Trinity Sixth Form Academy wins Dynabook devices in BETT competition to revolutionise learning.

Trinity Sixth Form Academy is an education institution exclusively for Year 12 and 13 students, located in West Yorkshire, England. Rated as outstanding by Ofsted, the school offers a wide variety of A-level and BTEC courses, and while only two years old, is growing fast with 700 students already.


The need to innovate, adapt to the increasingly digital world, and ensure the best tools possible for students, has been a crunch point for Trinity Sixth Form Academy ever since the pandemic bought with it a new age of education. Hybrid learning revolutionised what students expect from their educational experience, and a want to align more closely with the technology they use in their everyday lives.


To help supercharge this digital transition, Trinity Sixth Form Academy won a competition for 30 Satellite Pro C40-G Dynabook devices following their attendance at BETT 2022, the world’s leading education technology show. Implementation of the laptops proved seamless and efficient, arriving within two months, and ready to plug and play in time for the new school year, without the need for any additional support.


The impact the devices delivered for student and staff collaboration was significant. The Satellite Pro C40-G devices came equipped with the full Microsoft 365 office suite, and opened new lines of digital communication across the school via the Teams collaboration tool. Assemblies and large group meetings are also now able to run entirely across Microsoft Teams, allowing students to log on anywhere and connect, with the option to record sessions so they can easily catch up as needed. 


Prior to the Dynabook devices, there were limited options to store documents electronically or via the cloud. Now with the Satellite Pro C40-G devices, everything, from saving and sharing is done over the cloud, removing the stress of students submitting their work in paper form. The ability to host electronically was cited as a key benefit by the students, who all have their own folder system set up on Microsoft Teams so they can save and share work with confidence. The ultra-fast charging capabilities also proved perfect for the increasingly mobile learning environment of the sixth form, enabling devices to remain powered all day long.


Following the success of the devices, Trinity Sixth Form Academy has achieved its aim of transitioning to digitally led, reliable education and is looking into additional devices from Dynabook. This will ensure all staff and students feel the benefits this fleet has had on the learning experience.


Oliver Alcock, Director of IT at Trinity Sixth Form Academy, said “We were delighted when we won the competition following our attendance at BETT. It is so important that we move with technological innovation to bolster the education of our students. The devices supplied by Dynabook enabled us to achieve this goal, and the feedback from our students has been overwhelming positive, who prefer using the Satellite Pro C40-G laptops for schoolwork over old ways of working as it enhances remote collaboration. The devices have been reliable, and we have seen first-hand how this technology is supporting our student body in their education, which is the number one priority for us.”


Dawn Henderson, Education Sales Lead at Dynabook Europe, said, “Dynabook’s attendance at BETT aims to promote how digital learning is the future of education, so we were very excited to take part in this competition, and give the opportunity to Trinity Sixth Form to experience the benefits of this technology first hand. This has proved to be a great success, as Trinity Sixth Form is looking to continue its work with us in the future, so we can bring our technology to more students and help enhance digital education.”

Device Churn in Education – 626,400 devices are being replaced each year in the Education sector.


London, UK – November, 2022.

Acer conducted research in partnership with PX3 – an award-winning IT sustainability consultancy – which revealed that on average educational establishments replace 480 end user computer devices each year. However, for instance one university affirmed that its replacement program is of 2,500 devices annually. Considering that the UK has a total of 1,305 multi-academy trusts and universities, these findings suggest a considerable turnover involving the purchase and disposal by the education sector alone of around 626,400 devices yearly.


Device Churn

Such replacement is widely known as ‘device churn’. The average replacement cycle of EUC devices is three years and a half. 67% of respondents affirmed that they replace their EUC devices before they are four years old and 18% reported to keep devices in use for 5 years or longer. Only one multi-academy trust, admitted a refresh cycle of 10 years. No universities confirmed a device churn shorter than three years – compared with 24% of multi-academy trusts who did – and twice as many universities as trusts reported cycles of 4 – 5 years.



  Reasons behind the replacement cycles.

Many institutions implement EUC devices replacements on a regular basis, choosing not to conduct periodical specific analysis.

Many organizations believe that outdated, underperforming and obsolete devices can potentially pose organizations to risks, including security risks and that they need to be replaced with up-to-date equipment and to keep with the ongoing technological progress.


In the market research that took place, the most common reason for replacing devices given was performance for 67%, followed by battery life for 57%, operating system compatibility for 46% and expiring hardware warranties for 38%. Considering climate change concerns, energy consumption drives replacements for 31%.

Screen quality and screen size feature a low end of the range of key issues driving device churn for respectively 27% and 20%. Less significance has the appearance of the device for 11% and weight for 9%.



Acer and PX3’s findings on the issue of device churn showed a continuous and early replacement of EUC devices than manufacturers may expect, due to performance, functionality and compatibility rather than for problems relates to equipment aesthetics or user experience.


Keep innovating with Acer for Education. Come to visit us at Bett show 2023 in stand NJ10 to stay current with the latest EdTech trends, discover innovative solutions for schools, update your skills and more!


TikTok teacher Kit Brown helps young people discuss diversity with help of free Premier League school resources

The end of last week marked the two-year anniversary of the launch of the Premier League’s No Room For Racism Action Plan, a key commitment of which is supporting communities and the education of young people on topics such as inclusion.  To mark this moment, TikTok teacher Kit Brown, led a special lesson with pupils on diversity.


Premier League Primary Stars provides teachers in England and Wales access to free downloadable curriculum-linked resources covering English, Maths, PE and PSHE, helping to support children’s learning both in the classroom and on the sports field.


Pupils at Martins Wood Primary School in Stevenage, where Mr. Brown is a teacher, received a Premier League Primary Stars assembly, learning about the League’s core values of being ambitious, inspiring, connected and fair before pupils could have their photo taken with the Premier League Trophy.


From there, the Premier League Trophy visited Mr. Brown’s Hazel Class, where Year 4 pupils discussed allyship, listened on as they had questions on diversity answered by Crystal Palace manager Patrick Vieira, before they designed a football shirt to promote diversity in a team.


Commenting on the free resources available for teachers, Mr. Brown said: “All the Premier League’s resources on anti-discrimination are fantastic.

“The lessons where I’ve based them on Premier League Primary Stars resources have been some of the most powerful lessons that I’ve had.

“Being a person of colour, now a teacher of colour, having those conversations a lot more and having them more in the classroom have been [beneficial] to me.

“Not only are [the resources] easy to deliver, but they also give you that starting point to open the door to what can be tricky conversations.

“The resources are really fun, they’re really engaging. You get the children out of their seats, you get the children being creative, you get the children to really think about those difficult conversations and how they can apply the values from them into real life.”


Mr. Brown is one of 8,900 teachers who has helped engage more 267,000 young people in primary schools across England and Wales, using Premier League Primary Stars No Room For Racism resources.


The free lesson plans and activities available via cover equality, diversity and inclusion, allyship and stereotypes, encouraging important conversations at both Key Stages 1 and 2 (five to 11-year-olds).

Take a look at Premier League Primary Stars No Room For Racism, Racism and Inclusion, resources here.


You can hear more from Kit and pupils at Martin Wood Primary School here


Since launching in March 2019, No Room For Racism has brought together the League’s work against racial discrimination and the Action Plan is embedded across all Premier League activity. 


Over the last five seasons, match rounds have highlighted the ongoing action undertaken by the League and clubs and send a clear message to fans, urging them to take action when they see or hear racism and the work done via Premier League Primary Stars plays a key part in the process of educating pupils about what it means to be an ally and what can be done to end racism.


Premier League Primary Stars offers a range of resources, mapped to National Curriculum topics in English and PSHE, which aim to educate pupils about the negative impacts of racism and what we can do to tackle it. Visit for more information.  



Vital Essex SEN school upgrades underway

Morgan Sindall Construction’s Essex business has begun work onsite to provide a new extension and renovate parts of the Cedar Hall SEN school in Benfleet, Essex. 

The tier one contractor was appointed to deliver the £4.3 million project by Essex County Council (ECC). When complete, the upgrades will enable the school to teach an additional 80 students in a high-quality environment tailored to the requirements of its pupils.  

The construction work was procured through Essex County Council’s Construction Framework 2 (ECF2) and is being delivered in partnership with design and property consultants Concertus. ECF2 is a local government programme designed to rejuvenate elements of the local area to meet modern requirements, such as a growing demand for SEN facilities.  

Scheduled to be ready for the September 2023 term, the new development includes a two-storey main building complete with admin space, five classrooms, art room, library and a vehicle maintenance workshop to support the current curriculum. 

As part of Morgan Sindall’s Intelligent Solutions approach, modern methods of construction (MMC) are being utilised throughout the project. This includes the use of Structured Insulated Panels (SIPs) as a key aspect of the new two-storey building’s construction. 

Cedar Hall school works with children aged 5-16 with moderate learning difficulties and additional needs. The design of the new spaces has been tailored to suit the needs of its students. This will include design features such as blocking corridors to soften the noise created by air vents. 

The Morgan Sindall team have factored in a number of logistical challenges, such as operating amongst the confines of an existing school complex while minimising disruptions for the pupils and staff. To ensure that the work will be completed on time intelligent scheduling of the works will play a key role, for example the extension of major works such as water mains during holiday periods. 

Cedar Hall SEN school is set to achieve an EPC rating of A*. An energy efficient building fabric, photovoltaic panels on the roof and an air source heating system will help the school to achieve its sustainability goals.  

Andrew Harper-Rowe, Morgan Sindall Construction’s Essex area director, said: “We’re aware of the invaluable role specialist educational facilities such as Cedar Hall play in delivering the educational support today’s communities require. Recent projections suggest that the number of SEN places across the country need to be significantly increased, and thanks to this extension Cedar Hall will be able to teach an extra 80 students in facilities that have been built with them in mind.  

“Having worked on similar projects in Essex, such as Ramsden Hall Academy in Billericay, we’re able to provide invaluable insights and experience into delivering SEN focused facilities. We look forward to working closely with Cedar Hall, Essex County Council and Concertus throughout the delivery of this vital work and we know that the upgraded site will provide an amazing educational experience for Benfleet’s pupils when it opens its doors later this year. 

Cllr Tony Ball, Essex County Council Cabinet Member for Education Excellence, Life Long Learning and Employability, said: “Essex County Council’s Everyone’s Essex strategy set our desire to improve outcomes for the most vulnerable and disadvantaged groups including children with special educational needs and disabilities. 

“We are committed to ensuring every child in the county has the support they need to meet their educational potential, and that they receive all the necessary support and resources. 

“The total numbers of SEND school places in Essex is continuing to steadily increase and this extension at Cedar Hall School underlines our commitment to meeting rising demand within the county.” 

Liz Harris, architect at Concertus said: “We are really honoured to be working with Morgan Sindall Construction and Essex County Council to deliver the Cedar Hall SEN school expansion. Although construction has only just begun, we are confident that the high-quality teaching facilities being provided, will be instrumental to the learning and development of children in the local community.”  




Noise solutions for students and teachers

According to a study by Decibel Pro, a full classroom of children talking at the same time can reach decibel levels up to 95 dBA. Considering that the OSHA (the US Occupational Safety and Health Organization) permissible exposure limit is 90 dBA over an 8-hour day, levels above 90 decibels in schools can become very problematic and even dangerous. 


Experts at Framery agree, and their sound-proof pods offer noise solutions to students and teachers alike. Framery O pods allow for one student or faculty member to work in silence for heads down work, while Framery Q pods accommodate small groups and Framery 2Q pods allow for groups of up to six people. All Framery products are designed to use space as efficiently as possible. They feel spacious for users on the inside due to ergonomic design, while simultaneously making only a small footprint in the classroom. For example, Framery Q requires only 2.6 m² of floor space. 


Framery offers users a space to work on tasks that require concentration. The pods can be used for taking an exam and studying alone or for those seeking peace to concentrate, reading homework out loud, or for watching educational videos. For group projects, students in the pod can be as loud as they want, but thanks to its soundproofing, the classroom remains peaceful and quiet so as not to disturb those nearby. 

If you are interested in learning more about the importance of noise levels in classrooms and how Framery pods are designed to help students and faculty focus, I’d be happy to connect you with a member of the Framery team for more insight. 


Framery is an industry pioneer that cares about happiness. The brand’s product offering of pods, phone booths and soundproof private rooms solves noise and privacy issues in open-plan offices, making employees happier and more productive at dozens of the world’s leading companies, including Microsoft, Puma, Vodafone and Deloitte. In fact, 40% of all Forbes 100 companies use Framery.

See here for more.

In today’s tough teaching world, what makes a good primary leader? – Words by Emma Turner.


As Sir John Jones says in his book, “The magic weaving business”, great teachers possess “passion, wisdom and righteous indignation”. A good primary leader is no different.

Understanding the purpose of primary education is central to excellence in primary leadership. This may seem obvious, but when interpreting national guidance, research or training, the unique domain specific primary lens is needed through which to view associated advice, professional learning and development. In primary, Children join at the edges of toddlerhood and journey through to the cusp of adolescence. This is a huge developmental trajectory, and great primary leaders will develop teams who are skilled within and knowledgeable about the associated pedagogies and practices specific to the challenges, demands and joys of teaching children in this stage of their development.

The leader’s development of the culture of a school is key. It is possible to “feel” the culture of a school within moments of arriving on site. It permeates all aspects of the life and work of everyone in the building. It is not some will-o-the-wisp type magic that floats down corridors though, but the result of clear and shared understanding of what the school believes, champions and is willing to challenge. It is the school’s own passion, wisdom and righteous indignation. Culture is not set on an inspirational leadership day, nor does is reside in a verbose word document in a lever arch file somewhere or an expensive wall decal. It is developed through the relentless focus on everyone doing the right thing in the right way at the right time.

The behaviour of children in school, including their attitudes to learning and their in class learning behaviours are a key area for focus for any primary leader. Without the bedrock of behaviour established as a secure foundation, no further work in school can flourish. Behaviour and culture therefore need to be central pillars of the work of an effective school leader.

Balancing the demands of the primary curriculum are huge. With only approximately 228 hours available to teach the whole of the National Curriculum Key Stages 1 and 2 for each of the foundation subjects, devising a curriculum to serve your school community, inspire, challenge and support which at the same time is academically robust and suitably resourced is a vast challenge. Developing and accessing curriculum networks across primaries, liaising with secondary colleagues, and sharing subject leader expertise is therefore a key way in which to enrich and develop the curriculum offer. This is especially important where staff may be leading more than one subject or there may not be a subject expert on the staff. Developing communities and network to support the work of curriculum therefore not only supports staff but provides further opportunities for collaboration and sharing of ideas and practice across the sector.

A great culture, a well devised and resourced curriculum and a focus on developing excellence in primary pedagogy can ensure that staff, any school’s most precious resource, are then unencumbered to focus on teaching and learning. Great school leaders get things out of the way which would otherwise prevent or impede the work of the teachers and support staff. A culture which supports staff to do their most important work – that of the face to face interactions and teaching with the children is a staff which is likely to then have a manageable workload – an unmanageable one often cited as a reason for leaving the profession.

Devising systems and structures which allow teachers to teach, which have a focus on reducing extraneous workload and which enable staff to focus on their core business of teaching and learning is therefore one of the hallmarks of a great primary leader.

Enabling teachers daily to demonstrate their passion for primary practice and to develop and use the wisdom of experience should therefore be an aspect of primary leadership “righteous indignation”.


Emma Turner

Emma Turner has served in primary education for 25 years across multiple schools within teaching, leading and headship. She has worked as national strategy consultant and as Trust Research & CPD Lead and is due to begin a new role as Deputy Director of Education for a West Midlands MAT.

Emma provides school improvement support locally, nationally and internationally, and regularly guest lectures within ITE and ECF.

She has written four previous books on education – Simplicitus, Be More Toddler, Let’s Talk about Flex, and The Extended Mind In Action. She co-hosts the John Catt Podcast ‘Mind the Gap’ with Tom Sherrington.

She is also a Fellow of the Chartered College of Teaching and Advisory Board Member for the Global Equality Collective.

Twitter handle @Emma_Turner75



Wigan Pupils Celebrate Safer Internet Day


Pupils at a Wigan primary school have been using the latest in educational technology to celebrate Safer Internet Day.

St Oswald’s Catholic Primary School in Ashton-in-Makerfield hosted a day of activities to teach pupils how to stay safe online, using digital resources from Discovery Education.

Now in its 20th year, Safer Internet Day is a nationwide celebration, organised by the UK Safer Internet Centre. This year’s event on 7th February saw schools and organisations come together to inspire positive changes, raise awareness of safety issues and participate in activities right across the UK. 

Pupils at St Oswald’s began their Safer Internet Day celebration by watching a Discovery Education video, with tips for staying safe online. They learned a special rhyme to help them remember internet safety rules, including the importance of keeping personal details private, being kind to others and not talking to strangers online.

After watching the video, the children completed a quiz to test their knowledge and understanding. This promoted a lively classroom discussion about the benefits and risks of using technology. The children also discussed who they could go to if they were worried about anything they had seen or heard online. 

Class Teacher Mrs Emma Hart said,

“ The children really enjoyed our Safer Internet Day celebrations. Making space for conversations about life online is so important and Discovery Education’s digital resources helped us to talk to the students about how they can stay safe when gaming, creating content or interacting with friends and peers.”

Featuring videos, activities, assemblies and complete lesson plans, Discovery Education’s online safety content helps pupils build digital literacy skills and understand who and what to trust online. Designed for pupils from Foundation to Year 6 and suitable for remote or in-class teaching, the resources inspire the safe and positive use of technology and empower children to take control of their digital lives. 


“Discovery Education is proud to support St Oswald’s Catholic Primary School as they teach their pupils the fundamentals of internet safety,’ said Discovery Education’s UK and International Managing Director Howard Lewis.  “Providing pupils with engaging opportunities to learn how to stay safe online is critically important, and we are glad to offer teachers the materials to do so.”


For more information about Discovery Education’s digital resources and professional learning services, visit and stay connected with Discovery Education on social media through Twitter, Facebook, Instagram and LinkedIn.


Find out more about Safer Internet Day at

Schools Warned They Are ‘Easy Prey’ For Cyber Attackers

A cyber security professional has warned schools to prepare to face more attempted cyber breaches in 2023 after a wave of cyber attacks saw sensitive documents such as children’s passports and staff contracts exposed to the dark web.

Attackers infiltrated UK schools using techniques known as ransomware, a type of malware that gains access to computer systems and blocks user access until a sum of money is paid, but also through exploit vulnerabilities in the systems that are not patched or secured.

Some of the documents that were exposed went as far back to over a decade ago and raise serious concerns about how much priority cyber and security is being given, especially with school leaders identifying cyber and security as a top 3 risk.


Why is Education Sector so under threat and why must it act now?

According to Scott Slocombe, Deputy CTO and a Cyber Professional at PSP Agile IT, the education sector is being targeted because of the amount and value of their data and the security posture of their technology environments.

“I’ve worked in education for almost two decades and the surge in ransom attacks we’re seeing is alarming. Sadly, attackers don’t care about the moral element, they see education as easy prey, with a high success rate due to poor business continuity and untested disaster recovery methods.

Scott claims there are a number of vulnerabilities that attackers can expose. A typical network could connect all staff, teachers and pupils, who may use the open wi-fi and share files on their personal devices, increasing the risk of a cyber incident.

“It’s critical schools, academy trusts, colleges and universities perform security assessments and audits regularly. We need greater awareness and sharing of best practise to help the education sector adapt to the challenges, also harness investment by companies like Microsoft who have solutions like EDR (Endpoint detection and response) or ATP (Advanced Threat Protection) on their SaaS platforms like Microsoft 365.”


What can educational bodies do to protect themselves?

There are several ways organisations can bolster their cyber defences and improve their ability to react to a data breach. Scott has four initial steps to develop a bullet-proof plan to cyber resilience:


  1. Take ownership at senior level

“Cyber security is a whole school issue, and it’s important that the person who takes ownership of a school’s cyber strategy engages with IT teams, staff and directors to build a robust strategy that is free from jargon. Security and cyber should not be seen as only the responsibility of the IT team, it is crucial that your IT leader is heard at senior level, challenged and supported, but cyber and security is as important as safeguarding or health and safety, and is everyone’s responsibility.


  1. Regular review of vulnerabilities and annual pen testing

“Threat actors are constantly attempting to access your systems, using leaked credentials on the dark web to exploit, harnessing phishing attacks or other social engineering techniques. You need an understanding of your security posture to do the technical mitigation to help protect your systems.

“Education providers should be performing  security reviews across all their infrastructure, from end-point devices to cloud platforms.

Regular vulnerability assessments, external audits and annual penetration testing will highlight vulnerabilities in your systems, and help you understand that your strategy for mitigation, processes and procedure and awareness is efficient and effective.  

  1. Best practise including Pupils and Staff awareness

“Every device is a door to your network and systems, the more schools expand their device programmes for staff and pupils, they are increasing their surface attack area; it’s important to keep those doors shut by having robust patching systems and procedures. Once an attacker gains access to one device, they have means to infiltrate your wider systems.

Every end-user must be aware of common cyber threats and how to spot them. As with safeguarding and health and safety; security, cyber and e-safety should form part of your staff induction process.

The NCSC provide an overview of the areas of focus for the education sector, including their CyberFirst program. They also provide a framework and awareness for cyber security; oultlining the foundations for you to start or grow your cyber resilience.

You also have a British standard for cyber security, which provide best practise and framework to build your cyber resilience from your trustees to your pupils.”

  1. Business Continuity Planning and Disaster Recovery

A business continuity plan ensures that, even in the event of disaster, schools can still safeguard pupils and staff, and restore the systems back to an operational standard.

By developing a disaster recovery plan with runbooks, organisations will have well-documented policies and procedures to make them ready to respond when a cyber incident or crisis occurs and can quickly recover lost systems and/or files.

Perform monthly reviews and annual desktop exercises to test the procedures and runbooks to ensure, when the day comes, you will come out the other side.


About PSP

A Microsoft gold partner with a combined experience of over 40 years defining strategy, implementing solutions and for over 14 years providing agile roles and services for various sectors including the education and membership sectors.


Schools and environmental impact.



London, UK – November 2022. Since the Industrial Revolution, human polluting activity has caused 1.0°C of global warming and an increase to 1.5°C is expected between 2030 and 2052 if emissions continue to increase at the current rate. Despite the UK government’s Net Zero commitments and the Department for Education’s vision to be “the world-leading education sector in sustainability and climate change by 2030” only 38% of the responding organizations had so far committed to Net Zero as a target.


IT’s environmental impact.

Scientists and governments agree on the need to re-evaluate all aspects of human activity that cause pollution, education included. Low-carbon alternatives must be implemented if energy efficiency improvements are to grow by 4% annually; three times their current rate. EUC devices are responsible for 34% of IT-related pollution across the UK, with up to 80% of general pollution caused by their daily use. This creates 3m tonnes of CO2e equivalent to 650,000 cars driving on UK roads annually.


Green digital transformation.

Many are the signs that the IT industry is beginning to respond to environmental concerns pushing organizations and institution towards a greener digital transformation. To achieve this in a world influenced by the effects of climate change, Acer supports the education sector levelling up within a context of sustainability, giving all children, young people and adults the technological tools to thrive in a green economy and to help restore nature.


Start your green journey, with Acer.

As part of their wider sustainability strategy, Acer have designed the complete Vero range with eco-friendly PCR plastics, prioritizing ease of repair and optimum efficiency thanks to the inclusion of the custom eco mode. The Acer Chromebook Spin 513 and Chromebook Spin 311 allow for exceptionally low energy consumption; up to nearly 70% per annum when compared to a typical Windows device estate, as validated by the PX3 independent benchmarking.


Institutions can also benefit from the Acer Green Rewards programme for the sustainable, secure and affordable support of eco-friendly technological transformation. IT users are encouraged to register for instant valuations of their legacy devices, which can be sent to Acer for re-use. Green rewards may then be exchanged for new Acer devices, boosting energy efficiency by up to 84%.



Educational institutions have an important environmental impact that could be improved by implementing a green digital transformation with the support of Acer and not only its products, but also programs. Acer commissioned independent specialists PX3 to carry out benchmarking of devices to accurately quantify their use phase energy consumption. This data, available in technical reports and white-papers, provides with accurate information for CSR / ESG reporting as well as playing an important role in carbon reduction plans and “Net Zero” initiatives.



  Keep innovating with Acer for Education. Come to visit us at Bett show 2023 in stand NJ10 to stay current with the latest EdTech trends, discover innovative solutions for schools, update your skills and more!  

Teacher Strike: It takes Twitch Gamers 5 Days To Earn Primary Teachers Yearly Salary (82x Better Paid)


Top Twitch Gamers Earns 82x More In A Month Than Average Primary Teacher Monthly Salary

To put these figures into perspective, we’ve compared the top earning Twitch streamers to workers in three sectors that will be going on strike in the UK.

Primary Teachers earn about £2,978 per month (before tax) or 82x less than xQc, the top-earning Twitch gamer. 

Train Drivers earn £4,041 (before tax) or 60x less than xQc.

Things look even worse for NHS Nurses, who make on average £2,787 per month (before tax) or about 88x less than the top-earning Twitch gamer.

University lecturers earn £3,417 (before tax) or 71x less than xQc.

Ambulance Workers and Fire Fighters both earn £3,083 (before tax) or 79x less than xQc.

Civil Servants earn £2,167 (before tax) or 112x less than xQc.

Finally, Postal Workers earn £2,083 (before tax) or 117x less than xQc.

It Takes xQc 5 Days To Earn A Primary Teacher’s Yearly Salary

Twitch gamer xQc would need to work a little over 4 days to earn a NHS Nurse’s yearly salary. 

xQc would need to stream for 5 days to surpass a Primary Teacher’s yearly income.

xQc could reach a UK Train Driver’s yearly salary in a little over 8 days.

xQc would need to stream for just over 5 days to earn a University Lecturer’s yearly salary.

xQc could reach a Fire Fighter or Ambulance Worker’s yearly salary in a little over 4 days.

Twitch gamer xQc would need to work a little over 3 days to surpass a Civil Servant & Postal Worker’s yearly salary.



Using data compiled from Feedpixel’s Twitch money calculator, Fair Betting Sites reveals that top Twitch gamers earn 82x more than a UK Train Driver monthly salary.

xQc is the #1 gaming streamer on Twitch, making £243,747 in January.

The average Train Driver earners £48,500 per year. The average NHS nurse brings in around £33,384 a year with salaries ranging from £26,000 to £42,000 and the average Primary Teacher earns even less, bringing in an average of £35,745 per year.

For full data, visit: