VX – What they say… You’ve read recently about what VX is and what the benefits are. Now see what a teacher has to say about it:


was first introduced to VX about 7 years ago through my local school sports partnership and we introduced it at the village primary school where I

worked. When I left I moved to The Academy at St. James primary in Bradford. I invited Paul in and launched VX there too. We are the only school playing in the area so far, but will be expanding this moving forward. We play in PE lessons, during after school clubs and even for an

enrichment club on a Friday afternoon - it's very popular and we have to limit how many children come to the club. Children of all ages love it (as do the staff). It is the most inclusive sport I know and is so easy for everyone to get involved in. We have children with physical disabilities who join in and play the same game at the same time as everyone else and they feel equal. They play as well, if not better than others and it has really helped them to feel included. A couple of children who claim they don't like sport, have given it a go and now don't want to stop playing. They love the fact that there are several balls in play, there isn't one specific target and everyone plays the same role. The confidence that VX gives children is incredible - children who find it difficult to be sociable, join in confidently. Those who are timid/ shy come out of their shell, relax and smile/ laugh. Because the sport teaches honesty too, some children who have displayed challenging behaviour, have been seen to join in sensibly, play by the rules and show a great deal of respect to each other. Their attitude changes as they learn to be more controlled and tactical. It really is the most inclusive sport that I know and we all love it!”

Donna Langley, Assistant Head, Academy at St James, Bradford.

u07790 351534

Regency Design creates student friendly hand sanitising units to prevent cross contamination issues when schools reopen


egency Design, the design and manufacturing business, has launched a bespoke series of automatic hand sanitising stations

which come in a variety of sizes to help prevent cross contamination challenges as schools and universities reopen. Complying with the Equality Act, the automatic hand sanitising

dispensers have been created to accommodate schools and pupils of all sizes, from nursery and pre-school to senior and secondary schools. To teach younger children especially about the importance of hygiene,

Regency Design has created a specific nozzle that dispenses sanitiser in a foam bubble, to make the concept of hand sanitising more fun. Zak Manhire, Chief Commercial Officer at Regency Design, says that

the team has used innovation and imagination to make the sanitising units suitable for schools: “We have adjusted the heights of our sanitising units as well as creating a variety of nozzles to make dispensing the sanitiser fun and interesting,” he says. “They can also be fully customised with a school’s coat of arms or colour schemes, to make them an integral part of the environment.” As well as schools and early education facilities, the sanitising units are

also being delivered to colleges and universities, with positive feedback already received from campuses in Sunderland and Edinburgh. The sanitising units are 100% Made in Britain, which as well as

supporting the UK economy, also means they are quick to manufacture and deliver. Along with their hand sanitising units, Regency Design has created a

full range of PPE, including face visors, which can help keep teachers and children safe when interacting in the classroom. 44 September 2020

Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48