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EDUCATION INVESTOR AWARDS 2020: DISCOVERY EDUCATION ANNOUNCED AS GRAND PRIX FINALIST

Digital learning provider shortlisted for ‘Ed Tech Firm of the Year’ industry prize

Discovery Education, the global leader in curriculum-aligned digital resources and professional learning for primary and secondary schools, has been announced as a finalist at this year’s prestigious Education Investor Awards.

Organised by Education Investor Global, the awards are a flagship industry event celebrating excellence in the business of UK education. This year they also recognise how firms have responded to the COVID-19 pandemic and maintained innovation and growth during a challenging period for the sector.

Discovery Education is proud to be nominated for the prestigious Grand Prix, as a contender for Ed Tech Firm of the Year.

Robin Headlee, Managing Director of Discovery Education International, said:

“We’re delighted to be shortlisted for this prestigious industry prize, which recognises our efforts to provide continuity of learning for millions of students during the pandemic. From providing no-cost access to our award-winning digital resources to developing new apps to facilitate social distancing, Discovery Education mobilised its Covid-19 response quickly and effectively to support students, teachers and parents around the world.”

During the initial Covid-19 pandemic school closures, Discovery Education served its base of 45 million existing students, as well as millions more learners needing immediate support, ensuring that learning can continue, wherever students are located.  Discovery Education has also provided extensive support for educators, with professional learning events dedicated to providing educators strategies they can use to continue student learning during the pandemic.

Howard Lewis, Discovery Education’s UK Managing Director said:

“Discovery Education is committed to supporting students, teachers and parents as they navigate the challenges of this global pandemic. Maintaining continuity of learning is our priority and we’ve introduced a whole range of measures – including home access to our award-winning Espresso service – to help students access dynamic digital content and stay engaged and motivated, wherever they are based. ”

For more information about Discovery Education’s digital resources and professional learning services visit www.discoveryeducation.co.uk and stay connected via Twitter and LinkedIn.

TOP SPEAKING LINE-UP CONFIRMED FOR INAUGURAL EDTECH SUMMIT

An impressive line-up of speakers has been finalised ahead of the inaugural EdTech Summit, which will be taking place online on the 18th and 19th November. The event will be run alongside the bi-annual Schools & Academies Show (17th-20th November), the UK’s largest education policy event organised by GovNet.

Gillan Keegan MP, Parliamentary Under Secretary of State for Apprenticeships and Skills at the Department for Education, will open proceedings with a keynote presentation on the status of apprenticeships whilst updating the audience on the measures put in place to mitigate the negative impact of COVID-19 on young people’s careers. She will be joined in the opening session by Dr Daniel Susskind, Career Development Fellow from University of Oxford, exploring the future of work in light of the ongoing pandemic.

A 65-strong speaking line-up also includes Helen Miller OBE, Chief Executive of the Good Things Foundation, Robin Ghurbhurun, Managing Director of UK Further Education and Skills, Prof. Mark Simpson, Pro Vice-Chancellor (Leading and Teaching) at Teesside University, and Lauren Thorpe, Director of Strategies at Ark. 

This virtual event will also enable education technologists, senior industry leaders and pioneering speakers to come together to discuss how to bridge the gap between education and technology through an innovative online networking platform. More than 750 senior ICT executives and 3,000 leaders from across the education sector have already signed up for the summit, which is being supported by multiple EdTech suppliers. 

Chris Callaghan, Event Director, EdTech Summit, said: “Whilst we are disappointed this launch event is not taking place at the NEC Birmingham as planned, due to COVID-19 restrictions, the level of support we have received to transform the inaugural EdTech Summit into a virtual event has been astounding – which clearly illustrates what an innovative and digitally-minded sector we are working with. 

“Despite this change, we have assembled an inspiring and authoritative line-up of speakers who will provide vital updates and share best practice. The EdTech Summit is the only event in the UK to focus on helping primary and secondary schools, colleges, and universities to optimise their digital strategies, implement new technologies and drive efficiencies in the classroom and the back office.” 

For more information about the EdTech Summit, or to register for the event, please visit the official website – https://edtechsummit.co.uk/ 

A world first in Cambridge: IB special autism school to open in 2021

The Cavendish School, the world’s first International Baccalaureate (IB) special autism school is set to open on the outskirts of Cambridge in Autumn 2021. Based in Impington, The Cavendish School will also be Cambridgeshire’s first state maintained special free school provision for young people with autism.

Initially admitting up to 40 students in Years 3 to 7, intake at the school will grow year on year, to a maximum capacity of 80 students from Year 3 to 13. The Cavendish School will be accessible and available to many families who cannot be catered for within current state provision in the county.

Ryan Kelsall, Deputy CEO of The Learning Alliance – a new multi-academy trust of which The Cavendish School is a member – said: “We are absolutely thrilled to be able to announce the plans for The Cavendish School to the public. Through our bespoke curriculum and teaching methodology, we will provide the educational environment that young people with autism need to thrive and succeed when their needs cannot be met in a mainstream school.

“The Cavendish School will celebrate diversity and accept, respect and recognise neurological and developmental differences to support each individual student through a differentiated programme that builds and focuses on their skills. Through the knowledge and expertise of The Learning Alliance, The Cavendish School will deliver exemplary education provision for students with Educational Health Care Plans.”

The first of its kind, The Cavendish School will be an IB World School, which means that it will follow the IB programmes and accredited qualifications, alongside specific therapies or interventions as appropriate for individuals. In an ever-changing world, the IB equips students with the skills, confidence and lifelong learning needed to thrive and make a difference. Each of the programme frameworks allows teachers to personalise learning to the unique abilities of their students.

Leah Cooper, Assistant Principal for SEND/PP and SENCo at the co-located Impington Village College, currently seconded to The Cavendish School, said: “Through our IB offering, we will provide our students with the skills and knowledge they need to become globally aware citizens, achieve a range of accredited qualifications and make measurable progress towards their own personal outcomes. Our individualised approach will ensure that we are offering the support and guidance needed to all who study with us, as well as helping families throughout the process. We will be drawing upon the success of our co-located mainstream schools (Impington Village College and Impington International College) to provide excellent opportunities for the students, through shared use of support staff and bespoke extra-curricular activities.”

At the heart of The Cavendish School will be relationships and the important ways in which they can support the growth of each student. Throughout the planning stages for the school, the team has drawn on the latest research into autism and used its expertise in education and experience of working with young people with autism and their families. Beyond high-quality teaching, therapeutic support will be offered, so that all students have full access to the curriculum, to learn and to achieve. The Cavendish School will offer students the opportunity for multidisciplinary support, which will be carefully matched to the explicit needs of the individual student.

Julie Bailey, Chair of Governors at The Cavendish School and doctoral researcher at the Faculty of Education within the University of Cambridge, said: “The Cavendish School aspires to remove the barriers to inclusion and achievement that many young people with autism face in their education. We’ve built on the best of current provision and the very latest research throughout the design and planning stages. The Cavendish School is set to have a transformative impact, giving its pupils an educational environment in which they will thrive.”

Covid-19 and the classroom: what has been the impact on NQTs/trainees?

Last month the Education Support charity published a new report on the impact of the coronavirus pandemic on the mental health and wellbeing of education staff which revealed “a profession feeling unsupported and unappreciated”.

The report, Covid-19 and the classroom: working in education during the coronavirus pandemic https://www.educationsupport.org.uk/resources/research-reports/covid-19-and-classroom-working-education-during-coronavirus-pandemic, found that half of the UK’s school teachers (52%) say their mental health declined during the first stage of the pandemic. Whilst the majority (58%) accessed the support of family and friends to help them cope, a quarter (24%) said they had not gained any support.

We have subsequently worked with Education Support, and YouGov who undertook the survey for this charity, to further drill down into the responses provided by NQTs/trainee teachers. Whilst there were only 61 responses from this group we wanted to better understand what those undertaking initial teacher training and NQTs were reporting in order to inform our own efforts going forward. Here is what we found:

The extent to which NQTs/trainee teachers feel their work has been appreciated by:

Colleagues

Appreciated                                                                                                                 83%

Not appreciated                                                                                                           7%

Senior management teams

Appreciated                                                                                                                 74%

Not appreciated                                                                                                           12%

Parents

Appreciated                                                                                                                 70%

Not appreciated                                                                                                           17%

Teaching unions

Appreciated                                                                                                                 50%

Not appreciated                                                                                                           11%

General media

Not appreciated                                                                                                           71%

Appreciated                                                                                                                 10%

UK government

Not appreciated                                                                                                           62%

Appreciated                                                                                                                 16%

General public

Not appreciated                                                                                                           61%

Appreciated                                                                                                                 23%

Department for Education

Not appreciated                                                                                                           32%

Appreciated                                                                                                                 30%

The impact of the pandemic on NQTs/trainee teachers’ mental health and wellbeing:

It has declined a little                                                                                                  39%

No difference                                                                                                               29%

It has improved a little                                                                                                 12%

It has considerably declined                                                                                        9%

It has considerably improved                                                                                      5%

Don’t know                                                                                                                  5%

Prefer not to say                                                                                                          1%

The major concerns expressed by NQTs/trainee teachers about making the transition back to work at their normal institution:

Pupils/students’ learning loss                                                                                      61%

Possibility of my being exposed to Covid-19                                                              59%

Possibility of the virus returning                                                                                  49%

Examinations process e.g. A Levels, GCSEs                                                             37%

Ensuring pupils/students are safe                                                                               32%

Organising/managing teaching and learning                                                              30%

Ensuring staff are safe                                                                                                27%

Supporting families who might need emotional and/or financial support                    24%

Supporting pupils/students who may have suffered loss/bereavement                      24%

Backlog of work                                                                                                           14%

Travelling on public transport                                                                                      9%

Re-building relationships with colleagues                                                                   7%

I am not concerned about transitioning back to work                                                  7%

The attributes/skills that NQTs/trainee teachers feel they need (or need to develop) in order to support their pupils to adapt positively back to school life after lockdown:

How to help pupils/students who may have experienced bereavement/trauma         53%

Ability to adapt curricular to pupils/students’ different learning needs                        52%

Ability to quickly adapt to new circumstances/new routines                                       49%

Mental health/wellbeing training                                                                                  43%

Positive outlook                                                                                                           43%

Resilience                                                                                                                   42%

Self-efficacy (belief in one’s own ability to perform tasks)                                          34%

Good listening skills                                                                                                    28%

Knowledge of the available sources of support                                                          27%

Ability to know where to refer for counselling                                                              20%

Safeguarding refresher                                                                                               15%

We have also compared NQTs/trainee teachers’ responses to the 1,939 school teachers (including teachers, supply teachers, teaching assistants and those working in SEN with classroom responsibilities) who completed the survey.

In summary, these are my main observations:

  • Nearly half (48%) of NQTs/trainees felt their mental health and wellbeing had declined as a result of the Covid-19 pandemic – this increased to 52% for all school teachers – and re-emphasises the need for effective approaches to mental health collaboration across the sector, and our own role within that.
  • The majority of NQTs/trainees did not feel appreciated by the general media (71%), UK government (62%) and general public (61%). This is, in part, why we are currently undertaking some work to gather the stories of ‘hero trainees’ who have played an important and effective part in supporting schools during the 2019-20 summer term and now also for the 2020-21 academic year.
  • Internally whilst 12% of NQTs/trainees did not feel appreciated by senior management teams, this rose to 22% for school teachers; and externally whilst 32% of NQTs/trainees did not feel appreciated by the Department for Education this increased to 47% for school teachers. This highlights a perceived gap in the appreciation of the job done by school teachers, as well as NQTs/trainees, throughout the pandemic.
  • Some of the most interesting differences are in relation to the concerns about making the transition back to work after lockdown:
  • NQTs/trainees are more likely than school teachers to be concerned about pupils/ students’ learning loss (61% v 39%), the possibility of my being exposed to Covid-19 (59% v 53%), examinations processes (37% v 25%), organising/managing teaching and learning (30% v 24%) and supporting families who might need emotional and/or financial support (24% v 11%).
  • School teachers are more likely than NQTs/trainees to be concerned about the possibility of the virus returning (49% v 61%), ensuring pupils and staff are safe (32% v 45%) and ensuring staff are safe (27% v 42%). All this does, perhaps, indicate greater pressures overall on NQTs/trainees in terms of areas of anxiety.
  • Also significant is the thoughts on the attributes/skills that are needed to support pupils to adapt positively back to school life:
  • NQTs/trainees are more likely than school teachers to want development on how to help pupils/students who may have experienced bereavement/trauma (53% v 41%), self-efficacy (34% v 23%) and a safeguarding refresher (15% v 8%). These, and the other key attributes/skills pinpointed by NQTs/trainees present valuable intelligence for ITT providers and early-career support teams in schools.

Emma Hollis is Executive Director of the National Association of School-Based Teacher Trainers (NASBTT)

BRIDGING THE EDUCATION GAP NEW ‘CONNECTED EDUCATION’ PILOT LAUNCHES IN NEWBURY SCHOOL

  • Vodafone launches Connected Education: a suite of digital tools and services including tablet devices, connectivity and security.
  • Includes mobile Wi-Fi to boost school connectivity and specialist training to help teachers with digital skills.
  • Incorporates Microsoft Teams for Education.
  • Pilot will run for six months in Newbury, Berkshire.

Vodafone today announced trials of ‘Connected Education’, a new suite of digital services for teachers and pupils. It includes tablet devices for teachers and children, mobile Wi-Fi connectivity, advanced-grade security and technology consultancy for educators. It also incorporates Microsoft Teams for Education, an online classroom environment where students can connect with teachers and classmates easily and safely. The pilot will be running for six months at St Joseph’s primary school in Newbury.

With an estimated one million children and young people in the UK with inadequate access to technology at home[1], providing digital devices and connectivity can help bridge the digital divide. For children, access to education platforms at a young age will help them gain vital digital skills, essential for many jobs of the future[2].

Connected Education provides straightforward access to classwork, school materials and resources suited to a range of learning styles. It enables a teacher to provide an in-classroom and remote learning experience at the same time, using tools such as video and creating digital exercise books. This ensures children forced to miss school due to illness or quarantine can continue to join the class if they are well enough. 

Time-consuming tasks – such as lesson preparation and analysis of data to monitor a child’s progress – can be partly automated via the Microsoft Education platform, giving teachers an estimated 30% more time for student-focused activities such as developing relationships or supporting those who need more help[3]

The Connected Education package includes technology consultancy from independent provider Tablet Academy to help Heads understand how to digitise their school and get the most from technology.  Teachers also benefit from digital skills training to help ensure they can get the best from the solution.  Vodafone provides telephone support so issues can be quickly resolved. 

Michael Robinson, Deputy Head Teacher at St Joseph’s School said: “We are delighted to be working with Vodafone and excited about the opportunities this pilot could present. We hope it will provide teachers with new and creative ways to deliver teaching; and enable Year Six children at our school to experience something they wouldn’t normally have access to. We recognise that using such tools as a part of their school day will help develop vital digital skills without them even realising.”

Anne Sheehan, Business Director, Vodafone UK, said: “We are excited to be working with St Joseph’s in Newbury to trial our Connected Education solution. The recent months have highlighted the importance of digital education platforms that children can access whenever they need to.  We hope this pilot will showcase the effectiveness of such provision. By incorporating devices, connectivity, specialist training and advanced security, we can help increase vital digital skills and ensure no child is left behind, whatever their circumstances.”

Connected Education has been developed by Vodafone Business Ventures, which combines social purpose and technical expertise to change lives for the better. A full commercial proposition of Connected Education is due to be available to educators and councils across the UK during 2021.

Vodafone recently announced it is working with Coventry University to trial state-of-the-art virtual reality learning for student nurses and health professionals over the next phase of 5G technology.


[1] Nominet Trust 2019

[2] DCMS reported in 2019 that 82% of online job advertisements require digital skills.

[3] Microsoft and McKinsey & Company 2020.

Quarter of Teachers Have Less Time to Focus on Their Mental Health

Latest research reveals the knock-on effect of virtual learning on mental health issues

In recognition of the incredible challenge ahead, a new mental health course to look after the UK’s educators has launched today and will be available for free for teachers, teaching assistants, support workers and school leaders.

The training will provide education staff with helpful ways to manage their mental health, reduce work-related stress and engage in self-care as one in four teachers stressed that during lockdown and virtual learning, they had less time to concentrate on their own mental health matters compared to during regular term time, a survey* released today from High Speed Training has revealed.

The complimentary course is responding to rising concerns from the industry that not enough importance is given on the subject of mental wellbeing, with almost half (45%) of teachers across the UK stating that they feel unconfident that they have had sufficient training to deal with safeguarding and mental health matters. This coincides with the concerning fact that the large majority (81%) of teachers expect to see an increase in mental health issues amongst pupils this academic year that they will require the ability to cope with.

Catherine Talbot, Education Sector Analyst and Course Lead at High Speed Training, said: “This year has been more turbulent than most and it is clear that teachers will carry the burden of a growing attainment gap and rising safeguarding issues amongst pupils on their shoulders. This overwhelming amount of pressure to continue having a positive impact on young people’s lives, on both an educational and personal front, will undoubtedly have an effect on teachers’ own mental wellbeing across the country. High Speed Training is offering its Mental Health Training for Teachers course for free for a limited time to ensure that teachers feel confident and content in the workplace.”

Corinne Sweet, Psychologist and Psychotherapist, added: “Currently, teachers are under enormous strain as they manage their students’ and their own mental health issues in an extremely challenging situation. Teachers need to be able to deal with their own stresses, strains and pressures as, if they are not coping, they will not be operating at their best. In my experience, I see how those within the education sector can neglect their own mental health badly, due to the pressures to perform and cope with hugely challenging circumstances. Teachers can often put their own needs last, as the workload mounts and now with virtual learning and dealing with the demands of the pandemic, this has added another layer of high stress to what was already an overstretched situation. Resources that seek to help teachers psychologically, like the Mental Health Training for Teachers course, is gold dust at this difficult time.”

The CPD accredited course will be available for free for those within the education sector for a limited time only. For further information regarding High Speed Training’s Mental Health Training for Teachers course, simply visit the website here.

HOW SCHOOLS CAN MAKE THE WORLD BETTER WITH A (SOCIALLY DISTANCED) CHRISTMAS SWEATER!

Christmas Jumper Day is back! And whilst it may look a little different after a challenging year, Save the Children is hoping that flashing, festive knits will still be sweeping the nation on Friday 11th December, creating much needed Christmas cheer and a chance to raise money for the world’s most vulnerable children in the UK and around the world.

People have got a lot of fun to catch up on this festive season. So whether they’re at school, nursery or a youth group, we’re calling on children across the UK to swap their uniforms, for their silliest, most wonderful woollies and donate £1 each.

In 2019, 13,660 schools and nurseries across the UK took part, helping to raise more than £4.1 million. With the Coronavirus crisis continuing to affect children and families around the world, Save the Children is hoping that people up and down the country find new and exciting ways to get involved this year.

To ensure every child can take part, Save the Children is encouraging schools to organise crafting sessions to show pupils and parents that they don’t need to invest in a new knit each year. Instead, they can dig out some sequins and pom poms and jazz up last year’s Christmas woolly – or even their normal school jumper.  

Schools can sign up at www.christmasjumperday.org and they will receive a free fundraising pack, full of handy tips on planning a great day, in a Covid-19 secure way. Here are some other ideas to raise more money and make the day more fun, whilst staying safe:

  • Get crafty with last year’s jumpers! Kids can grab an old sweater and cover it with stickers, tinsel, tin foil or whatever sparkly stuff they can find. Or hold a jumper-decorating session at school
  • Swap shops are a great way of recycling old jumpers and not buying new! If schools do want to arrange swap shops make sure all knits are freshly washed and left for 72 hours
  • Leave cash for 72 hours after collecting it and wash hands for 20 seconds after handling
  • As parents and caregivers might not be allowed into school in the coming months, Save the Children has created a JustGiving page for schools this year as an alternative way to donate their £1. A link will be included in each fundraising pack.
  • If you are planning on taking a Christmas jumper filled classroom picture remember to keep a two metre distance

All money raised through this wacky woolly-wearing could help give a child living in a refugee camp clothes to keep them warm through winter, help buy nutritious food for their entire family, or set up a safe space to give children the chance to be children again. It could also help bring essentials like healthcare, education and protection to children around the world to give them a better start in life.

Infact, £1 could pay for antibiotics to treat five children suffering from pneumonia, one of the biggest killers of children in South Sudan, £2 could provide a week’s worth of water for a displaced family in Yemen and £10 could buy antibiotics to help five children beat malnutrition.

Help us make it the biggest, most jingly and joyful Christmas Jumper Day ever.

https://www.savethechildren.org.uk/christmas-jumper-day

For Facebook visit – facebook.com/christmasjumperday

For Twitter visit – @savechildrenuk #christmasjumperday

Royal artist campaigns to get disadvantaged kids their school essentials

A Royal-appointed artist is on the case – literally – to help aid some of the four-million children who returned to school in September without access to basic pens and pencils.

Jeremy Houghton, who has painted everyone from Her Majesty the Queen to Sir Andy Murray, is urging charitable Brits to fill a pencil case with stationery and help support disadvantaged pupils.

With Christmas looming, along with the threat of more intensive lockdowns, Jeremy said it was vital to help children unlock their creative side.

His charity, Heart Felt Tips, is urging the public to act now and bring the joy of colour and paint to millions of children who cannot afford even basic art materials.

“I feel so sorry for these kids who have had barely any school provision for six months and are in families who just can’t go out and buy new equipment for them at school or at home,” he explained.

“Pens, pencils, felt-tips and paintbrushes aren’t luxuries – they’re everyday items which our children need to express themselves, especially in turbulent times.


“In a digital world, we often forget the importance of a good pencil case and the tools inside it. When I was a child, I loved my pencil case, it completely opened up my eyes to what was possible at school.”
 

The father-of-two is also laying down the challenge to Britain’s biggest stationery providers to help utilise old and unwanted stock, and he urged schools around the country to support the plan.

“Nothing could be simpler, or easier, than to grab a pencil-case, fill it up with some felt-tips and pens, and then send it on to your local foodbank to distribute to the needy,” he said.
 

“We already have dozens of schools who support Heart Felt Tips but now is the time to amplify this message, whether that’s some of the stationery giants joining forces with us or individual households and groups.”
 

Jeremy hopes the pencil cases will be filled by children at schools, clubs and church groups and then distributed via frontline foodbanks, ensuring the kids who need them receive them quickly.

“It’s more important than ever that we provide this service to disadvantaged kids,” Jeremy added. “During lockdown, so much of the homeschooling focus will have been on keeping up the teaching of core subjects like maths, English and science but creative subjects like arts will have taken a back seat.” 
 

All donations received will be set aside and quarantined for three days and then cleaned thoroughly before being sent on. 

For more information and to get involved, please visit www.heartfelttips.co.uk 
 

New partnership of Physical Education and sport specialists gives support to primary schools

This autumn, education experts from three renowned organisations are coming together to offer primary schools tailored support to help pupils learn core subjects and develop essential life skills through the power of sport.  

Move.Learn.Grow will see experienced sports teachers, coaches and internationally-acclaimed educators from the Harlequins Foundation, Kingston University and Sport Impact working together to provide schools with unique learning solutions. 

The launch of Move.Learn.Grow comes amid fears that children’s physical exercise has fallen sharply since the pandemic. Sport England found that during lockdown, just 19% of children under 16 were doing one hour or more of physical activity every day – the government’s recommended daily amount. 

Move.Learn.Grow offers bespoke and wide-ranging support packages to primary schools, initially across three London boroughs. This ranges from curriculum development and planning to numeracy,  literacy and Science, technology, engineering and maths (STEM) programmes. It also includes extra-curricular clubs and inter-school sport competitions, as well as training for teachers who are less confident or experienced in delivering PE. 

Marc Leckie, Head of Harlequins Foundation, said the partnership – Move.Learn.Grow – came out of a desire to help pupils recover “mentally, physically and educationally” from six months of school closures. 

Leckie said: “As sports education experts, we know exactly how to use the appeal of sport to help children with their core subjects and to develop in them the inner confidence and resilience that is needed more than ever in these testing times. 

“The value of sport goes well beyond what happens in PE lessons and on the pitch. Our focus is on the whole child and the transformative effect of physical activity to inspire, engage and empower children.”  

Alan Watkinson, Partnership Director of Sport Impact, said his organisation was already well-known to schools in Hounslow and was excited to be working with schools in Richmond and Kingston through the partnership. 

Watkinson said: “Move.Learn.Grow will boost the physical education and sport experience of young people at the very time they need it most.” 

Greg Dryer, Director of Kingston University’s Centre for Physical Education, Sport and Activity, said: “The demands on teachers have changed over recent months and it is more important than ever to provide them with professional support and learning so that they can confidently deliver exceptional experiences for their pupils at school. 

“Move.Learn.Grow will be a leader in its field.” 

Kathryn Harper-Quinn, Headteacher of Hounslow Heath Infant School, said many schools were struggling to deliver school sport and needed outside support. 

“Move.Learn.Grow is invaluable. High-quality enrichment activities, alongside help with curriculum development, are making a big difference to our children’s mental and physical well-being, as well as their learning and development. The fact that Move.Learn.Grow takes a whole child approach makes it an important part of our recovery curriculum and means that we’re getting much more from our Sports Premium than purely physical activity.” 

For more information, visit www.harlequins.foundation/movelearngrow/ 

Leading education insurance specialist rebrands to PIB Insurance Brokers

Education insurance specialist, DE Ford Insurance Brokers, has changed its name to PIB Insurance Brokers.

The move is part of a nationwide programme that saw a number of businesses under the parent company, PIB Group, rebrand to simplify the business offering.

The York based business has over 30 years of experience delivering services in the education sector. 

Craig Walton, Branch Director at D E Ford said: “We’ve experienced over 40 years of success operating as D E Ford Insurance Brokers and we’re delighted to announce the next chapter for the business. The fantastic team has been integral to our success and will continue to provide a high-quality service to our clients who can enjoy working with the same familiar faces.

“By moving under a single brand as PIB Insurance Brokers, we will be able to continue improving the range of services we offer to our valued clients in the education sector, while drawing on the expertise of the wider PIB Group.”

DE Ford Insurance Brokers is one of 11 businesses within the PIB Group Specialty division which will move under a single brand of PIB Insurance Brokers. The move will also complement services provided by the PIB Risk Management and PIB Employee Benefits businesses.

All 500 people employed across 30 branches in the Speciality Division will remain in their roles, and PIB Group hopes to create additional roles in the coming years.

Steve Redgwell, CEO of the Specialty Division said:“The team at D E Ford has been a trusted provider to the education sector over the last 30 years and we are looking forward to seeing this experience strengthen in the coming years under the PIB Insurance Brokers name.

“This is an incredibly exciting time for PIB Group as we continue expanding our range of services and niche sectors we work with. Bringing these specialist commercial lines businesses under one brand will ensure we take even more of a unified approach and develop further strength as a collective for the benefit of our clients.”

Companies now trading as PIB Insurance Brokers include Cooke & Mason, Wilby, DE Ford, Franklands, Lorica, PIB Private Clients, PIB SME Insurance, QPI, WW Group, BKG West and Cobra Insurance Brokers. All employees will remain in their roles and keep the same contact details. 

For more information please visit: www.pib-insurance.com