenage emotions
help with handling your child
help with designing your life path
help with your health
help through music and
the arts as therapy
help in making friends
help in building self esteem
help in developing listening abilities
help in learning skills that
others acquire automatically
help in avoiding unnecessary mistakes
SOME OF THE THINGS
YOU CAN DO AT LBL
organise and prioritise in your life
custom build your own mind
games and exercises
create a guide to your life
deposit and retrieve any
information you want
network
upload videos and images
join forums and meet
like-minded people
make friends with those who have
common interests or conditions
Laurences site, Life Beyond Labels, gives anyone who
has been labelled the opportunity to choose another
kind of label one they are happy to wear
Lawrence Mitchell
BETT 2011
Key Conferences from Most Innovative
School Improvement Service in the UK
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Ensure staff in your school have the necessary knowledge and skills to
deliver outstanding teaching and learning. Inspirational ideas supported
by practical guidance are the basis of all Babcock 4S events.
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EarlyYears
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DevelopingNQTs
AdvancedSkillsTeachers
WholeSchoolChange
Seewww.babcock-education.co.uk/conferencesforthefullprogramme,orcontactusfor
moreinformation.Email:conferences@babcock.co.ukTel:08000734444ext835008
* Babcock 4S is the winner of the EducationInvestor 2010 Best Supplier to the Education Sector Award
Forthcoming conferences focus on:
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31
Confdent and engaged
language learners
ANAKO IS THE GLOBAL
leader in developing digital
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sector that enable tutor led teaching
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We have worked closely with our
customers for nearly 50 years
towards a single goal: to enable
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S
eSchools is the new
integrated online
primary school platform
SCHOOLS IS THE NEW
all-in-one solution for primary
schools launching at BETT in
January 2011. The integrated
system contains a management
information system (MIS), learning
platform, parent centre and school
website, all at an affordable price.
Management Information System:
Manage staff, student records,
attendance, behavior and the day-
to-day running of the school.
Learning Platform: Improve
the learning experience
through the powerful, secure
and easy to use platform.
Parent Centre: Allow parents to
engage with their children at home
by giving them access to complete
and up-to-date information.
School Website: Simply
create and manage your school
website and utilise the content
from your MIS and VLE.
Manage your school and
the learning experience for all
involved through this new and
innovative integrated educational
management system.
Tel: 01223 422029
E-mail: hello@eschools.co.uk
Web: www.eschools.co.uk
e
SQA qualifcations and
support for everyone
QA Scotlands national
awarding body now
delivers the same high quality
qualifcations, support and
customer service across
the UK and globally.
Approved by Ofqual to operate
within the QCF, institutions,
industry and individuals can
trust SQA to deliver high
quality qualifcations that aid
progression and development.
We work with schools,
colleges, universities, industry,
and government in over ten
countries to provide high
quality, fexible and relevant
qualifcations and services.
A frst-rate quality assurance
system supports all that we do
and helps us to continue to
grow our name worldwide.
We will be exhibiting at The
BETT Show 2011, the worlds
largest education technology event
running from 12-15 January. Why
not come along to experience
frst hand what we have to offer,
featuring our innovative Internet
Safety award, Computer Games
Development qualifcations and
games based assessment system
GamesSpace, and more.
We and development partner
LearnTPM Ltd are delighted to
have been shortlisted for a BETT
Award in the ICT Education
Partnership category. Celebrating
the best digital products and
technological companies supplying
ICT for education, the nomination
details the partnership work to
devise and develop our innovative
games based assessment
platform SQA GamesSpace.
For more information about
SQA visit www.sqa.org.uk
S
First class automation
solutions from Crestron
HE CLASSROOM of the
future is here today and
visitors to BETT 2011 will be able
to experience it frst hand on
stand J6. Crestron, the market
leading manufacturer of advanced
control and automation solutions,
has been serving the educational
market for more than three
decades and truly understands
the unique requirements of the
academic community. Visitors to
the stand will fnd out about:
TPMC-4SM touchpanel
Texas Instruments (TI)
DLP
technology
MPC (Media Presentation
Controller) range
DVPHD High-Defnition
Annotator with
Guidebar Technology
V-Panels
EduPacks
Roomview Server Edition
Limited Lighting Solutions
For 40 years Crestron has been
the worlds leading manufacturer
of advanced control and
automation systems, innovating
technology to simplify and
enhance modern lifestyles and
businesses. Offering integrated
solutions to control audio, video,
computer, and environmental
systems, Crestron streamlines
technology, improving the
quality of life in commercial
buildings, universities, hotels,
hospitals and homes.
Tel: 0845 8738787
Fax: 0845 8738788
Web: www.crestron.com
T
32
Vogels provider
of complete
mounting solutions
OGELS PROFESSIONAL
is a global brand developing
innovative mounting solutions
for the professional, business,
educational, hospitality and
installation market for over 35
years, simplifying the placement
of electronic equipment in
professional and public areas
for AV and electro-technical
installers. Our strategic focus on
systematic innovation and high
quality design has enabled us
to produce winner after winner
for this demanding market.
Vogels stands out from the
competition by its unique and
timeless innovations. It comes as
no surprise that Vogels continues
to win awards all over the world.
Designs, combined with very
sophisticated functionality make
Vogels Professional products
the best choice in your business.
All products comply with the
highest industry standards for
quality and safety. Only the best
quality materials are used. All
products for professional use
are tested to carry fve times
their specifed weight. Innovative
designs are at the core of
Vogels product development.
From Short Throw Projectors
that enable close to the wall
mounting for presentation rooms/
classrooms, to Brand your
stand trolley displays for Flat
TVs, modular foor/wall/ceiling
mounts and projector lifts that
extend down, up to 7.2 metres
at the touch of a button.
For more information
visit www.vogels.com
V
Firefy more learning
platform for less
TEADILY ADDING
more of the countrys top
schools to its client list, including
Wycombe Abbey and Magdalen
College School, alongside its
longer established names such
as St Pauls and Oundle, Firefys
fexible and easy-to-use learning
platform is changing the way
schools approach online learning.
Built whilst the founders
were still at school, it has now
developed into a fully-featured
solution that combines a
sophisticated learning platform
with an intuitive and functional
content management system. The
latter allows staff and students
across the school community to
create, edit and access web pages
and other content on a school
intranet or public-facing website.
The power of Firefy arguably
lies in the way it allows schools
to publish and access information
anytime and anywhere, particularly
useful during unplanned school
closures (such as occurred due to
the volcanic eruptions in Iceland,
not to mention recent snow
storms). Firefys affordable pricing
structure, along with reductions
in school administration costs
through reduced paper and print
usage, also means that the system
offers exceptional value for money.
Tel: 020 81334415
Web: www.frefysolutions.co.uk
BETT: Stand T5 in the
National Gallery
Visit the stand at BETT for
a chance to win a Kindle!
S
Clipbank where
the learning extends
beyond every clip
HANNEL 4 LEARNING will
be on Stand C30 during BETT
2011, ready to show you the latest
exciting developments to Clipbank
the unique, weekly updated learning
service for secondary schools.
Now covering 16 subjects, with
two subject updates each week,
Clipbank features thousands of
curriculum-focused, contextualised,
high-quality video-clips. However,
the breadth and depth of Clipbank
is extensive clips are only just the
start. The service also includes a
range of supporting resources such
as: the brand new News Blast a
daily 60 second news headline
bulletin feature; News Bites the
weekly presenter-led review of issues
in more depth; engaging multimedia
activities for students; new links to
interactive web tools and activities,
plus teachers planning resources
including new guidance on how to
use Clipbank with assessment. The
Clipbank service is designed to be
fexible for users and so includes
learning-platform ready video to
display and play with ease, as well
as free home access for teachers
and students. This provides the
possibility for anytime, anywhere
planning for teachers and extended
learning opportunities for students.
Pop by Stand C30 at BETT 2011
or visit our new website for an
in-depth look at what Clipbank
can offer your whole school.
Tel: 020 78704500 (Option 2)
Fax: 020 78704501
E-mail: c4linfo
channel4learning.com
Web: www.channel4
learning.com/clipbank
C
sQuids cashless
payment solution
QUID OFFERS cashless
payment solutions for
schools, colleges, universities and
campus environments. sQuid is the
new convenient way to pay for
catering, schools trips, uniforms,
printing and photocopying.
Managing payments by students
and parents can be costly and
time consuming. Until now there
has been no easy way to improve
this and leverage the power of
modern payment technologies.
At sQuid, the UKs leading
electronic payments specialist, we
enable parents and students to
pay school bills directly into your
education account, via a secure
internet portal, operating under
FSA regulation. Transactions are
managed using either contactless
smart cards, biometric readers or
through our online portal. With
sQuid your campus becomes
truly cashless as all payments
and top ups are electronic.
If youre looking for fast,
user friendly, secure payments
with reduced administration
that eases the burden and
hassle of collecting, counting,
reconciling and banking cash,
then sQuid is your solution. It
also gives a better parent and
student experience with no need
to bring cash on campus.
We work with many leading
education service providers till
manufacturers, biometric solution
providers, print and photocopying
providers, and catering managers
to ensure a seamless cashless
payment service across campus.
Tel: 020 83382111
Fax: 020 83988785
E-mail: bfeltham@squidcard.com
Web: www.squidcard.
com/education
S
33
Dartfsh believe in the
learning power of video
HE EMERGENCE of easy-
to-use video devices indicates
that visual learning content is
rising dramatically across all
subjects of the curriculum.
Dartfsh brings the complete and
seamless video solution for effcient
teaching and learning. We develop
video analysis applications to provide
schools with the necessary tools for
integrating and using video in the
classroom, the theatre, the gym,
the lab, on the feld and more.
With Dartfsh applications,
teachers will be empowered
to easily address the following
teaching and learning processes:
Create automatic review of
exercises and practices with
live in-the-lesson feedback
Annotate performances
with bookmarks, highlights
Enrich video with visual
effects, annotations,
analysis and assessment
Create interactive lesson plans
Distribute video content online
The integration of video in the
teaching generates many benefts
for both teachers and students:
teachers can teach instead of
demonstrate, and students
rapidly improve and strengthen
their knowledge and skills.
Stand-alone software, video
learning platform, network
solution, simple or elaborate
deployment Dartfsh delivers
the tool teachers and students
need to make video content
available anytime, anywhere.
Believe in the learning power
of video. Integrate Dartfsh
in your teaching for the
best impact on learning.
Tel: 0845 0043414
E-mail: info.uk@dartfsh.com
Web: www.dartfsh.com/
education or www.
dartfsh.tv/education
T
Innovative technology
for the education sector
EODE NETWORKS is an
independent and innovative
technology services company
providing solutions and services
for the networked IT environment.
Our expertise lies in ensuring
the delivery of business critical
applications and services over both
wired and wireless infrastructures.
Geode provides a full range
of services from surveys
through to implementation,
troubleshooting and support.
Our unrivalled success in
deploying wired and wireless
technologies in even the
most complex education
environments has driven our
success in this market.
Geode will be exhibiting at BETT
2011, so if you are planning a
wireless deployment, or already
have wireless that is not living up
to expectations talk to the experts.
Find out why we are the right
choice for you, and let us help
you unlock the true potential
of the networked world.
Visit us on stand Y170 on
the Upper foor at BETT
2011, opposite the Network
Managers lounge.
Tel: 0845 5050103
Fax: 0845 5050104
E-mail: info@geode
networks.com
Web: www.geode
networks.com
G
AVerMedia to showcase
its products at BETT 2011
VERMEDIA is delighted
to attend BETT 2011 and
has plenty of surprises in store
for visitors to its stand (Grand
Hall, D65). Of interest to visitors
will be a range of new Video
Conferencing products. Known as
the AVerComm H Series, the range
comprises two models, the H100
and H300. Both products are easy
to set up and use, as well as being
highly cost effective. Ideal for use
in both education and business, the
AVerComm Video Conferencing
range works seamlessly to
bring training, wherever you
are in the world, to life.
In addition to the Video
Conferencing products, AVerMedia
will also show its updated
Platform Visualiser, the SPB350+
for the frst time in the UK. This
is an update on the previous
generation SPB350 product and
features a user-friendly front
mounted control panel, which
greatly enhances usability
AVerMedias product ethos is
one of ensuring that the customer
is always at the forefront. The
company believes that simple,
useable products, backed up with
top levels ofcustomer service,
including on-site training and
friendly, knowledgeable staff
are the key when selecting
competitive products.
Tel: 01908 371772
E-mail: visualisers@
avermedia-europe.com
Web: www.avermedia-
europe.com/uk
A
Emerge the right
information in the right
place at the right time
ROUPCALL EMERGE IS
the intuitive and powerful
app that enables schools to have
an up-to-the-minute copy of their
MIS data instantly and securely
available in the palm of their hand
for access anytime, anywhere.
Registration can be taken simply
with Emerge and written directly
back to the schools MIS. Student
information including timetables,
attendance, medical information
and behavioural data can be
accessed wherever the Emerge
user is located (even in another
country while on a school trip)
without the need to rely on a
desktop PC. For example, Emerge
can be used by a teacher on a
school trip to check details on
a pupils dietary information,
or accessed by a member of
the schools administration to
check information when on
the train to or from work.
Groupcall Emerge also has
important applications in
emergency situations. Using
Emerge, teachers can log in to
their MIS to take registration
outside after a fre alarm; or a
school offcer can fnd the phone
number and then call a students
parents to inform them that
school is closed because of snow,
all from the same device and at
the touch of a few buttons.
Would you like a free trial?
Call us on: 020 33284600,
e-mail us: emerge@
groupcall.com or visit:
www.groupcall.com/emerge
G
New UB-T880 touch-sensitive Interactive Whiteboard
Multi-touch operation: 3 pupils can work together and
multiple points can be used to manipulate objects.
Both finger-touch and electronic pen operation or
simultaneous usage of both.
Highly durable surface to resist everyday use.
Large screens for high-impact lessons 83-inch (UB-T880W)
and 77-inch (UB-T880).
Built-in stereo speakers and 2 USB ports.
Easiteach software included for creating engaging lessons.
Height adjustable stand as an option.
EVERY THI NG MATTERS

SOLUTIONS for EDUCATION
For more information on Panasonic Products
see www.Panasonic.co.uk
You can also visit the Easiteach website:
www.easiteach.com
UB-T800
UB-T800W
35
PANASONIC WILL BE SHOWCASING
the classroom of the future at BETT
2011, demonstrating a range of
technology designed to help teachers
create engaging, effective lessons.

TOUCH SENSITIVE WHITEBOARDS
The technology on show for teachers
and students to try out will include 12
of Panasonics UB-T880 interactive touch
sensitive whiteboards, which can be used by
up to three students at one time and can also
recognise multiple inputs or gestures allowing
for pinch, stretching and acceleration.
Until recently, touch sensitivity which enables
teachers and students to engage with content
on interactive whiteboards has been limited by
the number of students that can simultaneously
use the board, which can be frustrating for
teachers and students alike, said Brennan
Peyton, general manager at Panasonic.
With the Panasonic UB-T880 board,
up to three pupils can work together and
manipulate objects on the board through
both touch and electronic pen.
The global technology leader will also be
demonstrating pupil voting hardware, infrared
wireless sound systems and an interactive
tablet that integrates with the whiteboard.
These audio and visual learning tools, as
well as other upcoming solutions like video
conferencing systems all contribute towards
boosting student interest and achievement.

EASITEACH SOFTWARE
Along with the hardware, Panasonic will
be demonstrating a new version of the
Easiteach software package, which is
compatible with any interactive whiteboard,
regardless of the manufacturer. This allows
teachers to share content even if they do
not have the same interactive boards.
Our philosophy at Panasonic is to devote
ourselves to the progress and development
of society through our business activity.
What were doing in education contributes
towards this goal by empowering teachers
to maximise the learning experience. We
do not want to restrict them by creating a
board thats only compatible with proprietary
software, instead we want to act as a
platform for other companies to offer new
solutions and creativity, continued Peyton.
This is why Panasonic will also
be showcasing other third party
solutions designed for education.
One application on show at the stand,
Pop4Schools, gives under 12s the chance
to simulate the work undertaken by record
companies and compose their own song for
release as a download or CD. Children get
a better understanding of how pop music is
produced, whilst learning a wide range of
curriculum subjects from ICT to literacy.
Panasonic will also show its new 85 3D fat
panel display showing how 3D technology
has quickly moved from being the hottest
consumer display technology to delivering
remarkable content in the classroom.

INNOVATIVE ENERGY SOLUTIONS
In addition Panasonic will exhibit innovative
energy solutions which enable schools to be
heated with a totally new concept of air/heat
exchange. The system is called Aquarea.
Panasonic will be kicking off the show with
a press conference from 3.00-3.35pm on
Wednesday, 12 January 2011 at Panasonics
stand (D102). This will be followed by a
tour of the stand and an opportunity to
trial the technology. One-to-one interviews
with Panasonic education experts are
available on request. Please contact the
Panasonic UK Press Offce to RSVP.
To view Panasonics complete
education solutions package
visit www.panasonic.co.uk
PANASONICS COMMITMENT TO
EDUCATION SHOWCASED AT BETT
Third-party applications, voting system and wireless sound is
to be demonstrated on multi-touch interactive whiteboard
36
RECENT RESEARCH commissioned by Adobe,
as part of its Creativity in the Classroom report,
shows that whilst 77 per cent of employers
and university lecturers place a high value on
creativity skills in school leavers, alarmingly,
only 4 per cent of employers and 10 per cent
of lecturers feel they see strong creativity skills
displayed in interviewees. Of those surveyed,
66 per cent feel schools should be doing more
to encourage creative approaches to work in
their students. The report showed that many
believed, if used correctly, ICT could help
encourage better creativity skills in students.
Adobe is working closely with educational
institutions to help champion creativity in
schools and believes that when used in the
right way, technology can enable educators to
prepare students for success by giving them
the skills they need to express and share their
ideas in compelling and engaging ways.
ADOBE AT BETT 2011
At BETT 2011, Adobe will be launching a
new teaching toolkit to help teachers inject
more creativity into their lessons, as well as
provide them with advice and guidance on
how technology can help. To fnd out more
about Adobes research and read the report
in full, go to www.adobe.com/go/creativity
In addition, Adobe will be running best
practice sessions on its stand every 30 minutes,
which will be led by teachers from the
Adobe Education Leader programme. These
teachers promote excellence in education
throughout the UK by integrating Adobe tools
and applications into every day lessons.
TRY THE SOFTWARE FOR YOURSELF
Workstations will be set up on the Adobe
stand, where visitors will have the chance
to try Adobe tools and applications out for
themselves and learn how they are being
used in the classroom. This will include:
Adobe Creative Suite 5 this software
enables students and teachers to easily
create print, web, video, audio and
mobile content and incorporate it into
lessons, as well as their wider careers.
The package includes a number of
exciting programmes, including
Adobe Photoshop, which students use to
edit photos, vector-based graphics and video
Adobe Flash and Adobe Dreamweaver, which
students use to design and build websites,
including how to write and edit code
Adobe InDesign, which allows students
to create professional looking publishing
documents, such as newspapers and
magazines, for print, online and mobile.
ADOBE ELEARNING SOLUTIONS
Adobe Connect web conferencing
software that allows the streaming of video,
audio, and interactive content in a live,
virtual classroom. Adobes Education Leaders
use this tool to hold virtual assemblies, and
to bring industry experts, such as artists and
designers, and other schools from around
the world, into a classroom virtually.
Adobe Captivate allows educators to rapidly
create and easily maintain rich eLearning
content & interactive course materials for
delivery across any virtual
learning environment.
ADOBE SCHOOL COLLECTION
Comprising of Photoshop Elements 9
& Adobe Premiere Elements Adobe.
This low-cost entry level software enables
teachers to empower students, to express
and showcase what they are learning
through photo, video, audio and interactive
multimedia projects across the curriculum.
CASE STUDY 1: CHALFONTS
COMMUNITY COLLEGE
Chalfonts Community College in
Buckinghamshire uses technology to
help drive creativity, as well as raising
attainment and student engagement.
Having seen the positive affect Digital
Art had on engaging his students, Greg
Hodgson, a senior leader at the school worked
with exam boards to develop a Digital Art
course using Adobe products such as Flash,
Dreamweaver, Premiere and Photoshop.
This involved rewriting the traditional art
specifcation to include digital media from
digital imaging, flm, animation, graphics and
game making to help students learn creative
skills that infuence their approach across the
curriculum and help provide them with skills
that can be transferred into the workplace.
The Digital Art GCSE is very successful at
Chalfonts and over the years they have had to
increase the size of the classes due to all the
interest. Pupils at the school are really excited
and engaged by using Adobe products to
produce Digital Art and those who have since
gone onto studying it at higher education
have gone feeling well prepared and ahead
of the game. In addition to helping people to
succeed at higher education level, the Digital
Art GCSE (Art unendorsed GCSE) also enabled
students to get good grades who wouldnt
necessarily be getting them in traditional
arts or other subjects. For example, boys
who were not engaged in school work are
very engaged in digital art and the school is
now getting 80 per cent A*-C grades in the
subject, which is above the national average.
An example of some of its pioneering work is
a recent project working with industry experts
and Stoke Mandeville Stadium to develop a new
BETT 2011
SUPPORTING CREATIVITY
IN SCHOOLS AND COLLEGES
This years Adobe stand, located in the National Hall stand K40, will offer
visitors the opportunity to learn from leading educators and attend master
classes on Adobe software to enhance learning across the curriculum
37
interactive online game using Adobe Flash and
Adobe Dreamweaver, which was inspired by the
Paralympics. It required the students thinking
creatively about how they could make the game
as interactive as possible, with multiple players
that could be accessed around the world.
Because it targeted young people, students
had to use creativity skills to make it visually
appealing. In addition, students had to come
up with creative solutions to raise awareness
of the barriers that disabled athletes have to
overcome and incorporate this into the game.
One of the students involved in gaming at
Chalfonts now has his own website dedicated
to the games and digital arts he has done both
for school projects and for professional clients.
In addition to using Adobe products to
engage students, the school also uses products
to teach and inspire them about different
professions. For example, Greg set up an
Artists not in Residence programme using web
conferencing software Adobe Connect and a
web cam to video different artists and games
designers within their home speaking about
their experiences in the profession. Greg had
been trying to get different professionals to
speak to his students about their industries but
found it too costly, as the school had to cover
the transport costs as well as paying for their
time. As a result he asked different artists and
game designers to log onto Adobe Connect
from their studios and used a webcam to speak
to the students about their work. This not only
cut down on costs but also showed students
the environment in which they work frsthand.
CASE STUDY 2: HIGHLANDS
SECONDARY SCHOOL
Highlands School in Enfeld, North London,
uses ICT to enhance the curriculum and
engage pupils through creative technology.
The school ensures that students are
introduced to digital creativity from as early
on as Year 7 and ICT is made easily accessible
to all students. Saiqa Liaqat, head of ICT at
Highlands, has been instrumental in the schools
broad application of ICT-based learning. The
introduction of a variety of Adobe products,
such as Photoshop and Adobes Creative
Suite software, has allowed the school to
supplement its core curriculum with lessons in
more creative felds, such as digital imaging,
flm, graphics and photography, as well as
enhancing other areas of the core curriculum
for students, such as mathematics.
Students start to use software such as
Adobe Photoshop from Year 8 when they
are all required to set up their own blogs.
They then use the skills they learn through
creating and uploading their own content and
photo editing as the basis for further studies
as they make their way through the school,
not only in typically creative subjects such as
Photography and Art & Design, but across
the whole curriculum. For example, last years
GSCE students used remote learning tools in
subjects including Maths, which the school
implemented as a study aid during exam
time, allowing students to access past exam
papers as part of their revision programmes.
Highlands has had great success in
equipping its students with creative skills that
have helped them go on to secure jobs and
university places. In fact, several of the schools
students from last year have already gone on
to get jobs at flm and television production
companies, including Tiger Aspect and BDH.
This is thanks in part to the schools BTEC in
Media and Film Studies, which an increasing
number of students that stay on at the school
for sixth form are choosing to study. Jamie
Martin, a teacher who previously worked
in editing for companies including Disney
and Pixar and was involved in production
on the second Star Wars trilogy heads up
the course. Students have access to some
of the countrys best known actors and
industry professionals who regularly get
involved in the schools flm projects.
Each year, Jamies students are assigned
a group project and tasked with making
a feature flm, using Adobes Creative
Suite software. Students are given a role,
and together they work from storyboard
conception, through to pre-production,
shooting and fnally post-production, the end
result being a short feature flm this
is known as the Highlands Oscars.
Through exposure to industry-
standard tools and technology such as
this, Highlands not only helps prepare
its students for professional work but
also gives them experience in using the
skills they have acquired through their
school careers and applying them to real
world situations. This has led to many
students registering as freelancers to
build their portfolios and take on paid
work whilst still in full-time education.
For more information visit
www.adobe.com/uk/education
and follow us on Twitter at
www.twitter.com/adobeukedu
BETT 2011
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39
THE INFORMATION COMMISSIONERS
Offce has published a new Code of Practice
about online personal information. The
Code does not have the force of law, and
the Information Commissioner cannot take
enforcement action over failure to adopt it
unless any matters set out in the Code would
constitute a breach of the Data Protection Act.
The Information Commissioner is recommending
it to instil a greater sense of trust and relationship
with the people you collect information about.
Five of the Codes seven sections deal
with the online world and consent. We
would like to draw to your attention
the paragraphs on parental consent,
children and age, and understanding.
COLLECTING INFORMATION
The Code acknowledges diffculties when
collecting information from children and
determining whether or not to obtain parental
consent in relation to the data collected. It
considers issues such as the fact that there is
no simple legal defnition of a child based on
age in the United Kingdom, children of a similar
age have different levels of maturity and certain
resourceful children can easily circumvent
measures for obtaining parental consent.
The Code also describes how assessing a
childs understanding as opposed to determining
the childs age is important to ensure that a
childs personal data is collected and used fairly
in accordance with the principles of the Data
Protection Act. The Code makes it incumbent
upon the data collector to assess whether parental
consent is required. This is usual for children
under 12, but may be appropriate in certain cases
where a child is aged over 12 due to increased risk
factors. The Code includes a graph to help assess
complexity vs. age which is reproduced from the
Code below. The graph shows that the older the
child the more likely he or she is to understand
the complexities of the information collection.
DIFFERING CIRCUMSTANCES
A key issue is to take into account the risk that
the collection or use of the data will pose to the
child or to others. That should be the primary
consideration in determining whether or not to
obtain parental consent. Somewhat helpfully
the Code then sets out certain circumstances
where you should seek parental consent.
Disclosure of a childs name and address to
a third party for example, as part of terms
and conditions of a competition entry.
Use of a childs details for marketing purposes.
Publication of a childs image on
a website that anyone can see.
Making a childs contact
details publicly available.
The collection of personal information about
third parties via a child, for example, where a
child is asked to provide information about his
or her family members or friends. This would
exclude parents contact details
provided for the purposes of
obtaining consent in the frst place.
There were also sections about online
marketing, operating internationally, privacy
choices and an individuals rights online.
These are out of scope for this update, but
may affect your school in some way.
ADHERING TO THE
INFORMATION CODE
With the Information Commissioners Offce having published a new code of practice for
personal information online, Joanna Lada-Walicki and Brett Farrell of Barlow Robbins LLP
look at data protection in schools, discussing key issues school leaders need to be aware of
ICT
40
terms of use. You will need to consider:
Whether the school will be selling
uniform or other goods online to parents
or students ordinarily resident abroad?
Who will be responsible for paying any
import fees for goods being posted abroad?
What is the refunds policy, and who is
responsible for the costs of
returning the goods?
It is important that your terms of sale are
accepted by the buyer before the contract is
concluded. Practically this is most often done
by requiring buyers to click a tick box icon
to confrm that they have read and accept the
terms and conditions before placing their order.
The E-Commerce Directive and
Distance Selling regulations will also
operate when you sell goods online.
The E-Commerce Directive requires:
your contact details, including e-mail address
any trade/professional association membership
details, with the registration number
VAT number.
These must be set out in a clear,
comprehensible and unambiguous manner as
well as being displayed at the point purchase.
The Distance Selling Regulations require:
a description of the main characteristics
of the goods or services
the price of the goods or
services including taxes
delivery costs
the consumer can cancel the contract without
cause during a seven day cooling off period
contact details that allow you to be
contacted quickly, including an e-mail
address, must be clear and easily accessible.
PHOTOGRAPHY COPYRIGHT
Photographs are an important matter to consider.
The default position is that photographers
own the copyright in their photographs.
You will automatically own the copyright in
any photographs taken by employees. For
example, this means that copyright in any
photographs taken by members of staff on
school trips would belong to the school.
The Information Commissioners
recommendations in the Employment Code of
Practice are that employers obtain employees
consent (not just the photographers consent)
to use historic library photos and that there is
clear agreement what a particular photo will
be used for. If the photo is taken for a paper
recruitment brochure and then used without the
subjects consent on a website that is a breach
of the Data Protection Act and the Code.
Your employment contracts could deal with
this by, for example, providing that copyright
in any photographs of school buildings or
property taken at any time belong to the school.
If you intend to use someone elses
photographs it is preferable to ask the
photographer to transfer ownership of the
copyright to you. Try to avoid shared ownership
with a photographer if at all possible as
this is diffcult to administer and control.
Inevitably, your school website and
prospectuses will contain photographs of
students. You should obtain the written
consent of any students parent or guardian
to use photographs of the student on the
website. Practically, this could be done by
sending parents or guardians a permission
slip at the beginning of each academic year.
To avoid any claim of breach of copyright,
the school should only use photographs that
it owns the copyright in or has permission
from the copyright owner to use.
Please contact Joanna Lada-Walicki or
Brett Farrell who can consult with you
about your schools requirements. They
will also be happy to provide you with
further information about the Code and
the ways in which you may need to
update your website or privacy policy.
Web: www.barlowrobbins.com
ICT
WEBSITE COMPLIANCE FOR SCHOOLS
Here is a short collection of guidance
addressing the legal and regulatory
compliance matters for school websites.
Terms of Use are an essential requirement.
They set out the basis on which your website
may be accessed and used. A websites
terms of use should cover areas like:
disclaimers and liability limitations
suspension of website service
from time to time
registration requirements and acceptable
use policy (if applicable)
licence to use extracts.
If your school has behaviour, anti-bullying or
child protection policies then it is important
to think about how these interact with your
terms of use. You might want to consider
creating an acceptable use policy that will
set out how you expect website users to
behave when using your website, which
incorporates your existing policies.
The Companies Act 2006 says
your website must state:
company name and registration number
place of registration
registered offce address.
Some schools are run as limited companies,
but are exempt from the obligation to use the
word limited as part of its name. However,
if a school is run as a limited company or as a
community interest company you must disclose
the fact that the school is a limited company.
You will collect personal data on your
website through things like e-mail links, user
account information and cookies. You must
have a data protection (privacy policy) on
your website to address all the requirements
of the Data Protection Act, 1998.
Some school websites offer parents the
opportunity to purchase uniforms or make
other fnancial transactions like paying school
fees. If your website allows this then you
will need to have Terms of Sale, which are
different and in addition to your websites
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41
EFORE THE THE
DOORS opened in
September 2002 to the
Bexley Business Academy, the
very frst City Academy, nobody
could have predicted just how
far ICT in schools would come.
Ive been fortunate to have
been involved with more than
40 Academy projects, overseeing
the complete ICT programme on
many of them and called in to get
faltering projects back on track.
Its no secret that some early
Academies had substantial issues
with the buildings and the ICT
implementation, but most architects
and ICT practitioners learned fast
and there has since been dozens of real success
stories, and this is the focus of this article.
Believe it of not, our Academy programme
has attracted the interest of governments
and educators the world over. Several of my
former colleagues were seconded overseas
and I had at least one approach to work
on new schools in the Middle East.
Nowhere and at no time had such vast
amounts of money been pumped into
school ICT transformation. According to
my records, the average ICT budget for
each Academy project was 1.7 million.
Such vast levels of investment inspired uses
of technology that have transformed the
way teaching and learning, as well as how
the management of schools is delivered.
So how can primary and secondary schools,
with more down to earth budgets beneft?
My own company, Bright Green IT,
uses the best practice from our Academy
and BSF experience, adapting the core
principles, technology and techniques for
implementation at a schools, where the
ICT budget is fve or maybe six fgures.
Our ICT solution at Fairlawn Primary School,
in the London Borough of Lewisham, is a
prime example of how primary
schools also can get the best
aspects of an Academy or BSF
ICT system, without breaking the
bank. Fairlawn even won Best ICT
Facility at the Education Business
Awards held in November.
Fairlawn received the same
server, wireless and computer
technology that youll fnd in almost
any Academy. We implemented
the entire solution using tried and
tested methods, but the difference
was that Fairlawn were able to take
advantage of the ever accelerating
march in technology, at a fraction
of the cost. They received equal
solutions, which would have cost
many times more only a few years ago.
Lets go through some of the technology
that you will fnd in place at almost all
Academies and how your school can get
the same for less. Read the rest of this
article at www.brightgreenit.co.uk
To fnd out more about Bright Green
IT and to read the full article, visit:
e-mail: info@brightgreenit.co.uk
or call 08455 33 33 33
Eight years of ICT in Academies how primary
and secondary schools can now beneft
B
42
CHOOLS LOOKING TO
UPGRADE to the latest cutting
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The money raised helps to fund vital care,
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Avery Trimmers and Guillotines are an
effcient addition to any classroom, staff room
or campus administration offce. Guillotines
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quickly and precisely in one go such as
for mass mailings to students or parents.
Trimmers offer accuracy and precision for
less heavy duty tasks, making it easy to
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classroom displays, montages of students
work and materials for scrapbooks.
Available in sizes from A4 to A0 they can
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of baseboard paper and photo templates.
The equipment has fully enclosed blades
backed with guarantees of up to fve years
and TV-certifcation for safety and quality.
Fast and effcient, Avery Trimmers and
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class materials with scissors and rulers. They
wont have to worry about blunt blades either
as they self-sharpen with every slice and trim.
Raj Ghelani, marketing director for Avery
Offce Products, says: Jeans for Genes is
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Avery is a premium quality brand offering
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use Avery products to organise their work
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For more information on the range of
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S
43
RECENT RESEARCH from the Association
of School and College Leaders (ASCL) has
revealed that managing tight school budgets
is the top concern for management over
the next 12 months. This, combined with
concerns about improving exam results
and preparing for inspections, is putting
immense pressure on school leaders to
reduce costs without impacting on the quality
or effectiveness of their schools ICT.
Although the dedicated schools budget was
largely protected in the Coalition Governments
October Comprehensive Spending Review,
increased pressure on local authority spending
is reducing their valued services to schools. The
Novembers Importance of Teaching white
paper further highlighted the forthcoming
reductions in capital spending, sixth form
funding and the potential redistribution of
the Dedicated Schools Grant in 2012. The
combination of these factors is now putting
the spotlight on school leaders to maximise
their return on investment in ICT and services.
The white paper recommends the recruitment
of a school business manager to improve
procurement of goods and services, putting
greater responsibility on the school to deliver
signifcant cost and effciency savings.

TOTAL COST OF OWNERSHIP
When budgeting for ICT systems, school leaders
must factor in the total cost of ownership (TCO),
whereby all costs associated with the acquisition
use and support of ICT are identifed and
calculated. This not only covers the software but
also all associated costs to run it, for example
any required hardware, auxiliary costs and the
time taken to maintain it. With the improved
knowledge and understanding that TCO brings,
a school can identify which costs it can actively
control. The school is then better positioned
to identify potential cost-savings and be able
to anticipate the effects of new measures.
By calculating TCO, school leaders can
accurately establish current costs and explore
cost savings for future provision, allowing
them to compare different options for
continuing or replacing software, hardware
and services. One immediate way that savings
can be realised by schools is by migrating to
hosted solutions. For example, by handing
the responsibility for managing and hosting
their Management Information System (MIS)
to a professional provider, schools can reduce
their infrastructure costs related to MIS by up
to 40 per cent, thereby reducing the TCO and
at the same time ensuring that their schools
service runs optimally. It reduces the cost of (or
allows the re-use of) space, servers, electricity
and other IT resources while eliminating time-
consuming back-ups, maintenance and software
updates freeing up valuable time that can
be reinvested in teaching and learning.

CHANGE MANAGEMENT
To achieve maximum return on investment
for ICT, school leadership teams must ensure
that every service or solution supports
their school development plan and can be
adapted to meet their long-term goals,
thereby resisting the call to modify their
school to support the service or solution.
It is important that schools evaluate
the impact that existing technologies are
having on teaching and learning. This
might be done by bringing together senior
management and departmental staff,
as well as students, to ascertain which
solutions and services are working most
effectively and whether or not additional
training or bespoke changes are required.
ICT must support a schools organisational
structure, culture, people and processes.
As the majority of schools will be using
a wide range of software from different
companies, it is imperative that they work with
suppliers that can provide solutions which are
fully interoperable to enable schools to make
optimum use of their existing investments.
The Systems Interoperability Framework
(SIF) is a mature international standard used
by many educational suppliers to ensure
that their products and services link together
with others in the market. However, before
entering a partnership with any supplier, it is
advisable for schools to speak to some of their
other customers to ensure that any past issues
with interoperability have been resolved.

HOSTED SOLUTIONS
At Serco Learning, we anticipate a signifcant
shift towards hosted solutions in 2011 and
beyond to help achieve these improvements
whereby ICT is web delivered and professionally
managed, enabling schools and local authorities
to share data between systems and with each
other easily. This is the case with our fourth
generation Information Management System,
Serco Learning Progresso, which will enable
stronger collaboration between schools, so
that when a student moves from one school to
another within a local authority or cluster, the
students data will automatically be transferred
so that teachers in their new school beneft
from enhanced knowledge of their capabilities
and progress. It is also important that schools
invest in new technologies that are highly
intuitive, and able to collate the information
teachers need to do their jobs without requiring
repeated human input or specifc training.
At a time when school budgets are
increasingly tight, it is not acceptable for
suppliers to be providing an ineffective and
ill defned service. If systems and services are
not achieving what a supplier has committed
to, such as resolving software issues within a
strictly specifed time, then it is important for
schools to raise this with the supplier and agree
how the service will be improved. Every new
supplier that schools decide to sign up with
should agree to work to specifc Service Level
Agreements (SLA) set out at the beginning
of the contract and these should link to each
schools individual improvement plan.
A reputable supplier should be consulted
upon the schools plans to advise how their ICT
solutions implemented will achieve the schools
education objectives. Good suppliers will be
effective partners in providing advice, examples
of best practice and case studies of where their
solutions have delivered the desired outcomes.
Schools should not feel afraid to push back
on companies offering infexible solutions.

HOLISTIC PURCHASING
Purchasing new technologies can be very
expensive when factoring in all the ongoing
costs of support and maintenance. To achieve
best value for ICT, schools should take a holistic
approach to purchasing. There are several ways
schools can do this. Firstly, they should share
plans with neighbouring schools to see whether
they could beneft from joint purchasing of
equipment. Secondly, they should identify
suppliers which can consolidate and support
all of, or the majority of, their requirements.
Both of these strategies give schools the
beneft of greater negotiation power.
Investing in hosted solutions and services will
enable schools to drive down the total cost
of ownership, releasing precious budget to
support additional teaching staff. By working
with a supplier that can host as well as support
ICT solutions and services, schools will beneft
tremendously from effciency savings. Schools
can then drive improvement by re-focusing
their time on embedding ICT into teaching and
learning, rather than managing the technology.
YOUR SCHOOLS BUDGET AND THE
FUTURE FOR ICT IN UK SCHOOLS
Mohamad Djahanbakhsh, MD of Serco Learning, discusses the pertinent issues currently facing
school management and how they can manage their ICT costs for the long-term future
ICT
Experience the
Email: info@innovations-av.co.uk
web: www.innovations-av.co.uk
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45
INNOVATIONS IN TECHNOLOGY LTD
specialises in the supply and integration of the
latest innovative audio visual and IT solutions.
Founded in 2006 Innovations in Technology
Ltd has shown continued growth to offer
its portfolio of solutions nationwide with a
team of in house engineers. We offer our
clients a full service from initial consultation,
installation, confguration and maintenance.
Innovations portfolio covers exciting solutions
over a wide spectrum of the latest audio
visual and IT products and services including
digital signage and content management,
interactive technology including touch screens,
interactive whiteboards, kiosk applications
including innovative sexual health kiosk
application Medi-vend, projection solutions
and the latest 3D hardware and content.
Innovations in Technology Ltd has
recently added two new Innovative
solutions to its portfolio:
INTRODUCING THE ZOOSTORM SL8
Power at your fngertips the stunning
multi-touch SL8 from Zoostorm is a true
tablet netbook (Slate PC) that delivers the
most interactive, intuitive experience ever
seen on an ultra portable computer. Use
your fngers to page through websites,
resize windows, fll out forms, control your
media, and drag objects around the screen
in the new Windows 7 touch mode.
With full offce and native fash capabilities
and an intelligent software keyboard, there are
no compromises with the SL8 so you wont
need to worry about compatibility with existing
software, peripherals or other computers.
Wireless networking is made simple with
full domain join thanks to the inclusion of
a full Windows 7 Professional operating
system, making integration into your
existing systems simple and easy.
SL8 VERSUS IPAD
If you were considering purchasing an iPad for
your business uses, you may want to consider
the following before making your purchase.
The SL8 is network ready out of the box
to work with your existing infrastructure.
You can give the SL8 secure safe access to
your network. Could you do this with an iPad?
The iPad does not work with Adobe
Flash. Many business applications and
internet services are Flash based, can
you afford to restrict use of these?
The SL8 is compatible with all your existing
business software including Microsoft
Offce as it uses an x86 based processor.
FIZZBOOK SPIN
The Fizzbook Spin is the second generation
incarnation of this popular childrens notebook
computer, and gives parents and educational
organisations yet more choice of specifcation,
performance and storage capacity.
As with the rest of the Fizzbooks, the Spin
is based on the Intel Classmate range of
educational laptops, which have proved to
be the popular choice amongst consumers
and educational authorities worldwide.
This unique tablet design features a touch
screen that swivels 180 so it can be used as a
tablet or conventional style laptop computer.
The curved edges and rugged design makes
the Fizzbook Spin ideal for the demands of the
journey from home to classroom as well as the
demands of every day use by young children.
The Fizzbook Spin is unique in that
offers students two modes of use, either
as a conventional laptop with a keyboard
and mouse pad or in tablet mode as an
innovative touch screen operating interface.
When used as a laptop the screen can swivel
180 for easy viewing by parents and teachers.
The integrated web-cam can also rotate to
allow students to fully interact and the durable
carrying handle is fully built in, which makes
the Fizzbook spin fully portable and compact.
EDUCATIONAL SOFTWARE
Based on real research, in real classrooms,
the Spin has been developed to maximise
childrens learning and development
potential. The Fizzbook spin has the
following software pre-installed:
SMART Classroom Suite (an interactive
software program developed especially
for teachers and students)
Ability Offce (an offce suite including a
word processor, spreadsheets, image editing,
drawing and presentation applications)
Intel Learning Series (an education
specifc suite of educational
software and parent controls)
For more information on these and other
innovative solutions we offer please visit
our website www.innovations-av.co.uk
or contact us on 01943 850800 or
e-mail info@innovations-av.co.uk
INNOVATIVE AV AND IT SOLUTIONS
Innovations in Technology delivering innovative products and services to the education sector
The stunning multi-touch SL8 from Zoostorm is a
true tablet netbook (Slate PC) that delivers the most
interactive, intuitive experience ever seen on an ultra
portable computer
Whatever stage of the merger process your organisation has reached,
Symmetry can assist and advise on how best to integrate the finance systems.
For advice and guidance on integrated finance systems for mergers and
collaborative working in your sector, contact Symmetry on 0117 900 6262
or email syminfo@symmetry.co.uk. Whatever stage of the process your organisation
has reached, Symmetry can assist and advise.
Symmetry Financials direct support for
over 15,000 users in over 75 UK colleges.
Finance department strategies for mergers
With the FE sector having to reconsider
how it operates and investigate mergers
and resource sharing, Symmetry
looks at strategies for overcoming the
common challenges faced by the finance
departments involved.
We have inherited a number of finance
systems over several sites. What is the
best way to make sense of all the data
moving forward?
Utilise facilities that enable balances
and lists of creditors/debtors from a
range of old systems to be uploaded at
the click of a button into the system
Built-in real-time integration means
that different sites will always be in
tune with each other and you wont
face the problems of duplicated data
or information being out of sync
between the core finance system and
various third party applications such
as Student Records.
Will a merger give us the opportunity to
introduce new methods of working and
boost efficiency?
Review and amalgamate business
procedures and workflows to
establishing the most efficient new
entity possible.
Introduce strategies such as
devolvement to save substantial time
creating reports, chasing paper trails
and managing budget holders over
multiple sites.
Evaluate moving to a paperless
environment with support for on-line
payments.
Implement Activity Based Accounting
to identify areas/resources that are
performing well or those that are not
sustainable.
How do I cope with the additional work
that a merger can bring when our
department is already very busy?
Relieve the post-merger pressure
through devolved strategies, allowing
budget holders and other staff to
manage financial processes such
as purchase order approval through
self-service.
Use browser-based finance
technology to create an environment
where each non-finance user has
their own personalised interface
where they can see at a glance what
their responsibilities are, as well as
create their own reports.
Liberate the finance team from
mundane and time-consuming tasks
and focus instead on strategic
planning or more effective
procurement.
What planning is necessary to make
a merger successful?
Consider what resources you will
need to combine several different
finance systems together or
implement a completely new one and
identify those individuals with the
right skills to get involved.
With the likelihood of re-structuring
and downsizing following a merger,
you will also need to assess the best
ways of getting buy-in from staff.
Clearly define roles from the outset
so that people know whats expected
of them and they can contribute
effectively to the new team and
the business processes review.
Factor in training for those unfamiliar
with a new system so staff can be up
and running as soon as possible.
How can I alleviate any uncertainty
that a merger may create?
Communication is often the key in
maintaining a smooth transition, so
consider introducing a system that
is easy for everyone to use and will
ensure that each department is kept
in the loop financially.
When there are large distances
involved, if you can provide all the
information via the desktop in an
easy and palatable format then
this helps alleviate any worries or
concerns that staff may have.
By using Symmetry Financials
it was a painless exercise
to switch over to a single
centralised system, it was
simply a case of uploading
all the opening balances
and adding in the creditors
and debtors. Whenever we
needed any additional support
in uploading information,
Symmetry was on hand to help.
We also found it very simple
to train new users including
some non-finance personnel
because the system is very
easy to pick up and works
in a familiar browser-based
environment. Even though the
sites are 50 miles apart, we
still managed to distribute the
right information quickly and
easily with little disruption.
Matthew Hutton-Smith, Finance
Manager at South & West Kent College
47
SINCE THE COALITION GOVERNMENTS
arrival in May, schools across the country
have been waiting for clarity on the new
world of education. The highly anticipated
Comprehensive Spending Review on 20 October
promised to provide a more defnitive approach
to schools future budgets. However, in many
ways we still have more questions than answers.
At frst the announcements appeared very
positive. The education budget was going to
be protected. With a baseline of 35.4bn this
year, it is set to rise to 39bn by 2014/15.
The other positive points that came out of
the review included a 15.8bn capital fund
over the spending review and confrmation
that Sure Start services will be maintained in
cash terms although refocused on improving
the chances of disadvantaged students.
SAVINGS
The governments required 12 per cent saving,
we were told, was going to come from from a
33 per cent reduction in central administration
and from abolishing fve quangos, including
Becta and the Qualifcations and Curriculum
Authority (QCA). In addition, within the
schools budget, they had calculated that
procurement and back offce savings would
allow at least 1bn to be invested directly
into frontline teaching. On top of this, head
teachers were promised greater freedom from
bureaucratic burdens to use their professional
judgement to meet the needs of their pupils.
However, beneath the glossy exterior there
were some less positive announcements. But
before we look more closely at these, it is
important to say that over all, the education
sector appears to have fared relatively
well. At a time of signifcant government
spending cuts, we could be in a far worse
position than we currently fnd ourselves.
CHALLENGES FOR SCHOOLS
In summary the key areas which will present
challenges for schools are six fold.
Firstly, the governments stated 35bn fgure
does not accord with what we understand is
being allocated to school budgets this year.
Feedback from the industry also suggests that
there is a reduction in budget with a lot more
pressure to invest only where necessary. The
fgure we believe was available to schools was
closer to 42bn, leaving a 7bn uncertainty. This
detail will become clearer over the coming days,
but we raise it as a warning that the impact on
an individual school is unclear. There may be
winners, but there are also likely to be losers.
Secondly, the specialist schools premium of
130 per pupil has been removed. In theory
this will hit schools hard but the government
insists that the equivalent total budget will
still go into the money to be devolved to
all secondary schools. However, this implies
it will be spread across all secondaries. We
must also consider the fact that ring fenced
funding has been removed, so that schools
can decide how to spend their money as they
see best. What is not confrmed is whether
the 450 million ring fenced funding for
specialist schools will now be included in
the 39 billion dedicated schools grant.
SCHOOL BUILDINGS
Another key area that has hit schools hard
is the demise of the Building Schools for the
Future Programme (BSF), established to rebuild
or refurbish run down schools. The spending
review has served to soften this pain with the
introduction of a 15.8bn grant to maintain
the school estate and rebuild and refurbish
600 schools, and of course approximately
500 BSF building projects already under way
are expected to be completed. However,
compared with the budgets allocated by
the previous government, to rebuild or
refurbish all 30,000 secondary and primary
schools, our expectation of state of the art,
prevailing schools has to be modifed.
The fourth key announcement is possibly a
beneft rather than a challenge. Recognising
that educational disadvantage starts even
before children go to school, and that
children of low cognitive ability from wealthy
homes overtake children of greater cognitive
ability from poorer homes even before they
arrive at school, the government launched
a 2.5bn pupil premium. The premium for
disadvantaged children is set to provide a real
incentive to good schools to take pupils from
poorer backgrounds. In addition to this the
government followed the previous governments
decision to offer an additional 15 hour a week
free education for all three and four years olds.
However, the reason we are not sure
whether or not this is a welcomed bonus
is because it has not yet been confrmed
whether this is included in the 3.6bn
increase in schools budgets (35.4-39bn).
SPECIAL EDUCATIONAL NEEDS
The ffth key area of change centres on children
with special educational needs. In July Gove
announced: As well as changing the rules
on discipline, we are conducting a thorough-
going reform of special educational needs.
To date there appears to be no mention of
reform nor budget to support it unless this
is planned to sit within the pupil premium
budget. We await more information.
The fnal key area of the spending review
is based on the Education Maintenance
Allowance. The funding set up by the previous
government to keep 16-18 year olds in
education has been scrapped. But before we
had time to consider the implications of this,
we received confrmation that there will be
a fund to increase the number of places for
16 to 18 year olds and raise the participation
age for compulsory education to 18 by the
end of the Parliament. In other words, it
appears that nothing has changed here!
So while we still have many more questions
than answers and we recognise that schools
are going to have to work hard to face
the new challenges, we should all feel
slightly safer in the knowledge that we
have not been hit as hard as we feared.
Web: www.besa.org.uk
COMPREHENSIVE SPENDING
REVIEW CLARITY OR CONFUSION?
Ray Barker, director of BESA, the education sectors trade association, investigates
change and new developments within the UK and international education sector
FINANCE
ABOUT BESA
BESA, the British Educational Suppliers
Association, is the trade association
representing over 300 educational
suppliers in the UK, including
manufacturers and distributors
of equipment, materials, books,
consumables, furniture, technology, ICT
hardware and digital-content related
services to the education market.
With 75 years of experience, BESA
offers unparalleled support, research,
events and advice on both UK and
International markets, and the future
of the education supplies industry.
BESA is focused on promoting and
providing support and advice to their
members, the industry and to schools.
BESA has a Code of Practice to which
all members must adhere, along with
a stringent membership process,
both of which assure buyers of a
high standard of quality in both
product and customer service.
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49
WHEN CHANCELLOR GEORGE OSBORNE
delivered his spending review on October 20,
2010 it contained a mixed bag of pending
changes. In keeping with its commitment to
providing up-to-date news for employers
payroll departments, the IPP Policy team has
extracted the key points from the review that
will likely affect those working in this sector.
The review identifed that 490,000 jobs in
the public sector will go over the next four
years. In the June Budget, the government
announced a two year pay freeze from
2011-12 for public sector workers earning
over 21,000, with those earning less than
this receiving at least 250 in each year.
PAY SCALE DISPARITY
In addition, the government asked Will Hutton
to lead a Review of Fair Pay in the public
sector, making recommendations on tackling
disparities between the lowest and highest
paid in public sector organisations. The Review
published its interim fndings earlier this month.
The Independent Public Service Pensions
Commission (IPSPC) led by John Hutton
published an interim report on October 7. The
report highlights the importance of providing
good quality pensions to public servants and
concludes that there is a clear rationale for
public servants to make a greater contribution
if their pensions are to remain fair to taxpayers
and employees, and affordable for the country.
In response to the Commissions interim
recommendations, the government will:
Commit to continue with a form
of defned beneft pension
Await Lord Huttons fnal recommendation
before determining the nature of
that beneft and the precise level of
progressive contribution required
Carry out a public consultation on the
discount rate used to set contribution rates
in the public service pension schemes
Implement progressive changes to the level
of employee contributions that lead to an
additional saving of 1.8bn a year by 2014-15,
equivalent to three percentage points on
average, to be phased in from April 2012
Exempt the armed forces from this
increase in employee contributions
Seek engagement with all stakeholders
including trade unions.
EDUCATION
Regarding education, changes proposed in
the Spending Review include signifcantly
lowering the overall cost of the further
education system by abolishing Train to
Gain and by reducing spending on budgets
which do not directly support learners.
Building on the recommendations of Lord
Brownes Review of higher education funding
and student fnance, from the 2012/13
academic year, universities will be able to
increase graduate contributions. There will be
loan support from government for full and,
PAYROLL NEGOTIATING THE
LEGISLATIVE LANDSCAPE
Elaine Gibson, senior policy offcer at the Institute of Payroll Professionals (IPP) examines the key
aspects of the Chancellors spending review and how they may impact payroll departments
FINANCE
50
for the frst time, part time students, with an
offsetting reduction in the teaching grant.
The government will bring forward wide
ranging reforms in order to support a world
class higher education sector. This will place
the funding system on a more sustainable
fnancial footing and provide support to
individuals from low income backgrounds.
Meanwhile, a new system of graduate
contributions will ensure that students
will only pay once they have graduated
and can afford to do so. The graduate
contribution system will be progressive and
protect the lowest earning graduates.
There will also be increases in adult
apprenticeship funding by 250 million
a year by 2014-15 relative to the level
inherited from the previous government.
There will be an extension from 2012-13
to 15 hours per week of free early education
and care to all disadvantaged two year old
children, as the cornerstone of a new focus
on the foundation years before school.
A substantial new premium worth
2.5 billion targeted on the educational
development of disadvantaged pupils will
be established. The premium will sit within
a generous overall settlement for schools,
with the 5 to 16s schools budget, rising
by 0.1 per cent in real terms each year.
There will be further increases in participation
for 16 to 19 learning, while moving towards
raising the participation age to 18 by 2015.
Protection for those on the lowest incomes
in higher education through a National
Scholarship fund of 150 million a year
by 2014/15 will also be established.
The government will bring forward legislation
as soon as parliamentary time allows and
publish a White Paper during the winter.
The government has confrmed that it
will provide funding for the introduction
of auto enrolment from 2012 and the
establishment of the National Employment
Savings Trust (NEST), to help individuals save
for their retirement and encourage high
quality pension provision by employers.
STATE PENSION
Increasing longevity and demographic change
pose challenges over the longer term. In
response, the government will speed up the
pace of State Pension Age equalisation for
women from April 2016 so that Womens State
Pension Age reaches 65 in November 2018.
The State Pension Age will then increase to
66 for both men and women from December
2018 to April 2020, six years earlier than
planned. Following the faster increase to 66,
the government is also considering future
increases to the State Pension Age and will
bring forward proposals in due course.
The Basic State Pension will be uprated
by a triple guarantee of earnings, prices
or 2.5 per cent, whichever is highest.
Bringing forward the date at which the
State Pension Age will start to rise to 66 to
2018 will ensure this is fscally sustainable.
WELFARE REFORMS
Over the next two parliaments the current
complex system of means-tested working
age benefts and tax credits will gradually
be replaced with the Universal Credit an
integrated payment that will ensure work
always pays, with less scope for fraud
and error. 2 billion has been set aside in
DWPs DEL settlement over the next four
years to fund the implementation of the
Universal Credit. Further details will be set
out in DWPs forthcoming White Paper.
To provide a fair and affordable platform
for the introduction of the Universal Credit
the Spending Review also announced a
package of reforms to the existing welfare
system which will deliver net AME savings
of 7 billion a year by 2014-15.
Changes include capping household beneft
payments from 2013 at around 500 per
week for couple and lone parent households
and around 350 per week for single adult
households, so that no family can receive
more in welfare than median after tax
earnings for working households. All disability
living allowance claimants, war widows,
and working families claiming the working
tax credits will be exempt from the cap.
Changes also include withdrawing
child beneft from families with a higher
rate taxpayer from January 2013 so
that people on lower incomes are not
subsidising those who are better off,
saving 2.5 billion a year by 2014-15.
The costs of tax credits will be controlled
by reducing the percentage of childcare
costs that parents can claim through
the childcare element of the Working
Tax Credit (WTC) from 80 per cent to its
previous 70 per cent level in April 2011,
saving 385 million a year by 2014-15.
Eligibility rules will be changed so that couples
with children must work 24 hours a week
between them, with one partner working at
least 16 hours a week in order to qualify for the
WTC, saving 390 million a year by 2014-15.
The basic and 30 hour elements of the WTC
will be freezed for three years from 2011/12,
saving 625 million a year by 2014-15.
Lastly changes include increasing the
child element above indexation by a further
30 in 2011-12 and 50 in 2012-13, in
addition to the 150 and 60 increases
provided at the June Budget. This will ensure
that the overall outcome of the Spending
Review will have no measurable impact
on child poverty in the next two years.
HMRC
In order to focus resources on frontline tax
collection, HMRC will invest in new technology
to improve risk assessment capability, better
join up taxpayer information and streamline
internal processes. Savings will be maximised
from IT and other procurement contracts,
and administration costs will be reduced by a
third with reductions in the size of corporate
services and back offce support functions.
HMRC will modernise tax administration and
will improve and tailor services for taxpayers.
100 million has been budgeted to improve
the operation of Pay As You Earn (PAYE) for
both employers and individuals. All businesses
will be fling their tax returns online by 2012
with at least 80 per cent of self assessments to
be fled online by 2014-15. The Department
will also modernise PAYE, moving towards
more real time information so that people
can be reassured that they have paid the
right amount of tax throughout the year.
OTHER POINTS OF INTEREST
The government is committed to the
implementation of the devolution of Scottish
income tax as laid out in the Calman
Commission Report, and will introduce a
Scotland Bill in the current Parliamentary session.
HMRC has published new guidance and
a Q&A for employers (and also one for
employees) on the forthcoming changes to
Employer Supported Childcare. It includes
details of the basic earnings assessment
which employers will need to carry out
on any employee who joins a childcare
voucher scheme on or after April 6, 2011.
HMRC has also published further guidance for
employers on Additional Statutory Paternity Pay.
It explains who is eligible, how much you must
pay and how to calculate before April 2011.
Full details of the qualifying conditions for
Additional Statutory Paternity Leave and Pay
can be found on the Business Link website.
Business Link has also published new
guidance leafets for employers and
employees on maternity and paternity rights
which includes new guidance on Additional
Statutory Paternity Leave and Pay.
Web: www.payrollprofession.org
FINANCE
In the June Budget, the government announced a two
year pay freeze from 2011-12 for public sector workers
earning over 21,000, with those earning less than this
receiving at least 250 in each year
51
ROM THE EARLY DAYS, gift
vouchers were the ideal present,
giving a choice of goods and retailers,
as previously some of us would purchase
the wrong colour or size present. As the
gift voucher market matured the customer
choice expanded with even greater choice
offered by the multi-store gift vouchers.
This choice and fexibility made the gift
voucher ideal as a retiring or leaving present,
and the company Christmas bonus. The issuing
of a gift voucher was a simple procedure and
market research companies and competition
operators chose giving gift vouchers as a
preferred option to cash. With the growth
of staff and customer reward programmes
the gift voucher was ideally placed to
fulfl these programmes with inspirational
products such as balloon rides, holidays,
high street shopping and the luxury goods
that would not normally be purchased.
Gift vouchers were seen as a personal treat
rather than cash, which easily disappeared
into the household budget. With almost every
purchase experience covered by gift vouchers
the value of the reward or incentive programme
was enhanced by the feel good factor of the
reward. Gift vouchers have also been used to
encourage diffcult sections of the community
such as teenagers and smokers to enrol into
programmes that not only help themselves
but reduce the long term cost to the nation.
With the development of the gift card and
associated technologies new areas became
available with gift malls opening wherever the
public had access. These new technologies
have allowed reward programmes that are
able to top-up the value of the gift card as
performance is achieved, giving quicker access
to the rewards and a greater satisfaction
to the customer or staff member.
Recent technologies have been able to
reduce the administration costs of reward
and incentive programmes, and reduced
the delay between achieving the reward
and actually receiving the gift voucher
or gift card. By the use of a secure code,
which is issued to the staff member and an
associated secure website, staff members
can activate and select from a vast range
of gift vouchers to the value of their secure
code, giving the greatest choice possible
and as quick a delivery as possible.
Gift vouchers and cards can now provide
an almost instant reward, incentivising where
necessary, rewarding for achievement and as
a thank you. And lets not forget their original
purpose, as a gift for Christmas or birthdays.
Many of those working abroad or with the
British Forces fnd sending a gift voucher with
the word of sentiment the most satisfying
method of sending gifts to family and friends.
The level of choice, variety of values and
methods of delivery really do make gift
vouchers and cards the true Flexible Friend.
Tel: 01323 848686
E-mail: info@vouchers4charity.org.uk
Web: www.vouchers4charity.org.uk
Gift vouchers and gift cards from Charity Gift
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IN RECENT YEARS RECEIVING ADVICE
in relation to asset management for the
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ongoing entertainment of clients and trustees,
advocating the reason for staying with them
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margins have been squeezed and budgets
reduced for entertaining, banks are no longer
providing anyone with good returns and
trustees have begun to question what they are
receiving in the way of service and returns.
This is great news for the Independent
Financial Services industry because the
focus is now on the provision of a service
and the returns that are achievable, as well
as educating how trustees professionally
discharge their responsibilities legally. This
means that bursars and trustees alike are
focussing on the Independent Financial
Services sector for frms that are able to help
them satisfy their burdensome objectives.

QUESTIONS
Once you start looking at the Independent
sector though, this raises further questions
in that the Independent Financial Planning
Industry is in itself very fractious and Trustees
should be careful when appointing an IFA
to ensure they get one that is qualifed and
experienced. Qualifed in the context of this
article and what trustees and bursars are
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we provide the following services to clients:
Truly Independent, impartial
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A full information and partnership programme
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We build an asset management strategy
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A controller not a holder of your money. This
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PUTTING THE CLIENT FIRST
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MOVING AWAY
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OCM Wealth Management looks at the benefts of using a
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55
SANDAL MAGNA Community Primary School
in Wakefeld a newbuild school devoted
to becoming a more planet friendly part of
the community welcomed its frst intake
of pupils and staff at the start of the school
year. Here, the schools principle, alongside
the architect from architectural practice Sarah
Wigglesworth, look at the project, explaining
why it was commissioned, any challenges,
what the sustainability features are, and
how pupil behaviour has changed for the
better since being in the new building.

SARAH WIGGLESWORTH SAYS:
Sandal Magna Community Primary School
in Wakefeld is a fagship eco-school that is
anticipated to be one of the most carbon
effcient schools in the UK. In September
it opened its doors for the frst time to
pupils, staff and the wider community. As
a practice its a major milestone for us its
our frst completed school building and the
end of a long but very rewarding process.
In January 2006 Wakefeld Council
commissioned us, in partnership with NPS
Group, to design a replacement for the
Victorian Sandal Magna Primary School, which
had reached the end of its life. The old school
had become run-down, and the council decided
to build a new school on the same site that
would meet the modern day needs of the
school and its wider community. The new
school had to accommodate 210 pupils aged
5-11 alongside nursery provision, with room for
future expansion. The school serves a diverse
and often transient local population with few
community facilities, and the opportunity was
taken to provide a community room within the
school building for use by parents and local
people for adult education and other purposes.
Developing a sense of ownership among
different user groups is central to our
approach as an architecture practice and
at Sandal Magna, a broad and inclusive
consultation process produced a design
brief that refected everybodys needs and
hopes for the new school. This was largely
thanks to the inspirational leadership of Julia
Simpson and her deputy Ann Smith, as well
as real support and engagement throughout
the process by Wakefeld Council.
The consultation process produced
a set of key issues which informed the
school design. These included:
importance of energy effciency
and sustainability
providing a welcoming building for
students, parents and teachers
fexibility of spaces within the new building
maintaining a sense of history and
memory from the old school
provision of a variety of play spaces
together with community space
Julia and Ann were particularly keen to ensure
that the school building not only addressed the
schools educational needs but that it could also
support the schools sustainable curriculum.
The school had already embedded ecological
thinking into its daily routines and management
practices through activities such as recycling,
healthy eating programmes and a walking
bus. The opportunity now presented itself to
make the new school building an integral part
of the schools sustainability programme.
Our design takes its cue from the surrounding
Victorian red-brick terraces, and is laid out
as three single-storey wings that refect the
street pattern. Red brick is used extensively
throughout the school, and reclaimed bricks
A BUILDING TO SUPPORT A
SUSTAINABLE CURRICULUM
Sandal Magna Community Primary School in Wakefeld is a newbuild fagship eco-school
that has welcomed its frst intake of pupils and staff. Here, we get the views of the
projects architect Sarah Wigglesworth, and the schools principle Julia Simpson
Mark Hadden Photography
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57
inspire and delight new generations of children,
parents and neighbours for years to come.
JULIA SIMPSON SAYS:
It is hard to believe that we have only occupied
our new building for one term. Our children,
staff and parents feel very at home here and it
is testimony to the hard working and dedicated
staff that we have been able to operate a
normal school day since 6 September when
we opened to our children and families.
Yet for me personally, hardly a day goes by
without a new revelation from this exciting
building: it could be a previously unseen view
of part of the building or the way that building
is being used by the staff or children or even
understanding how one of our sustainable
technologies works. It has been a long and
hard journey to where we are now but I
do feel that all the anxiety and effort has
produced a learning environment that has
achieved and surpassed our wants and needs.
The journey began when our governing body
and myself were asked by Wakefeld Council
whether we wanted to refurbish our dilapidated
1890 building or start again with a new building
on the same site. We chose the latter and were
delighted when Sarah Wigglesworth Architects
were selected as our architects. It had been
evident from a pre-selection meeting that Sarah
Wigglesworth had very quickly grasped the
context of our school and the needs of our
children and their families. Also, importantly for
us, she was committed to the green agenda
and realised the importance of design in both
indoor and outdoor learning environments.
As headteacher I grabbed this marvellous
opportunity to infuence the design of a 21st
century eco-school with both hands. I was
extremely fortunate to be supported by our
own eco-warrior in the form of Ann Smith, my
deputy. Ann had already led the staff, children
and parents in a sustainability initiative within
school and we were working towards our frst
International Eco Schools Green Flag Award.
A series of consultations began with Sarah,
her team and all stakeholders of the school.
The children produced models, designs and
wishlists of their own. The staff, governors and
parents all had discussions with the architects
and the local authority, and these informed the
design brief. The chosen design was popular
with everybody and, therefore, today we
inhabit a totally contemporary building which
is infuenced by its Victorian surroundings in a
way that maintains and values the traditions
of the original building, which was itself a
fagship design at the end of the 19th century.
The journey has been a long one but we have
achieved all that we hoped for. Together with
Sarah, Ann and Wakefeld Council, I have been
part of a close team that has kept the project on
track while remaining true to our design principles.
We now look forward to the next part
of our journey as we begin to evaluate the
effectiveness of both our indoor and outdoor
areas and our use of them. Exciting times
lay ahead as we learn how to maximise
the learning opportunities of our beautiful,
sustainable and high-tech building.
from the old school have been used in retaining
walls and landscaping. A row of ventilation
stacks alongside the teaching blocks mirrors
neighbouring roofines while, at the centre of
the site, the school is crowned by a striking
new bell tower containing the old school
bell. This not only evokes the tall chimneys of
Wakefelds industrial history but also provides
continuity with and memory of the old school.
The overall design of the school is highly
contemporary. We used a range of cladding
materials such as raw timber, weatherboarding
and corrugated rainscreens to denote different
uses within the school and to add interest
and texture to the angular geometries of the
building. Already pupils enjoy the tactility
of the new school: using the building itself
as a play tool, running their hands across
the range of surfaces or gathering in little
groups within alcoves or on window sills.
Inside the school, we made services and
building elements such as ventilation,
soundproofng, sprinklers and a rainwater
harvesting system deliberately visible. This
allows the building to be used as a teaching
resource, allowing the school itself to become
a demonstrative tool to form part of the
curriculum for learning about buildings and
sustainability. The school is proud to wear
its sustainability credentials so clearly on its
sleeve, and our transparent design has made
teaching about sustainability easy and enjoyable
for staff and pupils alike. It was important
to us all that every part of the school had a
connection with the landscape so every room
has views of the surrounding areas while each
classroom has direct access to the outdoor
spaces. These include a series of allotments
and a nature garden where pupils can learn
about food management and ecology.
Spaces within the school are fexible and
can be adjusted according to different uses
and teaching styles. There is a range of
classroom sizes allowing different numbers
of pupils to be taught in different settings.
Teaching spaces can be expanded or contracted
according to the needs of each class, and
other spaces such as the school hall can be
adapted for a wide range of uses such as PE
or performance. The wide corridors alongside
the classrooms also contain alcoves and other
spaces for informal or one-to-one teaching.
Im really proud of Sandal Magna. As a
practice we have always striven to produce
thoughtful, low-energy buildings that are
simple to use, cherished by their occupants and
economical to run and maintain. Visiting Sandal
Magna now, its great to see the building
comfortably accommodating such a wide variety
of different educational and community uses.
We have produced something that is distinctive,
that sits comfortably in its urban context, and
a project that is unashamedly green. Thanks to
Julia and her team, the new school is a building
that meets the needs of its staff, pupils and
the wider community. We hope it will educate,
Mark Hadden Photography
DESIGN & BUILD
58
THE SIXTH BSEC EVENT takes place from
23 to 24 February 2011 at Londons ExCeL.
It will be the only UK event dedicated to
dealing with the building and refurbishment
challenges facing the education sector since
the public spending cuts and the demise of the
Building Schools for the Future programme.
Industry experts and keynote speakers at
BSEC 2011 include journalist, broadcaster
and free school founder, Toby Young, Sir
Bruce Liddington, general director at Edutrust
Academies Charitable Trust (E-ACT) and Simon
Harris, head of childrens education at EC Harris.
With leading speakers and representatives from
education and industry, BSEC 2011 is considered
the primary destination for all education
establishments and businesses working on
education build and refurbishment projects.

HOT TOPICS
Combining a free exhibition and a high
level paid-for conference, BSEC 2011 will
explore what these new policies mean for
all types of education establishments and
those in the building, architecture and
construction industries. Visitors can share
their experiences and help work through
current policies to help develop a clearer
plan for projects that will improve the
physical built environment in education.
Visitors to BSEC 2011 can also engage with
a range of new and improved features on
the show foor. Features include the Green
Learning Theatre, showcasing the latest in
school carbon effciency, and the expanded
International Pavilion, which highlights the
most successful examples of education
environment initiatives overseas, from
Sweden, Denmark and the Middle East.
The highly popular Design My Learning Space
LIVE! competition has also grown and invites all
primary and secondary school pupils in the UK
to enter. The competition asks pupils to create
a design proposal for their school building
with the help of innovative young architects.
Shortlisted school projects will be invited
to display and build their designs at BSEC
2011, where the winner will be selected and
announced. Sponsors of the competition include
EC Harris, Steljes, RIBA and Surface to Air.
The exhibition element of this industry
event is free to attend and includes a range
of free seminars. The conference running
alongside the exhibition costs from 235*
per day and offers a full speaker and seminar
programme with leading industry and
government fgures across both days.
Interactive panels and best practice case
studies, along with numerous question and
answer opportunities with keynote speakers, will
form the core components of the conference.
Key issues to be addressed include new
procurement and funding models, creating
spaces built for purpose on low budgets and
practical advice to link educational style with
buildings through adapting existing stock.
Health, safety and legal implications will
also bring a fresh focus to the BSEC 2011
conference, as well as discussions on the future
of education through digital media and the
procurement of free schools and academies.

NEW OPPORTUNITIES
The frst day of BSEC will address new
opportunities across Englands education
sector, key plans for 2011, what will constitute
best practice and a practical review of how
new education policies will be put in place.
Welcoming everyone to BSEC 2011 on both
days will be Stephen Heppell, recognised
leader in education through new media and
technology DfES once quoting him as the
most infuential academic of recent years
in the feld of technology and education.
Professor Heppell will also be involved in
the mornings open forum discussion about
the future direction of Englands education
sector, along with the outline of 2011s new
policies and how they will be delivered.
Toby Young will deliver the keynote speech
on day one, presenting his views on the future
of Englands education system and an update
on his plans for a west London free school.
Hell also be discussing what founders of free
schools need and want from construction,
architecture and property specialists.
Continuing this theme, building and
construction professionals will see examples
of how to provide more for less with a panel
presentation by Chris Gilmour, design and
marketing director at BAM Construct UK,
and Michael J. Connelly, chief executive
offcer at Mosaica Education. Theyll provide
an industry response to the James Review, in
terms of what demonstrates best practice and
how this can be achieved by the industry.
An update on new builds and refurbishments
within primary schools will also be covered,
with secondary schools examined by Steve
Davies, managing director at Cocentra. He
will address the options for those schools still
without funding (and those who lost funding
through the BSF cuts), projects completed
with partial private funding and the latest
information about SEN school spaces.

KEYNOTE SPEAKERS
Simon Lucas, head of education at EC Harris,
will be part of the keynote stage discussion on
how to create higher impact on lower costs
and whether standardisation is the answer
and if so, how architects and consultants
would be involved within this particular model.
Lucas recently commented: BSEC is not only
arriving at a crucial time for everyone in the
sector next February, but its importance as a
DESIGN & BUILD
CUTTING THROUGH THE CONFUSION
New thinking and new opportunities for education builds and refurbishment projects at BSEC 2011
59
networking event is paramount in understanding how the whole education
construction industry must work with and understand each other.
The afternoon will see Karl Limbert, director for CSL
infrastructure and policy at Southampton City Council, and
Kevin Dawson, group manager of Construction and Compliance
at Peterborough City Council, discuss the new role of the local
authority. Examples of shared services, consequences of decreased
local authority involvement and maintaining a strategic view of
school capital in their areas will be tackled and discussed.
Paul Temple and Paul Grainger from the Institute of Education at
the University of London will address Englands further and higher
education after the spending review. Theyll also discuss the 50
million investment plan for colleges and offer guidance when it
comes to raising funds for buildings in this section of education.
David Saxby of strategy and design practice 00:/ will also
present his thoughts on community hubs as education spaces,
using examples of how the curriculum and classes could take
place across town with the use of community facilities.

FREE SCHOOLS AND ACADEMIES
With Michael Goves recent backing of four new free schools in
Reading, north London, Cheshire and Bradford, and key issues in the
coalitions education policy, academies and free schools will form
important parts of the conference on day two. The core benefts
and challenges behind the construction, development and delivery
of these establishments will be the foundation to this section.
A personal perspective on recent new school build projects will
come from Tom Legge, new schools director at Place Group,
and Mark Lehain, campaign director at Bedford and Kempston
free school. Lehain, also a maths teacher, gave up a job in
the city to become a teacher in 2002 and has been regularly
interviewed by the media on the subject of free schools.
Legges viewpoint discussion will include comparisons to similar
international schools, budget and time challenges in converting
an existing school into an academy, and the responsibility of
curriculum within these new educational establishments. Offering
an alternative perspective to academies will be Peter Downes,
education spokesman for Cambridgeshire County Council.
Keynote stage presentations will consider what head teachers
and principals should keep in mind when responsible for
educational spaces and managing schools estates, as well as
addressing the issue of private investment to public schools also
presented by Michael J. Connelly of Mosaica Education.
The afternoon of day two will feature several case studies that
demonstrate high value for money through minimised cost and
maximised fexibility, with projects presented by project teams. The
educational context in connection to the construction perspective
from the education white paper will also be covered.
Presentations will explore alternatives to traditional school
spaces, covered by Scott Prisco, president at EQ Architects.
Infuences will also be drawn from other sectors and the balance
of standardisation and creativity will be addressed by Derek Latham
from Latham Architects. The logistics of hosting a school within a
space not designed for education will be looked at, as well as the
benefts, pitfalls and the feasibility of potential future projects.

FUNDAMENTAL EVENT
BSEC has become a fundamental event in the education built
environment, which this year will be a crucial coming together to
collaborate and discuss how to move forward, explains Samuel
Jennings, BSECs event director. This event continues to be a
fantastic way to openly discuss the next steps for all those working
in education, with practical support from those in the construction
and architect industry. Im certain BSEC 2011 will provide a
secure stepping stone for those in need of guidance and advice
following the latest education white paper from government.
Exhibitors at BSEC 2011 will come from all aspects of the education
building landscape, including HLM Architects, Gopak, RBL, S&B Ltd,
Scott Wilson, TMC, Altro and Roberts Limbrick. Event sponsors and
exhibitors also include Skanska and HGB/BAM, Capita Symonds,
Graham construction and Mace, with Partnerships for Schools,
Class of your Own and NAACE attending as event partners.
With more than 5,000 visitors attending in February 2010, BSEC
has become a key event for those at the forefront of the design,
management and procurement of school builds and educational
refurbishment initiatives. BSEC is aimed at everyone in the sector
and again expects many visitors from local authorities, as well as
teachers and parents, architects, engineers and contractors.
BSEC 2011 is all about change and will, without doubt, cut
through any confusion in the UKs new education environment.
This years show is anticipated to be the most important yet,
adopting the changing models needed for those at the forefront
of school buildings and education establishments.
* 235 is the early bird day rate for the BSEC conference, if booked before
18 December 2010 see www.bsecevent.com for all conference costs
To register or book your conference sessions at BSEC 2011
go to www.bsecevent.com. The show is open at Londons
ExCeL from 9am to 6pm on 23 and 24 February.
For information about exhibiting at BSEC 2011 please
call +44(0) 20 7560 4040 or e-mail BSEC@ubm.com.
DESIGN & BUILD
Tel: 0800 840 1698 www.collinson.co.uk
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ON 15 JUNE 2010, the Secretary of
State for the Department for Environment,
Food and Rural Affairs, the Rt Hon
Caroline Spelman MP, announced that
the government would undertake a full
review of waste policy in England.
The governments ambition for waste
management in England was defned in the
Coalitions Programme for Government and
Defras Structural Reform Plan as Working
towards a zero waste economy. The purpose
of this review is to look at all aspects of
waste policy and waste management in
England to ensure the country is taking the
right steps to delivering this ambition. The
governments commitments include: tackling
the fscal defcit, environmental protection,
localism and addressing climate change.
The following response from the UK
Cartridge Remanufacturers Association
outlines one surprisingly easy way for the
public sector to achieve the above objectives.
A SIMPLE ANSWER
The association has said that switching to
procurement of UK remanufactured cartridges
would cut costs, cut waste, reduce CO2 as
well as safeguard and create UK jobs and
contribute towards a zero waste economy.
To illustrate the logic behind the associations
request for a change in UK public sector
policy on cartridge procurement, an example
of a local authority (LA) is used. The logic
scales across the entire public sector.
The following is a realistic analysis of
printer cartridge impacts of a local authority.
In a period of one year, one LA purchased
65,716 original manufacturers brand toner
cartridges at an average cost of 53.75 per
cartridge. In total, this amounts to spend
by the LA of 3.53 million on original toner
cartridges. From a carbon footprint study
of cartridges commissioned by UKCRA,
each cartridge has a carbon footprint of
approximately 7 kgCO2 and so the carbon
footprint incurred by the LA in its purchase
of original cartridges is 460 tonnes CO2.
The same carbon footprint study showed
that the carbon footprint of the same
model of toner cartridge going through
just one remanufacturing cycle is 1.6
kgCO2. The cost of the remanufactured
cartridge is on average 30.82.
It can be seen from table 1 that by
choosing to purchase remanufactured printer
cartridges the LA can save approximately
1.5 million in costs as well as reduce its
carbon footprint by 355 tonnes CO2.
Regarding value, table 2 illustrates the
approximate cost per page of printing using
original and remanufactured toner cartridges.
The cost and carbon savings illustrated
are not insignifcant fgures. For example,
assuming the average cost of employing
an LA employee is about 30k, the cost
saving on printer cartridges of 1.5 million
equates to about 50 employees.
Procurement measures based on print
managed services will have an advantage
in comparison to new original cartridges
but not in comparing cost per page to a
remanufactured cartridge. Such measures
do not, however, bring the same level of
CO2 reductions and UK jobs safeguarding
and UK jobs creation associated
with remanufacturing.
FURTHER BENEFITS
In addition to the savings in costs and
carbon, there are also other benefts, such
as diverting materials (about 0.7 kg per
cartridge totaling 46 tonnes for 65,716
cartridges) away from landfll and incineration,
because the cartridges are kept in circulation
rather than driven to end-of-life (EOL) after
a single use and recycled (crushed).
Cartridges can be remanufactured more
than once and examples of individual
cartridges being remanufactured 25 or more
times without loss of print quality have
been demonstrated in the UK. Furthermore,
assuming that on average an employee in the
remanufacturing industry can remanufacture
approximately 7,000 cartridges (an average of
four cartridges per hour), the switch by this
LA to purchasing remanufactured cartridges
would create about nine remanufacturing jobs.
Recognising that jobs created in
remanufacturing are jobs created in the UK
(the low-carbon activity displaces original
products shipped into the UK from abroad,
mainly the Far East), the total jobs impact
through the switch by the LA to procuring
remanufactured cartridges is 50 public sector
jobs safeguarded in the LA and nine jobs
created for the UK remanufacturing industry.
To summarise, the impact of
this LA switching from original to
remanufactured cartridges is as follows:
Cost savings for single LA: 1.5 million
Carbon savings by the LA: 355 tonnes CO2
Waste diverted from EOL: 46
tonnes (of high value materials)
Jobs safeguarded in the LA: 50 employees
UK remanufacturing jobs created: nine
These cost, carbon and waste savings
and jobs safeguarding and jobs creation
opportunities can be scaled across the public
sector: across local authorities, hospitals,
educational establishments, police authorities,
defense and other establishments.
The UK Cartridge Remanufacturers
Association (UKCRA) is an association of
toner and inkjet cartridge re-manufacturers,
cartridge collectors and component suppliers
to the UK remanufacturing industry.
Web: www.ukcra.com
IS IT TIME TO REVIEW THE UKS
CARTRIDGE PROCUREMENT POLICY?
The use of UK remanufactured cartridges over original ones has the potential to cut costs, cut
waste, reduce CO2 and safeguard jobs, urges the UK Cartridge Remanufacturers Association
TABLE 1 ORIGINAL CARTRIDGES REMANUFACTURED CARTRIDGES
Number of units purchased 65716 65,716
Cost per unit 53.75 30.82
Total amount spent 3.53 million 2.03 million
Carbon footprint per unit approx 7 kgCO2 approx 1.6 kgCO2
Total carbon footprint 460 tonnes CO2 105 tonnes CO2
Cost savings 1.5 million
Carbon savings 355 tonnes CO2
TABLE 2 ORIGINAL CARTRIDGES REMANUFACTURED CARTRIDGES
Toner Cartridge cost-
Standard Yield - 2,300pp
47.00 25.97
Cost per page -
Standard Yield
0.020 0.010
Toner Cartridge cost-
High Yield - 6,500pp
112.00 34.50
Cost per page - High Yield 0.017 0.005
FACILITIES MANAGEMENT
61
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WITH THE MAIN ELEMENTS of the
comprehensive spending review (CSR) now
in place, the spending departments are
setting out their detailed plans on how to
cut expenditure and Parliament is debating
the powers to achieve those goals. However,
certain things do not change with the
election of a new government and these
baseline facts will continue to drive policy,
albeit perhaps in a slightly different way from
the direction of the last administration.
First, climate change is not going to go
away. Despite all the controversies of the
last year, the basic science still indicates
that we have to drastically reduce carbon
emissions if we are not to suffer dramatic
changes in climate. The political world
seems to be starting to take this on board
with a better-than-expected result from the
world climate summit in Mexico recently.
Our targets are set by statute and the
milestones are also set the frst three have
been accepted by government and the fourth
was put forward by the Committee on Climate
Change (CCC) at the beginning of December.
ENERGY SUPPLY
Another key issue facing the UK is security of
energy supply and I would add stability
to that given the see-sawing of energy prices
lately. Developing nations are demanding a
greater share of available fossil fuel output
which is continuing to drive up prices. In
Europe, we also have issues about secure
supplies of gas from outside the EU. The UK
is committed to a 34 per cent reduction on
its CO
2
emissions by 2020 under the CCC
recommendations agreed by the government
(the last one, but since adopted by this one). At
the same time, some EU governments, including
the UK, are calling for the EUs 2020 target to
be revised upwards regardless of what the rest
of the world may do. That would in turn mean
higher targets for the UK. The EU target looks
achievable given present levels of economic
activity but will become increasingly diffcult if
economic growth begins to accelerate (more
activity means generally more emissions).
The governments energy-related
agenda can be summed up in terms of
the move to a low carbon economy. The
question is how to achieve this what is
the path to this future state of affairs?
We already have a stated target of making all
new buildings zero-carbon (not zero-energy) by
2016 for housing and 2019 for non-domestic
buildings. In October, the government published
a Non-Domestic Building Services Compliance
Guide as part of the new Part L Building
Regulations. This details the requirements for
new fxed energy-related systems boilers,
air conditioning, etc in both new-build and
refurbishment projects. While the Energy
Services and Technology Association (ESTA)
supports the trajectory of reducing energy and
carbon as set out in Part L, there are still a few
unanswered questions. Zero-carbon itself has
not been clearly defned; the EU uses a (possibly
more practical) nearly zero energy defnition.
There are also vital questions such as the
eligibility of grid-connected renewable energy
and the use of carbon offsets. ESTAs view is that
neither of these should be allowed: the focus
should be solely on the buildings performance.
Perhaps a more vital issue concerns compliance
itself. This has been a fraught question for many
years. The regulations may be getting more
stringent, but without equally strict enforcement,
they will not generate the anticipated savings.
Compliance activity has been conspicuously lacking
up till now and the cuts in local government
spending do not augur well for the future.
THE CRC EES
The CRC Energy Effciency Scheme (CRC
EES) was a fagship energy policy of the
last administration. It was to introduce the
concept of carbon trading to all large, non-
energy-intensive consumers (universities were
specifcally highlighted) as well as all public
sector schools. The idea behind carbon trading
is that it achieves carbon savings at least
overall cost to the scheme participants if
carbon abatement measures are cheaper than
buying extra allowances then that is what
you do. On the other hand, if they are more
expensive you buy allowances from someone
who has a surplus because they have made
the investments in energy effciency. However,
the government has recently announced
signifcant changes to this programme.
First, the funds spent by participants
on carbon allowances will no longer be
recycled to them hence the tax jibe from
Richard Lambert. The monies will instead
go straight to the Exchequer. However,
the league table comparing performance
between the participants will remain in place
as a reputational driver. Whether that
will be enough to generate any enthusiasm
remains to be seen. In addition, the point at
which participants have to buy allowances
is being delayed for a year till 2012 and
the shape of the second phase is in limbo
at the moment pending a further round of
consultation. This will inevitably impact on
the UKs efforts to cut its overall carbon
emissions. Given the fact that we are currently
slightly ahead of our international targets,
the government seems to feel it is permissible
to throttle back a little. That attitude could
well prove mistaken in the medium term.
A very interesting development over recent
weeks has been the start of discussions
between the various departments involved with
energy and carbon (DECC, Defra and CLG).
There is a move to align and simplify some
of the programmes. One idea that might be
considered is that the league table could be
based on Display Energy Certifcates (DECs).
These annual statements of energy performance
are well-known in the education sector as they
apply to all buildings of more than 1,000m
2

used by the public schools, colleges and
universities clearly ft into that category.
The EUs revised Energy Performance of
Buildings Directive (EPBD), which created the
concept of DECs, is extending its range to
include by 2013 virtually all non-domestic
buildings in both public and private sectors
frequently visited by the public. As such they
will become a universal, annual snapshot
of performance. They will thus provide a
simple and accurate comparator between
all non-domestic buildings an ideal vehicle
for constructing the league table.
Whether the league table is a suffcient driver
for action is a moot point. In ESTAs view,
the economic case for investment in energy
effciency is far more pertinent. The cost of an
allowance for one tonne of carbon under the
CRC EES will initially be 12. However, the
cost of the energy associated with that much
carbon is on average 170. Therefore the
incentive for improving energy performance
is actually the saving on energy bills, not the
reduction in the cost of carbon allowances.
CARBON SUPPORT MECHANISMS
In fact, the government tacitly acknowledges
that the price of carbon is too low to affect
meaningful investment decisions. That is why
it is consulting on the need for a carbon foor
price, which would give a minimum price for
carbon allowances within the UK, regardless of
volatility worldwide. This will not only impact on
CRC EES participants but will, the government
hopes, make large scale investment in low
carbon energy (in nuclear power, for example)
more attractive. As one part of this process,
the Climate Change Levy, which is a tiny
proportion of energy bills and has therefore
had virtually no effect on consumer behaviour
is to be reformed, with the legislation likely
REDUCING BILLS AND IMPROVING
YOUR CARBON FOOTPRINT
With the comprehensive spending review complete, enabling legislation is now being
introduced in Parliament to give the government the powers to implement the savings.
Alan Aldridge, executive director of ESTA outlines some of main policy developments
ENERGY
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of 2011. The frst approvals for projects are
expected in the second half of 2012.
THE IMMEDIATE FUTURE
The energy landscape is certainly changing. The
short to medium term landscape is becoming
clearer. Energy/carbon reduction remains a priority
but the tools and funding routes may change.
However, the core message for consumers
remains the same: energy effciency saves money
and has an excellent payback and rate of return.
Many measures cost little or nothing to
implement, and it is not necessary to wait for the
Green Deal to explore ways of bringing in greater
investment. Energy effciency improvements are
generally low risk and public sector bodies and
education establishments are also regarded as very
low risk by commercial investors. A number of
ESTA members for example will invest their own
funds into such ventures. It pays to look around!

The Energy Services and Technology
Association (ESTA) represents over 100
major providers of energy management
equipment and services across the UK.
Web: www.esta.org.uk
now been re-defned to include all energy
users, i.e. non-domestic as well as domestic.
It will therefore be of great interest to the
education sector as a way of improving energy
performance and reducing energy costs.
One of the main barriers to widespread
take-up of energy effciency measures over the
years has been the need to fnd the money
up-front. The tale of the low-energy lightbulb
is a perfect example. The domestic consumer
took a long time to be convinced of the merits
of the case: a 6 compact fuorescent lamp
was not perceived as a worthwhile purchase
compared with a 50p incandescent bulb,
despite the savings over a fve year period.
Well, the Green Deal is designed to circumvent
the problem of funding investment in advance
a move that should be very attractive to a
cash-constrained education sector. The scheme
will involve accredited assessors, fnanciers
and installers. Approved projects will be those
where the value of energy-saving exceeds the
repayment of the funding reducing the overall
bill from day one. The repayment is made via
the energy bill and remains associated with the
metering point if the property is sold or re-let.
The enabling legislation was introduced in
Parliament at the beginning of December and
is expected to become law in the autumn
to be included in the 2011 Finance Bill.
How could it work? The foor price would
be set at say 30/tCO
2
. If the trading price on
purchase was only 12 then an additional 18
would be given to the Treasury. Users would
make carbon investment decisions based on
30 rather than 12 and this could make
low carbon investments more attractive.
THE GIB AND THE GREEN DEAL
The Green Investment Bank and the Green Deal
will be the main funding routes for driving low
carbon technology throughout the economy.
As the details emerge, it is clear though
that they will be focused quite differently.
Increasingly, it appears that the Green
Investment Bank will be aimed at very large
projects, possibly with a bias towards the supply
side and the decarbonisation of electricity
production. It is possible that some larger
community projects for renewables might be
included, and demand side measures could beneft
if projects were to be aggregated suffciently.
For consumers, the main interest will be
in the working of the Green Deal. When
frst announced, this was aimed at the
domestic sector and in particular at the
large numbers of poorly insulated homes
around the country. The programme has
NTELLIGENT UTILITIES LTD is a
unique company offering a quality
commercial utility provision to schools
and demonstrating surprisingly high levels of
savings. Their commercial utility proposition has
been homed over several years in conjunction
with their partner companies and now includes
comparisons from all major UK utility companies
ensuring clients receive the cheapest commercial
gas and electricity on the open market.
As well as cost profling, clients can also
select suppliers based on service levels,
green, online billing, direct debit payments
and other specialised tariffs. Clients can
also beneft from a variety of current utility
providers incentives, exclusive deals and special
offers available at the time of sign up.
The quotation and switch process couldnt
be easier. Intelligent Utilities has a slick
streamlined system requiring a minimal input
from schools. They simply complete a Letter
of Authority form (allowing permission to
contact their current supplier) and return by
fax or e-mail along with a copy of their most
recent bill. Intelligent Utilities will provide
the school with a quotation within 4-5
working days, detailing the exact saving.
In most cases Intelligent Utilities can save
clients 20 per cent on their current bill. We are
sure you will agree this represents an excellent
saving, particularly in this period of cost cutting.
If the school wishes to proceed with the
quotation offered, they simply complete
the contract provided to them and return
it to Intelligent Utilities who take care
of the administration until the switch is
complete. For those schools that are still
in contract, Intelligent Utilities will diarise
the quotation for later in the year.
Carl Bennett, director of Intelligent Utilities
said: I am delighted with the fnancial savings
made available to many schools, colleges and
other educational establishments, in fact I
have been pleasantly surprised at just how
much money we can save schools during this
diffcult economical period. As our service is
free of charge, it is a real win, win situation.
Intelligent Utilities prides itself on
excellent levels of fnancial savings, so why
not take advantage of the free service to
see exactly how much you can save?
For further details please contact
Carl Bennett on 01344 421408
in the frst instance.
Did you know that 85 per cent of educational
establishments can save money on their utility bills?
I
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To help building managers understand how a BEMS can support energy
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67
THE UK HAS SIGNED up to the EU
Renewables Energy Directive which includes
a UK target of 15 per cent of our energy
to come from renewable sources by 2020.
To achieve this it is likely that between 30
to 40 per cent of the UKs electricity will
have to be generated from renewables
which is a signifcant increase from the
current levels of about fve per cent.
In addition to this Directive the Climate
Change Act of 2008 sets a legally binding
greenhouse gas emission reduction target of
34 per cent for 2020 and a challenging 80
per cent reduction by 2050 (against levels of
1990). To achieve these tough targets the
government has put in place revised building
regulations and incentives like the feed-in-
tariff that encourage the use of renewable
technologies for energy generation.
ALTERNATIVE POWER
Renewable energy (or sustainable green energy
as it is sometimes called) is derived from
inexhaustible sources, in other words it will
not run out, unlike fossil fuels like oil, gas and
coal. Renewable energy sources include the
sun, wind, stored heat in the ground, air and
water, fast growing crops and hydro power.
Renewable energy sources are clean, often
producing no harmful greenhouse gases (like
carbon dioxide), or are classed as carbon
neutral. Therefore renewables will play a
key part in achieving a sustainable future.
In April 2010 the Feed In Tariff (FIT) scheme
was launched where energy suppliers
make regular payments to householders
and communities that generate their own
electricity using renewable sources. To
qualify for the FIT the generating technology
must have been installed by an MCS
(Micro generation Certifcation Scheme)
certifed product installer. The FIT scheme
allows people to beneft in three ways:
A set rate is paid by the energy supplier
for each kilo Watt hour (kWh) of electricity
that is generated by the renewable
system. The rate differs depending on the
technology used. The rate set for photo
voltaic systems is 41.3p per kWh for a
retroftted system on an existing building.
A further three pence is paid for each
kWh that is exported back into the grid (i.e.
electricity that is not used by the householder).
Electricity that is generated and
then used by the householder results
in savings on their electricity bill.
The duration of the FIT agreement is different
depending on the type of renewable
source; the tariff agreement for a photo
voltaic system is set for 25 years and for
wind turbines the tariff agreement is for
20 years. This refects the estimated life
expectancy of these different technologies.
LOCAL AUTHORITIES
Since August 2010 local authorities have been
able to beneft from tariffs for generating
energy using renewable sources.
Examples show that photo voltaic
systems can generate an annual income
of approximately 800, which can help
to pay off the initial investment of the
system in roughly 12 years, meaning that
for the rest of the scheme the householder
can beneft from the income.
There is a proposal to launch a Renewable
Heat Incentive (RHI) in 2011, which will
provide fnancial support for people installing
renewable heat sources. Eligible technologies
are likely to include: solar thermal, air,
water and ground source heat pumps,
biomass boilers, bio gas and bioliquids and
renewable combined heat and power.
RENEWABLE ENERGY SOURCES
Solar thermal: Liquid is pumped through solar
panels (either fat plate or evacuated tubes)
ftted onto the roof of a building where it
is heated by the sun. In most systems the
hot liquid passes through a heat exchanger
where it heats water to provide about half
the domestic hot water needs or can be used
to help heat the building. It is essential that
hot water is stored in a very well insulated
cylinder to avoid the hot water being wasted.
These systems work best in summer months
when the sun is hotter, therefore in colder
months the system will rely on a back-up
which is usually a more traditional boiler.
PHOTO VOLTAIC (PV) SYSTEMS
Energy from the sun is converted to electricity
using PV panels that are exposed to sunlight.
It is essential that the panels are not shaded
by other buildings or trees. They work most
effciently when positioned on south facing
roofs with an incline of 30 to 40. Electricity
that is generated during daylight hours can
either be exported back into the grid, thus
benefting from FIT arrangements or be
stored in batteries for use later in the day.
The UK is a very windy place, having about
40 per cent of Europes wind resource. Wind
is a free and plentiful source and can be
harnessed to generate electricity using wind
turbines. To be effective the turbine must be
located in a windy site free from obstacles like
buildings and trees. Turbines work particularly
well on top of a gentle sloping hill, on the
coast or out at sea. Small turbines attached to
buildings in urban areas often struggle to get
enough exposure to wind to be effective.
Heat pumps draw low grade heat from
FINDING AN ALTERNATIVE AND
SUSTAINABLE POWER SOURCE
What are the different types of renewable energy? Which renewable energy will work
best in a given building scenario? BRE sheds light on the world of renewable energy
ENERGY
It is estimated that over 60% of businesses are
paying far more than they should do for their gas
and electricity supplies. Utility Matters specialises
in sourcing the lowest business electricity and gas
rates from the UKs leading suppliers.
4 We audit your current Contract
to ensure that you receive your renewal offer
therefore avoiding a costly automatic rollover.
4 We secure the Lowest Prices
to benchmark your renewal offer against.
4 We ensure a Smooth Transition
to your new energy contract
Green Energy contracts for large
sites at little or no additional cost
For a free contract audit contact us today on
0800 298 5908, email audit@utilitymatters.com
or visit www.utilitymatters.com
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69
either the air, water or the ground to provide
domestic hot water or heating for the building.
The temperature at one metre below the
surface stays at a fairly constant level of 10C
to 12C throughout the year. Coils of plastic
piping are either laid horizontally in water
or in trenches or in deep bore holes in the
ground. A mixture of water and antifreeze is
pumped around the pipe work absorbing the
heat from the ground (or water), it is then
pumped through a heat exchanger; low grade
heat is then passed through the heat pump
compressor providing a higher grade useful
heat that can be used for heating a building
or heating hot water. The cooler fuid is then
pumped back into the ground to absorb
more heat and the process repeats itself.
The heat pump requires electricity to
operate, however for every unit of energy
used by the system it is often possible to
extract three times the energy back in heat.
Heat pumps are best suited to under
foor heating systems as these run at lower
temperatures than radiator heating systems.
BIOMASS
Biomass is plant material or animal waste
that is burnt to provide energy. As trees and
plants grow they absorb carbon dioxide, when
burnt they release carbon dioxide which is
absorbed by new trees and plants that are
grown to replace them. Crops that grow
quickly, for example willow and elephant
grass are most appropriate. This process is
known as carbon neutral. It is important
to source biomass fuels locally to avoid
transportation associated carbon emissions.
In dwellings biomass is in the form of small
wood pellets which are mechanically fed to
boilers to provide heating and hot water,
in larger buildings the fuel is usually in the
form of woodchips, which are cheaper but
require more robust feeding mechanisms
to the boiler. The biomass fuels need to be
stored in a dry space and fues from the
boilers need to be adequate to withstand
the aggressive combustion gasses.
CHOOSING THE RIGHT SOURCE
Choosing the most appropriate renewable
source is dependent on many factors,
the most important being the location
and orientation of the building. Buildings
that are in sheltered locations may be
inappropriate for wind turbines, however
if they have large south facing roofs that
are not sheltered by trees or neighbouring
buildings they may be very suitable for solar
thermal and or photo voltaic systems.
It is important to consider every building
individually to ensure you select the most
appropriate system that will provide
you with the most rewards. If you are
uncertain you should seek the advice of
expert renewables consultants who will
provide guidance to ensure you achieve
the most returns from your investment.
TRAINING
What is renewable energy? What are the
different types of renewable energy? Which
renewable energy will work best in a given
building scenario? These questions and more
will be addressed by the BRE Introduction
to Renewable Energy Technology course.
The course provides a good understanding
for those that are responsible for specifying
renewable energy technologies and
provide practical advice on how the
different renewable energy technologies
available to the built environment in the
UK can be applied to building projects.
Tel: 01923 664829
Web: www.bre.co.uk/training
ENERGY
TILITRACK LTD Commercial
Energy Brokers providing a real
service to education providers
for their gas and electricity purchases.
Energy suppliers continue to raise their
prices year on year and use dubious tactics
to trap companies and organisations in to
the roll over trap and contracts that have
variable pricing. For more details on the roll
over trap see www.therollovertrap.co.uk
Call centres cannot provide the level of
customer service appropriate to the commercial
environment for such a vital and often large
fnancial commitment. Energy suppliers seek to
cut their cost by using these centres, passing
on the administration cost and stress onto their
customers. Key personnel within the customers
organisation spend their valuable time trying to
get comparative quotes from energy suppliers.
Utilitrack provides the solution in the form
of a personal service through our network
of account managers. This service starts with
verifcation of the clients contract cancellation
and end dates plus full profle of the energy
usage. By completing these tasks the account
manager can asses if the clients is getting the
correct tariff and when the contracts needs
to be cancelled to avoid the roll over trap.
Utilitrack will then cancel the contract at
the appropriate time free off charge and ask
18 energy supplier to tender for the clients
energy requirements in one day. This is
presented in easily readable but full quotation
comparison report, detailing all prices and
the charges that make up the costs.
The last stage is the advice from your account
manager, as to the best deal over a the short
or long term depending on the clients needs.
In the market of rising energy prices, Utilitrack
gives piece of mind by only offering fxed price
contracts. All for free, with no obligation!
Our customers say some good things about
us. The secretary of a Doncaster Social club
commented: When Utilitrack contacted us, we
had been advised by the supplier to do nothing
to continue our contract. I thought I had
guaranteed continuity of supply. What was not
obvious was they could increase the charges.
The purchasing manager of a Sheffeld
engineering company related: We thought
we had a good electricity price, but Utilitrack
reduced it by two per cent, which was worth
80,000 per annum and they did all the work.
Tel: 01142 352565
E-mail: lombardy@utilitrack.co.uk
Web: www.lombardy.utilitrack.co.uk
If education is your business, let Utilitrack
manage your electricity and gas contract renewal
U
70
Banish hazardous fumes
from your classrooms
LL AIRBORNE
POLLUTANTS such as
airbrush and aerosol overspray,
solder fume and adhesive solvent
vapour, must be adequately
controlled to ensure compliance
with COSHH regulations and
occupational exposure limits.
Widespread Solutions range of
TechFlo & GraphicAir Filtration &
Extraction Cabinets are utilised
worldwide within all types
educational establishments. Typically
secondary and college, D&T,
art, craft, ceramics departments
and up to and including
university science laboratories
for specialist applications.
WS offers a range of over 25
machines to cater for the vast
majority of situations where
processes could constitute a health
hazard. From small spraybooths
controlling airbrush and aerosol
emissions to chemical storage
and weighing applications as
well as fume, powder and dust
fltration. We offer the solution!
Tel: 01423 522836
Fax: 01423 525656
E-mail: sales@widespread
solutions.co.uk
Web: www.widespread
solutions.co.uk
A
A company providing
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IRE AND RISK
Management Support
Services has an excellent
track record of working with
educational establishments
providing a full range of cost
effective fre safety services. These
include fre risk assessment, fre
safety training, technical fre safety
advice, and consultancy services.
FARMSS provides tailored fre
safety packages designed to meet
your legislative responsibilities and at
the same time reduce the fnancial
impact of delivering these services.
FARMSS will ensure that resources
are focused frmly on those areas
of highest organisational risk.
FARMSS prioritised action
plans are based on a traffc light
system and are extremely easy
to implement. To assist larger
organisations our electronic
Premises Asset Management
System provides an exceptionally
powerful tool for managing
all aspects of fre safety across
your building portfolio. This
integrated system provides a
structured overview of prioritised
fre safety improvement action
plan requirements together with
associated costs giving ease of
management control. The system
also produces management
reports highlighting progress
and fags poor performance
these facilities are not available
within conventional systems.
FARMSS provides a full
range of specialist fre
safety and health and safety
support services. For more
information please visit our
website www.farmss.co.uk
or e-mail info@farmss.co.uk
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Dont be cold this winter - install
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3 Saving You Money
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3 Protecting the Environment
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71
AS AND ELECTRICITY are one
of the biggest expenditures for any
business; many energy users are
paying far higher prices than necessary as
they do not have the time or expertise to fully
understand the market and the different options
available to them to reduce costs further.
The majority of schools are reliant on the
local authority to negotiate their energy prices,
but often their prices could be bettered as
new ways of procuring become available,
such as fexible and tracker products that
some authorities might not be aware of.
Many accept the local authority renewal
process, without any second opinion being
sought as to what prices they have been
offered if it is good, bad or indifferent.
With the price increases over the last
24 months everyone should be making
sure due diligence is carried out.
The wholesale gas and electricity markets are
commodity markets. Their prices behave like
shares on the stock exchange and fuctuate
on a daily basis due to a combination of
commercial, geographical, economic and
political factors. The price of a barrel of
oil is a massive driver, this impacts on the
price of gas which in turn has an effect
on the cost of electricity generation.
The UK used to be a net exporter of gas
but the decline of reserves in the North
Sea has meant we are now reliant on more
expensive imported gas. New lines have
been connected to the UK from as far away
as Norway just to improve our position;
these too have seen problems with delivery
and fows which has also helped keep the
price of gas high. There are now deliveries
of liquid natural gas to the UK, which is
an alternative to natural gas and may have
a signifcant role to play in the future.
LSI is one of the UKs leading independent
energy brokers, established since deregulation
in 1994 giving them the knowledge and
experience to best represent their existing
client base. LSI provides clients with best
market solutions for utility tendering and
ongoing management of their contracts
in this dynamic market place.
For a second opinion on gas/electricity
renewal offer received or any energy related
queries contact LSI on free phone 0800
0199595 and with no direct costs involved
whatsoever, you have nothing to loose.
Why pay more when you can pay less?
Contact: Eric Haitner
Tel: 0800 0199595
E-mail: salessupport@lsiutilitybroker.co.uk
LSI Independent Utility Brokers consult
the experts for independent utility advice
G
T IS ESTIMATED THAT over 60
per cent of businesses are paying
far more than they should do
for their gas and electricity supplies. This
is where Utility Matters can help. We are
utility consultants that specialise in sourcing
the lowest business electricity and gas
rates from the UKs leading suppliers.
Sourcing a utility contract can be a time
consuming and complex process and
care must be taken in selecting the most
suitable offer from the right supplier.
Step 1 Contract audit: Utility Matters
offers a range of free services that starts with
an audit of the clients existing contract. This
will determine the status of the contract and
establish when notice needs to be tendered,
therefore eliminating the opportunity of
suppliers rolling their customer into an
automatic renewal at very high rates.
Once we have established the clients
contractual position we will log the details
onto our database and alert them at the
appropriate time that the incumbent supplier
needs to tender their renewal offer.
Step 2 Securing the best prices: we will
benchmark the suppliers renewal offer
against other current market tariffs and
produce a comparison report highlighting
the various options available.
For schools using a higher amount of
energy we can often source lower wholesale
rates due to our supplier contacts. We
encourage suppliers to bid against each
other in the form of a reverse auction and
at an appointed time we will present a
report to the client highlighting the various
offers and provide an impartial view of
each. We are often able to encourage your
current supplier to match the best auction
offers, in order to retain your business.
It is also worth noting that we
have been able to secure high value
green energy electricity contracts
at little or no additional cost.
Step 3 Smooth transition to your new
contract: at the clients request we will then
secure the preferred offer, manage the raising
of the contract and monitor the transfer
process ensuring a smooth transition.
We do not charge as our fees are paid
by the supplier and we will continue to
provide this assistance for as long as the
client wishes to retain our services.
To learn of the other services we
can provide please contact us and
speak to one of our consultants on
freephone 0800 2985908 or visit our
website at www.utilitymatters.com
Utility Matters sources the lowest business
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I
In an ever more demanding
world, Variable Message Signs
Limited combines innovation,
experience and technology
in strategic and urban driver
information. Our road
trafc product range covers
applications in the strategic ,
urban, and trafc management
equipment sectors.
We ofer a full range of services to suit
individual client requirements from design,
manufacture, supply, installation and
commissioning of LED driver information
systems, including fully UTMC compliant
systems and all for clients, which include
the Highways Agency, Transport for London,
Local Authorities, Local Health Authorities,
Hospitals and others.
We have supplied and installed a number
of hospital sites which use our Safewatch
range of vehicle activated signs for road &
patients safety, by advising and reinforcing
the speed limits and other hazards, such
as pedestrian crossings, side roads and car
park entrances and exits, etc;
Our range of car park guidance and
information signs advise drivers where the
car parks are on site and the number of
spaces left within each, providing information
and choice for drivers entering the site,
and via our TRAMS car park management
software package, the hospital / customer
has control over all the listed car parks, the
number of displayed / available spaces as well
as providing various management reports
and helps reduce emissions by keeping trafc
moving and avoiding queuing.
Variable Message Signs Limited now
introduce for the very frst time, Pegasus
our new range of urban dual colour full
matrix signs. The signs attractive and slim
design is especially suited to todays urban
streetscape, where it will deliver driver and
pedestrian information.
The sign is ofered in three sizes, with high
resolution matrix areas suitable for the
display of four lines of text with character
heights of 160mm, 100mm, and 50mm. All
variants are capable of displaying combined
text and pictogram information and employ
a dual-coloured, amber and red, matrix.
A special feature of the new sign system is the
ability to mount it in a landscape or portrait
format, with fve mounting options for
landscape fxing and three for portrait fxing.
Variable Message Signs Limited
Unit 1, Monkton Business Park North, Mill Lane, Hebburn, Tyne & Wear NE31 2JZ
T 0191 423 7070 F 0191 423 7071 E ghutton@vmslimited.co.uk Wwww.vmslimited.co.uk
VMSL The sign of the times; Theres no substitute for quality:
73
THE BRITISH PARKING ASSOCIATION
(BPA) recently organised an inaugural event
for its new Universities and Colleges Parking
Special Interest Group. The event took place at
York University and was attended by facilities
managers from universities and colleges
across the UK. The aim of the new group is
to enable those with the not inconsiderable
responsibility for managing car parking and
travel planning in this sector to become
better connected with each other and also
with the BPAs broader membership.
The meeting presented several very interesting
case studies, enabling those present to learn
from colleagues and pick up new ideas and
best practice, as well as presentations from
parking experts on a range of topics all in all
it was hailed to be a great success and BPA is
now working on progressing this initiative.

A COMPLEX AND CHALLENGING JOB
It became very apparent at the York meeting
that the job of managing transport and
parking at university and college sites can
be complex and challenging, and the case
studies demonstrated that there are many
different ways to approach the issues. Some
very innovative thinking is being employed
when it comes to travel planning and fnding
ways to dissuade staff and students from
choosing the car over public transport but
it also became clear that there can be some
complex political issues to contend with when
deciding who should take priority when it
comes to allocating the limited spaces available.
Charging for parking and how best to do
this was debated with a variety of views
expressed. It was also recognised that
universities and colleges often occupy key
sites, and the travel and parking behaviour
of students and staff can seriously impact
on the local community. The BPA will
therefore be seeking to present opportunities
for collaboration with its local authority
members, to fnd ways in which everyone
with a responsibility for managing driving
behaviour in a local area can work in
the most joined up way possible.
RAISING STANDARDS IN
YOUR PARKING MANAGEMENT
The British Parking Association discusses challenges and opportunities in the education sector,
and introduces its new Universities and Colleges Parking Special Interest Group
PARKING
The meeting presented several very interesting case
studies, enabling those present to learn from colleagues
and pick up new ideas and best practice, as well as
presentations from parking experts on a range of topics
At TPS we understand the
unique demands associated
with each sector and
provide clients with
bespoke parking solutions

4 Established market leader as a
professional car park
management operator
4 Our customer focused approach
has resulted in an outstanding
level of growth
4 Key sectors include Education,
Local Authorities, Retail and
Leisure facilities
4 TPS operates effciently
throughout the whole of the UK
n Controlled limited
stay periods
nPay and Display
nPay on Foot
nPay on Entry/Exit
nBarrier Controlled Systems
nANPR (Automatic
Number Plate Recognition)
nCCTV and Security
Personnel
nPark and Ride
nMarshalling and
Special Events
Total Parking Solutions Ltd, SATRA Innovation Park,
Rockingham Rd, Kettering, Northants NN16 9JH
Telephone: 0845 257 3540 Fax: 0845 257 3541
info@totalparking.co.uk
www.totalparking.co.uk
74
TPS the number one
for UK parking solutions
ITH OVER 30 YEARS
combined experience at Total
Parking Solutions, managing is not
simply about fulflling a contract it
is constructed around a thorough
understanding of our business and
the goals of our clients. Meeting
those goals means harnessing
some of the most advanced
technical products and systems,
experience, knowledge and
resources that are available to us.
A major player in UK parking,
TPS can offer extensive knowledge
and experience to provide an
economically effcient operation
and high quality service to its
customers. What distinguishes TPS
is our genuine commitment to the
continuous improvement of our
services and the range of services
being offered to our clients.
Our operations comply with
the British Parking Association
Code of Practice and quality
management structure focused
around the BSI ISO 9001
standard. TPS team members
understand the companys quality
policy and objectives to ensure
consistency and competency.
Adopting this philosophy
has enabled us to provide
effective parking services to the
education sector to a variety of
applications, from Pay on Foot
systems, Pay & Display, restricted
and permit parking areas
including enforcement control.
As a professional operator we
understand the environment
and are committed to strike a
balance between effciency and
sensitivity. Our aim is not only
to meet with, but to exceed
customer expectations.
Offce: 0845 2573540
DDI: 0845 2573542
Mobile: 07787 165525
Fax: 0845 2573541
E-mail: tito@totalparking.co.uk
Web: www.totalparking.co.uk
W
75
AN AUTHORITATIVE VOICE
The BPA is hoping it can fll a gap in the
current market in terms of being a specialist
resource for university and college parking.
As the largest parking and integrated
transport association in Europe, it can bring
a wealth of parking expertise to this sector.
Established in 1970, the Association has
grown steadily and now has nearly 700
members spanning all aspects of parking
management. The BPA has built up a reputation
as the authoritative voice on parking issues
and enjoys close working relationships
with government and key stakeholders as
well as having a high media profle.
For many years, BPA has wished to form a
stronger relationship with the higher education
sector as it was known that parking, whilst
not the primary role of the sector, is a key
issue. The BPA is looking forward to working
alongside parking and travel professionals in
this sector and hopes to enable them to raise
standards and, in turn, gain positive recognition
for the work they are currently doing.
There will be a follow-up meeting at Keele
University on 9 March 2011 where further
discussion will take place on development
of a Universities Parking Charter and Best
Practice in Parking Guide. In addition the BPA
is launching a new website in the beginning
of 2011, and specifc online resources for
universities and colleges will be developed
over the year. It is envisaged that this
will include a facility for members to post
questions and share information and best
practice via an online forum, development
of a library of information notes as well as
provision of regular webcasts in due course.
LOOKING AFTER STUDENTS,
STAFF AND VISITORS
To raise the standards of safety in parking
facilities, the British Parking Association (BPA)
runs the Safer Parking Scheme (SPS) on behalf
of the Association of Chief Police Offcers
(ACPO/S), which is aimed at reducing crime
and the fear of crime in parking areas.
Police Accredited Assessors undertake a site
specifc risk assessment, taking into account
facility management and maintenance at
car parking facilities. The parking operator
must put in place measures appropriate to
the surroundings that help to deter criminal
activity and anti-social behaviour, thereby
doing everything they can to prevent crime and
reduce the fear of crime in their parking area.
Park Mark, the brand of the Safer
Parking Scheme, is designed to create a
benchmark standard for parking areas
across the UK, creating safer parking areas,
both for the public and their vehicles.
National statistics show that around 22
per cent of vehicle crimes occur in car parks.
Many parking facilities with the award
have experienced a dramatic reduction in
crime or, where facilities do not experience
vehicle related crime, have been able to
create an environment where customers
feel safe, encouraging repeat custom.
Car parks with the award can use signage
featuring the distinctive Park Mark
tick, so drivers know exactly where to go
for safer parking. There are now almost
5,000 Park Mark car parks in the UK.
APPROVED OPERATOR SCHEME
Another initiative run by the BPA is in
place to show your customers that there
are many effcient, helpful operators
working on private land and unregulated
car parks today, contrary to the belief that
this side of parking can be underhand.
Rogues that do operate unreasonably are
being driven out of the market thanks to the
Approved Operator Scheme, which the BPA
launched in 2007. It is backed by the Code of
Practice for Parking Enforcement on Private Land
and Unregulated Car Parks, providing a level
of legitimacy and self-regulation in this area.
Compliance with the Code is monitored by
the BPA and members are required to submit
evidence of compliance annually, highlighting
Nagels your one-stop-shop for parking tickets
INCE OUR FOUNDATION
in 1911, we have become the
number one manufacturer of
parking tickets in Europe, and we export
to over 60 countries worldwide.
Our tickets are made to rigorous standards in
cooperation with all the major ticket machine
manufacturers to ensure top quality products
that will keep your car parks operating effectively.
It is easy to think of tickets as a minor
issue, yet if they run out, or cause machine
failures, control of your valuable resources
stops. Thats why it is so important to ensure
you buy quality tickets from an approved
manufacturer. We can even manage your
supplies for you with scheduled deliveries.
We supply local authorities, airports, parking
operators, railway stations, hotels, hospitals,
supermarkets and shopping centres all
over Britain. Their operations run smoothly
on our tickets yours could be too.
To fnd out what we could do for you call
Bev Hill on 07917 035666 or Jim Willamson
on 07917 861000. Alternatively, e-mail:
sales@nagels.co.uk or check out our
website: www.nagelsgroup.com
S
PARKING
76
Realise the full potential
of your car parking asset
LPHA PARKING is
a specialist parking
consultancy that offers the
expertise required to help you
manage your parking asset
cost-effectively and effciently.
Recently, parking at educational
establishments has been gaining
focus with the British Parking
Association hosting the inaugural
meeting of the University Parking
Special Interest Group with
members of the Association of
University Directors of Estates. The
aim of the group is to help raise
standards and tackle the problems
associated with space constraints
at universities and other education
establishments where increasing
car use has caused congestion
and numerous parking problems.
At Alpha, we understand
the pressures that education
establishments are under. We
have the expertise and experience
necessary to help you manage
these problems effectively
and offer a one stop shop
service in this specialist area.
We offer experience, advice and
support in space maximisation,
traffc counts and occupancy
surveys, user management,
signage, payment solutions and
pricing strategies; and we have
worked with a university in the
north of England to develop an
accredited course for parking
staff to help keep standards
high and ensure fairness in
parking enforcement. Make
the best of your resources
by contacting us now.
Tel: 020 72422567
Fax: 020 72421366
E-mail: parkingenquiries
@aparking.co.uk
Web: www.aparking.co.uk
A
New SnowEx trailed
spreader for 2010/11
ROADWOOD
INTERNATIONAL, UK
distributor of the market-leading
SnowEx spreader range, has
announced the arrival of the
new SnowEx Tow-Pro SP-7000
spreader. The Tow-Pro is mounted
on an integrated trailer chassis
and powered by its own 12v
supply, meaning that any vehicle
with a ball hitch can simply
connect to the Tow-Pro, switch
on the spreaders onboard power
system and get spreading.
Previously the only non
vehicle-specifc salt spreader has
been a ground-wheel-driven
spreader, says Roy Wolfenden at
Broadwood. With the new Tow-
Pro end-users can use multiple
vehicles with one spreader, and as
with all trailed SnowEx spreaders
the new SP7000 overcomes
the traditional issue of skidding
where in cold weather the
ground is too slippery for the
wheels to grip and subsequently
drive to the spreader is lost.
As the Tow-Pro is based on the
well-known Vee-Pro spreader
range all usual SnowEx features
such as patented v-baffes, low-
maintenance 12v motor, vibrator
agitator, feed auger and adjustable
spinner are incorporated as
standard, meaning that the Tow-
Pro is able to handle virtually any
grade of salt with ease, without
risk of jamming or overspreading.
Designed for use in off-road
applications the Tow-Pro is set to
be a huge hit with transport and
distribution yards, airports, large
farms, private estates and car
park maintenance contractors.
Tel: 01420 478111
Fax: 01420 483000
E-mail: info@broadwodintl.co.uk
Web: www.broadwoodintl.co.uk
B
Alligator teeth in
university car parks
N INCREASING number
of university and college
car parks are being ftted with
Alligator Teeth systems made by
Entry Parking Posts to enforce
mandatory traffc direction control
at car park exits and entrances.
Alligator Teeth, which are
bolted into steel troughs in the
roadway, are lowered by vehicle
tyres moving in the approved
direction. This allows continuous
movement of vehicles without
the need for power supply and
maintenance contracts associated
with raising arm barriers.
Alligator Teeth are 115mm
above road level but can be
made at 100mm and also ftted
with shock absorbers for faster
speed of 25mph at emtances
from the highway. The trough
and drainage system allow
easy cleaning and greasing.
The surface fxed Alligator
Ramp system is an alternative
to the road level Alligator Teeth
or Jaws and can be bolted to
roads to save site work.
A new Alligator Teeth Silent
Action unit is now available from
the Entry Parking Posts range.
Contact: Anthony Prosser
Tel & Fax: 01564 773188
E-mail: entryparkingpost@aol.com
Web: www.alligatorteeth.net
A
PASS Training is a leading training company with experience
of delivering a broad range of in-house training courses,
including Civil Enforcement Ofcer, Health & Safety,
First Aid and Notice Processing training and many more.
We work in both the private and public sector including
Local Government, the Parking Industry and Security.
Our CIPD training consultants engage with our clients to
ascertain their real training and development needs and
provide bespoke training programmes that seamlessly
ft your companys requirements and culture. Within
these training programmes we ofer the use of a variety
of tools including Psychometric testing. These assist
in producing self-managed learning resources and
facilitate group learning, with training courses designed
to meet your staf and organisations needs. We provide
training consultancy services in the UK and have within
our team over 30 years experience in providing high
quality industry leading training solutions.
info@passtraining.co.uk
Tel 0843 2895581
77
any issues and identifying proposed solutions.
In the last year the Driver and Vehicle
Licensing Agency (DVLA) restricted the
release of vehicle registration information
to those companies which are members of
an Accredited Trade Association, of which
the BPA is the frst and, currently, only in
the industry. The BPA is also working with
government on the introduction of an
independent appeals process so that motorists
can feel confdent of a fair hearing should
any disputes arise. To date, nearly 150
operators have achieved compliance and are
fully signed up, including four universities,
Tel: 01444 447300
Web: www.britishparking.co.uk
To fnd your nearest Park Mark car
park, please visit www.parkmark.co.uk
If you are interested in attending the
meeting mentioned above or fnding out
more about the special membership offer
currently available for universities and
colleges please contact Alison Tooze at
the BPA: alison.t@britishparking.co.uk
EAG (UK) LTD is the oldest
established dedicated parking
equipment manufacturer in
the UK. We manufacture a range of
Pay on Foot equipment that is tailored
to meet each individual installation.
Zeag works closely with all of our
clients to ensure that we design the best
solution to your parking problems.
Many universities and colleges are now
adopting a more formal parking policy due
to a variety of reason such as increased
demand, lack of space, environmental issues
etc. These establishments often face abuse
of parking spaces from non-educational
users during their busiest periods.
Understanding the move from traditional
pay and display parking to the easier (and
cheaper) enforcement of pay on foot
parking is often seen as diffcult. Zeag
are here to assist in this transition
By installing automated parking management
systems it becomes easy for educational facilities
to manage their own parking network. Zeags
pay on foot equipment is modular in design
and can grow as the parking opportunities
increase. Our management software ZMS
also allows the operator to access a wealth
of information including parking revenues,
numbers of vehicles, lengths of stay etc.
By using Zeag equipment your facility can
easily introduce season ticket parking, restricted
access for non-educational parkers, use of
facility access cards to obtain parking space,
variable tariffs, charge by CO
2
emissions
and many other innovative ideas to make
parking easier and more proftable.
As budget constraints restrict educational
spend, it may be that your facility needs to
increase revenue from parking. This can be
easily achieved by using a Zeag pay on foot
system. Because entry and exit is restricted
with barriers and time is paid for after use,
enforcement is easy and a lot cheaper than
using 3rd party enforcement companies. It is
also much more user friendly in that it allows
your customers to pay for the time actually
used instead of having to guess how long
they need to pay for in advance. Pay on foot
equipment can also use varying tariffs so that
in the evening and weekends a public tariff
could be set to increase income from the public
visiting the facilities for concerts, events etc.
With new budgets approaching fast for
2011, contact Zeag now to see how we can
assist in planning and installing your future
parking requirements. We have lots of expertise
in the educational market and are proud
suppliers to many universities and colleges.
Ray Hodgson, sales & marketing director
Tel: 020 85458905
E-mail: ray.hodgson@zeaguk.com
Zeag helps maximise revenue whilst ensuring
a hassle-free parking experience for users
Z
PARKING
Are you meeting the latest
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Asbestos Surveys and Sampling
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containing material
Asbestos Removal
Asbestos Waste Management
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Free phone 0800 093 7810 or email
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Cordtape Environmental Services Ltd
www.cordtape.co.uk
We have over 25 years experience of asbestos removal and
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79
THERE HAS BEEN A HEATED DEBATE
over the years as to whether asbestos needs
to be removed completely from schools. The
answer is no, it just needs to be managed
safely. If those responsible are complying with
their legal obligations then it is extremely
unlikely that teachers or pupils will be put
at any risk from the substance during the
course of their day-to-day activities.
Asbestos-containing materials were widely
used in public service buildings such as schools
and hospitals constructed between 1945-1980.
In the UK, it is estimated that around half a
million non-domestic buildings still contain
asbestos, however, the exact number of schools
that are included in this fgure is unknown.
Whatever the exact fgure, there are hundreds
of schools across the UK that contain asbestos
in some shape or form and, because of this,
policies and procedures for dealing with the
substance are monitored by the Health and
Safety Executive (HSE). In a recent survey
and follow-up inspection programme they
conducted, 152 councils were approached
to ensure they have the correct procedures
and precautions in place to mange asbestos
safely. Of those councils, 110 passed the online
survey and the other 42 authorities were
visited by HSE inspectors and given advice
and guidance on improving their standards.
ARE CHILDREN AT RISK?
Where asbestos is present in schools it is vital
that it is managed correctly, otherwise the lives
of innocent children and teachers could be at
risk. Asbestos causes around 4,000 deaths a
year in Great Britain and there is no known
safe level of exposure to the substance. The
more you are exposed, the greater the risk
of developing an asbestos-related disease.
If asbestos is not disturbed and remains
in good condition, then it does not present
a risk. But problems can arise if asbestos
deteriorates, is damaged, or interfered
with, allowing fbres to be released into
the air and people to be exposed.
Within schools, asbestos can be found in
a number of places such as around boilers
and pipe work as insulation, within walls,
fre doors, air conditioning or even within
ventilation systems. It may also be found in
other materials such as foor tiles, cement
roofng, guttering and textured coatings,
all of which are considered low risk.
Often contractors or maintenance workers
are at more risk than children and teachers
if they are unaware that materials contain
asbestos. For this reason it is important
that any contractor working within a school
is informed before work commences.
If workers are unaware then they may
accidentally disturb the asbestos during
construction or routine maintenance work.
MANAGING ASBESTOS SAFELY
Fiona Riley, from the Institution of Occupational Safety and Healths Education Group,
discusses how important it is that asbestos in schools is managed with the utmost caution
HEALTH & SAFETY
In the UK, it is estimated that around half a
million non-domestic buildings still contain asbestos,
however, the exact number of schools that are
included in this fgure is unknown
Education Equipment
For people in the know
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V
isit . . .
British Educational Suppliers Association
Education Ad Teach Primary 2010 14/12/10 9:18 am Page 1
YMC
YANI MONTOYA CONSULTANTS
Incidents involving asbestos disturbance
have serious health, legal, fnancial and
moral implications.
It is vital, in these times of serious
economic pressures, that Managers,
staff, maintenance personnel and visiting
contractors are fully aware of their
responsibilities and legal duties where
asbestos is concerned.
Make sure that your asbestos awareness is
what it should be!
Contact Yani Montoya Consultants
on 07590 455941 or e-mail
yani@ymconsultants.eu
MRN
MRN Mediation
Alternative Dispute Resolution Practitioners
We have the experience to provide a
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Call us today or visit our website to see how we can help.
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MRN Mediation, Springeld, Back Lane, Kingston,
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Telephone: 01258 817688 Facsimile: 01258 817611
Email: info@mrnmediation.co.uk
www.mrnmediation.co.uk
81
TAKING RESPONSIBILITY
In an independent school the governing body
will identify who in their organisation is going
to take responsibility for managing asbestos.
However, within a public school, responsibility
falls on the Local Education Authority. Whoever
is responsible, the Institution of Occupational
Safety and Health (IOSH) frmly believes
that getting competent help to deal with
asbestos is vital. Depending on the materials
and type of work being done, a HSE-licensed
asbestos contractor may need to be used (full
details can be found on the HSE website).
From experience, when asbestos is suspected
in a school building the frst step is to engage
a competent professional to undertake
a complete survey of all of the premises.
There are two types of survey that could
potentially be conducted a management,
or a refurbishment (demolition) survey.
A management survey aims to ensure that
nobody is harmed by the continuing presence
of asbestos in the premises or equipment.
On the other hand, a refurbishment/
demolition survey looks to make certain
that nobody will be harmed by work on
asbestos in the premises or equipment.
Once it has been determined whether
asbestos is present within a school (it is
always best to presume it is present even
if not completely sure) a plan needs to
be identifed to manage it more often
than not this will be a staged approach.
In any situation, not just within a school
environment, if there is asbestos present
in an area where people could be exposed
then the solution is to remove the material
or completely seal off the affected area.

SHOULD IT BE REMOVED COMPLETELY?
Asbestos is a very emotive topic, even more so
when children are involved. In an ideal world
asbestos would not exist in any school building
but in reality this is not so. More often than not,
removing undamaged asbestos can do more
harm than good not only would the removal
mean disturbing the substance but it would also
mean huge disruption to a schools operation.
As long as the asbestos is in good condition
and is managed well, there is no reason why
it should be removed from a school building.
What is needed is regular monitoring and
effcient management of the risks associated
with the material with this no harm will arise.
Institution of Occupational
Safety and Health
The Grange
Highfeld Drive
Wigston
Leicester LE18 1NN
Tel: 0116 2573100
Web: www.iosh.co.uk
Asbestos causes around 4,000 deaths a year in Great
Britain and there is no known safe level of exposure to
the substance. The more you are exposed, the greater
the risk of developing an asbestos-related disease
Fiona Riley
HEALTH & SAFETY
Our Services
aKitchen Deep Cleaning
aWashroom Deep Cleaning
aLegionella Control
aSpecialist Disinfection Service
aKitchen Ventilation Cleaning
aDrain Maintenance
aSpecialist Cleaning
aAir Hygiene
Healthy school dinners have improved concentration levels in
schools across the UK. A lot has been achieved from healthy eating
campaigns, but there are still more essential issues to be raised
such as the correlation between healthy eating and healthy hygiene.
Maintaining high hygiene standards has never been more important as e.coli,
norovirus & swine flu pose a serious threat to an educational establishments
health & hygiene.
Hospitality 4 Education 4Health 4Construction 4Government 4Wholesale & Retail 4Manufacturing 4Offices 4 Utilities
Healthy Hygiene
for School Dinners
Rentokil Specialist Hygiene is available
across the UK & Northern Ireland.
0845 60 20 900
www.rentokil-hygiene.o.uk
specialisthygiene-enquiry@rentokil-initial.com
We can help you create a more
hygienic and healthier learning
environment for all pupils & staff
members. We will review all
cleaning, from health and safety
through to compliance, throughout
your establishment.
Education Business_ad_Layout 1 01/12/2010 15:52 Page 1
83
CATERING
IN WITH THE GOOD,
OUT WITH THE BAD
Jamie Olivers School Dinners campaign swept the nation,
inspiring drastic changes to school menus and bringing
the nutritional value of school meals to the top of the
agenda. We take a look at the effects this has had on
government legislation and academic achievement
JAMIE OLIVERS SCHOOL DINNERS made
the UK sit up and think about their childrens
diet at school. Through a documentary
series broadcast on Channel 4 in 2005, TV
chef Jamie Oliver exposed the unhealthy,
processed nature of food served in schools,
and prompted drastic changes in the quality
and nutritional value of school dinners.

RELUCTANCE
Despite initial reluctance from pupils, staff
and parents, Oliver persevered and eventually
gained support, successfully replacing
processed food like turkey twizzlers that
were high in saturated fat, salt and sugar,
with healthier options, such as creamy
coconut fsh and Mexican bean wraps.
While the documentary focused on schools
in the London Borough of Greenwich,
the documentary soon sparked a
school food revolution that spanned
the entire UK and resulted in the
national campaign, Feed Me Better.
SUPPORT FROM THE TOP
To really get things moving,
there had to be involvement
at government level. Oliver
wrote a manifesto asking the
government for a guarantee
that school children will receive
a nutritionally balanced meal,
that nutritional standards will be
introduced and junk food banned.
He also asked for dinner ladies
to have better kitchens, and more
Christopher Terry 2010
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85
support and training to get them cooking
again. Lastly he asked to get cookery back
on the curriculum and for a commitment to
long-term funding to improve school food.
A web petition with over 270,000 signatures
had the desired affect and the government
pledged 280 million to improve school meals
and set up the School Food Trust. Since then,
tough minimum nutrition standards for primary
and secondary schools have been introduced.
Food education for 11 to 14-year-olds has also
been put back on the curriculum. This spurred
Oliver and his team to create a qualifcation
with Edexcel. Home Cooking Skills Level 1
and Level 2 qualifcations teaches students
to develop the essential skills they need to
cook simple, nutritious and affordable food.
THE PROOF IS IN THE PUDDING
It is widely acknowledged that there is
a link between childrens diets and their
immediate and long-term health. And
experience from schools suggests that when
children eat well they concentrate better in
the classroom and also behave better.
Years on from Jamie Olivers School
Dinners documentary, a study by Oxford
University and Essex University has revealed
that the campaign had positive effects on
pupil achievement and absenteeism.
The research was presented at the 2010
Royal Economic Societys annual conference
earlier this year and showed that children
in Greenwich primary schools that banned
junk food scored higher grades in Key
Stage 2 English and Science than children in
neighbouring areas. The study showed it raised
the percentage of children reaching level 4 in
English by up to six percentage points, and
the percentage of pupils reaching level 5 in
science by up to eight percentage points.
The number of authorised absences which
are generally due to illness fell by 15 per cent.
Authors of the study, Michele Belot and
Jonathan James, said that these effects were
particularly noteworthy since they show
that changing childrens diets can have
positive short-term effects on educational
achievements, when it was expected to be
a long and diffcult process. It shows that
improving school meals can make an immediate
difference to educational achievements.
Oliver welcomed the report: The research
results are fantastic as its the frst time a
proper study has been done into the positive
effects of the Feed Me Better campaign
It is widely acknowledged that there is a link between
childrens diets and their immediate and long-term
health. And experience from schools suggests that
when children eat well they concentrate better in the
classroom and also behave better
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HE GREEN DRINKS
COMPANY has teamed up
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children in developing countries.
As well as providing a range of drinks
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fve a day, the system also claims to
be the worlds most environmentally
friendly reducing the carbon footprint
by up to 80 per cent compared to
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The unique system achieves this by removing
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and packaging the drink at the point of
consumption rather than thousands of miles
away in a bottling factory. The Pouchlink
system flters and fash chills mains water before
mixing it with a fresh fruit juice concentrate
and packaging the drink into a lightweight,
fexible pouch, right in front of the consumers.
The machine is highly energy effcient reducing
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the material of a conventional plastic bottle.
The strong environmental credentials
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machines since its launch in the summer.
The Pouchlink system also incorporates the
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system eliminating the need for cleaning visits
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its patented mixing system can serve aseptically
packed, fully natural products hygienically
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system perfect for the school environment.
The system has a massive 1,000 drink
capacity, which ensures that flling time is
dramatically reduced compared to traditional
can or bottle vending machines. Having a big
range has also been seen as crucial to
the offering with over 40 drinks being
either developed including brand
partners such as Bottlegreen, One,
Vimto and Sunkist, together with a
specifc range of drinks that comply
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It is a sad fact that 1.8 million
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every year because they have no access
to clean water. Since its inception,
The One Foundation has provided
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over 1.2 million people. By installing
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helping to permanently change the
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There is a perfect synergy, in my eyes, about
offering healthy and hydrating cold drinks
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T
87
and it strongly suggests we were right all
along. Even while doing the programme, we
could see the benefts to childrens health
and teachers. We could see that it made
them calmer and therefore able to learn.
However, in a recent interview on
JamieOliver.com, Oliver warned to not
get complacent: We defnitely need
the government to keep investing and
supporting schools that need better
catering facilities and dining halls though
just because things are getting better
doesnt mean that the job is done.
MINISTRY OF FOOD
Not stopping at school dinners, Oliver went on a
mission to improve cooking at home by arming
people with the basic, invaluable cooking skills
through Ministry of Food cooking centres. The
plan was for those he teaches to teach others,
who, in turn, will teach others, and so on. A
six part TV series in 2008 showed Oliver trying
to get the inhabitants of Rotherham in South
Yorkshire to learn how to cook fresh food
and then pass on their cooking skills as part
of daily life. Rotherham was chosen because it
was a statistically average town in the UK,
and also because during the school dinners
campaign, a group of mums from Rotherham
had been flmed passing fast food through
the school fences to their children, so Jamie
wanted to meet them and fnd out why.
The frst Ministry of Food Centre was launched
in Rotherham but there are now Centres in
Bradford, Leeds, and more recently, Newcastle.
The centres have been a success, with
all levels of society coming in to learn
how to cook, including some parents
who dont want to pass their bad
eating habits onto their children.
The book to accompany the Ministry of Food
TV series features simple and tasty recipes that
can be mastered by the most inexperienced
cook. The recipe featured in this article is simple
to cook, the ingredients are widely available,
it can be cooked on a large scale and frozen,
and is nutritious making it suitable for
school kitchens. The next issue of Education
Business will have a further two recipes from
Jamie Olivers Ministry of Food book.
Web: www.jamieoliver.com/school-dinners
Web: www.jamieoliver.com/
jamies-ministry-of-food
READER OFFER
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isbn 9781856132848.
The offer is subject
to availability,
and open to UK residents
only. Customers should allow
up to 14 days for delivery.
Not only do homemade fshcakes taste miles better than shop bought ones, but if you
make your own you know exactly what goes into them: the cheap factory-made ones
can often be flled with rubbish. This recipe is so tasty that its a really good idea to
double or triple the quantities and freeze batches for another day just make sure you
defrost them thoroughly before using, then follow the cooking instructions below.
JAMIES SALMON FISHCAKES
Sea salt and freshly
ground black pepper
600g potatoes
500g salmon fllets, skin on,
scaled and bones removed
Olive oil
A small bunch of fresh fat-leaf parsley
1 tablespoon four, plus
extra for dusting
1 large egg, preferably
free-range or organic
2 lemons
MAKES EIGHT FISHCAKES
TO PREPARE YOUR FISHCAKES
Bring a large pan of salted water to the boil
Peel your potatoes and chop them into even-sized chunks
Rub the salmon fllets all over with olive oil and a pinch of salt and pepper
Add the potatoes to the pan and bring back to the boil
Put the fsh into a colander, covered with foil, and place it over the pan of potatoes
Turn the heat down and cook for 10 to 12 minutes, until the potatoes and fsh are both cooked
Remove the fsh from the colander and put on one side
Drain the potatoes in the colander, then return them to the pan and let them steam dry
Pick the parsley leaves and fnely chop them, discarding the stalks
Mash the potatoes, spreading the mash round the sides of the pan to help it cool down quickly
Remove any skin from the fsh
When the potato is cool, put it into a bowl and fake the fsh into it with 1 tablespoon of four
Add the egg and chopped parsley with a really good pinch of salt and pepper
Finely grate over the lemon zest, then mash and mix it all up well
TO MAKE YOUR FISHCAKES
Dust your work surface with four
Divide your fshcake mixture into 8
Lightly shape and pat into circles about 2cm thick, dusting them with four as you go
Get yourself a plate or tray, dust it with four and place your fshcakes on top
If youre going to freeze them at this point, wrap them in clingflm and put them into the freezer
Otherwise simply pop them into the fridge for an hour before
cooking this will allow them to frm up slightly
TO COOK AND SERVE YOUR FISHCAKES
Put a large frying pan on a medium heat and add a couple of lugs of olive oil
When the oil is nice and hot, add your fshcakes and cook for about 3 to 4 minutes
on each side or until crisp and golden you may need to cook them in two batches
Serve straight away, with lemon halves for squeezing over, and some peas, broccoli, greens or salad
Recipe Jamie Oliver (www.jamieoliver.com). Photography David Loftus
CATERING
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89
THE CONCEPT ISNT NEW IN BUSINESS
that understanding your customer is all
but its application to school lunch is giving
some schools serious food for thought.
In fact, weve found that schools can
boost turnover for their catering services
by thousands of pounds with simple
changes to their canteens and kitchens.
By thinking differently about all sorts of issues
from queues to cramped dining rooms and
waste in the kitchen, schools weve worked
with have increased their turnover by up to
12,000. Theyve been part of a programme
launched to help schools fnd and test their own
individual solutions to issues that can prevent
children from wanting to eat in the canteen
or their kitchens from running effciently
without investing large amounts of capital.
INCREASING MEAL UPTAKE
Using a proven approach adapted from industry,
theyve all come up with different fxes buddy
systems to help younger students feel more
confdent in the dining area, new table layouts
to improve capacity and policies allowing packed
lunch students to sit with school lunch students.
Ultimately, all are designed to encourage
more children through the canteen doors.
More than 200 schools have taken part in the
programme across England so far, meaning that
around 92,000 children will have seen changes
in their canteens. The frst 50 schools to take
part increased their turnover by an average of
more than 2,500 over six months, with one
school seeing a rise of more than 12,000.
BIG IMPACT
St Peters C.E. Primary School in Newton-
Le-Willows was one of the frst schools
to try it. A ten per cent increase in take
up of school lunches has impressed
head teacher Barbara Flitcroft.
I have been amazed that such little
changes could have such a big impact,
she told us. Were already looking at
other small things we can do in the dining
room to keep the momentum going.
One of the schools simple ideas, a rainbow
table for school meals customers, offers
children buying school lunches the chance to
sit at a specially-decorated table in the middle
of the dining room if theyve behaved well,
helped other pupils or tried new foods during
the week. The prize also comes with a pass
to jump to the front of the lunch queue and
frst pick of fresh fruit and salad. At the end
of each week, a draw is made to select six
pupils to dine at the table for Friday lunch.
The initiative prompted interest from pupils
bringing packed lunches, who began to ask
if they could sit at the rainbow table too.
The school subsequently noted an increase
in take-up of school lunches, and 50 per
cent of pupils are now choosing school
meals with the number continuing to rise.
Additional ideas being planned by St.
SMALL STEPS FOR A BIG
CHANGE AT LUNCHTIME
When it comes to school food and the experience that children have at lunchtime, small changes
can make a big difference, says Linda Smith, director of Delivery at the School Food Trust
CATERING
School Food Trust
91
Peters include reorganising the seating
area to cut queues and daily menus
being displayed in each classroom.
FRESH OUTLOOK
Lesley Cairns, who works with schools on their
improvements for the Trust, says its sometimes
diffcult get started without help to look at your
catering with a fresh pair of eyes: We dont
stand there telling schools what to change the
teams know their schools better than we ever
could, and one of the only certainties about school
lunch is that its never a case of one size fts all.
The beauty of the Small Step Improvements
programme is that when you bring together
everyone with the power to improve
lunchtime, you can make such a positive
difference without spending lots of money.
WHATS INVOLVED?
The Small Step Improvements technique only
works when you bring together everyone
with power over school lunch in your school.
Its essential that your cook, head teacher (or
whoever on the teaching staff leads on school
food) and caterer are there. You may also want
to involve a representative from your local
authority liaison team, or a parent governor.
Over three workshop sessions, our industry
experts will guide your team through a process
of getting to whats really preventing more of
your pupils from signing up for school meals;
developing simple solutions; testing their impact
and working out how to introduce them more
permanently without investing lots of money.
SIGN UP
Were now inviting schools to try the
programme for themselves next year, at a
series of workshops with industry experts
in Birmingham. The frst ten schools to sign
up at www.schoolfoodtrust.org.uk/ssi
will pay 500 for the programme, a 50
per cent discount on the standard price.
The School Food Trust is a charity and non-
departmental public body (NDPB) established
in September 2005. Were leading the
transformation of school food and food
skills, promoting the education and health
of young people by improving the quality of
food supplied and consumed in school.
As of April 2011, the School Food Trust will
cease to be an NDPB, continuing its work
both as a charity and by trading its services
through a new community interest company.
This programme is the frst to begin trading,
to meet demand from schools looking for
low-cost solutions to school food issues.
Tel: 0114 2742318
E-mail: info@sft.gsi.gov.uk
Web: www.schoolfoodtrust.org.uk
JJ the frst choice in food service
OR MORE THAN 20 years, JJ
Food Service with its range of
ambient, chilled, frozen foods,
packaging and cleaning products has excelled
within the food industry. As a result we
were recently awarded The Grocer Gold
Award 2009 for Wholesaler of the Year.
Our service not only provides for all your
catering needs, but also offers courses such
as the L2 Food Safety Award. JJ Enfeld is a
registered Royal Institute Training Centre.
All of our goods are meticulously tested
for quality, we also use the expertise of our
development chef Gino DAcampo to make
sure that every product we sell not only
tastes good, but is of the fnest quality.
The Lloyds Register Quality Assurance
Environmental Certifcation ISO14001:2004
recognises JJ Food Service and its
commitment to minimise the companys
impact on the environment.
All our certifcations are available on request
or through our website in the about us section.
Tel: 01992 701 727 Fax: 08719 730 888
E-mail: admin@jjfoodservice.com
Web: www.jjfoodservice.com
F
CATERING
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new cca A4 ad 2010:local gov mag dps 21/5/10 13:39 Page 1
93
IN CREATING ITS PORTFOLIO for the
education sector Mller Dairy has focused
on meeting two key requirements: schools
want quality, nutritious products that are full
of natural goodness at an affordable price
which children will enjoy eating; and children
simply want food that tastes great and is fun.

HEALTHIER FOOD IN SCHOOLS
Mller Dairy believes the key to getting
children to eat a wider range of different
and healthier foods is to make products that
as well as being nutritious, look and taste
good too so that they appeal to children.
This was the premise for the launch of
the Mller Little Stars range. Aimed at
young children from weaning and onwards,
Little Stars has built its reputation on being
made with 100 per cent naturally sourced
ingredients. Little Stars Fromage Frais is
completely smooth and is available in cases
of 8 x (6 x 50g) pots in a selection of three
favours strawberry, raspberry and peach.
Each 50g pot contains 10 per cent of the
recommended daily allowance (RDA) of calcium.

THE MLLER RANGE
For older children, the Mller range for
schools includes smaller pot sizes of its
most popular brands, each providing a
natural source of calcium. These include:
95g Mini Mller Fruit Yogurt Corner pots
the strawberry variety of Britains most popular
Corner yogurt brand is available to schools
in cases of 6 x (8 x 95g) mini pots. A thick
and creamy yogurt with a separate helping of
fruit compote, Mini Mller Fruit Yogurt Corner
has all of the natural goodness
of Mller Corner in a handy pot
size which contain 15 per cent of calcium
Recommended Daily Allowance (RDA).
95g Mini Mller Rice pots. A new addition
to the education-sector range in 2010, the
Mini Mller Rice pots were introduced as an
extension to the popular standard 190g pots.
Made with no artifcial colours or
preservatives, Mini Mller Rice is just as
tasty and as low in fat, and as satisfying as
regular Mller Rice only smaller for smaller
appetites. Mller Dairy offers a special
mixed-favours case comprising 12 x 95g
pots (4 x strawberry/4 x apple/4 x original.
100g pots of Healthy Balance completely
smooth yogurts are made with 100 per
cent natural ingredients. The Healthy
Balance range is also low in fat and the
yogurt is probiotic to help maintain a healthy
digestive system. Healthy Balance is supplied
in cases of 12 pots in a choice of three
favours strawberry, peach or raspberry.
125g pots of Mllerlight, Britains biggest
selling fat free brand, are available
in a choice of two mixed case options:
Fruity containing Fruity Strawberry/
Cherry/Mandarin within mixed case a);
or Smooth Strawberry/Vanilla/Raspberry
& Cranberry within mixed case b), both
cases being ideal for the catering sector.
The Mller Thick & Creamy smooth yogurt
range, launched exclusively in the foodservice
sector in 2009, also provides another ideal
option for schools. Made with whole milk,
these high quality, tasty, smooth and nutritious
yogurts provide 23 per cent of calcium RDA.
Completely smooth in texture, the 110g
Mller Thick & Creamy pots are available in a
12 pot mixed case providing a selection of 6 x
strawberry, 3 x peach and 3 x smooth toffee
favour yogurts at a very competitive price.
All of the Mller lines available in the
education sector have no artifcial colours or
preservatives, and can make an invaluable
contribution towards a healthy, balanced diet.
In addition to the education sector-
specifc packs, mixed cases of standard
size pots of Mller Fruit Corner, Mllerlight
and Mller Rice are available through the
majority of foodservice chilled wholesalers,
including Brakes, 3663 and DBC.
Further details, including nutritional
information, are available on the Mller
Dairy website www.mullerdairy.co.uk
For specifc education related
queries, please contact Mller
Dairy on poskits@muller.co.uk
MLLER EXPANDS
MINI POTS RANGE
Mller Dairy, Britains No 1 yogurt manufacturer, offers a comprehensive
and cost-effective range of yogurts for schools to help meet the challenge
of providing children with a healthy balanced diet whatever their age
CATERING
95
ON 11 MAY 2010 the new coalition
government came into power and from
that point all old bets were off. Whilst not
generating the violent demonstrations that
we are currently seeing on the streets of
London, learning outside the classroom
(LOtC) is one of the initiatives that has to
take stock and seek the way forward.
One simple fact that has come out of the
existing LOtC work is now simply undeniable
LOtC is a signifcantly effective tool for learning.
IMPROVING ACHIEVEMENT
The evidence shows that schools that embed
LOtC into their teaching practice report
greater engagement and achievement, even
with the most diffcult of pupils. This isnt
because LOtC is a new wonder, not the least
of it, LOtCs strength is that it is a natural
process connecting directly with learning
from doing; it puts learning into the real
world and engages all the sensory inputs.
Mick Brookes, the ex-head of the LOtC and a
passionate advocate, spoke at the recent LOtC
Conference in Nottingham: The curriculum
we have got now belongs to the last century,
if not the century before, but the bright star
in the curriculum is the experience children
get when they are outside the classroom.
This confrmation of effectiveness may
well be the most signifcant outcome
for schools to recognise and use.
GOVERNMENT POLICY
What then of government policy? How
is Mr Goves new crusade going to use
this inescapable fact to the beneft of the
nations children? The answer can perhaps
be found in the responses to the questions
laid down by the previous education
committee, but there are no surprises. The
government claims to be supportive of the
benefts of LOtC and school trips but:
Government is looking to free up schools
to make own decisions and will not
apply more regulations or bureaucracy.
They gave a No to giving children a right
to a residential experience every year.
The LOtC Council is now to be self
funding and not receive further grants.
They will link any new health and safety advice
to the Lord Young Report and the
process, recommended in that report,
to abolish AALA, is already underway.
However, on a positive note, Ofsted are
saying that they already have moved LOtC
up their agenda when assessing schools
and Beth Gardner, the CEO of the LOtC
Council, has advised that the Council and
particularly the Quality Badge should be
able to continue as a self-fnancing body
(two years ahead of the intended date).
If schools are to be more independent and
free to make their own choices, what then is the
continuing role of local authorities, particularly
their advisory roles? With current demand
for savings, it is possible that authorities will
retreat to covering their statutory duties only.
leaving advice and guidance to be paid for.
SCHOOL TRAVEL
WHERE ARE WE NOW?
Ian Pearson of the School Travel Forum discusses what affect the
coalition government has had on learning outside the classroom
EDUCATIONAL TRIPS
97
Freedom of choice for schools also means they
assume the responsibilities that go with it.
PLANNING ASSISTANCE
School trips are a good example of a good
means to employ LOtC, but one that requires
planning and due diligence, particularly as
there has been much concern, misinformation
and frustration about the organisation of
them over the past few years. What advice
and schemes are available to help schools?
The current Department for Educations advice,
HASPEV, was due to be replaced by the then DCSF,
but that project is now stopped. It is proposed to be
replaced by an initiative of the Outdoor Education
Advisers Panel (OEAP) and the LOtC Council.
Currently known as Employers Guidance, it intends
to provide freely available web information and
resources to create a single consistent source of
guidance on how to organise and run school
trips and LOtC. It is due out before summer.
The role and continuation of the Adventurous
Activity Licensing Authority (AALA), which
has done so much to shape the safety
management structure in the outdoor
industry, is to go to consultation in the New
Year. Opinion is split, but many consider
the limited scope and application of the
regulations to be a major failing and one
which causes unnecessary confusion. The
government is not likely to extend a statutory
requirement when they are committed to
remove them (despite Lord Youngs removal
from the picture); instead it is more probable
that they will look for robust self-regulation
(and self-fnancing) schemes to replace it.
The British Standards Institutes BS 8848,
a specifcation for the provision of visits,
feldwork, expeditions, and adventurous
activities, outside the UK, released in 2007
has failed to receive wide spread recognition
and acceptance, nor does it require
independent audit or inspection of standards,
which is seen as a major reassurance to
schools seeking to manage their own due
diligence when selecting travel partners.
A TRUSTED BADGE
The LOtC Quality Badge is the self regulation
scheme with the widest acceptance, indeed
the normally cautious Outdoor Education
Advisers Panel has advised on its website:
The Learning Outside the Classroom (LOtC)
Quality Badge provides for the frst time a
national accreditation combining the essential
elements of provision learning and safety
into one easily recognisable and trusted Quality
Badge for all types of Learning Outside the
Classroom provider organisations. The OEAP
endorses the LOTC Quality Badge and requests
to Local Authority Members to recommend
the use of LOTC Quality Badge Providers to its
schools other establishments and groups.
Part of the LOtC Badge scheme uses
existing self-regulation schemes, which
have a track record in ensuring robust
standards, reassurance and reliability.
For example, the School Travel Forum
(STF) is one of the Awarding Bodies for
the Quality Badge. The STF started its own
scheme in 2002, which at that time was
focused mainly on safety management and
fair business practice. Importantly it included
a requirement to be independently audited
every year. At that time it gathered substantial
support from stakeholders including head
teachers associations and teachers unions.
This naturally led to close involvement with
the development and launch of the wider-
ranging LOtC Quality Badge. As a result, the
STF extended its scheme to accommodate
the additional demands of the Badge. Which
means that today, school travel companies
that meet the STFs standards also meet the
Quality Badge standards. Their compliance is
shown on both websites for easy verifcation.
SOUND TOOLS
In conclusion then, schools that embrace LOtC
stand to gain signifcantly from the exercise
and the advent of a new government will not
affect that in any way. What will be affected
are the support mechanisms to ensure good
management of quality educational experiences.
Currently the LOtC Quality Badge and
imminently the Employers Guidance are
sound tools for any school to use.

Comments on this article are welcome,
please e-mail info@schooltravelforum.com
ABOUT THE AUTHOR
Ian Pearson is the development offcer
for the School Travel Forum. He is a
qualifed health & safety manager with
over 18 years experience in school
travel and has been closely involved
in pioneering safety management
systems for educational travel
companies and the LOtC Quality
Badge. He represents the study trip
sector on the LOtCs Quality Badge
Committee and Advisory Group.
EDUCATIONAL TRIPS
98
Improve learning
outcomes with Reachout
EACHOUT PLUS is
an established and
exciting charity that works
to create opportunities that
change peoples lives.
ROP runs two facilities
which will be of interest to
schools groups in particular.
It runs a small feet of Canal
Boats from its boatbase in
Nash Mills, Hemel Hempstead -
adapted to be fully accessible for
disabilities and special needs. The
12 berth boats are ideal for all
abilities, for learning outside the
classroom and expedition based
learning (including overnight).
The charity also runs the
Chellington Centre a youth
residential and conference facility
in a wonderfully refurbished 12th
century church set in stunning
North Bedfordshire countryside,
just next to Harrold Country Park
and Lake. The Centre sleeps 30,
seats 80 and is a fantastic setting
for young people to experience
as part of their learning.
ROP works with over 200
community groups per year
offering support and services to
over 3,500 people. It also offers
its facilities to business for team-
building and client events.
Please see the website
www.reachoutplus.org for
more details. To hire facilities,
volunteer with the charity or
make a donation please apply
through the website, e-mail
admin@reachoutplus.org
or ring 0845 2160080.
R
SkiBound skiing trips
exclusively for schools
ART OF THE TUI
TRAVEL Group,
SkiBound has been providing
skiing trips to the schools
market for over 26 years,
and has quite rightly become
the most recognised and
trusted name in school ski
travel. With an unbeatable
range of premier ski
resorts throughout the world,
SkiBound groups are guaranteed
to fnd a resort suitable for
your ski requirements.
SkiBounds eight exclusive
Clubhotels, all located in the
French Alps, offer students
the chance to ski in some of
the worlds most prestigious
resorts whilst maintaining
exceptional value for money.
These Clubhotels have all been
recently refurbished and achieved
R type hotel status guaranteeing
the highest possible standards of
safety and security. Everything
about these Clubhotels is geared
towards providing youth groups
with the exact services, facilities
and support that a school
party requires. Special dietary
requirements are handled with
ease and sensitivity, and the range
of excellent on-site entertainment
options guarantees an easy, stress
free and enjoyable trip for all.
SkiBound is proud to have
been awarded full accreditation
for the Learning Outside the
Classroom Quality Badge scheme,
is a full member of the School
Travel Forum and fully bonded
by ABTA and ATOL, providing
reassurance and peace of mind.
Address: Olivier House,
18 Marine Parade,
Brighton BN2 1TL
Tel: 01273 244500
E-mail: info@skibound.co.uk
Web: www.skibound.co.uk
P
Cotswold Wildlife Park
education outside
the classroom
OTSWOLD WILDLIFE
PARK is set in 160
acres of parkland and gardens
around a listed Victorian Manor
House and has been open
to the public since 1970.
The Park is home to a
fascinating and varied collection
of over 300 species of animals
from all over the world. It
aspires to show animals to
pupils and students so that they
can come to understand and
respect all forms of wildlife,
to understand what is special
about each species, and how
those species that are considered
vulnerable are being conserved.
In 2010, in excess of 24,000
visitors to the Park came as
members of groups from
educational establishments. Many
of these groups had a talk or
a tour from the Parks keepers
or its education coordinator.
Almost all of these used the Park
itself, rather than a classroom,
as we believe that this provides
one of the greatest teaching
facilities in England. The Park was
awarded the Council for Learning
Outside the Classrooms quality
badge in 2009, one of the frst
establishments to be awarded one.
Talks and tours are free to
education groups between
September and March, and cost
twenty pounds in the summer
months. Bookings can be made
via the Internet or on the phone.
Tel: 01993 825720
Fax: 01993 823807
E-mail: education@cotswold
wildlifepark.co.uk
Web: www.cotswold
wildlifepark.co.uk
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Contact us today and let us put together
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Tel: 0844 576 1954 Email: eb@euro-study-tours.co.uk
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99
OVER THE PAST 30 YEARS, the world
has become a smaller place. People of
all nationalities are working more closely
together than ever before and foreign travel
has become increasingly acessible. Although
leaps in technology have been one of the
key reasons for this change in a global
perspective, another is improved education
leading to better understanding of other
cultures. I truly believe that travel can provide
children with the opportunity to learn things
that they would never have found out about
in the classroom, giving them a broader
outlook on life and often the motivation to
progress further in their general education.
LEARNING LANGUAGES
There are many different reasons why
educational travel is so important to children,
some more obvious than others. The subject
that immediately springs to mind when one
thinks of school trips is modern languages,
as it is the one subject that is very diffcult to
study without any degree of travel. Impossible
to learn from a textbook alone, modern
languages can be reinforced and supported by
a trip to a native country. This is the perfect
opportunity for pupils to put what they have
learnt into practice and is invaluable in terms
of building confdence and comprehension.
However, it is not just languages that
children can reinforce through foreign
travel confdence and understanding can
be hugely improved in a variety of academic
subjects, as well as on a personal level.
Take geography for example. When confned
to the classroom it can be diffcult for children
to visualise physical geographical phenomena
that they have never before encountered.
However, organising a school trip offers frst
hand experience and will often result in a
child remembering and understanding the
topic for the rest of his or her life. One of the
more unusual trips that STS operates is one to
BROADENING YOUR HORIZONS
WITH A SCHOOL TRIP ABROAD
David Holloway, Education Travel Group, writes about what is
available to children when it comes to international school trips
EDUCATIONAL TRIPS
I truly believe that travel can provide children with
the opportunity to learn things that they would never
have found out about in the classroom, giving them
a broader outlook on life and often the motivation to
progress further in their general education
100
Switzerland, which is ideal for both Key Stage
3 and 4 Geography and Science. Children are
able to witness physical geography in action,
developing their feld studies techniques and
fnding out how geographical conditions have
affected the lifestyle of the people there
Pupils also get the chance to visit CERN, the
European Organisation for Nuclear Research
and the creators of the controversial Hadron
Collider. It is possible to do a guided tour
of the experimental areas and the chance
to see a particle accelerator or nuclear
experiment. Not only do children have the
opportunity to learn more about nuclear
fssion and energy in an exciting environment,
they also develop an understanding of the
complex ethical, social and environmental
issues surrounding the project.
A FOCUS ON HISTORY
Many school trips abroad will achieve more
than one academic objective can cover through
a variety of subjects across the curriculum.
A trip to Krakow in Poland will undoubtedly
focus on history, with trips to the Auschwitz
and Birkenau concentration camps and
Schindlers Factory Museum bringing the Nazi
occupation to life and demonstrating how
the past has shaped so much from identities
to shared cultures, values and attitudes.
The areas salt mines, however, which have
been run for over nine centuries, can boost
economics and business learning, whilst the
culture of concert music and art can also
be directly translated to the curriculum.
UNDERSTANDING DIFFERENT CULTURES
Appreciating different cultures and
understanding how they have infuenced
your very own culture is also key to a childs
emotional and academic education. Athens
is a good example of how children can put
alternative cultures into context through travel.
Pupils will not only improve their knowledge
of classical cultural writings through seeing
the architecture and learning more about
the ancient Greek way of life, but they can
also see the tangible infuence of ancient
Greek culture on todays way of life.
It is easy to ignore or misunderstand other
cultures if you never witness them for yourself,
or immerse yourself in them. Educational travel
to destinations as far afeld as India and as
close by as Ireland can help children understand
alternative religions and alternative customs, not
to mention showing them the similarities with
their own culture. Simply eating different kinds
of food can have a formative effect on a child
and help them develop socially and emotionally.
This type of self-improvement is potentially
the greatest advantage of educational travel but
the least well documented. Children will learn
to become more independent and supportive to
others in a foreign environment, beyond their
normal comfort zones. Travel will also boost
self-confdence as children realise that they have
achieved something that not many others have.
IMPROVING OPPORTUNITIES
It may seem a long way away for many
children but school trips can even open the
door to improved career opportunities, with
international companies appreciating the
more rounded outlook that travel offers
and viewing languages as an important
skill in our global work environment.
Even if children never get the opportunity
to travel again, they will have had their
minds opened to new ideas and possibilities
that will affect their thinking and
understanding for the rest of their lives.
Web: www.educationtravelgroup.com
EDUCATIONAL TRIPS
It may seem a long way away for many children
but school trips can even open the door to improved
career opportunities, with international companies
appreciating the more rounded outlook that travel
offers and viewing languages as an important skill in
our global work environment
101
AT ST CHRISTOPHERS INNS we realise
that the connotations attached to youth
hostels are not always positive. School trip
memories, more often than not, involve army
issue mattresses and communal bathrooms,
populated by embarrassed students, and a
fair amount of mould. At Christophers Inns
the aim is to dispel that notion once and
for all. We operate our chain of 21 hostels
in ten cities across Europe with four key
principles in mind at all time. These are
the cornerstones of our business model.
SAFETY
The paramount concern at every level of our
business is the safety of our customers and
staff members. We believe that prioritising and
promoting this focus is the key to changing the
dated perception of the youth hostel industry
and the only way to attract the new generation
of school groups, and university students.
This is why we make it our pledge to
enhance the experience of everyone who walks
through our doors by keeping them safe. All
accommodation areas are protected with key
card access, and we employ night porters
and security at every site across Europe.
FUN
In the time that weve been working with
groups across Europe our feedback has always
focused on two positives. Firstly, when groups
travelling across and working in Europe
have a good time, they return to stay again.
Secondly, they recommend the hostels and
their facilities to other educational institutes.
Fun is the primary component in generating
this feedback. Therefore, to make sure this
occurs and continues, we have a team in
place at each hostel dedicated to assisting
travellers with whatever they need to get the
most out of their stay. We work in tandem
with local tourism authorities and tour
operators to offer all guests the best possible
experience, and range of activities in the city.
SECURITY
At St Christophers we recognise that the
modern day backpacker packs more than just
a towel and a toothbrush. School groups and
university students alike travel with specialist
backpacks equipped with laptop pouches. They
also carry smart phones, professional cameras,
visas and work permits necessary for gaining
employment, and experience away from home.
These possessions mean a lot, both logistically
and fnancially, to our customers, which is why
we provide lockers in the rooms, and in the hostel
hallways. The new generation Pod Beds in our
dormitories also have built in lockers and we make
padlocks available to all guests at reception.
VALUE FOR MONEY
In a highly competitive market where our
customers are experts at seeking out the
best beds across Europe for 10 or less per
night, with breakfast thrown in, we strive to
strike the perfect balance between value for
money and a safe, fun and secure experience.
Breakfast, internet access, entertainment and
the memories of a lifetime are all part and
parcel of a booking with St Christophers Inns.
From the comedy and karaoke in London
Bridge to contemporary art exhibitions in
Prague, theres much more to our sites than
meets the eye. Furthermore, every hostel and
budget hotel is located within easy walking
distance of public transportation. This saves
our customers money on otherwise expensive
airport transfers and getting around. Our
carefully selected locations also make exploring
easy, given their proximity to the major tourist
attractions in each city across Europe.
AN ASSET TO EDUCATION
We believe that our key business cornerstones
make the network of St Christophers Inns
across Europe the perfect match for travelling
school groups and university students. We
can offer parents and teachers reassurance
that their children will be staying in safe
locations in addition to providing all visitors
with the tools and facilities that they require.
We offer a superior product compared to our
competitors and cater to the new generation
of travellers who demand and deserve more
from their budget accommodation choice.
Unlike most other hostel chains where self
catering is normal, we provide a dedicated
catering team that can provide packed lunches
and group evening meals. Attached to every
hostel is a vibrant caf and restaurant, open
to the public which affords visitors the chance
to meet people from the area and learn
more about the locality. St Christophers also
operates a long established partnership with
several universities, providing work experience
for students of tourism and hospitality.
There is also a training and development
scheme in place to develop these interns
into the unit managers of tomorrow.
Tel: 020 86007500
E-mail: group.bookings@bedsandbars.com
Web: www.bookgroups.co.uk
THE CHANGING FACE OF TRAVEL
School trip memories, more often than not, involve dark and dank dormitories with 30 beds to a
room. This has never and will never be the case with St Christophers Inns. The company operates a
chain of 21 hostels in ten cities across Europe with four key principles in mind at all times
EDUCATIONAL TRIPS
TIMOTAY
Playscapes
www.timotayplayscapes.co.uk
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103
A WELL DESIGNED outdoor environment
that allows children to learn, interact and be
physically active, is crucial to their long term
development. But creating such an outdoor
space that reaches its full potential often
requires inspiration, guidance and expertise.
Learning through Landscapes (LTL) has
been helping schools make the most of their
outdoor spaces for learning and play for
over 20 years. Over these years thousands of
schools have benefted from the advice and
knowledge that LTL offers as a part of its
Schoolgrounds-UK membership scheme.
BECOME INSPIRED
School grounds are vital learning spaces but
too often they are an underused asset. Most
schools have a space that is overlooked or
simply unmaintained and often this is due
to a lack of inspiration. Whether its an
overgrown area of shrubbery, a courtyard
outside a classroom, a small copse of trees,
or a site behind existing buildings with a
bit of imagination all spaces can become
valuable areas for learning and play.
The Schoolgrounds-UK subscription service
provides schools with the support and
inspiration to unlock the potential of their
outdoor spaces. Members receive regular
mailings that are full of ideas and ways to
make improvements or additions to their
grounds, including suggestions on ways
to bring subjects alive through curriculum-
linked activities to help teach outdoors.
LTL also promotes the good work and
innovative projects of its members by
mailing fully illustrated examples and case
studies, allowing schools to be inspired
by others, learn from their practice and
to share information about projects.
ACCESS TO EXPERTISE
With many school grounds projects, it can be
hard to know where to start, what is required
or even how a certain task can be achieved,
and there are often aspects of the development
that will require professional expertise, or
detailed knowledge in a particular area. This
may range from information about which plants
are the best for a sensory garden to choosing
the right local professionals for a specifc job.
LTLs advice team provide a service that allows
members to contact them by phone or e-mail
all year round to request any information on
the development of their own school grounds.
This helps take away the effort and cost of
the whole planning and research process, and
UNLOCKING THE POTENTIAL
OF SCHOOL GROUNDS
Learning through Landscapes, the national charity ensuring all children beneft from
effective outdoor learning and play opportunities, explains how its Schoolgrounds-UK
membership provides schools with inspiration, knowledge and vision
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Contact: David Burton
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E-mail: david@davidburtonassociates.com
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105
gives members direct access to LTLs expertise.
After two decades of working with schools,
LTL has also built up a huge library of practical
ideas and resources that support the use of
school grounds. This information is available
online to all members, along with details about
possible sources of funding. So, if a member
begins work on a project, the online library can
offer the right downloadable resources to guide
them through it, step by step, ensuring that the
project successfully enhances learning and play.
GAINING VISION AND KNOWLEDGE
In addition to support and guidance,
deeper insight to the educational potential
of your grounds can be acquired through
an advisory visit from an LTL accredited
local professional. Schools may require a
professional to review their grounds, to talk
through what they would like to achieve and
discuss how these changes can be made.
LTLs accredited professionals can visit school
sites to examine plans, listen to concerns and
help develop the space into a more inspiring
resource. This service offers schools bespoke
guidance on how to overcome common obstacles
and maximise the potential of an outdoor space.
A school grounds professional will examine the
issues identifed, suggest ideas and ways to move
forward as well as provide other information
such as how to include the community
and pupils in the development process.
Marion Smith, head teacher of Thomas
Willingale Primary School in Essex, explains the
benefts of being a Schoolgrounds-UK member.
When we chose to create our own mountain
in the school grounds, some saw this as a
negative development. Huge granite rocks from
a quarry in Aberdeen some of which weighed
ten tonnes were placed at the summit. A
geological trail with fint, sandstone, limestone
and a dew pond was also added. The mountain
measures 46 meters long, 10 meters wide
and 2.5 meters high. Despite the fact that this
was a wonderful, exciting and educational
installation, those who did not understand
its benefts had some negative opinions.
Learning through Landscapes supported us
throughout this project, and reinforced the fact
that our developments offered huge educational
benefts. The approval of a national charity
helped us to focus on what we believed in.
We have benefted greatly from the support
and advice that LTL provides for almost 20 years
now and subscribe to their Schoolgrounds-UK
membership scheme. The regular newsletter
and teaching resources offer a full range of
new ideas showing what can be done in the
grounds. When the resources arrive, new
projects and inspiring activities are passed
on for all of the teachers to see and use.
Our membership has helped us to develop
our grounds, to access new approaches
to outdoor learning and to feel supported
whenever we attempt anything new.
LTL helps us to think out of the box.
We also seek LTLs guidance for the
smaller projects. Recently we decided to add
vegetable beds to our grounds and were able
to download all the information we needed
from the websites archive of resources.
And, on the rare occasion that you cant
get what you need from the website, the
LTL membership team are always friendly
and helpful and provide an excellent
service, offering you their advice or the
right resources for what you are doing.
To fnd out more about the unlimited access to
advice and support, bimonthly mailings full of
inspiration, online access to a comprehensive
library of resources and membership
discounts on training, conferences and
publications go to www.ltl.org.uk
READER OFFER
LTL is currently offering all Education
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12 month subscription taken out before
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OUTDOOR LEARNING
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For a complete range of sensory resources
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107
WHILE TEACHING CAN OFTEN be an
intuitive job it is unarguable that good training
is fundamental to high-quality teaching, and
nowhere is this more true than in teaching
children with special educational needs. One
in fve children has a special need in the UK
so it is fair to expect that every teacher is a
teacher of SEN pupils. Although the recent
Ofsted report noted that there was an over
identifcation of children with special needs as
a result of poor teaching, this issue is far more
likely to be as a result of inadequate training.
A COMPLEX MATTER
21st century children are very different
to those in the 20th century, and many
learn in different ways so training simply
cannot be a case of one size fts all. The
needs of SEN pupils can be complex and
challenging and when you add the often
overlapping needs of SEN pupils into the
mix, the matter grows more complicated.
A pupil may be on the autistic spectrum
and may also have mental health issues,
which could result in behavioural problems.
If a teacher is not trained to identify these
individual needs they will inevitably deal with
the observable problem in many cases, bad
behaviour. This can lead to exclusion, poor
attendance and lack of self-esteem; problems
which not only affect a childs education
but also have a long-lasting impact upon life
chances that can be diffcult to address.
As a result of the recommendations from
the Lamb Inquiry in 2010 and the previous
governments focus on inclusion within the
mainstream setting, teachers now receive
a small amount of SEN training during the
initial teacher training (less is received with
a PGCE, Graduate Teaching or Teach First).
Local authority training also takes place in
the frst year of practice but the majority of
continued training will take place in-school.
In light of budgetary constraints, schools
will be expected to perform a balancing act,
treading the fne line between minimising
the cost of training to make the most out
of their budgets but without jeopardising
the effcacy of practice. While peer to peer
training can be incredibly effective, if the
school has not been supported in building
the necessary skills and knowledge in the frst
instance, this training will inevitably fall short
of the mark as far as the child is concerned.
BEST PRACTICE AND COLLABORATION
The introduction of the SENCO regulations
in 2008 and the National Award for SEN
Coordination training are slowly beginning
to impact upon practice and on outcomes
for children. If every mainstream school has a
highly qualifed, experienced SENCO who has
the time and resources to manage the SEN
provision then they would see an improvement
in not only the assessment of young people
but also the provision that the school is able
to give to meet individual needs. Add this to
peer to peer development and the building
of collaborative links with other experts and
MEETING INDIVIDUAL PUPIL NEEDS
With the SEN Green Paper expected in February 2011, Lorraine Petersen
OBE, CEO of nasen, discusses the crucial role that teacher training plays in
delivering effective education for these vulnerable young people
SPECIAL NEEDS
108
Personal storage
solutions for primary
school classrooms
ANET MATTHEW from
the company O.T.T. Pouch
has developed the Classroom
Chair Storage solution to
address some of the issues that
children and teachers have
with limited space, classroom
disorder and organisation.
With the storage pouch on the
rear of the chairs to hold the
days workbooks, stationery and
personal items, everything is to
hand including the daily drinks
bottle so that children can drink
freely throughout the day without
leaving their chair or disrupting
the rest of the classroom.
It has subsequently been found
to be a strong aid to schools with
disabled and special needs children,
where children have been integrated
into mainstream classrooms, by
taking comfort from having some
My Space to call their own.
Less movement around the
classrooms and tidy work
tables have resulted in more
disciplined and structured lessons.
This solution is now in use by
schools throughout the UK.
A single trial pouch is always
available to purchase and test
on your own in-house school
chairs try before you buy!
September 2010 saw the launch
of the Home-Field Workbook to
hold three divisional A5 books
neat,tidy,and in one place. Also,
the Chair Satchel to take home
(based in the original classroom
pouch). Both new products are
a parent purchase that doubles
for class and home use.
Parents can order
from the website.
For school orders phone
Janet or e-mail.
Tel: 01656 655615
Mob: 07767 707121
E-mail: info@ott-pouch.com
Web: www.ott-pouch.com
J
Helping children with
learning diffculties
E OFFER TWO
RANGES of
short, emotive stories
that gallop through
action-packed plot-
lines. These high-action
novels, featuring
realistic characters,
keep reluctant readers
engaged chapter after
chapter. There are 24
novels in the Teenage
Series (reading age around 8-10)
and 12 in the Primary Series
(reading age 7-8). The style
attracts both the reluctant and the
avid readers in the class, helping
to reduce differentiation. Teachers
Handbooks help to broaden
comprehension and involvement.
Left Hand Writing Skills No:
left-handers are not special needs!
However, if poor writing habits
develop, left-handers work is
often illegible, messy and tiring
to write. This series helps children
overcome incorrect
fne motor skills and
establishes more relaxed
writing habits, with
legible end results.
Literacy products
for dyslexic and
other special needs
students A number
of series and other
titles to assist in the
development of reading
and writing skills for both
dyslexic students and those who
simply take longer to absorb the
fundamentals of language.
For details of these resources,
and others for teachers and
parents, and how to obtain
them, please visit our website.
Tel: 01384 397475
E-mail: customers@
robinswoodpress.com
Web: www.robinswoodpress.com
W
Connecting Steps meets the needs of

educators for all curriculums;
P Levels
National Curriculum
Early Years Foundation Stage (EYFS)
Post 16:- Pre Entry Level and Entry Level

Our Market Leading Assessment software
has many outstanding features:
Plan lessons effectively
Focus on individual student development
Uses the Assessment for Learning principles
Track pupil progression
Show progression within and through levels
Profile a pupil's learning
mport pupil information from the School
Management System
Connecting Steps
www.bsquared.co.uk
Assistive Technology
in the Classroom
Conversor Pro is an FM Assistive Listening Device
which comprises a transmitter/microphone used by
the speaker or teacher, and a neck worn receiver
which is worn by the pupil using his hearing aid or
a set of headphones or earbuds. Conversor Pro
can be used in one to one situations or in group or
classroom environments.
The Conversor Pro microphone is directional and picks
up only the speakers voice, sending a clear signal
directly to the pupil. Background and intervening noise
in the classroom typically exceed 75dB making it
diffcult for pupils who are hard of hearing. The level of
noise is dramatically reduced using the Conversor Pro
microphone which then results in clear reception and
interpretation of the speaker by the listening pupils.
Conversor Pro is available as a single user system or
with additional receivers for small groups. For larger groups the Conversor
Multipack caters for 1 or two transmitter/microphones and up to 11 receivers.
Tel: 0870 066 3499
Fax: 0870 066 3669
Email: info@conversorproducts.com
Web: www.conversorproducts.com
Thanks to the
Conversor I can
attend seminars
and hear the
lecturer and also
have a social
life Gloria
Mcgregor, Essex
Conversor Limited | The Lansbury Estate | 102,
Lower Guildford Road | Woking | Surrey GU21 2EP
109
delivered externally or internally. Ultimately
however, the responsibility does not just
belong to teachers; continuous professional
development in whatever guise and
early intervention must be supported by the
government and local authorities in order to
give SEN pupils the best possible start in life.
Web: www.nasen.org.uk
and resources. If SENCOs within clusters
of maintained mainstream schools meet
regularly to collaborate and support each
other alongside professionals from special
schools, non maintained and independent
schools, academies and external agencies, then
a small local area could begin to coordinate
services to meet the needs of a much larger
group of young people, sharing resources
such as specialist help to minimise costs.
Teachers cannot be expected to have the right
skills in place without the right training. The
previous governments Inclusion Development
Programme, designed to offer professional
development opportunities for whole school
staff development, was inconsistent across
the country but its aims were exactly right. All
teachers at both Initial Teaching and In-Service
stages should be able to access high quality
professional development that will support
them in their classrooms, whether these are
the picture begins to look a little less grim.
There is much that schools can do to
share expertise and minimise costs whilst
still improving provisions and outcomes.
Co-location proved very effective as part
of the Building Schools for the Future (BSF)
initiative, with special schools and mainstream
state schools sharing grounds to allow each
institution to beneft from various areas
of expertise. Although many BSF schemes
are now sadly halted, this has shown how
effective collaboration can be. Viewing
special schools as centres of excellence and
establishing a mutually benefcial network
of advice, support and resources is cost-
effcient, sensible and perhaps the most
effective method for improving outcomes.
SHARING COSTS AND RESOURCES
Similarly, small clusters of schools can work
together within an area to share costs
Helping children with learning diffculties
ReSTeD publishes a Register of
schools that have excellent dyslexia
provision. Our aim is to recognise
good practice and tell parents about it.
Most of our schools are like yours they are
mainstream schools. We are not here just for
specialist dyslexia schools or for children with
severe dyslexia or specifc learning diffculties.
We can assist the head and governors in the
diffcult business of knowing if the provision
for dyslexic pupils at your school is all it could
and should be. Why not select the right (often
the bright) dyslexic pupils who will go on to
get excellent grades at GCSE and A level?
We can help you do that. Our consultants
are trained specialists in dyslexia so we can
offer a quality assurance for governors and
heads that no other body can offer.
Learning support teachers have nothing to fear
from us. We offer consultation with experts who
are there to help and recognise achievement.
Remember, the majority of schools in
the Register are mainstream schools that
also offer help to SpLD pupils within or
alongside their mainstream provision.
Schools wishing to be included in the Register
are visited by a CReSTeD consultant for a
small fee. The Register of our quality assured
schools is produced annually and provided
free of charge to parents and other interested
organisations; our website is updated as soon
as we have new information on schools. We
are a registered charity and make no proft.
We are just a phone call away. Call 01242
604852 and speak to our administrator,
Christine Hancock. If you are a head, or
offer any kind of learning support, she is
waiting for your call. How about e-mailing
her on admin@crested.org.uk or take a look
at our website at www.crested.org.uk?
C
ABOUT NASEN
nasen is the leading organisation in
the UK which aims to promote the
education, training, advancement and
development of all those with special
and additional support needs. nasen
reaches a huge readership through
its journals: British Journal of Special
Education, Support for Learning,
new on-line publication Journal
of Research in Special Educational
Needs and the magazine Special.
nasen, formerly the National
Association for Special Educational
Needs, was formed in 1992 when the
National Association for Remedial
Education (NARE) amalgamated with the
National Council for Special Education
(NCSE). This followed a decision by
the two organisations to create a
single, powerful voice to promote
equal opportunities for all learners.
NCSE had its roots in special schools
and was created in 1973 when the
Association for Special Education
merged with the Guild of Teachers of
Backward Children and the College
of Special Education. NARE began
in 1963 and was largely inspired by
those working in the remedial services
developed in the 1950s. nasen now
operates at many levels and is open
to all those who wish to advance the
education of those with special needs.
SPECIAL NEEDS
111
DRAWING AND TALKING began training
in the UK in 2004. Since then, Drawing and
Talking has trained more than 2,500 people all
over England. If each of our participants only
ever worked with one child, that would mean
over 2,500 children would have benefted from
the use of this simple yet powerful technique.
In January 2008, then Minister for Young
People Kevin Brennan announced the start
of SEALs Targeted Mental Health in Schools
project stating: Good mental health and well-
being are crucial to ensuring that all our children
and young people can learn, achieve and fulfl
their potential. Early detection and intervention
through schools and nurseries is vital in doing
this...to ensure holistic help and support is easily
accessible to those children who need it most.
WHAT IS DRAWING AND TALKING?
Drawing and Talking is a safe, easy to learn
method of working with pupils, in both
primary and secondary schools, to help with
underlying emotional diffculties that may be
affecting their learning and behaviour. The
core of the method is encouraging pupils
to draw with a person with whom they feel
comfortable, regularly, at the same time each
week, and this person asking some non-
intrusive questions about the pupils drawings.
Over time, a symbolic resolution is found
to old conficts, old trauma is healed and the
pupil is more able to control their behaviour
and better able to access the curriculum.
Working with the childs inner world needs
to be carried out safely and non-intrusively,
with respect for the childs own pace and state
of being. This is why anyone using Drawing
and Talking learns to stay in the world of the
childs drawing. The child sets the pace and
decides what to bring to the session. Often,
in a frst session, a child will produce a very
neutral drawing, something in the room or
the view from a window. Once they feel
safe, their imagination begins to unfold.
Drawing and Talking provides a cost
effective school-based intervention, which is
intended to complement rather than replace
the work of CAMHS, Art or other specialist
therapists, enabling children who would
otherwise go untreated to get the help they
need before problems become entrenched.
THE FOUNDATION TRAINING COURSE
The foundation course consists of a full
days training. It is suitable for anyone
who is working with primary or secondary
school pupils, with no previous knowledge,
training or experience necessary.
Participants will learn how to put this simple
technique into practice. They will learn how to
get started, how to run a session and how to
deal with common problems which can arise.
Drawing and Talking is a serial drawing
technique which takes place over a term. During
the training there will be an opportunity to
see how drawings change over time as this
powerful, yet safe, healing method takes effect.
The theoretical component to the training
will teach basic neurobiological theory
relating to trauma, how to create a safe
and containing space, the importance
of endings and losses, how to deal with
distress and child protection issues.
By the end of the training, participants
should be confdent to get started
in their own schools or clinics.
CASE STUDY SAMUEL
Samuel had recently moved back to England
after four years of living abroad. Despite
attending the same primary school he had
attended before he moved, Samuel was fnding
it diffcult to settle and to make new friends. He
was a very unhappy Year 5 boy; so I embarked
on 12 sessions of Drawing and Talking with him.
Samuel and I began work on 31 October.
His frst picture was entitled Evil Witch,
not surprising as it was Halloween. This was
followed by Party Party depicting smoking,
drinking, gambling and a glamorous-looking
woman with painted nails and killer heels.
After four weeks, Samuel drew a super-hero
whom he named Justin. He used three sheets of
paper before he was happy with it. He entitled
this picture Power Force. We continued
working through The Danger Wolf, The Robin
Hood Band and Homers Embarrassment.
In week eight, Samuel drew a bird which he
named Lulu. When I asked him to tell me about
the bird, he said: Its the bird thats been in all
my pictures. Looking back at Samuels previous
pictures, I discovered that the bird was there
right from the beginning, I just hadnt seen it.
I had been too caught up in the other images
to notice but Samuels psyche knew what was
important and he was prepared to let me know.
From then on, Lulu was able to gather
the troops for a battle with the eagles,
culminating in fghting off the witch from
the frst picture. In this last picture, which
Samuel entitled Lulus new home, he drew
a thought bubble, coming out of Lulus head,
which read: Im going to have a good life.
Samuel had been able to work through the
internal confict to a hopeful resolution.
Regional Training cost: 150.00
+ VAT per delegate
For more information regarding dates
and venues for regional training please
visit www.drawingandtalking.com
or telephone 020 87150745.
EVERY PICTURE TELLS A STORY
Drawing and Talking a therapeutic method of working with children
SPECIAL NEEDS
Grant Westeld Limited Westeld Avenue Edinburgh EH11 2QH
t: 0131 337 6262 f. 0131 337 2859 e. sales@grantwesteld.co.uk www.grantwestfield.co.uk
L
o
c
k
e
r
s

W
ashroom
sy
stem
s
By employing the specialist skills and knowledge gained from supplying the education market for
decades, Grant Westeld has developed a range of washroom, changing room and laboratory
systems especially for schools. We understand the importance of privacy, comfort and safety for
the students, and all of our systems have been designed to meet these needs, prevent vandalism
and comply with DDA, Doc M and SSLD-3 regulations.
In addition our integrated range enables standardisation across several schools within a region,
allowing tight budgets and turnaround times to be met, whilst still allowing the identity of the
school and the wider community to be conveyed in an innovative, stylish fashion.
For education...
Inspiring Design for Schools
Changing areas
L
a
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113
THE FIRST STEP IN IMPLEMENTING and
adhering to a successful behaviour policy is to
let the pupils know exactly what is expected
of them, outlining your expectations clearly
and checking for understanding. It can
also be helpful to have printed or pictorial
instructions on display in the classroom
having frm evidence to immediately refer to
can help to reinforce your policys importance
and is particularly useful for pupils with
special educational needs. In upholding
the behaviour policy, teachers should give
pupils opportunities to practice on a regular
basis, revisiting the policy to underpin it.
Reinforcing positive or appropriate behaviour
with praise or reward helps to cement
expectations. Involving pupils in developing
the rules, rewards and consequences in
your classroom will help to embed them in
their minds and a self-review system can
be incredibly useful when unacceptable
behaviour is encountered, enabling the
learner to reassess their actions easily.
Modelling the behaviour that you expect and
maintaining a consistent approach where you
are respectful in your interactions with both
pupils and adults emphasises the importance
of adhering to the behaviour policy. For non-
SEN pupils, unacceptable behaviour can begin
to seem as if it will have an isolating effect on
the learner in question; when coupled with
a response that doesnt reward (i.e. a limited
amount of attention) it should not be long
before these practices start to take root.
MANAGING CHALLENGING BEHAVIOUR
The most problematic part of managing
your behaviour policy is tackling
unacceptable conduct. There are simple
steps that teachers can take but perhaps
one of the most useful and least undertaken
activities is to practice your approach.
When tension rises in a classroom it can be
diffcult to maintain a calm atmosphere and
the resulting pressure can increase the strain.
To diffuse the situation, a calm, low pitched
voice and open body language are key palms
up and thumbs out to signal non-threatening
action. With the majority of communication
being non-verbal 55 per cent via body
language and 38 per cent is tonal these steps
can make the difference between diffusing the
tension or ultimately escalating the situation.
Here are some steps to tackle disobedience:
BEHAVIOUR STRATEGIES FOR
INCLUSIVE EDUCATION
With the continued focus on special educational needs and the importance
of an inclusive education, behaviour remains a hot topic. Lorraine Petersen
OBE, CEO of nasen, outlines strategies to deal with behaviour
CONSEQUENTIAL PUNISHMENTS
Spokenrebuke
Lossofprivilegeorfreetime(lunch
time or after school detention)
Beingplacedonreport
Lettersenthome
Discussionbetweenparents,
pupil and members of staff
Withdrawalfromnormallessons
Reprimandfromasenior
member of staff
Attendanceatschool
during training days
Temporaryorpermanentexclusion
114
Approach the pupil but be aware of
personal space and body language
Use warnings
Remind the pupil if this isnt the frst
time you have had to talk to them
Use a calm, low pitched voice
Clearly state your expectations:
I need you to
Stress the inevitability of punishment
Move through these stages slowly
to avoid escalating behaviour
Once you have spoken to the pupil it is
important to move away this enables
the pupil to make a decision about his/her
behaviour without the stress of your presence
Expect to have to repeat yourself two
to three times and refocus the pupil on
the issue but do this with a statement
of understanding to their argument
(Yes, I can see... You now need to...)
THE IMPORTANCE OF COMMUNICATION
Systems should be in place for communicating
with other staff and parents, as well as the
pupil this can help teachers be aware of
potential personality clashes that occur time
and time again, allowing a situation to be
prevented rather than simply managed. For
pupils with special educational needs this
communication is paramount; behavioural
issues that stem from a disorder or disability
will require different approaches and need to
be discussed at length with the schools SENCO
in order to develop a separate plan of action.
Keys to assertive teaching include being
clear about your expectations, modelling the
behaviour that you expect from your pupils
being respectful in your interactions with pupils
and adults to help enforce the expectation. As
diffcult as it can be it is crucial not to reward
unacceptable behaviour with extra attention,
however negative. Firm action that follows the
same pattern and the use of consequential
punishment, as listed, should, over time,
help to set the right patterns of behaviour.
WARNINGS
The use of warnings is crucial but teachers
need to limit warnings so as not to negate their
effect. If warnings have had no discernable
impact it is important to move onto the next
consequence in order to enforce the behaviour
policy in a way that has a lasting effect, both
on the pupil in question and his or her peers.
Behaviour has a lasting effect on pupils
ability to learn successfully a calm, positive
classroom can encourage learners to respond
to teachers questions and be open to
education and creativity. The progress that
can be made under the right circumstances
leads to greater achievement and harmony
in school the joy of teaching at its best.
ABOUT NASEN
nasen is the leading UK professional
association embracing all special and
additional educational needs and disabilities.
The organisation promotes the education,
training, development and support of
all those working within the special and
additional educational needs and disabilities
sector. Membership of nasen is an invaluable
source of advice, offering an exclusive and
vital range of benefts to support teachers,
governors, teaching assistants and the
entire education support network in the
delivery of high quality inclusive practice.
Benefts include fresh and creative education
resources, dynamic conferences and seminars
with world-class speakers. An inspirational
professional development programme, plus
print and online journals and magazines,
exhibitions and access to recently completed
research are also available. Furthermore, nasen
contributes greatly and has a strong infuence
on policy and practice in the area of special
educational needs through consultation and
joint projects with other professional bodies.
For details on specifc training
and CPD opportunities relating to
behaviour, visit www.nasen.org.uk
Premier Life Skills
working for you
REMIER LIFE
SKILLS LIMITED
is a stress management
training company
with more than ten
years experience of
dealing with stress-
related problems
and issues affecting
either individuals or
organisations. Our trainers are
stress management experts from
relevant professional backgrounds
including health and education.
We run a range of public and
in-house programmes designed
specifcally to tackle the issues
of stress in the workplace and
to support the work of stress
professionals working on a one
to one basis with clients. We are
the only stress training company
offering Diploma level 5 CPCAB
accredited training courses in
stress management and stress
management coaching.
Stress and wellbeing risk
assessments are also available
from our specialist
team of staff.
We can run bespoke
in-house stress and
wellbeing training courses
for staff at all levels and
also provide consultancy
advice and training in
effective living/lifestyles
and related areas.
We have been so successful
in our training courses in
stress and wellbeing, that we
have expanded into areas of:
team building, performance
management, leadership training
and development skills, absence
management, assertive skills,
dealing with diffcult people,
emotional intelligence team
development and coaching as
well as building resilient teams.
Tel: 07808 215674
E-mail: jane@premier
lifeskills.co.uk
Web: www.premierlifeskills.co.uk
P
The magic of mediation
and confict coaching
ILLINGDON
COMMUNITY
MEDIATION supports
people in effectively
resolving disputes
and other diffcult
situations they have
become involved
in. They provide
Mediation, Confict Coaching
and Training in Confict
Management and Communication
Skills for educational
establishments, business
organisations and individuals.
Mediation can be used in
a whole range of different
settings including peer to peer
mediation in schools, family
mediation for separating or
divorcing couples, work-place
mediation for employers and
employees enduring diffcult
complaints or disciplinary issues
and many other areas.
Confict coaching gives one
to one support for individuals
experiencing diffcult relationships
with a family member,
work colleague or
other acquaintance.
HCM provides
bespoke training and
consultancy and is
presently working
with Brunel and
Plymouth Universities
to incorporate mediation into
their own complaints procedures
for students and staff. There is an
impressive selection of testimonials
from university staff on the
HCM website and mediation is
proving to be an effective and
less adversarial way of addressing
students complaints. Mediation
requires very little administration
and participants are able to
resolve issues in an impartial,
confdential and safe environment.
Tel: 01895 447700
E-mail: cases@
hcmediation.co.uk
Web: www.hcmediation.co.uk
H
115
PEOPLE OPPORTUNITIES is an education,
management and leadership consultancy that
is committed to supporting the achievement of
high performing education organisations. We
have a history of working highly successfully
with individuals and organisations. Our
consultants bring together a wealth of
knowledge, skills and experience and have
worked in education both nationally and
internationally. We are results focused and
ensure our solutions are tailored to meet
individual client needs. Our approach is to
do what works, which means keeping our
clients needs in focus at all stages of the
bespoke design and delivery process.

SKILLED CONSULTANTS
Our education team include experienced
senior teachers with national reputations.
They are practitioner consultants with proven
credibility, solid education backgrounds
and successful track records. They can both
do it themselves and help others do it.
They are broadly skilled consultants that
are also outstanding coaches. They each
draw upon over 30 years of experience
in schools and use their experience and
insight to assist others deal with the most
intractable and complex of issues. They have
contributed to the national programme for
school leads in behaviour and attendance.

CLASSROOM STRATEGIES
We believe very strongly in individual
responsibility and the development of classroom
strategies and skills that maximise pupil success.
We coach and consult with school leaders and
classroom practitioners and support them in
continually improving the quality of their work.
We work from the perspective that schools
are a whole system and that the best systems
work hard to develop a climate of learning that
meets the needs of the pupils they are tasked
to serve. Focusing on individual teachers is
not enough. Schools need to pay attention to
the way that a variety of interrelated factors
help create stress points that can manifest as
teacher failure to manage behaviour adequately.
Placing all of the responsibility on the individual
teacher needs to be looked at closely as often
we are addressing the symptom and not
the underlying cause. Putting resources on
behaviour management strategies can detract
from the work of creating exemplary systems
and processes that generate commitment to
learning and concomitant positive behaviour.

WHOLE SYSTEM ISSUE
Our speciality is working with whole systems.
Behaviour management is a whole system
issue and our speciality is in assisting school
leaders implement holistic strategies in which
everybody, not just teaching staff, are trained.
We extend focus beyond individual pupils
and their relationship to learning, other pupils
and school staff. We believe that there is a
need to include in our scope dynamics such
as adult-to-adult, adult-to-pupil and peer-
to-peer relationships. We also believe that
factors such as the physical environment and
the communities that the school is supposed
to serve also need to be seriously included
when contemplating strategies designed
to improve behaviour and learning.

COMMITMENT
We seek to connect with the deepest aspirations
of those we work with and support them
in fnding ways of integrating these values
into their professional practice in practical
and productive ways. We recognise the
tremendous levels of commitment of people
that work in education. Our work is to help
them translate commitment into effective
outcomes for pupils and our wider society.
We believe that given the right conditions,
pupils and teachers can achieve their
fullest potential. Over the years we have
developed a variety of ways of helping leaders
create the conditions for unleashing the
potential of their teachers, other staff and
pupils in achieving sustainable success.
One of these ways is dynamic individual and
team coaching at all levels in the school. Our
approach is pragmatic, fexible, supportive
and challenging. Part of our work involves
developing self-understanding and assisting
people learn how they can embody and
communicate the outcomes they are seeking to
implement in meaningful and effective ways.

SOLID FOUNDATION
We believe that what has been successful
in the past and present provides a solid
foundation for thinking creatively about
possibilities for the future. Focusing on the
outcomes that you are seeking, rather than
on the problems that you are facing has
proven to be an effective way of moving
individuals, groups and organisations forward.
We believe that our success is built upon
the fact that we deliver innovative training
programmes that we always see as a part of
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We believe that we can be effective partners
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like to discuss how we could help you.
Derrick Lowe and Dr Eden Charles
People Opportunities Limited
Address: PO Box 1099
Doncaster DN10 4WL
Tel: 08444 631281
Web: www.peopleopportunities.co.uk
BEHAVIOUR MANAGEMENT:
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B2B_178x125_Layout 1 28/09/2010 17:15 Page 1
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117
UNIVERSITIES ACROSS THE UK are
facing unprecedented levels of change,
including rising tuition fee levels in England
and Wales. With such change can come
new opportunities, as universities reassess
current strategies and look for alternative
approaches to satisfy current and future
demands. The key is to identify how best to
allocate resources to build a stronger education
sector for the challenges of todays world.

EXAMINING THE TRENDS
Social, market and opinion research has long
been used effectively in the higher education
sector to examine the shifting trends in demand
and to guide the decisions that universities make
on policy development, teaching programmes,
budgets and accommodation. In addition to
the cuts in funding that English and Welsh
universities have suffered over recent years, all
universities have been struggling to meet the
surging demand for places created by the lack
of employment opportunities for school leavers.
This trend is set to continue as Steve King,
head of Customer Experience at market research
agency SPA Future Thinking explains: 2011 is
to be a bumper year for applications as those
seeking to avoid any increase in fees will put off
plans for a gap year. However, 2012 will naturally
see applications fall as a result of this and
universities will not see the full impact of these
changes and their pricing structures until 2013.
SETTING PRIORITIES
Research has become more important than
ever as higher education institutions look to
set their priorities in the face of unprecedented
levels of scrutiny and at a time of austerity. Not
only can it provide answers in a way that is
suffciently robust, it goes one step further and
helps the decision makers within universities
both to implement and evaluate their policies.
But what exactly is market, social and
opinion research, and how can it help
improve services provided by universities?
Research can be used to gauge public
opinion and offer a greater understanding of
attitudes. At its most effective, research can
operate as a means of communication between
universities and users. Effective research can
hold the key to understanding any target
audience and improving a universitys offer.

TYPES OF RESEARCH
There are broadly two research methodologies;
quantitative and qualitative, and both have
their own specifc purpose. Quantitative
research generally involves using larger samples
of respondents to provide refective data on
major issues such as asking people about
the perceived quality of local educational
provision. By contrast, qualitative research
involves smaller samples and far more bespoke,
personal questioning, which can provide a
greater degree of insight and explores the
behaviour of specifc groups, for example
student opinions on a course structure.
Combining qualitative and quantitative
research can often provide the fullest picture.
For example, says Steve King, many
universities currently beneft from the
use of online satisfaction surveys of their
students, including those who declined
the offer of a place, as well as research
into the impact of changes in pricing.
STUDENTS VIEWS
Professor Bob Garvey, head of the Coaching
and Mentoring Research Unit at Sheffeld
Hallam University commissioned MRS Company
Partner FMR Research to assist in a process of
market understanding and strategic positioning:
FMR was able to add to the data we already
had by carrying out in depth interviews with
some of our students, undertaking competitor
analysis and mystery shopping our application
handling system. Being independent of the unit
and our other work commitments, this approach
brought in dedicated external resource that
could look objectively at the data, particularly
as they were more detached from the issues.
As costs become an even greater issue,
all UK academic institutions will need to
consult with students about what types
of services they should provide plans to
raise the tuition fee cap will alter students
perceptions of how good an institution is,
how many contact hours they expect, and
the anticipated quality of accommodation
and facilities, among other things.
David Vivian from IFF Research explains: This
is no longer simply about customer satisfaction
asking how delivery has been but rather using
research to establish what the priorities are for
universities and the students that select them
before they are delivered. That is not to say that
customer satisfaction research is dead, but that
universities will be relying on different forms of
research to help set priorities and shape their
agendas, as well as assess the outcomes.
Steve King adds: It is very simple. If students
and in particular their parents are paying
more, they will expect more, and therefore
universities have some tough decisions to make,
wherever they are located. Commissioning
effective research can provide real insights
into the likely demands of future student
bodies and those funding them, allowing
an institution time to prepare and react.
STUDYING IMPACT OF POLICIES
Ultimately, universities will need to undertake
robust evaluation studies of the impact of new
policies, with cost becoming a more important
factor in students decisions about universities.
Steve King says: Students decisions will be
determined more by locality with increased
fees, many will be more likely to attend
institutions local to them to keep down other
costs. This will change the mix of intellectual
abilities in courses. Expectations on the value
received for the cost of their course will
place additional pressures on the balance
between teaching and research. Universities
need market research to help understand
what these changes are likely to be.
Steve King is head of Customer Experience of
SPA Future Thinking, an
MRS Company Partner
David Vivian, director within IFF
Researchs Learning and Skills team.
Also an MRS Company Partner
Professor Bob Garvey, head of the
Coaching and Mentoring Research Unit
at Sheffeld Hallam University, client of
FMR Research, an MRS Company Partner.
Web: www.mrs.org.uk
RELIABLE INSIGHT INTO
A CHANGING SECTOR
Beyond academic research, market, social and opinion research can be used in many ways
within higher education. We fnd out how with the help from the Market Research Society
MARKET RESEARCH
Research has become more important than ever
as higher education institutions look to set their
priorities in the face of unprecedented levels of
scrutiny and at a time of austerity
118
WHEN MOST OF US THINK OF EDUCATION,
we think of schools, colleges and universities
and the well-educated professional people
who spend their lives in public service,
educating our young people. We think of the
researchers in our universities achieving the
breakthroughs in science, health and technology
that translate into more reliable cars and
household appliances, better health and the
gadgets on which we have come to rely, be it
our mobile phones or our home computers.
We dont automatically think of crime, but
believe me, crime there is and much of it is fraud.
FRAUDULENT PARENTS
Some fraud in education does attract media
attention. Many of us will have seen the
coverage of fraud relating to school admissions
in Hartlepool, Reading, South Tyneside, Telford
and Wrekin, Derby and the London boroughs
of Hackney and Barnet. Parents desperate to
get the best state education possible for their
children had taken to using relatives addresses
or even renting addresses temporarily to get
their children into their chosen school.
Given the impact a good school can have
on the life chances of children, compared
with a failing school, none of us should be
surprised that parents want to do their very
best for their children. While private education
is not an option that most parents can afford,
cheating the system most defnitely is. No
government is going to imprison parents
for trying to ensure that their child escapes
attending a failing school, especially when that
same government is likely to be blamed for
allowing it to fail in the frst place. Indeed the
Investigatory Powers Tribunal has ruled that
Poole Borough Councils use of the Regulation
of Investigatory Powers Act (RIPA) to spy 21
times on a family suspected of trying to cheat
a schools admission policy was improper
and unnecessary. Instead local authorities
are expected to administer admissions
policies rigorously but without resorting to
hidden cameras and private detectives.
OVERSEAS STUDENTS
Media attention has also been drawn towards
language schools, often with hundreds or
thousands of overseas students on their books
that have been used as a cover for illegal
migration to the UK. Some have even been
linked to terrorist activity while others have
been linked to identity document factories that
provide the migrant with a new identity that
they can use to disappear into our society.
Training providers are the other source of
high profle cases. Training providers with
phantom students or those where the claimed
course outcomes that generated fees funded
by taxpayers, prove to be over-stated are just
some of the scams that stain the reputation
of this sector, and lead to a sceptic public
questioning whether this training for the long
term unemployed is good value for money.
ANALYSING RISKS
These are the high profle cases but are they
typical of fraud in the education sector?
Thankfully they are not. Far more typical are
the frauds that could so easily be prevented
if organisations followed basic best practice.
Many organisations will already have a fraud
prevention policy or rigorous procedures in
place. Those who dont should, in essence,
undertake a thorough analysis of the potential
risks, consider where processes might make
them vulnerable, and implement procedures
to eliminate those risks. This should lead
to fraud prevention becoming part of
the organisational culture, with everyone
taking responsibility, and should include:
thorough fraud screening at recruitment stage
fraud prevention training at induction
regular monitoring
training in how to deal with instances of fraud
clear reporting processes
involvement of law enforcement,
where necessary
ensuring that staff fraudsters
cannot move unchallenged to a new
employer to commit further fraud.
BEST PRACTICE
Best practice starts with the recruitment of
all staff, irrespective of whether they are
permanent or temporary, full-time or part-
time and irrespective of who their employer
is. If they are working on your premises,
you need to be sure they are not there to
commit fraud against your institution. All new
staff need to be screened, for example:
confrmation of identity
confrmation of residential address history
sight of a bank statement for
verifcation and for payroll purposes
originals of all educational certifcates
to be seen to verify the qualifcations
claimed. Alternatively, letters from
the educational institutions confrming
results. If there is any doubt, contact
the institution to verify the details
confrm that the applicant has
the right to work in the UK
Criminal Records Bureau check
when applicable to the post
verify the employment history by
contacting previous employers
ensure all interests (relationships
to existing staff) are declared.
CIFAS is able to help responsible employers to
prevent fraudsters from gaining employment
with their organisation. This is achieved
by a data sharing scheme called the CIFAS
Staff Fraud Database. At present staff who
resign during disciplinary proceedings or
who are dismissed for fraud by one public or
private sector employer have little diffculty
moving to another employer. The database
prevents fraudsters moving unchallenged
from one organisation to another. Employers
use this database for the purposes of fling
FRAUD PREVENTION
FOLLOW BEST PRACTICE TO
ELIMINATE POTENTIAL RISK
When it comes to fraud prevention there are still lessons to be learned by professionals working
in education, says Peter Hurst, chief executive of CIFAS, the UKs Fraud Prevention Service
119
steps to protect against fraud are very simple, so
simple that they are often overlooked because
the loyal school secretary or the college fnance
clerk are such reliable people, long serving
and totally trustworthy. Often this is where
the greatest risk lies because, if fraud is made
easy, eventually someone is tempted to try it.
Best practice dictates that there should be
segregation of duties, reconciliation procedures,
receipts for all cash, and good physical security.
No single person should manage or carry out
the entire process. By adopting this simple
advice you can ensure that the cash box, the
cash register, the vending machine and the
social fund are all kept secure. In addition you
should have a gifts policy and a hospitality
policy to guard against inducements being
proffered and accepted in return for favourable
procurement treatment. Procurement processes
should involve panels and be written to ensure
that no single person can exert an unreasonable
infuence over the selection of a supplier or
the list of suppliers who are invited to tender.
STUDENT LOANS
Universities face their own special fraud
issues. Such is the value of a student loan that
organised crime has been attracted to this
area. By creating false identities, obtaining
places on courses and applying for student
loans, organised criminals are generating
a substantial income for themselves and a
loss to the public purse. Universities then
face empty seats on their courses and at a
time when many well qualifed students are
unable to obtain a place. Fortunately, work is
under way to plug this gap and the Student
Loans Company is now able to join CIFAS.
Under the Serious Crime Act of 2007, the
government designated CIFAS as a Specifed
Anti-Fraud Organisation (SAFO). This enabled
public sector organisations to become Members
of CIFAS and to reap the same benefts as
the private sector. The Act provides a legal
gateway for the sharing of fraud information
both with other public sector organisations and
with organisations outside the public sector.
CIFAS had to go through a comprehensive
review process before its application to become
a SAFO under the Act was approved.
A number of such organisations are poised
to join CIFAS in the coming months. They
will beneft not just from the private sectors
fraud data, but also from sharing their fraud
data with other public sector organisations
through CIFAS. We hope to welcome the
Student Loans Company into membership
and are working with them to achieve this.
Web: www.cifas.org.uk
FRAUD PREVENTION
data about their staff fraud cases and for
accessing staff fraud records fled by other
Members, during the recruitment process.
The Information Commissioners Offce was
consulted during the development of the
database as were the Trades Union Congress
(TUC), Confederation of British Industry (CBI)
and the Chartered Institute for Personnel
and Development. The Financial Services
Authority has welcomed the establishment
of the CIFAS Staff Fraud Database.
Once staff are employed within an
organisation, employers need to secure any
procedural weak points. In education these
tend to be in cash handling, making electronic
or cheque payments and procurement. The
Given the impact a good school can have on the life
chances of children, compared with a failing school,
none of us should be surprised that parents want
to do their very best for their children. While private
education is not an option that most parents can afford,
cheating the system most defnitely is
Peter Hurst
IN THE AFTERMATH of the governments
public spending review, the Meetings
Industry Association (MIA) has a proposition
for government buyers at all levels that is
designed to achieve working effciencies,
maximise event budgets and even create jobs.
Under the proposition, MIA members
guarantee excellent service delivery, best
practice and a commitment to value promises,
if buyers commit to using their services.
Its an indication that the meetings
and events industry is prepared to work
with buyers to ensure they continue to
achieve event objectives, despite being
subject to budget restrictions.
The common sense approach is an example
of an industry tackling the public sector
spending cuts with realism and pragmatism.
The business visits and events sector is actively
working to raise its profle in terms of its
value to the UKs economy. In particular, the
Business Visits and Events Partnership (BVEP)
infuences and develops policies and strategies
favourable to the development of the sector.
At a reception held during National Meetings
Week in October, the organisation presented
MPs with its Britain for Events report.
The report is a snapshot of the sector,
covering its size, value and dynamics. It is
one of a number of initiatives undertaken by
the BVEP and includes a breakdown of the
value of each sector element. It reveals the
whole sector to be worth 36.1 billion.
Other key facts contained within the report:
There are over 25,000 businesses in the
business visits and events industry
Over 530,000 people are
employed by the industry
Trade transacted at exhibitions and
other business events held in the
UK is conservatively estimated to
be worth over 100 billion.
DANGER OF SECTOR DECLINE
The sector is in danger of decline because
of its heavy reliance on events organised by
the public sector which are now being cut.
According to a survey of venues conducted
by the MIA on the impact of the loss of public
sector business on the business tourism industry
since the coalition government took offce, 83.5
per cent confrmed their venue is frequently
used by government departments. 22.9 per
cent claimed that 50 per cent or more of their
business is reliant upon public sector income.
The results show the public sector has
already drastically cut back on business
tourism spend, with 68.8 per cent of venue
respondents claiming they had been notifed
of cancellations in public sector business within
the past 12 weeks. 72 per cent of those that
had not received cancellations had been given
indications from public sector clients that current
activity will either be reduced or will cease.
CONTINUOUS IMPROVEMENT
The Britain for Events report is also concerned
with the benefts of continuous improvement
of standards within the industry and dedicates
an entire chapter to the issue, giving much
credit to the MIAs AIM standard. In turn, the
MIA believes government use of AIM venues
and its endorsement of the accreditation at
a national level is an opportunity to protect
jobs and attract business into the UK.
The MIA developed AIM, in association with
the Best Practice Forum, in recognition of the
reassurance people feel when they are given
the choice of buying services from a company
that has achieved an accreditation from an
independent assessor, such as the AA rosettes
for hotels or the Michelin Star for restaurants.
Jane Longhurst, MIA chief executive, who
spearheaded AIM, says: AIM helps meetings
venues achieve a set standard for venue facilities
and service delivery, based on measurable
criteria such as customer service, compliance
with codes of conduct, legislation and corporate
social responsibility; meetings buyers know they
can trust an AIM business to perform well.
So that AIM is fully representative of
the industry, membership is available
for both meetings venues and meetings
industry suppliers, with three levels of
achievement: Entry, Silver and Gold.
During a venues AIM accreditation process it
is scored against 50 grading criteria, covering
value for money, best practice, compliance
with legislation and CSR, on behalf of
buyers. Its a process designed to add value;
providing buyers with reassurances and saving
them much needed time when choosing a
venue and location for their next event.
THE MIAS PROPOSAL
Longhurst says the MIAs objective is to
persuade the government to endorse AIM
and to support the raising of standards
in the industry by ensuring public sector
events are held in AIM venues. In these
austere times, government buyers need
venues that can offer frm reassurances of
professionalism, excellence and value for
money. Through AIM, all MIA members can
offer this, so its for good reason that these
buyers should support the accreditation.
Furthermore, businesses with AIM are a
valuable asset to the community, attracting
business and securing jobs, she says.
The aspect of AIM Longhurst is referring
to is its potential to secure and create jobs
and wealth by attracting more business
to an area. Destinations that offer a wide
ACHIEVING ECONOMIES,
RETAINING STANDARDS
With budgetary restraint now widespread, AIM accredited venues offer event buyers frm
reassurances of professionalism and value for money, writes the Meetings Industry Association
121
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objections, largely common sense in the
current climate. Inevitably they will lead to a
new era in public sector spending with a new
approach to procurement that mirrors that
already taken by the private sector again,
common sense. Indeed, it is perhaps because
of the pragmatic relationship it has developed
with the private sector that the meetings and
events industry is in a position to rapidly present
budget optimising solutions such as AIM to
the public sector. The decision for government
is whether or not to reward this admirable
attempt to raise standards and secure value,
by endorsing AIM, answering the call of the
entire business visits and events industry, or to
ignore it. Lets hope common sense prevails.
Web: www.mia-uk.org
generate a detailed enquiry form or Request For
Proposal, this will tell the venue teams within
your selected venues all they need to know,
and can be sent to them all simultaneously.
Using an agent is also an excellent, yet often
overlooked, way for government to make
savings. Begley comments: Currently the
agents we work with at venuedirectory.com
are saving their clients between 14.2 per
cent and 42.4 per cent on their events. These
meetings and event agents are experienced
experts in what they do and as part of their
service, will negotiate with the venues, on
their clients behalf, for the best price and
to ensure the pricing structure is correct.
COMMON SENSE APPROACH
Cuts to departmental budgets and
implementing the recommendations proposed
by the Philip Green report are, despite some
choice of AIM businesses, such as venues
for hosting events, caterers for providing the
food and audio visual companies to manage
staging, tend to be more competitive and,
especially with the increased credibility of
AIM achievement, attract higher levels of
both national and international business.
The knock-on effect is the meetings and
events businesses in these areas are more
prosperous and employ more people. Clearly
the ability to attract international income
is a boon for the entire UK economy; an
opportunity to create income for the nation,
while ticking many of the procurement boxes
outlined by Philip Green in his recent report on
ineffciency and waste in government spending.
LEVERAGING BUYING POWER
Philip Greens report was commissioned in
August by the Prime Minister. In it, Green
writes: Government does not leverage
its buying power, nor does it follow best
practice. Procurement data is shocking
its both inconsistent and hard to get at.
There is ineffcient buying by individual
departments, with signifcant price variations
across departments for common items.
On London hotel night spend, Greens
report identifes that: Government uses
400,000 room nights in London each year
at a cost of 38m. The highest price per
night is 117; the lowest price per night
is 77. The differential: 34 per cent.
There are many ways that the meetings
and events industry can help the public
sector operate more effciently and rather
than panic about public sector cuts,
the meetings and events sector is now
focusing on presenting government buyers
with opportunities to make savings.
Michael Begley is managing director of
venuedirectory.com. He uses his experience
of venue fnding and booking systems to
suggest potential money saving solutions
available within the sector. So much
time and therefore money is saved when
the right tools are used for the right job.
When it comes to venue fnding, Google-
ing it is not the answer, says Begley.
He believes traditional search engines are not
specialised enough to add great effciencies, and
do not allow the user to defne the size, style
and facilities of the venue required, or whether
it is AIM accredited. These are important
ingredients of venue fnding that create highly
specifc results that are available from a good
online venue search tool, says Begley.
The industry has also found a way to
automate the venue briefng process, allowing
buyers to save time and increase competition
between those bidding for its events, by
submitting events briefs simultaneously to a list
of selected venues. Begley continues: By using
the right online venue fndings tools, a short list
of suitable venues can be created very quickly
and rather than call each individually, you can
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123
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NVESTEC EDUCATION has been
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providing a free, independent, commission-
based energy broking service to negotiate the
best prices from a raft of suppliers. We also
offer other energy consultancy services such
as Capacity Reviews, Energy Assessments,
CRC Planning, Meter Upgrades/Downgrades,
new connections and Gas Consumption
Challenges. All priced to suit individual
clients needs and aimed at keeping their
costs down. Our services enable our clients
to spend and use less with the result they
improve both their bottom line profts and
reduce their impact on the environment.
Our experienced client-facing team
have all had extensive industry experience
with major UK suppliers. We have fully
qualifed energy mangers whose breadth
of knowledge covers a wide spectrum
of disciplines. All are keen to share this
knowledge with clients using plain English.
We understand the issues that face
commercial energy consumers and our dealings
with the educational sector are in-depth and
on many levels. One of our directors is a vice-
chair of governors at a local high school, and
we have youth organisations, private schools
and further education colleges on our client
list. This provides us with a direct insight
into the energy needs and requirements of
a variety of educational establishments.
From inception, our philosophy has been
to be a friend and mentor to the commercial
energy user we arent just a proft making
organisation. We always act in a way that
will enable us to sleep easy at night and as
a commitment to our professional standards
we are members of the Utility Intermediaries
Association, which lays down strict codes of
conduct which members must follow. Utility
Assist also carries appropriate levels of liability
and professional indemnity insurance. We dont
impose unnecessarily on our clients, but we
are always here when required to handle any
utility related matters. There are no hidden
agendas what you see is what you get. If we
cant do something or feel something isnt in
our clients best interest, then we will say so.
Finally, being members of the Institute
of Sales & Marketing Management we
dont believe in pressurised or hard-selling.
Good, long term, mutually benefcial
business relationships is how we work.
Contact us today to see how
we can start helping you.
Tel: 0845 0944325
Fax: 0845 0946053
E-mail: saveit@utilityassist.co.uk
Web: www.utilityassist.co.uk
Utility Assist can help you save money on your
energy bills with its free brokerage service
U
Haven Systems cashless EPOS, back offce
and reporting systems for the education sector
AVEN SYSTEMS LTD is a dedicated
software house, developing systems for
the hospitality and education markets
since 1991. Our ethos is to provide intuitive
and reliable systems with comprehensive
reporting in the back offce to provide as much
management information as possible, allowing
enhanced levels of productivity for our clients.
Our software is developed in house by our
own programmers, our enviable reputation
has been built on the back of our consultative
approach and ability to tailor off-the-shelf
systems to meet individual clients requirements.
Haven Systems provides a range of solutions for
all types of schools, colleges and universities.
Haven Systems new CIS product eliminates
the need to handle cash in schools. Designed
specifcally for the school environment,
our Cashless In Schools solution allows an
automated meal selection process and can
eliminate cash handling at school level.
Each teacher runs our browser application
which cross references each pupil with their
default meal selection. This is run each
Monday and selection is made for the week
on a per class basis by each class teacher
(daily adjustments can be made as necessary
as the week progresses). The process
takes just minutes from start to fnish.
The kitchen receives a daily print out of meals
required, this is an automated process and prints
at a predefned time, typically 9.45am allowing
time for the teachers to make amendments for
absent pupils, or a change in meal selection and
adequate time for the kitchen staff to prepare.
Each pupil has an account within the system
and each meal is debited from this account.
The account can be credited by cash, internet
payments, or telephone payments. At this point
cash handling at school level can be eliminated.
Implementing Haven Systems cashless solution
offers real benefts, just some of these are:
Eliminating cash handling at
primary school level
Removes any stigma attached
to free school meals
Allows accurate monitoring
of pupils accounts
Removal of cash handling at school level offers
substantial fnancial savings from year one.
Haven Systems products and services include:
Cashless EPOS Systems
Online account top up options
Reporting and Stock Control modules
Kitchen Management modules with
recipe banks and nutritional values.
E-mail: sales@haven-systems.co.uk
Web: www.haven-systems.co.uk
H
Site consultancy
We work with Architects, Developers and Construction
companies in site developments. This is for
Commercial, Industrial and Domestic developments, ranging
from a single site to multi-premises sites. We will project
manage the delivery of all utility services (electricity, gas, water,
telephone) to building development sites.
Energy consultancy
As many users of electricity must already be aware there have
been major changes in the Electricity Supply Industry, with
many more changes to come in the immediate and probably
long term future. All regional electricity companies have been
subjected to fairly stringent staf reductions and therefore,
reductions in the service available to their customers.
Energy monitoring
With more and more legislation being introduced, to get
businesses, to save energy and reduce carbon footprints it is
becoming more and more important to monitor energy use.
How many times does any business get an electricity bill and
then ask the question Where or When did we use all that
energy?. The answer is, Probably quite often.
Tel: 01603 510161
Email: info@regenergyservices.co.uk
Negotiate the power
The First Class Catering Company has over 25 years experience delivering
a quality catering consultation service. At the heart of our business, are our
customers building a long term relationship with dedicated support staff. We
work closely with our customers to plan, design and implement their service
right from their menu plans to a full eating area.
If your current service is in house or youre considering this as an option, we can
help. We will ensure your catering team is kept abreast of all legislative changes
and provide the right tools to help them succeed. We will provide support to you
and the Catering Manager by assisting with the business and marketing plans, and
agreement and setting of the annual budget. We will give regular support of fnancial
and best practice reviews, customer survey and training as required. We will also
offer additional support to your Catering Manager with a dedicated point of contact
for them to discuss any issues with an experienced catering advisor, whenever
needed. We offer on and off site training for your catering team to ensure they are
fully compliant with current Government Legislation, as well as changes in nutritional
standards which may be used as evidence for Ofsted inspectors.
Or you may be considering tendering or market testing your service. If you are,
we can provide support through the various stages of the process. The First Class
Catering Company will offer impartial advice on the options available to best suit your
School. Our tailored service ensures your interests are paramount throughout the
process by helping you through each stage.
To ensure compliance and best practice with the very latest Health and Safety / Hy-
giene Legislation, quality and fnancial aspect we have a rigorous audit process. This
reviews a kitchen / eating area and provides recommendations in order of the highest
priority of non-compliance, with best practice methods that the kitchen should adopt.
The quality audit system has been developed to improve existing service and provides
reassurance that the service quality are to the highest standards. Once the audit has
been completed we will produce a detailed report on our fndings together with an
action plan and agreed timescales for the implementation of recommended changes.
If this is sounds just like the service youd like for your school,
please contact us today..
The First Class Catering Company Ltd
The Beehive, 225-229 Longwood Road, Huddersfeld, HD3 4EL
T: 0845 241 5617 M: 07966 139 567 E: info@tfccc.co.uk www.tfccc.co.uk
Cashless EPOS, Back Offce
and Reporting Systems
THE BENEFITS
Implementing Haven Systems cashless solution offers
real benefts, just some of these are:
A Eliminating cash handling at primary school level
A Allows accurate monitoring of pupils accounts
A Removal of cash handling at school level offers
substantial fnancial savings from year one
HAVEN SYSTEMS PRODUCTS AND SERVICES
A Cashless EPOS Systems
A On Line account top up options
A Reporting and Stock Control modules
A Kitchen Management modules with recipe
banks and nutritional values
Tel: 01646 601992
Email: sales@haven-systems.co.uk
Web: www.haven-systems.co.uk
127
CR SYSTEMS (NORTHERN) LTD has
been operating from its premises in
New Ferry, Wirral since 1982 supplying,
installing and maintaining EPOS along with
CCTV integration systems to the hospitality and
retail sectors. The trend in the industry is forever
more sophisticated systems and CCR Systems
has been keeping up with the advancements
in technology. Lets take a look at why EPOS
systems are right for your organisation.
EPOS systems can save your business time
and money as well as streamlining stock
control. Innovative and design orientated,
customisable thanks to a clever colorful
clip-on system, the Odyssey by POSligne
makes its own style statement while
blending perfectly into the overall design
concept of all points of sale environments,
schools, shops, supermarkets, hotels and
restaurants and all public places in general.
The J2-580, 615 and 650, are unique
in design. Building on the J2 values
and innovative design practices of the
past, J2 has produced a product that
will not only meet the requirements of
retailers today, but future proof their
investments for many years to come.
Total Control and EPOS Offce are
comprehensive back offce software
packages to manage data provided by
the retail and hospitality terminals. Instant
Loyalty is an extremely powerful card
based cashless and loyalty system.
We offer a wide range of CCTV cameras
and Digital Video Recorders with capture of
transaction data to be displayed on top of the
normal video picture and data base search.
Excellent methods for controlling theft and fraud.
With Paxton Net2 you can control access
on hundreds of doors for up to 10,000 users.
Access permissions may be set individually
or by department. This makes setting up
different permissions for different groups of
people quick and strait forward. Some areas
may be restricted to only a certain group
of users. Shift may be set for departments,
and those permission are allocated instantly
when a new user card is issued.
Tel: 0151 6448296
E-mail: epos@ccrsystems.co.uk
Web: www.ccrsystems.co.uk
EPOS systems can save your business time and
money as well as streamlining stock control
C
HE FIRST CLASS
CATERING Company has
over 25 years experience
of delivering a quality catering
consultation service. At the heart
of our business are our customers
building a long term relationship
with dedicated support staff. We
work closely with our customers
to plan, design and implement
their service right from their
menu plans to a full eating area.
If your current service is in-house
or youre considering this as
an option, we can help.
We will ensure your catering team is
kept abreast of all legislative changes
and provide the right tools to help
them succeed. We will provide support
to you and the catering manager
by assisting with the business and
marketing plans, and agreement and setting
of the annual budget. We will give regular
support of fnancial and best practice reviews,
customer survey and training as required.
We will also offer additional support to your
catering manager with a dedicated point of
contact for them to discuss any issues with an
experienced catering advisor, whenever needed.
We offer on and off site training for your
catering team to ensure they are fully compliant
with current government legislation, as well
as changes in nutritional standards which may
be used as evidence for Ofsted inspectors.
Or you may be considering tendering or
market testing your service. If you are, we can
provide support through the various stages of
the process. The First Class Catering Company
will offer impartial advice on the options
available to best suit your school. Our
tailored service ensures your interests
are paramount throughout the process
by helping you through each stage.
To ensure compliance and best
practice with the very latest health
and safety/hygiene legislation, quality
and fnancial aspect we have a
rigorous audit process. This reviews
a kitchen/eating area and provides
recommendations in order of the
highest priority of non-compliance,
with best practice methods that the
kitchen should adopt. The quality
audit system has been developed
to improve existing service and
provides reassurance that the service
quality are to the highest standards.
Once the audit has been completed
we will produce a detailed report
on our fndings together with an
action plan and agreed timescales for the
implementation of recommended changes.
If this is sounds just like the service youd
like for your school, please contact us today.
Tel: 0845 2415617
E-mail: info@tfccc.co.uk
Web: www.tfccc.co.uk
The First Class Catering Company quality
catering consultation for the education sector
T
Expertsineducational
utility cost reduction
Electricity,gas,telecomsandwater
Nofeesforourbasicservice
were paid by suppliers
Friendlyandfully
independent service
Call now on
0845 094 4325
to fnd out how we could help
your school or college
www.utilityassist.co.uk
e-mail: saveit@utilityassist.co.uk
LAN

WAN

VPN

CHIP & PIN

CCTV LINK

BACK
OFFICE

INSTANT
LOYALTY

ORDERMAN
HAND HELD

CASHLESS
SYSTEMS

PAXTON
ACCESS
REGISTERED
INSTALLERS

C.C.R. Systems (Northern) Ltd
142 Bebington Road, New Ferry,
Wirral, Merseyside CH62 5BJ
Tel:- 0151 644 8296
Web:- www.ccrsystems.co.uk
Email:- epos@ccrsystems.co.uk

The Epos Professionals
Since 1982
Cashless Systems, Door Access Systems & CCTV Systems
We supply a full range of offce, retail, school and events
security services including: receptionist services and
concierge, residential areas security, mobile vehicle patrols,
mobile foot patrols, key holding, telephone switchboard
services, installation of security equipment, installation of
telephone switchboard systems, squatters eviction services
and installation of steel security doors. If its security related,
we probably cover it, so please call in confdence to discuss
your requirements: Prices start from 7.50.
WE OFFICIALLY CONDUCT RISK ASSESSMENT FOR ALL SCHOOLS
IN ENGLAND FROM A COMPETITIVE RATE OF 150 + VAT.
n Commercial & Residential Security Personnel
n Security Consultancy & Risk Assessment
n CCTV Monitoring & Training
n Fully uniformed & equipped static and mobile security guards
n Reception Security Personnel
n V.I.P Protection
n School Security
n Concierge
n Key Holding . Quick Alarm Response
n Event-Cover Guards
LONDON SECURITY GUARDS (UK) LIMITED
Freephone: 08000 6969 66
Tel: 0208 851 7987
Fax: 0871 266 4694
E-mail: sales@london-security-guards.co.uk
Web: www.london-security-guards.co.uk
Are you looking to save
on your Energy costs?
Electricity and Gas has become
one of the most expensive commodities
that businesses, schools and education
institutions face on a monthly basis. Are
you doing enough to ensure your bills are
manageable?
PCM Switch is an energy broker
committed to fnding solutions to energy
costs for all aspects of customer usage
and fnding the best energy suppliers
that would suit your particular needs.
U No obligation quotes
U Get lowest possible rates
U 100% free service
U Dedicated account manager
Contact us today on: 01943 882189
Or visit www.pcmswitch.co.uk
129
CHOOLS ARE LARGE BUILDINGS
that require a lot of energy to heat
and illuminate. Many of them have
high ceilings, as well as very large rooms, the
large rooms are necessary to accommodate
the number pupils per classroom.
It is imperative that schools fnd ways to
conserve energy and cut costs, and this
can be achieved if everyone plays their
part. Not only will the schools save money
on energy costs, its also an excellent
opportunity to teach children that value
of saving energy and the environment.
Installing an Energy Display Meter will
help everyone become more aware of how
much energy is being used at any given time,
involving the pupils in this type initiative
will teach them the value of energy usage
and where they can make changes.
Replacing old energy guzzling light bulbs
with more energy effcient ones can ensure
greater energy savings as well as showing
school children that the school is also doing
its bit to conserve energy. Children enjoy
being involved in projects and it might
surprise some of the teachers how aware
their students are about conservation.
Education facilities can also cut their gas and
electricity costs by ensuring that the institutions
energy contract is one that offers prices for
bulk usage. Many schools and education
institutions could employ the services of an
energy broker such as PCM Switch, who will
evaluate your energy needs and fnd the best
solutions for saving energy costs. PCM Switch
is able to offer this service in an impartial
manner as they are not affliated to any single
energy supplier. Schools can use an energy
broker to fnd the best available resources,
as well as fnding the best company for
environmentally friendly gas and electricity.
Empty classrooms should have their doors
and windows closed to retain the heat in
the room. When not in use lights should be
switched off, including for an hour at lunch
break as this can save quite a bit of electricity
daily, which will add up over the month.
Turning down the heating by a notch or
two and encouraging pupils to wear an extra
layer of clothing, can also help save energy.
Unused electrical appliances such as
computers, tea urns, photocopy machines,
should all be switched off at the end of
the day. Left on they use as much energy
as normal usage during the day. Create a
check list that can be followed by teachers
and pupils to ensure that there are no
areas of wasted electricity and gas.
An investment in motion sensor lighting
is worthwhile as it will switch off lights
when the room in unoccupied. It is also
an additional security feature as it can
alert unauthorised entry after hours if
lights come on when not expected during
nights, weekends and school holidays.
For more ideas in conserving energy and
fnding a energy supplier that offers the
best package for schools, contact PCM
Switch for a free, no obligation quote
and save energy and the environment.
Contact us today on: 01943 882189
or visit www.pcmswitch.co.uk
Planet Corporate Management conserving
energy in schools is everyones responsibility
S
R.E.G energy supply
contract negotiations
.E.G ENERGY SERVICES
was established in October
1994, when the energy market
opened up to all users. There
are three sides to the company:
Energy Supply Contract
Negotiations; Energy Monitoring
System; and the facilitating of
utilities delivery to development
sites. These projects could be
development sites of one or two
houses to factories, a multiple
housing development and offce
developments. The customers we
serve are industrial, commercial
and agricultural businesses.
Site Consultancy: We work
with architects, developers
and construction companies
in site developments. This is
for commercial, industrial and
domestic developments, ranging
from a single site to multi-premises
sites. We will project manage
the delivery of all utility services
(electricity, gas, water, telephone)
to building development sites.
Energy Consultancy: As many
users of electricity must already
be aware there have been major
changes in the electricity supply
industry, with many more changes
to come in the immediate and
probably long term future. All
regional electricity companies
have been subjected to fairly
stringent staff reductions and
therefore, reductions in the service
available to their customers.
Energy Monitoring: With more
and more legislation being
introduced to get businesses to
save energy and reduce carbon
footprints, it is becoming more and
more important to monitor energy
use. How many times does any
business get an electricity bill and
then ask the question where or
when did we use all that energy?
The answer is, probably quite often.
Tel: 01603 510161
E-mail: info@reg
energyservices.co.uk
Web: www.reg
energyservices.co.uk
R
Bill validation and
tendering service
from The Finance House
CHOOLS NO LONGER
have to negotiate
their own energy prices.
The utility roll over trap,
where gas and electricity
renewal dates are missed and
schools become trapped into
another contract period at
inappropriate rates is a major
drain on budgets, says Colin
Warburton of The Finance House.
In the present fnancial climate
and with energy costs rising,
schools have to keep a tight rein
on budgets, and with this in
mind The Finance House offers a
full bill validation and tendering
service. They constantly monitor
your utility renewal dates, obtain
quotes and take care of all the
necessary paperwork, freeing
up your precious time. With its
bulk buying power the Finance
House will nearly always be able
to obtain a lower rate, thus saving
the school money and time.
As an energy broker the
deals we offer are rock solid,
straight from the same power
companies that you would
normally deal with. We are
rarely, if ever, beaten on price
and according to our customers,
our service is second to none.
Clients can expect, on average,
a massive 20 per cent saving
compared to a contract that
they negotiate on their own. The
Finance House makes the process
simple, quick, effcient and free.
Tel: 01273 857024
Fax: 08716 616354
Mob: 07941 460582
E-mail: colin@thefnance
house.co.uk
Web: www.thefnance
house.co.uk/energy.html
S
The publishers accept no responsibility for errors or omissions in this free service
ADVERTISERS INDEX
A&Z Sports 104
Abacus Main 42
Adobe 36
Aimia Foods 13
Alpha Parking 76
Alternative Energy Solutions 62
Autobar UK 84
AVer Media 33
Avery 42
B Squared 108
B2B International 116
Babcock Education 30
Balens 48
Bamboo Innovations 28
Beds and Bars 101
Bemrose Booth Paragon 74
BPS Projects 14
Brady Corporation 80
Bright Green IT 41
Broadwood International 76
Brother 38
Casio 16
Castle Vehicle Leasing 48
CCR Systems 128
Charity Gift Vouchers 51
Collinson 59
Cordtape Energy Management Systems 64
Cordtape Environmental Services 78
Cotswold Wildlife Park 98
CRESTED 109
Crestron 20
Dartfsh 33
David Burton Associates 104
Davis Langdon 14
Drawing and Talking 111
Ecorys UK 116
Entry Parking Post 76
Espresso Education 32
eteach 10
European Study Tours 98
Experian 14
FARMSS 70
Findel Education 60
Firefy Solutions 32
First Class Catering Company 126
Formica 52
Frog 25
Geode Networks 28
GML Construction 54
Groupcall IBC, 33
Haven Systems 126
Conversor 108
Hillingdon Community Mediation 114
ibubble 18
Imserv Europe 22
Innovations in Technology 44
Intelligent Utilities 68
JJ Food Service 90, 91
Kenyan Adventure 96
Kumon 13, 26
Lastec UK 48
Laurence Mitchell 29
Lease Direct Finance 124
Lombardy Directive 4
London Duck Tours 94
London Security Guards 128
Lowrie Brothers 56
LSI Independent Utility Brokers 68
Malindobiko 30
MCL Energy 68
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MRN Mediation 80
Mller Dairy 88
National Ice Centre 14
NEC OBC, 13
OCM Wealth Management 2
OKI Printing Solutions 8
Panasonic 34
Parker Software 42
Pass Training Consultancy 76
People Opportunities 115
Planet Corporate Management 128
Pouch 108
Powermaster (Wakefeld) 70
Premier Life Skills 114
Primary Landscapes 104
Rap Industries 48
Reach Out Plus 98
Red Rock ICT 40
Rentokil Specialist Hygiene 82
Ripleys Believe it of not! London 10
Robinswood Press 108
Sanako 24
Sapphire Business Interiors 86
Scottish Qualifcations Authority 24
SDH Airconditioning Services 70
Skibound 98
sQuidcard 28
Stapleford Abbotts Golf Club 122
Steinberg Media Tech 13
Symmetry 46
Systematic Energy 122
The Finance House 126
The Green Drinks Company 86
The Nagels UK 75
Theos Food Company 92
Timotay Landscapes 102
TPS Parking Solutions 74
Trend Controls 66
Utility Assist 128
Utility Matters 68
Variable Message Signs 72
Vogel Products 28
Waco 56
Widespread Solutions 70
Yani Montoya Consultants 80
Zeag 77
N JULY 2007, the UK Government
announced sweeping changes
to school meals and what could
be sold through vending machines. Most
schools then removed all traditional vending
and in the process left a huge hole in school
budgets, and a lack of services for students
during breaks. Over the last three years, I
have watched with interest as healthy vending
players have come, and gone, and schools
have experimented with all sorts of solutions.
Now that budgets are being cut, schools
are becoming academies and three years have
past can vending be easy and proftable?
The simple answer yes! With
the right vending partner.
Three Winning Strategies: 1. Healthy drinks.
In SFT compliant schools, cold drinks are
the best selling lines. Firms that previously
could not compete with Britvic and Coke
have entered the market with a wide range
of juice, milk, and water brands. Glass
fronted cold drink vendors that hold 400
units and are able to vend 500ml bottles,
cans, pouches and tetrapaks are achieving
sales of over 500 per academic week.
2. Fresh Food. How do you cope with 700
students at lunch, when some only want a bottle
of water or a packaged roll? Many schools lease
or have purchased food vending machines. The
best fresh food machines can hold over 300
fresh lines, and are able to dispense apples,
rolls, tubs of salad, yoghurts, fresh juice, etc.
The use of vending has reduced queues, made
catering staff more effcient and allowed staff
to experiment with a wide range of healthy
snacks and various price points for students.
3. Semi-healthy vending. Independent
schools are not compelled to comply with
the government legislation, but many
have chosen to implement a semi-healthy
vending solution. The best performing
semi-healthy vending sites are generating
over 1,000 per week. These offer snacks
that are fairtrade, low in saturated fats or
baked and cold energy or sports drinks that
have nutritional benefts but which are not
compliant with the SFT vending guidelines.
Vending can be very proftable for schools and
interesting for students, if you fnd the right
partner. Autobar is the largest education player
in the UK, working with over 500 schools,
offering free equipment and maintenance,
over 300 healthy products and fexible options
to self fll or receive a fully managed service.
As one of the only major players to have
committed to education vending, Autobar has
a team of experts who work with schools to
get vending right for their site. Traditionally
vending might have been frustrating and
felt like more hassle than it was worth? As
machines, customer service and products have
improved, there has never been a better time
to call Autobar about your vending needs.
Autobar healthy vending, hot
chocolate vending, juice vending, fairtrade
coffee, tuckshop ingredients, healthy
wholesale, and more. Call us today.
Out of the Box from Autobar UK Limited
Tel: 0800 2300097
Web: www.outoftheboxretail.com
www.autobar.co.uk
Autobar develops a range of healthy vending
machines to bring vending back into fashion
I
130
To nd out more about Groupcall Emerge visit
www. g r o u p c a l l . c o m/ e me r g e
T 020 8502 7344 | F 0203 328 4601 | E emerge@groupcall.com
FREE TRIAL
Would you like a FREE Trial of
Groupcall Emerge?
Call 020 8502 7344
quoting EB11
The Right Informaon in
the Right Place
at the Right Time
Your data in the palm
of your hand!
Groupcall Emerge - the powerful
yet intuitive App which enables
schools to have an up-to-the-
minute copy of their MIS data
instantly and securely available
in the palmof their hand for
access anytime, anywhere.
Registration can be taken simply
with Emerge and written
directly back to the schools MIS.
Student information including
timetables, attendance, medical
information and behavioural
data can be accessed wherever
the teacher is located (even in
another country while on a
school trip) without the need to
rely on a desktop PC.
Emerge ad EB A4 09/12/2010 09:43 Page 1
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See More at www.education-nec.com
or call now +44 (0) 870 120 1160
NEC COMBINE ULTRA SHORT THROW PROJECTION WITH 3D
CAPABILITY FOR THE ULTIMATE CLASSROOM SOLUTION
Schools looking to update their classroom IT now will be making a sound investment for the
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Visit NEC Displays at BETT 2011
12 - 15 January 2011
Olympia, London
Grand Hall, Stand E90
UST Projectors A4 13thDec2010.indd 1 12/13/2010 3:38:25 PM

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