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Having worked with Learning Possibilities as a client, a consultant and as a Project Manager, I still find myself relating almost all my activities to the following phrase, “What Would School Leaders Think?”

For most people in schools, awareness of Information Security standards is limited, and usually only heard about when talking about data protection or when they have been told that they can’t or shouldn’t do something, by their IT Manager, the Local Authority or a Governor.

In fact, most schools should be able to easily understand not just the importance of Information Security but how it is assessed at companies like Learning Possibilities, and that understanding is all dow​n to thinking like OFSTED.

As with OFSTED visits to schools, companies certified to ISO27001 (the principal Information Security standard) will have regular audits and inspections from an external body.

As with OFSTED, Leadership is key. It is not about recording security incidents or how quickly they are dealt with, it is not about recording how well your backups run and it is not about recording the results of penetration testing. It is about looking at how Leadership set objectives, evaluate them and justify subsequent decisions.

Yes, there is record keeping. Yes, there are processes and procedures that have to be followed. Yes, there is regular training on Information Management, Information Security and Data Protection. Yes, there are issues and risks to be dealt with. However, these are there to provide evidence to Leadership and the quality of work is more important than ticking boxes on the 114 controls across 14 groups.

Internal audits are the book scrutiny sessions and staff observations. External audits are the OFSTED visits. The Information Security Management System contains your Statement of Applicability (let’s call it your SEF), your policies and procedures, your record of decisions, your Objectives and Measures (5 year plan?).

It goes on. There are so many similarities and helps show School Leaders that Learning Possibilities understands the impact of OFSTED, not just because of the educational impact, but because we have our own version to go through. We also know all too well about it being about key decisions, not just weighing the pig!

External audits are done each year, and you recertify after 3 years. Out of the 3 possible outcomes only the top outcome, which is effectively a 100% adherence to the standard, gets you the certificate.

What does this mean for our customers? Well, the standard is a way of showing both the importance of Information Security to us as a company across all our work, and also that we put in the time and effort on it, ensuring that it is part of our core ways of working.

So, after a 13 month programme of work we are more than pleased to say that we passed our External Audits for this year and have now been issued with our certificate, after coming through with flying colours, the equivalent of Outstanding.

I say a 13 month programme of work … we have already started on the work for the next 3 years, including the work on the international update of ISO 9001:2008 to ISO 9001:2015, the standard for Quality Management. Another opportunity for us to hold ourselves open to inspection against the highest possible standards.

Always Amazing When It Comes Together

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I was delighted to read that Estyn, the Welsh school inspection service, has applauded Barry Island Primary School (BIPS) on offering excellent learning experiences to their pupils, in particular for using highly innovative and effective practices in developing Hwb+ learning.

Hwb+ is our LP+ platform in Wales and this is, to the best of my knowledge, the first time Estyn has mentioned a private company.

What are Barry Island doing that is different? They are following a simple formula that delivers; firstly engage the SLT in aligning Hwb+ to their school improvement plan. This gives the platform a purpose. Next, have a plan to roll out the platform across the school; in this case the school trained one class, and then added a new class every half term. Finally, ensure that there is adequate CPD. In BIPS case, this was through previous class staff becoming mentors for the new classes.

Becky Cadman, Acting Head Teacher at BIPS commented, “The key in including all stakeholders is not only the ‘what’ but also the ‘why’. Sharing the concept behind the facilities and ensuring everyone has an eye on the desired final outcomes as a collective!”

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Learning Possibilities announced as winners of the ‘ICT Education Partnership’ category of the BETT 2010 Awards for our work with Wolverhampton City Council.

The winners of the BETT Awards 2010, the most prestigious and sought-after accolade for educational technology suppliers, were announced on the opening day of BETT, the world’s largest educational technology event.

The award-wiining partnership between Learning Possibilities and Wolverhampton has resulted in a wide range of successful outcomes – including the development of the ADOPT Framework.

The BETT Award judges said:

“Learning Possibilities demonstrated evidence of an effective partnership based on shared values and an ethos of transforming education. The partnership has enabled the local authority to provide bespoke support and entry points to the learning platform rather than a one-size-fits-all approach.”

Saving schools money

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A research study led by Lancaster University has shown the value of the LP+ learning platform within Wolverhampton schools.Schools included in the study described the value of being able to involve pupils in creative practices that can be captured and held on the learning platform.

The study, carried out in conjunction with Senior Research Fellow Don Passey, of Lancaster University, and the Wolverhampton Local Authority, looked at use of the LP+ learning platform within the city’s schools.

The summary report includes the key findings of research undertaken and highlights the benefits of using a learning platform. The report also indicates that use of the learning platform to support administration and communication, tasks such as sending newsletters to parents and photocopying, can save a two class entry primary school over £38,000 per annum – a benefit of over ten times the initial costs of the LP+ learning platform.

The research also provides feedback about the support, development and implementation practices and processes undertaken with evidence gathered from a number of sources including teachers, school managers and local authority staff.

The report shows that schools implementing and adopting the learning platform are establishing as a central service within the school – supporting pupils, teachers managers and parents.

Schools included in the study described the value of being able to involve pupils in creative practices that can be captured and held on the learning platform. This provides opportunities for pupils to review and reflect on their activities and experiences. Some schools are finding that reluctant writers and communicators are being supported through use of the learning platform’s discussion areas. These factors have resulted in more homework being completed and shows that pupils are engaging in learning over a longer period of time and during extended hours.

Schools that have focused on improving parental involvement and engagement are finding that the learning platform offers them further opportunities to extend their programmes.