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Selby College improves the student experience with high-density WiFi 6 – delivered in just 8 weeks – from Redway Networks.

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Selby College has improved wireless connectivity and delivered the coverage and capacity required to support bring-your-own-device (BYOD) services for its high-density learning environment.  The College’s transition to next-generation Cisco Meraki WiFi 6 from Redway Networks has given the campus a hyper-secure, robust cloud-networking solution that delivers a seamless WiFi experience to students and staff.

Selby College, in North Yorkshire is a tertiary college that offers courses for A Level, degree, adult education and work-related business vocation.  Thanks to a huge £35m investment in its state-of-the-art campus, the College now boasts some of the most up-to-date facilities of any education provider in the area. Selby College has an open BYOD policy which actively encourages and supports students using their own devices.  It can see more than 1500 devices connecting to its wireless network and to support throughput and optimise services for these devices, particularly in high-density gathering areas, hyper-reliable wireless is vital.  

Current WiFi cannot support density of users.

Mike Pilling, Network Services Manager at Selby College says: “During normal circumstances we have between 1,000 and 2,000 students on-site over several buildings all with smart phones, ipads and laptops accessing the College and guest WiFi.  Times have moved on since we installed our existing Netgear solution, and it was struggling to provide the bandwidth we needed to support this number of devices and we felt the students were missing out”. 

Mike continues: “When we analysed our network, we found that 90% of its usage was actually for social  and only 10% for the College side, so that really highlighted the need to improve our bandwidth. In this digital age, students choose a college not just for its courses but for the social side, so reliable WiFi is important to them.  The College had received a government grant to enhance its IT infrastructure so we took the opportunity to improve the wireless network with a more sophisticated solution that would support our high-density needs and future proof the network.”   

 

 

College goes out to tender.

Once it had gone through its wireless requirements Selby College completed a specification document which was sent out to a purchase consortium to get advice on wireless technology vendors.  Mike Says: “At the point of contacting the consortium, I received an email from Redway Networks (who has experience in the education sector) so I decided to add them to the list for review.  Timescales were really tight due to our budget having to be spent by March 2021 so we not only needed a wireless provider who had the expertise to meet our requirements, but who could work around our short timescales and deliver a seamless project.” 

An ITT was then sent out and Redway Networks demonstrated the best technical ability, product knowledge and pricing in its bid.  Mike says: “I didn’t want to just go on price and was really impressed with Redway Networks.  I felt confident that Redway had the technical knowledge and design capabilities to provide the best fit solution for us and we received a great service throughout the whole tender process”.

Selby College selects Redway Networks.

Redway Networks was then chosen to provide the new WiFi.  Mike says: “I was looking for a cloud solution rather than an onsite wireless controller and when Redway showed me a demonstration of Meraki I really liked it and knew it would meet our requirements for connectivity and performance and I liked its easy-to-use dashboard. Plus, Meraki’s 10-year software licence (plus the free year offer) was cheaper than the 5-year support deal offered by the other vendors.”

Selby originally had 45 access points (APs) across the campus but wanted to increase that number both inside and outside to meet its high-density needs.  So, Redway installed 72 Meraki APs with services that included WiFi survey, design, configuration, and support. Due to coronavirus Redway’s engineer conducted the WiFi survey remotely to determine AP positioning, coverage and performance and the results were verified using Ekahau’s visual heat mapping software.

Mike says: “Everything was done off plan.  We literally went from building-to-building using video conferencing to discuss what the building was used for, size of the space, coverage requirements and wall material etc, so that Redway could design and create a bespoke network for our needs.  When I got the heat maps back everything looked great, and it was signed off.”

Seamless Meraki install in less than 8 weeks.

From Selby College’s initial request for information to the survey, design and installation was completed in less than eight weeks. Mike says: “I was over the moon with the service I received from Redway Networks and was delighted that not only did Redway install our new WiFi in less than a week, but the whole project was delivered sooner than our original planned date of the February 2021 half term – so our timescales were certainly met.” 

WiFi that supports a digital future.

Selby College now has hyper-secure Meraki WiFi 6 solution with a centralised cloud-managed licence and automatic firmware upgrades for the next ten years.  This provides the flexibility and control to keep the College connected and secure, whilst delivering a seamless wireless experience to its high-density student population.

Mike says: “Meraki hasn’t been tested in full anger yet, but from what we’ve seen on-site we now have significantly better network coverage and must much faster WiFi.  I am sure when the students come flooding back, they will be impressed with the bandwidth and speed at which they can access digital resources and stream media from anywhere on campus – even in large groups (which is something they couldn’t do before) so we’ve improved the student experience.”

Mike concludes: “I couldn’t be more impressed with our new Meraki solution and I’m confident that even when we start seeing new educational technology and WiFi 7/ 8 capable devices coming onto our network, we’ll have the wireless in place to build the digital College of the future.”

More than a third of schools have been targeted by criminals during the pandemic

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Schools across the UK have been targeted by criminals during the Covid-19 pandemic, as more than a third (35%) have experienced crime, according to new research from specialist insurer Ecclesiastical.

 

The survey of 500 teachers found schools had suffered anti-social behaviour (16%), trespassing (13%), graffiti (11%), criminal damage (8%) and cyber-crime (7%) since the start of the pandemic. 

 

A fifth of teachers (22%) felt their school was more vulnerable to crime during the Covid-19 pandemic, citing fewer staff on site during the national lockdowns and entrances being left open more frequently to increase air ventilation when schools were closed.

 

Nearly half (47%) of the schools surveyed had introduced new measures to protect the school and deter criminals since the outbreak of the Covid-19 pandemic. More than a quarter (28%) of schools introduced CCTV, one in five (19%) fitted alarms, and 15% built more security fencing.

 

Independent schools surveyed reported much higher levels of crime in comparison to other types of schools. Three in five (58%) experienced some form of crime over the last 12 months.

 

The survey revealed more than a quarter (26%) of independent schools suffered anti-social behaviour since the pandemic. Graffiti (17%) and trespassing (15%) on school property were also cited as the top crimes experienced by independent schools.

 

Despite that three quarters (75%) of independent schools have introduced new security measures since the start of the pandemic, over a third of independent school teachers (37%) believe their school is more vulnerable to crime since Covid-19.

 

Faith Kitchen, Education Director at Ecclesiastical Insurance, said: “Schools have been far more vulnerable to anti-social behaviour and other forms of crime over the last year. School properties were often left largely unoccupied or even empty when schools were closed to the majority of pupils, tempting opportunists. For schools, crime experienced within school property can be a stressful event for teachers, as it is they who are left to deal with the implications of teaching without laptops or equipment, while leadership has to tackle the expenses incurred.

 

“There are a number of measures schools can take to better secure school property and assets, which would ideally be a combination of both physical and electronic protection. Fencing around the perimeter can often offer a good first line of defence against unwanted visitors, while CCTV can act as a visual deterrent for those not wanting to be caught on camera.”          

 

Free online CPD event with UK Parliament for teachers of pupils aged 5-11

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UK Parliament is running a free online event for primary school teachers.

 

Your UK Parliament: engaging pupils aged 5-11

Take part in this free online CPD event to explore how your pupils can engage in the work of UK Parliament and how you can bring this to life in your classroom. 

 

Sign up to: 

  • Discover stories that will hook your pupils’ interest and show how UK Parliament works 
  • Explore free, curricula-linked resources and other opportunities to engage your pupils with UK Parliament

 

Special guests include Sarah Binstead-Chapman, Senior Doorkeeper in the House of Commons. 

 

Book your place now

Plasma Clean expands into infection control market with innovative solutions proven to kill SARS-CoV-2 in education facilities

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Plasma Clean, trusted pioneers in innovative and affordable infection prevention solutions, is helping businesses to keep running safely with its infection control range proven to kill SARS-CoV-2 with an exposure time of 0.25 seconds in line with ASHRAE design guidance. 

 

Boasting a 99% disinfection rate against bacteria and viruses, including SARS-CoV-2, the virus responsible for COVID-19, Plasma Clean is supporting the education sector to create cleaner, safer environments. 

 

Dedicated to improving air quality for the last 13 years, and with research at its heart, Plasma Clean’s new range includes RoomKlean, a cost-effective and easy-fit Upper Room UVC solution that uses UVGI technology to offer the continuous disinfection of harmful microbes and kill unwanted germs in minutes. 

 

With UK schools forced to close due to coronavirus lockdowns, and classes facing self isolation due to potential exposure to the virus, the education sector is being pressured to stem the spread of the virus within their environments. While it’s too early to know the real impact of COVID-19 on children’s learning, initial studies suggest that pupils have lost the equivalent of one-fifth of the school year, and so infection prevention is key.

 

Ultraviolet germicidal irradiation (UVGI) is an effective disinfection method for schools as it uses short wavelength ultraviolet (UV-C) light to kill dangerous microbes in the environment. 

 

Plasma Clean’s air handling unit solution, TechniKlean UVGI, fits into current ventilation systems with a 99+% microbial kill rate, as well as long term energy and cost-efficiencies for schools. 

 

Other products in the range include AirKlean, a wall or ceiling mounted unit which reduces the need for chemical disinfectants and MobiKlean, a portable plug-in solution unit that disinfects classrooms before and after use, killing COVID-19 in just 11 minutes.  

 

Steve Keogh, CEO of Plasma Clean, commented: “For the last 13 years, we’ve been providing innovative solutions and service-excellence to our customers to help them create a cleaner, safer environment. Our infection control range is focused on supporting the education market. We’re committed to making schools and classrooms a safer place so teachers can keep teaching and children can focus on learning without worrying about their health.” 

 

To find out more about Plasma Clean’s infection control range, visit: www.plasma-clean.com

 

Ecclesiastical Insurance Group launches the Movement for Good awards 2021

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For the third year running, Ecclesiastical Insurance Group is giving away £1million to charities with the return of its Movement for Good awards.

From today, people can nominate an education charity close to their hearts for a potential £1,000 award to help make a difference. Last year an incredible 253,000 people submitted a nomination for their favourite charity.

This year, 500 charities will each receive £1,000 during the first phase of the campaign. A second phase of giving will happen later this summer.

Since the initiative began, the Movement for Good awards have given £2million to good causes across the nation.

Among the schools and education charities to secure an award in 2020 were Brockwell Nursery and Infant School Parents’ Association, Kingsbury School Charitable Fund, Read Easy UK and The Latymer Foundation at Edmonton.

The nomination process is open until 13 June. Winners will be drawn at random and the more times a charity is nominated the more chance it has of being selected.

It’s quick and easy to nominate, you can vote for your favourite charity online at: www.movementforgood.com

Mark Hews, Group Chief Executive of Ecclesiastical Insurance Group, says: “We’re delighted to announce the launch of Ecclesiastical’s Movement for Good awards for the third year running. Our Movement for Good awards will continue to help charities at a time when they need it most and we know that for many charities, £1,000 can make a real difference.

“We were thrilled to receive so many nominations from the public last year and this year we are encouraging even more people to nominate a good cause. Ecclesiastical, the fourth largest corporate donor in the UK, is a unique financial services group. We are owned by a charity, which means all available profits can be given to the good causes that are so important to our customers. As a company whose purpose is to contribute to the greater good of society, charitable giving is at the heart of our business.”

QCOUNTER LAUNCHED TO HELP SCHOOLS ENSURE COVID-SAFE OPERATIONS

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For the safe flow of people in schools

 

The company behind some of the UK’s most exciting and dynamic interactive exhibition displays in visitor attractions and museums has brought to market QCounter – a fully automated, but low-cost, access control/people-counter system.

 

Businesses emerging from lockdown restrictions must limit the number of people accessing a space or building to ensure the site remains Covid-safe and compliant with government regulations.

 

QCounter, based on a traffic light system, is a fully automated (without the need for any human operation), ‘Plug n’ Play’ customer/visitor/staff counting system that manages and ensures the safe flow of people through spaces – thus ensuring organisations remain Covid-safe whilst fully operational.

 

QCounter provides the following functionality:

 

  • Fully automated – no staff/personnel remote control operation required (unlike other systems)
  • Ergonomic design
  • Large bright indication of status (based on traffic light system)
  • Integrated LCD information display
  • Easy-to-change number of people allowed
  • Powered by dc supply from mains plug or USB power bank
  • Portable and easy to mount to any standard retractable barrier post – no tools required
  • Both single and dual units versions available – works on one way system with separate in and out doors
  • Client-branded ‘dashboard’ webpage (for public visibility)

Operational benefits for client:

 

  • Compliance with COVID secure rules
  • Visual reassurance for customers/visitors/staff/guests
  • Non-language specific
  • GDPR compliant (no integrated cameras)
  • Webpage can be displayed on larger screen to further reassure compliance
  • Expansion options available

The units have been designed and manufactured in the UK by FifeX, the UK’s leading concept-to-reality company and are available to order today from their dedicated website www.qcounter.co.uk

 

Paul Neil, Managing Director, FifeX said: “We are absolutely delighted to announce the launch of QCounter. We work with some of the leading visitor attractions and museums in the country and we have listened to their needs and developed this innovative, yet simple-to-deploy and operate people counter. The device benefits from our many years of complex product design expertise in terms of its functionality but we have priced this purposely at a low cost to make it ubiquitous in its deployment ensuring all businesses, regardless of size, can afford it. It is our way of helping businesses get back up and running in a safe manner, after what has been, a hugely challenging time for everyone.”

 

The company behind QCounter – since 2002, FifeX has designed, built and managed a huge range of interactive displays for visitor attractions and other venues as well as providing repairs and upgrades to products designed by other companies.

 

For more information about QCounter please visit www.qcounter.co.uk

 

For more information about FifeX please visit https://www.fifex.co.uk/

 

70% of secondary school students admit to future career fear

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The Careers after Covid report published today by Launch Your Career, has revealed that 70% of secondary school students do not know or are unsure about what they want to do for a career when they leave school. Three quarters of students (78%) admitted they are worried about making the right choice of career. 

 

The report also reveals that nearly half of secondary school teachers (48%) say their school’s ability to give careers advice to students has worsened since the start of the pandemic. One in five (19%) of secondary school students say they have not received any advice from their school since the first lockdown over a year ago.  

 

Many students (47%) responding to the survey revealed that any advice they had been given had not been personalised to them.  

 

The news comes as students are already coping with disruption to learning, exams and friendships as a result of the pandemic.  

 

Furthermore, Covid-19 has hampered opportunities for work experience and one in four students (28%) revealed they had no practical experience of the working world, not even via a visiting speaker organised by their school. 

 

David Chapman, vice principal of Aston University Engineering Academy (AUEA) said: “After a year of seeing businesses failing, people being furloughed and parents losing jobs, young people are more unsure than ever about their own career opportunities. We need to find new ways to engage them in their future work choices.” 

 

The turmoil brought about by the Covid-19 pandemic has also impacted what students want to do after school, with more than half (54%) saying they have now changed their career ideas, making it even more important that they receive good advice to make the right choices. 

 

David Chapman, vice principal of Aston University Engineering Academy (AUEA) said: “We have flipped the careers advice journey on its head and rather than asking ‘what do you want to do?’ we find out more about them as people. With a short personality quiz, we discover each student’s strengths and then research careers they might find fulfilling based on their answers. This starts to open doors for them and helps a young person feel more positive about the future.” 

 

Chris Jeffries, CEO and founder of Dev Clever, the company behind Launch Your Career, said: “Just when good careers guidance is needed most, schools are finding it hard to give quality advice and work experience opportunities. The pressure of the pandemic means they are having to focus instead on plugging curriculum gaps. But young people also need to plan for the future to help them engage in the lessons they are being taught in class today. 

 

“Schools need to look for simple ways to expose students to potential career choices that would suit their personality and engage and excite them in their future. And employers need to be more actively involved so students know what options are available to them once they leave education.” 

 

The research also revealed that three quarters (76%) of secondary school teachers agree students engage more with lessons when technology is used and 34% of students indicate technology could be used to explore career options. 

 

Aston University Engineering Academy is using Launch Your Career’s virtual reality experience to engage students in their career journey. David Chapman from AUEA said: “The virtual reality experience hooks our students into their personalised career journey. It uses gaming techniques they are very familiar with to grab their attention in a way that a normal careers lesson cannot. 

 

“It opens up their eyes to why they come to school each day and shows how the subjects they are learning lead to a real career.” 

  

Other interesting findings from the report include: 

  • 92% of parents have discussed potential career options with their child, however, a third (33%) do not feel equipped to give careers advice.
  • Nearly half (48%) of students want to see which careers would suit their interest and personality.

 

The Careers after Covid report is available at www.launchyourcareer.com/careersaftercovid to download and contains advice and guidance for schools and parents. The free personality career quiz is available to all students at www.launchyourcareer.com.  

 

Launch Your Career is an online and virtual reality experience for young people which provides careers guidance based on a student’s personality. Students use the tool to find out what makes them tick – whether they are an introvert or extrovert, whether they like to plan or are more of a seat of your pants type. Their spirit animal is unlocked based on their answers and they can see careers highlighted that might interest them.   

 

Built on engagement, gamification and fun, Launch Your Career immerses young people in their career journey. With a VR headset, students are absorbed in a quest to find out about jobs that interest them, and what they need to do to secure them. It’s the perfect tool to revitalise careers advice.  

 

Launch Your Career is the brainchild of digital innovation experts, Dev Clever. 

 

#Careers #classroomVR #LaunchYourCareer #VRinEDU @LaunchYourCareer   

www.launchyourcareer.com  

 

Delight after plans for new school move ahead

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Headteacher James Waller at Sunningdale School, Springwell, Sunderland

A SUNDERLAND headteacher has spoken of his delight after ‘life-changing’ plans for a new school building were approved by the city council.

 

James Waller, who was appointed headteacher of Sunningdale Primary School earlier this year, said that the move to a custom-built new facility at Doxford Park Way, will ‘transform opportunities’ for the city’s most vulnerable young people, and represents an exciting new chapter for the school.

 

James, who has worked at Sunningdale for eight years, said that he was blown away by the news that the school would be on the receiving end of a £13m investment from Sunderland City Council – part of a £35m capital programme that the local authority is paying for with its own resources to deliver new and renovated school buildings to support the city’s next generation. 

Sunningdale, which caters for children aged two to 11 with severe and profound multiple learning difficulties, is currently based in the former Springwell Infant School, which has been adapted over the years to better support the specific needs of Sunningdale’s children. 

 

The school has had to work tirelessly to give its children the right spaces and facilities, but the move to the new building will deliver specialist rooms and equipment for up to 136 children, as well as ample space for wheelchairs and equipment that the children need, something that has been a struggle in its current facility, which is old and restrictive. 

 

James said: “The fact that the council had earmarked our school for investment was absolutely overwhelming. 

 

“Our children have increasingly complex needs.  It is absolutely wonderful to be able to provide them with the life-changing experiences we offer at school, but it is not without its challenges when we are operating out of an old building that is just not able to accommodate our children’s increasingly diverse needs,” James explained.

 

“It would be hard to overemphasise the difference the investment in Sunningdale will make to the care and support we will be able to offer to children who deserve this so much. 

 

“So often, schools like ours – of which there are around 500 in the country – are forgotten when it comes to national policymaking and investment.  We’ve always felt supported by the council, but we are absolutely delighted that they have made a commitment that will transform the way we can meet the needs of our children.  It is a huge statement of support from Sunderland City Council, not only toward Sunningdale but to the most vulnerable children in the city.”

 

What has been most impressive for James has been the journey the council has been on with the school’s leadership team to shape the plans and designs for the building.

 

“When the council first came out and spoke to us about its plans, our jaws just hit the floor.  And working with them – seeing how they have listened and responded to the things we have asked for – has just been amazing. 

 

“We have jointly explored what the needs of pupils are, thinking about specific spaces, uses and facilities – and things to avoid.  The new school will feature a range of features including wide hallways and corridors to ensure the whole building is wheelchair accessible; hoists that can help some of the least mobile children access spaces they may otherwise be unable to; a hydrotherapy pool, with easy temperature control; multi-sensory spaces where the school can provide light therapy; physical therapy rooms and a dedicated rebound therapy room, where we use trampolines to help children feel weightless and move their body in different ways.  We will have a number of outdoor spaces, including grass playing fields, alongside a wetlands area, nature trail and habitat area.”

Sunningdale School, Springwell, Sunderland

The school currently employs 100 members of staff – from teachers, teaching assistants, therapists and caretakers.  It hopes to add to its team as it increases its capacity.  Sunningdale Primary School’s children have a combination of cognitive and physical disabilities – often both – requiring specialist support to allow them to realise their potential.

 

The school is recognised as an exemplar, working with Northumbria University as a specialist training course provider and sometimes contributing to national initiatives when it comes to specialist education.  James believes the new building will provide a facility that matches up to the high standard of education, care and support staff are able to offer.

 

“Our focus is on helping its students to ‘be more’ – whether that is more creative or more communicative.  We want every young person to realise their potential, giving them individualised support to enable them to achieve their aspirations. 

 

“’Be more’ sums up what we’re trying to achieve.  And we do every day, in spite of the building we are in, which we have a real fondness for, but recognise is no longer fit for purpose. 

 

“The new building will allow us to take the support and education we offer to the next level.”

 

He added: “This marks a new era for the school.  Though I’ve been at Sunningdale for a long time, I’m a newly installed headteacher, and the leadership team is new too.  We’re going through process of restructuring our approach, adopting a revised pedagogy and welcoming new staff members who will allow us to deliver more.  When we move, we will welcome five new classes, as well as more children who we can deliver individualised support to.  We’re really excited to begin this new chapter.”

 

Councillor Louise Farthing, cabinet member for children, learning and skills at Sunderland City Council, said: “Sunningdale Primary School is such an inspiring place, and the work that the team does truly is incredible.

 

“This new building will be lifechanging for so many young children – some of the most vulnerable in the city – and we’re thrilled to be able to deliver it to support James and his team who make such a difference every single day.

 

“This is part of a huge programme of work, that will deliver aspirational new school environments for our next generation, funded by the council, and representing a major commitment to our children.  We’re incredibly proud of the difference this will make to the lives of our next generation.”

Report highlights impact of school exclusions on pupils

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School exclusions have left some children at increased risk of harm – with decisions too often taken without efforts to understand and address issues which may be affecting their behaviour, a new report has found.

 

The Children’s Society’s report, Youth Voice on School Exclusions, includes both positive and negative insights from 11 young people on exclusions, but finds that many feel ‘written off’ and that they were not listened to.

The report includes young people’s ideas about how to improve the system and has been produced by the national charity’s Disrupting Exploitation Programme, which is funded by The National Lottery Community Fund, the largest funder of community activity in the UK.

 

It found that challenges like being moved into care, learning disabilities, knife crime and child exploitation, and experiences of bullying and racism could all affect children’s behaviour in school, leading to them being excluded.

Some young people told how they were then exposed to drugs and criminal exploitation in Alternative Provision settings, and how feeling bored at home and closures of community facilities like youth clubs left them vulnerable to advances by those looking to exploit them.

They felt this could have been avoided had they been supported to remain in school with help to address issues in their lives affecting their behaviour.

As one young person put it: “Think schools should work with young people to resolve the situation and make it better…if a young person brings a knife to school they get permanently excluded. The young person might be scared, being bullied, schools just don’t try and find out.”

Another said: “No time for me to say what I had done…they used their own words… the meetings were 10 minutes long and not long enough for me to say what happened.”

Children said exclusions had also affected their learning, leaving them feeling isolated and uncared for, as well as impacting their relationships at home, their self-esteem, hope for the future, well-being and mental health.

There were mixed reports on the quality of support in Alternative Provision, with one young person describing their pupil referral unit as being ‘built like a prison’. But another told how smaller class sizes meant teachers had more time to listen to them.

The insights of young people have informed four principles the charity is urging schools to adopt to help ensure they are inclusive for all children. It believes that implementing these will lead to a happier, safer environment for pupils and help reduce the number of exclusions.

The principles include listening to young people, being flexible and taking into account children’s individuality, building and nurturing positive relationships and acknowledging power imbalances between teachers and children – giving pupils a voice in decisions affecting them.

Lucy Dacey, National Programme Manager for the Disrupting Exploitation Programme at The Children’s Society, said: “Being excluded from school can harm not only children’s learning but also their safety, well-being and life chances.

“Many of the children we support because they have been groomed into crimes like dealing drugs in county lines operations have been excluded from school or are at risk of exclusion.

“It’s therefore vital that schools do everything possible to identify and address issues in children’s lives which may be affecting their behaviour.  The Disrupting Exploitation Programme wants to be a part of this, training teachers, supporting schools to review their behaviour policies and working to prevent school exclusions.

“As well as digging deeper when pupils misbehave we want school leaders to ensure school systems and rules take account of the fact that some pupils will experience challenges in their lives which are likely to affect their learning and well-being.

“Rather than seeing vulnerable young people as outliers who do not ‘fit’ the system, we want schools to change where necessary to ensure they are more inclusive and supportive.”

The Children’s Society says examples could include mitigating the risks of children who live in poverty getting into trouble for not having the right uniform by ensuring uniforms are inexpensive, reviewing behaviour policies to ensure they take account of the additional needs a young person may have and ensuring letters to migrant parents are translated where necessary.

SCHOOLS AND COLLEGES URGED TO TAKE ADVANTAGE OF WINNING GRANT SCHEME

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A new grant scheme for deserving school and college sports teams has been launched by the UK’s largest independent pest controller, Pestokill, to help support sport, exercise and activities as the nation emerges from the latest lockdown.

The Leigh based company is offering grants of £1,000, £500 and £250 to school and college clubs and teams located throughout the UK, regardless of whether or not they have received other grant funding or ever used Pestokill’s services. The company plans to hand out £19,000 worth of grants to a total of 46 clubs and teams.

To apply for the funding, schools and colleges need to complete a short online form on Pestokill’s website at www.pestokill.co.uk/sport that contains details about key activities and provide a brief explanation of what they would use the money for. The deadline for applications is Monday 31st May 2021, and the donations will be made shortly afterwards.

Pestokill was established in 1985 and operates throughout the UK protecting property, employees and clients from all types of pests and disease. The company works across every industry including education, as well as providing its services to a wide range of sports clubs and teams.

Dave Clements, managing director of Pestokill, said: “We know from our experience working with lots of sports clubs and teams up and down the country that many have had a really difficult time during the Covid-19 pandemic. However, these organisations are vital to the health and wellbeing of the nation, as well as the local communities they operate in.

“As a successful national business, we’ve launched this scheme to offer our support to schools and colleges as we begin to emerge from the latest lockdown and hopefully return to normal. We’ve kept the application process as simple as possible, and it takes less than five minutes to complete. We’ve asked applicants to provide a brief description of what the money will be used for and we’ll then select the most deserving 46 teams and send them a payment.”

Dave added: “We’re already receiving fantastic feedback about the scheme and we’re really looking forward to distributing the money and helping to make a difference.”

For further information about Pestokill’s scheme and to apply for a grant, visit www.pestokill.co.uk/sport and complete the online application form by Monday 31st May 2021.