BROUGHT TO PRIMARY SCHOOL MANAGEMENT YOU BY

Finance control Should you centralise? Welcome back Reconnect after SCHOOL BUSINESS ADVICE the lockdown Emergency planning PREPARE FOR THE UNEXPECTED Tender problem? Ease your goods and services woes

STRETCH YOUR TECH BUDGET How to get a great deal

Snap happy Student wellbeing Inspections Beware the perils Are you doing more Visit the classroom of pupil photos harm than good? – don’t observe

WWW.PRIMARYLEADERS.COM PSM 4.6 master_PSM 21/08/2020 11:19 Page 2 From the editor Our experts this issue

How is everyone getting on with the ‘new normal’? It’s time to throw open the school gates and welcome back all pupils with open arms. Ok, not so open, maybe a safe, social distant, Sue Birchall Donna Tandy thumbs up might be more appropriate. Business manager Deputy CEO/academy Welcoming all children back to school after at The Malling improvement partner the Covid-19 lockdown is sure to have its School, Kent at Focus Trust challenges. I seem to have the tune for ‘I’m forever blowing bubbles’ constantly rotating through my thoughts and I’m not a West Ham fan! Keeping both pupils and staff safe is paramount. There are fears of a second wave and local spikes in infection as more and more people get out and about. Cleanliness and hygiene in schools has always been a priority but even more so now. Hand washing routines, Jo Gray Laura Williams Head of school Executive coach and making sure that coughs and sniffles are development and trainer working with properly dealt with and dealing with possible literacy, One headteachers, SBLs Coronavirus symptoms are things that are Education Ltd and CEOs going to become commonplace. For some pupils this will be the first time they have been back to a school setting since March. The lockdown may have created wellbeing problems, especially among SEND pupils. In this issue we take a look at how we can identify any problems and ways to ease children back into learning. And it isn’t just pupil’s wellbeing that needs to be addressed. Richard Harley Hilary Goldsmith We also examine why it is necessary to keep CEO of School business an eye on teacher mental health and wellbeing ScholarPack leadership consultant as well. We also ask what lessons have been learned from the lockdown? And look at how some schools dealt with the problem and how future closures can be handled. So I wish everyone good luck as we take the first steps back into a new school year. Enjoy the issue. Emma Hollis Winston Poyton Mark Hayhurst Executive director of the Senior product [email protected] National Association of director at IRIS School-Based Teacher Software Group Trainers (NASBTT)

POWERFUL VISIT TEACHWIRE.NET/PRIMARY PICTUREBOOKS HIGHLIGHTS

HELP PUPILS PROCESS LOCKDOWN BACK TO SCHOOL WHAT DOES OFSTED WANT? HOW TO 100 reports analysed REBUILD EMBRACING DIVERSITY EDTECH ON A BUDGET TRUST Inspire hope with Dr Seuss Setting up bilingual clubs How to get a great deal Science 12 36 deep dive Implementation CAMPFIRE Intent Impact COOKING FEED THEIR Boost CURIOSITY learning with one ISSNISSUE:1756-6509 14.5 PRICE: £4.99 word 05 From the makers 9 771756 650016 PLUS TEACHER’S WELLBEING HOLD ON TO YOUR STAFF of Teach Primary Support your staff Up your retention rate SEND LESSON PLANS STEM Developmental language disorder signs Use coding to ‘alter’ news websites Top up your knowledge with online CPD 16 72

PRIMARY SCHOOL MANAGEMENT 3 9 School Improvement 33 Technology • It’s a love match • Keep calm and carry on • Helping or hindering? • Tech support • Science is everywhere • Questions of resilience EDITOR: Mark Hayhurst 12 CELEBRATING DIVERSITY 36 STRETCH YOUR SCHOOL’S [email protected] How to set up bilingual clubs TECH BUDGET 01206 508618 Top tips on how to get a good deal when GROUP ADVERTISING MANAGER: investing in new tech 14 MAKING PROGRESS Richard Stebbing How to conduct staff appraisals ADVERTISING MANAGERS: 39 FROM G SUITE TO ZOOM Gabrielle Pitts 16 PROTECT YOUR STAFF ASSEMBLIES [email protected] Ways of looking after the wellbeing of How you can utilise technology 01206 505956 teachers post Coronavirus Samantha Law 40 IS THERE A PLACE FOR [email protected] 21 BUILDINGS AND TECHNOLOGY CO-PRODUCTION? 01206 505499 FACILITIES A rewarding boon or GROUP EDITOR: Joe Carter burdensome bother? • Creating new spaces ART EDITOR: Sarah Mayes • Flood not famine DESIGNERS: Adam Barford & Luke Rogers • Alcohol free 43 Community Engagement ACCOUNTS: 01206 505995 25 LIGHT AND OUTDOOR DESIGN & REPROGRAPHICS: SPACE • Devise a smartphone policy Ace Pre-Press New school for Ebbsfleet • Get your message out there 01206 508608 • Beware keyboard warriors SUBSCRIPTIONS DEPARTMENT: 28 ECO WARRIORS Andrea Turner How to get your pupils engaged with 46 ARE YOU SITTING the environment COMFORTABLY? SUBSCRIPTION ENQUIRIES: Advice for organising an author visit 0330 333 0043 CUSTOMER SERVICES: [email protected] 55 Legal & HR 0800 904 7000 • Make the right choice PUBLISHER: Helen Tudor • Stop the teacher drain • Snap happy PUBLISHED BY: Maze Media (2000) Ltd, 25 Phoenix Court, Hawkins Rd, Colchester, Essex, CO2 8JY. 60 BE PROACTIVE IN YOUR 01206 505900 PROCESS Take a strategic approach to risk management

63 ARE YOU READY FOR A LOCAL SPIKE? Important lessons in health and safety preparedness

65 Budgeting • Do you have a tender problem • Are you prepared? • Should you centralise

71 Leadership • Visit don’t observe • Hold on to your staff

74 HOW WILL WE COPE WITH THE NEW NORMAL? What to consider as children with SEND return to school

76 WHY ‘CATCH UP’ WON’T WORK Focusing solely on academic learning when pupils return is damaging

4 PRIMARY SCHOOL MANAGEMENT PSM 4.6 master_PSM 21/08/2020 11:19 Page 5 Keep the noise down! Jamie Thom, self-confessed introvert, English teacher, TES columnist and host of the TES English teaching podcast, explains why quiet should play an important role in education

What led you to write your book quiet? Am I not like my friends who are much teaching, that sense of ease that you might A Quiet Education? more, on the surface, gregarious and chatty. get in a classroom where you’re free to just Basically, I’m a fully fledged introvert myself. I I think one of the things we have to do as perform and be a slightly more extreme was very quiet at school and I’m quite a quiet teachers is celebrate the quieter quality, the version of yourself. adult. Obviously, as a teacher, you’re conscious deep concentration that our introverted I’m conscious of giving space for silence that schools can be hugely extrovert-designed students will be capable of and the in my lessons. Partly for my own selfish, places, full of group work, collaboration and questioning they will be doing internally of restorative need. But partly because I communal space. Also the way quiet is what’s being shared in the lessons. recognise that any real deep thinking referred to in schools isn’t often the best: needs silence to facilitate that. If you are “They are a brilliant student but too quiet.” I Teachers can be quiet as well. What can we that quiet a teacher, how can you allow wanted to challenge that narrative and offer learn from them? yourself to restore, to have a long career in something a little bit more celebratory about One of the lovely things about writing the education, particularly primary teaching. the values of quiet that can exist in schools. book was finding out how many teachers My mom was a wonderful primary school consider themselves to be more introverted. teacher for years and years but the most How can we build more effective It’s a profession that, on the surface, introverted human being you can ever relationships with quieter pupils? demands a degree of being an extrovert. You meet. And I think she helped me out a lot You will have kids who just sit down, who have to perform in front of groups of young in terms of what can more introverted don’t want to engage or happily get on with people and bring a certain degree of people do to restore themselves? the work. Should teachers be looking at that enthusiasm and vibrancy. and try to bring them out? Or should they just Not that introverts aren’t capable of that but I But it’s not just the classroom that quiet encourage them to learn? think that’s the stereotype, that introverts are teachers have to deal with, is it? I think we’ve got to respect the fact that hidden in the cupboard with a book, whereas The other real challenge of being a some people have innate temperaments. We the reality is that lots of teachers are teacher is the huge interpersonal and shouldn’t try to impose an extrovert ideal on channelling more extroverted performances communication demands. That’s where particularly younger children. There are in the classroom. you’ve got to have a degree of selfishness. insecurities that come with that: am I too For myself, that’s actually one of the joys of If you know that you are an individual who needs quiet to restore yourself then you have to find out what works for you to switch off. I spoke to so many teachers who had amazing things they did, from marathon running to bird watching. Anything that will help you to find the quiet and find the recharge you need to do the job well. There’s lots of research correlating introversion with more burnout. That’s why you just have to be able to let work go, as easy as that sounds, and at the end of the school day you have that cut off point. You have to bring some of that introverted discipline to a work/life “Working in silence it’s about us showing what we're capable of doing individually”

6 PRIMARY SCHOOL MANAGEMENT Interview

balance because otherwise it’s a career How is the concept of quiet beneficial that can swallow you up. to teaching? People can get lost in the system or feel In teaching I think silence becomes overwhelmed and, especially if you’re something that’s quite draconian in the introverted, it may be difficult to reach out classroom and quite didactic: “Your behaviour for help. has been outrageous so you’re going to work in silence for the next ten minutes.” I’m trying What skills can introverts bring to to reframe that narrative and teach silence as What would you want people to take the classroom? something that’s really positive. Working in away with them after reading the book? There are certain skills that are silence it’s about us showing what we’re I think schools are incredibly complex and introspective, that all our young people capable of doing individually. I call it sacred diverse places but they really should would benefit in more attention being silence in my lessons and try and get as represent celebrating human nature in its much focus on that being something that paid to, such as developing listening skills. glorious diversity. My takeaway is that we In our extroverted and loud society, can’t be broken because then we’re letting should be recognising and celebrating that particularly in primary schools, the each other down. One teacher I spoke to capacity to teach young people to listen to uses silence as kindness in his classroom. So quiet can be something remarkably each other with intent and consideration silence represents something kind, something powerful in our skills. And remarkably is a valuable life skill. nurturing that we’re doing for each other, important for young people to develop as rather than something punitive. they get older and mature.

CAREER TIMELINE September September September March February March 2009 2012 2016 2018 2020 2020 First teaching First position in Set up teaching Released first book: Released second Set up position in senior and learning ‘Slow Teaching: book: ‘A Quiet ‘The Well Teacher’ central London management: website: Finding calm, clarity Education’ podcast assistant slowteaching.co.uk and impact in the headteacher classroom’

PRIMARY SCHOOL MANAGEMENT 7 PSM 4.6 master_PSM 21/08/2020 11:19 Page 8

Tailor Made Educational Trips for Primary Schools

Give your pupils a new experience by making a change from the standard activity centre trip. Our experienced award winning team at WST can organise a tailor made trip to a range of destinations around the UK, where you can choose your own mix of education, adventure and fun in a safe environment. Highlights include York, Scarborough, Edinburgh, Liverpool, Stratford and London where you can experience a choice of activities including interactive museums, fun workshops, shows, outdoor activities and theme parks and much more. Contact us for more information. “We have travelled with other travel companies before but WST were a step ahead of other companies. The level of service was excellent and provided a personal touch taking care of everything we needed. WST really do think of everything!” Doug Pitts, ASSISTANT HEAD TEACHER, ORRELL NEWFOLD C.P SCHOOL Contact: 01253 441900 | [email protected] | www.wsttravel.com

8 PRIMARY SCHOOL MANAGEMENT THE

GUIDE TO... School Improvement IT’S A LOVE MATCH FOR THE LTA Nanaki Bajwa describes how building children’s character skills through tennis has paid dividends and benefited the whole school community

ne of my goals is to increase physical activity amongst our children, aged between three and 11. This is partly why I Oagreed to sign up the school to a pilot our smallest project testing the new LTA Youth hall. The children Schools teacher training; I also like the get to use lots of fact their scheme is genuinely inclusive inexpensive to all pupils, regardless of age, ethnicity equipment (some or background. items are already This chimes with our school mission located in our school of inclusivity as several of our pupils sports cupboard) have learning disabilities, or special such as gloves, needs, health conditions and other different-sized balls, impairments (one of our children has hand mitts – the cerebral palsy, for example). programme is very Additionally, English is not the first adaptable for all ages language for many children, so we and sizes. need a programme that’s easy to understand and follow. SKILLS The children enjoy the variety MINIMAL OUTLAY of games on offer and the The cross-curricular training and programme is designed to resources are free, meaning this ensure they are constantly programme helps us meet our targets progressing in their physical for minimal outlay. When the pilot activity. “There’s no stop and scheme ended, I found the process start… it just flows,” says quick and easy when I booked the Madison Chipman, one of our school to sign up to the programme Year 5 teachers. again this year. The lessons also build the I like the fact the lessons are designed children’s character skills so they by teachers, for teachers to adapt to can decide for themselves if they whatever space they have, including want to make it harder or easier.

PRIMARY SCHOOL MANAGEMENT 9

A sign of the children becoming more independent and confident in the classroom is the fact they ask lots of questions and seem much more engaged in the lessons. This links to our school values: curiosity and the children wanting to know more ARE YOU DOING MORE delineates their passion for what they are learning. HARM THAN GOOD? SMILES Ross McWilliam asks are you helping or hindering the Even the pupils we didn’t think mental health and wellbeing of your pupils? would like it are getting involved – they have huge smiles on their faces and are eager to continue talking t seems like mental health issues have MENTAL HEALTH STRATEGIES about it afterwards. They’ll even exploded overnight. Classic warning signs might be obvious, such mention it to their parents, so it’s not We have cohorts of children who are as a bad temper and clear anger. However, a unusual to get parents coming up to suffering from mild and serious mental child who is disengaged, and almost reticent Ihealth issues, with one in ten primary me in the playground wanting to find to speak, may actually be in need of support. out more. A number of parents have pupils experiencing mental health issues There is then a temptation to pick a asked about when this project will (Mental Health Foundation). This has seen strategy that suits that pupil, or worse still, a happen again as their children have an influx of ‘professionals’ who are generic strategy of one size fits all. Before enjoyed it so much! addressing these issues. But are the strategies are used, an understanding of a proposed solutions appropriate, or, worse child’s background is essential. This is the still, could they be potentially damaging? basis upon which to build a trusting IMPACT No amount of short-term training is We all agree the LTA Youth relationship, and it shows your interest in going to make anyone a child programme has had a far reaching the child. psychologist. Surely, mental health and positive impact on the school practitioners should see their role as and its community. The children are complementary to any established HOW I APPROACH better equipped with the knowledge mental health expertise. With this in of the rules of tennis and can now STRATEGIES mind, I do think that, with training, this Strategies can be really useful, especially if apply this to their PE lessons. new wave of mental health practitioners there is a menu of appropriate strategy Children have shown an interest in can be a very effective support to pupils choices. I usually ask the pupils about how a sport other than football and have and the school community. they are feeling, and often use paper and asked for a tennis net to be put pens to facilitate responses. across the playground when they I can then introduce a few breathing have extra playtimes. Parents have HOW TO BE AN EFFECTIVE techniques which can be seen as quick also been more interested in the MENTAL HEALTH wins to initially calm the situation. I like to sport as the project has allowed their write down, or draw issues and solutions children to work with such skilled PRACTITIONER Firstly, I do believe you must have while doing the breathing as it can often teachers from the LTA. Moving worked in education, with a variety of bring a sense of calmness to proceedings. I forward they would love their pupils, schools, and challenges, to get do like to break problems, or challenges, children to participate in an after- a real understanding of need. down to bite size bits that can be seen as school tennis club and this is Secondly, to keep the delivery of more achievable. something we are looking into. support contemporary, an updated I also like to use visualisation techniques specific mental health and wellbeing and aspects of Solution Focused Therapy Nanaki Bajwa is the headteacher of qualification is also a must. to envision solutions. This creates a Nansen Primary School, Birmingham All school staff can have a positive situation where it can appear that we are impact on the mental health of pupils. talking about a third person and the Often the first point of contact at attention can be switched off the pupil. The LTA Youth Schools programme school may be the site manager, At each session, whether it is formal or welcomes children of all abilities to cooking or cleaning staff, or general spontaneous, there should always be some build their personal and character administrative personnel. kind of summary and mini action plan. skills through tennis. All participating Also, the identification of need or I have a whole range of strategies that can be schools will be provided with a free difference is really important. Rather than found on my YouTube Channel Ross McWilliam £250 voucher on completion of the free asking pupils, “what’s the problem?” We under Katy Cupsworth book images. training, to use on additional tennis should be starting conversations with lines coaching or equipment. Teachers can such as “are you ok…you look a little Ross McWilliam, BA Hons, MSc, PGCE, sign up to the free training here: different today…you don’t seem your usual Dip Man Level 7, MHFA National Trainer lta-tennis.force.com/schools/s self this morning? Then leave time for the and author of The Amazing Journey of pupil to fill in the gaps. CUPPA and The Amazing Journey of Katy Cupsworth

10 PRIMARY SCHOOL MANAGEMENT School Improvement SCIENCE IS EVERYWHERE - REACH OUT AND TOUCH IT Jane Dowden discusses ways to engage young people with STEM and inspire the next generation to get involved with science

cience touches so much of our lives, their STEM studies can have. School visits to estimated to have fallen by 30 per cent in the even if we don’t realise that it’s museums, farms, parks or even a supermarket last 45 years, primarily due to habitat loss, ‘science’ - including making choices can be a source of inspiration for STEM-related this is vital work. You can get involved at around healthy living, energy use discussions, activities and projects. www.spottingspidermonkeys.com. Sand the products we buy and those we Trips, just like any STEM activity, should choose not to. always have a core purpose to them - a big EXTERNAL LEARNING Everyone can benefit from an question that they are investigating. Introduce understanding of the skills involved. For the big question before the visit and make RESOURCES example, problem solving is at the heart of sure any activities are helping to gather For more examples of open ended science and is a very transferable skill for information or evidence to answer it. You investigations linked to everyday life, try our many careers. could give children a short list of discussion CREST Star and SuperStar resources: https:// I have many fond memories of learning questions to use on the visit, or give them primarylibrary.crestawards.org/ STEM topics at school - as a ten year old I specific things to look out for which they can Apart from CREST resources, a great remember experimenting with yeast before collect, draw or take a photo of to use back at source of inspiration is the Explorify website. making bread. On another occasion, we school. Follow up the visit by using the This is full of curriculum-linked activities made a pH indicator from red cabbage juice information and photos they have collected using short video clips and images to to use in a project. I probably remember the on their visit to answer the big question. generate discussions and investigations smell of it more than anything! With the impact of COVID-19, outside trips around science topics. These can also be It was these every day, practical, but most aren’t as possible – or even recommended in used as CREST challenges towards a STAR or SUPERSTAR award. importantly, investigative experiences which the current climate. One way to get involved The internet is full of ideas for practical led to my curiosity for STEM and more with science from the comfort of your sofa is investigations be that on Pinterest or other widely my curiosity for the world around us. taking part in this year’s British Science Week sharing sites. The important thing is to follow Science isn’t about knowing all the answers, citizen science project: ‘Spotting Spider the guidelines above. it is about asking questions and being able to Monkeys’. The project involves tagging investigate them and solve problems. infrared drone footage of spider monkeys swinging through the trees in Central GETTING OUT THERE America. The tags train an AI algorithm to Jane Dowden is education Engaging children with STEM outside of the find and track spider monkeys on its own, and innovations manager classroom environment is an important way to saving researchers hundreds of hours of time. at BSA help them to understand the real-world impact With the black spider monkey population

PRIMARY SCHOOL MANAGEMENT 11 EMBRACING & ENHANCING OUR MULTICULTURAL SCHOOLS Colin Baxter explains the purpose and process of setting up bilingual clubs

anguage can be a barrier to learning but by embracing diversity you can not only engage more with pupils but the wider Lcommunity itself. Schools are increasingly becoming multilingual places by nature of our society. By supporting and empowering pupils with different languages, cultures and heritages this can unlock benefits for the educational institution. The Thomas Deacon Education Trust (TDET), based in Cambridgeshire, has implemented an innovative bilingual club model at Gladstone Primary Academy, in Peterborough, to support pupils aged four to seven with learning both English and their home language. The academy is seeing improvements in pupils’ language skills and an increase in their engagement both in and outside of the classroom. The aim of our bilingual clubs is multifaceted. We want to support and celebrate the different heritages that are represented in our community and enhance provisions for pupils with EAL, as over 95 per cent of pupils at the academy are in this position. We also hope to people that had experience educating improve pupils’ bilingual and literacy skills, young children, could speak fluently in expand their vocabulary, boost their English and either Czech, Slovak, confidence and form stronger relations Romanian, Urdu or Lithuanian, were with their parents. available to work after school and were the right fit for our academy. We knew OUR JOURNEY that employing the right people was We initially set up a working group made essential, so we asked applicants to run a up of the academy’s headteacher, Simon mini-club session as part of their interview Martin, and staff who work in Reception, process. Overall, we have been slower to Year 1 and Year 2. We discussed what the appoint people then we expected but we provision would look like and if it was didn’t want to compromise on the quality feasible for us to pursue. I also travelled up of the clubs. to Sheffield to visit The Northern Alongside recruiting, we needed to get Association of Support Services for our parents on board. We held several Equality and Achievement to see the work coffee mornings for parents to come along they do with EAL children. and find out about the initiative and We then applied for funding, which was feedback on our application before we express their interest. We then consulted a challenging process as there are lots of submitted it. Within weeks, we were with our KS1 teachers to identify the pupils grants and schemes to choose from. We awarded £13,000 for the 2019-2020 who would benefit the most from being were successful with an application to part of the bilingual clubs. academic year. Peterborough City Council’s Communities Fund where we had created a proposal HOW WE RUN OUR setting out the aims of the bilingual club RECRUITING STAFF and what resources and materials we BILINGUAL CLUBS would need to set up a Czech/Slovak, AND PUPILS We run the clubs four days a week after Romanian, Urdu and Lithuanian club. The After receiving funding, we began school. We use storytelling as the main council held drop-in sessions which were recruiting for our club leaders. This was vehicle to develop pupils’ listening skills, useful as we could ask questions and get our biggest challenge as we needed social interaction, vocabulary, use of longer

12 PRIMARY SCHOOL MANAGEMENT School Improvement

TDET’S GUIDE TO SETTING UP YOUR BILINGUAL CLUB

• Spend time planning: researching and planning is important to ensure you know if the clubs will work in your school setting and how you would like them to run. • Secure buy-in: your headteacher and key members of staff need to be on board with the concept and understand the impact it can have. • Engage your parents: EAL parents can be challenging to communicate with so make sure they understand the benefits of the club. • Find the right space: running the clubs in a space removed from the traditional “classroom” and “teacher” environment is essential to break down barriers, not only with pupils but with parents too. “We knew that employing the right • Employ the right staff: having the people was essential, so we asked right staff to lead these groups is crucial. They need to not only have applicants to run a mini-club session the language skills but also be able to communicate with and motivate as part of their interview process” pupils. • Enjoy and continue learning. sentences and confidence to contribute in a However, already we are seeing that group setting. Our club leaders run pupils are talking and engaging more in activities including storytelling, acting, activities and have a rapidly expanding games and crafts all based on the story of vocabulary in both languages. They are embed the great practice going on at the week. They model the use of languages more confident which is benefiting their Gladstone Primary Academy. In time, we throughout the sessions and encourage learning in the wider curriculum with hope to roll this model out to other schools pupils to continually switch between teachers commenting that pupils are in TDET and share our learning with others English and their home language. This more willing to speak and offer answers in the education community. shows the children that both languages are in class, helping to increase attainment. The bilingual clubs are an exciting and equally important and reinforces their The clubs have also had a huge impact innovative way to engage your pupils. ability to translate. on our parents as they now have Enjoy the process and continue to learn On Thursdays, we invite parents in to stronger relations and better and develop your provision. If you are attend the clubs. We have a café area communication with the school and our looking to find out more about Thomas where they can have a refreshment and talk teachers. They feel more included and Deacon Education Trust’s bilingual clubs, with staff. They also take part in the valued and appreciate the effort made to please contact Colin Baxter at Colin. activities alongside pupils and find out how preserve and continue their heritage and [email protected]. to continue the children’s learning at home. culture. This is shown with strong attendance, despite the clubs running THE IMPACT four nights a week. It has also given our academy and Trust a better SO FAR understanding of their communities and Colin Baxter, Our Czech/Slovak club and Romanian club how we can better support them. Literacy and English are up and running. We have appointed our Urdu leader and are now recruiting for as an Additional our Lithuanian leader. We tested our pupils OUR VISION Language (EAL) before they started the clubs to provide a Our short-term vision for the bilingual Strategy Leader at TDET baseline to judge progress against and will clubs is to establish the Urdu and retest them again later. Lithuanian groups and continue to

PRIMARY SCHOOL MANAGEMENT 13 PUT PLANNING IN PLACE TO MOVE FORWARD Jo Gray gives her tips on how to conduct staff progress meeting

hen do your staff progress across the year (for performance that low-level issues can be ‘nipped in the meetings occur? Why is it management purposes) no longer exists. bud’, and more serious concerns can be structured in this way? What Though it is good practice for learning managed safely and effectively. research has gone into your walks/drop-ins to form part of the Wpolicy? And, how does it relate to the School appraisal process. Check in points Development Plan? An appraisal is just one of the meetings that These are the sorts of questions that you These are the basic requirements for any would be considered as part of a larger should be asking when strategically planning appraisal structure. There needs to be a for your staff progress meetings. It is concerted effort not to have a ‘compliance something that occurs in all schools but how mind-set’ for structures around staff progress often do we systematically review the process meetings. ‘Just being compliant’ with the that is in place? compulsory elements of appraisal can mean that there are lost opportunities – it takes the focus away from an invaluable process for THE BASIC improving teaching and learning. REQUIREMENTS Currently, the DfE have set some basic WHAT ELSE SHOULD I requirements that all schools should meet for CONSIDER? their staff progress meetings: Concerns Schools must have an annual appraisal If there is a concern regarding a member process in place for teachers and headteachers. of staff there should have already been • There must be a written appraisal policy for conversations about the concerns and support teachers, including the headteacher. (It is should have been in place before the appraisal also good practice to include teaching meeting takes place. If a member of staff has assistants and support staff). not responded to support provided then the • The appraisal policy is not applicable to member of staff will be notified in writing those on contracts of less than one term or that the appraisal system will no longer those undergoing induction (i.e. NQTs). apply and that their performance will • Teachers’ performance objectives must be be managed under the linked to improving the education of pupils, capability procedure. If you linking to the Teachers’ Standards. do have concerns about • Teachers must receive a written appraisal performance, report that assesses their performance, seeking HR training and development needs and makes, support quickly where relevant, a recommendation on pay can ensure progression. • Governing bodies must appoint an external adviser to advise them with appraising the headteacher. Their objectives should link to the Head Teacher Domains. • Schools have also been required to provide anonymised appraisal information as part of Ofsted inspections. • The three-hour classroom observations

14 PRIMARY SCHOOL MANAGEMENT School Improvement

structure of staff progress meetings. The DfE’s nothing said in an appraisal that comes as a the practice of each other becomes part of model appraisal policy suggests that the shock to the staff member regarding their the school culture. In order for the above to annual assessment is the end point to the own performance. work, time would need to be given for annual process, as ‘performance and observations, feedback, research and enquiry development priorities [should] be reviewed Evidence across the school. Dialogue about theory and and addressed on a regular basis throughout Personal reflection is important, but it should pedagogy would become the norm: the year in interim meetings’. In some not require mountains of paperwork or colleagues would support one another to instances, schools have put in place extremely ‘proof’ that each criterion within the improve their teaching and, ultimately the effective structures that allow for regular Teachers’ standards has been met. Collecting children’s learning. one-to-one meetings to evidence is not a requirement and it can add Within the ultimate staff progress structure, review steps needed to to an already busy workload. The everyone is aware that they can learn from work towards targets documentation collated throughout the year each other. The hierarchical approach of SLT set. There should be when reviewing teaching and learning - observing the rest of the staff could be during learning walks, book looks and replaced with peer to peer support. Indeed, planning checks and Pupil Progress SLT should be part of that process too and it meetings could form part of the staff may be that this structure works across progress meeting structure. schools, rather than it just being a process that your school goes through. Targets The staff progress structure should also Of course the appraisal structure will require allow for time to celebrate successes, the setting and reviewing of targets, linking to consider wellbeing of the staff and allow an the Teachers’ (or headteachers) standards. opportunity for each member of staff to feel However, these targets should not be plucked appreciated. Our job as educators is to make from the air or decided before the meeting a difference to the pupils in our care and occurs. Targets need to be owned by the throughout the process of staff progress member of staff who has to achieve them and meetings, the question that we need to ask they should inspire the individual to work at is: “What positive impact have I had on our achieving them. Setting SMART targets allows pupils?” It should be this question that the individual to break down and understand ultimately leads the staff progress meeting their targets much more easily. structure and, indeed, every decision that is Wherever possible, targets should feed into made within the school. the School Development Plan for all members of staff. By doing this staff are collectively working on variations of the same goal (often linked to the school’s values and vision). A sense of community can be built by just sharing the SDP with all staff and explaining their role within the bigger HOW TO picture of school improvement. STRUCTURE AN THE ULTIMATE STAFF APPRAISAL PROGRESS MEETING STRUCTURE • Be prepared An appraisal shouldn’t be seen as a ‘tick-box’ • Discuss previous targets and reflect exercise. It should be a process of ongoing • Celebrate successes reflection and evaluation that each teacher leads themselves. Teachers shouldn’t be • Think about the impact had on waiting for someone to assess how good the pupils they are, but rather they should be • Set exciting, inspiring and constantly reflecting, inquiring and achievable targets improving their practice. • Remember the school Target setting within a staff progress development plan meeting structure would not see targets that • Discuss staff wellbeing are based on ensuring 98 per cent of children pass the phonics screening check, for • Appreciate the staff member example, but would be open ended and • Meeting should be part of a much enquiry based: “Why are 15 per cent of bigger structure children not yet passing the phonics “An appraisal screening check in Year One?” The shift becomes research based and moves shouldn’t be seen away from a target that has an underlying as a ‘tick-box’ tone of blame. A collaborative structure which values exercise” conversations and takes the time to invest in Jo Gray, Head of School training for mentoring and coaching will Development and Literacy, mean that ‘appraising’ your own practice and One Education Ltd

PRIMARY SCHOOL MANAGEMENT 15 STAFF MUST BE SUPPORTED ON RETURN TO THE CLASSROOM

We must examine ways of looking after the wellbeing of teachers post coronavirus, says Donna Tandy

ithin education, few of NEW NORMALITY Protecting the mental health and wellbeing us were fully prepared for So now, as they return to work following a of our staff has never been more vital. the reality of the last much-needed Summer break, we need to be Luckily, as a Trust we had already placed academic year. able to support them in the difficult task of considerable emphasis on this as a key WIn many cases, in the light of the reconnecting their primary school aged coronavirus pandemic, panic and confusion children, some of whom have been away arose, be that from concerned parents, staff from the classroom since March 20th. members, teachers or pupils, as we all tried As part of this, we’ve recognised the to keep on top of the daily Government importance of ensuring that staff announcements and the changes in which themselves can continue to engage and we all needed to live our lives. connect with each other as they return to a Following the partial closure of schools, sense of new normality – which might be parents were trialled with the task of home quite different from before. schooling and teachers continued to work The strain on them – and as is no and provide vital care for children of ‘key doubt the case for all of the teachers and workers’, vulnerable children and later, support staff across the country, and children in other year groups indeed the world – while trying to juggle Alongside this, wider staff members rose it all is intense. From making sure our to the challenges faced with making school children understand the situation facilities fit for purpose in response to social while keeping them distancing measures. on track with the As the newly appointed deputy chief curriculum, to executive of a multi-academy trust, last term caring for I saw first-hand the incredible dedication and colleagues and commitment shown by those individuals in protecting question who rallied to adopt new and their own innovative online teaching tools for those families. who were homeschooled, while also looking after and educating those children – including many of the most vulnerable - who were still coming into class. They did this without quibble, and it has been truly inspirational to watch.

16 PRIMARY SCHOOL MANAGEMENT School Improvement

concern long before the world had heard of ‘Therapeutic Tuesdays’ with a yoga teacher, This is all feeding into our ‘Learning Covid-19, and we are therefore very fortunate looking at the benefits of yoga, alongside Together’ online portal that teachers have to have some tools and tactics in place to nutrition and wellbeing advice. access to. Not only this but it is helping us keep our staff connected and supported; On July 1st we launched continue to produce regular newsletters to although needless to say our efforts have #OneTrustOneChallenge for July and August parents with information on the ramped up somewhat. where all staff, governors and families were support that is out there as well as encouraged to run, walk or cycle. By the end the learning facilities we think are MINDFUL of the campaign we travelled at least twice best for their children. During the latter part of the around the world. Not only are we This Summer, we summer term and the summer encouraging improved physical health encouraged principals and holidays, we encouraged everyone through the initiative, we have also raised headteachers to take time to in the Trust to be mindful of their mental money for the NSPCC and kept our recharge their batteries and and physical health. We had three virtual communities connected over the Summer. ensure that the whole staff had It is our belief that in doing so, this will time away from the building. There equip our teams for the challenges they may have been no expectations from the “Protecting the face in this new academic year – from Central Team or Trustees for leaders to carry alleviating children’s concerns of returning to out tasks or planning during this time to mental health schools and to, where necessary, taking the enable them to return refreshed and ready time to bring pupils back up to speed if gaps for the challenges of the Autumn Term. and wellbeing of in learning appear. our staff has That is why we have scheduled across SOCIAL MEDIA never been each term a number of meeting What was made clear last term was the opportunities for our staff members across benefits of social media in ensuring key more vital” our 15 primary academies to meet up positive messages stayed at the forefront of remotely, to share their ideas, learn from one our staff’s minds. Therefore, we are spending another and implement different ways of time each week researching what support is thinking. As we think it is incredibly important out there in respect of finance as well as to stay connected with one another. mental wellbeing and continue to send this We are also embarking on a information out on Twitter and our website. Trust wide oracy project with We encourage our staff to engage Voice21 that will enable us to professionally with Twitter, tagging in reconnect with our pupils @FocusTrust1 and using our hashtag and bring our staff #caredarefairshare to promote the together as they work of the Trust. work collectively Our continued efforts to support one on becoming another over the last six months, will great teachers hopefully mean we will return stronger than of oracy. ever this year, ensuring our children are given the best education possible. POSITIVE I know that many of our pupils, families, This gives our staff the teachers and staff are excited to rejoice with opportunity to one another in person, to reconnect and feel share their experiences, grateful for the new relationships and how different ways of working ways given to us by this pandemic. working are affecting them both positively and negatively, and how they are communicating with the families of the children Donna Tandy is deputy CEO/ now that they have returned academy improvement to school. partner at Focus Trust It builds on the work we did at the end of last year, where staff were still given these opportunities over Zoom. We received a lot of positive feedback from the sessions which produced a breeding ground for common action, best practice and best advice. It also builds on the significant work taking place across the Trust in using digital technologies e.g. Microsoft Teams and the wider Microsoft 365 package to enable collaborative working and help us move towards a new, more blended approach in developing and supporting staff.

PRIMARY SCHOOL MANAGEMENT 17 PSM 4.6 master_PSM 21/08/2020 11:19 Page 18 Partner content

POWER UP Save time and be better informed! Help your teachers conduct better quality observations and assessments in less time with ReallySchool

Need to know

Alongside teaching and learning, the requirement to observe and assess skills acquisition for every child in the primary school class means teachers are constantly busy. For schools looking for technology to streamline this, there are some vital considerations to ensure your money is spent wisely. To support time-poor teachers and those with low technology confidence, an intuitive solution they can use without extensive training is a great start! Ensure you have flexibility. For example, if you’re doing a group observation and another student joins in, can you record that easily? Are the items of evidence (photo, video, audio, written notes) all good quality and easily added to observations? Besides the mechanics of observations and assessments, if your chosen solution delivers extra reports (e.g. class progress, student progress, SOAP, baseline assessments, end of KS1 and KS2 assessment, whole school attainment), these can provide valuable whole-school insights. Parental engagement is important. Technology to nurture this, provide opportunities for them to contribute to their child’s learning journey through home learning and celebrate their in-school achievements is a real bonus. ReallySchool helps with all these things and more. It’s an easy- to-use tablet app for teachers, with an online portal, where more Contact: in-depth reports and overviews are created. [email protected] Teachers can effortlessly apply assessments from the in- www.reallyschool.com built list (includes all UK criteria and frameworks) and instantly check where learning gaps are – even seeing where they can be attributed to the developmental differences between TECH TALK Summer and Autumn-born pupils. And being able to see Easy to use assessment history, mid-observation, prevents duplication of Simple for teachers to use, ReallySchool’s intuitive user interface is data that has already been gathered. presented in a social media app style, so finding and accessing its As for future-proofing, take this year as an example. Back in tools is easy – and they tell us it can save up to two hours per day! January, no-one ever envisaged children having months away from education. ReallySchool’s ability for teachers to send Assessments on tap out learning activities and communicate with parents during Staff can choose between multiple frameworks for assessment lockdown has proved invaluable, not just to support learning, (the new EYFS 2020 curriculum has just been added), so there’s but to maintain contact, which has meant so much these no need to look up assessment points; they’re built in and in past months. front of you for each assessment. Monitor progress on the go Next Generation Use the quick access Class Report grid with multiple views to see the number of observations captured per assessment point for Developed with teachers, for teachers, ReallySchool’s latest each child, to check attainment on the go. update streamlines the end-of-year transition of children’s records to the next class, allows teachers to send out home Celebrate success learning activities, encourages parents to contribute to their Another great addition for pupils is that there are now even more child’s learning – and helps teachers to record refinements in achievement badges in the library, giving teachers and parents pupils’ understanding to show smaller steps of progress. additional opportunities to celebrate their success!

PRIMARY SCHOOL MANAGEMENT 19 PSM 4.6 master_PSM 21/08/2020 11:19 Page 20 THE

GUIDE TO... Buildings & Facilities DOING THE IMPOSSIBLE During the lockdown you had to think oustside the box to create more space. Gary Spracklen discusses his experiences

alt Disney thinking, many phone calls and a famously said, tenacity to go against the grain. “It’s kind of fun Throughout this period, we to do the adopted a ‘YOUR CHILD, YOUR impossible” and CHOICE’ ethos. This meant that duringW the lockdown of Spring/ we continued to fully support Summer 2020, I found myself children and families who chose living out this principle. to stay at home. We did this with a When most schools were open full Virtual School Programme to a limited number of children, and associated support activities here at The Prince of Wales School including weekly phone calls, food in Dorchester, Dorset, we opened parcels, physical resource up for every pupil wishing to deliveries, loan of school attend. It never crossed our minds equipment (including desks, not to do this and we had to fight chairs and Chromebooks) and to make it happen. The health, virtual ELSA (Emotional Literacy safety and wellbeing of our pupils Support) sessions (as required). and staff was always paramount but our view was that if it was safe CHALLENGING for one group of 15 children to be Now, I fully appreciate every together why not another group of school’s circumstances are 15 with the same strict measures different and that each and every in place? school leader would have done Our situation was complicated their best through the most by the Government’s bizarre challenging of circumstances. In decision not to take account of the sharing our approach though, I three-tier education system in hope to inspire others and maybe place in Dorchester. This meant provide some further food for that initially our Year 4 leavers thought should another lockdown were not allowed to return back scenario occur either at a local or to school when Year 6 children in national level. a middle school up the road were To welcome all pupils back, we able to despite not having any had to think outside the box to transition to prepare for. The build capacity. We quickly measures described below were converted our school hall, library put in place following a change in and staff room to make additional Government policy that came at classroom spaces. We borrowed the start of June 2020 when the exam tables from our local then Education Secretary, Gavin secondary school and used Williamson stated, ‘Schools that household TVs as additional have the capacity and the desire teacher displays. This was all well to bring back more pupils, can do and good but it wasn’t enough so…”. We always had the desire, room to accommodate everyone. the capacity took a lot of creative We looked outside and considered

PRIMARY SCHOOL MANAGEMENT 21 various options, mobile classrooms were too costly and in high demand at the time. Other options available to purchase were either too expensive or did not offer the protection from the elements required. We contacted a number of local marquee companies, all of which had furloughed their staff and therefore did not have the capacity to support us. After much determination and many many phone calls we eventually found A FLOOD BUT DEFINITELY a marquee company in Oxfordshire that would not only work for us, but NO FAMINE with us to deliver the best possible solution to our challenge. We made Riverside Junior School triumphed over adversity to plans over the phone and via video achieve national catering accreditation for their healthy conferencing and thought carefully about all the details involved. food achievements We wanted all temporary spaces to adopt our school’s ethos of being a looding far from dampened spirits devastating for us all. The kitchen and the place where ‘we are all inspired to at Riverside as determination and whole ground floor of the school was totally learn’, and therefore named our resilience won them national lost, It was an awful situation to be in. The marquee learning space accordingly recognition. Riverside Junior School only local pub that escaped the floods put out the #InspiredToLearnNightingale Fcatering achieved the Silver Food for Life a message that they had a kitchen that could Kingdom. Served Here accreditation, making them the possibly be of use to a business, we went to Adhering to social distancing first school caterer in Calderdale to be awarded discuss this with them and took them up on guidelines, the marquee was kitted out at this level - and this is despite flooding that their very kind offer. with individual desks and chairs. closed the kitchen for nearly six months. “The pub caterers were very helpful and Following the Gratnells Learning Calderdale has a history of severe flooding hospitable to our needs but we only had a Rooms ‘1-2-3 Recipe for Return’, the and the school’s catering team proved their certain amount of time to use the kitchen children each had two Gratnells trays to ingenuity to continue serving excellent quality, as they needed to start to prep for their hold their learning resources and hot meals for the children despite difficult own service. personal belongings, keeping them circumstances. “We tried to keep meal times the same separated from others and avoiding the In 2016 Riverside Junior School was as far as we could. As most of our meals are need for communal cloakrooms. Setting flooded, preventing the kitchen from transported out to other schools. The timings out the marquee in this way encouraged functioning. Undeterred, catering manager remained the same as we had a fantastic social distancing within the students, Cheryl Jefferys and the team quickly forged delivery driver who was very flexible.” but allowed them to come back a working relationship with a nearby pub together in a social environment. and worked hard from a small unit there Cleaning and reducing the risk of DELIGHT to keep things going – this lasted for nearly spreading of germs within the But there is no place like home and Cheryl six months. classroom was a big consideration for and her team were delighted to get back to schools and parents/carers as they cook at the school. She added: “Getting back prepared to send their children back to RECOGNISED to our own kitchen was just amazing and a school. With this in mind, we kitted out David Howes, acting headteacher at Riverside massive relief as we had a brand new kitchen the classroom using a range of Junior School, said: “Cheryl and her team to come back to. Having our team back Gratnells products from the new have gone from strength to strength over the together was great as it had been four months ‘Classroom Health and Hygiene’ years at Riverside and it’s a fitting reward that since we had all worked together. Some of our collection. The antimicrobial coating their hard work, team spirit and endeavour team had been helping out in classrooms as added to the trays and trolleys combats has been recognised with the Silver the pub kitchen had limited space. surface contamination from a wide accreditation. I can’t thank them enough.” “The Silver Food for Life Served Here award range of bacteria and viruses and offers The Food for Life Served Here (FFLSH) is quite an achievement for both our kitchen an additional layer of protection accreditation is a clear signal that caterers and our school, we are all proud to represent between cleans. are serving food made from fresh, local and Riverside Junior School and to be recognised The marquee was loved by pupils and honest ingredients, free from undesirable for the work we do. It is great job satisfaction staff alike. It helped us ensure a 90 per additives and trans fats, that meets UK for us all.” cent attendance rate across the school welfare standards, and complies with The school is also leading the way with the in the final four weeks of term. It taught national nutrition standards. launch of a daily vegan meal choice. Thanks us that anything is possible and that The fact that the school’s catering team to the catering team, Riverside Junior School sometimes… it’s kind of fun to do forged on despite a closed kitchen is the first school in the area to have a daily the impossible! extended beyond Riverside Junior’s school vegan option offered alongside UK-sourced gates. Riverside’s catering team also prepares and sustainable meat and vegetarian options, Gary Spracklen is Headteacher at The and sends lunches out to five other local at no additional cost to the schools they Prince of Wales School: Dorchester, schools: Colden, Heptonstall, Stubbins, provide lunches for, or to the parents. Former Digital Educator of the Year Central Street and Hebden Royd, serving 360 and a member of UK Government’s - meals a day. Department for Education ‘ETAG’ The 2016 flooding came as a complete Mark Hayhurst is editor of Primary (Educational Technology Action Group). shock to Cheryl, she said: “It was just School Management

22 PRIMARY SCHOOL MANAGEMENT Buildings and Facilities SHOULD SCHOOLS BE ALCOHOL-FREE ZONES? Adam Taylor gives his view on why water-based sanitisers are more suitable for primary schools than alcohol-based ones

iving in such unprecedented times, and quickly to reduce the bacterial counts on your as Coronavirus continues to spread hands yet it is the alcohol that is the ‘killer’ agent. around the world, frequently washing Once evaporated the ‘killer’ agent has literally children’s hands has never been so disappeared into thin air. If you touch another Limportant. A simple act of handwashing not only dirty surface you can become re-contaminated prevents the spread of Coronavirus but also the and could pass it on. spread of a myriad of harmful diseases. Germs can survive for up to three hours on our hands 2. Less irritating and kinder to skin and there are between two to ten million Alcohol-based hand sanitisers can be drying and bacteria on our fingertips and elbows. irritating to skin if used regularly as the alcohol The best way to keep children’s hands free of strips away the skin’s natural oils. Water-based germs is to wash them with soap and water by hand sanitisers tend to be kinder to the skin and following Government recommended more suitable for those with skin conditions guidelines, yet soap and water isn’t always readily because they contain emollients designed to available. Hand sanitisers are a great alternative moisturise. and can be extremely effective when it comes to removing bacteria and viruses. 3. More acceptable for those who forbid As schools get ready to fully re-open in alcohol for religious or cultural reasons September, safety is going to be your top priority For some families alcohol is forbidden for and good hand hygiene will be an important religious or cultural reasons, therefore alcohol- part of your strategy. Have you considered how based hand sanitisers would not be able to be children and parents will be able to sanitise their used. Specific religions such as Hinduism, hands upon entry? Having a member of staff Sikhism and Islamism all prohibit alcohol, present at the door with a hand-held bottle of however water-based hand sanitisers are sanitiser could prove to be a long, arduous considered halal (permissible to use in those process. An automated hand sanitising system faiths). that is free-standing or wall-mounted could save time and be more effective. Hand sanitisers are 4. Pose less danger if used inappropriately not all created equal and it’s important to choose Alcohol-based sanitisers can pose a poison risk the right one to keep children safe. High quality to children. Swallowing even a tiny amount of effective sanitisers should kill 99.9999% of all alcohol-based hand sanitiser can be dangerous bacteria including MRSA, E Coli and Norovirus. for children, particularly those under six. Many There are several different hand sanitisers out are made with alcohol or rubbing alcohol there but in broad terms they divide into two (ethanol, ethyl alcohol, or isopropanol, isopropyl groups: water- based and alcohol-based. We’ve alcohol). Alcohol poisoning symptoms can put together five reasons why water-based include sleepiness, low blood sugar, seizures and sanitisers are more suitable for use in primary even coma, therefore water-based sanitisers are a schools than alcohol-based ones. much safer option.

1. Last longer on children’s hands 5. Often scent free Water-based hand sanitisers contain a ‘killer’ Many children have sensitive noses and the agent whose chemicals are dissolved in water. strong smell associated with alcohol-based Once the water has evaporated, the ‘killer’ agent sanitisers can be harsh for them. The ethanol is left on your hands, and continues to be active used in many of the alcohol-based sanitisers for up to six hours, giving up to six hours available at the current time is to blame for protection. If you go on to touch a dirty surface, this. In contrast, water-based sanitisers don’t Adam Taylor is messenger project director you do not become contaminated, and do not contain the same strong ingredients and often at IDS Media UK - provider of digital hand pass it on. In contrast alcohol-based sanitisers act are scent free. sanitising kiosks

PRIMARY SCHOOL MANAGEMENT 23 PSM 4.6 master_PSM 21/08/2020 11:56 Page 24

24 PRIMARY SCHOOL MANAGEMENT Buildings & Facilities NATURAL LIGHT, OUTDOOR SPACE & SOME ANCIENT BONES Joanne Wilkinson-Tabi explains the joys and benefits of influencing the build of a brand new school

“One of the things that I really wanted was an open foyer which included the school’s library”

brand new school that you can Beginning as a one-form entry school, classrooms with their own reception area put your own stamp on is a we will become two-form to match available. The head of Bligh School has delight. To be able to influence Ebbsfleet’s rising population. This year kindly agreed that we could use this. This the design of the building and the school will have Nursery, Reception, allows us to have our planned nursery, Year 1 and Year 2 classes. Athe way the facilities can be used is a joy. Reception, Year 1 and Year 2 classes for Ebbsfleet Green Primary is a new However, our main school buildings our Ebbsfleet Green children. This space Garden City school and is part of the will not be ready until August next would be solely used by us, allowing us Maritime Academy Trust; an educational year and we were due to have to create Ebbsfleet Green Primary School charity catering for over 2,600 pupils temporary buildings for our new within Bligh. A school within a school! aged three-11 across eight primary schools pupils to move into. Our merger with It also meant that we could get into the with nurseries based in London and Kent. the Maritime Academy Trust has classrooms early and prepare them for Ebbsfleet Green Primary will serve proved very fortunate for us as we the new school year. By bypassing all the rapidly growing community in the are so lucky, in these unprecedented temporary accommodation completely new Ebbsfleet Garden City and help times, to have secured Bligh Primary we’re also going to have better spending meet increasing demand for school School, Strood, as our new temporary power to put into the main school. So places in Dartford and Gravesham, location for Ebbsfleet Green Primary that’s another benefit. whose population is predicted to rise from September. to 252,000 by 2031. Bligh has a lovely set of bright, airy TURN TO PAGE 27

PRIMARY SCHOOL MANAGEMENT 25 CONTINUED FROM PAGE 25

SUSTAINABILITY AND ENVIRONMENTALLY RESPONSIBLE DESIGN Glen Ernest, managing director of gdmarchitects, explains the process of bringing all the elements together for the design of Ebbsfleet Green Primary

HOW EASY WAS IT TO BUILDING - HOW DID YOU have added a further glass panel to the ENVISAGE JOANNE’S VISION BRING THAT INTO PLAY? sides of doorways. This allows natural light FOR THE SCHOOL? Natural light is an important design factor in to filter through from external windows and The design for the school was initially any new building but fundamental inside a into corridors along the full length of the based on the Education Funding Authority school, although often difficult to achieve to circulation route. (EFA) reference scheme in line with BB103 corridor and circulation spaces which are 3. Internal breakout/personal study areas and adapted to suit the site. We all then usually located central of the internal space, on the first floor benefit from ‘sun tubes’ went through a design development allowing the classrooms to grab the external which bring natural light from the roof level process with; the school, KCC, EDC and an walls. For this scheme we have managed to down to specific internal areas. independent design panel review. This allow natural daylight to filter into the process informed the design and resulted corridors by the use of three main approaches: in several layout changes. A large central feature roof light located HOW DID YOU PUT INTO PLACE gdm then worked with the Maritime 1. at the turn of the internal corridor brings GREEN AND ENVIRONMENTALLY Academy Trust and their headteacher to light down at an important location. This -FRIENDLY SOLUTIONS FOR focus on how the internal environment will roof opening is then reflected in the first THE SCHOOL? work and how it will be used to compliment floor with a glazed floor panel of the same Sustainability and environmentally the teaching ethos size, allowing the natural light to filter from responsible design is at the forefront of our

the roof to the first floor and then down to approach. This starts with what is called a THE NEED FOR NATURAL the ground floor. ‘fabric first’ approach where the envelope LIGHT WAS A BIG ELEMENT of the building is designed to be THROUGHOUT THE SCHOOL 2. Doors to classrooms are glazed and we responsible in two ways:

26 PRIMARY SCHOOL MANAGEMENT Buildings & Facilities

We are all really excited about the new there was a split provision, which again, is in a Garden City, we’re going to be build though, especially as we can put our quite unusual. committed to children walking, cycling own stamp on it. It’s going to be a state Also we have ASD resource provision or scooting into school. of the art school that we hope will be at in our canteen, which is linked to the the heart of the community. main school. We’ve actually got a little NEOLITHIC separate meal area for children that One of the interesting things about PASSIONATE can’t necessarily cope with sitting in a the build, which will have educational One of the things that I really wanted noisy environment. And again, that was a benefits for the children, was finding was an open foyer which included the suggestion made by my team and I and the remains of a Neolithic man on the school’s library. Initially the library was the architects listened and responded site - not a whole skeleton though. We on the top floor but I’m very passionate quickly to that. were going to exhibit them in the foyer about reading, about sharing, reading One of the things that was also really but the archeologists said they were with parents and carers, about getting important was the availability of natural too valuable for us to do that and they people in and really seeing the fact that light throughout the building and I’ve got would have to be preserved in special we value reading so highly, so it’s going to say that the architects look to have conditions. However, they’re making a to be the first thing that anyone sees as done a brilliant job. The inclusion of such replica for us which can put on display. they walk into the school. It’s open plan things as sun tubes, a glazed floor panel It will bring the past, the present and and we’ll have soft seating, so it’s going which you can look down onto the library, the future together. The children can to be a very welcoming environment glazed doors and roof panels allows see what their community has stood on that parents and carers will immediately natural light throughout the building. for thousands and thousands of years. see. Also it will give us the opportunity Because we are serving a new Garden The first theme that we’re going to be to showcase children’s learnings and City, our outdoor space is also very studying is ‘We are Ebbsfleet Green’. We outcomes and it gives us the possibility important to us. will think about our identity and that will of being an exhibition space. For be part of it. And really thinking about example, if we have events at the COURTYARD our community, where we are, what its weekend, people using our hall or other The original designs didn’t have a history is and what we want for now facilities, will be able to come in and see courtyard and that’s something that we and then looking at the future, what a what we’re about right from the outset. wanted to put in. Children will be able to garden city is, what’s different about One of the other major influences that eat their lunches outside, we’re planning living here, why are they important? we secured was our resource provision. on getting benches with umbrellas It’s going to be very exciting when In the original plans, it was on the ground and making it a lovely place to spend we finally get to move into our new floor. And I’ve asked for it to be split into lunchtime and breaktime. The classroom school environment. two. Because we’re going to have Key doors within that courtyard will open out HOW EASY WAS IT TO Stage 2 children with ASD, as well as Key straight on to it and there’s scope for Stage One. Because we are so committed outdoor learning as well. to inclusion we want children, if they can We are also going to have a wildlife Joanne Wilkinson-Tabi is the be, to be included within their mainstream area, a pond, a Multi Use Games Area executive headteacher of classes. It was really important to me that and a playing field. And because we’re Ebbsfleet Green Primary

1. Designed to a high insulating standard internal teaching spaces. In this scheme we to reduce the need for energy demand have integrated the two elements by of heating in the winter or cooling in allowing classrooms to overlook or open the summer. out onto external areas and created learning and teaching hubs within the 2. Specifications of responsible materials grounds. Unlike many school schemes, this that are from renewable sources and design has many external elements that manufactured responsibly. offer different teaching opportunities. FIRST In addition to the above factors, we have FLOOR also introduced educational areas of WHAT PROBLEMS DID YOU landscape in the scheme which include: HAVE TO OVERCOME? We do not see the process as having 3. Wildflower/wildlife area. problems but it is one of identifying the 4. Vegetable growing patch to needs for the school’s vision and designing complement the ‘Eat Ebbsfleet’ promotion the solutions into the whole scheme. The by EDC. internal and external environments complement each other and allow the 5. Wildlife dipping pond. school to deliver a holistic teaching campus. The design process also identified OUTSIDE LEARNING AREAS the potential future needs of the school GROUND AND FACILITIES WERE and its reaction within a growing new FLOOR IMPORTANT TO THE SCHOOL community and incorporated expansion - HOW DID YOU BRING THOSE and development within. Of course, as INTO BEING? with any project, this has to be delivered The outside environment has the added within a budget to the best of everyone value of nature and complements the involved ability.

PRIMARY SCHOOL MANAGEMENT 27 TURN YOUR PUPILS INTO AN ECO CREW Edd Moore describes how to get your school engaged with the environment

hen I first joined Damers School eight years ago, there wasn’t a huge level of environmental Wawareness across the school. The children didn’t know about recycling or how to look after their environment, they also didn’t know where their food came from – they just thought it came from the supermarket! I saw great potential to embed the Eco Schools programme across the school. Eco-Schools is a global programme engaging 19.5 million children across 67 countries, making it the largest educational programme on the planet. There are now 20,000 schools in England signed up to Eco Schools. Every class at Damers First School has an Eco ambassador who forms the Eco Crew. Each class makes a termly pledge to help animals, people or the environment giving every child the opportunity to have a voice and speak passionately about environmental issues they believe in. Pledges have included encouraging the community to feed the birds, making Dorchester litter free and encouraging “Every class at Damers First School other schools to be involved, encouraging has an Eco ambassador who businesses to reduce their single use plastic and devising a Litter Policy for forms the Eco Crew” other schools to use in Dorset with Litter Free Dorset. Children at the school have not take no for an answer. The skills they They have been filmed speaking about it given up their weekends to lobby local are developing are ones they will need as and the CEO of the company, Mark businesses on environmental issues. Some adults. I would like sustainability to be Jankovich, has visited the school to speak of the children even asked for litter pickers compulsory in schools. For me, children with the children about how he can for Christmas! learning about the environment is just as improve his product. Two of the quotations important as literacy and numeracy. on the new bottle were written by the LEADING FORCE children and one of the school cleaners. The school has become a leading force CAMPAIGNS on environmental issues with many Many organisations want to work with us RECYCLING other schools across Dorset and the rest on our environmental campaigns linked to The children have been active in getting the of the UK wanting to come and see the work the children have already done. City local community to recycle - printing school and speak to children about what to Sea’s Refill HQ visited after they had cartridges, pens, biscuit wrappers, crisp they have learned and see their heard about the work the children had packets, soap dispensers, baby pouches, environmental work. done in signing up businesses to Refill helping the environment and raising £1,500 The Eco Schools programme has had a Dorset. They interviewed the children and towards a bird hide and wildlife area. The huge impact on the children’s learning put a view together to inspire other towns school’s recycling centre has been so across the school. They have gained across the UK to get on board with Refill. successful that WI volunteers come and confidence and they believe that what The school has become an ambassador help with sorting and boxing up the items they are doing will make a real difference for Delphis Eco, an ecological cleaning to be sent off to be recycled. to the society they live in. They have the company whose products the school has The school became an SAS Plastic Free passion and confidence to stand up in been using for four years. The children School in May 2018. Children launched Refill front of a room full of people and talk speak to other schools about the product Poundbury signing up 25 businesses and about the changes they would like to see. getting them to use it. They also sell the appeared on Newsround. They contacted They are very determined, and they do product to parents, staff and businesses. businesses supplying school fruit and milk

28 PRIMARY SCHOOL MANAGEMENT Building and Facilities TURN YOUR PUPILS HOW TO ENGAGE PUPILS WITH THE INTO AN ECO CREW ENVIRONMENT

• Find a staff leader with the enthusiasm, drive and initiative to take the group forward. • Create a passionate group of eco warriors. of how the county could reduce climate change. Ideas included more electric • Make an audit of environmental work buses, easier access to hire electric bikes in the school, celebrate what you do and scooters, more electric car charging and improve other areas. points and the broken ones fixed, closing • Make an action plan of things you are roads to town centre once a month, every going to work towards. asking if fruit could come in card boxes and school to have their own Ridan Food milk in glass bottles. They wrote to all local Waste Composter with an idea that the • Sign up for Eco Schools and follow headteachers asking them to become compost could fuel cars. The Council their seven steps. plastic-free schools. They put pressure on realises the power of their message and • Inspire staff, parents and the local Brace of Butchers about the plastic used the influence they have had. community to get involved. and they implemented their ideas, The children have been to Clarence establishing a zero-waste free shop. House, have spoken with HRH Prince • Embed environmental work into the They created posters giving the local Charles, and Jane Goodall about their school curriculum. community ideas on how they could reduce environmental work. plastic. In July 2019, Dorchester became the Through hard work and determination, • Take part in national campaigns such third location in Dorset to achieve this Damers First School has achieved Plastic as Keep Britain Tidy’s Great British status. The children have set up a steering Free School status from Surfers Against Spring Clean. group with influential members of the town Sewage, as well as inspiring their to help them carry on their Plastic Free community to secure Plastic Free work making Dorchester as green as Community status. They have taken their learned about the many life cycles around possible. They are part of Dorset Council’s work to Westminster – where they met them by using the garden and wildlife climate change panel. Michael Gove, they have appeared on areas. The Ridan Food Waste Composter Newsround, and they have won several has taught them about food decomposing AWARDS awards, including Jane Goodall’s Roots and to make compost which can then help the The children won four awards at the Young Shoots Educational Environmental plants grow. Enterprise Fiver Challenge 2018 with their Institution of the Year 2019, Surfers Against Garden volunteers from the local product Waxtastic No Plastic, an Sewage Plastic Free Schools Champion community with many years’ experience alternative to cling film. They sold the 2019 and Eco Schools Primary School of the come and work with children each product at local events raising £4,500, Year 2019. afternoon. which financed a school nature area. The The children have learned where their school has been included in ‘Plastic Game HARMONY food comes from by growing vegetables Changer’ by Amanda Keetley which I found out about the fantastic work of and fruit by seasons and learning what is showcases the work they have done to Richard Dunne and the Harmony produced in each season, as well as reduce single-use plastic. The children Curriculum in 2017. I visited Richard’s rotating the beds. They have then taken hope that it will inspire other schools and school to learn more about the seven this knowledge home and had a go with community groups to use their ideas to Principles of Harmony and how it could be their parents or even taken on an allotment start their own plastic-free campaigns. used at Damers First School. I went on a themselves. They have also learned how to A Year 3 class, as a pledge, took part in a four-day Harmony Development Course at use these vegetables to cook a dish in the school kitchen. CPRE Green Clean with students from the Princes Studio of Traditional Art in The children of Damers First School are Thomas Hardye School. They collected 156 London. The Seven Principles of Harmony fantastic ambassadors for how we would all plastic bottles and cans using the reverse were already embedded into our like the world to be. vending machine. Damers’ children inspired curriculum through the work I have Hardyes to recycle and set up a green mentioned but wasn’t under the Harmony committee. In February 2019, the children name officially. In the past year the children went to Westminster to speak with Mr Gove have been producing some phenomenal about the importance of an “all in” Deposit geometry work and have a greater depth Return Scheme. in their knowledge of nature and the world Edd Moore is a Year around them. They know that there are 3 teacher and Eco CLIMATE CHANGE different coloured carrots not just orange Coordinator at The children are part of Dorset Council’s ones which links to one of the seven Damers First School, climate change panel. They presented ideas principles, diversity. The children have Dorchester, Dorset

PRIMARY SCHOOL MANAGEMENT 29 PSM 4.6 master_PSM 21/08/2020 11:19 Page 30 PSM 4.6 master_PSM 21/08/2020 11:19 Page 31 PSM 4.6 master_PSM 21/08/2020 11:19 Page 32 THE

GUIDE TO... Technology KEEP CALM AND CARRY ON Rich Harley outlines what to consider when putting together your school’s organisational continuity plan

he recent need to manage of what to consider: • Templa tes: these might be incident schools remotely has shown how • Plan governance: this will include the assessment forms, event and decision vital it is for schools and trusts to existence and relevance of the plan(s), when logs, or pro forma letters to parents - consider and plan for a variety of it was last reviewed, where the plan itself is having some documents ready to use will T save time in the moment. disruptive scenarios. stored and who has access. Within the wide range of contingency • Resp onsibilities: for example, who has the planning that your school or trust will WHAT IS ORGANISATIONAL authority to declare an incident and who’s in undertake, you should make sure to factor CONTINUITY? charge of leading each phase of activity? A in technology at every stage, as it forms a Organisational continuity can be seen as flow chart would be useful to help quickly vital part of school operations. a form of risk management. It typically involves navigate the above decisions. three steps - preventative controls, risk mitigation • Incident s covered: for example, a health HOW CAN TECH HELP TO and contingency planning - and focuses strongly pandemic or a biological or environmental on the notion that ‘prevention is better than a cure’. threat, mass staff unavailability, gas/water/ INCREASE RESILIENCE? Many schools and trusts are realising that electric failure etc. WHAT SHOULD A using IT applications and storage that are • Sc ope: including how likely it is for the issue physically located on servers and devices PLAN INCLUDE? to happen, the impact it could have on on the school site are not a viable option While plans will need to be tailored to an students, staff, safeguarding, operations, anymore. Moving to IT systems that are individual setting(s), there are several key areas reputation, finances, and actions required if located remotely, or cloud-based, mitigates that you should try to cover in your plan. an incident occurs. Actions are then typically the impact of a physical site becoming Indeed, some of these areas may also have split into three stages; response, continuity inaccessible, perhaps due to health reasons their own associated plans. Here’s a snapshot and recovery. or natural disaster. For example, using

PRIMARY SCHOOL MANAGEMENT 33

online collaboration and communication tools, such as those available in G-Suite or Office 365, are available over the internet as soon you log in, meaning staff can continue working from anywhere. It’s an effective way of preventing on-site incidents from disrupting operations. This is similarly the case with the school’s Management Information SUPPORTING SEND PUPILS System (MIS). During recent closures, those using a locally-hosted MIS may AND PARENTS AT HOME have found that they needed to have a machine on the school site switched on and logged in to remotely access THROUGH TECHNOLOGY the school’s system. However, as well as creating a number of possible Neill Oldham describes how they have dealt with security risks, this approach also requires a member of staff to lockdown and the way forward physically travel into the school to access data and resolve issues. ll primary school parents across the useful over the last few months. We have been Schools using a cloud-based MIS country have faced challenges over able to share resources, lessons, read stories, won’t have experienced these the last few months, but for our share activity videos and much more through complications, as users can log on from parents there has been significant the platform. We also share videos and pictures Apressure compounded by the additional of class groups to help pupils to keep in touch home safely and securely, using any device. When leaders needed instant worries of the risks of Covid-19 to children with their friends, which really boosts everyone’s access to vital information (such as with complex needs. mood. Staff have also posted videos of them student, parent and staff details) they For many of our families, the closure of reading and telling stories through the platforms could access and input data, no matter schools coincided with the closure of respite so pupils at home can watch them at their own where they were. Also, with schools services and care support agencies. This has convenience. We have now built up a library of needing to adhere to changing meant that parents have had to take on books with accompanying videos for all our government guidance, they needed an 24-hour care for their children during pupils to also view at home. MIS that could adapt equally quickly. lockdown and try their best to continue to With a digital platform, you can still be very Cloud MIS providers were able to support the education of their child at home. much there for pupils and families - not just to roll-out new features, or reporting As a school community we have support learning, but to support them functionality, at a click of a button as endeavoured to meet the complex needs of emotionally as well. Starting out on a digital policy changed, saving already all of our pupils, from nursery and primary platform can feel daunting, but the systems are stretched schools a big headache. right the way through to secondary and sixth safe to use and once embedded into the school Technology is just one part of the form while they’re not in school. Many of our culture, have numerous benefits to pupils and continuity puzzle, but it can have a pupils use large, specialist equipment to their parents. big impact on your resilience. If your stand, walk and stretch. They also use state school or trust hasn’t already got an of the art technology to assist with MOVING FORWARDS communication and as much of this isn’t organisational continuity plan in place, Many people think that learners with additional available at home we have all had to unite to or your current plan needs reviewing, needs won’t be able to access remote learning or support everyone remotely and in person now is the time. As this year has use technology. But we have found that if you where safe and possible. shown, you can never predict the find the right platform for your school and the future, but advanced preparation can technology supports the functional, social and help to mitigate the disruption caused UTILISING TECH TO learning needs of each child, then mastering the by unforeseen events. OVERCOME CHALLENGES edtech is well worth the effort. In order to support parents we have also set We would encourage all schools with children Richard Harley is the up a specialist equipment loan scheme to with special education needs to take advantage CEO of ScholarPack. provide access to expensive equipment, and of the free technology support the DfE is The advice in this introduced weekly community visits where providing and help your pupils now and in the article is based on staff support pupils to access fresh air and future, visit: covid19.thekeysupport.com to find information in provide some respite for families. In addition to out more. ScholarPack’s guide this we have been supporting pupils and ‘Ensuring the resilience training parents through remote Speech and Neill Oldham is the head teacher at of your trust: A guide to Language therapy to help them understand Highfurlong School in Blackpool. organisational continuity’, developed the equipment we would normally use to Highfurlong delivers outstanding education in partnership with Chirs Kirk, assist their children and help them to and care to children with a wide range of Education Consultant and MAT communicate fully with them. physical, medical and neurological Expert at CJK Associates. We were using digital education platforms, like conditions and associated learning SeeSaw, before lockdown but they have been so difficulties aged between two and 19 years.

34 PRIMARY SCHOOL MANAGEMENT Technology Online learning and questions of resilience Schools are showing inventiveness and determination with remote learning as they ready themselves for an unpredictable new school year, but they also want support to help them through, says Lord Jim Knight.

emories of a gruelling and across the nations of the UK. There has been Consistency of confidence emotional 2020 summer term more consistency of practice in Wales and A big question for school leaders is where online may be receding into memory for Scotland, which have more centralised systems learning fits into this resilient school picture. many primary school leaders and and a more centralised approach to the We know that technology can be a real enabler of Mtheir teams, but the legacy of that remarkable technology platforms that schools use. The learning if it is well led, so we need a focus on a time will be with them for years to come. result is that there is also less inconsistency in consistency of confidence and competence in the How schools approach the autumn term will the leadership of technology to support leadership of online learning. set the shape and tone of teaching and learning teaching and learning. A recent Tes Global survey revealed a clear in our schools for the rest of the academic year Catch-up learning need for professional support to help schools and beyond. prepare for a future in which, whatever There’s much to be optimistic about. The The main challenge for primary leaders will happens, online learning will have a more flexibility, inventiveness and determination of be catch-up learning. Many schools have significant role to play in our education system, schools in the spring saw teaching and learning successfully used platforms such as Google supplementing or, at times, temporarily move online en masse. Classroom and Microsoft Teams and replacing classroom learning. We have seen some amazing examples of maintained regular contact with their children Of the 2,400 school staff who took part in this throughout the country; of schools that so they know quite clearly what the learning this summer survey, three quarters said they have fully embraced remote learning in all its gaps are. For other schools that have been late needed training in remote learning. More than richness, with primary school children to online learning September is likely to be two-thirds (69 per cent) had not received any engaging in exciting online lessons and more of a challenge and they will have to training in remote learning during lockdown virtual school events and using stimulating backfill learning before they can move on, and that the most popular means for delivering learning resources. particularly in numeracy and SPaG. remote lessons was to simply email work to It’s been an exciting mixture of local As well as being across issues like pupils. innovation and national effort: we at Tes wellbeing, attainment and catch up, leaders While the survey highlighted some challenges Global have played our part in supporting will need to ensure their schools are resilient. that policy makers should note, it also revealed schools directly through our teaching As we move into the colder months there will the flexible and ‘can-do’ character of our school resources, as well as working with national be the threat of covid spikes and local workforce. Participants said the lockdown had online learning initiatives with the BBC and lockdowns and the possibility that staff may increased school staff confidence in using Oak National Academy. need time off due to illness or self-isolation. technology, with 79 per cent reporting that they But big contrasts remain in online learning Schools will need to be fully prepared for were more likely to use technology in their practice which are highlighted when you look these scenarios. teaching practice once the situation normalised. Strategy The survey shows that online learning will be a major plank in any school resilience strategy for the new academic year and I believe that it makes a strong case for the Department for Education to impose an additional training day so that training can happen. This need for online learning training also highlights a broader concern: that government should be more co-ordinated and strategic in its support of schools on this and other questions of resilience. It’s an approach primary school leaders are likely to need as they face a year likely to be every bit as unpredictable as the last one.

Lord Jim Knight is Chief Education and External Officer at Tes Global. He is a Member of the House of Lords and a former schools minister

PRIMARY SCHOOL MANAGEMENT 35 HOW TO STRETCH YOUR SCHOOL’S TECH BUDGET Winston Poyton shares his top tips on how to get a good deal when investing in new tech

he benefits technology can bring There’s also no reason why the supplier to schools from improved parental relationship should cease after purchase. To SAVING TOGETHER Another smart way to get a discount is to engagement to better get the best value out of your investment, partner with another school, and you don’t management of school meals is find out what other services and support is need to be part of a multi-academy trust Tclear, but how do you make your tech on offer. For example, we provide a health (MAT) to do this. While your local authority budget go further? check service for schools. This means we can secure volume discounts, there’s Before investing in anything, it’s essential can help our customers spot or iron out any nothing to stop you asking a supplier to review your overall strategy. You may initial problems or we can predict directly for a deal for a larger order. have a member of staff who has discovered complications that might arise in the future. You could also investigate whether the a great tool that they are keen to use, but is Perhaps a parental engagement app was supplier would be open to a referral it useful to several of your team? What are working fine but a few parents start to scheme. Technology providers are always the challenges that are holding your school report problems with accessing it. more open to discussing a price back, is technology the answer and what Highlighting these niggles as soon as reduction, if you can recommend other would make the biggest impact to your possible can save money and frustration. schools who would be interested in colleagues? Do they need better pupil purchasing their products. tracking, a reliable payment system or an If you are part of a trust, you may be easier way to communicate with parents? “Another smart able to secure an early discount on a Knowing what your biggest challenges are, growth basis. For example, they might makes it much easier to prioritise where to way to get a offer reduced rates on technology for invest your money. discount is to five schools, assuming this will grow in a Once you know this, there are a few ways few years. you can make savings before you part with partner with your cash. another school” UNDERSTAND THE FULL PROJECT COST Buying the technology is only the first phase, it’s important to ensure your supplier is being completely transparent about user licences or about how easy it will be to get your staff up and running with the new technology. If it’s going to require your staff to spend time getting up to speed with new attendance software or processes, this is also a cost to you. The best suppliers will offer you ways to train as many staff as possible and will give you a clear view of the long-term costs. IT’S GOOD TO TALK Having a limited budget to spend on technology can make cutting corners to save money attractive. However, the adage of ‘if it’s too good to be true then it probably is’ certainly applies when buying software or hardware. Sometimes what seems like a good deal can cause a host of issues when trying to integrate new technology with a school’s existing systems. Make sure your supplier has a clear plan for integration with legacy systems and what will happen should any problems arise.

36 PRIMARY SCHOOL MANAGEMENT Technology

FREEBIES FOR INVESTIGATE HOW TO STRETCH YOUR FEEDBACK PRICING STRATEGIES Your knowledge and time is valuable for a Generally, there are two different types of supplier. When new technology is being payment: subscription or perpetual FIVE TIPS FOR developed, providers are keen to hear the licensing. If your school is more cash rich, views and experience of the people who you may prefer perpetual licensing, which INVESTING IN TECH SCHOOL’S TECH BUDGET will be using it in the future. By offering to includes an upfront software cost, be a beta tester, a school that trials the followed by an annual maintenance fee. ON A BUDGET product before it is released, can secure However, subscriptions are becoming you some very attractive discount. more popular as government funding is However, this works better for software often distributed throughout the year. This • Define what oury school needs from rather than hardware. But it can be a good allows schools to spread the cost, making new technology – this will guide your way for your school to access the latest it easier for them to budget. strategy and will ensure you get the software tools in exchange for letting the At a time when demand for technology maximum benefit for more of your supplier know of any bugs or in education has never been greater, it’s staff. improvements that can be made. Yet, this important to have an open relationship requires a willingness to try out a system in with suppliers to see if they can help you • Partner with your supplier – find out the development stage and time available make a tight budget go a bit further. what additional or ongoing service or to communicate with the supplier. support they can offer. • Share the benefits – get better deals by collaborating with other schools to secure volume discounts or negotiate referral deals with your supplier. • Put a value on your time and expertise – cost savings can be had if you test new technology. • Secure the best pricing strategy for you – do you want to pay for the tech up front and be able to use it indefinitely or would a subscription- based license suit you better?

Winston Poyton is senior product director at IRIS Software Group. Find innovative software designed for the education sector at iris.co.uk/sector/education-software

PRIMARY SCHOOL MANAGEMENT 37 PSM 4.6 master_PSM 21/08/2020 11:19 Page 38 Technology FROM G SUITE TO ZOOM ASSEMBLIES – HOW YOU CAN UTILISE TECHNOLOGY David Maguire looks at the digital education platform options available to primary schools

he last few months have presented many challenges to the education sector. It has been particularly difficult for primary schools, like TCoupals, where we’ve had to quickly adapt to both maintain the delivery of education to our pupils as well as support their development at such a young stage in their academic years. Our teachers and parents have worked tirelessly to achieve this, but it wouldn’t have been possible without a digital education platform that allows our pupils to continue their learning while at home. The pandemic has forced all of us to upskill in digital technology and weave it into our teaching practices and we have learnt a lot about the different options available to primary schools. Coupals Primary is a Demonstrator school, which means we support other schools and colleges to make the most out of the technology already available to them. We have been working with other schools to advance provides teachers with easy-to-use resources to assemblies like we would usually during teaching methods through technology during get started with G Suite and how the tools can term time. It was nice to remind pupils and lockdown. And already, many teachers have be used. We have found at Coupals that teachers that we are still a community. created efficiencies, using online platforms that bringing together the apps you know and love, have reduced their workloads. such as PowerPoint, Excel and Outlook, with THE FUTURE OF powerful cloud services like OneDrive, Microsoft Teams and SharePoint, Office 365 REMOTE EDUCATION CHOOSING A enables our teachers and students to effectively Lockdown has given us the opportunity to PLATFORM and securely create, collaborate and share from rethink how we teach. We had always wanted It can be tricky deciding which platform is best all their devices regardless of location. We to implement flipped learning and now we are for your primary school, and they all have pros know this way of working has also been really able to try it out and, we hope, continue it into and cons. Most schools tend to stick with useful for our parents at the school who are the future as all pupils return. There is no Office 365 Education as many of them are often juggling full-time jobs with attempts to denying that digital education platforms have used to using Microsoft as their primary IT home school. These digital tools mean school long-term benefits. They improve learning software. Having said that, G Suite for work can be accessed at home and at any outcomes, reduce teacher workload and Education contains a free set of productivity time of the day, working around different streamline processes to save time and money. We want to see schools continue to use tools for classroom collaboration which is really families’ schedules. technology to complement traditional teaching useful. It’s accessible from any device and after children return to the classroom. already used by over 120m plus people TECHNOLOGY THAT To take advantage of the free support, and worldwide. Many teachers we work with help your pupils now and in the future, visit: have used this system to continue delivering GOES FURTHER You don’t have to limit yourselves to using covid19.thekeysupport.com lessons remotely. purely education technology software for Google Classroom is also another great teaching. One of our biggest concerns as a option as it helps teachers to organise learning school is the social and cognitive development activity, hand out and mark assessments and of our youngest pupils. Starting school is also provide structure for students learning at home. about developing those social ties and It has been great for many teachers we work becoming a part of a school community. with to be able to give students immediate We really missed this during lockdown, so to feedback through these platforms – helping to stay connected we started running ‘Zoom motivate and keep our pupils engaged despite David Maguire is headteacher assemblies’. We shared Zoom dial-in details the fact they couldn’t come into school. We’d at Coupals Primary Academy with all students and parents and held recommend using Teach from Home as it

PRIMARY SCHOOL MANAGEMENT 39 IS THERE A PLACE FOR TECHNOLOGY CO-PRODUCTION IN PRIMARY SCHOOLS? Al Kingsley asks is helping to develop edtech a rewarding boon or burdensome bother?

ith the UK’s education background, external roles, what impact, on technological innovation. Again, this is technology sector set to be evidence and research do they have to why it is so important to know the people worth a whopping £3.4bn support their approach? You need to be behind the product and know whether in 2021, there are now confident that they are as grounded in their interest extends to pedagogy Whundreds of technologies being targeted education as they are in technology. beyond technical processes. at primary schools hungry to take If you’re considering a longer-term advantage of innovative teaching aids and co-production relationship with a supplier admin-cutting tools. But are all these it’s essential they don’t isolate technology DOES THE technologies made equal? Of course not. from teaching. That means they are as 2 PROJECT ALIGN My advice to primary leaders considering focused on working with teachers on any new technology is to ask what role pedagogical development as they are WITH OUR SCHOOL’S schools themselves have played in its DIGITAL STRATEGY? development. Co-production - suppliers Before engaging in any edtech project, and schools working together to develop “There’s little schools need to ask; does this align with technologies – demonstrates, at a basic our digital strategy? If your school hasn’t level the technology answers a real need point agreeing to defined its digital strategy, then be very and takes into account direct teacher wary of committing to any edtech project! feedback. For ambitious primary schools, test an application In my experience, primary schools keen to innovate, engaging in co- which doesn’t tend to lag slightly behind their production projects can return preferential secondary colleagues in setting a digital and cost-effective access to state-of-the- result in impact strategy, mainly due to the perception art technologies. However, such projects that it requires a large IT team to do so. done wrong can be a resource-draining where you In fact, a digital strategy is a joint effort exercise. In my position as a vendor, Multi that at its simplest, is a plan of what you Academy Trust board member and primary need it” want to achieve and why. school governor, I understand both sides. Co-production can be a rewarding exercise for both school and supplier if both parties are clear on the terms. For schools considering such a partnership there are questions they need to consider: WHAT ARE THE 1 VENDOR’S REAL INTENTIONS? In education, co-production is fundamental to make sure suppliers deliver what teachers actually need, rather than what they think teachers need. Therefore, whether the vendor in question is truly entrenched in the education community really matters. This means looking past the marketing and questioning who the people behind the product are and where their interests really lie. Do they have experience within education – putting effort into understanding educational needs - or are they on the periphery, selling in? That means asking probing questions; their

40 PRIMARY SCHOOL MANAGEMENT Technology

With this in hand you can then teachers who need to be trained, and assess whether co-production will commitment to reporting and IS THERE A PLACE FOR pay off. There’s little point agreeing to providing feedback. test an application which doesn’t That’s why it’s so important to reflect result in impact where you need it. on your digital strategy. Will the time COPRODUCTION TECHNOLOGY CO-PRODUCTION You may be offered any number of and effort required get us closer to our incentives to test a product but goal? If it aligns then make sure you IN ACTION remember, just because something’s understand and agree with the level of free doesn’t mean it’s not expensive. support and training teachers will be IN PRIMARY SCHOOLS? The main cost of co-production is given, the mechanisms to enable fast, usually time; implementation, training, streamlined feedback and the added Dogsthorpe Infant School, in feedback all adds up. If that cost extras you’ll access as part of the Peterborough, reaped the benefits cannot be attributed to an identified, scheme. Don’t be afraid to ask the of coproduction, being instrumental long-term key objective, it’s a waste. question to yourselves – “do we get as in the development of NetSupport’s While devising a digital strategy can much or more out of this relationship primary classroom observation seem like a daunting task there are than we put in?” technology ReallySchool. guides and expertise available to help. “Observing and assessing each DON’T BE GUINEA pupil every day to gauge their WHAT SHOULD progress is a huge task. We tried PIGS, BE several different solutions to try to WE EXPECT AND 3 PARTNERS make the process easier, but most HOW CLOSELY TO Let’s be clear. Co-production is about of them only partially suited our shaping and polishing solutions so needs, which caused more ENGAGE? problems than they solved. When Every co-production project will be they are the best they can be. That NetSupport approached us to test different. It could involve working with means suppliers must be transparent and feedback on ReallySchool we an existing supplier on current solutions, about why the technology exists and were keen but also a little wary of testing new or refined features. Teachers any issues they are seeking to solve. the time it may take. However, we will already be using the product, know With that in mind co-production is made sure to understand how the its strengths and weaknesses and may not about putting ill-designed, process would work and our already have clear ideas for half-finished products in the experience of coproduction has improvement and evolution. classroom, using students as human been overwhelmingly positive.” Alternatively, it could be beta testing guinea pigs! No supplier should a product, putting a solution through expect a school to risk student Becky Waters, headteacher its paces prior to release, providing attainment or teacher wellbeing in early access to discounted or free this way - if they are, walk away. Seek versions of new technology, which can a co-production partner that is open “We knew that, in theory, be exciting. It might be starting at the and honest, understands and ReallySchool would save us a lot of drawing board and helping shape a appreciates your digital strategy, is time - but it was great to test that new solution to meet a current need. embedded in education and can out and prove it to ourselves. However, testing or collaborating on clearly demonstrate they’re in it for Knowing we’ve played a role in specification can create extra work for the right reasons. making the technology as useful as can be is really satisfying – and of course, we’re glad to have had the benefit of early access. We can now tailor our teaching and learning so much more and be more active with planning, instead of simply rushing to complete our observations each day.”

Rachel Jordan, EYFS learning and teaching manager

Al Kingsley is the Group MD at NetSupport

PRIMARY SCHOOL MANAGEMENT 41 PSM 4.6 master_PSM 21/08/2020 11:19 Page 42 THE

GUIDE TO... Community Engagement BE SMART AND SET OUT YOUR GUIDELINES Kaley Foran provides an overview of what to consider when creating your school’s mobile phone policy.

hatever you decide your your school. When deciding if, and how, safeguarding information that may school’s stance on mobile pupils are allowed to use mobile phones increase the risk of allowing phones is, having a mobile at school consider: phones in school. phone policy in place helps • If you allow pupils to bring phones you set clear expectations • The age and maturity level of your to school, are they allowed to use forW everyone in your school community. pupils. them during the school day? Where • Parents’ expectations (e.g. do they do you expect pupils to store them? EXPLAIN WHY YOU HAVE THIS want their children to have one as • If you allow pupils to use their POLICY they travel to and from school?). phones during the school day, To manage expectations and make sure • Are there certain groups of pupils when is this allowed (e.g. only everyone adheres to your policy, it can be (like young carers) that may need during break times). And how are helpful to start by explaining to pupils, staff access to a mobile? they allowed to use them (e.g. no and parents why you have a policy on mobile • Any trends in behaviour incidents or phone calls or messaging, only phones. You should think about: for games). • How will you enforce your policy? • Parents’ expectations around their Don’t introduce conditions that children having access to mobiles. you can’t enforce, for example • How you want staff, and others, to model allowing pupils to use their phones, appropriate phone use. but then saying they can’t use • Behaviour incidents related to mobile social media sites. phone use. • How you use technology in the classroom Make a clear link between your • Safeguarding. mobile phone policy and your • Data protection. behaviour policies, and set clear sanctions for not adhering to ASSIGN ROLES AND the policy RESPONSIBILITIES DEVELOP A CODE OF You’ll need to decide who’s responsible for implementing and monitoring your CONDUCT/ACCEPTABLE policy and state this in the policy. USE AGREEMENT Similarly, if governors are involved, FOR PUPILS you’ll need to explain how and what If you allow pupils to bring mobile you expect them to do. phones to school, or to use them, include a detailed code of conduct CONSIDER MOBILE or acceptable use agreement. Your PHONE USE BY PUPILS code of conduct must reflect what It’s up to you to decide on the your policy states about pupils’ approach that works best for use of mobile phones.

PRIMARY SCHOOL MANAGEMENT 43 CONSIDER MOBILE PHONE USE BY STAFF There are no set rules. It’s up to you to decide on the approach that works best for your school. In your policy, set out how you expect staff to use, or not use, personal mobile phones around pupils. Explain that staff shouldn’t use their phones to take photos or recordings of pupils, their work, or anything else which GET YOUR MESSAGE could identify them. When developing your policy for OUT THERE staff, consider: Lauren Mulcahy gives her top tips for keeping on top of • The age and ability of your pupils. • How you want staff to model school social media accounts appropriate phone use. • Safeguarding and data protection n recent years, social media accounts have solidarity and can help parents to see the positive considerations. For instance that staff become more and more important to schools, impact that your trust has on children’s education. mustn’t share their personal details and have effectively become your mouthpiece with parents/pupils. for talking to the school community. While BE PROACTIVE Ithey can’t replace a good parental engagement • Situations in which staff having access Get your social media handles out there and get to a mobile phone may be necessary or system and strategy, they are still an important parents to follow your channels. You should treat appropriate. For instance, if they care part of school communications. social media as just another way to contact for vulnerable dependents (such as parents and tell them important school news, so very young babies or elderly/infirm BE PURPOSEFUL the more parents you can get to follow you, the relatives) or if their job requires Every social media account should serve a better. Pin social media handles up around school, extensive lone working (such as a site purpose. If you have more than one account, add them to letterheads, and even send letters manager). think about goals and aims for each of them. If, and messages home to get parents involved. • Sanctions for misuse of mobile phones for example, you use both Twitter and Facebook, (linked to the staff code of conduct and think about what each platform does for your your staff disciplinary policy). BE VISUAL school. Facebook helps you to engage more Whenever we use photos and video content, we deeply with parents, whereas Twitter may be have great engagement levels (people liking, If a member of staff’s role requires use of better for announcements because of its format sharing and commenting on our posts). Parents a phone, try to provide one (rather than (short messages). YouTube is also great for want to see visual content and messages about have staff use their personal mobiles) and coverage of school events and for showing off their children’s school, so give the people what set out the expectations for how it will be your premises and facilities. they want. Make sure any images aren’t blurry used. If this isn’t possible, set clear and have a main focus, without a cluttered guidelines in your policy for how personal background. Try not to fall into the mistake of phones can be used in these situations. BE CONSISTENT However you use your social media accounts, uploading the same photo multiple times, as everything needs to be aligned and in sync. people will quickly tire with it. Most importantly, LOSS, THEFT OR DAMAGE Push your branding across all platforms by always make sure you have consent before Make it clear in your policy that the adding school logos and colours and be proud posting any photos of children and ensure there’s school does not take responsibility for of your school values. You should aim for no confidential information in the shot. phones that are lost, stolen or consistency in branding and messaging across damaged. Explain how you make the all social platforms. Don’t just focus on a single disclaimer clear to everyone (for BE SMART channel, post on them all equally. If you upload your posts manually on each instance, by posting it in the school individual social platform, you could be wasting office or including it in your code of hours of time every week. This also leaves you conduct). Include advice on keeping BE PREPARED with no way to plan ahead. We use specialist phones secure and explain how people Plan ahead and think about what you’re going to marketing software in-house at IRIS to manage can turn in lost phones. be posting for the next few weeks. You don’t need to be rigid – who knows what our social media, but there’s also a social media management tool available to schools. With LOSS, THEFT OR DAMAGE may come up in the meantime? However, a rough plan of important events that are coming PS Connect’s parental engagement tools, Explain how often your policy will be up will help you to stay on top of your social there’s a host of ways to contact parents, reviewed, and how its impact will be accounts. including text messaging, push messaging, and monitored. For instance, through If you have social media-friendly engagement social media account management. If you’re regular parent and pupil feedback, software, you can even plot posts across all your interested in taking your parental engagement feedback from teachers and reviewing channels ahead of time, making it easy to stay on to the next level, visit the PS Connect website records of behaviour incidents. top of. for more information. Kaley Foran is a lead content editor at Lauren Mulcahy is a social media The Key, a provider of up-to-the-minute BE A TEAM executive at IRIS Software Group sector intelligence and resources that If you’re in a trust, why not spread good news www.iris.co.uk www.psfinancials.com empower education leaders with the from your sister schools? A simple retweet or www.psfinancials.com/social-media/ knowledge to act share can go a long way to showing your

44 PRIMARY SCHOOL MANAGEMENT Community Engagement GET SOCIAL MEDIA SAVVY Kate Hindmarch explains how to protect your school and its teachers from the threat of keyboard warrior parents

as your school felt the sting of the detailed in your school’s social media policy, will their negative social media behaviour. Should you double-edged sword of social media? mean they’re best equipped to deal with any wish to go down this route, it’s worth ensuring issues should they arise. The policy should clearly you act quickly, as any delay in proceedings could DON’T PANIC, outline the consequences for breaching it and stop the courts from granting an injunction at all. H what steps the school can take in the event of a ASSESS THE THREAT social media issue. Social media is a powerful tool that helps you ADVISE YOUR STAFF communicate useful information to parents and Advising all staff members on how to protect pupils, but what happens when a disgruntled CONTACT YOUR themselves online is another great preventative parent takes to the keyboard to share their anger SOLICITOR method. Such advice as ensuring they make all at your school? Whether this is because of a If an individual is harassing a school or teacher social media profiles private, don’t befriend parents recent lesson or lunchtime incident, it can be on social media, you may have no other choice or pupils through social media channels and easy to panic when you see the post. It is always than to contact your solicitor and ask for their advice on what to do if they receive unsolicited best to get a clear understanding of what the advice on the matter. In such cases they can help messages through social media, are all great post is saying and how much engagement it draft letters to the individual that advises them places to start. It is also good to outline the has. Commenting publicly on posts with low on what laws they have potentially breached. differences between professional and personal engagement could end up fanning the flames This could be anything from defamation to use of social media. Schools may also wish to and cause others to get involved. If the post has breaches of confidentiality. If the post is more suggest clever ways to make it harder for parents received no likes, comments or shares, then you serious, your solicitor might advise you to take and pupils to find them such as asking teachers to may just want to let it slide since it will probably legal action and apply for an injunction. flip the first and last letter of their name around or soon drop off people’s timelines. use nicknames.

HAVE A COMPLAINTS APPLYING FOR AN … AND ONE FOR PROCEDURE IN PLACE INJUNCTION GOOD LUCK When a parent complains on social media, it is Applying for an injunction will often be your One clear rule that everyone should remember on likely the result of a snap decision fuelled by school’s last resort. While they are a very effective social media is to make sure you don’t say anger. If you have judged the post to be way to put the brakes on any social media anything on a public forum that you wouldn’t say damaging to the school, then it is important to harassment from a parent, they can be quite tricky to someone’s face. After all, whether you’re a address the issue as soon as possible. Speak to for schools – not to mention costly. You can’t teacher or parent, it’s easy to get carried away the individual in question, point them to your simply grant an injunction to a parent prohibiting when there’s a keyboard at your fingertips. school’s correct formal complaints procedure and them from entering or contacting a school as they will still need to attend Parents’ Evenings and get your social media policy which should be easily Kate Hindmarch is partner in touch to find out important information about accessible to all parents online. and head of employment at their child, for example. However, if the judge Sometimes it is a misunderstanding that you Langleys Solicitors, a sees the parent’s behaviour as damaging to can easily iron out over a phone call or face-to- solicitors firm that was the school’s reputation, it’s likely they will face meeting. However, if their behaviour responsible for helping still grant the injunction to put a stop to continues, or if you’ve received abuse from the to create one of the parent in question through social media on two first UK academies. or more occasions, then you may wish to contact the police.

BE PREPARED Like most issues, prevention is often better than cure and that’s as true here as ever. While most schools will - and should - have a social media policy in place, this policy will often usually only cover staff and pupils and won’t stretch to parents. And, although most schools will stipulate that all parents sign up to the school’s Code of Conduct, this will often not include conduct on social media. That being said, ensuring all teachers are conducting best social media practice and adhere to the guidelines

PRIMARY SCHOOL MANAGEMENT 45 ARE YOU SITTING COMFORTABLY? Emily Drabble offers tips and advice for organising a visit to your school from an author or illustrator

s the school gates open again fun side of reading. It truly can have a big they visit your school. School visits are an properly for the first time, for impact on children, getting them excited important part of author and illustrator’s many, life in the classroom will be about books may well improve their love of salary so they should be paid for their work, very different. The global reading for life. But as with everything, the unless it is part of their promotional tour Apandemic has made industries and key is in the planning. organised by their publishers. organisations completely shift their ways of working and be more agile and adaptable than ever. The impact of that has been AIMS AND INCLUSIVITY Inclusivity is important, enormous, but especially so for schools and OBJECTIVES so think carefully teaching staff with tremendous challenges What is it you want to achieve with the about who you to overcome; whether it is teaching author visit? Do you want to increase approach. BookTrust remotely, navigating school hours for reading enthusiasm for instance or believes that what vulnerable children or children of key concentrate on a particular genre or children read can workers or managing the personal impact encourage a celebration of reading? Giving transform their lives and risks of Covid-19, none of us could have the day some direction and focus will be a and change our predicted how dramatically our day-to-day great help to the author/illustrator. society. It is vital that life would have shifted. children see To make things that little bit easier for themselves within the families at home, BookTrust joined forces FORMAT Consider how you would like the visit to be pages of a book or with a host of the nation’s favourite delivered. With restrictions in place, these represented by the authors children’s authors and illustrators to launch are likely to be hosted virtually, at least for and illustrators who create them. our BookTrust HomeTime hub to help keep the foreseeable future. Virtual events are Our BookTrust Represents programme children engaged and having fun with hugely impactful though and you could works to ensure that all children get to see stories at home. We also launched Cressida choose to pre-empt these with video themselves within the Creativity Summer Camp, with the current content and resources from the author to pages of a book Waterstones Children’s Laureate. After a help build excitement for the virtual event. term of unparalleled disruption to children’s For when in person events do resume, education, Cressida’s Creativity Summer consider whether you want to hold an Camp inspired families to embrace books, assembly for the entire school, should the reading and creativity over the summer author/illustrator give a speech or perhaps holidays to inspire magic ideas and for run smaller group workshops or live entertainment, learning, as well as to readings. Do you want them to sign books, support mental well-being. run activities or create resources? For more information and to see all the creative activities that so many authors and illustrators have on offer for families go to FIND YOUR https://bit.ly/39Ak3OU. We understand that it won’t be the first AUTHOR/ priority when teachers and pupils are back ILLUSTRATOR in the classroom, but having a school visit Authors and illustrators are in demand and from an author, poet, illustrator or do get booked up quickly. There are a few storyteller is an incredible way to inspire different ways to find and get in touch with children and help to bring reading and an author or illustrator. If you’ve never had stories to life and re-engage those readers an author or illustrator visit before, I’d who may not have picked up a book over recommend getting in touch with Authors the past few months. Aloud (authorsalouduk.co.uk), they can An author visit really can make all the help to find the right author for your school difference, especially for a reluctant reader, if you don’t have a clear idea. Another tip is so you’ll want it to be the best it can be, to get in touch with authors on Twitter, a having an engaging author speak to website, where most authors and children about their job – who are always illustrators have a contact me area, or you surprised to learn it’s a real job! They will could try going through the publisher or discover all about the ideas behind a story, agent. Also check out The Society of how the characters came to be and see the Authors’ advice on paying authors when

46 PRIMARY SCHOOL MANAGEMENT Community Engagement

or represented by the authors and illustrators who create them. BookTrust MONEY TALKS We understand that schools are on tight partnered with Speaking Volumes and Pop budgets, but we’d suggest that where Up Projects to publish our Breaking New possible, funds are allocated to bringing in Ground brochure celebrating 100 British authors and illustrators to visit children INSIDER TIPS writers and illustrators of colour producing because a memorable learning experience quality work for children and young people can have a long-lasting impact on student’s in the UK. This guide provides lots of ideas engagement and overall attitude to learning of authors and illustrators who you could • Authors Aloud – an organisation run and reading, which helps with so many life invite to your school. Also see our website by ex-librarians who can help with outcomes, not just educationally but www.booktrust.org.uk/represents. school visits. They’ll do all the hard socially and emotionally too. work, from arranging the logistics, to Where an in-person visit isn’t an option, discussing fees etc. Sso well worth the BOOKS, BOOKS, think outside the box. Could you have a investment if budget allows https:// virtual visit, using online videos or authorsalouduk.co.uk. BOOKS commission an author at a smaller cost to Ensure there is a good supply of books, send a video that’s tailored to your students? • Direct contact – some authors are so that children are able to read the story happy for you to get in touch with either individually or in groups. At them, so try the contact section on BookTrust, when we visit schools with ON THE DAY their website. authors and illustrators, we work closely You want to make the actual day as with publishers to ensure every child in smooth as possible for everyone involved, • Social media – also a great place to the class gets to take their own copy including the author, connect with authors and illustrators, home, for free! especially if they’re find out about the work they are newer and haven’t doing and what activities, events and had years of tours they have coming up. experience • Bookshops are always a great to work visiting schools. with, your local bookshop can help to They can be organise an event where books are quite sold, so it’s beneficial for all involved. intimidating – think back to when you were a Teaching Assistant A picture is worth a thousand and how daunting words, so if you can take photos then walking into a do. Just double check the author is classroom full of bright happy to do so, which more often bubbly children was. than not, they are. With all the GDPR rules and regulations, you want to make sure you don’t fall foul of any guidance, so make sure you have permission forms all agreed for any children in the photos, especially if you want to shout about it with the local press, who are always looking for good news stories. It’s important to make your visiting author or illustrator feel welcome and comfortable. If they are at ease from the start, the day will run a lot sooner. Building relationships with them and ensuring they form bonds with the children and the school can pay dividends in the longer term, especially if you’re planning on inviting them or their counterparts back. It is a small world and people talk, so treat them as you would any other important visitor.

Emily Drabble is the head of children’s books at BookTrust booktrust.org.uk

PRIMARY SCHOOL MANAGEMENT 47 WELCOME BACK How can we reconnect with children after the enforced break? Ben Ballin sets out some ideas

friend of mine returned to work Looking ahead, neuroscientist TIME TO TALK recently for the first time since Professor Irene Tracey has warned that Tune into children’s needs and listen the lockdown. She works with “increased levels of anxiety, OCD and to what they say. Use circle time to autistic children at an inner-city other conditions” are a real risk that encourage children to ask questions. As ABirmingham primary school, in a majority could affect pupils over the coming years. one headteacher reported to the Paul BAME area that has experienced a great Helen Westerman, safeguarding expert Hamlyn Foundation, “We need less focus many Covid-19 deaths. She expressed her at the NSPCC, has reported seeing on core subjects and more on the social anxieties about the return as a practical increased levels of anxiety, depression, and emotional at this hard time.” question: will the crayons be sanitised? self-harm and suicidal thoughts during Another friend has been rota-working the lockdown, especially among the PLAY TIME throughout the lockdown at a primary 400,000 children designated ‘vulnerable’ As Professor Ramchandani reminds us, school near one of the city’s hospitals. by the DfE, saying that “there is a children need opportunities for both Some of the children were already potential generation of children that are structured and unstructured play, especially designated ‘vulnerable’, while others are very vulnerable following this epidemic.” now. This is not only true of the youngest children of NHS workers. She regards them Nigel Attwood, headteacher of Bellfield children. As the teacher in the example above all as vulnerable, because key workers’ Junior in Birmingham, agrees, saying: found out, this may sometimes mean children have particular worries about their “Our vulnerable children … will be even standing back, watching, listening and letting parents. She related the following incident more vulnerable.” children work things through for themselves. from playtime: “It started with someone throwing themselves off a climbing frame, lying “I have never CHALLENGING there. Someone else said, ‘Let’s have a MISCONCEPTIONS funeral.’ They pounced on the idea and all seen children, Fake news and conspiracy theories have the children from Reception to Y6 got especially flourished during the lockdown. Helping involved. The game was about taking it in children distinguish fact from opinion will turns to die. The others would hold their younger ones, help them get their heads around what has funeral, including a eulogy for them. been happening while developing their Children were clamouring for it to be their deal so explicitly critical faculties. For younger children, this turn. They played for at least 30 minutes.” with death” may mean being clear that washing hands She reflected afterwards: “I see a lot of regularly is a good idea. For older pupils, it play about fighting, about power and may mean looking at news items or social strength, but I have never seen children, SO WHAT CAN media stories and comparing them with especially younger ones, deal so explicitly what the scientists actually say. with death. As an Early Years teacher, I am WE DO? used to knowing what to do with play, but REASSURING ROUTINES TRANSITION ATTENTION this time I felt out of my depth. This was Routine can be reassuring for Any rush to ‘curriculum catch-up’ not something any of us had ever both children and teachers: not may be particularly counter-productive for experienced before.” She concluded: “They everything needs to be different or children transitioning from Reception to Y1, were playful about it. What they needed strange. There will be many things that as pupils move to more formalised learning, was for me to take a step back.” are new for children in terms of social having missed out on the full EYFS distancing: keeping clean; people experience. WHAT ARE THE potentially wearing masks and gloves. Everyday school rituals such as doing VULNERABLE PUPILS EXPERTS SAYING? the register, playtime and putting things Those who were already vulnerable The lockdown has caused individuals and away at the end of the day will help may be more so. Some children not organisations to produce innumerable provide children with a sense of previously designated as vulnerable may materials supporting children and their continuity and stability. families, including home learning resources have fresh worries, traumas or difficulties to deal with. Some pupils will have experienced and some good guidance on children’s bereavement, all will have experienced needs. Much of this focuses on children’s SOCIAL CONTACT separation and a sense of loss. Safeguarding need for a safe, loving and caring Replace pats on the back and high and emotional support will need to be environment. Some experts, such as fives with other forms of human contact: prioritised, possibly for a long time to come. Professor Paul Ramchandani – LEGO spatial distance need not necessarily professor of play in education at mean a ‘stand-off’ environment. Be Cambridge University – have urged adults conscious of what your body language is STORY AND DRAMA to balance formal learning with telling children and remember that no As the Staffordshire headteacher opportunities for unstructured play (see disease was ever passed on through a said: “Drama allows children to play out ‘Further reading’ panel). friendly smile or a comforting word. what’s been going on, while story helps

48 PRIMARY SCHOOL MANAGEMENT Community Engagement

FURTHER READING

RESOURCES Child Bereavement UK – Books and resources for adults supporting bereaved children. childbereavementuk.org Cruse Bereavement Care – Recommended books for children about bereavement and grief. tinyurl.com/tpcruse The Social, Emotional and Behavioural Difficulties Association – Supporting Children at Home ebook. sebda.org/news/supporting-children-at-home

ARTICLES The Syllabus – Important contributions on the political, economic and social effects of Covid-19. covid19syllabus.substack.com The Guardian – ‘Don’t turn your home into school,’ says Professor Paul Ramchandani. tinyurl.com/tpguardian Paul Hamlyn Foundation – What challenges are primary schools facing and how can the arts help? tinyurl.com/tpphf

RADIO Bellfield’s Year – One year with a primary school in a poor part of Birmingham as it battles to stay solvent. Listen on BBC Sounds at tinyurl.com/tpbbc1 The Briefing Room – The psychological impact of the coronavirus pandemic. Listen on BBC Sounds at tinyurl.com/tpbbc2

children use and develop their emotional For me, the crucial thing literacy at a time that they will need it.” right now is to keep Both allow them to do so within the safety prioritising children’s of fiction. For my own part, I have been very real personal, working with Big Brum TIE to develop social and emotional drama strategies which support children’s needs over any and teachers’ wellbeing, including a perceived need to coronavirus monodrama project. rush into regaining lost time with formal curriculum progress. Indeed, LOOK AFTER YOURSELF the latter is unlikely to happen Teachers are anxious too, and will if due attention is not paid to sometimes be traumatised. This is a good the former. time to be sensitive to your own needs and to those you work with, even if it is just a kind word or sharing your hand sanitiser.

Much has been written about the wider Ben Ballin is an ramifications of this crisis and how educationalist at Big the world might change in its Brum TIE where he is aftermath. Existing fault lines working on a drama and inequalities have become project focusing on the mental increasingly visible. One health and wellbeing of teachers and headteacher has been quoted vulnerable children. He has also as saying, “The legacy of co-authored research on global accountability and austerity has learning and the mental health and hit some schools hard. This crisis has wellbeing of ASD pupils. made that all too clear. Now it’s the time to change, slowly but surely.” @benmballin

PRIMARY SCHOOL MANAGEMENT 49 How best can you protect pupils and staff from Covid-19? With the Coronavirus still a threat to the health of the nation, what practical steps can be taken to help aid the fight against the disease in our schools?

JOE DR EMMA JEAN-HENRI PLOSKY SAUNDERS BEUKES Director at Everblocks UK General Manager for Genesis Biosciences Managing Director at Ecocleen

Children need to be in schools to get the With all schools in the UK set to fully As a commercial contract cleaning provider, best from their learning environment. So reopen in September, establishing a we have been servicing 10 million sq ft of the space and how it is divided up can thorough cleaning regime now is crucial for schools daily to aid the reopening of play a huge part in providing safe the safe return of pupils. education facilities. With specialist cleaning protection for pupils. We are supporting education facilities in expertise and local account management, An avenue of opportunity for most schools their quest to secure safe and effective the company adapted its offering to meet is the repurposing of existing spaces. This anti-viral products and incorporate them individual school needs and expectations, can be achieved with fun, modular, into their new cleansing schedule. Genesis during this unprecedented period, to reconfigurable, building blocks and panels. Biosciences has developed its own unique ensure education facilities remain a safe and hygienic environment. Gyms, halls, foyers and unused areas are anti-microbial, general-purpose sanitiser great places to define smaller spaces and that is proven to be effective against Since schools started reopening in June, we safe working areas for pupils and staff alike. Covid-19 and is free from any harmful have adjusted our cleaning specifications, Classrooms can also be redefined to allow chemicals, and has begun supplying in line with government guidelines, and for safe space areas. Everblocks’ modular primary schools across the UK. introduced daily cleaning throughout building blocks provide a self-build product Educational institutes are under huge school hours, focussing on main contact to create semi-permanent walls, rooms, pressure to ensure their facilities are points to help limit the risk of cross areas, desking, workstations and divide protected against COVID-19 while also contamination. We’re proud to have helped spaces. The blocks and panels can be maintaining day-to-day cleanliness. While it students, teachers and parents return to reconfigured to another use or style entirely is inevitable that schools need chemicals to some sense of normalcy by providing them and can be classed as multifunctional perform certain cleaning tasks, not all with what they need to safeguard their modular building products, as they can be cleaning jobs call for chemical solutions school. Schools are not experts in cleaning: used inside or outside too. The products and there can be wider environmental and they are there to educate, as well as look are also “sustainable through re-use”, and health implications for both children and after their teachers and students. We’re on we offer a “buy-back scheme” to make sure workers if institutes are unaware of the hand to understand the unique needs of the products can be reissued into the alternative cleaning solutions available. cleaning schools, colleges and nurseries, and help them feel safe as education system for others to use again and again. Genesis has seen a huge increase in facilities continue reopening. As a national All blocks and panels are hygienic and easy demand for its new Evogen Professional service provider with regional franchise to wipe clean. natural anti-microbial sanitiser and has ownership, Ecocleen has provided schools supplied more than 60 tonnes of product Full design and build support is also available with a local cleaning solution backed across the entirety of Europe since the along with “Classroom” and “Playground” by nationwide standards, systems beginning of March. kits for STEM and team learning. and support.

@EverblocksUK @Genesis_Bio @Ecocleen Everblocksystems.co.uk evogenprofessional.com Ecocleen.co.uk

50 PRIMARY SCHOOL MANAGEMENT Comment

Key to its impact are the brightly MEETING THE coloured graphics, designed to CHALLENGES OF engage children in a clear, friendly way. This makes COVID-19 IN THE the sanitising unit CLASSROOM easier for teachers Andy Jakes, product development to visually explain director at Ultima Displays, explains how the importance sanitising units can be used in schools of hygiene. Designed with Making hand sanitising part of children’s longevity in mind everyday life while in school is the the sturdy metal challenge faced by teachers. unit has a low This follows Government guidance to centre of gravity, a schools released in July stipulating that for wipe clean glossy the Autumn term, schools must ‘introduce powder-coated finish and preventative measures to help students and has no sharp edges. The staff clean hands thoroughly, more often circular half-moon base enables than usual and introduce enhanced easy access for wheelchair users cleaning, including cleaning frequently making it safe and accessible. touched surfaces often’. To meet these challenges, visual communications company Ultima Displays PRESSURE has shared insight into their latest Kids Covid-19 has had an immense Multi-height Sanitising Unit specifically impact on children and their designed for Early Years, KS1 and KS2. education and has added extra They already offer a popular range of pressure on teachers to keep adult premium sanitising stations and children engaged and alleviate their realised there was nothing in the fears. Ultima believe the marketplace to engage children, so that combination of height adjustability, they see hand sanitising as an activity that colour and bright graphics will is friendly, fun and appealing. This inspired encourage engagement and make Ultima to design a brightly-coloured it easier for teachers to promote portable unit that can be used indoors regular and unsupervised hand and outdoors. sanitising by students. The innovative aspect of the design is the Feedback so far is that ability to easily adjust the dispenser height; children really love the unit and by using the sliding mechanism, the want to use it. This in turn will sanitiser bottle height can quickly be help to make it a much less altered to between 500 – 900mm from the frightening experience especially floor. This ensures its suitability for a broad for younger children and age range from three to 11 years. The ability ease parents’ concerns to change the height and move the unit that their children where it is needed makes the sanitiser an are safe while attractive option for schools and nurseries. in school. 20% OF RESPIRATORY INFECTIONS CAN BE PREVENTED BY HANDWASHING Ensure that sufficient High-touch surfaces should be identified Source: DfE handwashing facilities are for priority disinfection. These include available. Where a sink is not door and window handles, kitchen and nearby, provide hand sanitiser food preparation areas, counter tops, in classrooms and other bathroom surfaces, toilets and taps, Handwashing stations should be touchscreen personal devices, personal learning environments. Clean located so they are convenient to use computer keyboards and work surfaces. at the critical times, such as before surfaces that children and The disinfectant and its concentration handling food or after using the toilet. young people are touching, such should be carefully selected to avoid If soap and water for handwashing as toys, books, desks, chairs, damaging surfaces and to avoid or are unavailable, or far from the toilet, doors, sinks, toilets, light minimize toxic effects on household food preparation area, or food switches, bannisters, more members or users of public spaces. The consumption area, this can reduce the regularly than normal. environmental cleaning techniques and likelihood of handwashing. The cleaning principles should be followed location of a handwashing station Follow the Covid-19 as far as possible. Surfaces should should serve as a reminder or ‘cue to cleaning of non-healthcare always be cleaned with soap and water action’ when people leave the latrine settings guidance or a detergent to remove organic or are about to cook or eat. matter first, followed by disinfection. https://bit.ly/3fw4xoG Source: globalhandwashing.org Source: World Health Organisation

PRIMARY SCHOOL MANAGEMENT 51 PSM 4.6 master_PSM 21/08/2020 11:19 Page 52 Comment EVOLUTION OR REVOLUTION? Laura McPhee examines the demands of the new EIF

he new Education Inspection • What are the subject leaders be drafted, leaders continued to revisit their Framework (EIF) has been described understanding of the school’s ethos and curriculum intent asking themselves – does by inspectors as an evolution, rather curriculum goals? our new curriculum still reflect our ethos and than a revolution of the existing • What steps are taken to ensure the lowest shared purpose? Tframework. However, with an increased focus 20 per cent (attainment and progress) are 4. Use your subject leaders on the curriculum – you could be forgiven for accessing the curriculum? In the spirit of distributed leadership, leaders thinking otherwise. at all levels were involved as early as possible The framework now demands teaching in the process. facilitates pupils’ ability to build up knowledge CASE STUDY in the long term memory - so that pupils Gainsborough Primary is an average sized 5. Disseminate know more, remember more and can school in Hackney, East London, with a It is important that middle leaders are ‘on do more. children’s centre, provision for two year olds message’ but teachers also need to The curriculum must be well thought out so and, from September, provision for pupils with understand the process. Do they understand that the right components are embedded in SEMH. The school is part of the Primary why lessons are sequenced? Do they have long term memory in order to enable pupils to Advantage federation. Executive Headteacher the autonomy to revisit themes or ensure perform more complex tasks. Jenna Clark shares Gainsborough Primary’s ‘deep learning’ is taking place? Class teachers Crucially lesson activities should fit in within six steps to success: were supported by senior leaders with the school’s goal of education. Steps should be planning and coaching to assist with the taken to avoid overloading the working 1. Audit existing curriculum models transition. memory, as fluency and automaticity become The leadership team undertook the task of key components in learning. evaluating existing curriculum models to 6. Review Educators are deepening their understanding understand what was already working well The progression document is a work in of the framework and wrestling with the and what needed to change in order for progress. It is important the curriculum practical implications. In what can feel like pupils to make accelerated and age continues to meet the needs of the wider uncertain times, can we look to certainties appropriate progress. school community, therefore the curriculum will be subject to regular review. within the framework to develop the quality of 2. Collaborate education within our schools? In addition to sourcing information nationally We know that our curriculum will be and locally, leaders collaborated across scrutinized. Under the new framework we settings and key stages to develop a shared should be ready to answer detailed questions understanding of the framework and Laura McPhee is an about our wider provision: curriculum content. experienced headteacher, • Can you explain the content of your education consultant 3. Refer back to your intent curriculum? and carries out policy As a revised and updated curriculum began to • Is there clear lesson sequencing over time? consultancy for national • Is there clear progression and coherence? social justice charity Nacro. Visit • Are the acquisition of basic skills from EYFS https://www.nacro.org.uk/ strong enough so that children are ‘ready to learn’ as they enter Year 1?

PRIMARY SCHOOL MANAGEMENT 53 PSM 4.6 master_PSM 21/08/2020 11:19 Page 54 THE GUIDE TO... Legal & HR HOW DO YOU MAKE THE RIGHT CHOICE? Laura Williams takes you through the many factors to consider when it comes to recruiting the right SBM for your school

hen it comes to of the ways that your SBM can add recruiting a value and have an impact on your School Business school. If this isn’t how you envision Manager, it’s your SBM operating, then maybe it important to isn’t an SBM you’re looking for. If Wremember that there are many you’re working within a MAT, think different types and flavours. about how the MAT operational Though they may all have the systems and infrastructure influences same or a similar job title, they the role of the school SBM and what will have varied experience, this means in terms of recruitment. qualifications and specialist Also consider the people management areas of expertise.To ensure element of the role and the people/ that you appoint the right SBM teams your SBM will be line managing. for your school, I’ve put What ‘soft’ skills will your SBM need in together some tips to help you order to ensure that these teams navigate the process. operate effectively? GET THE FIT RIGHT GET THE JOB When it comes to recruiting a School Business Manager, DESCRIPTION RIGHT the wider context of your Think carefully about the role your school is hugely important. SBM will be undertaking. Is there a Consider the role in the bias towards one particular element? context of your Senior Perhaps you have an old building that Leadership Team and requires a lot of looking after or you what your SBM will be have big plans for expansion. Maybe expected to contribute to the finance needs tighter the school at that level. management and monitoring or your They will of course have staffing processes need updating and a different remit to the coordinating. Consider what third rest of your SLT but party contracts and SLAs you have in helping you to develop place relating to the role of the SBM. strategic plans, What level of expertise will your SBM managing resources, need? Are you expecting to bring providing reports and more of your business services in contributing to the house or will your SBM be working efficient and effective alongside other specialist providers running of the making sure that things get done and school are just some run smoothly? When you have a clear

PRIMARY SCHOOL MANAGEMENT 55 idea how much autonomy, skill and experience you want your SBM to have in each area, you can shape the job description and person specification in a way CAN THE TEACHER DRAIN that is totally bespoke to your school. There is a huge difference BE STOPPED? between leading, undertaking, administrating and overseeing so Sara Ford explains what you should expect from the be clear at exactly what level you want your SBM to work. early career framework reforms

GET THE s part of the Department for whatever their context. RECRUITMENT RIGHT Education’s recruitment and retention As part of the support package, mentors Your recruitment panel should strategy, from September 2021 will receive: include an experienced school reforms are being made to the • 36 hours’ funded training over the Asupport available to teachers in their first two two-year induction period based on the business professional. If you’re in a MAT, you might ask your years of teaching. early career framework CFO or COO to assist. If not, The intention of the reforms is to turn around • high-quality resources to support their someone from the LA, another the steep drop off in the number of teachers mentoring school or your local SBM group leaving the profession in their first two to five • funding to cover their time with the will be able to support you. Role years. Over 20 per cent of new teachers leave mentee in the second year of teaching specific knowledge is essential in within their first two years of teaching, and 32 terms of recruitment; especially per cent leave within their first five years. These when it comes to assessing the figures are contributing significantly to the Participating schools in ERO areas will receive practical exercises your current teacher recruitment and retention crisis. £2,200 for each second-year ECT and candidates will be undertaking. The early career framework (ECF) will set out mentor pairing. This funding is essential, as Make sure that the recruitment what early career teachers (ECTs) are entitled to ASCL believes that it is high-quality mentors tasks are focused on school learn about and learn how to do, and new who will be key to these reforms having the priorities and the areas you teachers will receive professional development desired impact. need your SBM to excel and support over two years instead of one. It’s important to note that during both the give candidates the The ECF includes sections on: early and national roll-out, ECTs will continue opportunity to evidence • Behaviour management to be assessed against the teachers’ their knowledge and • Pedagogy standards (https://bit.ly/3f9kSPO). The ECF is skills in analysing, • Curriculum a supportive framework rather than an interpreting and • Assessment assessment tool. presenting their • Professional behaviours The reforms will not impact on when QTS conclusions. is awarded. This will continue to be awarded: Remember, And this will be delivered through: if your candidate • Two years of new, funded, training • at the end of initial teacher training pool includes • The DfE making freely available • before the start of statutory induction people from development materials based on the ECF (minus exemptions from assessment- a non-educational • Schools receiving additional funding to only routes) background, be as allow ECTs five per cent of time away inclusive as you from the classroom in their second year ASCL believes that the ECF has the can with tasks • A dedicated mentor and new training for potential to significantly impact on not by providing these mentors, and funding to cover time just the retention of ECTs by improving enough with the mentee in the second year their earliest experience of teaching, but contextual also on the quality of their practice going information The DfE is taking a phased approach to forward. However, for the intention of the to ensure that introducing these reforms, starting with early reforms to be fully realised appropriate they are not roll-out (ERO) from autumn 2020 in: funding for mentors’ training and time disadvantaged. • The North East will be necessary, so we will be monitoring • Greater Manchester this closely during the ERO. If the • Bradford programme is to reach its promising Laura Williams is a • Doncaster potential then learning lessons from the School Leadership ERO will be essential. Coach at L J ASCL is encouraging all schools who opt-in Business to ERO to give extensive feedback, thereby Sara Ford is deputy director of policy Consultancy Ltd helping to ensure that the national roll-out at the Association of School and meets the needs of teachers and schools College Leaders

56 PRIMARY SCHOOL MANAGEMENT Legal & HR DON’T GET SNAP HAPPY Andrew Laing says don’t get caught out when it comes to pupil photos

e’ve issued two reprimands, We feel other schools can benefit from the them on a regular basis, such as annually which are legal warnings, lessons to be learned in these cases to avoid or as soon as changes are made. Keep recently to schools for wrongly falling short of the standards required by the accurate and up to date records of staff disclosing the personal data law when handling photographs of pupils: training, policy updates and the internal Wof children. communications that bring these to the In the first case a class photograph, sent to • Photos taken for official school use, such as attention of staff. This will create an audit a local newspaper by a Cheshire primary in the school prospectus or to be sent to trail to evidence compliance with school, included the images of two pupils the local paper, will be covered by data the GDPR. whose adoptive parents had refused consent protection law and so the legislation should for their children’s images to be shared. be followed. It’s important to note that data protection law The second reprimand, issued to a • Ensure your school has an appropriate is unlikely to apply in many cases where Humberside primary school, followed a class procedure for the handling of pupils’ photographs are taken in schools and other photograph being taken and sent home to images. Don’t just rely on a single member educational institutions. If photos are taken parents. The photo included the image of a of staff remembering to check a purely for personal use, such as by parents at a child whose adoptive parent had previously spreadsheet of parental permissions. sports day for the family photo album, they signed consent forms clearly stating that no • Make sure to report any breach to your will not be covered by data protection photographs of her daughter were to be used data protection officer as soon as it legislation. Fear of breaching the law should outside of the school. happens and consider if the incident needs not be a reason to stop people taking These sorts of incidents can lead to to be reported to the ICO. photographs or videos which provide many safeguarding concerns and distressing • Know what personal data the school holds with much pleasure. The issue here is about consequences, not only for the families and where. Documentation and schools following good data protection involved but also the staff responsible. accountability is a key part of the GDPR practices, so their pupils remain protected. While data protection law does not prevent and an information audit or data-mapping the taking and publication of photos, in cases exercise will help with this. where parents have made a specific request • Staff should be educated about the for their children not to be included, data school’s data protection policies and Andy Laing is head of data protection protection law does apply. procedures. These should be reiterated to complaints at the ICO

PRIMARY SCHOOL MANAGEMENT 57 CHALLENGING TIMES AHEAD Let’s talk mental health with our teacher trainees says Emma Hollis

ever have we needed teachers do not know whether they are going to Going back 18 months, I highlighted for more than now and never has be in school in September, or even the first time about how not enough has the hard work and dedication October or November. They do not been done – and is being done – to of Initial Teacher Training (ITT) know which children they are going to support trainee teachers with their Nproviders been more vital in protecting be teaching, and whether they are going mental health, and this must begin with the flow of entrants to the profession. to be teaching online or in person, yet ITT. Speaking to NASBTT’s members – None of us can know what the world, they are still trusting us, and we need to School-Centred ITT providers and School and our schools, may look like over the continue to be open with them. Direct Lead Schools – I was hearing next academic year but what I can As a guiding principle, compassion is first-hand about a new generation of confidently say is the ITT sector will something we need to show for our troubled teachers who needed help. continue to rise to the challenge, trainees. Trainees going into schools for Through my own personal investigation I surpassing all expectation and the first time have feelings of then discovered that in some local continuing to ensure our children have nervousness anyway. They are entering authority areas, up to 78 per cent of child the very best teachers in front of them a new profession that they are and adolescent mental health service (or the other end of a computer!). genuinely very excited about, but now referrals were turned away during the Trainees are putting so much trust in there is a deeper sense of the unknown. period in which the previous year’s us by applying to us now, in such an Will they get it right? What are they trainees were pupils. uncertain world, and are entering going to be facing? And suddenly they Fast forward to today and we need to training knowing full well what the are doing that in a period when the be even more mindful of the challenges. world looks like. They are placing faith unknown is even greater than we have There is absolutely no doubt that ITT in us to get them through, when they ever seen before. providers work hard to support the

58 PRIMARY SCHOOL MANAGEMENT Legal and HR

“As a guiding mental health issues and anxiousness which leads to increased drop-out principle, rates and higher levels of support needed, adding additional pressures compassion is into an already stretched system. Until WHAT YOU NEED something we teachers are truly treated with the TO KNOW professional respect they deserve, need to show for this negative spiral will only continue to worsen. our trainees” • Not enough has been done – and is • PROMOTING HEALTHY being done – to support trainee needs of all their trainees, including their WORKING PRACTICES teachers with their mental health, mental health needs, and yet difficulties AND BOUNDARIES beginning in Initial Teacher around non-disclosure, variability in ITT providers work extremely hard to Training. occupational health processes and lack minimise the workload of their trainee of funding and capacity in schools mean teachers but this has been frustrated • The 2019 Teacher Wellbeing Index that their efforts often do not receive by requirements to evidence progress found 43 per cent of NQTs suffered the support needed from other and attainment. Good progress is from mental health issues in the last stakeholders within the sector. Tackling being made under the new Ofsted academic year, compared to 34 per this important issue must be a team inspection plans which will no longer cent of all education professionals. effort, and yet so many members of that require providers to grade trainees, ‘team’ are hampered by matters outside nor to gather and collate extensive • ITT providers represented by of their control. files of evidence against the Teachers’ NASBTT report a “worrying number Since my initial ‘call to action’, the issue Standards. What has yet to be of cases where trainees are going around trainee teachers’ mental health addressed is the workload back into schools and presenting has received much greater attention in expectations placed on teacher quite severe mental health issues”. the sector and beyond. In November last educators themselves, particularly year, Education Support – a charity mentors in schools who are often • There are difficulties arising committed to improving the mental overloaded with multiple roles. from non-disclosure, variability health and wellbeing of education staff, Without proper recognition for the in occupational health and of which I am a Trustee – published mentor role, supported with sufficient processes, and lack of funding the latest findings from its Teacher time, funding and resource, the and capacity in schools. Wellbeing Index. well-meaning plans for the Early While the headlines at the time Career Framework (ECF) and ITT • Trainee teachers are often focused on how work-related stress in Core Content Framework may place shocked by the levels of stress the profession has increased for a third such high demands on mentors that they encounter in the colleagues successive year – what went under the they will create unsustainable supporting them – levels of radar is that 43 per cent of NQTs workloads, leading to greater levels teacher autonomy and trust suffered from mental health issues in the of stress and deterioration of the must be increased. last academic year, compared to 34 per mental health of those charged with cent of all education professionals. In nurturing new entrants. • Mentors have unsustainable many ways, this statistic encapsulates workloads driven by unrealistic why mental health support must begin expectations – healthy working as soon as teachers walk through the • FRONTLINE EARLY practices and boundaries must school gate. INTERVENTION EMOTIONAL be promoted. However, we also need SUPPORT acknowledgement of what happens in Every trainee teacher, in fact every the ITT year being so important for later member of staff right through to • All trainee teachers should years. To provide truly effective mental executive heads and CEOs, should have access to professional health support for trainee teachers, there have access to professional and and confidential emotional are three overarching challenges we confidential emotional support. This support – frontline early must tackle: can help resolve issues and support intervention is needed. education professionals to manage • INCREASING LEVELS OF their mental health and wellbeing. TEACHER AUTONOMY Early intervention is vital and we AND TRUST urge government to consider a It is vital for the profession that nationally-funded Employee potential new entrants see it as an Assistance Programme for all attractive option when considering frontline education staff. Let’s also their careers. High levels of stress, not forget about the mental health caused by excessive accountability in a and wellbeing of senior leaders Emma Hollis is fear-driven culture, permeates through within the ITT sector who are facing Executive Director the system. Trainee teachers entering momentous change with the of the National classrooms for the first time are often introduction of the ECF, ITT Core Association of surprised and shocked by the levels of Content Framework and ITT School-Based Teacher Trainers stress they encounter in the colleagues Inspection Framework, all against the (NASBTT) who are trying to support them. As an backdrop of ongoing pressure to introduction to the profession, this can recruit sufficient numbers of trainees be incredibly damaging – triggering in a competitive graduate marketplace.

PRIMARY SCHOOL MANAGEMENT 59 BE PROACTIVE IN YOUR PROCESS Take a strategic approach to risk management says Laura Williams

s school leaders, risk is something At a strategic level, risk management should the impact of any risk. If your management that we are incredibly familiar with. be linked to your school development plan actions are effective and the risk can be We have processes in place to and its objectives; specifically the risks that deemed ‘low’ then you are managing ensure safety on school trips, that will impede you from implementing your risk effectively. Aour site is secure and that the staff who work plan effectively. Strategic risks usually fall into five main for us are screened in accordance with categories; governance, educational, safeguarding legislation. These systems are WHAT TYPES OF RISK financial, external and compliance. woven into the fabric of school life, often Operational risks, as outlined above, may without issue or incident. ARE THERE? be incorporated into your risk management However, there are other types of risks to It’s easy to fall into the mindset that process but only if there is a significant our schools – beyond the operational – that everything is a risk i.e. an accident on a impact upon your progress towards your require more consideration and focus to school trip or a break-in at school. While strategic objectives. Chances are, serious allow us to mitigate them appropriately. these are all risks, as outlined above, they will operational risks would be covered under By taking a strategic approach to risk likely already have comprehensive mitigation one of the other five types of risk. management, your school can be measures in place. Unless you have reason Here are some examples of risk for proactive and make well-informed and to believe that your measures are not each category: timely decisions. working or are out of date, an audit identifies areas of concern or some Governance: constitution or structure WHAT DOES RISK other variable factor has changed, of your LGB (numbers, attendance, then these types of risk committees), capacity of the LGB MANAGEMENT need not feature on in terms of skillset and time, conflicts INVOLVE? your strategic and of interest. The process of risk management involves six ‘live’ risk register (or Educational: outcomes, Ofsted, curriculum, steps; identification, assessment, similar document). provision, staffing etc. measurement, management response, Risk management does not Financial: limited income, insurances, monitoring and reporting. equate to voiding risk altogether procurement, internal controls, cash flow, As an organisation, you should have a as this is often not possible. It’s inadequate information or reporting, asset process that outlines how you follow these about forward thinking, taking management. steps to ensure that the management of risk appropriate action at the right External: reputational, demographic is clearly articulated, understood and time and ensuring that you’ve changes, pupil numbers, community, implemented by key stakeholders. done all that you can to reduce changes in government policy.

60 PRIMARY SCHOOL MANAGEMENT Legal and HR

Compliance: failure to meet legislative To be clear on accountability and requirements, poor knowledge of responsibility, you should determine who responsibilities and regulations, audit issues. ‘owns’ each risk. This will likely be the person who is responsible for implementing the mitigating actions. While we know that “Risk the ‘buck’ stops with the headteacher, risk management is everyone’s responsibility. RISK MANAGEMENT: management Line management and reporting to your does not equate LGB should incorporate the risk SELF-EVALUATION management process, ensuring that the to voiding risk accountability chain is robust. altogether as this • Do we have a formal risk HOW CAN WE MAKE management process? is often not • Is it explicitly linked to our strategic possible” SURE OUR RISK objectives? MANAGEMENT • How do we categorise risk? HOW DO WE PROCESS IS FIT FOR • Is our assessment of risk robust? PURPOSE? • What is our approach to risk? MANAGE RISK? When a risk has been successfully mitigated • Are accountability lines clear in Where a risk has been identified, you need to what you determine to be an ‘acceptable’ terms of risk management? to be able to quantify both its probability level, there should be a point where this risk • How do we communicate of occurrence and the relative impact if it is removed from the risk register. This does occur. management action in terms of means that the focus of risk management is addressing risk? When you have identified the measures not diluted and that priority is given to you are going to put in place to mitigate the current and ‘live’ risks. In the future, it may • How does our governance structure risk, you should then assess what effect be that some risks ‘return’ and at that point, support risk management in terms these measures will have on both the they can be revisited. of scrutiny and challenge? likelihood and impact. You should expect a When it comes to managing strategic • How do we keep our risk lower probability of it happening or a lesser risk, it’s important that the process is management process objective? impact if it does after you have taken integrated into existing structures and • How do we determine whether a management action. systems. This ensures that it is a regular risk should be removed from the In the academy sector, this risk topic of discussion. The more people that risk register? assessment process is documented on a risk are involved in the identification, assessment register. In the maintained sector, you may and management of risk, the less likely it have an LA risk register template that you is that the process will become subjective use or you may record it in another way. or overlooked. There are four main approaches to risk; Risk management may appear to be an tolerating (accepting and managing), onerous administrative process but when it’s treating (controlling or reducing), transferring well implemented, it can help you to protect Laura Williams is an (contracting out or insuring) and terminating your school, staff and students as well as executive coach and trainer (avoiding). The approach you choose to save money, provide stability and help you working with headteachers, manage each risk will depend on your to make smart decisions about the use of SBLs and CEOs context and your resources. time and resources.

PRIMARY SCHOOL MANAGEMENT 61 SUBSCRIBE � SUBSCRIBE � SUBSCRIBE � SUBSCRIBE � SUBSCRIBE � Subscribe to 3 issues for ONLY £6*

“Without a responsible SLT and a reliable back office a primary school wouldn’t be able to function. We here at PSM want to foreground and celebrate the valuable work done by senior leaders, SBLs and administrators, and their contributions to ensuring that pupils can fully realise their potential.”

Mark Hayhurst, PSM Editor SUBSCRIBE TO AND GET ADVICE THAT’S • FINANCIALLY SAVVY • CREATIVELY AMBITIOUS • OUTWARD LOOKING • SELF IMPROVING EASY WAYS TO SUBSRIBE www.primaryleaders.com/4220 3 1 2 0800 904 7000 FORISSUES JUST 2 PLEASE QUOTE: 4220 *

Freephone lines are open Monday-Friday 8am-6pm, Saturday 9am-5pm. *Terms and conditions apply, for further details please refer online. [email protected] £6 Legal and HR ARE YOU READY FOR A LOCAL SPIKE?

Harris Federation’s response to the pandemic lockdown contains important lessons in health and safety preparedness, says Graeme Holland.

eicester’s lockdown in late June was This quick action meant that headteachers training to prepare staff to help pupils a stark reminder to schools across could then review and adapt much more feel emotionally safe and secure about the country that the pandemic is far quickly than if they had been returning to school, and access to stress from being in retreat. working in isolation. management e-learning courses for LEvery school leader and teacher will be staff and senior leaders. aware that other lockdowns are a distinct TRAINING The pandemic experience showed possibility if there are local spikes in that with preparedness, strong leadership Malcolm Drakes, leadership consultant to infections in the coming months. and support a large MAT could handle Harris Federation, said: “While many The impact of these are all too clear, so the challenge of the pandemic individual schools struggled with how to having a solid health and safety set-up is an lockdown confidently. equip their staff, the Harris central teams absolute necessity for schools in these It has also been an opportunity for identified and purchased all the PPE required covid-haunted times. learning and the experience will help for all academies, including face masks, Steering through the pandemic has been a the federation to develop even stronger antiviral sprays, gloves and infrared huge challenge for all schools and creates systems so that they are ready if there thermometers. This was then distributed to significant risks for multi-academy trusts is a local spike in the future. schools so that leadership teams could focus which are responsible for multiple schools. Malcolm Drakes said: “There will be on preparing rather than on procurement.” This is where a strong central team, some lessons that we can draw from The Harris Federation health and safety supported with external expertise, resources our health and safety set up. Having and facilities management teams were and leadership, can come into its own. robust online systems that provide easy supported by health and safety consultants That was certainly the case at Harris access to bespoke training provides a who produced more than ten covid-19 Federation, one of the largest MATs in the model approach to the curriculum and school-based updates over this period. These country. The federation, which has 48 online training that we want for all staff were drawn from the numerous government primary and secondary academies across and pupils. guidance documents and ensured the Harris London with 36,000 pupils and over 4,000 “We have risk team could apply the most current staff, is a good example of the role a strong assessment information to the schools. central MAT team can play in easing the templates that can Staff across the MAT could also access a workload on headteachers, using its central be easily range of health and safety online training teams and external support to provide strong contextualised for a courses, written specially in response to leadership and guidance. school’s needs and we this new way of working. want the same for The wellbeing of staff and pupils online learning. GUIDANCE has been at the centre of the As soon as pandemic started to hit the Harris response to the “We’re reviewing our headlines Harris Federation’s central HR and covid-19 disruption. business continuation plan health and safety teams swiftly produced This included and we are planning to model risk assessment templates based on create a central bank of template risk assessments written by our online teaching and CPD health and safety experts, summarising the resources so that we are barrage of government advice and guidance. ready to switch into online learning and staff CPD if we need to.”

Graeme Holland is Head of Health and Safety at Judicium Education, a professional services company working with more than 1,200 schools across England, including Harris Federation. www.judicium education.co.uk

PRIMARY SCHOOL MANAGEMENT 63 PSM 4.6 master_PSM 21/08/2020 11:19 Page 64 THE

GUIDE TO... Procurement and Budgeting HOW TO DEAL WITH A TENDER PROBLEM Hilary Goldsmith gives her advice on using a procurement framework

rom pens, toilet rolls, stationary, body (a purchasing consortium, the office equipment to catering, you Government or a Local Authority) know you’ll need them. carries out a process to pre-select For many school business suppliers and sets terms and prices Fleaders one of the most complex tasks for a period in advance (up to three they undertake is the tendering and years). procurement of new goods and services. The frameworks that were used in Many schools end up allowing contracts this process are then available for to roll over in an almost perpetual state, schools to use as and when required. using the same supplier for years, The tender process takes place in rather than carry out a new advance, and then suppliers are procurement exercise. called on to deliver Complex OJEU tendering rules, the the pre-agreed specification identification of suitable suppliers when required. and lack of knowledge over how to run a tender process can all be WHAT ARE THE BENEFITS reasons why some SBLs fail to adhere to their own Best OF USING ONE? Value principles. One Aside from the hassle of having to alternative to running a run your own process, using a full tender can be to use procurement framework means: a procurement • The prices quoted are fixed framework. and have already been tested for best value. • A wide range of suppliers have WHAT IS A been invited to tender - a wider PROCUREMENT range than might be interested FRAMEWORK? in your single job. A procurement • The frameworks will contain framework or detailed information about the Framework Agreement, is products and the services that are an arrangement where a available to you. • Terms and conditions of the tender and purchase agreement are already in place, and will usually have been written by an expert who has your school’s best interests at heart.

PRIMARY SCHOOL MANAGEMENT 65

BE READY • Frameworks will have already been checked for legal compliance, so your due FOR THE diligence is already done.

SO HOW DOES IT UNEXPECTED WORK? First off, you need to find a Sue Birchall examines how to manage emergencies and framework provider. There are a plan your budgets to cope with any eventualities few to choose from, but the DfE’s Find a Framework service (https://bit.ly/2CPU629) is a great mergency planning has been top cause school closure thus impacting on place to start. of our agenda due to the outbreak learning and exams. There are several areas It will take you through a of the Coronavirus. The disruption which could have a financial risk. question process to lead you to to everyday living has been We are all aware that staffing is our largest the perfect framework and Esignificant and no less so in schools where expenditure and the impact of absence can provide for whatever you’re it has been very much a case of plans be extremely detrimental to the budget. At sourcing. Or there is a list of all changing as government advice changes. approximately 70 per cent of the budget, it is of the available frameworks at As a public body, our emergency planning is by far our biggest and most expensive https://bit.ly/3gayegd. not primarily about budgets, we are funded on resource. Any loss in this area can have a Once you have found your student numbers and operational needs and significant impact, particularly if you are a framework, you need to fortunately our day-to-day income is not small school. Considering the impact of any complete a specification, directly affected by emergencies. That is not staff absence when writing your school outlining your exact to say that some budget considerations staffing strategy is good practise and where requirements, so that suppliers should not be assessed during this disruption, possible providing a financial allowance can provide an accurate quote. but just how do you plan and budget for when budget setting. An emergency plan Remember, the more detail you such events? should always look at put in, the more likely you’ll find In the education ways you can collapse the right supplier. industry we are used “Access to school classes, using When your quotes come back, to producing or site in the event technology and there are two options: emergency plans achieve collaboration Firstly you can carry out a mini and all schools and of an emergency with other schools to competition to select the academies will have share staff in the provider that most closely meets a version of a can have a cost” event of an the needs of your school. Use Business Continuity emergency. your normal Best Value practice Plan. It is that document that we revisit, When looking at staffing we tend to think here - it’s not always about the usually on an annual basis or when there is a of classroom-based staff as they have a lowest price, you can award on significant change in management. It ensures direct impact on teaching and learning. previous relevant experience, that all of our action flow charts are fit for Consideration also needs to be given to appropriateness of the goods purpose and accurate and we have a plan if the support staff who keep your school offered, or other factors which the worst should happen. This may again be running. Imagine the difficulties are specific and important to added to in the event of weather disruption or that would arise if there were no staff to your school. more recently Brexit. It largely focuses on the open and keep the school stocked and The second option is a direct operational aspect of such events with a focus clean or anyone to work in reception and award. This can happen where of least disruption for our students and their manage back office functions such as paying there is only one supplier in the learning and rightly so. bills or first day calling. Using the framework. If the goods or Alongside this runs the finance Risk Coronovirus epidemic and the expectation services you need are Register, a document that is statutory in on provision of free school meals as an straightforward and of relatively academies and good practise in maintained example, this consideration also needs to be low unit value, this is a great schools often required by the local authority. given to your catering provision. option, as you can award the This is the document that measures the contract to a single supplier impact of any significant disruptions or straight away. alterations that will have a financial effect SKILL SET While it would be impossible to have a plan Just remember that before you on the school and its budget forecasting that covers all situations, understanding your award any contracts, you do still and management. As a dynamic document staff skill set will enable you to have need to seek all the usual it enables school leaders to make an contingencies in place for all eventualities. authorisations as set out in your informed decision based upon the level of Having staff from whatever department Scheme of Delegation. associated risk. taking second subjects or even support staff who are able to manage classes adds an IMPACT extra element of provision. Processes such as Hillary Goldsmith is a school Part of the process of risk management is to business leadership consultant collecting data on availability in bad weather, look at the impact of emergencies that may ability to attend school in adverse conditions

66 PRIMARY SCHOOL MANAGEMENT Procurement and budgeting

and out of work commitments will all give EMERGENCY and students being accessible offsite will you a head start when looking at an ensure instant access for parents, appropriate management strategy in an MANAGEMENT PLAN carers or next of kin as well as medical data emergency. Your Senior Leadership Team will Access to school or site in the event of an if needed. The ability to be able to pay always be your first point of call but having a emergency can have a cost. While we all salaries, suppliers and for emergency supplies second and third string for emergencies is have insurance, there are excesses to pay and can be invaluable during an emergency. good planning. there may be costs that fall outside of your You may feel that your school is not in insurance. Things such as fallen trees, a position to be able to allocate a budget building problems, asbestos removal, to to emergency planning, we are all aware of name a few, could all become a cost to the the restrictions of the budgets. However, now school that you hadn’t budgeted for. An is a good time to consider it, we have had an emergency management plan will always injection of increased funding and before we look at physicality, the ability to access your allocate it to something else it would be HERE’S WHAT TO school and provide services, good practise prudent to have some set aside ‘for a rainy would be to ensure that it is a consideration day’. At the end of every year, if you are LOOK AT during budget setting. fortunate, there will have been no need to The risk from other areas of school spend it. Of course, if you are a maintained operations that can be affected can be school this will have to be considered to keep Emergency Planning in strategic budget mitigated through effective everyday good setting is best practise and can be a way within the balance control mechanism. planning and process. As a school, you will of accumulating a cushion at year end It is important to remember, not all already be aware of the financial risk but not all emergency planning needs to emergency planning needs to have a attached to contracts and terms and cost – consider: huge cost, including the consideration in conditions of provision of services. Having an good strategic planning would mean that • Collaboration with other schools. up to date contracts register which shows it can be an integral part of the budget setting terms and conditions, early withdrawal programme and even a financial cushion at • Resource sharing. clauses and emergency procedures can save year end. • Use remote strategies for MIS and time and money. Along with this a list of Finance processes. contacts for easy contact if necessary. • Plan your emergency plan strategy in advance. INFORMATION Making sure that you can access important Sue Birchall is a consultant, • Make your staff aware. sources of information such as your speaker, writer, trainer and business manager at The • Plan, plan, plan. information management system and finance systems remotely will pay Malling School, Kent dividends in an emergency. The data for staff

PRIMARY SCHOOL MANAGEMENT 67 SHOULD YOU CENTRALISE OR NOT ? Will Jordan examines the thorny issue of how to structure budgets across MATs

ulti-Academy Trusts (MATs) have growing, it is proving harder to establish and accounts where the budget systems are come a long way in the past few very few Trusts have adopted this approach. maintained centrally. years and there are a growing GAG pooling is a separate issue entirely to Here the ‘big-ticket’ items and more number of Trusts that have that of centralising bank accounts, as there is complex assumptions – funding, payscale Mstarted the financial centralisation journey. no link between cash management data, pay rises and teacher pay/pension The Kreston Academies Benchmark report, strategies and reserve policies, but is one grants – and top slice are all managed by published in January, highlighted that larger that invariably generates some strong views. the Trust and the schools will use their local more centralised MATs are operating more One area of centralisation that has seen knowledge to maintain staff contract data efficiently and with lower average surplus/ much lower levels of adoption is the and discretionary non-staff budget data, deficit, which suggests that economics of centralised approach to budget setting/ such as resources and premises. scale are being realised. strategic planning. Most MATs will insist on There are several ways that centralisation the eventual sign-off of budgets, once they WHY IS IT STILL can happen, and, in many cases, the local have been prepared and approved locally, context combined with the recent growth of but the extent that they are being prepared RELATIVELY the MAT will impact on both the ambition centrally is still not something that we come UNCOMMON? and resource availability to make such a big across too often. So, to centralise or not to There are two main blockages that we and decisive change. For those MATs which centralise? That is the question. see holding back the centralisation have embarked on this journey, the first step of the budget process. is usually to move to a centralised bank The first reason is cultural and account. This can provide some major WHAT IS THE surrounds the perceived reduction benefits, many of which can be achieved in a of autonomy that was also short space of time: reduced access to bank DIFFERENCE? encountered when centralising With a varied landscape and MATs adopting accounts leading to reduced risk of fraud/ finances and bank accounts. many different schemes of delegation, we error; pooling of cash to help manage However, where we have have seen some MATs where the budget seen this implemented – process is very much completed within the MAT in question already their schools, with a handful of budget had ultimate sign-off on assumptions set by the Trust, to try to budgets in a non- ensure there is an element of centralised approach – the consistency across the schools. reality is that schools will In the cases where we have seen a still have a big say in where strong degree of centralisation, the their budgets are allocated, budgeting process has taken a even if the Trust is leading similar path to the one the process. cashflow taken on bank peaks and troughs; and efficiency – with fewer bank accounts leading to reduction in management time (bank reconciliations, payment runs, internal transfers and so on). Of course, centralising bank accounts does not happen without its challenges and can often be interpreted as ‘GAG pooling’. This is where the Trust receives its funding centrally and then allocates budgets to the individual schools, rather than schools receiving their income and then just paying a top slice to cover central costs. The same Kreston report highlights that, while the level of interest from MATs in GAG pooling is

68 PRIMARY SCHOOL MANAGEMENT Procurement & Budgeting

The second reason is that the budgeting systems landscape has not kept pace with “A top-down the emergence of MATs. Given their long history with standalone schools it is difficult approach to to re-design systems from the ground up, budget setting and therefore insist on a school-led approach, with the MAT requirements will transform HERE’S WHAT YOU largely being fulfilled with a few aggregated MAT reports. The ability to automatically planning NEED TO KNOW populate budgets based upon MAT processes” defined assumptions is only available from MAT specific systems, such as our • The Kreston Academies Benchmark own IMP Planner. report has highlighted that larger seen six-figure budget swings (within more centralised MATs are primary schools) when we have started operating more efficiently. WHAT ARE THE to apply consistent budget treatments to budgets that have never been • MATs’ first step on this road is to BENEFITS? looked at or prepared on a consistent move to a centralised bank account A top-down approach to budget setting will basis previously. – however, a centralised approach transform planning processes. With an to budget setting and strategic underlying confidence in the planning is an ever-growing trend. core of the budget, along with MAT defined WHAT ABOUT • Here the ‘big-ticket’ items and assumptions being consistent and correct, ‘WHAT IF’ more complex assumptions are time can be spent on the more discretionary SCENARIOS? managed by the Trust – and areas where real value can be added. This schools use their local knowledge In addition to the creation of the core can link available budget to school to maintain staff contract data budget plans, once these have been improvement plans or other areas of and discretionary non-staff defined, within a centralised budget development. budget data. structure MATs can then ‘stress test’ these Improved efficiency is also a major outcome models with a host of ‘what if’ scenarios, • Barriers to overcome in centralising of a centralised model, as MAT budget items across all their schools and years, instantly. the budget process are cultural can be automatically calculated, reducing the Uncertainty is one of the few certainties (and the perceived lack of need to check each budget line. While both in the current climate, so being able to autonomy within schools) and of these areas bring some hefty benefits, the model various outcomes is crucial. This that school budgeting systems key reason that we see driving this change is process needs to be simple to ensure that have not kept pace with the the potential negative impact of getting the multiple scenarios and combinations of emergence of MATs. budgets wrong and the unsustainable scenarios can be considered. • MATs should consider whether process that is required to check the school’s Without a unified MAT database – their current budgeting software budgets and underlying assumptions in with automated can automatically populate granular detail. budget building – budgets based upon MAT planning will be a real defined assumptions – this is challenge as these needed for effective centralised scenarios are driven by budget setting. changes to individual • Primary MATs are reporting school data-sets, it takes too improved six-figure budget long, and is open to swings given their enhanced inconsistency and error. ability for budgets to be automatically calculated.

Having confidence in the MAT budget has never been more important. The funding environment is still extremely challenging and despite promises of increases, the details on these are still light and uncertainty remains. In addition to the headline funding there are a host of temporary grants (pay/pensions etc) that all must be factored into each budget, within each school and each year. With so many moving parts the opportunities for inconsistencies, errors and mistreatments to creep in is high. Will Jordan is co-founder of With the MATs that we are working IMP Software, specialists in with, in a number of cases we have MAT budgeting systems

PRIMARY SCHOOL MANAGEMENT 69 PSM 4.6 master_PSM 21/08/2020 11:19 Page 70 THE

GUIDE TO... Leadership VISIT DON’T OBSERVE Paul Garvey gives his views on the way forward for classroom inspectitions

’ve deliberately not titled this piece ‘Lesson Observations’- the reasons will become crystal clear! II love visiting lessons. It’s a delight and a privilege and I’ve been lucky enough to have visited well over 10,000 as an inspector and consultant to schools (OK, that’s not terribly accurate, as I lost count a long time ago!). I’ve learned an awful lot about the process, as a result. I’ve both observed and graded lessons in the past. I’ve done it on my own and fed back the mandatory three stars and a wish to teachers. I’ve seen joy prompted by a good grade and the devastation I caused by a poor one and I’m sorry! Fifteen years ago, I thought I was doing right, as it was all there was at the time. I did my very best and I was glass half-full, but I knew the process was wrong. OFSTED About ten years ago, Ofsted introduced joint lesson observations. I was leading inspections then and it changed my thinking completely. I had someone else to talk with and observing began to be a visit. I still had to grade the quality of teaching seen. But at least I had someone off whom I could bounce ideas. However, I realised I could go further. What if several people were in the classroom and they all talked, quietly, but with intent to learn, about the learning and teaching? Talk for Teaching was born. INCLUSIVE At this stage, I and the people who worked with me, still fed back at the end of the day. No grades, but it was obvious what we felt from our feedback. However, it was far less threatening overall and much more

PRIMARY SCHOOL MANAGEMENT 71

HOW TO HOLD inclusive. I remember clearly a TA, ONTO YOUR feeding back to a teacher she’d visited as part of a Talk for Teaching group. She told me beforehand that she’d just be BEST STAFF quiet, as she could never feed back to a teacher. You should have Want to improve your teacher retention rate? Simon heard her concise, evidenced feedback. She was just brilliant! Hepburn takes a look at the issue Everyone’s views on T&L are important. The power imbalance with observation often impedes here’s no doubt that it’s getting WHAT CAN SCHOOLS harder to recruit teachers. While our learning. OFFER IN EACH OF Soon after that, I stopped the the problem has existed for longer feedback. It’s not needed. and is more severe in secondary THESE AREAS? Tschools, an increasing number of primary Everyone, from headteacher, to Values teacher, to LSA, to parent, to heads are seeing fewer applications for Schools will score highly in this area by governor and even to pupil (yes, jobs and more teachers pulling out of the default because of the tremendous social pupils have been involved in Talk recruitment process, even on the day impact every school makes! However, this for Teaching) learns what they of interview. can be lost in the day-to-day pressures of the learn. It’s highly individualised And while the COVID pandemic may job. Make sure you take time out to celebrate and the teacher joins in eventually lead to more people considering your achievements and the impact you are discussions in their own class. teaching, in the short term it is causing having on your local community – perhaps Hugely useful. significant disruption to teacher training as when you are celebrating the end of each I don’t feel observations are well as increasing stress levels for many term, take some time to look back at the any use. They are compromised teachers and heads. great things that have happened! It’s been because every single observation, With this in mind, it great to see many of no matter what the skills of the has never been more these schools coming observer, are skewed by: important for schools “It is important to together to produce to consider how to check the impact positive, celebratory 1. The criteria invented by the keep their existing staff videos during observers, often around what they staff. But how can of your work on lockdown, for want to see. you ensure this? retention” example. 2. Every observer carries the The key is making Involving staff in baggage of their experience. your school a ‘great setting your school’s 3. Teachers are under pressure place to work’ – somewhere that people are vision and direction and creating and and don’t perform as normal. happy and productive. And the knock-on monitoring your values will also mean that effect will be that as word spreads round the they are likely to feel a greater sense of In addition, when I ask a HT where teaching community, people will want to belonging to the school. the good teachers are and where come and work for you – reducing future are those that need support, they recruitment issues! Culture always know. So why observe and, In the early 2000s a booming economy Creating a supportive and open culture especially, why grade? It’s often led to employers having difficulty recruiting contributes significantly to staff retention. inertia, or a fear that heads won’t employees across many sectors. At the time I This starts with listening to your staff – either be able to show the quality of wrote a report called ‘Why Don’t People Want formally through staff surveys, a staff council teaching in their school. A vicious to Work for Us’ following research with eight or focus groups, or informally by having a circle. Observing to produce data. blue chip companies. real ‘open-door’ policy where people can Instead, visit classes, always The report concluded that there were four key share their concerns. with some other colleagues and factors that companies needed to focus on to Introducing ‘exit interviews’, ideally with an everyone in the room, including recruit and retain the best employees. independent professional or perhaps a the kids, will learn. Their learning • Values - are people ‘doing socially valuable governor can also identify any common will be enhanced by seeing you work or given the opportunity to do this issues that can be addressed. learning, not interrupted. Don’t alongside other work’? Schools might find teachers concerned ‘observe’, visit, with other • Culture - are employees ‘treated with about high workload, student behaviour and reflectors (not observers), to learn honesty, fairness and trust?’ issues with the working environment – from from what you see the spark (not • Organisational Health - is the school or trust concerns about health and safety to the teacher) and their pupils ‘successful, growing and offering opportunities everyday issues such as lack of time or space doing. You really will for the future’? to have a proper meal at lunchtime. all learn! • People Policies - are organisations ‘listening to Once the school has received this employees and giving them the right support’ - feedback it’s so important to act on it to the Paul Garvey, Education Consultant from financial rewards to development, training extent that finance and time allows. To take and owner of QA South-West and flexible working opportunities? one example, a school might introduce a

72 PRIMARY SCHOOL MANAGEMENT Leadership policy where any additional activity that requires teachers to do more work must be balanced by removing the same amount of work. Or the school might set up a group to investigate the many schools who are reducing or eliminating extensive marking. Finally, make sure that decisions are fed back and explained to staff. Even in a small school it is important not to assume that people will see changes!

Organisational Health It’s important to realise that many teachers are looking for career development opportunities and will move school to find them, even if they are happy in their current roles. What you can offer will depend somewhat on what type of school you are and the links you have within a local authority, multi-academy trust or other type of federation – but ensuring that all staff have access to high quality personal development and publicising internal promotions will help. One trust that has a good record in this area is the Learning for Life Partnership in Cheshire, where ‘Staff Development for All’ is one of the stated aims of the trust. CEO Dan Thomas told me, “as we grow, we have already found many opportunities to draw on the strengths of our schools to develop staff in all roles and at all levels, helping us create a strong and stable team for the future.” Examples of innovative development at area is to raise the profile of your school electric car schemes. the trust include holding a job open for a locally or nationally so that staff feel proud • Relaxation and wellbeing – can you primary school teacher who had the of teaching there. This might involve taking offer your staff social events (e.g. opportunity to teach in Italy for a year, part in research projects with local theatre trips, book groups, walking creating cross-MAT roles for teachers in universities, presenting at conferences such clubs), access to school sporting CPD and school improvement roles, and as ResearchED or entering competitions facilities or changing facilities for those helping admin staff through teacher training. such as the EdTech50. who cycle or run to work? Another way to help retain staff in this People policies HOW DO YOU KNOW Schools are under severe financial pressure, and it might be difficult to see IT’S WORKING? how you can make your school stand out It is important to check the impact of from others in this area. However, there are your work on retention. The most important a number of interesting schemes to metric is your overall teacher turnover HOW TO IMPROVE investigate that might just make a real rate, although it’s important to make difference. These include: allowances for individual situations within RETENTION IN YOUR that – for example a number of staff retiring at the same time. You should • Flexible working – this is often seen as SCHOOL also regularly repeat surveys or focus just meaning job-shares but there are groups in order to see how your staff’s other ways to see this including letting • Celebrate your school’s work. perceptions of the school are changing. people take time off for family events, • Listen to your staff. and even (if controversially) ‘duvet days’ • Show you are dealing with their where teachers can take time off at concerns. short notice! • Sabbaticals – these are rarely offered in • Offer great CPD. Simon Hepburn combines the UK but are common in other teaching with training, • Raise your school’s profile locally and countries such as Israel, where teachers consulting for schools on nationally. can take a year off for paid professional marketing issues, including development after six or seven years. teacher recruitment, and is • Promote from within. • Salary sacrifice – childcare voucher the author of Recruiting Teachers. • Be innovative with benefits. schemes were closed to new entrants from 2018 but bike-to-work schemes are @mktadvice4schl • Track turnover rates. still popular and from April 2020 there [email protected] have been major savings available on

PRIMARY SCHOOL MANAGEMENT 73 HOW WILL WE COPE WITH THE NEW NORMAL?

Karen Pilling explains what to consider as children with SEND return to school

o hopefully you have all had a chance handwashing sessions) each morning as environment. Many will be overwhelmed. to recharge your batteries after the our SEND children came into school, Just having to get up before 11am will be weirdest summer term in our history. really helped. tricky for a lot of them. Hopefully, we can now start getting The guidance makes it very clear that staff Unfortunately, there will also be many Sback to some sense of normality – or a new do not need to wear PPE unless the child children living in toxic, chaotic and/or normality for a while. The Government has they are supporting has symptoms. However, unhealthy environments which will likely released new guidance for schools on how to the guidance clearly identifies the difficulties have been made worse by the lockdown be fully reopened but ‘the proof of the pudding of reducing cross contamination when restrictions. This is particularly important to is in the eating’ as they say and there is a lot supporting children that spit or that use saliva consider for children with SEMH needs, for us to consider this term. as a sensory stimulant and makes it clear that since the lockdown may well have increased children that spit should still be in school. the difficulties these children have to SAFETY FIRST The guidance suggests that staff need to contend with. wash their hands more regularly but I think Firstly, and most obviously, is how we should Children with ASD and ADHD will some staff may still be anxious when keep children safe. New guidance lists a meanwhile find the reversion supporting a child with a high level of need. I ‘system of controls’ which must be adhered to to ‘normal’ school life in order to reduce risk. It states that children have found that completing individual risk should be encouraged to social distance but assessments with staff, that include a acknowledges that this may not be possible clear plan for what to do, have really with EYFS or children with SEND. It also helped with this. states that children need to regularly wash their hands. Anyone who has ever worked 24-7 STRESS with SEND children – or indeed children of Parents of children with SEND any age – will know that this is easier said will have had the additional than done. stress of supporting children Children with certain conditions, such as with a high level of need for ADHD or ASD, may struggle to social 24 hours a day, seven days a distance or wash hands due to sensory week. Many won’t have difficulties. The guidance has suggested that been able to leave the social stories will help with this. house at all. It’s important Although these are a really useful tool and that we talk to parents, find are used to good effect in many instances, in out how they’re coping and my experience, social stories need time to be catch up on any important embedded. The idea is that they are done events that may have regularly and repeatedly until the child begins occurred during lockdown, to understand but this can take weeks or so that we can point them in even months until it begins to work as a the right direction for any strategy. This therefore leaves the question, support they might need. what happens in the interim? Hopefully your The partial closures have school will have implemented a recovery meant that many children with curriculum which will include the reasons for SEND will have been at home extra hand washing etc.. and this should without their SEND needs being hopefully help. I have found that most of the met. That’s not to suggest that this SEND children that we have had in school is due to some shortcoming on the during the partial school closures, quickly got part of their parents – but there’s only into the routine of extra handwashing. so much that a child can be taught at Although staff have said that they home by unqualified families. underestimated the amount of extra time this We may see some children can take. We have also found that going ‘shell-shocked’ by the process of through a visual timetable (that includes returning to a school

74 PRIMARY SCHOOL MANAGEMENT Leadership

extremely difficult to manage. Staff must be time will be important. One Page Profiles, with SEND. Children with SEND are often prepared to recognise concerning behaviours transition sheets and CPOMS records will playing ‘catch up’ and so this experience when supporting the wellbeing of SEND all be really useful to help transition. The will not feel too different. If a child is not children. Many will need to be gently eased more information that is shared, the easier ready to learn, any attempts at interventions, back into school, while simultaneously trying it will be. tutors etc will have very little impact. What to preserve familiar routines. we need to do is get these children back on BACK TO ‘NORMAL’ an even keel and then we can see what The final consideration – and least needs to be done and what gaps need to CREATIVE THINKING be filled. Children with SEND are likely to have found important, I think, given current lockdown to be a traumatic experience, and circumstances – is to remember that children’s progress will have been affected. Karen Pilling is currently deputy an impending move to a new class or school headteacher and SENCO at Chapel Street may be overwhelming for them. This year, Although, some children with SEND may have actually made accelerated progress Primary School – a three-form entry children will have started their new classes primary school with a diverse cohort. with very little or no transition into their new due to having uninterrupted support at classes, year groups and schools. As we know, home, others will definitely have regressed. most children with SEND require additional For some children with ASD/ADHD and support with this, and schools would normally SEMH, their needs may have made it have done a lot to help prepare children for impossible for them to learn at home, their moves. thus requiring an extended period before There will obviously need to be some they’re able to settle back into standard creative thinking around the best way of school routines. supporting these children under the current The Government has talked a lot about TOP TEN THINGS TO conditions. It is likely that it will the importance of catch up and the need to REMEMBER take significantly longer for focus on maths and English. Although I can these children to settle in understand the concern, I’m not sure it and offering should be the main concern for children additional support The most important thing is that during this 1 children are as safe as possible under the current circumstances. Children’s wellbeing will inevitably 2 have been affected by the lockdown, but not all will necessarily have been affected negatively. Children have had little or no 3 transition – this will affect their ability to settle into their new classes. There have been a few subtle 4 changes to EHC legislation (https:// bit.ly/3fhfYk8). Keep an eye on whether these are upheld or if there are any further changes. Be vigilant for any safeguarding 5 disclosures following the lockdown – these may increase this term. Get children back onto an even keel 6 first – then worry about catch-up. Speak to parents and carers as often 7 as possible. Make sure that staff know the 8 warning signs to look for among children and parents, and how to recognise when their colleagues may be struggling. Remember how important routines 9 are for some children with SEND, try and get these in place as soon as possible. Check in with your one-to-one 10 staff to reassure and support, if needed.

PRIMARY SCHOOL MANAGEMENT 75 WHY ‘CATCH UP’ WON’T WORK Focusing solely on academic learning when pupils return is damaging and will lead to disengagement says Sara Alston

uestions about the return to safeguarding issues. But this highlights a are deeply concerned about the time school are haunted by two more fundamental misconception: that children have missed in the classroom. They ‘spectres’: the impact of the receiving teaching is the same as learning. see a need to make up this lost time and Q lockdown on the economy and As any classroom teacher will tell you, there missed learning as quickly as possible. They how we ensure children catch up. Both are is a significant gap between what is taught are focused on children who will not meet rooted in a desire to return to normality and and what is learnt. All children, even those ‘age expectations’. We will need to accept a fear that we, as a nation, and our children with a replicated school day being that children have missed school and will in particular, are going to be left behind in livestreamed into their home are going to not be at the same point as previous some kind of imaginary race. In reality, have missed key parts of their education. cohorts. We will need to respond to what the clock stopped for everyone at the Education and schooling are about more children have learnt, not what we expected same time and we will not be returning than book learning and teachers standing them to have learnt. to normality. up in front of the class delivering instruction. All our children have missed schooling It is about the interactions and relationships and will have had different experiences of that are at the heart of learning. SENSE OF EXCLUSION learning during lockdown. It will be easy to Those who adhere to the The concern about ‘age expectations’ is look at those children who have spent ‘teaching is learning’ likely to lead to a rush to formal every day, including holidays, engaged in school of thought assessments, so we formal learning activities and completed every piece of work set by the school and believe that they will be in some way ahead. Many people outside of the education system assume those attending school sites are receiving ‘normal schooling’ and will be ahead in this imaginary race. Those of us rotated to support on-site know that this is not true. The lockdown has highlighted and exacerbated the inequalities between the ‘haves’ and ‘have nots’. This has led to a moral panic about children who have not been able to access schooling at home and a desire to force feed them all the lessons they have missed as quickly as possible.

FUNDAMENTAL MISCONCEPTION The demand for ‘catch up’ is founded on false premises; children cannot be learning unless they are in school and that they only learn when they are being taught. This has led to a focus on those children who have not accessed teaching during the lockdown. There is a school of thought, spearheaded by ex-MP Andrew Adonis, that this teaching should be online, regardless of the access, suitability and

76 PRIMARY SCHOOL MANAGEMENT Leadership

separation. It will confirm their feelings dolphin. Even more importantly, who “The greatest that somehow school rejected them has been a carer for a sick relative or when it shut down and so it is not a safe dealt with grief for someone they necessity in the place for them. couldn’t see? return to school If we get this wrong and focus solely on This learning and possible trauma academic learning which children are not may not be on the curriculum but will will be to make ready or able to access it will intensify their be key to who our children are. feelings of disconnection, leading to Teachers’ responses will be key to how children feel safe, disengagement from school and learning. If children are able to reintegrate into valued and the focus is on academic catch-up and school and the people that they will telling children how much they have missed, become. If we dismiss this as not being wanted” it will be ineffective and counterproductive. ‘proper’ learning and focus solely on ‘catch up’, we devalue children’s PROPER LEARNING experiences and deliver damaging know where the children are academically Whatever their educational experience messages about school and their and can fill the gaps in their learning. during lockdown, children will have been place in it. However, this approach will further learning – even those who accessed no exacerbate the inequalities. formal schooling. It is too easy to feel that if NEW NORMAL Pushing children (and teachers) into ‘catch work was not set by the school and is not For children to catch up and re-engage up’ – including holiday and Saturday classes measurable in academic terms that it is not with school we will need to give them – will force children into learning they are ‘proper’ learning and doesn’t count. If we are the time and space to understand not emotionally ready to access. Rather than to re-engage children in school, we must and process their experiences of help them to ‘catch up’, it will exacerbate the recognise, value and celebrate their learning lockdown. They will need to learn inequalities. It will add to the sense of of all kinds. and adjust to the expectations and exclusion increased by calls for learning Much of this learning will be different to routines of the ‘new normal’. It will which they struggled to access without ‘school learning’ and not on the curriculum. take time and support for children to internet access, appropriate resources or a We need to take time to find out who has create trusting relationships with quiet space to learn. It will leave children experienced baking a cake, building a wall or adults and each other. This will not feeling lost and unsupported as they becoming an expert on the Roman Army or be a quick process and will be different struggle to deal with the life of an Amazonian for different children. bereavement, loss and For many who have experienced abuse and trauma, it may take weeks or months for them to be ready to access learning. Without this support children will not be able to ‘catch up’. Teachers know that unless children feel safe, they cannot learn. The greatest necessity in the return to school will be to make children feel safe, valued and wanted. Only when we have achieved this, can we begin to move their academic learning on. This may feel impossible, but it is the challenge met yearly by the best practice in EYFS. This can act as our model for supportive transitions to enable our children to re-engage in learning and catch up when they are ready.

Sara Alston is an independent consultant and trainer with SEA Inclusion and Safeguarding and a practising SENCo.

@seainclusion seainclusion.co.uk

PRIMARY SCHOOL MANAGEMENT 77 Review ReallySchool A tablet app designed to help teachers and TAs capture observations in the classroom

• Simple-to-use tablet app which allows for easy and flexible capturing of observations • Capture and record assessments from an in-built list of assessment points • Identify child-initiated activities and capture photos to support evidence • Generate journals and reports to ensure staff can see who is on track

Reviewed by: Adam Riches

You can also add voice notes to an observation. These work as a brilliant training resource or can be shared with parents to encourage engagement. The app is a good way of breaking down barriers between school and home by including the parent in what their child is doing at school. In addition, commentaries are helpful for those who eallySchool allows teachers, are less accustomed to primary schooling, TAs and parents to track as well as those with English as an progress of children using additional language. R video, picture and sound ReallySchool also lets you record video VERDICT recording. The app also allows staff to files to add to an observation. This is add notes and explanations, helping helpful for clearly evidencing your ✔ Designed with simplicity and parents better understand their child’s assessment judgements. The app also functionality in mind learning journey. Aimed specifically at allows staff to share achievements and ✔ Quickly and effectively report to Early Years and primary settings, progress of selected items with parents – all parents ReallySchool comes preloaded with all with a single click. In addition, parents can ✔ A well-designed interface and intuitive current UK assessment criteria. keep track of their child’s progress via the displays make the app easy to use Downloading the app is quick and easy. observations timeline. Families can also It’s designed to work with pre-existing print their child’s journal or share with ✔ Variety of evidence recording options databases so you can import students and family and friends straight from the app. to suit a plethora of scenarios staff from your school’s MIS system via a The streamlined reporting interface ✔ Compatible with a variety of hardware CSV file or Wonde integration. If you need allows staff to gain a clear overview of and school MIS to add them manually, simple-to-use tabs pupils’ progress via the Class Report grid. allow you to input information and assign This shows the number of observations individuals to groups or classes. captured per assessment point for each UPGRADE IF... The primary feature of the app is the child in the class, so you can see where easy and effective recording of students’ more attention is required. Navigating the You are looking for a way to track activity. You can create observations from content is simple and intuitive. You can student progress, collect evidence of an iPad or Android tablet, or with a simply select the view you need by successes and engage with parents. Windows PC or Mac. What is particularly filtering by subject or categorising by special is that you can support your assessment area – or view assessment observations and reporting with visual coverage as an easy-to-visualise heatmap. From £125, depending on evidence. Attach pre-existing photos or In conclusion, ReallySchool allows pupil numbers, reallyschool.com capture new ones straight from your you to be more informed about the device as activities are being completed. pupils in front of you.

78 PRIMARY SCHOOL MANAGEMENT Review Introducing British Sign Language Online signing course which acts as a comprehensive introduction for anybody interested in learning BS

• Independent lessons allow for sequential or modular learning ● Themes allow you to focus on your area of interest ● Clear and easy-to-interpret illustrations ● Video support for extra accessibility ● Mirror function allows you to practise back to yourself (webcam required)

Reviewed by: Adam Riches

ntroducing British Sign Language of the video demonstrations (brilliantly is an introductory course that helpful when practising) and if you have helps you learn and understand a webcam, you can use your screen as a I sign language, regardless of mirror so that you can see what you previous knowledge. The course is set look like signing. This is really useful up in a sequential way which allows you because clarity of frontal to master the basics of sign language communication is of such importance. through the use of text, videos and The mirror function opens up another VERDICT other mediums. small window so you can compare your ✔ Designed with simplicity and The lessons are accessible whenever, signing to an example video. This, functionality in mind meaning that there are no time coupled with the slowing down function, constraints on when tasks can be makes figuring out dexterity so much ✔ Exceptional way to quickly and effectively completed. Although the easier. This is the kind of feature that learn elements of sign language recommendation is one lesson a week shows that the creators of this course ✔ Well-designed interface with embedded or fortnight, those wishing to work at a really know how to teach their craft. videos and mirror function more rapid pace can easily do so. The course boasts simple ✔ Variety of contexts cover many areas of Each lesson is designed to be functionality which is clearly everyday interest completed in the order it is set out on signposted. There are ‘next’ and ✔ Course is accessible anytime for your the site. By using this sequential ‘previous’ arrows on each screen and convenience approach, knowledge and embedded videos are in a letterbox understanding of sign language is built format which means you don’t have to ✔ Easy to get started sustainably. Retake each assessment as open another tab to watch them. often as you like to try to improve on Although in places there are some your previous score. subject specific terms, these are clearly The lessons are designed to take one defined and the jargon doesn’t make the UPGRADE IF... and a half to two hours to complete but course content inaccessible. In fact, the you’re not constrained. Spend as long as additional knowledge makes accessing You want to train staff on the basics of how you need to take in all of the course materials more straightforward. to communicate using sign or are interested information before moving on to the What is striking about the course is in developing your own knowledge and next lesson. that you aren’t just simply learning how understanding of how to communicate with Something that stands out from the to sign. You also learn about the those with hearing difficulties. outset is that Introducing British Sign intricacies of communicating using Language is designed with the user in noverbal methods, the science of mind. You can switch between left and dexterity and, most importantly, the ins Pay what you can (minimum £3; normal right-hand preference, adjust the speed and outs of another language. cost £25), british-sign.co.uk

PRIMARY SCHOOL MANAGEMENT 79 NEW FOR SCHOOLS Support your pupils with this selection of resources, equipment and services

ASSESSMENT 1 2 ALTERNATIVES More Than A Score is a coalition of heads, teachers, education experts and parents campaigning to change the current system of high stakes assessment in primary schools. They point out that government policy presently focuses on accountability to the detriment of children’s education, and that the time has come to debate alternatives which would better serve schools and, most importantly, pupils. This term sees the pilot of reception baseline assessment, which is opposed by an overwhelming majority of primary school leaders. Over 5,000 schools have opted not to participate – to find out more, email [email protected]. morethanascore.org.uk

CUT THE ADMIN Automatic invoicing and payment reminders, Efficiently managing your pre- and after-school along with up to date registers, mean that clubs can often prove to be a bigger job than schools like yours can save lots of time initially expected. Kids Club HQ is a cloud-based previously spent on various administrative system built to solve this problem, featuring an tasks. For more details, contact online booking system for parents and numerous [email protected]. administration functions for school and club staff. kidsclubhq.co.uk

3 FALSE POSITIVES Disruptions to vital teaching, interference with crucial tests, unnecessary evacuations – false fire alarms can present huge issues within the education sector. Following a recent revision to British Standard ‘5839-1:2017 Fire detection and fire alarm systems for buildings’, 4 ONE OF A the British Standards Institute now KIND SIGNS recommends in section 20.2b that: We specialise in creating eye-catching, “All manual call points should be bespoke signs for schools, academies, fitted with a protective cover, which nurseries and children’s centres. We is moved to gain access to the pride ourselves on providing high frangible elements.” Safety quality, creative products at Technology International supplies a competitive prices, along with our range of protective covers, ranging all-important and very friendly from integral covers to sounder personal service. Our signs are entirely models, in variations to suit all custom made to customers’ specific applications. These covers are requirements, and we are also a specifically designed to prevent false leading provider of road safety parking alarms, be they accidental or products for use in schools. malicious. signs2schools.co.uk sti-emea.com

80 PRIMARY SCHOOL MANAGEMENT PARTNER CONTENT

5 7 MANAGE YOUR DATA EASILY TALAXY is an intuitive online pupil data management software solution for schools, academies and MATs linking with your MIS. TALAXY helps schools manage pupil data effectively in one complete solution and share information with parents and pupils. With more than 20 years experience in pupil data management, TASC Software designed TALAXY to reduce teacher, SLT and administration work, save money as well as further promote parental engagement in schools. A cloud- based progressive web app, TALAXY is multi MIS, multi- operable and multi-device. Offer video and telephone appointments WHAT WILL PARENTS’ • tascsoftware.co.uk instead of face-to-face meetings. EVENINGS LOOK LIKE? • Automate reminders to parents yet Parents’ evening - it’s never easy. This to respond. year, social distancing and new health and • Collate appointments and review safety policies could make the event timetables quickly and easily. particularly complicated. • Involve all parents so no one misses Fortunately, with a little help from out on the opportunity to meet. Parents’ Evening Manager, it doesn’t need to be. Book a free demonstration and get parents’ evening ready. • Eliminate paper and improve hygiene with online appointment bookings. parentmail.co.uk/parents-evening-manager

6

SHINE A LIGHT 8 StageSuperstore.co.uk offer new stage lighting and audio equipment for sale at competitive prices from many of the leading industry manufacturers. Contact them for all your professional EXPAND YOUR SPACE provide attractive entrance covers or lighting, audio, stage and theatrical needs. Twinfix Limited is a family-owned and managed weatherproof covered walkways. They are your one-stop-shop for lighting, designer, manufacturer and installer of high-quality With a keen focus on safety, Twinfix adheres sound, stage effects, scenic products, canopies for the education sector. to strict safety guidelines in relation to canopy staging and rigging, consumables and Canopies are a perfect addition to an educational structures. All canopies are CE marked and the make-up. Bespoke quotes and installations setting. Commonly used to provide additional play canopy roof meets strict safety tests. are available. and learning space, they can be fitted almost stagesuperstore.co.uk anywhere and can help to extend classrooms, [email protected]

PRIMARY SCHOOL MANAGEMENT 81 Comment SO THAT’S THE WAY IT IS! We are just the government’s babysitters claims Louis Walker

he government guidance for reopening has shown us our place! TOver the course of the Covid-19 pandemic we have learnt a lot about the role of schools in our society. No longer can we consider ourselves simply as educators of children, we may have suspected it before, but now it is clear, we send children to school to keep them out of the way of economically productive adults. We are the national babysitting service! It is all too clear that the government regretted their decision to close schools to all but key-workers. Ever since they have found themselves battling against their own social distancing rules to reopen them. The guidance for reopening fully in September has made it equally clear that schools will be kept open, at almost any cost! To paraphrase the 18,000-word guidance document: do “Much of this guidance also gives whatever it takes to get all children back to school and if anything can be done to make the impression of tokenism” things safer, please do it. pragmatic to ensure PPA and staff cover illness, and making staff collateral damage can continue, yet for teachers who provide in the process. The guidance suggests this BLAMED the cover, there will be a sense that they is now possible because the prevalence of I have never seen such liberal use of the are not being afforded the same the illness is lower and the test-and-trace phrases ‘wherever possible’, ‘if possible’, protection as the children. system is now up and running, but ‘where possible’ and ‘is not always evidence suggests that they simply cannot possible’ (there are 60 incidences I could open fully without accepting these risks. include). Following the Prime Minister BUBBLES Even at the best of times, schools throwing care home workers under the Similarly, while the segregation of bubbles should not work - the idea of thirty (or bus in July by indicating the care home must be enforced during school hours, more) children in the care of one of two mortality rate was their fault for not there is no such requirement for breakfast adults and all crammed into a small room following the guidance, how long before or after-school clubs. Schools will be is something that can only function schools are blamed for an increase in the keeping children separated through the because schools have been honed and transmission rates for not following school day, only to allow them to join streamlined over years. If they ‘break’ guidance starting ‘wherever possible’. together on the school premises after school, it is not a simple task to put it all Much of this guidance also gives the hours. Once again, we see expediency in back together again. With this in mind, if impression of tokenism. For example, the providing wrap-around-care to enable the priority is for schools to be open to all enforced separation of children into class or traditional working patterns at the expense children full-time, they need to work in as year group bubbles is likely to have a very of safety guidelines. similar a way as possible to how they did limited impact given children naturally In short, they have recognised that it is before - whatever the cost. segregate themselves in this manner. The not possible to open schools with the same bubble system could be simplified to being a safety standards that the rest of the ‘no assembly’ rule. Allowing teachers to country are entitled to. They are gambling move freely between bubbles is also very on children being more resistant to the Louis Walker is a primary school teacher

82 PRIMARY SCHOOL MANAGEMENT PSM 4.6 master_PSM 21/08/2020 11:19 Page 83 PSM 4.6 master_PSM 21/08/2020 11:19 Page 84