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
Education – Areas of High Legionella Risk
Legionella risk is a subject that anyone who manages water systems needs to consider and suitably manage, whether you are involved with an office block, hospital, school or higher education. There may be additional concerns for those running educational establishments compared to a typical workplace environment. In all these environments the risk of Legionella needs to be suitably managed and the first step in this process is to complete a site-specific Legionella risk assessment. This will help identify the risks specific to your water systems, and recommendations to eliminate or manage the risk. Once this has been completed the ongoing management of the water systems needs to be in place by producing Written Schemes and/or Water Safety Plans. Legionella – High Risk Areas to look out forWhilst any building can have high-risk areas associated with it, those in the education system may have some unique difficulties. Things to look out for include: Low use and Legionella Flushing Other difficulties may lie in identifying which outlets are low-use, and are different flushing regimes required at other times of the year. This will likely occur during the school holiday periods. If you compare usage in term time to that in the holiday, then there will be a huge difference. You will likely have a set of low-use outlets being flushed weekly (in line with the guidance in HSG274 Part 2), although if we can eliminate any infrequently used outlets then this would be preferred. During the school holidays, there will be extended periods when there may be very few people in the school! This is especially the case in the school summer holidays where there could be about 6 weeks of lack of use. So, we need to be aware of these risks and put controls in place to manage them, along the lines of flushing all outlets throughout the school on at least a weekly basis. Not flushing weekly during holidays can lead to routine sampling identifying unwanted bacteria in the water systems that can normally be managed by routine flushing. Other areas of risk should be considered in an educational setting: In the first instance, risk assessing should always be the first step to establish if there is a significant risk. Mains-fed emergency showers and eye wash stations will pose a reasonably foreseeable risk for Legionella whereas bottled eye washers do not. Water baths do not pose a significant Legionella risk although there might be other waterborne pathogens to consider depending on the use of the water bath! So far low-use and Legionella risk, but what about scalding risk? Education facilities, especially those educating our younger children need to be aware of their need to undertake a scalding risk assessment. This will likely identify younger children as specifically vulnerable to scalding. Where there is a significant risk of scalding and vulnerable people are identified, the use of thermostatic mixing valves (TMVs) is required by the guidance in HSG274. Care should be taken not to blanket install TMVs in areas where they are not required, i.e. where there is no significant risk of scalding, such as staff only accessible areas. There are two main reasons for this; firstly the presence of TMVs does increase the inherent Legionella risk , so minimising the numbers will help reduce your overall Legionella risk; secondly, each TMV will need to be maintained with an annual inspection, clean, descale and disinfecting of any strainers or filters associated with TMVs. HSG274 guidance says that you should remove TMVs that are not needed. I am sure there will be other challenges facing those of you responsible for managing our educational establishments but with the right help and support these risks can be suitably managed. http://www.waterhygienecentre.com/
Click or Quit? Bereaved parents unite to launch free life-saving online safety resource for schools and families
Parents united in tragedy and determination have created Click or Quit?, a powerful new, free resource designed to teach children about the real dangers of online safety and challenges. Ellen Roome, Lisa Kenevan, and Hollie Dance each suffered the unimaginable loss of their teenage sons. They are campaigning for urgent change to keep children safe online – and demanding that the government and social media platforms do far more to protect young people from harmful and inappropriate content –especially the rise of dangerous ‘challenges’ that encourage young people to restrict their breathing. While the fight for legislative change continues, Ellen has teamed up with 1decision, a multi award-winning provider of personal development resources for schools, to take immediate action to help protect children, especially before the long summer holidays when children may be spending more time online. Hayley Sherwood, CEO of 1decision, said: “We can’t wait any longer for the government to act. Too many young lives have already been lost as a result of attempting the ‘blackout challenge’, and other harmful content or challenges. “We hopeClick or Quit? will help prevent more families from facing what these parents have endured.” Over recent years, there has been an alarming increase in these online trends, and parents like Ellen are calling for tighter controls to stop children ever seeing them. Until that happens, Click or Quit? aims to equip children with the knowledge and confidence to recognise these risks and make safer choices. In collaboration with Ellen, 1decision has developed a ready-to-use school assembly, recommended for children aged 9-12, or older pupils with additional needs. A dedicated parent and carer version is available to encourage open conversations at home, alongside further support and guidance. Hayley explained: “For schools, this assembly covers a range of important topics, including the benefits and risks of communicating online, understanding age restrictions, what to consider before taking part in an online challenge, and how to create a positive online experience. “It also includes a powerful video featuring Ellen’s story. Whilst this assembly has been specifically designed for schools, we have created a parent/carer version which can be used at home. “We would recommend exploring the assembly and watching the videos first before going through these with your child.” Ellen commented: “There are lots of things online that children either see that they shouldn’t see, or things that they might find frightening, or online challenges. The Click or Quit? assembly can help educate children about online safety. “I want children to learn that some things they see online are harmful or dangerous, what to do about it, and how to ideally stop them seeing it in the long run but initially if they do come across something to talk to somebody and do something about it. “We need to educate children more on what they are seeing online, making sure it is safe, and that they talk about if it is not.” To strengthen this vital first-hand support for families, Hollie and Lisa will shortly be launching a new website providing additional resources for parents and carers. These resources are designed to help families understand the risks, talk openly with their children about staying safe online, and find help if they have concerns. Hayley added: “We are genuinely humbled to be working with Ellen, Lisa and Hollie. This also supports the wider objectives of Lessons4Life, a UK-wide collaboration of organisations dedicated to improving children’s futures by advocating for stronger personal development. “I would like to thank Ellen for contributing to our Lessons4Life podcast, and through our campaign petition and associated campaign activity we are now gaining real momentum and making significant steps. On 9th July we will be launching our White Paper, ‘The cycle of missed opportunities (and what we need to do about it)’.”
Creative education needs a re-design
Creative education stands at a pivotal crossroads. As the design landscape evolves rapidly, questions about whether traditional teaching methods truly prepare students for professional realities have come sharply into focus. While some experts warn that the growing gap between education and industry is unsustainable, others urge a measured approach, cautioning that change must be carefully designed to avoid unintended consequences. Today’s designers navigate fluid, non-linear career paths that cross disciplines and demand adaptability. Yet education systems often remain anchored to fixed timelines, rigid curricula and predetermined learning structures that are optimised for efficiency rather than personalised growth. This tension brings us to a fundamental question: Are we shaping courses to fit an outdated system, or is it time for educators to evolve to better serve diverse learners? Moving beyond the traditional ‘one-size-fits-all’ approach is increasingly seen as essential – seven in 10 high school teachers believe it is outdated, while an equal proportion of 18- to 25-year-olds in the UK feel it is failing too many young people. However, how to do so effectively remains an open and critical conversation. Embracing a realistic “one-size-fits-one” model True individualisation – one teacher per learner, one curriculum per path – is impossible at scale, but its underlying principle remains vital. Taking this one-size-fits-one approach isn’t about micromanaging every student journey; it’s about embedding flexibility through modularity, personalisation and responsiveness to meet diverse learner needs and evolving industry demands. In practice, this means moving away from rigid, monolithic curricula toward modular pathways that empower students to tailor their learning. In a further education or higher education setting, students could select modules aligned with their interests, enabling them to refine focus and build confidence. While some programmes offer limited choices, such as selecting between two modules for one slot, true modularity allows learners to craft tailored paths aligned with their goals. This flexibility extends to the types of projects students undertake, letting them meet briefs through varied real-world experiences: charity work, brand partnerships, self-initiated projects, or supporting local businesses, depending on where their passions lie. What matters is not that all students follow the same path, but that outcomes align and routes remain flexible enough to be meaningful. This system moves us significantly closer to the “one-size-fits-one” ideal, without requiring a one-to-one student-teacher ratio. Bridging the gap between education and industry The gap between further and higher education – and between education and industry – is an urgent issue. Students often graduate underprepared, not due to lack of talent, but because of a disconnect between academic creativity and real-world client work. Graduates may possess impressive portfolios but lack experience responding to client briefs or feedback – skills that are critical in professional practice. Integrating real client projects into studies can accelerate this transition. Constructive feedback from actual brands teaches students to separate personal identity from their work and focus on effectiveness, fit, and user needs. This early exposure fosters resilience and professional maturity, invaluable for navigating the demands of the design industry. Reimagining assessment methods Assessment remains a cornerstone of education, but an overemphasis on exams, grades and portfolios can narrow student expression and personal growth. The idea that everyone should sit an exam or write an essay under time constraints suggests that everyone learns and performs in the same way, which we know to be untrue. As such, diversifying assessment methods to accommodate varied learning and communication styles is crucial. Some students excel in written work, while others are better suited to presentations or reflective journals. Peer reviews, collaborative credit systems and skills badges provide richer, more authentic pictures of ability and progress. This innovation aligns assessment more closely with professional realities and empowers students to leverage their unique strengths. People express themselves differently and once you figure out which method works best for you, this can become your superpower. Vocational isn’t less valuable The term “vocational” still carries unnecessary stigma in creative education and is often seen as less rigorous than academic study. In truth, students benefit enormously from hands-on experience. However, this shouldn’t come at the expense of critical thinking and theory. The answer is always balance – students need both a knowledge foundation and the practical skills to build on it. As a result, the best design education blends theory and practice. Understanding colour theory or semiotics means little without the ability to apply it in compelling brands, campaigns, or visual systems. The industry needs designers who can think critically and design practically. Students deserve an education that prepares them for this reality, not one that ranks them solely on how well they write about it in exams or essays. Designing for real-world learners The shift towards more personalised learning isn’t about letting students opt out of challenges. It’s about giving them the right challenge, at the right time, in the right form. Achieving this requires trust – in learners, educators and in the belief that personalisation is not a compromise, but a catalyst for deeper learning. If we are truly committed to preparing the next generation of creatives for an increasingly complex, unpredictable world, the question is no longer how students can better fit the system but how the system can evolve to serve every learner’s unique journey. Embracing this mindset isn’t just an option; it’s an imperative for the future of design education. By Katy McCabe, Education Program Manager at Affinity, part of Canva.
Why it’s important to talk about gender stereotypes in primary schools
By Kirsty Ruthven, The Children’s Society I was reminded recently whilst working with a group of Year 6 pupils that challenging gender stereotypes needs to firmly be on the agenda in primary schools. After watching a gripping short story as a stimulus for a creative writing task, I was met with comments like, “What a dumb girl!” and “Why do girls like that always make silly choices?” when discussing the main character in the story. After some in-depth discussion and sensitively sharing our ideas, we agreed that language like this was unhelpful and stereotypical. We also discovered when watching the conclusion of the short story that the ‘dumb girl’ was nothing of the sort! Gender stereotypes are most often evident in social expectations, media portrayals and everyday interactions. Although in recent history there has obviously been progress in relation to gender equality, it’s a journey not quite at its desired destination. For example, how often do we talk about caring masculinities in school and use role models that support a wide range of ways of being a boy or a man? Are educators fully aware of the important role they play in either perpetuating or disrupting gender stereotypes? Gender stereotypes impact us all and schools are not immune from the strong forces in society that fuel them. As educators, it’s important that we take a whole-school approach to tackling any kind of inequality, that we work together on a shared vision to support all children to reach their full potential. This might mean examining the language that we use, the lessons that we teach and the opportunities we provide for all pupils to challenge stereotypical behaviour. By recognising and challenging these stereotypes early on we can remove the barriers they may place on children’s aspirations, choices and outcomes. That’s why The Children’s Society has developed the free Beyond Gender Stereotypes (BGS) programme with our global partner, Equimundo: Center for Masculinities and Social Justice as part of the Global Boyhood Initiative. BGS empowers pupils to: · Build healthy relationships and ways of expressing emotions. · Follow any interests and hobbies they want to. · Understand they can pursue jobs or careers they choose, unrestricted by gender stereotypes. The programme provides a two-and-a-half-hour self-guided online course for educators, seven one-hour PSHE lessons for Key Stage 2 pupils and accompanying classroom materials, like PowerPoints and downloadable resources, to support educators as well as parents and carers. It gives schools practical, engaging and safe ways to discuss these important topics with children to help them to understand how they can support each other in creating positive change. To find out more about the Beyond Gender Stereotypes programme, visit: bit.ly/BeyondGenderStereotypes Kirsty Ruthven is a Service Manager at The Children’s Society.