Eastbury Community School, Hulse Avenue, Barking, Essex IG11 9UW

Tel: 020 8507 4500 / Fax: 020 8507 4501 E-mail: office@eastbury.bardaglea.org.uk / www.eastbury.bardaglea.org.uk

Attendance Office: KS3: 020 8507 4529 / KS4: 020 8507 4527

“A person

who

graduated

yesterday

and stops

studying

today is uneducated

tomorrow”

Origin

unknown

Thought of

the Week

Mr Dickson

Headteacher

Issue 12

May2018

@ eastburyschool

LEADING EDGE ACCREDITATION

I am delighted to report that Eastbury

became nationally recognised for

students’ learning and development

last week. We received our ‘Leading

Edge’ accreditation from The Schools,

Students and Teachers’ Network (SSAT)

for our work in ‘transforming effective

learning behaviours’ and being one of

the top schools in the country in this

area. We have received a lot of media

interest, which you may have seen in

the local press and I have included our

press release below.

The school introduced a number of

measures to help improve pupils’

experiences, including providing

positive role models and student

leadership positions, supportive

mentoring, and a clear, consistent

behaviour policy.

David Dickson, Executive Headteacher

at Eastbury Community School, said:

“This award pays tribute to our

dedicated and professional team of

teachers, and associate staff, who

work tirelessly providing outstanding

opportunities. The aspirations of our

superb students, working in partnership

with each other and staff, rise further

everyday resulting in both skills for life

and academic success.”

Jeff Goy, Deputy Headteacher at

Eastbury Community School, said: “Our

fantastic pupils embrace the inclusive

and diverse culture at Eastbury, and

appreciate the safe and supportive

environment in which they learn. A

community spirit is at the heart of our

school’s work and our students are

proud to be a part of this; they are

ambitious and really want to learn.”

The SSAT recognition was awarded

after the school was independently

assessed last month by a moderator

and two other high-performing

schools.

SSAT’s chief executive, Sue Williamson,

said: "For a school to be accredited for

transforming practice is a real credit to

their team and the quality of the work

that they are doing."

Jane Hargreaves, Commissioning

Director of Education at Barking and

Dagenham Council, said: “This is well

deserved recognition and everyone at

the school, staff and pupils, should

rightly be proud.”

UPCOMING EVENTS

24 May 2018 Sports Day (Field)

25 May 2018 Sports Day (Track)

28 May - 1 June 2018

Half Term

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Eastbury Community Newsletter—Issue 12, May 2018

“Barking and Dagenham is proving time and

time again that we are able to give young

people the best start to their education.”

SSAT brings together school leaders, teachers

and students to help improve education for all

young people.

GCSE & A LEVEL EXAMS BEGIN

Our year 11 and 13 students have made an

excellent start to the public exam season. Can

I thank all parents and carers for the support

they are providing at this important time. I

would also like to thank all the staff who have

put in many additional hours, and continue to

do so, to support our students during the

holidays, at weekends and after school. Our

students deserve praise for their excellent

attitude to revision and behavior before,

during and after exams. Keep up the good

work. I have every confidence that by working

in partnership our students will achieve

excellent results in the summer.

See the GCSE factsheets for students and

parents in this newsletter on pages 6-8.

RAMADAN MUBARAK

Parents, carers and students can find a lot of

good advice about fasting on the NHS

website, using the following link.

http://www.nhs.uk/Livewell/HealthyRamadan/

Pages/healthyramadanhome.aspx

I would like to thank Ms Mirza, Ms Yasmin and

Mr Hussain who have provided excellent

advice to students sitting public exams during

Ramadan. They are happy to provide advice

to any student or parent if needed.

Help your child beat exam stress

Tests and exams can be a challenging part of

school life for children and young people and

their parents or carers. But there are ways to

ease the stress.

WATCH FOR SIGNS OF STRESS

Children and young people who experience

stress may:

·worry a lot

feel tense

get lots of headaches and stomach

pains

not sleep well

be irritable

lose interest in food or eat more than

normal

not enjoy activities they previously

enjoyed

seem negative and low in their mood

seem hopeless about the future

Having someone to talk to about their work

can help. Support from a parent, tutor or study

buddy can help young people share their

worries and keep things in perspective.

Encourage your child to talk to a member of

school staff who they feel is supportive. If you

feel your child isn't coping, it may also be

helpful for you to talk to their teachers at

school.

Try to involve your child as much as possible

A lot more advice can be found using this link

http://www.nhs.uk/Conditions/stress-

anxietydepression/Pages/Coping-with-exam-

stress.aspx

Please do not hesitate to contact a member of

our excellent staff who will be able to support

your child.

Please contact Stavey Primus on 020 85074528,

or the relevant Head of Year ( Mr Wood on 020

8507 4515 or Mr Conway on 020 8507 4511)

David Dickson - Executive Headteacher

3

Eastbury Community Newsletter—Issue 12, May 2018

7U went on a form trip to The London

School of Economics and Political

Science in Holburn to learn about

University life. We learnt what campus,

degrees, apprenticeships, prospectuses

and what much more meant. We learnt

what happens during a graduation and

what you can expect from University.

Overall, it was a really beneficial

experience that helped us understand

what University is really about and how we

could potential attend ourselves.

LONDON SCHOOL OF

ECONOMICS

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Eastbury Community Newsletter—Issue 12, May 2018

NEWS FROM THE DEAF ARP CULTURAL ENRICHMENT

VISIT TO BARKING TOWN

HALL TO MEET

COUNCILLOR DARREN

RODWELL, LEADER OF THE

COUNCIL

As part of our celebration for

Deaf awareness week

students from the ARP visited

Barking Town Hall where they

met with Councillor Darren

Rodwell who is an inspiring

deaf role model for us in the

local community. Councillor

Rodwell spoke to the

students about his

experience growing up as a

deaf person and answered

the students’ questions about

his role as leader of the

council. We sat in the council

chamber where all of the

important decisions about

Barking and Dagenham are

made, went on a tour of the

building and even tried on

the mayors robes and chain

of office.

EASTBURY ARP EX-

STUDENT WINS STUDENT OF

THE YEAR AWARD

Jephta Asamoah, who was a

student in the ARP for the

Deaf at Eastbury (2011-2016)

before going onto FE college

has been presented with the

national award of Leidos and

Career Ready UK Student of

the Year in a ceremony in

central London.

During his time at Eastbury

Jephta was a great role

model for students and was

the Deputy Head Boy of his

year 11 group.

Courtesy of B&D Post

NDCS ROADSHOW LISTENING BUS VISITS EASTBURY

Students from the ARPs for the Deaf at Eastbury Community

School and Eastbury Primary School came together for an

exciting day of events and workshops led by the National Deaf

Children’s Society. The students learnt about some of the new

technology available to help support them as well as discussing

and celebrating their identity as deaf young people.

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Eastbury Community Newsletter—Issue 12, May 2018

O n Tuesday 15th May & Wednesday 16th May, Nisha Devgan (from Barnardo’s) & Pat Stafford

(from School-Home-Support) delivered a parent workshop, giving parents & carers lots of

advice and guidance surrounding sensitive topics;

1. Healthy & Unhealthy Relationships – power/ control, consent and the law.

2. Technology – social media, sexting, cyber bullying, online grooming, parental controls.

3. CSE Introduction – what is Child Sexual Exploitation, the Grooming line, You Know More Than

You Think!

4. Safeguarding – practical advice, signposting, How to talk about sex and CSE with your

children.

The workshop will be delivered again in July, don’t worry, it’s not too late to sign up. Please email

jmo@eastbury.bardaglea.org.uk if you are interested in attending. We can run a morning

workshop between 9 – 11am or in the afternoon between 2 – 4pm. Please indicate which time

works best for you. (P.S refreshments are provided).

Many thanks,

Miss J Moore - Assistant Head of Sixth Form / CSE Co-ordinator

PARENT WORKSHOP

“Thanks to the school for organising”

“I felt supported as a parent”

“I learnt so much – and will discuss this with my

child, to check they are ok and making safe

decisions online”

“Barnardo’s really helped me to understand

what CSE is”

“It really helped me because most of the topics

I didn’t know or properly understand, until now!”

“It’s opened up my mind about what to check

and look out for in terms of technology”

“Every parent needs to hear this workshop”

“We all have a duty to look out and look after

all children”

“I learnt about the four stages of CSE”

HERE ARE SOME QUOTES FROM PARENTS WHO ATTENDED THE WORKSHOP:

JESUS? Christian Discussion Group

Every Tuesday & Thursday

2nd Break

Room W017

6

Eastbury Community Newsletter—Issue 12, May 2018

INFORMATION PAPER

GCSE Reforms, 2018 Frequently Asked Questions for Parents

1. I have heard GCSEs are changing, what does

this mean?

GCSEs are now graded on a new ‘reformed’ scale

of 9 to 1, with 9 the highest grade (rather than A* to

G for the ‘unreformed’ GCSEs), to distinguish clearly

between the reformed and unreformed

qualifications.

The government and Department for Education

(DfE) specified that the new GCSE syllabuses will

include more challenging and knowledge-based

content, with exams only at the end of the course.

English and maths were graded 9 to 1 in 2017, and

this year the following 17 subjects will have

numbered grading: ancient languages, art and

design, biology, chemistry, citizenship studies,

computer science, dance, combined science,

drama, food preparation and nutrition, geography,

history, modern foreign languages (MFL), music, PE,

physics, and religious studies (RS). Most others

follow in 2019. During this transition, students will

receive a mixture of letter and number grades.

2. If the exams are harder, what will happen to

the grades this summer?

Although the exams will cover a wider, more

challenging range of content, the independent

exam regulator Ofqual has made it clear that

students sitting these examinations for the first time

will not be disadvantaged. Whilst students may

come out of exams feeling they have done less

well, as we saw in 2017 with the reformed maths

and English, broadly the same proportion of

students who achieved a C and above in each of

the legacy qualifications will achieve a grade 4

and above in the new, reformed GCSEs. The exam

boards will base standards on results of 16 year-olds

who took unreformed GCSE qualifications, so that it

does not disadvantage this year’s Year 11 students.

3. Will my child be disadvantaged taking these

exams?

In short, no. Whilst it takes a few years for teachers

and students to get used to new qualifications and

there are fewer past exam papers for students to

practise on, the exam regulator Ofqual recognises

that teachers are not as familiar with the new

qualifications as they were with the old ones.

Understandably, it would not be fair to penalise

students for this, so the exam boards use statistics to

help set grade boundaries. For example, a student

who would have previously achieved a grade C or

above would be expected to get a grade 4 or

above in the new GCSEs. While the content and

assessment have changed, Ofqual will make sure

that grades are awarded fairly and your child will

not be disadvantaged by the changes.

4. Why has this new grading system been

introduced?

The introduction of the 9-1 system increases the

number of higher grades than the previous A*- G

system. By using 9-1, there are now six different

grades from 4 to 9, rather than four in the old

system (A*, A, B, C), which means individual

students can be more accurately recognised in

terms of their results. The revised scale will also

enable employers and others to easily identify

which students have taken the new, more

challenging GCSEs.

5. How does the new grading system match the

old one?

The new grade scale will not be directly equivalent

to the existing one. However, to be fair to the

students and to give meaning to the new grades,

Ofqual has decided there will be some

comparable points between the old grades, and

the approach to awarding will ensure that, in the

first year of a new qualification, broadly the same

proportion of pupils will:

achieve a grade 7 and above, as currently

achieve a grade A and above

will achieve a grade 4 and above, as

currently achieve a grade C and above

will achieve a grade 1 and above, as

currently achieve a grade G and above

It is important to realise the new GCSEs have more

grades. While it is true to say that the same

proportion of candidates will achieve a 4 and

above as currently get a C and above, it is not true

to say a grade 4 is directly equivalent to a grade C.

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Eastbury Community Newsletter—Issue 12, May 2018

This is because of the expanded number of grades

above a 4. So, a grade 4 represents the bottom

two thirds of a grade C, while a grade 5 is

equivalent to the top third of grade C and the

bottom third of grade B.

6. As the top grade is grade 9, will there be

similar numbers of 9s awarded to A*s

currently?

There is more differentiation in the reformed

qualifications, as there are three top grades (7, 8

and 9), compared to two in the unreformed

qualifications (A and A*), so it will be the case that

there will be less grade 9s than A*s previously.

7. I want my child to aim for the equivalent of a

grade C across all subjects but I am confused

as to whether they should be aiming for a 4 or

a 5

Because the same proportion of candidates will

get a 4 and above as currently get a C and

above, aiming for 4 and above is equivalent to

aiming for C and above. This is, and will remain the

level that pupils must achieve so they are not

required to continue studying English and maths

after secondary school. The government has

defined a grade 4 as a ‘standard’ pass. Where

employers, FE providers and universities currently

accept a grade C, the government expects them

to continue recognising a grade 4.

8. I have heard there will be a ‘standard’ pass

and a ‘strong pass’, what does this mean?

The government will publish schools’ results, not just

at the ‘standard pass’ (grade 4 and above), but

also at the ‘strong pass’ (at grade 5 and above) in

school performance tables only. The number of

pupils achieving a ‘strong pass’ will be one of the

measures by which schools are judged.

9. How will employers be informed and

educated on the differences between the

new and old grades and qualifications?

The DfE, the independent regulator Ofqual and

exam boards have designed a variety of products

and channels including social media, to ensure all

stakeholders can access the information they

need. This includes ensuring employers understand

that the new GCSEs are more demanding, and

that a new grade 4 represents a similar level of

achievement to a current low to medium grade C

(the threshold for a level 2 qualification).

Ofqual’s films and digital platforms to

communicate the changes to GCSE grading can

be found here.

10. Will employers and colleges be asking for a 4

or a 5 as part of their entry criteria?

Employers, colleges and universities will continue to

decide the level of GCSE grades needed to meet

their individual employment or study requirements.

The DfE is encouraging employers, colleges and

universities to have realistic expectations of pupils

who sit the new, tougher GCSEs when setting their

entry requirements for work or further study.

Employers and colleges will also need to recruit the

same number of students as previously, so are likely

to set their criteria in terms of the equivalence of C

and above, and 4 and above.

11. Will A levels be changing their grades too?

No, A levels will retain their A*-E grades, and AS

qualifications their A-E grades.

ASCL Curriculum and Assessment Specialist

Suzanne O’Farrell

—————-

INFORMATION PAPER

GCSE Reforms, 2018

Frequently Asked Questions for Students

1 Can I compare my grade in a reformed GCSE to

my grade in an unreformed GCSE?

The new 9-1 grade scale is not directly equivalent to the

A*-G scale. However, there are three grade comparison

points:

• The bottom of grade 7 is equivalent to the bottom of

grade A.

• The bottom of grade 4 is equivalent to the bottom of

grade C.

• The bottom of grade 1 is equivalent to the bottom of

grade G.

While the two grading scales are not directly

comparable, what we can say is that a grade 4 is

broadly equivalent to a low to medium grade C, the

threshold for a level 2 qualification. A grade 5 is broadly

equivalent to a high C to low B. Also, fewer students are

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Eastbury Community Newsletter—Issue 12, May 2018

expected to get a grade 9 than previously

achieved an A*.

2 What does it mean to get a grade 4 in

English and maths?

A grade 4 means you have achieved a standard

equivalent to a level 2 qualification which should

facilitate progression to level 3 study. The

government views this as a credible achievement

and one that should be valued as a passport to

future study and employment. You will not need to

resit your English and maths if you have achieved a

grade 4.

3 What will I need to progress to A level study?

This will vary according to different subjects and

different institutions, however, schools and colleges

are likely to ask for similar grades to pursue a

particular subject at A level (for example, 4 and

above if currently C and above; 5 to 6 and above

if currently B; 7 if currently A).

4 What will universities ask for?

Entry criteria to different universities will vary as they

are able to set their own criteria. We expect that

most universities will ask for a 4 where they would

have required a C, and most will ask for an 8 where

they might previously have asked for an A* at

GCSE.

5 If I am entered for foundation tier, what is the

highest grade I can achieve?

Bear in mind that for the foundation tier, the range

is from 1- 5 with a grade 5 now similar to achieving

a low grade B. As a result, it is likely more students

will be entered for foundation tier (as opposed to

higher tier) than in previous years.

6 Do I need a 4 or 5 in English literature or

language and maths if I want to become a

teacher?

If you want to train to teach, you will need to

demonstrate:

• a standard equivalent to a GCSE grade C /

grade 4 in mathematics and English to teach at

secondary level

• a standard equivalent to a GCSE grade C /

grade 4 in mathematics, English and a science

subject to teach at primary level

ASCL Curriculum and Assessment Specialist

Suzanne O’Farrell.

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Eastbury Community Newsletter—Issue 12, May 2018

CAREER NEWS

@EastburyCareers

W ell done to the large majority of year 10s

who managed to complete their

placements with their employers. The feedback

has been fantastic, some even took the time to

write, email or call the school to let us know

what an exceptional group of young people

we have at Eastbury. A few honourable

mentions; Bethany Newton, Zuhaida Salum,

Charisse Opuku Acheampong, Jheel Kumari,

Sabiha Ali, Varun Shaji, Daniel Waithera, Suhkjot

Kahler, Charlie Jamieson, Aleeya Sibbons. There

are too many names to list here, we have over

100 names put forward for an outstanding

placement. Did you know that some students

have been offered part time work? some even

being offered a full-time contract after full time

education. Year 10 are now in the process of

finishing off their thank you letters to employers

and completing their work experience surveys.

Can I thank all of the tutors and Mrs Lyons for

working tirelessly to get the students ready in

the lead up to work experience. I would also

like to thank the staff (you know who you are)

who managed to visit students on placement,

this really does mean a lot to them to get a visit

and helps us get accurate feedback from

each placement.

YEAR 10 WORK EXPERIENCE

W e are extremely

fortunate to have

worked with West Ham

United Football Club for many years. Due to

our great relationship, West Ham got in touch

to see if we would be interested in being part

of the Premier League Enterprise programme.

The programme consists of learning about the

football club as a business and teaches

students about leadership, teamwork,

resilience and financial capability. In addition,

how West Ham make money as well as how to

manage money, income, expenditure and

profit. The group have started their first

workshops and also had a stadium tour. The

only sad thing is we only have one West Ham

supporter on the course, far too many glory

hunters. Best of luck to our year 7s and 8s with

the rest of the programme! Follow them on

Twitter to see how they are getting on.

O n Wednesday 2nd May 30 year 7 students,

Mrs Trayler and Steve Morris visited London

School of Economics for a half-day session,

where they met LSE Ambassadors, looked into

progression routes into higher education and

the financial responsibilities of being a student.

Why are year 7s going to university open days

now? The answer is simple; raise aspirations and

to develop young people’s knowledge of

pathways for the future.

LSE ‘MOVING ON’ TRIP

WEST HAM

ENTERPRISE

PROGRAMME

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Eastbury Community Newsletter—Issue 12, May 2018

JOB OF

THE

MONTH

O n Tuesday 8th May, Mr Booth and 35 student

from Year 8 attended a university open day at

Royal Holloway. The purpose of which was to give

our pupils an insight into life at one of the UK's

leading Russell Group universities, a campus tour and

study skills sessions. Our pupils enjoyed the glorious

weather which showed off the impressive campus.

Royal Holloway

University

London Visit

11

Eastbury Community Newsletter—Issue 12, May 2018

I used to be a forklift truck driver for a

company called

Chemviron, who

made reactivated

carbon for filters.

Mr Jhita

BACK IN THE DAY…

TOP 10 UNIVERSITIES FOR

MUSIC 1. Durham

2. Manchester

3. Cambridge

4. Oxford

5. Birmingham

6. Edinburgh

7. Glasgow

8. Bristol

9. Surrey

10. Nottingham

The Complete University Guide 2018

ALUMNI

WHERE ARE THEY NOW?

JADIE OBERHOLZER

ART TEACHER/HEAD OF TRANSITION

TONY GALE

NETWORK MANAGER

BEKI HARRIS-BATT

LEAD COVER SUPERVISOR

INSPIRATIONAL QUOTE “When something is important enough, you

do it even if the odds are

not in your favour”.

Elon Musk: Founder, CEO,

and lead designer of

SpaceX, co-founder, CEO,

and product architect of Tesla and co-

founder and CEO of Neuralink

DID YOU KNOW?

The Department for Education forecasts

that secondary school pupil numbers will

increase by 540,000 (19.4%) between

2017 and 2025, and that pupil-teacher

ratios will continue to rise.

CAREERS OF THE FUTURE

FARMERS

How else do we get our fruit and

vegetables to the supermarkets for us to

eat?

PHYSICAL THERAPISTS

With people living longer, the country is in

need of physical therapists to help

patients recover from illnesses and injuries

TEACHERS

Unfortunately, more teachers are leaving

the profession every year. Almost 50,000

secondary school teachers are needed

by 2024 to cope with rising student

numbers.

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Eastbury Community Newsletter—Issue 12, May 2018

APPRENTICESHIP ATTENTION

APPRENTICESHIP AND LEVY STATISTICS:

APRIL 2018

On the back of the government releasing

annual data showing a drop in apprenticeship

starts, Petra Wilton, director of strategy for the

Chartered Management Institute, said:

“Today’s apprenticeship figures show the

government has got a lot of work to do to get

employers on-board with the apprenticeship

programme. According to CMI research,

nearly half of managers have doubts about

the government hitting its target of 3m

apprentices by 2020 – but are still

overwhelmingly in support of apprenticeships

for all ages. They also back the Apprenticeship

Levy to transform how employers invest in skills.

“While the number of apprenticeship

enrolments have predictably dropped as

employers get to grips with changes to the

system, CMI research shows that, nationally

speaking, nearly half of all managers expect to

see a rise in new starts over the next 12 months.

One in three managers expect to have more

people starting apprenticeship programmes

over the coming year, compared to the period

since April 2017.

CMI research found that 65% of employers say

graduates lack the interpersonal skills

necessary to manage people. The leadership

skills gap means that more than 2 million more

managers are needed by 2024.

A report from Universities UK earlier this year

found that Management Degree

Apprenticeships were the fastest growing

degree level apprenticeships, alongside digital

and engineering.

New Chartered Management Degree

Apprenticeships were introduced in November

2015, the Chartered Management Institute led

a group of 40 employers to create

management apprenticeships, including the

flagship Chartered Manager Degree

Apprenticeship, and the Senior Leader Master’s

Degree Apprenticeship for senior managers

and executives.

February 2018 – survey of 1,640 managers

Nearly half of managers doubt the

government will hit its target of 3m

apprentices by 2020.

Number of apprenticeship starts may

have dropped but there is clear need and

support for the Apprenticeship Levy

among managers:

Nearly two thirds of employers (63%)

agree that the Apprenticeship Levy is

needed to increase employer investment

skills

31% expect to have more people starting

new apprenticeship programmes over the

coming year, compared to the period

since April 2017

Nearly half (48%) of managers across the

country expect to see a rise in the number

of new starts in the next 12 months

One in four organisations have put

employees on to management and

leadership apprenticeships since the Levy

came into effect in April 2017

22% say there will be more new

management and leadership apprentices

Source: FE news 19 April 2018

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Eastbury Community Newsletter—Issue 12, May 2018

LMI: Technology in Healthcare

Doctors/Patients “Virtual” visits from doctors, delivered via

portable video devices, can save lives, says

Kelly White, London general manager of WWT

Asynchrony Labs. His company’s connected

kits come with sensitive two-way cameras for

patients to talk to medical staff, along with

health monitors for blood pressure and blood

oxygenation.

“For those older people who live alone,” Mr

White says, “having a doctor regularly

checking in helps to avoid the tragic instances

of people suffering strokes, heart attacks or

falls, and lying unnoticed at home.”

Mercy Virtual, which trialled virtual check-ups in

the US, found that patients spent a third less

time in hospital on average and that deaths

from septic shock fell by 60%.

Source: https://www.telegraph.co.uk/business/

open-economy/new-technologies-

transforming-healthcare/

Information Technology

IT is now a prominent role in all healthcare

institutions with more and more people

becoming reliant on computers and “cloud”

based storage for patient files.

Diagnostics have never been easier and more

accurate, especially due to advancements in

areas like nuclear medicine. Nowadays,

numerous methods of imaging allow for

technicians and physicians to examine a

patient’s anatomy without needing invasive

procedures to form a diagnosis. The demand

for MRI technologists and radiologists has also

increased as a result of rapid advances in

imaging technology.

Minimally invasive surgeries, especially within

the disciplines of cardiovascular and thoracic

surgery, have also become more common in

recent years. The development of better

instruments and more advanced technology

have allowed surgeons to perform procedures

in minimally invasive ways that just wasn’t

possible a few years ago.

Source: https://www.aimseducation.edu/blog/

the-impact-of-technology-on-healthcare/

Nanotechnology

Nanotechnology is fulfilling medical science’s

need for more precise treatments that are less

invasive, less costly, and less complicated to

administer than traditional methods. That

translates into better patient outcomes, lower

healthcare costs, and wider access to

healthcare services in under-resourced parts of

the world.

Medical nanodevices and materials are

already in widespread use. Inorganic

nanoparticles of materials synthesised from

metals such as gold or silver and ranging in size

from 1 to 100 nm are commonly used as

contrast agents in in vivo tumour imaging and

as molecular probes for the study of cellular or

subcellular function. Quantum dots fabricated

from semiconductor materials are similarly

valued as alternatives to fluorescent proteins,

organic dyes, or radioisotopes.

Source: https://www.asme.org/engineering-

topics/articles/bioengineering/top-5-advances-

medical-technology

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Eastbury Community Newsletter—Issue 12, May 2018

Wearable Tech

When you hear 'fitness monitoring' you probably

think of the plethora of smartphone apps and

the bracelets and wristbands that are on the

market. Nanomaterials are going to open new

realms of possibility for these monitoring

gadgets.

In a hospital, a patient wears a printed

graphene RFID tag on his or her arm. The tag,

integrated with other 2D materials, can sense

the patient’s body temperature and heartbeat

and sends them back to the reader. The

medical staff can monitor the patient’s

conditions wirelessly, greatly simplifying the

patient’s care.

In a care home, battery-free printed graphene

sensors can be printed on elderly peoples'

clothes. These sensors could detect and collect

elderly people’s health conditions and send

them back to the monitoring access points

when they are interrogated, enabling remote

healthcare and improving quality of life.

Source: https://www.nanowerk.com/spotlight/

spotid=47031.php

For newborns, STANLEY Healthcare’s Hugs®

(infant patient tracker) and Kisses® (automatic

and audible matching technology) gives

parents and healthcare providers greater

peace of mind, by reinforcing the procedures

for accurate and continuous infant tracking

and infant-mother matching. To date, more

than 1.5 million infants are protected through

these infant protection solutions.

STANLEY Healthcare’s intuitive tracking software

relays key information about each patient’s

status and location and allows staff to see

patterns daily, weekly, monthly, or yearly and

plan accordingly. Healthcare staff stay up to

speed on patient status through myriad

platforms (e.g. IP phones, pagers, scrolling signs,

e-mail, and text messages) wherever they are.

Since all events are recorded, healthcare

administrators can see which patterns signal

systemic problems and adjust staff workflow

and staff-patient interactions to avoid them.

In this way, undesirable incidents (i.e. delays in

responding to lost or hurt patients) can be

alleviated, along with the distress that

accompanies them. When a patient is

admitted to a facility that partners with STANLEY

Healthcare, they can rest assured that they are

receiving the very best of care.

Source: https://www.stanleyhealthcare.com/

solutions/hospitals-health-systems/clinical-

operations-workflow/patient-tracking

Benefits of Technology in

Healthcare While the advent of 3D printing has impacted

multiple markets, it has been particularly

beneficial to the healthcare sector. For a low

price, physicians can print out synthetic skin,

implants and prosthetics. They can also create

realistic models to practise procedures.

Besides laser technology, other recent

developments include surgical robots and

nanodevices. Through the use of these tools,

physicians have been able to increase their

accuracy and gain entry to formerly

inaccessible areas. One nanobot, for example,

can actually swim through fluids in the body,

including the bloodstream and the surface of

the eye.

Source: https://medium.com/@KeithKrach/10-

ways-technology-is-improving-health-care-

50fc25a92b1b

15

Eastbury Community Newsletter—Issue 12, May 2018

CAREERS IN THE NHS LMI: Careers in the NHS

In September 2017, 28,242 full-time vacancies

were advertised for England, compared to 29,309 in

2016 and 26,982 in 2015

Between July and September 2017, 87,964 full time

vacancies were advertised for NHS roles - of these,

81% were for permanent positions and 19% were for

fixed-term contracts

The number of advertised full-time vacancies varied

between the National Workforce Data Set (NWD) Staff

Groups - the highest percentage was seen in the

'Nursing and Midwifery Registered' Staff Group which

accounted for 40% of vacancies, followed by 21% in

the 'Administrative and Clerical' Staff Group.

Source: https://digital.nhs.uk/data-and-information/

publications/statistical/nhs-vacancies-survey/nhs-

vacancy-statistics-england-february-2015-september-

2017-provisional-experimental-statistics

Doctor

General practitioners (GPs) treat all common medical

conditions and refer patients to hospitals and other

medical services for urgent

and specialist treatment.

They focus on the health of

the whole person combining

physical, psychological and

social aspects of care. Entry Requirements

Entry requirements vary, but to get on a medical

degree you normally need at least five GCSEs at

grades A* or A, including English and maths and at

least grade B in science. You also need a minimum of

three A levels at grades AAA or AAB in chemistry and

either biology, physics or maths, plus another

academic subject.

Prior to starting your specialty training you need to

have completed a medical degree followed by the

two-year foundation programme. After completing

your undergraduate medical degree, the next part of

your training as a doctor involves the two-year

Foundation training programme. This is, in effect, your

first paid job as a doctor.

Diagnostic Radiographer

Diagnostic radiographers use the latest technology to

look inside the body in different ways. You'll use a

range of imaging technology and techniques to work

out what disease or condition is causing a patient’s

illness. Entry Requirements

2-3 A-Levels, including physics, chemistry or biology/

human biology, along with five

GCSEs (grades A-C), including

English language, maths and

science Health Visitor

Health Visitors are nurses or

midwives who are passionate

about promoting healthy lifestyles and preventing

illness. Health Visitors are generally employed by the

NHS or by community interest groups. Health Visitors

may work in a variety of settings depending on the

nature of the work including families' homes, GP

surgeries, community clinics and outreach clinics. Entry Requirements

To train as a Health Visitor, you

must first qualify and register as

a nurse or midwife.

Music Therapist

Music Therapists use the power

of music to help people deal

with feelings they cannot put into words. Entry Requirements

Individuals wishing to train as a music therapist have

many years’ formal arts training and often have a

music degree. If you’re not a music graduate, you’re

required to have an undergraduate degree or

professional qualification in a relevant field such as

social work or teaching. You’ll also have to

demonstrate your musical

proficiency.

To register with the HCPC, you

first need to have successfully

completed one of the HCPC-

approved postgraduate

education and training courses

in music therapy. Only then can you apply to join the

HCPC’s Register of Health and Care Professionals, and

use the protected title of ‘music therapist’.

The training course take two years full time or can be

completed over a period of three or four years part

time.

Patient Transport Service Driver

Drivers drive patients to and from hospital. Based in a

central office, you'll book the vehicles that take

patients to and from local clinics, day-care centres

and non-emergency hospital admissions. Entry Requirements

There are no set entry requirements to become a

Driver. Most employers expect good standards of

literacy and numeracy. Some may ask for

qualifications such as GCSEs, NVQs or equivalent.

Ambulance care assistants and Patient Transport

Service drivers usually have an initial two to three-

week training course. This covers:

moving and handling techniques

first aid

basic patient skills

safe driving techniques

Training includes practical assessments and written

exams. Once you have passed these tests, you are

allocated to an ambulance station. You work under

the guidance of a trained supervisor before working

unsupervised.

16

Eastbury Community Newsletter—Issue 12, May 2018

Art Therapists use art to help people tackle

their emotional and behavioural issues.

Dental Care is an important part of

healthcare. As well as looking after the

nation’s mouths, the dental team contributes

to the wider care of patients.

Dietitians translate the science of nutrition into

everyday information about food.

Dramatherapy uses role play, voice work,

movement and storytelling to help clients

explore and solve personal and social

problems.

Occupational Therapists help people of all

ages to carry out everyday activities which

are essential for health and wellbeing.

Operating Department Practitioners work with

patients of all ages and are involved in each

phase of a person’s operation

Orthoptists help people with eye problems,

such as squint or double vision.

Osteopathy is a safe and effective form of

prevention, diagnosis and treatment of a wide

range of health problems. It uses manual

therapy, exercise and advice, to promote the

optimum environment for health, based on

the individual needs of the patient.

Paramedics have a highly responsible role,

often being the senior ambulance service

healthcare professional in a range of

emergency and non-emergency situations.

You will be one of the first healthcare

professionals to arrive at the scene.

Physician Associates support doctors in the

diagnosis and management of patients.

Physiotherapists work with people to help with

a range of problems which affect movement

using exercise, massage and other

techniques.

Prosthetists/Orthotists provide an artificial

replacement for patients who are missing a

limb. Orthotists provide a range of aids to

correct problems or deformities in people’s

nerves, muscles or bones.

Speech and Language Therapists provide life-

changing treatment, support and care for

children and adults who have difficulties with

communication, or with eating, drinking and

swallowing.

For more information on careers in the NHS,

visit the Health Careers website or check out

our video below on the range of available

roles.