Highlighting the essential role the FSM programme plays in safeguarding children’s health, educational attainment, and long-term outcomes, the letter argues that the current FSM funding rate is no longer sufficient against a backdrop of rising food costs, increased labour costs driven by London Living Wage uplifts, and higher Employer National Insurance contributions, all of which have reduced the funds available for ingredient procurement.

FSM funding currently sits at £2.61 per meal, but without an increase to at least £3.50 per meal, providers will be forced to compromise on food quality, undermining both nutritional standards and the integrity of the programme.

The current eligibility threshold has also left many struggling families without the support they need, putting their children’s health and attainment at risk.

Olive Dining serves over 150,000 students across 170 schools – many of these in deprived areas of London and the South East. Currently, more than 68,000 of these students rely on FSM, and Olive Dining has increased FSM uptake by 22 per cent in the past 12 months, with total meal uptake now exceeding 80 per cent of the school population.

Speaking about her letter to the government, Stephanie Spratt, co-founder and CEO of Olive Dining, said: “The FSM scheme is a lifeline for many families across the UK, and as the squeeze on household budgets continues, access to consistent, nutritious meals at school is more important than ever. Children and young people need well-balanced meals not just to benefit their physical health, but to support their cognitive development, concentration, and academic performance. But without adequate funding, this is becoming more difficult.

“An increase in funding is essential to ensure schools can continue to provide meals made from fresh, high-quality, UK sourced ingredients. I’m calling on the government to increase FSM funding by 89p per child to reflect current market conditions; address the impact of rising labour costs, including London Living Wage increases and Employer National Insurance contributions; expand eligibility to support more low- and middle-income families; and reinforce and invest in robust nutritional standards for school meals.”

To address this, VenturEd Solutions launched a new safeguarding framework at the Schools & Academies Show last week, at the NEC in Birmingham. The framework brings together safeguarding records held in CPOMS StudentSafe, alongside supporting data from Medical Tracker and SchoolPod, to help surface relevant information across systems so staff can identify important links sooner and act quickly when something doesn’t seem right.

In a busy school day, a class teacher might record a behaviour incident, a TA may log medication that a child needs to take, and the DSL might add a safeguarding note. On their own, none of these updates might be anything to note. But together, they could highlight a student who needs support.

For example, a student may be missing more school, be visiting the medical room more often with headaches or stomach aches and showing a change in behaviour such as becoming withdrawn or more anxious in class. Each of these could be easy to explain. But when you look at them all together, they could give safeguarding staff a clearer picture to step in early and help.

Ed Farmilo, former teacher and senior leader at VenturEd Solutions, said: “Safeguarding decisions are rarely based on one big incident. It’s usually small things that start to add up like a change in behaviour, more visits to the school office for medical advice or a student’s attendance starting to dip.

“The challenge is having the ability to spot those patterns early. Our aim is to make that easier for schools, so they can act sooner when something isn’t right.”

Daniel Neeld, managing director at Medical Tracker, said: “Schools have always held the pieces of the puzzle, but too often health sits in one system, safeguarding in another and behaviour somewhere else. By bringing Medical Tracker, CPOMS and VenturEd Solutions together in this framework, we’re giving schools the complete picture of every child, built from specialist tools that each do their job brilliantly. That’s how you move from reacting to concerns to getting ahead of them.”

Rick Gardner, managing director at CPOMS, added: “The new framework builds on systems schools already use. It doesn’t add extra workload or require staff to learn something new. It simply helps the systems share relevant information so safeguarding teams can see the full picture and respond more quickly.”

Located within the Old Royal Naval College at Greenwich, the project will transform a first-floor teaching space within the Grade I listed King William Court.

The building forms part of the Greenwich Hospital Scheduled Monument within the Maritime Greenwich UNESCO World Heritage Site.

Wilson Mason is providing architecture, interiors, heritage, Building Regulations and CDM Principal Designer services on the project. The project will refurbish the university’s existing computer laboratories, which were originally fitted out around 2000 when the university first occupied the site.

After 25 years of intensive use, the facilities are being upgraded to support current and future teaching methods, improve capacity and enhance the student experience, while carefully preserving the building’s historic fabric.

Wilson Mason began work on the project with a feasibility study in September 2025 and has led the design through the early stages. The practice will now continue its involvement from Stage 4 onwards as part of the client design and monitoring team, with construction works due to commence in late May 2026 and completion scheduled for August 2026 ready for the start of the new academic year.

The scheme has required a highly sensitive approach in response to the heritage significance of the building, including no fixings into masonry and stonework, no new services penetrations through masonry and limited opportunities to disturb the historic floor construction.

Dominique Haslam, partner architect at Wilson Mason’s London office, said: “We feel enormously proud to be working with the University of Greenwich on this important refurbishment at King William Court. This is a project of real significance, not only because of the value it will bring to students and teaching staff, but also because of the extraordinary historic setting in which it sits.

“Our approach has been to develop a carefully considered, light-touch design that responds to the constraints of a Grade I-listed building and Scheduled Monument while creating contemporary, flexible and future-facing learning spaces. It has been a genuinely collaborative process with the university, Historic England and the wider consultant team, and we look forward to seeing the project progress on site.”

The design strategy for the project includes bespoke joinery interventions, carefully integrated servicing routes and multifunctional elements that support teaching, acoustics, lighting control and ventilation. The design also includes reinstatement of double sash window operation to support the natural ventilation of the space.

Sustainability has been addressed through the replacement of existing cooling units with more efficient contemporary systems, improved natural ventilation, the specification of materials with high recycled content and end-of-life recycling potential, as well as a modular approach that will allow future adaptation and reassembly.

Throughout the scheme, any newly introduced elements have been designed to perform multiple functions while minimising impact on the historic structure.

A programme of survey and opening-up works, undertaken with consent from Historic England, has helped the team better understand the construction of the building, existing service routes and opportunities for sensitive interventions. This collaborative approach has supported the progression of the design and the timely securing of Scheduled Monument Consent.

The wider consultant team on the project includes Maris Interiors as building contractor, Gardiner & Theobald as project manager and cost consultant, Hoare Lea as MEP, acoustics and AV consultant, and Price & Myers as structural engineer.

Now in its twelfth year, the campaign will award five major prizes of £1,000/€1,000 in National Book Tokens gift cards. In 2026, to coincide with the UK’s National Year of Reading, the initiative expands further, introducing weekly spot prizes of £100/€100 to one school each week between 6 May and 24 June – more than doubling the number of schools able to expand their library collections this year.

Winning schools can spend their gift cards at participating bookshops across the UK and Ireland, with expert support available to help select books suited to pupils’ needs. Nominations are open until 8 July 2026, with the five main winners announced in September 2026. Meanwhile, weekly winners will be revealed via National Book Tokens’ channels.

The initiative continues to build on the longstanding partnership between National Book Tokens and Read for Good, including the successful Readathon® programme, bringing books and storytelling to children in hospitals and schools across the UK.

Both organisations share a commitment to reading for pleasure, which is linked to improved academic outcomes, enhanced wellbeing, and the development of empathy and other vital life skills, according to research by the National Literacy Trust.

Recent Read for Good research highlights a continued fall in the number of school libraries and, where they do still exist, they face significant funding challenges in maintaining well-stocked libraries with modern and appealing books, with teachers consistently citing lack of funding as the main barrier to improvement.

As one teacher explains: “School budgets are increasingly tight and to complete the refresh we need to, we just don’t have the funds. To have the greatest impact our book stocks need a complete overhaul and to do this we need financial support.” Another adds: “Books are outdated and scruffy. The school budget is stretched, and it has not been a priority for spending.”

Despite these challenges, library engagement remains strong where provision exists, with, according to recent findings by the Department for Digital, Culture, Media and Sport, 64% of 5–10-year-olds and 58% of 11–15-year-olds visiting a library in the past year, demonstrating continued demand for accessible and engaging reading spaces, which the Schools Prize has met with impressive results.

Since the prize began in 2014, 28 schools across England, Wales, Scotland, Northern Ireland and Ireland have collectively received £60,000 in funding. Schools have used the awards to rebuild underfunded libraries, stock new spaces, and broaden collections to better reflect and support all pupils – including books for dyslexic and autistic readers, graphic novels and comics, and pupil-selected reading materials.

The STAND Behaviour Framework, which stands for Safety before learning, Trauma-informed, Adults shape the culture, Needs drive behaviour, and Dependable relationships, brings together Fresh Start’s 15 years of experience and relational practice in successfully supporting students on a 1:1 basis.

Available courses include Because Behaviour Speaks, Understanding Behaviour Through a Relational Lens, Trauma Awareness & Emotional Safety, De-escalation & Positive Behaviour Support, and Relational Practice & Emotion Coaching.

Grounded in the idea that behaviour dramatically improves when students feel safe and supported by regulated adults in dependable relationships, the framework is designed to create educational cultures where everyone can thrive.

The training is available in a range of formats, including Twilight/CPD [focused after-school training sessions], INSET days [full day training programmes], eLearning [module-based training designed for parents, schools and education professionals], webinars [live training with expert guidance without the need to travel], and digital resources to support learning and teaching practice.

Ed Robbins, CEO of Fresh Start in Education, said: “We know that when students don’t feel safe and supported they will struggle to engage and progress. Education is not one size fits all, and the students we support bring with them different backgrounds, vulnerabilities, and circumstances that all impact their ability to regulate, focus, and thrive in the learning environment.

“Supporting students is not simply about having a behaviour policy or a set of empty strategies – it’s about establishing a shared understanding about how behaviour is understood, how we respond when challenges arise, and how students are supported to regulate, engage and learn. This is why we’re supporting schools to embed the STAND principles across policy, practice and culture. The framework provides a clear foundation that aligns parents and professionals, strengthens consistency, and builds the conditions for young people to thrive in. Every student deserves the chance to work towards a bright future, and we’re confident the STAND principles will make a difference.”

Working with local authorities, schools, parents and carers, Fresh Start ensures every child has access to the education, mentoring and emotional support they need to succeed, no matter their past or personal circumstances. Its mission is to inspire hope for a future, and to provide the tools to make that future possible.

Avantis is one of only 185 organisations nationally to be recognised with a prestigious King’s Award for Enterprise in 2026. Announced today (Wednesday 6 May), the award acknowledges the company’s outstanding achievement in Innovation for its flagship product ClassVR.

ClassVR combines purpose built hardware, curriculum aligned content, and classroom management tools into one easy to use VR/AR device. Since 2017, Avantis has been dedicated to making virtual reality a meaningful part of education, and ClassVR is now used in over 90 countries by more than 2 million students.

Assessors highlighted the classroom management and safeguarding features ClassVR provides as key details for Avantis’ success in the Innovation category – as well as the centralised teacher portal that allows real-time session control, the Eduverse content library containing hundreds of thousands of curriculum-aligned resources, and its strong SEND support offering through virtual safe spaces and sensory simulations.

Speaking on the company’s achievement, Huw Williams, Chief Executive Officer, Avantis Education said: “We are incredibly proud to receive a King’s Award for Enterprise in Innovation. This recognition is a powerful endorsement of the work our team has done to push the boundaries of what’s possible in education.

“It reflects not only our commitment to innovation, but the meaningful impact our solutions are having for schools, teachers, and learners across the globe every day. Most importantly, it’s a testament to the passion of our people and the trust our customers place in us to deliver technology that truly makes a difference.”

The King’s Awards for Enterprise, previously known as The Queen’s Awards for Enterprise, were renamed in 2023 to reflect His Majesty The King’s commitment to continuing the legacy of HM Queen Elizabeth II in celebrating exceptional UK businesses. Now in its 60th year, the King’s Awards for Enterprise remain the UK’s most prestigious business accolades.

Calling all educators! Daisy Education invites you to join their FREE online International Reading Conference, taking place on 9th, 10th and 11th June 2026.

Are you looking to deepen your understanding of evidence-based reading strategies, explore innovative ways to raise attainment, and inspire reading for pleasure, learning and life?

Secure your spot today

Host TV personality and education expert Baasit Siddiqui will be joined by renowned literacy experts and EdTech innovators, including Andrew Ettinger (Director of Education at the National Literacy Trust), in this three-day event that will explore how to:

• Cultivate a strong, sustainable reading culture.
• Accelerate reading progress and student motivation.
• Harness adaptive technology to support digital reading strategies.
• Discover practical, innovative approaches to improve reading outcomes.

Whether you’re in primary or secondary education, this conference is designed to provide actionable insights you can take straight back to the classroom.

“The IRC was exceptionally well organised, with a great balance of research, classroom practice and engaging discussion.” – IRC25 Attendee

Can’t attend live? No problem — register today to access all session recordings on demand.

The findings reveal a significant awareness gap across the education sector, with 44% of staff reporting they are unfamiliar with the Terrorism (Protection of Premises) Act 2025, otherwise known as Martyn’s Law, and a further 31% unaware of any preparations being made ahead of its introduction.

Beyond the requirements of incoming regulation, the findings also highlight concerns surrounding everyday preparedness and a clear funding issue. The majority of staff (58%) believe their school is not prepared for a lockdown or a major security incident, yet 87% say they lack sufficient funding to implement effective lockdown and security measures.

While enforcement of the new duties – covering lockdowns, evacuation, invacuation and wider preparedness – is not expected until early to mid-2027, this leaves little more than a year for schools to prepare, with the new guidance sharpening urgency by clarifying who falls within scope and what is required to comply.

Despite low awareness of the legislation, the Act applies to education settings where 200 or more people are reasonably expected to be on site at any one time, meaning the vast majority of UK schools fall within scope.
According to the research, low awareness of law changes is also accompanied by growing concern over school safety, with more than one-third (36%) of education staff stating that schools have become more dangerous places to work, and high levels of aggression reported among pupils, towards staff, and from parents.

Alex Jay, CEO of Little Green Button, said: “The scale of these findings is deeply concerning. Schools are being asked to prepare for serious security threats without the funding, tools or clear guidance needed to do so confidently – with many not even aware of the legislation they are expected to prepare for.

“The guidelines are clear – this is about being able to share information quickly and effectively during an incident to support a response and reduce harm. As such, now more than ever, schools need to ringfence time to assess risks across their site, consider how technology can support faster and clearer communication, and ensure they have a simple, well-understood lockdown plan in place, all of which should be tested regularly. Early preparation doesn’t just reduce risk, it builds confidence among staff, students, and parents; important both in the context of rising incidents and as we enter a new regulatory environment.”

For schools across the UK, the weeks after Easter and before GCSE exams often reveal an uncomfortable reality. Attendance patterns shift, behaviour changes, and some pupils who seemed stable earlier in the year begin to disengage.

As students approach the transition from Key Stage 4 to Key Stage 5, these warning signs become particularly significant. The post-16 landscape places increased academic and emotional demands on young people. If gaps in learning, attendance issues, or wellbeing challenges are left unaddressed, they can quickly escalate once they move into their chosen Level 3 pathways.

That is why timely intervention is so important. The period before and immediately after Easter provides a crucial window for schools to identify students who may struggle with the transition to Key Stage 5 study and provide support before those challenges become entrenched.

The Hidden Risks of the Transition to Key Stage 5

Moving from Key Stage 4 into Key Stage 5 is one of the most significant transitions in secondary education. Pupils move from a structured, familiar school environment to more specialised, independent pathways, with A-Level and Level 3 courses that demand deeper subject knowledge, stronger study habits, and greater personal responsibility.

For some learners, this transition can highlight issues that were previously manageable, from increasing absenteeism to behavioural difficulties or significant knowledge gaps.

Left unexamined, these challenges can quickly affect Key Stage 5 outcomes and long-term destinations. Early intervention allows schools to address these challenges proactively, helping pupils rebuild confidence and develop the skills they need before the pressure of GCSE exams and further education fully takes hold.

Acting Quickly When Support Is Needed

One of the biggest barriers schools face when supporting vulnerable pupils is speed. When a young person is struggling, and the countdown to exams is on, support needs to be put in place immediately. Flexible alternative provision can play a vital role in this process, providing schools with rapid, high-quality support when it is needed most.

Academy21 provides DfE–accredited online alternative provision to support pupils from Key Stage 2 through to Key Stage 5 who face barriers to learning. Importantly for schools responding to urgent needs, students can be enrolled within 48 hours, and we have a range of targeted GCSE programmes for specific needs.

Supporting Pupils Before GCSE Exam Pressure Builds

Academy21’s Key Stage 4 provision focuses on reinforcing core knowledge that pupils need to successfully pass their exams. Students participate in small-group, fully live lessons delivered by UK-qualified teachers experienced in supporting learners with diverse needs. Lessons are interactive and adaptive, helping rebuild confidence while reinforcing key subject knowledge. Plus, students have 24/7 access to all lesson recordings and materials for exam revision.

Alongside academic learning, students also benefit from pastoral support and additional supporting content and activities. We have an extensive range of wellbeing courses, from one-to-one mentoring to anxiety management workshops, which can be critical for pupils whose difficulties are linked to anxiety or mental health challenges.

A Flexible Partner for Schools

Academy21 works collaboratively with schools, multi-academy trusts, and local authorities to provide flexible solutions tailored to each student’s circumstances.

Provision can be short-term (as short as one week) or long-term (a full academic year). Learning can take place in school, at home, or in specialist settings, using only a computer and an internet connection.

Schools also benefit from detailed progress monitoring through the Academy21 mentor portal, which tracks attendance, engagement, and academic progress.

Intervening Now for a Stronger Start to Key Stage 5

The transition into Key Stage 5 study is too important to leave to chance. Timely intervention can transform a student’s trajectory, turning disengagement into renewed confidence and ensuring that learners begin their post-16 journey ready to succeed.

By working with flexible partners such as Academy21, schools can respond quickly, provide targeted support, and help every pupil start their Key Stage 5 journey on the strongest possible footing.

0800 2088210
contact@academy21.co.uk
academy21.co.uk

Managing and sustaining learning devices can become increasingly complex. From accessibility and maintenance to energy efficiency and environmental impact.

In this Q&A, LapSafe® shares insights on how schools can navigate classroom technology more efficiently, with a focus on sustainability, smart charging, and best practices in device management.

Q: Technology is now at the heart of modern classrooms. What do you see as the biggest challenge schools face when integrating technology?

One of the biggest challenges is ensuring devices are consistently available, charged, and ready for use. Many schools have invested heavily in laptops, tablets, and other digital tools, but managing these resources efficiently, without increasing workload for IT teams or stretching budgets, is a significant hurdle.

Sustainability is another concern. Technology can increase energy usage and contribute to electronic waste if not managed properly. Without clear strategies in place, schools may experience higher operational costs and a growing carbon footprint. This makes smart, sustainable device management essential.

Q: Sustainability is a key topic for schools. How can they ensure their use of technology is more eco-friendly?

There are several ways schools can reduce their environmental impact while still providing robust digital learning opportunities:

1. Smart Charging Solutions
   Using intelligent charging ensures that devices draw only the power they need. This reduces energy waste, extends battery health, and lowers long-term costs.
2. Efficient Device Management
   Structured storage, charging, and security ensure devices last longer and reduce the need for early replacements, helping minimise electronic waste.
3. Responsible Procurement and Disposal
   Choosing durable, repairable technology and using certified recycling programmes ensures devices have a longer life cycle and are disposed of responsibly when no longer needed.

Q: Energy efficiency is a major concern for schools. How can they reduce energy costs when using classroom technology?

Optimising charging practices is one of the most effective ways to reduce energy consumption. Many schools still rely on ‘round robin’ charging, where devices charge one after another, wasting energy and often leaving some devices undercharged.

By contrast, simultaneous smart charging enables all devices to charge together in the most energy-efficient way possible.

Automated power management ensures devices only charge when required, helping prevent overcharging and unnecessary electricity use. Schools can also benefit from choosing low-energy charging and storage solutions designed specifically to support sustainability goals.

Q: Many schools struggle with device longevity. How can they extend the life of their classroom technology?

How devices are stored, charged, and used plays a key role in determining their lifespan. A few best practices include:

• Avoiding Overcharging
  Over-charging shortens battery life. Smart charging systems automatically stop supplying power once devices reach full charge.
• Choosing Appropriate Storage
  Devices should be stored horizontally in secure yet accessible cabinets or trolleys. When updates are required, choosing models with thermostatic control or built-in fans helps prevent overheating.
• Routine Maintenance & Updates
  Keeping devices updated and regularly maintained prevents slowdowns and hardware stress. Encouraging good user habits, such as correct shutdown procedures and careful handling, also makes a measurable difference.

Q: With sustainability becoming a key focus, what should schools look for when investing in new technology?

When planning new investments, schools should consider solutions that offer longevity, efficiency, and easy ongoing management. Key areas to look for include:

• Energy‑Efficient Charging
  Solutions that use intelligent power management help reduce operational energy use.
• Durability & Build Quality
  Robust products reduce the need for frequent replacements and deliver long-term value.
• Device Compatibility
  Flexible systems that work with multiple device types support future-proof planning.
• Sustainability Credentials
  Manufacturers that prioritise responsible materials, production methods, and recyclability contribute to more eco-conscious procurement.

Making informed choices helps reduce costs, extend device lifespans, and support wider sustainability strategies.

Q: Looking ahead, how do you see technology evolving in schools?

Future classroom technology will increasingly emphasise automation, sustainability, and flexibility. We expect to see:

• Advanced Smart Charging & Energy Management
  Integrated energy-saving technologies will become standard as schools work towards net-zero goals.
• More Sustainable Procurement Practices
  Schools and colleges will focus on repairability, upgradeability, and recyclability over frequent replacement.
• Greater Use of Cloud-Based Solutions
  Reduced reliance on physical infrastructure will lower hardware waste and simplify device management.

The aim is for technology to support learning effectively while staying environmentally responsible and cost-efficient. Schools that adopt smart management practices today will be well-positioned for the future.

www.lapsafe.com
sales@lapsafe.com
0800 130 3456