EDUCATE MAY 2025 by CPMM Media Group

May - August 2025

Understanding incel culture

A response to Netflix’s Adolescence

Where it all began

Celebrating 50 years of sports science in Liverpool

FIT FOR THE FUTURE: How schools are reinventing PE with functional fitness

LEADING WITH PURPOSE Principal, Nabil Jamil on transforming Gateacre School

Latest news, a book launch, and career advice for aspiring paramedics

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Educate Contents

Features

8-10

Interview with Nabil Jamil, principal Gateacre School 14-15

50 years of sport

How Liverpool pioneered the global future of sports science

Interview with Andy Kent, founder, Angel Solutions

Understanding incel culture

A response to Netflix’s Adolescence 40-42

Functional fitness

Rethinking what physical education looks like in schools 50-51

University outreach

On the road with the LJMU outreach team 54-56

Careers explored

Becoming a medical first responder as a paramedic

Welcome to the May edition of Educate!

Netflix’s Adolescence explored incel culture through a tragic story of teenage violence, sparking national debate and, more recently, educational use in UK schools. Highlighting how online misogyny and influencers like Andrew Tate radicalise boys, the show urged early intervention by parents, educators, and society. We take a closer look at these issues in this edition.

While understanding the influence of online ideologies and the power of social media personalities is important, the role of schools and education in shaping young minds is even more vital today in light of online challenges. At Educate, we value the opportunity to catch up with school leaders, as it gives us insight into the challenges schools face and the changes they’re leading. In this issue, we sit down with Nabil Jamil, who has led Gateacre School since taking the helm in 2024, to hear about his vision, leadership approach, and the steps he’s taking to transform the school.

While Nabil is transforming Gateacre School with a strong focus on character development and academic excellence, there’s another area of student development that schools across the UK are focused on — physical wellbeing. One such trend gaining traction in PE departments is functional fitness, with CrossFit at the forefront of this shift. We visited Alsop High School to learn more about how they’re embracing this approach, and spoke to Jimmy McGinn, joint CEO of Liverpool Schools Sports Partnership, to get expert insight on the growing adoption of functional fitness in schools.

At the forefront in sport education, Liverpool John Moores University (LJMU) has been a pioneer in sports science and physical education for over 50 years. In this feature, we look back across the last five decades, exploring the university’s groundbreaking role in shaping the future of sport education. From launching the world’s first sports science degree in 1972 to its ongoing influence in training, performance, and wellbeing, LJMU continues to lead innovation, impacting generations of educators, athletes, and policymakers.

HONGKONG

Maricourt Catholic High School raises almost £3000 in just four weeks for Good Shepherd

Maricourt Catholic High School’s Lenten journey continues to be a huge success.

Students, staff, and the wider community came together to observe Lent and show their support for others, including local charities.

Maricourt is committed to its Catholic mission of caring for those less fortunate than themselves and have spent the school term fundraising for Good Shepherd.

A variety of activities, such as bingo, raffles, Easter egg deliveries and an Easter Bunny Run provided students with the opportunity to have fun and raise funds for the important cause. They even had the chance to soak and pie brave teachers, pouring buckets of water over Mr Friend and Miss Bullen and treating Mr Lange and Mr Brown to cream pies to the face by making further donations to Good Shepherd.

The final funds were added to the collection by Year 7s, who donated to watch the Frozen show one last time. This highly entertaining school performance was also recently enjoyed by families, friends, and local primary pupils.

Overall, Maricourt Catholic High School proudly raised almost £3000 in the short space of just four weeks. This money will support those in the local community who are struggling, enabling them access to vital resources and products.

During Lent, members of staff took part

in prayer every Tuesday morning in the Convent Chapel, which was made fit for use again by students who dedicated their time to cleaning it. A beautiful place of worship, the use of the Chapel and the way it has been thoughtfully restored have brought a new breath of life into the space, much to the delight of parishioners, who attended Mass there back when they were at school.

Young people at the school also planned and led their own prayer and liturgy, allowing them to witness the importance of the Gospel and be reminded of God’s love, spreading this message.

Other fantastic Lenten services included Year 8 students’ display of the journey of the cross, in addition to the contributions of the choir, dancers and musicians, who enhanced the magic of the liturgy.

Maricourt Catholic High School is delighted with the success of its collection for Good Shepherd and looks forward to further fundraising to help those in need and continuing to develop strong relationships with local parishes.

The Maricourt community returned to school with the sad news of Pope Francis’ passing. Students and staff are moved by the fact that he continued to lead as Shepherd up until the final few hours of his life and are reflecting on Pope Francis’ wish to meet his flock and continue calling for peace in war-torn countries.

Upon their return, young people at the

school have been leading special prayers for staff in the Convent Chapel, and the Newman Chapel has been open for private prayer.

A special extended form prayer time was also held to further reflect on the legacy of Pope Francis and his inclusivity, his commitment to supporting the poor and the environment, and to consider how the Catholic community can honour his legacy.

St Cuthbert’s marks the end of Lent term with faith, reflection, and fundraising

As Lent came to a close, students and staff at St Cuthbert’s Catholic High School came together for a week of fundraising, reflection, and community.

This year, the school decided that it would raise money for CAFOD and the British Heart Foundation due to the number of staff

who have been personally affected by heart conditions and lifesaving heart surgeries.

In total, an incredible £1,168.49 was raised for the charities, and this money will support many people around the UK in receiving vital help and resources.

The St Cuthbert’s community fundraised in a variety of creative ways, including events like ‘Beat the Goalie’, a danceathon, a sweet treat sale, and the highly popular ‘Cuthie’s Got Talent’. Everyone had a fantastic time and played a key part in raising money for charity.

The special week served as a meaningful way to live out Lenten promises, and staff and students alike were committed to serving and loving others.

For the final day of term, the school came together for a full day of reflection and activity, which ended with a pilgrimage around the site, aligning with Pope Francis’ Pilgrims of Hope theme for the Year of Jubilee. This allowed everyone to pause, reflect, and connect deeply with the themes of Lent: preparation, sacrifice and renewal.

St Cuthbert’s Catholic High School is very proud of the generosity, faith, and compassion shown by students and staff, who have embodied the true meaning of Lent and helped CAFOD and the British Heart Foundation continue their missions of tackling global poverty and injustice and saving lives.

Live life in all its fullness

John 10:10

As Lent came to a close, students and staff at St Cuthbert's Catholic High School came together for a week of fundraising, reflection, and community.

In total, an incredible £1,168.49 was raised for the charities, and this money will support many people around the UK in receiving vital help and resources. The special week served as a meaningful way to live out Lenten promises, and staff and students alike were committed to serving and loving others.

Three Year 11 students from St Cuthbert's Catholic High School have had incredible success in the recent Rotary Club Youth Speaks competition, securing first place in the St Helens district heats before progressing to the North West District Final, where they were crowned runners-up on 12 March.

Headteacher Mr Holland said: "We are extremely proud of Abbie, Charlie and Olivia. The commitment and courage they demonstrated throughout the competition was incredible. They did themselves, their families and our whole school community proud! All of us at St Cuthbert's are grateful to the Rotary Club for inviting us to participate and look forward to entering teams again in next year's Youth Speaks competition."

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.

Groundbreaking new school book explores Liverpool’s role in Transatlantic Slavery

A new, transformative book offering a rich and powerful exploration of Liverpool’s role in Transatlantic Slavery and its lasting legacy has been published.

Written by local teachers and historians from Liverpool, Katie Amery and Colin McCormick, ‘Transatlantic Slavery: Impact and Legacy – A Case Study of Liverpool’ has been carefully crafted to support both primary and secondary schools in dialogically teaching the complex topic of imperial Britain and the impact of transatlantic slavery with depth, clarity and sensitivity through enquiry-based research.

Spanning from 1650 to the present day, the book aims to educate in a way that unites rather than divides, promoting understanding, social cohesion, and a shared commitment to moving forward together, using Liverpool’s deeply connected history to the slave trade as a case study for students to understand the effects transatlantic slavery had on people across the country.

Featuring case studies and lesson objectives to support teachers’ careful planning and delivery of content, the book includes information on challenging perceptions and preconceptions, how Liverpool earned the title of ‘Metropolis of Slavery’ for 150 years, and how the city (and others) can come to terms with its slaving past.

Co-author, Colin McCormick, said: “After four years in the making, I’m extremely proud that ‘Transatlantic Slavery: Impact and Legacy – A Case Study of Liverpool’ can now be added to the bookshelves of teachers and history enthusiasts throughout the region because, in the words of Sir Geoff Palmer, “we cannot change the past, but can change its consequences through better education”.

“I would like to extend my thanks to all who generously shared their expertise, and gave invaluable support, knowledge and insight which was crucial in the creation of this book.”

Independently published by Liverpoolbased publisher CPMM Media Group, the release of ‘Transatlantic Slavery: Impact and Legacy – A Case Study of Liverpool’ coincides with the Historical Association Annual Conference, a two-day event, which starts on Friday 9 May at the Hilton Liverpool City Centre, where academics from across the region, including Katie Amery and Colin McCormick, will deliver lectures and workshops.

Katie Amery, co-author, added: “The release of our book could not come at a more pertinent time and I am looking forward to sharing the contemporary research Colin and I have combined during our lecture, ‘Teaching about Liverpool and Transatlantic Slavery’, on Friday afternoon at the Historical Association’s Annual Conference.”

within the classroom for students to better understand today’s world and work towards a fairer future.

Gavin Davenport, lecturer in education at Edge Hill University and council member of the Merseyside Civic Society, who was able to review the book ahead of release commented: “This book takes a much-needed, holistic look at a number of challenging themes and addresses them in a way that is both rigorous and accessible.

“The authors are to be commended for producing a rich, interesting and useful book which does a fabulous job of showing the complex and interconnected nature of history and its enduring influence on the present.”

Abdul Mohamud, PHD student at University College London, history teacher and former head of department added: “This is a vital and timely textbook. Drawing on a wide range of recent scholarship, the authors have put together a set of enquiries that are rich in historical detail, clearly structured, and genuinely usable in the classroom.

Understanding that discussions around Britain’s role in slavery can be an uncomfortable topic for teachers, the book shares the stories of those impacted by Transatlantic Slavery to encourage critical thinking, empathy and meaningful dialogue

“What really sets this book apart is its ambition. It pushes beyond the well-trodden ground, encouraging students to explore lesser-known aspects of slavery. As a history teacher, I can see the difference this will make in the classroom. It’s a powerful resource that equips students to think deeply and critically about Britain’s imperial past and its global legacy.”

For orders, email enquiries@cpmmmedia.com

All Saints Multi Academy Trust make key leadership appointments

All Saints Multi Academy Trust has made two new leadership appointments across its family of academies.

Mr Roy Bellmon has been appointed as headteacher of St Michael’s Church of England Academy in Crosby. The secondary school officially joined the trust in April 2025 Roy was previously at St Hilda’s Church of England High School, where he served as deputy headteacher for 16 years. His extensive experience in school leadership is complemented by his earlier roles at North Liverpool Academy and in the private sector, where he worked as a programme manager in IT.

Roy Bellmon commented: “I am delighted to be the newly

appointed headteacher at St Michael’s Church of England Academy. This is an exciting time for the school, and I am passionate about building a strong community where high aspirations and high standards are expected for all. Our Christian vision and values underpin everything that we do, and I am driven by ensuring that every student at St Michael’s can flourish and be their very best.”

The trust also welcomes Mr Paul Ackers, who takes up the role of headteacher at St Teresa of Lisieux Catholic Primary Academy in Norris Green, following his

recent leadership of St Nicholas Catholic Academy in Liverpool city centre.

Before this, he served as executive headteacher at St Mary’s Catholic Academy in Glossop. Paul brings a strong track record of school improvement and community engagement.

Paul Ackers said: “It is a real privilege to have been made headteacher of St Teresa of Lisieux Catholic Primary Academy. I have been made to feel very welcome by all, and the children are a real credit to their families and the school. They speak so positively about it, which is just fantastic – their smiling faces

really do light up the school!

“It has also been lovely to meet a number of parents informally at the beginning and end of each day, and I will hopefully get the opportunity to catch up more over the coming weeks. I am very keen to get to know the fabric of St Teresa’s quickly and to ensure that together, we develop a strong partnership for all.”

CEO of All Saints Multi Academy Trust, Miss Heather Duggan, added: “We are delighted to welcome Roy Bellmon and Paul Ackers to our trust. Their expertise and dedication to delivering exceptional education will be invaluable as we continue to grow and strengthen our family of academies.”

Courses for

Suitable for KS3/S1-3

Mapped to UK computing curriculums

Suitable for non-specialist teachers

Engage with industry volunteers

Deliver in curriculum time or as a club

Monday 7 July 2025

STEAMhouse, Birmingham

Ticket price: £150

• Keynote from renowned literacy expert, Professor Alice Deignan

• Inspiring guest speakers

• Innovative workshops grounded in practical strategies

• Post-event CPD pack

Scan for more information, or visit literacytrust.org.uk/secondary-conference-2025

Interview

with:

Nabil Jamil, principal of Gateacre School

Leading with purpose

When Nabil Jamil was appointed principal of Gateacre School in April 2024, he brought with him a wealth of experience in transforming schools and a powerful personal motivation: to ensure every child, regardless of background, has access to a high-quality education.

With over 1300 students and 200 staff, Gateacre is a school with both a proud history and a bold future – and Nabil is determined to lead it to new heights.

After attending Colne Primet High School and completing A-levels at Nelson and Colne College, Nabil studied at Oxbridge and Durham before launching a career in the corporate sector.

He worked as a chartered accountant with Ernst and Young LLP and later as a fi nancial analyst in the energy sector. But a corporate social responsibility (CSR) day in an inner-city London school revealed something that would change the course of his life.

“The stark reality of untapped potential I witnessed during a CSR day at Ernst and Young LLP profoundly impacted me,” he reﬂects. “Meeting bright, ambitious pupils in inner-city London schools facing significant deprivation, I recognised a

fundamental injustice: talent was abundant, but opportunity was not.

“Their experiences resonated deeply with my own background, fuelling a powerful conviction to dedicate my career to bridging this gap and serving communities where high-quality education can be transformative.”

That calling led him to join the Teach First Leadership Development Programme, where he taught English and rose through the ranks to become the lead practitioner and interim director of learning English. His impact was immediate, and English outcomes soared. He became known for achieving some of the highest progress scores in the country. He later became assistant principal, then vice principal for quality of education, playing a vital role in lifting schools into the top 1 per cent nationally for outcomes.

a clear vision and strategic leadership to unlock it. Throughout my career, I have been drawn to working in areas facing socio-economic challenges, fi rmly believing that a child’s background should never dictate their life chances.

“Having come from a similar background myself, I am deeply committed to levelling the playing field. Furthermore, as a passionate Liverpool FC supporter, the city holds a special place in my heart, and I recognise the strength and resilience of its close-knit community as an asset in school improvement.”

He adds: “My initial visits and conversations with local colleagues confi rmed my belief that more could and should be achieved for the young people of Liverpool academically. Gateacre possesses immense promise, and with the support of Northern Schools Trust, I am confident we can transform lives through academic excellence.”

His arrival at Gateacre came after serving as trust vice principal for Star Academies, where he led rapid transformation projects, including turning an inadequate school into one of the most improved in Lancashire within a year. For Nabil, Gateacre represented both a challenge and an opportunity.

He explains: “My motivation for joining Gateacre was driven by a desire to lead a school with significant potential that needed

Now a year into the headship, he describes the journey as one of “significant, yet necessary, change.”

Nabil shares: “We have focused on codifying our culture to ensure consistency, predictability, and raised aspirations for all pupils amidst evolving national standards and expectations. While change inevitably presents challenges,

We have intentionally defined Gateacre as a ‘warm but strict’ school, embedding mutual respect, high expectations, and strong discipline as cornerstones of our ethos.

Interview with: Nabil Jamil, principal of Gateacre School

the unwavering commitment of staff and parents to the moral imperative of enhancing life chances for future generations has been truly inspiring. It has been a privilege to serve this community.

“We have intentionally defined Gateacre as a ‘warm but strict’ school, embedding mutual respect, high expectations, and strong discipline as cornerstones of our ethos. Our newly embedded values –Graciousness, Respect, Excellence, Ambition, Teamwork (GREAT) – are central to our pupils’ character development, and our reward system prioritises effort and the pursuit of excellence, recognising that attitude is paramount.”

One of his proudest achievements has been the successful redefinition of behaviour standards, leading to a noticeable shift in the school’s atmosphere.

He says: “Some of the most rewarding aspects of this first year include successfully codifying our school culture, resulting in demonstrably improved behaviour, a greater sense of safety, and a more focused learning environment, as evidenced by pupil feedback.”

Academic results have also seen marked improvements, driven by precise, data-informed interventions and a new pedagogical framework for teaching and learning. Beyond academics, he has overseen the launch of a scholar’s programme offering opportunities in public speaking, Latin and classics, and has invested significantly in the music department, sports provision, and a combined cadet

force to foster leadership and resilience.

His leadership has also strengthened ties with the wider school community. Nabil has implemented open communication channels, including regular coffee mornings, bulletins, social media updates, and meet-theprincipal evenings, all helping to build trust and transparency.

“We want parents, carers, and the local community to feel they are true partners in our journey,” he shares.

restrictive but rather liberating, allowing them to focus on their learning without the distraction of behavioural issues, has been an ongoing process. Open communication, clear expectations, and consistently demonstrating the positive impact of these changes have been crucial in navigating these challenges.”

Looking ahead to his second year, his focus is clear: embed the cultural changes, sharpen academic outcomes, and continue to build a school where all stakeholders feel a profound sense of pride.

We’re expanding leadership opportunities for students, deepening subject-specific pedagogy, and working hard to re-establish a culture of reading and effective homework.

That journey has not been without its challenges. Changing perceptions around discipline and structure was one of the biggest hurdles.

Nabil continues: “A key challenge has been shifting mindsets around discipline and culture, ensuring the wider community understands that a structured and orderly environment maximises learning time and ultimately leads to better long-term outcomes for our students.

“This involves consistently reinforcing the understanding that choices have consequences, both positive and negative. Furthermore, helping pupils recognise that consistency and clear structures are not

He says: “We’re expanding leadership opportunities for students, deepening subjectspecific pedagogy, and working hard to re-establish a culture of reading and effective homework. My commitment remains the same: to serve our pupils and community with ambition, integrity, and relentless focus on excellence.”

Under Nabil’s leadership, Gateacre School is on a journey to redefine what it means to be a truly comprehensive, highperforming school where character, culture, and academic achievement go hand in hand.

Bellerive FCJ Catholic College students win Unilever Bright Future Award

In March, schools across the North West came together to showcase their students’ sustainable product designs after completing the Unilever Bright Future Challenge.

In November 2024, All About Futures (All About STEM) invited schools to take part in the Unilever Bright Future Programme hosted by Unilever Port Sunlight. School teams attended Unilever’s STEM Showcase and completed activities that introduced them to formulation, packaging, and the environment.

Students then had the opportunity to design their own environmentally friendly product and present their ideas to Unilever’s expert judging panel at an assessment and awards day.

Participants at Bellerive FCJ Catholic College impressed the judges, winning first place and the Access & Inclusion Award with a natural balm to tackle hyperhidrosis. Not only did they prototype their product design, but they also formulated it in preparation for their project presentation.

King’s Leadership Academy Hawthornes and Weatherhead High School came second and third consecutively, alongside other special award winners.

Nathan Walker, personal care EU consumer insights leader at Unilever said: “Unilever Bright Future is a

platform that helps unite and amplify the efforts of a growing community of people who believe it is possible to build a world where everyone lives well and lives sustainably, who recognise we can only achieve this if we all work together to do small actions every day that make a real difference and who inspire others to join in making this the way everyone chooses to live.

“This year marks a decade of the Unilever Bright Future programme in partnership with All About Futures, and we continue to be committed to work together with schools and students who believe they can make a real difference to creating a brighter future for people and planet.”

Managing director at All About Futures, Michelle Dow, commented: “As All About

STEM, our mission is to facilitate events across the region that engage students and inspire Science, Technology, Engineering and Maths. We are so proud to support the Bright Future Programme again and see so many young people learning about sustainability, product design and development and the awesome STEM careers available with Unilever.”

Make your end-of-year school trip unforgettable with Xplore!

Is your school looking for a unique way to celebrate the end of term? Xplore! Science Discovery Centre, based in the heart of Wrexham, promises an unforgettable experience that will engage and inspire pupils of all ages.

Xplore! offers flexible options to suit any school’s needs, and the centre boasts over 85 hands-on exhibits created to spark curiosity

and deepen understanding across a range of STEM topics. From forces and motion to light, sound, and the human body, each exhibit is designed to encourage discovery and fun.

Alternatively, Xplore!’s expert science communicators can come directly to schools. Through an outreach programme, they deliver exciting and educational sessions that bring science to life in classrooms or the school hall. Whether it’s live demonstrations, interactive workshops, or engaging presentations, the team is passionate about creating memorable learning experiences tailored to pupils.

An end-of-year trip with Xplore! is more than just a treat; it’s a valuable learning opportunity as students explore science in new and practical ways, reinforcing classroom topics while making lasting memories with their classmates. It is also the chance to celebrate the end of the academic year with something a little different – hands-on, engaging, and full of “wow” moments.

Xplore! understands the importance of experiences that are both educational and enjoyable. That’s why the team works closely with schools to ensure a smooth, enriching visit.

Visit the centre’s website to find out more about what it can offer schools and how it can help make end-of-year celebrations truly special: www.xplorescience.co.uk.

The Academy of St Nicholas announces global partnership with school in China

The Academy of St Nicholas has announced an exciting new international partnership with a school in Foshan, China.

Last year, the Garston-based academy was recognised by the Global School Alliance (GSA) as a ‘globally aware school’ within the Liverpool City Region, and work soon began to establish a partnership with the new sister school, Southwest Campus of Shunde No. 1 Middle School.

The sister school shares many similarities with The Academy of St Nicholas. The school boasts a modern, bright, and impressive campus, similar to the academy, but on a much larger scale, with the capacity to accommodate over 3,000 students.

This July, the academy will

welcome 30 students and staff from Foshan, who will experience school life and cultural activities in Liverpool. In October 2026, 25 students and staff from St Nicholas will visit Foshan where they will attend school and explore local landmarks, traditions, and cuisine.

Thomas Camilleri, founder

Enriching education beyond the classroom at North Liverpool Academy

North Liverpool Academy (NLA), a proud member of the Northern Schools Trust, continues to enrich student learning through diverse extracurricular opportunities designed to inspire curiosity, foster critical thinking, and cultivate real-world skills.

In March, NLA students triumphed in the inaugural Northern Schools Trust chess tournament, showcasing strategic acumen and resilience across Years 7 to 11. This victory reflects the academy’s commitment to developing analytical and problem-solving skills beyond the classroom.

British Science Week was celebrated with a series of engaging activities. Students interacted with exotic animals during the ‘Creepy Crawly Show’, explored physics concepts through dynamic demonstrations by Wonderstruck, and participated in a biomedical science masterclass at the University of Liverpool, gaining hands-on experience with DNA analysis and cancer research techniques. ‘School Food Showdown’ activities also offered a fun, competitive environment to learn about nutrition and healthy cooking.

In February, NLA hosted the Merseyside regional VEX IQ robotics ‘Rapid Relay’ competition, promoting STEM education and collaboration among local schools. North Liverpool Academy’s team, ‘NLA Spirit’, earned accolades as ‘Teamwork Champions’ and ‘Skills Champions’, securing a place in the UK championships.

The academy is committed to expanding its extracurricular offerings, with future initiatives including enhanced STEM programmes, community engagement projects, and partnerships with local and national organisations to provide students with broader learning experiences. NLA’s sixth form enrichment also plans to offer its young people opportunities to apply their subject learning to real-life situations each term.

These initiatives underscore the school’s dedication to providing students with enriching experiences that extend learning beyond traditional academies.

For more information about North Liverpool Academy’s programmes, please visit: www.northliverpoolacademy.co.uk.

and CEO of the Global School Alliance, said: “We are proud to work with The Academy of St Nicholas, and other schools across the Liverpool City Region, to strengthen the link between sister cities Liverpool and Shanghai. This delegation marked a significant milestone following the 25th anniversary of this sister-city relationship,

Billinge blooms

highlighting a shared commitment to impactful educational partnerships.

“Leading many leadership delegations to Shanghai, I was so impressed by the attitude and level of commitment shown by The Academy of St Nicholas.”

Staff from Billinge Chapel Primary School and the Everyone Matters Schools Trust recently came to refresh the school ready for the start of term.

Mr Gary Lloyd, headteacher of The Academy of St Nicholas, added: “We are committed to providing our students with opportunities that go beyond the classroom and help prepare them for the world. This partnership with our sister school in Foshan offers a fantastic chance for both our students and staff to explore different cultures, build lasting connections, and gain invaluable international experience.”

The collaborative effort resulted in a range of improvements across to further enhance the learning environment pupils.

In addition, playground equipment which had deteriorated due to the weather was removed, a more open and spacious playground that pupils enjoy regularly throughout spring and summer months

Six large planters were repurposed, emptied, cleaned to make way special memorial garden dedicated to Amy Connor, beloved teacher who passed away earlier this The garden will soon transformed into a peaceful

Invisible inclusion: harnessing AI & PedTech to empower every learner

Rainbow Education Multi Academy Trust is proud to host the Invisible Inclusion Conference – a unique opportunity for educators, leaders, and innovators to explore how artificial intelligence (AI) and pedagogical technology (PedTech) can drive inclusion and unlock potential for all pupils.

Taking place in the Eden Building at Liverpool Hope University on Friday, 13 June, from 9am-4pm, the full-day event will showcase how the latest advancements in educational technology can be harnessed to remove barriers, personalise learning, and create equitable classroom experiences for every child.

Inspirational barefoot for Alzheimer’s

A remarkable PE teacher of Pity Catholic Primary has pledged to run 10 every day for a year, Alzheimer’s Society.

Attendees will gain insight and inspiration from a line-up of highly regarded keynote speakers, including Paul Butler, director of school improvement at Exceed Academy Trust; Cheryl Shirley, director of digital learning at LEO Academy Trust; Dr Fiona Aubrey-Smith, education researcher and founder of PedTech (recorded session); and Lee Parkinson (ICTMrP), a renowned teacher and edtech influencer (recorded session).

Phill Hayward, who school for 16 years, is into his gruelling fundraising Since July 2024, he weather, including the the Wirral in early January. raised over £8,600 for holds close to his heart.

Whether you’re just beginning your digital journey or looking to deepen your impact, the conference will provide practical tools, real-world case studies, and opportunities to connect with thought leaders and innovators from across the country.

With leading representatives from Quizzes, Teachmate AI, Century, and more to be announced, the event offers a rare opportunity to engage with those shaping the future of inclusive digital education.

In 2015, Phill’s grandad with Alzheimer’s disease. witnessed the emotional the diagnosis has had grandad and everyone

Tickets cost £60 per person, which includes lunch and refreshments. Places can be booked via the event page on the Rainbow Education Multi Academy Trust website: www.rainboweducationmat.co.uk.

This isn’t the first time embarked on such an initiative. In 2020, he day for a year in aid of

Fifty Years of Innovation: HOW LIVERPOOL PIONEERED THE GLOBAL FUTURE OF SPORTS SCIENCE AND PHYSICAL EDUCATION

Five decades ago, Liverpool Polytechnic recognised that its academic excellence, combined with the city’s rich sporting history, created the perfect opportunity to launch the world’s first single honours degree in sports science. It all began with a conversation at Everton Football Club.

In 1972, ardent Everton supporter and Polytechnic research assistant, Tom Reilly worked and travelled with the team, recruiting the players as participants for his PhD study on the stresses affecting the body in professional football. It was the start of something extraordinary. The club needed help. The Polytechnic needed resource. The club’s owner, Sir John Moores, supported the establishment of a dedicated lab to delve into research and to advise the club.

In 1975, under the supervision of Dr Vaughan Lancaster Thomas and with support from Tom and Frank Sanderson, a sports science lab was created and would lead to a revolution in the studies of sport and exercise sciences. In September 1975, the first 22 students enrolled on the UK’s inaugural single honours sports science degree. It was a revolutionary programme which included input from scientists and engineers from across the existing Polytechnic programmes – these included biomechanics, pharmacy, genetics, chemistry, biomedical sciences and data sciences as well as pure sports and performance science. It was a game changer for the academic disciplines, for the world of sport and would go on to influence international bodies and agencies including the Football Association and the International Olympic Committee’s work.

75 years prior to this, Irene Mabel Marsh started a revolution in physical education and demonstrated that

girls should receive instruction in PE. The I.M. Marsh College of Physical Education and Sport dates to 1900, and the establishment of the Liverpool Gymnasium College, later known as the Liverpool Physical Training College. The college was initially established at 110 Bedford Street near the city centre. It remained there, with some expansion into nearby buildings, until it moved to Barkhill Road in Mossley Hill between 1920 and 1929. The site became known as the I.M. Marsh campus in 1947. For over 100 years, the college established itself at the forefront of the development of physical education and teacher training, adopting an

Professor Tom Reilly

IM Marsh

Fifty

innovative approach to the subject that was developed by Marsh, and later emulated nationally and internationally.

Today, physical education is set within the School of Sport and Exercise Sciences and Irene Mabel Marsh’s legacy lives through the university’s innovative PE and wider sport programmes at Liverpool John Moores University [LJMU]. Programmes now span a range of domains that include cellular, and clinical fields, through to an understanding of behaviour, multidisciplinary interventions and influencing organisational effectiveness; from early years through to later years and from health and nutrition through to elite sport performance environments.

LJMU is a pioneer of research globally which, for the Physical Activity Exchange, has been fostered by over 30 years of relationships with schools across the city. The “Sporting Playgrounds” project started in 1996 and addressed the global problem of falling levels of childhood physical activity through the introduction and assessment of innovative markings and physical structures to the school playground. Such modifications to play spaces significantly increased physical activity over a prolonged period, with the positive effects of playground re-design still evident after 12 months. Research outcomes have changed national and international school playground planning and design as well as altering educational policy. So next time you walk past your children’s playground designed

in such ways – this work may well have been part of the influence. The Liverpool city-wide ‘SportsLinx’ longitudinal research project launched in 1996 too. SportsLinx led to a range of education-based physical activity and healthy eating initiatives in Liverpool (e.g. Active Play). Over 6000 children per year participated in the core SportsLinx Project involving approximately 70,000 Liverpool children since 1996. Specifically, this work highlighted the increase in prevalence of overweight and obesity from ~25 per cent in 1998 to ~36 per cent in 2011. The A-CLASS (Active City of Liverpool, Active Schools and Sportslinx) project in 2006-2007 was designed to assess the effectiveness of the extra two hours of after school sport on the health, fitness, skill and fatness of 160, nine to 10-year-old Liverpool girls and boys in parts of the city. In 2012-2013 a sport-for-health smoking prevention programme SmokeFree Sports focused on smokingrelated intentions and cognitions among primary school children in which over 900 pupils took part. Today, the Physical Activity Exchange is influencing national and global policy including Sport England as part of a Consensus Statement on Physical Literacy, working with UN Habitat and the International Olympic Committee taking the learnings from the research programmes to create an active world for children from our active city.

Back in Liverpool, LJMU deliberately created the Physical Education, School Sport and Physical Activity Network (PESSPA) which collaborates with both primary and secondary schools to support and develop PE delivery across the city. To assist with this, LJMU PESSPA is supported by recognised professional learning communities such as the Association for Physical Education (afPE). Each year the PESSPA network provides a networking event for teachers and sport coaches to connect, develop and upskill. In just three years, the network has supported four novel research projects investigating the association between emotional intelligence, motor competence, and physical activity in primary-schoolaged, secondary-school-aged and early adulthood; an international project

of physical activity participation, physical education predisposition and transformational leadership perception among middle school students and a natural curriculum approach to develop outdoor learning within a PE environment to enhance wellbeing and engagement in the natural environment. LJMU continue to work in respectful partnerships with schools to bring about innovation and positive health and education outcomes for children within the city region.

The 50-year celebrations have presented LJMU with a purpose to reflect on what has been achieved through the School of Sport and Exercise Sciences and consider what the next 50 years will bring. What are the new (and continuing) challenges LJMU will tackle in the next 50 years? How can it continue working with schools, children, teachers, and policymakers to make an even greater impact? LJMU remain committed to shaping real-world solutions through research that makes a difference.

Whether you’re a PE graduate or a parent/carer who participated years ago, you’re part of this story. If your school isn’t connected yet, we invite you to join us in building a healthier, more active future. For more info and to join for free, click here or email PESSPANetwork@ljmu.ac.uk.

Irene Mabel Marsh

Trainee Teachers: What to ask at interview when applying for an ECT role

By Katie Small, ECF lead at Inspire Learning Teaching School Hub

As we enter the summer term, the amount of teaching vacancies will begin to steadily increase as staff at schools start to give their notice to leave at the end of the academic year.

If you’re currently a Trainee Teacher still looking for your first Early Career Teacher (ECT) role, don’t worry if you haven’t secured anything yet as now is the perfect opportunity to set up your email alerts and have a bank of questions prepped for interview.

As Liverpool and Wirral’s designated teaching school hub, and partner of University College London (UCL), we’ve worked with more than 1,400 Early Career Teachers since 2021 and know that securing your first teaching role can be a daunting prospect.

With guidance from the Department for Education (DfE) surrounding the training ECTs should receive recently changing (April 2025), it’s more important than ever that you get some of the interview questions ticked off your list and know the answers you should be looking for.

How will I be supported in my first year as an ECT?

From September 2025 all schools must adhere to the guidance set out in the Early

Career Teacher Entitlement (ECTE). This two-year programme, which replaces the Early Career Framework (ECF), has been created to further support your professional skills and provide you with the knowledge to meet the teachers’ standards.

We would anticipate when asking this question, schools will explain these changes before going on to discuss that this entitles you to:

• A thorough training programme

• Mentor support from trained members of staff

• Time off timetable, in addition to 10% planning, preparation and assessment (PPA).

The above outlines the basic legal requirements a school must provide, however many schools choose to offer extra support such as setting up group ECT meetings; arranging visits to other local schools for you to broaden your knowledge away from your context and offering extra CPD sessions outside of the ECTE.

Will I have a mentor?

It is recommended practice that every ECT has their own mentor and it’s ideal if that mentor works in a similar phase or year group (if you’re a primary teacher) or teaches the same subject (secondary). Your mentor is not there to ‘assess’ you but instead be someone you can go to for

one-to-one support and feedback. They will give you the opportunity to discuss and reflect on your practice and can support you in your completion of modules. They can also observe you to offer practical feedback.

You will also have an induction tutor who looks after the formal side of things for all ECTs in your school. They will be the person who assesses you against the teachers’ standards and you will have progress reviews and assessment meetings with them throughout the induction period. Your mentor will work closely with your induction tutor and may share feedback from observations they have carried out to contribute to your termly progress reviews and assessments.

To find out what to expect at interview, head to our website to read a practical blog by our director of Inspire Learning TSH, Jane Kennedy.

At Inspire Learning TSH, our vision is to help Early Career Teachers become great practitioners. This academic year alone we have supported over 660 ECTs across 250 schools and empowered over 600 mentors through our University College London’s ECT Induction Programme and ECF Mentor Training Programme.

We are currently recruiting our next cohort of expert facilitators to deliver the new ECTE programme from September 2025. If you are a middle or senior leader and would like to support ECTs head to inspirelearningtsh.co.uk to find out more.

Academy21 launches Key Stage 2 provision

Academy21, a leading DfEaccredited provider of alternative provision, has announced the launch of its Key Stage 2 provision.

In the upcoming 2025-2026 academic year, there will be a range of courses available for Years 5 and 6, including reading, writing, maths, PSHE, and wellbeing – all taught by experienced, qualified class teachers.

The expansion of Academy21’s service to schools and local authorities builds on its established provision and support for Key Stages 3 and 4. It directly responds to the increasing demand for flexible, cost-effective, and high-quality alternative education solutions.

Based on government data, in 2024, over 1.6 million pupils in the UK were identified as having a Special Educational Need (SEN), representing a 6.3 per cent increase from the previous year.

Currently, the persistent absence in primary-aged

students sits at 14.1 per cent, and research indicates that 1 in 5 children in England face mental health difficulties that cause them to miss school. The support of trusted alternative provision specialists for schools has never been more crucial.

All online classes are live and interactive, delivered five days a week and available throughout the academic year. Lessons can be incorporated with schools’ internal provisions, so students remain connected to their school while accessing a high-quality education in a focused environment, allowing school leaders to create flexible timetables.

Like Key Stages 3 and 4, the Key Stage 2 curriculum will be offered in various formats, from short-term circuit-break support to in-house provision, supporting reintegration and ensuring that every student receives the support they need to build confidence.

Executive headteacher of

Academy21, Alessandro Capozzi, said: “We are thrilled to announce the launch of our Year 5 and 6 provision, a significant milestone in our ongoing commitment to providing exceptional educational opportunities for all students. Our dedicated team of experienced educators is excited

to welcome our new students, with a curriculum that not only meets academic standards but also fosters their personal growth and wellbeing.

“We look forward to working closely with our partners to make a positive impact on the educational journeys and confidence of young learners.”

Online AP to help primary students thrive and grow.

Our Key Stage 2 provision for year’s 5 and 6 combines the core skills of reading, writing and maths, with oracy, wellbeing and PSHE.

The flexible programme helps schools to accommodate a wide range of needs and supports internal alternative provision (IAP flexible, and part-time timetables.

The flexible programme helps schools to accommodate a wide range of needs and supports internal alternative provision (IAP), flexible, and part-time timetables.

Our programme at a glance

Live adaptive teaching with an experienced, qualified teacher

3 x 40-minute lessons, 5 days a week, morning or afternoon

Develops functional reading, writing and maths

Oracy, Wellbeing, PSHE throughout

Developing the whole child

We know the importance of developing the whole child, not just the academic learner. Writing lessons naturally combine with PSHE content, turn-taking, circle time and teamwork. Our maths curriculum is centred around engaging tasks that encourage sharing, movement and confidence in key areas of the National Curriculum.

While our reading classes equip students with skills needed for fluency, comprehension and inference alongside dialogue about wellbeing, current affairs and values.

Learn more: academy21.co.uk/primary

Talk to us: contact@academy21.co.uk

DfE Number: 000/1004

Learn more: academy21.co.uk/primary

Talk to us: contact@academy21.co.uk

DfE Number: 000/1004

Specialist school partners with Stockport boxing gym to develop students’ skill

An autism specialist school in St Helens is collaborating with a gym in Stockport to provide impactful education.

Learners at Wargrave House School, which is part of the Remarkable Autism Charity and provides life-changing opportunities for children aged 5-16 years, have embarked on a transformative boxing coaching programme, overcoming geographical barriers to access specialised training despite the school being an hour away from the gym in Stockport, due to this being the closest provider of the Boxing Awards.

As part of the awards, students develop their coaching skills and are able to enjoy the benefits of boxing. For autistic individuals, it can especially be highly therapeutic, helping to develop confidence, reduce anxiety, and improve coordination, whilst fostering lifelong skills like respect and teamwork.

Wargrave House has regularly been taking its learners to Stockport to participate, following their previous completion of a preliminary award in PE lessons at Hook and Jab Gym with GB boxing coach, Mandy.

After gaining initial coaching experience at this gym, Wargrave House School teaching staff, Amanda Cunliffe and Lucy Casilli, became passionate about expanding the opportunity to the entire school, prompting them to sign up for a boxing tutor course for their continued professional development (CPD), with headteacher, Mr Carl Glennon, supporting the initiative by encouraging learners to join them in the programme.

The success of this led to the innovative collaboration between the school and Life Leisure Stockport Sports Village where KS4 students have been actively building their boxing technique, gaining confidence, and receiving the tailored training under expert guidance.

Mr Carl Glennon, said: “It has been absolutely fantastic seeing our young people thrive as part of the Boxing Awards. They have been thoroughly enjoying themselves and the skills that they have developed are empowering.

“A huge well done to everyone involved, and thank you to the Boxing Awards, GB boxing coach, Mandy, and Life Leisure.”

It is is expected that the partnership between Wargrave House School and Life Leisure Stockport Sports Village will serve as a model for other schools, demonstrating how integrating physical activity can support autism education.

Childwall Academy students build a kinder future

Childwall Sports and Science Academy has strengthened its commitment to antiracism education through an ongoing partnership with the Anthony Walker Foundation.

Building on the success of last year’s programme, which was recognised with a Tackling Racism in Schools Bronze Award, the school is now aiming for silver.

At the heart of the initiative is the active involvement of staff and students.

A dedicated anti-racism working group and Year 8 student ambassadors have been delivering pivotal campaigns and workshops that tackle racism from within the school community.

The programme began in November 2024, and ambassador training was held at Merseyside Police’s training academy. This featured a powerful address by Dr Gee Walker MBE, Anthony Walker’s mother and founder of the foundation.

In March, Year 8 students also participated in a workshop delivered by the charity, exploring microaggressions, unconscious bias, and the power of language. The session was very interactive

and helped students recognise subtle forms of discrimination as well as how to challenge them constructively.

Judith Agis, manager at the Tackling Racism in Schools Awards, said: “We believe that educating young people about racism early is essential to building a more inclusive and equal society.”

Headteacher of Childwall Sports and Science Academy, Ms Vincent, commented: “Through the Anthony Walker Foundation’s support, we are empowering students to challenge discrimination and build a culture of respect.”

Annabelle, a student ambassador at the school, said: “I’m proud to be part of this programme which gives us the confidence to stand up for what’s right.”

The Year 8 ambassadors are now leading student voice sessions with Year 7s, encouraging open discussion around their experiences and ideas for positive change.

The ongoing collaboration between the academy and the foundation ensures that Anthony Walker’s legacy continues to inspire the next generation to speak out against hate and celebrate diversity in all its forms.

Introducing fashion, craft, and digital creativity at Liverpool Hope University

Liverpool Hope University has announced three new exciting, creative courses that will be available for 2025/26 entry.

These include BA (Hons) contemporary fashion design, BA (Hons) contemporary craft, and BA (Hons) digital creativity, which are all 60-credit majors (combined honours) and set to be highly innovative and engaging.

Diverse and material-led, the contemporary fashion design course explores projects associated with materiality and sustainability.

Students can look forward to developing print, image-making, and fashion construction skills through live communitybased projects and will also acquire proficiency in entrepreneurial skills necessary for establishing a sustainable career within the industry, whether that be in a studio, marketing, styling, teaching, research, or something else. To express your interest, email fashion@hope.ac.uk.

The contemporary craft course is also hands-on, allowing students to experience experimental designing and making using a combination of specialist facilities including metal, ceramics, textiles and

St John Plessington students wow in world final of fashion competition

Three students from St John Plessington Catholic College, part of Holy Family Catholic Multi Academy Trust, recently showcased their creativity at the Junk Kouture World Final in Dublin.

Junk Kouture is a fashion competition where participants design, create and model fashion, made from recycled items. It offers schools and students a creative way to become involved in active climate change initiatives, empowering them to lasting behavioural change.

Students Hannah, Lydia, and Natalie impressed judges and audiences with their design ‘Dress for the Record’ – a striking creation made entirely from recycled materials.

Their design incorporated old vinyl records, dismantled cassette tapes, and repurposed fabric, symbolising the preservation of creativity and music in a

digital. Core study themes include the joy of making, personal directions, craft and equality, collaboration, craft identities, and more.

Graduates will possess the skills to work in a range of roles, including as a craft or design practitioner, creative producer, curator, retail buyer, product merchandising, teaching, and more. If you’re interested, email craft@hope.ac.uk.

Traditional creative practices are combined with modern digital technologies as part of the digital creativity course, which covers emerging areas of creativity

Billinge blooms

such as interaction design, animation, sound design, coding/scripting, data sonification, and visualisation.

Staff from Billinge Chapel Primary School and the Everyone Matters Schools Trust recently came to refresh the school ready for the start of term.

Students will balance hands-on training with a strong theoretical foundation, setting them up for an array of career pathways, as the field encompasses various domains such as games, installations, and largescale performance events, concerts, or shows. To register your interest, email digitalcreativity@hope.ac.uk.

The collaborative effort resulted in a range of improvements across to further enhance the learning environment pupils.

More information about each course can be found on the undergraduate courses section of the university website.

Liverpool Hope University is also inviting prospective students and the general public to attend a private view of the Creative Campus Degree Show, a celebration of brilliant graduating students’ creative work. This year, contributions will come from a variety of visual, media, and performing arts subjects, including fine art, film, design, and graphic design, among others.

This will be held on Friday 13 June 2025, from 5pm-8pm in The Great Hall, 17 Shaw Street, Liverpool, L6 1HP. Attendance can be confirmed by email to: pryorm@hope.ac.uk.

disposable world. The piece also highlighted the power of music as a universal language that unites, evokes memories, and heals.

Mr Peadar McLoughlin, headteacher of St John Plessington Catholic College, said: “We are incredibly proud of Hannah, Lydia, and Natalie for reaching the world final of the Junk Kouture competition. Their creativity, hard work, and commitment to sustainability are truly inspiring and have already encouraged the St John Plessington community to think more innovatively about fashion and the environment.”

The spacious school given a fresh coat of paint, creating a bright and welcoming atmosphere school community. In all railings in the playground and Early Years Foundation Stage (EYFS) area were repainted, ensuring the spaces are welcoming visitors, staff, and pupils In addition, playground equipment which had deteriorated due to the weather was removed, a more open and spacious playground that pupils enjoy regularly throughout spring and summer months

Inspirational barefoot for Alzheimer’s

A remarkable PE teacher of Pity Catholic Primary has pledged to run 10 every day for a year, Alzheimer’s Society.

Holy Family Catholic Multi Academy Trust is committed to championing sustainability and raising environmental awareness through a range of initiatives across its schools.

Phill Hayward, who school for 16 years, is into his gruelling fundraising Since July 2024, he weather, including the the Wirral in early January. raised over £8,600 for holds close to his heart.

CEO of the trust, Andy Moor, added: “At Holy Family Catholic Multi Academy Trust, we encourage students to think critically, creatively, and responsibly about the world around them. Hannah, Lydia, and Natalie have embodied that vision, using their talents to raise awareness of sustainability in such an innovative way. What an incredible achievement – well done!”

In 2015, Phill’s grandad with Alzheimer’s disease. witnessed the emotional the diagnosis has had grandad and everyone

This isn’t the first time embarked on such an initiative. In 2020, he day for a year in aid of

St Alban’s Catholic Primary School joins multi academy trust

An exciting new era begins for St Alban’s Catholic Primary School in Wallasey as it proudly joins Holy Family Catholic Multi Academy Trust (HFCMAT).

The school, located on Ashburton Road, is committed to providing a high-quality Catholic education, and joining the trust will further enhance opportunities for students, staff, and the wider school community.

Drawing on Holy Family Catholic Multi Academy Trust’s proven track record of strengthening school communities, St Alban’s will be supported in the next stage of its development as it joins the trust.

Mr John McDonald, said: “We are very excited to formally join the Holy Family Catholic Multi Academy Trust. This marks a significant new chapter for St Alban’s, one that brings with it a shared commitment to excellence, collaboration, and the flourishing of all our children.

“Thanks to the trust’s vision and through the leadership of CEO, Andy Moor, we will work together to secure strong outcomes for every child at St Alban’s. This partnership represents a powerful opportunity for our wonderful school.”

As part of HFCMAT, St Alban’s will benefit from a wealth of shared expertise, enhanced resources, and collaborative

opportunities that will further enrich the school community

Holy Family Catholic Multi Academy Trust is based across Wirral, Halton, Warrington and Cheshire.

Andy Moor, CEO of Holy Family Catholic Multi Academy Trust, commented: “We are delighted to welcome St Alban’s into Holy Family Catholic Multi Academy Trust. With

the strength and experience of our trust, we are confident that together, we will continue to build on the school’s strong foundation, ensuring every child receives the highest quality education.”

Earlier this year, Ss Peter & Paul Catholic Primary School in New Brighton also joined Holy Family Catholic Multi Academy Trust.

St John Bosco choir wins first place in prestigious choir competition

St John Bosco Art College’s choir achieved great success in the Catholic Schools’ Choir of the Year competition, winning first place.

Twelve schools across the Liverpool region entered the competition, and St John Bosco in Croxteth, was selected as one of seven choirs to compete in the final held at the Metropolitan Cathedral back in March.

The prestigious event, organised by Joe Watson, choral

director for the Archdiocese of Liverpool, was attended by other students, staff, parents, and members of the local community, who were captivated by the performers.

St John Bosco’s talented choir passionately performed ‘Hosanna’ by Ligertwood and ‘Shine’ by Emeli Sandé, wowing the esteemed judging panel that included Dr Christopher McElroy, director of music at the Metropolitan Cathedral, and

Archdiocese of Liverpool choral directors Samuel J Ferry, Emma Baker and Rebekka Irwin.

Malcolm McMahon OP, the Archbishop of Liverpool, was the guest of honour and presented the prizes to the winners. Additionally, Monsignor Anthony O’Brien, Dean of Liverpool Metropolitan Cathedral, was present to hear the choirs perform.

On the night, students also had the opportunity to come

together with the other finalists to form a mass choir and perform a fantastic and inspiring rendition of ‘Rhythm of Life’, celebrating their achievement in reaching this stage of the competition.

St John Bosco’s victory was a testament to their hard work, reflecting their commitment to working as a team and the importance of having hope and spreading love, something that the school community strives to do in all aspects of life.

Christine Finnegan, leader of the choir, said: “Winning this competition was an unforgettable experience for the children. Singing together, both in competition and as part of the mass choir, strengthened their confidence, teamwork, and love for music. It was a moment they will cherish forever.”

This amazing success also follows the choir’s recent appearance at last year’s Educate Awards, where guests from schools and colleges across the North West were blown away by the students’ voices.

• Your own sixth form zone – a space just for you to study, focus and be with friends

If you’re ready to apply or would like to find out more, contact Charlotte Lyon, Head of Sixth Form: enquiries@stjohnbosco.org.uk

Empowering inclusive classrooms: how SENDSCOPE supports schools to thrive

SENDSCOPE is a specialist consultancy service that supports schools to strengthen provision for neurodivergent children and young people and those with Special Educational Needs and Disabilities (SEND).

Rooted in the values of diversity, inclusion, and opportunity, SENDSCOPE is passionate about placing young people at the heart of everything it does, creating environments where equitable access for all learners is the norm.

Alongside its successful independent special school in Merseyside, renowned for its innovative approach and excellent reputation, SENDSCOPE is proud to share its expertise with other schools. Building on proven success in supporting young people to thrive, the provision offers tailored consultancy services designed to transform SEND practice across the wider education sector.

Its consultancy offer is built on the belief that ‘good teaching for SEND is good teaching for all’. With packages shaped around each school’s unique context, SENDSCOPE equips leaders, teachers, and teaching assistants with the skills needed to create truly inclusive environments.

Consultancy services include bespoke packages that align with school improvement priorities and staff development needs. These include adaptive teaching support to help teachers become more responsive to individual pupil needs within mainstream classrooms, SEND health checks to review current practice and identify gaps, 1:1 teaching coaching that provides practical

toolkits, focused programmes on disciplinary literacy and numeracy, and whole-school reading guidance to meet a range of learner profiles.

James Alexander, assistant headteacher at Christ the King School, said: “Working with SENDSCOPE has been a transformative experience for our school.

The team’s depth of expertise, practical advice, and understanding of the challenges schools face have helped us embed truly inclusive practices. The focus on adaptive teaching and responsive classroom strategies has not only improved

outcomes for our neurodivergent learners but has had a positive impact on all pupils across the school.”

From next academic year, SENDSCOPE’s independent provision will expand into a newly designed space within the grounds of Sacred Heart Catholic Academy, Sefton, allowing even more young people to benefit from a nurturing, innovative learning environment.

To find out how its consultancy services can support your school’s journey toward excellence, contact the team today on office@sendscope.co.uk.

Expert support for schools facing budget and staffing pressures

As budgets tighten, schools need trusted guidance to manage staffing decisions with care

According to a recent report, more than a third of primary schools and four in 10 secondaries expect to reduce staff next year as pupil numbers fall and budgets tighten.

Operating on a country-wide basis, Satis Education is already seeing a rise in the number of client schools and MATs nationally that are having to seriously consider their options.

For many leaders, this may be their first experience of significant restructuring, and in some cases, their first

experience of redundancy discussions, and with this comes the additional concern they have of ensuring adequate resources are available to manage such processes effectively.

Foremost in the minds of leaders is how to manage these difficult situations in a sensitive and compassionate manner, ensuring any staff affected can be fully supported through the process. However, in many cases, particularly for those smaller schools and MATs or indeed those who have already

undertaken initial staffing efficiencies, leaders are left with reduced capacity or expertise to sensitively support their teams.

The Satis Education team has almost 20 years’ experience of leading and managing staffing restructures within schools. It understands the complexities and processes involved, not to mention the human aspect and impact this can have, not only on individuals but on the organisation as a whole. Our team operates with strong ethical values and has

extensive expertise to provide advice and assistance where needed.

If you are a school leader and find yourself in this position, please feel free to contact the team. Founding director, Helen Stevenson, is available for confidential discussions on the range of bespoke HR support packages on offer, not just for the here and now, but also to support any future planning considerations.

Helen Stevenson

helen@satiseducation.co.uk 07729 024631

World record holder Andy Grant inspires resilience in St Margaret’s students

Andy Grant, the world’s fastest single-leg amputee, shared his incredible story of perseverance and resilience with students at St Margaret’s Church of England Academy as part of a special day dedicated to ‘resilience’.

The day, which was inspired by the academy’s values of compassion, resilience, and respect, aimed to inspire students and equip them with strategies to overcome challenges, both in school and beyond.

The normal timetable was put on hold in favour of a range of personal development activities designed to build resilience. These sessions focused on the importance of community, mental health, physical health, and learning from real-life experiences.

Andy Grant’s inspiring talk was a key highlight for both students and staff. He shared how he faced the loss of his mother at the age of 12, joined the Royal Marines, and served in Iraq and Afghanistan. After being seriously injured by an IED (improvised explosive device) and becoming medically discharged, he was forced to adjust to life as an amputee.

Despite these challenges, Andy went on to become the world’s fastest single-leg amputee over 10km, completing the race in

Billinge blooms

a time of 37:17. He has also climbed some of the world’s highest mountains, demonstrating that no challenge is too great to overcome with determination and the right mindset.

Headteacher of St Margaret’s Church of England Academy, Mr Adam Robinson said: “We were thrilled with how the day unfolded. Our aim was to highlight the importance of resilience in a variety of ways, and we’re

Staff from Billinge Chapel Primary School and the Everyone Matters Schools Trust recently came to refresh the school ready for the start of term.

The collaborative effort resulted in a range of improvements across to further enhance the learning environment pupils.

confident that our students gained valuable tools to help them navigate challenges, whether in their studies or beyond.

“Andy Grant is a great example of how resilience isn’t just about bouncing back from adversity but about using those experiences to grow stronger. We hope that hearing from him will inspire our students to approach life with the same determination.”

Abbot’s Lea School hosts heartwarming reunion for past students

Abbot’s Lea School, Woolton, warmly welcomed back former students for a special reunion, celebrating shared memories of their time at the specialist school and their accomplishments since their graduation.

The event was organised and led by the assistant headteacher for the secondary department, Mr Ryan Mason. Over 30 alumni, aged between 20 and 30, came together alongside current members of staff who were excited to catch up and hear

about the varied and inspiring paths their former students have followed since leaving school.

Some students had left nearly a decade ago, while others had only recently completed their time at the school. Their stories showcased a variety of career and life experiences.

As alumni shared their experiences, many credited Abbot’s Lea School with equipping them with the knowledge, life skills and confidence they now rely on in their daily lives. Former head students reflected on how leadership opportunities created by the current headteacher inspired their confidence and laid the foundations for their current professional roles.

Inspirational barefoot for Alzheimer’s

A remarkable PE teacher of Pity Catholic Primary has pledged to run 10 every day for a year, Alzheimer’s Society.

Phill Hayward, who school for 16 years, is into his gruelling fundraising Since July 2024, he weather, including the the Wirral in early January. raised over £8,600 for holds close to his heart.

Mrs Emily Tobin, deputy headteacher at the school, said: “Events like these are the reason most people go into teaching. When you work with students, you concentrate on the ‘here and now’ and imagine the future. To find out what that future actually looks like is the most reinforcing aspect of our role as educators.”

In 2015, Phill’s grandad with Alzheimer’s disease. witnessed the emotional the diagnosis has had grandad and everyone

Plans are already in motion to make the reunion a regular event. The school is eager to strengthen its ties with alumni by involving them in inspiring current students through guest sessions and mentoring opportunities.

This isn’t the first time embarked on such an initiative. In 2020, he day for a year in aid of

Transforming lives through faith, ambition, and excellence at St Joseph Catholic Multi Academy Trust

St Joseph Catholic Multi Academy Trust’s (SJCMAT) mission is simple yet powerful: to transform children’s lives through high-quality Catholic education.

Over the past three years, it has been on a remarkable journey defined by faith, ambition, and a relentless commitment to doing what is right for every child it serves.

When the trust launched its strategy, many of its schools faced deep-rooted challenges. Some had not been rated ‘Good’ by Ofsted in over a decade. Others were grappling with financial instability, deteriorating buildings, or cultures where belief in pupils’ potential had diminished. Expectations were often too low, leadership was inconsistent, and reading, so vital to future success, was not always prioritised.

St Joseph Catholic Multi Academy Trust refused to accept that disadvantage should dictate destiny and instead built a

trust-wide strategy rooted in Catholic values, research, and a steadfast belief that every child can succeed.

Its approach draws from the highestperforming schools and trusts in the country, particularly those serving disadvantaged communities. At the heart of its work are five key pillars: strong leadership management, high-quality teaching, a culture of no excuses, evidence-informed practice, and Catholic values.

Every school now also benefits from strong partnerships as well as an ambitious curriculum developed by subject specialists.

The result of this transformation speaks volumes. Since 2024, SJCMAT schools have undergone eight Ofsted inspections and seven from the Catholic Schools Inspectorate. In nearly every case, schools have moved from ‘Inadequate’ or

‘Requires Improvement’ to ‘Good’, with several achieving ‘Outstanding’ in areas such as Catholic life and personal development.

Inspectors consistently note the ambition, positivity, and strong culture now present across the schools. They highlight leadership that doesn’t dwell on barriers but overcomes them.

A positive climate has been fostered across SJCMAT: children feel safe and inspired to learn, and staff feel proud to be part of the family, supported by meaningful development.

St Joseph Catholic Multi Academy Trust is now recognised as a highly effective, ambitious trust, serving some of the region’s most disadvantaged areas. It is living proof that, with the right strategy, strong culture, and shared purpose, even the most difficult challenges can be overcome.

Predecessor Ofsted Grade

sjcmat.co.uk

journey

“Pupils relish their time at this dynamic school.”

“Pupils are

to belong to this vibrant school community where diversity is cherished.”

Carlo Acutis Catholic and C of E Academy Ofsted

“Pupils

Holy Spirit Catholic Academy Ofsted

Blessed

Interview with: Andy Kent, CEO of Angel Solutions

Andy Kent is the founder and CEO of Angel Solutions, an EdTech company supporting over 20,000 schools, every local authority in England, and more than 150 multi-academy trusts. But despite its scale, the company stands out for its unconventional culture and people-ﬁ rst ethos.

From a circus-themed oﬃce in Liverpool, Andy and his team have spent the last 25 years revolutionising school support systems, focusing on practical tools that ease pressure, save time, and help educators stay in the profession.

Andy says: “We create products specifically for the education sector. Our focus is on things like assessment data, visualisation, school improvement, and Ofsted inspections – basically, the back-office functions that support schools to run more effectively.”

Before establishing the company, Andy started out working in a local authority supporting 80 schools, but even back then, he recognised a glaring problem. “I became really aware of the

poor-quality software available: overpriced, clunky, dominated by just a few suppliers, and often completely disconnected from what schools actually needed,” he says. “There was a clear gap between what the software claimed to do and the actual experience in schools, especially in terms of digital literacy and training needs.

“I decided to create a company that would fill that gap – one that would offer the right tools and the right support, built by a team that understood both software and education.”

Of course, no 25-year journey is without its obstacles, and for Andy, the most significant challenge was the pandemic.

“COVID was a major challenge,” he recalls. “We had to shift from being office-based to remote, which came with its own hurdles. But in education, that was compounded by the fact that schools couldn’t go remote in the same way – they still needed to be physically present.”

just dabble in. When we were all in the office, we used to run monthly innovation days. We don’t do them monthly anymore, but we’ve kept the spirit alive.”

His philosophy is rooted in anticipating needs, not just responding to them. “If you asked people back in the day what they wanted, they’d have said a faster horse, not a car,” he laughs. “Some of our most innovative products, like Watchsted, which analyses Ofsted inspections, came not from client requests, but from us taking time to step back, look at our own problems, and solve them.”

That mindset – solving your own problems to help others – is something Andy encourages schools to adopt too. “The best ideas often come on a walk through Delamere Forest, not at your desk, drowning in emails.”

When asked what he sees as the biggest issue in education that technology can address, Andy doesn’t hesitate. “Software

Innovation has to be led from the top, it’s not something you can just dabble in.

While many businesses could pivot, schools were locked in place, often overwhelmed. “Many of our products, especially those focused on assessment and inspections, weren’t needed during that period, because those activities were paused. Thankfully, we have a diverse portfolio of around nine or 10 products, so some areas kept us going. But had we been reliant on just one product, that year would’ve been extremely difficult.”

Despite such disruption, Angel Solutions has remained a hotbed for innovation. Andy believes that it must start from the top. “Innovation has to be led from the top, it’s not something you can

should reduce workload. That’s always been the goal – to automate or streamline tasks, and give people their time back. But often, the effort to learn a new tool outweighs the immediate benefits.

“The biggest problem isn’t that technology can’t solve issues; it absolutely can. The challenge is that schools don’t have the time and capacity to embed it properly. Unless it’s something essential, like payroll or your MIS, many tools don’t get used to their full potential.”

When schools do engage, the results can be transformative. “There’s a lovely moment that

happens when a school gets the call [from Ofsted] and they turn to our software. They can access everything in one place, look up the inspector, pull up their self-evaluation, and present evidence using our planning tools.”

He smiles, recalling the feedback they often receive. “We get a call or even a text from a school leader or one of our account managers saying, ‘That went really well. Thank you.’ We like to think we help schools get the inspection they deserve by removing some of the stress from what is a really intense process.”

What keeps him going, even after a quarter of a century in the business? “It’s a competitive market. Anyone could start a new company tomorrow and launch a piece of software. So, staying relevant, adapting, and making sure we’re meeting the sector’s needs is essential.

“I’m a governor in both a primary and secondary school, and all my kids have been through the system. So I’m deeply invested. Schools are filled with incredible people doing incredible work, often unrecognised. Helping them stay in the profession and feel supported is hugely motivating.”

The conversation turns to artificial intelligence (AI), which Andy sees as a powerful but still-developing tool in education. “It’s still early days for many schools. While some of us are already using AI to create videos, songs, and automate workflows, others are just dipping their toes in with tools like ChatGPT.”

He acknowledges the valid concerns. “There are understandable concerns around privacy, GDPR, and bias. But I’d argue the same concerns existed when calculators, spreadsheets, or even the internet came along.”

Interview with: Andy Kent, CEO of Angel Solutions

But the potential, he insists, is huge. “What excites me about AI is that it genuinely has the potential to reduce workload. Reviewing policies, drafting letters to parents, simplifying complex documents – these are all areas where AI can help. We use it across the company, and it consistently gives us a 10-20% boost in productivity.”

His advice to school leaders? “Explore it. Even just asking ChatGPT to review a policy can surface insights you might have missed. AI should just work in the background, like a helpful assistant. It should say, ‘Hey, I noticed three users haven’t logged in for a year, would you like to archive them?’ That’s the kind of invisible, intuitive support AI can offer, without replacing professional judgement.”

Angel Solutions is well known for its imaginative office space, located at the Liverpool Science Park. He explains: “We’ve got a circus-themed office, complete with a Narnia room you enter through a wardrobe, a space room, a ball pit, a vintage caravan, and several relaxation areas like a lounge,” Andy says with pride. “Before COVID, when the office was full, it really made a difference – it created a fun, collaborative environment with lots of different meeting spaces. It’s not just one big open-plan office that can get noisy.”

While hybrid working means fewer people in the office day-today, its value continues. “We usually have around 20 people in on a Tuesday or Thursday, which is quite a drop for a 50-person organisation, but we’ve chosen to keep the office because it still plays a vital role in bringing everyone together. We just held our quarterly review where all 50 of us came together in one space,

and it felt a bit like a school INSET day – important, energising, and connecting.”

The space has also become a resource for local schools. “We’ve seen more local schools using our space, whether it’s for SLT away days, curriculum reviews, or headteacher coaching sessions. We offer our rooms at no charge. We’ve even hosted education conferences and workshops. If anyone reading this wants to get out of their usual environment for a day, we’re more than happy to help. We’ve got great coffee, and you can take a tour of the circus!”

Angel Solutions is a long-time sponsor of the Most Inspirational Primary School category at the Educate Awards – something Andy is clearly passionate about. “I’ve always had a soft spot for primary schools. Although we work with schools of all phases across the country, I believe

We like to think we help schools get the inspection they deserve.

primary schools often need the most support. They typically have less dedicated time and fewer resources compared to secondaries, which tend to operate more like standalone business units.”

He adds: “The primary years are so formative as it’s where children begin that transition into secondary education, and the foundation set at that stage is crucial. Supporting the Most Inspirational Primary School award is our way of recognising and celebrating that.

“It’s hard to get shortlisted, which makes it all the more special to see those schools walking the red carpet and being celebrated at the Educate Awards. Often, the true impact of primary education isn’t seen immediately – it becomes evident later in a child’s life. But what these schools do matters immensely, and we’re proud to honour them.”

As our conversation draws to a close, Andy reflects on the importance of collaboration – not just within schools, but across the sector.

He explains: “One thing I feel strongly about is the need for more togetherness in education. Schools are often pitted against each other due to competition for pupil numbers and budget constraints. MATs (multiacademy trusts) and local authorities don’t always work together closely either. But with all the post-COVID challenges, budget pressures, and societal issues, now more than ever, we need to unite – not just schools, but parents, suppliers, and partners too.”

He’s candid about the difficulties, but optimistic about collective impact. “This isn’t something that the government alone will fix. We’re seeing too many great school leaders leaving the profession, worn down by the pressures. We all have a part to play, whether that’s volunteering, joining a governing body, fundraising, or simply holding back on criticism and recognising the great work schools are doing in such challenging circumstances.”

His final message is as heartfelt as it is simple: “We all have a part to play in educating our next generation.”

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Marathon success at Maghull High School

As part of the Southport Learning Trust and its involvement with the #kNOwKnifeCrime campaign, students at Maghull High School recently took part in a series of relay and mini-marathon events to raise money for the Mini Medics programme.

Following the events, a staggering £10,000 was raised!

Since July 2023, schools across the Southport Learning Trust have united to raise funds for #kNOwKnifeCrime. The youth campaign is dedicated to educating and empowering young people with essential life skills, while promoting safer communities. Its work equips pupils with the knowledge and confidence to make positive choices.

In 2023, the trust raised £5,200 to fund bleed control kits and cabinets outside its schools, and in April 2024, it joined forces with other educational institutions across Sefton to raise an additional £30,000. This allowed the placement of another 86 bleed control kits and cabinets in the area.

Throughout the current academic year, the mission continued: further funds were raised to provide first aid training through the Mini Medics programme. This training gives pupils the skills to deliver first aid in emergencies, helping them to feel confident and capable when it matters most.

Christina Greaves, executive headteacher of Kew Woods Primary School and director of primary for Southport Learning Trust, organised additional events, including a student relay race between trust schools, which covered a total of 30 miles.

Maghull High School students also completed their own mini-marathons around the school site, with each year group running 2.6 miles and raising just under £500.

Staff and students from each trust school also travelled to London to take part in another mini-marathon event, which included running past Buckingham Palace and down the famous Mall before crossing the finish line.

The Maghull High School community

was especially proud of Harry Corness, who won the under-14 Men’s Wheelchair Mini-Marathon event, and five members of trust staff who took on the epic challenge of the 45th London Marathon!

Maghull High School is excited to continue working with the #kNOwKnifeCrime campaign in the future and collaborating with others to make a lasting, positive impact.

The Academy of St Francis of Assisi fast in solidarity with the people of Congo

Staff and students from The Academy of St Francis of Assisi recently took part in a day of fasting to show solidarity with those suffering in the Democratic Republic of the Congo, Africa, due to ongoing war and conflict.

As part of the Kensington-based academy’s Lenten Collective Worship, the school community reflected on the key cornerstones of repentance during Lent: prayer, fasting, and giving. Inspired by a suggestion from one of the school’s Common Good Ambassadors, the academy decided to dedicate a day of prayer and fasting to raise awareness of the ongoing crisis in Congo, often referred to as the ‘silent war’ due to its lack of coverage in global media.

All students and staff were invited to participate, with many choosing to fast in different ways. Some opted for a solidarity meal of soup and bread instead of their usual lunch, while others committed to a full fast until the end of the school day. This approach, inspired by

Jesus’ teaching on fasting in Matthew 6:16-18, encourages individuals to fast in a way that is meaningful to them.

As a part of the initiative, the academy encouraged students and staff to donate £1 each to support the vital work of Caritas, the Catholic Church’s international aid and development charity. Caritas provide essential support to communities affected by poverty, war, and injustice.

Ms Jo Leech, headteacher of The Academy of St Francis of Assisi, said: “We are incredibly proud of the Assisi community for taking part in the fast. This initiative has been a meaningful way for our students and staff to engage with the values of Lent and demonstrate solidarity with those who are suffering. It has been inspiring to see our community come together.”

The Academy of St Francis of Assisi is proud to be a member of All Saints Multi Academy Trust.

Rainford High ‘eggsceeds’ expectations with Easter egg donations

Students and staff from Rainford High recently collected and donated over 600 chocolate Easter Eggs for worthwhile local causes.

Each year, Rainford High launches an Easter campaign to help spread joy and ensure people in need receive a chocolate egg.

The school tasked its house system with collecting as many Easter eggs as possible, in return for coveted house points and the chance to win a prize.

This year’s house winner was ‘Determination’.

One student, in particular, went above and beyond. Lucas, who is in Year 9, donated an incredible 48 eggs!

Thanks to everyone’s collective efforts, the school has donated Easter eggs to St Helens Foodbank and local community groups. Staff and students personally delivered the donations before the end of term.

The initiative began eight

years ago by the director of business and finance, Miss Alexandra Fairclough-Marsh, and it has gone from strength to strength ever since.

She said: “We are a proudly inclusive school that places great importance on kindness, compassion, and supporting others. Our Easter egg appeal is just one of the ways we work together to make a positive impact within our local community. I’m incredibly proud of how our students and

staff have embraced the initiative and continue to go above and beyond to help others.”

Mr Ian Young, principal of Rainford High, added: “At Rainford High, we believe that ‘Everyone Matters, Everyone Helps, Everyone Succeeds’, and this campaign is a wonderful example of that in action. I’m so proud of how our school community has come together to make a positive difference to others.”

CULTURE:

BY ELOISE BENN

Stephen Graham and Jack Thorne’s ‘Adolescence’ recently took Netflix by storm, topping the platform’s charts, shocking the world, and sparking conversation about incel culture. Now, it is being shown for free in UK schools – a decision supported by the government.

The series, which is made up of just four episodes, is about a 13-year-old boy, Jamie Miller, who is charged with the murder of his classmate, Katie Leonard. Throughout the drama, the audience witnesses the aftermath of Katie’s tragic death, seeing Jamie’s arrest, learning about the misogynistic content he was posting and consuming online, watching his interrogation, and the effect this had on his family.

Adolescence explores incel culture and its horrific consequences, and the show’s success has left many viewers talking about what this culture actually looks like, and how young people, specifically boys, find themselves involved in it.

‘Incel’ is short for ‘involuntary celibate’, which is defined as ‘a member of a group of people on the internet who are unable to find sexual partners despite wanting them, and who express hate towards people whom they blame for this’ in the Cambridge Dictionary. This way of thinking can also be described as ‘meninism’, and related content exists within the ‘manosphere’. Generally, incels believe that women owe them sex or love, that they are evil, manipulative, and that feminism is ruining relationships.

Involuntary celibates also see themselves as inferior and unattractive, especially in comparison to ‘Chads’, the name they use to refer to men who are wealthy, stereotypically attractive, and sexually successful.

This toxic culture and its encouragement have unfortunately led to extreme acts of violence, including murder, on multiple occasions. One of the most recognised instances of this is a stabbing and shooting rampage committed by Elliot Rodger in 2014, who specifically targeted an ‘attractive’ sorority at his university. He is recognised as an incel ‘hero’ for this and his distribution of a document

citing his hatred of women, in addition to his ‘relatable’ frustration with being denied sex.

In Adolescence, it is heavily implied that Jamie’s involvement in this ideology, too, is the root of his horrific act, and viewers find out that he murdered Katie violently, stabbing her repeatedly. He also expresses his low self-esteem and, in his interview with a psychologist, mentions his belief in the popular ’80-20’ rule, where incels believe that 80% of women desire only 20% of men (Chads).

“Generally, incels believe that women owe them sex or love, that they are evil, manipulative, and that feminism is ruining relationships.”

Whilst there are many ways that young boys can get drawn into the manosphere, nowadays, the most common way seems to be the internet, especially social media. Across platforms like X, Instagram, YouTube, and TikTok, there has been a worrying rise in the number of ‘influencers’ sharing views that are anti-women.

Perhaps one of the most notable examples of this is Andrew Tate, who films and uploads podcasts and other pieces of content, sharing dangerous and sexist views, proudly describing himself as a misogynist. Tate, who has millions of followers and has been previously arrested on suspicion of rape and sex trafficking, promotes the belief that women belong to and exist solely for men, and defines masculinity through power, wealth, and control.

However, he is by no means the only influencer saying such things. Social

media platforms utilise an algorithm system, meaning that if a user engages with a specific type of content, they will then start to see more of it on their feed, and the more that they interact with it, the more they will continue to see people discussing these harmful ideologies. Even ‘small’, sexist comments or ‘jokes’ made by ‘normal’ influencers or gamers can begin to snowball, gradually manifesting into a deep-rooted form of misogyny.

This, in turn, impacts the vulnerable minds of young people who are still developing, learning about the world, and trying to fit in with their peers.

A lot of these young and teenage boys will then find themselves in online communities with others of a similar mindset, and the male validation they receive from one another for sharing such views and relating to loneliness or rejection from women makes them feel empowered and justified.

Towards the end of Adolescence, Jamie’s parents, Eddie and Manda, are shown questioning their own complicity in Jamie’s crime, specifically what they could have done to prevent it, such as paying attention to his online activities.

Parents and carers watching the series might have the same question – how can they ensure that their child doesn’t end up partaking in incel culture or down this dangerous path?

As mentioned, parents could monitor their children’s internet usage, including not only the content that they are posting but also what and who they are consuming. Should there be anything of concern, families can take the opportunity to discuss this with their child, educate them, and take action. It is also important to keep this conversation going by fostering a supportive environment where young people feel comfortable discussing the topic, and where parents can engage meaningfully and proactively.

In a 2023 booklet from Education Against Hate, a government initiative that provides parents and educators with the resources to protect children from extremism, notes that some of the warning signs of radicalisation involve ‘social withdrawal, argumentative behaviour, embracing conspiracy

Understanding incel culture

theories, justifying violence, being secretive, changes in appearance and friends, and drawing extremist symbols or imagery.’

Adolescence’s creators, including Jack Thorne and Stephen Graham, wanted to spark conversation about the dangers that incels face, and how easy it is for young boys to become involved in it. They succeeded in doing so, with the series reaching number one in 80 countries.

“We made this show to provoke a conversation. We wanted to pose the question – how do we help stop this growing crisis?”

The government has updated its relationships, sex and health education (RSHE) guidance, to incorporate lessons about misogyny and the harm that influencers like Andrew Tate can cause.

Furthermore, the government’s backing of the initiative to make the show available for free in secondary schools around the UK is a step in the right direction. The initiative is accompanied by useful resources created by the healthy relationships charity Tender, following a meeting between charities, Jack Thorne, and Prime Minister Keir Starmer. However, this is only a first step, and there is hope that schools will fully embrace this aspect of RSHE, equipping students with the tools to critically engage with and recognise dangerous ideologies.

Thorne said: “We made this show to provoke a conversation. We wanted to pose the question – how do we help stop this growing crisis. So to have the opportunity to take this into schools is beyond our expectations, but what we really hope is it’ll lead to students talking amongst themselves.”

Activists, researchers, politicians and the public have also been calling for social media companies to do more to protect young people from radicalism, whether this be through stricter age restrictions, better content monitoring, or changes in the algorithm system to prevent harmful content from being spread so widely in the first place. The rapid development of incel culture is a serious concern that requires swift and collective action, involving collaboration between parents, the government, schools, social media platforms, and, crucially, young people themselves.

Through continued awareness, education, and early conversations, children and teenagers are much less likely to be drawn into incel culture.

Crosby secondary school joins All Saints Multi Academy Trust

All Saints Multi Academy Trust has proudly welcomed St Michael’s Church of England Academy into its family of schools.

St Michael’s is the only Church of England secondary school in Sefton. It has a proud Christian ethos and upholds the values of ‘love’, ‘peace’, ‘forgiveness’, ‘equality’, and ‘courage’, which encourages each student to grow and thrive.

As part of this new and exciting journey, Mr Roy Bellmon has been appointed the headteacher of St Michael’s. Mr Bellmon brings extensive leadership experience, having dedicated the past 16 years to St Hilda’s CE High School in Liverpool.

All Saints Multi Academy Trust is a unique family of schools across Liverpool, Sefton and

St Helens. St Michael’s will be the ﬁfth secondary school to join the trust, along with its dedicated sixth form, bringing the total number of sixth forms within the trust to three.

The trust is sponsored by both the Diocese and the Archdiocese of Liverpool and is inspired by the ecumenical vision of Bishop David Sheppard and Archbishop Derek Worlock, who were instrumental in bringing together Liverpool’s Anglican and Catholic communities during the 1970s and 80s. Their belief that communities are ‘stronger and better together’ is central to All Saints’ vision, placing collaboration at the heart of everything it does.

Miss Heather Duggan, CEO of All Saints

Multi Academy Trust, said: “We are thrilled to welcome St Michael’s Church of England Academy into our Trust and are conﬁdent that Mr Bellmon’s leadership will be instrumental in shaping the school’s future, driving meaningful and lasting improvement.”

St Michael’s is the second school to join All Saints Multi Academy Trust this year, following Trinity St Peter’s Church of England Primary School, Formby, in February.

Primary school makes national top four in table tennis

A Crosby primary school has become one of the top four schools in the country at table tennis after its pupils reached the ﬁ nals of a prestigious national competition.

Two teams of talented players from St Mary’s College Preparatory School took part in the Butterﬂy Schools Championship in Wolverhampton, one of the biggest events in the table tennis calendar.

The teams overcame the challenge from 160 schools from across the country to reach the ﬁ nals of the competition organised by Table Tennis England and English Schools Table Tennis and sponsored by table manufacturer Butterﬂy.

The St Mary’s under-11 boys’ team, which included Thomas Locke, William Green, Archie Green, Diego FunesCervera and Isaac Pepper, tackled schools from as far aﬁeld as London, Coventry and Somerset on the way to the ﬁ nals.

Meanwhile, the girls’ team of Anna Yu, Nyasha Roberts and Priscilla Dix faced opponents including schools in Newcastle-under-Lyme, London and Cleveland.

Both teams did remarkably well, ﬁ nishing in fourth place, with Nyasha Roberts also making it to the quarter-

ﬁ nals of the individual competition.

Lancashire co-ordinator Helen Savage said: “I am so proud of all our players – to win so many matches and qualify for the ﬁ nals was amazing. The children’s support for each other, commitment to the team and perseverance in all their games was exceptional, as was their impeccable behaviour throughout.

“We owe a huge thank you to our coach, Dave Graham, who is also the Lancashire coach, and Jack Savage, a sixth form student at St Mary’s College who also trains and coaches the teams. Dave, Jack and myself could not have asked for any more from our players – they were wonderful ambassadors for our school.”

St Mary’s Preparatory School headteacher, Jonathan Webster, commented: “It has been a pleasure to see these children develop into such high-quality table tennis players, and we look forward to witnessing their future achievements in the sport over the coming years.

“Many thanks to Helen, Dave and Jack for their excellent coaching, and the families who have supported the children so enthusiastically throughout the competition.”

A broad and balanced curriculum for Year 7s at Gateacre School

The arrival of September signals an exciting new chapter as students join Gateacre School, a vibrant and ambitious learning community built on a foundation of academic excellence.

They will become not just part of a school, but part of a supportive family within Northern Schools Trust, ready to embark on a journey of discovery and growth.

Gateacre believes in the transformative power of a rigorous academic curriculum. During their time at the school, every student will be given the chance to thrive and succeed educationally, irrespective of their starting point. From the outset, they will be challenged and inspired by a thoughtfully designed programme that blends

familiar subjects with enriching opportunities.

The curriculum is meticulously sequenced to provide young people with essential building blocks for a successful future.

Staﬀ are passionate about fostering a deep understanding and a critical appreciation of the world around them, ensuring they have the tools to navigate it

with conﬁdence and intellectual curiosity.

Beyond the classroom, Gateacre School’s co-curricular programme oﬀers a wealth of opportunities for students to explore their passions, develop new skills, and build lasting friendships. A well-rounded education extends beyond textbooks and examinations, which is why the school is committed to providing experiences that nurture talents and cultivate essential life skills.

Recent investments include rugby and cricket facilities to broaden sporting opportunities, along with a Combined Cadet Force (CCF) to enhance character development and support academic achievement.

A scholars’ programme has also been introduced, oﬀering

enriching opportunities such as public speaking, Latin, and classics. It will provide a stimulating environment to deepen curiosity, hone communication skills, and explore subjects that have shaped Western thought.

Moreover, Gateacre recognises the profound impact of the arts, which is why it is investing £25,000 in its music department to create exceptional technical facilities. Whether a student’s passion lies in performing, composing, or simply appreciating music, they will have the resources to explore and develop their talents.

Joining Gateacre School in Year 7 is the beginning of an adventure, and the school community now eagerly awaits its new students!

Billinge Chapel End Primary School blooms with a spring makeover

Staff from Billinge Chapel End Primary School and the Everyone Matters Schools Trust recently came together to refresh the school grounds ready for the start of the new term.

The collaborative effort resulted in a range of improvements across the school to further enhance the overall learning environment for pupils.

The spacious school hall was given a fresh coat of paint, creating a bright and welcoming atmosphere for the school community. In addition, all railings in the playground and Early Years Foundation Stage (EYFS) area were repainted, ensuring the outdoor spaces are welcoming to visitors, staff, and pupils alike.

In addition, playground equipment which had deteriorated due to the winter weather was removed, creating a more open and spacious playground that pupils will enjoy regularly throughout the spring and summer months

Six large planters were repurposed, emptied, and cleaned to make way for a special memorial garden dedicated to Amy Connor, a beloved teacher who sadly passed away earlier this year.

The garden will soon be transformed into a peaceful

Billinge blooms

space for reflection and remembrance.

Mr Craig Hewitt, headteacher of Billinge Chapel End Primary School, said: “We are incredibly grateful to our staff and the staff from Everyone Matters Schools Trust for coming together to refresh our school.”

Miss Alexandra Fairclough-

Marsh, chief financial operating officer of the Everyone Matters Schools Trust, commented: “We’ve been supporting the school in transforming both their outdoor grounds and indoor spaces since they joined the trust. This was a great opportunity to bring together staff from the school and the

Inspirational PE teacher runs 10K barefoot every day to raise money for Alzheimer’s Society

A remarkable PE teacher from Our Lady of Pity Catholic Primary School, Greasby, has pledged to run 10 kilometres barefoot every day for a year, to raise money for the Alzheimer’s Society.

Phill Hayward, who has worked at the school for 16 years, is currently six months into his gruelling fundraising campaign.

Since July 2024, he braved all kinds of weather, including the snow and ice that hit the Wirral in early January. So far, Phill has raised over £8,600 for the charity which he holds close to his heart.

In 2015, Phill’s grandad was diagnosed with Alzheimer’s disease. Phill has witnessed the emotional and physical toll the diagnosis has had on his beloved grandad and everyone around him.

This isn’t the first time Phill has embarked on such an intense fundraising initiative. In 2020, he ran 10 kilometres a day for a year in aid of mental health and

suicide prevention in men, raising over £25,000 for local charity, Wirral Mind.

Phill said: “By the time I have completed this challenge, it would be 10 years since my grandad’s diagnosis. Alzheimer’s has taken so much from my family, especially my nan and my mum. It has been heartbreaking to watch.

“My grandad is housebound with my family by his side. He is the bravest and strongest man I know and sadly, he has no idea about the immense challenge I’m undertaking, but I know he would be proud of me.”

Staff and pupils at Our Lady of Pity Catholic Primary School have been supporting Phill, with teachers running with him or children cheering him on.

Head of school, Mrs Kathryn Dunne, commented: “We all think Mr Hayward is absolutely incredible. Whenever he runs around the school field and playground

Staff from Billinge Chapel Primary School and the Everyone Matters Schools Trust recently came to refresh the school ready for the start of term.

The collaborative effort resulted in a range of improvements across to further enhance the learning environment pupils.

In addition, playground equipment which had deteriorated due to the weather was removed, a more open and spacious playground that pupils enjoy regularly throughout spring and summer months

trust in a meaningful, teambuilding event. We hope to replicate this collaborative approach in our other schools whenever similar opportunities arise.”

Billinge Chapel End Primary School is proud to be a member of the Everyone Matters Schools trust.

Inspirational barefoot for Alzheimer’s

A remarkable PE teacher of Pity Catholic Primary has pledged to run 10 every day for a year, Alzheimer’s Society.

Phill Hayward, who school for 16 years, is into his gruelling fundraising Since July 2024, he weather, including the the Wirral in early January. raised over £8,600 for holds close to his heart.

after school, we make sure to wave and offer him words of encouragement.

In 2015, Phill’s grandad with Alzheimer’s disease. witnessed the emotional the diagnosis has had grandad and everyone

“Phill is a fantastic role model for the whole community. What he is doing takes real courage and commitment, and we are incredibly proud of him. His determination to make a difference, not only for his family but for so many others affected by Alzheimer’s, is truly inspiring.”

This isn’t the first time embarked on such an initiative. In 2020, he day for a year in aid of

How degree apprenticeships can bridge skill gaps and bolster workforce strategy

As leaders in primary education, multi academy trust CEOs and headteachers face an urgent question –‘how can we build a strong and sustainable workforce for the future?’

Liverpool Hope University (LHU) believe that one of the most powerful, often underutilised strategies, lies in degree apprenticeships – a dynamic, employer-led model that provides access to higher level qualifications without the fi nancial and logistical barriers of traditional university education. More than just a qualification, they offer a strategic lever to close skills gaps and empower teams.

According to the Department for Education’s School Workforce Census, over 40,000 teachers left the profession in 2022 – more than one in 10 of the workforce. The retention and recruitment crisis is costing schools as they resort to expensive agencies to ﬁ ll gaps and the additional costs incurred for promoting and ﬁ lling new vacancies.

Meanwhile, education leaders are increasingly required to deliver more with

less, manage diverse needs, and embed technology, all while keeping staﬀ motivated and engaged.

Degree apprenticeships offer a targeted, cost-effective way to upskill and retrain existing staff, grow a workforce from within, embed loyalty and retention, and strengthen inclusion.

Critically, these programmes can be funded through the apprenticeship levy or supported through government funding for non-levy payers, meaning high-impact development at little or no additional cost.

Partnering with Liverpool Hope University oﬀers employers within the education sector a strategic advantage in cultivating a skilled, committed, and forwardthinking workforce.

As a university with a strong reputation for teacher training, LHU delivers high-quality primary teaching apprenticeships that combine rigorous academic learning with practical classroom experience.

Employers will beneﬁt from a close working relationship with

the university, receiving ongoing support to ensure apprentices meet professional standards and thrive in their roles.

Beyond teacher training, the university also oﬀers apprenticeship pathways into youth and social work and physiotherapy, providing a broader opportunity to address workforce development needs across multiple areas.

Choosing Liverpool Hope means investing in a futureready workforce grounded in values, expertise, and a commitment to social impact.

Degree apprenticeships are

more than a qualiﬁcation; they are a blueprint for resilience, retention, and reinvention. For MATs and primary schools, they oﬀer the rare combination of high impact, low cost, and long-term value.

To ﬁ nd out more about degree apprenticeships, contact Kimberley Dean, business development manager, at apprenticeships@hope.ac.uk or call 0151 291 2281.

Greener printing for a brighter future in education with the ASL Group

In today’s evolving education landscape, sustainability has become more than a buzzword – it is a responsibility.

From schools to sixth forms, every institution plays a part in protecting the planet. The ASL Group believes that one of the simplest ways to make a meaningful impact is by rethinking printing.

Of course, printing is not going away any time soon; lesson plans, reports, timetables, and teaching resources often rely on it. However, traditional printing practices, while convenient, come at an environmental cost: deforestation from paper waste, carbon emissions from energy-hungry devices, and mounting e-waste from discarded cartridges.

The good news is that schools and institutions can make a big diﬀerence with small, smart changes. That’s where the ASL Group comes in.

As a leading managed print services (MPS) provider and proud award-winning company for CSR and sustainability, ASL helps educational organisations

reduce waste, cut costs, and shrink their environmental footprint, without compromising on performance.

Its solutions include default duplex printing (saving up to 50 per cent on paper), energyeﬃcient hardware, cartridge recycling schemes, and usage-tracking software to cut down unnecessary prints.

What sets ASL apart is its pioneering partnership with PrintReleaf, an innovative platform that automatically oﬀsets paper usage by planting trees in reforestation projects around the globe. This means that every page printed contributes to rebuilding forests – a win for both schools and the planet.

As proud title sponsors of the Educate Awards, the ASL

Group is passionate about celebrating the educators who inspire change every day and is equally committed to helping them build a greener future, one print job at a time.

Everyone at ASL recognises the importance of educating staﬀ and students on ecofriendly printing habits and encouraging a digital-ﬁ rst mindset, and helping schools foster a culture of responsibility that extends far beyond the classroom. After all, sustainability isn’t just about tools; it’s about people.

For those who are ready to turn the page on wasteful printing, visit www.asl-group. co.uk/environment to learn how ASL can help your institution lead the way in sustainable print solutions.

www.northliverpoolacademy.co.uk

FUNCTIONAL FITNESS IN SCHOOLS THE RISE OF RAISING

THE BAR:

In recent years, schools across the UK have been rethinking what physical education looks like, and it’s not just about netball, football or cross-country runs anymore.

A new trend is taking hold in PE departments up and down the country: functional fitness. Paving the way is CrossFit, a high-intensity training programme once reserved for elite athletes and military personnel. Now, it’s transforming the way young people move, think and engage with physical activity.

Functional fitness is about training the body to handle real-life movements, from pushing and pulling to lifting, squatting and. It mimics everyday actions and focuses on building strength, balance, coordination, and endurance in a practical way.

CrossFit is a brand of functional fitness that combines elements of Olympic weightlifting, gymnastics and cardiovascular training. It has quickly been gaining traction in schools, with its focus on varied, high-intensity workouts, it offers something different from traditional PE.

In 2022, CrossFit UK launched initiatives aimed at introducing the programme into schools, providing teacher training, equipment support and tailored workouts suitable for children and teenagers. Since then, over 100 schools have joined the movement.

One Liverpool school which has embraced this new wave of fitness is Alsop High School, part of Omega Multi Academy Trust, and is one of the first schools in the North West of England to do so.

Jonathan Solan, head of PE and health faculty at the school, reveals what inspired the school’s bold new direction.

“When I started at Alsop, one of the first things I did was conduct a pupil survey and look into the local area’s demographics,” Jonathan explains. “What I found was quite worrying – high levels of deprivation and a significant number of overweight and obese children. The issue worsens as students get older, so we wanted to focus more on health and wellbeing rather than traditional PE.”

Jonathan, a CrossFit competitor himself, and CrossFit enthusiast and Omega Multi Academy Trust staff member, Simone Breedon, forged a partnership with Reece Mitchell, owner of Full Moon Fitness in Bootle.

He adds: “Reece introduced us to the CrossFit Academy Programme, which supports schools in setting up CrossFitbased fitness programmes. He’s been key in supporting staff training too, we attend CPD sessions at his gym and he helps keep us up-to-date with best practice.”

Just nine months on, the school’s programme is already having a profound impact. Students have responded enthusiastically to the sessions, which look and feel completely different to standard PE lessons.

“It’s been a bit of a revelation,” Jonathan says. “By the end of this half-term [April], every student group will have had a session in the facility. They absolutely love it. It doesn’t feel like typical school PE, so they’re really engaged.”

But it’s not just about enjoyment, the programme has long-term ambitions. Jonathan hopes the programme will promote lifelong healthy habits, especially in a community where access to fitness opportunities can be limited.

“Miley’s maths teacher told me recently, ‘Something has changed –she’s flying.”

He continues: “A lot of CrossFit movements replicate everyday life. We hope that students’ nutrition and movement efficiency will improve, which can benefit them well into adulthood.”

To ensure the programme is delivered safely and effectively, Alsop has partnered with British Weightlifting, gaining official affiliate status and securing national governing body qualifications for staff.

“CrossFit and weightlifting go hand in hand, so the training complements our programme perfectly,” Jonathan adds.

But it’s not just students who are benefitting. The school’s new CrossFit facility is the envy of many local gyms.

He says: “Compared to the dusty, outdated gym equipment you’d find in a lot of schools, our new suite is next-level. We even have a personal trainer, a CrossFit athlete herself, running a ‘Train Your Brain’ programme for a group of female students. She keeps saying she can’t believe a school has a facility like this.

“For us, the aim was to replicate a real CrossFit suite. If we were going to do this, we had to do it properly.”

With backing from the trust and support from supplier, Wolverson, the suite was kitted out to professional standards.

Jonathan reveals: “We brought in local artist, Joe Venning, to paint murals on the walls which feature CrossFit movements and athletes like Katarina Johnson-Thompson and Paddy The Baddy. It’s designed to be local, relatable and inspirational. We wanted students to feel comfortable in these spaces. When they walk into a commercial CrossFit gym one day, it won’t feel intimidating – it will feel familiar.”

CrossFit is known for its tough workouts, but its mental impact is just as powerful.

“These movements are hard. Students won’t get them the first time. But what’s beautiful is they keep trying. They fail, and then they try again,” Jonathan explains. “That kind of resilience is rare in young people. But in this setting, it’s safe to fail and that builds grit.”

Year 10 student Miley is a prime example of how transformational the CrossFit programme can be. Already a talented dancer, she recently completed the CrossFit Open workouts — part of a global competition — and, although the school didn’t formally enter this year as it was its first time running the programme, her results ranked her number one in the world for her age group.

She comments: “It is great because I have learned lots of new things. I have also learnt how to work out properly, which I probably wouldn’t have done in traditional PE classes.

“I feel like I have become a lot more confident and focused in classes. I would definitely recommend it to other students and other schools in the area. It has really helped me when I have gone through some difficult times.”

Functional fitness

Miley was once the only student attending the girls-only CrossFit session, but now, thanks to her enthusiasm and word of mouth, 28 girls show up each week.

Jonathan comments: “She’s built that from scratch. It’s totally organic. She’s gone around encouraging others and created a space where girls feel comfortable. That’s real leadership.” It’s not going unnoticed in the classroom either.

He adds: “Miley’s maths teacher told me recently, ‘Something has changed –she’s flying’. You can’t always track that in data, but the impact is visible.”

The programme’s core principles –functional movements, teamwork, and self-discipline – are embedding vital life skills.

Jonathan details: “It’s not just lifting weights. It’s Olympic lifting, nutrition, plyometrics – every aspect of fitness. But beyond that, it’s about community and connection. Students support each other, no matter their age or ability.”

Jonathan shares stories of Year 7s cheering on Year 11s, of students high-fiving peers they’ve never spoken to before, and of quiet pupils finding their voice through encouragement and shared effort.

“During our recent CrossFit Open, even those not competing were shouting encouragement from the sidelines. You don’t often see that level of unity between year groups. I wish I could bottle it up!”

Although it’s still early days, Alsop High School is already exploring ways to formally measure the impact of CrossFit – but one thing is certain: Alsop High School isn’t just building fitter students, it’s shaping stronger and more confident young people.

“It’s not about being the fastest or the best at sports,” Jonathan says. “It’s about becoming the strongest version of yourself.”

WHAT THE EXPERT THINKS:

Liverpool Schools Sports Partnership (LSSP) – a partnership for schools that works strategically with others to promote, develop and enhance PE, sport and physical activity for young people across Liverpool.

Educate asked him what his views are on the rise of functional fitness in schools.

How have you seen attitudes towards physical education shift in recent years, especially since the pandemic? For me, the pandemic seemed to emphasise the importance physical activity has on health and wellbeing. Since then, it seems that PE has evolved from being primarily games-focused to a subject that fully addresses the physical, cognitive, social, and emotional aspects of education. In addition, I feel young people, particularly girls – want more than just team games from PE. As a result of the pandemic, and possibly social media, they want PE to focus more on them as individuals.

Functional fitness and programmes like CrossFit are becoming more popular in schools. What’s your take on this trend?

I think this trend reflects the need for PE to engage all pupils, not just those interested in games. Functional fitness and CrossFit, although challenging, are about personal development rather than traditional competition. I think the fact that young people feel they won’t be put in a position to let others (teammates) down is a big selling point.

Why do you think approaches like CrossFit are resonating with young people, particularly those who might not typically engage in traditional PE? Functional fitness initiatives like Hyrox and CrossFit seem to foster a sense of belonging and camaraderie. People naturally support each other to progress, and personal achievements are celebrated – how often do you see groups encouraging each other! I think this type of environment appeals to young people, especially those who feel disconnected from traditional competitive sports. Indeed, the focus on personal goals and functional movements keeps them engaged, allowing students to find joy in physical activity without the pressure of traditional PE games.

Have you seen other schools across the city experimenting with nontraditional forms of fitness?

Yes, schools are bringing in activities such as yoga, martial arts, and parkour into PE, and some are using virtual

fitness and dance platforms to make PE more interactive and accessible. One of my daughter’s favourite activities in school was Just Dance!

We know many schools are focusing more on holistic wellbeing. How important is it that schools connect physical activity with mental health and community building?

The connection between physical activity and mental health cannot be overstated. There is an abundance of empirical evidence proving that movement helps reduce stress, boost mood, improve focus, and – crucially for schools – even raise attainment. Schools that understand and integrate these elements create environments where students feel supported, develop a sense of belonging, and form a positive relationship with movement and physical activity.

From your perspective, how can initiatives like CrossFit support longterm lifestyle habits in young people? Physical literacy is a person’s relationship with movement and physical activity throughout their lives, and functional fitness initiatives can develop the foundations for lifelong habitual activity. They equip young people with the confidence and knowledge to pursue fitness in everyday life, not just during PE classes.

Arriva get on board with LSSP to offer free transport, saving schools thousands of pounds

Liverpool School Sports Partnership (LSSP) confirm an agreement with Arriva UK Bus to offer free transport to ensure equal access to sport and physical activity opportunities, which could see individual schools in Liverpool save approximately £5,000 per academic year.

The new partnership between LSSP and Arriva is set to run for the remainder of the 2024/25 academic year, giving 6,000 young people at LSSP-affiliated primary and secondary schools the opportunity to engage in sports events and festivals without having to worry about transport costs or logistics.

If successful, the partnership will be renewed for the entirety of the 2025/26 academic year, supporting more than 16,000 pupils and students to attend LSSP sports competitions across the city.

By introducing this initiative, LSSP are helping to ease the burden of costs to schools by reducing the use of minibuses, ensuring young people can still enjoy the benefits of taking part in the 220+ aspirational and inspirational competitions the organisation host throughout the year.

Joint Chief Executive Officer at LSSP, Jimmy McGinn, commented: “We are delighted to be partnering with Arriva to offer schools in the LSSP network free transport to all of our competitions and events.

“Ensuring school sport is accessible for everyone is a key priority at LSSP and we’re extremely proud that we’ve been able to secure this partnership with Arriva following feedback from schools who cite transport costs as a major barrier to participation in competitions.

“This partnership will create further opportunities for young people to compete

in a variety of sports, whilst supporting them to become happy, healthy and active individuals.”

Richard Hoare, Area Director for Arriva North West said: “We’re proud to partner with LSSP in their incredible work giving young people greater access to sports competitions and activities.

“As the leading bus operator in Merseyside, we’re deeply committed to supporting the communities we serve.

“This partnership is a meaningful way for us to help them and level the playing field to ensure all young people – regardless of background – have the chance to see, take part and thrive through sport.”

With schools up and down the country facing funding cuts, LSSP wanted to remove the hurdles many education providers are met with when budgeting for external trips and extra-curricular activities.

Headteacher of Mab Lane Primary School in the LSSP network, Laura Tracey, commented: “The announcement from LSSP regarding their new partnership with Arriva is welcomed news to us here at Mab Lane and I imagine all headteachers across the city will join me in sharing similar thoughts.

“We attended the British Gymnastics Championships at the M&S Bank Arena in March, where LSSP coordinated free bus travel which allowed us to take our students to the prestigious event, and this would not have been viable without free transport, so finding out about this new partnership is extremely encouraging.

“By having access to free bus travel, it will enable us to enter more students into the LSSP school competitions as we won’t have to worry about how we afford the

ever-increasing transport costs, not to mention it will also support our school’s carbon footprint.”

By September 2025, as mandated by the Department for Education, all education settings in England must have a Climate Action Plan in place and LSSP’s new partnership with Arriva will allow schools within its network to include this as one of the ways they’re tackling climate change.

This partnership is just one of the initiatives LSSP has introduced to support climate action across Liverpool, as they’ve teamed up with Liverpool City Region Combined Authority to back their ‘School Streets’ scheme which aims to reduce traffic congestion and promote active travel by restricting vehicles around schools during drop-off and pick-up times.

To develop children’s skills in cycling and scooting to school, LSSP coaches work with primary schools across Liverpool to run its Balanceability and SkootSkool programmes, so children have the confidence to travel to and from school safely.

LSSP-affiliated schools can apply for free transport now through the LSSP network, with schools in disadvantaged areas and those demonstrating high levels of pupil engagement in sport being prioritised.

St Julie’s dancers triumph at the ‘Great Big Dance Off’

A key stage 3 dance team from St Julie’s Catholic High School has triumphed with first place in the regional Great Big Dance Off competition.

Students performed an original contemporary dance, telling the tragic story of the tsunami that struck Thailand in 2004, leaving the judges deeply impressed and moved.

The event saw 34 acts vying for the top two places to achieve access to the competition’s national final, which will take place later this year.

Head of performing arts at St Julie’s, Alice Douglas, said: “Our mission statement

calls on us to allow all students to discover their potential and share their talents, and it’s really pleasing to have such a great result with our younger students who gave a terrific performance.”

Kate McCourt, headteacher of the school, commented: “We’ve been long aware of the value of the performing arts in building confident, expressive young women, which is why it is a key component in our key stage 3 curriculum. The boundless talent of our students guided by a skilled and enthusiastic teaching team has yielded a great reward in this competition, and we’ll be cheering our dancers on in the national final!”

All at St Julie’s are proud of the team’s success and look forward to supporting them in the final.

26th

June

4-6pm

“Students truly understand and embrace the charism and mission of St. Julie's. They speak with pride about how they live out the Notre Dame values in their daily lives. Students feel valued, supported, safe, happy and confident.”

Catholic Schools Inspectorate,

2024

When Ofsted visited St. Julie’s in 2023 they found that “Pupils, including students in the sixth form, are proud to be part of this caring and closeknit school community. A typical view that pupils shared with inspectors was that ‘everyone is welcome here; you can be yourself ’ .

You can find out more about what it means to be a member of our welcoming Notre Dame community at our Open Evening event on Thursday 26th June from 4-6pm.

The evening will give you a great opportunity to find out why record numbers of parents are naming St. Julie’s as their first choice school for their daughter’s secondary education.

When you tour our school, meet our Headteacher and staff and talk to some of our current students, we hope to be your first choice too!

Lord Frank Field’s legacy honoured through prestigious education awards

To honour the memory of the late Lord Frank Field, an award will be named after him to mark his legacy and remarkable contribution to education and social justice.

Through a collaboration with the Educate Awards – the largest education awards in the North West – the Frank Field Education Trust (FFET) will commemorate its founder, the Rt. Hon. Lord Frank Field, who served as the Member of Parliament for Birkenhead for over 40 years.

The esteemed ‘Community Partnership Award’ will now be known as the ‘Lord Frank Field Community Partnership Award’.

Lord Field spent decades championing policies and initiatives that improved the lives of young people and families. His commitment to tackling poverty, enhancing education, and strengthening community ties aligns perfectly with the ethos of this award.

The ‘Lord Frank Field Community Partnership Award’ will recognise schools, academies, and colleges that have built outstanding partnerships within their local and wider communities.

To be considered, submissions must demonstrate how these collaborations, with local businesses, charities, organisations, and individuals, have

positively impacted pupils, parents, and the wider community.

The Frank Field Education Trust, founded in 2018 by Lord Field, is a multiacademy trust based in the North West and the West Midlands. It was created with the belief that social justice for our communities can be achieved through excellence in education.

Tom Quinn, CEO of the FFET said: “Renaming the Educate Award in Lord Field’s honour is a fitting tribute to his lifelong dedication to social justice and community initiatives. Frank’s commitment to tackling poverty and improving education has transformed countless lives.”

He added: “Within our schools, to celebrate Frank’s legacy, we are launching our own Frank Field Community and Social Justice Awards to recognise our pupils and staff that have gone above and beyond to make a difference in our schools and communities.

Lord Field’s family commented: “The Field family is truly touched by the renaming of the Educate Award in honour of Frank. His lifelong belief in the power of education to change lives and build stronger communities was at the core of everything he worked for. It means so

much to us that this award, which recognises the important partnerships that strengthen communities, will continue to carry his name.

“We are incredibly proud that his legacy will live on through the recognition of the hard work and dedication of schools and educators across the North West. It’s a beautiful reflection of everything he worked for.”

Now in its fourteenth year, the Educate Awards takes place on Friday, 14 November, at the Liverpool Anglican Cathedral. Schools, colleges, teachers and support staff across Merseyside, Cheshire, Lancashire, Greater Manchester and Cumbria come together to celebrate their achievements in a truly unique fashion. In total, there are 21 awards, which are all free to enter. More details about the categories and criteria can be found here. Entries will close on Sunday, 13 July.

The Educate Awards 2025 is in partnership with ASL. Associate sponsors confirmed so far include; All About STEM, Angel Solutions, CER, CPMM Media Group, Frank Field Education Trust, Apprenticeships at Liverpool Hope University, Liverpool City Region Combined Authority Careers Hub, LJMU, LSSP, Satis Education and SENDSCOPE.

The search is on for the School Library of the Year!

Since the exciting announcement in February, the Educate Awards has been inundated with entries for its new ‘School Library of the Year’ category!

With the deadline for submissions fast approaching on Sunday, 13 July, the Educate Awards is on the hunt for the most exceptional school library in the North West.

Does your child’s school library spark curiosity, encourage a love of reading, and inspire young minds to explore the world through books? Or are you a teacher who works in a school where the library serves as the central hub of discovery?

The Educate Awards is looking to shine a spotlight on school libraries that go the extra mile to create engaging, innovative, and inclusive reading spaces. Whether it is through dynamic reading

programmes, diverse collections of books, or inspiring initiatives, this award will honour the most

exceptional school libraries which are making a meaningful impact within their communities.

The exciting new category is open to primary and secondary schools, academies, sixth forms, colleges, specialist schools, alternative provisions, and independent schools.

The value of reading has never been more evident. In November 2024, the National Literacy Trust revealed that just 1 in 3 (34.6 per cent) children and young people say they enjoy reading in their free time, the lowest level recorded in 19 years.

Kim O’Brien, founder of the Educate Awards, said: “The importance of school libraries is more crucial than ever. A vibrant and well-loved library can be the catalyst for a child’s love of books, and we want to celebrate those who are making a real difference.”

“We look forward to recognising the amazing work that is taking place in our region’s schools and colleges.”

Post 16 education news and career guidance

New specialist college site leads the way in further education for neurodiverse students

Ascent Autism Specialist College is transforming its recently purchased 10,330sqft site on a multi-use business park into a bespoke facility designed to offer personalised pathways to independence and employment for its cohort of students.

The further education college, which supports the learning and training of young adults between the ages of 16 to 25, is currently refurbishing its new site on The Parks Business Park in Newton-le-Willows, which is aptly located opposite Haydock Park Racecourse, a large employer in the area, that works with the college to provide work experience opportunities for its students.

Ascent College prides itself on equipping autistic students with the knowledge, skills and workplace behaviours needed for life and employment, and in an Ofsted inspection that took place in March 2025 the college was praised for preparing students to “progress to positive destinations, including further study, supported internships and work.”

By moving to the new site, 11 The Parks, it will allow the college to continue to enhance students’ functional, personal and self-help abilities through hands-on experiences as it bases itself on the business park and they are further exposed to the world of work.

Ascent College is working with Manchester-based, specialist fit-out and refurbishment company Flexible Business Interiors (FBI) to ensure the new college best meets the needs of the neurodiverse young adults it serves.

Designed by NJSR Chartered Architects with input from both staff and students, FBI has worked with Ascent College to select appropriate materials, from building resources for soundproofing to soft furnishings such as blinds to give the necessary levels of light exposure and support students’ sensory needs.

The college’s two-story new site will include traditional classrooms, as well as areas such as a common room, chill zone, breakout space and conference suite to support students’ independence.

The move to the new and bigger site will allow the college to open its doors to more students as it has outgrown its current site, having increased from 12 students in 2022 to 40 students this academic year who travel from as far as Bolton, over 20 miles away, to receive learning and training from the college’s specialist teaching team.

Head of adult services at Ascent College, Julliet Doherty, commented: “Work beginning on the new college building at The Parks marks an important milestone in the college’s history and will further enable our young adults to gain lifelong transferable skills that will allow them to thrive as happy and fulfilled individuals beyond college.

“We’re thrilled to be working in partnership with FBI who have been excellent in understanding our specific requests to ensure the new space best meets the needs for all the students we serve.”

As part of FBI’s work with Ascent College, specialists at the college have offered to deliver autism in the workplace training to the team, a programme they deliver to all businesses free of charge to break down barriers and support employers in making reasonable adjustments for autistic employees.

Ascent Autism Specialist College is part of the Remarkable Autism Charity. The charity supports autistic individuals aged five to 25 through integrated services, including Wargrave House School and Sundial Therapy.

CEO of Remarkable Autism Charity, Robin Bush, who has worked closely with FBI, added: “I am overjoyed that work has begun on the refurbishment of Ascent College with FBI. The expertise of FBI’s team has allowed us to design and create a college that we’re incredibly proud of and will lead the way in what further education should look like for young adults with neurodiversity.

“At Remarkable, we believe all autistic individuals should be supported and empowered to unlock their full potential and the new Ascent College will do just that.”

The 15-week programme of work at 11 The Parks started in mid-April and is on plan to finish in summer for students returning for the new academic year in September.

L-R Patryk Oledzki (site manager), David Leah (director of FBI), Julliet Doherty (head of adult services at Ascent College), Robin Bush (CEO of Remarkable Autism), Susie Grubert (head of therapy & clinical services)

Celebrating excellence at the Northern Schools Trust

Since joining the Northern Schools Trust, its four primary schools have gone from strength to strength, showcasing innovation, community spirit, and meaningful progress that delivers real benefits for pupils and their families.

These include New Park Primary School, Roscoe Primary School, and Four Oaks Primary School, which are based in Liverpool, and Thomas Gray Primary School, Sefton.

The trust is are celebrating the success of each school and is proud to share some of the highlights.

New Park Primary School was recently graded ‘Good’ in all key areas in its most recent Ofsted inspection in March. The wellearned recognition is a testament to the dedication of the school’s leadership and staff, whose commitment to delivering high-quality education is unwavering. It also reflects the strength of the school’s collaborative work with parents and carers, fostering a shared focus on pupil achievement and development.

Leading the way in early years education, Thomas Gray Primary School has been selected as one of just 300 schools nationwide to join a pioneering government initiative. With new funding secured, the school is expanding its nursery provision, offering accessible, high-quality childcare for local families, and supporting children from as young as nine months old. This investment aims to give children the best possible start in life.

Pupils at Roscoe Primary School are reconnecting with the natural world after the transformation of the school’s beautiful butterfly garden. Supported by the trust, the space was once

New specialist college the way in further education for neurodiverse students

overlooked but has been reimagined as a vibrant outdoor learning environment. An opening ceremony was held at the garden, and headteacher Paula Jones celebrated the garden’s clear, positive impact on pupils and the wider school community, praising the trust for its support.

At Four Oaks Primary School, individuals are being invited to join its governing body – a highly rewarding role. This meaningful opportunity will allow governors to help shape the school’s strategic direction and contribute to the success of its pupils, ultimately creating a positive impact on young people and the wider community.

College),

More information about the Northern School Trust’s transformative work and successful schools can be found on its website: www.northernschoolstrust.co.uk.

The college’s two-story new site will include traditional classrooms, as well as areas such as a common room, chill zone, breakout space and conference suite to support students’ independence.

“We’re thrilled to be working in partnership with FBI who have been excellent in understanding our specific requests to ensure the new space meets the needs for all the students serve.”

As part of FBI’s work with Ascent College, specialists at the college offered to deliver autism in the workplace training to the team, a programme deliver to all businesses free of charge break down barriers and support in making reasonable adjustments autistic employees.

Ascent Autism Specialist College of the Remarkable Autism Charity. charity supports autistic individuals five to 25 through integrated services, including Wargrave House School Sundial Therapy.

L-R Patryk of FBI),

Susie

ON THE ROAD WITH THE LJMU OUTREACH TEAM

BELFAST

SOUTH

HONGKONG

As summer approaches, universities up and down the country will be engaging with schools and colleges, attending events, and planning a range of activities to help young people make informed decisions about their futures.

At Liverpool John Moores University (LJMU), the outreach team works hard all year round, visiting schools, hosting events, and engaging with thousands of students from all backgrounds.

Outreach manager, Peter Dolan, explains that: “No two days are ever the same. Our approach is very collaborative, and working closely with teachers and advisers is key to ensuring we deliver outreach that is impactful and can be transformative for those engaged.”

The team is made up of dedicated schools and colleges account managers, who are committed to equipping students with the knowledge to successfully navigate higher education.

During the autumn term, you’ll find members of the outreach team visiting schools to provide information about UCAS applications, the process itself, and the importance of personal statements, alongside opportunities for students to visit the LJMU campus itself to gain an insight into different subjects.

For example, Dave Leigh, schools and colleges account manager, says that this can even include “experiencing engineering by our robot dog ‘Spot’ works, or humanely observing hamster behaviour to experience the themes students will learn about should they progress to one of our animal focused degrees.”

Liverpool John Moores is proud to have the largest number of Northern Irish students at any British university, which is why, in September and October, members of the team cross the Irish Sea to meet prospective students in person.

These visits take place again in March to reach an even greater number of

young people, and it is during this month that the ‘madness’ begins, as described by the outreach staff. This March, the team also held an applicant day in Belfast.

“Each member of staff is committed to ensuring that prospective students have the knowledge to apply for the subject of their choice.”

Team member, Sharon Roden, comments: “On the day, we really want to reassure families of the university’s comprehensive support network by offering expert individual guidance on student finance, scholarships, disability support, guaranteed city-centre student accommodation, careers, study-abroad opportunities, sporting activities, and more. Applicants tell us one of the most important parts of the event is hearing from current students from Northern Ireland as they share their experiences of moving away from home to study.”

Until July, the team is regularly on the road, attending a variety of schools and colleges alongside UCAS and UK University Search events.

The summer months also see an increase in engagement and several key events taking place, including the Year 12 Summer University.

Mariama Balde-Djaura, organiser of the residential, says: “This three-day residential in July gives up to one hundred learners the opportunity to experience life at LJMU, staying in student accommodation and getting an insight into subjects of interest. The summer university is free, and we prioritise applications for those from low socio-economic backgrounds, students on free school meals, care

experienced young people, disabled students, and those from ethnic minority backgrounds.”

Outreach managers also host taster days throughout the year, working closely with academic colleagues to ensure that those who attend are knowledgeable about the courses that they are applying to and potentially committing to for the next three years. A recent taster invited prospective policing students to explore the emergency services training centre, which simulates a range of example emergencies and allows for vital and practical learning.

This is in addition to the variety of programmes that are on offer to young people, such as Access All Areas, Step Up, Law Factor, Maths Club, and more.

Catherine Shillito manages the Year 10 residential summer university for careexperienced young people and Access All Areas, which is aimed at secondary school-aged boys: “Such initiatives see students come on to campus and experience all of what LJMU has to offer, from donning hazmat suits in our crime scene labs to learning CPR in our School of Nursing – we pack a lot into a school day!”

Other events that the team coordinates include a suite of useful presentations that are delivered to Level 3 students over a two-year period, finance talks to parents, sessions advising teachers on changes to admissions criteria, mock interviews, and even outreach for Hong Kong settlers in Warrington.

Each member of staff is committed to ensuring that prospective students have the knowledge to apply for the subject of their choice and the confidence to succeed throughout their university studies.

As Peter Dolan explains: “The outreach team plays an important role in promoting the idea that university is accessible for all.”

Now, the Liverpool John Moores University outreach team looks forward to attending exciting events around the country, continuing to break down barriers and support learners in accessing higher education opportunities.

Liverpool City Region launches national pilot to radically shake-up work experience for school children

An ambitious national plan to reinvent work experience for schoolchildren is to be tested in the Liverpool City Region.

The ‘equalex’ pilot will test a new framework to improve work experience for every pupil, replacing the traditional two-week block with multiple experiences totalling 10 days throughout secondary education.

The tiered and flexible approach ensures that students have the chance to make informed choices before and after choosing their GCSE options.

Several prominent city region employers, including Jaguar Land Rover, Knowledge Quarter Liverpool, NHS England, Atkins Realis, Keepmoat, Kimpton, and Unilever, are interested in supporting the pilot, along with small and medium-sized businesses, and 12 schools.

Work experience will be aimed at filling skills gaps and equipping local children for tech jobs in the city region’s pioneering Life Science Innovation Zone. It will also target sectors like advanced manufacturing, digital and creative, and health and life sciences.

The pilot is one of four across England, each testing a different part of the new model, before the project is scaled up to allow for national rollout.

Mayor of the Liverpool City Region, Steve Rotheram, said: “Work experience is a vital part of a young person’s education, helping to equip them with the knowledge, confidence, and skills they need for their future careers. But for too long, too many pupils have missed out on meaningful opportunities – leaving them at a disadvantage when they take their first steps into the world of work. That has to change.

“I’m delighted that our region has been chosen to help lead the way on this innovative pilot. By giving schoolchildren real experience in some of our fastest-growing industries – like tech and

our expanding Life Sciences Innovation Zone – we’re not just equipping them with the skills for the jobs of the future, we’re making sure those opportunities are open to everyone, no matter their background.”

In 2012, the government removed the statutory requirement for schools to deliver work experience, and since then, many have struggled to prioritise placements, meaning that participation levels have dropped. It has been accepted across the sector that only about 50% of young people have work experience.

The equalex pilot has been developed by The Careers and Enterprise Company (CEC), the national body for careers education, and is supported by careers hubs. In the Liverpool City Region, it will run in partnership with the LCR Careers Hub at no cost to the schools involved.

The project will also examine the challenges faced by employers in providing work experience and look for ways to support and inspire businesses to take part.

Oli de Botton, CEO of The Careers and Enterprise Company, commented: “We are thrilled to be working with the Liverpool City Region to launch a new work experience pilot for young people in the area. The approach means that learners from ages 11-14 will access the region’s fast-growing industries over 10 days’ worth of high-quality experiences.

“Our goal is to ensure that all young people, particularly those who are currently missing out, can gain the experiences that help them get ready to thrive in the future.”

Kick-start your creative and digital career at The Studio

The tech landscape moves fast and evolves constantly –which is why The Studio School Liverpool gives students a head start in creative and digital careers.

With expertise stretching across technology, media, and design, The Studio provides

14-19-year-olds with world-class learning opportunities, industry insights, and the chance to collaborate on research and creative projects.

The Baltic Triangle-based school gives students the chance to explore different avenues, including Mika, who initially pursued computer

science before beginning an engineering course in Year 10, transforming his future plans.

Whilst at sixth form, Mika had the opportunity to attend a university conference in San Diego as a speaker after being chosen from 3,000 submissions. He achieved this by developing a sustainable, futuristic take on UK housing with help from his engineering teachers, Andy and Dan.

After five amazing years at The Studio, Mika graduated in August 2024 and is now studying mechanical engineering at the University of Sheffield.

Mika said: “I wouldn’t have dared to apply for something like that, not thinking I had the chance to do something like that. I’m not only excited to go there and talk about what I did, but also what the school’s done for me as well, and how I benefitted from technological education.”

He also credited The Studio

School Liverpool with helping him kick-start his career:

“Joining The Studio School almost feels like being an employee. It’s not dependent on the subjects you do. If you were in an A-level game design course, you’d be treated as a developer or part of a games company, which builds confidence.”

With the school offering invaluable opportunities for industry connections, Mika felt confident when preparing for the workplace.

He added: “Joining The Studio School as a sixth form student is a chance to branch out and the chance to gain confidence, so that you’re ready for university or the workplace.”

The school is now taking applications for the new academic year in September 2025 for its Ignite Programme (Year 9), as well as for Year 10 and sixth form. Visit www.thestudioliverpool.uk to find out more.

Get ahead in life sciences

Liverpool Life Sciences UTC provides the foundations for an exciting and meaningful career in health, life sciences, and engineering.

The school, which is for 14-19-year-olds, offers masterclasses, seminars, and opportunities to contribute to research projects, giving students invaluable professional insights and creating the perfect environment to get ahead in their chosen career.

For instance, former student Caleb Hampton graduated in 2023 and now works at Beverston Engineering in aerospace and quality assurance, crediting the practical work experience provided by Liverpool Life Sciences UTC for his success.

Caleb praised his teachers for their dedication: “They’re so down to earth, they’re so interactive with students and they really care for your education. [They] go that extra mile to make sure that

students can get into a good and professional life through rewarding jobs and careers.”

With learning experiences beyond the classroom, students are well-prepared for future endeavours. Whether a young person aspires to be a doctor, scientist, or healthcare professional, Liverpool Life Sciences provides the tools to excel in studies and prepare for work.

The Baltic Triangle-based school collaborates with universities and industry partners to craft a curriculum that refines the essential skills employers and universities look for. This helps students develop skills in scientific investigation, collaboration, analytical thinking, and engineering problem-solving.

There are plenty of other inspiring alumni, including Holly, who is the first in her family to attend university, with three A*s in biology, chemistry, and maths. She achieved a place at Corpus Christi College at the University of Oxford to study chemistry. Another student, Jack, secured his role as an air traffic engineering apprentice following his EPQ in aviation and experience with technical drawings in BS8888.

By developing personal and professional experience with the tools, knowledge and skills that Liverpool Life Sciences UTC offers, students can transform their career aspirations into reality.

The school is now taking applications for the new academic year in September 2025 for its Ignite Programme (Year 9), as well as for Year 10 and sixth form. Find out more on www.lifesciencesutc.co.uk.

Improving life chances and making hope possible through education

Education is premised on hope. Those who work with children, young people, and families do so because they believe in ensuring the next generation has the best start in life, the support to overcome obstacles, and the knowledge and skills to succeed and thrive in all they do.

Edge Hill University has been educating the teaching and education workforce for almost 140 years, and its vision of ‘working creatively with others to enhance life chances’ is at the heart of the university and work of the Faculty of Education.

Those in the faculty focus relentlessly on harnessing the power of education to transform lives every day through work with students and partners in nurseries, schools, colleges, charities, and community organisations across the region.

At times, it might feel to some that hope is in short supply: the challenges of supporting children with SEND, the impact of social media and access to

technology, closing attainment gaps, supporting our children’s mental health and wellbeing, not to mention that of parents, carers and teachers – the challenges today are considerable.

However, by working together across professions and ensuring that the voices of children,

young people and families are heard in the research and teaching that Edge Hill University does, creative approaches can be found to address these challenges.

This year’s Faculty of Education conference will be held on 16-17 July, providing those working to support the

next generation with the opportunity to share knowledge and experience to ensure that hope is made possible through education.

More information about the conference and the Faculty of Education is available on the Edge Hill University website and LinkedIn.

PARAMEDIC CareersExplored:

Paramedics are often the first on the scene when a medical emergency occurs. Calm under pressure, quickthinking and highly skilled, they provide lifesaving care in critical moments.

But what does it take to become a paramedic? With growing demand for skilled emergency responders, particularly as the NHS faces increasing pressure, this vital and rewarding career offers a meaningful path for those driven to make a difference. Let’s explore the journey from the classroom to the ambulance.

Students considering a career as a paramedic will want to focus on science-based subjects at GCSE and A-level or equivalent. Biology, chemistry, and health and social care are particularly relevant.

At A-level, some students may also choose psychology or physical education (PE), both of which offer relevant insights into health, wellbeing, and human behaviour.

Alongside academic achievement, developing soft skills is equally important. Paramedics must be excellent communicators, able to show empathy and build trust quickly with patients. Resilience is crucial too; the role often involves dealing with challenging, high-pressure, and emotionally charged situations.

Increasingly, colleges and sixth forms are recognising the interest in healthcare careers and offering targeted programmes such as public services or health and social care courses. These often include practical modules, real-world scenarios, and links to local employers, giving students a taste of working within emergency services.

Work experience can set aspiring paramedics apart. Volunteering with organisations such as St John Ambulance, helping at local hospitals, or arranging to shadow healthcare professionals in community clinics or emergency departments can provide invaluable hands-on experience. Not only does this strengthen university and job applications, but it also gives

students an honest insight into the emotional and physical demands of the profession.

To become a qualified paramedic in the UK, you must complete a Health and Care Professions Council (HCPC)approved qualification, ensuring that all practising paramedics meet a nationally recognised standard of knowledge, clinical ability and professionalism.

Increasingly, colleges and sixth forms are recognising the interest in healthcare careers and offering targeted programmes such as public services or health and social care courses.

There are two main higher education routes available: either a university degree or a degree apprenticeship.

Starting salaries for newly qualified paramedics in the NHS typically begin at Band 5, which is around £28,000 to £30,000 per year. With experience and progression into more senior roles or specialist areas, this can rise significantly.

Edge Hill University offer a BSc (Hons) paramedic practice degree, where students will experience clinical scenarios and frontline service with emergency ambulance crews.

During the degree, students learn how to become highly skilled in providing patients with the best possible care. They will hone their critical thinking and decision-making skills that can make a difference in life-or-death situations.

Students will learn the fundamentals of paramedic practice such as professional duty of care, patient diversity and legal frameworks. Alongside this, they’ll study how to

Choosing a career

recognise signs of clinical deterioration in patients that require timely intervention.

The three-year course is taught primarily at St James’ in Manchester in collaboration with the North West Ambulance Service.

For those who prefer a more vocational approach, a degree apprenticeship offers an alternative pathway. Apprentices are employed by an ambulance service from day one, working alongside qualified professionals while also studying towards their degree at an affiliated university.

This route allows students to ‘earn while they learn’ and is ideal for individuals who want immediate hands-on experience within the sector. However, places are highly competitive, and students need to be prepared for the challenges of balancing full-time work with academic commitments.

21-year-old Emily from south Liverpool, is currently working within the Patient Transport Service (PTS) at North West Ambulance Service (NWAS) and is a great example of someone building their career in stages.

“The Patient Transport Service (PTS) involves transporting patients to, and from, hospital appointments using specialist ambulance vehicles and equipment,” she explains.

Her next step is the Emergency Medical Technician 1 (EMT1) apprenticeship, an 18-month programme combining classroom learning, clinical skills development, and supervised emergency response experience.

Emily continues: “The EMT1 apprenticeship is a structured programme where I will earn while learning the skills to provide prehospital emergency care. It involves a combination of classroom-based learning, practical training, and supervised on-the-job experience responding to emergencies alongside paramedics.”

Choosing a career

Once qualified as an EMT, Emily plans to progress onto a paramedic science degree apprenticeship, typically a further two years of study and practice. This qualification would enable her to provide advanced life support, administer a wider range of medications, and perform more complex clinical procedures.

Speaking about her current role as an ambulance care assistant, Emily says: “One of the most rewarding aspects of my role is the satisfaction of providing care for vulnerable individuals and making a meaningful difference in their lives.

“I particularly value the time spent with lonely patients, offering them comfort and reassurance during what can often be a difficult experience. Even simple gestures like a friendly chat or offering a warm cup of tea can make a big difference to a patient’s day. Knowing that my support can brighten their day, even in small ways, is incredibly rewarding.”

While clinical knowledge is essential, thriving in the role of a paramedic or ambulance care assistant also requires strong interpersonal skills.

Did know?you

Paramedic students in England are eligible for additional financial support through the NHS Learning Support Fund, receiving at least £5,000 a year towards their studies, with additional payments for students with dependent children or specific regional needs. This funding does not need to be repaid and is helping to make the profession more accessible to applicants.

Emily reveals: “Teamwork and effective communication are essential in my current role. I regularly communicate not only with my immediate colleagues but also with our control centre, hospital staff, patients, and their carers, highlighting the importance of clear and concise information sharing.

“Similarly, I understand that paramedics rely heavily on strong communication skills to ensure seamless and effective patient care. This is crucial in minimising errors and ultimately improving patient outcomes, especially in unpredictable emergency situations.

She continues: “Building rapport with patients and possessing strong interpersonal skills are vital. Being able to connect with individuals, often during moments of distress, to gain their trust and provide reassurance is essential for effective care and a positive patient experience.”

That connection with patients can leave a lasting impression – not just for those receiving care, but for staff too.

“One moment that confirmed my desire for this career was following

the passing of one of our most regular patients, a colleague told me that my crewmate and I were mentioned by name at their funeral,” Emily shares.

“The family recalled the kindness and comfort we offered during their final journeys, noting how much those small connections meant. Hearing that my support made a positive impact at such a difficult time was moving. It solidified how vital compassionate care can be and strengthened my motivation.”

Being a paramedic is more than just a career – it’s a chance to be there for people at their most vulnerable. With several routes into the profession and plenty of opportunities to grow, it offers a clear path for those who are committed, compassionate, and ready to make a difference.

It’s not always easy, but for the right person, it might just be one of the most rewarding jobs out there.

Find out more...

Edge Hill University – BSc (Hons) Paramedic Practice

UCAS code: BB95

UCAS Points: 112-120

Entry requirements: BBC-BBB (A Level) or DMM (BTEC)

More information can be found: www.edgehill.ac.uk/course/paramedic-practice-bsc/

North West Ambulance Service

To find out more information about the latest apprenticeship vacancies in the region, visit www.nwas.nhs.uk/careers/roles/apprenticeships/

Book launch

Transatlantic slavery book for schools launched in Liverpool

The successful book launch of ‘Transatlantic Slavery Impact and Legacy: A Case Study of Liverpool’ drew a packed room of guests to Liverpool Central Library. Co-authors Katie Amery and Colin McCormick captivated the audience with insights into Liverpool’s role in the transatlantic slave trade and its lasting legacy. Katie read a powerful extract from the book, followed by guest speaker Ray Quarless, who shared thoughtful reflections on the book’s significance. The floor was then opened to an engaging Q&A session, sparking meaningful discussion.

The book has been thoughtfully written and designed to serve as a powerful, essential resource for schools. Copies are available to order through the publisher, CPMM Media Group, at enquiries@cpmmmedia.com or on 0151 709 7567

Authors Katie Amery and Colin McCormick with their new book

FRIDAY 20 JUNE SATURDAY 11 OCTOBER FRIDAY 7 NOVEMBER SATURDAY 15 NOVEMBER

Join us on Campus

Our open days provide the perfect opportunity to see our campus facilities and explore your options.

• Attend subject sessions to nd out about the courses that interest you

• Explore our fantastic campus facilities

• Chat to staff and current students

• Receive information from our experts on all aspects of life at LJMU, from funding advice and student support to accommodation and opportunities to work or study abroad

• View our range of accommodation to see where you could be living

• Discover Liverpool on a guided city tour

In addition to the institution wide open days, LJMU is offering a number of subject taster days for Year 12 students to gain a detailed insight into what you learn about on our different degree programmes. These events are aimed at supporting students to make an informed choice prior to submission of UCAS applications in the coming months. For more information go to www.ljmu.ac.uk/study/undergraduate-students/outreach/events