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We cannot talk about students’ futures without passionately making the case for STEAM and creativity

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Lauren Wallace, Physics teacher and STEAM Lead from Bishopbriggs Academy, shares why she sees cross-disciplinary collaboration between Science, Technology, Engineering, Arts and Maths as an integral part of her students’ development

As a sector, we’ve happily moved beyond the belief that Science, Technology, Engineering, Arts or Maths (STEAM) should sit isolated in a vacuum. It’s self-apparent that the most impressive, important and engaging developments in society are taking place at the convergence of these fields, with new initiatives in business, environmental conservation, healthcare and much else drawing on the knowledge (and talent) of people collaborating across these different areas. 

All the STEAM subjects can creatively complement one another, each offering different tools and perspectives to address an enormous range of challenges and opportunities. Science and Technology might combine to create new diagnostic tools for health issues, while Arts and Maths might enable people to better understand important numeral information through beautiful illustrations. In the real world, these opportunities for creative cross-disciplinary collaboration are truly unlimited (just think of the internet or the aeroplane) but are only possible when we can take step back and use creative thinking to conceive of how they might be successfully combined.

To thrive professionally in a future workforce, students must develop an appreciation of how all the STEAM subjects can interact to produce new innovations – and vitally, must also recognise the fundamental need for creativity in order to make this happen.

That’s why as a STEAM lead, I’m interested in UNBOXED. Creativity sits at the heart of the UNBOXED Learning Programme, which is designed to support schools in developing these skills within young people in their classroom.

This free programme, for young people aged 4 – 19, is an example of placing creativity centre stage in a STEAM-based learning environment. From a bio-diverse forest in a city centre to an epic scale model of the solar system, schools can experience first-hand these creative successes when engineering and art, scientific research and technological innovation come together.

What drew me to the UNBOXED Learning Programme was how its various projects, and the resources available, showcase what can happen when creativity and STEAM are combined. It is evident both inside and outside the classroom, from digital learning to in-person experiences. As an educator, you’re teaching the same curriculum. The variety of this programme gives teachers the chance to add excitement, real-world learning and innovation into our lessons to inspire students.

The barriers to teaching STEAM are that teachers don’t have the time or confidence to build and deliver a lesson. As a Physics teacher, my specialism is in the ‘S’ part of STEAM but the range of activities from UNBOXED gives teachers more confidence in broader STEAM teaching whilst not needing to be a specialist in any particular area. The quality of the resources from high profile artists and scientists is also to a very high standard which means that staff feel confident in presenting the material.

UNBOXED’s Dandelion project has been empowering students in Scotland to learn about growing, share in community harvests and work together for a more sustainable future. We are currently running the project with over 200 students in our school. To date, the feedback has been that it was their favourite part of the year for many students.

One of the questions I often get asked is how other teachers can build STEAM into lessons. My response? Let young people explore their creativity. With STEAM learning, you’re facilitating this. Using the ready-made activities from the UNBOXED Learning Programme can be used to support those conversations.

Created for young people aged 4 – 19, the UNBOXED Learning Programme is a once-in-a-lifetime opportunity that brings together digital and in-person learning experiences across STEAM from March to October 2022. Learn more here: https://unboxed2022.uk/learning-programme

 

 

“Confident and highly competent teachers” developed by CTSN SCITT, as Ofsted awards ‘Good’ judgement to teacher training provider

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CTSN SCITT, which provides initial teacher training (ITT) to primary and secondary school trainees throughout Cambridgeshire, North Essex and West Suffolk, has been rated ‘Good’ – with ‘Outstanding’ leadership and management – in its newly-published Ofsted report.

 

The School Centred Initial Teacher Training (SCITT) provider, which involves 86 partnership schools, was visited by an Ofsted inspection team in February and March and its report was released on 18th May. Every year around 120 trainees undertake a variety of routes, both salaried and non-salaried, leading to qualified teacher status with CTSN SCITT. Most trainees are non-salaried – supported by a student loan – and complete a Postgraduate Certificate in Education (PGCE) with Anglia Ruskin University.

 

Led by The Cam Academy Trust, and supported by Teaching School Hubs in Cambridgeshire and Peterborough, Saffron (North Essex) and Unity (West Suffolk), the CTSN SCITT Ofsted report noted high-quality training centred around four training hubs at Bottisham Village College and Trumpington Park Primary School, in Cambridge; and Abbots Green Primary Academy and Kind Edward VI School, in Bury St Edmunds.

 

Positive comments in the Ofsted report included:

 

  • Primary and secondary trainees receive a good quality of education and training.
  • Trainees access a well-designed curriculum that supports them to develop the knowledge and skills to become effective, reflective and thoughtful teachers.
  • Trainees and their trainers share a passion and commitment for learning.
  • Trainees are well prepared to become confident and highly competent teachers.
  • Trainees are taught how to adapt learning effectively for pupils, including those with special educational needs and/or disabilities (SEND) and pupils who speak English as an additional language, so these pupils can access an ambitious curriculum.
  • Trainees speak very positively about the pastoral support they receive.
  • Trainees are given effective guidance and support to manage their workload.
  • Outstanding leadership has brought about good and improving quality of education and training.
  • As a result of their highly skilled leadership, school leaders and staff across the partnership wholeheartedly embrace leaders’ vision for excellence.
  • Leaders ensure that trainees place pupils’ learning and welfare at the heart of all they do.

“We are delighted with the Ofsted report which is the result of a great deal of hard work, from a wide range of people, drawn from a very wide network of partnership schools,” said CTSN SCITT Director Martin Lee. “I am particularly pleased that the inspectors noticed that the SCITT always puts the education of children and young people first, even in the training year. The sector has seen significant changes in the last two years, so it particularly satisfying that this report reflects our efforts to not only implement the requirements expected by the Department for Education, but also our ambitions to go beyond those minimum expectations to ensure our trainees become the best teachers they can be.”

 

Since it was formed in 2010, the SCITT has established an enviable reputation among education leaders across the region, who not only recognise the high-quality teacher training but also employ teachers directly from CTSN.

Stephen Munday, CEO of The Cam Academy Trust, explained: “Training the next generation of teachers is absolutely fundamental to our work as a Trust and our partnership with local Teaching School Hubs. Teachers are the single most important contributory factor to the quality of education received by young people in our country so providing a high-quality supply of future teachers for our own organisation and for others is crucial. It is really encouraging to have the work in this area so strongly vindicated by the recent Ofsted inspection of our CTSN SCITT, our School Centred Initial Teacher Training provision. High-quality provision is overseen by outstanding leadership according to this inspection and that is great for everyone. We are very grateful for all our partners in this work who make this possible and congratulate the leadership of the SCITT for their excellent work.”

Lesley Birch, Strategic Lead for Cambridgeshire and Peterborough Teaching School Hub and Deputy CEO of Meridian Trust, said: “CTSN SCITT is one of three ITT providers in the region that partner with Cambridgeshire and Peterborough Teaching School Hub. Through the Hub, and also CTSN SCITT’s delivery of ITT with schools in Meridian Trust, I have seen at first-hand how the team put children and young people at the heart of everything. Trainee teachers are very well supported, there is a real team approach with continuous improvement always the end goal, and this has led to a steady supply of teachers locally, regionally and nationally for the past 12 years. This Ofsted outcome is testament to the dedication of staff, excellent leadership, and the commitment of local multi-academy trusts to the system. We are also seeing the opportunity for staff in schools to become involved in CTSN SCITT in a variety of ways, including as mentors and as professional tutors, bringing a continuous CPD offer. Not only does CTSN SCITT collaborate effectively with Cambridgeshire and Peterborough Teaching School Hub, its relationships extend to three other Teaching School Hubs. It is a major influencer of teacher supply and development.”

 

Jonathan Culpin, CEO of Anglian Learning, added: “We are absolutely delighted by the extremely positive report from Ofsted. Anglian Learning is proud to be working in partnership with the SCITT to deliver high-quality teacher training, which in turn leads to excellent outcomes and opportunities for the children and young people in all of our schools.”

 

Places on CTSN SCITT programmes beginning in September are still available, and Martin encouraged anyone with an interest in becoming a teacher to get in touch with him. “Whether you are an undergraduate seeking your first career or someone looking to change direction, teaching is an incredibly rewarding career,” he said. “Opportunities for young people really are limitless, and helping to prepare them for endless horizons is extremely satisfying. It is also an intellectually stimulating profession, allowing both creativity and rigour. It is not too late to start training to become a teacher this year; the classroom door is most definitely open.”

 

For more information, including an opportunity to chat about training to teach opportunities, please contact CTSN SCITT on 01223 262503 (extension 223) or email scitt@catrust.co.uk, or visit https://ctsnscitt.info/.

 

PUPILS AT ST ALBERT’S PRIMARY SCHOOL TACKLE THE LACK OF DIVERSITY IN STORYBOOKS

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St Albert’s Primary School in Glasgow is championing inclusion through the creation of short storybooks that aim to challenge diversity of characters in children’s books. The project is tackling the lack of availability of suitable titles in children’s literature by writing, illustrating, and publishing their own stories.

 

After doing a survey of the books in their school and local library, the pupils from St Albert’s found that almost all the books featured white characters as well as a male author, illustrator, and protagonist. Looking to inspire and empower children and community members by seeing themselves reflected in the books they read, the pupils decided to create their own stories – portraying children and personalities like themselves.

 

In 2020, St Albert’s Primary school launched their storybooks which were produced despite school closures, working with their author mentors over Zoom. The three books are a collection of 18 short stories called “We Can be Heroes”, where 100% of the stories features Black, Asian, and minority ethnic (BAME) characters.

 

This project won the Glasgow Social Enterprise Academy’s Dragons’ Den in 2021 and was awarded a National Social Enterprise Champion Award. The pupils have also put the books up for sale through their own Etsy shop – ensuring further support for their social enterprise.

 

The pupils are now in the second phase of their social enterprise project and have secured a grant from the Scottish Libraries and Information Council’s School Libraries Improvement Fund to continue their work in partnership with Barrowland Ballet. Together, they are looking to develop interpretive performances that bring the stories to life.

 

Neil McLean, CEO at Social Enterprise Academy, said: “St Albert’s Primary School has been a participant of our Social Enterprise Schools Programme for years now, and they have created such a positive change in their community. The lack of diversity in our society is a massive issue, and it’s inspirational to see these young minds come up with ideas on how to tackle matters like this.


“A fundamental component of education is encouraging young people to believe that they can make a difference in their communities and the Social Enterprise Schools programme helps bring that to life. It’s exciting to see their ideas turned into innovative social enterprises.”

 

Shirley-Anne Brightman, Principal Teacher at St Albert’s Primary School and writing project lead, said: “The pupils, parents, writers and illustrators who have collaborated on these stories are all determined to create positive change through this project. All our stakeholders from the Scottish BAME Writers Network to the Scottish Book Trust have been fantastic. The St. Albert’s motto is ‘Creating Conscience-led Communities’ and this social enterprise work is just one strand of the issue-based work we champion.”

 

Nadine Cohen, St. Albert’s Social Enterprise lead, said: “The team at the Social Enterprise Academy have supported us and given the children much deserved recognition for their work. Helping our pupils develop their passion for creating the change they want to see within our local community is at the very heart of our culturally responsive curriculum at St. Albert’s, and it’s a privilege to help them to realise their potential and action their ideas.”

 

For more information on how to get involved in the Social Enterprise Schools programme, please visit: https://www.socialenterprise.academy/scot/social-enterprise-schools

 

Are you ready for the academies budget forecast return?

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It’s that time of year when minds in the Multi-Academy Trust (MAT) sector usually turn to the annual Budget Forecast Return Outturn (BFRO).

 

BFRO is typically used by the Department for Education (DfE) to review the in-year position and expected outturn of the sector to ensure this financial data can be accurately reported to the Treasury in May. However, for the second academic year running, there have been some changes to the process which Trusts must respond to.

 

This year, instead of the standalone BFRO form, the DfE has combined the BFRO and BFR3Y into a single online form which will also require the Trust’s three-year forecast. This form goes live on 22nd June, with a submission deadline of 27th July.

 

It should be noted that all academy trusts must compile longer-term forecasts for their own internal financial planning as required in the Academies Financial Handbook (section 2.11).

 

Here are my four top tips for MAT Chief Financial Officers and School Business Managers preparing for the academies budget forecast return, and getting ahead of the game with their financial forecasting.

 

  1. Always keep your forecasting up-to-date

As a general principle, whilst it can be easy to get caught up in the ‘here and now’ and decide that with so many unknowns (even with the welcome Covid catch-up premium) MAT forecasting will be lacking accuracy, it remains important to make sure this is up-to-date throughout the year. Having prudent financial forecasts at your fingertips is always needed by MAT leaders to aid decision-making and for boards to make informed decisions using reliable data, so never lose sight of the wider strategic need.

 

  1. Save yourself time, get into good habits

Not only is there a strategic need for keeping your forecasting up-to-date, there is also a workload issue. By keeping on top of a monthly cycle you reduce the effort for each forecast, and are also only ever a month away from your next set of financial data, so you can therefore ensure that decision-making is always based upon current financial information. Unfortunately we still see Trusts who may only prepare a forecast to satisfy the BFR requirements, when actually work on this should be ‘live’ and ongoing.

 

  1. It’s difficult to do this retrospectively

Let’s use the single BFR online form as an example here. If you were to leave the form until the end of July, one element of the BFR submission is your actuals, which cover 1st September 2020-31st March 2021. It is therefore important that the full accounting month end procedure is completed at this point, with all of the necessary adjustments (accruals/prepayments etc) being posted as required. Re-creating historic ‘as-at’ positions is difficult, and accounting systems can struggle with retrospective reporting, so ensuring that this is addressed in April is crucial.

 

  1. Future proof your finances

What this past year has shown is that reliable management accounts are needed, as is agility of financial processes. Trust leaders are familiar with operating within a moving landscape and will know the importance of robust financial planning for the future. This means continuing with their in-year forecasting and formulating strategic budget plans even when information, assumptions and reporting deadlines are uncertain. The lack of a robust forecasting process could limit resources available for frontline application.

 

Here’s how our own MAT software can help: https://www.impsoftware.co.uk/multi-academy-trust-forecasting/ https://www.impsoftware.co.uk/mat-reporting/

 

Will Jordan is Co-Founder of IMP Software, specialists in MAT budgeting systems. You can also download our new insight report, A Growing Philosophy: How are Multi-Academy Trusts developing their operating models through centralisation? here https://cdn.impsoftware.co.uk/2020/12/A-Growing-Philosophy-%E2%80%93-How-are-Multi-Academy-Trusts-developing-their-operating-models-through-centralisation.pdf

 

Schools & Academies Show and the EdTech Summit Take Place Online!

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The Schools & Academies Show and EdTech Summit took place last week (17th -20th November), for the first time ever as fully interactive virtual experiences.

The new event format allowed attendees to peruse an online exhibition, visit the virtual Government Education Village; hosted by the Department for Education, tune-in to live panels discussions, take part in live roundtables, workshops and networking sessions, whilst also having access to over 50 hours of CPD-certified best-practice case studies and presentations.

Visitor numbers soared to over 4,500 across the four days of the show, with viewing figures of content doubling the usual maximum capacities at the physical version of the show.

There were an amazing 30,000 messages exchanged throughout the show between visitors, speakers, exhibitors and sponsors. With thousands of connections made, both the Schools & Academies Show and the EdTech Summit has become the UK’s largest online gathering in the education sector!

Plus, due to demand, the event platform will remain open for another three weeks with all the content available on demand. Therefore, you can register via the website to gain access before it is too late!

Throughout the shows, there were keynotes and interviews with the UK’s most influential education decision makers, including:

  • Rt Hon Gavin Williamson MP, Secretary of State for Education, Department for Education
  • Amanda Spielman, HMCI, Ofsted
  • Wes Streeting MP, Shadow Minister for Schools, Labour Party
  • Dr Daniel Susskind, Fellow in Economics – Balliol College, University of Oxford
  • Rt Hon Gillian Keegan MP, Parliamentary Under Secretary of State for Apprenticeships & Skills, Department for Education

Chris Callaghan, Event Director, Schools & Academies Show and EdTech Summit stated;

“Due to the ongoing pandemic we have struggled to host our usual shows this year, and with the mammoth task that schools have faced in the past 8 months, it felt like we were well overdue a chance for schools to connect, share experiences and find solutions.

The general engagement, interaction and sheer number of people visiting online has been overwhelming and we are absolutely delighted to be able to offer the platform for so much information sharing, learning and collaboration within the sector.

Thanks has to go to the exhibitors, sponsors and speakers who continued to support the event and without which, the show could not have happened. Collectively we think it is important to continue to provide schools with a chance to meet, reflect and look to the future, especially given the hectic schedules of any school year, let alone in 2020!”

Stephen Morales, Chair, GovNet Education Advisory Board & CEO, ISBL stated:

“Organising, presenting, and participating in virtual events of this magnitude is new to us all. However, the levels of engagement and delegate participation were quite extraordinary. Practitioners were clearly ready to listen, discuss and share.

The challenge for the future will be combining the face to face experience with the interactive functionality of a virtual platform.” 

To find out more about the Schools & Academies Show and the EdTech Summit please visit the website here – https://schoolsandacademiesshow.co.uk/.