schools – Page 28 – The NEN – North Edinburgh News

Headteachers and Deputes placed under huge pressure throughout COVID pandemic

The EIS has published a new briefing paper which highlights the views of Headteachers (HTs) and Deputes (DHTs) on the pressures of working in schools during the pandemic.

The EIS recently surveyed members across Scotland on a wide range of COVID-related issues and is publishing a series of themed briefings. Today’s report is based on comments received from HTs and DHTs in response to the national survey.

Key issues identified include:

Senior leaders highlighted that they are doing their best to implement the guidance to keep their schools safe, but there are just too many pupils in classrooms and in communal areas.
Some members suggested that the transmission within their school is not being reported.
There was widespread concern over the wellbeing of school staff who feel under pressure with their workload and are anxious about teaching with so many pupils in class full time.

EIS General Secretary Larry Flanagan said, “Headteachers and Deputes have been under immense pressure throughout the pandemic.

“Many Headteachers and Deputes worked through the summer holidays to prepare schools for return after the lockdown, and have continued to work extremely long hours ever since.

“Added to this, HTs and DHTs have been compelled to take on responsibility for contact tracing in their schools, with little or no additional support. With some school buildings set to remain open right up to Christmas, many HTs and DHTs will be expected to handle track and trace calls throughout the festive period.”

A sample of comments from HTs and DHTs who responded to the survey is included below:

“The amount of additional pressure and workload on head teachers is disgraceful. Now working 7 days a week as on call constantly with no time back or recognition. Schools are not safe.”
“Quite concerned about the way in which the public health team is dealing with confirmed cases in school. Parent can report that child has tested positive before 9am yet it takes until 3pm for any decision to be made about the class/staff isolating.”
“All staff are working in a very stressful environment due to working within guidance and are exhausted. Many feel vulnerable and would have appreciated being offered the flu vaccine as some protection against illness this winter. Many are also feeling undervalued as it’s fine for them to work with 30 different families but not for them to visit their own.”
“My desire would be that schools remain open and that our pupils get the service they long for. If the public health situation is severe enough for a level 4 lockdown and all non-essential shops are closed, then serious consideration must be given to risk of staff and pupils in schools. I believe that blended learning is a half-way house and pupils would get a better deal by staff being fully committed to remote learning. The remote learning offer is now far better than what it was in April to June.”
“We are finding staffing incredibly challenging. I currently have 50% of my teachers off and while we are able to cover, the lack of supply teachers available is very concerning. I am concerned about the impact on the staff who are in and the impact long term staff absence is having on our children.”
Staff are exhausted and anxious. There may be a limit to how long they can continue under such pressure.”

Today’s briefing (below) on Headteachers and Deputes is the latest publication to support the EIS campaign #NotAtAllCosts, which argues against the government plan to keep schools physically open ‘at all costs’ even in areas with high rates of COVID infection.

EIS-HTs-and-DHTs Download

The EIS is continuing to share members’ comments online and urges individual teachers to do the same using the hashtag #NotAtAllCosts and tagging the First Minister and Deputy First Minister in their posts.

Today’s briefing and further information on the #NotAtAllCosts campaign can be accessed via the EIS website at www.eis.org.uk/Coronavirus/NotAtAllCosts

60% of Scottish parents believe lack of playdates is having a detrimental effect on their child’s happiness

Two Thirds of Scottish parents have noticed signs of regression in their children due to lack of peer play dates
36% found their child to become clingier following lockdown
84% of Scottish parents worry about finding the balance between educational and fun activities

Although Scottish parents are thankful that the second lockdown meant schools and nurseries would stay open, they are still finding that a lack of peer play dates has negatively affected their children.

According to the research conducted by Nick Jr. UK for Blue’s Clues & You!, the survey found that Scottish parents find peer play dates to be important for their child/ren’s development. Almost three fifths (59%) found that they gave their children an opportunity to interact with their peers and 43% felt it allowed their kids to learn whilst having fun.

55% of Scottish parents felt that due to continued lockdowns and tier regulations, the lack of peer play dates has affected their child’s confidence. Over a third (36%) noticed that their child/ren had become clingier and 21% said their children have become shyer. Three fifths (60%) have also seen their children’s happiness affected due to lack of time spent playing with friends, with 44% of Scottish parents noting their child/ren need more attention and under a quarter of children (23%) are crying more.

With playdates a no-go, over a third (39%) of Scottish parents are spending more time with their children now than they did during the first lockdown and 18% of respondents admitted becoming their child’s friend and developing a closer bond has been the best bit of spending lockdown with their child.

However, when it comes to friendship 27% of Scottish parents rely on playdates to allow them an opportunity to speak with other adults and 14% use the time to discuss any parenting woes they have with other parents with children of a similar age. Scottish parents have also seen a negative impact on their mental health, with 24% not being able to attend parent-baby groups and almost a third (31%) not having a break from parenting.

Comparing the first lockdown to the second lockdown, it’s no wonder that 84% of Scottish parents have struggled to find the right balance between educational and fun activities. More than 1 in 10 (14%) of Scottish parents have admitted that they have spent less time playing with their child, as they’ve run out of ideas of things to do and 31% noted that the cold and wet winter weather has made it harder to find activities to keep their children occupied.

With activities becoming repetitive and the lack of interaction with peers taking its toll, 66% of Scottish parents have noticed signs of regression. Almost half (47%) of Scottish parents said their children are having more tantrums / meltdowns, 27% had experienced sleep walking or trouble with sleeping and over a quarter (27%) had become fussy with their food.

Founder of the Good Play Guide, Dr. Amanda Gummer noted: “Parents have really struggled during lockdown when it comes to juggling childcare and their day to day lives.

“It’s understandable parents have seen regression in their children, as peer play dates are a great chance for children to learn and play with those of a similar age and help with their development in their younger years.

“Blue’s Clues & You! is a great way for children to continue learning through play whilst at home and unable to attend playgroups. Offering interactive and educational activities, puzzles and clue-led adventures for kids to participate in, children are learning as they play.

“If you are noticing signs of regression such as playing with toys you think they’ve grown out of or a change in eating habits, remember this is all natural. Times of change see children seek comfort so use this as an opportunity to spend more time together and provide them with a good role model to copy.”

Scottish parents are also concerned that the lack of interaction their kids are having with their peers during lockdown will negatively affect their development. 23% of parents are worried that they won’t know how to interact with other children, with a further 36% believing their child will be unhappy and 37% thinking they’ll lack confidence.

However, for Scottish parents, lockdown certainly hasn’t been all doom and gloom.

Over half of those surveyed (59%) enjoyed spending quality time together as a family in lockdown, 44% enjoyed seeing their child learn new things and gain a greater independence and 26% had a greater appreciation for teachers. 86% of Scottish parents have also found they are doing more Christmas arts, crafts and activities with their children to boost spirits.

For parents looking for inspiration of fun and educational exercises to help with their child’s development, as well top tips and parenting advice visit nickjr.co.uk/letsplay for useful tips and entertaining ideas to help your child continue to learn through play.

Blue’s Clues & You! airs daily at 8.30am and 4.30pm on Nick Jr. (Sky Ch. 606) Visit nickjr.co.uk/letsplay for more.

Seven top parenting tips from Dr. Amanda Gummer:

When coping with child regression, don’t pressure your child to achieve – even if you know they could do certain tasks before. Try to meet them where they are at and support them in moving onto their next milestone naturally.
In times of change and stress, children (and adults) seek comfort and reassurance. Make lots of time for familiar, comforting activities such as stories, film nights, baking etc. to minimize unnecessary change.
To ensure your children develop in to well-rounded and polite individuals, play is an important part. Playing with toys such as a play kitchen will give you an opportunity to practice please and thank you.
Look at your own manners and communication style and make sure you’re happy for your children to copy it. Use playtime as an opportunity for them to see you sharing things and taking turns. Playing games with your children lets them see you playing fairly and losing graciously at times.
There’s no such thing as the wrong weather when it comes to playing outdoors, just the wrong clothes. Make sure you’ve got a change of clothes if you’re playing outside and make it an exciting adventure rather then forcing them to go for a walk.
For siblings that bicker, remember it’s normal and actually helps them develop important skills. Leaving your children to resolve the argument themselves (as long as there is no clear victim / bully) is important with regards to social development. Children will learn skills such as negotiation, compromise and empathy.
If the bickering persists, give kids activities that require cooperation and collaboration. The reward for them working together is better than anything they’d be able to achieve on their own.

Teachers say Scottish Government is failing to support school safety

85% of teachers working in level 3 and 4 areas believe schools should move to a blended or remote learning model to protect the safety and welfare of pupils and staff, and over three-quarters (77%) believe their school remaining fully open is a political decision, rather than one based on safety.

76% of teachers across the whole of Scotland said they do not feel the Government is providing the necessary support for them and their school during the pandemic.

A survey of over 700 teachers across Scotland by NASUWT-The Teachers’ Union, found serious concerns over the adequacy of the health and safety measures in place in schools and the level of protection currently being afforded to pupils and staff.

67% reported that pupils in their school have displayed symptoms of Covid-19, with just over half (51%) saying that classes or year groups had been sent home because of suspected or confirmed cases of the virus.

57% said staff in their school have displayed Covid symptoms.

Only a quarter (25%) of teachers feel the control measures introduced in their school are adequate with only just over a third (34%) saying they feel confident in the way their school is dealing with suspected or confirmed cases of Covid.

Just under half (49%) of teachers say they feel unsafe or very unsafe in their school, versus 16% who say they feel safe or very safe.

The survey also highlights the impact of the pandemic on teachers’ workloads, with nearly four in five (79%) saying their workload has increased or substantially increased compared to the same point last year. Remote learning preparation was cited as the biggest driver of increased workloads, with 74% saying they have been expected to develop and deliver remote learning provision in addition to their existing workload.

74% cited their current levels of stress and anxiety around work as high or very high.

Patrick Roach,NASUWT General Secretary,said:

“The NASUWT wants schools to remain open, but to remain open safely, with additional measures which prioritise the safety and welfare of pupils and staff.

“We believe that a move to blended learning with smaller class sizes in areas with the highest rates of Covid should be part of the strategy to managing and suppressing the virus, along with greater protections for clinically vulnerable staff and enhanced safety mitigations.

“We need better data on case numbers in schools, a system of inspection and enforcement of safety measures, rigorous protocols on self-isolation when cases do occur and more funding and resources for schools to ensure safety is not compromised on the grounds of cost.

“The challenges of developing and adopting blended and remote learning are clearly having an unsustainable impact on teachers’ workloads, which is why funding for additional supply teachers is needed so that schools can maintain consistent and high-quality learning provision for pupils learning in the classroom and at home.”

Jane Peckham, NASUWT National Official Scotland, said:

“Teachers do not feel the Government is doing enough to support their safety and that of the pupils they teach and feel ministers are failing to fully recognise the tremendous pressures they are facing in continuing to provide education to children and young people in these unprecedented circumstances.

“The failure to address these realities is risking the health and safety of pupils and school staff.

“Without action we will see more pupils being absent from school and more teachers being absent from work because of illness or because they need to self-isolate. We will also see more teachers succumbing to mental and physical burnout.

“We have already set out to minister the additional actions we believe need to be taken to protect the education of children and young people whilst ensuring that our schools can continue to operate safely.

“It is now incumbent on Government to fulfil its responsibilities to protect children, young people and all those who work in our schools.”

Four in five motorists support crackdown on speeding outside schools

During Road Safety Week the UK’s largest independent road safety charity, IAM RoadSmart, is highlighting findings from its annual Safety Culture Study.

This has found that 82 per cent of the British driving public are in favour of using speed cameras to automatically fine drivers travelling more than ten miles per hour over the limit near schools.

However, the survey of 2,000 motorists went on to highlight that attitudes towards speeding on motorways were significantly different, with only 63 per cent of drivers supporting the use of cameras to detect those driving ten miles per hour above the limit on motorways.

Worryingly, it also identified that just under half of all motorists (46 per cent) think it is acceptable to drive at 80 miles per hour on the motorway, while as many as one in four believe it is acceptable to do so at speeds greater than 80 miles per hour.

And while acceptance of motorway speeding remained broadly consistent among drivers aged 17 to 69, there was a noticeable increase among those who travel longer distances. A staggering 56 per cent of those who cover more than 10,000 miles on the road each year believed it acceptable to reach speeds of 80 miles per hour or more on the motorway.

Neil Greig, Policy and Research Director at IAM RoadSmart, said: “It is reassuring to see that the majority of motorists we surveyed are in favour of using speed cameras to improve road safety outside schools. Speeding in towns may be universally disliked, but it is clear that we still have a long way to go before the same message gets through on motorways.

“Speeding causes more than 4,000 casualties each year on UK roads – that’s an average of 11 people a day killed or seriously injured. So it is extremely disappointing to see such apparent acceptance of speeding on motorways, and we need to do more to create a fundamental shift in attitude and behaviour here.”

Rising COVID infection levels highlight concerns over school safety

The EIS has highlighted that the growing number of pupils and teachers infected with COVID-19 is creating increased concern over the effectiveness of COVID mitigations in schools and the safety of pupils, staff and the wider community.

Figures published on a regular basis by the Scottish Government have highlighted week-on-week increases in both the number of pupils and teachers infected with COVID-19 and, also, the number of pupils and teachers absent from school due to being required to self-isolate.

The latest updated figures, published on the Scottish Government website on Friday, indicate that 29,486 pupils were absent from school on 10^th November for COVID-related reasons – an increase of 28% on the previous week’s figure of 23,034. For teachers, the figure of 1,559 teachers absent for COVID-related reasons represents an 18% increase on the previous week’s figure of 1,326.

EIS General Secretary Larry Flanagan said, “Our members are increasingly concerned by the week-on-week increase in the number of pupils and staff being infected with COVID-19.

“This, coupled with the increase in the numbers self-isolating, is having a significant impact on education provision and is raising anxiety levels over the effectiveness of safety mitigations in our schools.

“The weekly figures reveal an increasingly bleak picture and are leading to calls from members for a new approach to ensuring the safety of everyone within the school community.

With the Deputy First Minister indicating that some parts of Scotland may soon move to Level 4 restrictions, this will inevitably further heighten concerns over school safety and will prompt consideration of industrial action by our members, if schools are forced to remain fully open when staff feel it is unsafe to do so.”

Mr Flanagan added, “The EIS has repeatedly said that schools remaining fully operational cannot come at the expense of teacher and pupil wellbeing. Blended and remote learning models are increasingly being adopted in other countries to stem increases in COVID infection; It is time for the Scottish Government to rethink its stance, in light of the rising infection levels, particularly if some areas do move into level 4 in the near future.”

Last week, the EIS issued a survey to its teacher members across Scotland, seeking their views on the effectiveness of COVID safety measures in schools. The survey will close next week and will inform the next steps to be taken by the EIS to protect teachers and pupils from the potential risk of COVID-19 infection.

They EIS survey is seeking members’ views on issues such as: perceptions of current COVID mitigations in their workplaces; attitudes to the Scottish Government’s Strategic Framework and its default position on schools remaining open at all levels; and member willingness or otherwise to support industrial action in response to a refusal to implement a move to blended or remote learning at Level 4, where staff support either contingency.

The survey also includes sections to gauge the specific COVID-related concerns of teachers in vulnerable groups and teachers without permanent contracts.

Briggs’ concern over ‘lost pupils’

Figures released by Reform Scotland this week show a yearly increase in the number of pupils that have less than a 50% attendance.

In Edinburgh the number of pupils who have a below 50% attendance has increased from 354 in 2016/17 to 457 in 2017/18 and 419 in 2018/19. This is 0.7%, 0.9% and 0.8% of total enrolled pupils in Edinburgh schools.

In East Lothian number of pupils who have a below 50% attendance has increased from 128 in 2016/17 to 163 in 2017/18 and 209 in 2018/19. This is 0.9%, 1.1% and 1.3% of total enrolled pupils in East Lothian schools.

In West Lothian number of pupils who have a below 50% attendance has increased from 329 in 2016/17 to 412 in 2017/18 and 444 om 2018/19. This is 1.2%,1.5% and 1.6% of total enrolled pupils in West Lothian schools.

Midlothian Council did not respond.

Latest CAMHS waiting times figures show over a thousand children and young people waiting 0-18 weeks and 427 children and young people who have been waiting over a year for mental health support.

Lothian MSP, Miles Briggs, said: “This is an important report from Reform Scotland which highlights how many young people are being let down by the education system in Edinburgh, West Lothian and East Lothian.

“It is extremely worrying that so many young pupil have a lower than 50% attendance rate at school and the number of pupils has risen in all three local authorities.

“CAMHS services in Lothian have been struggling to cope with the significant increase in demand for services and young people must be fully supported to get back into full time attendance at school.”

CSR-Challenge-paper-lost-pupils Download

Senior pupils to wear masks in class

Parents and carers should wear masks when collecting school kids

Guidance on school safety has been updated to take account of public health advice and Scotland’s new approach to suppressing coronavirus (COVID-19).

The guidance, which outlines additional protection measures at all five levels in the Strategic Framework, comes into force on Monday 2 November.

Across all levels, face coverings should be worn by adults at all times where they cannot keep two metres from other adults and/or children and young people in primary and secondary schools (with some exceptions in P1-2). Face coverings should also be worn by parents and other visitors to any school site (whether entering the building or otherwise), including parents at drop-off and pick-up.

In local authority areas in Levels 3 and 4, pupils in the senior phase – S4-6 – and their teachers should wear face coverings in classrooms, as well as when they are moving around the school and in communal areas.

Guidance for school staff and pupils at the highest clinical risk (shielding) has also been updated.

Deputy First Minister John Swinney said: “Keeping schools open remains our priority but that can only be the case if schools are safe. There have been tremendous efforts applied by staff and pupils to ensure this is the case and I thank them all for their efforts.

“We constantly review the guidance on school opening along with our local authority partners, trades unions, parental representatives and other stakeholders to ensure we are taking all the necessary measures to ensure our schools are safe.

“This strengthened guidance, produced in light of updated scientific and health advice, adds to the health mitigations that have been in place since schools opened in August.

“From Monday, there will be increased use of face coverings and new advice to help protect those in the shielding category.

“It is vital that all the measures are followed rigorously in schools. Doing that – together with the collective efforts of all of us across wider society – will help to ensure that schools can safely remain open.

“None of the levels in the framework require any automatic move to school closures or blended learning. However, no one can predict what the coming weeks and months will bring. Remote learning remains an important contingency for schools at all levels of the strategic framework and there has been considerable progress made in the provision of remote learning, should that be required.”

The updated guidance includes:

At Level 3

parents or guardians should discuss with their GP or clinician whether children with the highest clinical risk should attend school
employers should ensure that individual risk assessments for school staff members with the highest clinical risk are in place and updated appropriately, and staff should speak to their employer to ensure all appropriate protections are in place. If protections cannot be put in place, they can discuss with their GP or clinician to see if a fit note may be appropriate

At Level 4

the current advice is that children on the shielding list should not attend school in person. However, we will look further at how we can use individualised risk assessments to maximise attendance for such children during Level 4 restrictions

the majority of workplaces can be made safe for staff. To ensure this remains the case, employers should ensure that individualised risk assessments for school staff members with the highest clinical risk are in place and updated appropriately, and staff should speak to their employer to ensure all appropriate protections are in place. To provide reassurance on this, the Chief Medical Officer will issue a letter similar to a fit note which can be used in the few cases where, following updating of risk assessments and discussions with employers, it is not possible to make a workplace safe for staff
greater levels of testing in response to COVID-19 outbreaks in schools may be recommended by the Incident Management Team
PE in school settings should only take place out of doors
Non-essential activities or clubs outside the usual school timetable should be paused. This does not include regulated childcare operating from school premises

Other changes in the guidance reflect updated advice from the COVID-19 Advisory Sub Group on Education and Children’s Issues. Members concluded that indoor PE may now be brought into line with advice outwith school settings, with appropriate safety measures in place. This does not apply to indoor PE in schools in Level 4 areas.

The EIS has issued its initial response to the new COVID-19 Guidance for Schools, published by the Scottish Government.

EIS General Secretary Larry Flanagan said: “The strengthening of the School Guidance in a number of areas is a reflection of the greater risk posed by higher levels of community infection.

“Whilst the EIS supports the stronger advice in areas such as the use of face coverings and the critical need for adequate ventilation, we remain dissatisfied with the lack of specification on social distancing between pupils, which is exhorted but remains impossible to achieve in full classrooms.”

Mr Flanagan added, “The proposed mitigations at Level 4, essentially face coverings for senior pupils, are inadequate. The EIS is clear that Level 4 should trigger an automatic consideration of moves towards blended or remote learning.

“Schools cannot stay open at any cost; the safety of pupils and staff has to be the priority, especially those with increased vulnerabilities. In the event of any Council area moving into Level 4, the EIS is likely to consult affected members directly on their views.”

Coronavirus (COVID-19): guidance on reducing the risks in schools

Coronavirus (COVID-19): children and transmission

Government must act to address steep rise in Covid transmission among children, says union

Teachers’ Union the NASUWT is deeply concerned following the release of the COVID-19 Statistical Report by Public Health Scotland showing a significant increase in the percentage of secondary age children testing positive for Coronavirus in September.

The percentage of young people testing positive for coronavirus is of great concern to the NASUWT, particularly among the 12-17 age group, and could potentially increase the risk to teachers, education staff and the wider community unless further measures are introduced in schools to protect them.

Additionally, since the end of September there is evidence of increased percentage of patients testing positive among the primary school age group.

NASUWT General Secretary Dr Patrick Roach has called on Deputy First Minister John Swinney to urgently review the situation and identify what further measures can be taken to mitigate the risks posed by the increases seen in the data.

Dr Roach said: “Schools should remain open as long as they remain safe. But it is clear the spike in the Covid-19 transmission rate in certain secondary school children age groups, and also primary school age groups, coupled with the rise in transmission in the community, could potentially increase the risk to teachers and other education staff unless further measures are introduced in schools to protect them.

“At a time of significantly increased risk of virus transmission within the wider population, the data on the number of cases and testing among children strongly indicates a deeply concerning trend within the secondary school age population.

“The sharp upward trend in the data is a major concern for our members and secondary schools increasingly appear to be high-risk environments for coronavirus.

“This situation urgently requires attention by the Government and further mitigating measures need to be identified and implemented.”

Share your stories of lockdown learning and teaching

Education Scotland wants to celebrate the fantastic work we know has taken place right across the country over the last few months – and we need your help!

The COVID-19 pandemic led to the sudden closure of school buildings and other learning sites. There were many examples of extraordinary work across the entire education system to support learners and communities.

For many learners, this was through distance and online platforms, with different forms of on-going contact with their teachers, childcare workers, youth workers, tutors and others. Of course, for children and young people, support from parents and carers continued to be key to their learning.

We’d like you to share your stories with us and we’ll use as many as we can to create a book of celebration to showcase the important work carried out by educators, learners, parents and communities at this unprecedented time.

Check out our website for more information, but be quick – the closing date for submissions is 10 October.

We can’t wait to hear your story!

Trinity Academy celebrates second Shell Bright Ideas success

A team of Trinity Academy S3 pupils are the Scottish winners of Shell’s Bright Ideas competition, doubling up on last year’s success. The students’ Design and Technology Teacher, Trinity’s STEM Co-ordinator FLORENCE DONALDSON (pictured below (right) with the girls), explains all:

Wow! We have done it again, Shell Bright Ideas Scottish Winners for the second year in a row! What a phenomenal achievement!

In what has been an undoubtedly challenging time for all our students, five S3 girls worked tirelessly with their teacher Florence Donaldson throughout Lockdown to put together their outstanding proposal for Café Earth.

A huge congratulations to our fantastic S3 Design Team:

Ada Hayden-Joiner

Ava McKie

Cara Burnet

Iris Hughes

Rachel Baxendale

The Bright Ideas Challenge, which is organised by Shell, invited students to imagine what the world will be like in 30 years’ time, and to put their science, technology, engineering and maths skills to work to put together a proposal that would make the world a better place to live.

By 2050 there will be more than 9 billion people on Earth creating a need for 50% more energy than today. The competition asks pupils from across the UK to imagine innovative solutions to the energy challenges facing cities of the future.

The team researched the problem of sourcing food in a sustainable manner within cities. By using their science, technology, engineering knowledge, creative thinking, and problem-solving skills, they developed an innovative idea to solve the problem.

Their solution was create an eco-friendly café to help make our cities be cleaner and more energy efficient by utilising grants from the government and environmental charities to get started and with help from renewable energy professionals to ensure the energy produced is effective and safe.

Professional farmers, gardeners, chefs and waiting staff will make Café Earth run smoothly.

Most importantly, we will need the community: the community will keep our café running by coming to have a coffee, volunteer on our farm or visit Café Earth on a school trip.

Café Earth will serve the community. It will benefit everyone in the community, including families, teens, students and the elderly. The café will sell healthy affordable options.

The greenery around our café from our farms will provide short-term clean air. The plants will change the carbon dioxide we exhale into fresh oxygen. Our café will not contribute to harmful greenhouse gases. Not using fossil fuels will reduce carbon and make long term clean air.

Café Earth will also help businesses in the area. Products and from local businesses will be sold in the shop and produce we cannot grow ourselves will be bought from nearby farms. Finally, a part of our profits will feed back to community charities.

If you are interested, the full proposal for Café Earth can be found in the News section on Trinity Academy’s website.

The entry was Scotland’s winner, which means we will received £4,000 for our school to really bring our technology lessons to life, along with the pupil’s very own STEM themed prize packs to learn more about science, technology and engineering.

We are all incredibly proud of the girls achievements and we can only hope it inspires other young people to get excited about how designers, scientists, engineers and everyone in the technologies industries can make a difference.

Well done to all involved!