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A fresh look at vending in schools

Updated

with new

2007

regulations

A fresh look at vending in schools

Vending is a great way to provide a broad selection of food and drinks for children and young people throughout the day. Managed well it can ease the pressures on catering staff during the lunchtime as well as extend the catering service to outside school hours.

Many schools have successfully implemented healthier vending in their schools and made money from it to invest back into their catering service. With the new food-based standards arriving for all school food other than lunches, we want to share the ways you can make vending successful in your school whilst meeting the new standards for school food.

This booklet is written to assist all those involved in decision making for school vending provision, whether you are a head teacher, bursar or a school caterer. We also hope that this will help vending machine manufacturers and operators, as well as product manufacturers and suppliers to assess what will work well in school vending.

Judy Hargadon Chief Executive School Food Trust

A well-managed vending operation can be an asset to the school

www.schoolfoodtrust.org.uk

0� 0�Case study:Boston Spa, Wetherby, West Yorkshire

This booklet is designed to provide good practice guidance, tips and solutions for secondary schools wishing to establish a viable vending service that complies with the new standards for school food. It draws upon all the experience and knowledge to date, built up by schools and the vending industry, about how to introduce vending in schools. This practical tool aims to answer questions you might have about vending, whether you’re from a school, the catering profession, or from the food and vending industry.

The new standards for school food other than lunches apply from September �007 and include vending services. Where vending is used as part of lunchtime provision, it must also comply with the standards for school lunches. This is to ensure children are given every opportunity to consume foods that offer them positive nutrition, while educating them on the importance of a healthy, varied and balanced diet (coupled with regular physical activity). With our current snacking culture it is essential for vending to meet children’s nutritional needs and vending operations in schools can contribute to this aim.

Providing vending options which meet the Government’s school food standards can:

• have a positive impact on eating habits in schools • encourage children to eat a balanced diet• provide a range of drinks for hydration to help with pupils’

concentration in schools• help reduce congestion and queuing around lunchtimes• help sustain the catering service• extend the catering service beyond school hours.

Vending in schools

Comprehensive secondary school with Sports College status and a student population of 1850 aged 11 – 18.

“We wanted to give our pupils the opportunity to access healthier snack alternatives to crisps, chocolate and fizzy drinks. Our vending machines have helped us to raise the profile of healthy eating in school and are complementing the message we are promoting through our school meals operation.”

Philip Harper, Business and Administration Team Leader, Boston Spa School.

Boston Spa School has never sold common vending items in the main school (fizzy drinks, crisps and confectionery). When they decided to introduce vending over seven years ago, the focus was on providing children with alternatives to fizzy drinks. So they installed machines selling bottled water.

The demand for vending grew, so Boston Spa worked with their vending operator and a local dietitian who set strict nutrient standards for food and drinks*, including levels of fat, sugar and salt, to provide a list of drinks and snacks. All products were initially taste trialled by the student council, who regularly discuss the school’s food and drink provision, and they loved all of them.

Vending has continued to expand and take up is excellent, with seven bottled water machines, three machines containing snacks and/or drinks, three sandwich machines all accessible throughout the day and a hot drinks machine in the sixth form. The school also has five water fountains. The sandwich machines are very popular and are managed by the caterers. The other machines are managed by two separate vending operators who supply machines free on loan, and fill them daily.

* In line with the Caroline Walker Trust recommendations at the time, prior to the introduction of school food standards.

Vending in schools is changing. Pupils can now enjoy healthy and nutritious food both at lunchtime and in vending machines.


0� 0�This booklet aims to provide immediate practical support and information to assist schools preparing for the new standards for school food that apply from September �007.

The following flow chart illustrates the various stages to consider for successful school vending.

How to use this booklet:

What do you want to achieve?

Where to start? p06

• Does your current vending provision conform to the standards?• Do you need to reduce lunchtime queues?• Could a vibrant vending machine help encourage students to try alternative snacks and drinks?

p06 Why choose vending?p07 Where do you start?p08 The best way for you

p10 Fresh foodp12 Snacksp13 Drinks

p14 A quick guide to different types of vendingp16 Leasing and buying machines – what are the options?

p20 Contracts, partnerships and VAT p22 Staff and trainingp24 Practical issues and solutions

Vending management p20

Thi

ngs to

consider p10

Cou

ntdown to V day p28p28 Marketingp30 Maximising product sales p32 Checklist p34 Key steps to vendingp35 Case studies

p42 Appendicesp46 Find out more

Regularly review, fresh ideas

Key Note

Issues that can influence the profitability of school vending

Good communication at all stages between pupils, staff, catering contractors, governors and parents

Throughout this booklet the use of the word ‘standards’ refers to the food-based standards for all school food other than lunches.

Top tip


7Successful vending relies on full support from the school staff, caterers, pupils and the wider community who use the school – all are potential consumers who have an important role to play in the school’s decision. It is useful to explore the rationale behind vending for your school as a first step and to involve pupils at every stage, especially choosing product options.

Consider establishing a sub-group of your school council/food policy group/SNAG (School Nutrition Action Group) to specifically develop and manage the school’s vending operation. A specific focus will aid problem solving and positively impact on the service. As with all working groups, a member of the senior management team, eg head teacher or bursar, needs to be on board to facilitate financial planning decisions.

ConsiderationsCommitment is required from all members of the group – discuss what can be achieved through vending (eg reducing queues). Write down three key aims and regularly refer to them.

Discuss the following questions with the group to determine how the vending service will operate:

• What are the roles and responsibilities of school staff / pupils / local authorities?

• What type of vending will be offered? eg chilled, fresh food, ambient?

• How will payment be made? eg cash or cashless?

• How will the machines and contents be marketed?

• Can vending be linked to the curriculum, enterprise activities, sustainable schools, food technology, art and design?

For more information visit: www.healthedtrust.com/pages/snag.htm and www.schoolfoodtrust.org.uk/policy

Wh

ere to start?

070� Where to startWhy choose vending?

Where to startWhere do you start?

There are many advantages to choosing vending. Vending a mix of products that meet the standards can reinforce nutrition messages taught during science, food technology or PHSE lessons, acting as a visual aid to teach good eating habits. Other reasons include:

W

hy choose vending?Increases take-up and offers a

‘Grab and Go’ service to busy

pupils and staff

Potential to generate income

for the school

Extends catering provision outside of school hourse.g. after school clubs

Offers additional service point/s extending the

catering provision

Increases variety of food and drink options across the school

Contributesto Healthy

School Status

Enhances and reinforces the school’s healthy food policies

Helps to keepchildren and young

people on site

Where to startThe best way for you

Wh

ere to start?

08 09

Use vending operator School operates machines Caterer runProducts: Storage

Operator stores bulk School to store products Caterer stores

Products: Pricing

School decides in conjunction with operator

Depends on what overheads to be included

School decides


Caterer recommends


Machines and payment system: Selection

Identify needs with vending operator

Choose from range of machines suggested by operator

Identify needs

Research available machines

Caterer sources

Machines and payment system: Procurement

Operator sources

Need to decide on purchase/leasing etc (see later section)

For �/� machines best to buy through a local vending operator

Need to decide on purchase/leasing etc (see later section)

Caterer organises direct

Cleaning and filling and cash management

Operator will handle

Detail to be in contract

Need to train staff, determine frequency of clean, organising filling etc

Caterer will handle

Breakdowns and routine maintenance

Operator will handle

Detail to be in contract

Will need a contract with local vending operator or other service supplier

Caterer will source and handle probably through service supplier

Litter prevention and clean up

School responsible School responsible Caterer responsible

When considering how best to run a vending operation, there are broadly three options. The decisions taken on the best option for each school will be fundamental to what they can achieve and how they operate.

The costs and benefits of vending depend on the option you take. The options are:

• School employs a vending operator• School operates machines itself• Caterers take over all provision

Use vending operator School operates machines Caterer runKey issue

Responsibilities Operator advises on

• What to vend• When to vend• Where to vend• Type of machine(s) required• Management issues• Provides cleaning, filling,

and maintenance/service

Responsibilities School decides on

• What to vend• When to vend• Where to vend• Type of machine(s) required –

using advice and information from caterers or a vending operator

• Management issues including procurement of product, financing purchases, filling, cleaning, maintenance, cash collection, etc

Responsibilities Caterer decides on

• What to vend• When to vend• Where to vend in

conjunction with school• Type of machine(s)• Caterer manages the

business

Key issue

Potential financial benefit Vending operator takes any profit or loss

Any benefit to school depends on contractual arrangements

Potential financial benefit School takes any profit or loss

Potential financial benefit Caterer takes any profit or loss

Any benefit to school depends on contractual arrangements

Commercial viability/feasibility: Although machines may yield an initial small reduction in income when transferring from the traditional vending offerings to healthier alternatives, research has highlighted that vending is viable and profitable if the product mix is correct, the machines are fully operational, correctly managed, located for maximum exposure and pupils are fully involved.

Note: If a school has a caterer for other food provision and wants to run their own vending they need to check the conditions of their contract with the caterer.


Schools and caterers can work to ether on vending to maximise school lunch take-up.

Products: Selection

School chooses from range of products which work in school and meet standards

Flexibility to change items which do not sell

Source products through retail, cash & carry, local authority procurement

Produce some in-house


Caterer sources products and produces in house


Products: Procurement

Vending operator buys

Potential to share in benefit from bulk purchase

School buys

Local authority procurement offers benefit of bulk purchase but may be limited choice

Caterer buys

Potential to share in benefit from bulk purchase

Whatever option you choose, the following pages will help you maximise the benefits of your vending operations.

10 11

What’s in? What’s not? Key Notes

Bread type products:• bagels• currant and fruit breads • teacakes.

Consider food hygiene and food safety.

The following products are suitable only as part of the lunchtime provision:

• cakes: slices of cake, individual cakes (sponge cakes, Swiss roll, fruit cakes, banana cake, apple cake, carrot cake, gateaux, sponge fingers, Madeira)

• buns: American (sweet) muffins, Chelsea buns• pastries: croissants, Danish pastries, Eccles cakes, Greek

pastries, Bakewell tarts, jam tarts, mince pies, custard tarts• biscuits include all types: sweet biscuits: digestive,

rich tea, ginger nuts, flapjacks, shortbread, wafer savoury biscuits: cream crackers, breadsticks, oatcakes, matzos.

Savoury crackers can be served as part of a meal at lunchtime only when served with fruit, vegetables or dairy food.

Fresh fruit – whole or pieces Fruit salad potsFruit pieces in natural juice

Fruit in syrup Fruit and/or vegetables must be provided at all school food outlets.

Dried fruit with no added fat, sugar, salt or honey

Dried fruit with added fat, sugar, salt or honey

Dried fruit (served separately or in mixes) that is glazed with a maximum of 0.�% vegetable oil is allowed.

Vegetable sticks with dips

Breakfast cereals with milk (skimmed or semi-skimmed) or yoghurt

Cereals coated with chocolate Wholegrain, high fibre, low salt cereals with no added sugar are best.

Things to consider:Fresh food

What food and drinks will work?Children and young people prefer chilled drinks and like having a variety of options. Make sure all products comply with the standards and the machines are fully stocked especially with popular items.

Idea Offer crackers with cheese and a piece of fresh fruit as an option at lunchtime.

Healthy drinks (milk, fruit juices and water) sell very well.

Remember Keep machines fully stocked and operational to maximise sales.

Yoghurt or fromage frais (plain or fruit)


Some products may need chilling prior to sale.

Provide a spoon.

Filled sandwiches, bagels, baguettes, pitta breads, rolls, wraps

• tahini and salad• tuna and sweetcorn• salmon and cucumber• chicken tikka, yoghurt

and salad.

Use low-fat mayonnaise and low-fat spread sparingly (if required).

One meat product from each of the following four groups can be provided once a fortnight across the school day.

• burgers: burger, hamburger, chopped meat, corned meat

• sausage and sausage products: sausage, sausage meat, link, chipolata, luncheon meat

• individual meat pastry products: individual meat pie, meat pudding, Melton Mowbray pie, game pie, Scottish (or Scotch) pie, pasty or pastie, bridie, sausage roll

• shaped or coated meat product: any other shaped or coated meat product eg escalopes, goujons and chicken nuggets.


Pasta salads or salad pots

• tuna salad• tomato, basil and

mozzarella salad• ham or cheese salad.

Provide a fork.


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s to con

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Idea Add salad wherever possible, eg tomatoes, grated carrot, lettuce and cucumber.

Idea Mix pasta and chopped vegetables with salad dressing.


Looking for case studies on fresh food vending? Visit: www.schoolfoodtrust.org.uk/casestudies/Sandwich and www.schoolfoodtrust.org.uk/casestudies/Sponne

1� 1�


• combinations of dried fruit, nuts and seeds without added fat, sugar, salt or honey

• plain popcorn (no added fat, sugar, salt or honey)

• fruit, nut and seed bars that contain no added fat, sugar, salt or honey.

• any type of confectionery, eg chocolate products, sweets and sugar free chewing gum

• cereal bars• processed fruit bars• crisps and crisp-like

products, eg tortilla chips, potato sticks, puffs, crackers, corn chips, prawn crackers, potato wafers

• Japanese rice crackers• pretzels• Bombay mix• nuts with added fat, sugar,

salt or honey.

Dried fruit (served separately or in mixes) that is glazed with a maximum of 0.�% vegetable oil is allowed.

Many products contain added fat and sugar – always read the label.

Fresh fruit – whole or pieces Fruit in syrup Consider food hygiene and food safety.

Things to consider: Snacks

Taste trials across 10 English secondary schools illustrated that teens are prepared to try more nutritious snacks, provided they are tasty and available at the right price, in the right place, at the right time.

Rememberadded sugar can be in the form of: • fruit extracts • glucose • fructose • glucose syrup • sugar dusting.


Plain drinks:

• plain water (still or sparkling)• skimmed or semi-skimmed

milk• fruit juice or vegetable juice• plain yoghurt drinks• plain soya, rice or oat drinks

enriched with calcium.

Combination drinks:

Combinations of the above and flavoured milk. For more detailed information and an updated list and definition of drinks permitted in schools in England see the School Food Trust website www.schoolfoodtrust.org.uk/UploadDocs/Contents/Documents/sft_summary_drinks_table.pdf

• flavoured water• squash/cordial• soft drinks including fizzy

drinks containing less than �0% fruit or vegetable juice

• hot chocolate containing more than �0 calories per 100ml.

Some drinks and yoghurts may need chilling prior to sale.

Things to consider: Drinks

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ing

s to con

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RememberThere should also be easy access at all times of the day to free, fresh and preferably chilled drinking water.

Healthier drinks Schools are strongly encouraged to provide drinks which do not contain preservatives, flavourings, colourings and sweeteners, in line with the original intention of the School Meals Review Panel which was for children to drink ‘pure’ drinks in schools which offer nutritional benefit. The School Food Trust is aware that many manufacturers have been innovative in producing a range of drinks that are popular with young people and are additive free. The School Food Trust is currently working with drinks manufacturers to develop a voluntary code of practice for drinks in schools to support the provision of such drinks. This will be available in Spring �008.

How to source productsProduct sourcing will depend on who is managing the vending operation (see page 08 for further details). Many products can be sourced direct from the school’s current catering contractor or main supplier, or via the vending operator, and some products may be supplied as a package of items. Schools should also check with the local authority procurement department if appropriate. Fresh food items could be produced on site by caterers.

AllergiesBe allergy aware. Food allergies including cereals containing gluten, crustaceans, egg, fish, peanuts, milk, nuts, soya, sesame, celery, mustard, sulphur dioxide and sulphites must be considered. Refer back to the school and catering policies on allergies. Allergies are manageable in schools and the risk of cross-contamination can be reduced by regularly washing hands after being in contact with allergens, especially nuts. Visit www.allergyinschools.co.uk for accurate, reliable information on managing allergies in schools.

Vending offers a contained, secure store. Managed carefully with clear labelling, it can contribute positively to the management of allergenic foods.

The school food standards ensure that all school food and drinks are healthier options. Therefore it is not necessary to label foods as ‘healthy’ as this often puts children off! Young people are more concerned that food tastes and looks good, is at the right price and is convenient.


1� 1�Things to considerA quick guide to different types of vending

Modern machines can be temperature controlled to suit the customer’s needs, offering chilled and/or ambient foods and drinks, or hot drinks. They also have larger capacity to provide a more robust service. This table outlines features, benefits and considerations, and illustrates what each type of machine will vend.

Combination machines can vend both snacks and drinks which is a good option. Schools should ensure that the machine is ‘dual temperature’ as this allows the drinks to be served chilled at the correct temperature, which generates customer satisfaction and increased sales.

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ing

s to con

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Cashless optionsMost vending machines can be converted to cashless operations. Benefits include: quick and easy; removes stigma attached to free school meals; monitors sales; no money collection required; avoids pupils carrying money; reduces bullying; works in conjunction with cashless tills. There may be an additional cost to set up a cashless system and it may limit community usage – discuss the options with your operator.


Machine Type What can be vended? Other attributes Features and benefits Considerations

All machine types (excluding hot drinks machines) are available as ambient or chilled. Combination machines can offer both.

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Fresh food and drink vending – carouselRevolving shelves, divided into segments

110-1�0 Can offer a wide range of product sizes and shape.

Potential for items to be placed in open shelf compartments – needs clear handling / supervision by school.

Fresh food and drink vendingGlass fronted machine with a soft drop mechanism

��0-��0 Can offer a range of products. Potential breakdown of more sophisticated machinery.

Snack and/or drink machinesSpiral coil mechanism

��0-1000 Can offer a range of products.

Dual temperature controlled to allow the sale of snacks and drinks at the appropriate temperatures.

Offering drinks may reduce the capacity.

Close fronted drinks vending machinesGravity fed machines with a cooling system

��0-�00 Robust and easy to maintain. Limited choice.

Some machines cannot vend carton drinks.

Hot drinks – in cups or bean to cup machines

Aimed at older children. Need to consider positioning of machines due to potential dangers of hot liquid – refer to whole school food policy.

Choose machines that protect the drink until it is ready, i.e. so that hot liquid is not being poured in an open environment.

*legal requirement

1�


17Things to considerLeasing and buying machines – what are the options?

Consider the options available for renting/leasing, buying or installing free on loan machines. Bear in mind their associated costs and benefits, which will depend on the type of machine, how they are operated (in house or using an operator), machine content, the number of weeks the venue is open, the type of payment system, who is collecting the takings, the set up costs and so on. Discuss these points with your vending operator to ensure that you set up the best option/s for your school. The table below outlines the options, and indicates associated costs and profits, which will depend on several factors including the volume of product sales and insurance required.

A school running its own machine can fill it during ‘quiet’ periods, whereas an outside operator will come at times agreed with the school.

Option Advantage Disadvantage

Renting/leasing – content managed by the vending operator

Partnership agreement with school

Machines are supplied, installed and maintained by operator:

• products supplied• machines filled• machines cleaned• money collected.

Fixed cost for lease and management fee taken out of profits.

Operator will identify potential new lines and agree with school prior to trialling in machine.

Product choices not limited and likely to be varied by contractor over time.

Profit

May receive a small percentage of profits.

Requires higher sales to ensure all management costs are covered / less profit potential for school.

Limited control over machine content.

School must ensure machine content meets standards as ongoing requirement.

Machines will rarely be filled more than once a day with the risk that popular lines may run out.

Potential costs

Approximate weekly rental, which may also be applicable when machines are not in use. Cost depends on type, capacity of machines, the length of the rental agreement and the volume of sales:

Snack vendor – £�0 - �0Fresh food – £�0 - �0Carousels – £�0 - �0Cold drinks vendor – £�0 - �0Hot drinks vendor – £�� - �0 *

Maintenance and call-out charge may or may not be included in lease.

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Renting/leasing – content managed by the school

Full control of machine content and operation.

Usually free maintenance.

Easier to link content to in-school marketing and promotion of new lines.

Option for maintenance and servicing support contract with lease company.

Can renew lease for better machine at end of contract.

Fixed term – usually a � year contract.

Can fill machines during quieter periods of the day.

Product prices are set by the school so that they are affordable to maximise take-up.

Profit All profits, which should cover the rental cost.

School responsible for hygiene – machines should be regularly cleaned.

School responsible for identifying new products, assessing suitability, storing and managing stock.

Money to be counted and accounted by a designated member of staff.

Potential costs Approximate weekly rental, which may also be applicable when machines are not in use. Cost depends on type, capacity of machines, the length of the rental agreement and the volume of sales:

Snack vendor – £�0 - �0Fresh food – £�0 - ��Carousels – £�0 - ��Cold drinks vendor – £�0 - ��Hot drinks vendor – £1� - �� *

Maintenance and call-out charge due to misuse or vandalism may be an extra cost.

Staff time.

Lease payments could become a cost to the school if sales are insufficient.

Buying – machines purchased by the schoolMachines can be new, refurbished or remanufactured. Talk to your operator or machine supplier to discuss your requirements.

One-off payment for machine.

School has full control of managing full vending operation and maintaining machine.

School can source products.



Increased profit potential if service well managed.

Profit All profits.

May not have option for maintenance and servicing support contract with lease company.

Machine will become out of date.



School responsible for identifying new products, assessing suitability, storing and managing stock.

Potential costs Initial payment for machine/s: £�,�00– �,�00.*

Maintenance and call-out charge.

Staff time.

Whatever option you choose, the following pages will help you maximise the benefits of your vending operations.

* Estimated costs from the industry: As at July 07

18 19


Free on loan – using companies’ ‘own brand’ or ‘freehold’ range of products

Machines are supplied, installed and maintained by operator:

• products supplied• machines filled• machines cleaned• money collected.

Profit

May receive a small percentage of profits (�-10%) or be paid a fixed amount.

Lack of control limits school opportunities to maximise sales.

School must ensure machine content meets standards as ongoing requirement.

Machines will rarely be filled more than once a day.

Usually drinks vending only.

‘Own brand’ option – product choices are limited to only those sourced by supplier, so choices restricted for pupils: this may limit health education opportunities, i.e. introducing pupils to a range of new options via vending to encourage their take-up outside school.

Potential costs

Operator should get rental from machine profits.

Maintenance and call-out charge due to misuse or vandalism may be an extra cost.

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Vending offers an extension of the school lunch service, providing alternative food outlets which can be available throughout the school day and beyond for community use, after school clubs and parents’ evenings.


Free on loan – content managed by the school

Full control of machine operation.

May include maintenance within contract.

School can manage in-school marketing and promotion of new lines as control ordering of products.

School can select from a range of products which will have been checked for their vendability by supplier.

Single source for all products and maintenance.

Fixed term – �- or �-year contract.



No capital outlay required.

Profits

All profits.


School needs to find more space for storage of stock.

May be minimum stock orders to offset free maintenance and machine cost.

Cost of product may be higher to offset free machine and maintenance costs.

May be restrictions on including products from other suppliers within vending machine, or using other vending machines.


Potential Costs

Staff time.

Identifying a vending contractorVending contractors can be found through various channels. There is a mixture of both local and national contractors available. When identifying a suitable contractor a good place to start is by contacting your local authority’s procurement services, the Automatic Vending Association www.ava-vending.org and the Health Education Trust www.healthedtrust.com. Other avenues include healthy schools co-ordinators, national and regional school conferences and exhibitions including LACA. Remember to check if products meet the standards.


Things to considerLeasing and buying machines – what are the options?

�0


�1Building a successful partnership with providersSeveral practical options could be considered under a partnership agreement with the vending provider. The benefit of a profit share partnership is that both sides will be keen to ensure the vending service is profitable. For effective partnerships:

• Ensure contract is well structured and fair.

• Regular reviews and good communications between vending operator and school management.

• Vending operator agrees to ensure the machine/s remain full and operational at all times, using pre-agreed products.

• School agrees to undertake marketing promotions to encourage take-up of the vending options.

• New products can be identified and tested (eg via taste trials) by both parties.

• Both parties embrace objectives for encouraging a balanced diet as well as delivering a profit to ensure minimal conflict.

• Involve vending operator in staff training and the vending committee to benefit from their valuable expertise.

Negotiating with contractors and suppliers A vending contract should meet the needs of both the school and operator for effective partnership arrangements.

Points to include within contracts:

• All food must comply with the standards at all times.

• Any changes to the machine content must be agreed by school.

• A ‘get out’ clause should be included when products do not meet the standards.

• A monthly breakdown of sales will be provided.

• Details of any profit share agreement.• A clear agreement on the contact,

response time, time frame for repair and itemised costs in the incidence if machine breakdown or malfunction.

• Options available if machines break down during the busy lunchtime period.

• The terms on maintenance and call-out charges, and in the case of misuse or vandalism.

• Any training provided, the cost and what is included.

• Arrangement on insurance cover in the case of breakdown or vandalism.

Check contracts carefully and thoroughly and obtain expert advice from the relevant department in your Local Authority.For more information visit: www.ava-vending.org/

The day-to-day management will depend on how the school decides to run vending, i.e. through a vending operator, themselves or through the catering service. See page 08 for further details.

Using a trustworthy vending operator that supplies products that meet the standards has taken the pressure off the school.

Vending managementContracts, partnerships and VAT

VAT arrangementsThe VAT treatment of income from vending machines will depend upon the arrangements in place, for example, whether the vending machines are operated by the caterer, vending operator or by the school, where the machine is sited and what products are sold. General guidance can be found in HM Revenue & Customs Public Notices 701/�0 Education and Vocational Training and 709/1 Catering and take-away food. In cases of doubt, local authorities are advised to contact their local VAT officer or HM Revenue & Customs National Advice Service on 08�� 010 9000.

Tuck shops The same standards apply to tuck shop provision as for vending. Many of the snacks and drinks purchased for vending will be useful for tuck shop provision.

Linking the vending provision to tuck shops, either at the same school, or at the feeder primary schools can help with stock management. Larger orders with preferential pricing may be possible with the faster turnover that will result from operating more outlets.

Partnerships with the feeder primaries’ tuck shops can help children familiarise themselves with food and drinks that comply with the standards, so the self service vending culture of secondary school becomes an easier transition.

Leisure centres You can choose to have a whole campus policy in place and ensure that products accessed by children during the school day meet the standards.

SustainabilityA sustainable school is one which integrates high standards of achievement and behaviour with the goals of healthy living, environmental awareness, community involvement and citizenship. There are eight “doorways” in the framework for sustainable schools, one of which is “food and drink”. Healthy, locally sourced food can offer nutritional benefits while protecting the environment and supporting local producers and suppliers.

For more information visit: www.teachernet.gov.uk sustainableschools/

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How to successfully manage machinesConsider the vending machine as a self-contained business centre (within the catering provision): for profitability it requires a carefully developed business plan and committed operational team.

Staffing Appoint sufficient designated staff to manage and operate the vending machines, with a dedicated project manager. Overall responsibility should lie with the principal financial decision maker – head teacher, bursar or catering manager. Where the vending machines are operated as part of the catering service, day-to-day operation of the vending machine can become the responsibility of designated kitchen assistants. Training catering staff appropriately can help create a sense of ownership that can improve the efficiency of the vending operation.

Management responsibilities:• Encourage all catering staff to embrace

vending as a part of the overall school lunch service and recognise the benefits vending can offer.

• Check that the electrical supply is safe, secure and ‘pupil proof’.

• Establish a comprehensive maintenance and repair routine.

• Ensure staff understand the root causes of any recurring problems and address them quickly to prevent a lack of confidence in the machine by operators and users.

• Keep an active eye on waste figures – efficient management of fresh food vending will minimise waste.

• Check suitability of product to meet the standards (see ‘what food and drinks will work’, page 10).

• Train nominated personnel and back-up cover to take responsibility for specifically agreed vending duties and review regularly (see below).

• Keep machines fully stocked at all times – an empty machine loses profit.

• Ensure all school events are brought to the attention of the vending committee.

Training topics Suggested topics for training designated vending staff are outlined below. The level of training will depend on who manages the operation – the school, the caterer or the vending operator:

• Operating machines – how to fill and change spirals.

• Taking temperature readings.• Clearing simple faults,

eg how to clear coin mechanism.• Cleaning and hygiene.• Filling machines.• Monitoring waste, litter and use by dates.• Checking product suitability to meet

school food standards.• Ensuring that machines are configured

appropriately to vend all products.• Cashing up.• Security of cash and products.• Use of cashless vending.

Training not only ives staff

insight into the retail business but also helps them to develop a sense of ownership.

Vending management Staff and training

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��Vandalism:Unsupervised and isolated machines may be more vulnerable to tampering and vandalism.

Solution:• Discuss machine location as part of a

whole school approach (page �1).• Encourage a sense of ownership,

respect and responsibility.• Present the vending machine as

a convenient service for pupils – if there is a lack of respect, the machine can be switched off or operated for limited periods.

• Anchor machines to prevent tilting – a potential health and safety risk.

Litter:Lack of supervision is a key concern for many schools, resulting in increased litter around machines.

Solution:• Discuss waste disposal as

part of a whole school approach to the environment.

• Develop a sense of citizenship, be responsible for the environment.

• Consider packaging when sourcing products: minimise packaging; cans may be dangerous if dropped on playing fields.

• Place litter bins next to each machine.• Use large, robust, secure and

attractive bins.• Remove rubbish and disinfect

bins regularly.• Encourage recycling by having bottle,

paper and can recycle bins where

possible, using posters to indicate where they are situated.

• Designate litter patrols on class-by-class basis to help raise awareness.

• Restrict areas where food and drinks can be consumed.

Low stock:It is important that machines are kept fully stocked or children will choose other outlets, including the local shops.

Solution: Supervision of machine content is crucial for a profitable vending service and should be closely managed:

• Evaluate products at regular intervals.• Establish a schedule for checking

contents and restocking.• Position machines in locations where

they are both convenient to refill and in a popular spot.

• Consider the logistics and cost/benefits of having an extra machine.

Payment optionsWhether using cash or cashless systems, security of takings may be a concern.

Solution:• Discuss options for money counting

and accounting with your operator.• Manage as part of your whole school

food service.

Wastage:Fresh food vending is more prone to loss of income due to short shelf life.

Solution:• Monitor ‘best before’ and ‘use by dates’

and check every time machines are filled.• Document wastage and review regularly.• Try using less variety at first and focus on

the most popular items to increase turnover.• Price promotions can be used to reduce

stock levels – pricing changes will need planning as machines will need to be reconfigured.

• Place new stock at the back of the machines.Some product lines may prove unpopular regardless of their price.

Solution:• Run taste trials and involve the pupils in

product selection.• Avoid committing to large stocks of product

previously untested within your school.

A well- stocked, well- maintained, smart and clean machine will always attract more customers. V

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tVending management Practical issues and solutions

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�7Food hygiene and food safetyThis is particularly important for fresh foods and drinks which need to be temperature controlled, or chilled prior to sale. A vending machine holds the temperature of a product but it does not chill it, therefore all products should be loaded at the correct temperature. Refer to your food safety management plan, which should be based on the principles of HACCP (hazard analysis critical control point). Preparation, storage and sale of all produce sold through vending machines should comply with schools’ catering policies.

Some machines can be dual temperature controlled which allows the sale of products that are ambient or chilled eg bagels and fresh milk. Talk to your operator for further details.

Machines should be cleaned regularly, and immediately if spillages have occurred within or on the machine.

If products are made on site, ensure that they are labelled appropriately.

Product rotation is important: place new products at the back of the machine; monitor best before dates; and remove out of date products.

Visit www.food.gov.uk/safereating/ for more information on food hygiene and food safety.

Machine breakages:Breakdowns are inevitable at some point in time with any machines, and call-out repairs can be expensive. The process of repairs will depend on who manages the

operation – the school, the caterer or the vending operator.

Solution:• Ensure the machine is suitably

robust for heavy usage, is tamper proof, with minimal removable parts and well secured.

• Check the credentials of your proposed vending operator/s and product supplier/s.

• Obtain quotes from more than one vending provider to compare levels of service offered.

• Ensure your vending contract includes adequate support for quick on-the-spot repairs and maintenance throughout the lifetime of the contract.

• Discuss the process to follow for breakdowns with the vending operator at the outset and ensure that your requirements are outlined within the contract.

Product storage

• Designate enough space to store products securely, at the correct temperature and hygienically.

Consider appropriate packaging:• Easy to open.• Appealing to pupils – vibrant designs

using attractive colours.• Appropriate use of words, eg avoid

too many ‘healthy-eating’ labels, so not off putting.

• Clear labelling.• Discuss with vending provider what

will work for the machine.

• An effective recycling

policy can positively manage waste and minimise litter.

• An empty machine is a lost opportunity, like an empty store on the high street.

• Monitor and evaluate product sales, particularly of fresh foods, to help reduce waste and increase sales.

Involvement of the whole school, particularly the head teacher and the catering staff, is the ke to the success of healthy vending.

Vending management Practical issues and solutions

• Sustainability/environmental and waste issues should come into packaging decisions.

• Consider if packaging can be recycled.• Fresh food made on site: – all items should be fully covered – plastic containers for sandwiches,

pasta, salads, fruit salads and breakfast cereals

– include cutlery where required.• Sealed packaging would enhance shelf life.

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Research involving nearly 2,000 secondary school students exploring children’s snacking habits showed that 66% initially would not buy snacks like dried fruit, unsalted nuts and seeds. However, following tasting sessions with dried fruit, nut and seed mixes, 95% of pupils confirmed that they would buy these snacks at school and 84% would also recommend these snacks to their friends.

The benefits of adopting the principles of a whole school approach for successful vending are now well demonstrated (www.foodinschools.org). The findings from the early pilot studies, together with feedback from schools that have established healthier vending all illustrate that involving the students and catering providers at all stages can really make the difference. In particular involve students in which products to sell as they will be the ones buying them!

What works with young people?Taste trials are a very good way of introducing new and unfamiliar products. This could be done over the counter at lunchtime, during form time, parents evening or during school council meetings. Discuss the options for trials with suppliers and/or operators.

Marketing of products to children and young peopleYoung people come across novel things every day. It is important to create a positive image of foods and drinks that meet the standards in order to raise their interest through innovative marketing.

Marketing and promotions:Carry out market research with all users to:

• find out preferences and potential new popular lines

• generate new ideas for fresh products eg – sandwich fillings, salad mixes

• change the range of products on offer frequently to maintain interest

• prompt creative promotional offers that are more likely to be taken up by users, eg create meal deals for the lunchtime provision (NB you may need to ask the operator to calibrate the machine with a larger row to accommodate selection packs):

– ‘meal deals’ – offer sandwiches/pastas/salads, a drink, a piece of fruit and a packet of nuts and seeds at competitive prices

– ‘buy one get one free’ in carousel machines offers are always popular and can be useful to use up shorter dated stock more quickly (just wrap two drinks together and use a larger vending compartment)

– sandwich and drink options are useful for those in a hurry

– themed offers, such as energy boosting sports deal (eg pasta pot, nuts and fruit juice); after-school pick-me-up (eg peanut butter sandwich, a piece of fruit and milk).

Marketing and promotion should be planned and discussed with operators, caterers and/or machine suppliers.

Remember to test any new combinations of product in the machine first to ensure they won’t jam the machine! The machine may also need to be reconfigured.

Posters and poster

competitionsSchool council

meetings

Promotions, special offers & competitions

(see maximising product sales)

Assemblies,tutorials and newsletters (to pupils

and parents)

Involve parentsand governors

Taste trials

Curriculum based initiatives

e.g. food tech

Marketing

Posters and poster

competitionsSchool council

meetings

Promotions, special offers and

competitions (see maximising

product sales)

Assemblies,tutorials and newsletters (to pupils

and parents)

Involve parentsand governors

Taste trials

Curriculum-based initiatives,

eg, food technology

Marketing

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Prices and charging Price products so that children can afford them, and avoid vending the same products cheaper in other outlets within the school. Pricing should also be competitive, taking account of other outlets outside school.

Keep prices down to the minimum necessary to encourage take-up, whilst still covering costs.

Prices and profit need to be carefully balanced to maximise sales.

How to monitor, evaluate and review the cost and effectiveness of vending to ensure standards are met • Nominate and train a member of staff

to collect data on take-up from each machine weekly to monitor choice and profit. This could also be carried out by the vending operator on a monthly basis if they are supplying all products (check it’s in your contract).

• Discuss results with your vending/food policy group, letting them take ownership to help improve take-up of healthy foods.

Routine monitoring is the key to improve sales.

See appendix two for a suggested pro-forma.

Machine layout:Product positioning within machines can have a significant influence on sales:

• ‘Eye level buy level’: products that are at eye level tend to be chosen the most frequently – place popular items here to maximise sales.

• Use eye level positioning for special promotions on new items. Product preferences may differ across the school years and ‘eye level’ will move higher up the machine for successive years, so take account of this with product positioning. Try smaller, lower priced drinks, better suited to year seven’s at a lower level than more expensive fruit smoothies, favourites of sixth formers, who have more money to spend.

Managing sales mix:Monitor product sales (see appendix two for further detail) to ensure popular items are always available.

Top tip from vending operators:• Consider the weather and how this

will affect sales, eg chilled water may be more popular in the summer months.

• If a product is not selling, talk to pupils/student council to find out why

– it may be as simple as they don’t like the colour of the product or packaging.

LocationA poor location will result in poor take-up. Where to site your vending machine is probably one of the most important planning decisions to make and one that you only want to make once. So, it’s well worth spending time assessing a number of potential sites beforehand.

Solution: Checklist for judging location

• Catering staff/vending operators must be able to access the machine easily for filling and maintenance.

• Proximity to dining rooms allows catering staff to monitor, clean and supervise machines.

• Use areas in the school that can be supervised to reduce vandalism

• Locate close to electricity supply.• Allow space around machines to aid

speed of purchase.• Use areas that can be accessed when

the dining room is closed.• Use areas that are popular with pupils

and staff. • Should be accessible to out-of-hours

school users.

Product sales sheet Termly incomeSee appendix one and two for suggested pro-formas.

Now we’ve run taster sessions with a range of dried fruit, nuts and seeds, the students want to know how soon we can have them in the vending machine.

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Checklist: ongoing management How often? Page

Training of new and existing staff on managing and monitoring vending

Ongoing ��

Involve the pupils

Whole school approach

Always 7, �8

7, �8

Review:

machine location

litter control

food waste

hygiene

staff training needs

costs and budget analysis.

Monthly�1

��

��

��

��

8-9, 1�-19, �0

Data collection: monitor sales, review popularity of product lines

Monthly �0, ��-��

Source new products Termly 1�

Marketing and promotion of products and vending service

Termly �8

Taste trial new products When new products are sourced

�8, �0-�1

Meet all relevant standards Always 10-1�

Refer back to school and catering policies on allergies

When new products are sourced

1�

Make links with the curriculum eg food technology and science

As appropriate ��-�9

Ensure that the operator and/or supplier are meeting the terms outlined in your contract

As necessary and at annual review

�0

Evaluation: refer back to the three reasons why you initially wanted vending in school

At review meeting and when there are any issues

7

Sustainability Ongoing �1

We ran taste trials – great for the students, who are happy to try things for free, and the suppliers got useful feedback.

Countdown to V day Checklist

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The following three case studies are examples of some of the current practice which have been brought to the attention of the School Food Trust.* Other case studies are available to view on the School Food Trust website www.schoolfoodtrust.org.uk/casestudies. Companies and schools carrying out similar initiatives can submit their good practice to the School Food Trust by sending an email to [email protected]

The Cool Drinks CompanyThe Cool Drinks Company (CDC) has a unique chilled distribution solution supplying high capacity drinks machines selling pure, fresh and natural drinks including semi-skimmed milk, fresh juices and fresh smoothies to schools in the north of England.

The founders set up the company in direct response to the standards and to meet a growing demand for fresh drinks vending. Their approach was developed in partnership with three trial schools in Leeds. They worked with staff to develop school specific operational solutions and with pupils to ensure the sourcing of a popular range of drinks. They also developed a portfolio of associated education initiatives to engage pupils in the healthy drinks vending in their school.

A fully managed service is offered at no cost: CDC use modern technology (Global Positioning System) to remotely access sales and operational information in order to ensure optimum performance and continuous availability of a drinks range that is tailored for each school.

Countdown to V day Key steps to vending

Ensure commitment from senior management – school and catering organisation 1Involve pupils: • consider pupils’ opinions • sell products appealing to pupils.

Review present vending service and discuss future needs: • type of vending? • number of machines?

Ensure products: • meet all relevant school food standards • support all food and nutrition messages taught in the classroom

Consider marketing and promotion – involving pupils where possible

Consider location to maximise take-up and minimise damage, where they can be filled, supervised and cleaned

Supply a range of products and change frequently to maintain interest

Manage litter: • to minimise impact to school environment • to facilitate recycling.

Monitor take-up to maintain viability of the service

Ensure machines are fully stocked to maximise the sales turnover

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Case Study 1:The Cool Drinks Company, Leeds

Project Hoof A pilot study was run by the CDC in conjunction with the Milk Development Council (MDC) during the summer term to promote the consumption of British milk in secondary schools.

Year 8 students across 15 schools in Yorkshire ran campaigns to encourage the take-up of milk within their schools.

* The School Food Trust does not endorse products or companies and cannot guarantee that the full range of products offered by the companies in this booklet meet the standards

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The project ran in two parts: to increase the awareness about the benefits of drinking milk and other healthier drinks; and then to encourage the take-up of these drinks. Incentives for taking part in this pilot included competitions and prizes, posters and promotions materials, and a farm visit for competition winners.

Before the trial, only 1�% of students were drinking milk in these schools, with many not recognising its health benefits. Following the campaign, �9% of pupils said they were now more aware of the benefits and were now more likely to drink milk at school.

Farm visit – for the second year in a row CDC invited ��0 competition winners from across Yorkshire to visit Poplars Farm.

Education initiatives Free education initiatives are offered by CDC to all schools to involve and enthuse pupils. They are delivered by experienced business professionals and support Healthy Schools Award and Ofsted inspection criteria:

• PSHE workshops. • Business and Education ‘Marketing

Mix’ Lessons. • External visits to farms, recycling

projects, businesses and enterprises.• Newsletter to help ensure parents are

aware of the provision and activities.

What the schools saidGarforth Community College, LeedsGarforth Community College is a large secondary school that was involved in the Hoof Project. Their previous vending

provision consisted of three fizzy drinks machines and one snack machine. They have now introduced two CDC machines.

“Project Hoof has helped to empower young people to make healthy lifestyle choices. Our students have now had experience of running a real marketing campaign specifically aimed at their peer group, which we know has successfully reinforced the important message about healthy lifestyle choices. The visit to a farm was a great finale to the project, allowing pupils from different schools to share learning and have a fun day out.”

Mick Whittle, Assistant Head Teacher, Garforth Community College, Leeds

Top tipsEngagement with pupils and staff in schools is essential to overcome objections and ensure the vending becomes a valued part of the school catering provision.

• Engage pupils – ensure you have pupil buy-in to

a popular range of drinks – develop marketing campaigns.• Engage staff – give confidence to teaching staff – the right type of vending operation

can support the link between diet and learning

– reassure catering staff vending can be an effective complement to existing catering provision.

For more information on the resources visit www.cooldrinksco.co.uk/coolresources.htm

I wish we’d had this (vending machine dispensing healthy drinks) when we were younger.

It’s great to be able to grab a drink quickly at different locations in the school.

Case Study 1: The Cool Drinks Company, Leeds

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We do love the smoothies and milkshakes, the are great if you’re hungry.

Boxlogix is a relatively new vending company, who took over the contract of a large commercial company, and offer a wide range (�0) of branded drinks over 1,000 schools, colleges and leisure sites across England, Scotland and Wales. Glass fronted machines are offered free on loan or can be rented, both of which allow schools to set the vending price.

Vending trials on drinks A five month vending trial (during December 0� – April 0�) selling water, fruit juice, smoothies and milk took place across �� schools in the North of England, which included ��,000 pupils. Results highlighted that this type of vending was viable, even when machines were placed next to non-compliant drinks machines.

Results projected over 38 week academic year:

Total vend Sales circa £10,000 Yearly

£�� (at suggested vendor’s price)

Weekly ��0 drinks/week

Breakdown of product take-up during the trial

What the schools said Philips High School, WhitefieldPhilips High School had no vending machines in school for nearly a year. They now have one drinks machine placed centrally in the sports centre offering flavoured milks, fruit juices, water and smoothies, all of which have been a big success with the pupils. The machine is used as an incentive for students who attend the PE clubs, and are accessible at any time of the day.

The machine has made profits in a relatively short time frame, which are fed back into the PE budget to pay for minibuses and referees etc.

Following the success of this machine, a further machine, vending water only, will be placed in the main school dining room from September.

The PE department has taken responsibility for the machine: ordering products; monitoring take-up; filling machines; storing products; and counting the takings.

Quotes following trials:

“They love the drinks, it’s good having the glass front so they can see what’s in stock.” Catering manager

“We’ve got a long morning so they need to be able to get something at break. We considered a hatch, another outlet, but where, how do you staff it?” Business manager

“There’s a good variety of drinks and the pricing covers quite a range so it can suit those with less to spend.” Catering manager

The future• Snack products are currently being

sourced to sell alongside drinks.• Curriculum based materials are being

developed which can be used during form time with year 7–11 students. These will include lesson plans and quizzes which will focus on healthy eating.

Top tips to encourage take-up

• Run taste trials• Use a whole school approach and

involve parents• Involve passionate head teachers

Develop business entrepreneurs In some schools sixth form pupils are encouraged to be actively involved in managing machines: they order products, fill machines and count the money.

“This is a great incentive for pupils giving them ownership and respect for the machines, and has been very popular.” Jan Barnett, Resources Manager, Boxlogix

For more information visit www.boxlogix.co.uk.

Case Study 2:Boxlogix Limited, Bury

Smoothies(1�%)

Water (�0%)

Milk (�0%)

Juice (�7%)

When pupils taste a product and like it, word of mouth reall helps to increase take-up.

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Taste trials are the ke to increasing take-up, the were offered to ever new school; take-up in schools that do not have taster sessions is initially slower.

Absolute Vending is an established vending company who are very passionate about making healthy vending a success in schools. They service machines in more than 100 schools nationwide. The machines are selling snacks, drinks and fresh food on either a self fill or operated basis. Absolute Vending have offered an added service to schools to help educate and involve pupils in healthy eating habits through taste trials.

Taste trials on products A wide range of products are placed in disposable plates/cups in small portions for all children to try. Packaging is removed, so products are blind tested. Pupils are asked to rate each product – ‘loved it’, ‘okay’ or ‘hated it’. They are also asked to fill in a questionnaire to discover their general eating, snacking and exercise habits. All results are summarised and fed back to the school. Then only popular products are placed in machines.

Questionnaire: example questions1. Do you have school lunch or bring a

packed lunch? a. If you take school lunch i. What is your favourite dish? ii. What do you dislike the most? b. If you take packed lunch i. What do you have in your

packed lunch?

�. What is your favourite drink?

�. Have you tried any of the following? a. Raisins? b. Apricots? c. Sultanas? d. Prunes?

Sample results from questionnaire:Which of the following drinks would you buy?

Yes NoBottled water �9 1

Orange juice �7 �

Apple juice �� 8

Chocolate milk 1� 1�

Strawberry milk 1� 1�

Banana milk 1� 1�

Pineapple juice 9 �0

Fresh food vendingFresh food taste testing, including sandwiches, pasta salads, salads and fruit salads is very popular, and is the key to getting the product mix right. Sessions are carried out during school time before lunch, and popular choices determine the product mix. Visit www.schoolfoodtrust.org.uk/casestudies/ Sandwich and www.schoolfoodtrust.org.uk/casestudies/Sponne for more case studies on fresh food vending.

Top tips for taste trials• Separate pupils to reduce peer pressure.• Contact wholesalers to try and source

products to trial.• Analyse the questionnaire results in

maths lessons.• Free samples are a big incentive for

children to attend after school sessions.

Top tips to maintain sales• Display posters around the school showing

pupils where the machines are sited. Posters could be developed by pupils.

• Train staff on filling the machines, to ensure that the correct products are placed in the correct spirals.

• Fill machines regularly – an empty machine is like an empty shop.

• Position machines in a suitable position where they can be accessed and filled/maintained easily.

Case Study 3:Absolute Vending, Leeds

It was surprising how much the pupils liked the products.

�� Appendix one:Product sales sheet

Name of school:_______________________________________________________________________________________________________________________________________________________________________________________________________________

Location of machine: __________________________________________________________________________________________________________________________________________________________________________________________________ Week ending: _________________________________________________________________________________________________________________________________________________________________________________________________________________________

Product name Purchase price

Price sold Margin Monday Tuesday Wednesday Thursday Friday Total weekly number of products sold

Weekly gross profit (number sold x margin)Number in

machineNumbers sold

Number in machine

Numbers sold

Number in machine

Numbers sold

Number in machine

Numbers sold

Number in machine

Numbers sold

Weekly totals

Grand weekly net profit total= Weekly gross profits total £_______________ minus (weekly labour costs* £_______________ and/or rental costs £_______________) = £_______________

*Labour costs should include relevant time spent filling, cleaning and maintaining machines, money collection and accounting.

www.schoolfoodtrust.org.uk Table adapted from Welsh Assembly Government (�00�) with kind permission from the Welsh Assembly Government.

Product sales sheet to be collected for each machine.

��

�� Appendix two:Termly income

Name of school:_______________________________________________________________________________________________________________________________________________________________________________________________________________

Term/year: __________________________________________________________________________________________________________________________________________________________________________________________________________________________

Location of machines Product type eg fresh food

Grand weekly net profit Total

Week 1 Week � Week � Week � Week � Week � Week 7 Week 8 Week 9 Week 10 Week 11 Week 1� Week 1�

Weekly totals


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�7Find out more

Automatic Vending Association www.ava-vending.org

Food in Schools www.foodinschools.org

Health Education Trust www.healthedtrust.com

Healthy Schools www.healthyschools.gov.uk

Local Authority Caterers Association www.laca.co.uk

ReferencesResearch carried out during July �00� by American Peanut Council and Californian Prune Board, www.peanutsusa.org.uk/ju7

Automatic Vending Association. Explaining vending. www.ava-vending.org/site/ava/explaining-vending/explaining-vending (accessed 17/08/07)

FSA (�00�). FSA food policy in schools. A strategic policy framework for governing bodies. Food Standards Agency. www.schoolfoodtrust.org.uk/policy

FSA (�00�). Vending healthy drinks. A guide for schools. Food Standards Agency, Dairy Council, Health Education Trust. www.food.gov.uk/multimedia/pdfs/vendingmachinebklet.pdf

Harvey J (�00�). Food in School – Healthier Vending. Crown. www.foodinschools.org

Higgs J, Styles K (�00�). Principles and practical aspects of healthful school vending. Nutrition Bulletin. �1; ��-��.

SFT (�007). A guide to introducing the Government’s new food-based standards for school food other than lunch. School Food Trust. www.schoolfoodtrust.org.uk/2007a

SFT (�007). A guide to introducing the Government’s new food-based standards for school lunches. Revised. School Food Trust. www.schoolfoodtrust.org.uk/2007b

Welsh Assembly Government (�00�). Think Healthy Vending. Guidance on vending machines in schools. Crown. www.healthedtrust.com/pages/Vendingnews1.html

Acknowledgements The School Food Trust would like to thank the Health Education Trust for compiling this booklet. We would also like to thank all of the schools, vending operators and product manufacturers who shared their thoughts and experiences on vending in schools. Specific thanks go to the following schools and vending operators whose experiences were invaluable:

Aaron Prout and Neil Harrison, Cool Drinks Company Ltd Absolute Vending Ltd Automatic Vending Association Chris Johnstone, Out of the Box Retail Solutions David Llewellyn, Boxlogix Ltd Garforth Community College, Leeds Howard Burleigh, Vending Consultant Heathside Secondary School, Surrey Mike Steel, Eagle Vending Paul Waring, Healthfare Trading Ltd Philips High Schools, Whitefield Sandwich Technology School, Kent Sponne School Technology College, Towcester

�8


Got a suggestion?Have you got a suggestion or want to provide your school as a case study? Contact the School Food Trust directly, or visit our website for more information.

School Food Trust (Freepost) N90� Moorfoot Sheffield S1 �PQ

Website www.schoolfoodtrust.org.uk Email [email protected]. Phone 08�� 800 90�8 Facsimile 011� ��9 1�91

Questions? For questions about the new standards and their implementation, our helpline is available from 7.�0am to 9pm Monday to Friday 10am to �pm Saturday. Phone 0800 089 �001 Email [email protected]

A well-managed vending operation can be an asset to the school

This document is made with ��% recycled fibre from both pre- and post-consumer sources, together with ��% virgin ECF fibre. AFL0�VE