Online CPD- accredited training module to ensure schools and academies comply with their statutory ‘Prevent Duty’ to help prevent radicalisation and extremism

Training provider SSS Learning Ltd announces the launch of ‘Preparing for Prevent’, the easy-to-use, cost-effective online training resource, enabling schools and academies to ensure they comply with their statutory ‘Prevent’ duties and help protect those vulnerable to radicalisation, extremism or being drawn into terrorism.


Under section 26 of the Counter-Terrorism and Security Act 2015 introduced this summer, every school and academy now has a statutory responsibility for the active prevention and detection of extremism and radicalism among its pupils. This is known as Prevent Duty and in order for schools/academies to comply, all staff must be able to identify children who may be vulnerable and know where to refer concerns.


Comprising multi-media animated training, specialist seminar and comprehensive study notes, the ‘Preparing for Prevent’ module suits all types of learners and takes approximately an hour to complete. Once the online training and assessment sections have been successfully passed, staff can generate their certificate and CPD record. The school/academy administrator can also generate certificates or print a list of staff who have completed the training for their Ofsted evidence.  The system is fully accredited by the CPD Certification Service.


‘Safeguarding remains at the heart of the inspection process, as identified by Ofsted’s Chief Inspector Sir Michael Wilshaw in his recent letter to all schools and academies,’ said Sam Preston (M. Ed), Education Director at SSS Learning Ltd. ‘The new Common Inspection Framework makes prevention of radicalisation/extremist behaviour, and identifying those vulnerable to being drawn into supporting terrorism, a key part of safeguarding duties.


’Many schools and academies are unaware of this statutory extension to their duties, and even those who are aware, seem uncertain about how to carry out the duty or where to access training.


‘This resource resolves that uncertainty in a hugely cost-effective manner. Our flexible, online format means that members of staff can complete the training at a time and place to suit them.


‘It also removes the problem schools and academies often experience in organising and releasing staff for external training and – as part of an ongoing induction process – allowing new members of staff to take the course on commencement of employment so they comply with Prevent Duty immediately, avoiding potential delay until the next externally-organised session’.


Jonathan Case, CEO at SSS Learning Ltd, said; ‘We recognise the demands on school and academy budgets. Far more cost-effective than external consultancy, our securely hosted online service is live, safe and regularly updated with changes or new requirements.’


For further information visit


Bett Awards 2016– Finalists Announced

The finalists for the 18th annual Bett Awards have been announced by Bett organisers i2i Events Group, and partners the British Educational Suppliers Association (BESA).


The awards, considered to be the most prominent in the sector, received an impressive amount of quality entries, a strong indication of the innovation and commitment of the education supplies sector. Entries to the awards are judged on uniqueness and diversity, their ability to meet the needs of the education sector, the quality, accessibility and delivery of their service or solution. The selected finalists have been chosen by a panel of independent educators and are recognised as ‘best of breed’ amongst the sector.


Debbie French, portfolio director at i2i Events Group for Bett and the Bett Awards, says: “The 2016 awards highlight the most effective and pioneering companies and solutions in education, and all finalists are to be applauded for their contribution to education. This year’s awards have seen an incredibly competitive cohort of entries, and we hear that the judging process to select the finalists was challenging in the best possible way. This is testimony to the world-class level of innovation in the education supplies industry, and it is a true pleasure to recognise these companies for their excellence.”


The Bett Awards 2016 finalists:


Early Years Digital Content

Discovery Education – Dinosaurs Module in Discovery Education Espresso

Learning A-Z – Headsprout

Little Fox Inc. – Little Fox

Oxford University Press  – Big Writing Adventures for Reception (P1)

SK Telecom Smart Robot Coding School


Primary Digital Content – core subject content

3P Learning – Mathletics

3P Learning – Reading Eggs (incorporating Reading Eggspress)

3P Learning – Spellodrome

Daydream Education – Maths Tutor

Discovery Education – Phonics Module in Discovery Education Espresso

Lego Education – MoreToMaths

Oxford University Press – Big Writing Adventures

Twig World – Tigtag Junior


Primary Digital Content – rest of curriculum


Bloomsbury Publishing Plc – Telling the Time apps

EducationCity – EducationCity

Hamilton Trust (with White October) – Hamilton Trust suite of websites: Hamilton Trust, Hamilton Player and Hamilton Education

JMB Education – KS2 Spanish

London Grid for Learning / Computeam – Knowledge of the Maya

Oddizzi – Oddizzi


Secondary Digital Content

3P Learning – IntoScience

Britannica Digital Learning – Britannica® Pathways: Science™

Cambridge University Press – GCSE English Literature for AQA Frankenstein Cambridge Elevate Enhanced Edition

Cambridge University Press, UK Education – GCSE Mathematics Online

PG Online Ltd – Teaching units and textbooks

SAM Learning – SAM Learning

Show My Homework – Show My Homework


Best Whole Course Subject Curriculum Resource

3P Learning – IntoScience

Coordination Group Publications (CGP) – Salut!

Language Angels (Nubridge Publishing Limited)

Oddizzi – Oddizzi

Oxford University Press – Big Writing Adventures

Teaching Resources Ltd – Guzled Teaching Resources

Twinkl – Twinkl PlanIt Key Stage 1 History


ICT Tools for Learning, Teaching and Assessment – non web based

2Simple Software – 2Build a Profile

Alexandra Institute – WizeFloor

Capita SIMS – SIMS Assessment

EES for Schools – Target Tracker

Global Vocational Skills – i-GVS

NetSupport Ltd – NetSupport School

Texthelp Ltd. – Read&Write


ICT Tools for Learning, Teaching and Assessment – web based – classroom aids

2Simple Software – Purple Mash

Codio Ltd. – Codio

Creaza AS – Creaza

Daydream Education – Maths Tutor

GenericMaths Ltd. –

GoConqr – GoConqr

SAS Apps LTD – App Camp


ICT Tools for Learning, Teaching and Assessment – web based – whole school aids


EDLounge – Edlounge

Frog Education – Frog Progress

GL Assessment – Progress Test Series

Learning Ladders – Learning Ladders

Prime Principle – Classroom Monitor

Shoo Fly Publishing – School360

TES Global – TES Courses


ICT Special Educational Needs Solutions

Crick Software – Clicker Communicator

Crick Software – SuperKeys

GamelabUK – The Boris Games

Inclusive Technology Ltd – Inclusive Eye Gaze Education

Mike Ayres Design – Switch4 iPad App

Smartbox Assistive Technology – Grid 3

The Publishing Foundry – Educater


Digital Devices

Avantis Systems Ltd – Tectus

LearnPad – Folio 2

Mozaik Education – mozaBook


PASCO Scientific – SPARK Element

Promethean – ActivPanel

Prowise – Prowise All-in-One

Prowise – Prowise Pro Line


ICT Leadership and Management solutions

Bluesky – Bluesky Education

eCadets – eCadets

EDLounge Ltd – EDLounge

EES for Schools – School Effectiveness+

Groupcall Limited – Groupcall Emerge

Oxford University Press – School Improvement Pathways

Prime Principle – Classroom Monitor

Show My Homework – Show My Homework


ICT Exporter of the Year

Finalists to be announced in December


ICT Service and Support

3BM Ltd


Joskos Solutions

London Grid for Learning

Plum Innovations Ltd


Think IT

Wolverhampton Learning Technologies Team


ICT Company of the Year (less than £3m turnover)

bksb Ltd

Contact Group


Learning Ladders & School Explained

New Era Education Ltd

Prime Principle

Think IT


ICT Company of the Year (over £3m turnover)

3P Learning

Avantis Systems Ltd


Frog Education

Fujitsu UK & Ireland

Joskos Solutions



Free Digital Content/Open Educational Resources – content suite

Beauchamp College – BeauchApp

Computing At School – QuickStart Computing

Esri UK Ltd – ArcGIS Online

Gojimo – Gojimo

LearnPad – LearnPad Tool Suite

Rising Stars – My Rising Stars

Twig World – Heloise Spence


Free Digital Content/Open Educational Resources – single issue resource

CTVC Ltd/TrueTube and Breakthrough Media – Faith on the Frontline

iCompute – iCompute Lite

London Grid for Learning – Counter-Extremism: narratives and conversations

National Theatre and Frog Education – National Theatre On Demand

Royal Society of Chemistry – Periodic Table app

Tesco – The Tesco Eat Happy Project

The National Archives – Magna Carta


International Digital Education Resource

Discovery Education Espresso Sweden

InfoMentor – InfoMentor


LiteracyPlanet – LiteracyPlanet

Little Fox Inc. – Little Fox

Twig World – Tigtag

Whizz Education – Maths-Whizz Suite


Educational Apps

Intellisense – LabCamera

Learning A-Z – Raz-Kids

Minds On Play LLC – LogicCity for Schools

Raddlist – Kids Sound Lab Pro

Speechmark Ltd – Colorcards Basic Sequences

SuperMemo World sp. z o.o. – Olive Green

TechSmith – Coach’s Eye


The ICT Innovator of the Year

Avantis Systems Ltd

Groupcall Limited


Ohbot Partnership

Show My Homework

SK Telecom

Therapy Box


Caroline Wright, director general designate of BESA comments: “Working with educators to select finalists for these awards is rewarding and challenging in the best possible way. Seeing how solutions, companies and services continue to evolve in line with the demands of the sector and the pace of technological innovation is inspiring.”


Over 60 educational professionals judge the awards in a complex and meticulous judging process. Finalists are selected based on criteria including design, cost-effectiveness, effective learning and teaching styles. Finalists are now asked to send in their products so judges may complete a full technical evaluation in line with the criteria of each award category.


Winners will be announced at the Bett Awards ceremony on the first evening of the Bett Show, Wednesday 20 January 2016 at The Brewery, London EC1Y.


For more information on the Bett Awards, visit

Focussing teachers on improvement priorities with collaborative professional development projects

Northants secondary school achieves measurable impact on its improvement plans


Angie Dabbs, Assistant Headteacher, Moulton School and Science College

Having always prided itself on delivering high-quality collaborative professional development, Moulton School and Science College in Northamptonshire recently boosted teachers’ progress still further by using BlueSky Projects, to design and manage a programme of cross-school collaboration. Assistant headteacher Angie Dabbs explains how the work has made a measurable impact on the school’s improvement priorities.

About the school
Moulton School and Science College is a high-achieving secondary school and sixth form set in rural Northamptonshire. Its 87 teaching staff look after 1,342 pupils, mostly white British with English as their first language. The number qualifying for the pupil premium and free school meals is low at approximately half that of the national average. Moulton School became an academy in 2011 and is graded as ‘Good’ by Ofsted, with teaching rated ‘good and improving’.


The challenges faced

We wanted our collaborative professional development programme to have a measurable impact on our school improvement priorities (SIP) which are currently;

  • to promote independent learning,
  • to close the gap between pupil premium students and other students, and
  • to close the gap between boys and girls.


However, with 87 teachers and only two days and four 90-minute after-school ‘twilight sessions’ available for training, this has traditionally been difficult to achieve.


So to help with this I designed a programme of cross-school research projects called ‘Collaborative Triples’ which, as the name suggests, involved our teachers working in groups of three, carefully selected to balance interest and experience.


These ‘Triples’ have four aims;

  • to enable colleagues to meet several of the Teacher Standards,
  • to provide an opportunity for them to develop their skills through observation and discussion,
  • to encourage outstanding practice through sharing expertise, and
  • to enable colleagues to focus on, and make an impact on, the SIP.


The first year we managed the ‘Triples’ using emails and the school’s shared drive. While the idea of this collaborative approach proved popular, the downside was that it was difficult for staff to share resources and there was no easy way to bring the projects together and evaluate their success or impact.




The solution


While we have always aimed to give teachers an opportunity to choose their own CPD area, we realised that by asking them to choose a mini-project focused more tightly on the school’s improvement policies they could help us make some positive changes and progress towards meeting our SIP. Also, by working in threes, ‘experts in their field’ could positively influence the development of others.


Then, real transformation came when we began using the Projects area within our BlueSky Education online staff performance and development solution.


BlueSky Projects is where individual, departmental or whole school expertise can be shared with others – within one school or across a group or schools. It’s much more sophisticated and targeted than Facebook, but that’s a good analogy – a forum with threads where project members can lead discussions and share documents securely. We can also use it to upload, teaching resources, links to YouTube videos, lesson plans, questionnaires, other professional ideas and photographs. As soon as a new discussion thread or resource is added to a project, everyone working on that project is informed.


As soon as I found Projects, I realised it was exactly what we needed to manage our Collaborative Triples. Using the software’s Self-evaluation Module, we identified project topics corresponding to the SIP.


It’s hard to believe that we used to do all that work on paper! It took just a few hours to move everything online – a little laborious, but once done, the savings were great.


There are several ways of setting up the Projects section, but I decided to set up and ‘own’ all the projects and decide the main threads so that I can then invite the best mix of teachers for each one. It has been working really well. Every project includes an outline, a method, a section for results and a conclusion. I ask questions to get the thread going.


Projects in action


The types of projects our teams have run have included;

  • an investigation into the barriers to learning for pupil premium children (via direct contact and wider theoretical research),
  • identification and implementation of strategies for raising achievement among pupil premium children,
  • a project to engage boys with homework to improve their GCSE results;
  • an investigation into whether the gender of the teacher and the perceived gender of the subject affects pupil outcomes at KS3,
  • the impact of independent learning on pupil attainment overall, and
  • research into identifying students in need of intervention and researching well- targeted and well-timed interventions.




The benefits


The number one benefit has to be that we have made a measurable impact on our school improvement priorities by keeping them ‘live’ in people’s minds. Our teachers have demonstrated tremendous focus on the SIP, while developing their careers at the same time. The projects have also helped them get to know their pupils better than ever, to build relationships with them and drive parental expectations.


It was great that our last Ofsted inspection noted that, ‘….the head teacher has focused successfully on improving the quality of teaching. Improvements have been made because of an effective system for managing teachers’ performance.’


Our projects work has definitely helped to raise the profile of teaching and learning at the school. For example three years ago 10% of our teachers were outstanding – now that has risen to 38%.


I grade our teachers from 1 to 4 and use ‘a’ to ‘c’ within grades 1 and 2, with a 1a being securely outstanding, and 2c being good with some elements that require improvement. I used to have 30% of teachers deemed as 3 (requiring improvement) – now that’s down to 5%. Where I had 23 staff at the lower end of ‘good’ (2c) in 2012, we have now got that down to just four teachers. Overall, our data consistently shows teaching and learning at 95% good or better.


The focus on CPD and the SIP has also significantly raised the quality of our conversations around the school. We speak a lot more about differentiated learning, about stretching the more able pupils (which always needs additional work) about our pupil premium children and their targets and about where and when interventions are required. It has also allowed our subject leaders to monitor our strengths and identify areas for development.


As a result we are helping students achieve their target grades. Our GCSE 5 A*-C figures for 2014 were above the national average at 63% – the same as we achieved the previous year, which was a great result bearing in mind the affect of the change in English to speaking and listening tests. Our A2 results are also very strong.


BlueSky has been hugely helpful in helping us to link teaching and learning, appraisals and CPD together – driving the quality of delivery and positively affecting how our children make progress. Staff no longer see BlueSky as ‘just’ a performance tool. They have a reason to log in throughout the year and not just at appraisal time.


The opportunity to build and develop bespoke professional development, engage teachers as researchers and also providers of CPD for their peers, has had a demonstrable impact on a culture of improvement across the organisation.


We are also saving money on the school’s CPD budget by maximising the potential of the expertise available within school, so that we don’t need to send teachers on as many courses.


The expertise may always have been there, but previously it was not so well managed and archived. We now have such a great system for pooling our huge amount of expertise and maintaining momentum as any communication within the project is instantly notified to the whole group. Not everyone shouts about their achievements – some teachers could be hiding their light under a bushel and NQTs often have great fresh ideas but lack the confidence and forum for sharing. Now BlueSky Projects pulls all that work together like a huge resources folder – which we don’t lose when people leave.


As we build up the projects and staff continue to engage with their ‘Triple’, we will have more and more evidence to measure their impact on the school priorities – all aimed at developing outstanding practice through innovation in teaching and learning. BlueSky has enabled us to continue to build professional capital through reflective practice, collaboration and peer-to-peer observation’.


A recent study carried out by YouGov (Oct 2015) on behalf of EdPlace has shown that many parents would like to give their child extra support but aren’t able to afford it, thus exacerbating the gap between ‘those who can’, and ‘those who cannot’.
On top of this, 34% of the parents who are using tuition say it’s to get their child through the exams.
Meaning that if you can’t afford a tutor, it will be harder to compete during exam time and therefore get the grades you need to progress.
The research suggests that there’s clearly a need for more cost effective alternatives to tuition, however most parents are not aware of them.
Over the past few years, there has been significant investment in the ‘edtech’ sector. However, this study suggests it isn’t directly translating into a change in behaviour from parents, with 51% still defaulting to an at-home, and relatively expensive, private tutor.
Patrick Cooke, Partner & CMO of EdPlace says:
“The cost of tuition is prohibitive for most parents. The recent investment attention in EdTech has diversified options for parents; advanced technological innovation and some great businesses have arrived at the table meaning there are lots more options to give your child the support and stimulation they deserve.
I’m excited to see how this recent influx of investment
in the area translates into truly valuable products for the majority of parents, not just those who can afford to spend £22+ per hour on face to face tuition in their home.”
At EdPlace we see the future value in providing qualified curriculumbased content, integrated with truly innovative and intuitive technology. There have been some crunchy deals made; we now need a company that’s prepared to disrupt the sector, like Lovefilm did to the film industry, Spotify to music and uber to the personal transportation market.”
About the research:
All figures, unless otherwise stated, are from YouGov Plc. Total sample size was 6,233 adults, of whom 1,203 were parents of children aged 5 to 18. Fieldwork was undertaken between 14th – 16th October 2015. The survey was carried out online. The figures have been weighted and are representative of all GB adults (aged 18+).
• 15% of parents claimed to have used tuition in the last 12months
• On average, people spent 2.2 hours a week on private tuition
• 51% parents used a traditional “at-home” private tutor
• 37% of parents used Tuition centres
• 9% used an online tutor
• The typical household spent £2.3k a year on private tuition
About EdPlace:
EdPlace is an adaptive learning resource designed to empower parents in their child’s education. Covering English, maths and science it provides the best, qualified coverage of the Curriculum outside of the classroom.
In September 2012, the Company launched A year later the Company became the exclusive education provider for The Times and
Sunday Times and launched
By the end of 2014 the Company had grown its subscribers and sales by over
200% and its underlying customer lifetime by over 25%.
The Company is backed by a leading VC and experienced angels. EdPlace’s leading content product puts it in a unique position to become the leading parent education brand and largest online tutor company in the UK.
The team consists of Will Paterson (founder & MD), Pat Cooke (Partner & CMO), Will Lord (head of tech), William Frewen (chairman) and Mike Marchant (education advisor). Their full biographies are available on request.
Later this month, EdPlace will be running a crowdcube campaign to invest in;
• Online, affordable group tuition delivered by qualified teachers
• Personalised learning methodology
• Increasing it’s qualified content base
• Specific revision content
• Continuing to support parents in their child’s education

For more information contact: 2
Patrick Cooke, Partner and CMO | | 07971895824

Helping pupils overcome a fear of maths



Ask any pupil about their ‘worst’ subject at school and you will often get the answer, ‘maths’. Many adults will agree – weirdly it’s still socially acceptable to say you are ‘bad at maths’, or ‘not a maths person’. This has got to change and I’m convinced that removing the ‘fear’ around the subject will go a long way towards developing more positive attitudes towards this vital skill.


I believe that a sharp focus on confidence and building a positive mental attitude to tackling difficult maths problems is the way to go. By changing a child’s attitude towards maths you can improve the way that they learn. Essentially you build resilience – inspiring self belief and getting them to feel confident that they are capable of tackling even the most difficult-looking maths problems, provided they use the right mindset.

A handful of researchers have examined cognitive style in mathematics (Chinn and Ashcroft 1998) who found that; “Within the school curriculum learning mathematics is uniquely challenging in that it is highly organised, sequential and progressive.”


On top of that, there are other factors that make maths ‘difficult’.  Firstly pupils have to remember and recall lots of different things at a rapid rate and are called upon to memorise formulas.  They may lack the vocabulary to describe the difficulties that they experience and can also be short of opportunities to practice and embed what they have learned in a range of different contexts.  Finally, at the end of the course, they need to take a high-stakes individual test. It’s no wonder some pupils find it stressful.


So instead of just throwing more content at a child clearly struggling, it’s important to step back, look at the basics and break down any barriers to learning. Anxiety is often chief among them, with a fear of failure often leading to a defeatist or hostile attitude to maths – which is not helpful to teaching or learning.  Such attitudes usually mean that a pupil doesn’t even attempt a question that they don’t like the look of – yet there are marks to be had in an exam simply by showing some workings.


It’s also useful to review key mathematical concepts, making sure they understand the vocabulary around the subject.  Providing team work opportunities helps to demonstrate that they are not alone in struggling with maths.  I often like to use the analogy of ‘the pit’ – the idea being that you may feel you are not getting very far in your struggle to get out of it, but with practice and resilience you will escape.




Working through these steps will help to develop confident learners who are able to work independently and willing to take risks, resulting in resilient, resourceful and enthusiastic learners. The benefits will be felt in other subjects too, not just math’s, but also to wider skills in confidence and problem-solving.


Add Daydream Education to your Bett visit to multiply your experience

Educational apps specialist, and the UK’s leading provider of educational posters and interactive software, Daydream Education, will unveil its newest app, Maths Tutor at the world’s leading event for learning technology, Bett 2016.

Maths Tutor provides schools with a complete maths learning solution. The multi-platform app, which features a National Curriculum alignment section, incorporates a huge variety of tutorials, interactivities, real-life scenarios and assessments to facilitate learning and improve pupils’ understanding of key maths skills and topics. With more than 10,000 differentiated problems and questions, every topic contains three levelled quizzes, plus three other games or assessment activities, all of which are based on key curriculum skills and provide distinguished learning tasks every time.

Teachers also benefit from the vast assortment of content, which ensures that they have access to a flexible teaching tool that is ideal for independent, group and whole-class learning within the classroom; home use; flipped learning; starter, plenary and summary activities; and intervention. In addition, they can instantly access in-depth progress reports for every pupil, in real-time. All progress reports are mapped to the curriculum and provide an easy way for teachers to identify pupils’ strengths and weaknesses directly against the curriculum.


Chris Malcolm, managing director of Daydream Education explains why he believes Maths Tutor is a game-changer for pupils, “We have found from first-hand experience that this system encourages self-led learning and further engagement in maths. Every learning screen in the app contains some form of interactivity to engage and enthuse pupils. It also incorporates a rewards-based system to help motivate pupils, and encourage healthy competition. The step-by-step presentations break down difficult mathematical skills into easy to follow steps that can be used as a constant reference point by pupils during independent study. Ensuring the app has complete flexibility has been a priority for us, as it makes sure it is inclusive and accessible to everyone.”


Bett returns to ExCel London from 20-23 January 2016, and is free to all visitors. For more information on how Maths Tutor can help engagement in maths in your school, pop by Stand E440 or visit

Award Winning Local School Students support Local Charity

On Friday 6th October Canterbury Steiner School hosted a concert in aid of Catching Lives a local charity which supports the homeless in Canterbury.

The musical event was organised by three class 11 pupils Alice Baker-Russell, Rose Pettengell and Serena Fleming with the help and support of other students and staff members.

Class 11 organises a charity event each year where the proceeds went to national charities, however this year after Alice, Rose and Serena had visited Catching Lives they felt it would be good to support a local charity.

With a mixture of acts drawn from the school and local musicians the evening was a great success with £190 raised in donations.

“It has taken a lot of work and some long hours organising” said Alice Baker –Russell “Everyone had a great time and we raised money for a really good cause”.

“The youngsters have worked for weeks getting this organised” commented Martyn Nicholls Marketing & Communications Manager, “Canterbury School is very proud of the initiative and social awareness of these students”.

Best Kept Secret in Kent

On Saturday 21st November  11:00-17:00 a corner of Kent will be transformed into a mini wonderland. At the bottom of a valley bordering the Kentish downs is the Canterbury Steiner school just minutes from Canterbury.

Each year the school celebrates the beginning of Advent with their Advent Fair.  The whole school is decorated and families have been spending months making, cooking, baking & sewing items to sell. This year there will be stalls where local artisans will also be selling their wares.

There are lots to do with children’s activities and food galore, free parking and entry.

“This is our biggest event of the school year”, said Martyn Nicholls Marketing & Communications Manager, “It is really magical and we hope that many more people will come along and see what we are doing”.