Mr Bee brings daily maths tasks to digital signage via TrilbyTV


Mr Bee and TrilbyTV have announced an exciting new partnership that will bring ‘Mr Bee Daily Maths Tasks’ to digital signage screens in schools across the UK. It adds to an already epic education line-up that includes; Vocabulary Ninja, Rodocodo, Britannica and WWF. 


Mr Bee helping even more children master maths


Mr Bee was created by John Bee in 2019, a practicing classroom teacher. He needed resources that were intelligently designed to draw attention to particular mathematical structures. After creating them, he started sharing them and since then Mr Bee has gone from strength to strength, releasing books and developing subscription packages for schools, teachers and parents. John told us a little more about Mr Bee Daily Tasks,


“My aim is to make maths make sense for all children. The Daily Tasks are carefully designed to link arithmetic and a concept. They often use variation theory (seeing what changes and remains the same), so children may make mathematical links and connections. The use of stem sentences allows children to practice key mathematical vocabulary and develop their reasoning.”


The perfect combination to enhance learning


The combination of Mr Bee’s content and TrilbyTV’s simple, easy to use software solution create the perfect match to engage audiences. TrilbyTV’s Neil Emery, is also particularly excited about this new partnership,

“Digital Signage isn’t just about screens on walls and delivering information. For TrilbyTV it’s about inspiring young people, showcasing their achievements, while helping reinforce their learning. That’s why our content collaborations with those such as Mr Bee Teach are so important to support the next generation’s learning, utilising school digital signage screens.”

Summarising what partnering with TrilbyTV meant to him, Mr Bee had this to say,

“I am thrilled that even more people will be able to make maths make sense with the help of TrilbyTV.”

‘Mr Bee Daily Maths Tasks’ are a fantastic way to help students master maths and solve problems. It develops their skills and confidence to solve problems on their own.

A* line-up of Speakers unveiled for Bett Show


THE GODFATHER of growth mindset, Eduardo Briceño, global education campaigner Sarah Brown, and soap actor turned eating disorders charity founder Gemma Oaten are just three of the inspirational voices taking to the stage at January’s Bett Show.

After a one-year hiatus, the world’s most established Edtech event will convene again in London’s ExCeL centre on March 23-25, 2022.

Other high-profile speakers include former Schools Minister Lord Jim Knight who will discuss rethinking pedagogy when faced with tech disruption and Dame Darcey Bussell, the former ballerina and founder of DDMIX, a dance fitness programme designed to help improve student wellbeing.

Attendees will hear from comic actress and writer Sally Phillips, who will participate in a fireside chat, delving into life as a parent to a child with SEND and to discuss inclusion in education. 

Gogglebox cast member, Baasit Siddiqui, whose day job is helping motivate state school pupils through Siddiqui Education, will also share his top tips for how youngsters can confidently pitch ideas for TV shows.

The SLA School Librarian of the Year 2021 – Kristabelle Williams, from Addey and Stanhope School – will reveal how she made the library service at an inner-city school thrive during the pandemic, an achievement that saw her win the coveted title from the School Library Association.

Bett’s theme is “create the future” and the show will look at how education will be transformed beyond the pandemic. 

More than 225 speakers are expected to take to the stage over the three-day event.

Eve Harper, director of the Bett Show said: “Bett prides itself on bringing the leading global voices and pioneers in education transformation each year and as we come together in January to “create the future”, our speaker line up promises just that. We can’t wait to welcome our world-class speakers to Bett and be inspired by their stories, experiences and insights.”

Tickets to the show are free and schools are encouraged to bring students to witness the dozens of speakers, exhibitors and workshops.

Attendees can also take part in CPD training to boost their professional development.


BAMEed, a network of schools and teachers across the country, is inviting all attendees to a “takeover event” where leaders will discuss how they are tackling racism and promoting equality in education.

Bett’s After Hours’ programme will also allow plenty of time for networking and socialising after the sun goes down.

This year, 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 event designed just for them – Ahead by Bett, while global education leaders and change makers can convene at Learnit.


Registration is FREE for attendees and is now open now at:


New research from Oxford University Press reveals the vital role language plays for pupils when it comes to self-expression and wellbeing

Over 8,000 children across the UK were surveyed revealing ‘anxiety’ as Children’s Word Of The Year


Anxiety is the Children’s Word of the Year 2021 according to research by Oxford University Press (OUP). Over 8,000 children from across 85 schools in the UK, spanning Year 3 to Year 9, were surveyed and asked to choose the top words they would use when talking about health and wellbeing. 


Almost a quarter of pupils chose anxiety (21 per cent) as their number one word, reflecting the widespread impact lockdown and school closures had on their wellbeing. Challenging came in as their second choice (19 per cent) closely followed by isolate (14 per cent). Wellbeing (13 per cent) and resilience (12 per cent) were also in the children’s top five words, demonstrating their positive attitude in the face of recent challenges. 


In addition, teachers from across the 85 schools were asked for the word they use most often when talking to their pupils about health and wellbeing in the context of the past year. Almost a third chose resilience as their number one choice (31 per cent), signalling the importance of providing their pupils with positive direction in the face of difficult times. Equal to their pupils, challenging was their second choice (19 per cent) and wellbeing came in third (18 per cent).  


In particular, the research highlights how the type of words teachers use can significantly influence their pupil’s learning and wellbeing. Nicola King, Head of Philosophy and Ethics at Ifield Community College, who took part in the research, commented: “Sometimes the language we use can increase anxiety, so we have to be very clear about how we address language and difficult topics with students.”


Helen Freeman, Director of Early Childhood & Home Education at Oxford University Press, said: “The research demonstrates how vital language is when it comes to self-expression, learning and wellbeing. In particular, the findings highlight the crucial role teachers play in equipping children with the appropriate vocabulary to articulate their emotions and support their well-being. It’s therefore more important now, than ever, to invest in supporting children’s language development at home and in school.”


For over a decade experts and academic researchers in the Children’s Language department have analysed the evolution of children’s language and how it is used to reflect their emotions and experiences. The research draws heavily on the Oxford Children’s Corpus, the largest children’s English language corpus in the world which contains language written for and by children at over half a billion words. For 2021, wellbeing was selected as the research focus, prompted by the widespread impact Covid-19 is having on children’s education and the growing awareness of children’s mental health as a key concern at home and in schools.


In response to the latest findings, the Children’s Language department at OUP have published the Oxford Children’s Language Report 2021 and will be updating their dictionaries and resources to further support teachers and pupils in both primary and secondary schools. Words such as ‘bubble’ and ‘lockdown’ will be revised to reflect the current usage of the words in relation to the pandemic and new phrases such as ‘self-isolation’ will be included. 


For more information you can review the Oxford Children’s Language Report 2021: the language of wellbeing in the wake of a global pandemic. 




THE learning gap created by the pandemic will take more than 18 months to close, teachers have warned.


State school teachers were far more likely to offer a gloomy forecast of how long it would take pupils to catch up compared to teachers in private schools, according to a survey of 4,690 teachers for leading EdTech event, Bett.


The survey – carried out by Teacher Tapp – showed that 14 per cent of teachers in private primary schools and 23 per cent of private secondary teachers had not seen a learning gap created by the pandemic.


A majority of private secondary school teachers thought that their gap would be closed within 6 months.


Just three per cent of teachers in state schools did not think there was a learning gap thanks to Covid19 compared to 19 per cent of private school teachers who thought there was no gap.


Some 36 per cent of primary teachers in state schools thought the learning gap would take 18 months or more, while 32 per cent of secondary state school teachers thought the same.


Overall, classroom teachers were slightly more pessimistic about how long it would take to close the learning gap than headteachers or members of the senior leadership teams (SLT).


Some 32 per cent of teachers at the coalface thought it would take 18 months or more, compared with 31 per cent of SLT and 28 per cent of heads.


When analysed by subject, language teachers and Key Stage 2 primary teachers were the most pessimistic, with 34 per cent warning it would take more than 18 months to catch up students. 


Some 28 per cent of maths specialist teachers thought it would be more than 18 months, while the figures were nearly the same for English teachers (27 per cent) and humanities (27 per cent) while nearly a third of science teachers – 31 per cent – also warned of the longest time delay.


For teachers of early years and Key Stage one in primary, a third warned it would take more than 18 months while 30 per cent of PE teachers and 24 per cent of art and design and technology teachers thought the same.


School closures ban


Nearly four in ten – 38 per cent – of teachers agree or strongly agree with banning school closures and classing them as ‘essential infrastructure’.


The move is proposed by senior Tory MP Rob Halfon, the chairman of the education select committee, who wants school closures to be banned unless they are voted for in parliament. 


Mr Halfon has put forward a Private Members’ bill to argue the case, saying that school closures and lockdowns had led to massive gaps in learning and to a safeguarding crisis.


Many teachers remain uncertain about the proposed ban, with 29 per cent saying they were unsure whether they backed it.


Slightly fewer teachers were against the ban – with 20 per cent disagreeing and 10 per cent strongly disagreeing.


Primary school teachers remained marginally more supportive of keeping schools open – with 39 per cent agreeing or strongly agreeing with a ban on future closures, 30 per cent being uncertain, nine per cent strongly disagreeing and 18 per cent disagreeing.


Among secondary school teachers, 39 per cent agreed or strongly agreed with a ban on closures while 27 per cent were unsure and a third disagreed or strongly disagreed.

The split was starkest between state and private schools.


Private schools were much more likely to want to stay open – with 25 per cent strongly in favour compared with 15 per cent in the state sector.


Overall, 48 per cent of private school teachers backed the ban compared to 37 per cent in the state sector.


Private primaries were strongly in favour of Mr Halfon’s proposals by 53 per cent compared to state primaries on 38 per cent.


Just 37 per cent of state secondary school teachers backed the ban compared to nearly half – 48 per cent – of private secondaries.


More state secondary teachers disagreed with the ban – with 34 per cent disagreeing or strongly disagreeing – than private secondary teachers (23 per cent).


For private primaries, just 20 per cent opposed the move compared with 28 per cent in state primaries.


A further 23 per cent of private school teachers agreed with the ban on closures compared to 22 per cent of state schools,


Headteachers were also more likely to be very supportive of keeping schools open – with 42 per cent strongly agreeing or agreeing with an outright ban compared with just 35 per cent of classroom teachers.


There were also regional variations, with London schools most in favour of a ban on closures – 40 per cent vs 31 per cent in the East of England. A third of teachers in the East of England disagreed or strongly disagreed with school closures while that figure was 29 per cent in London; 35 per cent in the Midlands, 31 per cent in the North West, 32 per cent in the South East, 30 per cent in the South West and 28 per cent in Yorkshire and the North East.


Schools rated as ‘Outstanding’ by Ofsted were the most likely to want to stay open – with 38 per cent supporting the proposed ban compared to 34 per cent of schools rated as ‘Good’ and 33 per cent of schools rated as ‘inadequate’ or ‘requires improvement’.


Eve Harper, event director, at Bett UK at Hyve Group plc, said: “Our survey shows that teachers are clearly concerned that the learning gap has widened since the pandemic. More teachers think that the Covid catch-up will take 18 months or more. There is also a stark difference in how long state school teachers fear it will take for pupils to recover lost learning compared with private school teachers. Education technology has been pivotal during remote learning and beyond but it is clear that there is a great deal to do to ensure that all students are given the very best opportunity to catch up and that teachers feel well supported in their roles.


“Teachers are also marginally in favour of a ban on future school closures, with 40 per cent not wanting schools to close even in the event of a fresh surge of covid or new pandemic, although 29 per cent remained unsure if this would be a good idea.’


“The Bett show in March will be the first live event for two years where teachers and school leaders from across the UK and edtech experts from around the globe can discuss how the pandemic has reshaped our classrooms forever and how teachers and learners can maximise the benefit from the innovations that were borne from this crisis.”


Whizz Education’s Competitive Insight to Help Schools Excel at Maths

Whizz Education, the leader in adaptive learning technology and maths educational programs, has strengthened its senior team.   Drawing on their competitive sporting backgrounds and educational expertise, the new appointments will now help schools in the UK and around the world improve provision and deliver learning experiences that cater for individual needs and pace of learning, to ensure students excel at maths. 
Emma Ringe has recently been promoted to Global Schools Director responsible for expanding Whizz Education’s value and customer centric approach; Elaine Smith has been appointed as UK Country Manager and Ben Slack, former teacher of nine years, has been appointed as Education Success Partner.   Emma, Elaine and Ben have all previously represented their country in different sports and this passion to achieve means they are well placed to support schools.
Emma Ringe, Global Schools Director, explains: “As an education partner dedicated to improving learning outcomes in maths, Whizz Education’s work now spans six continents, reaching 1.5 million students and thousands of teachers.  Our team is passionate and committed and use this energy to design and drive learning programmes in partnership with education stakeholders to overcome barriers and deliver measurable, improved outcomes. By tailoring implementations to the needs of the local context, capacity building and deploying a unique course correction approach through regular review and adjustment we empower teachers to make the best use of our digital technology solution.  This combined with whole school access to our award-winning virtual tutor Maths-Whizz, means we ensure tangible education outcomes are reached and students can achieve accelerated learning in maths. 
“Our strengthened team has a single objective: to enable school communities to reach their full potential.  They now bring their vast experience in education plus their unique insight within competitive sporting environments forward, to implement successful EdTech and hybrid learning programmes.  They will play an active path in helping and guiding decision making, enabling all students to reach their full potential and empowering teachers to use our platform to facilitate teaching skills in the classroom and beyond.”



Emma Ringe, Global Schools Director has considerable knowledge of the national curriculum in primary/secondary education gained through almost 15 years collaborating with schools in education provision.  Prior to joining Whizz Education, Emma Ringe held senior roles at Explore Learning, a leading provider of after-school tuition for 4–14-year-olds.  Emma has also worked for the social care charity Sense, supporting the development in communication and self-care skills and education, so children born deaf and blind can reach their full potential.  Emma has a Sociology Degree with a minor in social sciences awarded by Loughborough University,and has represented her country for basketball.
Elaine Smith, UK Country Manager also joins Whizz Education from Explore Learning where she worked as business process manager, regional manager and centre manager for ten years.  Elaine also has a Psychology Master’s Degree from Nottingham Trent University and a Bachelor’s Degree in Sports Science from Loughborough University and has represented GB in rowing.
Ben Slack, Education Success Partner worked as a primary school teacher for nine years in two schools before being so impressed with the award-winning virtual tutor Maths-Whizz, he joined Whizz Education.   As a qualified teacher, Ben used Maths-Whizz as a tool in the classroom to facilitate his teaching and as a result he is an expert on implementing a hybrid learning model.  Ben has represented his country in Hockey.
For further information please see:

Acer Brings Windows 11 for Education to its TravelMate B3 and TravelMate Spin B3 Laptops

Acer yesterday announced that it will begin carrying PCs which run on Windows 11 SE, starting with the Acer TravelMate B3 and Acer TravelMate Spin B3 laptops. The portable 11.6-inch laptops were built to survive the school-day, boasting military-grade durability certifications[[i]] and a 10-hour battery life[[ii]], and now come pre-installed with Windows 11 SE or Windows 11 Pro Education. Additionally, the devices’ chassis have been constructed with over 14% post-consumer recycled plastic.

Acer has been working closely with Microsoft in order to provide devices for pilot programs that bring Windows 11 SE to schools around the world. It is one of the first brands to carry devices featuring the new operating system.

Acer TravelMate B3 and Acer TravelMate Spin B3

Featuring the latest Intel® Pentium® Silver and Celeron® processors, the TravelMate B3 and TravelMate Spin B3 are dependable laptops that were built to support the needs of K-12 schoolchildren. The laptops are MIL-STD 810H[[iii]] certified and feature shock-absorbent bumpers, making them tough enough to withstand up to 60 kg (132.28 lbs) of downward force and drops from up to 4 ft (1.22 m). A unique drainage design helps to protect internal components from moderate spills[[iv]]. A mechanically-anchored key design provides a double benefit: The entire keyboard can be easily replaced by administrators, but individual keys are well-secured so that they won’t be dislodged by restless fingers.


Durability aside, a number of thoughtful features help the laptops find their place within the classroom. Intel® Wi-Fi 6 (Gig+) with 2×2 MU-MIMO technology helps with connectivity in multi-user environments, and optional 4G LTE provides students with a connection when away from a router. A webcam makes the laptops suitable for taking classes from home, while a 10-hour battery life means that they can make it through the full school day, too. Teachers will appreciate the battery indicator on the device’s front cover, allowing them to tell at a glance if a student’s device needs to be charged.

The Acer TravelMate Spin B3 comes equipped with Acer Antimicrobial Design[1,2] — it features not only an Antimicrobial Corning® Gorilla® Glass[1] touchscreen, but also an antimicrobial (silver-ion) coating on commonly-used high-touch surfaces (including the keyboard, touchpad, and palm-rest surface) to protect these surfaces. Users can further opt to include a dockable Wacom AES pen and 5 MP HDR world-facing camera, allowing schools to customize their laptops in order to suit their students’ specific needs.

Windows 11 SE

A new, cloud-first Windows edition built for inclusive and accessible learning, Windows 11 SE offers the performance and reliability of Windows 11 in addition to a simplified design and modern management tools that have been optimized for low-cost devices in educational settings. Featuring an easy-to-use interface plus an education-first menu of curated apps, Windows 11 SE comes on affordable devices that are pre-configured for student privacy and remote management. And, with a cleaner interface and fewer distractions, Windows 11 SE helps students focus on learning while preserving valuable class time for instruction.

The TravelMate B3 and TravelMate Spin B3 laptops are also available with Windows 11 Pro Education.

More information about Windows 11 SE is available here, or on Microsoft’s Education blog.


Pricing and Availability


The TravelMate B3 (TMB311-32) will be available in EMEA in Q1’22, starting at EUR 359; and in the UK from £210.

The TravelMate Spin B3 (TMB311R-32) will be available in EMEA in Q1’22, starting at EUR 539 and in the UK from £259.

Exact specifications, prices, and availability will vary by region. To learn more about availability, product specifications and prices in specific markets, please contact your nearest Acer office via

[i] MIL-STD-810H is a testing protocol conducted in controlled settings and does not guarantee future performance in all situations. Do not attempt to simulate these tests, as damage resulting from this will not be covered by Acer’s standard warranty.

[ii] Battery life claim based on MobileMark 2014. Actual battery life varies depending on product specifications, computer settings and applications or features launched. All batteries’ maximum capacity diminishes with time and use. Battery life varies depending on product model, configuration, power settings and usage, among other factors.
[5]Up to 330 ml (11 fluid ounces) of water

[iii] Sand and Dust testing based on MIL-STD 810F.

[iv] Up to 330 ml (11 fluid ounces) of water



*Nearly four in five schools rated mental health as having the biggest impact on their organisation in the last year

*Almost three quarters (73%) of school leaders expect mental health and wellbeing to continue to be one of the biggest challenges over the next five years

*Zurich Municipal report reveals the biggest challenges facing public and voluntary sector organisations and their future concerns

*The insurer is currently working with Fika, a mental fitness learning and skills development partner, to address mental health in education


Nearly four in five school leaders say mental health and wellbeing was the biggest challenge for their organisation in the last year, according to a new report, which highlights the scale of the mental health crisis facing schools.   


The study by specialist insurer, Zurich Municipal and YouGov, revealed that for 78% of senior decision makers in primary and secondary schools, mental health and wellbeing had a “very big” or “substantial impact” on their organisation in the last 12 months – the highest out of seven challenges facing the sector. This was markedly higher than the average of 60% when looking at all public and third sector organisations surveyed.


The research went on to reveal future drivers of change and concerns, and predicts mental health will continue to have a major impact in schools. Nearly three quarters (73%) of school leaders expect mental health and wellbeing to continue to be one of the main challenges over the next five years – ranking second out of seven factors. However, it is issues related to funding and government policy that will become the primary worry in the future, with 85% of school leaders believing this will impact them the most.


In its study – The Future of the public and voluntary sectors – Zurich Municipal explored the general sentiment about the future of the public and voluntary sectors; views on current and future drivers of change and their relative impact; and future challenges and opportunities.  


Across all respondents, the study found the impact of mental health and wellbeing was most keenly felt in schools, followed by further and higher education establishments (71%) and charities (53%).  But while mental health and wellbeing had the greatest impact, primary and secondary school leaders also cited funding and government policy and the changing nature of work as having had a significant bearing on them in the last year – 71% and 63%.


Zurich’s findings come as a recent report by the charity, Education Support, found 77% of school staff are stressed (rising to 84% of senior leaders) and that over a third (38%) of education staff had experienced a mental health issue in the past academic year. 


Alix Bedford, Risk Proposition Manager, Zurich Municipal comments: “Working in the school environment has always been high pressured, but for nearly two years now, education staff have experienced an ongoing situation of unpredictability and stress. It is understandable that this would have a huge impact on mental health and wellbeing.  There are also concerns over the adverse impact of the pandemic on pupils, adding to the other issues already affecting young people’s mental health.


“Schools have a duty of care for the mental health and wellbeing of their staff and students. Awareness and understanding of the scope of this issue is rapidly evolving, but the policies, strategies and actions needed to respond must evolve rapidly too. If left unchecked, this risk could dwarf some others.”


Zurich Municipal is currently working with Fika, a mental fitness learning and skills development partner, to address mental health in education and offer training.  The three-month pilot, running until March, is part of Zurich’s aim to help schools protect their people as well as their property.   


Dr Amanda McNamee, Senior Mental Fitness Scientist at Fika said: “The state of declining mental health in education presents a risk in academic performance and stress to learners and burnout amongst staff. Current approaches pose a significant risk by reacting to declining mental health instead of preventing it. Fika has set out to mitigate the risk of decline and improve performance through a formal, proactive education-for-all solution and online mental fitness training tool.”


Fig 1. Issues that have had a big or significant impact schools in the last 12 months


Challenge Primary / Secondary Education Average across public and third sector
Mental health and wellbeing 78% 60%
Funding and fiscal policy 71% 67%
The changing nature of work e.g. hybrid working and workforce challenges 63% 68%
Changing community expectations and needs 62% 57%
Digital, data and automation 50% 52%
Changing organisational structures 39% 40%
Adapting to climate change 10% 18%



Fig.2 Issues that are predicted to have a big or significant impact schools  in the next five years


Challenge Primary / Secondary Education Across pubic and third sector
Funding and fiscal policy 85% 78%
Mental health and wellbeing 73% 57%
Changing community expectations and needs 58% 63%
Digital, data and automation 48% 56%
Changing organisational structures 44% 43%
 The changing nature of work (e.g. hybrid working and workforce challenges) 33% 55%
Adapting to climate change 21% 34%


Ecommerce educational resources supplier Findel Education has undergone a major rebrand to enable the expansion of its current service offer for educators and provide the platform for sustainable growth.


The company, which is now called Findel, owns specialist education brands Hope, GLS, Philip Harris and Davies Sports which have also been rebranded.


These provide resources for primary school, secondary school and early years teaching; school business managers; science teaching resources; and PE and sport equipment respectively.


Findel’s origins as an educational resources supplier can be traced back to 1817. Today, its brands and websites offer more than 32,000 products to educators and parents based in the UK and overseas with the business exporting to 130 countries.


Headquartered in Hyde, Greater Manchester, the company has a distribution centre and offices in Nottingham and employs around 300 people. Findel’s new brand positioning line following the rebrand, which reflects its heritage and future evolution, is ‘Growing education for generations.’


At the same time as the rebrands, Findel has announced it will be actively expanding its service offer during 2022 through new initiatives and acquisitions of complementary education sector businesses.


Findel was acquired in April last year from Studio Retail Group plc following a management buy-out (MBO) supported by private equity firm Endless.


Chris Mahady, Findel’s chief executive, said: “Since the MBO, independent ownership has allowed us to shape the business as we want and begin to realise its full potential.


“The rebrand project is a critical element of achieving that goal and it heralds a bright new dawn for Findel. This was not simply about refreshing some logos, it was about undertaking a thorough strategic review of our business over a six-month period.


“We now have a new strategy, vision and direction that will drive us towards becoming a highly successful, multi-faceted, national and international education resources business and a trusted and valued partner to our customers.


“What we have done has energised and inspired everyone at the company. Colleagues now fully understand our business and brands and, most importantly, what they mean to our customers. We now have a collective purpose, clarity and strength about who we are and what we do.


“This will play a huge role in the delivery of our expansion plans as we launch new initiatives, products and services to achieve our ambitious growth plans for the benefit of educators worldwide.”


The rebranding programme brings together a clear and distinct modern set of customer-facing educational resources brands sitting under one corporate brand of Findel.


All the brands are unified in their commitment to setting and achieving market-leading sustainable practices and standards.


Chris continued: “The rebranding process involved distilling our brands’ distinct qualities and points of difference so we can communicate them clearly with direction, both internally and externally. This, in turn, will underpin our sustainable national and international growth plans.


“Most importantly, it means we have made buying easier for schools through great websites, increased convenience and enhanced procurement tools, all of which are underpinned by fantastic service.”


Since the MBO, and in addition to the rebrand project, Findel has implemented a multi-million pound investment programme.


Initiatives include recruiting 30 more people to cope with increased demand in key areas such as technology and digital marketing, transforming the office accommodation in Hyde and Nottingham and developing new digital and ecommerce technologies alongside a new inventory management system.


At the same time, the business has continued to improve customer experience and distribution centre systems to meet new customer requirements whilst supporting overall growth.


For more information visit

Three resources from Premier League Primary Stars to encourage discussions on wellbeing in the classroom or at home

Pupil wellbeing is a top priority for teachers and Premier League Primary Stars is supporting discussions about this topic with flexible and accessible resources that encourage pupils aged 5-11 to think about the importance of self-care and helping others.


Leading wellbeing practitioner Dr Hazel Harrison, Clinical Psychologist and Founder at ThinkAvellana, who works with Premier League Primary Stars, spoke about the importance of wellbeing as millions of pupils return to the classroom during current Covid-19 related uncertainty: “Supporting young people’s mental health is really important, perhaps now more than ever. A healthy mind has a direct link to increased engagement in lessons and building positive relationships with others.”


Helping teachers increase pupil knowledge and understanding of wellbeing through resources that are engaging is an important way to make school a more positive experience for everyone, now more than ever. Premier League Primary Stars resources help pupils explore themes around wellbeing through relatable concepts and the power of football.


Here are the top three wellbeing resources:


  1. Wellbeing – feelings and emotions Pupils are encouraged to identify the different emotions people typically experience, including during times of transition and change. Pupils will explore ways to take care of their own and each other’s emotional wellbeing, while learning that it is normal to experience different feelings at different times. In this pack teachers can also download an emotional check-in poster for their classroom!
  2. Wellbeing – managing our emotions We all experience emotions in different ways. Managing our emotions encourages pupils to talk about their feelings and emotions and to use what they have learned to identify changes that a character could make to their lifestyle to help their mind and body. This resource can be used as a standalone lesson or as a follow on activity from the Wellbeing – feelings and emotions pack. The resource pack includes an uplifting film that shows Premier League players expressing a range of emotions on the pitch. As part of the resource, players also give their personal tips on what they do to help manage their emotions.


      3. Premier League Wellbeing Stars: Pupils can watch videos that explore the concept of social action and then create their very own wellbeing week full of kind acts to support others’ wellbeing. To inspire pupils, teachers can download the special Wellbeing Stars Calendar, which features some of the kind acts carried out by the Premier League Primary Stars community as part of the challenge.


Premier League Primary Stars is here to help teachers support their pupils, whether that be in the classroom or at home. Wellbeing is also important outside of the classroom and these resources are designed to help engage families as well as being flexible and accessible for home learning.


Dr Hazel Harrison continues to discuss Premier League Primary Stars’ commitment to supporting wellbeing in more than 18,000 primary schools: “Alongside their resources that focus on improving pupils’ mental health, the Wellbeing Stars Calendar from Premier League Primary Stars is a great way for young people to spread kindness throughout their community, connect with others and focus on the good stuff.’’



All Premier League Primary Stars resources are mapped against the National Curriculum and are suitable for use in primary schools across England and Wales. All resources are free to download and can either be used off-the-shelf or tailored to suit teachers’ needs. Join over 50,000 teachers and sign up at


Literary Guru Launches New Programme to Develop Children’s Vocabulary, Speech and Writing



Ros Wilson’s Talk:Write is the product of over half a century of teaching expertise

Created by Ros Wilson, Talk:Write is a system for developing language to improve both the quality of talk and the quality of writing of primary school pupils aged four to twelve.


A highly revered expert in education, Ros Wilson’s 55-year career spans teaching, consultancy, keynote speaking, and research. Talk:Write is the progression of all her previous work regarding the underpinning principles of the impact of talk on writing.


The easily accessible programme aims to raise standards in communication and enhance the range and richness of vocabulary and language structures for pupils in English speaking schools.


A key focus of Wilson’s career has been to analyse the direct correlation between socio-economic backgrounds and children’s writing in terms of their fluency and ambitious vocabulary. Talk:Write addresses this issue, building upon decades of research to improve the way children express themselves.


Fundamentally, Talk:Write aims to ensure all children can talk and write confidently in Standard English, whilst recognising and valuing pupils’ accents, local dialects, and languages.


Wilson believes this approach will support the creation or strengthening of a culture of oracy in schools and celebrate the different ways people speak.

Wilson said: “I’m delighted to be launching Talk:Write into UK schools. The project tackles issues that I’m extremely passionate about and it has been rewarding to draw on my own career experience to develop the programme.


“I have spent a lot of time in schools with children from challenging backgrounds, who face obstacles due to the ‘word gap’. I wanted to create a programme that supports learning in a fun and flexible way, providing children with the tools to develop dexterity in their communication ability, whilst maintaining their own voice.


“Talk:Write aims to enrich children’s experiences of school and provide teachers with a robust platform to develop and improve talk and writing to achieve more equality within education.”


Talk:Write uses games and activities to explore The 5 Codes of Speech and The 5 Suave Features of Language – covering the different types of language and structures that give impact to speech and writing.


The programme also provides advice and support for children for whom English is an additional language, as well as teaching children to ‘code switch’ and maintain a stamina for writing.


Reflecting the experiences of using technology to provide high quality learning support throughout the pandemic, schools purchasing the entire programme will have unlimited access to four hours of video that explains and exemplifies the system.


Presented by Ros herself, the videos can be viewed as one whole day of quality continuous professional development or as a series of staff meetings.


Talk:Write is designed to complement and enhance existing school programmes for talk and writing.


To purchase Talk:Write or for more information please visit: