Views & Opinion Implementing cashless catering Comment by Sarah Phillips, Managing Director of WisePay


Implementing a cashless catering system with an online payment option can present many benefits to parents and schools. Parents can top up funds on their child’s account anytime, anywhere, from any device and queues can be reduced in the canteen. Less cash on site makes school safer, and removes the possibility of lost or stolen dinner money. Administrative staff time is freed up as they no longer need to count cash and process transactions manually. Trips to the bank and the associated security costs are removed, which can also help to lower insurance premiums.


Here are a few points to consider before taking that step...


The bigger picture


One of the most important things to consider is the bigger picture. Cashless catering is just one of the many school processes that can be brought online. Parents and guardians may also want to pay online for other things online such as trips, uniform and activities, so make sure that you purchase an integrated modular solution what will enable you to take advantage of other options now or at a later date.


Payment methods When selecting a cashless catering system first


evaluate if the payment and accounting software is flexible enough to meet the needs of the school’s office.


Student identification


Here are some of the pupil and student identification methods employed in cashless catering systems that you might like to consider: • Biometric authentication, the system of using physical characteristics to determine identity, such as fingerprints – a great option as these cannot be left at home! Usually, each child will register their fingerprint, which will be translated into a number, or algorithm, and stored. Students entering the canteen simply place their finger on touch a pad – an easy process – to register for lunch.


• Swipe cards - each student is given a card registered to their account, which they swipe at the tills when purchasing their lunch. Swipe cards can be used for many other functions - using photocopiers, for access to buildings and multiple sites if used within an academy chain,


Tills


Schools also need to consider the speed at which the till software for the cashless catering operates, where the tills will be situated, where power


points are located and how they will be networked.


Staff


Cashless payments will bring a big change to the finance and administration offices. It’s really important to ensure that staff are fully informed and trained to use the new system. The lengthy job of counting cash will be gone, so schools should determine how best to redeploy staff into more important tasks to make the most of this extra time and to reap the benefits.


Communications with parents


One of the most important aspects of setting up a cashless catering system is communication with parents. There is no point investing in a seamless, efficient system if parents do not understand it, and are nervous about using it! Be sure to notify them well in advance that cashless catering is on the horizon, and include all dates. The Gryphon School in Dorset tells parents about its cashless catering solution at its information evening for new Year Seven intakes – explaining the system and registering the child on it ahead of their first term. This leaves parents feeling secure and knowledgeable, increasing take-up.


Off the Beaten Track – Lesson framework vs creativity Comment by Serena Alexander, maths teacher, educational consultant and author of Galore Park Mathematics


Teaching frameworks are an essential tool for teachers when planning lessons; they ensure that all the required elements of the curriculum are covered, and that pupils can progress through increasingly complex subject matter. Pupils need to develop skills at the right time. For example, in maths, you cannot learn to calculate angles on a straight line until you are able to add and subtract three-digit numbers, and frameworks can guide both pupils and teachers through this development.


However, following these frameworks too strictly can be detrimental to the learning process. You cannot tell what pupils already know until you’ve sat down with them and assessed their knowledge. It is possible to over- or underestimate the skills and information they have retained from previous years. In these situations, teachers will need to think on their feet to make sure that everyone in the classroom is considered; children can become disengaged if they are unable to understand the topic, or may become bored if they have covered the


October 2015 material before.


Curriculum frameworks will outline what children need to learn, but it is in how these topics are taught that teachers require greater flexibility. It’s not a case of “we’re going to learn to add fractions using page 54, exercise 10.2”, but instead: “what’s the best way of finding out what the pupils know about adding fractions and how can I engage their interest and enthusiasm to move them forward?”


There are many ways of incorporating creative teaching methods and exploratory learning in the classroom, even in mathematics which is often considered as an isolated and prescriptive subject. For example, you can generate random numbers to practice mental arithmetic by using dice including different types, such as eight or ten-sided dice or a blank-faced die on which you can write your own numbers, or even with playing cards. This can be extended to develop a range of games depending on the topic at hand.


Creative activities can even span across


subjects, for example, by exploring the History of Mathematics. It is also important to use visual images as well as numbers. If I am teaching algebra and sequences, I will often start by using sequences of artistic patterns before moving to numeric values and ultimately to algebraic formulae using letters. This can be very useful, especially for visual learners, in fostering a deeper understanding of the concept. You can also use pattern examples from around the world to demonstrate this, and let the children get hands-on with Vedic squares, Rangoli diagrams or curve stitching.


I would encourage every teacher to go out and research their subject area to discover what they find inspirational or interesting. Many of us are specialists in our subject, but it is through our passion that we learn to become better teachers. By doing this, we can convey our enthusiasm to our pupils and encourage further enquiry beyond the boundaries of the lesson framework, enriching the learning experience of both the children and the teacher.


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