Dangerous liaisons in schools

With reports of violence in schools increasing, Klaus Allion, Managing Director at ANT Telecom, examines what schools are doing to protect their staff. His school report? Could do better.

 

The 2014 murder of Leeds school teacher Ann McGuire at the hands of a student was a brutal reminder of the potential dangers teaching professionals face in the classroom. Three years later and violence in British schools is rising. Whilst fatalities are rare, physical assaults against adults are not. Although all schools have behavioural policies that promote self-discipline and respect, the real world doesn’t always follow the rulebook; bad behaviour is inevitable. The challenge is to ensure that on the rare occasions when things threaten to spiral out of control, schools are able to escalate a response and subdue a situation before it turns violent. However, evidence suggests that many are poorly prepared, relying on archaic and flawed processes to protect their staff – and, at times, their students – in the event of a serious incident. It’s a high-risk approach. And, with familiar and cost-effective technology now able to mitigate that risk, it’s a totally unnecessary one.

 

The statistics are hard-hitting. In 2014/15, almost a quarter (24%) of permanent and fixed period exclusions in English schools were due to physical assaults – 36% of which were against adults. Almost a third (32%) of permanent exclusions in primary schools were for assaults against adults. It’s even worse in special schools (33%). The problem though is not restricted to England. Last month, a primary school head teacher in Scotland was left ‘bloodied and hospitalised’ after a violent assault by a pupil. It was just the latest of almost 10,000 similar incidents north of the border in the past three years.

 

In 2014, an ALT survey revealed that 57% of all staff in British state schools had faced aggression from a student in the previous year, with 45% of it taking the form of physical violence. 70% said they had been threatened. Last year, a UNISON survey revealed that 53% of teaching assistants had experienced violence in the classroom, with respondents claiming to have been kicked, punched, slapped and headbutted by children. It’s therefore all the more worrying that many schools have sub-optimal processes in place to alert colleagues to an incident and escalate a response.

 

The scenarios where confrontation might occur are familiar, with perhaps the most dangerous existing when staff are working alone. For example, the one-to-one performance review with a struggling student, the after-school detention with a difficult pupil or the late-night lock-up following an after-curricular activity. Worryingly, data reveals that potential threats are not restricted to students. UNISON reports that 26% of threats and 5% of violent attacks on school staff come from parents or carers. This could, for instance, take the form of a school liaison officer visit to the family home, or the parents’ evening meeting in a private classroom. In each case there is the potential for an intimidating three-versus-one confrontation.

 

Could do better

So how are schools faring in their attempts to assure staff safety? In the words of the clichéd school report: they could do better. A high number of educational institutions still use the school bell as an alert mechanism. This does nothing to help third parties locate an incident, while the sudden sound of an alarm can send confusion and potential panic amongst the school. Similarly, many schools believe that conventional mobile phones provide an effective solution. This assumes that in the heat of a tense situation, a colleague has the time and opportunity to make an emergency call. But who do they call? And what happens if no-one answers? In either scenario, staff can be horribly exposed.

 

It’s no surprise that teachers do not feel adequately protected in the workplace. A recent survey showed that more than 20% would not feel confident dealing with a student that acted violently towards them, or if they were hurt when working alone. Almost a fifth of teachers (18%) say that the safety of staff in their school is a big concern, with only 37% of respondents believing it is not an issue. 18% of teachers surveyed say their school does not have any safety measures in place to protect teachers, whilst 48% of schools don’t have alarm devices or mobile apps to activate alerts. Crucially, 68% of teachers say they’d feel safer with a panic button or device that could trigger an alarm.

 

Thankfully, today’s connective technologies mean that modern panic buttons offer much more functionality than a basic alert; they can automate a range of actions to escalate a response quickly and discreetly. When pressed – often via an app on a user’s smartphone – a panic button not only triggers an alert to notify colleagues of a developing incident, it reports the details of who triggered it and their location. The most effective tools can activate live audio recordings that allow colleagues to listen in and assess what course of action is required, in real time. These recordings are also invaluable for post-incident assessment. Finally, to underpin the approach, panic button technology can capture a real-time log of activity to satisfy audit requirements and demonstrate to staff that their safety is a priority.

 

Historically, many schools have been reluctant to invest in such technology due to common misconceptions around cost. However, since these tools are managed in the Cloud, deployment is relatively inexpensive; with the main infrastructure already built, schools are not required to pay full-scale development and implementation costs, they simply need to tailor their escalation processes to suit local requirements and Standard Operating Procedures. Calculations show that it costs as little as a daily newspaper to protect its staff. The price of failure is far more expensive.

 

The application of this kind of innovation is common place in other sectors where organisations need to safeguard staff who work alone. For example, social workers and healthcare professionals are finding that the use of such technology provides reassurance on the rare occasions they encounter hostility. Similarly, the devices are supporting manufacturing organisations with lone workers in hazardous remote locations – helping them both protect employees and comply with Health & Safety legislation. That same legislation, with the same severe penalties for non-compliance, applies in schools.

 

School report

As violence against adults in schools continues to increase, educational institutions can no longer afford – albeit unintentionally – to neglect the safety of their staff. Schools undoubtedly take safety seriously, as evidenced by initiatives we see occurring across the country. For example, the introduction of metal detectors to screen students for knives is a clear attempt to tackle a growing problem. But a metal detector cannot pick up a fist or a headbutt. Similarly, the recent pilot of body camera technology on teachers in schools is a bold, if controversial, attempt to reinforce classroom safety. It might record an incident – but it won’t escalate a response to it.

 

So despite these – and similar – efforts, schools should perhaps consider staff safety more holistically. If a serious incident occurs on your site, what processes do you have in place to deal with it quickly and effectively? How do you know it’s happening, and how can you escalate a response before it’s too late? What’s more, how can you prove what you did?

 

In a teaching environment where assaults are increasing, automated cloud technology can help make schools a safer place. Ignoring it is just a different kind of dangerous.

UK students working with IceCube Neutrino Observatory to examine radiation in Antarctica

5 April 2017: Students from Tapton School in Sheffield are now working with the University of Wisconsin and the IceCube Neutrino Observatory in Antarctica as part of the “IcePix” project, run by the Institute for Research in Schools (IRIS). Using real data, relayed back to the school from particle cameras, the students will be able to measure the presence of background radiation in the polar region, which will then be added to a dataset of readings from around the world (and beyond) for comparison studies.

Over Christmas 2016, two Jalbotron MX-10 particle cameras were sent on their journey to Antarctica and have now arrived at the IceCube facility. The cameras use the “TimePix” chip developed by the Medipix Collaboration at CERN, the European Organization for Nuclear Research, to measure the level of radiation in the atmosphere.

IRIS has facilitated a number of similar projects in schools, including a partnership with NASA where students were able to take readings of radiation from TimePix cameras on the International Space Station during Tim Peake’s mission in 2015-16 (a project that was aptly named, TimPix). Hearing about this work, Professor James Madsen from the University of Wisconsin got in touch with the institute to offer his support to the IcePix project in Antarctica.

The plan for the IcePix project is for the cameras to be active for the rest of 2017. Students at Tapton School have been leading the project, and have been working on the data capture practicalities so that the cameras can be positioned effectively for the information to be measured. Data can then be compared across the various sources to help derive a bigger picture of the background radiation levels on and above the planet.

Steve Greenwood, director of operations at IRIS said: “We’re so excited to see the data that’s returned from the IceCube facility. This is a great opportunity for students to get hands on with real-life research in science. We are indebted to Professor Madsen for his support, as well as the Science and Technology Facilities Council, CERN and the Institute of Experimental and Applied Physics, who have helped to facilitate this project”.

James O’Neill, a teacher at Tapton School said: “The Institute for Research in Schools has brought real research data into our school and is inspiring the next generation of scientists. We can now go one step further and use the expertise we have developed in school by not just using big data but generating our very own. We just cannot wait to see what we can discover.”

For more information on how your school can get involved with the IRIS projects, visit: http://www.researchinschools.org

Technology Firm Weduc Recognises Durham School’s Digital Leadership

Lanchester EP Primary School in County Durham was today recognised by education technology firm Weduc for its commitment to Digital Leadership.  In a special school assembly, Weduc Commercial Director Tim O’Keefe awarded a 42” Smart TV to the school’s Digital Leaders for winning a Twitter competition run by Weduc at a recent major education technology show.  At the same time, Weduc commended the school on its efforts to incorporate technology into a child’s learning journey.

 

In January the school took a delegation of four of its pupils, designated as Digital Leaders, to the BETT education technology show in London. At the event, the young students gave presentations on a number of technologies and software products. They also met the Weduc team who were running a Twitter-based competition which involved uploading a ‘selfie’ to Twitter, using a specific hashtag, which they entered and won.

Since then the school has hosted “Lanchester Live,” a series of presentations showcasing how it uses technology in the classroom to other schools in the region.

 

Tim O’Keefe  commented: “Lanchester EP is leading the way in terms of how it uses technology, not just in the classroom, but in the way it communicates with parents. Technology these days is becoming a part of everyday life, and by using it to engage parents and pupils alike the school is setting an amazing example.”

 

The Digital Leaders programme has attracted a great deal of attention, including from industry professionals. “We have invited pupils from all age ranges to be Digital Leaders,” said Lanchester Primary Head teacher Jane Davis. “Our youngest presenter at the BETT Show was just six years old, and she, like all of them, was amazing.”

 

Weduc is a software company specialising in providing a whole-school communication and engagement platform for parents, students and teachers.  The Weduc specialist communications platform uses the very latest technology, including mobile apps and email, to communicate between parents, teachers and pupils.

 

“Parental engagement is vital in ensuring that a child’s learning journey doesn’t just end at 3pm. Studies have demonstrated that schools with good parental engagement will benefit from an uplift in attainment, achievement and even attendance. Now technology is available to enable schools to do this, and to save money on their existing communications at the same time,” said Mr O’Keefe.

 

Jane Davis added, “The school is grateful to Weduc for this recognition. We have been slowly expanding our use of technology over the last few years and are constantly looking to new ways of enhancing this. Fortunately our staff have embraced this strategy, and our ICT adviser Mr Bailey has been instrumental with his guidance and expertise. We intend to put this TV in the new reception area that is currently under construction, and we will be using it to display videos made by students as well as examples of their work.”

 

Weduc highlights parental engagement, which the Weduc communications technology facilitates, as being one of the most undervalued areas in schools, as well as one of the most important and effective for improving attainment, attendance and achievement.

 

Bolesworth invite schools to 2017 International Horse Show for FREE!

The Equerry Bolesworth International Horse Show, which takes place from 14th to 18th June this year, located 10 miles south of Chester, is fast becoming the UK’s most high profile Showjumping event. Offering wide-ranging entertainment, the team is excited to once again invite primary schools across the region to their FREE Educational & Fun School’s Day on Thursday 15th June from 10am to 3 pm.

 

Following on from last year’s success, where almost 1000 children turned out to join in the fun, the totally free of charge Schools Day is open to every primary school in the region. Aimed at introducing this ever-expanding event to a wider audience, the day gives children the opportunity to experience the atmosphere of a top-class sporting event, including; Young Horse Viewing Trials and International Showjumping.

 

In addition to the featured equine events, there will be numerous educational and fun activities taking place throughout the School’s Day, including; workshops hosted by The Brooke (Action for Working Horses and Donkeys), The Pony Club and Corner Exotics. There will also be author book readings, model making and the chance to meet animals big and small.

 

Nina Barbour, Founder and President of The Equerry Bolesworth International Horse Show comments: “Bolesworth is now much more than just a Showjumping event, with an incredible and diverse range of activities at visitor’s fingertips. However, the equestrian element will always remain at the heart of everything that we do. Dealing with these animals on a daily basis means that we sometimes take it for granted and being able to introduce people and children, in particular, to the vast array of joy, excitement and opportunity that they can bring is priceless.”

 

With top international showjumpers, dressage riders and Olympic medalists, who will be competing in the magnificent main show arenas, the event provides children and adults alike with a perfect introduction to this exciting sport. This year welcomes an exhilarating new timetable of events, including new classes, family entertainment, a diverse range of food and drink options, shopping and much more.

 

If you would like to find out more simply visit www.bolesworthinternational.com or contact the Bolesworth Events Office on: 01829 307 676.

Premier League launches most ambitious community programme in aim to connect with 10,000 primary schools by 2019

  • Premier League Primary Stars will provide free curriculum-linked teaching resources for girls and boys aged 5-11
  • Free to download lesson plans, activities and video content are designed to inspire learning in Maths, English, PE and Personal, Social, Health and Economic Education (PSHE)
  • National programme will expand in-school support for teachers provided by 88 Premier League and English Football League clubs in England and Wales
  • Alongside this the Premier League launches its first ever national advertising campaign featuring top talent

 

The Premier League has today launched Premier League Primary Stars, a national curriculum-linked education programme which uses the appeal of the Premier League and professional football clubs to inspire children to learn, be active and develop important life skills.

This is the Premier League’s most ambitious community programme to date and aims to support 10,000 primary schools by 2019.

Premier League Primary Stars builds on the existing delivery professional football clubs provide to primary schools in their communities and offers a range of bespoke curriculum-linked teaching resources aimed at Key Stages 1 and 2, including lesson plans, activity ideas, work sheets and video content.

The Premier League Primary Stars digital resources have been developed in partnership with expert education organisations including Edcoms, the National Literacy Trust and PSHE Association. Children’s authors Cressida Cowell (‘How to Train Your Dragon’ series) and Dan Freedman (‘Jamie Johnson’ series) helped create the programme’s literacy resources, while Sky Sports Friday Night Football co-host and mathematician Rachel Riley is a consultant in the development of Maths teaching resources. All Premier League Primary Stars resources are developed in partnership with and reviewed by primary school teachers.

Each teaching pack uses real life sport examples to put the lesson content into a context relevant to and engaging for children, with clear teaching instructions which ensure that the resources are easy to use.  Registered schools will also be able to enter competitions to win a visit from the Premier League trophy and apply for teaching support materials such as book boxes or PE kit and equipment.

Primary schools can register for free on www.plprimarystars.com to enable access to the programme’s full portfolio of resources.

Richard Scudamore, Executive Chairman, Premier League added:

“We are very excited to launch Premier League Primary Stars, our new national education programme that will use the power and popularity of football to inspire children to work hard and enjoy English, Maths and a range of other subjects.

“Our clubs already do great work in primary schools, and Premier League Primary Stars will support and enhance that work with educational resources for teachers, books from celebrated children’s authors, and much more.

“We want to support 10,000 primary schools in England and Wales by 2019 and we hope that our first national TV advertising campaign, including star names from our clubs, will capture the imagination of parents, teachers and children and encourage them to sign-up to Premier League Primary Stars.”

Rachel Riley, who has helped to create the Premier League Primary Stars maths resources, said:

“Maths is a subject that a lot of young people find challenging and is often dismissed as boring. What I love about the resources we’ve developed for the Premier League Primary Stars programme is that it makes maths relevant to children’s everyday lives.

“I’ve seen the reaction from children using the lesson plans – they are excited, interested and engaged. I think this is a fantastic programme that will undoubtedly inspire children to learn but also give teachers the tools to be creative with their lessons. Anything that excites primary school children about maths gets a gold star from me.”

Children’s author, Cressida Cowell, famous for the ‘How to Train Your Dragon’ series, added:

“As both an author and an Ambassador for the National Literacy Trust, I’m thrilled to have played an advisory role in the development of Premier League Primary Stars and believe that reading and writing should be something that children enjoy doing first and foremost. What better way to do that than by creating resources that use the appeal of sport and the Premier League to bring them to life?”

A national TV advertising campaign will go on air from Sunday 2 April to promote Premier League Primary Stars. The advert features some of the Premier League’s most recognisable faces, including Manchester United manager José Mourinho, Arsenal forward Theo Walcott and Chelsea defender Gary Cahill, joining children at schools across the UK to recite the poem “Try, Try Again” by T.H. Palmer.

Join the Premier League Primary Stars conversation on Twitter with #PLPrimaryStars.

 

38 per cent of students ‘reaching their limit’ when it comes to exams

April 2017: A recent survey of 15-17 year olds has revealed that 86 per cent of students feel some level of stress during revision season, with 36 per cent saying they’re reaching their limit or feel completely overwhelmed.

Over 46 per cent of students also said they revise for five or more hours every week, yet one fifth of students said they don’t feel supported by their teachers.

With the latest GCSE results showing the sharpest decline in the percentage of students achieving C grades or above since 1988, and school leaders saying that pupils are bringing more worries into school than they did five years ago, these statistics highlight the concerns for students’ mental wellbeing and suggest that today’s students are struggling to cope with the increasing demands placed on them by exams.

Doing something creative such as listening to music, has been proven to help to reduce stress and improve focus. This survey found that 90 per cent of students listen to music while revising to help cope with the mounting pressure, and yet, many parents and teachers still believe it to be a hindrance to effective studying.

The survey, carried out by Studytracks, reviewed the revision habits of 500 GCSE students.

Ivor Novello Award winner and founder of Studytracks, George Hammond-Hagan, said: “Today’s students are under increasing pressure to achieve and it’s frightening that such a large percentage of students say they are reaching their limit or completely overwhelmed when it comes to revising for their exams. In my view this issue is something that needs addressing by school leaders.”

For more information, visit www.studytracks.education/

Could lessons in the garden create a nation of healthy eaters?

 

  • Parents and experts call for gardening to be taught at school
  • 9 out of 10 children are not getting their 5-a-day
  • No funding available for gardening education
  • I in 4 UK primary schools to benefit from new campaign

 

OVER a third of UK parents are calling for gardening to become part of the school curriculum.

 

With recent news highlighting the UK’s ‘vegetable rations’, and suggested fruit and veg increase to ‘10 a day’, educating the next generation of green-fingered growers is more important than ever.

 

According to a new survey, over 90% of parents think the best way for children to learn about eating healthily is by getting outside to learn about nature and by growing their own fruit and veg.

 

innocent drinks, who carried out the survey, has partnered with not-for-profit organisation GIY (Grow-It-Yourself) to launch this year’s Sow & Grow campaign, which will reach a ¼ of all UK primary schools to get children engaged in healthy eating.

 

Michael Kelly, founder of social enterprise GIY said: “It’s a fact that food growers have a better understanding of nutrition and eat more fruit and veg. And, we know from the research that 84% or parents believe children would be more open to eating fruit and veg if they knew where their food came from.

 

“We want to give schools the tools and resources they need to get growing. That’s why we have launched our campaign, to inspire UK primary schools and kids to get back to basics – get outside, stick their hands in some soil and learn about the benefits of healthy eating.”

 

Hannah Wright, teacher at Horsenden Primary in Greenford said: “There are currently no resources or funding available to most state-maintained schools for gardening education. Plus, we have no time in the school day as growing is not required under the National Curriculum.

 

“We regularly used to find that children were unable to tell us where their food had come from – it was not unusual for children to tell us that fruit and vegetables come from “the supermarket” or “factories”. As winners of Sow and Grow 2016, we were lucky enough to start our own little growing project in the classroom – it instantly ignited the children’s interest and they were keen to eat and try the things they’d grown. Introducing gardening has made a really positive impact to both education and nutrition at our school.”

 

Sim Viney, Brand Manager at innocent said: “We know that children who grow their own food are more likely to eat fruit and veg, and that kids who develop healthy habits at a young age are more likely to become healthy adults. At the moment 9 out of 10 young people are not getting their 5-a-day, so we’ve started a campaign called Sow & Grow, which will get a quarter of all primary school kids growing veg in their classrooms, and learning where their food comes from. We’re hoping the campaign itself will grow in future years – our ultimate goal is to get every primary school child in the country to experience growing their own veg.”

 

Is your school signed up to #sowandgrowUK? If so then upload your photos at https://innocentsowandgrow.com/ to be in with the chance to win monthly prizes from innocent and see your classroom crowned as Sow & Grow champions!

 

Following the repackage of innocent kids drinks, consumers can also win seed packs by following the instructions on pack. They’re available nationwide now in most major supermarkets.

REDCAR & CLEVELAND COLLEGE STAFF AND STUDENTS HOP ON THEIR BIKES FOR CHARITY

Staff and Students at Redcar and Cleveland College took part in a sponsored Exercise Bike challange to raise money for the Middlesbrough Powerchair Football Team.
22-3-17 Pic Doug Moody Photography

Staff and students from a local TEESSIDE college have gone the extra mile to help raise money for a local charity.

Redcar & Cleveland College business support and apprenticeship teams along with students, went head-to-head in two teams in a static bike ride to Nottingham, with funds raised going towards Middlesbrough Powerchair Football Club.

Taking place in the college’s atrium, the group took part in a team relay, as they both cycled 149 miles to the home of the National Powerchair Football League.

After a fierce competition, it was the business support team that came out on top with the event raising over £1000 for charity.

As part of their new training regime, Redcar & Cleveland College exams assistant, Emma Haytack and, deputy CIS manager, Nancy Haigh, took up spinning classes as part of the college’s staff wellbeing package, and realised there was an opportunity to promote fitness to staff and students whilst also raising money for charity in the process.

Emma said: “Some members of staff were looking at ways to keep fit when we decided to take up the new spinning classes at the college, which we have been really enjoying.

“When we were asked about ideas for fundraising for the local area, we came up with the idea of a spin-a-thon as we felt this was a fun idea to get everyone working together, staff and students alike, for a fantastic cause.

“The main focus was raising money for the football club. We hope to help them buy a new powerchair to give more disabled people within the local area the opportunity to take part in sport.”

Emma added: “We had a fantastic day of fun competition with both teams determined to come out on top and we’ve already started to plan more fundraising activities for the rest of the year.”

You can help Redcar & Cleveland College raise funds for Middlesbrough Powerchair Football Club by donating at https://www.justgiving.com/crowdfunding/RCC-Powerchair

 

Learn to Trade, the largest Forex Education Provider were praised for their positive contribution to society. A city education trading company has been voted in the Top Philanthropic 30 for its corporate responsibility.  http://realbusiness.co.uk/current-affairs/2017/03/21/introducing-philanthropic-30-2017-meet-caring-companies-britain/ Working with the Greg Secker Foundation who are currently building a village of 100 homes in the Philippines after Typhoon Haiyan devastated the land in 2013, have just celebrated completion of the 50th house. 

 

Learn to Trade led by Greg Secker, was also nominated a finalist by the National CSR Awards for his Outstanding Corporate Leadership. https://nationalcsrawards.co.uk/2017-national-csr-awards-shortlist/ Greg is passionate about Philanthropy and improving the quality of life of people around the world. Within the business his employees are encouraged to take an active part with his philosophy, “That one small act of generosity on the part of one can transform the lives of hundreds”. 

 

And finally, the third celebration in a week was Greg’s Philanthropic work which was recognised by not only City Philanthropy who he is an Ambassador for http://www.cityphilanthropy.org.uk/features/trader-greg-secker-iron-man-heart-gold but also voted by Richtopia, as no 151 in the Top 200 Philanthropists and Social Entrepreneurs in the world. This global recognition recognized alongside Philanthropists such as, Bill Gates and Richard Branson is a huge honor for Greg. https://richtopia.com/inspirational-people/top-200-philanthropists-social-entrepreneurs

 

For further information please contact Sammy Schwind on 07887 355 451 or sammyschwind@gmail.com

 

Notes to the Editor

Learn to Trade are the UK’s 1 Forex Education Provider who run trading courses and live trading practicals, theory and coaching. www.learntotrade.co.uk .

A School Striving for Excellence : St. Crispin’s

St. Crispin’s saves £2,000 in six months with Epson business inkjet printer

The costly situation

St. Crispin’s School is a medium sized school with 1,100 students and 150 staff. The school strives to bring out the greatest potential in all its students no matter the individual abilities or interests. St. Crispin’s mission statement is ‘Excellence for All’ which truly encapsulates the school’s vision. They have a dedicated roster of staff that offers constant support, knowledge, and skills, which continually helps every student on their road to success.

In order for the staff to offer their continued expertise, they must be able to function in an administratively efficient and cost-effective environment. The school initially had a mixed printer fleet, with every department using a different type and brand of printer.

With a range of printers across the school and print costs escalating year on year, the school was finding it ‘unmanageable’. It was time to look for a solution. Since the main office had the highest concentration of costs, it was decided that this would be the first area to look for improvement. Andy Turner, ICT Technician, began to review the process of replacing the main office printers.

BDS provides an A+ solution

The school contacted several resellers and chose BDS to help with the process. BDS representative, Bob Panting, explained:, ‘At BDS we truly care about the customer and make sure we provide a really great service all across the country.’ Bob Panting visited the school to assess the current situation. The staff perceived that inkjet printers meant high costs from ink refills and high maintenance from ink nozzle clogs. As a result they were initially reluctant about making the switch from laser to inkjet.

There has been a common misconception that laser printers perform the best in business-like environments. The reality is though that inkjet offers numerous advantages over lasers. Much of this can be credited to PrecisionCore, which is a scalable technology that enhances reliability of the printer while reducing waste and the environmental footprint.

Bob Panting was adamant that Epson printers would be the perfect solution for their needs.  He explained to the school the advancements that Epson has made with its inkjet technology, and the costs savings and energy efficiencies that can be delivered.  Bob Panting’s number one priority at BDS is ‘getting the customer what they needed’ and at the same time, ‘saving them money’.

Over the course of the next several months, BDS continued to build the relationship and highlight the benefits of inkjet over laser printing. They specifically emphasised the performance of the WorkForce Pro series, operating at up to 96% lower energy consumption and 94% less waste then lasers.

Finally, Bob Panting arranged a loan for St. Crispin’s of a WorkForce Pro WF-8590DWF for one month. The WorkForce Pro WF-8590DWF is the ideal A3+ multifunction printer. It is ecological using 80% less power than colour lasers and enhances productivity by automatic double-sided printing, scanning, copying and faxing.

BDS also utilised the Print 365 lease scheme for St. Crispin’s. Print 365 is a hassle-free managed service that provides a combination print package, automatic supply delivery, and print management portal all for simple fixed fees. St. Crispin’s decided on a package that allowed them 2.2p per page for colour and 0.3 for monochrome per month. It is an ideal cost effective and interruption-free solution for the school.

St. Crispin’s was very pleased with the difference that the WorkForce Pro and Print365 bundle had already made. Before the month was even over, Andy Turner contacted BDS and decided that they were going to extend the agreement and signed for a three year lease.

The printer has continued to improve the main office functionalities. Andy Turner said that St. Crispin’s ‘have been absolutely thrilled with the printer’s performance’. Their preliminary hesitations have faded away as well. The staff have not experienced any high maintenance issues and in fact the low cost per page has been a significant factor in their savings.

The success is in the numbers

Overall, St. Crispin’s are currently paying less than 10% on ink costs and has saved an impressive £2,000 in toner and maintenance costs in just six months. The WF-8590DWF guarantees 75,000 copies before an ink refill is needed, and Andy Turner says that in their particular case that may even be an underestimation, saying, ‘the printer far exceeded what we ever expected’.

St. Crispin’s is only halfway through their lease and they fully expect the savings to continue. As a school, they have been so impressed by the printer that they are now considering a roll out of a variety of Epson devices across the school.

The school was looking for a cost effective, time saving, efficiency boosting solution and were able to find their answer in the WF-8590DWF, because of its cleaner technology, higher durability and quality and reliability certifications.

A future with Epson

BDS and Epson have been able to implement a cost-saving solution that allows St. Crispin’s to spend less time worrying about ink costs and more time focusing on developing their students. Adhering to St. Crispin’s School’s vision statement, in this case, the Epson solution truly provided ‘Excellence for All’.