Global Schools Prize offers $500,000 cash to winner
Applications open today for a new Varkey Foundation initiative, delivered in collaboration with UNESCO, to celebrate the world’s most innovative and impactful schools. • Long listed schools will receive a Global Schools Prize Badge for world-class impact across 10 categories, including in AI transformation, sustainability, peace building, teacher development, and more. • One extraordinary school will claim the Global Schools Prize and $500,000 to scale its vision, while 10 category winners will receive $50,000 each. • Dame Christine Ryan, former Chair of the Ofsted Board, and Stefania Giannini, Assistant Director General for Education at UNESCO, to co-Chair newly established Global Schools Prize Council, which also includes Andreas Schleicher, Director of Education and Skills at the OECD, as well as former Presidents and former Education Ministers. The Council, which will guide the prize, will also be part of a prestigious judging academy which includes past winners of the Global Teacher Prize and Global Student Prize, and leading voices shaping the future of education, technology, and social impact. Dame Christine Ryan, the former Chair of the Ofsted Board, will co-chair the judging panel of the new $1 million Global Schools Prize – a Varkey Foundation initiative organised in collaboration with UNESCO to honour schools reimagining education for the future. Founded by renowned education pioneer and philanthropist Sunny Varkey, the Global Schools Prize joins the Global Teacher Prize and Global Student Prize, which he also founded, completing a powerful trilogy that celebrates educators, learners, and now schools as institutions of innovation and change. Together, the three prizes will spark a 360-degree conversation about what it takes to deliver the best possible education, equipping children to face the future with confidence – while rethinking the future of learning for generations to come. The Global Schools Prize will identify outstanding schools worldwide that demonstrate drive and ambition for their students, regardless of circumstance, ensuring every learner has the chance to thrive. Those longlisted will be awarded a Global Schools Prize Badge, symbolising world-class impact and achievement in areas ranging from AI transformation to teacher development. These schools will also be welcomed into the Global Schools Network, gaining access to partnerships, professional development, and global collaboration opportunities with other leading institutions. The longlisted schools will be split into 10 categories – and 10 outstanding category winners will each be awarded $50,000. To broaden opportunities for global collaboration, the Varkey Foundation is building a growing network of partners and sponsors across every category. Of the 10 category winners, one extraordinary school will receive the Global Schools Prize and $500,000 to scale its initiative. A Global Schools Prize Council, made up of some of the most respected and influential figures in global education, technology, and philanthropy, will guide the prize and provide strategic insight. It will be co-chaired by Stefania Giannini, Assistant Director General for Education at UNESCO, and Dame Christine Ryan, former Chair of the Ofsted Board. The Council will be part of a wider Global Schools Prize Academy, which will choose the winner. Sunny Varkey, Founder of the Varkey Foundation and the Global Schools Prize, said: “The Global Schools Prize is more than an award – it’s a movement to reimagine learning in a world of constant change. By recognising multiple winners, we shine a light on the many ways schools are driving progress – from innovation and teacher development to sustainability and student wellbeing. By celebrating these institutions, we can spark a global conversation about scaling the best ideas in education and inspire action that resonates far beyond the classroom.” Dame Christine Ryan, former Chair of the Ofsted Board, said: “Schools are at the very heart of communities, shaping not only the future of individual learners but the future of societies. The Global Schools Prize shines a spotlight on institutions that are leading with courage, creativity, and purpose – schools that refuse to stand still in the face of change. This prize is about celebrating their impact and encouraging global collaboration so that innovation in one school can inspire progress in thousands more.” Stefania Giannini, Assistant Director General for Education at UNESCO and co-Chair of the Global Schools Prize Council, said: “The Global Schools Prize celebrates the ideas and innovations that are transforming education. Around the world, schools are reimagining what is possible – finding new ways to inspire curiosity, strengthen resilience, and unlock the potential of every learner. By sharing these breakthroughs on a global stage, the prize reminds us that the power of education lies not only in knowledge, but in the creativity and collaboration that drive progress.” The inaugural Global Schools Prize will recognise schools across 10 categories: • AI Transformation • Arts, Culture and Creativity • Character- and Values-Driven Education • Global Citizenship and Peacebuilding • Health and Wellbeing • Overcoming Adversity • SEND/Inclusive Education • STEM Education • Sustainability • Teacher Development Other members of the Global Schools Prize Council include Rosalia Arteaga, former President and Vice-President of Ecuador, Nuno Crato, Portugal’s former Education Minister, Andreas Schleicher, Director of Education and Skills at the OECD, Dina Ghobashy, Director of Education Transformation, Microsoft, Lasse Leponiemi, Co-Founder and Chairman, HundrED Foundation, Deborah Quazzo, Managing Partner, GSV Ventures and co-founder of the ASU+GSV Summit, Heekyung (Jo) Min, Executive Vice President, CJ CheilJedang, Giuseppina Cannizzaro, Director, Dolce & Gabbana, Jonnie Noakes, Director of The Tony Little Centre for Innovation and Research in Learning, Eton, 2019 Global Teacher Prize winner Peter Tabichi, 2023 Global Student Prize winner Nhial Deng, and Global Student Prize finalists Kenisha Arora and Kekhashan Basu. The Global Schools Prize is open to government-run and privately funded schools worldwide that are going above and beyond to deliver quality education. Applications are now open, and schools interested in applying can visit www.globalschoolsprize.org.
New Key Stage 2 online assessments to develop literacy and numeracy skills
New online assessments that can support pupils to develop their literacy and numeracy skills in Years 5 and 6 are now available to schools in England. Covering reading and maths curricula across autumn, spring, and summer terms, NFER Online Assessments (NOA) aim to engage pupils with age-appropriate questions, optimised for the online environment, while saving teachers time. The assessments, originally launched in 2024 to pupils in Years 3 and 4, have been taken by over 9,300 pupils in the academic year 2024/25. This expanded offering of online assessments ensures schools can now support pupils throughout their Key Stage 2 journey. It offers pupils interactive, standardised tests that are fun and appealing to use. This platform also delivers reliable information to teachers for diagnostic and summative assessment purposes. Pupils in Years 3 to 6 will also get the opportunity to meet NFER’s friendly interactive guides, Noa the Panda and Fern the Robot, who will be there to help them navigate through the assessments via videos and practice questions. Meanwhile, teachers facing workload pressures will save time as 70 per cent of all NOA questions are marked automatically, leaving teachers to mark the ‘open-ended’ and ‘show your working’ type questions. Claire Hodgson, eAssessment Programme Director at NFER, said: “This dynamic and high-quality set of standardised reading and maths assessments is designed to be used each term to track pupil progress. Drawing on our expertise in assessment and using data and feedback from extensive trialling, we’ve developed an intuitive platform to provide stimulating, curriculum-aligned questions. “We’re thrilled that schools have fed back to say that pupils find NOA engaging, accessible and enjoyable and that teachers value its accuracy and time-saving benefits.” One school that has been using the tool told NFER: “I loved using NOA with the Year 3 pupils. It saved hugely on teacher time and the children had a positive test experience.” Schools that are interested in learning more about these assessments can join a number of demonstration webinars that will take place during the Autumn term.
Baxi signs expanded three-year STEM education partnership with Primary Engineer
Baxi announces its expanded partnership with purpose-driven, not-for-profit organisation Primary Engineer to bring STEM into the classroom and inspire the next generation of engineers. The initiative is funded by the BDR Thermea Foundation, the owner of Baxi’s parent company BDR Thermea Group, and follows the announcement of Baxi’s four-year principal Sponsorship of World Skills UK. Building on Baxi’s successful four-year partnership with Primary Engineer in Preston, where Baxi has its manufacturing facility, the new agreement involves expanding the Construction Programme to include Warwick, home to Baxi’s UK headquarters. Engaging 60 primary schools across Warwick and Preston will connect over 3,000 pupils with real-world Baxi engineers who will help them to develop skills, confidence and curiosity around engineering. The programme consists of two curriculum-linked engineering projects for Key Stage 1 (ages 5 to 7) and Key Stage 2 (ages 7 to 11) that encourage pupils to design, build and present their ideas. The initiative will simultaneously train more than 100 teachers who will be directly supported by the Baxi volunteer engineers during both training and classroom delivery. The initiative also includes a 3-year partnership for the ‘If you were an engineer, what would you do?’ competition in Lancashire and West Central England. Open to pupils aged 3 to 19, the competition invites participants to interview engineers, learn about the breadth of engineering careers, and develop imaginative solutions to real-world challenges. Baxi’s engineers will be involved in grading entries, judging shortlisted designs, and celebrating the winners at regional exhibitions and awards ceremonies. Carolyn Sidebotham, Head of L&D at Baxi UK and Ireland, said: “We are delighted to expand our partnership with Primary Engineer, with the support of the BDR Thermea Foundation, to include schools across both our Warwick and Preston locations. “It’s essential we encourage and inspire the next generation of young engineers to help us in the critical transition to clean heating and hot water – and this programme, which involves our own engineers, is a fantastic way to do just that. “Research shows that STEM aspirations and perceptions are formed during the primary years, so engaging with pupils at this early stage is vital to encourage a larger and more diverse talent force. By bringing engineering to life in such a fun and informative way, we hope to show what a meaningful career opportunity this sector offers.” Robert Von Roijen, Program & Partner Manager ANB at the BDR Thermea Foundation, said: “Our mission to empower young people to pursue impactful careers that support the energy transition aligns closely with the goals and outcomes of Primary Engineer. Through this partnership, we can deliver measurable local and national impact across Baxi’s UK locations, providing engaging and meaningful volunteering opportunities for our engineers and supporting diversity and early engagement in engineering. Collaborating in this way, we can help build long-term interest in engineering careers aligned with a just and skilled energy transition.” Primary Engineer Head of Partnerships Natasha Kinnear said: “We are thrilled to be expanding our partnership with Baxi and the BDR Thermea Foundation. Together, we’re opening the doors of engineering to thousands of young people, helping them to see how engineering is relevant to their lives and how they can play a part in shaping a more sustainable future. “By connecting pupils with real engineers, whether through practical classroom projects or the ‘If you were an engineer, what would you do?’ competition, we’re inspiring creativity, curiosity, and problem-solving from an early age. It’s partnerships like this that show how industry and education can work together to equip the next generation with the skills and ambition needed to support the energy transition and help tackle the challenges of tomorrow.” The Primary Engineer programme will begin in the autumn when teachers in the Preston and Warwick participating schools, supported by our engineers and the Primary Engineer team, will be introduced to this year’s construction projects.
Glasgow pupil’s invention prompts Time magazine Girl of the Year honour
A schoolgirl named one of the first ever Time magazine Girls of the Year after designing a solar-powered blanket for homeless people, says the award proves that young people can make a difference, no matter their age. Rebecca Young, now 13 and a pupil at Kelvinside Academy in Glasgow, has been included in the inaugural list honouring 10 young people from across the globe for extraordinary achievements. Rebecca rose to global attention aged just 11, when she beat more than 70,000 UK entrants in the UK Primary Engineer competition for her invention – a heated blanket built into a backpack and powered by solar panels. Her idea was made into a prototype, before winning silver at the prestigious MacRobert awards a year later. She also won the commendation award which was chosen by a public vote. The design was later turned into a working model by engineering firm Thales and is now being trialled by a Scottish charity supporting people experiencing homelessness in Glasgow. She said: “I was stunned when I found out. I can’t believe I am one of the first Time Girls of the Year. It’s simply incredible. To be named alongside nine other girls who have achieved so much is one of the most special experiences of my life. “In my wildest dreams I’d never imagined being in this position when I came up with the design. I’m most proud of how the idea is now helping homeless people in real life – which was my inspiration all along – and I hope this can help shine a brighter light on an issue we should all care deeply about.” As part of the Time recognition, a Lego figure has been created in Rebecca’s image – which formed part of a special edition front page for the iconic magazine. Rebecca’s model doesn’t just depict an engineer, however – because her career ambitions lie elsewhere. The talented teenager, who also excels in maths, science, art, and other creative subjects, says her real passion is music. She is already making a name for herself as the drummer in her all-female band, The Girlz, and cites AC/DC and Slipknot among her influences. She continued: “I am so proud of my achievement, but engineering is just one of the things I’m interested in, and my real passion is music and the creative arts. It’s obviously really early to be looking at my future, but my dream is to be a drummer, and that’s what I’m most focused on at the moment. “I think there’s a really important message for any young person to look at what you’re interested in and follow your dreams. If you see a problem you think you can fix or contribute to, you can do something about it. And whatever you do, you should always follow your own path to what you want to achieve.” Rebecca’s mum Louise, 49, who runs an MOT centre in Hillington, Glasgow, with her husband James, said the whole family was ‘over the moon’ with her daughter’s achievement – and equally proud of her determination to choose her own path. She said: “The attention Rebecca has received since she won the Primary Engineer prize is unbelievable, and we’re all so proud of her. She was just 11 when she designed the blanket, and already she’s decided she wants to follow a different path – and we couldn’t be more supportive. “Even at just 13, she’s already made such an impact, and we know she can do the same in whatever she goes on to achieve. The most important thing is she’s happy – and following her passions is how she’ll achieve that.” Daniel Wyatt, Rector at Kelvinside Academy, described the Time honour as ‘a huge global achievement’ not just for Rebecca, but for her school and Scotland as a whole. He said: “She has done everybody proud. Rebecca is a shining example of how a caring young person can see a problem in the world and do something about it. To see her invention brought to life and helping people in the real world is something very special indeed. “She is also a role model for any young person who wants to follow their own path in life. It’d be very easy to be pigeonholed as a budding engineer, but she also has other talents she wants to pursue. That’s what Kelvinside is all about – providing opportunities and allowing our young people to carve out their own journey. Well done Rebecca, you have done yourself, your family and Kelvinside proud.” Rebecca’s invention was inspired by seeing people sleeping rough on the streets of Glasgow. As part of her school project, she was tasked with designing something to address a social issue, and she chose homelessness as a pressing problem she could help to tackle. She researched existing products such as sleeping bags and backpacks before coming up with her final design – a heated blanket integrated into a portable backpack, using copper wiring for warmth, flexible frames for portability, and solar panels for power. Rebecca’s design, which Thales engineers, who support the initiative, selected to be developed into a working prototype, was first unveiled at Kelvinside Academy’s Innovation School earlier this year, giving Rebecca the chance to see and hold her idea brought to life.
Should your school apply for a Great British Energy solar PV system?
After repeated calls for help concerning energy usage and rising costs, the drive to equip schools with renewable energy sources is gaining momentum. The Great British Energy scheme for solar installations has already delivered impressive results for 11 schools across England, reporting annual savings of £175,000. However, headteachers and top-level decision-makers have a decision to make. Solar power is a worthwhile investment in their schools and facilities, however, affordability and meeting the scheme’s criteria have to be considered. This article will explore whether to apply for a solar PV system through Great British Energy. School solar PV system installation data Recent government data reveals the real-world impact of Great British Energy’s inaugural school solar programme. Harris Academy Chafford Hundred is saving roughly £44,500 every year from the installation of their 265kW installation, while smaller schools like Charles Warren Academy are making substantial savings of £4,500 with a 20kW PV system. These are genuine savings already being reinvested in vital school supplies, teaching resources, and classroom improvements. The scheme represents a vital component of Great British Energy’s £180 million commitment, with £80 million allocated specifically to support 200 schools, or thereabouts. Currently, however, only 20% of schools across the UK have solar panel installations, despite government estimates suggesting that an average school could save up to £25,000 every year, with the integration of solar panels and complementary battery storage systems. What to consider before commissioning solar PVs for schools Before pursuing an application for solar panels for your school, as a headteacher, you should carefully evaluate several key factors. Roof condition and structural integrity remain key priorities, as solar panels require secure mounting points and weight support. The ideal placement should be somewhere that’s exposed to the sun throughout the day, free from shadows cast by nearby trees or buildings. Schools must also consider their obligations under the Construction (Design and Management) Regulations 2015 (CDM). Appointing Principal Designers from the outset ensures sufficient time to gather all required project documentation and information, from ecological surveys and geological assessments to vital safety policies and traffic management strategies, if needed. Electrical capacity is equally vital, with schools needing to ensure enough power to support the additional generation capabilities of solar systems. Battery storage systems must also be considered in some cases, which can enable surplus energy usage to be sold back to the grid. The Great British Energy programme includes support for these technologies, but an initial assessment will prove instrumental. Consider not just the potential classroom disruption and installation time frame, but also the long-term implications. During such a project, some electrical connections may be temporarily interrupted, while rooftop work is unlikely to cause any major interference. That said, planning core work during the school holidays can be incredibly useful. Why schools benefit from solar panels Educational facilities and institutions are perfectly positioned for solar panels. Potential considerations of school solar panels Despite the clear benefits of solar panels, schools must also be mindful of the challenges ahead. So, what should you do? The financial savings from a Great British Energy solar panel adoption are enticing enough for schools, not to mention the energy savings and long-term energy security. That said, it would be naive to ignore the preparation and budgeting involved, which is why setting expectations is important. That said, schools with the right infrastructure, capacity, stability and ambition should seriously consider making an application. Schools that embrace this programme while it still exists may find themselves at a tremendous advantage in the coming years. The remaining schools in Great British Energy’s current programme are yet to be announced, but all installations are expected by year-end. If you’re serious about giving your school a secure, energy-efficient future, then now’s the time to consider it. Article by Dakota Murphey
Multi-academy trusts highlight growing financial pressures and concerns for 2025-26
IMP Software’s 2025 MAT CFO Insights Survey, based on responses from over 150 multi-academy trust finance leaders, reveals growing financial concerns across the sector despite many trusts describing their finances as “healthy.” 153 multi-academy trust finance leaders responded to the MAT CFO Insights Survey 2025, devised by IMP Software, in May and June 2025. Whilst 78% of MAT representatives rate their trust’s general financial position as healthy or very healthy – with 35% forecasting an in-year surplus and 22% break even in 2024-25, and 69% of respondents also saying that their forecast is better than projected at the start of the year; for 2025-26, 67% of respondents expect their surplus/deficit forecast to change from the current academic year, and of those 62% anticipate their trust’s financial position to get worse. Among the headline findings from this year’s survey – capturing views from trusts of all sizes (the majority below 20 schools), and spanning primary, secondary and mixed, provision including 29 MATs with special/alternative – are: For MAT finance leaders, the biggest finance pain points they are expecting in their trust in 2025-26 are: Staff costs beyond funding increases (36%); Falling pupil numbers (28%); Changes to pupil profile e.g. increasing SEND pupils (21%); and Supply costs (11%). Overall, the majority of responding trusts (79%) can currently afford a 2% or more teacher pay award, and 54% said they could afford a 3% or more support staff pay award. The main strategic measures MAT finance leaders are putting in place to improve their trust’s financial position are: Reduced education support staff (71% of respondents), ICFP (65% of respondents), and Centralising operations (61% of respondents). When asked what services or provisions will have to be removed or reduced to balance their budgets, should additional pay awards not be funded, respondents spoke about: Staffing reductions Curriculum and provision cuts Capital and non-staff expenditure Will Jordan, Co-Founder of IMP Software, said: “As was the case in our MAT CFO Insights Survey 2024, the majority of MATs still describe their trust’s financial position as healthy or very healthy. This is undoubtedly due to the strategic approaches taken by expert MAT finance leaders to ensure their forecast is better than projected at the start of the year. However, as we look into 2025-26, change is afoot and many anticipate their financial position will worsen. “Trusts are using reserves to balance 2025-26 budgets, but these are unsustainable long-term, especially with falling pupil numbers. There remain concerns about the ability to fund pay awards. We asked MAT CFOs ‘Is the current funding that has been announced for 2025-26 enough for your trust?’ Before the 22nd May pay award announcement, only 25% said ‘Yes’, and following the announcement this only rose to 34%, so whilst this additional funding is of course welcome, it is simply not enough to make a dent in the ever increasing financial struggle that MATs are facing. “The broader impacts being reported around rising SEND needs versus falling support capacity; larger class sizes and reduced pupil/student support services, and increased workload risks impacting staff wellbeing and educational standards, are concerning.” Having published the MAT Finance Sector Insight Report 2024, informed by the findings of personalised benchmarking reports tailored to individual MATs, in October IMP Software will launch its MAT Finance Sector Insights Report 2025. New expanding insights to look out for are around MAT finance teams, school-level benchmarking, higher paid staff, FTE analysis, investment income, and degrees of centralisation.
Missing the signs – why autistic girls go undiagnosed
Research continues to highlight a significant gender disparity in autism diagnosis during childhood. Currently, boys are around four times more likely to be diagnosed than girls. However, growing evidence suggests this difference may be rooted less in actual prevalence and more in diagnostic limitations and gender-based assumptions. Some studies estimate that up to 80% of autistic girls remain undiagnosed by the time they turn 18 – many only being identified once they reach a point of crisis. A 2022 Swedish study further underscored these risks, showing that more than 22% of autistic women were hospitalised for a mental health condition by age 25 – five times the rate of non-autistic women and nearly double that of autistic men.1 One significant reason behind the diagnostic gap is that autism often presents differently in girls. Most diagnostic frameworks were originally developed based on how autism typically manifests in boys, which means they frequently overlook or misinterpret the female experience. For instance, girls may develop highly focused interests that appear more socially typical – such as animals, fashion, or pop culture – which may not raise immediate concern. Additionally, behaviours like perfectionism, social anxiety or high emotional sensitivity are sometimes misdiagnosed as anxiety or personality disorders, rather than recognised as part of an autistic profile. Educators and clinicians may also unknowingly be influenced by unconsciously held gender-based assumptions. Traits such as quietness, emotional intensity, or repetitive behaviours might be dismissed as ‘normal for girls’, rather than seen as potential indicators of neurodivergence. As a result, many autistic girls remain unidentified and unsupported, missing the early interventions that could make a significant difference to their wellbeing and development. Another major factor is masking. Many autistic girls learn from an early age to hide their difficulties in order to fit in. They may copy peers, script conversations, or suppress behaviours that might seem unusual. This ability to blend in, makes it harder for teachers or even parents to identify concerns. While masking can help girls navigate social settings, it can often come at a cost – leading to exhaustion, anxiety, depression, and even trauma over time. The consequences of missing or delaying a diagnosis are significant. Without the right support, many autistic girls struggle with their mental health, relationships, and education. Some may be punished for behaviours they can’t control, or feel deeply misunderstood. Others grow up with a persistent sense that they are ‘different’ but don’t know why. A diagnosis, even in adulthood, can be transformative – providing clarity, self-acceptance, and allowing access to services and accommodations. Improving outcomes for autistic girls requires a shift in how we identify and understand autism. This means developing diagnostic tools that are more inclusive of female presentations, providing training for professionals on gender differences in autistic traits, and listening to the lived experiences of autistic girls and women. By addressing these we can move towards a more equitable and inclusive system – one that recognises and supports all autistic individuals to reach their full potential, regardless of gender. For further information please visit www.outcomesfirstgroup.co.uk.
Sharing information on student behaviour with parents to unlock potential
When a student’s behaviour suddenly starts to decline or their attendance drops to a point that their teacher is concerned about, the underlying reasons aren’t always apparent in the classroom. However, issues going on in the school corridors, lunch hall, or even at home, could be affecting the child’s learning and wellbeing. Behaviour has now overtaken workload as the top concern for primary teachers, with over 48% stating it as a major issue in a 2025 TeacherTapp survey – up from 36% two years earlier. Parents and guardians play a critical role in helping to address poor behaviour and attendance in school. So, how do schools strengthen home-school links and ensure the right information is communicated at the right time, without adding to staff workloads or bombarding parents with too much detail? From consequences to conversations Imagine a Year 5 pupil we’ll call Leo has been sent out of class several times for disrupting a group activity. The usual response at his school might be a missed playtime and a quick message home to let his parents know. But on their own, this approach might miss the bigger picture. Now imagine Leo’s teacher notices he consistently lashes out during literacy hour, just after being asked to answer a question or speak in front of his peers. If this piece of information was shared with his parents, it could lead to a much more meaningful conversation. One that reveals Leo finds expressing himself really difficult, both in lessons and at home. Rather than focusing on the consequences of Leo’s disruptive behaviour, the conversation shifts to exploring whether Leo is struggling with gaps in vocabulary, low confidence or a possible speech and language need. Teachers and parents can then work together to support him, through some targeted language development, confidence building activities or perhaps a referral to an education specialist. This small change could make a big difference to a child’s experience in school – and the progress they make in their learning. A partnership for pupil progress Sharing the right information at the right time builds trust and strengthens the relationship between teachers and parents. Whether a child has suddenly stopped engaging in maths, developed a reluctance to complete homework or fallen out with their best friend, informed and engaged parents are better placed to help reinforce the strategies schools put in place to help. Teachers can then spend less of their time managing avoidable disruptions and more time delivering exciting lessons for their pupils. But engaging parents isn’t about sending more emails and messages, it’s about making sure families get the information they want, how they want it. Communicate with purpose, not just frequency Every family is different. While some parents appreciate real-time notifications from the school app about how their child did in PE and what they had for lunch, others might prefer a weekly email or a phone call to keep them up to date. The best way to find out what information parents want and how is to ask them. A survey or quick chat during parents’ evening can ensure the wealth of information schools gather on pupils’ behaviour, attendance, achievement and wellbeing can be used to support progress. Data can make it easier to spot trends over time too, such as a student who regularly arrives late on Monday mornings. A quiet conversation with the family might uncover that transport is an issue or the child is with a relative who lives further away. Knowing this means the school can take steps to help the child settle more quickly at the start of the week, before the later start begins to affect their learning. Similarly, if the attendance of Year 6s drop sharply two weeks before SATs, the leadership team can plan a targeted campaign to remind families of the importance of being in school and offer practical support to help pupils manage anxiety relating to assessments. Turning communication into collaboration Effective parental engagement starts with understanding the challenges of busy family life and rethinking how schools can better communicate with parents to enable them to provide the support their children need. Students like Leo won’t benefit from repeated sanctions. What makes a real difference is the valuablesupport that comes when home and school work together to help children reach their full potential. One way to build this partnership is through the four pillars of effective parental engagement. Four pillars of effective parental engagement 1. Offer a rounded picture: Share a broad range of information including learning progress, attendance, wellbeing and positive achievements. This gives parents a fuller understanding of how their child is doing and helps keep them engaged. 2. Know parents’ communication preferences: Use surveys or informal feedback to find out what information matters to parents and how they want to receive it. When communication is tailored, parents are more likely to stay involved. 3. Communicate the strategy: Let parents know what information will be shared, when, and how to build trust and sets clear expectations. 4. Be consistent: Reliable, regular updates make it easier for families to support their children from home, reinforcing what’s happening in school to help every pupil succeed.
Is your school’s heating system up to date?
As you stroll through your school’s corridors on a cold autumn morning, you may begin to notice telltale signs that its heating system might not be performing as well as it should. While there’s no denying that being exposed to the cold can be healthy, there is definitely a limit. Some classrooms may be uncomfortably cold and draughty, while others may be stiflingly hot, and breezes may creep through windows and doors despite them being closed. Many schools in the UK are struggling with legacy and inefficient heating systems, boilers, radiators and other types of equipment. Sadly, schools too often overlook upgrading their heating infrastructure in favour of other priorities. For headteachers and top-level educational decision-makers managing strict budgets, heating costs represent a considerable expense. If your system isn’t working efficiently, those costs can quickly spiral upwards, while, in turn, creating an uncomfortable environment for your students, staff and faculty members, which can affect overall performance. Signs your school heating system needs improving Energy bills are typically higher in autumn and winter every year, as the weather turns colder, but despite those spikes, if consumption increases year-on-year despite following average usage patterns, it’s usually a sign that efficiency has deteriorated. Modern heating solutions for schools Fortunately, modern commercial heating technology encompasses a range of solutions that can help schools reduce their long-term heating costs, optimise their energy efficiency and keep their premises warm. These include (but are not limited to): School heating system zoning School heating installations aren’t necessarily confined to simply replacing the old equipment with newer models. Many modern heating systems now incorporate intelligent zoning controls that allow different areas to be heated based on predefined requirements and specific usage patterns. For example, classrooms can be warmed up before pupils arrive and turned off before they leave for the day, while areas with large amounts of foot traffic can be given consistent temperatures throughout the working day. Combining this with smart thermostats and building management systems will give schools more control and visibility over their day-to-day and long-term energy consumption. The importance of heating system maintenance Even the most advanced heating systems will underperform without regular preventative maintenance, servicing, and checks to determine their efficiency. Regular commercial heating maintenance and servicing ensures that equipment stays in solid working order all year round, allowing any potential issues to be isolated before they escalate into serious and costly issues. Indeed, Independent Heating & Cooling (IHC) recommends that schools service their equipment every year, ideally during the summer when disruption to learning is minimised, and when systems are less likely to be used. A comprehensive PPM (planned preventative maintenance) programme should include radiator balancing, system flushing, filter changes, boiler pressurising, full deep cleaning, and more to remove any debris and replace deteriorated parts. Schools that implement proactive maintenance typically see substantial improvements in system efficiency, as well as reduced boiler breakdown rates. Don’t overlook school heating upgrades Research consistently shows that classroom climate, environment and temperature all affect pupil concentration and performance. If classrooms and learning environments are too cold or too hot, children can not only become irritated, distracted, or restless, but their health can also be put at risk. It’s an imperative duty of school leaders to ensure a comfortable environment for their students at all times whilst on school property. A well-designed and efficient heating system, which maintains consistent temperatures of between 20°C and 22°C, will give pupils the best possible environment where they can focus on learning rather than facing uncomfortable conditions. Upgrading school heating systems can be costly – there’s no denying that. However, the long-term ends justify the means; the benefits of an energy-saving, efficient, low-maintenance and reliable system far outweigh the upfront costs. That said, upgrading doesn’t have to be immediate and large-scale; it can be phased over several months or years, which can help school leaders spread costs more gradually. Addressing inconsistencies and inefficiencies now will give you the best chance at creating the optimal heating conditions for your institution and reducing your operational overheads at the same time. By Dakota Murphey