Category Archives: Education News

Education, Education News, News, Parenting

How to help your child adjust to a new school

Whilst some children may be excited for the year ahead, returning to school after the summer break can be nerve-wracking for many. They might be worrying about upcoming tests or exams, different classes or new routines, so this time can be a source of anxiety for many individuals. If your child is starting a new school, this can be a scary transition, whether it’s stepping up from nursery to school, from primary to secondary school, or changing schools for another reason.

Caroline Wright, Director: Early Childhood Regulation, Research & Development at Bright Horizons offers tips on how you can help your child adjust to these changes, and continue their learning journey with confidence and a sense of wellbeing.

 

  1. Provide an explanation

For younger children especially, moving schools can be confusing and unsettling. You may have to move your child for unforeseen circumstances, such as a work opportunity or a change in family dynamics, and these can be complicated and difficult conversations to have. Children deserve honesty, so try and explain in the most simplistic way, using age-appropriate language as to why this move is necessary. Try to make your explanation positive but be prepared to listen to their anxieties and not to ‘dust over’ them as if they’re not important. Acknowledge their fears and assure them that you’re there to help them.

  1. Visit the school

Sometimes the biggest worry about starting a new school is getting lost, especially if your child is making the jump from nursery to school or from primary to secondary school. In this transition, you and your child should create an opportunity to visit the school before the move if possible.

It’s important for you and your child to look around the new school and familiarise yourselves with their surroundings before the transition. Reassure the child that you are also learning about the environment and talk about what you will do if you get lost in the early days of the transition. Who will you ask? What will you feel about asking? Talking with them as you walk through the building and pointing out what they will be learning in each room, with guidance from staff, can help your child to be more confident to potentially ask questions for themselves as you look around. Ask if you can take photographs of the school and you can share these together at home later to remind your child of what the environments look like and what happens in which rooms.

  1. Meet teachers

Similarly, the adjustment may be a little easier if your child has familiar faces they can turn to in those first few weeks. See if you can arrange a few introductions to not only their teacher/s but also other staff who they’ll work closely with before starting at the school. Ask if there are photographs of teachers on the school website, so that you and your child can become familiar with what the teacher looks like before you actually start the transition. A familiar face is always welcome!

  1. Encourage new friendships

Your child’s new school might have a buddy system, introducing them to a peer to help them settle in. Additionally, as your child gets through the first weeks in their new school, consider asking them about any friends they’re making.. You could suggest arranging something outside of school with some of their classmates, such as a trip to the cinema, or you could speak to parents about arranging a playdate for younger children.

Perhaps your child might struggle more socially or need some encouragement to make new friends. One way to help them get involved is by suggesting they join after-school clubs that sound interesting to them to help to meet like-minded friends.

  1. Validate feelings

Don’t be surprised if your child is finding this difficult in the beginning to make new friends and to feel confident in this new situation. Squeezing yourself into an existing friendship group can be difficult. Think about how you’re feeling trying to make friends in your new workplace and with your neighbours. Talk to your child honestly about how this can feel and ask if you can help. Transitions can be tough, even for adults. And regardless of how your child is feeling about this time, their emotions are valid. Try and communicate with them that whilst you might not be in their exact situation, you can understand why they’re feeling the way they are. From time to time, we all experience emotions that can be overwhelming but with your support, they can get through them.

  1. Spot the signs

You should be on the look out for signs that your child is worried or anxious about the transition before starting the new school, as well as the first few weeks or months afterwards. You might notice changes in behaviour or changes in mood. You know your child better than anyone else, and maybe they find it more difficult to talk about their feelings. They might not have the vocabulary to be able to explain how they’re feeling; they might be experiencing physical signs, such as sensations in their tummy or feeling as if they want to cry, but they might not be aware that these are signs of anxiety. Help them to describe the physical feelings and then you can provide the words to explain what those feelings might be: worried, anxious, afraid etc. Remember, children display their fears through their behaviour but they might not yet be able to talk about those fears without your help.

If you notice your child or teen becoming more withdrawn, not showing interest in usual hobbies, or generally have lower energy than usual, these can often be telltale signs that they could be struggling.

  1. Try to keep routines predictable

Control the controllables as much as you can. A loss of control can be a trigger for anxiety for many, especially for children who are often used to being in a routine. One way to approach the adjustment period when moving to a new school can be to look at the things that will be staying the same. Will you still be leaving at the same time in the morning? Does the school day finish at the same time as before? Will the family eat dinner together when everyone is home?

  1. Maintain connections

Your child may be nervous about missing their friends as they adjust to a new school. As a parent, you can support them in maintaining connections with existing friendships and assuring them that a new school does not mean the end of these. If your child is younger, then consider keeping in touch with parents and arranging a schedule for when your children can meet. If you have moved further away, you might need to arrange transport for your teen to catch up with friends in advance. Technology can also be to your child’s advantage, so encourage them to keep in touch via video calls and text messages if they’re old enough.

Education, Education News, News

Rising popularity of apprenticeships being felt in the Midlands

As we approach A level results day, new research* from leading business and financial adviser Grant Thornton UK LLP finds that there is a growing recognition of the benefits that school leaver apprenticeships can offer young people, with parents more likely to encourage their child to apply for an apprenticeship than to university after leaving school.

The research, which surveyed 2000 parents with children aged 12-21 and 2000 young people aged 16-21, from across the UK, explores changing attitudes to the routes available to young people after leaving school.

It finds that parents are more likely to encourage their child to apply for a school leaver apprenticeship (44%) than for university (40%). The main reasons parents gave for encouraging school leaver apprenticeships for their children are:

  • Gain practical on the job experience (63%)
  • Get paid while gaining a certified qualification (62%)
  • No student debt (40%)

The research also reveals a significant shift in the perception of the value and necessity of a university degree. It finds that two thirds (66%) of parents believe that the cost of a university degree delivers less value than it used to, a substantial increase from 45% in 2018 research conducted by the firm**. Almost two thirds (60%) of young people also share this view. In fact, two thirds (67%) of the young people surveyed who hold a degree believe the cost delivers less value than it used to. Additionally, 42% of parents and 37% of the young people surveyed do not consider a university degree essential to securing a well-paid job.

This shift in parents’ attitudes may be due to the increasing awareness of the benefits offered from school leaver apprenticeships. The percentage of parents who perceive apprenticeships as providing good career prospects has risen from 79% in 2018, to 84% in 2024. Nearly three quarters of young people (73%) also believe that school leaver apprenticeships offer good career prospects, with only 6% disagreeing.

The study confirms the influential role that parents can play in shaping young people’s post-school decisions. Over two-fifths (42%) of the young people respondents noted parents as the top source of influence in their career decisions. This was followed, quite significantly lower, by school/college careers service (28%) and teachers (25%).

 

Attitudes to apprenticeships are changing but improved careers advice still needed

While there is a growing recognition of the benefits a school leaver apprenticeship can offer, fewer of the young people surveyed have received good advice about this career path (57%) compared to a university degree (63%). Almost one in five (19%) do not believe they have received good careers advice about a school leaver apprenticeship.

Though the perception of the benefits of a school leaver apprenticeship is found to be improving, most of the young people surveyed still felt pressure to go to university, with parents and teachers noted as the top sources.

Of the young people surveyed, the majority are considering, or currently doing, a university degree (44%) citing ‘to further their education’ as the main reason for choosing this route. Just over one in five are considering or currently doing a school leaver apprenticeship (22%).

Commenting on the findings, Matt Buckingham, Partner and Practice Lead for Grant Thornton UK LLP in the Midlands, said:

“There are different paths to success and plenty of people in the West Midlands have developed fantastic, rewarding careers having started out as an apprentice. It’s certainly clear from our research that there has been a significant change in attitudes towards school leaver apprenticeships. This is likely partly due to the quality of some of the programmes on offer, and also because university isn’t going to be the best route for some young people. The opportunity to get paid while gaining a professional qualification and incur no student debt are two of the main reasons both parents and young people would consider the apprenticeship route.

“As a firm we actively hire both graduates and school leaver apprentices and have long championed the benefits of both routes. But as many young people and parents are still not aware that firms such as ours offer an apprenticeship programme, and many young people are not receiving good careers advice about the apprenticeship route, there is clearly more work to be done. Employers have a key role to play here, working with education providers in their local community to ensure that young people and their parents are provided with good advice, at the right time, about the different routes available to them after leaving school so they can make the right choice for them.”

Olivia Hunt, 20, started her school leaver apprenticeship with Grant Thornton in 2022.  Based in the Birmingham office, she joined straight from a school in Worcestershire, where she achieved high grades for three A Levels. She’d received no careers advice about accountancy and found the Grant Thornton programme through her own web-based research. “After working hard throughout high school, I felt ready to gain practical experience within the accountancy industry. Working in the audit practice has already given me exposure to many clients operating in different industries helping me to also observe and build my knowledge on how different industries operate.”

Alice Daykin, 22, also based in the Birmingham office, joined the same programme in 2020 straight from a school in Stafford, where she achieved three ‘A’ graded A Levels. “My confidence has massively increased by undertaking a school leaver apprenticeship. I now have four years of experience and have almost finished my exams, so should be a Chartered Accountant in the not too distant future. If I had gone to university instead, I may now only have a years’ worth of experience and would be still getting used to the basics. It feels like it has massively accelerated my career.”

 

Business & Property News, Education News, Training News

British Student Scoops Accolade for Academic Excellence in World’s Most Competitive Graduate Management Programme

Two British students celebrate graduation from prestigious Dubai Business Associates programme, with one being recognised for academic excellence  

Two students from the UK are celebrating after completing the Dubai Business Associates (DBA) programme in a graduation ceremony held at the Emirates Group Headquarters, Dubai.

London-based Leya Ali, and Lady Gabrielle Ashong, are the only UK students to have joined 34 other associates, selected from 12,500 applicants worldwide, to take part in the highly sought after, elite graduate management programme, DBA.

 

Under the patronage of His Highness Sheikh Mohammed bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler of Dubai, the DBA programme is a beacon of excellence in graduate management education. The fully funded, unique graduate programme provides talented young professionals with the opportunity to develop and strengthen their skills in strategy, business, and leadership.

Now in its ninth year, the Associates immersed themselves in a comprehensive experiential and project-based learning approach, delivered in collaboration with esteemed learning partners including PwC Academy Middle East, CAPADEV, and Bon Education.

 

Through a blend of experiential learning and project-based strategic assignments, they have honed their abilities to tackle global challenges faced by industry leaders in Dubai and beyond. Additionally, the programme has embedded cultural learning for a deeper understanding of Dubai as the Associates become ambassadors for the city when pursuing their chosen careers.

 

A keynote speech delivered by DBA partner Amira Al Falasi, Senior Vice President of Learning and Talent at Emirates Group, highlighted the significance of nurturing future global leaders in Dubai’s vibrant business landscape.

During the ceremony, a series of special awards were presented to outstanding individuals, recognising their dedication, accomplishments and contributions to the learning environment, leadership potential, adherence to professional standards, and exceptional performance during placements.  In addition, DBA’s esteemed partners were presented with awards recognising their steadfast commitment and support for the programme.

 

23-year-old Cambridge University graduate, Leya Ali, accepted the prestigious Faculty Award for her academic excellence and contribution to the learning community.

 

Remarking on her achievement, Leya said:

“I feel incredibly privileged to have been selected for the fully-funded DBA programme. The management throughout the nine months has been really supportive really guiding and helping me flourish, and making the most of opportunities while I was there in Dubai.

“Dubai holds all the ingredients to have that fast-paced, ‘hit-the-ground running’ environment. From network to culture and entertainment, Dubai has been one of the most pleasant experiences to live and to work in. The diversity within the workplace is truly impressive and I have always been welcomed with open arms by the locals.

“The overall DBA experience has not just been about the hard and soft skills you learn in relation to all things ‘professional’ and ‘work’. We were a cohort consisting of almost 20 nationalities, with entirely varied backgrounds and past experiences where there was so much openness about learning each other’s culture, religion and stories. DBA really is the place for learning and if you have the quench to study and work really hard in order to grow your skills, experience and business acumen during a small timescale, DBA is for you.”

 

James Maughan, Director of Dubai Business Associates, shared his pride in the programme’s ongoing success, saying:

“The DBA programme continues to be a beacon of Dubai’s commitment to nurturing talent and fostering innovation. We congratulate our graduates on their remarkable achievements and look forward to witnessing their continued success as they embark on their professional journeys. I am especially proud of this cohort’s achievements and am confident that they will continue to excel as ambassadors of Dubai’s dynamic business landscape.”

 

Alongside their classroom learning, the Associates simultaneously gained real-world experience by delivering consulting projects that addressed real-life problems for multiple partners. These partners included some of Dubai’s leading organisations, such as Emirates Airline, dnata, Dubai International Financial Center (DIFC), Expo City Dubai, Dubai Department of Economy and Tourism (DET), Dubai Future Foundation (DFF), and Falcon and Associates.

The DBA programme received applications from 166 countries for its tenth year, scheduled to commence this September. The programme eagerly anticipates welcoming the next generation of talented graduates, keen to launch their careers from Dubai.

For more information visit https://dubaibusinessassociates.ae/.

 

Business News, Education News, Insurance

ERS Unveils Swansea Trainee Underwriter Programme to Boost Career Opportunities

ERS, the UK’s leading specialist motor insurer with a rich 75-year history, has introduced a Trainee Underwriter Programme at its Swansea office. This initiative is designed to foster new career opportunities in underwriting for aspiring professionals in Wales.

In April, the first group of trainee underwriters joined the programme which offers a mix of practical training and academic studies, leading to industry-recognised insurance qualifications accredited by the Chartered Insurance Institute (CII). All trainees get the opportunity to spend time in London, gaining both insights into the insurance industry and Lloyd’s of London operations.

ERS is situated in its spacious Crucible Park office in Swansea Vale and has nearly 500 employees. Since its significant investment in Swansea in 2014, ERS has enhanced local job opportunities, aiming to be the employer of choice in South Wales’s financial sector.

This Trainee Underwriter Programme builds on ERS’s Underwriting Academy which opened in 2020, expanding career paths for its employees and local talent. Designed to be rewarding, challenging, and enjoyable, it integrates with ERS’s diverse roles in claims, project management, business analysis, IT, counter fraud, personal injury, and risk governance.

As part of the IQUW Group, operating in Swansea, London, and Bermuda, the group wrote over $1.3 billion of specialty business in 2023 with ERS focusing on specialist motor and IQUW on property and specialty insurance and reinsurance. IQUW has a diverse range of insurance products, including Aviation, Cyber, Cargo, Crisis Management, Marine, Political Risk, Energy, Property, D&O, Financial Institutions, Political Violence, Terror and War risks written from the London office. They also provide Reinsurance for Property Treaty International, US-specific Reinsurance, and Specialty Reinsurance, written in London and Bermuda. This diversity allows ERS experts to explore various areas of insurance and reinsurance.

Jodie Aucamp, Talent Resourcer at ERS, highlights the syndicate’s investment in Swansea and their commitment to local talent: “Our new Trainee Underwriter Programme is a key addition to the varied roles we offer in Swansea, providing long-term career growth opportunities.”

Cameron Jackson’s journey demonstrates ERS’s career pathways. Starting as an underwriting assistant in Swansea, he progressed through the Underwriting Academy to become a qualified underwriter and subsequently joined the London office. Jackson praised the company’s supportive culture and the diverse, enriching nature of underwriting.

“There will always be a need for insurance and underwriters, making this a rewarding and secure career choice,” Jackson said, emphasising the limitless pathways in underwriting.

If you’re interested in any of the roles available at ERS, please visit their careers webpage.

Education, Education News, Immigration

Graduate Coach welcomes decision to retain Graduate Route, but says greater career support needed for International Students

Graduate Coach, the leading graduate coaching company, assisting international graduates in securing employment in the UK, welcomes Prime Minister Rishi Sunak’s decision to maintain the Graduate Route in its current form. However, the government also has announced the system is under ‘review’ and is planning to announce a string of measures to crack down on ‘abuse’ of the route by international students.

 

Chris Davies

Chris Davies, CEO of Graduate Coach highlights that maintaining the route is good news as it provides consistency and certainty for students as well as financial stability for some universities that would have been under threat financially if it had been axed. However, he questions why more isn’t being done to support international students when they graduate in their job searches.

 

He said, “While it’s encouraging that the Graduate visa route has been retained, it’s disheartening that the support for international graduates in finding employment is so woeful. In my 14 years of experience supporting graduates into the job market, I have seen very little effort from universities to assist graduates in securing jobs. This leaves many talented individuals struggling to navigate the UK job market.”

“Unfortunately, around 85% of graduates who seek our help report receiving no assistance from their universities in job hunting,” Davies continued. “The reality is that about 80% of UK companies are reluctant to hire international graduates, often due to misconceptions about the complex visa process or a lack of awareness about the available visas.”

 

Davies highlighted several challenges international graduates face in the job market. “Many small and medium-sized enterprises are unaware that the visa process is straightforward, leading to automatic rejections. Larger companies, who are ‘approved’ for taking on international graduates are overwhelmed with applications, can afford to be highly selective as often there can be 3,000 or more candidates for each opening, making it even harder for international graduates to stand out.”

 

Graduate Coach has a proven track record of success in placing international graduates in paid employment.

However, Davies stresses, “We only work with candidates we believe can secure employment, those with good degrees and significant work experience either in the UK or their home countries. We ensure all CVs are ATS compliant and prepare our candidates thoroughly for the job market.”

 

He concludes, “While it’s a positive development that the Graduate Route will remain, it is bittersweet knowing that these students are often left to fend for themselves when seeking employment. They pay a major premium to study here and contribute significantly to the UK economy and academic community, yet the support for their transition into the workforce is minimal”

Graduate Coach calls on the government and universities to enhance their support systems for international graduates.

“There needs to be a concerted effort to educate employers about the benefits and simplicity of hiring international graduates. Additionally, universities should take a more proactive role in career support services tailored to the needs of these students. We must ensure that these talented individuals are given the support they need to thrive in the UK job market, benefiting both the graduates and the broader economy,” Davies concluded.

 

—

About Graduate Coach

Graduate Coach is a UK-based graduate career coaching firm founded by Chris Davies. Since opening in  2010, Graduate Coach has helped over 5,000 UK and international graduates secure positions at leading UK companies such as Amazon, Google, J.P. Morgan, and more. With a focus on practical guidance and skill development, its services include one-to-one career coaching, immersive workshops, and personalised online resources. Additionally, Graduate Coach provides tailored internship opportunities and support services to further enhance graduates’ career prospects.

For more information, please visit https://graduatecoach.co.uk/

or their link tree https://linktr.ee/graduatecoachuk

Education, Education News, News

Advance HE and Explorance agree partnership for open comments analysis for PTES and PRES to optimise understanding of the student experience

Advance HE has commissioned Explorance MLY to undertake open comment analysis of the 2024 Postgraduate Taught Experience Survey (PTES) and Postgraduate Research Experience Survey (PRES).

PTES is the only international higher education sector-wide survey to gain insight from taught postgraduate students about their learning and teaching experience. PRES, meanwhile, provides robust, benchmark data from large numbers of institutions across the UK and globally to drive enhancement of the postgraduate research experience. Both surveys explore the experiences of tens of thousands of students.

Explorance MLY, which is used by a growing number of universities in the UK and globally, is an AI-powered qualitative analysis tool that distils data-driven actionable feedback from huge amounts of unstructured comments – with machine learning models purpose-built for higher education. MLY has specialised models that identify recommendations and alerts from student comments, allowing institutions to close the feedback loop. Through this partnership with Advance HE, over 100 participating universities will have the opportunity to experience MLY via its sharing dashboards.

Specifically, Explorance MLY will be used to analyse open comments from thousands of individual survey responses to two questions in each survey: PTES (‘What has been the one most positive aspect of your course so far?’, and ‘What one thing would most improve your experience of your course?’); and PRES (‘What has been the one most positive aspect of your research degree programme so far?’; and ‘What one thing would most improve your experience of your research degree programme?’).

Institutions who opt-in to this service will receive an interactive tailored dashboard with their responses quantified, coded against the benchmark, and filterable by key demographics.

Jonathan Neves, Head of Business Intelligence and Surveys at Advance HE, said:

“We are delighted to be working with Explorance on this project. Their expert analysis of open comments in this year’s PTES and PRES will be a crucial element to support the work of our members and the HE sector. The purpose is to provide participating institutions with better insights from these surveys that will help them improve the student experience and using MLY will help them do this more quickly than ever before.

“It is fantastic to be able to partner with an organisation which is already embedded in the sector, and is supporting individual universities with similar work around qualitative analysis of student feedback. MLY is a highly impressive tool, and we are looking forward to the implementation of a successful collaboration.”

John Atherton, VP Sales EMEA at Explorance, added:

“This is an exciting opportunity for us to work with Advance HE to support two integral surveys in the international higher education sector, and give individual universities the opportunity to experience MLY through the partnership. Thematically analysing free-text comments from student surveys is a huge challenge for universities, in terms of time and resources, and with our AI solution we can quickly develop themes and uncover patterns in responses to inform action. In turn, this leads to better insights to support and enhance student experience.”

Education News

How to celebrate Learning at Work Week by embracing growth in the workplace

Learning At Work Week has been heralded as the perfect opportunity to “foster a culture of continuous improvement.”

Expert Jack Hayes, the director of the Motivational Speakers Agency, specialises in providing experts to businesses who can drive innovation and productivity.

And he says Learning At Work Week, celebrated between May 13 and May 19, can benefit both employers and employees.

Jack said: “Learning At Work Week is now firmly established as a key date in the calendar for business leaders. 87% of employees are less likely to leave their jobs if they are in workplaces which foster a culture of learning, and which organise engaging activities, as well as recognising achievements. Learning at Work Week is also an opportunity to foster a culture of continuous improvement and growth within an organisation. It is a time to also celebrate the value of learning and development in the workplace.

“Employers who recognise and act on learning at work week can reap numerous benefits. These include increased employee engagement and morale; enhanced skills and knowledge within the workforce; improved productivity and performance;

greater innovation and adaptability and enhanced employer brand and reputation as a learning organization.

 

Here are five top tips on how to celebrate Learning at Work Week and the benefits employers can gain by recognizing and acting on this event.

 

  1. Foster a Learning Culture:

Encourage a culture where learning is embraced at all levels. Provide staff with resources, support them, and roll out incentives for employees to engage in learning activities. This could include offering training programs, workshops, mentorship opportunities, or access to online learning platforms. By prioritising learning, you can demonstrate your commitment to employee development and empowerment.

 

  1. Organize Engaging Activities:

Plan a variety of interactive and engaging learning activities throughout the week. This could involve workshops, seminars, webinars, lunch-and-learns, team-building exercises, or knowledge-sharing sessions. Also aim to get creative and organise a learning expert to deliver a keynote speech to your audience. The Champions’ Speaker agency recently compiled its list of 10 best learning at work keynote speakers.

They included Inga Beale, the first female CEO of Lloyd’s of London; Olympian Derek Redmond; Carey Lohrenz, the first female F-14 Tomcat pilot, and Bonita Norris became the youngest British woman to summit Mount Everest

The best keynote speakers for Learning at Work Week are those who can inspire, educate, and motivate employees to embrace learning and personal development.

 

  1. Recognise and Reward Learning Achievements:

Acknowledge and celebrate the learning achievements of employees. Recognise individuals or teams who have demonstrated commitment to learning, acquired new skills, or made significant contributions to knowledge sharing. Consider offering rewards such as certificates, badges, prizes, or public recognition to incentivise participation and showcase the importance of continuous learning.

 

  1. Encourage Collaboration and Peer Learning:

Facilitate opportunities for employees to collaborate and learn from each other. Encourage peer-to-peer knowledge sharing, mentoring, and cross-departmental collaboration. Create forums or online platforms where employees can share insights, best practices, and any lessons learned. By fostering a culture of collaboration, you promote continuous learning and collective growth within the organisation.

 

 

  1. Reflect and Set Goals for the Future:

Use Learning at Work Week as a time for reflection and goal setting. Encourage employees to reflect on their learning journey so far, identify areas for improvement, and set personal or professional development goals for the future. Provide support and guidance in creating actionable plans to achieve these goals, whether through additional training, mentorship, or on-the-job experiences.

Driving, Education, Education News

Hawkstone Scholarship Programme Winner Announced at University of South Wales

During September 2023, Hawkstone Commercials launched the Hawkstone Scholarship Programme which gave business study students at the University of South Wales the opportunity to compete for a £500 bursary payment.

Hawkstone Commercials is an independent vehicle leasing broker operating out of Bridgend in South Wales who were recently named in the Top 100 SME Businesses 2024.

The task set to the students was to write a detailed paper on how to overcome one of the key issues that faces the motor industry, and to outline opportunities in the market to further grow the business.

The winner was selected after a vigorous judging process, and it has been announced that the Hawkstone Scholarship bursary will go to Lekshmi Nair after delivering an exceptional final paper on the subject matter.

Director of Hawkstone Commercials, Oliver Lewis said “As a business we feel very strongly about giving back to organisations and charities as often as we can. There is a lot of talent within the University of South Wales, and it is important to give them as many real-world opportunities as possible to ensure they can develop into the next generation of entrepreneurs”.

“After meeting with Lekshmi, it was clear that the Scholarship Programme has added a lot of value to the University and the students within. We have made the decision to start another programme this year, which we believe will be a bigger success than the last” Oliver added.

Lekshmi Nair said “It was fantastic to challenge myself in a subject and topic that I am not particularly familiar with. I undertook a lot of research to fully understand how the industry operates to ensure that I provided a strong and robust paper. I would like to thank Hawkstone Commercials for the opportunity”.

Hawkstone Commercials has set its sights on expanding the Scholarship Programme across other universities in Wales, and to local colleges in the near future.

 

Education, Education News, News, Pensions

Teachers’ Pension Scheme employer contribution rate rises – what can independent schools do about it?

The employer contribution rate for the Teachers’ Pension Scheme (TPS), a defined benefit scheme, has increased by 5% this month.

The rate increase from 23.68% to 28.68% is based on the outcome of the 2020 valuation of the scheme. The Department for Education is providing additional funding to directly funded scheme employers, such as state schools, to cover the increase in the employer contribution rate, but higher education providers and independent schools are not eligible for this and are facing additional costs.

Stuart Price, Partner and Actuary at Quantum Advisory, says: “With no funding assistance from the government, independent schools face an exponential rise in employment costs. Coupled with Labour’s plans to add VAT to independent school fees if they win the upcoming general election, independent schools are having to make difficult financial decisions to ensure that their future is sustainable.

“This latest employer TPS contribution rate rise could be the turning point for even more independent schools to review their pension provision for teaching staff. A freedom of information request by the Independent Schools’ Bursars Association has revealed that 460 independent schools have left or announced plans to leave the TPS in some form as of September 2023.

“There are numerous alternative pension options for schools such as phased withdrawal that allows independent schools to opt out of the TPS for new teaching staff, while existing teaching staff remain members of the TPS. This option has limited impact on immediate cost savings and mitigating financial risk for independent schools. More common options include a total exit from the TPS for all teaching staff in respect of future service or a ‘shared cost/risk’ basis where teaching staff pick up some or all of the additional costs to remain in the TPS for future service. Combinations of the alternatives are also available too.

“Whatever a school does needs to be carefully planned for; that includes putting in place a robust business case for any changes. But by far the biggest challenge is the HR issues changes can bring. These can be mitigated by providing generous flexible alternatives in place of the TPS, carrying out a well-planned communication exercise with teaching staff that includes being receptive to their views and providing lots of support so teaching staff can see how the changes would impact them at a personal level. This allows teaching staff to fully understand the changes so they can make a well informed decision in relation to their future benefit provision.

“Making changes to the TPS is not a straightforward exercise but once done it provides independent schools with more long-term funding stability, which is so important given the current financial climate.”

Child Development, Childcare, Children and Childcare, Education, Education News, Healthcare, Mental Health, News

Major Study Reveals Skills Children Need to Navigate an Uncertain Future

Parents value ‘soft skills’ over ‘hard skills’ to future-proof their children’s wellbeing, new research reveals.

  • 38% cited resilience and the ability to cope through change as most important
  • 38% are most concerned with their children developing interpersonal and social skills 
  • Only 29% listed maths and data analysis as a key skill
  • Working parents aged 55+ believe resilience and the ability to cope is most valuable (49%), while parents aged 18-34 place most emphasis on imagination, creativity and problem solving (32%)

A survey of over 3,000 working parents has revealed that in a world of rapidly evolving technology and AI, parents want their children to develop life skills over those that are technical or academic.

The findings formed part of Bright Horizons’ UK annual Modern Families Index survey and found that parents today are acutely aware they are preparing their children for an unpredictable future – and a world of jobs that don’t yet exist.

To counter these growing concerns and fears for their children’s mental health, parents are placing greater importance on life skills such as resilience and ability to cope – above technical skills such as maths and IT.

 

One parent quoted in the report revealed: “Having interpersonal skills and resilience helps her to understand when she should say no to something. She will live in a world where no one will ever be able to switch off. She needs to be able to create boundaries and show her worth at work so as to not be overlooked by AI.”

Rather than simply preparing for school or for a specific career path, parents recognise their children need to be prepared for life, with the confidence and motivation to flourish, whatever the circumstances.

 

Caroline Wright, Director of Early Childhood at Bright Horizons UK commented: “These findings amplify the importance of the uniquely holistic educational approach practised in our nurseries. There is a rapidly growing need for parents to feel their child’s emotional development is being supported as they mature, so by introducing the concept of positive mental health from an early age, we can help children feel safe and secure and be open to learning. 

“Our Nurture ApproachTM places equal emphasis on children’s emotional wellbeing, as well as practical and academic skills, and this provides the foundations for children to reach their full potential – preparing them for life in an ever-changing world.” 

 

Further data shows parents seek support and guidance through their employers on developing children’s emotional and interpersonal skills in their parenting. This is evident through those utilising Bright Horizons’ Work+Family Solutions ‘Speak to an Expert’ service. Almost half of employees using the provision were seeking advice on young people’s resilience, wellbeing and helping their children manage emotions.

 

 

About Bright Horizons 

In our nurseries, the Bright Horizons Nurture Approach recognises the individual needs of each child, and focuses on promoting confidence, wellbeing and a genuine love for learning. Based on extensive pedagogical theory and the latest neuroscientific research, our approach is based on the premise that emotional resilience and wellbeing is just as important as other early childhood foundational skills, such as counting and literacy. It also focuses on the significance of the adult role as educators, and the importance of secure attachments between children, families and the key person.

Bright Horizons Work+Family Solutions provides best in class practical, wellbeing and developmental solutions, supporting employers and employees with the holistic combination of work and family. With over 400 clients in the UK, and more than 1,300 globally, the company provides a full range of supports and acts as a trusted partner, provider, and advisor on employer strategies to meet companies’ objectives. This plays a key part in attracting, engaging, and retaining talented people for their clients and the bespoke services address the practical, wellbeing and cultural needs of organisations and individuals.