Nearly 90% of children are eating a school meal every day, according to a new survey of parents in England

One of the largest studies ever undertaken on the subject reveals the popularity of school meals and the extent of the cashless revolution in education


A new ground-breaking survey of almost 140,000 parents conducted by ParentPay, the UK’s largest edtech and provider of cashless payments for schools, in partnership with LACA – The School Food People – has shown that nearly 90% of children who choose a school meal are eating a school meal every day.  97.7% of parents, meanwhile, believe that cooking should be on the school curriculum.


The survey of ParentPay users revealed strong agreement with the conclusions of the National Food Strategy and the School Food Plan, which state that schools should “instill a love of cooking in pupils”, while teaching them the kitchen skills necessary “to feed themselves and others affordably and well, now and in later life”.


The continued growth of cashless payments in schools was also revealed by the survey, with 82% of parents reporting that their school no longer accepts physical currency for school meals or activities. What’s more, almost 99% of parents plan to pay for school-related costs online post pandemic.


Notably, the survey found:

  • The vast majority of parents surveyed said that their children are eating school lunches. 88.8% of primary school children are choosing a school meal at least one day a week; this increases in secondary school with 91.8% of children opting for a school lunch at least once a week.
  • 87.9% of pupils choosing a school meal are eating one every day of the week.
  • 80% of parents feel that school meals are priced correctly.
  • Key initiatives such as ‘Eat and Learn’ outlined in the recommendations of the National Food Strategy report should be prioritised and would be well received by parents.

When asked what factors would make parents more likely to choose school meals more frequently or to switch from packed lunches to school meals, respondents stated they would like to see more options for pupils to be able to choose their meals, more variation on hot and cold options and lower costs for hot school meals.


Sustainability is also important to parents and carers: almost 30% of parents responding said that sustainability and ethical sourcing of ingredients is a factor they consider when choosing to select school meals. Allergen management is also key: the survey found that 6.8% of respondents reported that they have a child with at least one food allergy. The top 5 allergies were peanuts (1.8%), milk (1.6%), eggs (0.9%), nuts (0.54%) and fish (0.53%).


While vast strides have been made in improving school meals, some topics raised by parents shows there is more work to be done by schools in terms of communicating on key issues that include:


    • Allergen management
    • Special dietary options
    • Nutritional information – 25% of parents highlighted this as an area they would like to hear more about from their schools
    • Sustainable sourcing and its impacts
    • Healthy and nutritious menu choices
    • Clear visibility on the week’s menu options
    • The ability to order meals in advance.

Following the survey, LACA and ParentPay recommend the following for caterers and schools:


  1. Teachers and senior leadership teams need to engage with caterers for a whole school approach (including parents and pupils) to promote the benefits of healthy choices.
  2. Develop wrap-around provisions, providing meals or snacks during breakfast and at after-school clubs.
  3. Engage with parents and pupils to provide relevant tools and information that reassure parents, including special diets and allergens.
  4. Invest in technology that will improve parent and pupil experience of school meals. Taking meal management online and reducing paper processes also saves schools and caterers time and money.
  5. Support the recommendation to enable cooking and food education on the school curriculum.
  6. Communicate to parents and children the importance of food sourcing and sustainability, particularly the impact this can have on health and the environment.


Commenting on the survey’s findings, Chair of LACA Jacquie Blake said:  “This ground-breaking survey demonstrates the value that parents and carers place on their children’s school meal. Almost 90% of children who choose a school meal are eating one every day, highlighting the impressive strides our industry has taken over the last few years to make school meals appealing to children and their parents. We agree with parents’ views that cooking should be on the school curriculum so that children are provided with the skills they need to cook healthy, nutritious meals for themselves and others later in life. LACA hope that caterers and schools agree with our recommendations, and we would like to offer our support to members in helping make parents’ and children’s vision for school food a reality.”


Head of Sales at Cypad (part of ParentPay Group) Merica Wilsher said: “We are delighted with the response and enthusiasm from parents for this survey – demonstrating how engaged parents across the UK are in their children’s school mealtimes. The fact that the results show a quarter of parents feel that allergies aren’t managed correctly highlights the ongoing need for accurate and efficient digital allergy management, especially in the wake of Natasha’s Law. It’s great to know that Cypad and ParentPay offer services that give parents the confidence in their child’s school meal provision, and this survey gives us a base to build on in the future to track the changing views of school meals from parents.”


GoHenry Launches Money Missions, In-App Gamified Education, to lead New Era in Financial Literacy

Company aims to tackle the financial education gap by engaging kids with motivating, fun, and rewarding interactive learning


NEW YORK and LONDON (October 18, 2021) – GoHenry, a pioneer in kids’ debit cards, money management, and financial education, today introduced Money Missions, accelerating the company’s ambitions to close the gap in early financial literacy for Gen Z and Gen Alpha with a gamified educational experience integrated into the GoHenry app.


Money Missions are fun, interactive lessons designed to build confidence, literacy, and curiosity in 6-18-year-olds: 


·       Money Missions cover a full curriculum including money basics, earning, saving, investing, responsible spending, credit, money safety, and more.  

·       Kids watch animated videos, take quizzes, and earn points and badges while gaining real-world experience with money.

·       The missions are developed with teachers and financial experts and mapped to age-appropriate education guidelines in the US and UK.  

·       Tailored to the age of the child, as kids go through the missions, levels are unlocked and adjusted to their age, skills, and confidence. 


“We’ve always had a simple mission which is to help kids be smart with money. With 60 million kids and teens in the US and UK alone that have not been adequately served with financial education, Money Missions is one of the ways we are bridging this gap with a hands-on app experience to turn financial education into a motivating, fun, and rewarding way for kids to build confidence with money. It’s a really strong complement to our innovative debit card, banking, and payment functionality. With Money Missions, GoHenry will continue to be the place kids and teens learn the foundational blocks of personal finance and gain real-world money skills necessary for their future.” said Alex Zivoder, CEO of GoHenry. 


Research from the University of Cambridge shows that children form their attitudes and habits towards money by age 7, and 87% of teens have trouble making everyday spending decisions. A recent GoHenry survey found that even among parents, 89% said they would have made better financial decisions if they received financial education before the age of 18. 


Dani, a parent who has been using Money Missions with her 11-year-old daughter as part of beta testing, says: “My daughter Ellie-Rose has already been using GoHenry for over a year and in that time she has learnt how to budget and save. She’s loved using the new Money Missions and particularly enjoys the way it’s like a game with the videos and animations. She wants to get the questions right, so it makes her listen more and concentrate – she gets a great sense of achievement after completing each mission.”


Money Missions represents the latest investment in GoHenry’s category-leading fintech products and services for families, including Teen Account, Eco Cards, instant peer-to-peer payments, and Giftlinks (which allows GoHenry members to receive money as gifts from parent-approved relatives and friends).


A short explainer video for Money Missions can be viewed here


Backed by Edison Partners, Revaia (formerly Gaia Capital Partners), Citi Ventures, and Muse Capital, GoHenry has raised $70 million from institutional and individual shareholders. 


To learn more about Money Missions and sign up for GoHenry, visit

Ensuring efficient emergency evacuations in education


Fire drills are a vital part of fire safety. Procedures must be put in place and meticulously followed, in order to keep everyone safe in the event of an emergency. Most people have experienced the familiar fire drill in education environments, which typically interrupts the school day at least once a term, herding students out of the nearest fire exit and towards the designated meeting point in an orderly fashion. Amidst the organised chaos, fire marshals are eager to know – is everyone safe and accounted for, in record time? 

Considered an inconvenience and an unwelcome interruption by many, alarm testing and evacuation practices can often be met with reluctant sighs, with many students and staff members dreading the thought of standing outside in all weathers, waiting for lengthy manual counting procedures to be completed. In today’s digitally advanced world, technology must hold the key to a better, modernised approach, providing peace of mind that everyone has been accounted for in a more timely and efficient manner.

Logistical challenges 

Whether it’s a practice run or a real life emergency, evacuation roll calls should be an orderly and well organised operation. However, if met with widespread apathy, fire marshals may struggle to ensure compliance. Hesitation and confusion surrounding the process can also cause significant delays if an effective registration system for staff and visitors is not in place, with no dependable structure implemented to ascertain exactly who needs to be accounted for.

Schools and institutions with a large cohort of students across age groups, a long list of staff members and visitors that change on a daily, or even hourly basis can be faced with various logistical challenges that make efficient roll calls exceptionally difficult to carry out in the absence of automation. The risk of miscounting, missing a visitor or simply taking too long to evacuate the building ultimately risks a potential disaster that could have otherwise been avoided. 

An efficient and reliable student, staff and visitor management system is crucial in order to avoid inevitable human errors and mitigate disastrous consequences that put lives at risk. With a responsibility to protect the lives of everyone on site, it is vital that institutions implement an updated strategy, saving time and significantly reducing the margin for error in the event of an actual emergency. 

Streamlined solutions   

Even with huge advances in the technology available to schools, businesses and organisations to assist them in streamlining their evacuation processes, the notoriously unreliable method of physical sign-in books remains popular in both workplaces and education. This method is undisputedly risky and often inaccurate, so how can fire marshals locate the necessary numbers and confidently account for everyone in a panic? 

After research reported by the Fire Protection Association revealed that 66% of schools in England lacked adequate fixed fire protection measures, efficient emergency evacuations in education are more important than ever, with the fire brigade called to 2,300 school fires in England between April 2015 and April 2020. Statistics revealing the alarming regularity of fire related emergencies within schools alone should urge all institutions to evaluate their existing procedures and introduce new and improved systems that do not unnecessarily rely on human memory or pen and paper. 

Ensuring safety 

In a digitally advanced society, there is no need to depend on the unreliable pen and paper sign-in books to keep everyone safe in the event of an emergency. The implementation of digital solutions, such as an app available to all nominated individuals, can provide an instant, real-time account of all personnel on site at any given time as integration with an existing Management Information System (MIS) can also be enabled. Immediate access to such information, including registration data from an MIS, ultimately enables the fire marshals to instantaneously view a full list that details every student, staff member and visitor via a mobile device, with no need to locate and collect physical records from another location. 

Fire drills are a vital part of safety in all schools, universities and colleges, and staff members have a duty of care that means safety must be prioritised over convenience. However, this responsibility does not need to be viewed at a waste of time or an unimportant interruption. With smart, affordable and dependable technology, streamlined solutions can be put in place to ensure that everyone can be easily accounted for, which in turn speeds up the process of the undeniably essential fire drill and ensures that everyone is as safe as possible in the event of a real-life emergency. 

Dan Harding, CEO, Sign In App 

Top EMEIA partner accreditation for Jigsaw24’s education team

Leading IT solutions provider Jigsaw24 has been named a Showbie Platinum Reseller Partner – one of only two companies in the whole of the EMEIA region to gain the accreditation.


This is a fantastic accolade for Jigsaw24, who have a close working partnership with Showbie. Both companies are passionate about the product and their values on digital learning align. When it comes to IT for education Jigsaw24 realise it’s much more than just about selling products. Understanding the need for professional guidance on a school’s technology journey, Jigsaw24’s empathetic team of ex teachers and education experts know how to make schools technology work with the curriculum and provide phenomenal results in both teaching and learning.


When speaking about the accreditation Richard Aylott, Showbie EMEIA Channel Manager, said: “We’re excited to announce Jigsaw24 as one of our Platinum Partners in the UK! We look forward to developing our long-standing relationship with the Jigsaw24 team, as we continue to empower millions of educators in managing their classroom workflow and delivering personalised feedback.”


Teachers across the country are looking for ways to reduce their workload, and Jigsaw24 has long been an advocate for Showbie, an iOS-based assessment app that has received fantastic feedback from teachers across all age ranges and subjects.


Showbie lets teachers create virtual classrooms to share and receive student work, allowing them to give instant text and audio feedback to pupils – shaving hours off the time spent marking every week. The app works for schools using Apple, Microsoft and Google Documents, has a simple design which is helpful to those with lower tech confidence and can be used in or out of class, allowing parents to access the app so families can become part of their child’s learning.


Jigsaw24 are keen to help their education customers use Showbie to go paperless, which takes ink, paper, and maintenance out of the school’s budget while also helping the environment. “We encourage all our customers to operate as sustainably as possible, and with education budgets being so tight, anything that can help schools reduce costs and redirect money to the classroom helps,” said Megan Brown, Jigsaw24’s Education Professional Development Consultant.


Megan, a former teacher before joining Jigsaw24’s education team, added: “Having used Showbie throughout my teaching career, I’ve always had the confidence to recommend the app to schools I work with. For teachers, parents and students the platform is extremely easy to use, with clear folders and assignments. The cross platform nature of the app allows teachers to upload documents of any sort from any device, saving time and reducing workload. With so many features to support personalisation, it is a great tool to adapt teaching and learning for all children in the classroom; teachers can send learning or comments to individuals, groups or the whole class and children can receive feedback in the way that best supports them: visually or audibly.”


Jigsaw24’s education team are well versed in the app, having received direct training from Showbie and taken that training out to schools across the country. All the Apple Professional Learning Specialists on the education training team are Showbie Certified Trainers – Showbie’s highest accreditation. Jigsaw24, which has worked with schools, colleges, and universities to deliver classroom technology and improve teachers’ digital skills for over 25 years, is also an Apple Authorised Education Specialist and Apple Authorised Enterprise Reseller – the only company in the UK to hold both accreditations.


For more information about Jigsaw24 and its technology solutions for education, visit


Legionella in Schools: Key points for good water management

Author: Paul Limbrick, Senior Consultant, Water Hygiene Centre Ltd


Good water hygiene management within school properties can be distilled into the following areas:

1 – Establishing the level of water hygiene risk;

2 – Devising an action plan proportionate to risk;

3 – Evidencing how risk has been suitably managed.

ACoP L8 and HSG 274 Part 2 provide practical advice and guidance on how this can be achieved – to help ensure compliance with health and safety laws.

Establishing the level of risk within school properties can be further compartmentalised into two main areas:

1 – Management policy;

2 – Operations.

Starting with management policy; it’s important to identify a hierarchy of authority (communications pathway/organogram) for water hygiene management ensuring that those responsible are demonstrably competent to undertake their role. Doing so will help the organisation to suitably delineate between management and operational water hygiene responsibilities. Moreover, estates, facilities and/or caretaking staff will invariably accept responsibility for planned preventative and reactive maintenance tasks (as ‘authorised’ or ‘competent’ persons), whereas staff members with a strategic water hygiene responsibility (often estates) may accept responsibility for managing the organisational written scheme of control (sometimes referred to as the water safety plan).

The responsibility to manage and deliver the organisational written scheme of control typically falls within the role of the ‘responsible person’ (RP). Nominating a demonstrably competent person (known as the RP) for water hygiene is a legal requirement and is a role of significant responsibility as the duty holder, or ‘directing mind’ of the organisation – often the Chancellor or Principal, may be the head teacher of a school (depending on the type of school) and may not necessarily possess the technical knowledge, qualifications, water hygiene experience or expertise to adequately execute the duties of the RP and therefore authority may be delegated by the duty holder to an RP. This may help to ensure that the estate is managed in accordance with accepted practices and that assurances are provided to occupiers of the estate (teaching staff, students) regarding protection from waterborne pathogens such as Legionella and associated infection and disease.


Whilst many of the operational and managerial water hygiene responsibilities may be delegated, it is noteworthy that the duty holder will retain accountability for ‘water and Legionella risk’. It may be prudent to consider this when planning the resources and budget required to ensure that all health and safety concerns are adequately addressed. The threat from Legionnaires’ Disease is considered ‘preventable’ and when contracted from an estate, invariably there will be legal ramifications…

Once the management structure has been agreed and formalised within a policy document, water management considerations now become more ‘operational’. For example, a good starting point for a school, as for any organisation, would be to commission a site-specific water risk assessment with accompanying schematics. Carrying out a site-specific risk assessment is an absolute requirement under health and safety law. Provided that the risk assessment is accurate and completed in accordance with British Standard 8580-1 then the full extent of the water safety risk will be captured. The risk assessment should include a survey that includes all the systems that may contribute to or cause a risk of waterborne infection. Risks should be evaluated and quantified based on the likelihood of Legionella contamination within a given system and the consequence of infection from this bacteria, using a scoring system for example.

School water systems that could present a risk will more than likely include, but not necessarily be limited to, the following:

  • Domestic cold-water systems – cold water (i.e. less than 20°C) is to be achieved at the outlet within two minutes. This should be confirmed by monthly monitoring from sentinel outlets (i.e. those nearest and farthest from the water source);
  • Domestic hot-water systems – hot water should be heated to at least 60°C and be distributed to all parts of the system at 50°C or above. Hot water should achieve temperature within 1-minute of opening the outlet. This should be confirmed by monthly monitoring of sentinel outlets or, where there is pumped hot water circulation, by monitoring the temperature at the farthest point on the recirculating pipework;
  • Showers – ensure that these outlets are cleaned and descaled at least quarterly and used or flushed at least once weekly. If showers are infrequently used they should be removed or flushed regularly. Flushing activities are to be captured in a documented programme with records kept as evidence;
  • Wash hand basin tap outlets – ensure that all outlets are used or flushed at least once weekly. Similarly, if there are infrequently used outlets then they should be removed or captured in the aforementioned flushing programme;
  • Cold water storage tanks (stored cold water) – ensure that temperature within the tank is less than 20°C and that storage capacity does not exceed 24-hours of supply;
  • Hot water generators/boilers (stored hot water) – stored hot water should be no less than 60°C and therefore flow at no less than 60°C from the boiler;
  • Thermostatic mixing valves (TMVs) – depending on the asset which the TMV is serving, then water temperature should be regulated to 41°C +/- 2°C in order to mitigate scald risk. However, this falls within temperature range that encourages the growth of waterborne bacteria (20-45°C ) and therefore these risk systems should be dismantled, cleaned, disinfected and functional checks at least annually.

The HSE’s HSG274 Technical Guidance, Part 2, Table 2.1 provides practical guidance on the minimum requirements for the management of these systems. Therefore, whilst it’s not mandatory to follow the guidance, bear in mind that should the guidance not be followed then an organisation will need to demonstrate that they have achieved either an equivalent or better standard.

Once the risk assessments have been completed, an assessment of perceived inherent and actual risk will be provided by the surveyor. In practice, this often generates recommendations on how water safety risk can be reduced within the estate. The risk assessment can therefore be used to inform the written scheme of control and assist with the development of an action plan that identifies the corrective action to be taken as well as realistic timescales for completion. Schools, as with all organisations, must at this stage identify what is reasonable and practicable to include within the action plan to help ensure that the water safety management approach remains sustainable for the organisation. Accepted health and safety principles in the UK encourage a balance between risk, cost and difficulty in the actions that are taken; which may necessitate the inclusion of some works and the derogation of others.

Finally, for all planned preventative maintenance works or reactive maintenance works, it is imperative that comprehensive and complete records are kept and are easily accessible. A failure to provide enough evidence to demonstrate that a system is under control could be interpreted as a failure to ensure that service users are safe.



Key learnings for cleaning routines

As pupils across the UK continue to return to in-person learning after 20 months of significant disruption, consistently ensuring the safety and wellbeing of every individual within a school environment has never been more important.


Here Zac Hemming, Managing Director of ICE Cleaning, explores how cleaning routines have evolved and the dedicated virus and bacteria sanitisation programmes that education providers should be implementing to provide teachers and students with the highest standards of protection and the confidence to return to the classroom.


The collaborative nature of school environments, combined with the sheer number of pupils and staff that occupy them, has provided viruses and bacteria with the opportunity to spread, particularly throughout the winter, where the common cold and flu can be easily transferred throughout high trafficked areas including classrooms, corridors and toilets.


However, the severity of COVID-19 and its high-risk ability to be transferred between individuals in close proximity via airborne or surface contact has caused the education sector to completely re-evaluate its approach to cleanliness and hygiene, with sanitisation and prevention now playing a central role in daily, weekly and monthly cleaning routines.


As the government continues to prioritise in person education for all pupils, education providers are having to undertake a proactive approach to prevention, whilst simultaneously ensuring minimal disruption to pupils’ education and overall learning experience.


The government’s Schools COVID-19 operational guidance, which has been created in partnership with the Department of Health and Social Care (DHSC) and Public Health England (PHE), shares information on targeted interventions that can be applied to reduce risk.


This is encapsulated throughout four control measures, with ensuring good hygiene for everyone and maintaining appropriate cleaning regimes the two leading considerations that education providers must address. This also includes ensuring occupied spaces are well ventilated and following public health advice on testing, self-isolation and managing confirmed cases of COVID-19.


Taking a proactive approach to protection

By focusing on hygiene behaviour and incorporating additional preventative measures into established cleaning routines, professionals can successfully break the chain of infection. This includes additional treatments, such as monthly decontamination plans, which ensure the consistent sanitisation of high touch surfaces, including door handles and shared facilities, such as computers and desks, which are used by multiple individuals every day.


The rapid advancement in cleaning technologies is also supporting education providers in successfully fulfilling these aims, with the latest chemicals and dispensing systems setting the standard for a new generation of commercial cleaning that is lightyears apart from the cleaning regimes previously delivered and expected.


Whilst some may utilise a traditional fogging machine to apply the relevant chemicals to help mitigate against the spread of bacteria and viruses on surfaces and key touchpoints, the latest progressions in electrostatic technology have created a dispensing system that, when combined with best in class chemicals, achieves a longer dwell time on surfaces.


This enables the chemicals to effectively ‘wrap’ around surfaces to guarantee protection against viruses for up to 28 days, eliminating the opportunity for the cleaning chemicals to drip off high frequency touchpoints, which may potentially occur with other methods of application.


The electrostatic technology features positively charged electrostatic particles, which attach themselves to negatively charged particles found on solid surfaces, whilst simultaneously counteracting any negatively charged particles within the atmosphere. This effectively destroys 99.9% of traces of coronavirus and other bacteria and viruses on surfaces within a school environment.


By applying these sanitisation plans on a monthly basis, in addition to established daily and weekly cleaning routines, schools can fulfil their duty of care, whilst demonstrating to teachers, pupils and their parents the measures that are being taken to ensure their safety and wellbeing whilst they are at school.


ICE Cleaning’s unique ICE SHIELD® service utilises electrostatic technology to effectively destroy 99.9% of traces of coronavirus and other bacteria and viruses, including norovirus and influenza.


By incorporating this protection into monthly cleaning routines, with a 28-day decontamination certificate supplied after each procedure to demonstrate due diligence, schools can ensure every area of their facilities are adequately protected, from classrooms to corridors, gyms to toilets.


Prevention in practice

The London Exam Centre has recently partnered with ICE Cleaning to ensure the safety and wellbeing of its staff and students, by successfully eliminating the spread of viruses and bacteria.


Forming part of Wimbledon School of English, The London Exam Centre offers a wide range of examination options, including authorised Cambridge assessments, with both computer-based and paper-based testing available to students throughout the year. 


As an educational institution that processes around 9,000 candidates per year, it recognised the importance of protecting the health and wellbeing of its staff and students by creating a safe and hygienic learning environment.


In order to reduce the threat of viruses and bacteria spreading, The London Exam Centre appointed ICE Cleaning to deliver ICE SHIELD® each month to eradicates all traces of viruses throughout the school.


Zac Hemming, Managing Director of ICE Cleaning, commented: “Educational institutions, such as The London Exam Centre, have remained open for a large part of the pandemic. As a result, they have had to implement strict health and safety measures to ensure both students and staff are sufficiently protected at all times.

“To create the safest possible environment, our team of highly skilled experts complete a thorough deep clean of the centre once a month, which includes our ICE SHIELD® treatment. The treatment forms a protective barrier that lasts up to 28 days, making it the most effective form of protection for a school environment, whilst ensuring minimal disruption to students and staff.”


Martin Cowdrey, Maintenance Support at Wimbledon School of English, commented: “After researching suitable cleaning companies to use at Wimbledon School of English and The London Exam Centre, we selected ICE Cleaning for its wide range of cleaning services. The quality of the services that ICE Cleaning provide are high and have met the needs of our business in these different times.”


Zac continued: “It is vital that the services we provide not only protect students and staff, but also offer reassurance that exams and assessments can go ahead as planned. By creating a clean and hygienic environment, students and teachers can focus on the task at hand, whether that’s an exam they are sitting or classes they are attending.” 

ICE Cleaning is available 24 hours a day, 7 days a week, with an emergency response team able to arrive on-site within an hour. The company’s expert technicians are trained to the highest standards, whilst adhering to all the relevant health and safety regulations. For more information, visit or call 02039 932940.


Education leaders and teachers are being urged to ‘unplug and reconnect’ in person at Bett this coming January.


Organisers at the world’s biggest EdTech show are inviting the education community to emerge from behind the screen and come together face-to-face to connect, learn, share ideas and experiences and ultimately “create the future” of education.


The show is returning after 18 months of disruption and accelerated adoption of technology, where educators were forced to pivot and deliver lessons in unprecedented circumstances.


With all content sessions CPD-accredited, educators can even gain active learning CPD-points by taking part at the event, across the week.


Bett is the place for education leaders, teachers and tech pioneers to celebrate, find inspiration and discuss the future of education including the latest thinking on pedagogy, digital strategy and policy implementation.


Thousands have already signed up to the event, held on 19- 21 January 2022 at ExCeL London.


Exhibitors and sponsors will range from tech superpowers such as Microsoft, Google, Lenovo and Pearson to specialist education suppliers such as Arbor Education, NetSupport, Promethean and 2Simple to rising start-up stars – offering impactful solutions for institutions of all sizes and all budgets.


High-profile speakers include one of the world’s leading authorities on growth mindset, Eduardo Briceño, the comedian and actor Sally Phillips, who will speak about home schooling during lockdown and life with a SEN child, and Gogglebox favourite Baasit Siddiqui, whose Siddiqui Education organisation helps boost the morale and achievements of disadvantaged pupils.


Eve Harper, Bett Event Director said: “Bett brings people together to network and have meaningful conversations. Despite our focus on tech, we find that the best way to make sense of the plethora of technological solutions is to engage in-person. A range of new offerings coupled with familiar faces from the worlds of education and technology make this the main meeting point for the entire education sector.”








She added: ‘We will have thousands of attendees and some exciting speakers and solution providers, from Eduardo Briceño, one of the biggest proponents of the growth mindset, to Sally Phillips, an actor with a passion for connecting pupils with SEND.”


A new esports feature will take place at Bett, allowing educators to see how esports is more than gaming and could in fact be the secret weapon in encouraging learning, promoting teamwork and communication.


Higher Education leaders will also welcome a new co-located event designed just for them – Ahead by Bett, while global education leaders and change makers can convene at Learnit.


Places are free for all attendees.


Registration is open now at:  

Tracking link:


For more information see

Tracking link:


For media and press enquiries, contact Alice Stephens, or  tel 020 7249 7769 


Submit your idea for speaking on stage – visit:


Enquire about exhibiting or sponsoring – visit:

New whitepaper shares ways to overcome higher education marketing challenges in 2022

Award winning, data-powered integrated agency, Jaywing, a key player in the digital and creative strategies of many of the UK’s leading education institutions, has launched a new whitepaper aimed at the higher education sector.  


The paper aims to be a tool for marketers that sheds light on what drives student acquisition and spotlights how organisations can adapt to ongoing needs for digital transformation to build a robust high performing, higher education brand for the future.  


The findings of the report suggest three main focal points for marketing and developing a solid identity within the higher education market. These are: 

  • Driving student acquisition through strategic choice in marketing and communications,  
  • Creating digital-first experiences  
  • Building a brand  

These have been recognised as the stand-out components needed to make an impact within the education sector going into 2022. 


The higher education sector has seen unprecedented disruption due to the COVID-19 pandemic – with institution revenue challenged by declining income, increased deferment of places from international students, and increasing uncertainty about Government grant provision.  


Yet, this is somewhat offset by the record-breaking number of UK undergraduate admissions for the 2021-2022 academic year, making the path forward for institutions even more uncertain. 

Ensuring effective recruitment for the 2022-2023 cycle is more important than ever and institutions must work harder to build brands that cut through to attract students, while at the same time embracing the value and importance of effective marketing performance to increase and convert undergraduate applications. 


Brian Taylor, Managing Director at Jaywing says: “Following two years of unprecedented disruption and challenges in the sector, we felt this was a key time to consolidate our expert opinion and data driven insights in a white paper aimed at helping those working in education marketing.  Using our data insight and audience research, we have been able to define the optimum digital experience, acquisition strategy, and maximise engagement.” 

Jaywing’s higher education sector clients include major higher education institutions such as University of Nottingham, University of Sunderland and the University of Brighton among others. The report can be downloaded here: How to build high-performance higher education brands | Jaywing 


Ultra-protection for school technology: Survivor® launches All-Terrain antimicrobial iPad cases to help schools prioritise health and safety in the new term.

Survivor’s All-Terrain antimicrobial cases with embedded defence against surface bacteria offer the latest in safety and health technology, ultra-protection, engineering, and design.

London, UK. – September 2021 – Survivor®, the award-winning designer and leading expert in
innovative device protection, launches its reimagined All-Terrain range of versatile and field-tested
protective iPad cases for education. Survivor® All-Terrain offers a carefully engineered antimicrobial
and drop protection solution to everyday on-the-go device operation for iPad 10.2" (8th & 7th
Schools are looking for new solutions to help prevent the spread of Covid-19 and other viruses in
order to minimise school closures and student absence in the new term. The All-Terrain iPad 10.2"
cases were re-designed for schools and work settings as a response to the rising concerns around
general hygiene safety in our environments.
Survivor® All-Terrain was engineered with embedded antimicrobial defense that eliminates and
prevents 99.9% of surface bacteria while offering long-lasting antibacterial and antifungal
protection, making them more suitable for school and business settings. Health and safety is the top
priority for schools looking for ways to keep students safe while engaging them in technology-based
activities. Survivor® is a tried, tested and science-backed solution offering maximum protection
against germs.
Delivering the latest in safety and health technology, the All-Terrain tablet cases were designed with
smooth edges to eliminate bacterial traps, prevent bacterial growth, and allow easy wipe down. As
well as this, All-Terrain cases are built with durable materials capable of withstanding medical-grade
cleaning agents, to guarantee long lasting 360-degree device protection.
“The pandemic changed the way children engage with technology forever,” said Lorna Brightman,
Director Of Sales in EMEA.

“A top priority for school leaders right now is creating a safer more stimulating, and interactive
learning environment for students. Survivor’s solution aims to support schools to overcome this
challenge. The All-Terrain cases are an example of Survivor’s expertise in protection engineering for
everyone. Through careful testing, forward-thinking and innovation, we have created a product that
is designed to protect you as well as your technology.”
All-Terrain Survivor® cases are carefully engineered with 3X layers of shock-absorbing material upon
impact and 2X military-grade drop protection. Although slim, it features a raised edge screen bezel
that provides a shatter-resistant line of defence against face impacts, drops and bumps. A dust-
resistant port plug and button cover protector ensures your device stays clear of foreign debris while
preserving connectivity. All-Terrain is perfectly suited for hands-on, on-the-go device operation and
capable of withstanding the everyday challenges, work, play and clumsy fingers.
All-Terrain cases are impressively versatile, with a detachable kickstand/handstrap for precision and
easy manoeuvring. In addition to these features, these cases are easily adaptable to your everyday
needs and compatible with all accessories in the Survivor® Modular Ecosystem, including a shoulder
strap, pencil tether and cupholder mount. An integrated Apple Pencil and Logitech Crayon storage
on the side keeps the accessories secure, protected and easily accessible.
Survivor® products undergo rigorous testing to ensure optimal dependability, durability and
performance. They are guaranteed for life and backed by a limited lifetime warranty.

Pricing & Availability:
Survivor All-Terrain (2021) for iPad 10.2" (8th & 7th Generation) RRP £79.99
The All-Terrain iPad 10.2" cases are now available at
For corporate/business-to-business sales and opportunities:

Lessons learned from remote education

~ Teaching won’t be the same again, thanks to new technology ~


Before March 2020, catching ‘fresher’s flu’ was a right of passage for university students. Fast forward 18 months and students around the world stayed indoors to keep illness at bay. However, the pandemic has taught the education sector an important lesson — the value of selecting the right communication tools. Here, Ginelle Bell, UK country manager at Cloud communications provider Ringover, explains more.


According to UNESCO, more than 1.5 billion students around the world were forced out of their typical learning settings in 2020, with many participating in lessons online. Globally, education in the 21st century has never seen so much disruption and it has prompted critical conversations about the role of technology in delivering education.


Education isn’t the only sector that’s facing an overhaul. Over the course of the pandemic, and for several more years to come, communication technologies have grown increasingly more sophisticated. The UK increased its fibre connections by 50 per cent in 2020, and while its broadband connectivity stills lags behind many other countries, the nation is undergoing massive change. As Openreach switches of the public switched telephone network (PSTN), every business will be communicating differently by 2025.


Research by broadband company Zen shows that 17 per cent of large organisations are still unaware of the switch off. Education facilities also risk becoming out of the technology loop, if they don’t learn from the past 28 months.


Going remote

Throughout much of 2020 and 2021, educators had no choice but to deliver teaching remotely. However, even though in-person teaching has widely resumed, distance learning could become an increasingly favoured choice, rather than an obligation.


Distance learning isn’t a phenomena of today’s society. Back in 1969, The Open University (OU) pioneered the concept by offering students the chance to gain a degree without needing to set foot on campus. It was a radical idea for its time — yet proved highly popular. By the time applications closed for its first year of enrolment, the university had received over 100,000 applications.


However, The OU’s popularity has decreased over time with numbers of full-time enrolments slipping over the past decade. But things could be set to shift again. Increased demand for upskilling and reskilling, as well as an emphasis in the attractiveness of online learning spurred on by the pandemic, has caused a surge in OU registrations.


Overall, the total number of OU students enrolled for the 2020/21 academic year is up 15 per cent on last year — from just over 141,000 to more than 163,000. While distance learning has seemed like a short term fix to keep people safe, it’s also encouraged a newfound appreciation for the teaching method that could lead to long-term behavioural changes.

Getting prepared

We won’t be saying goodbye to fresher’s flu any time soon. While most forms of education continue in person, education facilities shouldn’t neglect the promise of distance learning.


What’s more, the past 18 months has taught every industry to expect the unexpected. Most businesses were not prepared to go remote overnight at the start of the pandemic, and education was no exception. However, having the right tools in place to ensure distance learning can be carried out effectively is the best way to plan for any other unforeseen circumstances.


One essential piece of any education facility’s armoury is the right communication tools. In particular, facilities should opt for a Cloud-based solution. Cloud-based platforms provide an easy way for educational institutes to streamline their academic communications and collaborations. They can achieve this by combining real-time voice, video and messaging capabilities with their business applications.


Using Cloud-based software that enables Voice over Internet Protocol (VoIP)  makes it easy for students and teachers to interact collaboratively by using real-time messaging and video. This can effectively improve completing group projects, enhances the way teachers communicate with students and cuts down obstacles in the system of education. Because technologies such as VoIP enable calls through the Internet, rather than a fixed telephone line, it’s far easier for education providers to interact with geographically dispersed students and with less ongoing costs.


90 per cent of data breaches are a result of human error, and using the Cloud to manage communication tools and store their associated data can help universities better manage sensitive information.


At Ringover, another huge benefit we see for VoIP technologies in education is its scalability. Our own software can be easily scaled to suit the size and needs of any business, whether it requires a complete professional phone system or additions to its existing infrastructure. With collaboration tools such as screen sharing, instant messaging and video conferencing, Ringover’s software can help facilities of any size communicate effectively.


After several weeks of getting to know each other, it’s likely many students are battling fresher’s flu right now. However, no matter which education route a person chooses, having access to effective communications tools is crucial. Post-pandemic education won’t look the same as it did previously, and having scalable, streamlined software in place will help any facility to future proof.