Category Archives: Primary

To what extent can you rely upon your current anti-bullying strategy and safeguarding measures?

When we consider that 50% of children were bullied last year, it’s not surprising that some schools use CCTV as part of their anti-bullying strategy and as a ‘transparent’ safeguarding measure – not least because CCTV is a significant deterrent of misbehaviour.

Yet, despite 90% of schools having CCTV installed, it is not always something that can be relied upon for this use.

This is because older CCTV systems are only capable of catching a few frames per second, thus proving to be a somewhat unreliable source of evidence as it has been known for older CCTV systems to miss incidents between frames.

Clearly, the problem with upgrading your current CCTV system is that it costs money which your school may not have to spare. Yet a CCTV upgrade with Gaia may not cost as much as you think and has also proven to save money in the long-term.

Due to advancements in technology, the installation of a new CCTV system will undoubtedly cost less than your current CCTV system did to install. What’s more, you are likely to see a reduction in the system’s running costs, not least because some maintenance can be carried out remotely.

OR

To discuss with a member of our team how your school can use CCTV as part of its anti-bullying strategy and as a ‘transparent’ safeguarding measure, not only for your pupils but also for staff and school visitors, please do get in touch by:

An ideal gift for Christmas

Do you want to reward your children for all their hard work this terms as an end of term present?

Our Christmas themed Stationery set is the right answer.

The set contains ruler, rubber, pencil, pencil sharpener and notepad.

For a very limited time we can offer this set at a specially reduced price of just 60p per set.

For full details see our listing on our website

For more information or to place an order please use whichever medium is most convenient to you:

Telephone: (10am to 3pm) 01473 710080

Fax: 0845 463 4200

Email: sales@craftycrocodiles.co.uk

Postal: Crafty Crocodiles Ltd, Bermuda Road, RansomesEuropark, Ipswich, IP39RU

 “30 minutes extra activity a day” policy is now being introduced in schools…

The first survey of schools in England, following up on the government’s new “30 minutes of activity a day” directive* for all pupils, shows that the policy is starting to make an impact, although some teachers who reported back suggested that they were not yet implementing the policy within lessons. it is just compulsory in England, but “has attracted considerable interest from the rest of the UK”.

When asked about the key barriers to implementing the 30 minutes of structured activity, over half of the schools that replied stated that it was a lack of time within the school day that was holding them back.

A quarter stated that a lack of teacher confidence and knowledge of how to integrate more activity into lessons was the major stumbling block.

This is particularly interesting, because a series of lessons has now been published which allow the 30 minutes a day activity criteria to be built into existing lessons in all subject areas.

In short, these lessons show exactly how all teachers can implement the new policy, in the classroom, exactly as the new directive requires.

Given that most of the teachers who responded to the survey agreed that additional exercise will not only reduce obesity among children but will also reduce mental health problems and improve academic performance, this approach could be very helpful.

You can find details of how schools are already implementing the new requirement for an extra 30 minutes a day activity for all pupils, outside of PE lessons, by visiting https://imoves.com/ and then scrolling down to our “Example lessons” section.

Or, if you would like to see a copy of the research into the implementation of the new policy, or if you would like to talk through how our approach works and how it meets all the government’s new requirements, just call us on 0114 266 1061 or email active@schools.co.uk

Ian Pickles

*This new directive is compulsory in England, but has attracted considerable interest from the rest of the UK.

Why it is never, ever, a good idea to teach common sense in school

A quick look in the sky reveals that the sun, like the moon, goes around the Earth.  That’s common sense.  We can see it.  Every day.  It’s obvious.

It is also common sense that the world is flat.  If it were curved we’d see it and feel it, and all those people and kangaroos in Australia would fall off because they would be upside down.

Of course, at this point one might appeal to the notion of gravity.   But where’s the common sense in that?  I can’t see gravity, I can’t feel it, I can’t touch it.  So why should I ever believe in it, just so that I can believe that the world is round?  Which it clearly isn’t.

It’s all a bit like believing that putting a load of gas in a sealed container, opening a tiny gap at one end and setting fire to the gas, will then send the container in the opposite direction.  That’s hardly common sense.

In fact, that’s so simple one might say that’s “not rocket science”, but unfortunately it is.  Exactly that.  Rocket science.  It turns out to be just about the simplest form of science that there is, which is all rather confusing.

Perhaps therefore, the best thing to do at this point is abandon common sense totally and head full speed for some scientific investigations.  And thus, we have produced 100+ Fun Ideas for Science Investigations.

Common sense will tell you that when you are offered a book called “100+ Fun Ideas for Science Investigations” it will include over 100 ideas for some rather interesting and entertaining science investigations that children can undertake in the classroom.

And at this point, at last, common sense holds sway, because that is exactly what it does contain.  For more information or to order 100+ Fun Ideas for Science Investigations for £13.99 as a printed paperback book, £9.99 as an e-book, or both for £16.99 please visit:

https://www.brilliantpublications.co.uk/book/100-fun-ideas-for-science-investigations-14

Alternatively, you can place an order:

  • over the phone on 01449 766629
  • by email to orders@tradecounter.co.uk
  • by fax on 01449 767122
  • by post to Brilliant Publications, Mendlesham Industrial Estate, Norwich Road, Mendlesham, Suffolk, IP14 5ND.

We are the publishers so we supply it.  That’s not rocket science.

What is the easiest way to get quality picture books at the lowest price, with the fastest delivery?

You may not have heard of Learning Discovery before, and there’s a reason for that…

We’ve been Down Under. Yes, that’s right, Australia! The convicts of yesteryear have spawned, and now one of them has become one of Australia’s largest picture book sellers. With our new locally based office in the UK, we’re ready for you to benefit from the awesome business model that’s been working so well for us down under.

Learning Discovery specialises in variety packs of brand new Picture Books, sending out close to 10,000 packs a year throughout Australia & new Zealand.

We cherry-pick from the best publishers, like Little Tiger Press, Egmont, Simon & Schuster & Andersen Press, just to name a few.

And our huge buying power enables us to offer you titles at 50% discount!

So here’s how it works…

Our variety packs contain 30 of the latest softcover, library quality picture books, and we send them direct to you completely risk free for a 21 day viewing period!

There’s no minimum order, so regardless of what you decide we will cover shipping costs both ways!

The process is super simple…

At the end of your 21 day viewing period you can either keep all the books, keep some of the books, or return them all at no cost.

Email sales@learningdiscovery.uk.com now using Variety Pack Offer in the subject line and we’ll get your pack on the way.

To see our current selection online go to www.learningdiscovery.uk.com

You can easily order anything you like from our website with no need for an official school order or a credit card.

Simply click ‘Invoice my School’ to bypass the payment gateway, and we’ll send an invoice with your order so you can pay later.

And remember, the more you buy the cheaper the titles get. Prices range between £2.99 & £4.49.

Lastly, Aussies love a gamble… So anyone who takes a variety pack in response to this email will receive a £10 coupon to spend on our website IF….

England win the Ashes this year.

Safe bet we think 😀

If you have any questions we’re only a call or a few keystrokes away.

We look forward to hearing from you.

James Layton
Learning Discovery UK Ltd

Learning Discovery UK Ltd
The Old Riding School
The Welbeck Estate
Worksop
Nottinghamshire
S80 3LR
Tel: +44 (0)1909 494 751

Learning Discovery UK Limited is a company registered in England and Wales with company no. 10748133

What is the most effective way of promoting an interest in different cultures

An important aspect of learning is the ability to understand and appreciate other cultures.

Here are some reasons why children should be encouraged to learn about different cultures:

Firstly, other cultures are interesting. It is stimulating to learn about those who are different from you.

Knowledge of other cultures kindles the mind. Learning about other cultures is an interesting way to challenge your thought processes and expand the way you process information.

Learning about other cultures fosters understanding. Many of the problems we have in this world are due to misunderstandings. When you learn about another culture, and see why others do the things they do, it’s easier to understand them.

When you learn about other cultures, you learn that there is more than one approach to life. Perhaps the cultural heritage of someone else can add another dimension to your life.

Being able to tolerate others, and not berate them because of their differences is not only a big part of living in a global community, but it is also the mark of a well-rounded person. Travel enables the meeting and learning about other cultures and customs leading to a richer experience.

Unfortunately, it is not every child who will have the opportunity to travel at a very young age.

Thus, the question arises: how can we introduce pupils to a different culture?

Reading is an opportunity to learn about other cultures.

A fun way to be introduced to a different culture is through the Inca Book Series.

If you would like to learn more about the Inca Book Series there is an immediate opportunity on the website –

www.incabookserieis.com

For the next two weeks, those who subscribe will be eligible for a free book and an Amazon gift certificate.

CULTURE THROUGH BOOKS

R.F. Kristi

What is the most effective way of encouraging dyslexic pupils and struggling readers to write with enthusiasm?

One of the most effective ways of helping your struggling readers and dyslexic pupils learn  is to teach via topics and for them to develop an understanding of each topic using active learning techniques such as activities or games alongside the text that has to be read.

At the same time, there needs to be encouragement to write; using notes to reinforce specifically what is being learned for each topic.

In this way, the reading, activities and note taking combine to reinforce key words and concepts while making the learning relevant and accessible.

Oaka topic packs contain full colour illustrations and use short words and simple sentence constructions that the pupils are likely to understand. Key points for each topic are covered in a clear, straightforward manner so any reading difficulty does not get in the way of understanding.

Many Oaka topic packs are endorsed by the ISEB (Independent Schools Examinations Board) and the packs are being used in over 370 UK schools.

To see more about how Oaka works, and to review our KS1 and KS2 resources, please click here.

Best wishes

Bambi Gardiner

Founder, Oaka Books

Budget cuts do not have to mean Bah Humbug this Christmas

With budgets being tight and huge time demands on delivering the curriculum is it still possible to bring fun, entertainment and the arts in to schools this Christmas?

I attended a talk this week given by Rufus Norris artistic director of the National Theatre and he was referring to a close friend of his who was a primary school music teacher.  He pointed out that whenever prospective parents or local officials were taken on a tour of the school his class was always visited. When the teacher asked why this was the case the head teacher replied “Because I can guarantee in your classes the children are engaged, energised and learning”.  It would seem that the arts in schools is one of the greatest adverts for involved learning however it is the least resourced.

The answer to the above question requires creative thinking from both schools and those supplying products to them.  It is essential for any project offered to schools to meet a range of key targets including aspects of the curriculum, personal child development, and sustainability, whilst being fun, entertaining and memorable. If this is the case then the budgets allocated to bringing in outside companies is both worthwhile and justifiable.

For many primary school children across the country the first, and sometimes only, live theatre that they experience is the Christmas Pantomime, however in recent years this is one of the cutbacks schools are making as it can be difficult to validate this expenditure. Some schools have tackled the problem by taking pupils to a theatre and asking parents to contribute, yet this can be problematic for younger years and also a strain on budgets at home.

I have been delivering creative educational projects in schools for over 20 years with a constant ethos to combine the best performances which meet educational objectives and that have a lasting, positive impact on all those involved.

5 years ago a few local schools asked us to develop something new and original for Christmas that could also utilise budgets assigned to particular target areas.  Already aware of our history delivering effective PSHE plays and workshops,  it was pointed out to us that the standard pantomimes promoted negative behaviour and that it would be great to have all the fun of the show but with an educational twist.  That was the beginning of ‘Pantomime Play’.

Over the years we have developed our pantomime plays concept further, to make them justifiable within a range of budgets, and they are now a key educational resource in many schools.  The shows follow a pantomime format and include many well known pantomime characters and stories but every scene meets an educational objective and the project comes with a range of resources for cross curricular activities that link to the production.

For less than £2 per child (depending on the size of your school) there are a range of educational targets that can be met including:

  • A range of areas within the PSHE association guidelines (specific to each play).
  • Bringing in outside educators
  • Cross curricular resources for reception to year 6. Downloadable with no usage restrictions.
  • An exciting reward and treat for all pupils.

Many schools are using our shows as a fundraising option since we can perform for 250 pupils per show and up to 3 shows a day, so when charging parents, the costs are far less than hiring coaches and visiting theatres. Also local schools combine their bookings (one school in the morning and the other in the afternoon) to save even more.

Due to popularity and extra bookings in the final 2 weeks of term we have just put together another team, therefore we have some spaces available for this Christmas and we are offering them at a further discounted rate.

1 Show = £375 (£100 off. Usual price £475)

2 Shows = £500 (£200 off. Usual price £700)

3 Shows (All day) = £700 (£250 off. Usual price £950)

If you have already booked another show for this year then get in touch for next year as some dates go very quickly.

www.pantomimeplay.co.uk

www.facebook.com/pantomimeplay/

We are always happy to talk so please get in touch.

Email: info@pantomimeplay.co.uk

Phone: 07933078908 (Millie- Tour booker)

Phone: 01707 527140 (Office)

Lisa Schulberg
(Creative Director)

What is the most effective way of ensuring that your pupils are reaping the benefits that playtimes have to offer?

Not only are playtime games a great way to occupy children in their time away from lessons, but if organised in a particular way, they can encourage cooperation and communication, reduce instances of bullying and ensure pupils are more receptive on their return to the classroom.

For this reason, we have produced a guide to constructing a Positive Playtime Policy, along with a Positive Playtime Policy Template, which can easily be adapted to suit the unique needs of your school. Click here to get your free Positive Playtime Policy Template.

What’s more, Edventure has held or reduced the prices of its playtime games and equipment, which actively promote positive playtimes, this term – with numerous items on offer too. Click here to browse through the products on our website.

You can place an order on our website in a variety of ways, including:

  • on our website – www.edventure.co.uk
  • by fax to 01323 50 10 41
  • by phone on 01323 50 10 40
  • by email at sales@edventure.co.uk
  • by post to Edventure Ltd, Hargreaves Business Park,
    Hargreaves Road, Eastbourne, East Sussex, BN23 6QW.

How schools are funding the 30 minutes a day physical activity requirement in the Childhood Obesity Strategy.

The government’s Childhood Obesity Strategy came about after the Royal College of Paediatrics and Child Health revealed that in some parts of the country 40 percent of children were diagnosed as overweight or obese.

As a result, the Strategy required all primary schools to provide 30 minutes of physical activity on a daily basis in addition to the 2 hours of PE.  However, two problems then arose: one was how to fund it, and the other was how to arrange these 30 minutes of physical activity .

Fortunately, since the announcement of the new strategy solutions have been found to both issues.  In terms of the funding, new money is being provided.  This funding is provided jointly by the Departments for Education, Health and Culture, Media and Sport, and is allocated to primary school headteachers. The funding is ring-fenced and therefore can only be spent on improving the quality of physical activity provisions in schools.

Use the calculations below to work out your school’s allocation:

Schools with 16 or fewer eligible pupils receive £1,000 per pupil

Schools with 17 or more pupils receive £16,000, plus an additional payment of £10 per pupil

Example: a Primary School with 250 children receives £18,500 this academic year.

As for the additional activity, there are a growing range of resources that can be used in class, as part of each lesson.  In all this means that children don’t have to go outside or have specialist PE activities each day; the funding can instead be used to provide resources to use in the class as part of their lessons.

The government has also now issued its “Definition of Physical Activity, Physical Education and School Sport” poster which again confirmed that it was not expecting the new activity to be of the traditional PE type.  The provision can come through activity in the classroom.

This confirms that activities within lessons are to be counted as physical activity and that the funding for PE and Sport can be used to fund resources that incorporate this and allow schools to meet the 30 minutes a day target.

It is with this in mind that imoves developed its “Active Learning” series which can work in all lessons.  You can see how it works, find all the details, and have a free trial of some of the lessons via our website, where you will also find many more details of our work.

If you have any questions please either phone 0114 2661061 or email enquiries@imoves.com.

Ian Pickles

What can you do with the really, really most annoying children in your class?

Now before you get ready to email me back and suggest a transfer for such children from your school to mine, let me quickly add that that is not the point of this little note.

Rather my issue is with the children who always finish an allotted exercise in less than the time I expected them to take.  I set them some work, anticipate that it gives me six or seven minutes free time to sort out other pressing matters, and then find three bright sparks have finished the whole thing in three.

Which is why I was delighted when Peter Clutterbuck came up with the idea for a set of books called “What to give annoying children”. Unfortunately, the Editorial Director vetoed that title so we have to call them “Timely Tasks for Fast Finishers.”

But I must give you a word of warning.  Because, although the tasks are engrossing and do aid focus and creative thinking, I have found no less than seven occasions in which one of my class has got an answer before I did.

Naturally I blame the stress of the job, the long hours marking, the meetings, the overcrowded classes, the annoying parents, and just about everything else I can think of, but in calmer moments I’m sure my brain used to be faster than this.

And, before you suggest otherwise, I’ve still got quite a few years to go before being put out to graze.

You try it, and see what happens.  Follow one of the links below and then click on the link under the words “sample material” which is under the word “quantity” which is under the price which is… oh well, you get the idea.

Timely Tasks for Fast Finishers for 5-7 year olds: see how good you are

Timely Tasks for Fast Finishers for 7-9 year olds: so you think you’re really smart?

Timely Tasks for Fast Finishers for 9-11 year olds: ok so you are better at this than me

You can read more about Timely Tasks for Fast Finishers on our website – just hover over the cover for details or click on the cover to go further.

If you have any questions about the resources, you can email orders@tradecounter.co.uk.  But please don’t tell them you were faster than me.  My life’s hard enough as it is.

Primary school hoodies, free quotation

OUR BEST DEALS ON HOODIES FOR PRIMARY SCHOOLS

We wouldn’t buy inferior hoodies, so we don’t sell them.

We wouldn’t pay exorbitant prices, so we don’t charge them.

We would expect excellent service, so we provide it.

All of this because we don’t just want your order today, we want you to return to LeaversGear  and so to achieve that we are supplying “excellent quality”, “first class service”, “very competitive prices”.

The hassle of organising hoodies is a tiresome task and one which we aim to ease by taking the pressure off your shoulders, our design team work closely with you to ensure complete satisfaction when you receive your order.

FREE sample service. There’s no need to guess at quality or sizes anymore, all we ask you to return the samples when you’ve finished with them, using our supplied returns bag and free post label.

For an immediate, no obligation quotation please complete the very short enquiry form http://leaversgear.com/contact

We don’t just do hoodies and tee shirts, but much more, we can do any apparel for any purpose. Not just Leavers, but school trips, outdoor activities, sports teams.

At LeaversGear customer satisfaction is our goal, we hope you will give us the opportunity to prove it.

Kind Regards

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www.leaversgear.com

E-mail:enquiries@leaversgear.com

How much support are teachers getting to improve children’s reasoning in maths?

Reasoning is now seen as the magic ingredient in maths teaching. Being able to reason enables children to justify what they are doing, make predictions, generalise and explore; in other words they will be able to make sense of mathematics.

As you are no doubt aware, the writers of the National Curriculum clearly think it is very important. Reasoning and problem solving are key elements of the new National Curriculum and this is reflected in the latest KS1 and KS2 SAT papers and the types of question asked. A typical question in last year’s paper was:

3 pineapples cost the same as 2 mangoes.

One mango costs £1.35

How much does one pineapple cost?

If children are going to be really successful in SATs then they must be able to reason and know what to do to solve problems.

But SATs are not the ‘be all and end all’ of maths teaching. In the real world, when making decisions on best buys, whether it is in the supermarket or an online mobile phone tariff, being able to reason is becoming more and more important. It is critical that children develop these skills.

Unfortunately, in the past reasoning has not been a naturally occurring part of many maths lessons; learning the standard form of written multiplication being one example where endless practice has often triumphed over understanding the processes. Teachers have had to change and adapt and they have made great strides forward in developing reasoning skills, but they need support, including an excellent supply of the right materials.

URBrainy has a special Reasoning/Problem Solving category for each year group packed full of interesting and well-tried ideas which have been developed over many years.

We are now also developing our bar modelling resources which is a great way to help children succeed with solving word problems. There is much more of this to come in the next few months.

With new resources coming every fortnight, we have a vast range of fantastic material available to help with all aspects of maths; well over 10,000 pages in total. Oh, and by the way, we also have a great collection of English resources as an added bonus!

If you would like to find out more about URBrainy Maths and English resources for use in schools just click urbrainy.com/schools  or email: jo@urbrainy.com

How can we give our pupils earworms to ensure that the Spanish they learn will be remembered forever?

Do you ever wonder how your pupils can remember the entire lyrics to a song, yet they have an incredibly difficult time remembering the alphabet, times tables, or anything else for that matter? Well the reason for this is that listening to music gives them earworms!

Earworms is the term scientists use to describe, quite simply, when a song gets stuck in our head. Along with other terms including stuck-song syndrome, sticky music, and cognitive itch.

For this reason we are giving away two Spanish songs from our new resource: ¡Me Gusta Cantar! – so that you can give your pupils earworms of the Spanish variety to ensure that the Spanish they learn will be remembered forever.

Click here for free “¿Cómo te llamas?” lyrics sung to the tune of “If you’re happy and you know it” Click here for free “Los días de la semana” lyrics sung to the tune of “Camptown races”

If after using these free resources with your pupils you are satisfied with the results and are still humming the song, you can buy the full volume for just £32.89 at www.brilliantpublications.co.uk/book/me-gusta-cantar-744. And if you have any questions, please email orders@tradecounter.co.uk.

Brilliant Publications,
Mendlesham Industrial Estate,
Norwich Road,
Mendlesham,
Suffolk,
IP14 5ND.

website: www.brilliantpublications.co.uk
email: orders@tradecounter.co.uk

phone: 01449 766629
fax: 01449 767122

What is the simplest way of ensuring Pupil Premium funding makes a powerful and measurable difference?

To answer that question one needs to find a programme that not only makes a major difference to pupils in a fundamental area of education, but which also generates improvements that can be easily measured and readily verified.

Just about the most obvious area of work that meets these twin criteria is literacy.

Clearly it is not difficult to identify children who are slipping behind in terms of literacy.  But if one can then, in a short period of time, ensure they have caught up, then the progress cannot be questioned.

What’s more, with this approach in place and the results proven, it is possible to move on from there and use the same method with other children who likewise have slipped behind.

The approach that can achieve this dramatic turnaround, and which is a perfect use of Pupil Premium funding, uses one-to-one tuition for selected pupils but without the costs generally expected with these sorts of initiatives.

To demonstrate that this initiative works, we offer a free trial of our approach within which every literacy misunderstanding and every concept not fully grasped is instantly spotted and leads to the child going back a step for remedial work.

Each individual’s literacy needs are analysed and each pupil is directed to an engaging set of activities which remedy any deficits before advancing through to the next set of skills.

This level of instruction is thus accurately reflective of the child’s current abilities, and each pupil gets a feeling of success and progress which of itself is highly motivational.

To enable you to see this process in action before making any firm decisions, there is more information about Core 5, the program which achieves these extraordinary results here.

You can also read a variety of case studies here. You can also find on the top right of the page the link to gain full access to the program for 30 days without any payment or commitment.

If you want to know more about the program, please do call 0191 482 1939 or email info@lexiauk.co.uk

Rob Kay

LexiaUK Software Consultant.

30 minutes additional activity a day for pupils: the solution – free of charge.

There is a lot to be said for the notion of an additional 30 minutes of activity each day for each child in primary school.  For such activity not only cuts down the chances of obesity but also results in dramatic improvements in behaviour and academic achievement.

Since the announcement of the additional 30 minutes a day was made we’ve been working on materials which deliver exactly this – without the need for the children to leave the classroom or bring in a specialist teacher.

And we’d like you to try 5 of them for free.

In fact we’ve develop a series of over 1000 curriculum-based active lessons and activities which meet the requirements of this new initiative.

All of these can be undertaken within normal lessons without leaving the regular classroom or, if you prefer, they can be taken in a hall or outdoors.

What’s more, these lessons are each complete in themselves, with curriculum-based lesson plans and supporting interactive movies, flashcards, music, and assessments.  All of which makes the whole process easy to plan, teach, and evaluate.

In effect it means that the complete requirement of 30 minutes a day additional physical activity can now be met by the school using these resources, integrating them easily into the normal teaching timetable.

And the improvement in grades and achievement comes as a bonus.  Which is why we are offering a limited number of schools the chance to use these materials without charge and without any obligation.

You can read more about imoves’ active lessons and choose the 5 lessons that you wish to try out, from literacy to science, from PSHE to PE, on our website.

You can, of course, sign up to the free use of the resources straightaway, but if you have any questions please do email enquiries@imoves.com or phone us on 0114 2661061.

Ian Pickles

Leading Accredited GeneeWorld Reseller

Arkel Computer Services Ltd

Arkel  Computer Services (Arkel) and GeneeWorld combine to offer the best terms available for schools and nurseries in all the latest IT related technology.

Arkel has been a leading educational supplier since 1983. GeneeWorld visualisers have been the brand leader in their field since 2000.

Arkel is well aware that school budgets are currently stretched to the limit. As such we are able to offer you fantastic prices to enable more equipment for the money you have available. For more information or details of easy payments please call 01858 432495

GeneeWorld Visualisers
Genee Visualisers are the market leaders throughout education

GV50          £148 GV50UHD    £180
GV150         £313 GV4100HD   £421
GV8100HD    £703

GeneeWorld Interactive Touchscreens
Benefits include:

Uses up to 75% less power
Crystal clear viewing in any light condition
Useable in any rooms and are not wall dependent
No shadows
5 Year Warranty

55” Classic      £1356 65” Classic        £1887
70” Classic      £2631 80” De Luxe       £3373
65” 4K            £2347 75” 4k              £3153
86” 4K            £4538

Registrar Systems      £2738 (£3189 fully installed and with on-site training)
This is a complete visitor management system comprising:
Printer, webcam, barcode scanner, print labels, 1 year subscription and Sims Integration

Nursery Tables
32” (ideal for early years)      £2902
42” (Ideal for Juniors)           £3356

All prices are subject to VAT and delivery.
All Prices correct as at 2/10/2017

Arkel Computer Services Ltd, 38 Granville St., Market Harborough, Leics., LE16 9EX.
Call 01858 432495 or email sales@arkel.co.uk

 

Why play therapy support of your pupils is not an option

If your school aims to provide a complete well-being service for all your pupils, and support for your parents a play therapy service is essential – not just an option.

It’s estimated that 20% of all UK children suffer from some type of social, emotional, behaviour or other mental health problem.  The earlier they get help the better.  But it must be safe and effective – not by unqualified, unregistered, unsupervised persons.  Play therapy has a success record of between 77% and 84% when therapy is delivered to Play Therapy UK standards.

Your school will also benefit by:

  • Pupils more able to learn
  • Reduced staff stress
  • Happier parents

If you are not already using a therapist on the Register of Play and Creative Arts Therapists there’s two main ways:

You can find out a lot more about the skills required and the experiential methods of training that we use by attending a one day introduction to play therapy course (13 venues in the UK): http://www.playtherapy.org.uk/Training/TrainCrseAPACIntrod1day

Join over 1200 primary schools already using a PTUK therapist.

Phone: Dee Rose on 01825 761143 for more details and availability.

If you would like to have a chat about providing a play therapy service and the options in more detail please email Monika at: mokijep@majemail.com

A School Child Physical and Mental Health Policy Document is now available free of charge

According to the government’s own Childhood Obesity Report, nearly a third of children aged 2 to 15 are overweight or obese.  What’s more, with each passing year more children are becoming obese at earlier ages and staying obese for longer.

Schools are of course not responsible for the complete physical and mental well-being of the children taught in the school.  But recent publications issued by the government suggest that officials now see schools as being in a unique position not only to enhance the intellectual and physical condition of children, but also to help take the message of the dangers of obesity to parents.

As a result, although inspectors are not yet looking to schools to have a child physical and mental health policy in place, they most certainly can be impressed when they find that there is one.

Which is why we thought we would produce just such a document and offer it for free – and with the option that it can readily be adjusted to meet your own local situation.

Our position in evolving this policy stems from the fact that the Academy of Royal Medical Colleges stated in 2017 that “Physical activity is a ‘miracle cure’.”   This is based on the argument that extra activity is able to treat, prevent, and manage up to twenty different lifestyle conditions such as many cancers, diabetes, and heart disease as well as support mental health and wellbeing and prevent of the onset of dementia.

The “School Child Physical and Mental Health Policy Document” is available to all schools free of charge.

The policy comes in the form of a Word document, thus allowing you to amend any parts of it that you wish to meet your particular situation and conditions.

If you would like, without any obligation, a free copy of the policy document please simply email Active@schools.co.uk and write “Free Health Policy Document” in the subject line, and it will be emailed back to you.

If you have any questions about this Policy Document, please do email me on enquiries@imoves.com

Ian Pickles
imoves

When should your school lease a minibus, and why?

When to lease: If you don’t have the large upfront costs of a minibus already in place, and can’t raise them anytime soon.

Why lease? It is quicker and easier to raise the monthly fee of a lease each month (or to cover a few months) than it is to raise the entire cost of a minibus in a short space of time.

Furthermore, when we consider the rate at which a vehicle depreciates, by the time any loan has been paid off the vehicle may no longer be considered a much of an asset. Thus, it could also be argued that leasing is more cost effective in the long run as you are paying to use the vehicle rather than own it.

When to lease: If you can’t raise enough money for the vehicle’s annual MOTs, services and repairs, and/or if you don’t have a member of staff who has time to organise the vehicle’s annual MOTs, services and repairs.

Why lease? Many leasing companies, such as Benchmark Leasing, can include the cost of the vehicle’s MOTs, services and some repairs* in the lease price, so there will be very little or no further costs to pay on top of the monthly lease fee. Additionally, Benchmark Leasing will help organise the minibus’s MOTs, services and repairs for you, so your staff can focus their attention on what they were employed to do: teach.

For more information about leasing a minibus with Benchmark Leasing, simply visit http://www.minibusleasing.co.uk/schools-minibus.php. Alternatively, you can call us on 01753 859944 or email us at minibus@benchmarkleasing.co.uk.

*Terms and conditions apply.

Why should a school encourage parents to become involved in the Active School initiative?

It is clear that as part of the government’s Active Schools initiative there is the implication that schools should help encourage parents to make their children more active.

Certainly there’s no doubt that if parents can be convinced of the benefit of additional activity for their children, that can have an enormous benefit for the school.

At the heart of the evidence surrounding the Active School initiative is the fact that additional activity not only makes the children physically fitter, but it also dramatically improves children’s intellectual abilities while reducing disciplinary issues, improving sociability, and reducing mental health problems.

In short, active children are easier to work with in school, cause fewer problems, and get better academic results.

Given that set of facts which are clearly laid out in reports from the Academy of Royal Medical Colleges and others, if one can persuade parents to get their children to be more active, this can be the single simplest step towards increasing attainment in schools.

imoves works with schools in delivering activity sessions that can take place within lessons, and as part of our work we have produced a short document that explains to parents the benefits of activity and encourages them to be involved.

The document can be placed on your school’s website or forwarded to parents by email or in printed form, and is available from imoves free of charge and, of course, without any obligation.

What’s more, because it comes as a Word file you can, if you wish, amend it so that it relates directly to issues in your school and of course translate it into other languages.

For your free copy of “We’re becoming a more active school: how your child can benefit” simply email Active@schools.co.uk and write “We’re becoming a more active school” in the subject line.  We’ll send it back to you straight away.

Assessing Primary Languages by interpreting the requirements of the KS2 Programmes of Study

The most effective way of ensuring progress in Foreign Languages among your KS2 pupils is by breaking the Programmes of Study into achievable, understandable objectives, creating a unified tracking approach which can then be used by any KS2 teacher to plan their lessons.

How do you translate the vague curriculum requirements such as ‘speak in sentences, using familiar vocabulary, phrases and basic language structures’ into a four year scheme of work?

And then, how do you record progress when the national curriculum does not provide much guidance?

It is with these questions in mind that we have developed Assessing Primary Languages – a resource that supports both specialist and non-specialist teachers of primary languages in interpreting the requirements of the KS2 Programme of Study and measuring pupils’ progress.

Classroom teachers and subject leaders will find this resource invaluable, not least because the tried and tested framework is a rigorous tool which can be used for planning, but also because teachers are given help with deciding what ʻsubstantial progressʼ actually looks like.

The framework is clearly laid out and breaks the Programme of Study into smaller areas which are then cross-referenced across four stages, so the task of assessing all aspects of the Programme of Study has never been easier.

Assessing Primary Languages also contains a large number of creative and adaptable ready-to-use activities, including those which can be used to support you in measuring your pupils’ progress for each area and at each stage.

To find out more or to order Assessing Primary Languages for £37.89 (exc. VAT), please visit https://www.brilliantpublications.co.uk/book/assessing-primary-languages-743. Alternatively, you can contact us by phone on 01449 766629 or by email at orders@tradecounter.co.uk.

Brilliant Publications,
Mendlesham Industrial Estate,
Norwich Road,
Mendlesham,
Suffolk,
IP14 5ND.

website: www.brilliantpublications.co.uk
email: orders@tradecounter.co.uk

phone: 01449 766629
fax: 01449 767122

Can you really get a ‘bespoke’ Primary School assessment system for less than many off-the-shelf systems?

Yes you can! – with support from our Primary Progress toolkit.

Our system is flexible enough to allow schools to create their own assessment policy, and MAT managements to compare their schools’ progress and attainment.

Schools can:

pick their own subjects and curriculum statements/objectives (the toolkit can import these or provide a default set to edit).

agree their own assessment grades, which define pupils’ steps towards mastering the curriculum: we have schools who use 3 steps (e.g. emerging, expected, exceeding) 4 or 5 steps (e.g. below, towards, at expected, at greater depth), even 9 and 12 point numeric scales.

use a quick and easy way for teachers to record their assessments (the toolkit provides this).

set Age Related Expectations or Targets for each term/year (the toolkit has a simple way to set these).

analyse which pupils are making expected progress and which need support to get them on track (the toolkit provides multiple reports e.g statements achieved, subject attainment, combined subjects, ARE, individual pupil, whole school overview of attainment and progress, EYFS)

The MAT can get:

a dashboard giving access to all the individual school toolkits, together with overview reports which summarise results at MAT level and compare schools’ performance.

So, if you aren´t 100% satisfied with your current assessment tracking system, or if you have set up a system in Excel and are finding it time-consuming to maintain, why not check out our Online Primary Progress toolkit at primaryprogresstoolkit.co.uk?

If you need more information, or would like to discuss your specific needs, please email me at statsed@gmail.com.

We can give you free access to a demo site, where you can try out the toolkit for yourself.

Roger Watson

Statistics for Education Ltd, 5 Bridge Street, Bishop’s Stortford, Herts, CM23 2JU
Tel: 01279 652183; Email: statsed@gmail.com

 

Beat the Price Increases on Interactive Touchscreens

There comes a time with all technology when more modern equipment supersedes it. Years ago we used blackboards with chalk. Several generations later we were using Interactive whiteboards (IWB) with projectors. Believe it or not these have been in circulation in schools for around twenty years.  However time moves on and schools are now moving over to Interactive Touchscreens (ITS). These have all the benefits of IWBs plus many more:

  • Use up to 75% less power
  • Crystal clear viewing in any light conditions
  • Useable in any rooms and are not wall dependent
  • No shadows
  • No need for unsightly projector fittings

There are several brands of ITS on the market but only one is so confident of its product that it offers a warranty of up to Seven Years. GeneeWorld offers a warranty on all its touchscreens of between five and seven years.

Genee is already a world renowned  brand in the education market as the leader in visualiser technology. They have used this knowledge of classroom technology and interactivity to design a board that can not only interact with legacy software, but has its own bespoke Spark software for giving you the very best results. To watch a 12 minute video of these products go to http://www.arkel.co.uk/genee

Arkel Computer Services is an Accredited Geneeworld partner and can offer you best prices for all Genee products. If you have a requirement for an ITS, visualiser or any other Genee product please call Arkel on 01858 432495 or contact sales@arkel.co.uk

Whilst current stock lasts, prices of Interactive Touch Screens start from £1299.

However, for your guidance we have listed the price of some of the more popular products below:

G-Touch Slim 55” Classic £1299

G-Touch Slim 65” Classic: £1896

Larger Screens are also available from 70” up to 86”. Prices on application.

We also offer a full installation and fitting service in your area. Please call 01858 432495 for prices which will vary according to quantity and size of the boards.

Genee Visualisers From £128

All prices are subject to delivery charges and VAT.

Arkel also offer all other forms of IT hardware and technical support. For a better idea of the scope of how we can help, go to: www.arkel.co.uk or call us on 01858 432495 or email sales@arkel.co.uk

Arkel Computer Services Ltd, 38 Granville St, Market Harborough, Leics. LE16 9EX

Please note that because of the weakness of Sterling, prices will increase during September. Early orders will guarantee the best price.

 

How can disruptive behaviour be reduced?

A new approach has been developed in the UK to minimise the disruption caused by pupils who have behaviour problems and for others whose learning is undermined by emotional problems.  The solution is the Integrative Holistic model of Play Therapy.  This now has a clinical evidence base of over 12,000 cases showing its effectiveness.  It is being used in 45 countries and over 1500 primary schools in the UK.

When therapy is delivered to the standards of Play Therapy UK, between 77% and 84% of the children show a positive change as observed by teachers and parents.

Training for SENCOs, Teachers and Teaching Assistants is available at 13 conveniently located venues in the UK.  Post Graduate awards by Leeds Beckett University.   Admission to the Register of Play and Creative Arts Therapists,  accredited by the Professional Standards Authority, an independent UK government funded agency.  www.playtherapyregister.org.uk

Post Graduate Certificate in Therapeutic Play Skills – 15 days spread over 5 three day weekends to minimise time away from school.

One day Introduction to Play Therapy Course – find out more about the model, if it’s suitable for your school and our innovative training methods.

For more information: Email me personally at  mokijep@aol.com

Kind regards

Monika Jephcott – Chief Executive Play Therapy UK

‘No More Boys and Girls: Can Our Kids Go Gender Free?’ – BBC documentary series

Following the launch of the BBC documentary series, ‘No More Boys and Girls: Can Our Kids Go Gender Free?’, now is a better time than any to ensure that the message of gender equality is spread as far and wide as possible – not least because we are now fully equipped with the scientific backing that is required to persuade any sceptics.

For those of you who haven’t already watched it (highly recommended), the documentary series explores how gender stereotypes are affecting boys and girls alike, despite both genders being equally proficient, mentally and emotionally, as well as physically up until puberty.

A highly effective way of conveying this message to your pupils is in morning assemblies, which is why Brilliant Publications is giving away one of the 50 assembly stories from the popular Modern Christian Assembly Stories volume to whomever is interested.

This particular assembly story is entitled Comfort’s story: showing boys and girls they are equals, and challenges gender stereotypes, using football as the example.

Alongside the assembly story we have also provided some teacher notes which include links to PSMC and propose a range of questions that you can ask your pupils to get them involved. There is also a short explanation as to what the Christian view is on the topic, as well as a prayer that you can incorporate into the assembly, if you choose.

Click here for the FREE assembly story and accompanying teacher notes

For more information or to order Modern Christian Assembly Stories for £17.99 as a printed book, £12.99 as an e-book or both for £21.89,please visit www.brilliantpublications.co.
uk/book/modern-christian-assembly-stories-710
.

Alternatively, you can contact us by phone on 01449 766629 or by email at orders@tradecounter.co.uk

Brilliant Publications,
Mendlesham Industrial Estate,
Norwich Road,
Mendlesham,
Suffolk,
IP14 5ND.

Can you really get a ‘bespoke’ Primary School assessment system for less than many off-the-shelf systems?

With support from our Primary Progress toolkit, yes you can.

Our system is flexible enough to allow schools to manage their own assessment policy, and MAT management to compare their schools’ progress and attainment.

Schools can:

  • pick their own subjects, statements/objectives (the toolkit can import these or provide a default set to edit).
  • agree a set of assessment grades, which define pupils’ steps towards mastering the curriculum (the toolkit can cope with any set of assessment grades).
  • use a quick and easy way for teachers to record their assessments (the toolkit provides this).
  • set Age Related Expectations for each term (the toolkit has a simple way to set these).
  • analyse which pupils are making expected progress and which need support to get them on track (the toolkit provides multiple reports)

The MAT can get:

  • a dashboard giving access to all the individual school toolkits, together with overview reports which summarise results at MAT level and compare schools performance.

So, if you aren´t 100% satisfied with your current assessment tracking system, why not check out our Online Primary Progress toolkit at primaryprogresstoolkit.co.uk?

If you need more information, or would like to discuss your specific needs, email me at statsed@gmail.com.

We can give you free access to a demo site, where you can try out the toolkit for yourself.

Roger Watson

Statistics for Education Ltd, 5 Bridge Street, Bishop’s Stortford, Herts, CM23 2JU
Tel: 01279 652183; Email: statsed@gmail.com

October is National Poetry Month

Dear Deputy Head

October is National Poetry Month: this is our 17th year.

How do you get the new school year off to an exciting start?

Every year the Performance Poetry Society arranges a National Tour of Interactive Poetry and Song Shows to enrich and entertain children in Junior, Infant and Primary Schools.

To find out how your school can take advantage of this and join in, please telephone Sandra Dennis our Tour Co-ordinator on 0208 688 6951 or email performancepoetry@yahoo.com for further details.


Premier Poet
JIM MacCOOL
leads the Tour
THE PERFORMANCE POETRY SOCIETY
Working in Universities, Colleges, Schools, 

Arts Centres, Libraries and Prisons
octoberisnationalpoetrymonth.co.uk
The Performance Poetry Society is the longest-serving provider of quality Poetry Services to Schools.
Performance Poetry Society
Tigh a Bhaird
7 Harepit Close
Croydon
CR2 6PNTEL 0208 688 6951
performancepoetry@yahoo.com
October is National Poetry Month
We operate throughout the year.
See us on Facebook
www.facebook.com/OctoberisNationalPoetryMonth

Helping those who are slipping behind, in the most dramatic of ways.

There is one time of the year during which everyone expects something new: September.  Pupils have obviously advanced a year, there may perhaps be some new members of staff, there are new children in the school and this is the perfect moment to suggest a change.

Especially if the change involves the introduction of a new process to aid those children whose literacy attainments were particularly below average during 2016/17.

Indeed, if these pupils then make a great leap forwards in literacy, that change will have a dramatic impact on not just the children and their parents but also on the whole school. Word spreads that something new is happening in the classroom this term.

The approach that can achieve such a dramatic turnaround from the beginning of the academic year uses one-to-one tuition for selected children – but without the costs normally associated with these sorts of initiatives.

Of course, these are bold claims and you will want to see this validated.  This is why we offer a free trial of our approach. If you arrange a trial now, we can ensure this happens in the first half of the coming term.

Through our program, every literacy misunderstanding and every concept not fully grasped is instantly spotted and this results in the pupil being taken back a step for remedial work. After this, progress and advancement resumes.

Each individual’s literacy needs are thus analysed and the pupil is directed to an engaging set of activities which remedy any deficits before advancing through to the next set of skills.

Because the level of instruction is so accurately reflective of the child’s current abilities, the pupil then gets a feeling of success and progress which of itself is highly motivational.

To enable you to see this process in action before making any firm decisions, there is more information about Core 5, the program which achieves these extraordinary results here.

You can also read a variety of case studies here. You can also find on the top right of the page the link to gain full access to the program for 30 days without any payment or commitment.

If you want to know more about the program, please do call 0191 482 1939 or email info@lexiauk.co.uk

Rob Kay

LexiaUK Software Consultant.

There is one simple way of delivering 2.5 hours of additional activity a week to all pupils…

According to the government’s new reports on children and obesity, increased activity not only reduces the chances of obesity but also increases intellectual attainment, while reducing disciplinary issues, improving sociability, and reducing mental health problems.

In fact, increased activity appears to be a wonder cure for both the physical and mental ills that beset some young people.

However, this demand for an extra 2.5 hours activity a week leaves two questions:

First, what is the best way to ensure that children get the extra activity each week that the government now wants?

Second, how can we do this without bringing in new equipment, specialist staff, or supervisors for outdoor activity?  In short, how can we do it as part of our daily work with the staff and equipment that we already have?

It is to help schools answer these questions that imoves has produced a free report for schools on the most effective ways of meeting this government’s objective of making children more active throughout the day, every day.

For the government’s warning (that we are now looking at the first generation of children who are, as things stand, going to be less fit than their parents were as children) is indeed a fundamentally frightening one.

The report, “The Active School”, which answers the question of how schools can help pupils gain all the benefits that accrue from extra activity, is available now, free of charge.

If you would like a copy simply send an email to Active@schools.co.uk and we’ll send you the report back straight away.

If you have any questions about this report, please do email me on enquiries@imoves.com

Ian Pickles
imoves

He started it all – will you continue it?

Carl Jung was the first to recognise that the psyche, like the body, can heal itself given a safe healing environment.  Another Carl – Carl Rogers added another dimension.

20% of your pupils are likely to have an emotional, behaviour or mental health issue that is preventing them from reaching their full potential at school, at home and in the world.

You will immediately be able identify the ones that cause trouble, disruption and stress but there are also those who are suffering inside.

But most children can’t or don’t want to talk about their problems.

Virginia Axline was the first to develop play as a non-talking non-directive therapy.  Oaklander added the creative arts as therapeutic media.  Barnes joined the two approaches together.

In Play Therapy UK we’ve developed our Integrative Holistic Model over the last 14 years including special features to make it effective for primary schools.  Between 77% and 84% of those receiving play therapy delivered to our  standards show a positive change, as observed by teachers and parents. Now with over 20,000 measures, the evidence base is highly reliable.

In 2013 our Register of Play and Creative Arts Therapists was accredited by the Professional Standards Authority, the first in the world to be recognised by a government funded agency.

You can experience how play therapy works, the skills required and how we train using mainly experiential exercises, by attending a one-day ‘Introduction to Play Therapy’ course held at 13 convenient venues throughout the UK. Phone: 01825 761143 to book.

More information: www.playtherapy.org.uk

If you would like to have a chat about how play therapy helps schools to achieve their academic objectives as well as supporting pupils’ emotional welfare and the options in more detail please email Monika at: mokijep@majemail.com

It’s all about attachment

Many adult, adolescent and childhood psychological problems may be traced to attachment issues in early childhood.  How many of your pupils exhibit these problems through repeated angry outbursts, crying, clinging or withdrawal?  You will know the disruption they cause.

You can help them and their parents by providing a play therapy service – provided that it is delivered safely and effectively by practitioners on a register accredited by the Professional Standards Authority.

Play Therapy UK’s evidence base, built over the last 12 years using actual practice data from over a thousand schools, shows that between 77% and 84% of those receiving play therapy delivered to our  standards show a positive change, as observed by teachers and parents. Now with over 20,000 measures, the evidence base is highly reliable.

If your school is not yet using play therapy, there are two main options:

I ) Contact your nearest PTUK registrant to see if one is available provide a service for your school: www.playtherapyregister.org.uk

2) Invest in training one of your teaching staff as a Registered Practitioner in Therapeutic Play Skills.

Our partner the Academy of Play and Child Psychotherapy (APAC) is currently training over 300 practitioners in 13 conveniently venues throughout the UK.  Many are Teachers, Teaching Assistants, Learning Mentors and Nurses.  They’ll receive a Post Graduate Certificate from Leeds Beckett University as well as being registered. It’s a good investment that will typically show a good return within a couple of terms.

Perhaps you would like to experience how play therapy works, the skills required and how we train using mainly experiential exercises, by attending a one-day ‘Introduction to Play Therapy’ course held at 13 convenient venues throughout the UK. Phone: 01825 761143 to book.

More information: www.playtherapy.org.uk

If you would like to have a chat about how play therapy helps schools to achieve their academic objectives as well as supporting pupils’ emotional welfare  and the options in more detail please email Monika at: mokijep@majemail.com

Does your Multi Academy Trust need its own ‘bespoke’ Primary School assessment system?

Do you need a system flexible enough to allow schools to manage their own assessment policy, while consolidating their results so that MAT management can compare schools’ progress and attainment?

With support from our Primary Progress toolkit it’s easy to create such a ‘bespoke’ system.

Schools can:

pick their own manageable set of subjects, statements/objectives (the toolkit can import these or provide a default set to edit).

agree a set of assessment grades, which define pupils’ steps towards mastering the curriculum (the toolkit can cope with any set of assessment grades).

use a quick and easy way for teachers to record their assessments (the toolkit provides this).

set Age Related Expectations for each term (the toolkit has a simple way to set these).

analyse which pupils are making expected progress and which need support to get them on track (the toolkit provides multiple reports)

The MAT gets:

a dashboard giving access to all the individual school toolkits, together with overview reports which summarise results at MAT level and compare schools performance.

So, if you aren´t 100% satisfied with your current assessment tracking system, why not check out our Online Primary Progress toolkit at primaryprogresstoolkit.co.uk?

If you need more information, or would like to discuss your specific needs, email me at statsed@gmail.com.

We can give you free access to a demo site, where you can try out the toolkit for yourself.

Roger Watson

Statistics for Education Ltd, 5 Bridge Street, Bishop’s Stortford, Herts, CM23 2JU
Tel: 01279 652183; Email: statsed@gmail.com

 

What is the simplest way to meet the new requirement of 2.5 hours of activity a week in addition to PE lessons?

There are government policies and government policies.  Some are welcome, some… well perhaps not so welcome.

But the objective of making children more active is one of those which it is hard to argue with – given the benefits that it offers both the school and the children.

For, it turns out, all the evidence shows that the extra activity the government wants us to ensure children get does more than simply making the children physically fitter.   Indeed it seems that increased activity also dramatically improves children’s intellectual abilities, while reducing disciplinary issues, improving sociability, and reducing mental health problems.

Which then leaves two questions:

First, what is the best way to ensure that children get the extra activity each week that the government now wants?

Second, how can we do this without bringing in new equipment, specialist staff, or supervisors for outdoor activity?  In short, how can we do it as part of our daily work with the staff and equipment that we already have?

It is to help schools answer these questions that imoves has produced a free report for schools on the most effective ways of meeting this government’s objective of making children more active throughout the day, every day.

For the government’s warning (that we are now looking at the first generation of children who are, as things stand, going to be less fit than their parents were as children) is indeed a fundamentally frightening one.

The report, “The Active School”, which answers the question of how schools can help pupils gain all the benefits that accrue from extra activity, is available now, free of charge.  If you would like a copy simply send an email to Active@schools.co.uk and we’ll send you the report back straight away.

Guaranteed Holiday Discounts Exclusively for Teaching Professionals

Finally, you will no longer be affected by holiday price hikes!
We’re dedicating ourselves to providing teaching professionals and their families with a GUARANTEED discount when booking with the UK’s leading travel companies. Discounts are exclusive to our members and can be used as often as required, whether you’re booking a country cottage or an all inclusive luxury break we will ensure you never pay full price again!

Time to put your feet up!
You will no longer have to spend hours searching for the code that works or for the best deal available. As a member, you will have a guaranteed discount when booking your travel with any of our partners.

Our website www.tghd.co.uk will be launching soon but you can still visit and pre-register in order to be kept posted on our progress.

Please also like and share our facebook page www.facebook.com/TGHDUK as the more pre-registered members and facebook likes we get the better deals we can negotiate.

We look forward to providing you with the best travel discounts really soon!

www.tghd.co.uk

www.facebook.com/TGHDUK

Who’s eligible? Any teaching professional who has a QTS or teacher reference number.  You’re also eligible if you are employed by a local authority maintained nursery, primary, secondary and special schools and all primary, secondary, and special academy schools and free schools.

Does your tracker make it easy for you to see your pupils’ in-year progress?

All trackers will show pupils’ attainment at various points in the year, but reporting on progress seems to be more of a problem.

Particularly if you want to have your own curriculum/objectives and your own assessment system, which defines pupils’ steps on the way to mastering the curriculum.

With our Primary Progress toolkit reporting on progress is easy. We can assign a value to any step on your attainment system and use those values to calculate progress.

We also make it easy to set Age Related Expectations for each term, so that you can see which pupils are making expected progress and which need support to get them on track.

The toolkit provides multiple easy to access reports – subject attainment, combined subjects, statements achieved, ARE, individual pupil, whole school overview, with group filters.

If you need reports in a format which the toolkit doesn’t provide, we can extract the data from the database and present it in a special Excel report, at no extra charge!

Our Online Primary Progress toolkit has been built with flexibility as its main aim. We believe it can meet any school’s assessment needs.  It’s also a modern online database system, professionally programmed, so you don’t have to worry about maintaining it. It’s not expensive and training and support are free.

So, if you aren´t 100% satisfied with your current assessment tracking system, why not check out our Online Primary Progress toolkit at primaryprogresstoolkit.co.uk?

If you need more information, or would like to discuss your specific needs, email me at statsed@gmail.com or ring me on 01279 652183.

We can give you free access to a demo site, where you can try out the toolkit for yourself.

Roger Watson

Statistics for Education Ltd, 5 Bridge Street, Bishop’s Stortford, Herts, CM23 2JU
Tel: 01279 652183; Email: statsed@gmail.com

A unique and active, engaging approach to Maths

I am writing to introduce you to Numbermix – an award-winning Social Enterprise that designs innovative numeracy based interventions.  Numbermix provides schools with a unique mix of active and engaging solutions that help raise attainment and increase physical activity levels.

The Numbermix offering includes:

  • Numberfitwww.numberfit.com – An exciting mathematics course designed to revolutionise the way that students (aged 3 – 14) are taught numeracy in a manner that actively engages young minds.  Numberfit delivers active sessions with a fun blend of mathematics, energetic physical activities and team games.  The Numberfit sessions are designed to challenge, motivate and encourage students of all ability levels.  They follow the National Curriculum and EYFS and will be tailored to match your calculation policy and priorities. The dynamic format and team games that used to teach numeracy and problem solving are always well received by students.  Numberfit also runs innovative and immersive story-led Maths Day programmes.
  • Numberprep www.numberprep.com – A successful mathematics and science tuition centre run by a professional team of Oxbridge tutors.  To support schools, Numberprep helps students who have missed periods of time at school and those that have transferred mid-year to a new school, to catch up by offering tuition that follows their schools’ calculation policy and focuses on areas that the teacher has highlighted.  Numberprep can also run group sessions for all ability levels with extension activities for the gifted and talented set or going back to fundamentals with the lower ability groups should their teacher not have time to focus on these groups.  A personalised learning plan is designed for each tutee and we are able to cater for SEN, home-educated, G&T students and all ability levels in between.  We have an extensive bank of resources and cover all exam boards.  Numberprep also offers revision courses, holiday courses, a STEM Club and workshops for parents.
  • Numberbundle www.numberbundle.com – The mathematics activity box that enables parents to become their child’s favourite maths teacher.  With at least seven different numeracy based activities in each monthly box, children will have fun whilst learning key topics from the National Curriculum.  The guided discussion points will help parents lead the learning and the ‘I can’ checklist will encourage children to complete the activities and take pride in what they have learned.

Tried, tested and piloted by the London Borough of Hammersmith and Fulham’s LEA, and most recently across Buckinghamshire, the Numbermix results have been remarkable.  Numbermix aims to educate students, promote exercise, increase engagement, create enjoyment and encourage teamwork whilst delivering impressive results.

From Maths Days to Numberfit classes, we have various offerings to allow all schools to reap the benefits of the Numbermix programmes. Allow us to help you find solutions to your unique challenges with a tailor-made programme.

BOOK BY AUGUST 15TH, 2017 AND GET A 10% BACK-TO-SCHOOL DISCOUNT!

If we have spiked your interest, please get in touch for a bespoke proposal for your school.

For more information, please visit www.numbermix.com or email us at enquiries@numberfit.com.

Yours sincerely,
Ashley

Numbermix
Merritt House, Hill Avenue
Amersham, Buckinghamshire
HP6 5BQ
www.numbermix.com

Mending pupils’ minds – reducing the risk

The majority of pupils’ minds are ready for learning but overall 20% have behaviour and other emotional problems that pose risks to a school.  This minority take up a disproportionate amount of staff’s time. They:

  • Cause stress to teaching staff
  • Lower the school’s overall teaching results
  • Disturb other pupils’ learning and emotional well-being
  • May cause physical harm to pupils and staff and damage to property

But there’s also the risk that untrained, unqualified staff can cause further damage. A proven, safe and cost effective solution is to train your staff in Play Therapy as registrants on the ‘Register of Play and Creative Arts Therapists’ accredited by the Professional Standards Authority.  When delivered to Play Therapy UK (PTUK) standards, it results in a 77% to 84% positive change, as observed by teaching staff and parents based on over 12,000 cases.

Our registrants, many of whom are school staff, already work in over 1500 primary schools in the UK

Experience how play therapy works and how we train – 13 venues throughout the UK: http://www.playtherapy.org.uk/Training/TrainCrseAPACIntrod1day

Or have a chat with Monika 01825 761143 Email: mokijep@majemail.com

More information:

www.playtherapy.org.uk    Play Therapy Register

Have a good summer break!

Jeff Thomas – Registrar Play Therapy UK

When a really clever question asked at the start of the lesson didn’t quite work as intended.

“What would happen,” I asked, “if we didn’t have numbers?”

The answers from the class were rather predictable.  A few puzzled looks and then the notion that we wouldn’t have clocks so playtime could be longer – which met with approval.

“But would we have any problems if we didn’t have numbers?” I asked.

And another answer emerged: I wouldn’t be able to count the class to make sure everyone was here.

“But I could ask everyone to sit at a desk, and then see if there were any empty desks,” I replied.  And yes, they agreed that would work.

There was puzzlement. Until the suddenly excited answer came, “Money.”  And we agreed we wouldn’t know how much we had, and how much anything cost without numbers.

But still I wanted more, so I gave a hint.  “You are all in this room and you can all sit down, and I know this room can take 35 children.  And we have ten classes in the school.   Which means we have…”

They got that of course – 350 children in the school.  There were surprised looks – they had no idea there were that many.

“But supposing we couldn’t count – lots of children might turn up and we wouldn’t have enough spaces.”

“You’d have to say that the first ones in would have a desk,” said the class’s official Bright Spark.

And that’s when my carefully evolved lesson plan fell apart.  Because the next voice added, “And everyone else could go home,” came the call.  And thus the fact that a lack of numbers would be a jolly good idea was born.  Because turning up late would mean the school was full, and late comers could go home.

Maybe instead I should have stuck with the Sum Fun Maths Assessment series pack of Maths Assessment Puzzles.  You will find more information on our website.

You can order

  • by visiting the website
  • by phone on 01449 766629
  • by fax on 01449 768047
  • by email to orders@tradecounter.co.uk
  • or by post to Brilliant Publications, Mendlesham Industrial Estate, Norwich Road, Mendlesham, Suffolk, IP14 5ND.

Brilliant Publications,
Mendlesham Industrial Estate,
Norwich Road,
Mendlesham,
Suffolk,
IP14 5ND.

website: www.brilliantpublications.co.uk
email: orders@tradecounter.co.uk

phone: 01449 766629
fax: 01449 768047

What is the single most effective way of teaching everything, from history to creative writing, from diversity to science?

It is a fact, often forgotten, that everything that we know and everything that we learn ultimately is learned as a story.

How people in different parts of the world live.  How people in different countries have different ways of celebrating Christmas.

How they have their own stories associated with their past.  How England is actually just coming up to its 1000th birthday.   How our understanding of the world has changed across time.

How Galileo Galilei (then professor of mathematics at the University of Pisa) is said to have dropped two spheres of different masses from the Leaning Tower of Pisa.

Everything comes back to stories.  And this is why, as part of their learning, it is vital that children listen to stories told by expert professional storytellers.

We have stories covering almost every aspect of the primary school curriculum and childhood development.

You can find out more about a few of our story themes at www.snailtales.org/stories, but please do remember that there are many more available.  If you have a story that you would like to see explored, please do drop us a line and let us know, and we’ll come back to you and tell you what we can do.

There’s no obligation – we are happy to share our ideas with you. And if you are looking for a theme that we have not explored before, we would be delighted to see if we could develop a storytelling day or half day in your school on that particular theme.

You can select from one of our existing themes by clicking here, or ask us to pencil you into our diary by completing our online booking form.

Or, if you want to explore a different theme – without any obligation please do:

We look forward to hearing from you

From Hans Christen Anderson to the Little Princess

From Hans Christen Anderson to the Little Princess,
from The Secret Garden to the Little Prince…
at just £1.87 each.

 Or come to that from Little Women to Moonfleet, from What Katy Did to the Wind in the Willows, all at just £1.87 each (after discount) with free delivery when ordered directly from us.

I could go further, of course, and add, The Railway Children, Beatrix Potter, Kidnapped, Treasure Island

In fact, we have a list of over 50 children’s classics, all available at this special price.

There is even a box set collection of eight titles available for just £19.99 – less a 25% discount when ordered directly from ourselves.

In fact Wordsworth Editions has over 400 titles in print, and not only does each volume naturally have the full text but with all of our classics there is also a set of exclusive introductions and notes.

And don’t forget, you get a 25% discount on all of the prices shown, not just on the classics.

Plus there’s a free book offer.   Because it might well be that you are thinking this all this seems far too good to be true, so we really do have an offer of a free book, with free delivery.

We offer the free book because if you have not ordered from us before we’d like to assure you of the quality of our publications, and second because we know that when teachers do see the quality of our books they do tend to place an order.

There’s no pressure to buy – we let you make the decision, whenever you wish.

So, if you would like a free sample of one of our books, just email education@wordsworth-editions.com with your name and the school address, and we’ll put it in the post to you, with our compliments.

But just before you do that, please do have a look at our list of children’s classics.  I know you will be rather surprised at the range of titles we have.

We look forward to hearing from you.

From Hans Christen Anderson to the Little Princess, from The Secret Garden to the Little Prince… at just £1.87 each.

Or come to that from Little Women to Moonfleet, from What Katy Did to the Wind in the Willows, all at just £1.87 each (after discount) with free delivery when ordered directly from us.

I could go further, of course, and add, The Railway Children, Beatrix Potter, Kidnapped, Treasure Island

In fact, we have a list of over 50 children’s classics, all available at this special price.

There is even a box set collection of eight titles available for just £19.99 – less a 25% discount when ordered directly from ourselves.

In fact Wordsworth Editions has over 400 titles in print, and not only does each volume naturally have the full text but with all of our classics there is also a set of exclusive introductions and notes.

And don’t forget, you get a 25% discount on all of the prices shown, not just on the classics.

Plus there’s a free book offer.   Because it might well be that you are thinking this all this seems far too good to be true, so we really do have an offer of a free book, with free delivery.

We offer the free book because if you have not ordered from us before we’d like to assure you of the quality of our publications, and second because we know that when teachers do see the quality of our books they do tend to place an order.

There’s no pressure to buy – we let you make the decision, whenever you wish.

So, if you would like a free sample of one of our books, just email education@wordsworth-editions.com with your name and the school address, and we’ll put it in the post to you, with our compliments.

But just before you do that, please do have a look at our list of children’s classics.  I know you will be rather surprised at the range of titles we have.

We look forward to hearing from you.

What is the most important thing to do now, in order to improve literacy results in September?

Averages have a most annoying effect.  Because for every child who is above average, it means you’ve got one who is below average.

But there is an upside to this, because the children who are struggling with literacy are the ones who can make the most substantial and sustained progress and attainment.

Which means when they make their leap forwards in literacy, that change improves the ranking of the whole year group.

And this is what we offer: an approach using one to one tuition for the children who are slipping behind in literacy achievement, at a very affordable price, whenever needed.

Naturally with such claims the first thing you will want to do is have a trial – and we can arrange this at once.   Even better, if you arrange a trial now and then want to proceed, we can have everything in place for September.

Through our program every misunderstanding and every concept not understood is instantly spotted, and results in the pupil being taken back a step for remedial work. After this, progress and advancement resumes.

Each individual’s literacy needs are analysed and then the pupil is directed to an engaging set of activities which remedy any deficits, before advancing through to the next set of skills.

And because the level of instruction is so accurately reflective of the child’s current abilities, the pupil then gets a feeling of success and progress, which of itself is highly motivational.

At the same time, your colleagues will be free to work with others in the group.  Indeed, they can rotate the children, with some receiving directed help online while others engage with offline paper-based activities which are generated automatically by the system.

Of course you’ll want to see this in action before making any decisions, and you can do that this term, without any cost or commitment.  First you can read more about Core 5 which achieves these extraordinary results here.

You can also read a variety of case studies here. You will then also find on the top right of the page the link to gain full access to the program for 30 days without any payment or commitment.

If you want to know more about the program, please do call 0191 482 1939 or email info@lexiauk.co.uk

Rob Kay

LexiaUK Software Consultant.

What is the single biggest problem that comes from the need to deliver a new assembly every day?

During the course of their primary school lives, most children will take part in over 1000 assemblies.

Which provides a significant challenge. How can one ensure that each day’s assembly has an immediate impact on each child and then additionally ensure that some of these assemblies have such an impact that they will be remembered for months (and sometimes even years) to come?

This is the issue that schools face every day through the school year, and it is the issue we looked to solve when we created Assembly Box.

The aim has been to create a series of 350 outstanding assemblies that really engage the pupils and which they will remember over time.

Each assembly is fully scripted, and the collection comes with a complete index so that you can choose your assembly by topics as diverse as community and citizenship, saints’ days, black history, social and emotional stories, and so on.

What’s more, each assembly comes with its own supporting presentation material and a set of ready-to-use key word cards. The assemblies can be downloaded and printed out, thus making them immediately usable without further preparation.

You can see a complete list of the 12 main categories our assemblies are divided into on our website, and from there you can go into each category and see the details of all the assemblies on offer. Just visit http://www.assemblybox.co.uk/

You can also read a full example of one of our assemblies by following this link

The complete set of all of our assemblies costs £149 (+ VAT). Order on line at www.assemblybox.co.uk

If you have any questions please email enquiries@assemblybox.co.uk

Do you need your own ‘bespoke’ Primary School assessment system?

You know best what your school needs, so why put up with an off the shelf assessment system?

With support from our Primary Progress toolkit it’s easy to create your own ‘bespoke’ system. Here’s what you need to do.

Pick a manageable set of subjects, statements/objectives, which will let your teachers know what their pupils have to know and be able to do (the toolkit can import these for you or provide a default set which you can edit).

Agree a set of assessment grades, which define pupils’ steps on the way to mastering the curriculum (the toolkit can cope with any set of assessment grades).

Have a quick and easy way for teachers to record their assessments (the toolkit provides this).

Set Age Related expectations for each term (the toolkit has a simple way for you to set these).

Analyse which pupils are making expected progress and which need support to get them on track (the toolkit provides multiple reports – subject attainment, combined subjects, statements achieved, ARE, individual pupil, whole school overview, with group filters).

If you need reports in a format which the toolkit doesn’t provide, we can extract the data from the database and present it in a special Excel report, at no extra charge!

Our Online Primary Progress toolkit has been built with flexibility as its main aim. We believe it can support any school’s assessment needs.  It’s also a modern online database system, professionally programmed, so you don’t have to worry about maintaining it. It’s not expensive and training and support are free.

So, if you aren´t 100% satisfied with your current assessment tracking system, why not check out our Online Primary Progress toolkit at primaryprogresstoolkit.co.uk?

If you need more information, or would like to discuss your specific needs, email me at statsed@gmail.com or ring me on 01279 652183.

We can give you free access to a demo site, where you can try out the toolkit for yourself.

Roger Watson

Statistics for Education Ltd, 5 Bridge Street, Bishop’s Stortford, Herts, CM23 2JU
Tel: 01279 652183; Email: statsed@gmail.com

Disruptive pupils – reducing the risk

Pupils with behaviour and other emotional problems pose risks to a school:

  • Cause stress to teaching staff
  • Lower the school’s overall teaching results
  • Disturb other pupils’ learning and emotional well-being
  • May cause physical harm to pupils and staff and damage to property

A proven solution is Play Therapy.  When delivered to Play Therapy UK (PTUK) standards, it results in a 77% to 84% positive change, as observed by teaching staff and parents based on over 12,000 cases.

Experience how play therapy works and how we train – 13 venues throughout the UK: http://www.playtherapy.org.uk/Training/TrainCrseAPACIntrod1day

More information:

www.playtherapy.org.uk    Play Therapy Register

Email: mokijep@majemail.com    Phone: 01825 761143

What is the most empowering event that can happen to your school leavers?

An end of year assembly which is produced and performed by year 6 pupils on their last day at primary school can not only leave a significant impression on those who take part, but also on the rest of the school.

The result is that the children who create the end of year event feel motivated through knowing their ideas are valued, and feel confident that they will be appreciated by others.

And it is possible to expand the feelings of self-worth and confidence that can arise from such an event when the children know they’re getting expert advice and support as they work on their presentation – and that’s what Snail Tales storytellers can give.

As published authors and professional performers who have entertained young audiences all over the world, our storytellers will be able to guide your children towards putting their best into their final moments at your school.

And since all five of our national theatre tours have been developed through KS2 workshops, you can feel sure that the final assembly will be 100% your year 6 – we’ll take and develop their ideas, not impose on own.

Over the course of a single day, your storyteller will run immersive, interactive, and engaging workshops with your year 6s on the four elements of producing a great show: pre-production (ideas and role setting); development (writing and designing); performance; and promotion.

The whole day includes a resource pack to help your year 6 teacher direct and mentor your year 6s towards their assembly.

The total cost inclusive of travel to your schools is £350 for up to 35 year 6 children. We can also work over two or three days and thus take in larger groups.

For more information please call 0203 287 6245 or visit our website at www.snailtales.org/leavers

Questions that no one knows the answers to

There are closed questions, open questions, rhetorical questions, leading questions and then there are questions that no one knows the answer to, such as: How many planets are actually in our Solar System? What is Time? Why are we here, what is our purpose? And why do we dream?

But perhaps the most difficult questions to answer are those from your pupils about what we might consider as ‘grown-up’ topics, including those about terrorism, such as: What do terrorists want? How does terrorism start? When will terrorism end? Why do they hate us? And so on…

Which is precisely why we have produced the resource:
Talking about Terrorism: Responding to Children’s Questions

Talking about Terrorism: Responding to Children’s Questions is a resource for you, the teacher. It answers questions that children may ask in clear, easy-to-understand language – providing simple, objective explanations and reassurance where possible, while being careful not to raise expectations.

In addition, the text is interspersed with classroom activities aimed at your KS2 pupils to stimulate critical thinking, including brain storming, group discussions, responding to visual stimuli, and evaluation.

What’s more, not only will this resource help your school to create ‘safe spaces’ for the discussion of controversial issues in response to the Prevent Strategy, but it will also help you to demonstrate to Ofsted that you are addressing this difficult area.

Don’t just take our word for it. “Highly recommended – really great resource for teachers” says Abigail Clay, an expert on Safeguarding and the Prevent Strategy.

You can order Talking about Terrorism: Responding to Children’s Questions on our website either in PDF for £13.99 or as a hardcopy book for £19.99. There is also the option to buy both the hardcopy and PDF together at a discounted price of £24.19.

For more information and to see sample pages, visit www.brilliantpublications.co.uk/book/talking-about-terrorism-740. Alternatively, you can contact us by phone on 01449 766629 or by email at orders@tradecounter.co.uk.

Yjod od s [orvr pg vtrsyobr qeurubf

Now I don’t want to put you to any stress in working that headline out, and I know it looks like gibberish – but in its own way it makes sense.  And being a kind sort of person, I’m not going to keep you guessing.

What I did was shift my fingers one place to the right on the keyboard as I typed “This is a piece of…” well you can work out the rest.  Same with the last word of the subject line.  Although I may have made some mistakes somewhere.   It got a bit confusing…

So is my headline creative writing?  Well, if a child was writing a story about meeting people with a different language, the piece would have a little more sparkle in it if what these foreigners spoke had some basis to it, rather than just being a collection of random letters.

Which leads to my question: “What is the fastest way to make children more creative, inventive, expressive, and experimental in their writing?”  In short, what makes them better writers?

Turns out that after years of study the answer is… you ask them to be more creative.

Yet there is still a problem here, because there is no universal agreement on what a creative action is.   Is it something not previously done, even if that thing is meaningless, or even harmful? Possibly not.

If I swim a length underwater for the first time (which I am not going to do since it would mess up my computer and make my clothes wet) would that be a creative act?

It’s hard to say.  But I can tell you this.  Telling children that you want them to be creative AND interesting, really is a good place to start.  Because although Yjod od s etc etc is not very interesting of itself, it becomes of interest because it has an underlying logic.

As does the subject line.

Our series of books on creative writing gives children starters for their writing – there is more about the books via this link and you can find samples of the activities by clicking on any of the titles.

And then once they have started, if you want them really to explore their creativity each time you give them another exercise, just ask them to be a little more creative.

Curiously, it works.

You can contact us by phone on 01449 766629 or by email at orders@tradecounter.co.uk.

You can order any of our Creative Writing Resources on our website

Brilliant Publications,
Mendlesham Industrial Estate,
Norwich Road,
Mendlesham,
Suffolk,
IP14 5ND.

website: www.brilliantpublications.co.uk
email: orders@tradecounter.co.uk

phone: 01449 766629
fax: 01449 768047

Why Every Classroom Needs a BabbleGuard

Don’t you just love it when you see a simple idea and you think to yourself – ‘why didn’t I think of that?’ That’s what teachers and education professionals have told us when they see the new BabbleGuard from Connevans.

BabbleGuard is a beautifully simple solution to encourage all students to keep the classroom noise at a comfortable level, promoting concentration, listening and learning.

Using an attractive LED bar which fits neatly on top of an interactive whiteboard and a sophisticated sound sensor, BabbleGuard changes colour depending on the level of sound in the Classroom. Using the traffic light pattern of green, amber and red it is simple for even the youngest children to understand.

BabbleGuard can be used in a wide range of learning environments, is quick to set up and easy to use. The teacher doesn’t need to do anything, the students can see for themselves.

More information on the brand new BabbleGuard is available here … http://www.connevans.co.uk/product/14457645/

To arrange a free trial, either phone me on 01737 247571 or email to phil@connevans.com  and leave the rest to us!  (Please don’t delay, early indications show that BabbleGuard is going to be very popular!)

We look forward to hearing from you.

Phil Boswell

Director – Connevans Limited – supplying schools since 1961

PS: My wife is a Primary School Teacher and being my wife she tells me what she really thinks and she loves the BabbleGuard 🙂

As of 2016 we are very proud to be … by Appointment to Her Majesty Queen Elizabeth II Manufacturer and Supplier of Audio Equipment https://www.royalwarrant.org/directory?query=connevans