Heathfield School rated ‘Excellent’ by Independent Schools Inspectorate

Heathfield School, the Ascot-based independent secondary boarding and day school for girls aged 11-18, is celebrating having been officially declared ‘Excellent’ in all areas by the Independent Schools Inspectorate (ISI).

Delighted headmistress, Marina Gardiner Legge, said, “I’m thrilled to see that the hard work and commitment of our brilliant staff has been formally recognised in this outstanding result and that we have progressed ‘up’ one grade from ‘Good’ to ‘Excellent’ – the best you can get! This report demonstrates how through setting high expectations and focussing on the progress of every girl, real change can be made.”

Inspectors rated the quality of pupils’ academic and other achievements as ‘Excellent’ stating that “Pupils consistently demonstrate positive attitudes to learning, have highly developed communication skills, and achieve their best”. They went on to confirm that, “Pupils demonstrate outstanding subject knowledge and understanding and display extremely effective study skills and abilities such as analysis and synthesis of knowledge”. They also described pupils’ non academic achievements as “outstanding”.

Personal development was also rated ‘Excellent’ with Inspectors commenting that, “Pupils are socially aware and work extremely effectively with others to achieve common goals and demonstrate conspicuously substantial self-knowledge and resilience that prepares them well for the next stage of their lives”. Inspectors also noted that, “Pupils know how to stay healthy, particularly in terms of diet, exercise and a balanced lifestyle with a good understanding of risk”. They concluded that “Pupils [also] respect and value diversity in society and appreciate their own and other cultures.”

Last year Heathfield celebrated an amazing performance in its GCSE exams having achieved the school’s best ever results with 60% of girls achieving A*-A and grades 7,8,9 in the new and significantly more demanding English GCSEs – an 11% improvement on figures for 2016. Eight in ten girls (87%) achieved all A*-C grades in their A Level exams this summer, with more than half gaining all A*-B grades.

Parsons Green Prep’s Year 6 pupils achieve excellent 11+ results

Parsons Green Prep’s Year 6 children have achieved excellent 11+ results this year. Three children were offered scholarships to Putney High, Radnor House and Wimbledon High, with one of them now going to St Paul’s Girls School.

All of Year 6 managed to get into one of their chosen schools and they passed examinations at the following establishments:

Benenden, Cheltenham Ladies, Eaton Square, Francis Holland, Fulham Prep, Godolphin & Latymer, Harrodian, Ibstock Place, Kew House, Lady Margaret’s, Latymer Upper, More House, Putney High, Queens Gate, Radnor House, St James, St Mary’s Ascot, St Paul’s Girls, Wetherby, Wimbledon High, Whitgift

The children have now accepted places at the following schools:

Benenden, Harrodian, Fulham Prep, Francis Holland, Kew House, Lady Margaret’s, Queens Gate, St Paul’s Girls and Whitgift.

The school’s new headmaster, Mr Tim Cannell, commented: ‘Congratulations to all our Year 6 children. They worked incredibly hard for their exams and the school is very proud of all their achievements and the fantastic staff that taught them.’



As part of an extensive sustainability programme and after suffering several legacy boiler failures, Royal Grammar School Worcester required a reliable and efficient heating solution across its seven plant rooms.

The heritage of Royal Grammar School Worcester means there are certain challenges when incorporating energy efficient technologies within buildings dating back as far as the 19th century. Having opted to enhance its sustainability credentials and replace a poor performing heating system, the school needed to tackle the integration of new boilers across its estate while using its pre-existing pipework. As an added complication, the replacement of the aged heating boilers and systems needed to be completed over the six-week long summer holidays before term time commenced.
After two initial boiler breakdowns at the end of 2014, where the school had to rely on electric heaters during term time, Bosch Commercial and Industrial were approached to carry out a review of the estate and identify other areas of risk. Many of the existing boilers were legacy boilers over 15 years old so would be costly to repair, if they could be restored at all, and were not in line with the school’s ambition to improve energy efficiency and future proof its estate. Overall, it was decided that a total of 21 high-efficiency condensing boilers would be installed across seven critical locations, with each plant room presenting its own unique challenges.

Mixing the old with the new

Bosch Commercial and Industrial recommended its GB162 boiler as its compact dimensions made it especially suitable for the plant rooms, many of which were difficult to access and were restricted in space. Also, the range of outputs available and the option to cascade meant that the school could cater for different heat demands across different areas of the site. With net efficiencies of up to 110% and NOx emissions of less than 40mg/kWh, the GB162 range provides clean, low-carbon heating and hot water.

Energy efficiency is a top priority for the school and the GB162’s ability to automatically modulate its output down to less than 20 per cent in order to precisely match the demand for heat, will result in reduced fuel consumption and improved overall seasonal efficiency.

One of the key challenges of the project was the old and corroded pipework system, which had the potential to affect the operation and efficiency of any new heating appliances. To overcome this, a plate heat exchanger was installed to provide two elements of protection and to separate the old and new systems.

Improving sustainability
Work commenced on site on 13th July 2015 and was concluded successfully on 21st August 2015. Due to the boilers being fitted in the summer holidays, the school has already experienced its first winter with the new system in place and has seen improved control. The complex nature of the ongoing sustainability project means that the situation remains under review. With plans to replace other legacy equipment on site, upgrade to solar technology, LED lighting and secondary glazing, and to improve insulation, the school is expecting significant energy savings in the long term.
Stephen Bailey, Managing Director at Alphabet Industries Limited and Client Engineer on behalf of Royal Grammar School Worcester, said: “Bosch were the ideal fit, offering excellent support and a total solution with a flexible product. The team were extremely accommodating and their knowledge on how to approach a problematic situation really shone through. In January we had a situation where two more ageing boilers failed and we called upon Bosch again to deliver replacements into a purpose-built plant room. Given the recent cold temperatures, it was great that Bosch turned things around so quickly.”
Ian Roberts, Bursar at RGS Worcester, added: “After investing in new boiler installations across the site, we have seen a noticeable improvement in how effectively our maintenance team operates. The consistency of having just the one type of boiler to maintain is saving time and helping us to build a specialist workforce.”
Lance Blackburn, Commercial Technical Manager for Midlands and North Wales, at Bosch Commercial and Industrial, commented: “It is great that we have built such a strong relationship with RGS Worcester and that we were the first company to spring to mind when there were problems to solve. The GB162 was perfectly suited to the site due to its flexibility and energy efficient characteristics, and with the school’s commitment to investing time and money to make changes in line with its sustainability programme, it is set to maximise on the benefits of the new installations.”
For a more in-depth look at the considerations that need to be made when investing in a new heating system, ‘Out of sight, out of mind? A report on the heating and hot water challenge in UK schools’ is available to download from: http://www.the-educator.org/school-heating-report/

For more information on Bosch Commercial and Industrial and its range of products and services, including its comprehensive industrial boiler range, please visit www.bosch-industrial.co.uk or call 0330 123 3004. Alternatively, follow Bosch Commercial and Industrial on Twitter (@BoschHeating_UK) and LinkedIn (Bosch Commercial and Industrial UK).

Sir Lenny Henry launches Let’s Play, the National Theatre’s new national primary school programme

Sir Lenny Henry today launches Let’s Play, a major new initiative supporting the development of drama and theatre in primary schools across the country.
Let’s Play commissions exciting new plays with songs and music for children aged 4 to 11 to perform. The programme also provides teachers with high quality training and professional development. This is designed to inspire creative learning across the curriculum and to enable the school to involve children in all aspects of planning and creating a theatre production – from performing to designing costumes to operating sound. The National Theatre is aiming to recruit at least 700 schools across the UK to take part in Let’s Play over the next 3 years.
Sir Lenny Henry, a member of the National Theatre’s board of trustees spoke at the launch, “The National Theatre was founded with a mission to educate as well as entertain and many of us working in the arts can remember an experience at school – a theatre visit, an inspiring teacher, meeting a professional artist – as the ignition to their career or enduring passion for the art form. Let’s Play is the perfect scheme to engage primary school children in the artistic process, it’s an essential part of a young person’s creative and artistic education.”
The Commons Select Committee on Education has reported that SATS (standardised assessment tests) and the pressure on schools to compete in national league tables has led to a narrowing of the curriculum with a focus on English and maths at the expense of the arts. All children are entitled to a broad and balanced curriculum with a rich arts and cultural education.
Speaking at the launch Lisa Burger, NT Executive Director said, ‘At the National Theatre we believe that all young people wherever they are in the UK should have the chance to see, make and explore theatre as a core part of their education. Let’s Play is the National Theatre’s commitment to supporting schools across the country and to developing teachers’ skills to ensure that the arts, including drama and theatre, remain a vital part of school life. Theatre has the power to transforms lives. It connects and empowers children and young people, develops their skills, confidence and curiosity and vitally, drives imagination and empathy.’
Developed by professional theatre artists alongside teachers and senior leaders from primary schools across the country, Let’s Play is an ambitious creative learning programme designed to transform creativity and theatre-making in schools. Using a programme of Continued Professional Development and Learning for teachers, specially commissioned plays for children at Key Stage 1 and 2 to perform, and extensive learning resources, Let’s Play inspires learning across the curriculum.
Hill Mead Primary School took part in the pilot of Let’s Play last year. Becky Lawrence, Deputy Head Teacher, spoke at the launch about what the teachers and children had learnt from the programme, “The Let’s Play programme has had a huge impact on the children – it has developed their speaking and listening skills, supported their reading and writing skills and their confidence and empathy grew rapidly. The training was exceptional and prepared teachers to deliver the programme with confidence and enthusiasm, and with an improved understanding of teaching through drama.”
The Paul Hamlyn Foundation is supporting the programme across the UK. Catherine Sutton, Senior Grants Manager from PHF commented “School productions are important occasions in the primary school calendar and a valuable vehicle for pupils’ learning. Let’s Play will enable schools to extend and deepen the opportunities for creative teaching and learning offered by school productions, to build teachers’ knowledge and confidence and to develop children’s skills and enjoyment of drama and theatre. We’re delighted to be supporting this new programme.”
The National Theatre’s partner for learning is Bank of America Merrill Lynch. Andrea Sullivan, international executive, global Environmental, Social and Governance at BofAML, said: “The education programmes which we are supporting are crucial to ensuring that creativity and innovation are fostered in our children from a young age. The bank’s support reflects our commitment to partnering with arts institutions to help promote cultural understanding and enrich our local communities.”
Let’s Play is based on an original idea by Katie Mitchell.
For more information and to sign up your school visit: nationaltheatre.org.uk/letsplay
Let’s Play is supported by Paul Hamlyn Foundation and Charlotte and Simon Warshaw.
The Mohn Westlake Foundation supports nationwide Learning programmes for young people.


The UK’s schools and educational facilities are regularly experiencing problems with their heating system which increases the risk of unexpected closure, according to a new report published by Bosch Commercial and Industrial.

Out of sight, out of mind? A report on the heating and hot water challenge in UK schools’, which is available for free at www.the-educator.org, exposes that the majority of schools spend less than 20% of their maintenance budget on ensuring their heating system is running efficiently. This is despite the fact that up to 50% of a typical school’s energy usage is attributed solely to heating.

Over a third of respondents are concerned with finding the funds for replacement when it comes to resolving heating system breakdowns, which are often seen as unavoidable or unforeseeable.

Pete Mills, Commercial Technical Operations Manager at Bosch Commercial and Industrial, who helped author the report said: “Ultimately, a school without heating and hot water must close, so viewing heating and hot water technologies as much more than ‘out of sight, out of mind’ appliances is essential. With significant cuts to funding and increased pressure to reduce energy consumption, it’s more important than ever for schools to be proactive in tackling their heating and hot water challenges.”

The report goes on to explore how latest condensing boiler technology can significantly reduce running costs, as well as providing details on available grants and effective maintenance schemes.

Pete Mills concludes: “As our report details, it is clear that schools are having to contend with the unreliable systems currently in place and are therefore finding themselves at risk of an unexpected breakdown and unprepared to provide a long-term solution. We hope this report will help schools to enhance their heating comfort and energy performance, and consider a boiler replacement project well ahead of an outdated system letting them down without warning.”

‘Out of sight, out of mind? A report on the heating and hot water challenge in UK schools’ is available to download from: www.the-educator.org/school-heating-report

For more information on Bosch Commercial and Industrial and its range of heating, cooling and hot water technologies, please visit www.bosch-industrial.co.uk or call 0330 123 3004. Alternatively, follow Bosch Commercial and Industrial on Twitter and LinkedIn.


Bristol organisation shows why playtime is as important as class time

Teachers from five European countries visit ‘OPAL’ schools where improved playtimes have produced impressive results.

Monday 12 February: Last week, 30 delegates from Poland, Slovakia, Czech Republic, Austria and Hungary flew to Bristol to get expert advice on playtime management and design from the Bristol-based community interest company Outdoor Play and Learning (OPAL).
OPAL supports primary schools to dramatically improve the quality of day-to-day playtimes. Consequential benefits include improvements in lunchtime behaviour, engagement, learning, personal development and physical activity.
The delegates, which included headteachers, teachers, university staff, psychologists and education experts, visited four OPAL Platinum Award primary schools in the area. They met with headteachers and staff who have completely changed their attitude and approach to playtime provision.
Dr Iva Klimešová, a visitor from the Education Department at Palacký University in the Czech Republic, said: “The experience made us all wish to help develop a kind, child-friendly school. It was extremely refreshing to see children in such numbers happy, deeply submerged in play, absolutely natural, themselves. One couldn’t not notice that it wasn’t just the children who looked happy – it was everyone at the scene. It was contagious.”
With many children finding organised PE and sports activities a total turn-off, OPAL is addressing the childhood inactivity crisis by making playtimes fun, active and playful. It supports schools to make the best use of their outdoor space. Shockingly, OPAL has found that schools typically only allow pupils to use 17 per cent of the available outside space for two thirds of the year because of concerns such as getting dirty, injuries and supervision requirements.
Michael Follett, OPAL Director, said: “There are serious consequences to children not having the space, environment and resources to freely play each day. Without excellent playtimes, children lead increasingly sedentary lives, they are less focused on learning when they return to the classroom, and their social development and life skills can be held back. Making playtime a key part of the school day can address all of these issues. That’s why we were delighted to host our European colleagues last week and take the first steps to making sure the OPAL ethos can benefit even more children.”
The visit was part of a project to identify a European ‘kite mark’ for quality, based on the OPAL Programme. OPAL has been recommended by the All Party Parliamentary Group for a Fit and Healthy Childhood, co-chaired by Baroness Floella Benjamin, to the UK government as the ‘gold standard’ for play provision in the UK’s 20,000 primary schools.


Lingfield Education Trust has appointed a brand new schools improvement lead and executive headteacher to its leadership team.

Mark Dent, 37, has joined the Multi-Academy Trust, which has its head office at Lingfield Point in Darlington and comprises six schools across Darlington and Teesside. With 16 years of experience in teaching and having qualified as an Ofsted inspector, Mark will also take on the role of Executive Head at Cambrai Community Primary School which will open in September 2019 in Catterick, North Yorkshire.

He said: “My new role will initially see me working with all of the schools across Lingfield Education Trust to support team development and school initiatives. I’m hugely looking forward to working as part of a Multi Academy Trust, helping to share knowledge and best practice.

“I’ll also be responsible for the NQTs across the Trust and it is an absolute privilege to help those who are new to teaching and coach them into being future leaders in education.”

Originally from Bishop Auckland, Mark has a wealth of robust teaching experience across the North East, having worked at schools in Newton Aycliffe, as an advisory teacher for Durham County Council, as deputy head at Thornhill School in Shildon and then as headteacher at Cheveley Park in Durham, where he also trained as an Ofsted inspector.

Nick Blackburn, chief executive of Lingfield Education Trust, said: “Mark’s appointment is a really exciting one for us as we look to further strengthen our leadership team at the Trust and grow our network of schools across County Durham, Teesside and North Yorkshire. Our vision is to make the biggest difference to children in our schools and the communities in which they live and Mark’s work in continuing the hard work of our excellent teaching teams will certainly help us to achieve this.”
More information on Lingfield Education Trust here or follow us on Twitter @LingfieldTrust

British Robotics Seed Fund invests in Magpie Education

AI driven lesson planning and assessment tool secures £300,000 to encourage uptake of STEM subjects in the UK

Martlesham, 15 January 2018. Magpie Education, a firm that aims to inspire students in STEM subjects, through its engaging, cost-effective, AI driven resource tool, has secured seed investment from the British Robotics Seed Fund (BRSF).

The investment sees Magpie Education join a portfolio of UK firms in robotics related fields, from Zoa Robotics to Botskill and Tethered Drone Systems. Funding will be used to market and develop the tool for UK schools, and expand internationally, in the future.

Magpie Education launches in Spring 2018 with plans to grab a share of the UK EdTech market, which is expected to reach £3.4 billion by 2021 and is growing 22% year on year. UK EdTech companies are predicted to grow, on average, at 29% a year, over the next two years, based on 102 startups.[1]

Tackling low levels of interest in STEM subjects (Science, Technology, Engineering & Mathematics), and the shortage of skilled teachers, Magpie Education provides a platform that incorporates lesson planning, curriculum mapped activities; tailored learning journeys and training (CPD), to deliver inspiring STEM lessons. Using Artificial Intelligence (AI) and machine learning, the tool helps teachers to accurately assess students’ progress to improve learning outcomes.

Laurence Ellis, CEO of Magpie Education commented: “We have piloted our tool in a number of schools in the UK, and have identified a strong requirement to ensure our children receive good quality STEM teaching. Through automated assessment and progress monitoring, we are using AI to a high level, with the platform predicting and recommending learning pathways for individual students with personalised content based on their progress.”

The simple to use resource tool enables teachers to cross over from other subject areas and teach Computer Science, which is crucial for primary schools with limited teaching resources. Pre-prepared cross-curricula lessons incorporate emerging technologies, such as robotics.

Dominic Keen, CEO of Britbots concluded: “To catch up with STEM teaching on a global scale, we need more tools like Magpie Education’s. We invested as the business has a proven model in a dynamic market, with a highly capable CEO and management team with deep experience in EdTech at the helm.

“The British robotics scene is diverse, and this EdTech start up is looking to shape the future of STEM teaching with a tool based on artificial intelligence and machine learning. With its help, we should see the UK’s pool of scientists, engineers and technologists grow as we compete to develop emerging technologies.”



Useful video about Magpie Education:

Over a million children to be gifted with free books

10th January 2018 – BookTrust, the UK’s largest children’s reading charity reveals the two titles for this years Bookstart Baby and Bookstart Treasure packs.

David Melling’s adorable 123 Splosh has been chosen for the Bookstart Baby pack, whilst the bold and colourful Max the Brave by Ed Vere, has been selected for the Bookstart Treasure pack.

As part of the Bookstart Baby pack, 600,000 free copies are going to families with babies aged 0-12, who will get their very own 123 Splosh book (published by Hodder) to keep. The colourful rhyming story is a wonderfully funny introduction to numbers and counting for the very young and great to read aloud. The pack also includes rhyme sheets and a booklet filled with tips and ideas for sharing books and stories.

Both Bookstart packs are gifted by BookTrust though local councils via a network of health visitors and other professionals and are being sent out from this week to over 1.2 million young children and their families to help get them started on their reading journey.

David Melling, author of 123 Splosh said: “I’m delighted that 123 Splosh has been chosen as the Bookstart Baby read. It’s a wonderful feeling as an author, knowing that over 600,000 families will be given your book to enjoy together. BookTrust do invaluable work, encouraging a love of books at the earliest age, and I’m proud to be part of the programme.”

Meanwhile a further 600,000 free copies of Max the Brave books will go out to children aged 3-4 in their Bookstart Treasure pack which they’ll get from their nursery, children’s centre or early years setting. Bookstart Treasure builds on the impact of the Bookstart Baby programme and supports children and families to experience reading and its benefits at a young age. Max the Brave (published by Penguin Random House Children’s UK) is a colourful tale of a brave kitten who sets out to find a mouse to chase. Vivid, bright and bold, EYFS readers will thoroughly enjoy the story.  

Ed Vere, author and illustrator of Max the Brave said: “It’s an incredible honour for my book to be chosen for BookTrust Treasure from such a high-level field of so many amazing books. I can’t tell you how thrilled and delighted I am that so many children are going to get the opportunity to read Max the Brave!

I think it’s so important to put high quality, entertaining and fun books in front of not only children but the grownups who are going to read the books to them. If a grownup is bored reading to a child, that will transmit to the child and if parents know there are great books out there that are entertaining then children will grow up loving reading because it’s fun. I think that’s essential and it’s what reading is all about. Introducing books to children at an early age like this is exactly what we have to do. If we’re going to encourage children to read, which we must because it’s so important, then we have to do it with good books and I’m thrilled that Max is considered a good book. Thank you BookTrust.”

Bookstart, which celebrated its 25th year in 2017 is the world’s first national bookgifting programme, gifting children in England free books at two key ages before they start school, to help develop a love of stories and books.

Diana Gerald, CEO, BookTrust said: “Starting a reading routine early sets young children up to continue reading and enjoying stories as they grow, to find new adventures to get lost in, to experience the simple joy that a story brings. Children who read for pleasure, or are read to from a young age are likely to do better at school, as well as being more socially, culturally and emotionally prepared for life.”

To find out more about each of the books and their authors, visit booktrust.org.uk where Ed is reading Max the Brave and giving away an original illustration and later this month David will also showcase his illustration techniques and giving some advice and tips for budding young artists.


In an education landscape where restricted budgets remain the biggest challenge for UK schools, gaining maximum value from ICT spend is still a key priority for today’s ICT leaders.


Recent research conducted by RM Education into the external ICT support marketplace, which surveyed ICT leaders at over 300 maintained secondary schools across the UK, revealed some interesting insights into the way schools are managing their IT support services, both now and in the future.


RM’s research reflected that while average network team sizes currently comprise of around four or five internal network staff, there is an increasing expectation from ICT leaders that due to continued budgetary pressures, network team sizes will fall over the next two years.


The only exception to this trend is in schools that already have significant external support with their ICT provision, where it is expected that in some instances, network team sizes may actually increase.


However, less than a fifth of those surveyed reported using a fully managed service, and over two thirds of schools said they prefer a modular approach where they can select specific support options that best suit the unique needs of their school, its pedagogy and its chosen technologies.


Chris Burgess, Senior Product Manager at RM Education, says: “The prevalence of cloud technologies is making lives much easier for network teams; they no longer need to manage kit, install updates and, in most cases, fix servers, as this can all be done much more cost effectively through cloud technologies.


“Naturally, this has impacted on the amount of network staff required in a typical secondary school, so it’s unsurprising that most schools are expecting their network teams to shrink over the next few years. This trend is also being driven by BYOD implementation becoming increasingly widespread, coupled with things like enhanced system software deployments and data management implications such as the new GDPR requirements.


“However, while a smaller network team size can help alleviate some of these budgetary pressures, it can also decrease the capacity and knowledge held within an onsite team to deal with the volume and range of support queries they receive each day.”


Chris suggests that an external support service can fill this deficit and help schools to achieve their ICT needs by bringing in the knowledge and experience of a wide pool of external specialists, enabling existing network teams of any size to access support and freeing them up to focus on supporting teaching staff with classroom technologies.


“Network Managers are rightly starting to look at ways to reduce their workload and free up more of their time, so that they can reinvest those resources into making the most of technology in the school and staying on top of technology trends,” says Chris.


“This is an area which does need much greater focus, so while budgetary pressures are the main driver to an ICT support service, freeing up much-needed time to help develop teachers’ skills and give them more confidence with technology in the classroom is also becoming a priority.”


As this research has indicated, schools are increasingly seeking modular support, and their ICT leaders are therefore focussing on exploring flexible and scalable solutions that will best compliment their existing – albeit shrinking – network teams.


So what are the options for schools taking this approach? The first is an escalation support model where schools can select specific support or functions; this approach can be particularly beneficial where a network team is small and there is a clear gap in the technology knowledge required to perform a specific task, such as migration from Microsoft to Google.


If an additional level of support was required, schools could also explore pro-active remote services which are focussed on freeing up network teams by performing automated or standardised tasks such as system updates and security checks; tasks which are necessary, but often overlooked when network teams are busy firefighting more pressing issues.


Building on the pro-active service model, schools could also explore remote network management services, which can help them to stabilise their costs, widen their internal knowledge bank and, crucially, to transfer the risks associated with of day-to-day mishaps to the service provider.


The survey also asked ICT leaders what elements of ICT support were most beneficial to their school; the majority of respondents reported that the provision of unlimited usage, multiple platform coverage and expert technical knowledge were key.


Respondents also indicated that their school is most likely to use native tools from Microsoft and Google for identity and access management, while a significant proportion of respondents named RM Education as providing the highest levels of expertise in the provision of support.


“By conducting this latest research, we wanted to explore the current landscape of school IT and the issues that were most important to ICT leaders. The results reflect to us that in-depth technological expertise is a critical driver in selecting a support contract, while budgetary pressures continue to drive ICT leaders to explore options that could offer them much greater security and value for money,” says Chris.


“Conversely, we understand that schools are reluctant to be tied into a contract that isn’t specifically tailored to their needs. Therefore, we anticipate that modular support models which are flexible and scalable will begin to take on much more prevalence over the next 12 to 24 months.”


RM Education can provide schools with a range of hybrid support services on a single flexible contract, from running pro-active overnight checks on your school’s network to security audits, vulnerability scanning and SIMs support.


For more information on ICT support options, visit www.rm.com/products