DigiLab 3D45 Review: Dremel’s 3D printer is school friendly!
With 3D printing making a splash in industry, schools are beginning to invest in the technology to help prepare students for future careers. But with the cost relatively high and the technology still emerging, is it worth handing over much-needed funding? Here, we review the Dremel DigiLab 3D45 model to explore whether 3D printing is a realistic avenue for schools to explore. Armed with a scraper and two sticks of purple glue, our tech-minded colleague Frank McLaughlin set up the DigiLab, which was generously loaned to us by Dremel (part of the Bosch group). Dremel launched their DigiLab 3D45 at the BETT show recently because it has been designed specifically for schools. Frank had a good knowledge of how 3D printing works – although he had never used a 3D printer before – and informed me that a spool of plastic thread (or filament) was responsible for printing the 3D objects. So we loaded the spool into the side of the machine and threaded the filament into the correct parts. Dremel informed us that an environmentally friendly, plant-based plastic, PLA, can be used with the DigiLab. Creating awe and wonder in DT On reading the easy-to-follow, relatively short set of instructions, we set about choosing a design to build. The touch-screen menu allowed us to easily navigate to a frog model, which the printer informed us would take 1hr 30mins. We took the purple glue stick and lubricated the glass platform to avoid the object from being welded onto the plate. Over the next couple of hours, with the lights dimmed and the printer illuminated like some kind of plastic-melting UFO, staff from around the office bobbed in to express their awe and wonder. Thanks to its fully enclosed see-through chamber, we could see every stage of creation as the hair-thin strands of melted plastic build up the shapes, layer by layer. With cries of “It’s like magic!” and “What else can we make?” it’s clear to see the excitement levels in schools will be piqued with a 3D printer. The possibilities are endless and the only limits are the students’ imagination. The end completion time was extended throughout printing, so the first job ran over our working day. Frog ended up remaining headless, however we were able to see the honeycomb effect within the body of the objects printed – which saves on filament and is fantastically strong. There’s also an integrated camera so students and teachers can monitor and control multiple printers remotely. Frank monitored the printing of the first object – while printing the machine should not be left unattended, something to consider when longer jobs are being built in school hours – and then began creating his own designs including a QA Education logo and a Euromedia heart keyring. As well as a few designs included with the printer to get you started, nets are available on the web if students want a quick start. Designing your own net can be done in a variety of software packages such as Autodesk’s Print Studio. Cross-curricular potential After using the printer and discussing the possibility of creating various objects, we realised that a 3D printer can be fully cross-curricular as well as improving DT and computing skills. Studying business? Make an object to sell at enterprise. Art student? Design your own decorative object. Future engineer? Solve a problem by building a solution. Dremel are keen to impress how important it is that pupils have a good knowledge of 3D design and build. John Kavanagh, Dremel’s global president, said, “3D printers have become an essential teaching tool as the world’s economies gear to the needs of the next industrial revolution. The Dremel DigiLab suite provides the tools and range to inspire children and give them the skills they’ll need for the workplace of the future. The DigiLab 3D45 is the first 3D printer designed to perfectly suit the school environment. It combines simplicity of use and reliability with the capacity to produce advanced designs at a price that schools can afford.” Michael Miller, technology and computer science teacher at Otsego Public Schools in the USA and a Dremel 3D Ambassador, said, “The integration of 3D printing into the classroom, from design and technology to history, inspires students. The Dremel Digilab 3D printing product suite is perfect for introducing children to the basics of 3D design and printing, and enabling them to develop their skills from starting school to heading to university. 3D printing is a great way to close the disconnect between the skills we teach in the classroom and the world of work.” QA Education checks out software, preparation and the scope for students with the Dremel DigiLab 3D45 Here, Frank gives his technical review and suggests how the 3D printer can be operated in DT lessons: • Set-up speed: To set the DigiLab takes hardly any time at all. It is built for easy usage, all of it is pretty much self-explanatory. • Ease of use: The printer is almost plug in and print. It’s so easy to use, you just add the filament, hook the filament to the extruder, calibrate the glass platform (which is literally pressing a button) and you are good to go. • Time: The DigiLab takes around five minutes to heat up before it can begin sculpting. The clock is not always dependable with sculptures sometimes taking up to an extra hour longer than expected. Despite the guesstimates the DigiLab’s speed, for what it prints, is impressive. • Display: The DigiLab utilises a clear and user-friendly interactive touch screen to display how long the sculptures will take to create. It also shows the temperature of the glass platform as well as the temperature of the nozzle. • Noise: The machine is quite loud, as can be expected of a 3D printer, so may need to be sited away from pupils’ desks. • Software: Works best with recommended files .g3drem and these can be created with relative ease with the Autodesk Print Studio. Just
Preparing your organisation for the GDPR
As the enforcement date of 25th May 2018 approaches, your organisation should be promoting a strong culture of protecting data ahead of the General Data Protection Regulation being implemented. As the deadline for this gets ever closer; everyone that deals with personal data will be responsible for ensuring they comply with the GDPR. However, do you know where to start? Background – how does the new General Data Protection Regulation apply to schools? GDPR encompasses any personal data that is stored and processed using computers, as well as any data that is stored on paper in any manual filing system. Whether it is on a standalone computer, a network server, in the cloud or as hand written notes. For example, in an educational setting that means all, and any, personal data held on students, parents, staff and governors. Organisations must be able to evidence how they are actually doing this in practice – not just produce a series of policies or protocols that are compliant. Below, we detail the 3 key steps to get ahead before 25th May. 1)Produce a data map In the example of a school, the setting needs to identify all categories of data that are held about students and staff, the purpose for which it is held and how it is being processed. By doing this the organisation will become familiar with the personal data ecosystem within the school. This information can then be used to run an audit. To help do this the ICO has an audit tool that RAG rates* your current practice and gives a clear indication of where your strengths and areas for improvement are. The result can then be printed off. As you progress you can go back and conduct the audit as many times as you want to measure progress; this provides a useful framework for planning as well as good evidence of action taken. *RAG rating: Red: not implemented or planned Amber: partially implemented or planned Green: successfully implemented 2) Promote good practice Your organisation should already be promoting a strong culture of protecting data. In preparing for the GDPR you should: appoint a data protection officer train staff carry out an information audit update and review policies and procedures tell people why the data is being collected. 3) Ask questions In addition to a clear description of the data, the following questions should be asked of those people that are responsible for collating personal data. What information is being collected? Who is collecting it? How is it collected? Why is it being collected? How will it be used? Who will it be shared with? How long will you keep it for? How will it be kept secure? What process is it needed for? (e.g. admissions, recruitment) How is security maintained? Who has access to the information? Who manages the data? Who are the data subjects? What is the source of the data? What software is used? (if any) Where does the data go inside the organisation? How is the data stored? Does the data leave the organisation? Does data flow outside of borders? (that is national borders to areas not covered by GDPR). Test your GDPR strength against these 3 potential data issues: To identify how prepared you and your organisation are for the GDPR’s enforcement date of 25th May 2018, we have put together 3 questions relating to potential data problems for you to resolve. Answer these below: Issue 1: Governors Confidential papers are being distributed to governors using personal email addresses. They may contain sensitive personal information about staff. When a governor’s term of office finishes you have no control over the deletion or destruction of confidential documents kept digitally. How would you resolve this? Issue 2: Cashless pay system The establishment where you work has introduced a new cashless catering system, which involves both collecting new data for a new purpose and using existing data for a new purpose. What should be conducted? Issue 3: Holding data externally Staff are holding student data on personal USB drives and using them to take student data offsite to work at home. This means that staff may have several USBs with student data on them, and some may have transferred the data to home equipment. For more information on how to prepare your organisation for the GDPR click here
Teaching assistants, school governors and volunteers – who needs a DBS check?
DBS checks are a key part of safe recruitment. It’s clear that teachers need a DBS check – but what about people in other roles? Keeping children and young people safe is one of the most important responsibilities schools have. In particular, schools must have robust recruitment procedures in place to help them identify, reject or deter anyone who isn’t suitable to work with children. Teaching assistants Although their role doesn’t involve as much responsibility as a teacher’s, teaching assistants should still have a DBS check. Anyone who engages in a regulated activity must have an enhanced DBS check with a check of the children’s barred list. In summary, a person will be engaged in a regulated activity if they do one or more of the following: Are responsible, on a regular basis in a school or college, for teaching, training instructing, caring for or supervising children. Carry out paid, or unsupervised unpaid, work regularly in a school or college where the work provides an opportunity for contact with children. Engage in intimate or personal care or overnight activity, even if this happens only once. A full description of the scope of regulated activity is available here. As a teaching assistant’s role falls within this scope, they should have an enhanced DBS with a barred list check. School governors Governors in maintained schools are required to hold an enhanced DBS certificate. The governing body is responsible for applying for a DBS check for any governor who doesn’t already have one. As governance doesn’t involve regulated activity, governors aren’t eligible for a check of the barred list – unless they also engage in regulated activity in addition to their governance duties. Governors of other schools and colleges should also have an enhanced DBS check. Volunteers Volunteers who teach or look after children regularly, or provide personal care in a school or college (even if it’s only once) will be working in regulated activity, and so should have an enhanced DBS check with a check of the barred list. Volunteers who don’t engage in regulated activity but do have the opportunity to come into regular contact with children – for example, supervised volunteers – should have an enhanced DBS check without a barred list check. If a volunteer is undertaking activity that would be regulated activity if it was unsupervised, then they must be supervised by a person in regulated activity at all times. DBS checks in schools DBS checks should be part of schools and colleges’ wider commitment to creating a culture of safety and promoting children’s welfare For more information on a DBS check, see the government’s Keeping Children Safe in Education guidance or click visit www.ucheck.co.uk
Teachers on social media – the dos and don’ts
2018 – everyone is online students, teachers and parents In light of recent news that one in three teachers have reported derogatory comments posted about them on social media from parents and children, the discussion around student and teacher communication practices is becoming increasingly vital. The interaction with teachers on social media raises a lot of questions: Is there a need for out-of-school hours communication? If so, what channels should they be using? Do teachers need to be more careful about revealing their identities on social media? First and foremost, we need to be clear that teachers are just as at risk from cyberbullying as anyone else in a public facing role. People can be surprised that teachers fall victim to online hate but, as students (and parents) become more and more social media savvy, some can feel empowered to make negative comments about their teachers online under the guise of anonymity. How to get the right balance Context rather than content Every school has a policy, but sometimes it can be difficult to follow especially when social media is such a natural habitat and part of everyday communication. Students in particular see social media as their communication channel of choice and recognise few boundaries in the nature and purpose of messages used on these platforms. A student with a question about their homework may think they’ll get a quicker response sending you a DM, but anything deemed to be personal (i.e. outside official school channels such as work email addresses for example) takes the conversation away from a safe transparent place; regardless of the topic of conversation, it is the channel that makes it inappropriate. Ideally, your school should have a communication platform that allows appropriate and transparent communication, so students and parents don’t feel the need to approach you on social media, and you have somewhere to drive the conversation towards if they do. If you do find yourself being contacted on your social channels, let them know about the school policy and how it would be best to speak to you. That way, they will understand it’s not you being unfriendly, but a matter of protocol. Fake names and pictures Although everyone has the right to their own personal profile, if you use your full name and have a photo of you on your profile it will make it easy for students and parents to find you. Consider using an anagram of your name and a scenic photo for your main picture. Check your Facebook settings – you are sometimes searchable by your email address or phone number. Facebook regularly change their algorithms so stay on top of your privacy settings and visibility. It is important that you have a clear separation between your personal and professional digital footprints. Your profile Before you feel overwhelmed at having to watch your every move on social media, most professions now warn of the dangers of showing too much online as being harmful to job applications or promotions. As a teacher you are a source of fascination for students who only ever know you in your teacher role. Your public profile should show minimal information. If there’s nothing to look at, there’s nothing for students to gossip about, and there’s less incentive to add you as a friend. New social media When we think of teachers and social media, the problem traditionally lies with Facebook. Not any more. Snapchat, the darling social platform of Generation Z, is a huge no-no when it comes to interacting with students – with messages and images that disappear, it can look suspicious to parents and senior staff that any communication has taken place at all. It’s the same with WhatsApp, with its encrypted messaging system, allowing complete privacy of conversation. Ignore any messages from students on these platforms and bring it back to real-world communication. Good communication Despite the risks, controversy and sensitivities, it’s important to remember the advantages to developing good communication with your students and their parents when done so appropriately. Respecting the feedback loop between parents, students and teachers is not only a good idea, it’s essential to the happy and successful progress of the student’s education – just as long as it’s done in the right way and using the right channels. “If you invest the time earlier to create structure and process around communication, planning, and goal-setting, you can prevent missteps before they occur.” Christine Tsai By Rob Eastment, Head of Learning, Firefly
Top of the Class for Metro Rod!
Busy schools, colleges and universities simply can’t afford to close indefinitely due to issues with drainage, but if proper care and maintenance isn’t scheduled in, that is exactly what they may be forced to do! Drainage experts Metro Rod work with a vast number of education providers, both on a planned maintenance and also reactive basis, ensuring schools and colleges across the nation can carry on providing the great service they do, with minimal interruption. For John Pardoe, from Metro Rod Mersey, working with schools and colleges is a weekly, if not daily occurrence! “We provide Planned Preventative Maintenance (PPM) to many of our local education providers, because it helps them ensure against any unforeseen drainage issues. It also means we can arrange visits to fall within school holidays to make sure that minimal disruption is caused!” “Our PPM usually encompasses emptying gullies and slot drains, checking and jetting surface and foul water lines if necessary, and clearing downpipes, gutters and grease traps. Maintenance work can also involve small bore pipework (sinks, urinals etc), downpipes and all internal and external drainage runs.” Comments John, who has been with the network for 12 years and has a wealth of experience in this field. “Obviously some things can never be predicted, and so a lot of the work we do is on a reactive basis. We understand drainage issues don’t just occur 9am-5pm, Monday-Friday, which is why we have engineers available 24 hours a day, 365 days of the year. We also aim to be with our customers as soon as we can, usually within two to four hours after the call-out. “We have developed a hugely loyal customer-base with many education providers, and I think it’s down to the overall level of service we provide. We are reliable, our engineers are professionally trained and each hold DBS checks – particularly important in an educational environment! Our reports are thorough and prompt, and we do whatever it takes to get the job done efficiently and effectively!” says John. Eva Bird, Assistant Facilities Manager at Engie, who provide facilities management services to a growing nationwide portfolio of commercial and industrial customers, including the education sector, has been working with Metro Rod for many years now, and hugely values the service they deliver. “We use Metro Rod for planned maintenance on all our 17 schools across Liverpool and Knowsley, and they also complete on average, 120 reactive works a year on 9 of our Liverpool schools. “We trust Metro Rod to get the job done quickly and that is why they receive so much work from us. The paperwork and communication is also second to none, and we know we can count on Metro Rod to ensure we comply with the very strict Service Level Agreements (SLA) on all our contracts.” John concludes, “We get a great deal of satisfaction from our work with the Education sector and always try to go above and beyond our customer’s expectations, which is really valued by our clients.” If you’d like to read more about the work that Metro Rod do nationally for the Education sector, click here for further case studies. For a completely free of charge assessment of your drainage, simply call 0800 66 88 00 or visit www.metrorod.co.uk, and they’ll be happy to help!
Teacher recruitment leader: “There is no magic wand to resolve workload issues”
Emma Hollis, executive director of the National Association of School-Based Teacher Trainers (NASBTT), talks to QA Education about the teacher recruitment crisis and has some advice about streamlining marking and planning… What is your background in education and how did you come to work at the NASBTT? “I was a career-changer who trained through school-based provision on the then graduate teacher programme. I taught primary (upper Key Stage 2) in three schools before taking over as Programme Manager for School-Centred Initial Teacher Training (SCITT) provision at the Two Mile Ash School in Milton Keynes. I later became Head of Milton Keynes Teaching School Alliance alongside managing the SCITT. Whilst in these roles I was invited to sit on the NASBTT management board and had worked with them for 18 months in this capacity when then Executive Director Martin Thompson made the decision to retire. I applied for the job and formally took up the role last September.” What can headteachers and SLT do to make teaching a more manageable role? “There is no magic wand to resolve workload issues and they are not uniform across schools – different schools and teachers face different challenges and pressures on their time. School leaders need to think carefully about any changes they are proposing and consider, as part of their assessments, the impact they will have on workload and teacher morale. Many schools, for example, are looking at their marking policies and considering when and where marking is most effective. Does marking done at a distance (the piles of books being carried home each night) actually have an impact on progress? If not, why is it being done and who is it being done for? There are some great examples of marking policies which have been replaced with feedback polices where feedback is done in the moment where it has the greatest impact on pupil progress. Schools can also look at the data they require teachers to collect and process and consider the value of what is being done. Can pupil progress be measured in more manageable ways? Is there any duplication of effort? What purpose is the data gathered for? Similarly, planning requirements can be streamlined with teachers encouraged to share practice and co-plan where that is appropriate for the children. Leaders can consider the format of planning and whether they require plans to be submitted in a format which encourages the creation of paperwork for its own sake rather than for the progress of the children. Schemes of work and textbooks should be considered where these are of high quality and without formalising or imposing a specific structure on planning which limits individual teacher creativity and passion for their subject.” What can the Government do to reduce teacher workload and raise staff morale? “The Department for Education has already published three useful reports on workload reduction and is continuing to work to ensure that the advice is put into practice in schools. It takes time to change cultures and this will not happen overnight. Schools, teachers and the Government need to continue working together on making workload manageable for the profession. Just as importantly, Government can support this change in perceptions of the profession by: recognising that access to high-quality professional development for teaching staff, both in their early careers and throughout their working lives, should be an entitlement and not a lottery based on whether the school in which they happen to work values professional development; providing sufficient funding for schools to allow their staff the time the need to develop their knowledge and skills and become well-rounded, highly-educated and respected professionals; continuing to support the Chartered College of Teaching which is seeking to develop a Chartered Status for the profession; and, perhaps most importantly of all, committing to allowing sufficient lead-in time for policy changes to avoid uncertainty and confusion within the system. The key to sustainable change within the teaching profession is a period of stability which allows the profession to embed practices over time, without the need to react to constant change and upheaval.” A group of unions are calling for an immediate 5% pay rise for all teachers. Do you think this would help teacher recruitment and boost morale? “Whilst research tells us that pay is not a deciding factor for teachers entering or leaving the profession, the ongoing public sector pay caps do set a tone which devalues the profession and contributes to the negative perceptions which are impacting on recruitment and retention. Recognition, in the form of increased salaries, that teaching is a worthwhile and valuable profession would not solve the crisis overnight but it would be one factor which could help to turn the tide of negative opinion and begin to boost morale. We feel that there is further consideration to be given to the limit on progression for teachers who do not wish to enter a leadership role in schools. Effectively, pay for teachers who remain in the classroom is severely limited in comparison to those who chose to come out of the classroom into positions of senior leadership. At NASBTT, we would like to see career paths and salary progression which recognises the value of experience and expertise within the classroom, for those working directly with children and young people.” What advice would you give to a trainee teacher at the beginning of their career in schools? “Remember this is a marathon, not a sprint! It can be tempting to see the end of your ITT year as the end-goal but the development of a professional takes years and the very best teachers see themselves as continually learning, no matter how long they’ve been in the classroom. Remember why you wanted to become a teacher in the first place. Write it down somewhere and look at it on those days when things feel tough. Keep a note of all those funny moments with the children, as well as the poignant ones, and keep these at the forefront of your mind.
Embedding a life-long love of science through a high-quality resource
Executive head teacher Malcolm Drakes explains how a science resource has changed the way that the subject is being taught across Broadford Primary School… “Pupils at Broadford Primary School wake up excited at the prospect of the school day ahead. We work to give the 568 children in our care a rich educational experience with challenges and the highest quality teaching. “We want our pupils to develop a lifelong love of learning. This informs every aspect of our work and has won us recognition from outside bodies. This year we were chosen as the Times Educational Supplement Primary School of the Year and we also won the coveted Overall School of the Year 2017. “Here was a set of simple but effective resources that would let us deliver high end lessons with a WOW factor” “It is hard to believe that back in March 2012 Broadford Primary School was in Special Measures. The Senior Leadership Team decided that a systematic and sustained focus on continuous professional development (CPD) was key to improvement. “Within two years the school was transformed. An emphasis on planning, resourcing and training meant that teachers were more confident and competent when teaching core subjects. Creating awe and wonder in science lessons “A fine example of this was the teaching of science. Very few primary teachers have a background or qualification in science. This is a pity because science, taught well, provides some of the most exciting and dramatic moments in a classroom. “We wanted to thrill them with exciting experiments and activities so that even the youngest of our pupils could experience the ‘awe and wonder’ of science. It was a tall order. It was essential to equip teachers with the necessary subject knowledge and to find the money for resources so that they could conduct high quality experiments. “There was no local training we could tap into and we were disappointed to find that many of the science schemes we could buy in would require the teachers to interpret the ideas, resource the lessons and develop their own subject knowledge. “This was going to place too heavy a workload on our teachers and would make it very difficult for us to differentiate teaching so that we could provide high end challenges for our more able learners. “We came across Empiribox and were immediately impressed. Here was a set of simple but effective resources that would let us deliver high end lessons with a WOW factor. “Each month all year groups study the same topic featuring hands-on investigative activity guaranteed to engage pupils of all abilities create a school-wide buzz of excitement and promote collaborative working and best practice amongst staff. “Empiribox was developed by Dan Sullivan, an experienced secondary head of science. It gives us twelve themed monthly packages of inspiring lesson plans covering chemistry, biology and physics and assessment tools designed to measure, track and record pupil development. Everything is mapped to the KS 1 & 2 National Curriculum schemes of work. It is a great time saver for our staff and means we don’t have the stress and anxiety of planning the annual science curriculum. “When you are delivering science sessions you need equipment but we don’t have the necessary space to store science resources when they are not in use so we were delighted to discover that Empiribox would deliver a trolley load of specialist equipment for every year group and collect it when the classes had finished that topic. “This is such a brilliant idea: it keeps down our capital costs, makes best use of our limited storage space and provides all the kit needed for exciting hands-on activities designed to enthral pupils of all abilities.” “The training provided by Empiribox is a key benefit for us. We estimated that the cost of training 25 teachers for three days would typically total upwards of £10,000 alone, so the Empiribox package represents an affordable solution for our school and the CPD they provide is free. “The company provides a termly CPD training programme delivered by science graduates which boosts the confidence of our teachers and makes sure lessons go with a bang – sometimes literally! “Empiribox was rolled out across the whole of KS1 and KS2 from February 2015. Each month all year groups study the same topic. They enjoy practical investigations suitable for the whole ability range and we even find staff talking about the topics and working together so there is a school-wide buzz of excitement. “They have access to online resources to support planning and to enable them to answer questions from curious pupils and Georgina Barron, our AHT for Curriculum, regularly observes the lessons and then helps teachers to develop the quality of their teaching “We have been working with Mead Primary School, one of our partner schools in the federation. The teachers can work together on training, planning and evaluation so pupils at both schools get access to the same high quality teaching. It also means that science teaching in the federation is not just the responsibility of one member of staff so we can ensure consistency even if staff leave or are absent long-term. “Teachers are building their skills and subject knowledge. Tej Lander, a Year 4 teacher, told me, ‘Empiribox has really helped me to develop my scientific knowledge. My confidence with the vocabulary and how to address misconceptions has really improved with the training.’ “His pupils are very appreciative too. Paige said, ‘The teacher demonstrations have been amazing. When my Mr Lander blew the top of the paint can off it was incredible. It makes the learning so much fun.’ “When we asked the staff, 90% agreed strongly that their scientific knowledge had improved while 100% said they were more confident at planning and delivering experiments with their classes. “Working with Empiribox has significantly helped to raise
Whole School Framework: a simple approach
Every organisation has an emotional culture and we help schools to reflect on how well their emotional culture supports their ethos, stated aims, values and outcomes for pupil wellbeing. The emotional culture of a school is formed over time by the people working there, who are led by and model their behaviour on their senior leaders. As part of the core business of a school, we offer opportunities for SLTs and Governors to reflect on their unique context and to consider together how policies, practices and behaviours might further enhance an emotionally healthy culture for the whole school. Encompassing programmes from Family Links, Emotional Health at School and Emotional Health at Work, we have 20 years’ experience in developing, delivering and evaluating emotional health approaches. The majority of learning in a school is a result of informal interactions and so real change occurs through developing and maintaining a healthy culture. Hours can be spent writing specific programmes and yet for these programmes to bring the desired outcomes it will be the daily culture of the organization which will deliver in reality. The culture of a school will be what teaches everyone what is acceptable and what is not; this outweighs any list of rules or induction handbooks for staff, pupils or parents. There have been plenty of studies showing the connections between school culture and academic outcomes, staff recruitment and retention, parental engagement and community support; we all learn best when we are feeling safe, contained and able to thrive. Emotional Health at School offers a whole school framework (for staff, pupils, parents) as a pro-active model allowing all members of the school community to develop positive relationships, feelings of competence, agency and self-determination. Wellbeing for All The current challenges in schools in the UK are leading to a new understanding that we need to approach things differently to find ways to equip staff, parents and pupils with the environment they need in order to fulfil their different roles well and sustain their own wellbeing. We know that feelings are the drivers of behaviours; an emotionally healthy culture supports everyone in the community with learning to notice, manage and regulate feelings. This daily experience for pupils can develop internal capabilities to manage life’s ups and downs, risks, opportunities, and support them with making healthy choices for themselves. In these ways, an emotionally healthy culture is also a protective factor for Mental Health. What we offer We offer sessions for all staff (teaching, support, administration) and also a variety of Parent Programmes ranging from our 10 week Nurturing Programme, to workshops on specific topics, to working 1:1 with parents (we train staff to facilitate these programmes). Schools which have embedded these programmes over time have found that having a shared language and approach, focusing in on the feelings behind behaviours, can help the whole school community to develop personal strategies and skills to manage themselves and each other in this increasingly complicated world. It takes time to fully embed a whole-school approach to emotional health and wellbeing. Investing time and resources into developing, establishing and maintaining an emotionally healthy culture produces long term benefits for the emotional health of the whole school community as well as enduring impacts on the pupils’ social, emotional and academic outcomes. We work together with schools to explore their unique context and to put together a package of reflections/workshops/trainings over a year which can meet their needs within an agreed budget for the year. This allows for SLT and Governors to address this core business of leadership and governance in a proactive, “live” way. When something difficult happens in a school community, it is then possible to re-think the most useful response in terms of workshops or trainings, without this affecting the overall budget. In this way, staff, pupils and parents can also be well-supported to manage in times of need. Quotes from teachers: Having a shared language and understanding across our school makes managing challenging situations less stressful. It is really clear to me that we have to work hard to create a learning environment which genuinely feels safe for each individual child. They will only begin their deeper learning when they feel emotionally safe. Having a whole school approach to this is what allows for the development of this deeper learning When parents/carers are allowed into the conversation about our approach, it helps with all of our conversations over the child’s time in the school. Just being reminded on a daily basis that behaviours are driven by feelings makes being a teacher so much less stressful With the responsibility to respond in the best way for so many difficulties, having a clear framework with strategies I can understand and which the children become used to across the school, has allowed me to feel more confident in being able to support children who might have big safeguarding challenges, mental health difficulties or the kind of learning needs which make the classroom a tricky place to be. I have felt so much more confident in managing stressful conversations with parents since the workshop It feels safe for me to learn in this school, so I am able to pass that on to the pupils. Quotes from parents: I have done the 10 week Parent Programme twice! As my eldest child became a teenager, I felt I would really benefit from being together with other parents again each week and refreshing my understanding of how I might respond to the new challenges I was facing, and knowing that others are facing the difficulties too. The teachers had always been very friendly and nice but when I did the 10 week parent programme I really understood that I wasn’t being judged as a parent at all – we are just all there to work together for the best outcomes for the children. Home has become more relaxed too! I still meet up with many of the parents who were in my parent group and we can support
Five GDPR Myths Debunked
Living in an increasingly digital world has brought about undeniable changes to our lives. One of the consequences of this is the amount of data we all share, including many of our personal details. Medical professionals, retailers, insurers and numerous other service providers all hold personal data, some of which is highly sensitive. However, the way our data is used isn’t always clear and nor can we be sure it is being kept secure. The new General Data Protection Regulation (GDPR) the EU is introducing next May aims to tackle this by creating new rules to keep data safe. It will also give people greater control over how their personal data is used. While many organisations are now aware of the legislation, they are not as clear about the precise impact it will have on them and what new data practices they need to adopt. What’s more, there is no shortage of conjecture on the subject. So, Sam Reed, a certified GDPR Practitioner and the Chief Technology Officer at AirIT, is going to clarify the truth behind some of the myths circulating. Myth – It’s not relevant to the UK because of Brexit. Reality Because the legislation is being introduced while Brexit is being negotiated, some believe it won’t apply to the UK. Others believe it will only apply until March 2019, when we are due to leave the EU. In fact, the legislation will apply to anyone who offers services to EU citizens, regardless of where you are based. Even if you don’t handle EU citizen’s data, you will still have to adhere to new data protection laws being introduced to the UK. The government says the proposed changes, which have already been detailed in a Data Protection Bill, will incorporate GDPR’s rules. They are doing this to help Britain prepare for a successful Brexit. The new UK law will replace the 1998 Data Protection Act and aims to make the UK fit for the digital age. Myth – There isn’t enough clear information on consent available to start preparing. Reality One of the changes GDPR will make is raising the standards for getting consent to use people’s data. Some organisations believe they should wait for the Information Comissioner’s Office to issue their final guidance on consent before they make any changes but this isn’t necessary. The ICO says it is waiting for Europe-wide consent guidelines to be published, so they can offer consistent guidance. In the meantime, they have given draft consent guidance which they don’t expect to change much when they publish the formal guidance. The guidance given includes obtaining explicit consent, naming third parties who will rely on the consent, and making it easy for people to withdraw consent. An important point to clarify is that you don’t always need consent. For example, banks sharing data for fraud protection, or local authorities processing council tax information, can use a different lawful basis to consent. . Myth – It is going to put an unfair burden on businesses. Reality There are some who feel GDPR is putting undue pressure on businesses to change their working practices, or risk a hefty fine. However, the ICO has pointed out that the new higher fines being quoted are the maximum allowed and will not be routine. They say fines will remain a last resort and will be issued proportionately. So, those concerned that the maximum fine of £17 million, or 4% of turnover, will be imposed simply to set an example early on need not worry. Rather than putting undue pressure on businesses, I believe the new legislation offers the ideal opportunity to review your data and ensure it is up to date. So, in the end, you may end up with less data but it will be of a better quality. It is also a good opportunity to review your cyber security measures because new threats are constantly emerging and can affect business of all sizes. Some small businesses mistakenly believe they are unlikely to be targeted. However, according to the Federation of Self Employed and Small Businesses (FSB), cyber crime is one of the fastest growing risks to small businesses. An FSB report found that 19,000 cyber crimes are committed against small businesses in the UK every day. While a government report estimates that the average cost of a breach to a small business is £3,100. Making sure you have robust cyber security measures in place is wise, regardless of the legislation. The National Cyber Security Centre gives 10 steps you can take to protect yourself. Rather than hampering the ability of businesses to use data, GDPR may make people more willing to share their data because of the new security standards. ICO research shows that people “would be more willing to provide their data, and for different uses, if they felt they could trust organisations to handle it fairly, securely and responsibly.” Myth – GDPR is going to revolutionise the way we handle and use data. Reality There is currently so much hype surrounding GDPR, it is easy to believe it is going to completely change how we use data. But the ICO is keen to point out the new law is “an evolution not a revolution”. The new law will keep many of the same principles as the current data laws and simply build on these. Those who follow the current data protection laws are already likely to be in a good place. They now simply need to review and update their current procedures, which won’t just keepthem on the right side of the new law but will benefit them too. Myth – Everyone needs to appoint a Data Protection Officer. Reality There is also some concern that every organisation now has to appoint a data protection officer. The DPO is meant to be the data protection expert in an organisation. Although many organisations will need a DPO, including small businesses, everyone doesn’t need to appoint one. Under