It’ll stop them losing it

When it comes to students losing their keys or cards, how can your school save time and money on organising a replacement?

The answer lies not with organising a replacement, but instead with preventing your students from losing their locker key, lunch card, or registration card, for example, in the first place.

And an increasing number of secondary schools are finding that issuing their students with lanyards (so they can keep everything together and on them at all times) is an effective way of reducing the incidence of students losing such important items.

Saving schools a significant amount of time and money on organising replacements.

Image Logo regularly supplies secondary schools with lanyards for their students that have on them the school’s branding (including its name and contact details). This ensures that, if a student does actually manage to lose it, there’s a reasonable chance that it will be returned to the school.

We have a choice of lanyards in our range, including:

Ribbon Lanyards

Top Lanyards

And 10mm Lanyards.

You can find more information about our lanyards at the website links above. If you require any other information or have any questions please do email or call 01323 745710.

Delivery normally takes 15-20 working days from artwork approval, but just in case time is tight we do have a wide range of Express items which could be turned around in 5 days (from artwork approval).

What’s more, if you are looking at getting any other branded items for your school, Image Logo UK Ltd has a wide range of different products available, all of which can be marked up with any details of the school that you wish. You can see the whole range on our e-book.

Nicole Carter

How can we best prepare students for the workplace?

What are we to make of the student who, at a job interview, checks her mobile for messages?

Most young people who enter the workplace for their first job, are, on day one, utterly bemused. 

Of course, to some degree they will be prepared, for they will have heard stories from parents, older siblings, friends who left school a year before…

Unfortunately, 95% of these stories will be at best irrelevant to the workplace they are entering or at worst utterly wrong in every regard.

For entering work is not just about the skills a young person brings to the job in hand.  It is also about the young person’s attitude. 

If the employer and the staff already in place treat the new employee as a responsible adult who is going to work hard for the company, and the young employee doesn’t realise that when a job is complete he/she should find out what to do next, there is already a significant misunderstanding of how to behave.

Indeed, knowing how to behave in the work place can be the most important issue on day one.  The issue reported in the headline above might look bizarre in the extreme, but it has been reported and is just one very graphic example of students simply not knowing how they are supposed to behave.

The problem is, however, that many employers have themselves not properly thought through how they are going to treat the newcomer.  Which is why it is vital for students to understand exactly what sort of situations they might encounter and what they can do about them.

What Employers Want and Expect deals with these issues, as well as with the new demands that employers, in this post-recession environment, are now placing on staff.

The book recognises that under current legislation, employers have an almost total right to dismiss employees who started work after April 2012 during the first two years of employment for any reason, and notes that the average time people now spend in a job is only two years and four months.

Which means, in fact, that around half of the working population have virtually no protection against dismissal without reason.

The book takes the view that in order to stay in work the vast majority of young employees must help themselves by being aware of the current needs and attitudes of employers.

The volume, which is fully copiable and so can be put on the school’s learning platform, copied to disk or photocopied, covers such issues as reliability, accuracy, punctuality, honesty, smoking, communication, written work, swearing, etc.

There is also a commentary concerning what one can write on social media.  As the book points out, many employers will check Facebook and other sites used by their employees to ensure that no one is saying anything amiss about the company that pays the wages. 

It is, in fact, essential reading for everyone going into a job for the first time.

The volume can be bought as a photocopiable book or on CD Rom.

You can see some sample pages at

Publisher’s reference: T1799EMN ISBN: 978 1 86083 895 8


  • Photocopiable report in a book, £19.95 plus £3.95 delivery
  • CD with school-wide rights: £19.95 plus £3.95 delivery
  • Both the book and the CD £26.94 plus £3.95 delivery

Prices include VAT.

You can purchase the report… please quote the order ref: T1798EMN

The benefits arising from improved typing skills

Students who can touch-type will deliver more accurate, better presented and easier to read work. That will save you and your teaching colleagues’ considerable time in deciphering and marking badly written scripts.

Meanwhile, Ofqual has publicly stated that online exams should replace pen and paper for today’s students. The major awarding bodies have already welcomed this view. When the inevitable happens, students who can type accurately at speed will perform better in tests.

So to improve the keyboard skills of your pupils so that they can type quickly, accurately, effortlessly and safely, then look no further than Type&Test Ltd, the UK’s leading specialists in online touch-typing training and assessment.

Whatever your budget for this activity – or even if you don’t have one – we have a solution for you!  Our range of options even includes an income generation scheme.

Simply click here to reply to this email using the subject line ‘Improved typing skills’ and we will email you a link to our Schools Brochure.

Kind regards

Andy Stevenson
Type&Test Ltd
01480 861867

How best to help EAL pupils and students

What is the most effective way of working with pupils who have English as an additional language?

Students who have English as an additional language now form a majority in one in nine schools in the UK; the number has risen by 20% during the last five years.

Many schools estimate that it takes about a half term for the average EAL pupil to gain sufficient working knowledge of English for them to move into the mainstream classroom, while spending time with the intervention teacher each day.

However, although this seems a simple process there are many issues that arise, ranging from the exact legal requirements in terms of dealing with these pupils through to the best approach for induction and admission of these new arrivals.

There are also issues of engaging with the parents, the question of which teaching and learning strategies are the most effective, and the support and encouragement that should be given to more advanced EAL learners.

Indeed, many schools are now asking what a good induction programme looks like. Indeed when it comes to EAL is one approach as good as another?

This matter was highlighted by the publication of the New Arrivals Excellence Programme which was issued in 2007 and represents a summary of best practice in EAL in the country. It includes case studies and does give a clear source of information on what schools can do in relation to EAL students.

This is not to say that there is a single process and approach which every school should follow, but it is often felt that it is helpful for schools to consider a range of approaches when thinking about their EAL students.

From the sort of approach adopted come the appropriate teaching and learning strategies, and indeed the role of the EAL Coordinator who can ensure that the plan that the school has developed is being followed at each turn, and that any gaps in learning and performance between EAL language pupils and students and those who have English as their first language are narrowed and ultimately removed.

These are the issues examined in the new extensive volume The EAL Coordinator’s Manual.  The 170 page volume comes in copiable form so that it can shared with any members of staff in the school who work with EAL students.

You can see a full contents list and some sample pages at

Publisher’s reference: T1832EMN ISBN: 978 1 86083 802 6


  • Photocopiable report in a ring binder, £29.95 plus £3.95 delivery
  • CD with school-wide rights: £29.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £36.94 plus £3.95 delivery

Prices include VAT.

You can purchase the report… please quote the order ref: T1832EMN