EDUCATE MAGAZINE JANUARY 2025

- April 2025

The

Are parents ignoring the impact of school absence?

Blast off to futureyour

From satellites to spaceships: Choosing a career in the space industry a career

Transforming lives through deaf education Interview with Kath Sweeney

What’s On in 2025

Unmissable UK events for the whole family

Educate Contents

Welcome to the January edition of Educate magazine!

20 10 78

Features

10-12

Interview with Kath Sweeney, head of the Deaf Resource Base, Knotty Ash Primary School

20-23

Term-time holidays

Are parents ignoring the impact of school absence? 34-50

Educate Awards 2025

Your gallery of the winners from last year’s awards ceremony 54-55

Appointment news

A round-up of the latest appoinmtments

58-59

What’s on Things to do and places to visit 72-74

Interview with Simon Lett, principal, Winstanley College

78-81

Careers explored Blast off to your future: A career in the space industry 82

Small wins, big changes! New year resolutions for parents, students and teachers

As we embark on the journey of a new year, this issue is packed with the latest news, highlights from the prestigious 2024 Educate Awards ceremony, insightful features and interviews, as well as practical advice and guidance for parents and students.

This month is a popular time for people to book holidays as they seek warmth, sunshine and something to look forward to. It’s an apt time, therefore, to look at the evolution of the family holiday over the last half-century. From the class divides of the 1970s to today’s more inclusive access to overseas travel, holidays have transformed into an essential part of life for many. While economic challenges persist, recent reports reveal that holidays remain a cherished priority, often valued more than anything else we spend our money on. However, this desire to travel continues to affect children’s school attendance, with many families still choosing to take their holidays during term time. We consider how these challenges still impact schools.

We may not be travelling to space just yet; however, space tourism is an exciting new industry that aims to make space travel accessible to the public. Alongside this, we explore the different career opportunities in the space industry. Beyond astronauts and rocket scientists, the UK is at the forefront of cutting-edge projects, designing spacecraft and building satellites. This is an inspiring time for students passionate about science and technology, offering pathways that can launch dreams into orbit.

We’re proud to feature Kath Sweeney in this issue, a trailblazer in deaf education who was recently honoured as Teacher of the Year at the Educate Awards. Her story of advocacy, dedication, and personal connection to the challenges faced by the deaf community is truly moving. Kath’s work reminds us of the profound impact teachers can have, shaping lives and empowering children to overcome obstacles. Alongside Kath, we catch up with Simon Lett, principal of Winstanley College, recently named Most Inspirational Sixth Form & College at the Educate Awards, as he shares his vision for the college’s continued success.

St Joseph’s Catholic Primary School transforms unused spaces into sanctuary for wellbeing

St Joseph’s Catholic Primary School, part of Holy Family Catholic Multi Academy Trust, has proudly unveiled two innovative spaces designed to support children with additional needs and promote wellbeing.

Spearheaded by Mrs Maria Langan, the school’s dedicated emotional literacy support assistant (ELSA), alongside several teaching assistants and the school’s special educational needs coordinator (SENCO), Mrs Clare Dyas-Ward, the project has transformed areas of the school into a vibrant sensory corridor and a welcoming wellbeing room, named the Rainbow Room.

The initiative began with a vision to repurpose parts of the school’s 1950s-era building which is located on Woodchurch Road, Oxton.

Through hard work and creativity, the team has created

safe and nurturing environments for children needing emotional support. The Rainbow Room provides a haven for mental health, social, and emotional support needs, while the sensory corridor offers a calming and stimulating space for children with additional needs.

Mrs Maria Langan said: “The Rainbow Room and sensory corridor are already helping us provide a listening ear and meaningful interventions for those who need it most.”

The project has been a true community effort. The school has raised over £350 through a toy sale and received additional support from the parent teacher association. Local business, Reprocity, generously contributed donations, while Maria and Julie dedicated countless hours of their own time to painting, decorating, and fundraising.

The school is still seeking support to purchase sensory equipment, including lights, lamps, a weighted blanket, and other enhancements to create an even more engaging environment.

Headteacher of St Joseph’s RC Primary School, Mr Alex Turner,

said: “This project highlights the power of community and the impact we can have when we work together for the wellbeing of our children.”

If you would like to make a donation to the school, please contact: schooloffice@stjosephsbirkenhead.wirral.sch.uk.

Bring learning to life at Knowsley Safari

Knowsley Safari is where education and adventure meet, offering unique experiences to inspire curiosity and a love for the natural world. Whether someone is exploring the 5-mile safari drive or engaging in an interactive workshop, every moment is an opportunity for discovery and learning.

The safari offers schools a range of exciting and educational experiences, from guided tours to interactive workshops that bring the curriculum to life! On the safari coach tour, students will

journey through the safari drive with an expert guide, uncovering fascinating stories and amazing facts about its camels, rhinos, lions, and more.

Or visitors can take part in a discovery workshop. Whether in a safari classroom or out on the foot safari, students will explore exciting topics that connect directly to the national curriculum.

Knowsley Safari’s expert team will lead them through interactive, hands-on activities that make learning an unforgettable adventure.

For a more specialised experience, the safari offers a selection of unique days out, including its award-winning Wild and Well programme. From splashing in puddles to exploring woodland, this programme is the best way to connect your class to nature, improve their awareness of conservation action and bring a smile to your pupil’s faces.

Those looking to boost their students’ confidence and communication skills can take part in the Champions of Change day out, which empowers them to spread the word about conservation and gives them the tools to help protect the planet.

Can’t visit in person? Knowsley Safari’s virtual live-stream sessions, like Food & Feeding, bring the magic of Knowsley Safari into the classroom, offering an engaging and educational experience from anywhere.

Inspire students with every magical moment at Knowsley Safari.

For more information, contact learning@knowsley.com or visit the website at www.knowsleysafariexperience.co.uk/education

David Baines MP inspires young minds following visit to Rainford Brook Lodge Primary School

Rainford Brook Lodge Primary School welcomed David Baines, MP for St Helens North, for an inspiring visit that connected students with the heart of democracy.

The visit provided a unique opportunity for the school’s elected council members to meet their representative in Parliament, accompanied by school councillors from Billinge Chapel End Primary School and students from Rainford High Sixth Form, all part of the Everyone Matters Schools Trust.

Ahead of the meeting, the children explored the workings of Parliament and the role of their MP. During the visit, they asked a variety of insightful questions to David Baines, tackling issues such as the environment, taxes, road safety, and even

potholes. The MP also shared his journey to becoming a Member of Parliament.

David praised the children’s curiosity and enthusiasm. He commented: “The pupils from Key Stage 1 to sixth form were outstanding and a credit to their schools, the trust, and themselves.

“It was a pleasure to speak to them about my job as MP and to answer their questions about all sorts of subjects.”

The visit is part of the trust’s broader mission to engage young people with the democratic process and inspire active citizenship. It follows recent collaborative projects between the schools, including initiatives focused on anti-bullying and environmental responsibility.

Mr Reece, headteacher of Rainford Brook Lodge Primary School, said: “It was wonderful to see the pupils and sixth formers engage so thoughtfully in the discussions. It goes to show that politics isn’t just for adults – our children have strong views too.”

CEO of the Everyone Matters Schools Trust and principal of Rainford High, Mr Ian Young, said: “At the Everyone Matters Schools Trust, we are committed to creating unique opportunities that inspire and empower our young people. By fostering engagement and encouraging them to be informed and active citizens, we are helping to shape a brighter future for our school communities.”

Northern Schools Trust: A year of growth and opportunity

The Northern Schools Trust (NST) has experienced an exceptional year of growth, solidifying its commitment to providing life-changing educational opportunities for every student.

With a shared ethos of high expectations, exemplary behaviour, and outstanding teaching, the trust continues to transform lives across Liverpool and beyond.

Over the past year, NST has expanded considerably, reflecting its ambitious vision for the education sector. The trust proudly welcomed New Park Primary School, Roscoe Primary School, Thomas Gray Primary School, and Gateacre School into its group, effectively doubling the number of schools within the trust from four to eight.

The addition of these new schools underscores NST’s reputation for driving school improvement. Through a focus on high-expectation leadership, a challenging and engaging curriculum, and a culture of continuous improvement, the trust continues to equip staff and students with the tools to achieve excellence.

In addtion, sixth form students across all NST secondary schools now have free access to Up Learn, a leading online learning platform. Up Learn provides students with high-quality, interactive content. Students are encouraged to access it

regularly and per the subject teachers’ direction.

This platform removes the need for additional tutoring, which is incredibly expensive and often variable in quality. Student feedback has been overwhelmingly positive.

At the heart of NST’s success lies its unwavering commitment to excellence. Across all its schools, the trust upholds key principles of outstanding education, including:

• High expectation leadership: Visionary leaders who inspire staff and students to exceed expectations

• Exemplary behaviour: A culture of respect, engagement, and perseverance, creating the optimal conditions for learning

• A challenging curriculum: Rigorous and balanced curricula that foster curiosity, critical thinking, and creativity

• Outstanding teaching: Dedicated teachers who employ innovative strategies to cater to diverse learning needs

• Assessment for learning: Regular, formative assessments that ensure targeted support and progress for every student.

NST’s growth and initiatives, such as Up Learn, are part of a broader strategy to ensure that all students, regardless of background or ability, have access to transformative education. Visit northernschoolstrust.co.uk to find out more.

admin@northernschoolstrust.co.uk

SENDSCOPE spreads Christmas joy to the community

SENDSCOPE Independent School

partnered with Klidoscpe Educational Psychology Services to brighten the holidays for children and families facing tough times in local communities and give ‘the gift of Christmas’.

Children were set with the task of filling a Christmas gift bag with presents such as new pyjamas, toiletries, colouring sets and selection boxes with a budget of £20 each to spend at Home Bargains. Prior to their visit, they chose the gender and age of a child or young person they would like to ‘give the gift of Christmas’ to and created a shopping list from the store website to prepare them for their visit.

SENDSCOPE embarked on a shopping experience to the Home Bargains store in Norris Green, Liverpool, where they were welcomed by Mr Matt Morris – son of the founder of Home Bargains and now a buyer for the company, who donated the £20 for each pupil to spend in Home Bargains.

Store assistant, Megan, set up a Christmas feast for the students and supported them with finding items.

SENDSCOPE’s curriculum is underpinned by the five ways to wellbeing, and giving to

the community and connecting with others is such an important part of their school culture. Students spent the day spreading love, kindness, and gratitude through community work, whilst focusing on important aspects of their learning such as budgeting, maths and interpersonal skills.

The following day, students met with educational psychologist, Dr Keith Houghton, from Klidoscpe and delivered their gifts along with food bank parcels and other community donations to the Norris Green Community Alliance Centre. Over 100 parcels were donated and distributed on

Christmas Eve to children and families within the area.

Miss Walsh, SENDSCOPE principal, said: “Moments like this are a powerful reminder of how much community matters, the kindness and generosity from Home Bargains has been wonderful.

“Our students found this entire experience so special; the memories made will leave a lasting impact on them.”

Over 100 parcels have been donated and distributed between Norris Green Community Alliance, the Bridge Community Centre and Virtual School Liverpool.

LSSP supports British Gymnastics to engage over 3000 young people

In March 2025, the British Gymnastics Championships will take over the M&S Bank Arena for an epic event and is providing free tickets for school-aged children to encourage them to participate in the sport.

The championships, which is the most prestigious event on the British artistic gymnastics calendar, will see Olympic, world and European medallists go head-to-head over four days, as well as stars of the future.

British Gymnastics enlisted the help of Liverpool School Sports Partnership (LSSP) to reach schools across the city and offer their students a chance to attend the championships.

As a school sports partnership working with schools across the city, LSSP is uniquely positioned to promote the event to its extensive network of schools. So far, LSSP has received over 3000 ticket requests, with requests growing weekly.

Partnerships manager at LSSP, Adella Dando, commented: “The prestigious event is one of the most highly anticipated in the British Gymnastics calendar and is the perfect opportunity for young people to witness the incredible talents of the athletes and how involvement in the sport can become a career.”

Jimmy McGinn, partnerships manager at LSSP, added: “At LSSP, we provide a range of services that deliver engaging PE, school sports, and physical activities to foster a lifelong love of participation.”

Alongside promoting the event, LSSP is working with British Gymnastics to develop a continuing professional development (CPD) course based on ‘Rise Gymnastics’ – a recreational gymnastics programme and award scheme.

To support logistics across the two days of the event, Arriva, Stagecoach and Merseyrail have pledged their support and are offering free public transport travel for schools and their students attending the event.

The team at LSSP is coordinating with schools to confirm the collection points and number of students to streamline the process for the relevant travel company.

Arriva is offering free bus travel to school groups in Merseyside and Halton on 20 and 21 March.

Schools can still register for free tickets to the British Gymnastics Champions through LSSP. The deadline for all requests is Friday, 31 January 2025.

When Ofsted visited St Julie’s they judged that stud “value the emphasis that leaders place on social and c learning alongside academic achievement This helps them to develop into confident and independent young citizens” and that “they are thoroughly prepared for life in modern society ”

To help give our students the best possible experience we closely consulted them as we completely remod our Sixth Form spaces this year to provide a bright versatile and comfortable learning environment wit the facilities that modern learners need.

Please visit our website for more details about the Julie’s Sixth Form experience or start your applicat today!

Interview with: Kath Sweeney, head of the Deaf Resource Base at Knotty Ash Primary School

Transforming lives through deaf education

In November 2024, Kath Sweeney from Knotty Ash Primary School was named Teacher of the Year at the Educate Awards. She was nominated by a parent and judges called the entry ‘very moving’, as it shared in detail the incredible work and support Kath provides to the children and families at the school.

Kath has spent much of her career dedicated to improving the lives of deaf children and advocating for positive deaf identity.

The prestigious accolade is a testament to her unwavering commitment and the exceptional team she leads within the Deaf Resource Base (DRB) at the school. In this issue of Educate magazine, Kath reflects on her career and the challenges and rewards of her dedicated role.

Growing up with a brother who was profoundly deaf, Kath was very familiar with the challenges deaf individuals face, including the discrimination and isolation that can come with it. Her desire to make a positive impact led her to volunteer in the DRB, eventually working her way up to head of the department, where she’s been for nine years.

Kath values the close collaboration with the

headteacher of Knotty Ash, Roanne Clements. She says: “It’s been a fantastic partnership with Roanne. She has always understood the importance of deaf education. When she first took on her role, she embarked on a master’s course at the University of Leeds to learn about deaf education.

“We’re on the same wavelength now. I don’t have to explain things to her because she has an incredibly deep understanding of deaf education. In order to do my job effectively, it requires Roanne to have an understanding of what goes on in the DRB.”

Kath adds: “The partnership makes the job doable. It’s challenging enough, but without that support, it would be practically impossible.”

The DRB at Knotty Ash is fully integrated into the broader school community and all the children – deaf and hearing – are taught British Sign Language (BSL).

Kath says: “The mainstream staff are deaf-aware, and the children are deaf-aware too. It works really well.”

Kath’s role involves more than just education. “We often find that the children who come to us don’t have a full language from

an early age,” she reveals. “It’s rare that we’ll have a child who arrives with that foundation.

“Often, what happens is that a child will start in a mainstream school, not have a great experience there, and then come to us with a language delay.”

She adds: “Our role is to look at the child holistically – not just their education, but their family circumstances as well.”

Supporting families is crucial in Kath’s approach. She explains that deaf children born into deaf families have a different experience, but the majority of the children at Knotty Ash come from hearing families.

She adds: “Around 90-95% of deaf children are born to hearing parents. For those families, it can be overwhelming to navigate all the resources and know where to turn for support. That’s where we come in and help them find their way and make the journey easier.”

Kath’s team is dedicated to meeting the unique needs of each child. She says: “Each child here has an education, health, and care plan, which is reviewed annually. We make sure that the plan is reflective of the child’s needs. The whole team knows the children so well, and that’s

Our role is to look at the child holistically – not just their education, but their family circumstances as well.”.

Interview with: Kath Sweeney, head of the Deaf Resource Base at Knotty Ash Primary School

key to ensuring every need is met.”

The school’s inclusive environment is one of its key strengths and it is proud to have an IQM Inclusive School Award with Flagship status.

Kath comments: “For us, it’s about making sure that children are where they need to be to get the education they deserve. Everything we do here in the whole school, but especially in the DRB, is about teamwork.

“We’ve got qualified teachers of the deaf, and central to the work of the DRB is Ann McKenna, our deaf educational instructor. Ann has been deaf since she was a toddler and grew up in the deaf community – she is a native BSL user. Really, the only person who can teach a deaf child how to become a deaf adult is a deaf adult, so we absolutely value our deaf staff who work here.”

Kath explains. “The teachers here get joint planning, preparation and assessment time, so the mainstream teachers and the teachers of the deaf meet together, and that is key really.”

Kath emphasises that it isn’t about placing a child in a lesson; it’s about meaningful inclusion.

She continues: “Our children will go into the mainstream classes pre-tutored, which means we can pre-tutor the language, the vocabulary and the concepts before they go in so that when they are there with somebody interpreting for them, they understand what’s going on. Otherwise, it wouldn’t work, it would just be ticking a box.”

Kath believes the key to success lies in communication. “We have so many staff who are ex-pupils and have come back to work here. That’s a testament to the

The incredible team of support staff in the DRB are brilliant too. They have a wealth of experience working with deaf children and they all have an exceptional skill set.

She adds: “The incredible team of support staff in the DRB are brilliant too. They have a wealth of experience working with deaf children and they all have an exceptional skill set. Their ‘can do’ approach, positivity and determination helps each child reach their full potential.”

Knotty Ash’s inclusive curriculum ensures children within the DRB learn alongside their peers in school. “We have an inclusive curriculum that the headteacher has developed,”

school and the environment we’ve created,” she says. “Our children learn BSL, and this allows for meaningful friendships. Whether the children are BSL users or spoken English users, they can all communicate effectively.”

The incredible work of Kath and the team at Knotty Ash has not gone unnoticed, and naturally, the school has become a beacon in the northwest.

She says: “We have a lot of visitors who come in, in fact, we’ve just had a team come up from Stoke. Generally speaking, in other deaf resource bases throughout the country, what tends to happen is the children are in the mainstream and then they come out into the deaf resource space where ours is the opposite model – the children are in the deaf resource space, which is their sort of ‘home territory’, and that’s their position of strength. They can get what they need and then go out into the mainstream with confidence.

“It is great to share best practices and our message is loud and clear in that we value BSL and spoken English equally. Respect for BSL, respect for the deaf community and deaf culture is really central to the school.”

Kath’s advice to other schools or teachers is both practical and inspiring. She shares: “Having deaf adults involved in your school is vital because they can provide real role models and teach children to embrace their deaf identity positively.”

Reflecting on her win at the Educate Awards, Kath was deeply moved to be named Teacher of the Year.

She comments: “I absolutely couldn’t believe it. It is a testament to our entire team and I can’t stress enough that everything here is about the team. It’s a team effort, and our parents are such an integral part of that.

“It was just so lovely to think that the parents took the time and effort to recognise the role I’ve played within the team. That nomination, in essence, reflected the work of everyone here and it brought a tear to my eye. It was such a beautiful tribute and I was absolutely overwhelmed by it.”

Making a difference, together.

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Working in partnership with schools and local authorities across the North of England, helping students thrive in and beyond school with high-quality, adaptive teaching.

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“Pupils’ attendance improves and evidence shows that the approaches taken enable pupils to make progress and, in many cases, successfully reintegrate back into their school or other educational placements”

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Empowering North West schools in the new year

As schools across the North West face increasingly complex challenges — from rising suspensions to a growing range of special educational needs and disabilities (SEND) — providing timely and adaptable support to students has never been more essential.

As a leading online alternative provision specialist, Academy21 works closely with schools, local authorities and multi academy trusts to help them overcome these hurdles. It supports thousands of schools across England and Wales, including many in the North West, and is listed on the North West Alternative Provision Framework – as well as being a Department for Education (DfE)-accredited provider.

Availability throughout the year Academy21 accepts referrals at any point during the academic year to ensure students have the support they need to respond to challenges as they arise.

Whether schools require a quick solution to address an unexpected and urgent circumstance or a long-term provision to tackle deep learning gaps, Academy21 provides an effective, tailored solution at the right time. Its provision can also be used in internal alternative provision, with many students accessing Academy21 via inclusion rooms in their mainstream schools.

High-quality education and engaging classes

In addition to a comprehensive curriculum for Key Stages 2 to 5, Academy21’s experienced teachers lead live and adaptive lessons that leverage a myriad of communication and collaboration tools to keep students engaged.

From polls to quizzes and chat pods, students can participate in class and communicate with their teacher or peers as they want, without any pressure. This enables them to rebuild confidence in their learning and improve engagement and attention levels.

A true partnership Academy21 believes in working closely with the schools and local authorities that

partner with it. Through consistent communication, detailed reporting, and ongoing collaboration, it ensures students receive the personalised support they need.

The goal of Academy21 is to strengthen internal resources, enabling every student to overcome barriers and fully engage in their education. With a flexible, DfEaccredited AP partner, schools can ensure students receive the right support exactly when they need it most.

Educators for the Future: CER Liverpool

CER Liverpool believes exceptional educators are the heart of a successful school environment, and that’s why CER is dedicated to connecting people with amazing teachers ready to make a difference. Its dedicated training hub, Affinity Academy, promotes a culture of continuous learning for both CER’s candidates and internal team. In 2024 alone, CER hosted an impressive 94 training sessions, with over 1,793 participants actively developing their expertise. This translates into highly capable staff who are equipped to meet a school’s unique needs. Understanding the diverse needs of schools, CER offers 24 targeted training sessions specifically designed for graduates, overseas staff, teachers, and teaching assistants.

This includes the highly sought-after SEND 121 Training for Teaching Assistants, ensuring CER’s candidates can effectively support children with special educational needs within mainstream classrooms.

CER recognises the importance of a strong recruitment team to support a

school’s staffing needs. Through Affinity Academy, it offers a fantastic training programme for internal employees and in 2024 this included 70 sessions covering crucial topics like ‘Education Market Trends’, ensuring recruitment specialists stay ahead of the curve and can provide the most insightful

support when it comes to finding the perfect educators for a school.

Going into 2025, CER is excited to continue its commitment to excellence. It will be introducing guest speakers, incorporating valuable management tools for staff, and further enhancing its popular Lunch & Learn series. These initiatives ensure the teaching staff CER connects schools with are not only qualified, but also well-equipped to lead and collaborate effectively within a school environment.

Ready to partner with CER Liverpool and attract educators who will make a positive impact on your school from day one?

Visit CER’s website at cer.co.uk/ our-regions/north-westandwales/ to explore its services and discover how CER can support your staffing needs.

 North-West Comprehensive School of the Year 2024.

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 Wide range of subject options.

 Wide range of subject options.

 “State of the art” facilities.

 “State of the art” facilities.

 Highly successful with 54% A* to B in 2024.

 Highly successful with 54% A* to B in 2024.

 Comprehensive, diverse and inclusive enrichment programme .

 Comprehensive, diverse and inclusive enrichment programme . For information on admissions, events and how to apply, visit our website:

https://www.kingdavidliverpool.co.uk/applyingtothe6thform/ Taster Afternoon: Thursday 6th February 2025 (4pm to 6pm)

Headteacher: Mr M Sutton

Childwall Road, L15 6WU

Tel: 0151 235 1420

www.kingdavidliverpool.co.uk

Neston High School take part in UK engineering challenge

Neston High School participated in an IET Faraday ® Challenge Day, delivered by All About STEM, and could make the national final.

Students became real-life engineers for a day when they researched, designed and built solutions to real engineering problems as part of the Institution of Engineering and Technology’s IET Faraday ® Challenge Day.

IET Faraday ® Challenge Days are run by regional delivery partners across the UK with up to six teams of local school students competing at each event to find the best solution to an engineeringrelated challenge.

This year’s challenge is in association with UKRI’s Faraday Battery Challenge, but the brief for these young engineers is hidden in secrecy to avoid unfair preparation and research. Teams must race against the clock to solve a real-life engineering problem, putting their engineering and technology knowledge and skills to the test.

The winning team from each event will win a place on the season’s league table. The top teams from across the UK will receive an all-expenses paid trip to the national final in June

2025 to compete for a cash prize of up to £1,000 for their school.

Demi Cornell, IET Faraday ® education manager, said: “There is a huge demand for new engineers and technicians, and we are confident that this will challenge young people’s perceptions of engineering and inspire the next generation by giving them an insight into the life of a real engineer and show them just how exciting and creative engineering really is.”

The events aim to encourage more young people to study and consider exciting and rewarding careers in science, technology, engineering and maths (STEM) by using creativity, innovation and problem solving skills.

The IET Faraday ® Challenge Days are part of a wider Education programme, made up of a whole host of teaching resources and activities to inspire and attract the engineers of tomorrow.

For more information on the IET and its initiatives to promote STEM subjects and careers in the classroom, visit the IET’s dedicated Education website.

education.theiet.org/ www.allaboutstem.co.uk

All About STEM has more IET Faraday ® Challenge Days to come.

Level complete: Meet the future GameChangers who designed their way to victory

In June 2024, over 300 students were invited to experience the workplace, GameChangers style. Hosted by 12 local games companies, students enjoyed interactive workshops based on real life working scenarios across the games industry.

At the end of this experience, students were challenged to apply all their new knowledge and skills to become future GameChangers and enter the competition to design a computer game.

In second place were Jasmine Parry and Jack Plunkett, from The City of Liverpool College, whose entry ‘Bite Night’ is one for history buffs across Liverpool City Region.

Sticking with the history theme was winner, Thomas Murphy, who also attends The City of Liverpool College. His wargame, ‘Continent in Arms’, was set in the 1920s.

Thomas said of his game: “For the post-work game design competition, I developed a concept for a turn-based digital tabletop wargame set in an alternate early 1920s universe. I had a blast conceptualising this idea, and in August, I brought the idea to life as a prototype in Unreal Engine 5.”

Thomas added: “Attending GameChangers was an amazing opportunity for both networking and learning. I gained valuable insights and skills from industry experts. Thanks to the GameChangers team for organising such a brilliant event that made these connections and learning experiences possible.”

GameChangers enjoyed every second of judging each entry and people were excited by the potential talent across Liverpool City Region.

Jemma Grindley, employer relationships manager from All About Futures, commented: “The students who submitted game pitches should be incredibly proud of themselves – the work across the board was brilliant.

“It was amazing to see their creativity and passion for games and the effort they had gone to in creating games that I am sure many people would love to play.”

Find out more about GameChangers here: lcrcareershub.co.uk/employers/gamechangers/

ASL loans Superlambanana to winners of Educate Awards’ WOW Recognition Award

ASL, the title sponsor for the Educate Awards and the sponsor of the WOW Recognition Award category, has kindly loaned a Superlambanana to the winning school. The sculpture was delivered and installed at West Kirby Grammar School (WKGS).

Superlambananas have a very important history in Liverpool, and gained a lot of popularity as part of Liverpool’s Capital of Culture celebrations in 2008.

The Superlambanana was received by Jo Halliday, head of drama and lead practitioner for ITT at WKGS, alongside several students. Andy Hampson, sales

manager at ASL, was also present for the installation.

A spokesperson from ASL said: “We are thrilled to celebrate West Kirby Grammar School’s fantastic achievement in winning the Wow Recognition category.

“At ASL Group, we love finding ways to support schools and inspire the next generation, so when we saw the enthusiasm and creativity shown by the students, we knew we had to mark it in a special way.

“The idea to gift the school a Superlambanana came from our admiration for this iconic symbol of Liverpool’s culture and innovation - it felt like a

perfect fit for their success.”

West Kirby Grammar School won the WOW Recognition Award for its impactful project that engaged over 100 students in uncovering the hidden voices of Liverpool 8’s black community.

The WOW Recognition Award is designed to recognise the real stand out and totally inspirational project by a

school, and WKGS certainly achieved that with its thorough research and commitment to accuracy, which has transformed the school’s curriculum.

The Superlambanana, an iconic symbol of Liverpool’s cultural heritage, will remain at WKGS as a reminder of their achievement and a source of inspiration for students.

St John Plessington Catholic College hosts awards evening to remember

St John Plessington Catholic College, in Bebington, Wirral, honoured students’ achievements with an incredible awards evening celebration.

The school was also joined by a special guest speaker, Andy Grant; a former soldier who has overcome significant challenges and dedicated his life to motivating and empowering others.

Andy spoke passionately about his life experiences and shared encouraging words to students on how to pursue their dreams and never give up.

The celebration presented awards across individual subject areas and recognised students for their outstanding efforts and subsequent achievements in that subject.

Awards were given across all subject areas and included awards specific to students who studied certain subjects at GCSE and A-level.

Year 13 students from the 2023/24 academic year were also invited to the celebration and were presented with their Level 3 certificates to honour the final phase of their education at St John Plessington (SJP).

A section of the event was dedicated to students who have excelled in a subject area, championed positive change, and developed as leaders.

The final award of the evening and most highly anticipated, the St John Plessington Award, is open to all students, with nominations considered from all staff.

Sebastian McArdle was crowned the winner of the SJP award 2024 for his positive attitude to learning. Sebastian was praised by school leaders for his ability to do everything with a smile, and for

being a positive role model to his peers.

Headteacher at St John Plessington, Mr Peadar McLoughlin, said: “Our awards evening is more than just recognising student achievements; it is a celebration of the human spirit and the pursuit of excellence at our school.

“The diversity of accomplishments reflects the rich tapestry of our community and the magnitude of its influence.

“From everyone at St John Plessington, I want to congratulate our winners and praise them for their commitment to their craft, goals, and communities - you are the beating heart of our school – well done.”

Teachers that use ChatGPT

‘effectively’ can reduce lesson planning time by 31 per cent

St John Bosco students showcase dance talent in Las Vegas

Four students from St John Bosco Arts College headed to Las Vegas, Nevada, to showcase their dance talent on an international stage.

Emmy Clarke, Ruby Hawkes, and Ava Johnson from Year 12 and Taylor Ellis from Year 11, were invited on the week-long trip of a lifetime to get real-world experience of the professional dance world.

The trip was organised by Empire Street Dance Company, which is owned by St John Bosco Arts College’s transition coordinator, Claire Wharmby and her husband.

The four girls, alongside fellow Empire Street students, performed at The Saxe Theatre, located in the iconic Planet Hollywood Resort & Casino on the Las Vegas boulevard. The high-energy dance routine featured striking moves and jaw-dropping combinations that left the audience in awe.

Students spent months preparing, refining their techniques, and building their confidence before they performed.

The dancers were also given the unique opportunity to collaborate with a local Las Vegas dance company to further enrich their experience and learn some new skills.

Claire Wharmby, transitions coordinator at St John Bosco Arts College and owner of Empire Street Dance Company, said: “We are all about providing young people with opportunities to develop and grow and this performance was a testament to what can be achieved when talent and hard work come together. I couldn’t be prouder of them.”

Bosco student, Taylor Ellis, said: “The energy from the crowd was amazing. Seeing all their smiles and hearing the applause – it is a moment I will never forget.”

Students also visited iconic landmarks and spent time on the performing arts scene.

Headteacher of St John Bosco Arts College, Mr Darren Gidman, remarked how proud the school was of the students, saying: “Your hard work, dedication and passion are truly remarkable, and you should be so proud of what you have achieved.”

Teachers using ChatGPT, alongside a guide to support them to use it effectively, can reduce their lesson planning time by 31 per cent. This is according to findings from a trial published by the Education Endowment Foundation (EEF).

The independent evaluation of the trial, led by the National Foundation for Educational Research (NFER), investigated teachers’ use of ChatGPT during lesson and resource planning and the impact on their workload.

259 teachers in 68 secondary schools across England took part in the randomised controlled trial. Of those, 129 teachers in 34 schools were randomly allocated to use ChatGPT alongside a guide on effective implementation.

The guide was designed by Bain & Company’s Social Impact practice with input from a number of schools and education charities, and funded by The Hg Foundation. Teachers who were allocated to use ChatGPT in the trial used it to help with tasks.

Evaluators found that the group of teachers who used ChatGPT shaved off an average of 25.3 minutes from their weekly Year 7 and 8 lesson and resource planning time, bringing down their Year 7 and 8 planning time down to 56.2 minutes per week compared to 81.5 minutes in the group asked to avoid using any generative AI.

The research considered the key question of its impact on lesson quality. A sample of lesson materials and resources collected from teachers were reviewed by an independent panel of teachers.

The analysis indicated no noticeable difference in quality between the two groups. Teachers’ own perception of the quality of the resources they had produced also aligned with this finding.

However, as the independent assessment was based on a limited sample of lesson resources submitted by participating teachers, this finding, while promising, should be treated with caution, according to the EEF.

Saarrah Moosa, senior leader of learning and head of e-technologies/STEM lead at Frederick Bremer School, and one of the teachers that participated in the trial, said she used ChatGPT.

Commenting on her experience, Saarrah said: “It has significantly reduced my day-to-day workload by providing quick, high-quality suggestions[…].”

50 YEARS OF THE FAMILY HOLIDAY

How the evolution of family holidays continues to challenge school attendance and education

By Katie Parry

As we begin 2025, we look back at the cultural shift in holiday practices over the past 50 years. It’s no surprise that holidays in 1975 were vastly different from what they are like today. While those from more affluent backgrounds were more likely to travel, nowadays, it is more affordable for people of all backgrounds to take trips abroad.

In the 1970s, only one-third of UK residents had ever travelled abroad.

A newspaper article from the mid70s highlights a clear class divide among holidaymakers, noting that ‘the managerial and professional group’ was the largest demographic taking holidays abroad. However, this trend began to shift during the decade. By the end of the 70s, UK families were spending more on overseas holidays than on domestic ones, according to the Family Holiday Charity.

Holidays are often the last thing people cut back on when trying to reduce spending to cover the cost of living. According to ABTA, The Travel Association’s most recent holiday habits report, only 32 percent of people said they would reduce holiday spending if they needed to save money. In comparison, more people would cut back on eating out (58 per cent), leisure activities (43 per cent), clothes (43 per cent), and electronic gadgets (36 per cent). This highlights just how important holidays are for many.

A spokesperson from ABTA told Educate:

“People really value their holidays and see them as important opportunities to relax and spend time with family and friends.

“Eighty-four percent of people took a holiday over the past 12 months, either at home, abroad, or both, and we know that people are increasingly prioritising spending money on holidays over other things.

“In fact, holidays are the last thing people would cut back on if they had to make savings.”

It is safe to say that demand for holidays has increased significantly from 1975 to the present day.

It is safe to say that demand for holidays has increased significantly from 1975 to the present day. With this cultural shift, it is no surprise that changes have occurred within the school system. In 2013, fines were introduced for school absenteeism. According to official government guidelines, children are permitted to miss school only in specific instances, such as illness, religious observances, or when parents request permission in advance for exceptional circumstances.

The government states that in the ‘majority of cases,’ schools and local authorities aim to provide support to improve a child’s attendance. However, if these efforts are unsuccessful or the absence is due to an unauthorised term-time holiday, parents may face a fine. As of August 2024, the penalty for each parent is £80, rising to £160 if paid after 21 days but within 28 days. Nearly nine out of 10 fines for unauthorized absences are issued due to term-time holidays.

Under national rules, all schools are required to consider issuing a fine when a child has missed five days of school for unauthorised reasons. Furthermore, if a parent receives a second fine for the same child within a three-year period, it will be charged at the higher rate of £160. Fines per parent are capped at two within any three-year period. Once this limit is reached, alternative actions, such as a parenting order or prosecution, will be considered.

The Department for Education has made it clear that ‘every moment in school counts, and days missed add up quickly’. The chief medical officer of the UK, Professor Chris Whitty,

explained to headteachers and trust leaders that ‘school attendance is vital to the life chances of children and young people’.

Pepe Di’Iasio, general secretary of the Association of School and College Leaders (ASCL), told Educate: “Every child should be at school during term time, as any missed learning can have a negative impact on their development and educational attainment.

“Clearly, there needs to be a deterrent to prevent children from missing out on education, but fines, even at the newly increased level, are not working effectively and can cause friction between schools and parents.”

PARENTAL FINES FOR UNAUTHORISED ABSENCES:

In the 2022/23 academic year, over 350,000 parents in England were fined for taking their children out of school during term time without authorisation.

Any money raised through fines is used solely by the school’s local authority to cover the costs of administering the system and to fund attendance support. Any extra money is returned to the government.

Even so, why risk a penalty at all? It’s no secret that holidays taken during term time are cheaper than those taken during the summer holidays. Since the rise of low-budget airline pioneers easyJet and Ryanair in the 90s, the expectation to go on holiday has continued to grow.

INCREASE IN FINE AMOUNTS:

As of August 2024, the fines for unauthorised school absences have increased. Parents now face a fine of £80 if paid within 21 days, rising to £160 if paid after 21 days. This is an increase from the previous amounts of £60 and £120, respectively.

We compared prices for one airline and found that for a family of four, a holiday in Tenerife from Liverpool, including flights, hotel, luggage, and transfers, would cost £1,265 in total from 6 May to 13 May at the cheapest price.

From 6 August to 13 August, the cheapest cost would be £2,615. Even if two parents were fined for taking two children on a term-time holiday, the fines would only add up to £640 if paid after 21 days – meaning parents would still be saving money on the overall cost of the holiday.

A mother of three from Liverpool shared her reasons for taking her children out of school during term time, explaining: “For some families, paying the prices charged by airlines during the summer holidays is not possible, especially for those like me with three children.

“As a family, we don’t believe that taking our children out of school a few days before half-term will affect their futures. Instead, we can show them different countries and cultures at an affordable rate.”

Overall, holidays have definitely become an important part of many people’s lives. With some parents still deciding to take their children out for cheaper holidays during term time, the deterrents from the government to combat these absences do not seem very effective.

Pepe Di’Iasio expressed his thoughts, saying: “We would like the government to consider ways in which the gap between the cost of a holiday during term time and one in the school holidays could be reduced.

“Introducing regulation would not be straightforward, but something must be done to ensure parents are able to keep their children in school as well as able to afford the cost of going on holiday.”

“For some families, paying the prices charged by airlines during the summer holidays is not possible, especially for those like me with three children.”

VIEWPOINT

Mr Ian Young, principal, Rainford High and CEO, Everyone Matters Schools Trust

What impact do term-time holidays have on students’ academic progress and overall school performance?

Schools are productive places of learning where young people and school staff work together to not only learn subjects and pass exams but also to take part in a wide range of activities such as school visits, competitions, performance, sporting events, charitable works and community events and competitions. If you are not in school as often as possible, as a young person, you are missing out on the learning and experiences that only schools can offer. Analysis and studies of attendance against achievement and progress show that the more time young people are in school the better they perform in public examinations.

What are your views on the effectiveness or ineffectiveness of the fining system for term-time absences?

The Department of Education’s approach to fining has changed recently and I think the jury is out at this point. For some circumstances of persistent absenteeism, a fine will not encourage or remove the barriers the young person faces to attend school but in other cases the embarrassment of being fined for non-attendance might serve as a significant deterrent.

The effectiveness of this system has to be taken on a caseby-case basis and it is only one part of a large supportive education system. The government has made changes to the fining system so it is too early to tell what impact it will have. It does, however, send a clear message that attendance is an expectation.

In cases where a child has significant barriers to attendance then a fine may have little impact and as schools we can make judgments on whether to refer for the fine. However, in instances where families are taking children on holiday during term time for financial reasons to reduce the cost, then a fine seems like a logical option to make it clear that this is not acceptable and to reduce the saving. Only time will tell if it is impactful when we look at whether the same families book further holidays.

Have you noticed any specific trends or patterns in families taking holidays during term time? For example, are certain year groups or times of year more affected?

We notice an increase in holidays being taken around official school holidays, usually the week before or the week after, as the prices of these holidays for families tend to be significantly reduced outside of school holidays.

Do you have any statistics or data on the frequency of term-time absences in your school, and how do you approach conversations with families about this issue?

All schools keep a large amount of data around the attendance of students, and we approach conversations with families honestly, openly and sensitively when discussing the topic because good attendance at school for children is a legal requirement and in their best interest of getting a great education. However, there are occasions when for many reasons children and families find getting to school more of challenge and this is when they need both support and challenge from the school to act in the very best in the interest of the young person.

How does your school address the challenge of consistent attendance?

As a school we try to create a positive culture of attendance by being caring and welcoming to all our young people. We also run the ‘5 day challenge’ that focuses on getting our students to aim for attendance of 97 per cent. This is supported by a strong culture of rewards and support that is underpinned by an escalation process that supports the challenges around attendance from an early stage.

How important do you think high attendance is to a child’s education, even when parents take them on enriching or exciting holidays?

High attendance is vital for the success of a young person’s education and exciting and enriching holidays are also brilliant for the development of young people but there are 13 weeks available outside of term time for these holidays to take place.

Abbot’s Lea School hosts inclusive fair for students and families

Abbot’s Lea School, Woolton, went above and beyond by hosting a magical Christmas fair for its students, families, and the wider community.

While many families can enjoy the festive delights on offer within the city, including SEN-friendly sessions, some children are still on their journey to managing the hustle and bustle of public events. For these families, Abbot’s Lea School’s Christmas Fair provided a safe, joyful experience that bridged the gap and ensured no child missed out on the magic this season.

The event was a resounding success, raising £1,000 – all of which will be spent directly on the students.

There were a variety of stalls for attendees to enjoy, including food and drink, games and activities such as ‘hook a duck’, ‘tin can alley’, ‘reindeer ring toss’ and ‘snowballs in the bucket’.

The event also had a soft play area, face painting, a grotto, as well as a tombola and a grand raffle, which included prizes such as a TV, iPad, football match tickets, gym memberships, gift vouchers and cash prizes.

The school welcomed local businesses from within the

community to sell their homemade products, including handmade jewellery, comic art, organic skincare, hand-painted keepsakes, festive ornaments, Christmas hampers, and more.

Speaking about the event, one parent said: “The school Christmas fair was such a lovely, calm, welcoming, accessible non-judgmental environment.

“Our child who ordinarily shies away from busy public events thoroughly enjoyed it and we, as a family, were able to experience a fun festive day out.”

The fair was expertly coordinated by Miss Galvin, the school’s dedicated office manager, and supported by a vast number of staff across various roles.

Special recognition goes to Abbot’s Lea School’s head boy, Kyle, who played an instrumental role in setting up and running the event. Kyle, who aimed to improve his confidence when speaking publicly, truly stepped up to the mark, making the school very proud.

For anyone interested in becoming a stallholder at next year’s event, please contact Miss Galvin via email at OM@abbotsleaschool.co.uk.

Rainford High spreads festive cheer within the local community

Rainford High recently raised over £5,700 through various events to support local and wider community causes.

Taking place at the beginning of December was the school’s annual Christmas market event. Once again it was a resounding success, with over 1000 visitors attending despite the bad weather.

The markets featured a range of food and drink stalls, craft stalls, games, a raffle prize draw, live music and dance performances, as well as a magical festive grotto.

Visitors and traders alike have praised the event, describing it as ‘a lovely family tradition’, ‘the start of Christmas’, and ‘much cosier than the Manchester Christmas Markets’.

The Rainford High community also took part in the St Helens Christmas Gift Appeal, with students and staff donating over 300 toys for some of the borough’s most disadvantaged children and young people.

A remarkable 2,652 items have been delivered to The Hope Centre which will be distributed to different food banks around St Helens.

In addition, over 27 hampers filled with essential items and festive treats have been distributed to families in the local area who are in need this Christmas.

The school’s festivities have raised an impressive £5,784 so far. The funds will go on to support many worthwhile causes within the local and wider area.

Leading the fundraising activities was Miss Alex FaircloughMarsh, director of business and finance at Rainford High. She said: “The incredible generosity of our students, staff, and community has been overwhelming. We are so grateful for everyone who contributed and we hope we can make a difference this Christmas.”

Mr Ian Young, principal of Rainford High, added: “Through all this fundraising and support, students have learned the importance of compassion and empathy for those who are less fortunate.”

Inequalities across England are often persistent, but not inevitable, EPI finds

A report by the Education Policy Institute (EPI), funded by Collective Futures, Ethos Foundation and The Henry Smith Charity, highlighted significant variation in the attainment gap between disadvantaged children and their peers across England.

The report identified local authorities with consistently small or large disadvantage gaps and evaluated progress in closing the disadvantage gap as pupils progress through primary and secondary school.

The institute found that London has the smallest disadvantage gaps across all phases from early years to post-16. Disadvantaged children in London outperform those elsewhere, with boroughs like Newham, Redbridge, and Hackney consistently achieving the smallest gaps across phases.

Meanwhile, ‘catch-up’ for disadvantaged pupils appears increasingly difficult as they move through the education system. Some local authorities like Wolverhampton, Bolton, Wigan and Trafford have aboveaverage gaps at age five but achieve below-average gaps by age 11, demonstrating the potential for disadvantaged pupils to catch up. However, far fewer areas successfully support disadvantaged pupils to catch-up during secondary school compared to the primary phase.

The EPI has made a number of recommendations. It suggests the government should prioritise early intervention to prevent large gaps from

emerging during the early years and primary education.

However, the institute states there are still areas where the gap in the early years and primary phases is relatively narrow but then widens amongst older pupils, highlighting that early intervention isn’t enough. Therefore, EPI recommends that the government must combine it with continued interventions throughout secondary school and beyond to prevent further widening of the disadvantage gap.

Paul Whiteman, general secretary at school leaders’ union NAHT, commented: “It’s crucial that as a country we address the root causes of disadvantage, as well as treating the symptoms in schools and across society.

“We need the government’s child poverty taskforce to deliver tangible results, and much more to be done to equip children’s social care and mental health services to support children and families facing challenges in their lives.”

Charity says Government’s Children’s Wellbeing and Schools Bill, ‘lacks vital support’ for kinship children

The government announced the Children’s Wellbeing and Schools Bill, saying its measures will help ensure all children get the best start in life, to drive the sustainable, lasting change that children and families need to achieve and thrive.

Over recent years, there have been a number of cases of children being failed by a disjointed system. The measures introduced aim to write children’s best interests into law and make child-centred government a reality, according to the UK government.

The bill will introduce new registers to identify children who are not in school. With better knowledge of where children are, the government said councils can more easily deliver the support that’s needed and ensure a highquality education is being provided.

The bill will also introduce a unique identifier number for

children across services – like the national insurance number works for adults.

Parents will no longer have an automatic right to educate their

children at home if their child is subject to a child protection investigation or under a child protection plan.

While there will always be

cases where children need to go into the care system, with earlier intervention, families can often be supported to stay together.

Commenting on the bill, CEO of Kinship, Lucy Peake said: “The government’s Children’s Wellbeing and Schools Bill is further recognition of the vital role that kinship carers are playing in the lives of more than 141,000 children across England and Wales. However, it falls short of delivering the vital educational and mental health support which children in kinship care urgently need.

“The government has said that the bill focuses on making sure no child falls through gaps between different services and that families can get help when they need it, but it doesn’t sufficiently address the huge disparity in access to educational and therapeutic support between children in kinship care and those in local authority care.”

Number of children missing in education soars

39,200 children were reported as children missing education (CME) by their local authorities in the most recent autumn term, an increase of 6,200 children compared to the previous autumn term’s estimated 33,000 children missing education.

There were an estimated 149,900 CME at any point during 2023/2024, an increase of 28 per cent from 117,100 the year before.

CME are children of compulsory school age who are not registered pupils at a school and are not receiving suitable education otherwise than at a school.

According to the government, CME are at significant risk of underachieving, being victims of harm, exploitation or radicalisation, and becoming NEET (not in education, employment or training) later in life.

Children missing education include children who are awaiting a school place and children in receipt of unsuitable education, including those children local authorities are supporting to place into suitable education.

It does not include pupils who are receiving suitable elective home education or children who are registered pupils of a school but are persistently absent.

The collection from local authorities started in autumn 2022 and became mandatory in autumn 2024. The proportion of local authorities providing data reached 100 per cent for the first time in autumn 2024.

Therefore, the government noted that increases of reported CME are likely to be in part due to improvements in data quality and recording practices.

Responding to the data, Paul Whiteman, general secretary at school leaders’ union NAHT, said: “The worrying numbers of children missing in education demonstrate the importance of the government’s planned register of children not in school, including those who are home-educated, coming into effect as soon as possible.

“NAHT has long called for councils to be required to maintain an official register, because there is currently a danger of children becoming lost outside the system, with neither school nor local authority knowing where they are or what has happened to them.”

Reading programme boosts results for disadvantaged children across the North West

An evaluation found that an innovative reading programme developed by teachers in Merseyside is improving reading skills among disadvantaged children across the North West.

Children on free school meals who participated in the ‘Are You Really Reading?’ programme exceeded the expected standard in their reading SATs, achieving even better results the longer they took part.

The findings came from an interim report into the initiative by ImpactEd Evaluation, which analysed data from 21 schools and 762 pupils.

Disadvantaged children who used Are You Really Reading? scored, on average, three to 4.7 points above the expected standard. The longer they participated in the programme, the higher their average score.

Are You Really Reading? comprises five teaching strategies, or ‘strands’, including one that utilises hashtags to summarise text and another that employs emojis to identify and express characters’ emotions.

The five strands, developed by staff at the Merseysidebased Three Saints Trust, are designed to engage children in

the texts they are reading and ensure they fully understand them. Data indicated the programme had been able to engage more reluctant readers and had increased pupils’ reading for pleasure.

Students said they liked using hashtags and emojis to help them understand what they were reading.

Funding from education charity SHINE has enabled Are You Really Reading? to be rolled out across approximately 50 North West primary and secondary schools, reaching more than 100,000 children.

Lyndsey Lewis, headteacher at St Mary and St Thomas C of E Primary School in St Helens, commented: “Over 50 per cent of our pupils are disadvantaged.

“We have tracked the impact on these pupils and internal data shows an improvement in reading for both progress and attainment. Children have made huge steps of progress from their starting points using the strands.”

Moving forward, the Three Saints Trust aims to reach more schools located within six clusters around the North West.

Work is also underway on developing a website for Are You Really Reading?, which will help the project to become sustainable.

When computing meets climate innovation

Education technology charity Apps for Good asked teachers, via a Teacher Tapp poll: “Think of your school’s computing curriculum. What are the top three challenges for your school?”

Of the 1,323 secondary teacher responses, the top challenges were:

• Shortage of specialist computer science teachers (58 per cent)

• Curriculum time (41 per cent)

• Teacher confidence (31 per cent)

Apps For Good said that although the insights from Teacher Tapp were disheartening, they strengthen the charity’s resolve to create a world where every young person has the skills to shape their future and use technology to tackle big social challenges like climate change.

The charity’s free, ready-made introductory computing courses are short and flexible, offering a zero-cost solution for both computing and non-specialist computing teachers. The course materials are designed for anyone with teaching experience to deliver.

With support from industry partners, Apps for Good reached more than 700 UK schools in 2024 with its three themed computing courses – Innovate for Climate Change, App for Social Action and AI for Good.

Innovate for Climate Change is a seven-session course where students independently work in pairs or teams to create a climate action app prototype.

The aim is to enhance not only computing

skills and digital literacy, but through the Skills Builder framework, Apps for Good also focuses on essential skills like teamwork and problem solving.

The charity has worked with multi academy trusts to support their broader strategic goals; Emma Darcy, director of technology for learning at Denbigh High School (part of Chiltern Learning Trust), said: “Innovate for Climate Change fits perfectly with our trust’s goals of sustainability and tech leadership.”

Fatima, a Year 8 student from Lea Manor High School, said: “Just learning about

climate change in school isn’t enough.

“Kids have a short attention span. If we really have to do something about it – that’s a really smart way to learn. We have a personal attachment to our app and really do care about it.”

To fi nd out more about the Innovate for Climate Change course, or any of our other free courses, contact Apps for Good: education@appsforgood.org

F1 in Schools rebrands to STEM Racing with the continued support of Formula 1

F1 in Schools is rebranding to STEM Racing and will be the latest organisation to be given the ‘supported by Formula 1’ designation. The STEM Racing programme will continue to help thousands of young students around the world in

an exciting new era where it will distinguish itself as an independent non-profit organisation.

STEM Racing will continue to drive positive change and inspire the next generation alongside Formula 1, and the

core mission of the programme remains to enable students worldwide to pursue STEM subjects.

Through the programme, which is designed for teachers and informed by engineers, students aged six to 19 gain insight within areas of STEM through the creation of a miniature F1 car.

Working in small groups, students take on various roles, including designing, manufacturing, and branding the car, or even managing the team as principal. They then race their cars and present their projects to a panel of judges.

Teams participate in regional and national competitions, aiming to reach the World Finals. This year, the evolut1on team from Germany won the World Finals in Dhahran, Saudi Arabia. The team, along with

other select students, had the chance to attend the Formula 1 Qatar Airways Grand Prix 2024 at the Lusail International Circuit to gain a closer look at the world of Formula 1.

The support of STEM Racing further enhances the continued efforts by Formula 1 to provide opportunities for young people and those from underrepresented backgrounds to help break down barriers into the motorsport industry.

Ellen Jones, head of ESG, Formula 1, said: “The support for STEM Racing will build on the fantastic work that has already been done over two decades and is the latest example of how we are continuing to make pathways for young people around the world to achieve their goals and show them what is possible.”

C Change wins prestigious Global Creativity in Schools Award

C Change, Arts Council

England’s Creativity Collaborative in the North West, was awarded the ‘Creative Thinking in Education for Climate Action Award’, part of the Creativity in Schools Award by the Global Institute of Creative Thinking.

As a participant of the national Creativity Collaboratives research programme, C Change is the only collaborator in the North West. Proudly formed by Wirral’s Holy Family Catholic Multi Academy Trust (HFCMAT) and based at St Bernard’s RC Primary and Nursery School in Ellesmere Port.

The international accolade highlights the remarkable achievements of the Changemakers Project, which empowers students to be ‘agents of change’ in their communities through creativity, sustainability, and climate action.

The Changemakers Project integrates ‘creative habits of mind’ into the classroom, equipping students with vital skills in collaboration, critical thinking, and problem-solving to address sustainability challenges. In partnership with Chester Zoo, the project

Data reveals disadvantaged pupils are half as likely to get a good pass in GCSE English or maths compared to peers

The Department for Education (DfE) revealed the attainment gap between disadvantaged and nondisadvantaged pupils has widened in its Key Stage 4 performance data, which covered the last academic year (2023/2024).

25.8 per cent of disadvantaged pupils got a grade 5 in English and maths compared to 53.1 per cent of their non-disadvantaged peers.

Data revealed that for the percentage of students achieving grades 5 (good pass) and above in English and maths, the attainment gap increased from 2022/23 (27.2 to 27.3) and also increased compared to 2018/19 (25.2 up to 27.3).

Progress 8 scores for disadvantaged and nondisadvantaged students also showed that non-disadvantaged pupils averaged a Progress 8 score of 0.16 whereas disadvantaged pupils averaged a Progress 8 score of -0.57.

This means non-disadvantaged students, on average, progressed more than expected when compared to pupils in their prior attainment group, whereas disadvantaged pupils achieved over half a grade less than expected by the end of Key Stage 4.

provides students with immersive experiences that amplify their learning.

One standout initiative includes the ‘Chester Zoo Takeover Days’, which allows students to step into the role of zoo rangers for a day, educating the public about conservation issues.

Beyond the zoo, C Change’s commitment to sustainability and creativity is evident, with events such as COP-style conferences, where students present their climate solutions.

Emily Reid, C Change project lead, said: “Creativity and sustainability are at the heart of what we do, and this recognition reflects the incredible work happening across our schools. Our partnership with Chester Zoo has been a cornerstone of our efforts to prevent extinction, and we’re thrilled to see our impact celebrated internationally.”

Andy Moor, CEO of HFCMAT, commented: “At Holy Family Catholic Multi Academy Trust, we are incredibly proud to be part of a movement that not only nurtures creative thinking but also empowers young people to become changemakers in their communities and beyond.”

Responding to the data, Chris Paterson, co-chief executive of the Education Endowment Foundation, said: “The fact that pupils from disadvantaged backgrounds are still half as likely to leave school with a ‘good pass’ in English and maths highlights, yet again, just how deep-rooted and pervasive education inequality is across England.

“These qualifications unlock future opportunities so the importance of getting a ‘good’ pass can’t be overstated. Fulfilling your potential at school shouldn’t be down to how much your parents earn, but sadly this is still far too often the case.”

Liverpool community comes together for reopening of Spellow Library

Spellow Library, which was set alight in August during the 2024 UK riots, reopened after the Liverpool community came together to raise over £250,000 for the damages.

In August, books were donated by Queen Camilla and over 150 authors, and a dedicated email account was set up for people to use to offer support or donate books.

The reopening of Spellow Library was marked with a ceremony, which included Liverpool poet, Levi Tafari, reciting his poem Celebr8. A letter from Queen Camilla was also read aloud.

Frank Cottrell-Boyce, the Waterstones Children’s Laureate, recited a special poem about the Spellow Hub.

St Mary’s Catholic

Civic leaders, community members, faith representatives and students from Alsop High School and Arnot St Mary CE School attended the reopening of Spellow Community Hub and Library.

Year 9 students from Alsop worked with writers PJ Smith, Claire Beerjeraz and Writing On The Wall on a presentation to celebrate the re-opening of the Spellow community space.

These workshops culminated with a stunning performance about how the significance of libraries goes beyond books.

The students probed what identity and community means to them and spoke out about the importance of diversity. With the help of Alsop reading coordinator, Mrs

College host heartwarming Wallasey Churches

Together event

St Mary’s Catholic College in Wallasey hosted a communitywide event in partnership with Wallasey Churches Together.

Wallasey Churches Together promotes Christian unity and encourages churches to work together to share the Gospel. A total of 20 churches are currently signed up with Wallasey Churches Together.

The event featured a street performance of the Nativity against the school’s incredible mural of St Mary.

Open to all community members, the event served as a joyous celebration of the true message of Christmas, the birth

of Jesus. The evening also featured readings from St Mary’s students, who spoke confidently to attendees.

This is the fourth time the annual event has been hosted on the school’s grounds. In preparation for the event, students in the St Mary’s School Youth SVP group made handmade ornaments and items to sell. The funds raised will go towards a pilgrimage.

The St Mary’s choir, alongside local parishioners, performed a selection of Christmas carols.

Light refreshments including mulled wine and warm mince pies were provided by St Mary’s for guests to enjoy throughout

Aspinall, they interrogated how writing becomes a vehicle that can make people heroes of their own narrative.

Nisha Morley, head of English at Alsop, said the ceremony was ‘a celebration of creativity, learning, and community connection’.

Reading coordinator, Noreen Aspinall, said: “It was empowering to hear our pupils stand on the grounds that were burnt just less than four months before, and show their solidarity.

“The performance was a testament to the boundless creativity and thoughtful insight of these young people. Through their words, they illuminated Spellow, a building filled with more than just books.”

the festive evening.

The event, organised by the chaplain at St Mary’s, Lisa Snelson, was an opportunity for the wider community to come together and celebrate the true purpose and meaning of Christmas.

Headteacher at St Mary’s Catholic College, Mr Kevin Maddocks, said: “St Mary’s was honoured to host the Wallasey

Churches Together Street Nativity.

“Christmas is a time for love, hope and joy, so we must spend time within our local communities sharing the season’s magic. Through our partnership with Wallasey Churches Together, we can participate in such incredible community events.”

Entries to open in February for the Educate Awards 2025!

The prestigious Educate Awards has announced that entries for 2025 will officially open on Monday, 3 February.

Founded by Kim O’Brien in 2012, the Educate Awards is the largest education awards in the North West which celebrates the achievements of schools, colleges, academies, and their teaching and non-teaching staff.

The awards, in partnership with ASL, is open to all primary and secondary schools, colleges, academies and multi academy trusts (MAT) across the Liverpool City Region, Cheshire, Greater Manchester and Lancashire. It is also open to independent private educational establishments, further education providers, special schools and specialist provisions.

With 21 categories to choose from, the Educate Awards provide a unique platform to celebrate every aspect of school life, from inspiring teachers, superb support staff, strategic leadership teams, and forward-thinking MATs, to innovative projects across the entire curriculum, including sport, STEM, literacy and the arts.

Entries are completely free and unlimited – although each one must be different. Submissions should be no more than 750 words and must include a 200-word brief summary of the entry. The

deadline for entries is Sunday, 13 July.

Kim O’Brien, Educate Awards founder, said: “The Educate Awards shine a spotlight on the incredible achievements of schools, colleges, academies and multi academy trusts across the North West.

“Last year, we received an extremely high standard of entries, with some truly inspirational submissions.

“We encourage all schools, colleges and MATs, whether it’s their first time entering or not, to take part. It’s a fantastic opportunity to celebrate your hard work and share your achievements with the wider community. We’re thrilled to see what 2025’s entries will bring!”

Now in its fourteenth year, the Educate Awards 2025 will be in partnership with ASL. Associate sponsors confirmed so far include; All About STEM, CER, CPMM Media Group, Liverpool City Region Combined Authority Careers Hub, LJMU, LSSP and SENDSCOPE.

The Educate Awards will return to the iconic Liverpool Cathedral in November 2025 with a jam-packed programme, including special performances from schools across the region.

A full list of categories can be found here: educateawards.co.uk/categories/

For more information about the event, please visit: educateawards.co.uk/.

Get involved in the British Science Festival 2025

The prestigious British Science Festival is coming to Liverpool this year and organisations across the city can get involved to deliver engaging events and activities.

Liverpool John Moores University is jointly hosting the festival – Europe’s longest standing science festival – with the University of Liverpool and the British Science Association from Wednesday 10 September until Sunday 14 September.

The programme will feature approximately 100 free events, exhibitions, performances and installations that celebrate the people, stories and ideas at the heart of science.

How you can get involved

Organisers are currently building the programme of activity, with individuals and teams from the two universities submitting proposals for the event.

Other academics, businesses and other organisations are also invited to put forward ideas through an open call for events which is open until Monday 20 January 2025. There are lots of opportunities for collaboration around the festival, so if you would like to get involved or find out more, please email the British Science Association.

More about the festival

The first British Science Festival meeting took place in York in 1831. The festival last visited the city of Liverpool in 2008, making the 2025 festival its ninth visit since the annual meetings began 194 years ago.

The festival provides a setting for people who may not necessarily have an interest in science to find out more about subjects from space and food, to wildlife and health, and much more.

The goal of the festival is to engage audiences with world-class research in an accessible and digestible manner.

Researchers from around the UK will discuss what their work means to society and its impact on people’s everyday lives.

Live life in all its fullness

John 10:10

The proudest time of my career to date has been the past sixteen weeks as the new Headteacher of St. Cuthbert’s.

We are a school that has the core values of Commitment, Compassion, Courage and Community at the heart of everything we do. To have the privilege of becoming the Headteacher of a school recognised across our town for its rich tradition of being at the heart of the community; for being a place that refuses to give up on children and for being a place of high academic standards providing the best opportunities for our students is a joy.

St. Cuthbert’s is an exciting place. We are constantly improving and are at a time of embarking on an even broader curriculum offer by introducing new and exciting option choices at Key stage 4, and increasing curriculum time for our younger students in subjects like Spanish and music. We are continuing to improve our facilities to give our students the very best deal, and we are providing the very best continuous professional development for our staff.

Our Vision is clear, and my task as the new Headteacher of St. Cuthbert’s is to make it a reality. We are a school where wonderful things are happening every day. We are a school where we encourage all to ‘live life in all its fullness (John 10:10). We are a school of great opportunity, and I am proud to be its new Headteacher.

Our vision:

“A vibrant community uniquely created by God, which embraces everyone, especially those in need and celebrate difference. Enabled by a staff dedicated to our Catholic ethos and a culture of excellence, our young people will be inspired to know more, and be more.”

Stuart Holland Headteacher

To arrange a visit please call the school on 01744 678123 or visit our website.

North West schools and colleges honoured at the Educate Awards 2025

In its thirteenth year, the Educate Awards featured 21 diverse categories and shined a spotlight on all aspects of education from sports and arts to literacy and the environment.

The shortlist recognises inspiring teachers, dedicated support staff and strategic leadership teams who continue to make a meaningful difference in their communities.

As the largest and most prestigious education awards in the region, the Educate Awards brings together schools, colleges and multi academy trusts from Merseyside, Cheshire, Lancashire, and Greater Manchester for a night of celebration and recognition.

In partnership with ASL Group, the glittering ceremony took place at the Liverpool Cathedral and welcomed over 600 guests. The evening was hosted by broadcaster, Simon ‘Rossie’ Ross.

Alongside the awards ceremony was a delicious three-course gala dinner and dazzling entertainment from the region’s schools. Providing a soundtrack during the reception was St John Bosco Arts College with an incredible DJ set, followed by a soulful rendition of Heather Small’s iconic hit ‘Proud’ by its gospel choir. Later, after the call for dinner, the choir joined a larger ensemble in the cathedral’s main space to deliver a breathtaking performance of Emilie Sandé’s ‘Shine’.

During dinner, Sandbach School’s Big Band played two fantastic jazz tracks, ‘Bésame Mucho’

by Consuelo Velázquez and ‘I’ve Got The World On A String’ by Frank Sinatra.

Bringing an end to the evening’s entertainment was LIPA Sixth Form College which delivered a stella performance of ‘I’m Just Ken’ from the Barbie soundtrack, including a rendition of ‘Dance The Night’ by Dua Lipa.

Kim O’Brien, founder of the Educate Awards, said: “Congratulations to the Liverpool schools and multi academy trust that won at this year’s Educate Awards!

“A huge well done to the runners-up and finalists and thank you to everyone who took the time to enter. The results were incredibly close, and judges had their work cut out deciding not only the shortlist but also overall the winners.”

Kim added: “The Educate Awards is proud to be shining a spotlight on the region’s schools and colleges and celebrating the amazing work taking place inside and outside of the classroom. Entries will for 2025 will open in February and we encourage all types of schools, colleges and multi academy trusts to submit entries.”

Associate sponsors of the Educate Awards 2024 include: All About STEM, Angel Solutions, CER Education, CPMM Media Group, EdenFiftyOne™, Fresh Start Waste Services, Liverpool City Region Combined Authority Careers Hub, Liverpool John Moore’s University, LSSP, Satis Education, SENDSCOPE, and SupplyWell.

1. The Communication Award –sponsored by CPMM Media Group

Winner: Cardinal Heenan Catholic High School

Runner up: Maricourt Catholic High School

2. Outstanding Commitment to the Environment – sponsored by Fresh Start Waste Services

Winner: Ss Peter and Paul Primary School

Runner up: Neston High School

3. Careers & Enterprise Award –sponsored by Liverpool City Region

Combined Authority Careers Hub

Winner: The Academy of St Nicholas

Runner up: St Mary’s Catholic College

4. SEND Provision Award –Mainstream School – sponsored by SENDSCOPE

Winner: Handforth Grange Primary School

Runner up: Rainford High

5. SEND Provision Award –Specialist School – sponsored by SENDSCOPE

Winner: Orrets Meadow School

Runner up: Inscape House School

6. Innovative & Creative Literacy Award – sponsored by EdenFiftyOne

Winner: Ridgeway High School Runner up: The Birkenhead Park School

7. Outstanding Commitment to STEM – sponsored by All About STEM Winner: Evelyn Community Primary School

Runner up: Halewood Academy

8. Outstanding Arts in Primary School

Winner: St Benedict’s Catholic Primary School

Runner up: Netherton Moss

9. Outstanding Arts in Secondary School

Winner: Sandbach School

Runner up: Gateacre School

10. Community Partnership Award

Winner: Kew Woods Primary School

Runner up: St John Plessington Catholic College

11. Mental Health & Wellbeing Award

Winner: St Elizabeth’s Catholic Primary School

Runner up: Blessed Carlo Acutis Catholic and Church of England Academy

12. Outstanding Commitment to Sport in Primary School – sponsored by LSSP

Winner: Bedford Drive Primary School

Runner up: St Aloysius Catholic Primary School

13. Outstanding Commitment to Sport in Secondary School Winner: Wright Robinson College Runner up: Standish Community High School

14. Leadership Team of the Year Winner: Birchwood Community High School Runner up: Green Fold School

15. Teacher of the Year –sponsored by CER Winner: Kath Sweeney (right) from Knotty Ash Primary School Runner up: Gemma Jackson –Stockport Academy

16. School Support Star of the Year – sponsored by SupplyWell Winner: Paul Bohan (left) from Holy Spirit Catholic Academy Runner up: Louise Yates – Ascent Autism Specialist College

17. Most Inspirational Multi Academy Trust – sponsored by Satis Education Winner: All Saints Multi Academy Trust Runner up: Endeavour Learning Trust

18. Most Inspirational Sixth Form & College – sponsored by LJMU Winner: Winstanley College Runner up: St John Rigby College

19. Most Inspirational Secondary School Winner: The Academy of St Nicholas Runner up: Chorlton High School

20. Most Inspirational Primary School – sponsored by Angel Solutions Winner: Green Fold School

Runner up: St Elizabeth’s Catholic Primary School

21. WOW Recognition Award –sponsored by ASL Group Winner: West Kirby Grammar School

Runner up: St Elizabeth’s Catholic Primary School

1. The Educate Awards 2024 stage was set for an unforgettable evening 2 The incredible events team from CPMM Media Group

3. A captivating DJ set by four talented students from St John Bosco Arts College kicked off the drinks reception 4. The dedicated team at SENDSCOPE, an associate sponsor of the Educate Awards 5. Orrets Meadow School celebrate their very first Educate Awards victory

6. The charismatic host of the Educate Awards, Simon ‘Rossie’ Ross

7. St Elizabeth’s Catholic Primary School dazzles on the red carpet 8. Lianne Bradford, Educate Awards judge and education manager at Burnley FC in the Community 9. Bedford Drive Primary School light up the red carpet 10. Hope Academy proudly displays its 2024 Educate Awards certificate 11. A big thank you to ASL Group, the official partner of the Educate Awards 12. The St John Bosco gospel choir’s soulful rendition of ‘Shine’ by Emeli Sandé was unforgettable

13. The Kew Woods Primary School team hand in hand as they make their way to stage 14. Adella Dando presents the Outstanding Commitment to Sport in Primary School, sponsored by LSSP 15. An emotional embrace as Birchwood Community High School won Leadership Team of the Year 16. Sandbach School celebrate as they win Outstanding Arts in Secondary School 17. Guests enjoyed a drinks reception in the well of the iconic Liverpool Cathedral 18. Archer Armstrong, lead vocalist of the Sandbach School Big Band, wows the audience

19. Guests from Ascent Autism Specialist College 20. The Sandbach School Big Band delivered a five-star performance captivating the room 21. Green Fold School admire its 2024 Educate Award 22. Kath Sweeney from Knotty Ash Primary School was named the 2024 Teacher of the Year 23. The Academy of St Nicholas are the Most Inspirational Secondary School 2024

24. Michelle Dow, managing director at All About STEM 25. The showstopping performance of ‘I’m Just Ken’ from the Barbie film by LIPA Sixth Form College stole the show 26. West Kirkby Grammar School on stage with Andrew Hampson, sales account manager at ASL Group 27. Tables set and ready

29. Associate sponsor Angel Solutions shares the evening with guests 30. St John Bosco Arts College’s gospel choir took to the steps of the well to provide an inspiring cover of Proud by Heather Small 31. The evening featured a delicious pork tenderloin as the main course 32. Handforth Grange Primary School makes a glamorous entrance to the red carpet

34. The outstanding St John Bosco Arts College gospel choir left everyone in awe 35. ASL Group kept the energy high with clappers for the audience 36 Ss Peter and Paul Primary School struts down the red carpet 37. Endeavour Learning Trust celebrates as runners-up for Most Inspirational Multi Academy Trust

The team from Satis

39. ASL Group, the official partner of the Educate Awards 2024 40. Guests indulged in a delightful blackberry Bakewell tart for dessert 41. Paul Bohan from Holy Spirit Catholic Academy accepts the School Support Star of the Year Award from Michael Heverin, CEO at SupplyWell 42. Proud runners-up, Gateacre School 43. The iconic

44. LIPA Sixth Form College’s grand finale performance of Dance the Night by Dua Lipa brought the house down 45. Elaine Berry, senior divisional operations manager at CER 46 The fantastic team from Netherton Moss Primary School 47. Green Fold School takes home the title of Most Inspirational Primary School 48. LIPA Sixth Form College’s very own ‘Slash’

49. The Sandbach Big Band delighted the audience with jazz classics like Bésame Mucho and I’ve Got the World on a String 50. Liverpool John Moores University and guests 51 Ken took the audience by surprise

52. Dan McCarthy, chief sales officer at ASL Group

53. The Kens delivered an unforgettable performance for guests 54. St Benedict’s Catholic Primary School proudly hold up their Educate Award 55. Cardinal Heenan Catholic High School on stage with Kim O’Brien, managing director at CPMM Media Group 56. The wonderful St John Bosco Arts College gospel choir 57. Lesleyann Craig, operational hub lead at Liverpool City Region Combined Authority Careers Hub

St. Mary’s College is Sefton’s top-performing GCSE school

A Crosby school is top of the class in Sefton in terms of three key GCSE performance league tables, according to new Government figures.

The recently published statistics from the Department for Education (DfE) show that St. Mary’s College achieved an Attainment 8 score of 58.9 in 2024’s summer exams, higher than all other state and independent schools in the borough, where the average figure was 41.7.

Attainment 8 measures students’ average grades across a range of eight GCSE-level qualifications.

These are English and maths, three English Baccalaureate (Ebacc) qualifications (including sciences, languages, history, geography and ICT) and three additional qualifications approved by the DfE.

The aim of this Government measure is to encourage schools to offer their pupils a broad and well-balanced curriculum.

St. Mary’s was also the top-performing school in Sefton

in terms of pupils’ English and maths GCSE results in 2024.

73 per cent of pupils achieved Grade 5 or above in both English and maths last summer, compared with a borough average of 37 per cent and a national average of 41 per cent.

In terms of achieving Grade 4 or above in both subjects the St.

Mary’s figure was 89 per cent compared with a Sefton average of 58 per cent and 60 per cent across the country.

Meanwhile, St. Mary’s GCSE candidates also outperformed pupils in all other state and independent schools in Sefton by achieving an English Baccalaureate (Ebacc) average

point score of 5.34. The borough average was 3.6 and the English average 3.89.

This score measures a pupil’s average best grades across five GCSE subject areas, the so-called ‘pillars’ of the English Baccalaureate.

Commenting on these successful figures St. Mary’s College Principal, Mike Kennedy, said: “Our policy has always been to offer students as much scope as possible at GCSE level in terms of both the number and variety of the subjects they choose to take.

“Against this background we are delighted to have once again achieved the best GCSE results in Sefton.

“This official top ranking across a range of key performance measures reflects the breadth and quality of our curriculum and, of course, the hard work and commitment of our GCSE candidates.

“I would like to congratulate all our students and staff on these outstanding figures,” added Mr Kennedy. Flashback to results day last August at St. Mary’s College, Sefton’s top-performing GCSE school.

The Academy of St Nicholas partners with Liverpool Airport to inspire the next generation

The Academy of St Nicholas has formed an inspiring partnership with Liverpool John Lennon Airport (LJLA), aimed at providing students with valuable insights into careers in the aviation industry.

The partnership will see students engaging in a series of employer-led encounters, interactive workshops, and on-site visits to the airport.

These experiences are designed to enrich students’ understanding of careers and employability, fostering an aspirational environment that will develop essential skills for the workplace.

Mr Gary Lloyd, headteacher of The Academy of St Nicholas, said: “This partnership will open doors for our students, allowing them to discover a variety of career opportunities while gaining firsthand experience in an interesting and growing sector right in the heart of their own community.”

An event was held at the academy to celebrate the launch of the partnership. CEO of LJLA, John Irving, together with senior directors and managers from the airport were in attendance, engaging with students and sharing more about the airport’s operations and career pathways.

John Irving, CEO Liverpool John Lennon Airport, commented:

“Students at the academy are potentially the airport employees of the future and we hope that we can help improve their

understanding of the diverse mix of careers and opportunities available at the airport.

“It will also prove really beneficial and rewarding for the various colleagues at the airport who will be working with the students, developing their own skill set and helping to make a difference in our local community too.

Miss Caroline Swarbrick, trust careers and employability manager at All Saints Multi Academy Trust, added: “This initiative is a significant step in bridging the gap between education and employment, equipping students with the tools and experiences necessary to thrive in today’s job market.”

The Academy of St Nicholas is a proud member of All Saints Multi Academy Trust.

Appointments News

All Saints Multi Academy Trust make a trio of appointments at St Margaret’s

All Saints Multi Academy Trust has made three key appointments for the new term at St Margaret’s Church of England Academy in Aigburth.

The trust’s dedicated HR team is committed to recruiting outstanding senior leaders and teaching staff who embody its values of aspiration, inclusion and service.

Nadia Kaye joins the academy as deputy headteacher. She was previously at Lydiate Learning Trust where she held the post of assistant headteacher at Childwall Sports & Science Academy, overseeing the quality of education. Her commitment to driving excellence in teaching and learning will play a pivotal role in shaping educational outcomes at the academy.

St Margaret’s has also welcomed Joan Tobin as the head of modern

foreign languages. She comes from Redland Green School in Bristol. Her exceptional subject knowledge and passion for languages will contribute to the academy’s diverse and dynamic curriculum, inspiring students to broaden their linguistic skills and cultural understanding.

Gareth Jones has been appointed as head of mathematics. Formerly at Dixons Fazakerley Academy, Gareth previously worked at St Margaret’s in 2008 for four years. With years of additional experience under his belt, Gareth is excited to return to the school and apply his expertise to help students excel in mathematics.

These new roles will further strengthen St Margaret’s leadership and academic teams as it continues its journey of improvement.

CEO of All Saints Multi Academy

Trust, Miss Heather Duggan, said: “We are thrilled to welcome Nadia, Joan, and Gareth into the trust family.

“Their expertise, leadership, and passion for education align perfectly with our vision and values, and we look forward to seeing the positive impact they will make at St Margaret’s and across the trust.”

Mr Adam Robinson, headteacher of St Margaret’s Church of England Academy, added: “These new appointments mark an exciting chapter for St Margaret’s. Nadia, Joan, and Gareth bring a wealth of experience and knowledge to their roles.

“I am confident their ambition and dedication will drive continued success at the academy, supporting both our students and staff in achieving their full potential.”

Trust appoints Alan McKeegan as new executive director of education, secondary

Lydiate Leaning Trust has appointed Alan McKeegan as its new executive director of education, secondary.

Alan has worked in the education sector for over 20 years. He has considerable experience in school leadership, with a proven track record of improving underperforming schools. He believes that students only get one chance at education, and they have a right to demand the highest standards of schooling.

The development of high performing leadership teams is fundamental to Alan’s educational philosophy, as is the desire to streamline systems and processes.

Alan has extensive experience of coaching others and holds various qualifications alongside the National Professional Qualification for Headship (NPQH). He is also passionate about the performance of disadvantaged groups; this can be evidenced through his work as a national Pupil Premium reviewer.

A key part of Alan’s role is to source and utilise the latest educational research to benefit the students within Lydiate Learning Trust.

Richard Caton joins Lydiate Learning Trust as executive director of strategic partnerships

Richard Caton has been appointed as Lydiate Learning Trust’s new executive director of strategic partnerships.

Richard worked as a senior marketeer and partnerships director for the past twenty years. He has vast experience creating joint ventures with leading brands such as Jaguar Land Rover, London Art Fair, Liverpool University, and many charitable organisations.

With experience working across the USA and Europe, Richard has created B2B and B2C campaigns for a diverse target market across all media.

Since relocating to the North West, he has specialised in student marketing and property business at board level working with major educational institutions, development companies and local councils.

Having worked extensively with universities and higher as a supplier of services,

with universities and higher educational institutions as a supplier of services, Richard is delighted to now be working within the education sector. His focus will be on welcoming new schools into the trust as well as supporting the schools currently part of Lydiate Learning Trust.

Adept at negotiator,

harnessing teams to work together, he is an accomplished negotiator, influencer and project manager.

Now That’s Magic!

Magic Skills For Schools is an innovative developmental programme that boosts communication skills.

Magic is also great for confidence and self-esteem, and promotes social skills as well. The programme was designed by Robert Newgrosh, an awardwinning trainer and a performing magician.

The programme has helped around 1,200 children from over 50 schools, many with special educational needs. It achieves high impact in just weeks, with pupils well-motivated to participate.

Magic Skills For Schools culminates with the children putting on entertaining shows for classmates and parents.

This provides a tangible end-result

and a real sense of achievement. For children who are lacking in confidence, this can drastically increase their self-belief.

The shows regularly produce gasps from the audience, which is further confirmation for a child they have an amazing new talent.

Parents often comment how the programme has helped their child become ‘proud’, ‘happy’ and ‘confident’.

Headteachers have provided numerous testimonials over the years, often surprised at how good the outcome has been for some children.

A key component in the programme’s effectiveness is that all the tricks are very high calibre – easy enough for a child to learn, but good enough to entertain and amaze friends and family.

Based on professional card magic, including an incredible prediction effect, the methods and secrets taught ensure the children can perform confidently knowing they will not be outwitted. They also learn a range of fancy card displays, giving each child an impressive repertoire.

Whilst boosting oracy and selfesteem might be considered the two key benefits, magic is also very good for developing manual dexterity, memory, concentration and reasoning.

In addition, it promotes presentation and social skills through the face-to-face contact inherent in close-up magic. It is an activity that utilises and develops so many different skills and makes the children feel really good about themselves…now that’s magic!

Education charity improving outcomes in Liverpool

Tutor Trust, a leading education charity, is bringing high-quality tuition to pupils in Liverpool who would otherwise be unable to afford it.

The average attainment gap at the end of Key Stage 4 in Liverpool is 23.7 months. In London it’s 10.4 months, according to research by the Education Policy Institute (EPI).

Tutor Trust’s approach, which involves recruiting and training talented tutors, is designed to make high-quality tuition more accessible to schools in disadvantaged areas, closing the

gaps in attainment between pupils from disadvantaged backgrounds and their peers. In the past year, the trust’s pupils made impressive progress:

• Its lowest prior attaining primary tutees made 10.27 scaled scores of progress in their SATs

• Its lowest prior attaining secondary tutees made 1.3 grades of progress in their GCSEs Anna McDiarmid, from Pinehurst Primary School in Liverpool, said: “Tutor Trust’s tutors have been a fantastic

asset to our school team, and have had a positive impact on children’s attainment and attitudes towards learning.”

The charity is unique in the sector for having successful results from two randomised control trials (RCTs) from the Education Endowment Foundation, proving its model is effective in improving academic outcomes and boosting self-confidence, setting students on a path to future success.

Since it was founded 14 years ago, Tutor Trust has already transformed the lives of over

30,000 pupils across the north of England.

Offering support in subjects including phonics, English, maths and science, its programmes support pupils from Year 1 to college.

Primary, secondary school, or college leaders in the Liverpool area can register their interest in having Tutor Trust deliver tutoring for pupils here: www.thetutortrust.org/schools/ register

Someone from the team will contact those who register within one working day.

Tutor Trust's tutors have been a fantastic asset to our school team, and have had a positive impact on children's attainment and attitudes towards learning.

- Anna McDiarmid

.

High-quality tuition made easy Sessions cost as little as £7.50 per pupil, per hour*

*Based on groups of 1:4 www thetutortrust org/schools

Pupil Premium & Catch Up Premium Lead, Pinehurst Primary School, Liverpool

As we begin 2025, Educate is showcasing UK events that are celebrating special anniversaries throughout the year – perfect for the whole family to enjoy! From stepping into the school room of literary legend, Jane Austen, on the anniversary of her 250th birthday to celebrating the ground-breaking history of our railways, or gazing up at the stars during the Dark Skies Festival – this year has something for everyone!

Dark Skies Festival

Where: North York Moors and Yorkshire Dales

When: 13 February – 2 March

Night navigation, stargazing safaris, children’s daytime trails, art workshops… it can only be the North York Moors and Yorkshire Dales Dark Skies Festival! Launching on 13 February, the festival is celebrating its 10th anniversary, which annually showcases how special dark skies are.

The festival aims to help people discover activities at night to heighten the senses, whether that be through night runs, canoeing, astrophotography workshops and even mindful experiences! There will be plenty of things for all the family to try out, and it could also be a great day/night out for bonding! Reach for the stars and rejoice for 10 years of this incredible festival.

There are also other Dark Skies Festivals taking place in different locations throughout the year, including Wales, Cumbria, Exmoor and South Downs. www.darkskiesnationalparks.org.uk/home

Jane Austen’s school room

Where: Reading

When: April – October 2025

Jane Austen left a lasting influence on British literature and culture, with her novels still read and celebrated today by people all over the world. Born in 1775, the 250th anniversary of Jane’s birth is this year, and her former school room in Reading’s Abbey Quarter is opening its doors for a series of special events and tours.

Guided visits to Jane Austen’s school room will take place every Saturday from April to October 2025 as part of Reading Museum’s Abbey Quarter tours, perfect for lovers of literature and also those interested in history. Group tours are also available on other days by arrangement. There will be a series of special events every Wednesday in May and June 2025. Jane Austen Wednesdays are a series of talks, tours and workshops organised by Reading Museum celebrating Jane Austen and her time in the town. www.visit-reading.com/whats-on/jane-austen-in-reading/ visit-jane-austens-schoolroom

Railway 200

Where: Various locations

Railway 200 celebrates the 200th anniversary of the birth of the modern railway. On September 27, 1825, the Stockton & Darlington Railway opened, connecting places, people, communities and ideas and ultimately transforming the world. A wide variety of activities and events are being planned from this month to celebrate the history of rail, its role today, and its importance in building a sustainable future.

Darlington, Durham, Stockton-on-Tees and Tees Valley Combined Authority councils have joined forces with a range of local, national, and international partners to deliver a nine-month festival of international projects throughout the bicentenary year. Overall, it aims to excite interest from the next generation by inviting young people of all backgrounds to consider a career in rail.

There will be plenty of activities to partake in around various locations, including an invention challenge where children will use their creativity to invent a new vision for the future of rail, while the WOW Festival at Durham Gala will be packed with unmissable talks and performances.

railway200.co.uk Programme: www.sdr200.co.uk/programme

JMW Turner In Light and Shade exhibition

Where: The Whitworth, Manchester

When: 7 February 2025 – 2 November 2025

JMW Turner is renowned for the vitality of his landscape paintings and the Liber Studiorum is a compelling visual manifesto in print. Visitors will have a rare opportunity to see the Liber Studiorum in its entirety for the first time in over 100 years!

Marking the 250th anniversary of his birth, the JMW Turner In Light and Shade exhibition at The Whitworth will explore the work and technique of the legendary British landscape artist. Perfect for art lovers, the exhibition will pair Turner’s Liber prints with a series of Turner’s watercolours from the Whitworth’s collection.

www.whitworth.manchester.ac.uk/whats-on/ exhibitions/turnerinthelightandshade

The National Science and Media Museum

Where: Bradford

The National Science and Media Museum has reopened its doors this year after a year and a half of being closed. The museum’s galleries and exhibition spaces celebrate photography, film, television, animation, videogames and sound technologiesperfect for all ages in the family! With an exciting public programme and newly renovated foyer space, the museum is back and better than ever!

The early 2025 programme will see the return of the

Railway 200 and Community Rail Lancashire

Storm in the Pass of St. Gotthard, Switzerland, 1845

JMW Turner © the Whitworth, The University of Manchester

National Science and Media Museum

Local celebrities join Merseyside schools signing choir to celebrate ‘choose respect’

Hundreds of primary and secondary school students from the Anti-Bullying Schools Project Signing Choir participated in an event at St George’s Hall, Liverpool, supported by local celebrities recently as part of AntiBullying Week.

The event was led by staff from Knotty Ash Primary School and supported by 50 AntiBullying Schools Project schools, who wanted to do something positive to counter the harm and hurt that bullying causes. The theme of this year’s event is ‘Choose Respect’.

Hearing and deaf students

from 26 schools, including Knotty Ash Primary School, performed songs in St George’s Hall which celebrated respect, kindness and power. The inclusive event was fully accessible to deaf communities through British Sign Language interpreters.

Special guests included stand-up comedians John Bishop and Gavin Lilley, former BBC Radio Merseyside presenter Roger Phillips and Liverpool City Region Mayor, Steve Rotheram, who will read student pieces related to the event’s theme: Choose Respect.

Mrs Clements, headteacher at

Knotty Ash Primary School, said: “Knotty Ash Primary School hosts the only Deaf Resource Base in the region. We’re privileged to be home to deaf and hearing children, with all our children learning British Sign Language (BSL).

“We know how lucky our hearing children are to have the opportunity to learn a language that is beautiful, expressive and enriching, and develop lifelong friendships with their deaf peers.

“Our Anti-Bullying Schools’ Project extends this opportunity to children across the region, the country and beyond! All

children in participating schools have learnt to communicate in BSL, a new language for most and a language shared by many in the deaf community.”

John Bishop said: “I’ve come to the event today to participate in the event and watch children from around Liverpool who have been learning sign language. My message to everyone is to celebrate difference and inclusion. Joking about differences can upset people and that’s not ok.”

Gavin Lilley added: “It’s really important that children are aware of diversity and difference to prevent bullying.”

All Saints Multi Academy Trust launches new initiative to eliminate single-use plastic bottles

All Saints Multi Academy Trust introduced an exciting sustainability initiative, taking a bold step to eliminate single-use plastic bottles within its schools.

The initiative is being piloted at Hope Academy in Newton-le-Willows, where every member of the school community has received a reusable water bottle.

These bottles are refi lled using water dispensers or are used to purchase fl avoured drinks from new vending machines that have been installed.

If a student loses their bottle, they can rent one for 50p or purchase a replacement for £1.80, which includes two free tokens for the vending machines.

To further encourage adherence to this programme, single-use plastic bottles –such as water, energy drinks, or fi zzy drink containers – are no longer permitted on school grounds.

By transitioning to reusable bottles, the academy is reducing litter in the local area

while contributing to a greener planet.

As part of its sustainability agenda, All Saints Multi Academy Trust recognises the urgent need to take action against the global plastic crisis. Single-use plastic bottles are among the largest contributors to plastic waste in its growing community.

Miss Heather Duggan, CEO of All Saints Multi Academy Trust, said: “Eliminating single-use plastics is a critical step toward reducing waste and creating a culture of sustainability across our schools.”

Principal, Mrs Marie Adams, shared her excitement, saying: “Our students have embraced this challenge wholeheartedly.

“The introduction of reusable drink bottles and the Generation Juice machines has already made a noticeable impact, significantly reducing the waste and recycling demands around the academy.”

Following a full evaluation of the trial, the trust plans to roll out the initiative across the rest of its academies in Liverpool and St Helens this year.

Specialist school achieves Young Enterprise Centre of Excellence for financial education

The careers team at Wargrave House School, Newton-le-Willows, won a national award for financial education.

The Young Enterprise Centre of Excellence award celebrates schools that are championing financial education. The Centre of Excellence programme recognises and rewards schools that are committed to excellence in financial education within their own environment and beyond.

The careers team worked alongside a financial education consultant, as part of the programme, to work towards the Young Money improvement framework, a set of national professional standards.

During ‘My Money Week’, working alongside Barclays Bank, sessions were delivered to learners that focused on budgeting and coding. A pop-up bank was brought into the school so learners could gain a deeper understanding of banking and transactions.

Yvette Carr, phase lead for Key Stage 3 and careers leaders, said: “Managing money can be stressful and overwhelming but we want to prepare our learners to tackle money management in a positive and confident way, helping them to be more independent as they progress through education and into adult life.”

Following the project’s success, Yvette was invited to present at the Young Enterprise National Teacher Conference as an example of

world-leading practice.

In collaboration with Liverpool Careers Hub, Wargrave House School offered learners virtual reality work experience.

The specialist school worked with Remarkable Autism to highlight the process of job applications, interviews and completing a job.

The team at Wargrave House School even created its own shop, dubbed ‘The Wargrave Local’, and a bank called ‘Wargrave Exchange’, where learners collect tokens as a class and exchange them into ‘Wargrave wonga’ to buy items for sale.

All learners have access to the school’s bespoke shop and bank, with both run by learners from Key Stage 3 and Key Stage 4.

Headteacher at Wargrave House School, Carl Glennon, commented: “At Wargrave House School, we are committed to ensuring our learners are prepared to make informed decisions about their future and confidently manage their money independently, helping them live happy and fulfilled lives through education and beyond.”

St Mary’s Catholic Infant and Junior Academies celebrate diversity and kindness

St Mary’s Catholic Infant and Junior Academies proudly participated in Anti-Bullying Week and Kindness Week with a series of activities that promoted respect, kindness, and diversity.

As part of the initiatives, pupils and staff of both schools took part in Odd Socks Day, a national awareness campaign that encourages individuals to celebrate their differences.

Children and adults are encouraged to wear their favourite odd socks to school, work or wherever they are going that day.

Anti-Bullying Week is organised by the Anti-Bullying Alliance, a group of organisations, charities and individuals who work together to put a stop to bullying.

The school, which is a proud member of All Saints Multi Academy Trust, also put together a ‘respect playlist,’ featuring songs that emphasise themes of friendship, kindness, and inclusivity. Each morning as pupils came into school, different songs were played on the playground to inspire the children and set a positive tone for the day.

During some lessons, positive and uplifting songs were played to give children time to reflect and think about their choices within school.

Special assemblies took place, where children explored themes of being kind, respectful, and inclusive through stories and discussions. In class, teachers made it a priority to shine a spotlight on children’s work and say something kind to every member of the class. Some classes held competitions and awarded prizes for every kind choice or comment made by the pupils.

Pupils also created excellent pieces of work in their ‘We Are One Family’ workbooks to reflect on how they demonstrated kindness.

Executive headteacher, Mrs Samantha Birchall, commented: “At St Mary’s, we believe that teaching children the importance of empathy, respect, kindness, and celebrating individuality is fundamental to building a positive school environment.

“Awareness days and weeks such as these are great ways of instilling these positive values in future generations.”

Chinese New Year gala to celebrate the Year of the Snake at The Tung Auditorium

The Liverpool Confucius Institute (LCI), is hosting a Chinese New Year Gala to celebrate the Year of the Snake in The Tung Auditorium on Sunday, 26 January, at 5:30pm.

The magnificent evening gala will feature a traditional dragon dance, martial arts demonstrations, music and theatre.

Young people from local schools will be performing songs in Chinese, while students from the University of Liverpool and Liverpool Hope University will be performing in a range of musical ensembles from piano recitals to musical theatre.

The LCI works with local schools and community groups throughout the year to organise a range of cultural events from calligraphy to dragon boat racing.

The Annual Chinese New Year Gala is one of LCI’s most prestigious and anticipated events which has been running since 2016. It is a popular event with local schools, universities, Chinese communities and local dignitaries including the Lord Mayor of Liverpool.

Dr Penny Ding, deputy director of the Confucius Institute and senior lecturer in Chinese studies said: “We are really excited to be hosting the Chinese New Year gala once again in the university’s beautiful Tung Auditorium.

“We last hosted the gala in the Tung in 2023 to celebrate ‘The Promise of Youth’ and we’re looking forward to another fantastic celebration.

“This year, we celebrate the Year of the Snake – a symbol of good fortune, longevity, and prosperity. We look forward to welcoming you later this month – make sure you get your tickets booked!”

You can buy your tickets to attend the Chinese New Year Gala, which takes place from 5.30pm on Sunday 26 January by following this link: thetungauditorium.com/events/ the-liverpool-confucius-institute-chinese-new-yeargala#book-tickets

Liverpool academy first secondary school in the UK to be awarded Inclusive Attendance Bronze KITE Mark

King’s Leadership Academy Liverpool, Dingle, was the first secondary school in the UK to achieve the prestigious Inclusive Attendance Bronze KITE Mark in November 2024.

Led by assistant principal, Louise France, alongside the dedicated team at King’s Liverpool, with support and guidance from Inclusive Attendance’s Wayne Harris, the school has achieved this milestone in just seven months.

Back in May 2024, school principal, Scott Cordon, and Louise France met with ex primary and secondary headteacher and founder of Inclusive Attendance, Wayne Harris, for an introduction to their secondary school attendance programme.

The Inclusive Attendance programme is a data-driven approach to attendance which is complemented by a CPD programme for all staff in the school. Following their initial introduction, Wayne and his team re-visited in June to perform an attendance audit, which saw them investigate attendance across the school.

An ‘Active Ingredients’ action plan was generated, which serves as a tailored roadmap highlighting strengths and

pinpointing areas for potential improvement across the school. By the end of the summer term, the school had seen persistent absenteeism (PA) improve by five per cent, rising to a decrease of 11.8 per cent during the autumn term, which sees the school sitting three per cent lower than the Liverpool City Council average for PA and 12.5 per cent below the national average.

At the point of receiving their award in November, overall attendance rate across the school was up by 4.2 per cent compared to 2023/2024.

Over the seven months, the school attendance team ensured that all staff accessed accredited professional development for attendance; created a whole-school culture of collective responsibility for attendance, and much more!

Louise France said: “We are delighted to have been recognised for the work our whole school has dedicated to improving attendance rates. This achievement means more of our students are in school, safe and learning.

“It has truly been a whole team effort with every single staff member playing a role, no matter how small.”

LCI CHINESE NEW YEAR GALA RETURNS

Celebrate the Year of the Snake at the University of Liverpool Confucius Institute’s annual Chinese New Year Gala

The event will include Chinese cultural demonstrations, drama, music, dance, and performances by professional artists and local students.

Tickets are now available via the Tung Website and by scanning the QR code. Standard adult tickets start at £15 and £5 for children.

26th January 2025 5:30pm

The Tung Auditorium, Liverpool L7 3NY

Upgrade to one of our premium VIP tickets for access to a pre-show reception with performances and refreshments VIP ticket holders will also be seated at the front of the venue.

126 Mount Pleasant, University of Liverpool, L69 3GW

lci@liverpool.ac.uk

liverpool.ac.uk/confucius-institute

Autism charity reaches new milestone with 150 employees and counting

Remarkable Autism Charity, Lowton, achieved a new milestone after it reached 150 employees across the organisation.

This is a new record for the charity that supports autistic individuals through its provisions, Wargrave House School, Ascent Autism Specialist College, and Sundial Therapy.

The news came just a few months after the charity announced its central operations would now be based in a brand-new location in Lowton.

Since opening the doors to Remarkable Central, the charity has recruited 26 employees across all provisions, with some even hailing from Lowton and surrounding areas.

Since September, Remarkable has

recruited five new employees who have joined Wargrave House School and Ascent Autism College as teaching support assistants and teaching support assistant apprentices.

CEO of Remarkable Autism Charity, Robin Bush, said: “We are delighted to reach this fantastic milestone at Remarkable as we continue to grow.

“Over the last year, Remarkable and its provisions have gone from strength to strength, with both the charity and our post-16 provision acquiring new sites that offer big spaces, greater flexibility and ultimately increased capacity.”

Robin added: “At Remarkable Autism Charity, we are on a mission to ensure autistic individuals are supported to live

happy and fulfi lled lives in education and beyond. Our staff is on the ground delivering this support every day, and without their continued dedication and passion, our goals would not be possible.”

As part of its goal to become a fi rstchoice employer, the charity has introduced a range of wellbeing initiatives and programmes for staff including wellness events, workshops and employee benefits.

Remarkable recently became an accredited living wage employer to further demonstrate its commitment to providing a fair wage for all. As a living wage employer, Remarkable can ensure that all colleagues receive a salary that supports their wellbeing and their families.

Meet the facilitator with Inspire Learning Teaching School Hub

Inspire Learning Teaching School Hub (TSH) announced the introduction of the National Professional Qualification (NPQ) for Special Educational Needs Coordinators (SENDCO).

To deliver the programme, Inspire Learning TSH is welcoming two facilitators who each bring a wealth of experience and knowledge to the role.

Ant McVerry started his career as a teaching assistant in the largest specialist school in Liverpool, catering to the needs of over 260 students with Educational Health Care Plans (EHCPs), autism diagnosis, and other associated needs.

After working his way up

through middle and senior leadership roles, Ant moved into mainstream secondary education where he founded a dedicated special educational needs unit that was recognised as outstanding.

When asked what ‘inspired’ him to become a facilitator, Ant said: “I wanted to become a facilitator to share my knowledge and experience and enthuse and support the next generation of SENDCOs on their journey.”

According to data, as of January 2024, approximately 1.6 million pupils in England were identified with SEND, an increase of 101,000 from the previous year. These figures include those with EHCPs,

which have grown by 11.4 per cent to 576,000.

As the number of SEND children increases rapidly, one of the pressing challenges facing the SEND landscape is ensuring staff have the tools and knowledge to support pupils.

Ant said: “A reform needs to take place and people need to know what the law says, we need to make our mainstream schools more inclusive and give

the children what they need to succeed”.

He added that he feels working with Inspire was a ‘no-brainer’.

As part of the NPQ for SENCOs, participants will cover leadership styles, being a positive influence within school, how to plan, working with others, the role of SENCO, how to be a SENDCO within a school and the development of the skills needed.

Jane Kennedy, director of Inspire Learning TSH, commented: “Ant joins us with a wealth of experience that uniquely positions him to support the next generation of SENCOs as they embark on the next phase of their careers.”

All Saints MAT hosts Advent service at Liverpool Metropolitan Cathedral

All Saints Multi Academy Trust (ASMAT) recently gathered at the Liverpool Metropolitan Cathedral for a special Advent service, bringing together children, staff, and key stakeholders from across its academies to celebrate the birth of Christ.

The service was full of festivities, including reflective readings, heartfelt prayers, joyful hymns, and a captivating dramatisation of the nativity story.

The Trust Choir, comprised of children from each academy, also came together to perform ‘O Holy Night’ and ‘Star Carol’ to

Rainbow Education MAT celebrates

10-year anniversary with 10 days of

The Rainbow Education Multi-Academy Trust celebrated its 10th anniversary with an incredible 10-day event, filled with joy, reflection, and community spirit. The celebrations brought together pupils, parents, staff, and the wider community to honour Rainbow Education MAT’s journey so far and looks ahead to an exciting future.

The festivities began with a wonderful moment as Year 1 pupils from within the trust, alongside staff, buried a time capsule filled with artwork, letters, and cherished items. The capsule captures a snapshot of school life today, ready to inspire future generations.

Throughout the 10 days, each year group had a unique way of

fun

celebrating. Year 2 dazzled all with a spectacular concert showcasing their musical talents and filling everyone’s hearts with pride. Year 3 pupils and staff embraced new hobbies during Interest Day, sparking creativity and curiosity. Year 4’s athletics tournament highlighted teamwork and determination as pupils showcased their sporting skills.

Year 5 took to the outdoors, enjoying activities that deepened their connection with nature, while Year 6 turned up the energy with a neon disco, lighting up the evening with their glowing outfits and lively dancing.

The grand finale was truly special. Children, staff, and members of Rainbow Education

the congregation.

The Advent Service was led by Monsignor Fr Anthony O’Brien and welcomed involvement from Reverend Canon Stuart Haynes, demonstrating unity and a shared vision of faith.

ASMAT is sponsored by the Diocese of Liverpool and Archdiocese of Liverpool. It is guided by the ecumenical vision of Bishop David Sheppard and Archbishop Derek Worlock, as they considered communities to be ‘stronger and better together’.

Children and staff from the trust’s five primary schools, four secondary schools and two sixth forms were all in attendance, filling the cathedral’s pews. Trinity St Peter’s C of E Primary School, which will officially become part of the trust in February 2025, was also part of the service.

Miss Heather Duggan, CEO of All Saints Multi Academy Trust, said: “The Advent Service was a truly special moment for our Trust, bringing together children, staff, and esteemed stakeholders to reflect on the meaning of Christmas, reminding us of the hope, love, and light that the birth of Jesus brings to the world.

“The performances and readings from our academies were deeply moving, reminding us of the importance of coming together at this time of year. This service captured the essence of what Christmas is truly about – love, compassion, and togetherness – and I couldn’t be prouder of everyone who contributed to making it such a memorable occasion.”

MAT’s wider community came together at the Liverpool Cathedral for a worship and thanksgiving service. This gathering celebrated shared values, unity, and the incredible achievements of the trust over the past decade.

The celebrations were a

heartwarming reminder of the vibrant and supportive community that makes the Rainbow Education MultiAcademy Trust so special.

The trust looks forward to the next 10 years of ‘learning, growing, and flourishing together’.

St Margaret’s students demonstrate ‘compassion’ through charity initiatives

St Margaret’s Church of England Academy students are continuing their mission to support local charities through the school’s ‘Agents of Change’ programme

Living out the school’s Christian distinctiveness and the value of ‘compassion’, St Margaret’s is making a positive impact in the community by engaging students in meaningful charitable activities.

During the autumn term, students from each of the school’s six houses, Crossley, Langton, Preston, Royden, Sheepshanks, and Walton, collected essential items for the South Liverpool Foodbank in Garston.

Student volunteers from the sixth form supported the initiative by gathering donations from each form during registration, resulting in a substantial contribution to the foodbank - which was greatly received by the charity.

St Margaret’s once again supported The Stable Project, a charity that has become a key focus of the school’s festive giving, in the lead-up to Christmas. Following this, the academy supported a new initiative, ‘PJs for Alder Hey’, which ran after Christmas and into the New Year. This campaign aimed to provide comfort to young patients at Alder Hey Children’s Hospital, reflecting the academy’s ongoing commitment to supporting both established and new charitable causes.

Headteacher of St Margaret’s Church of England Academy, Mr Adam Robinson, highlighted the significance of these activities and said: “The generosity of our students and their families is truly inspiring. Their efforts not only support those in need but also reinforce the values that underpin life at St Margaret’s. We are incredibly proud of the compassion and commitment they continue to demonstrate.”

Sixth form student, Erik Solovjov, added: “It is important that we give back to the community as a school. It’s amazing to see how much we can achieve when everyone works together. Knowing that our donations are helping people in need makes us all feel really proud.”

LSSP supports over 20,000 young people across Liverpool to access physical activity

Liverpool School Sports Partnership (LSSP) published its impact report for the 2023/24 academic year, demonstrating the significant impact and value of LSSP’s work on the lives of young people.

Across the year, LSSP delivered 227 competitions and events with over 16,000 young people participating. Of the 16,000 young people, 8,127 were boys, 7,891 were girls, and 2,117 of those children had special educational needs and disabilities (SEND).

The report was filled with praise from schools on how the competitions and events have supported students.

In addition to the competitions and events, LSSP delivers a range of targeted programmes that take a holistic approach to improving physical activity participation and enjoyment in young people.

Across LSSP’s programmes, 114 schools participated, resulting in 2,841 children being trained. LSSP PE specialists delivered 8,483 hours of PE lessons and 3,393 hours of extracurricular activities.

97 per cent of schools were ‘happy’ with the content and delivery of the programmes. Over 65 per cent of schools

engaging in the programmes, and 78 per cent of schools participating in competitions and events saw wider benefits.

The report highlighted impressive figures in relation to LSSP’s POWER programme and its impact on participants. The programme, developed in partnership with North West Cancer Research, aimed to help primary school pupils and their families gain a deeper understanding of physical activity.

Participating schools received one whole-school assembly, introducing the concept of POWER and the importance of having a healthy body. The programme was supported by Alder Hey NHS Trust who agreed to commission LSSP and North West Cancer Research £96,000 to deliver the programme to an additional 40 primary schools.

Partnerships manager at LSSP, Adella Dando, reflected on the past academic year and shared the organisation’s goals for the coming year, saying: “We firmly believe in the power of physical activity on physical health and mental wellbeing.

“We develop targeted programmes that not only ignite enjoyment in exercise but enable young people to develop lifelong transferrable skills.”

The Academy of St Francis of Assisi commemorates its patron saint

The Academy of St Francis of Assisi celebrated the feast day of its patron saint, St Francis of Assisi, with a whole-school event dedicated to the theme of kindness to animals.

St Francis of Assisi is the patron saint of animals, and the day highlighted the values of stewardship, kindness, and respect for all of God’s creation, which he championed throughout his life.

The morning began with a special pupil-led collective worship in assembly. Students shared reflections on St Francis’ life, emphasising his deep love for animals and the environment, and it inspired students to follow in his footsteps. A highlight was watching the annual blessing of the animals at New York’s Cathedral, connecting the students with global celebrations of this beloved saint.

One of the most exciting parts of the day was a visit from a local animal display company. Year 7 students, as well as staff, had the unique opportunity to interact with an array of animals including snakes, lizards, meerkats, and birds of prey. For many, it was a chance to learn about these fascinating creatures, while others even conquered their fears of snakes or lizards.

The day also included a raffle in support of the RSPCA. The raffle’s top prize, a giant sloth teddy named Sid by students, helped raise over £100 for the charity.

Headteacher of the academy, Ms Jo Leech, commented: “St Francis’ Feast Day is always a special occasion for us, but this year’s focus on animal kindness really captured the essence of our patron saint’s values.

“The hands-on experience with the animals was not only educational but also brought to life St Francis’ teachings about respect and care for all living creatures.

“I’m incredibly proud of our students for embracing the spirit of the day and for their efforts in raising money for the RSPCA. This celebration reminds us all of the importance of being stewards of God’s creation.”

King’s Leadership Academy Liverpool celebrates national top 30 ranking for Progress 8 improvement

King’s Leadership Academy Liverpool is celebrating a significant milestone, having been ranked as the 26th most improved school in the country for Progress 8. This recognition highlights the school’s commitment to excellence and its unwavering focus on ensuring every student reaches their full potential.

Progress 8 is a government measure that tracks the progress students make from the end of primary school to the end of secondary school across eight key subjects. This achievement underscores the exceptional progress made by students at King’s Leadership Academy Liverpool, driven by the dedication of its staff and the ambitious ethos ingrained throughout the academy.

Principal Scott Cordon commented: “We are incredibly proud of this accomplishment. Being ranked among the topmost improved schools nationally is a testament to the relentless efforts of everyone involved with our academy.

“Our focus on high aspirations and excellence in education has driven us to this point, and we are excited about the future prospects for our students and school community.”

In recent years, King’s Leadership Academy Liverpool has introduced a series of transformative initiatives, including personalised learning programs, a strong emphasis on character education, and targeted support for students. These efforts have not only led to improved academic outcomes but have

also fostered the development of confident, resilient, and ambitious young individuals.

As a proud member of the Great Schools Trust, the academy’s ethos of excellence is grounded in the belief that every child can succeed with the right opportunities and support. This recognition highlights Liverpool as a key hub for educational innovation and student success.

CEO of Great Schools Trust, Shane Ierston, said: “At Great Schools Trust, our progress in 2024 exemplifies our belief in the power of possibility.

“Transformation happens when purpose meets passion and this year, we’ve seen our schools redefine potential for our young leaders. Together, we’re creating a brighter future.”

EDUCATE16+

Education, training and employment

Archbishop Blanch opens its state of the art, purpose built sixth form area

Edge Hill launches two innovative PGCE programmes focused on SENDI and mental health in education

Ofsted outstanding provider, Edge Hill University, has announced the launch of two groundbreaking postgraduate teacher training programmes: PGCE Primary Special Educational Needs, Disabilities and Inclusion (SENDI) Specialist with QTS and PGCE Primary Mental Health and Wellbeing Specialist with QTS.

These new courses are designed for aspiring teachers who want to become a specialist SENDI lead or a mental health and wellbeing specialist in primary education settings.

With the rise in children and young people requiring more effective tailored support for their special educational needs, as well as their mental health, there is an increasing need for teachers with expertise in these fields.

Edge Hill University’s new PGCE programmes aim to address this gap by training teachers who can make a meaningful difference in the lives of young learners.

Sixth form students at Archbishop Blanch were welcomed back last term to their renovated, state-of-the-art, purpose built sixth form study area.

The area has three dedicated workspaces for studying independently, collaboratively and in a more relaxed bistro area. The students have access to technology throughout the day and have their own dedicated café which is open from 8am–3pm every day.

This gives the students a more campus like feel, in the comfort and security of the outstanding Ofsted-rated school.

One student said: “The new study area is one of the reasons I came to the school. I saw pictures online and this led me to attend the open day.

“The best thing about it is that I feel I have choice. Three different areas allow me to prioritise my work in different ways.

“I can do group work, independent study or work in a more relaxed space if I feel the need. The food is great too!”

Another student remarked: “I think the new area brings a fresh atmosphere to our sixth form. It feels more like how I’d imagine a university study area to be. The coffee house vibe really works for me. I enjoy working in the bistro.”

Sian Miles, head of department of primary and childhood education at Edge Hill, said: “These new PGCEs will provide our trainees with up-to-date knowledge and experience to become resilient and ethical teachers across the primary age phase.

“Our graduates will be subject experts who are committed to working creatively to transform life chances.”

Both new PGCE programmes blend classroom theory with a significant amount of time undertaking professional practice placements.

On the primary SENDI programme, students will explore strategies for supporting learners with a wide range of special educational needs and disabilities. Modules include inclusive teaching methods

and adaptive curriculum planning.

On Edge Hill’s primary mental health and wellbeing programme, students will gain knowledge in early intervention strategies and the integration of mental health support into everyday classroom practices.

Professor Andy Smith, professor of sport, education and mental health, said: “We are working with other organisations on plans to improve mental health and prevent suicide.

“These include providing trainee teachers with training in mental health and suicide awareness; providing partner schools and colleges with resources on how to support children and young people; and offering professional development opportunities for trainees and qualified teachers.”

Find out more: edgehill.ac.uk/pgce

A vision for success

Photo: Anna Lu-Hogson

Interview with: Simon Lett, principal of Winstanley College

Simon Lett was appointed the new principal of Winstanley College in September 2024. The sixth form college has over 2,200 students and over 225 members of staff. However, his journey into teaching was, as he describes it, a ‘bit of an accident’.

He reflects: “I completed my degree in media and communication with the intention of working in the media industry, but one of my lecturers suggested I apply for part-time teaching roles. I thought, ‘Why not?’ and applied to a local college. Within a few days, I had a job teaching BTEC Media.”

At the time, Simon was unqualified, but he found teaching so enjoyable that he decided to pursue it further. “It just seemed to fall into place. I’ve been in teaching ever since,” he says, almost as if it was fate guiding him towards this career.

His career quickly advanced as he moved through the ranks, becoming programme manager for media at Sutton Coldfield College from 1993 to 1998, the same institution where he had completed his own O-level resits and A-levels. Simon continued to build his career, taking on roles at Filton College in Bristol and Blackpool and the Fylde College.

In 2004, Simon moved into the sixth form college sector, where he became one of the founding members of Longley Park Sixth Form College in Sheffield, serving as one of five directors of teaching and learning. From there, Simon’s leadership roles expanded, with positions at Notre Dame Catholic Sixth Form College in Leeds and Greenhead College in Huddersfield.

He adds: “In September, I became principal of Winstanley College, and it’s been a fantastic experience so far.”

It’s about creating an environment where students feel supported, where they can grow as individuals and develop into global citizens.

For Simon, teaching is more than just a job; it’s a way of giving back to the system that gave him a second chance.

Coming from a traditional working-class family in Birmingham, Simon struggled with school. “I was a very low achiever at school,” he explains. “I left with just two O-levels, one in art and one in English language. The whole environment of school just didn’t work for me. It wasn’t a place where I felt at home, and I didn’t thrive there.”

Simon’s turning point came when he saw the results of his O-levels. “I had failed most of my subjects, with only two O-levels to show for it,” he recalls. “That’s when I realised I needed to do something about it, and I pleaded with my parents for a second chance.”

He went on to resit his O-levels at college, and it was there that everything changed for him.

He continues: “There was something about the college environment that just seemed to work for me. Everything clicked, and it all fell into place. There was no uniform, and it wasn’t about calling teachers ‘Sir’ or ‘Miss.’ The teachers took a real interest in what I was doing, and I was able to study subjects I was genuinely interested in. I received feedback that was tailored to me personally, and I thrived in that environment.”

Simon’s experience in college had a profound impact on him,

and it shaped the way he has always approached education.

He adds: “That experience definitely left a mark on me. Going forward, I’ve always wanted to provide the same kind of environment for the students I’ve taught. For many students, college is their second chance, and it’s the place where they will thrive the most.”

His vision for Winstanley College is ambitious and clear. “I want Winstanley to continue to be one of the best sixth-form colleges in the country,” Simon says. “It’s about creating a place where every student can thrive –whether that’s academically, socially, or personally. I want students, parents, employers, and the wider community to see Winstanley as a college that inspires and nurtures young people.

“It’s not just about academic success. It’s about creating an environment where students feel supported, where they can grow as individuals and develop into global citizens.”

Simon is particularly proud of the college’s community spirit.

“The campus has fantastic facilities, but it’s the culture that sets us apart. It’s about making sure every student is celebrated for their achievements, no matter how big or small. We’re proud of our results, but we’re equally proud of the support we provide to students and the personal growth they experience here.

Interview with: Simon Lett, principal of Winstanley College

“It’s all about creating an environment where students feel supported in all aspects of their life, and that includes academic, emotional, and social support.”

Simon’s leadership style, rooted in empathy and communication, reflects his belief in the importance of understanding the people around him. “I’m a good listener, and I believe in understanding people’s needs. When staff and students feel understood, that’s when they thrive. I think leadership is about being approachable and compassionate,” he says. “I want staff to feel they’re supported, and I want students to know that I’m here for them. Kindness and patience go a long way, especially in education.”

His focus on empathy comes from his own experiences and, for Simon, creating a culture which continues to uphold the college’s values of ‘excellence’, ‘support’ and ‘inspiration’ is key to its success.

He reveals: “I’ve been in situations where I didn’t feel supported, so I know how important it is to make sure everyone feels valued.

“It’s not just about teaching content; it’s about supporting students in becoming the best versions of themselves. Every interaction – whether it’s with a teacher, support staff, or even a peer – has the potential to inspire,” he says. “It’s about showing students that they matter and that their dreams are achievable.”

Looking at the wider educational landscape for sixth form colleges, one of the biggest challenges, according to Simon, is funding. “There is a huge disparity in funding between schools, academies, and sixth form

colleges,” he points out. “It’s a critical issue that we need to address. Sixth form colleges have been underfunded for years, and this affects everything from resources to staffing. We need to advocate for fair funding for all educational institutions.”

For Simon, it’s about offering students the best opportunity for success, regardless of the path they choose. To ensure they are well-prepared for life beyond college, he places significant importance on careers advice, work experience, and employerled encounters.

Every interaction – whether it’s with a teacher, support staff, or even a peer – has the potential to inspire.

He says: “Students need realworld exposure to industries and careers. It’s about making sure they’re equipped with the skills and knowledge they need to succeed after they leave Winstanley.”

This approach includes work experience opportunities and partnerships with local businesses, offering students a chance to apply their learning in real-world settings.

In addition to funding concerns, Simon highlights the ongoing impact of the COVID-19 pandemic on students’ mental health.

He says: “The pandemic has left lasting effects on mental health, and we need to make sure we’re supporting students in a holistic way. Mental health is just as important as academic achievement, and we need to embed support for well-being throughout the student experience.”

One of Simon’s primary goals is to create a flexible curriculum that meets the diverse needs of all students.

He shares: “It’s essential that we offer both academic and vocational qualifications, and that students can mix and match to suit their personal strengths. This flexibility is crucial in preparing students for a wide range of careers and post-college opportunities.”

Winstanley College was recently crowned Most Inspirational Sixth Form and College at the Educate Awards 2024.

He comments: “It’s amazing, especially because the title of the award ties directly to one of our key values – inspiration. However, I think this award belongs to the staff, not me. I’ve only been here for three months, so I didn’t play a direct role in us winning this honour. The award reflects the hard work and dedication of all the staff and students here.

“Looking ahead, the focus is on preserving what we currently have, as clearly we are doing something right. Our results are strong, and we’ve won this award, which shows that we’re on the right track. But it’s about building on that success. It’s crucial to remember that you can never reach an ‘optimum’ standard in terms of quality. To remain inspirational, we must continue to evolve and improve.”

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St Julie’s opens new sixth form centre

After an extensive remodelling programme, the new sixth form centre at St Julie’s Catholic High School in Woolton formally opened with a blessing from Father Tim Buckley, and was attended by an audience of special guests – including two former headteachers of St Julie’s.

The centre has been transformed with the installation of interactive screens, study pods and a smart new bistro among the facilities that students are benefitting from. Staff said it was a real pleasure to be able to invite Mr Alderman, Sister Mary SND and Sister Pat SND to join staff, students and governors for the ceremony.

The redevelopment of the area was a priority for headteacher, Kate McCourt, who is very pleased with the final result.

Kate said: “Since the move to our new building in 2017, students have enjoyed

outstanding facilities in a beautiful environment, but listening to our students told us that there was a great opportunity to improve facilities for learners participating in self-directed and student-led study during their non-contact study time.”

“Working with our students and the design team from Cunliffes has led the creation of learning and recreational spaces that we feel are second to none.”

Students were very much in agreement on the day of the reveal, praising the arrangements that felt ‘more mature’ and encouraged them to be ‘more productive’ with their time. Most satisfying for the students, however, was the feeling of having been consulted and listened to, declaring: “It’s everything we wanted!”

Applications for St Julie’s Sixth Form are now open, and more details can be found on the school website.

Exciting new courses for 2025/26 in the faculty of creative arts and humanities at Liverpool Hope University

Executive dean of the faculty of creative arts and humanities at Liverpool Hope University, Professor Stephen Davismoon, is delighted to introduce eight exciting new undergraduate degree courses into Hope’s existing suite of faculty offerings for 2025/26 entry.

These undergraduate degree courses include:

Acting (Major)

Journalism (Single Honours)

Creative industries business management (Major)

Digital creativity (Major)

Global philosophies & worldviews (Major)

Global philosophies and worldviews and philosophy & ethics (Single Honours)

The new offerings in global philosophies and worldviews builds upon the very long tradition that Liverpool Hope University has delivered teaching in the areas of philosophy, ethics and religious studies. The university is very excited by the innovative approach that these offerings will bring to new students.

The offering in acting builds upon Hope’s very long tradition in performing arts and the many professional partnerships that the university established that will support this programme through rich employability opportunities for its students.

Hope’s introduction to programmes in journalism and creative industries business management directly map onto its professionalised and employability objectives for students.

There are very few universities that offer business training for artists other than the new programme now being offered at Liverpool Hope University. The university said there are also very few programmes in journalism that are on offer in the North West and that it is delighted to be able to competitively place Liverpool Hope University amongst the limited choices available.

Liverpool Hope University’s new and existing courses can be viewed by visiting its faculty website at: www.hope.ac.uk/ studyathope/faculties/facultyofcreativeartsandhumanities

For further information about Hope’s new and existing courses, please contact the university’s enquiry team by telephone: 0151 291 3111 or email: courses@hope.ac.uk

North Liverpool Academy: Empowering students for success at prestigious universities

North Liverpool Academy (NLA), part of the Northern Schools Trust, has firmly established itself as a leading institution that prepares students for success at the UK’s most prestigious universities.

As recognised by Aspire Liverpool, NLA ranked second in the city for the highest number of students progressing to Oxford and Cambridge in 2024. This remarkable achievement highlights the academy’s unwavering commitment to academic excellence and the success of its bespoke Oxbridge Programme, which provides expert mentoring and tailored support to students.

The Oxbridge Programme at NLA prepares students for Oxford and Cambridge’s academic rigour and

competitive admissions processes. This specialised programme, guided by experienced mentors, equips students with the skills and knowledge needed to excel in their applications.

Further evidence of the academy’s success is its impressive standing in 2024, with NLA sending the second-highest number of students from Liverpool to these esteemed institutions. Alongside Oxbridge placements, the academy proudly sends students to renowned institutions worldwide, including Atlantic College.

North Liverpool Academy’s commitment to academic excellence spans from its rigorous curriculum taught by subject specialists to comprehensive enrichment

activities. These activities complement their students’ studies by including leadership development, trips, sports, and the arts. These opportunities enable students to develop holistically, preparing them for academic and personal success.

With limited places available, NLA offer an exceptional environment where a dedicated team of educators and mentors supports each student. The academy’s personalised approach ensures that every student is equipped to achieve their full potential, gain entry to top-tier universities, and make a meaningful impact in their chosen fields.

Visit northliverpoolacademy.co.uk for further information.

Ascent College shortlisted for Liverpool City Region Culture and Creativity Award

Ascent Autism Specialist College, Newton-le-Willows, has been shortlisted at the Liverpool City Region (LCR) Culture and Creativity Awards.

The LCR Culture and Creativity Awards recognise and celebrate the incredible contribution that culture and creativity make to the city region.

Ascent College has been shortlisted for the ‘Preparing for Work’ award, which celebrates the impact culture and creativity have on developing life-long skills that prepare young people for the world of work.

The winner must demonstrate excellence in using culture and creativity to prepare young people for the rapidly evolving change, challenges, and opportunities in the future.

As part of its entry, the college highlighted its unwavering commitment to preparing autistic young adults for future careers.

The entry outlined the college’s focus on developing a spirit of enterprise in combination with collaborative partnerships with organisations like The Royal Horticulture Society, Vinci Construction, and more.

Julliet Doherty, head of adult services at Ascent College, said: “Ascent College is a vanguard in preparing autistic young adults for future careers.

“We place a strong emphasis on providing students with comprehensive career-related learning experiences that go beyond traditional vocational training, challenge misconceptions and push the boundaries of what is possible.”

As part of its mission to foster a sense of entrepreneurship among students, the college launched an initiative where each class would receive £100 at the beginning of the academic year to research and develop a sustainable project.

The school in Liverpool preparing future doctors, dentists and vets

For the students from Liverpool Life Sciences UTC, part of the Northern Schools Trust, there is no limit to their ambition. The determined nature of the UTC students, combined with the numerous academic opportunities the school has offered throughout the year, has proven to be a winning formula.

Life Sciences UTC students created the Baltic Research Institute – the first research institute in the world to be based in a school and run by students –with their work gaining recognition from prominent organisations such as Bionow, Ford Philanthropy and AstraZeneca.

Several industry trips have also occurred, seeing students return to the BioIndustry Association, Alfred H Knight Headquarters, Whiston Hospital NHS Careers Fair, Pharmaron Biologics, and the Bionow Conference. Students also participated in research activities for World Cancer Research Day at the University of Liverpool and gained work experience at Whiston Hospital and AstraZeneca.

Beyond their excursions, experts have visited Life Sciences UTC to share their knowledge with eager children. An

The project enables students to feel empowered and develop skills including problem-solving, project management, and money management.

Ascent College is part of the Remarkable Autism Charity, which supports autistic individuals aged five to 25 through its core provisions.

CEO of Remarkable Autism, Robin Bush, said: “The college, under Julliet Doherty’s leadership, has taken huge

anaesthetist held a lecture at the school for Year 12 and 13 psychology students and students in the MeDeVet Programme, which focuses on work experience across medical, dentist and veterinary careers.

Meanwhile, Year 12 MeDeVet and life science pathway students began their vaccine challenge.

Year 12 MeDeVet pathway student, ZuSo, was asked why she decided to join the BRI programme.

ZuSo said: “It’s a good experience for future work and research publishing.”

Ava in Year 12, who is studying English, history and psychology, responded: “I’ve joined because I was encouraged by my teacher, Enda, who wanted to take skills from across the different specialities across the school.

“The benefits I see are widening my understanding of science and helping others understand things they aren’t specifically interested in.”

For a chance to also gain a broader understanding of various aspects of the changing world through opportunities such as those mentioned above, find out more about open events and taster sessions here: lifesciencesutc.openevening.info

strides in establishing an extensive network of partners to provide students with real-world experience.”

In November, the college announced it had been shortlisted for six prestigious awards, both regionally and nationally.

The LCR Culture and Creativity Awards are scheduled to take place on Thursday, 5 March 2025 at the Floral Pavilion Theatre in New Brighton.

Shaping tomorrow’s innovators

The Studio School, Liverpool, has once again proven to be a place in which students can grow into every version of their potential selves. The many work experience and research activities they’ve been involved in have served to provide students with opportunities to try on various industry roles for size.

With three days work experience for one Year 13 student, Mollie, at Agent Marketing, and a placement for Studio student, Michael, at Nexatrak, they’ve both made incredible contributions to the projects they worked in respectively. These include the ‘All You Read is Love’ campaign, and valuable contributions to the Nexatrak website and software.

Mollie, reflecting on her time at Agent Marketing, said: “I learned how to follow a prompt and create something in a different style to what was requested of me.”

On Michael’s third day at Nexatrak he was awarded a gift voucher in recognition for doing a ‘stellar job’, as said by Sujita, the operations director at Nexatrak, praising The Studio for sending such a top student for work experience.

James Philips, T-level digital production, design and development lead, added: “At The Studio, we empower students to go beyond using technology – they learn to innovate with it.

“Our curriculum and enrichment activities are carefully designed to cultivate creativity and technical expertise.”

The Studio’s T-level digital production, design and development students were recently set a challenge to programme a drone using python to fly a set path. Staff said they performed it remarkably.

James said: “Our mission is to shape future leaders; your future career in tech, AI (artificial intelligence), and cybersecurity starts with us.”

Students and teachers at The Studio know that the future is tech, AI, cybersecurity, and they don’t shy away from this ever-changing and innovative world; they welcome it. Those interested can attend one of The Studio’s open evenings: thestudio.openevening.info

CareersExplored: SPACE

Do you dream of exploring new worlds, building rockets or solving challenges that go beyond the Earth’s atmosphere?

The space industry isn’t just for astronauts – it’s full of exciting careers for anyone who loves science, technology, and the mysteries of the universe.

Currently, the UK is leading the way with incredible projects that design spacecraft, build satellites and explore the mysteries of the space environment.

In this feature, Educate takes a look at three very different careers, each offering exciting opportunities and different pathways to get there.

Aerospace engineer

Aerospace engineers design, develop, and test vehicles that operate in the air and space.

They work on everything from aeroplanes and satellites to rockets and space stations, from designing spacecraft components, such as propulsion systems, wings, and thermal shields, to testing materials and systems to ensure they can survive the harsh conditions of space.

The role of an aerospace engineer is vital in making space exploration and advanced technology possible.

The role of an aerospace engineer is vital in making space exploration and advanced technology possible. Without them, we wouldn’t have the rockets that carry astronauts into space, the satellites that connect our world, or the cutting-edge spacecrafts that explore other planets. It’s a career that requires a passion for problem-solving, creativity, and attention to detail.

For graduate or entry-level roles, you can expect to achieve an annual salary of around £25,000, depending on the location.

To become an aerospace engineer, you’ll need a strong foundation in maths and physics. Most start with a degree in aerospace engineering or mechanical engineering.

The University of Central Lancashire (UCLAN) offer a three-year BEng (Hons) aerospace engineering degree. The course sees students apply everything they have learned to the analysis and design of flying vehicles.

Dr Kirijen Vengadasalam, senior lecturer in aerospace engineering at UCLAN, said: “At the University of Central Lancashire, we offer an outstanding pathway for aspiring aerospace engineers that’s ranked second in the UK for Learning Opportunities (NSS, 2024). We blend cutting-edge innovation with industry-focused learning, giving our students the knowledge and skills to tackle real-world challenges in a thriving global industry.

“Students will get access to state-ofthe-art facilities, including advanced engineering laboratories and simulation suites. Our courses involve hands-on, project-based learning, ensuring that our students leave university with the practical experience that the industry expects. Our strong industry connections provide opportunities for students to gain a placement with leading aerospace companies like Airbus and Rolls-Royce. What’s more, we offer foundation entry programmes for those who don’t meet the entry requirements or who are returning to study after a break.”

He adds: “For those with ambitions to combine engineering with aviation, our MEng/BEng aerospace engineering with pilot studies courses provide a unique dual focus, offering the chance to work towards a pilot’s license alongside rigorous engineering training.

“We’re officially the most affordable university in the UK (The Times UK League Table, 2023), and we focus on employability, innovative teaching, and a dedication to shaping the future of aerospace engineering. We’re ideal for students ready to launch their careers in this exciting and dynamic field.”

Alternatively, if university isn’t the pathway for you, there are a range of apprenticeships available. Morson

Projects offer apprenticeships through its early careers development programme.

The programme provides apprentices with a first-class, hands-on learning experience that bridges the gap between education and practical industry application. Its engineering apprenticeship programme is created for engineers by engineers.

Gareth Beck, divisional director for maritime, aerospace and defence, at Morson Projects, said: “What we tend to do with our early careers development programme colleagues is expose them to as many different aspects of the sector as possible to see what most inspires and excites them.

“That might be software, design, or analysis, for example, or perhaps they might enjoy having a broader understanding of a project and gravitate towards project management. The key for us is to enable engineers at the beginning of their career to work on live projects with more experienced colleagues so that they can develop skills and knowledge in an area that they enjoy most.”

Speaking about the types of careers in the aerospace sector, Gareth adds: “There are a huge variety of roles in the sector at the moment, driven by the defence industry. Opportunities include everything from structural analysis and software development to writing technical manuals.

“There is also a real drive to make aviation more sustainable, which means that there are lots of roles focused on developing new technology for greener fuels too.”

Morson Projects’ early careers development programme is also open to university graduates.

Choosing a career

Earth observation scientists

Earth observation scientists play a crucial role in studying and understanding our planet by using data gathered from space.

To become an earth observation scientist, you’ll need a strong foundation in science and technology, and naturally a keen interest in data analysis.

Scientists work primarily with data collected from satellites orbiting the Earth. These satellites are equipped with specialised sensors and instruments that can capture images, detect temperature changes, measure atmospheric conditions, and even track pollution levels.

Dr Andy Smith, a solar physicist at Northumbria University, explains why the study of space weather is of such great importance.

He reveals: “Like normal weather, space weather is mostly gentle and something we and society as a whole are used to. However, on rare occasions it can become extremely ‘stormy’, when this happens it can have impacts on day-to-day life. For example, it can give air passengers a large dose of radiation, disrupt radio communications, potentially damage satellites and cause problems with the power grids.

“It’s the kind of thing we need to be able to predict so people can prepare and take action, things like rerouting

flights away from the poles and putting satellites in ‘safe’ mode. The problem is that it is a really complex system: to accurately predict these impacts we need to understand it better!”

To become an earth observation scientist, you’ll need a strong foundation in science and technology, and naturally a keen interest in data analysis. Most scientists will have degrees in fields such as physics, environmental science or geography.

Dr Smith continued: “Space weather is a growing community at the moment. In the past, we’ve been much less exposed to the threat, but now with more satellites going up and more reliance on communications (and electrical power!), it’s more important than ever before. Most people involved in the field have a background in physics, but increasingly we’re working with people with backgrounds in weather forecasting and computer science.

“We can learn lessons from normal weather forecasting and we need computing expertise to effectively utilise cutting-edge models.”

At Northumbria University, you can study BSc (Hons) Physics with astrophysics. The university is the world leader in the field of solar and space physics, and recently announced the new North East Space Skills and Technology (NESST) centre – an innovative space research centre set to transform the UK space industry.

Starting salaries for graduate roles in this particular sector are around £25,000 per year, depending on the location.

Space tourism

Space tourism is an exciting new industry that aims to make space travel accessible to the public. This emerging field is not just about rockets and engineering – it is also about creating unforgettable, oncein-a-lifetime experiences for paying customers who dream of seeing the Earth from space.

Companies like Virgin Galactic and Blue Origin are already taking passengers to the edge of space, and as this industry grows, the focus will increasingly turn to customer experience.

From planning and organising luxury space travel itineraries to ensuring passenger comfort and safety, professionals in customer service and hospitality will play a critical role in making space tourism successful.

This emerging field is not just about rockets and engineering – it is also about creating unforgettable, once-ina-lifetime experiences.

Whilst space tourism is still in its early stages, it is growing rapidly, and those with skills in customer service, event planning, and travel management will be at the forefront of this exciting new industry.

Many sixth forms and colleges, including All Saints Sixth Form College, Garston, and North Liverpool Academy, Everton, offer BTEC travel and tourism courses which can

provide an excellent foundation for careers in this sector.

Traditional roles such as travel agents, air cabin crew, and airport ground staff are evolving alongside the space tourism industry, creating new opportunities for those trained in these fields.

The skills developed in these courses, such as customer service, organisation, and problem-solving, are highly transferable and could pave the way for roles in this emerging sector. For instance, space agents will play a key role in coordinating bespoke itineraries, which might include luxury accommodations, pre-flight training, and exclusive post-flight celebrations.

Similarly, future space cabin crew will not only need to ensure passenger comfort and safety, while spaceport ground staff will assist with pre-launch preparations, guiding customers through check-ins, safety briefings, and state-of-the-art launch facilities.

Salaries in this field will range anywhere from £24,000 per year, depending on the location.

So, whether you’re passionate about engineering, space weather, or customer service, the space industry offers a chance to be part of something extraordinary. For those ready to dream big and work hard, the sky is no longer the limit – it is just the beginning!

Find out more...

University of Central Lancashire - BEng (Hons)

Aerospace engineering

UCAS Code: A798

UCAS points: 104 points, including a grade C in A-level maths and physics or STEM subjects, or recognised equivalents.

www.uclan.ac.uk/undergraduate/courses/aerospace-engineering-beng

Morson Projects

Head to morson-projects.co.uk/early-careers/ to learn about the early careers development programme.

Northumbria University - BSc (Hons) Physics with astrophysics

UCAS Code: F3F5

UCAS points: 112 points, including a grade B in A-level maths and physics, or recognised equivalents.

www.northumbria.ac.uk/study-at-northumbria/courses/physics-withastrophysics-bsc-ft-uusphi3asy/

BTEC travel and tourism

All Saints Sixth Form College: allsaintssixthformcollege.org.uk/

North Liverpool Academy: northliverpoolacademy.co.uk/

SMALL WINS FOR BIG CHANGES

The start of a new year is a chance to make changes, but let’s be honest sticking to grand resolutions often feels overwhelming. That’s where the magic of small wins comes in.

FOR PARENTS: FOR STUDENTS: FOR TEACHERS:

Spend five minutes with your child asking about their day, truly listening without distractions.

Make conversations about mental health and wellbeing part of everyday life — ask about their day, how they’re feeling, and what’s on their mind. This small change shows your child you’re interested in them, reassures them they’re not alone, and helps them practice thinking and talking about their feelings, giving them the tools to understand themselves and their needs.

Unplug for 30 minutes a day to boost focus and productivity.

To beat procrastination, try turning off your phone and other distractions for just a short amount of time. Unplugging for just 30 minutes can make a big impact. It’s a realistic and manageable way to reduce distractions, helping you focus better during study sessions. This short time of concentration can improve productivity and mental clarity, especially when balanced with regular breaks.

Prioritise your own wellbeing by spending 30 minutes a day doing whatever makes you happy.

As a teacher, taking just 30 minutes a day to do something that makes you happy — whether it’s reading, cooking, exercising, relaxing, or spending time with friends and loved ones, it can have a huge impact on your wellbeing. This small change helps reduce stress, boosts your mood, and gives you the energy needed to tackle the demands of teaching and life.