New Secretary of State for Education: NASBTT statement

Decision needed quickly on whether fundamental change in the ITT sector, and the likely immediate impact on teacher supply, is really a priority at this time 

 

Executive Director Emma Hollis said: “We welcome the appointment of Nadhim Zahawi MP as Secretary of State for Education. It potentially represents a new chapter for the Department for Education and brings an opportunity to address the most pressing challenges facing the schools’ sector. It is clear that supporting schools and children through a properly funded post-Covid recovery strategy should be top of the list. From the perspective of Initial Teacher Training (ITT), we do, course, face a number of uncertainties over the coming months as a result of the ITT Market Review and we are aware that many voices share our concerns over the future of our sector. Mr Zahawi will need to decide quickly whether fundamental change in the ITT sector, and the likely immediate impact on teacher supply, is really a priority at this time. We also call for transparency of reporting of the ITT Market Review consultation responses: it is imperative that the Minister responds to what the sector has said. We are here to support Mr Zahawi, however we can, in that decision-making process. We would welcome the opportunity to continue working closely with the Department to ensure continued excellence in ITT provision; once confirmed, the same applies to the new Minister of State for Schools. I would like to take this opportunity to thank Mr Gibb for his immense contribution to the sector over the past nine years. We have worked closely together on ITT policy and always found him to be knowledgeable, passionate and willing to listen to ideas. He was also always supportive of NASBTT and the quality of school-based ITT provision. The sentiments being expressed by others in the sector show how highly he was thought of.”

 

 

The digital revolution in teaching during the pandemic – world’s largest international study on teachers and education

15 September 2021 – T4 Education has today published a landmark report revealing for the first time how teachers around the world have turned to technology to overcome barriers to education brought about by the pandemic.

 

Launched in Spring 2021 and informed by 20,679 teachers across 165 countries, T4 Education’s survey is the largest in the world. The report findings provide a unique and untold perspective documenting how covid restrictions have inverted understandings of disadvantage among school pupils and created a new comprehension of educational inequality. 

 

The Covid-19 outbreak sparked a global crisis in education. Governments worldwide took unprecedented action in responding to the pandemic by closing schools and entering national lockdowns for long periods. Throughout, teachers and their schools have had to overcome unique challenges in continuing teaching and learning by adapting to remote or hybrid forms of education.

 

While the evidence details the overwhelming devastation unleashed by the pandemic on children’s education, the findings in this report also tell another story of how teachers stepped-up to meet the extraordinary challenges created by the pandemic. They did so by turning to technology, by embracing and mastering new digital tools for instruction and by exploring and developing new pedagogies.

 

Furthermore, it was not the generation of younger and more recently qualified teachers who pivoted to adapt to technology and remote learning and instruction. Instead, it was the most experienced, predominantly older teachers who used digital tools the most, who taught more classes online and who deployed the most sophisticated and creative types of remote teaching.

 

Faced with a once-in-a-generation challenge of switching to a new model of remote learning, the teaching profession worldwide rose to this task. But by having to do so, the digital divide has become the number one factor of inequality in education worldwide.

 

Nonetheless, despite well-known limitations such as poor internet access and inadequate supply of digital devices, the vast majority of respondents consider their experience of the pandemic has made them better and more enthusiastic teachers.

 

 

 

 

 

In summary, the key findings of the report are:

 

  1. 55% of teachers with between 21- and 30-years’ experience said they taught lessons online in the year before completing the survey in spring 2021, compared with 38% who had taught for between three and five years.
  2. Linked to the point above are the findings that among teachers who said they undertook more than 10 whole days of training over the previous year, 54% were teachers with 30-plus years’ experience, falling to 31% of teachers who had been in the classroom for 5 years or fewer.
  3. Maths teachers were consistently the least likely among teachers of all curriculum subject areas to use a range of digital tools for teaching and learning.
  4. The use of digital tools for assessment is surprisingly very low. The survey found that 27% used technology for assessments daily, 29% weekly and 20% once or twice a month. Another 7% of respondents used technology for assessments once or twice a year and 17% never or almost never did so.
  5. The vast majority of surveyed teachers considered that the experience of teaching during the pandemic had made them better teachers and over half had become more enthusiastic about teaching.
  6. Teachers reported the most frequently observed group of children to suffer learning loss during the pandemic were those with less access to the internet or to technology (60%). This factor accounted for more than other indicators of deprivation including economic status, unemployment, unstable home environments or special educational needs.
  7. Schools are proving to be a greater leveller in providing children with access to digital equipment and the internet. However, the survey exposes a sharp digital divide in which children in government-funded and, especially, low-cost private schools and schools in rural locations were much more likely to miss out and their education suffered in consequence.
  8. Almost a quarter of teachers (23%) reported that their school did not have access to the internet at all. More than half (53%) said insufficient online access hindered their schools’ ability to provide high quality education.
  9. Shortages of technology hardware for instruction also constrained the capacity of schools, more than half of teachers (52%) said. More than four in ten teachers (42%) said that they brought their own digital device, whether it be a laptop, tablet or even a smartphone, into their school to teach.
  10. Schools in rural areas made less use of technology than schools in cities and metropolitan areas. While this might be expected, the digital divide between urban and rural schools is still stark and means that hundreds of millions of children lost out on their learning due to where their families live. The gap in percentage points between rural and urban schoolteachers was 14 points on whether their children’s education was hindered by poor internet access (61% versus 46%) and 13 points on inadequacy of digital resources (59% versus 46%).

 

Vikas Pota, Founder of T4 Education, said:

 

“The past 18-months have been an incredible journey for teachers worldwide. This unique report documents globally how teachers have heroically responded to the world-wide education crisis being driven by the ensuing pandemic.”

 

“This report is distinctive and noteworthy because it shows us the viewpoint from those who have been on the frontline delivering education. We see amazing ingenuity, innovation, creativity, and collaboration amongst teaching peers in every country. The results of which are not only benefitting millions of children and whole communities worldwide, but also the profession.”

 

“I am really pleased to be launching this report today and want to send my gratitude to the tens of thousands of teachers in 165 countries who have taken the time to respond. Capturing the experience of teachers, the findings present a real opportunity with teachers and schools around the world, as well as with global partners to bring about the required change.”

 

FT poll shows 90% learnt ‘little or nothing’ about finance at school

The Financial Times has launched a new charity endorsed by the former prime minister Gordon Brown, focused on the promotion of financial literacy and inclusion around the world. The FT Financial Literacy and Inclusion Campaign (FT FLIC) unveiled its strategic plan to boost the financial literacy of young people, women and disadvantaged communities at an event hosted by Roula Khalaf, editor of the Financial Times.

 

The plan will develop educational programmes to tackle financial literacy, initially in the UK and then around the world. It will seek to warn people about potential financial traps as well as empowering them to realise their aspirations. It will also campaign for policy change and clearer product communication by financial companies. 

 

“Improving financial literacy for people that need it most, will empower and build financial resilience amongst communities that have faced growing inequalities exacerbated by the pandemic and austerity,” said Aimée Allam, executive director of FT FLIC. “We have now outlined our ambitious goals to improve financial literacy, and our success will be determined by our ability to achieve these goals in an effective and measurable way.”

A survey, commissioned for the Financial Times by Ipsos Mori, reveals shortcomings in financial understanding among four constituencies that have clear gaps relative to the national average: deprived areas, the young, women and ethnic minorities.

 

According to the research, 90% of the 3,194 people polled across England learnt “nothing at all” or “not very much” about finance at school. The research also found that barely half of 3,000 respondents were able to correctly compare the costs of borrowing via credit cards or bank overdrafts, regardless of their wealth, ethnicity or gender.

 

Not only will FT FLIC provide financial educational content for individuals and teachers, it also intends to lobby for education policy to change, in particular pushing for financial literacy to be integrated into school curriculums. FT FLIC will also focus on helping close the financial literacy gap for women and communities marginalised from accessing mainstream finance.

 

FT FLIC will partner with existing charities and other organisations in financial education, and become a hub for the aggregation of the best materials, as well as developing its own content.

 

Patrick Jenkins, the FT’s deputy editor who chairs FT FLIC, said: “According to the World Bank, two in three of the global population, including one in three in the UK, are financially illiterate. If that were true of language literacy it would rightly be regarded as a scandal. Happily getting on for nine in 10 people around the world are now able to read and write. But why is it not regarded as a scandal that financial literacy levels are so low?”

 

Speaking at the launch of FT FLIC Gordon Brown, former Prime Minister of the United Kingdom, said: “In surgeries, I came face-to-face with constituents who could not manage their finances or pay their bills, who racked up debts and fell into the hands of money lenders. I saw not only the despair that this brings and the impact it has on physical and mental health but the need for far greater financial literacy. Financial worries have been exacerbated by the pandemic and will certainly worsen when six million families in the UK find their universal credit is cut by £20 a week. I welcome this initiative to create an umbrella foundation that will not only work with current providers at the grass roots level, but it will also seek changes to policy.”

 

The launch of FT FLIC follows 15 years of successful FT seasonal appeals that raised more than £19.5m on behalf of charities and supported many worthy causes.

 

UK Parliament Education Centre awarded the Sandford Award for Heritage Education 2021

UK Parliament’s Education Centre has been awarded the Sandford Award for Heritage Education, as it prepares to welcome school groups back this autumn.

 

Opened in 2015, the Education Centre provides students with a unique learning experience, with each visit including a tour of the Palace of Westminster – a World Heritage Site. Sessions are fun and interactive and directly integrated with the UK’s four curriculums, tailored to the age and attainment of different age groups.

 

The Sandford Award celebrates and promotes high quality in heritage education, with more than 500 heritage sites across the UK and Ireland receiving the prestigious quality mark. The Awards focus on formal, curriculum-linked learning provision, although recognition is also made of informal learning such as family programmes and community outreach.

 

In awarding the prize, judges for the Sandford Award said:

‘The Parliament Education Centre leads pupils to knowledge of law making and democracy in the United Kingdom and their own place within it, through National curriculum related topics. Either using impressive trips around the magnificent parliamentary site with backup workshops or through detailed and stimulating online sessions, the skilled and professional education team engage with pupils of all ages and key stages. Talking to their own MP or investigating and debating such topics as the suffragettes, pupils learn to question and become involved. The programmes are a must for all young people who live in this country’.

 

This all comes as the Education Centre prepares to re-open its doors to schools from September. Due to unprecedented demand, bookings for the autumn term are now full, however schools are being encouraged to sign up to Parliament’s Education newsletter to hear about spring bookings.

 

School visits will be in line with current government guidelines to ensure the safety of all visitors. Online workshops will also continue to be delivered and can be booked via this link.

 

Amy Baxter, UK Parliament’s Head of Education and Engagement said:

‘I am delighted that the Education Centre has been awarded the Sandford Award for Heritage Education. This is a true testament to the hard work of the Education and Engagement team who have ensured that throughout the pandemic, sessions continued and we could deliver our dynamic programming to thousands of school children. We are looking forward to welcoming school groups back to Parliament and ensuring that young people from around the country get the unique experience of visiting the heart of British politics and learning more about our democracy.

 

Anyone for tennis? Join 10,000 teachers and inspire your pupils following the soaring success of Emma Raducanu

BROMLEY, ENGLAND – JULY 19: Emma Raducanu visits her former school, ‘Bickley Primary’ on July 19, 2021 in Bromley, England. Ms Raducanu, who is a youth ambassador for the Lawn Tennis Association (LTA), made a surprise visit to the school as they enjoyed sports day. The 18-year-old professional tennis player made her main-drawn grand-slam debut at this year’s Wimbledon tournament, becoming the youngest British woman to reach the Round of 16. (Photo by Dan Kitwood/Getty Images)

Following the exceptional performance from British breakthrough star Emma Raducanu, who captured her first Grand Slam at the US Open over the weekend, Emmamania is already inspiring pupils aged 4 – 11 to get more involved in tennis – and LTA Youth, the flagship programme from The LTA, the governing body of tennis in Britain, has teachers across the country covered.

LTA Youth’s assembly and classroom challenges are the perfect solution for primary teachers looking to use the phenomenal success of LTA Youth Ambassador Emma Raducanu’s efforts to engage with their pupils at school right now. There is no better time to get more kids hitting super serves like Emma. Tennis is an activity that can easily be incorporated into everyday life. All you need to play is a ball, racket and away you go!

 

The LTA wants all primary school children to see tennis as a fun activity, while simultaneously enhancing their personal and character skills during lessons. So far the programme has over 10,000 teachers involved.

 

The challenges contain some simple ‘warm-up’ activities, which will take children around 15 minutes to complete. Children can then take part in exciting, tennis themed lessons, lasting around 45 minutes, covering subjects such as numeracy, literacy, geography and science. These challenges are aimed at children.

 

LTA Youth Schools Programme is the LTA’s innovative junior programme created to help more children enjoy the benefits of playing and staying in tennis, whatever their age, gender, ability, disability or background.

 

This is the first curriculum aligned tennis resources available and is based on world leading expertise, research and science, and drawing on insight from parents and players – perfect to build into lesson planning for the new school year covering topics such as; PSHE and Physical Education.

BROMLEY, ENGLAND – JULY 19: Emma Raducanu visits her former school, ‘Bickley Primary’ on July 19, 2021 in Bromley, England. Ms Raducanu, who is a youth ambassador for the Lawn Tennis Association (LTA), made a surprise visit to the school as they enjoyed sports day. The 18-year-old professional tennis player made her main-drawn grand-slam debut at this year’s Wimbledon tournament, becoming the youngest British woman to reach the Round of 16. (Photo by Dan Kitwood/Getty Images)

The LTA are keen to open up tennis to more children across the country by using tennis as a theme to discuss curriculum orientated work and with recent British success, the topic of tennis is at an all time high.

 

Former teacher and Head of Education & Community at The LTA, Tom Gibbins, said; “What we have seen over the past few weeks from an up and coming British tennis player in Emma Raducanu has been nothing short of spectacular. This is such a great moment for our sport and even more so as we look to inspire future generations across the country to take up tennis. Our free LTA Youth Schools Programme was designed to support teachers in moments like this.”

To ensure that teachers are confident in delivering the resources from LTA Youth Schools Programme, upon signing up, The LTA offers training to all participating schools from professional LTA accredited practitioners, with over 4,000 already completing the training. On completion of the 2 hour course, schools will receive a £250 voucher and tennis activity pack.

BROMLEY, ENGLAND – JULY 19: Emma Raducanu visits her former school, ‘Bickley Primary’ on July 19, 2021 in Bromley, England. Ms Raducanu, who is a youth ambassador for the Lawn Tennis Association (LTA), made a surprise visit to the school as they enjoyed sports day. The 18-year-old professional tennis player made her main-drawn grand-slam debut at this year’s Wimbledon tournament, becoming the youngest British woman to reach the Round of 16. (Photo by Dan Kitwood/Getty Images)

Dan Smith, teacher at Manchester Road Primary School, who used the resources last year commented on the support LTA Youth has provided for his school, saying; “LTA Youth Schools has been great for our school. Not only have we received amazing training through the free online course, but the resources that we now have are brilliant and we will continue to use them for years to come. Unlike any other training course, we were also given a £250 voucher so we were able to buy the equipment needed for the lessons.”

 

For the first time, LTA Youth will be offering a visit from a professional tennis player for new sign ups to the LTA Youth Schools programme as they look to highlight the benefits of tennis in building active lifestyles and key skills for the future. Sign up today for free, explore the resources and join the active online community of over 10,000 teachers part of the LTA Youth programme.

 

HAY FESTIVAL UNVEILS AUTUMN PROGRAMME FOR SCHOOLS WITH IN-PERSON EVENTS ACROSS WALES

Hay Festival has today unveiled its free autumn Programme for Schools including two days of in-person events at Hay Festival Winter Weekend, 24-25 November, alongside in-person Beacons Project and Welsh Scribblers Tour events across Wales. 

Schools can explore the programmes in depth and register now FREE at hayfestival.org/schools, while pupils can apply to take part in the Beacons Project at hayfestival.org/beacons-project.

Welsh language Scribblers Tour events take place in-person on 3 November at Bangor University and on 4 November at Aberystwyth University, bringing creative inspiration direct to transition-year pupils (Years 6 and 7). Welsh poets Gruffudd Owen and Rufus Mufasa will lead the workshops alongside host Aneirin Karadog at both universities, with writers Mererid Hopwood, Eurig Salisbury and Hywel Griffiths adding to the programme at Aberystwyth, while Osian Owen joins at Bangor.

A free in-person Programme for Schools will then take place 24-25 November at Hay Festival Winter Weekend in Hay-on-Wye with six events for KS2-3 pupils. Sessions will also be broadcast online for pupils unable to travel to the booktown, adding to the free Programme for Schools digital archive and offering pupils all over the UK the chance to see their favourite writers and get creative.

On Wednesday 24 November, events for KS2 pupils include writer Onjali Q Raúf (The Lion Above the Door), illustrator Rob Biddulph (Peanut Jones and the Illustrated City) and author Emma Carroll (The Week at World’s End). On Thursday 25 November, events for KS3 pupils include writers Sally Nichols (The Silent Stars Go By) and Nicola Davies (The Song that Sings Us), and rap-poet Karl Nova.

Meanwhile, the Beacons Project, a free workshop residency for 16-18-year-olds interested in writing, will run through Hay Festival Winter Weekend, 24-28 November, offering the next generation of writers a tailored weekend of inspiration featuring Festival guests from across the main programme. 

Over the past 18 months, Hay Festival’s education events have taken place digitally, reaching 100k pupils in more than a thousand schools across the UK and beyond, part-funded by the Welsh Government and Hay Festival Foundation.

Aine Venables, Hay Festival Education Manager, said: “We’re back for our first in-person events for schools since 2019 and we’re energised to welcome pupils and teachers again to our events. In a year of enormous challenges for young people and educators all around the UK, we’ve been pleased to connect with thousands digitally and can’t wait to re-connect with that same spark of inspiration in live events. Our free Welsh Scribblers Tour, Winter Weekend Programme for Schools, and Beacons Project offer a chance for young people all over Wales to engage with writers and their work. Everyone is welcome.”

Jeremy Miles, the Minister for Education and Welsh Language, said: “I’m very pleased to see that we have been able to support Hay Festival’s Programme for Schools once more, giving young learners access to a variety of creative and cultural experiences, both digitally and in-person.
 
“Cultural and creative learning will form a crucial part of our new Curriculum for Wales, and I’m pleased we’ve been able to work with Hay Festival to provide children throughout Wales with a rich series of events this autumn.”

Upcoming Hay Festival events for general audiences this autumn include international editions in Spain and Peru, along with Hay Festival Winter Weekend, which brings writers and readers together for a year-end wonderland of in-person and online events to inspire, examine and entertain, 24-28 November, in Hay-on-Wye, Wales. 

Now in its 22nd year, an eclectic mix of speakers and performers will lead the hybrid Hay Festival Winter Weekend programme in five days of conversations, candle-lit storytelling, comedy, music, and family workshops. These will be the first Hay Festival events in the UK with ticketed audiences in two years, with the full programme due to be released at the end of September.

 

Now in its 22nd year, an eclectic mix of speakers and performers will lead the hybrid Hay Festival Winter Weekend programme in five days of conversations, candle-lit storytelling, comedy, music, and family workshops. These will be the first Hay Festival events in the UK with ticketed audiences in two years, with the full programme due to be released at the end of September.

Keep up to date with Hay Festival news by signing up to the newsletter or follow on:
Twitter: @hayfestival / @hayfestival_esp
Facebook: hayfestival / hayfestivalimaginaelmundo
Instagram: @hayfestival 
#HayFestival

Sessions in English and Spanish can be rediscovered anywhere in the world on Hay Player, a subscription service offering the world’s greatest writers on film and audio for £15/€15 per year. 

Educational Facilities Optimised for Student Wellbeing, Performance and Sustainability

The concept of Smart buildings is being driven by a need for buildings to reduce carbon, reduce costs, and improve occupants’ environment, therefore allowing them to be more productive, prioritising their health and wellbeing. amBX have written a whitepaper on Smart buildings, and how we can expect to see more of them in the future, as our SmartCore technology enables smart buildings with an interoperable control platform. One of the key features is smart lighting control and monitoring, in particular circadian lighting/human-centric lighting.

 

Research published by Vodafone shows that currently, in the UK and EU, buildings are responsible for 36% of overall carbon emissions. There is much that can be done to improve this. Many believe it starts with schools; upgrading and retrofitting, involving students, and educating them about environmentally friendly solutions and how they can have a positive impact now and in the future. Added to the fact that school buildings are rapidly ageing and becoming increasingly inefficient, leading to unnecessary carbon emissions and high utility bills.

 

The Let’s Go Zero campaign states that 60% of the energy used by schools is wasted out-of-hours, and schools in England alone spend £600m per year on energy – the second-largest budget item after staff salaries. By installing Smart Heating, Ventilation, and Air Conditioning (HVAC) systems that coordinate through the exchange of data to optimise each function’s efficiency also help create smarter buildings. Motion sensors also prevent wasteful cooling, heating and lighting of empty or low utilised spaces. In addition, predictive maintenance through smart technology can eliminate the wasteful replacement and breakdown of a building’s assets.

 

Smart IoT sensors that monitor electricity, gas and water can help Facility Managers identify areas where wastage occurs, and simple changes can be made, which amount to big savings. Combining these sensors with AI and machine learning, presents an opportunity for the building to begin to make these changes and decisions by itself, autonomously saving energy and water. 

 

Therefore, if schools are adopting new smart HVAC systems, it makes sense to also investigate the lighting of the schools. If there is a need to be smarter to reduce costs and emissions, then surely lighting that also benefits students’ health should be considered. In schools, the results of recent research into the effects of applying circadian lighting capabilities and principles show a marked difference in how this type of lighting can deliver compared to conventional lighting set-ups. 

 

Understanding the impact of light on human behaviour has advanced rapidly. It is now possible to use circadian lighting principles easily and cost-effectively. In human beings’ evolution, we have been exposed to artificial light for an extremely short amount of time. However, many of us now spend most of our day under artificial light and until very recently, this lighting has failed to reproduce the light experience for which we are “programmed”. 

 

As well as using lighting to help synchronise the human circadian cycle, it has been found that levels of illuminance are key to cognitive performance. A 2011 study in the Netherlands found that increasing illuminance levels in schools at certain times of day and changing the colour temperature of the lights indicated a positive influence on pupils’ concentration. Researchers found students were more alert and scored higher on their tests when they were in a classroom with 6500K lighting.

 

A further study conducted by Kazan State University in 2015 demonstrated the influence of different lighting types on visual performance. For example, there was a 20% improvement in the performance of the tasks speed during tests where the colour temperature was 5800K in comparison to fluorescent lighting. The number of errors also reduced hugely.

 

SmartCore technology from amBX helps to improve occupant health and wellbeing as it follows the Circadian rhythm, maintaining natural body clocks, by ensuring we receive the right amount, quality, colour, and intensity of light at the right times of the day. The Education sector is one of many currently adopting and embracing smart technology to achieve this and create an environment that allows students to thrive.

 

Bagheri and Hagighi Movahed predicts the global adoption rate of IoE (Internet of Everything) in education will rise from less than 5% in 2013 to 32% by 2022. Critical decisions about the carbon footprint of the built environment must be made if we are to achieve Government net zero carbon targets, and smart technology has a huge role to play in this.

 

Rodocodo teams up with TrilbyTV to bring ‘Learn to Code’ posters to schools digital signage

Digital signage software company TrilbyTV has announced an exciting new partnership with Rodocodo! The new partnership will bring ‘Learn to Code’ posters from the revolutionary app that helps teach primary school children how to code. Schools can now access ‘Learn to Code’ posters via TrilbyTV, which shows 9 real-life examples that pupils will recognise.

 

About Rodocodo

 

Rodocodo is the revolutionary fun game that helps teach primary school children how to code. From Reception to Year 6, it makes it fun and easy, removing all the complexity and frustration along the way. Pupils don’t realise they’re learning because to them it feels like they’re playing a game. With all the lesson plans already laid out and staff training that even the most technophobic teacher can understand, it saves time and effort, while offering instant class feedback. Plus as part of Rodocodo’s commitment to inclusivity, they’ve made a conscious effort to appeal to girls as well as boys.

 

Empowering children for the jobs of tomorrow

 

The creator of Rodocodo, Chi Dire, designed it when he was trying to teach his own children to code. Along the way, he realised that although coding is now on the curriculum, many teachers don’t feel confident teaching it. Mainly because they haven’t had training, he had this to say on the partnership,

 

“I created Rodocodo because I wanted to teach my own two children how to code. Teaching them to code was actually a stealthy way of teaching them problem-solving skills and fostering a growth mindset. I really struggled to find existing software that did this in a fun and exciting way that didn’t need a lot of input from me. Crucially, I learnt there weren’t any programmes that made it easy for teachers. It’s my passion to change this and make it accessible to everyone through school. I want every child to be able to understand the digital world we now live in and to be prepared for the jobs of tomorrow. I’m delighted to be able to further this goal by working with TrilbyTV.”

 

TrilbyTV Director, Ben Stanley added,

 

“Learning to code early and getting a grasp of computational thinking are both valuable skills to have, not just for computing, but also for life. Whatever you end up doing in your career, having some basic understanding of how things work can be a real benefit. That’s why we were keen to partner with someone like Chi and the team at Rodocodo to help get young people interested in learning to code and building those key skills as early as possible.”

 

‘Rodocodo Learn to Code’ posters are a fantastic way to get students to think like coders. It teaches children the science of solving problems (Computational Thinking) without them realising. It develops their skills and confidence to solve problems on their own. This means they ask for help less often when stuck.

 

The combination of Rodocodo’s content and TrilbyTV’s simple, easy to use software solution create the perfect match to engage audiences.

 

ABOUT TrilbyTV

 

TrilbyTV, created in 2015, is the number one digital signage platform made for education. Founders Ben Stanley & Neil Emery were technology trainers, who were fed up of walking into reception areas and seeing TV screens switched off. After investigating further and plugging in a cable or two, they’d usually find the Christmas play pictures from five years ago. When looking into why the screens were switched off initially, there seemed to be a pattern; the software was too hard to use and had to be constantly micromanaged by the IT department. This is why they created TrilbyTV, the easy to use digital signage software that gives users ownership and control of their own content. 

The platform offers a full range of content options for digital signage including video, slideshows, Twitter feeds and web content. It also contains a content catalogue, full of education-focused ready to use content from well known and trusted organisations.

You can find out more about TrilbyTV here

Free online Education calendar available now to all.

TheSchoolBus has launched ‘TheSchoolYear’, a free online Education calendar available now to all.

Created to keep those in the Education sector informed of the latest key dates and events, policy junctures, submission deadlines and best practice milestones, users can access the software by creating a free login via the website.

Once registered for their free account, users can get up-to-speed and prepare for changes, access resources and sync dates to their own calendars.

Kieran Bamford, Managing Director at TheSchoolBus commented: “Over the last 18 months, schools have experienced change at an unprecedented rate and at TheSchoolBus we have kept those in Education informed of the latest changes with up-to-date resources and policies. ‘TheSchoolYear’ takes this one step further, helping schools work proactively by making the unmissable, unmissable”.

Users can create an account here.

Schools abuse helpline receives over 650 contacts as pupils urged to get in touch with concerns

Press play below.

  • The Department for Education is encouraging teachers to spread the word about the Report Abuse in Education helpline as schools’ return
  • Sexual assault, sharing nude images and rape are among the concerns reported to the NSPCC

The Government is calling on teachers to remind pupils that the NSPCC’s Report Abuse in Education helpline is still available to them for support and free and confidential advice.

With children returning to school after the Summer Holidays the Department for Education will make the request in the monthly bulletin it sends to schools across the country. 

The prompt comes as the helpline, set-up as a place for young people to report peer-on-peer sexual abuse within schools, has revealed that it has received over 650 contacts in the five months since it launched.

The latest monthly data update from the NSPCC shows that 118 contacts were deemed serious enough to refer to an external agency such as police, local authorities and the NHS.

Where information about the caller was known, 121 contacts were from adult or child victims, of which 73 were female, 41 were male, two were transgender and five were unknown. Meanwhile 67 of the contacts were from parents with concerns about their child.

The helpline launched on April 1st after thousands of testimonies of sexual abuse and harassment mostly perpetrated by peers were posted on the Everyone’s Invited site.

The charity has responded to reports about sexual name calling, unwanted sexual touching, sexual assault and rape by other pupils as well as online abuse such as sharing nude images without consent.

Incidents relate to both recent and non-recent abuse with adults who were abused as children telling the helpline that they felt they could not report it at the time or they tried to but weren’t listened to. In other cases, adults witnessed incidents but didn’t act on it.

Some victims told the helpline they were accused of inviting unwanted attention while others were discouraged from taking action against the perpetrator out of fear it would ruin their education and life prospects.

Victims said they felt scared, powerless and guilty because of the abuse and some developed anxiety, depression or suffered with drug and alcohol issues.

One parent wanted advice after her 14-year-old daughter was touched inappropriately by a boy in her PE class:

“She said this boy tried running his hand up the inside of her thigh, up to her crotch area. During the same lesson, she witnessed the boy “grab” two other girls by their boobs. My daughter spoke with the other two girls and they decided to go to their head of year. The girls were asked to write a personal account of what happened before being sent back to their lessons.

“I’ve since been on the phone with the school’s pastoral support team and they seem to have a completely different version of events, basically making out like my daughter has got it all wrong. It’s as if they’re dismissing the whole thing. I’m not sure what to do about it now, so I’m hoping you can advise.

Sandra Robinson, NSPCC Helpline Manager, said: “We’ve heard about hundreds of incidents of pervasive peer-on-peer sexual abuse and sadly we know there are likely to be many more that have gone unreported.

“Contacts to the helpline paint a striking picture of the devastating and lasting consequences peer-on-peer sexual abuse can have on young people and how it can be exacerbated if safeguarding incidents aren’t handled correctly.

“For some pupils, returning to schools this week means facing their abusers again but they don’t have to do this alone. Our helpline is a safe space for children, teachers or parents to report recent or non-recent abuse and provide support to help them recover.”

Vicky Ford, Minister for Children and Families, said: “As children return to school this September, we want them to feel safe and protected.

“That’s why we’ve taken steps to remind all schools about the importance of our new mandatory RSHE curriculum, as well as the NSPCC’s dedicated helpline.

“We encourage all individuals who have been a victim of sexual abuse, whether recent or non-recent, to call the helpline so that they can receive the vital support they need.”

To get in contact with the Report Abuse in Education helpline call 0800 136 663, or email help@nspcc.org.uk. Opening hours: Monday to Friday 8am – 10pm or 9am – 6pm at the weekends.