Leadership

Budget 2016: Osborne’s proposals and the sector’s response

Schools are going to be forced to become academies under the new Budget, announced this month by chancellor George Osborne. We provide a glance-and-go overview, plus a round-up of responses from teachers, unions and more.

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      string(338) "The long-awaited step towards a fair national funding formula and, of course, the shock announcement to force all schools to become academies were the stories dominating last week’s Budget headlines. Peter Downes, a long-term campaigner for fairer funding and very vocal critic of academies, explores the proposals ..."
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      string(5651) "24Vol 7.2School Leadership Todaywww.teachingtimes.comDebateFundingThe long-awaited step towards a fairnational funding formula and, of course,the shock announcement to force allschools to become academies were thestories dominating last week’s Budgetheadlines. Peter Downes, a long-termcampaigner for fairer funding and veryvocal critic of academies, explores theproposals so far.Since last year’s Spending Review, we’vebeen waiting for the governmentto make good on its promise for anational funding formula from 2017.The long-awaited consultation has finally beenpublished, although time is unusually short toprepare a response – the first of two proposedconsultations closes on 17 April.This is perhaps unsurprising, however,considering the short timescale overall. In lastweek’s Budget, chancellor George Osbourneannounced an extra £500million to ‘speedup’ the introduction of a ‘fair’ national schoolfunding formula, with the date set for AprilBudget 2016:Simply a new set ofwinners and losers?https://consult.education.gov.uk/funding-policy-unit/schools-national-funding-formulahttps://consult.education.gov.uk/funding-policy-unit/schools-national-funding-formula25Vol 7.2School Leadership Todaywww.teachingtimes.comDebateFunding2017. Mr Osbourne said the government’s aim is for 90 per cent of the schools that willbenefit from the new formula to receive it in its entirety by 2020 – a shrewd politicalmove, considering the date of the next General Election.Given that campaigners for a fair funding formula have been waiting for this forover 20 years, however, it would be churlish to do anything other than welcome theseproposals which seek to address one of the longest-running sources of dissatisfactionin education circles.The proposals for funding are, in the main, self-evidently sensible, yet problemsdo lie ahead – not least in regards to the government’s damaging obsession withacademies.What has been promised?The purpose of the reforms is to reduce the huge disparity of funding per pupil indifferent parts of the country. Dramatic figures are bandied around, and these can bemisleading because it is and always has been reasonable to expect that areas of thecountry with greater deprivation will receive more money for their pupils. Similarly, asit costs more to employ teachers where salaries are enhanced to meet cost-of-livingdifferentials (mainly London and its fringe area), it is not surprising to find Londonboroughs at the top of the ‘league table’. Ignoring the City of London, the gap betweenthe highest funded LA and the lowest is currently £2,856 per pupil, but in ‘real terms’ –that is, what you can buy with the money – the gap is closer to £1,500 per pupil. Evenso, for a two-form entry primary school of 420 pupils, that would provide over £600kextra, which gives considerable flexibility for smaller classes, better facilities, morebooks and computers, and more teaching assistants.The proposals are that funding will be distributed to Local Authorities (LAs) to passon to schools, and allocated according to a national formula based on the number ofpupils, deprivation (at pupil and area level), low prior attainment and English as an26Vol 7.2School Leadership Todaywww.teachingtimes.comDebateFunding Additional Language (EAL). School cost factors thatcannot be easily allocated on a formulaic basis will alsobe allowed, with a proposed lump sum for all schools,retention of the ‘sparsity’ factor, and allowances forgrowth in pupil numbers and geographic differences incosts. So far, so good.So what are the problems?First of all, there are no firm figures attached to theseprinciples at this stage, and until we see how thegovernment proposes to allocate funds to the factors,we will not be able to work out whether the relativitybetween the factors is fair.Furthermore, there has been a long history of LAsmaking decisions about the finer details of allocationto schools and, although this flexibility has beencurtailed over recent years, the LA officers consult withrepresentatives of local schools through the SchoolsForum and eventually emerge with a package that isseen to be appropriate in the local circumstances. Thiswill be continued for the next two years but then, from2019 to 2020, the government intends to allocate fundsdirectly to every one of the country’s 23,000 schools viaMany of those who currentlydo well out of the system willbecome the ‘losers’; they willbe laying off staff, reducingteaching assistants andpruning administrative staff.“”27Vol 7.2School Leadership Todaywww.teachingtimes.comDebateFundingWhat will the budgetmean for schools?■ The current system for funding schools will bereplaced by a fairer national funding formulafrom April 2017. The government aims for 90 percent of schools who benefit from the new formulato receive their extra funding by 2020. An extra£500million will be made available to ensure thedeadline is met.■ All schools will become academies. Every schoolin England will either have to be an academy by2020 or in the process of becoming one for 2022.Any school failing to make the transition will beforced to so under ‘radical’ new powers to beadopted by the government.■ Provision will be made to encourage academychains to take over so-called ‘Cinderellaschools’ which are unattractive to potentialsponsors because of their small size, tightbudgets, expensive buildings or remote locations.■ There will be £20million a year in additionalmoney for schools in the north of England.■ There will be a review to consider making"
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Leadership

Budget 2016: Simply a new set of winners and losers?

29 Mar 2016

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      string(313) "... alone was £113,000 per secondary school and £34,000 per primaryschool.This unprecedented upgrade and expansion programme also led to an IT boom in thesector. One bi-product was that schools became early adopters of IP camera technology.You only have to look at many of the earlier installations ..."
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      string(5635) "This month’s FeaturesVideo usage trendsin educationHow will UK schools and colleges take advantage of theirearly lead in IP video adoption over the next few years?Here, Frank Crouwel, an expert in network video anddigital video surveillance, discusses the thorny issue of IPcamera technology to reduce vandalism, theft, safeguardpupils and stamp out bullying.The Blair-led Government unveiled the largest UK schools spendingprogramme for 50 years back in 2004. The unprecedented £55bn investmentprogramme, which was called Building Schools for the Future (BSF), led to theconstruction of more than 70 new schools, and the extension and rebuildingof many more.It also triggered a colossal investment in ICT equipment across UK state schools. Annualinvestment rose from £683m in 1996/7, the year before New Labour came to power, to over£5bn per annum at its peak. Spending on ICT equipment was supported by a specific annualgrant which in 2007-8 alone was £113,000 per secondary school and £34,000 per primaryschool.This unprecedented upgrade and expansion programme also led to an IT boom in thesector. One bi-product was that schools became early adopters of IP camera technology.You only have to look at many of the earlier installations of camera systems to see how newschools, colleges and academies were embracing the next generation of IP-based surveillanceahead of most other sectors.At this point, the primary focus of systems was to reduce vandalism and stamp out bullyingas well as safeguarding pupils.  It was also deployed to prevent theft; and help investigatedamage to school buildings and incidents on school grounds. The new cameras were used toidentify suspects as well as saving time and manpower following the reporting of an incident.Initially, cameras were confined to entrances, corridors, stairwells, ICT rooms, outdoor playareas and school perimeters.  http://www.teachingtimes.comThis month’s FeaturesStudent and staffprotection in abusecasesIn our experience, we beganto see cameras being fitted intoclassrooms and interview roomsonly in the last few years to protectteachers from pupil accusationsof abuse. In these incidents, it isoften the pupil’s word against theteacher’s and sadly, all too often,teachers have been suspended (pending investigation) unnecessarily.The Government’s own figures, based on a census survey and qualitative study by LocalAuthority Designated Officers (LADOs) in 2011 (www.gov.uk/government/uploads/system/uploads/attachment_data/file/183532/DFE-RR192.pdf), found that 25 per cent of reportedcases of abuse were found to be ‘unsubstantiated’ and 19 per cent were proved ‘unfounded’. Atotal of 2,827 abuse claims were reported to LADO that year. The question is how many moreclaims would be proved ‘unfounded’ within minutes of the claims being made, if appropriatevideo infrastructure had been in place and could be called upon by head teachers? Indeed howmany of these claims would never reach LADO, thereby saving valuable public resources?Teacher trainingThere are other, more positive, reasons to bring cameras into the classroom and interviewrooms. Classroom-based video systems are increasingly being used as a teacher trainingtool, enabling teachers to review themselves and receive constructive guidance from teachertrainers. They can spot areas for improvement during review sessions and identify specificchildren that show signs of struggling to cope with a lesson, topic or subject.More recently still, we have seen a fresh wave of investment in schools and college asvideo cameras begin to be seen as the enabling device for a new breed of more interactivedistance learning courses for those fitting their learning around a full or part-time job or forthose unable to make it into school for some other reason: www.virtual-college.co.uk/news/GIA-Elearning-market-will-be-worth-107bn-by-2015-newsitems-801299148.aspxE-learning is booming globally so that according to Global Industry Analysts, the marketwill be worth £67.5bn by 2015. And it is being extended further onto smart phones and tabletsas ‘m-learning’ takes hold also. We firmly believe that the following factors are at work whichwill see the e-learning boom continue long into the future:As people’s lives have become increasingly busy, the flexibility offered by  e-learningcourses often becomes the only option for people to find the time to do a course orcontinue further studies.Employer training budget constraints continuing which leads to natural use of e-learning toplug the face to face training gaps.Increasing focus on life-long learning  as people navigate many more types of jobs overelongated careers today: www.dailymail.co.uk/news/article-2299486/Your-working-life-laid-bare-Six-jobs-12-pay-rises-125-days-sick–office-romance.html.Quality, availability and favourable pricing of the enabling technologies – broadband,PCs, mobile devices, video infrastructures.So will UK schools, colleges and universities, many of which were early adopters of IP videotechnology, start to review their use of video in view of the massive potential that it now offersthem?The change will take time and needs to be well thought out. But the case for using network-based video systems to support teacher training, e-learning and CMS upgrades (and moreapplications besides) is now firmly on department heads’ and head teachers’ agendas.  TheUK education sector is now in a great position to take advantage of its early adoption of IPvideo systems to support future operational improvements and growth plans.Frank Crouwel,"
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Digital Learning

Video usage trends in education

28 Feb 2014

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      string(378) "... pressed headssay they’ve nochance ofimplementing thePPA deal if their LEAsare left free toimpose hefty servicecharge increases Through the roof>TRENDS8 July/August 2005in his response to the Government’sthree-year budget proposals, called for acap to be imposed on service charge rises.The measure Mr Hart suggested wouldlimit increases ..."
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      string(5643) "TRENDS 7July/August 2005TRENDSHeadteachers say they are facing‘exorbitant’ r ises in the chargeslevied by some local educationauthorities for their services – in effecttaking advantage of a situation that is avirtual monopoly.Many schools enter into service levelagreements with their LEAs covering awhole range of services, such as insurance,IT, personnel advice, groundsmaintenance, personnel and payrolladministration, and cleaning and catering.Although heads can and do obtainservices from the private sector, the realityis that for many schools this is not arealistic proposition. The size of individualcontracts is not attractive to the privatesector. LEA packages, covering a wholerange of services, are more convenientand less time-consuming for schools.Because of this, LEAs find themselveseffectively in a monopoly position, and insome cases, says the National Associationof Head Teachers (NAHT), they areabusing that position by imposingexorbitant increases in their servicecharges to schools.Examples of increases given by theNAHT include an increase of 50 per centfor legal services, 51 per cent for buildingmaintenance and 146 per cent forproperty services. Some other increasesare shown in the table opposite.One headteacher of a primary schoolin a midlands authority told the NAHTthat his 2005–06 LEA services costs hadgone up from £49,700 to £60,400: a r iseof over 21 per cent. This includes 34 percent on insurance, 23 per cent onpersonnel, 37 per cent on staff absenceinsurance and 15 per cent on IT support.NAHT general secretary David Hart,Hard-pressed headssay they’ve nochance ofimplementing thePPA deal if their LEAsare left free toimpose hefty servicecharge increases Through the roof>TRENDS8 July/August 2005in his response to the Government’sthree-year budget proposals, called for acap to be imposed on service charge rises.The measure Mr Hart suggested wouldlimit increases to the equivalentguaranteed minimum increase in fundinggiven to schools in that year. In this way,hikes in service charges could not exceedthe minimum guaranteed per-pupilbudget increase.The guaranteed minimum increase thisyear was 4 per cent for secondary andspecial schools and 5 per cent for primaryschools. Although many schools hadreceived more than this, most still fell farshort of most of the price rises, accordingto Mr Hart.He said: “The exorbitant increases inservice charges levied by some localauthorities are a scandal. These LEAs areabusing their monopoly position. Theyare making a mockery of attempts to putreal increases into school budgets to payfor workload reform and other vitalinitiatives designed to raise standards. It istime that action was taken to curb theselocal authority excesses.”SurplusMeanwhile, timely figures released by theDepartment for Education and Skills haverevealed that primary schools in Englandhad nearly £750m in their bank accountsin 2003–04, working out at an averagesurplus of about £50,000. One school,say the figures, had £697,362 of itsbudget remaining.However, the NAHT has attacked theimplication of the DfES figures, sayingthat the official guidance for primaryschools was to carry over no more than 8per cent of their budget – which averagesto about £50,000.In addition, there may be many reasonsfor stockpiling funds, said the NAHT,typically associated with accumulatingfunds to carry out a particular project.One pressing reason given for keepingfunds in reserve is the implementation ofthe national agreement for England andWales on reducing teachers’ workloads.The agreement requires that, fromSeptember 2005, teachers get 10 per centof their time out of the classroom forplanning and assessment work.The NAHT has already voted towithdraw from the agreement, claimingmany of its members cannot afford this. Andwith heads already hard pressed to producethe magic funding rabbit in time to take onthe extra staff required to free PPA time, anyservice charge rises by LEAs could be seenby irritable heads as an attempt to disrupt analready difficult situation and to derail anyattempt by them to meet the fundingshortfall to implement workload reform.However, local government leadersremain dubious about Mr Hart’s claims.The chairman of the Local GovernmentAssociation, Sir Sandy Bruce-Lockhart,said: “Schools can purchase services fromwhomever they like but local authoritiesdo provide excellent value for money andthis is why they are popular with schools asservice providers.“There is no monopoly for servicesand contracts can always be renegotiated.Heads can always challenge any chargesthrough schools forums.“One-off examples do not provideevidence for a national trend. Theexamples NAHT cites may reflectparticular local circumstances or suppliercost increases which means these serviceswould cost more whoever provided them.”Selected increases in LEA service charges to schoolsBath and North East Somerset Personnel advice 31%Lancashire Supply cover insurance 30%Personnel services 11%Legal services 50%Blackpool Property services 25%Routine maintenance 16%Haringey Governor support 73%Personnel 55%Payroll 30%Swimming tuition 19%Property services 146%Luton Insurance 31%Norfolk Building maintenance 51%Lincolnshire Premises services 30%Payroll 18%A group work manual for practitionersby Berni Stringer & Madan MallBased on solution focused brief therapy, this manual presents arange of exercises, which can be photocopied for use with groupsor individuals. The exercises help children to explore their ownknowledge and perception of their difficulties and emphasise theirability to"
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Leadership

Through The Roof

1 Nov 2006

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      string(5641) "Preparing children for life in the 21st century requires not just an evolution in what they are taught but also how they learn.Research shows that in the coming years it will be attributes like creativity and problem solving that are valued most by employers, and schools are having to respond accordingly.Most recently we have seen a significant pedagogical shift towards flipped learning where pupils understand content through different types of learning, leading to a much more fluid interpretation of the traditional classroom and a design approach that integrates learning throughout the school environment. Different functional spacesUnderpinning Broadway Malyan’s design of a new generation of schools is the principles of STEAM, where science, technology, engineering, the arts and mathematics are used as access points for guiding student enquiry, dialogue and critical thinking. The schools we are designing provide a range of different functional spaces, depending on the needs of the users.Every school that we design is bespoke in terms of its response to its context, but each takes note from the last, and every project is an opportunity to unite the physical site with an educational vision, creating an environment that continues to push the boundaries of what’s possible.One of our earliest projects in the Far East was the Shanghai Dehong School where our proposed designs took a cluster of what would traditionally have been up to eight classrooms and provided just four fixed class spaces, resulting in an array of other learning spaces ranging from a large lecture space to individual learning pods.We pushed this theory even further to the limit at Nexus School in Singapore, which was completed in early 2020, where there are far less ‘traditional’ classrooms and instead clusters of up to six classes that work together in one volume where the focus is instead on smart furniture, innovative floor and ceiling finishes and acoustic interventions to provide the opportunity to divide into flexible learning zones.These principles are taken a step further in our proposals for Chengdu Westminster School in China which includes a 300m long Learning Resource Spine which physically connects all the teaching zones and provides an array of different collaborative spaces, bringing together different age groups and specialisms to promote dialogue and discussion.A hugely exciting journey has most recently taken us to Africa for the first time for our second project with Kent College, the Canterbury-based independent day and boarding school for whom we designed the first overseas campus in Dubai in 2016.First of three new schoolsThe new school is one of three new schools being developed as part of a major new mixed-use community 20 miles to the west of central Cairo and has been designed to accommodate 1,500 pupils from Kindergarten to year 12.The school reflects how the international school sector is continuing to evolve and thrive in countries with fast growing economies, serving both the ex-pat communities as well as aspirational local communities.I grew up in Egypt and lived and studied in Cairo before moving to the UAE and it is fascinating to see the change in people’s minds since the 2011 revolution in how they want to raise and educate their children.This has led to an increasing demand for English medium learning, globally recognised qualifications, and reliable routes to respected universities. Whilst Kent College Cairo will be an independent school, the design of Egypt’s first STEAM school represents a demand for high quality education in order to create the country’s leaders of tomorrow.The new campus architecture has been inspired by the physical location, geography and make up for the ground as well as the rich history of the site, most obviously the nearby pyramids and other structures from the country’s ancient past.The design is also a response to the strict local educational codes that require classrooms to face north to best utilise the natural ventilation and natural light. This provided a unique challenge in terms of delivering the right learning spaces as well as a circulation strategy that supports the desired integration of the different school functions.The campus comprises two main buildings around the edge of the football pitch, the first of which accommodates the Kindergarten, primary school, and auditorium. This is expressed in the form of an elongated ‘S’ along the south west boundary, whilst the senior school is positioned in a staggered massing on the north east edge of the campus.The seven-metre change in level across the site has been exploited to make effective use of the land area. Underground parking and servicing is situated underneath the football pitch with lower ground office space and a kindergarten training pool making use of large light wells to maintain good quality wellbeing for the students and staff alike.This modern approach to architectural identity references the solidity of structures in the historic context, taking inspiration from the singular use of material, visually striking in form and massing, coupled with a mix of rough texture and refined detail at the human scale.The buildings have a simple and elegant rhythmic design although opportunities have been taken to create signature elements within the scheme, like the auditorium with perforated gold fins that carry patterns inspired by ancient Egyptian art.The colour and tone of the buildings generally responds to the desert landscape, whilst the senior school uses a bold red derived"
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Learning Spaces

Launching A STEAM Revolution In Africa At Kent College, Cairo

16 Apr 2021

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