EDUCATE MAY 2026

May - August 2026

Beyond the blazer

School uniforms are changing but not everyone agrees

CLIMBING PYLONS

Maria Isabel Sánchez Vegara Interview with:

Author of the international bestselling ‘Little People, BIG DREAMS’ People

A student’s guide to the career powering the UK’s electricity network

How AI and social media are reshaping childhood

What to read and listen to right now

The latest school news for parents +

Ignite their curiosity

Memorable Learning and Hands-on Fun

Through exploring our curriculumlinked zones and taking part in our shows and workshops, your pupils will be inspired to see the world around them in a new light.

All visits include:

• Trained Eureka! staff to support your visit whilst you explore

• A science show

• Space (and time) to eat your packed lunch

• Itinerary, risk assessment and other resources

• Accessibility & special needs

“It was excellent from start to finish.

The organisation of the trip is the best trip experience I’ve ever had.”

Teacher feedback, March 2025

8-10

Interview with Maria Isabel Sánchez Vegara, author and creator of ‘Little people, BIG DREAMS’ 14

Books, Radio & Podcasts

Our pick of what to read and listen to right now

16-19

Beyond the blazer

Are school uniforms facing a 21st century identity crisis?

30-31

Interview with Dr Gus Ryrie, senior lecturer in sport coaching at LJMU

38-40

Careers explored

A guide for students to becomimg an overhead linesperson

Why I founded the Educate Awards

A personal note from founder Kim O’Brien

Is the school uniform still what defines UK schools, or is it losing its appeal?

What began nearly 500 years ago as a simple marker of belonging in charity schools has evolved into the standard attire in most school classrooms. Yet in 2026, uniforms find themselves very much under discussion and debate. Questions around cost, comfort, inclusion and identity are reshaping what students wear and prompting a reconsideration of how important a traditional branded uniform really is. As schools, government and families rethink the blazer and tie, Educate explores whether uniform is still fit for purpose or entering a new chapter.

As schools reflect on identity and belonging and on how much of this is shaped by what students wear to school, we talk to Maria Isabel Sánchez Vegara, creator of the instantly recognisable ‘Little People, BIG DREAMS’ series, a globally successful collection that has introduced millions of children to the stories of extraordinary individuals in a uniquely simple and powerful way.

Picking up on Maria’s reflections on the importance of reading and storytelling in childhood, Educate considers the wider questions emerging about how children are growing up today, including increasing evidence of a decline in reading for pleasure, a falling ability to pay attention linked directly to the impact of technology, and the many other challenges young people face. In this issue, we offer a selection of books, podcasts and radio exploring these topics and offering different perspectives.

Dr Gus Ryrie, a veteran and senior lecturer at Liverpool John Moores University, also features in this issue, sharing his incredibly important work supporting military families and service children in higher education.

A feature that always likes to aim high, ‘Choosing a Career’ explores the role of overhead linespeople, the skilled workers who climb towering pylons to keep electricity flowing across the UK.

Building the foundations for success

Rainbow Education Multi-Academy Trust is preparing to host its highly anticipated annual conference this summer, inviting teachers and practitioners to explore the profound impact of early learning.

Centred on the theme ‘First Steps, Giant Leaps: How Foundational Knowledge Shapes Futures,’ this year’s gathering will highlight how a child’s long-term academic and personal trajectory is rooted in the quality of their earliest educational experiences. The event will take place on Friday, 12 June, at the Partnership for Learning Charity in Speke.

The conference will feature insights from two highly respected figures in the education system. Victoria Burnside, a former headteacher and current His Majesty’s senior inspector, will bring her expertise in school improvement and dedicated focus on SEND and disadvantaged pupils to the fore.

Joining her is Kelly Butler, an experienced former headteacher and Ofsted inspector. As an ILM-accredited executive coach, Kelly is widely recognised for her specialisation in

An education milestone

early years excellence and her work in driving nationwide school improvement. These experienced speakers will help delegates navigate the complexities of modern curriculum delivery while keeping the focus on high-impact foundational teaching.

Throughout the day, the conference will demonstarte classroom-ready strategies through a series of workshops. These sessions are designed to cover the essential pillars of early development, including the mechanics of early reading and writing, the power of oracy and communication, and the evolving

Wednesday, 25 March,

A fleet of 18 buses brought the whole school to the cathedral, where they were joined by students from Notre Dame Catholic Academy and special guests, including former school leaders and

relationship between early mathematics and pedagogical technology. By examining these areas, the trust aims to equip attendees with the tools necessary to ensure every child has the springboard they need to achieve their full potential.

The event is supported by a range of industry-leading sponsors, including Third Space Learning, Century, Tapestry, Showbie, and DoodleLearning, all of whom share the trust’s commitment to educational innovation.

The day, which runs from 9:30am to 15:30pm, offers a unique opportunity for networking and collaborative professional development within the region’s teaching community.

Tickets for the conference are priced at £75, which includes a full lunch provided on-site.

Teachers and school leaders looking to secure their attendance can fi nd further information and book their places directly through the trust’s dedicated CPD website: www.rematcpd.org.uk.

many Sisters of Notre Dame who had travelled from across the country.

Archbishop John Sherrington, accompanied by the school’s local deanery priests, celebrated Mass, which included an insightful address detailing the remarkable history of the Sisters in Liverpool and the farreaching impact of their work since their modest beginnings at their original house on Mount Pleasant.

The congregation was honoured to receive an address from Sister Lorraine Connell SNDdeN, a member of the congregational leadership team of the Sisters of Notre Dame, who had flown in from Rome the previous evening. She spoke of her delight at being able to attend such a significant occasion and to address so many students directly. She reminded students of the international reach of the Notre Dame family, encouraging them to remember that every member of the school community “stands on the shoulders of giants”.

Speaking after the event, St Julie’s headteacher, Kate McCourt, reflected on the great sense of privilege she feels in her role: “It is with a great sense of honour that I follow in the footsteps of these trailblazing and inspiring women, who 175 years ago resolved to make a difference to the lives of underprivileged children, particularly girls, by providing empowerment through education. Their courage, resolve and clarity of purpose serve as the guiding lights that continue to inspire us all today to help our students grow into confident, compassionate and capable young women.”

Abbot’s Lea School develops talent from within

Abbot’s Lea School is celebrating the career progression of its staff, highlighting the school’s commitment to nurturing talent and supporting staff to progress their careers internally.

Over recent years, the Woolton-based school has supported a number of employees in developing their skills, gaining additional qualifications, and advancing into a variety of leadership, teaching and support staff roles across the school.

This approach reflects a strong focus on internal talent retention and career progression, ensuring that staff are given opportunities to grow professionally while continuing to contribute to the school community.

Many staff began their careers at the

school in more junior roles, and have progressed through training, mentorship, and hands-on experience into more senior or new roles across the organisation.

One example is Stacey Wilson, who joined Abbot’s Lea School in 2018 as a part-time teaching assistant after returning from maternity leave. With encouragement and support, she moved into a higher level teaching assistant (HLTA) role, which strengthened her interest in teaching.

She then completed her PGCE teacher training while balancing family life, an opportunity she had once felt was out of reach. After successfully qualifying, she secured a teaching position and is now an early career teacher (ECT).

Stacey commented: “I genuinely love my

job and feel very lucky to spend each day with such incredible children. It is especially meaningful that the students in my class have been with me throughout my journey – they have played a huge part in my development and my love of teaching.

Headteacher of Abbot’s Lea School, Mrs Ania Hildrey, commented: “Staff of Abbot’s Lea School are our greatest asset, and I am incredibly proud of our colleagues. Those who have advanced their careers within Abbot’s Lea School inspire us to see what can be achieved through hard work, commitment, and the right support.

Investing in our staff not only benefits the individuals, but also strengthens the quality of education and care we provide as a specialist school.”

On

the school community of St Julie’s Catholic High School in Woolton came together in celebration of a milestone 175 years of education in Liverpool under the Sisters of Notre Dame.

Open Evening 25th June

3:30-6pm

“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

In March 2026 we celebrated 175 years of Notre Dame Education in Liverpool. On the 25th June we warmly welcome girls in Years 4 and 5 and their families to our Open Evening to find out how the legacy of the brave and dedicated women who laid the foundations of our community remain at the core of our thriving modern school.

www.stjulies.org.uk

National pilot scheme with Wirral school trust hailed a great success

A national pilot by the Creativity Collaboratives research programme has evidenced the transformative power of teaching for creativity in the classroom and beyond.

C Change, the only North West collaborator that was formed by Holy Family Catholic Multi Academy Trust (HFCMAT) and led by St Bernard’s RC Primary and Nursery School, Ellesmere Port, piloted a range of innovative, creative-focused teaching approaches across its 11-school network.

Pupils experienced increased confidence and resilience, improved pride and self-esteem, became self-aware as learners and took ownership of their learning.

One pupil reflected: “When teachers asked us in English to do creative writing, I used to always struggle – the further I progressed the more I lost control of the story. But now, as we have learnt what creativity means, I think I could like creative writing. I know I can now write for longer and persevere.”

For teachers and leaders, their skills and confidence grew as they developed an increased

sense of agency and autonomy within the classroom, leading to a positive shift in culture and ethos, and the development of a shared language.

Emily Reid, C Change project lead and assistant headteacher at St Bernard’s RC Primary and Nursery School, said: “Over the past five years, we have been proud to lead C Change and support a network of schools to explore the impact of creative thinking in the classroom and beyond.

“The partnerships we have developed through this work, with organisations like Theatre Porto, Chester Zoo and Focal Studios, have transformed the educational experiences for our young people.”

Alongside taking over Chester Zoo as zoo rangers and completing work experience with cultural and creative organisations, these opportunities are equipping pupils with cultural capital, enterprise skills and a strong

sense of belonging within their community.

C Change was one of eight regional networks formed as part of the Creativity Collaboratives, and incorporated five HFCMAT schools (St Bernard’s RC Primary and Nursery School, Our Lady of Pity RC Primary School, St Mary’s Catholic College, St John Plessington Catholic College, and St Joseph’s Catholic Primary School), as well as Everton Nursery and Children’s Centre, Everton Free School, Hinderton School, Parklands Community Primary School, Kelsall Primary School, and The Oaks Community Primary School.

Andy Moor, CEO of HFCMAT, said: “At Holy Family Catholic Multi Academy Trust, we believe creativity flourishes when schools work in true partnership.

“By working together across our network and with wider partners, we are not simply enriching education; we are shaping an ecosystem where every child can access experiences that inspire, challenge and transform their future.”

Sixth form students leave a lasting impression on Lord Mayor

Students at St John Bosco Arts College Sixth Form have been praised for their creativity and imagination following a fashion collaboration with the Lord Mayor of Liverpool, Councillor Barbara Murray.

Spanning across the spring term, the project saw the Lord Mayor pay a special visit to the Croxteth school after specially selecting sixth formers studying BTEC Level 3 textiles and fashion to contribute to her Fundraising Ladies Day Lunch and Fashion Show.

During the visit, students had the opportunity to showcase their designs to the Lord Mayor, explaining the inspiration behind their creations, as well as sharing their ambitions for the future.

Year 12 student, Zahra, said: “It was such a positive and inspirational day for me and my class. Displaying my work and having the opportunity to be involved in the fashion show was very exciting.”

Following the Lord Mayor’s visit, students took to the catwalk at Devonshire House Hotel just a few weeks later to showcase their innovative garments to a packed-out room.

Reflecting on the project, the Lord Mayor of Liverpool, Councillor Barbara Murray, said: “I was delighted to visit St John Bosco to meet with sixth form students and was incredibly impressed by the work the girls had produced.

“As a result of this visit, they were invited to attend my Fundraising Ladies Day Lunch and Fashion Show. The girls were fabulous, modelling their own designs with confidence and panache - their designs were absolutely stand out. I am hoping they will visit me at the Town Hall before the end of my tenure so I can show them this wonderful building and some of our fantastic city treasures.”

Headteacher, Mr Darren Gidman, added: “It has been fantastic to see our students work closely with the Lord Mayor over the past few months. Our students engaged in the fashion project with such confidence and enthusiasm, and should be extremely proud of the exceptional dedication and talent they demonstrated.”

St John Bosco Arts College Sixth Form nurtures students’ talent, igniting their inner spark and setting ambitions alight. Find out more and apply for September 2026 here:  www.stjohnboscoartscollege.com/sixth-form/

Life lessons from a bestselling author

Interview with: Maria Isabel Sánchez Vegara, author and creator of ‘Little People, BIG DREAMS’

best-selling series, ‘Little People,

After taking 40 years and most of her life savings to fulfi l her dream of becoming a published writer, 2026 marks a monumental year for worldrenowned children’s author, Maria Isabel Sánchez Vegara, who is celebrating the tenth anniversary of her international best-selling series, ‘Little People, BIG DREAMS’.

it was towards the end of this time that her journey as an author began. She says: “I just had this idea of writing a blank book with just one question on each page about the life of the reader, so the reader could actually write the book and at the end, it would also be biographical.”

inspiration, again, was my family.”

Growing up in Spain, Maria Isabel has fond memories of reading, with her parents instilling in her a passion and love for books. Never in her wildest dreams did she expect to have authored more than 100 of her own books that have sold over 14 million copies globally and been translated into 40 different languages.

Maria Isabel struggled to fi nd a publisher, so, instead, spent her savings to self-publish 1,000 copies of the creative journal, emptying a whole room in her house just to keep them in. Taking Maria Isabel just over eight months to sell the books independently, doors soon started opening to publishing houses.

After writing her fi rst title in what would become the ‘Little People, BIG DREAMS’ series, Maria Isabel attended the Bologna book fair, an experience that she found overwhelming and where her doubts about becoming a successful children’s author started to creep in. However, they were quickly shut down by a friend, who pointed out that none of the books there were like hers.

Maria Isabel attributes her inspiration to pursue writing to her family. “It was thanks to my parents,” she says. “I was a reader from a very young age, and it was because of them that my love for books started. Every Saturday they would get me a

over 14 million copies globally books me book.”

One of her happiest memories

My dream was quite big, and I did have big expectations for the series because I thought it was needed.

Maria Isabel agreed and when she returned home, she started manifesting her dreams. She says: “I wrote these messages that I put in my fridge that said ‘I sold one million books.’ My dream was quite big, and I did have big expectations for the series because I thought it was needed.

“However, I thought that [selling one million copies] was a crazy expectation because I was only publishing the books in Spain, and Spain is a very small market for children’s literature - it’s not like the UK. So, it was already a huge dream for a Spanish author, and it has become an even bigger dream come true.”

goodnight kiss and turn off the lights. But I had these lanterns and I would just turn them on

One of her happiest memories was going to bed after dinner and having her book with her. Maria Isabel shares: “My parents would give me a goodnight kiss and turn off the lights. But I had these lanterns and I would just turn them on and keep reading.”

Fast forward to adulthood, and thought the last minute she chose to work in advertising instead which allowed her to think creatively and stretch her

Fast forward to adulthood, and while Maria Isabel initially thought she wanted to be a journalist due to her interest in current affairs and writing, at the last minute she chose to work in advertising instead which allowed her to think creatively and stretch her imagination.

Maria Isabel clocked up over 20 years in the advertising industry, and

Still working in advertising, Maria Isabel’s older brother announced he was to become a father of twin girls and she went to look for a book for her nieces. Maria Isabel shares: “I thought ‘I’m going to look for a book about an amazing woman, a true woman, that may inspire them in the future’, because I never had such a book as a kid and thought this is something that is probably out there now.

“Then, when I saw that the book was not there, I thought ‘oh my gosh, I’m going to write it.’ And that’s how it all started. The

First published in Spain as ‘Pequeña & GRANDE’ by Alba Editorial, Maria Isabel’s books were published in English in 2016 under the ‘Little People, BIG DREAMS ’ brand by Frances Lincoln Children’s Books.

When it comes to deciding who to feature for each book, what once was a solo enterprise has since become a team mission as the series has expanded and become so popular, with teachers, children and parents writing to Maria Isabel to suggest new names all the time.

Interview with: Maria Isabel Sánchez Vegara, author and creator of ‘Little People, BIG DREAMS’

Maria Isabel explains: “Once a year, we get together and discuss who should be the names for the titles for the following year. It is really hard because there’s so many people you could write about and you also have to find some sort of balance, so I try to be as diverse as possible.”

For Maria Isabel, when selecting who to write about next, the achievements are secondary to the life lesson the person carries. She says: “It’s very important to speak about change-makers and the people who really tried to make a better world.

“These are things, that right now, I feel we have lost focus on. I think it’s important that we make sure children still think of the importance of the natural world, of human rights, and that we are all one.”

It is not just selecting the name for the next title or the words on the page that Maria Isabel is deeply invested in; as creative director for the series, she also chooses the illustrators, believing that the combination of storytelling and illustration can help draw reluctant readers into books.

Maria Isabel takes a lot of time trying to pick the right person for each title. She explains: “More than half of the book is the illustrations, and I do take it very seriously. If we are talking about somebody who was alive in the seventeenth century, we might use an illustrator who works with techniques that are more manual. Whereas, if we speak about somebody who is alive right now, we need a different kind of style that is more modern.”

She also likes to find personal relationships between the illustrators and the person the book is about. A clear example of this can be seen through the selection of Jewish illustrator, Sveta Doroshev, for her Anne Frank book who has a dramatic and realistic style.

When considering her dreams of the series and what each title brings to the children who read them, Maria Isabel shares: “It’s not so much of learning about history or famous people, but about how different we all are yet how similar we are. Everything that moves us is exactly the same, no matter where you live or where you’re from.”

are the ones who are going to be the future of humanity, so it’s so important that they [teachers and librarians] are there.”

There is a significant disparity between the school libraries Maria Isabel is used to in Spain and those in the UK. However, she got to experience World Book Day in England earlier this year and was blown away by the passion shown.

This passion matches her own for telling engaging stories that introduce real history to young readers in an accessible way. We certainly felt this in the response to one of our final questions: have you ever had any presentday figures that you’ve written about get in touch?

It’s very important to speak about change-makers and the people who really tried to make a better world.

She adds: “I think it’s also important in the series to show that some children are shy, some children are very energetic, some children get grumpy sometimes – we’re all very different. But I’m sure children can find somebody where it feels like ‘oh, I’m a bit like that person, maybe I am a bit shy, but that doesn’t mean anything or remove anything from me, that’s part of my personality and it is fine.’”

Maria Isabel is passionate about ensuring that the children of today develop into adults who create a better world and believes in the importance of education to achieve this. She says: “The work of teachers and librarians, what is more important than that? Children

“Oh yes,” she answers. “The first one was Sir David Attenborough, and he wrote me a letter. That was really, really exciting, and it was so cool. Then, I got another letter from Corazon Aquino’s grandson and he said that the whole family could never have dreamed of children’s books about their grandma being published. Then, I got another letter from Ernest Shackleton’s nephew who is in charge of his uncle’s work, and he was also very excited with the book.”

As new letters arrive and the series expands, Maria Isabel continues to inspire our young people by showing that while everyone was ‘little’ once, they can have the courage to dream big.

Our Lady’s Catholic Primary School raises over £1200 for charity

A primary school in Latchford has been relentlessly fundraising for a worthy cause, including a whole-school walk.

Pupils, families and staff at Our Lady’s Catholic Primary School have raised an impressive £1,212 for the Catholic Agency for Overseas Development (CAFOD), supporting those in need around the world. The fundraising campaign brought the entire school community together, and the grand total was achieved through a combination of events, including taking part in the Big Walk, which saw all year groups walk to Victoria Park, accompanied by staff and parent volunteers.

Year 5 and 6 pupils played a leading role in the fundraising, running stalls and organising games for their classmates. Activities included ‘Guess how many sweets are in the jar’, ‘Name the teddy’, and a penalty shoot-out.

Year 6 pupil, Faitma, commented: “I thought what we contributed to was something worth supporting; helping CAFOD has been an amazing experience to be part of. Knowing that I was helping those in need really made me feel proud of myself and encouraged me to be the best person I can be.”

Each class also held its own fundraising day, featuring themed events such as popcorn and movie afternoons, arts and crafts, and even a ‘break the rules’ day.

Mr David Gilby, headteacher of Our Lady’s Catholic Primary School, said: “We

Elevating ambition at North Liverpool Academy

The arrival of executive principal, Paul Johnson, in March 2026 marked a new chapter for North Liverpool Academy (NLA).

Bringing a formidable background in mathematics and senior leadership from world-class organisations like Star Academies, Mr Johnson is known for steering some of the UK’s highestperforming schools. His appointment indicates a clear mission on behalf of the governors and trustees to make NLA the best performing school in Liverpool.

This transformation is rooted in a solid foundation of academic success. NLA’s sixth form has consistently delivered outstanding results, with recent figures showing an exceptional A-level value added score of +0.73, meaning students achieve significantly higher grades than they were predicted based on their GCSEs.

Even more striking are the destinations of its graduates. In the most recent cycle, 88 per cent of students progressed to university, and nearly half (48 per cent) of those secured places at elite Russell Group

are so proud of everyone at Our Lady’s Catholic Primary School for coming together to support CAFOD. These events have not only raised vital funds, but they have also taught our pupils about teamwork and compassion. Seeing children of all ages working together, helping one another, and taking initiative has been very inspiring.”

Our Lady’s Catholic Primary School is proud to be part of Holy Family Catholic

Multi Academy Trust.

CEO of the trust, Mr Andy Moor, commented: “It is wonderful to see schools within Holy Family Catholic Multi Academy Trust engaging pupils in meaningful fundraising that makes a real difference. The dedication shown by the children, staff, and families at Our Lady’s is a true reflection of our trust’s values, and we are delighted to support their efforts in helping communities overseas.”

institutions such as Oxbridge, Imperial College, Bristol, and The University of Manchester.

To further fuel its ambition, NLA, in partnership with the Northern Schools Trust, is proud to announce the opening of an exclusive, purpose-built sixth form facility in September 2026.

It is a university-style hub designed strictly for post-16 students. By providing a professional environment separate from the main school, NLA is giving its students the autonomy they need to bridge the gap to higher education. Featuring a high-tech library and resource centre, contemporary canteen and social space, and private quiet

study rooms, the facility ensures that every student has the tools to compete for places at the world’s leading universities.

“Our vision is to create an aspirational space that matches the incredible maturity of our students,” says Mr Johnson. “We are ensuring that every NLA student has the world-class environment they need to secure their first-choice destination.”

North Liverpool Academy is not just teaching, but launching the next generation of leaders, scientists, and creatives.

For more details about this announcement, please visit: www.northliverpoolacademy.co.uk/ new-sixth-form-centre.

Community spirit shines

SENDSCOPE Independent School recently celebrated a fantastic evening of community, generosity and fun, as the ‘Friends of SENDSCOPE’ hosted a memorable Easter bingo fundraiser.

Families, staff and supporters came together to enjoy a lively evening filled with laughter, friendly competition and a shared commitment to supporting the school. The bingo games were a hit with attendees, creating a warm and inclusive atmosphere that truly reflected the spirit of the SENDSCOPE community.

In addition to bingo, the evening featured an exciting raffle packed with incredible prizes, which drew plenty of enthusiasm from the crowd.

A highlight of the night was the auction, where guests had the opportunity to bid on some truly special items.

Thanks to the generous support of Red Neighbours, a signed Liverpool FC shirt attracted significant interest and competitive bidding.

Another standout moment was the auction of a stunning painting created by one of SENDSCOPE’s talented students, an individual who clearly has a bright and promising future ahead.

Thanks to the generosity of everyone involved, the event raised an impressive £1,570. These funds will go directly towards the development of a new preparation for adulthood room for Year 11 students, helping to create a dedicated space that supports independence, life skills and future pathways.

SENDSCOPE Independent School would like to extend heartfelt thanks to the Friends of SENDSCOPE, all attendees, donors and supporters who made the evening such a success. Events like these continue to demonstrate the strength and unity of the school community, making a lasting difference to the lives of its students.

Northern Schools Trust marks British Science Week

The mission at Northern Schools Trust has always been to broaden horizons and raise aspirations through meaningful, life-changing learning experiences, and this year’s British Science Week reflected this commitment as students across the trust’s schools explored the central theme: ‘Curiosity – What’s your question?’

The week demonstrated the value of collaboration between primary and secondary schools within the trust. Liverpool Life Sciences UTC and The Studio welcomed younger peers from across the trust into a professional laboratory environment. By moving beyond standard classroom tools to utilise the Scanning Electron Microscope (SEM), pupils observed the intricate details of the natural world at a microscopic level. These hands-on sessions did more than just teach technique; they sparked the exact kind of scientific inquiry Northern Schools Trust seeks to nurture.

Innovation was equally evident at North Liverpool Academy where students engaged in immersive workshops that applied physics to engineering. At Gateacre School, ‘Science in Action’ demonstrations explored environmental science and sustainable technology.

A significant highlight was the ‘NST Science Solutions’ competition, which invited students aged four to 14 to develop ideas addressing real-world problems. The competition received over 400 entries.

At the final, held at the CUC building, 30 finalists presented their solutions to a panel of teachers and esteemed industry experts. The ingenuity was remarkable, ranging from reception-aged wellbeing concepts to advanced healthcare innovations, such as the ‘Cool Comfort’ sticks developed by UTC students to support those experiencing menopause.

These experiences are made possible through the trust’s industry partnerships with organisations such as Unilever, MAST Group, and IRIS (Institute of Research in Schools). Their involvement ensures students engage with science that is both relevant and impactful.

While the internal awards offered a moment to celebrate, the journey continues. The standout entries will be submitted to the Business of Science Innovation Awards this May, providing a unique platform to showcase students’ creativity to a national audience.

To read more about Northern Schools Trust’s celebrations and view the gallery of student innovations, please visit: www.northernschoolstrust.co.uk/science-week-2026.

BOOKS,RADIO & PODCASTS

Our top picks of what to read and listen to on how childhood is changing, and what it means for young people today.

A British Childhood by Frank Cottrell-Boyce

New book, scheduled for publication on 18 June 2026

A British Childhood looks at how childhood is changing in the UK and where systems are failing vulnerable children. Frank Cottrell-Boyce visits struggling schools, prisons, and asylum hotels where staff are under huge pressure. He reflects on his own Merseyside upbringing, the importance of reading, and how weakening community ties are shaping children’s lives today.

Stolen Focus: Why You Can’t Pay Attention

By Johann Hari

In Stolen Focus, bestselling author Johann Hari explores why our attention is breaking down, including research suggesting teenagers can now focus on one task for just 65 seconds! He looks at how social media and short-form video , on platforms such as TikTok, are reshaping how young people think, learn and concentrate, and what this means for school and everyday life.

Social Media Bans: Are We at a Global Turning Point?

Radical with Amol Rajan podcast

Social psychologist Jonathan Haidt, author of The Anxious Generation, joins Amol Rajan to explore growing calls to restrict social media for under-16s. He discusses the impact of ‘phonebased childhoods’, and what this could mean for young people’s mental health, learning, and life at home and school.

AI Expert: We Have Two Years Before Everything Changes! We Need to Start Protesting

The Diary of A CEO (DOAC) podcast

Ex-Google insider and AI expert Tristan Harris joins Steven Bartlett on The Diary of a CEO to warn that AI could reshape society faster than we expect — possibly within the next two years. He explores why urgent action may be needed now, and what the rise of AI could mean for jobs, power, education, and the future young people are growing up into.

How Reading Made Our Brains

How Reading Made Us – BBC Radio 4 programme

Featuring writer and journalist James Marriott, this episode explores how learning to read may have shaped the human brain and the way we think today. It also asks what it means for children and adults if reading is in decline, with research showing that a third of British adults have stopped reading for pleasure between 2015 and 2024.

School uniforms: a growing debate

BEYOND THE BLAZER

Are school uniforms facing a 21st century identity crisis?

by Elizabeth Dale

School uniforms have long been a tradition in England’s education system. First seen in the sixteenth century by charity schools, they were adopted by public schools in the mid to late nineteenth century, before becoming universal in state schools from the twentieth century. With a history dating back nearly 500 years, with the first recorded school uniform introduced at Christ’s Hospital, London, in 1552, it is no wonder that now, in 2026, we find ourselves at a turning point in the development of its policy and practice.

While it is difficult to quantify the benefits of school uniform with hard evidence, particularly in terms of academic outcomes, the Education Endowment Foundation (EEF) states: “Wearing a uniform is not, on its own, likely to improve learning, but can be successfully incorporated into a broader school improvement process which includes the development of a school ethos and the improvement of behaviour and discipline.”

Do uniforms impact outcomes?

Here are the top five best education systems in 2026 according to World Top 20 Project, which serves and protects children by ensuring they have access to quality education.

1. South Korea – phasing out traditional uniform for comfortable, sportwear-style options

2. Netherlands – no uniforms

3. Slovenia – no uniforms

4. Finland – no uniforms

5. Norway – no uniforms

School uniforms: a growing debate

Uniforms are typically seen as a ‘branding tool’ for schools, especially within the community, and are traditionally designed to reflect a school’s values and improve public reputation, as well as that of its students’. Studies, including the likes of Wade and Stafford’s 2003 ‘Public school uniforms’ and Reidy’s 2021 review of ‘School uniform through a public health lens’, have shown that students wearing uniform are often perceived by teachers and the public as being more disciplined and academically focused, contributing to the overall school culture and behaviour expectations. However, it’s important to note that these are just perceptions, nothing has been officially proven.

“Uniforms are typically seen as a ‘branding tool’ for schools, especially within the community, and are traditionally designed to reflect a school’s values and improve public reputation.”

They can also instil a sense of pride and belonging for children and young people in school with some studies, such as Di, Liu and Zhang’s 2026 paper ‘From uniform to belonging’, showing that students frequently report feeling more ‘part of the school’ when wearing uniform. This sense of belonging can strengthen school communities, and once again support the development of a school’s ethos.

Beyond the communal benefits of school uniforms, they also have practical operational benefits when it comes to safeguarding and security. Uniforms allow students to be identified quickly and are particularly useful on school trips, where staff can distinguish

their group in busy environments, making supervision and organisation much easier.

Nevertheless, it can be argued that the central reason for school uniform today is the promotion of equality. By having uniforms, schools reduce the visible socio-economic differences students may be facing, creating a more level playing field and preventing bullying linked to appearance. However, whilst uniforms reduce visible inequalities, they do not remove them entirely, with wealth differences still appearing in shoes, coats and bags as families can face costly payments for compulsory branded items such as blazers, jumpers and PE kits.

To combat the ever-increasing prices and ensure uniform is affordable for all, in October 2025 the government updated its statutory guidance to ‘ensure the cost of school uniforms is reasonable and provides the best value for money.’

As part of this update, the government also shared draft statutory guidance proposing a limit on the number of compulsory branded uniform items (including PE kits) that schools can require. The government intend to make this a legal requirement from September 2026 through the Children’s Wellbeing and Schools Bill. However, at the time of publishing, this bill has not yet been passed, but is in the final stages of the parliamentary process.

The proposal states that ‘all branded items should be kept to a minimum’ and from September 2026:

• Schools should limit the number of compulsory branded items to three or fewer

• Secondary and middle schools should limit the number of compulsory branded items to four or fewer, if one items is a tie

While many parents and charities have welcomed this proposed change, the Schoolwear Association, representing over 200 specialist school uniform retailers across the UK, provided written evidence to the bill committee in which it argued families will end up with higher long-term costs due to branded item longevity and specialist PE kits often being up to 74 per cent

School uniforms: a growing debate

cheaper than mainstream sports brands. The association also cited that the reduction in branded items will lead to ‘weaker behaviour standards and equality’ and ‘operational burden[s]’ within schools.

Despite the mixed response the proposal received, with the bill looking likely to be passed very soon, schools have already started considering the changes they will make to their uniform policies from September onwards.

The new legislation has also led to some schools reflecting on their current uniform more generally and earlier this year a school in Derbyshire made headlines after announcing the introduction of a new, practical and more comfortable uniform. Year 7s joining Alvaston Moor Academy in September will arrive to school on their first day in a branded polo shirt and smart all-weather jacket, instead of the current blazer, shirt and tie.

Introduced in response to community voice, the academy’s rationale also included better suiting the needs of students with sensory profiles, as well as reflecting the changing professional dress code we are currently seeing in response to the increased hybrid working model.

Dress code policies in the workplace

There was a time when every office worker would be expected to arrive for the day in a full suit. However, in recent years there has been a shift in trends, with many employers adopting more relaxed dress codes. Big employers in the Liverpool City Region take a varied approach:

• Unilever: smart casual

• Barclays: smart casual or smart

• PlayStation: casual or smart casual

• Crown Commercial Service: smart casual or smart

• Hill Dickinson LLP: ‘dress for your day’

When sharing the news, Alvaston Moor Academy’s principal, Gemma Tyers, said: “Our new uniform is more accessible, more affordable, inclusive, and multi-purpose, and most importantly reflects what our students want and need from their school experience.”

With benefits to practical uniforms including comfort, increased wellbeing and sensory friendliness, Educate is already aware of a school in the Liverpool City Region currently reviewing its own uniform with a view to potentially introduce something similar soon.

Other schools who have also already reviewed their uniform policies, include those within the Co-op Academies Trust, which is currently home to 15 schools in the North West. However, these changes have, unfortunately, not yielded the same response as those by Alvaston Moor Academy.

Several of the trust’s secondary schools have moved, or will be moving, to a single-sex school uniform, meaning all students, both male and female, will have to wear trousers. Explained as a way to reduce the cost of frequently replacing tights (an item students had to wear if opting for a skirt) and ensure everyday movement around schools, Co-op Academies has shared research in letters home that ‘traditional, uniform options, particularly skirts and dresses, can limit pupils’ comfort, confidence, and participation in school life.’

This ‘ban’ on skirts has caused outrage amongst some students and their families, with many openly criticising the decision of the trust which is ‘committed to equality and inclusion.’ By removing the option to wear skirts, this raises the question: does the trust stand in direct contradiction to its values? Whilst the move to trousersonly reinforces gender-neutrality, true inclusion means providing a choice that accommodates all body types, religious beliefs, sensory needs, and personal comfort.

A spokesperson for Co-op Academies Trust commented: “Moving to a trousers-only policy is about creating a more inclusive, practical and

comfortable school day for all students. It’s part of a wider piece of work across our trust to bring more consistency to uniform, make better use of our buying power, and reduce costs for families.

“Research and the experience of other schools locally show that this can be a positive change for pupils, and we’ve seen a largely positive response from our own students and parents, particularly around affordability. Inclusivity sits at the heart of everything we do, and reducing the financial pressure on families is a key priority for us, including our commitment to provide free uniform for all Year 7 students from September.”

With the current development of new uniform policies taking place in schools across the country, it is apparent that it is very much an evolution, not a complete collapse from what was introduced centuries ago. But it is important to be mindful of the fact that this evolution carries implications for both families and schools. For parents and carers, the shift will be measured in terms of cost and comfort, whereas schools bear the challenge of balancing policies with compliance.

From what we have witnessed so far, a successful change in uniform is rarely just about the clothes themselves, and we must ask ourselves: is uniform reform part of a broader shift in school culture?

Students step into power at St Cuthbert’s

Student voice has always been incredibly important in helping to shape school life at St Cuthbert’s Catholic High School in St Helens, and this commitment has recently gained further strength through the re-launch of the school’s student council who have become the new ‘student cabinet’.

The initiative gives students an even stronger voice within the school community and mirrors the structure of the UK government. Students have taken on roles such as prime minister, deputy prime minister and cabinet secretaries responsible for key areas of school life, including environment, sports and recreation, diversity and inclusion, and community and charity.

Each role focuses on developing ideas and initiatives that support the school’s mission and strengthen the community. The cabinet will be working alongside the already established Year 11 senior team.

Candidates must submit an application explaining why they would be suited to the role

before taking part in a campaign period where they present their ideas to fellow students. The whole school then votes, giving every student the opportunity to choose who will represent them. Through this process, students develop confidence, leadership skills and an understanding of democracy in action. Since its launch, the student cabinet has already begun making a positive contribution to school life. Cabinet members have worked with staff to support the launch of the school’s Accolades Book, a challenge initiative that celebrates acts of kindness, service and contributions to the wider school community.

Members of the cabinet have also represented St Cuthbert’s at the Education for Our Generation event, joining students from other schools to discuss the future of education and the issues that matter most to young people.

The student cabinet will continue to meet throughout the year, working together to develop new ideas that benefit the whole school community.

Rainford High students bring Shrek to life

Rainford High is celebrating after selling out all four nights of its recent ‘Shrek the Musical’ production.

The performance featured a cast of 80 talented students, supported by a dedicated tech and backstage crew of 10, showcasing the effort and commitment of the school’s performing arts community.

Overall, students clocked up 100 hours of rehearsal time to bring the magical world of Shrek to life on stage.

Shrek the Musical follows the grumpy but goodhearted, green ogre Shrek, who is happy to live alone in his swamp, until a group of fairy tale characters arrive seeking refuge from the cruel Lord Farquaad. Shrek must rescue Princess Fiona from a fire-breathing dragon to save his swamp, but he soon discovers that she is very different from what he imagined.

Taking on the role of Shrek was Year 11 student, Sasha Giblin, while Year 13 student, George Haggerty, brought Donkey to life. Both Year 11 student, Esme Dobson, and Year 13 student, Natasha Wilde, played Princess Fiona, and the villainous Lord Farquaad was portrayed by Charlotte Grange from Year 13.

Sasha said: “I always love taking part in the school shows as the staff create an environment where it feels like we are one big family.”

Mrs Helen Abbott, head of performing arts at Rainford High, commented: “This has been one of the best shows we have ever produced. Our amazing cast and crew put in hours of practice and delivered a stellar performance that entertained and captivated every audience member. A huge thank you to those who came to watch.”

Mr Ian Young, principal of Rainford High, added: “I am incredibly proud of every single student who took part in Shrek the Musical. From the cast on stage to the backstage teams, everyone worked together, supported each other, and gave their very best. This performance is a great example of our ethos at Rainford High, that ‘Everyone Matters, Everyone Helps, Everyone Succeeds’.

“The creativity and teamwork our students showed over weeks of rehearsals created a performance that had the audience laughing and cheering every night. Well done to everyone involved!”

Supporting schools to tackle AI misinformation

Tesco Mobile has launched an initiative in partnership with Internet Matters, focused on helping schools navigate the rise of AI-generated content.

Recent research shows that AI misinformation is starting to crop up in everyday school life, from classrooms to playgrounds. Many schools are still figuring out how best to respond. At the same time, parents are increasingly looking for guidance and support around digital literacy.

To help, Tesco Mobile and Internet Matters have introduced a £200,000 schools fund.

This comes alongside a short educational film designed to support teachers, pupils, and parents in understanding AI-generated content.

This grant programme is open to all non-profit primary schools across England, Wales, Scotland, and Northern Ireland.

The initiative champions the vital role teachers play in keeping young people safe online. The goal is to give teachers the tools, confidence and resources they need to support them in delivering effective online safety education, and helping pupils navigate

the digital world safely and responsibly. Schools will be able to use grants to improve their essential tech equipment, such as laptops, Chromebooks and classroom computers. This will support teachers in delivering high quality online safety lessons in the classroom.

Application submissions will be reviewed by an expert panel and 100 schools will be awarded the £1,000 grant. Grants of £20,000 will be awarded to five schools that can demonstrate a significant impact in supporting online safety.

World-first extinction breakthrough

In a world-first scientific milestone, researchers from Liverpool John Moores University (LJMU), Institut Scientifique de Rabat and the Atlas Golden Wolf Project have successfully sequenced the entire genome of the endangered Barbary macaque, unlocking a powerful new weapon in the fight against extinction.

The DNA map comes from Crinkle, a resident of Trentham Monkey Forest in Staffordshire, and the first of her species to have her complete genetic code decoded.

Until now, scientists had no full genetic reference for Barbary macaques, making it incredibly difficult to track populations, understand their genetic health, or identify where trafficked animals were stolen from.

Using this new genomic ‘master key’, researchers have already traced Crinkle’s roots back to wild populations near Ifrane National Park and Khenifra National Park in Morocco, the remaining strongholds of the species.

Dr Patrick Tkaczynski, a behavioural ecologist at LJMU, said: “Barbary macaques used to be found all around the Mediterranean, but now they are isolated to a few pockets across North Africa and Gibraltar with fewer than 8,000 in the wild.”

Trentham Monkey Forest park director, Matt Lovatt, said: “We’re incredibly proud that a Barbary macaque from Trentham Monkey Forest is at the heart of this groundbreaking scientific achievement. Crinkle represents not just our forest, but a species facing real threats in the wild, knowing that her DNA could help protect Barbary macaques from poaching and illegal trade is something truly special.”

Now, when authorities seize trafficked Barbary macaques from the illegal pet trade, they can accurately identify where each animal originated, helping to transform antipoaching efforts and support their return to the wild.

Professor Sidi Imad Cherkaoui from Institut Scientifique de Rabat, said: “The Moroccan government has an action plan in place for the conservation of Barbary macaques, and the combination of Crinkle’s genome and our genetic map can dramatically improve our efforts to save this iconic species.”

Matt Lovatt added: “With populations of Barbary macaques continuing to decline, this DNA breakthrough offers real hope, smarter conservation strategies, targeted protection, and a powerful new tool to fight wildlife crime.”

Students win top prize at WHO Language Competition

Year 9 students studying Spanish at St John Plessington Catholic College, Bebington, secured first place in a language competition in partnership with the World Health Organisation (WHO).

Students from St John Plessington travelled to Rossall School, an independent boarding school in Fleetwood, Lancashire, to take part in its inaugural ‘A spoonful of languages helps the medicine go down’ day, designed to give participants firsthand experience of how languages play a vital role in global healthcare.

The day began with a keynote video from Alison Brunier, communications professional at WHO. School teams from across the North West were then challenged to create and pitch a children’s storybook and board game that highlighted a world health issue recognised by WHO such as hygiene, clean water access and infectious diseases.

St John Plessington students chose to focus on hygiene and, using their Spanish language skills, wrote and recorded a voiceover telling a unique story that would resonate with the estimated 150 million children worldwide who speak Spanish as their first language.

Their story was set in the Costa Rican rainforest and included two main characters, a young boy called Fran and a monkey named Monty. This added an increased challenge for the team as they had to include words typically used by Costa Ricans who speak a distinct dialect of Central American Spanish.

Students also used their language skills to develop and sell an educational board game, practising their transactional skills by ordering resources needed to make the game from the ‘shop’, before using their art and craft skills to create it. They then pitched the game to competing schools in Spanish, explaining the rules and

demonstrating game play.

St John Plessington’s student team won ‘Best Prize’ for its board game, with judges stating that the rules: “Were simple, clear and easy to follow. You obviously have some budding salespeople in your team!”

One student who was part of the winning team said: “It was an amazing experience and it also gave me skills that I will take with me for life.”

Throughout the day, students also took part in a range of engaging workshops and deepened their understanding of the importance of languages, particularly Spanish, within WHO.

Mr Adam Tagg, languages teacher and trip leader, said: “The day was a great success, and our students gained a lot from participating. It was lovely to hear organisers praise their outstanding behaviour and participation throughout the competition. We look forward to defending our title again next year!”

Headteacher, Mr Peadar McLoughlin, added: “At St John Plessington Catholic College, we encourage our students to understand that success comes from everyone working together and it was fantastic to see this in action at the language competition. Determination is a key value of our school and students displayed it in abundance throughout both challenges. Well done to everyone who took part!”

St John Plessington is a proud member of Holy Family Catholic Multi Academy Trust (HFCMAT). CEO of HFCMAT, Mr Andy Moor, commented: “Congratulations to the Year 9 Spanish students at St John Plessington for their remarkable achievements. Through their creativity and teamwork, they have demonstrated the very skills we aim to nurture all our students, enabling them to thrive in an ever-changing world.”

St John Plessington’s Year 9 students designing their board game

King honours LJMU with highest accolade

King Charles and Queen Camilla welcomed LJMU vice chancellor, Professor Mark Power, to St James’s Palace in London on Tuesday, 24 February, where the university formally accepted a 2026 Queen Elizabeth Prize.

LJMU was recognised for its pioneering work with Face Lab, a research centre established in 2015, which reconstructs the faces of victims of crime, migrant refugees and figures from history, using a combination of art, history, anatomy and digital technology.

Professor Power received the prize medal and scroll alongside Professor Caroline Wilkinson, director of Face Lab, with Chancellor Nisha Katona also in attendance.

Professor Wilkinson said: “We are thrilled to have been awarded one of the Queen Elizabeth Prizes for Education. I work with really amazing people in Face Lab and this is a recognition of all their hard work over the last 10 years and keeping ahead of the advances in technology to work in our field.”

LJMU delivers projects for the police and law enforcement agencies, heritage projects, museums and cultural institutions. Face Lab contributes to national and international investigation with work leading to the identification of unidentified bodies and indirectly to the criminal conviction of those responsible for murder.

In the university, Face Lab researchers established the Art in Science Master’s programme which focuses on interdisciplinary research between art and STEM subjects, training the next generation of global art-science practitioners.

The Queen Elizabeth Prizes for Education are a series of prizes, awarded biannually, that recognise UK colleges and universities which show quality and innovation, delivering real-world benefit. Entries are assessed in a rigorous, independent process of review managed by the Royal Anniversary Trust.

Sir Damon Buffini, chair of the Royal Anniversary Trust said: “The Queen Elizabeth Prizes for Higher and Further Education celebrate the power of education to change the world for the better.

“This much-loved national honour recognises, at the highest level of state, outstanding work in UK universities and colleges, and the remarkable benefit they bring to our economy, society and the wider world.”

Emmerdale actress turned children’s author visits Wirral primary school

Samantha Giles is best known for playing Bernice Blackstock in ITV’s Emmerdale but, earlier this year, she visited St Alban’s Catholic Primary School in Wallasey to read extracts from her children’s books.

Samantha spent the afternoon at St Alban’s visiting all classes from Year 3 to Year 6, discussing what it’s like to be an author as well as her new series, ‘Rosemary Trilogy’.

Elizabeth in Year 6, said: “It was interesting to find out how Samantha came up with the story line for her books.”

Oliver, also in Year 6, added: “The story was interesting too and when Samantha changed her accent when reading to us, we were able to imagine what the characters may have looked like.”

On her visit to the school, Samantha commented: “I thoroughly enjoyed my visit to St Alban’s Catholic Primary School where I introduced pupils to my Rosemary Trilogy, books that are set in and around Liverpool.

“It’s a real privilege to encourage reading and writing amongst children and to show how escaping into a book can be so good for our imagination, our vocabulary and in maintaining good mental health.”

Samantha’s visit marks the beginning of a long list of events that St Alban’s, a proud member of the Holy Family Catholic Multi Academy Trust (HFCMAT), has planned to celebrate the National Year of Reading.

Headteacher of St Alban’s Catholic Primary School, Mr John McDonald, said: “We were thrilled to welcome Samantha to St Alban’s. Our pupils were instantly captivated by the insight she shared on what it takes to be an author and were thoroughly absorbed in the world she has created during the book readings.

Mr Andy Moor, CEO of Holy Family Catholic Multi Academy Trust, added: “Experiences such as this are so valuable for our children as they play a vital role in their reading journeys and help spark a lifelong love of books and storytelling. Thank you to the staff at St Alban’s for organising such a wonderful visit for our pupils and, of course, to Samantha for being an inspiration to our young people.”

Educate Awards

Why now is the perfect time to enter the Educate Awards!

Entries are open for this year’s Educate Awards, inviting schools, colleges, multi academy trusts and, for the first time, nurseries across the North West to showcase the innovation, dedication and impact that define their work.

With the summer term underway, this is an ideal moment to submit your entry. Schools are well placed to reflect on recent achievements and gather strong evidence ahead of the Thursday 16 July deadline.

Now in its fifteenth year, the Educate Awards is the region’s largest celebration of education excellence, spanning Merseyside, Cheshire, Lancashire, Greater Manchester and Cumbria.

The value of the Educate Awards lies not just in the winning, but in the process itself. Being shortlisted, or even simply entering, offers an opportunity to:

• Reflect on progress and achievements

• Celebrate staff and student contributions

• Strengthen school identity and culture

• Share best practice with the wider sector

At a time when recruitment and retention remain challenging, recognition plays a meaningful role. Celebrating success reinforces pride within school or trust communities and reminds staff of the importance of their work.

TIPS FOR WRITING A STRONG ENTRY

If you’re new to the Educate Awards and haven’t written a submission before, the following guidance will help you craft an entry that showcases impact and captures the attention of the judging panel.

While the process is straightforward, the difference between a good entry and a standout one often comes down to evidence and storytelling.

The first recommendation is simple – head to educateawards.co.uk and familiarise yourself with the 21 categories and their associated criteria. Here you will also find more information about entry guidance and conditions of entry.

UNDERSTANDING THE CRITERIA

Review the category criteria carefully, as these effectively act as the marking scheme. Entries should directly address them. Common pitfalls include entering the wrong category or submitting the same content multiple times, so tailoring each submission is essential.

FOCUS ON EVIDENCE

Strong entries are built on clear, relevant evidence. Be selective –evidence should support the narrative rather than overwhelm it.

TELL A CLEAR STORY

A successful entry outlines the context, the action taken and the results achieved. Avoid trying to include everything; instead, focus on what makes your work distinctive.

DEMONSTRATE IMPACT

Impact is central to judging decisions. Show the difference your work has made through measurable outcomes.

USE VISUALS CAREFULLY

Include only high-quality, relevant visuals that strengthen key points. Think ‘quality over quantity’.

SEEK A SECOND OPINION

Before submitting, ask a colleague to review your entry. For added objectivity, go one step further and ask someone outside your organisation to provide feedback. A fresh perspective can improve clarity, while careful proofreading helps avoid unnecessary errors.

Remember, judges don’t know your school, so make sure any context or background is clearly explained.

DECLARE ANY USE OF AI

If you have used AI tools to support the writing of your entry, this should be clearly declared within the document.

YOUR WINNING MOMENT STARTS HERE

Ultimately, the Educate Awards is all about celebrating the work that nurseries, schools, colleges or multi academy trusts do every day. At a time when the education landscape continues to face pressure, acknowledging success really matters.

There really is no better time to start your award entry than now.

Deadline for entries: Thursday 16 July!

Educate Awards announces Helen Stevenson as new judge for 2026

Educate Awards has bolstered its esteemed judging panel this year with the addition of education expert, Helen Stevenson.

With a career spanning over 20 years in education, Helen is the co-founder of Satis Education, the sector’s leading executive recruitment organisation, and chief executive officer of Transforming Lives Educational Trust where she is responsible for the growth strategy and governance of the trust.

At the heart of Helen’s work is a commitment to driving educational excellence and empowering leaders to create high-performing organisations that deliver meaningful outcomes for pupils and students.

Commenting on the announcement, Helen said: “I am thrilled to join the Educate Awards’ judging panel and celebrate the achievements of nurseries, schools, colleges and multi academy trusts across the North West. I look forward to using my experience and passion to recognise the wonderful work taking place across the region.”

Helen’s journey in education began when she relocated back to the North West and retrained as a modern foreign languages teacher. She had initially remained in London after graduating from Kings College to work within marketing and PR

departments for large corporations such as the Financial Times Group and Associate Newspapers.

During her time as a teacher in Knowsley, Helen became involved in academies and free schools programmes. Since 2008 she has worked extensively across the multi academy trust (MAT) sector. She has held positions within the Department for Education, local authorities and several MATs.

In 2017, Helen co-founded Satis Education, a national education consultancy providing expert support to trusts on the recruitment of CEOs, operational leaders, principals, headteachers, and staff at all levels.

However, she returned to her roots in September 2025, taking up the position of chief executive officer at Transforming Lives Educational Trust. The trust is home to four academies and specialises in forward-thinking, innovative teaching practices.

Throughout her career and alongside her executive leadership roles, Helen has also served as chair of a trust board, local advisory group and an outstanding Catholic sixth form college.

With the addition of Helen, the Educate Awards’ independent judging panel now comprises 15 highly respected, hand-

selected individuals, each bringing their own experience and expertise.

Founder of Educate Awards, Kim O’Brien, said: “I am delighted to welcome Helen Stevenson to Educate Awards’ judging panel for 2026.

“Helen brings a wealth of experience from across the education sector, along with a deep understanding of leadership, governance and school improvement. Her insight and passion for supporting schools and trusts to thrive will be invaluable as we shine a spotlight on the outstanding achievements taking place across the North West.”

NEW category for Educate Awards 2026

For the first time in its 15 year history, Educate Awards is opening up its annual search for education excellence to early years providers with the launch of its newest category, Most Inspirational Nursery.

Open to private, voluntary and independent (PVI) nurseries, school-based nurseries, and local authority nursery schools, the award has been introduced to showcase the exceptional achievements of early years providers and will recognise nurseries that make a lasting difference to children between the ages of zero and four.

To be considered for the Most Inspirational Nursery award, nurseries must:

• demonstrate the delivery of innovative approaches

• show clear evidence of age-appropriate progress and attainment

• highlight how they have made a positive impact on children, families and the wider community during the 2025/26 academic year

Entries should focus on overall nursery practices that have inspired and supported the development, wellbeing, learning experiences, and attainment of young people.

Founder of Educate Awards, Kim O’Brien, said: “I am delighted to announce the launch of Educate Awards’ newest category, Most Inspirational Nursery. The introduction of this award reflects our commitment to recognising excellence across all stages of education.

“Nurseries play a vital role in shaping confident, curious children, and they truly deserve to be celebrated. We look forward to reading about the outstanding work being delivered by nurseries and shining a well-deserved spotlight on teams who give children the very best start in life.”

With the addition of Most Inspirational Nursery, all 21 categories at Educate Awards 2026 provide a unique opportunity to celebrate every aspect of education, from exceptional teachers and remarkable support staff to inspirational settings.

LSSP celebrates 25th anniversary with a ‘Big Birthday Bash’

Over 400 children and young people are expected to descend on Wavertree Sports Park in July to mark 25 years of Liverpool School Sports Partnership (LSSP) delivering high-quality sport, physical activity and wellbeing opportunities to primary and secondary schools across the city.

Set to be its largest ever event, LSSP’s ‘Big Birthday Bash’ will take place on Thursday, 2 July, bringing together hundreds of pupils and teachers for a celebration befitting its silver anniversary.

Staying true to its roots, LSSP’s full day of celebrations will kick off in the morning with pupils in Years 5, 6 and 7 competing against each other in a series of mini-tournaments, from traditional netball and football to alternative, but equally fast-paced, quidditch and ultimate frisbee.

The afternoon will see LSSP really start the party as Wavertree’s athletics centre is transformed into a vibrant carnival where pupils can immerse themselves in the festival atmosphere which will feature an array of traditional fairground games, circus skills workshops, and face painting.

A series of infl atable obstacle and assault courses will also be set up to add to the excitement and energy of the day.

Joint CEO of LSSP, Adella Dando, commented: “25 years is a monumental milestone for any organisation and we’re incredibly excited to celebrate LSSP’s anniversary this July. When school sport partnerships were established in the early 2000s, there were 450 of us covering every area in England. Now, due to the removal of ring-fenced government funding, there are only a handful of us left, so it feels even more special to mark our 25th anniversary with a ‘Big Birthday Bash’.

“We still have a couple more exciting announcements to share about the celebration, and I’d encourage schools to keep an eye out on our social media channels for these updates in the lead-up to the big day.”

During its 25th year, LSSP also began its mission to offer a net-zero cost service to its member schools after being awarded £322,000 from the Steve Morgan Foundation and KIND.

Inspiring bright futures

In March, over 30 teams from schools across Liverpool City Region, Cheshire and Warrington came together at Unilever Port Sunlight to present their innovative product concepts to experts, after completing the Unilever Inspire Bright Future Challenge.

The Inspire Programme, delivered in partnership with All About Futures, gives students a meaningful experience of the workplace. Learners design a product based on a real Unilever brief, engage with employees across five research and development functions, and build key employability skills including teamwork, presenting, and problem solving, all while exploring future STEM career pathways.

Michelle Dow, managing director at All About Futures, said: “The Inspire Celebration event is the culmination of months of work for our students. They confidently pitched their ideas to industry judges, and the standard of work was exceptional. The atmosphere was full of energy, ambition and pride as students showcased solutions to real-world problems. After 10 years of partnership, the Inspire programme continues to be a brilliant example of modern work experience for students in our region.”

For many students, the experience was transformative. One commented: “I have something to show when I want to get a job!”

Taking podium positions were Bishop’s Blue Coat School, Chester, in fi rst place, followed by Liverpool Life Sciences UTC & Studio School in second place, and third position was taken by Bishop Heber High School, Chester.

The awards recognised outstanding achievement across multiple categories:

• Technical: Pensby High School

• Consumer: Prenton High School for Girls

• Digital: Bishop Heber High School

• Innovation: Sandbach High School and Sixth Form

• Communication: Liverpool College

• Sustainability: Bellerive FCJ

• Access & Inclusion: Hilbre High School

• Special Commendation (Most Innovative Marketing): Upton Hall FCJ

The Inspire Celebration once again highlighted the impact of strong employer partnerships in education, leaving students motivated, empowered and better prepared to fi nd their best next steps.

University of Liverpool Maths School enters exciting new chapter as founding headteacher retires

University of Liverpool Maths School (ULMaS) is preparing for an exciting new chapter as its founding headteacher, Damian Haigh, retires this summer after six highly successful years leading the school. He will be succeeded by Dan Vickery, who has been appointed as the new headteacher from September.

Since opening in 2020, ULMaS has rapidly established itself as one of the country’s leading specialist sixth forms, recognised nationally for its exceptional academic standards, inclusive ethos and commitment to widening access

to STEM education.

Under Damian’s leadership, the school was judged ‘Outstanding’ in all areas by Ofsted in 2024 and was recently named The Sunday Times State Sixth Form of the Year 2026. Alongside academic success, it has become widely known for its outreach work across the region, supporting students from all backgrounds.

Reflecting on his time at the school, Damian said: “It has been a huge privilege to help found ULMaS. I am immensely proud of what our staff and students have achieved together and of the supportive, ambitious

culture we have created. With the school in such a strong position, this feels like the right moment to step aside and focus on my family and some longplanned personal adventures.”

Damian plans to pursue a longheld ambition of sailing around Ireland and the UK, while his wife continues to direct the construction of a major pharmaceutical plant in Dublin.

Taking over leadership of the school will be Dan Vickery, who joins from Scarborough College where he is currently deputy headteacher. A mathematics specialist with extensive

leadership experience, he is also an enthusiastic supporter of The Duke of Edinburgh Award expeditions and a keen guitarist.

Dan said: “ULMaS has an outstanding reputation and a uniquely important mission. I am honoured to have the opportunity to lead the school and excited to build on its exceptional foundations.”

As the school enters its next phase, ULMaS looks forward to continuing its mission of nurturing exceptional young mathematicians across the region and opening new doors for its own students.

A specialist sixth form for ambitious young people with exceptional potential in mathematics and STEM

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A-Level omputer Science

We provide an academically rigorous education where talented students are challenged to thrive & think deeply

We are proud to champion female participation in EM, widen access to educational excellence, and prepare students for a successful future

Why choose The University of Liverpool Maths School?

Specialist teaching and enrichment in STEM

Outstanding preparation for leading universities

Financial support for educational opportunities

A vibrant, scholarly and supportive community

No fees – state funded and open to all

Through our extensive outreach programme, we wor with schools and students across the region to inspire a love of mathematics and raise aspirations

We run STEM Saturdays for mathematically curious students in Years 7-11 Details can be found on social media and our website

Schools can arrange for our experienced staff to visit them to deliver enrichment events, workshops and masterclasses, or sign up for our Summer School.

Find out more & explore upcoming opportunities at www.liverpoolmathsschool.org liverpoolmathsschool

University of Liverpool Maths School

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St Mary’s celebrates “significant progress” following recent Ofsted inspection

Headteacher of St Mary’s Catholic College, Mr Kevin Maddocks, has welcomed recognition of the school’s high expectations and continued progress following its Ofsted inspection in January 2026.

The Wallasey-based secondary school met the expected standard across six evaluation areas, reflecting high-quality education under the new Ofsted framework.

The report highlights the significant progress that has been made by the school, together with Holy Family Multi Academy Trust.

Mr Maddocks, who became headteacher of St Mary’s four years ago, said: “At St Mary’s Catholic College, we have been on a relentless pursuit of improvement.

“We have really strengthened teaching and learning through our ambitious, well-planned curriculum.”

Ofsted praised the school for its inclusive approach, noting the swift identification of need and the effective support that enables every student to thrive. Its specialist resourced provision for autistic children was also highlighted as part of this wider commitment.

Mr Maddocks continued: “We have the highest expectations across all aspects of school life, and this is reflected in the calm and caring environment seen across lessons and at social times. The evaluation highlighted the positive impact leaders’ actions have had on the attendance of all

students, including disadvantaged children and those who have special educational needs.”

St Mary’s is committed to providing opportunities that develop students’ personal growth, resilience, and confidence. It aims to empower students to become active and informed citizens.

Mr Maddocks concluded: “This report’s recognition illustrates what can be achieved by working together and, in turn, succeeding together. This belongs to every person who has been part of St Mary’s, including our extraordinary staff, our

brilliant pupils, our dedicated families, and the unwavering support of the Trust. We serve a community with real and varied needs, and this inspection confirms we are getting it right.”

CEO of Holy Family Catholic Multi Academy Trust, Mr Andy Moor, said: “St Mary’s has earned this moment. As a Catholic trust, we believe every child is created with equal dignity and deserves an education that reflects that. St Mary’s lives those values every day, and I am immensely proud of what this community has achieved together.”

Africa’s rarest antelope gets lifeline as AI ‘watches over babies in the wild’

Habitat loss and poaching have reduced wild numbers of mountain bongos to fewer than 50, making it one of Africa’s rarest animals. But now, with help from computer scientists at Liverpool John Moores University (LJMU), that number is about to grow.

Chester Zoo, an LJMU partner, has transported four male bongos to Africa, where their breeding will be monitored by a machinelearning system, created at the university.

Experts at Chester Zoo have spent more than eleven years coordinating a breeding programme across European conservation zoos. They selected these particular four antelopes based on age, health and genetics. They are the first to be transferred from European zoos to the Mount Kenya Wildlife Conservancy (MKWC) as part of a rewilding effort.

Dr Nick Davis, mammals

general manager at Chester Zoo, said: “The mountain bongo is perilously close to extinction but thriving in conservation zoos across Europe, with a number of important births in recent years helping to build a healthy, genetically strong population.”

The animals will be closely monitored at MKWC and

gradually introduced into the existing breeding programme. LJMU, working with the Kenyan Wildlife Service, has installed around 40 cameras to watch over them.

“What we’re looking for are babies,” explains Paul Fergus, professor of AI and machine learning. “There are a lot of predators and any young

mountain bongos are hard to spot by human eye because the parents are very good at hiding them.

“Our software is trained to identify them and alert the rangers, who are then able to immediately go out and tag them. Once they know where they are, they can watch over them and help protect them.”

Dr Robert Aruho, head of conservancy at MKWC said: “Since April 2024, our partnership with Liverpool John Moores University Conservation AI Team, has provided the world’s first AI-powered detection system for mountain bongos - cameras that provide real-time data on the animals’ behaviour, movement and health without disturbing them.”

The Mount Kenya Wildlife Conservancy hopes to revive the bongo population to 750 by 2050.

Bringing education into focus in Tanzania

Alison Burrowes is the north west hub development officer for the Catholic Education Service and a former headteacher of Thornleigh Salesian College in Bolton, bringing extensive experience in leadership development, professional learning and service within schools.

Her focus on nurturing and sustaining leadership was brought into sharp relief when she was invited to lead a social action project in Tanzania. An experience she reflects on below.

“Following an introduction to Dr John Patterson, former headteacher at St Vincent’s School for The Blind, I was privileged to be asked to deliver a project which involved providing prescription, photochromatic glasses for children with albinism in Tanzania.

“Tanzania has one of the world’s highest rates of albinism, with roughly one in 1,429 births affected, and people with albinism have faced extreme persecution and violence for years. Albinism is a genetic condition which results in a lack of the pigment melanin in the skin, hair and eyes. It results in a permanent problem with vision, and children with albinism across Tanzania are isolated and unable to access mainstream education.

“I have visited Tanzania many times, initially as the headteacher of a large secondary school, where I would take sixth form students for a month during the summer holidays to volunteer in schools and clinics. I next visited after setting up an NGO, Partners in Education – International (PiE-E), providing training for school leaders on how to use data to improve outcomes.

“Having worked with the Tanzanian Department of Education since 2014, our charity was best placed to identify the pupils with albinism in schools in the Morogoro region, who would benefit from this initial pilot project. After visiting in October 2025 and working with a Tanzanian optometrist, I returned in March 2026 with 68 pairs of specialist glasses. I will be forever grateful to Keith Burns, an optician in Formby, who prepared them.

“I travelled to some of the poorest, rural communities to personally deliver the specialist glasses to each individual child. The impact was immediate and will be life changing as they can now join the mainstream classroom.

“As a charity we will track the academic progress of the pupils in the project so that we can show the impact that having the glasses has on their learning.

“During the visit I became acutely aware of the number of children with albinism across the Morogoro region whose life would also be changed if they received a pair of glasses. It would enable them to access education and have a brighter future.

“The cost of each specialist pair of glasses is £200 (average). If you can support this on-going project, we would be delighted and grateful to receive any donation you could make.”

Please make payable any donations to the Charity Partners in Education –International, Account Number 22256768, Sort Code 30-97-19, Lloyds Commercial Bank.

Meet the veteran making a difference for military families

Interview with: Dr Gus Ryrie, senior lecturer in sport coaching at LJMU

Dr Gus Ryrie was only 10 years old when he got on a train from Newcastle on his own and headed to boarding school in Scotland. No parents, no chaperone, just a group of children doing what military families did back then.

“You wouldn’t do it nowadays,” he says, laughing at the memory. “But that was just how it was.”

His dad was in the navy for the best part of 40 years, and life as a service child meant moving around, adapting, and getting on with things. By the age of 16, Gus had followed him into uniform, joining the junior army straight from Queen Victoria School – a military boarding school in Dunblane.

Gus went on to serve for 11 years in the regular army, then another decade in the army reserve. During this period, he went to Bosnia, spent four months on exchange with the Australian army, and built a life shaped almost entirely by the structure, discipline and camaraderie of military service.

Today, he is a senior lecturer in the School of Sport and Exercise Sciences at Liverpool John Moores University (LJMU), and since 2023, the university’s fi rst-ever armed forces champion. He’s using everything he learned in those years to make sure the university is a place where veterans, reservists, and the children of military families feel genuinely welcome and supported during further education.

When Gus left the army, he had a plan to become a PE teacher. That plan lasted until his fi rst day in a school.

“I was like, no, I can’t do this,” he says. He realised quickly that he worked better with adults than with children, and ended up going to university himself, eventually fi nding his way into further and then higher education.

Sport was the way in and something he’d been involved in throughout his service. It gave him a way to connect with students and make the kind of content he was teaching feel relevant and real.

But the transition out of the army wasn’t straightforward, and he’s honest about that. Even for someone as focused and driven as Gus, the shift from military life to civilian life wasn’t easy.

He says: “Everything was quite difficult. Even things like understanding the need to pay your own way, literally things like paying council tax. But also just understanding the different mechanics of being in a university, what you could and couldn’t say. You’re going from a fairly conservative organisation to a very liberal one. That was quite a change.”

More than 30 years later, he says that military identity never fully goes away.

Gus shares: “I can still go somewhere with military people and fall straight back into that

jargon-heavy language. There’s a different way of being. I don’t think people realise how difficult a transition it is.”

That shows up in how he teaches, and his exacting standards haven’t softened. He doesn’t like people being late, he wears his LJMU kit on campus with pride, and he keeps meetings focused. Some colleagues jokingly refer to him as the ‘bad cop’.

“I have quite high standards and I always will,” he says. “Your actions, the way you are, they portray you as a person. But I try not to shove it down people’s throats. It’s about being proud of what I’ve done, but not going overboard and understanding people’s views and feelings. I think my job is more than just teaching people the mechanics, and it’s also about life skills. That’s a really important thing to promote.”

That understanding is at the heart of everything he now does at LJMU.

When Gus was appointed armed forces champion, one of the fi rst things the university did was take stock of who was actually there, staff and students with a military connection, in any shape or form.

“There was more stuff going on than we thought, and more people who had a military background than we realised, either directly, or through parents who’d served, or as

I think my job is more than just teaching people the mechanics, and it’s also about life skills. That’s a really important thing to promote.

Interview with: Dr Gus Ryrie, senior lecturer in sport coaching at LJMU

armed forces spouses. People you didn’t expect.”

LJMU signed the Armed Forces Covenant in 2021, committing to support those who serve or have served, and their families. The university quickly gained the Employer Recognition Scheme Gold Award.

Gus explains: “There was lots going on that was effective and appropriate. It just wasn’t joined up.”

Reservists and cadet volunteers are now entitled to up to 10 days’ additional annual leave, and the university has a seat on the Liverpool City Region Combined Authority board on veteran support.

Gus is clear that none of this work has been a solo effort. He shares: “We’ve got people from HR, from the media team, academics, professional services, and students on the group as well, who help give us that idea

both parents in the armed forces) are now formally recognised by LJMU as a group that may face particular challenges when it comes to going to university.

The data backs this up, and research suggests a service child is around 24 per cent less likely to progress to higher education than their peers. For families reading this, that number might feel familiar.

Gus continues: “You might have gone to lots and lots of schools, so you might have a fragmented and disjointed education at both primary and secondary. Some children spend years in boarding schools, away from their parents. Others stay in one place while a parent is posted elsewhere. It depends very much on individuals as well.”

What LJMU is trying to do is understand what each student actually needs, rather than assuming.

This isn’t a thing I’ve done on my own. There are some amazing people on our steering group who have helped with that process.

of what students need. This isn’t a thing I’ve done on my own. There are some amazing people on our steering group who have helped with that process.”

When asked what aspect of this he is most proud of, he says: “The bit I’m proudest of at the moment is getting service children onto our access and participation plan.”

Service children (young people who’ve grown up with one or

“Some of them need nothing at all – they’re quite resilient, and they’re all quite happy,” says Gus. “Or some would like a bit of support, and some probably need a lot. What we need to do is understand that, and maybe do a bit of training with staff too.”

For example, a student whose parent is on operations is carrying something most of their classmates aren’t.

“That would have a significant effect on that child,” he adds. “Being empathetic towards that and understanding that whole situation would be quite useful.”

UCAS now asks applicants whether they are a service child or a veteran – something that has only been the case for around three years. That question is starting to generate the data that universities like LJMU need to track outcomes and put the right things in place. LJMU currently has around 1,000 students from armed forces family backgrounds.

For Gus, this isn’t just a professional mission. As a service child himself, and while his own school years may have been some time ago, they still inform how he thinks about all of this.

“Being able to support that process is quite a powerful thing,” he says. “Even if it was 45 years ago, it still resonates with me.”

If you’re a veteran considering university, or a military family wondering whether it’s a realistic option, Gus’s message is simple.

“People should do it. If you want to do it, you can. Even if you don’t think you’ve got the skill set, you have. The military has taught you skills around resilience, effectiveness, coping, and getting on with things. You’ve defi nitely got what it takes – I 100 per cent believe that.”

To fi nd out more about LJMU’s support of the armed forces, visit: www.ljmu.ac.uk/about-us/ supporting-the-armed-forces

Joining St Joseph Catholic Multi Academy Trust

A Stronger Future

A Protective Shield

A Shared Mission

In today’s fast-changing education landscape, school leaders face growing demands from policy changes and Ofsted frameworks through to increasing operational pressures.

You don’t have to face pressures alone.

At St Joseph Catholic Multi Academy Trust, we provide a protective shield around our schools; absorbing complexity, reducing burden, and offering expert support so you can focus on what truly matters:

Delivering an exceptional Catholic education for every child.

What does joining SJCMAT mean for your school?

Protection from external pressures

We manage the complexity of policy, compliance, and accountability.

A strong, supportive family

Collaborate with like-minded Catholic schools that share your mission.

Expert central support

From school improvement and safeguarding to finance and governance.

Leadership that lifts you up

No isolation – just guidance, partnership, and shared strength.

Your identity remains yours

We strengthen what makes your school unique, not replace it.

Stronger together

SJCMAT schools support one another, share expertise, and grow in confidence, creating a culture where no school stands alone and every child benefits.

Let’s start the conversation

If you’re exploring the future of your school, we’d love to talk.

Join a Trust that protects, supports, and strengthens.

Join the St Joseph Catholic Multi Academy Trust family.

Get in touch today to find out more.

Head to Join Our FamilySJCMAT to book an appointment.

Onside+ winners!

12 students from Year 9 at Maghull High School have been working with the LFC Foundation for six weeks to discuss social action awareness within Liverpool. The programme is funded by Merseyside Police and aims to give young people an opportunity to share ideas and help create a safer city to live in.

Students attended sessions about county lines and child criminal exploitation. They also watched a series of videos to learn about the ripple effect for the victim, the perpetrator and the extended family to both parties.

Having discussed a number of themes, students chose to highlight mental health and suicide as their social action challenge.

Students worked together over two weeks to create a presentation, including a video, which they delivered at Anfield on Monday, 23 March to six other secondary schools, LFC Foundation staff, Merseyside Police and external agencies.

Ex-Liverpool footballer, Chris Kirkland, as well as Angela Preston and Elena from Kooth, shared stories on how to seek support before being caught in a serious situation in the future.

The results were shared at the end of the day, with Maghull High School crowned winners of the trophy for the second time this year. Staff are immensely proud of the students’ successes.

The presentation day also included activities, such as a large game of heads or tails. Maghull High School’s student, Elizabeth, even won an Easter egg.

Maghull High School is so proud of its students for their commitment and effort during the programme, as well as their confidence in the presentation.

Investing in staff and supporting schools with confidence

CER Education is passionate about investing in the development of the next generation of teaching professionals. Affi nity Academy, its dedicated learning and development platform, provides every CER candidate access to free, high quality training, designed to build confidence, strengthen practice and keep skills current.

By upskilling the CER Education workforce, schools benefit from supply staff who are knowledgeable, adaptable and ready to make an immediate impact. Choosing CER means choosing professionals who are trained, supported and committed to delivering the best for pupils.

Whether covering a short-term absence or supporting long-term needs, CER candidates are prepared to step in and deliver, minimising disruption and maintaining continuity in learning.

The CER Education training offer includes a wide range of courses, such as teaching assistant toolkits, safeguarding refresher training, and makaton and PECS introductory sessions.

CER also delivers Team Teach training, giving staff practical strategies for positive behaviour support.

Ashleigh, Team Teach trainer from CER, shared: “Delivering Team Teach gives me the opportunity to support my schools in the best way I can. I love hearing everyone share best practice and seeing schools grow in confidence.”

If you would like to hear more about free training opportunities and working with CER, please contact 0151 242 6020 or email liverpool@cer.co.uk.

Seven in 10 British parents back under-16s social media ban

Over seven in 10 British parents support an Australian-style social media ban for under-16s in the UK, according to new research from Opinium.

Australia’s ban came into force in December 2025, restricting under-16s from using 10 social media platforms, including Instagram and TikTok. In the UK, the Children’s Wellbeing and Schools Bill returned to the House of Commons last month, where MPs considered a Conservative amendment.

Two thirds of the UK population support a social media ban for under-16s. Over 55s are more likely to be

supportive (73 per cent), and a majority of 25-34-year-olds are also in favour (66 per cent), as well as half (51 per cent) of 18-24-year-olds.

The most common reasons given by parents for supporting a social media ban are reducing online harm caused to young people and improvements to young people’s mental health. Over half of parents who support the ban do so because it would reduce young people’s screen time and encourage healthier child development.

Two in five parents support a ‘bring-no-use’ policy on mobile phones in schools, where students are barred from using their phone

throughout the school day, and a quarter of parents say children should not be allowed to take their phone into school at all.

One in five parents think students should be able to use their phone during breaktimes, while only five per cent think students should be allowed to use their phones to support them during lessons.

Parents also show strong support for students receiving sanctions for misbehaviour in class, with over two thirds agreeing that permanent exclusion is sometimes necessary.

Marissa Razak, researcher at Opinium and former

secondary school teacher, commented: “Our research shows broad parental support for stricter controls on children’s social media and smartphone access, particularly in schools, as well as sanctions for poor student behaviour.”

Melanie Sanderson, managing editor at The Good Schools Guide, said: “Parents want schools to cut the noise so children can concentrate. From tighter rules on smartphones and social media to fi rmer behaviour policies, families are backing anything that protects quality learning time and supports young people’s wellbeing.”

Upskilling school staff through apprenticeships

In an era where a school’s digital presence is as vital as its physical gates, the demand for marketing expertise within the education sector has never been higher. From engaging parents through social media to navigating the competitive landscape of pupil recruitment, schools are increasingly operating like modern brands.

Recognising this shift, Liverpool Hope University has officially launched a Level 4 marketing executive apprenticeship. Scheduled for its first intake in September 2026, the programme offers a strategic solution for headteachers and school business managers looking to upskill existing staff or recruit fresh talent.

The 15-month programme integrates on-the-job training with high-level academic theory, available online, meaning a staff member can remain in post while gaining professional-grade skills in campaign management, digital insight and content strategy.

“The Level 4 marketing executive apprenticeship provides a blend of academic excellence and practical training,” said Sue Cronin, director of Apprenticeships at Liverpool Hope University. “It’s designed to develop the technical expertise and strategic mindset needed to excel in the digital age, giving schools and academies the opportunity to professionalise their outreach, enhance their reputation, and ensure their unique story reaches the right families in an increasingly competitive educational landscape.”

Schools with a payroll over £3 million can access full funding through the Growth and Skills Levy, while smaller schools may receive 95–100 per cent government funding, often contributing as little as £20 per month.

Sue Cronin added: “Our mission is to empower our apprentices through powerful, professional learning, ensuring they leave with the skills and qualifications required to succeed in a competitive landscape.”

By using the Growth and Skills Levy, schools can strengthen their external communications while offering staff a debtfree, nationally recognised qualification.

For more information on the September 2026 intake or to request a workforce strategy pack, contact the apprenticeship team today at apprenticeships@hope.ac.uk or call 0151 291 2281.

LSSP and MVRP team up to teach personal safety skills

Children are gaining essential skills in personal safety, situational awareness and emergency preparedness, after Liverpool School Sports Partnership (LSSP) teamed up with the Merseyside Violence Reduction Partnership (MRVP) to expand its reach across Merseyside.

Commissioned by the MVRP as part of its commitment to early intervention and prevention, LSSP is delivering its personal safety programme, DADDR, into schools outside of its usual area, supporting the MVRP’s vision of creating safer, stronger and violence-free communities.

Having already delivered a number of workshops to schools on the Wirral and in Knowsley, LSSP’s team is set to visit schools in Sefton and St Helens too, giving more pupils in Years 5, 6, 7 and 8 the opportunity to learn valuable skills that will keep them safe as they gain greater independence.

Developed by LSSP’s team of specialists, DADDR supports pupils in following a framework for personal safety by teaching them when and how to apply the DADDR concept - an acronym for detect, avoid, defuse, defend, report.

Merseyside Police and Crime Commissioner, Emily Spurrell, who oversees the work of the MVRP, said: “Violence is preventable, and we know that the earlier we support children and young people with the right skills, the safer they are as they grow.

“The DADDR programme is exactly the kind of interactive, practical and engaging work we want to see in schools across Merseyside to make our young people safer.

“By commissioning LSSP to deliver this programme across our region, we’re investing in early intervention that builds confidence, resilience and awareness – helping young people recognise risk, manage situations safely and know when and how to ask for help.”

Jimmy McGinn, joint CEO of LSSP, commented: “We are delighted to continue our partnership with the Merseyside Violence Reduction Partnership and support the invaluable work they do with communities across the borough to prevent violence. We are extremely proud that the MVRP has recognised the impact our DADDR programme can have, and we feel privileged that they have entrusted us with delivering it to schools spanning the length and breadth of Merseyside.”

Billinge Chapel End Primary School unveils new preschool

Billinge Chapel End Primary School, part of Everyone Matters Schools Trust, has officially opened its new preschool for young children aged nine months to two years.

The provision responds to growing local demand for high-quality early years childcare and extends the school’s established Early Years Foundation Stage (EYFS) offer.

The grand opening welcomed over 25 members of the local community to tour the new facilities and celebrate the launch. David Baines MP officiated proceedings and cut the ribbon to declare the preschool open.

Mr Craig Hewitt, headteacher of Billinge Chapel End Primary School, said: “We are incredibly proud to open our new preschool at Billinge Chapel End Primary School. This expansion allows us to support children from an even earlier stage in their development, ensuring they are nurtured,

cared for, and given the very best start to their learning journey.”

Strengthening the school’s position within the local community, the new provision provides 24 places for children aged nine months to two years, supporting families with access to high-quality childcare from infancy through to primary education.

It also forms part of a wider strategic development led by Everyone Matters Schools Trust to create a fully integrated ‘cradle to college’ educational pathway across its primary and secondary schools.

Mr Ian Young, CEO of Everyone Matters Schools Trust, commented: “This is a significant step in the development of Billinge Chapel End Primary School and our Trust. Expanding the early years provision strengthens our educational offer, improves continuity for families, and reflects our commitment to providing high-quality learning opportunities at every stage.”

L-R: CEO of Everyone Matters Schools Trust, Ian Young, David Baines MP and headteacher, Craig Hewitt.

Liverpool school hosts free cooking lessons

The Academy of St Nicholas in Garston, part of All Saints Multi Academy Trust, recently welcomed families into school for a free cooking lesson. The session was designed to build confidence in the kitchen while developing valuable life skills.

The lesson offered 10 places to parents and students from Years 7 to 13, with each student attending alongside a family member. Working together, families prepared a Chinese-inspired dish to take home while learning a range of practical culinary techniques.

Participants prepared marinated chicken with soy sauce, honey and garlic, and combined noodles, pak choi and a selection of vegetables.

The lesson focused on essential kitchen skills, including chopping and knife techniques, hygiene, adapting recipes, budgeting for food, and creating highflavour dishes.

Beyond cooking, the session also created an opportunity for families to connect and share experiences. Conversations centred

on students’ learning in school, future aspirations, and how newly developed skills could be applied at home.

Lasting one hour and thirty minutes, the

From classroom to care career

Across local, regional and national contexts, health and social care is one of the UK’s most essential and complex sectors. Supporting young people to understand the sector’s roles, values and pathways early requires strong, sustained collaboration between education and employers. This is where the LCR Careers Hub plays a pivotal role.

Working in partnership with the health

and social care sector and local schools, the careers hub supports the delivery of the ‘Creating Careers’ programme: a structured careers engagement initiative designed to connect students directly with healthcare professionals and real workplace insight.

Built around modern work experience objectives, the programme moves beyond one off placements, instead offering sustained engagement, mentoring and authentic learning experiences that reflect the realities of the sector.

Through Creating Careers, students develop a clear understanding of the breadth, purpose and values inherent within health and social care. As one student shared: “The programme gives you an insight into healthcare and helps you understand the fundamentals of the roles.”

Another student highlighted its personal impact. They added: “I developed confidence, understanding, and compassion.”

lesson concluded with each family leaving with a container filled with the meal they had prepared together.

Parent Lorraine Wildman Duckworth, who attended the event, shared: “It was a really enjoyable experience.”

Miss Katie Bell, head of design and technology at The Academy of St Nicholas, said: “Cooking is a wonderful way to bring people together, and it was fantastic to see families learning side-by-side. The session was not just about preparing a meal, but about building confidence, sharing skills, and showing how simple, affordable dishes can be recreated at home.”

Headteacher, Mr Gary Lloyd, added: “We were delighted to host this session and see families cooking, learning, and enjoying the experience together. It was a brilliant example of how schools can support practical life skills while building meaningful connections in our community.”

Later this year, the school will also be offering ‘sew and mend’ sessions, as well as basic woodwork skills lessons that families can use at home.

The programme is rooted in relationship building. Employers work alongside teachers to help students see themselves as future professionals, creating trusted connections that extend beyond the classroom.

Highlighting the importance of early engagement, Sarah Thomson, head of HR at Liverpool Women’s University Hospital, said: “Supporting students as they explore healthcare careers helps shape the future workforce.”

From a school perspective, Kerry Rourke of Calderstones School described the collaboration as “inspirational.”

By aligning education with sector needs, the LCR Careers Hub is ensuring young people are informed, inspired and prepared, demonstrating how modern work experience, built on collaboration and partnership, can shape both ambition and opportunity.

Find out more: lcrcareershub.co.uk

Teacher training provider expands offer

HFC Teacher Training, Bebington, has relaunched and expanded its provision to provide tailored training for future primary and secondary school teachers.

Part of the Holy Family Catholic Multi Academy Trust (HFCMAT) and formerly Ignite Institute, HFC Teacher Training offers the ‘Lead Partner Route’ to provide high quality training into the teaching profession. It has now introduced a primary PGCE programme alongside its successful and well-established secondary provision.

Laurie Smith, head of the HFC Teacher Training’s primary PGCE programme, said: “I’m thrilled that we’ve been able to expand our provision to support the increase in demand from people looking to qualify as primary school teachers through a schoolbased route.”

Training is delivered in partnership with Liverpool Hope University. Participants are welcomed into HFCMAT and partner schools

across Merseyside, where they complete school-based training and professional studies.

Over 100 trainees have been supported and, in 2025, over 95 per cent of participants secured their first teaching role during their training year.

Last year, Lydia Evans completed HFC Teacher Training’s secondary PGCE programme and secured her first teaching role at St John Plessington Catholic College, Bebington.

She said: “My school-based teacher training experience in art and design was incredibly positive. Working in two very different secondary schools helped me adapt my teaching style

and understand how art can inspire students in diverse settings.”

Through the programme, trainees learn to teach at each stage in a child’s development, improving subject and phase knowledge to successfully plan and deliver the National Curriculum. They are guided closely by an in-school mentor, lead mentor and curriculum specialists at Liverpool Hope University, receiving all the support needed to thrive in the classroom.

Andy Moor, CEO of HFCMAT, commented: “It’s fantastic to see our teacher training provision thrive with the introduction of a new programme as we continue our mission to train, recruit and retain the very best teachers. This begins with exemplary initial teacher training.”

Brand new summer show

Liverpool author and former primary school teacher, Sheryl Webster, is bringing her children’s book, Kindness Rocks®, to the stage this August, with a brand-new live theatre production at the Epstein Theatre, produced in collaboration with Beyond The Line Theatre Company.

Since its publication in 2024, Kindness Rocks® has grown into a wider kindness movement, reaching over 2,000 children through school workshops, charity initiatives and community events across the region.

These have included RockYourSocks, which has seen over 4,600 pairs of new socks donated to those experiencing homelessness, and a large-scale

A space worth fighting for

In April, Tower Hill Boxing Club, Kirkby, hosted a boxing event featuring young fighters from clubs across the area. For Group D Architect + Designs, which worked on the transformation of the hub, it was rewarding to see the space delivering genuine social impact.

Founded in 1972, Tower Hill Boxing Club is a respected local charity with strong community roots, providing positive role models and structured opportunities for young people.

For decades, the club operated out of the former Tower Hill Community Centre on Heathfield Drive, a building with heart, but limited facilities. The club needed a space that matched its ambition and enabled it to take its work to the next level.

In 2023, the club took ownership of the building through Knowsley Council’s Community Asset Transfer Scheme. The following year, Knowsley Council and One Knowsley secured £1.6m from the Government’s Youth Investment Fund to deliver a major transformation. Group D Architect + Designs was appointed to design a facility capable of growing alongside the club’s ambitions.

The year-long improvement programme included a state-of-the-art gym, flexible meeting and training rooms, a wellbeing hub with sauna and cold-water therapy, a fully equipped catering kitchen, large offices, and secure off-road parking, as well as structural engineering, mechanical and electrical systems, and landscape architecture.

The goal was to strengthen the club’s impact, supporting young people, improving wellbeing and creating a space the community could truly call its own.

Lesley Barnabas, Stronger Communities coordinator at Knowsley Metropolitan Borough Council said: “This project has been truly transformative for Tower Hill Boxing Club, and the impact speaks for itself in our ability to host incredible evenings like this. It has elevated what we can offer our community and strengthened the heart of our club. None of this would have been possible without the dedication, passion, and professionalism of the entire delivery team. Their hard work has created a legacy we’re proud to share.”

Since completion, the hub has hosted boxing shows, community events, and training programmes, demonstrating how design rooted in community purpose can drive real change.

To view the full project visit: groupd.co.uk/projects/tower-hill-boxing-club/

community event at the Bombed Out Church, where over 500 visitors took part in activities promoting kindness and wellbeing.

Now, Kindness Rocks® Live brings the story of Jonny, the rockstar lion, to life through a fun, interactive theatre experience for families. Featuring music, storytelling and audience participation, the show encourages children to explore kindness, confidence and empathy in an engaging and memorable way.

The production is also supporting local children in need, with £1 from every ticket donated to Cash for Kids’ Mission Christmas Appeal.

Over 200,000 school building issues found across England

More than 200,000 school building elements across England are now classed as deteriorating or at risk of failure, according to a new FOI dataset gathered and analysed by Portakabin.

It found that over 181,000 elements are in poor condition, while more than 22,000 have reached the end of their lifespan or require urgent replacement. These include ageing roofs, decaying brickwork, and inefficient heating and electrical systems, all of which can increase costs and negatively affect learning environments.

Regionally, the North East has the highest proportion of serious issues while London records the highest number of the most severe cases.

Brendan Cornick, head of health, safety and environmental at Portakabin, said: “We made this FOI request to understand the condition of school estates nationally, and what we found points to widespread deterioration across the system, not isolated cases.”

The data implies that many students are learning in buildings designed for outdated energy conditions and teaching demands

Brendan explains: “When pupils are studying in ageing buildings, they are usually based in classrooms that will be performing poorly in terms of temperature control, insulation and ventilation.

“These ongoing maintenance demands can ripple across the entire

school, reducing funds for digital upgrades, accessibility, student services, and even the ability to create stable, futurefocused learning environments.”

Portakabin encourages education providers to consider modular classrooms and school buildings as a practical response. Modular solutions can be easily integrated into existing infrastructure or used as the foundation for new developments. They can accommodate a range of educational facilities, including classrooms, soundproof music rooms, lecture theatres, laboratories and sports halls.

Portakabin manufactures its modular buildings off site and transports them to schools for installation, significantly reducing disruption and safety concerns compared with traditional onsite construction.

Simon Pollard, manufacturing director at Portakabin, said: “When it comes to both permanent and temporary Portakabin relocatable classrooms, quality is guaranteed by the fact these structures are designed to meet or even exceed Department for Education guidelines.

“All in all, modular classrooms offer a faster, safer and more sustainable way to refresh the school estate and provide children with modern spaces to learn.”

CareersExplored: OVERHEAD LINESPERSON OVERHEAD LINESPERSON

If you have ever looked up at the towering pylons stretching across the countryside and wondered who climbs them, you are not alone.

These structures carry electricity across vast distances, powering homes, schools and businesses, and the people responsible for maintaining them are known as overhead linespeople. Their role is one of the most unique, physically demanding and rewarding careers in the energy sector.

For anyone who enjoys working outdoors, thrives on practical challenges and is not afraid of heights, this could be the career for you.

But what does this role entail exactly?

An overhead linesperson is responsible for installing, maintaining and repairing the high voltage power lines that sit on top of pylons and poles. These lines are a crucial part of the UK’s electricity network, ensuring power is transported safely and efficiently from where it is generated to where it is needed.

A typical day might involve travelling to remote locations, inspecting equipment, replacing worn components or carrying out emergency repairs after storms or damage. Much of the work takes place at height, sometimes over 50 metres above the ground, and often in challenging weather conditions.

Safety is at the heart of everything. Linespeople follow strict procedures and wear specialist protective equipment. They often work in teams, communicating clearly and supporting one another to complete tasks safely.

This is certainly not a desk-based job. It is hands-on, active and ever-changing. One day you could be working in the rural countryside, the next in a busy urban area. No two days are the same.

The role calls for a combination of physical, technical and personal skills.

A head for heights is essential, as much of the work takes place high above the ground on pylons, often in exposed conditions where confidence and composure are key.

It is a physically demanding role too, involving climbing, lifting equipment

and working outdoors in all weathers, so good fitness and resilience are important. Alongside this, strong problem-solving skills are needed to assess faults and respond quickly with safe, effective solutions.

It is also a highly team-focused job, meaning clear communication and the ability to work closely with others are vital. Attention to detail plays a crucial part, as even small issues can escalate if missed, while a consistent commitment to safety underpins everything, ensuring risks are managed and procedures are followed at all times.

A typical starting salary for an overhead linesperson is usually in the region of £28,000 per year.

There is no single route into becoming an overhead linesperson, which makes the career accessible to a wide range of students.

Many students start with a college course related to the field. Relevant courses might include a Level 2 Diploma in electrical installation or a Level 2 Diploma in engineering.

These courses are available to study at Wirral Met College and can provide a solid foundation in technical knowledge and practical skills, helping you understand how electrical systems work and how to use tools safely.

Ian Evans, head of engineering at Wirral Met College, shared: “Careers like overhead lines work require a strong foundation of technical knowledge, practical skills and a commitment to safety. At Wirral Met College, our

courses in electrical installation, engineering or construction are designed to give learners exactly that. Students develop hands-on experience, problem-solving abilities and an understanding of industry standards, all of which are essential for progressing into infrastructure and energy roles.

“We work closely with employers to ensure our curriculum reflects realworld demands, helping learners build the confidence and competence needed to move into apprenticeships or further specialist training. For those considering a career as an overhead linesperson, these courses provide a valuable first step, opening the door to a sector that plays a vital role in powering homes, businesses and communities.”

Apprenticeships are also one of the most popular and direct routes into this career. Energy companies and contractors offer a range of overhead line or power network apprenticeships.

As an apprentice, you will earn a wage while learning on the job. You will split your time between practical work and classroom-based study, gaining recognised qualifications along the way.

Apprenticeships typically last between two and four years and can lead directly to a full-time role. This route is ideal if you prefer learning by doing and want to start working straight after school or college. You can search for relevant apprenticeships at www.gov.uk/applyapprenticeship.

While a degree is not essential for becoming an overhead linesperson, some students choose to study subjects such as electrical engineering or power engineering at university. For example, Liverpool John Moores University offers a BEng (Hons) in electrical and electronic engineering.

A degree may open up additional opportunities later in your career, such as moving into supervisory, design or management roles within the energy sector.

Did you know? There are more than 88,000 pylons across the UK.

However, some people enter the role after gaining experience in related fields, such as construction, telecommunications or general electrical work. Transferable skills from these areas can be highly valuable.

Once in the role, you will receive specialist training to prepare you for working at height and handling high-voltage equipment.

This includes climbing and rescue training, safety procedures and risk assessment, use of personal protective equipment, technical training on electrical systems, and first aid and emergency response.

Training is ongoing throughout your career, as technology evolves and safety standards are updated.

Ultimately, this is a career that isn’t confined to an office. You will spend most of your time outdoors, often in remote or hard-to-reach locations.

Working hours can vary. While many roles follow a standard working day, there may be times when you are called out to deal with emergencies, such as power outages caused by severe weather.

You may also need to travel, sometimes staying away from home for short periods, depending on the location of the work.

While the job may be challenging, especially in cold, wet or windy conditions, many linespeople enjoy the sense of freedom that comes with working outdoors and the satisfaction of completing physically demanding tasks.

As the UK’s energy network continues to evolve, with increasing demand for renewable energy and modern infrastructure, skilled workers, such as overhead linespeople, will continue to be in high demand.

Level 2 Diploma in electrical installation

Course code: EL202

www.wmc.ac.uk/courses/16-19/construction/electricalinstallation-studies-diploma-level-2

Level 2 Diploma in engineering

Course code: EG201

www.wmc.ac.uk/courses/16-19/engineering/ engineering-diploma

For students looking for a career that combines adventure, responsibility and real-world impact, this is an opportunity worth considering.

Climbing pylons may not be a typical nine-to-five job, but for the right person, it could be the perfect path to a fulfilling and exciting future.

BEng (Hons) in electrical and electronic engineering at Liverpool John Moores University

UCAS code: H600

Entry requirements: BBC

www.ljmu.ac.uk/study/courses/undergraduates/2026/ 32118bgh-electrical-and-electronic-engineering-beng-hons

Fun fact!

The tallest electricity pylons in the UK are on each side of the River Thames. Built in 1965, the two towers are 623ft tall (190m), making them taller than London’s BT Tower.

Preparing Pupils for What Comes Next

Transitions play a crucial role in a young person’s confidence, engagement and future outcomes. From supporting KS2 pupils as they prepare for and navigate secondary school, to helping students prepare for life beyond the classroom, these moments of change matter.

Academy21 supports schools to help pupils navigate transitions with confidence. Our DfE-accredited Online Alternative Provision schools to provide flexible, targeted support for pupils who experience anxiety around change, disengagement or barriers to progress during their education.

For some, the move from Year 6 to Year 7 can feel overwhelming. Others may struggle to transition between years or as expectations increase through secondary school. By offering early, tailored intervention, schools can help pupils settle, re-engage and move forward positively.

Supporting confident transitions

Academy21 partners with schools to deliver short-term, structured support that complements existing academic and pastoral provision. Delivered online in flexible blocks, our Online Alternative Provision helps pupils build confidence, emotional wellbeing and academic stability without disrupting their wider school experience.

We can support pupils with:

Preparing KS2 pupils for the move into secondary school

Settling into Year 7 and building confidence early on Managing anxiety linked to change and increasing independence

Maintaining engagement and academic progress through transitions

Preparing for next steps beyond school

Visit: academy21.co.uk/transitions

Talk to us: contact@academy21.co.uk

DfE Number: 000/1004

A PERSONAL NOTE FROM THE FOUNDER OF THE EDUCATE AWARDS

15 years ago, having worked across multiple sectors such as property development, it struck me that the teaching profession didn’t have an awards ceremony on the same level as other professions - law, architecture, surveying, and the creative industries, to name a few.

Why did this bother me? Because at the time we were publishing this magazine, Educate, and it simply didn’t sit right with me. There was something about it that felt unfair. It also seemed to position teaching as somehow ‘different’ from other professions, where genuine recognition and celebration was largely missing, unless it happened in a school hall over a cup of tea and biscuits.

I kept coming back to the same question: where was the moment that truly shone a light on this profession on equal footing with others? A space that gave schools and those working in them the chance to be properly celebrated: professionally, publicly, and proudly.

To step out of the classroom, onto a red carpet, and be recognised for the impact they make every day.

It was from that thinking that the idea of the awards was genuinely born. Okay, so having an idea is one thing.

Making it become something real is something entirely different. If nobody is going to give you money to make your

idea happen, the first thing you need to do is build a sound financial plan to underwrite it so that it is commercially viable and sustainable. That always had to come first. From there, attracting sponsors to join the mission became job number one.

It’s been hugely rewarding to partner with amazing businesses and organisations which have the same shared vision for the awards, and through their support have helped make them possible. To me, this goes beyond a commercial relationship; it’s a partnership between the awards and its sponsors to deliver, year after year, the Oscars-style ceremony that Educate Awards has become.

For every school, teacher, and support staff member who attends, and for everyone who walks the red carpet, I have always felt enormous joy and pride. Seeing people who give so much of themselves in their jobs every day being recognised in that way is something that never loses its impact for me. The emotion in those moments is real, visceral, and euphoric every single year.

It’s in those moments, watching it all unfold, that I’m reminded again why that idea, 15 years ago, was absolutely the right one.

I also need to talk about my team, the people who have truly made the awards happen each year. Because without them, none of this would exist in the way it does today. They put everything into it, and I mean everything. They live, sleep, eat and breathe the awards for the entire year.

The passion and love they have for it, even though the awards are about a different profession to their own, is something I find wonderful. The awards simply wouldn’t happen without this level of commitment, energy, and consistency that never waivers across the year.

I think in part I put this down to what they experience every year at the ceremony itself. The euphoric emotion in the room is infectious, and when you’ve been there, when you’ve felt it, it has such a positive impact on you.

We’ve all been to school. We’ve had the privilege of being taught by teachers

and have been developed, enriched, and supported by people working in schools throughout our lives, from childhood, through our teenage years, and beyond. I think my team feel genuinely honoured to be part of something that recognises and celebrates that. So, we don’t have to ask each other to go above and beyond for the awards, it just happens.

Every year, former team members also come back. In fact, the team today still includes people who have been with us from the beginning. Anyone who works on the awards tends to want to return, to be part of it again. They simply love it, and it, and that, in itself, is remarkable, because delivering an event of this scale is incredibly demanding and exhausting. So, for people to keep coming back year after year reflects what the awards also mean to the team behind delivering them.

So, as we approach the 2026 Educate Awards, I feel my usual huge sense of excitement, anticipating the quality and volume of entries, and then the build-up to awards night itself, along with the planning of the entertainment and everything that goes with it. It’s another part of the event I absolutely love, especially because it showcases outstanding student talent across the creative subjects and gives this work by schools the spotlight it deserves.

When I step back and look at the wider narrative around education over the past 15 years, the ongoing teacher shortage and the number of people leaving the profession, it takes me back to why I founded the awards in the first place. The profession needed, and to a degree still needs, to be lifted to the same standing as other professions, not just in how it is seen by the outside world, but in how it is valued by teachers, support staff, and wider school staff themselves. That was always what I hoped the awards would do: to create real, public, professional recognition and celebration in an Oscars-style way and give them their own moment to shine.

Kim O’Brien, founder of the Educate Awards, is also Managing Director of CPMM Media Group, offering strategic PR and marketing services to schools, colleges, and multi-academy trusts. If you’d like to chat, just drop her an email kim.obrien@cpmmmedia.com or give her a call 0151 709 7567