EDUCATE SEPTEMBER 2024

September - December 2024

SHAPING THE FUTURE OF EDUCATION

Police pathways

Careers guidance for students

Choosing a school

Open event calendar for parents

Family focus

What’s on and things to do

Educate Contents

74 36 18

Features

10-12

Interview with Fiona Wood, headteacher Netherton Moss Primary School 18-20

10 years on

The lasting impact of St John Bosco Art College’s £18 million building 25-29

GCSE and BTEC results gallery

Capturing the joy of the day 36-38

Interview with Alexandra Borrill, headteacher, Woodchurch Road Academy 40-41

Channeling your inner Olympian

Our list of some of the most popular sports from this year’s games

46-47

What’s on

Things to do and places to visit 54-56

Appointment news

A round-up of the latest appoinmtments 58-59

Open day calendar

Your quick guide to school open days 74-75

Taking your T-levels

How the qualifications have progressed 78-80

Careers explored Police officer: make a difference in the community 84-86

A-level results gallery

The day in pictures

Welcome to the September edition of Educate!

Welcome back to the start of a new academic year. We hope you had a lovely relaxing summer. As the holidays wrapped up, students across the region celebrated their hardearned exam results and vocational qualifications. At Educate, we were delighted to capture the excitement and triumphs of these moments, showcasing the celebrations of students, families, teachers, and support staff. Be sure to check out our special photo galleries on pages 25 to 29, and pages 84 to 86 to relive these memorable moments.

This issue marks a significant moment in the career of Fiona Wood, who is retiring after a remarkable 35-year career as headteacher at Netherton Moss. Fiona has been a cornerstone of the school community, and we are privileged to share her reflections and memories as she embarks on a new chapter.

We also caught up with, Alexandra Borrill, headteacher of Woodchurch Road Academy. Alexandra shares her unique and varied journey into the world of education, offering insights into her path and experiences that have shaped her approach to teaching and leadership.

Additionally, this issue features an in-depth look at St. John Bosco Art College’s £18 million building, 10 years after its construction. We explore how the school’s facilities have evolved alongside its growth and the positive impact they have had on student outcomes and school management.

After a summer of GCSE, BTEC, T-level, and A-level results, many students are now embarking on their next steps, whether that means starting sixth form or college, entering an apprenticeship, pursuing a degree, or stepping into employment. Navigating these choices and making informed decisions about future careers can be challenging given the plethora of options available. In this issue, we provide valuable insights into various career pathways and opportunities, with a special focus on joining the police. We aim to shed light on the diverse routes into law enforcement, helping students understand their options and make well-informed choices about their future careers.

Much to celebrate at Maricourt on A-level and GCSE results days

All of the hard work and sacrifice paid off for Year 13 students at Maricourt Catholic Sixth Form Centre, Maghull, on Level 3 results day.

The sixth form reported an increase in the number of A* and A grades at the school, with 25 per cent of grades being at least A* - B. In vocational subjects, there was continued success, with over 50 per cent of grades being a distinction* or distinction.

The sixth form was proud of the achievements of all students, with over 80 per cent gaining their university place at both local and national universities.

One student, Max Robinson, gained three A* grades in maths, further maths and computer science. Students who joined Marciourt just for the sixth form - having studied their GCSEs at another school - also

performed well and will be going to their chosen universities.

GCSE and BTEC results day shared similar success. After students went in to collect their results just a week on from A-level results day, many celebrated 2024’s successes.

One student, Georgia, was on holiday, but that didn’t matter, as her friend Lois collected her results alongside her own.

Between the two, Georgia and Lois achieved two grade 9s, 10 grade 8s, three distinctions, a grade 7 and a grade 6. Both will be heading into sixth form.

Year 11 student, Luke, worked very hard, and his efforts paid off as he was awarded eight grade 8s and a grade 7. There were many more brilliant results throughout the day, and students will be heading to a variety of destinations to continue their studies.

Academic institutions urged to create inset day so teachers can attend immersive education festival

Academic institutions across the north of England are being urged to allocate an inset day so that teachers can attend the BRILLIANT Festival in autumn.

The festival, taking place in Liverpool on 15 October 2024, will feature an impressive line-up of speakers and contributors, including industry leaders from Google, Canva and Adobe.

The speaker line-up includes Grace Kelly, head of customer success (UK & Ireland) at Google, Jade Parkinson-Hall, UK education community manager at Canva, and Jon Chippindall, an artificial intelligence (AI) specialist with extensive education credentials.

Grace Kelly said: “The north of England finally has a major edtech event like BRILLIANT, and I’m thrilled to be a part of it.

“Google for Education’s mission to empower learners everywhere perfectly aligns with BRILLIANT’s focus on equipping students with the tools and resources to ignite their curiosity and unlock their full potential.”

Each speaker will share their insights and expertise on the latest technology, supporting teachers and educators to play their part in revolutionising education.

Attendees will also engage in thought-provoking round table discussions with visionaries and innovators from various fields, gaining valuable insights into the latest trends in education technology.

There will also be a hands-on experience where teachers will sit as students, participating in immersive, technologydriven lessons.

To make it easier for teachers to participate, academic institutions are being encouraged to allocate an inset day.

Martyn Collins, festival director, said: “By prioritising attendance at BRILLIANT, we can empower teachers with the knowledge and resources necessary to prepare students for success in a rapidly changing world.

“Educators can enhance their skills, network with other professionals and gain valuable insights into the technology shaping the future of education. Plus, it’s totally free to attend!”

Tickets for BRILLIANT are free of charge, and educators can register through Eventbrite on the festival’s website: www.brilliantfestival.co.uk

Delight for Bosco after A-level and GCSE results

St John Bosco Arts College celebrated after students received their A-level and GCSE results.

Firstly, Year 13 students headed to the Croxteth-based school one last time to collect their all-important A-level results.

Among those celebrating their results was Layla O’Connell, who achieved an A* in English literature, an A in criminology, a B in history and an A for her extended project qualification (EPQ). Layla will join the University of Liverpool to study for her undergraduate degree in English literature with history.

Another student delighted by their results was Jack Bishop, who achieved an A in criminology and a double distinction* in business.

A week later, it was time for the Year 11 students to see all their hard work come to fruition.

Overall, the results aligned with expectations and included some fantastic success stories, including Year 11 student Ikbal, who achieved a phenomenal 11 GCSEs in grades 8 and 9.

Fellow student Chloe achieved top grades in her subjects, including grades 8 and 9 and a distinction* in GCSE dance.

This year, the school reported receiving the highest-ever number of applications to join its thriving sixth form.

One student, Macey Lea, is excited to

return to Bosco in September as part of the sixth form to help her on her journey to pursue a career as a spacecraft engineer.

Headteacher at St John Bosco Arts College, Mr Darren Gidman, said: “From everyone at Bosco, we would like to say a massive congratulations to our Year 13 and Year 11 students.

“You have embraced our vision wholeheartedly and demonstrated that with dedication, perseverance, and the support of a loving community, you can achieve incredible things.”

St John Bosco Arts College student, Charlotte, with A-level results

SHAPE subjects make up more than half of students’ GCSE choices

SHAPE subjects (social sciences, humanities and the arts for people and the economy) made up more than half (54 per cent) of GCSE students’ subjects in 2024, it was announced on GCSE results day (22 August).

Data on GCSE entries across England, Wales and Northern Ireland, released by the Joint Council for Qualifications (JCQ) and analysed by the British Academy, shows that there has been an increase in entries to SHAPE subjects of around 4.8 per cent from 2023 to 2024.

The British Academy, the national academy for humanities and social sciences, launched its interactive ‘SHAPE Indicators’ tool in August, which visually represents how many entries there have been every year over the past decade for SHAPE subjects offered at GCSE, A-level and their Scottish equivalents.

Some SHAPE subjects have become more popular with students who sat their GCSEs this year. JCQ’s data on GCSE results in 2024 shows:

• Across England, Northern Ireland and Wales, the highest growing SHAPE subject at GCSE this year was business studies, with around a 9.7 per cent increase from 2023 to 2024

• The second highest growing SHAPE subject within the last year was music, with an 8.7 per cent increase between 2023 to 2024. This recovery followed a 12.5 per cent decrease between 2022 to 2023. Long-term trends show a 6.9 per cent decrease between 2019 to 2024

• Other higher growing SHAPE subjects between 2023 to 2024 include other modern languages (8.1 per cent) including Chinese, Polish, Arabic, Italian, and Urdu; economics (6.9 per cent); Spanish (6.2 per cent), and social science subjects (6.2 per cent) like sociology and psychology

Professor Julia Black, president of the British Academy, welcomed the news, saying:

“It’s encouraging to see that SHAPE subjects such as music, economics and several modern languages are increasingly popular this year – long may that continue.”

All Saints Multi Academy Trust celebrate new schools and growth

All Saints Multi Academy Trust held a momentous ‘Service of Blessing’ at the Liverpool Anglican Cathedral to welcome and celebrate the new schools that have joined the trust this year.

The ceremony was graced by the presence of the Archbishop of Liverpool, Most Rev Malcolm McMahon, esteemed stakeholders, headteachers, teachers, support staff and students.

The event highlighted unity and shared vision among the newly joined schools, existing schools, and the trust.

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

The service celebrated the unique and exceptional Christian identities of the expanding family of schools. This academic year Hope Academy, St Margaret’s Church of England Academy, St

Margaret’s Church of England Sixth Form, St Mary’s Catholic Infant and Junior Academies, St Teresa of Lisieux Catholic Primary Academy, and St Cleopas CE Primary Academy, joined the Trust.

CEO of All Saints Multi Academy Trust, Heather Duggan, said: “Today’s Service of Blessing is a testament to our shared commitment to nurturing a vibrant, faith-based educational community.

“Welcoming our new schools into the trust is not just about growth; it’s about strengthening our collective mission to inspire and support every student in their academic and spiritual journey.

“Together, we are building a brighter future, rooted in our core values of aspiration, inclusion and service.”

Celebrating the success of North Liverpool Academy’s class of 2024

North Liverpool Academy is proud to celebrate the remarkable achievements of its sixth form cohort of 2024. This year’s academic results and university placements are a testament to the dedication and hard work of students, supported by the unwavering commitment of staff.

University destinations 2024: A promising future

Notably, this year’s destinations include:

• University of Cambridge

• Durham University

• Newcastle University

• University College London (UCL)

• University of Warwick

• University of Liverpool

• University of Manchester

An impressive 48 per cent of students who applied for further education have been accepted into Russell Group universities.

Academic excellence: Key statistics

The 2024 academic results underscore the dedication and talent of NLA students

across a diverse range of subjects. The average A-level grade achieved was commendable, with:

• 14 per cent of students attaining A* - A grades

• 24 per cent of students securing A* - B grades

In applied qualifications, NLA students excelled, with an average grade of distinction*. Remarkably:

• 60 per cent of students achieved distinction* - distinction in single or double qualifications

• 100 per cent of students secured distinction* - merit in single or double qualifications

Individual highlights include: NLA is especially proud of its students who have secured places at the University of Cambridge, a reflection of their exceptional abilities:

• Bashar Rovezi will study medicine at

Peterhouse College, having achieved A* grades in biology and maths, and an A in chemistry.

• John Teare will attend King’s College for mathematics, with A* grades in maths, further maths, and physics.

• Eve North will study history at Newnham College, with A* in psychology and sociology, and A grades in English language and history.

Looking Ahead

As staff celebrate these outstanding achievements, they said they are filled with pride and optimism for the future. The success of students reflects the supportive, ambitious environment at North Liverpool Academy.

Making a difference, together.

DfE Accredited Online Alternative Provision that works with you to support reintegration

We work in partnership with schools and local authorities in the North West to improve student attendance. Our online alternative provision effectively provides students with the flexibility, wellbeing support and educational quality they need to build confidence, reengage with learning to improve attendance with an aim of fully supporting reintegration into the mainstream classroom.

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Provision for Key Stage 3 and 4 students

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

Ofsted inspection report 2024

Abbot’s Lea unites with German partner school for enriching Liverpool visit

Woolton-based Abbot’s Lea School welcomed international visitors last term as part of a longstanding partnership with German school, Fasia-Jansen-Gesamtschule.

The three-day trip was jampacked with activities, enabling German students and staff to see the incredible sights of Liverpool and the Wirral.

The visit began with a tour of Abbot’s Lea School, allowing the guests to gain an insight into the life of a special school setting. Visiting students took part in climbing wall activities and were shown around by their Key Stage 4 British peers.

The group visited Strawberry Fields and Calderstones Park, enjoying wider cultural education and a delicious picnic.

The following day, the visitors went to the British Music Experience and took a tour of Liverpool city centre, with a nice dinner and evening activities.

On the final day, the visitors took a ferry across the Mersey and went to New Brighton. The German guests were also treated to some traditional fish and chips.

Interest in Modern Foreign Languages (MFL) at Abbot’s Lea, and German language tuition in particular, has since grown, demonstrating that learning is often inspired by the motivation triggered by real-life experiences.

Headteacher of Abbot’s Lea School, Mrs Ania Hildrey, commented: “The visit created a wonderful opportunity to broaden our students’ horizons and deepen their understanding of different cultures and inspire the love of foreign languages.

“For our visitors, an insight into the complexities of a specialist school was balanced with the realisation that we might all be different, but we are also all the same.”

This visit marks a significant milestone in the ongoing partnership between the two schools, which began in 2017.

A leader from Fasia-Jansen-Gesamtschule, Evelyn Meyer, said: “Thank you so much for all the trouble you took for making us feel so welcome and for ordering the best weather.”

Wallasey college acknowledge amazing A-level and GCSE results

St Mary’s Catholic College, Wallasey, celebrated a fantastic set of A-level, GCSE and BTEC results.

On 15 August, Year 13 students eagerly collected their A-level and BTEC results.

Overall, A-level results have improved on last year’s with some strong individual performances.

Students at the school opted to pursue a range of pathways, including apprenticeships, university degrees, employment and further education college courses.

Many of the students at St Mary’s will head to university in the autumn and have received offers from several esteemed institutes across the UK, including James Brady who will study law at Liverpool John Moores University after achieving two distinctions and a B in philosophy and ethics. Also heading to Liverpool John Moores University is Lucia Moor, who is studying zoology.

Overall, St Mary’s GCSE and BTEC results aligned with expectations with some fantastic

success stories.

Year 11 student, Giulio Fontana, averaged a grade 9 across the board, with an incredible eight grade 9s, including a grade 9 in English, maths, biology, chemistry and physics.

Of the students receiving their results, many have chosen to remain at St Mary’s and join the sixth form in September 2024.

Other successes include Roisin Keane, who achieved great results and is returning to St Mary’s to complete her T-levels in education after achieving a distinction in health and social care and strong passes in English, history and RE.

Headteacher at St Mary’s Catholic College, Mr Kevin Maddocks, said: “I am extremely proud of the resilience and determination demonstrated by our Year 11 and Year 13 students. Their ongoing commitment to their academic studies has been truly remarkable.

“It has been a pleasure to be part of their educational journey, and we are excited for what comes next.”

Ensuring music making is available for everyone in the UK

Charity Music for All has called on organisations and influencers in the education industry to join them and pledge their support to improving music making access for everyone in the UK with the launch of the Music Makers’ Charter campaign.

Government cuts to the arts in recent years have resulted in many primary schools failing to meet basic music curriculum needs for young people, according to the charity.

To draw attention to the decreasing opportunities in music making, Music for All launched the Music Makers’ Charter, highlighting the enormous benefits and current challenges of making music.

The Music Makers’ Charter is asking supporters to call for:

• Greater recognition of the powerful benefits of music making on health, wellbeing and society

• More investment in music making opportunities in formal and informal settings

• Increased support for disadvantaged individuals and groups wanting to access music making.

Sonali Banerjee, general manager of

Music For All, said: “The Music Makers’ Charter is set out to promote the various benefits of music making and to demonstrate how music making is an essential role in maintaining a successful and healthy society...”

There is scientific evidence that people who engage with the arts are more likely to lead healthier lives.

The Music Maker’s Charter campaign aims to close the widening gap between policy makers and music makers. Music For All is demonstrating its commitment to the campaign by taking actions, which include providing up to 1,000 free music lessons during the Learn to Play events across the UK.

The charity said it will donate over 200 instruments to disadvantaged individuals/ groups and provide access to research resources to educators, healthcare professionals and others to highlight the considerable benefits of making music.

To join Music for All in pledging support to the Music Makers’ Charter, organisations and individuals should sign the petition: www.musicforall.org.uk/music-makerscharter/

Ella Bennett, Emily Latham, Lucia Hitchmough, Jay Hickman from St Mary’s Catholic College on A-level results day

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Interview with: Fiona Wood, Netherton Moss Primary School

A fond farewell

After an incredible 35-year career at Netherton Moss Primary School, Bootle, retirement beckons for headteacher Fiona Wood, as she leaves a legacy of commitment, strong leadership, and a deep-rooted connection to the community.

As she reflects on her time at the school, Fiona fondly recalls her journey from a newly qualified teacher to an inspirational headteacher.

“I can honestly say that spending all my career at Netherton Moss has been the best thing!” she says. “I’ve made friends for life and have been part of the most wonderful second family.”

For Fiona, Netherton Moss has always been more than just a workplace - it’s been a second home. She never felt the urge to seek opportunities elsewhere, as the school, with its dedicated staff, supportive governors, and compassionate families, offered everything she needed to grow and thrive.

decade still places many pressures on all schools and impacts what we can provide for children and families.”

The most recent challenge was, of course, the COVID-19 pandemic, and navigating this as a headteacher of a primary school is something that no one can prepare for.

“It was particularly stressful,” Fiona explains. “There was relentless pressure to keep everyone safe while providing education in various formats. It was a worrying time for everyone, and I wouldn’t wish that situation on anyone again.”

She adds: “Being at Netherton Moss with such a fantastic team has given me all the opportunities I needed to develop both as a teacher and a school leader.”

Fiona’s journey, however, was not without its challenges. One of the early hurdles she faced was declining student enrolment, coupled with severe budget cuts.

Throughout her career, Fiona’s educational philosophy has evolved, yet it has always focused on creating enriching, fi rst-hand experiences for students.

“We had difficult decisions to make in order to remain open,” she recalls. “But as a result of those decisions, we survived the cuts. Now, we have flourishing numbers and a nursery that’s full for September [2024].”

But Fiona acknowledges that fi nancial pressure on schools is an ongoing concern.

Fiona adds: “The decline in real terms of budgets over the last

teach now will have a positive impact on how the world looks and operates in the years ahead.”

Looking back over the years, Fiona is fi lled with memories of the children who have passed through the school.

“Every year, I’m blown away by our children and their enthusiastic approach to all aspects of school life,” she says with pride. “Their love of books, the way they share their work with me, their care for our school environment, and their participation in lessons and clubs – it’s what makes the job so worthwhile.”

One moment that stands out for her are the annual whole-school performances.

Fiona shares: “Their faces light up with pride as they perform a dance or take part in a play in

I’ve always believed that the best way for children to learn is through firsthand experiences wherever possible, making learning memorable.

Fiona comments: “I’ve always believed that the best way for children to learn is through fi rst-hand experiences wherever possible, making learning memorable. Enabling them to read fluently for pleasure is key to opening doors to the future.”

Her vision of developing lifelong learners has been a driving force behind the school’s curriculum and ethos.

She continues: “Everyone should be encouraged to be lifelong learners and want to know more about the ever-changing world around them. The children we

front of an audience. It’s such a joyful occasion and makes wonderful memories for all of us.”

For so many headteachers, one of the greatest joys of the role is when former pupils return to school, often as parents themselves.

“The most positive feedback comes from having so many children I taught, bring their own children to be educated at Netherton Moss,” she says.

She also cherishes the moments when former pupils stop her in

Interview with: Fiona Wood, Netherton Moss Primary School

the street to share memories of their school days.

Fiona adds: “They often tell me which story they remember being read - the first Harry Potter is always a favourite, or they reminisce about a performance they were in.”

Community involvement has always been at the heart of Fiona’s leadership. Under her guidance, Netherton Moss has become a hub for local activities, with the school regularly engaging in community projects.

“We like to feel that we are a school at the heart of our community,” she explains. “Our choir sings at the pensioners’ Christmas lunch, our eco-club helps at the community garden, and we’ve even supported the Netherton Community Grocery as part of the SMILE project.”

Fiona firmly believes that these connections help instil pride in the children and create lasting bonds between the school and its surroundings.

As she prepares to pass the baton to her successor, deputy headteacher, David Hird, Fiona is confident that Netherton Moss will continue to thrive.

She says: “I am absolutely delighted that David has been given the honour of being the next headteacher. I have no doubt that the school will continue to flourish under his leadership. David is a great believer in meeting the various needs of all our children and staff, and I know he will continue to innovate the curriculum and provision within the school.”

As she reflects on her illustrious career, Fiona offers some words of wisdom for aspiring teachers and leaders.

Working as part of a dedicated, creative team is absolutely vital for all to succeed.

“It’s a tough, but very rewarding job,” she advises. “Make sure you take care of yourselves as well as those you are working with. Don’t be afraid to ask for help when you need it. Your colleagues can be an invaluable support – and may well become friends for life! Working as part of a dedicated, creative team is absolutely vital for all to succeed.”

As for her own future, Fiona is ready to take time out and enjoy the simple pleasures of life.

She says: “I’m looking forward to a slower pace – less rushing about and more time with my lovely family, walking my dog, catching up with friends, and finally having the chance to read more. Who knows what new hobbies I might take up!”

As the interview comes to a close, Fiona takes a moment to thank everyone who has been part of her 35-year journey.

She expresses: “A huge thank you to everyone who has made my time at Netherton Moss so special.

“I have been truly lucky to have had such wonderful support throughout my career. It has been a privilege and honour to be part of this incredible school family for so long.”

David Hird with Fiona Wood

If you would like to find out more about this opportunity coming to King’s Hawthornes, join us at our Open Event.

Director of Inspire Learning Teaching School Hub explores

the German education system

Director of Inspire Learning Teaching School Hub, Jane Kennedy, was invited to Germany’s capital, Berlin, as part of a study group for Great Britain to explore the German education system, with a focus on cultural exchange and modern foreign languages.

Facilitated by the global non-profit German cultural association, the GoetheInstitut, the trip provided Jane the opportunity to gain invaluable insight into how the German educational system operates.

During an introductory presentation at the GoetheInstitut, Jane and her fellow delegates heard from Bernardette Holmes, director of the National Consortium for Languages Education (NCLE), who explained how the language hub programme forms part of the ‘Making a Case for German’ initiative, in partnership with the Goethe-Institut and several other programmes.

GIMAGINE is an educational initiative developed by The GoetheInstitut and forms part of NCLE – a nationwide hubs

programme funded by the Department for Education (DfE), to re-energise language learning in state-maintained primary and secondary schools in England.

Jane highlighted how one of the trip’s key themes was the reintroduction of German to the curriculum in England. She stated: “To be successful, this would need to be managed at a local and national level.”

Jane went on to share how a visit to a gymnasium, a school for students with high academic ability who aim for further education study at universities or institutes, highlighted how students are actively encouraged to speak in the targeted language.

Jane said: “The students had an overwhelming sense of confidence and were not fazed by having a group of foreign delegates at the back of the classroom.”

The following day, Jane and her fellow delegates attended the Standing Conference, where they delved deeper into the idea of German as a modern foreign language in UK schools.

Soaring to Success: Inspiring aviation careers among

13 to 17-Year-Olds

The Air League launched its 2024/2025 Soaring to Success programme: an annual school outreach programme designed to encourage students 13-17 to pursue careers in aviation.

Soaring to Success, which is now open to registration from state-maintained schools and colleges, aims to increase social mobility through the inspirational and meaningful interactions with industry experts to help young people realise that aviation opportunities are accessible to and achievable by anyone.

The programme begins in November with a series of career conferences led by industry organisations and representatives, which aim to showcase the incredible roles and opportunities available within the UK aviation, aerospace, and space industries.

Participating organisations are expected to include British Airways, Boeing, Airbus, BAE Systems, Eagle Eye Innovations, Lockheed Martin and NATS amongst others.

Students will then complete industry-led and academically designed e-learning courses, through the online learning management system.

Individuals are given an in-depth understanding into the roles and pathways available within a variety of STEM based sectors.

The 2023/2024 Soaring to Success programme saw over 13,000 students participate from 130 schools across the UK. Sponsored by industry companies and organisations including British Airways, Boeing, the Civil Aviation Authority and the Department for Transport, the 2024/2025 programme aims to build upon previous years.

State schools with students aged 13-17 are encouraged to register for the free careers enrichment programme, which will run from November 2024 to July 2025. Registration can be completed for classes, year groups or entire schools, by visiting the Air League’s website and completing the webform.

Andy Jervis, education and operations officer of the Air League, said: “High quality careers information and meaningful interaction with industry experts are at the core of the programme with the express intent to break down social and economic barriers and allow students across the UK to make more informed choices when choosing their next steps and future careers.”

Find out more: airleague.co.uk/our-programmes/soaring-to-success

‘Our

education system

is not a

level playing field’ EEF reacts to GCSE results

The 2024 GCSE results were published on 22 August by the Joint Council for Qualifications (JCQ). The cohort of students receiving their results would have been in their first year of secondary school when the COVID-19 pandemic hit the UK in early 2020.

Data from the results showed:

67.6 per cent of pupils received a standard pass grade (4/C) or above. This figure is down on last year (68.2 per cent) but higher than in 2019 (67.3 per cent). The Education Endowment Foundation (EEF) said this means that nearly a third of pupils may be facing resits depending on the subject they have secured a 4 or lower in.

The figures have also demonstrated the regional differences in grades for pupils, according to the EEF. London and the South

East saw the highest proportion of pupils receiving the top grades of 7 or higher (London 28.5 per cent, South East 24.7 per cent) whereas the North East has the lowest proportion (17.8 per cent).

Reacting to the results, Chris Paterson, co-CEO of the EEF, said: “This cohort had those crucial early years secondary school disrupted by the pandemic, so deserve our congratulations and support.

“These results are passports to future opportunities, whether in employment, training, or education. So, it is of particular concern to see the north / south divide at this level, reaffirming that our education system is not a level playing field.

“Similarly, the large gap at top grades between comprehensive and independent schools is further indication of the

A week of new experiences at St Mary’s Catholic College

Students at St Mary’s Catholic College in Wallasey had a week of new experiences as part of its unique Inspire Programme.

The experience week, now in its seventh year, was developed by the school to ensure that each child can experience something they haven’t before.

At the start of Year 7, each student is asked what they would like to do that they haven’t done before. The school then uses the responses to plan fully-funded trips and activities across the last week of the summer term.

Across the week, the usual school timetable was replaced with various exciting enrichment activities for students to enjoy.

Some students headed to one of the UK’s largest zoos, Chester Zoo, while other activities included a trip to Chester city centre for some shopping, a day exploring the woodland of Delamere Forest, and a visit to Hollywood Bowl for a game of bowling – there was much more.

A group of Year 7 students also participated in Water Aid’s Walk for Water charity event, which supports the individuals, families and communities globally who walk long distances daily to collect water.

Meanwhile, other students participated in creative art sessions ahead of the Care of Creation arts festival this September. Students designed bespoke pieces from recycled materials and incorporated elements that reflected St Mary’s core values.

The Inspire Programme’s experience week was a chance for students to gain new skills, build stronger friendships, and develop a deeper appreciation of the school’s values.

Experience week culminated in a rewards assembly, where student achievements were celebrated by students, staff and families.

Headteacher at St Mary’s Catholic College, Mr Kevin Maddocks, said: “Our students have had an incredible week and even managed to support some truly worthwhile charities, helping make a difference in the lives of others.”

entrenched inequality in our system. Fulfilling your potential at school shouldn’t be down to your postcode or how much your parents earn but sadly, this still has a major impact on attainment.”

Governance conference highlights MAT’s dedication to

enhancing educational experiences

Holy Family Catholic Multi Academy Trust hosted its annual governance conference, which invited governors and directors from across the trust and its seven schools to meet, collaborate, and share ideas and best practice.

The event took place at the Holiday Inn in Ellesmere Port, which included guest speeches, governance and trust updates, and interactive workshops.

In attendance were governors and directors from the trust’s seven schools across Wirral and Cheshire, including St Mary’s Catholic College in Wallasey, St John Plessington Catholic College in Bebington, St Augustine’s Catholic Primary School in Runcorn, St Bernard’s RC Primary and Nursery School in Ellesmere Port, St Joseph’s Catholic Primary School in Oxton, Our Lady of Pity Catholic Primary School in Greasby, and Our Lady’s Catholic Primary School in Warrington.

The keynote speech, delivered by educational

speaker and writer, and Catholic leader, Raymond Friel OBE, was an impactful discussion on ‘Transforming the World: Catholic Education in the 21st Century’.

Chris Hotchkiss, governor at St Bernard’s RC Primary and Nursery School and St John Plessington Catholic College, shared how Raymond’s speech inspired him to reflect on his own experiences and role within the trust.

During the afternoon, attendees had the choice of a selection of workshops to attend.

There was also the opportunity to officially introduce Hans Van Mourik Broekman to the trust’s governors and directors.

The conference was an opportunity for the trust to further demonstrate its continued commitment to enhancing educational experience for young people across its primary and secondary schools.

CEO of Holy Family Catholic Multi Academy Trust, Andy Moor, said: “As a trust, we are incredibly proud to be supported by a team of governors and directors who share our vision of ‘Formation, Inspiration, Transformation’.

“It was fantastic to be surrounded by so many like-minded individuals, each connected by their shared passion for delivering outstanding education.”

dot-art Schools 2025: Celebrating young artists across the region

dot-art Schools is thrilled to announce the launch of its 2025 programme, inviting schools across Liverpool City Region to participate. Now in its 13th year, dot-art Schools continues to inspire and nurture the next generation of visual artists, providing a platform for students in Year 5 and Year 9 to showcase their creativity.

The programme acknowledges schools who value the importance and impact of arts education.

Since its inception in 2012, dot-art Schools has become a cornerstone of the region’s cultural calendar, with over 1000 students from primary and secondary schools participating each year.

The programme offers an opportunity for children and young people to have their artwork displayed both online and in a public exhibition, judged by arts professionals and enjoyed by a wide audience. The exhibition featuring each schools’ winner will take place at the Walker Art Gallery.

dot-art Schools project manager, Carolyn Murray commented: “We are grateful for the continued support of our major partner Edge Hill University, Faculty of Education whose generous contribution makes this programme possible.

“We are delighted to also have dot-art Schools Champions such as John Lewis Partnership plus many other businesses and local councillors who provide support which enables many more disadvantaged schools to participate.”

How to Participate Schools are invited to register online via the dot-art Schools website now until Christmas, to take part in 2025.

Lucy Byrne, director of dot-art, said: “dot-art Schools is more than just an art competition; it’s a celebration of creativity and self-expression that empowers young people and enriches our community.”

Registration is open now for primary, secondary, and special schools across Liverpool City Region to join the 2025 dot-art Schools competition.

To fi nd out more and sign your school up for the competition email schools@dot-art.com, call 0345 0176660 or visit schools.dot-art.com.

A new era of collaboration and growth

The Rainbow Education MultiAcademy Trust has announced that Corinthian Primary School is now a partner school within its multi-academy trust. This new partnership signifies a major step forward for both Corinthian Primary School and the trust, promising to increase opportunities and outcomes for all pupils involved.

It reflects the trust’s ongoing mission to foster environments where every child can thrive, and every educator can flourish.

At the core of this new relationship is a shared vision of what education can and should be – a place where high-quality teaching, strong leadership, and community

involvement come together to create a nurturing learning environment. Corinthian Primary School can now fully collaborate with other schools within the trust.

The Rainbow Education Multi-Academy Trust CEO, Gina Donaldson, expressed enthusiasm about the new partnership, stating: “This collaboration allows us to pool our resources, knowledge, and experience to provide even better educational experiences for all children and staff. We believe that together, we can make transformational changes.”

As a partner school, Corinthian Primary School will gain access to an array of benefits designed to enhance both teaching and learning. These include:

• Enhanced continuous professional development (CPD): One of the key advantages of joining the Rainbow

Education Trust is the comprehensive CPD program available to all staff members. This includes regular training sessions, workshops, and access to a network of educational professionals.

• Resource sharing: Corinthian Primary School will have greater access to a wealth of resources. This includes educational materials, cutting-edge technology, and specialised support services.

• Collaborative initiatives: Corinthian Primary School will now be able to participate in joint projects, inter-school events, and collaborative learning opportunities.

Looking forward,the collaboration promises to be a dynamic and fruitful one, paving the way for future successes and innovations in education.

Knowsley pupils treated to fully funded Alton Towers trip

Year 6 pupils at St Margaret Mary’s Catholic Junior School in Knowsley were treated to an all-expenses paid trip to Alton Towers to enhance their cultural capital.

John Robinson, managing director of David M Robinson jewellers, offered the kind gesture to one year group in the school after making contact with St Margaret Mary’s headteacher, Rebecca Wilkinson.

Rebecca is keen for the pupils at her school to have access to as many enriching experiences as possible.

For some pupils, the only access they have to enhance their cultural capital is via school. John Robinson was informed of the

school’s goal to provide pupils with cultural opportunities and other fun activities.

The school is situated in an area of significant deprivation, so some pupils do not have access to such activities.

John said: “We are delighted to have been able to help send the pupils for an amazing day out.

“They have all been through so much, and we wanted them to know that there are lots of good people throughout Liverpool who want the best for them all and their teachers!”

St Margaret Mary’s chose its Year 6 cohort to go on the Alton Towers trip as they have

left this summer. Also, this was the year group Olivia Pratt-Korbel was in, and staff felt it would be a lovely gesture to Olivia’s classmates.

Rebecca expressed her gratitude, saying: “We cannot thank John Robinson from David M Robinson Jewellers, enough for his generosity.

“In sponsoring our Year 6 end-of-year trip to Alton Towers, you have given our children at St Margaret Mary’s Roman Catholic Junior School the best end to their primary education and have left them with memories that will last a lifetime.”

ART EDUCATION MATTERS

KIRKBY HIGH SCHOOL

The Lasting Impact of St John Bosco Arts College’s £18 Million Building

By Molly O’Connor

Across England in the early 2000s, the government launched the Building Schools for the Future programme (BSF). The programme provided funding for the construction of entirely new schools and colleges, as well as rebuilding existing ones and providing ICT funding to non-BSF, new-build schools.

St John Bosco Arts College, situated in the heart of Croxteth, was originally set to receive a newly built school building under the programme after undergoing a tortuous and expensive bidding process. The school was ready to spend a whopping £20 million on new premises before then education secretary, Michael Gove, pulled the plug on the BSF programme.

The school faced the challenge of starting afresh with a significantly lower budget than under the BSF. Headteacher at the time, Anne Pontifex, said: “I never thought that I would thank Michael Gove, but even though we had more money under the BSF, we have a better building now.”

As part of the original scope, the school had a budget of just £1,191/m² for all building elements, including prelims, overhead profit (OHP) and five per cent contingency. With a total construction cost of £16.5 million, the result was an impressive 91m x 55m three-story, single-span, column-free learning environment containing an exciting mixture of open-plan, cellular learning and social spaces centred around a sculpted landscape.

Multi-functional, transformational and inspirational spaces were a core part of the original brief as the school was keen for greater flexibility in learning and social spaces across the site.

Another important ‘must-have’ for St John Bosco Arts College was a space that fostered a sense of cohesion, community and togetherness, where staff and students alike could share communal spaces.

Long-term sustainability, efficiency and the use of hard-wearing materials were a priority in enabling the

Analysing the impact of a secondary school build

“Over the last 10 years, St John Bosco Arts College has naturally evolved as a school and the building has intuitively evolved with us.”

school to minimise future costs and funnel money saved into educational experiences for students.

Architect director, Mark Braund, head of BDP’s Liverpool Studio and lead architect on the project, reflects on the building 10 years on and shares his thoughts on how the school has evolved from the initial concept.

Mark said: “One of the most important factors during the design of the building was to make sure the money available for the project went as far as possible and was spent on the spaces that really count for the pupils and teachers – we wanted to deliver more for less. Using an industrial shed style building approach meant we could maximise the budget for internal elements and

create functional, adaptive and inspiring spaces for learning.

“Whilst the building is a big-shed style structure, the design is bespoke for the needs of St John Bosco, and centred around a central multi-functional atrium space where the industrial-style structure and an artificial landscape meet to create a harmonious space, where the whole school can be seen in a single glance.”

Cost efficiency was one of the main goals of the development, so the challenge for the architectural team was creating a building engineered for efficiency that inspired students and staff but would also adapt to the evolving needs of the school.

Mark added: “We considered light, noise, and movement carefully, to make sure it didn’t just look good, but also worked for the school - identifying the flow of the pupils, and how each space would be used over time. The building’s facade was purposefully designed to maximise windows to the classrooms with a view and minimise them to the south to reduce constant sunlight and heat which meant we could save costs of mechanical and electrical equipment internally.

“The roof acts as a huge acoustic absorber to absorb the noise during lesson changes and busy periods throughout the school day.”

Analysing the impact of a secondary school build

“The meticulous placement of classrooms across the building was selected to significantly reduce the travel time between rooms, ultimately meaning longer can be spent in lessons in learning.”

This year, the 1,100 place girls’ school celebrated the building’s 10th anniversary, but has the new-build secondary had the desired impact a decade on?

Mark shared how he has since visited the school on multiple occasions and is still ‘humbled’ by the project.

“I have visited the school many times and am incredibly humbled at how 10 years on, the school is still evolving but the core concept remains unchanged.

“We had an excellent client relationship with St John Bosco, and this was fundamental to the success of the project, and despite it being a decade since the development, staff and students are still embracing the building’s unique design and making it adaptable to their changing needs,” Mark commented.

Headteacher, Mr Darren Gidman, shared: “School buildings and learning environments are an integral part of every child’s educational journey; they should inspire curiosity, foster collaboration, and be a source of pride and practicality.

“Over the last 10 years, St John Bosco Arts College has naturally evolved as a school and the building has intuitively evolved with us. The multi-functional spaces have transformed into what we have needed them to be.”

At the heart of the £18 million building sits ‘The Hill’, a functional central space where formal and social events overlap. The space encompasses an auditorium, a refectory, a library, rooms for students with special needs, Mr Gidman’s office, and administrative rooms.

Mr Gidman added: “The circular flow of the school has increased social interactions across all year groups and improved relationship building between students and teaching staff. Everything and everyone are under the one roof.”

The headteacher also noted how the 15 per cent of added space has improved educational experiences for students. The introduction of breakout spaces outside the classrooms has boosted the capacity for group activities and provides designated private study areas for revision sessions.

The new classroom layouts have decreased travel time between lessons and allowed more time to be spent on learning.

“A good school is driven by its educational vision and ethos. The

role of the building is to facilitate and embody this through clever design, teaching spaces, and common areas. The environment our students learn and our staff teach in can have a huge impact on their overall happiness and willingness to learn and work.

“The building was engineered for efficiency with the ambition of enabling us to use money towards educational experiences. The maintenance of the building has been manageable with a significantly lower amount of money spent on repairs,”

Mr Gidman shared.

Nestled in a residential area, from first glance, St John Bosco Arts College presents as a large metal structure, but what awaits inside is a vibrant, harmonious and functional learning environment that challenges design norms and uses advanced technology in a simple but efficient way.

Rainford High recognises students’ A-level, GCSE and BTEC success

Students from Rainford High proudly picked up their A-level, GCSE and BTEC results in August.

Year 13 students returned to Rainford High Sixth Form for the final time on 15 August to collect the all-important envelopes containing their grades.

This year, the sixth form saw over 90 per cent of students secure their first-choice university place.

Some notable successes include James McCarthy, who obtained an A* in history, an A in geography and an A in politics. He will attend the University of Cambridge to study history and politics.

Promising rugby league star, George Whitby, achieved a distinction* in business, a distinction* in sports studies and a distinction* in media. George will play full-time with the first-team squad at St Helens Saints RFC this summer.

Over at Rainford High on 22

August, the school saw a significant increase in Year 11 students achieving top grades across a wide range of subjects.

22 per cent of all grades are at grade 7 or above, 58 per cent at grade 5 or above, and 76 per cent at grade 4 or above.

Amongst those receiving their results was Kirsten Turner, who obtained grade 9s in maths, biology, chemistry, French, physics, Spanish and geography, plus grade 8s in English language and English literature.

Charlotte Grainger achieved grade 9s in English language, biology and geography, grade 8s in English literature, maths, chemistry and physics, a grade 7 in Spanish and a distinction in performing arts.

Principal of Rainford High and Rainford High Sixth Form, Mr Ian Young, said: “We are extremely proud of our Year 13 and Year 11 students. They have worked tirelessly to get to this point and their hard work has truly paid off.”

First-class education at the heart of the

new King’s Leadership Academy Wavertree

The new non-selective free school, King’s Leadership Academy Wavertree, will initially offer 210 Year 7 places, and parents need to apply directly to King’s Wavertree for their child to be in the first cohort in September 2025.

King’s Wavertree is the fifth Great Schools Trust academy, joining those established in Dingle, Bootle, Warrington, and Bolton which hold Ofsted ratings between ‘good’ and ‘outstanding’.

Principal designate, Mr Barker, brings his experience as the founding head of a new academy school in Manchester to Wavertree.

He also has vast knowledge and experience of the Great Schools Trust. He taught at the King’s Leadership Academy Warrington for seven years where he became vice principal and head of science.

Mr Barker said: “As with all our schools, we will have an environment where every student can thrive academically, socially and personally to become high-achieving, aspirational, skilled and confident.”

King’s Wavertree will be nurturing and inclusive. A mentoring programme will help students build strong and meaningful relationships and empower students to become young leaders.

Extracurricular activities are focused on developing personal skills and include the well-respected and successful Great Schools Trust cadet programme.

King’s Leadership Academy Wavertree is holding a series of Information Events at Wavertree Town Hall. They will be held between 18.30 and 19.30 on 26 September, 9 October, and 24 October.

If you want to reserve a space for you and your child at one of the events, please use the event booking page: www.eventbrite.com/e/ kings-leadership-academy-wavertree-information-eveningtickets-940901911947

Admissions open for the 2024/2025 are open, with an application deadline of Friday 28 February 2025.

To apply, parents must complete the application form, which can be found on King’s Wavertree’s website: www.kingswavertree. com/join-our-school/study-with-us

Return the form to info@kingswavertree.com. Printed and handwritten application forms are also accepted.

Cultivating creativity and innovation at The Studio School sixth form

Students at The Studio School have had an outstanding year, demonstrating exceptional talent and commitment across creative and technological disciplines. With 100 per cent A*–C grades in fine art and film and 100 per cent D*D*D* in the IT diploma, they have truly excelled in their respective fields.

Among the standout achievements, Seth Leighton and Jamie Carter have secured highly sought-after degree apprenticeships with PwC and Sellafield, thanks to their exceptional performance in IT and graphics.

Similarly, Teo Forshaw’s offer from Cambridge University to study architecture is a testament to his dedication and excellence in maths, further maths, and engineering.

On the creative front, students such as Ellis Campbell and Mishelle Gino Charlton

have displayed remarkable skill in art and design, earning places at Leeds Art University and Manchester Metropolitan University, respectively.

These successes underscore the strong foundation The Studio School provides in fostering creativity and innovation, preparing students for successful careers in their chosen fields.

Join the Journey of Success

Liverpool Life Sciences UTC and The Studio School are dedicated to nurturing individual potential and equipping students for bright futures. If you seek an educational experience that extends beyond the classroom, offering real-world opportunities and pathways to esteemed universities and careers, the sixth forms invite you to explore what they have to offer.

One of the best ways to do this is by attending one of the upcoming open evenings. These events provide an opportunity to meet staff, tour the facilities, and learn how the schools can help you or your child reach their full potential. Register for an open event at openevening.info and take the first step towards a successful future.

Rainford High Sixth Form students Keira Barlow, Isla Burrows, Caitlin Hartley, Jacob Blagg and Jack Radcliffe

In pictures: GCSE and BTEC results day

Welcome to our special GCSE and BTEC results day photo gallery! These pictures capture the joy of students and their families as they celebrated the culmination of years of hard work and dedication. From smiles of relief and excitement to proud embraces, these photos tell the story of an unforgettable day at schools across the region, when students received their hard-earned exam results.

1: Students from St Cuthbert’s Catholic High School rejoiced together after opening their GCSE results; 2: Twins Henry and Alistair Ballad from Rainford High attained 14 grade 9s between them; 3: Students from The Belvedere Academy smile as they look at their results; 4: A Kirkby High School student proudly holds up their GCSE results; 5: Students from The Academy of St Francis of Assisi collected their results on 22 August 2024.

In pictures: GCSE and BTEC results day

6: Students from Kirkby High School arrived early on 22 August to collect their long-awaited GCSE results; 7: Hope Academy student, Mia CarrigharKearns, will go on to the prestigious Shrewsbury School after receiving her GCSE results; 8: Max from Childwall Sports and Science Academy stands proudly with his GCSE results; 9: Ben Kelly from De La Salle School wears a smile as he shows off his GCSE results; 10: Sean Chinyanda from St John Plessington Catholic College poses with GCSE results; 11: Catherine from The Academy of St Nicholas smiles in-front of the academy’s balloon arch as she holds up her GCSE results.

12: Matthew Jones from St Margaret’s Church of England Academy with his GCSE results; 13: Minnie Wood, Amaia McChrystal and Paradise Roberts from St Mary’s Catholic College proudly hold up their GCSE results; 14: It was an exciting day at St John Bosco Arts College as students collected their GCSE results; 15: Luke from Maricourt Catholic High School worked hard and collected eight grade 8s and a grade 7 on GCSE results day; 16: There was plenty of excitement at The Belvedere Academy on GCSE results day as students returned to collect their results; 17: Charlotte Grainger from Rainford High achieved grade 9s in English language, biology and geography.

In pictures: GCSE and BTEC results day

18: Fantastic four – from left to right: Joseph Parry, Evie Clark, Edward Newton and Luke Pomery from St Mary’s College, Crosby, who achieved 46 GCSE passes between them, 32 of them at grade 9; 19: Liz Joseph from St John Plessington Catholic College smiles proudly after receiving GCSE results; 20: Georgie O’Brien and Luke Ditchfield from St Mary’s Catholic College, Wallasey, smile after receiving their GCSE grades; 21: Raquel Ginju-Matras from Hope Academy with GCSE results; 22: This St John Bosco Arts College student is all smiles with their GCSE results; 23: Plenty of excitement could be felt in the halls of St Cuthbert’s Catholic High School on GCSE results day.

24: Thumbs up! These Childwall students clearly got the results they wanted; 25: A member of The Academy of St Nicholas’ ‘class of 2024’, Sebastian, holds up his GCSE results; 26: Niamh Sharratt and Ava Dickinson from De La Salle School pose for a picture with their results; 27: Lois from Maricourt Catholic High School was delighted with her GCSE results; 28: The big reveal – St Mary’s Crosby students open their GCSE results; 29: Sam Deng from St Margaret’s Church of England Academy with GCSE results.

SENDSCOPE unveil brand-new logo

Since its inception in 2021, SENDSCOPE has been on an ever-evolving journey that has seen it transform from a consultancy and tuition service to an independent school.

Following a successful preinspection and Ofsted visit, the team at SENDSCOPE had a vision to transform the current branding and logo to reflect the new services and provide its students with a sense of pride and belonging through the school’s badge.

The innovative provision within south Liverpool supports neurodiverse young people with Special Education Needs and Disabilities (SEND) to reach their full potential and achieve success.

Natalie Walsh, SENDSCOPE principal, and Jacqueline Bebbington, SENDSCOPE principal, were keen to ensure the new logo echoed the core values of diversity, inclusion and opportunity and reflected what the organisation had become - a rated Good independent school.

Natalie said: “At the heart of SENDSCOPE is our commitment to advocating for diversity, inclusion and opportunity for our young people, so it was important that our new branding was synonymous with this.

“SENDSCOPE is so much more than just an independent school. We are a consultancy service supporting the education sector on a wider scale.”

As part of its consultancy offering SENDSCOPE has provided invaluable support to schools and pupils.

One consultancy client shared: “SENDSCOPE have supported us several times with INSET programmes, which are always of exceptionally high quality and aid our staff to develop their teaching proficiency. Feedback from our staff is always universally positive towards the continuous professional development (CPD) offered.”

SENDSCOPE has also received glowing feedback from a pupil’s parent, who shared how they showed ‘care, compassion and understanding’ and in doing so, supported their child to become the ‘happy, fun-loving and kind boy’ they had known before.

Jacqueline said: “Over the last 12 months, we have undergone a transformative period which has seen our core offering evolve significantly. We are delighted to launch our new branding as we enter a new era here at SENDSCOPE.”

Jacqueline added: “We wanted to draw inspiration from our previous logo and demonstrate the natural evolution of our brand. It was important we kept the infi nity symbol and incorporated this into the new logo, as it represents the idea of no limitations and infi nite possibilities. Using colours from across the spectrum enabled us to signify inclusion and diversity.”

SENDSCOPE are excited to roll-out the new logo across its website, social media channels and pupils’ uniforms, the official launch is set to take place in September.

For more information on SENDSCOPE’s service, please visit: sendscope.co.uk

Disadvantaged pupils have fallen further behind their peers compared to pre-pandemic levels

The Education Policy Institute (EPI) has published its report focusing on the attainment gaps between disadvantaged pupils and their peers from the early years to 16-19 education.

EPI said the analysis, based on attainment data from 2023, ‘shows that the new government has inherited an education system beset by inequalities, with some of the most disadvantaged and vulnerable young people continuing to fall behind their peers’.

The report focuses on changes in pupil attainment between 2019 and 2023, fi nding that disadvantaged pupils are now over 19 months behind their peers by the time they sit their GCSEs, with the gap having increased at ages five, 11 and 16.

With the exception of London, the disadvantage gap has grown across all regions in England by the end of secondary school.

However, attainment gaps for some groups appear to be narrowing, including for older pupils with Special Educational Needs and Disabilities (SEND) and those with English as an additional language (EAL), although the make-up of these groups has also changed over the same time period.

EPI’s annual report proposed several ways the government could tackle inequalities in education, including a renewed strategy for closing gaps and targeted funding for disadvantaged pupils and students.

Emily Hunt, associate director for social mobility and vulnerable learners at the Education Policy Institute (EPI), said: “Concerningly, not only are disadvantage gaps for 11 and 16 year olds at their widest levels since 2011, we are seeing worrying trends for children just starting school.

“That gaps at age five are widening across disadvantaged and vulnerable groups – as well as being at record levels for children with SEND – highlights the scale and breadth of challenges facing schools and the importance of the earliest years of life.”

King’s Liverpool celebrates outstanding GCSE results and prestigious scholarship success

Three students at King’s Leadership Academy Liverpool have secured scholarship places at some of the UK’s most renowned schools after receiving their GCSE results.

Ines Fernandes Gonzalez has been awarded a sixth form scholarship to study at Ackworth School, a historic Quaker school known for its nurturing environment and commitment to academic excellence.

Other successful scholarship students are:

Jason Ajayi, who gained a place at Wrekin College, a top-tier independent school in Shropshire Hakeem Omar, who is going

to Warwick School, one of the oldest and most prestigious schools in the country.

Scott Cordon, principal at King’s Liverpool, said: “Throughout their studies, Ines, Jason, and Hakeem have shown outstanding dedication and we are incredibly proud of their achievements.

“I have no doubt that they will continue to excel and thrive in the most competitive environments.”

Having gained five grade 8s and two grade 7s,

Sunds Ahamd is going to go to UTC Liverpool to study art, biology, criminology and possibly chemistry.

Dima Al-Ethawi, who joined the school in Year 8 and has been student president at King’s Liverpool for the last 12 months, gained three grade 8s and four grade 7s, as well as a grade 6. Dima is going to Archbishop Blanch Sixth Form College to study biology, chemistry and physics.

King’s Liverpool is committed to providing a high-quality education that equips students with the knowledge, skills, and character to succeed in all areas of life. These scholarships are a testament to the school’s mission to inspire its students to reach their full potential.

open evening king’s leadership academy liverpool

Our mission is to develop in every student the academic skills, intellectual habits, qualities of character and leadership traits necessary to become a successful citizen.

If you would like to find out more about this opportunity coming to King’s Liverpool, join us at our Open Event.

King’s Leadership Academy Liverpool Email: admin@kingsliverpool.com | Tel: 0151 727 1387

Wednesday 2nd October - 4:00pm - 6:00pm For

If your child is in Year 6 from September 2024, then you will now be considering which local secondary school is best equipped to give them the opportunities and education they need as they transition from primary school to secondary school.

Record GCSE and BTEC results for St Margaret’s Church of England Academy

St Margaret’s Church of England Academy, Aigburth, marked another exceptional year of GCSE and BTEC results.

Staff and senior leaders were on hand to provide support and guidance as students planned their next steps.

The academy, which is part of All Saints Multi Academy Trust, saw a significant three per cent increase in the number of students securing grades 9s compared to last year, and a two per cent increase in students securing grades 9-8 compared to 2023.

There were excellent outcomes in core subjects. In maths, 63 per cent of students

obtained grades 9-5 and 68 per cent of students achieved grades 9-5 in English literature. There were exceptional

performances in biology, chemistry and physics, with over 80 per cent, 73 per cent and 83 per cent of students obtaining grades 9-5 respectively.

In creative subjects such as music and photography, over 82 per cent and 77 per cent of students obtained grades 9-5 respectively.

In addition, there were impressive BTEC results with over 53 per cent of students achieving distinction* and merit grades.

In September, many of this year’s cohort will go on to study A-level and BTEC courses at St Margaret’s Church of England Sixth Form. Others have chosen

to explore alternative pathways including apprenticeship opportunities.

Will Baker achieved an incredible ten grade 9s across maths, English, separate sciences, computer science and history.

Sam Deng secured eight grade 9s from the nine subjects he studied, including top grades in music and religious studies.

Headteacher, Mr Adam Robinson, said: “This day is all about recognising the resilience and hard work our students have shown. Their success is a reflection of their determination and also the encouragement they’ve received from both staff and their families.”

Charity awards £240,000 in grants to reverse national music GCSE decline

Grant giving music charity Restore The Music (RTM) announced a funding round which sees the organisation starting to reverse the national decline of music GCSE uptake.

In the late July funding round, RTM awarded £240,000 in grants to the music departments of 14 state schools in Manchester, London, Newcastle and Birmingham, reaching 11,000 pupils and enabling vital access to nearly 1,500 instruments and resources.

Since inception in 2013, RTM said it has awarded £2.6 million across nearly 150 state schools that have an average 50-60 per cent of children on free school meals, providing

over 30,000 musical instruments to 110,000 children aged four to 18.

RTM has a long-term vision to transform young lives, by unlocking potential in young people from the UK’s most deprived areas through the power of music.

Grants of £10,000 were awarded to primary schools and £20,000 to secondary schools. A total of £90k was awarded to six Northern schools.

RTM has a distinctive funding model with individual philanthropists making up a large amount of its funding capital. The charity raised £240k for this funding round with donations from RTM’s annual fundraising gala, Sony Music Social Justice

Improving the experience and outcomes of English education

Alongside their nationwide launch this October, the team at EdenFiftyOne [English skills edtech for classroom and beyond] is offering secondary schools and colleges a free ‘GCSE English Intervention Skills Audit’.

This complimentary provision is designed to be easily integrated into an existing KS4 curriculum. Based on a school’s summer results and a school or academy’s historic assessment trends, contact Tom and the team before 26 September to claim an audit for the quickest path to exam improvement.

EdenFiftyOne champions a bitesize approach to English education: providing English teachers with an empowerment tool that reduces and refines their workload, so teachers can focus on what truly matters to them: teaching.

By promoting the development of one core skill at a time [a reading, writing, speaking or listening skill that is embedded into lessons, within the demands of the

curriculum focus], the unmanageable workload is reduced.

Founded by Tom Reynolds, EdenFiftyOne is an award-winning edtech platform that encapsulates Tom’s step-by-step approach to English skills education and the process for exam success.

Tom said: “Teachers face an impossible task of doing everything all at once, whilst learners don’t have the flexibility to explore and master skills, one at a time.”

EdenFiftyOne’s ‘Free GCSE Intervention Audit’ is designed to provide schools with actionable insights into their current English intervention strategies. Schools participating in this audit will receive a detailed report with customised recommendations for intervention.

The priority access to the EdenFiftyOne platform offers Liverpool City Region secondary schools and colleges a unique opportunity to be at the forefront of educational innovation.

Fund, The Singer Family Charitable Foundation and The Rayne Trust.

Polly Stepan Moore, CEO and co-founder of Restore The Music, said: “We believe that social change is possible by putting musical instruments in the hands of schoolchildren, unlocking potential and enriching the lives of those most in need through the transformative power of music.

“Young musicians face more barriers to progression in the north of England, as demonstrated by Youth Music’s new report, so we remain passionately committed to supporting the northern cities and targeting areas of highest deprivation in Newcastle, Manchester and Birmingham.”

Exclusive Offer for Educate Magazine Readers: Transform your GCSE English experience and outcomes with EdenFiftyOne! Alongside a free audit, Educate Magazine readers will receive a personalised action plan –tailored to a school’s unique needs –plus early access to EFO’s latest app launch to help implement intervention adjustments immediately. Simply quote ‘EduMag51’ when claiming a free audit on www.edenfiftyone.com

St Margaret’s Church of England Academy student

Jesbin Babu

Bringing great people together to achieve great things

When Satis Education was founded seven years ago by sisters Laura McGunigle and Helen Stevenson, despite being an organisation with a strong national profile, they were determined to ensure they would always continue to contribute more broadly to improving life chances for people across the North West. As such, they committed to donating a proportion of any annual profits to local charities and other worthy causes.

Most recently, this involved wider members of the Satis team taking part in an annual charity bowling competition hosted by local actor and comedian, Johnny Vegas. This fun event brings celebrities from the worlds of showbiz and sport to St Helens, matching the celebrities up with members of the public, who bid to play with their favourite stars and help to raise money for the Steve Prescott Foundation.

Keen to support the great work undertaken by the Steve Prescott Foundation, Satis Education generously bid to play with three of the celebrities and

fielded three great teams:

• Greater Manchester metro mayor, Andy Burnham, with Dave ‘Garibaldi’ Lancaster

• Liverpool City Region metro mayor, Steve Rotherham, with Craig ‘Gunner’ Jones

• Everton legend, Peter Reid, with Peter ‘Grandad’ Satis

Sadly, none of the teams were winners on the day but taking part certainly supported the Satis approach of #BringingGreatPeopleTogether.

Well-known nationally for recruitment at all levels across the education sector,

schools and trusts are increasingly turning to the Satis team to support with urgent staffing needs: whether that’s to fill a crucial leadership vacancy on an interim basis, short-term capacity to assist with a specific project or to cover the long-term absence of a key member of staff.

To find out more about how the Satis Education team can support your organisation and the wider services they provide, please see: www.satiseducation. co.uk

Remarkable Autism continues to grow with new head office in Lowton

As part of its significant growth, Remarkable Autism Charity has acquired an office space that will serve as the organisation’s headquarters.

Situated at Stone Cross Court off East Lancashire Road, the modern, self-contained unit

boasts an impressive 4,177 square footage to accommodate the growing and ambitious team.

The two-story office offers a flexible and practical workspace, with large meeting and conference rooms designed to foster a collaborative working environment for Remarkable staff.

The acquisition of the head office will help create between 10 to 15 jobs locally.

CEO of Remarkable Autism Charity, Robin Bush, said: “The new space will allow us to welcome new staff into our organisation and provide all colleagues with a central hub for collaborating, training opportunities, meetings and so much more.

“We have ambitious plans, and this new office space is just the beginning of what promises to be another truly remarkable year for our organisation.”

Remarkable Autism has well-established roots in Newton-le-Willows, home to the charity’s three core provisions: Wargrave House School, Ascent Autism Specialist College and Sundial Therapy.

The decision to move its central operations to Lowton

comes as the organisation wants to encourage more people to join its mission to change lives for autistic individuals.

The spacious office is home to Remarkable employees across several business functions, including human resources, administration and finance.

The leasing of the space was facilitated by joint letting agents Parkinson Real Estate and Hitchcock Wright & Partners.

Dan Crawshaw from Parkinson Real Estate said: “Leaders at Remarkable Autism completed their own due diligence extremely quickly to allow them to enter into early lease negotiations and credit should be given to the respective professional teams acting both for the landlord, our clients [Eric Wright Group], and Remarkable Autism.”

Alsop High School revolutionises PE curriculum with state-of-the-art functional fitness suite and major investment in sports facilities

Alsop High School is redefining physical education with the launch of a state-ofthe-art CrossFit® affiliated fitness suite, part of a broader initiative to revolutionise its PE curriculum.

Developed in partnership with The Academy Programme and supported by CrossFit Fullmoon Liverpool, the brand new fitness suite offers students an innovative approach to fitness, personal development and life skills.

The CrossFit® affiliated fitness suite is central to the school’s new approach, where traditional PE lessons will now include dynamic CrossFit® affiliated fitness sessions. These sessions, which focus on building strength, agility and endurance, are designed to make fitness accessible and engaging for all students, fostering a lifelong passion for health and wellbeing.

Jon Solan, head of PE and health at Alsop High School, expressed his enthusiasm for the new direction: “We’re thrilled to bring this new CrossFit® affiliated fitness suite to our students. It is a place where our students can build confidence, resilience, and a lifelong passion for fitness. By integrating functional fitness into our curriculum and extracurricular activities, we’re providing opportunities for all, especially those who may have struggled with traditional sports. This initiative is about inclusivity, empowerment, and giving every young person the chance to excel, both physically and mentally”.

The facility is part of a partnership with The Academy Programme, a community interest company dedicated to improving the physical, mental, and social wellbeing of young people across the UK. Founded by Hannah Mittoo, The Academy Programme draws on the transformative power of weightlifting and functional fitness to equip students with essential life skills and pathways to higher education and employment.

Hannah, who has experienced firsthand the life-changing impact of CrossFit, is passionate about bringing this opportunity to schools. “At The Academy Programme, we believe that every young person deserves the chance to realise their full potential. Our courses go beyond traditional education, providing students with the tools to lead healthier, more fulfilling lives”.

In addition to the new CrossFit® affiliated fitness suite, Alsop High School is offering free CrossFit sessions as an extracurricular activity for all students, further promoting participation in physical activity beyond regular school hours. The initiative is supported by CrossFit Fullmoon Liverpool, an official affiliate sponsor led by Liverpool’s own Reece Mitchell, a decorated CrossFit Games athlete. Reece, who has overcome challenges such as autism and ADHD to achieve global success, will play a key role in delivering training to Alsop’s PE staff and designing the extracurricular programme. Reece Mitchell shared his excitement about the collaboration: “CrossFit has completely transformed my life, and I’m thrilled to share that journey with the students at Alsop High School. This is about

more than just fitness; it’s about building confidence, resilience, and a sense of community.”

In a pioneering move, Alsop High School will become the very first partner school to be affiliated with the national governing body British Weight Lifting. Staff members will be trained to gain British Weightlifting Level 2 qualifications in functional fitness and olympic weightlifting, ensuring students receive the highest quality instruction.

Hannah Bussey, sports development manager for British Weightlifting, praised the school’s commitment: “Alsop High School is setting a new standard in physical education by incorporating weightlifting and functional fitness into their curriculum. This initiative not only enhances PE lessons but also empowers students with the skills and confidence to lead healthier, more active lives.”

As part of the continued investment from Omega Multi-Academy Trust, Alsop High School has also enhanced its sports facilities with a commitment of over £150k from the trust. This investment includes the development of an on-site multi-use games area to be used for football, rugby and hockey, the refurbishment of the school’s dance studio and the creation of an activities suite which features six new table tennis tables.

With the new CrossFit® affiliated fitness suite, weightlifting opportunities, and enhanced sports facilities, Alsop High School is creating a supportive environment where students can push their limits, build resilience and develop essential life skills that will serve them well both inside and outside the gym. This comprehensive approach marks a significant step forward in the school’s commitment to fostering physical activity, personal growth, and overall student wellbeing.

The space is brought to life with vibrant murals by local artist Joseph Venning, whose work is featured in iconic venues like Liverpool’s Liver Building.

Interview with: Alexandra Borrill, headteacher of Woodchurch Road Academy

Learning without limits

Alexandra Borrill, headteacher of Woodchurch Road Academy, Wirral, has a unique and varied journey that led her into the world of education.

Her love for teaching was ignited even before her university studies when she spent time teaching in Japan.

“My passion for travel, the arts, politics, and science has always driven me,” she shares.

“Originally training as a pilot with the RAF, I realised that my true passion was working with children. Their curiosity, ambition, and the thrill of helping them connect ideas convinced me that teaching was the right path for me.”

Alex began teaching secondary science in the northwest of England but she quickly realised that learning was most impactful when knowledge was interconnected rather than taught in isolation.

She says: “This realisation guided my transition into primary teaching, where I spent most of my career in a three-form primary school in Old Swan before moving to Stockbridge Village in Knowsley.

“In secondary education, I enjoyed teaching a range of subjects, but as the Ofsted drive for discrete subjects emerged, it felt

misaligned with my belief in connected learning.”

It was under the guidance of headteacher, Andrea Curran, that Alex rediscovered the value of in-depth subject learning through projects.

She explains: “Her compassionate approach and commitment to research-based practice reignited my passion for continuous learning.”

Through working closely with Andrea, Alex was introduced to expeditionary learning (EL) and the ‘Learning Without Limits’ philosophy.

EL is a unique educational approach that takes learning beyond the classroom and immerses students in real-world experiences.

She adds: “I helped disseminate these approaches across Knowsley and Cheshire schools. At the Cheshire Academies Trust, I served as teaching and learning lead before being appointed at Woodchurch Road Academy, where I have had the freedom to lead and develop a unique school. The trust’s support has been crucial in allowing Woodchurch Road Academy to thrive.”

Within the academy, Alex’s vision for education is grounded in a holistic approach to learning.

“My vision is for children to achieve academically by mastering knowledge while also valuing the craftsmanship of their work and taking pride in their achievements,” she says.

For her, it is equally important that children develop their character and lead flourishing lives, by helping others do the same.

She adds: “This is achieved through the school’s ‘Culture of Crew’, which encourages a strong sense of community and belonging.”

One of Alex’s proudest achievements since taking on the headteacher role has been improving academic results.

“This year, we achieved our best academic results since 2018, demonstrating that our innovative methods drive academic excellence,” she says.

However, Alex places as much emphasis on personal development as academic success. She implemented a comprehensive personal development strategy, which has become a cornerstone of the school’s approach to education.

She adds: “Witnessing our teachers adapt and grow in confidence has been incredibly rewarding.

My vision is for children to achieve academically by mastering knowledge while also valuing the craftsmanship of their work and taking pride in their achievements.

Interview with: Alexandra Borrill, headteacher of Woodchurch Road Academy

“My leadership philosophy is centred on trust, compassion, and collaboration. I believe in empowering staff and students to take ownership of their learning and development.”

This inclusive approach has helped shape Woodchurch Road Academy’s dynamic learning environment, allowing innovative teaching methods to flourish and instilling a culture of continuous improvement.

A key element of the learning experience at Woodchurch Road Academy is EL.

Alex shares: “EL encourages students to investigate, create, and present their findings on relevant topics, fostering critical thinking, collaboration, and problem-solving skills,”

One particularly impactful example of EL in action at Woodchurch Road Academy was the recent ‘Walking in the Footsteps of Strangers’ exhibition, held at the Williamson Art Gallery.

“The exhibition aimed to link historical knowledge with challenges to stereotypes and diversity,” Alex explains. “By integrating these themes into our curriculum, we promote a deeper understanding of our own unique journeys and the value of diversity.”

Incorporating EL into the school’s ethos has also been a way to ensure inclusivity.

She adds: “Project-based learning is inherently inclusive, engaging every pupil and ensuring they all have a role to play. Our projects build on the principle of universal participation, offering various entry points and differentiated tasks. This approach ensures that all students can contribute

meaningfully and feel a sense of accomplishment.”

The success of this method has been reflected in the students’ engagement and growth. The project significantly boosted student engagement and deepened their understanding of the subject matter.

She shares: “We assessed its impact through student reflections, presentations, and assessments aligned with our learning objectives. Feedback from parents and the community also provided valuable insights into the project’s broader impact on student development.

My leadership philosophy is centred on trust, compassion, and collaboration.

“Seeing students proudly present their work at the museum was incredibly rewarding. Observing Year 4 and Year 5 children confidently share their knowledge with visitors demonstrated their profound understanding and ownership of their learning.”

Alex believes more schools should consider adopting the EL approach, especially in today’s rapidly evolving world.

“In an ever-changing world, compassion – on a personal, local, and global level – is crucial,” she says.

EL also makes education personal, linking lessons to real-world experiences and fostering a love for discovery.

Alex comments: “It emphasises active participation, critical thinking, and collaboration, equipping students with essential 21st century skills. It also highlights the importance of oracy and character development, helping students articulate their thoughts, build relationships, and become compassionate, engaged citizens. This holistic approach enriches the learning experience, making it more meaningful for every child.”

Looking ahead, there are several exciting initiatives planned at Woodchurch Road Academy. One notable project is a collaboration with St George’s Hall for Year 2 students, titled ‘What Does It Mean to Be Human?’. The project will involve creating plaques to honour historical figures like Mary Seacole and exploring themes of humanity.

In another community partnership, the school is working with Oxton Secret Gardens on a project that integrates environmental stewardship for Year 1 students. Year 6 students will also be involved in a project called ‘Roots’, which will focus on identity and heritage, encouraging them to think globally and locally.

At the heart of Woodchurch Road Academy’s success are three core elements: the EL curriculum, child-engaged assessment, and the ‘Culture of Crew’.

“The EL Curriculum offers rich, meaningful learning experiences, while child-engaged assessment empowers students to actively participate in their learning journey,” Alex concludes.

“Our ‘Culture of Crew’ builds a strong sense of community and belonging. Together, these elements create an environment where learning has no limits.”

the USA had audiences hooked as it once again won gold at the Olympics this year. Led by NBA superstar, Steph Curry, many young people gained new role models that day as the American team earned another consecutive victory.

Contrary to popular belief, you don’t have to be a certain height to play basketball, so adults and children alike can get involved in this global sport. Liverpool Basketball Club allows all ages to join in, and it doesn’t matter if you’re a total rookie or an experienced player. www.liverpoolbasketball.com

Budding basketball stars in Lancashire can check out the Lancashire Spinners: www.lancashirespinners.org/ community/play-basketball

Plenty of artistic swimming teams wowed judges at the 2024 Olympics. With Great Britain’s duet winning silver in this graceful, creative sport, mastering this art is no easy feat. Ultimately, the Chinese team impressed many viewers with their synchronisation skills.

Keeping in sync is hard enough on land, so to do it in water is beyond impressive! The American team also created a memorable experience with their underwater performance using Michael Jackson’s ‘Smooth Criminal’.

Breaking Sport Climbing

Breaking was one of the 15 new sports introduced at the games this year. Japan’s Ami Yuasa took home the first ever women’s ‘breaking’ gold medal and Canada’s Phil ‘Wizard’ Kim secured gold for the men. While there has been much debate over whether the sport belongs in the Olympics, it has been one of the most talked about categories thanks to Australian competitor, Raygun’s, performance.

Believed to have originated in New York City in the 1970s, this dance genre incorporates moves from a variety of sports, including martial arts and gymnastics. U.C. Crew in St Helens has classes for aspiring B-Boys and B-Girls, whether you want a class for your children or yourself! uccrew.co.uk

Those looking to break into breaking in Cheshire can check out Sylk Dance Academy: www.sylkdanceacademy.com

Artistic Swimming

You can book a lesson with a skateboard GB qualified coach with over 10 years’ experience. ecom.roller.app/ activityforallwarrington/ bookings/en/home

Rampworx in Liverpool also offer one to one tutoring for complete beginners to advanced skaters: rampworx.com

Salford Community Leisure provide young swimmers the opportunity of exploring the sub-aquatic world of artistic swimming with its ‘Synchro Mermaids’ groups.

salfordcommunityleisure.co.uk/ synchro-mermaids

Trafford Artistic Swimming Club also offer opportunities for learners aged 7 plus to train with them, from complete beginners to competitive athletes: traffordartisticswimming.org

Skateboarding

Arisa Trew made history by becoming Australia’s youngest Olympic gold medallist at just 14-years-old in the women’s skateboarding division. Cocona Hiraki from Japan, 15, won silver, and Great Britain’s very own Sky Brown, at just 16-years-old, achieved bronze in this action sport.

But age is no barrier to skateboarding! Ramp1 in Warrington, one of the largest skate parks in Europe, offer skateboarding lessons to aspiring skaters. The park reopened earlier this year after closing its doors in 2023.

at the 2020 Tokyo games. Its exciting, unique nature made this category very popular among audiences, leading to its 2024 return. This year, one competition combined both bouldering and lead events, while the second featured a speed event.

Great Britain’s Toby Roberts brought home gold for the men’s combined sport climbing. Toby, who is 19-years-old, became the first British male to qualify for the sport last year. Whether you’d like to follow in Toby’s footsteps or just try out this sport for fun, Depot Climbing in Manchester offer a variety of climbing classes.

www.depotclimbing.co.uk/ manchester

Active Climbing in Blackpool offer climbing courses for both adults and children: www.blackpool.gov.uk/Residents/ Sports-and-leisure/health-andfitness/climbing-and-bouldering/ climbing-courses-and-tuition.aspx

St Mary’s Crosby students praised for excellent GCSE results

Students and staff at St Mary’s College in Crosby have celebrated another summer of success in GCSE examinations.

Once again, the school has recorded an excellent set of results, with a third of all passes (32 per cent) at the highest 9-7 grades, and a fifth of candidates (21 per cent) achieving seven or more passes at these top levels.

More than half of students (56 per cent) obtained ten or more passes, with many achieving 11 or even 12 GCSEs.

Staff at the school believe these results reflect the broad and balanced curriculum at St Mary’s, and the fact that the college does not impose restrictions on the number of GCSE subjects that students can take.

In terms of individual successes, top of the class at St Mary’s this summer was 16-year-old Edward Newton from Southport, who took 12 GCSEs and achieved the highest 9-7 passes in all of them, including nine top 9 grades.

The best performing female student at the school is 16-yearold Evie Clark, also from Southport, who achieved 9-7 grades in all 11 of the GCSE exams she took, three at grade 9 and a further eight at grade 8.

Commenting on the results, St Mary’s College principal, Mike Kennedy, said: “Once again we are very proud of the achievements of our GCSE students in this year’s examinations.

“Their successes are richly deserved, and are a testament both to all their hard work over the past five years, and the ongoing support they have received from staff and their parents over this period.”

Mr Kennedy also pointed out that staff at St Mary’s were delighted with the value-added performance of candidates again this year, with many students beating their predicted grades, further proof of the excellent progress that students make at the school.

Paralympic gold medallist joins St John Bosco for special awards celebration

British skier, sighted guide and Paralympian, Charlotte Evans, joined St John Bosco Arts College for its annual awards celebration.

Charlotte, who won gold in the 2014 Sochi Winter Olympic Games alongside Kelly Gallagher, shared an inspiring speech about overcoming challenges in the face of adversary.

Charlotte said: “It is so important that we prepare our young people for the challenges that lie ahead, whether personally, emotionally or professionally.

“We all face adversaries in our lives, but it is how we adapt and ultimately, overcome those challenges, that mould us into the people we are.

Charlotte was keen to share her experiences as a successful female athlete in the sporting industry with the next generation.

For those who completed GCSE and A-levels during the 2022/23 academic year, it was a chance to receive their certificates, which will serve as a memento of their accomplishments at St John Bosco.

Throughout the awards ceremony, staff, students and parents were treated to several incredible student performances.

The heart-warming afternoon was closed by

participants joining together for the school hymn.

The event celebrated the achievements of students across the school. Key Stage 4 students accepted subject prizes for maths, science, English, and more.

Prizes for effort and achievement were awarded to students across all year groups. The effort and achievement awards celebrate the students who invested significant time into their studies.

Darren Gidman, headteacher at St John Bosco Arts College, said: “Our school community is built on nurturing and celebrating the dreams and talents of our students, in the spirit of St John Bosco.

“As another year ends, it is an opportunity to reflect on a fantastic year at St John Bosco. There have been so many outstanding achievements, and each one deserves recognition.”

King’s Hawthornes shines with GCSE success as students set sights on bright futures

Successful GCSE results at King’s Leadership Academy Hawthornes will see some students travelling far and wide in a commitment to continue their studies.

Many have decided to stay local and attend South Sefton College, while others have decided to take their next step in Southport and St Helens.

Precious Obasagie achieved top grade 9s in Spanish and Italian and is taking her A-levels at Carmel College in St Helens. Always an enthusiastic student, Precious took the opportunity to attend after-school classes and the Saturday morning sessions

offered by King’s Hawthornes.

She is also the proud recipient of the KS4 Endeavour in Science award and will pursue that path at college by studying biology, chemistry, and maths.

Simona Krizanova’s destination is King George V Sixth Form College in Southport. Her hard work brought nine excellent grades, including an 8 for English literature. She will continue her love for English with a combined English A-level alongside law and business studies.

On her time at King’s Hawthornes, Simona said: “My mantra throughout my time at

the school has been, I never lose; I either win or I learn.”

Abdul Alkidra also has impressive results, with grade

8s in the sciences, maths, Spanish, and Arabic. He is ambitious for his future and has set his sights on achieving an Oxbridge University place after studying at South Sefton College.

Peter Gaul, principal at King’s Hawthornes, said: “We are extremely proud of our Year 11s and congratulate them on their fantastic results. Our 3D design, fine art and Spanish results were particularly pleasing.

“The results reflect their hard work during their five years with us, and they leave with our best wishes for a successful future.”

LSSP celebrate School Games Impact Award win

Liverpool School Sports Partnership (LSSP) won a School Games Impact Award in the Engaging Schools category for its unique primary school programme across Liverpool.

The national awards are a School Games recognition scheme established to showcase the changemakers and celebrate those who are making a positive difference in young people’s lives.

The Impact Awards celebrate the impact achieved for young people by the network of schools, School Games organisers, active partnerships, national governing bodies of sport, and national disability sports organisations all aligned to the School Games’ key outcomes.

The Engaging Schools category recognises schools that engage with the School Games mission and vision through local and county provisions to develop a deeper understanding of the benefits of physical activity, school sport and competition.

LSSP was recognised for its POWER (physical, openness, wellbeing and emotional regulation) programme. The programme was developed in response to the growing obesity rates of reception-aged children (20 per cent) and Year 6 children (10 per cent) in Liverpool.

LSSP delivered a range of whole-school assemblies where the POWER concept was introduced, followed by the delivery of workshops that explored different elements of the programme.

Across the 2022/2023 academic year, LSSP engaged 47 schools and over 2,800 children. 71 per cent of children reported increased physical activity and changes in behaviour towards food and drink.

Partnership manager at LSSP, Jimmy McGinn, said: “LSSP’s POWER programme has not only inspired schools but has significantly impacted the lives of thousands of children. We’re incredibly proud of what we’ve achieved together and excited about the future.”

Cara Newton from North West Cancer Research, said: “We are delighted to partner with LSSP on the POWER programme. The programme took an innovative and creative approach and meant we could work collaboratively towards a common goal.”

Surge in demand for school videos

Leading PR and marketing agency, CPMM Media Group, has reported a sharp increase in demand for videos by schools and multi-academy trusts across the region.

Over the last 12 months, CPMM Media Group has seen a 75 per cent increase in video production services for both retained clients and new customers. This growth highlights the importance of multimedia content to enhance reputation, boost student engagement and improve communication, in a rapidly evolving educational landscape.

Video content has proven to be a powerful medium for creating engaging and informative messages that resonate with target audiences. From whole-school promotional videos and transition videos for new Year 7 students to videos supporting recruitment drives and capturing in-school events and productions.

During the last academic year, The Academy of St

Nicholas in Garston required a transition video for prospective Year 7 students starting in September, and its post-16 provision, All Saints Sixth Form College, required a promotional video showcasing the sixth form’s offering.

Headteacher of The Academy of St Nicholas, Mr Gary Lloyd, commented: “The transition video perfectly captured the spirit and ethos of our academy, while also serving as a vital tool to help our new cohort understand what life at secondary school will be like. CPMM’s expertise in the education sector, paired with their creativity and attention to detail, made the entire process effortless from beginning to end. We received lots of positive feedback from families, and our new students felt confident and wellprepared as they began their journey with us.”

CPMM Media Group’s PR and marketing account manager, Ellie Adshead, said: “This past year, schools have increasingly turned to video

content to showcase their values, achievements, and unique offerings to prospective and current students, parents, and the wider community.

“As an agency with an in-depth knowledge of the education sector, our team of marketing specialists and videographers are uniquely positioned to deliver bespoke video services which include concept development, scriptwriting, fi lming, and post-production.”

As the demand for highquality video content continues to grow, CPMM Media Group is committed to helping schools and multiacademy trusts of all sizes effectively leverage the power of video.

For schools looking to communicate their unique stories through video, please contact the team at CPMM Media Group by calling 0151 709 7567 or emailing ellie@cpmmmedia.com.

OPEN TO ALL

The spooky season is upon us, and Educate understands how hectic it can be to plan autumn activities that will keep both little ones and older children/teens happy. We’ve put together some electrifying activities that the whole family can enjoy!

Mid-Autumn (Moon) Festival

Where: World Museum, Liverpool | When: 21 September

Did you know? Ancient Chinese emperors worshiped the moon in autumn to thank it for the harvest. The ‘Mid-Autumn Festival’ was celebrated by ordinary people to acknowledge their hard work and harvests.

Head along to the World Museum to celebrate a free Mid-Autumn Festival with the Liverpool Confucius Institute and other visitors. There will be calming and rhythmic traditional dance and guzheng music performances in the Treasure House Theatre at 11.45am, 1.30pm and 2.45pm. Visitors can also join in with Chinese crafts and games like calligraphy and papercutting in the welcome centre.

www.liverpoolmuseums.org.uk/whatson/world-museum/event/ mid-autumn-moon-festival

Katumba Halloween Carnival Festival

When: 26 October

Every October as part of Black History Month, Katumba holds a range of events in Liverpool that culminate in the Halloween Parade in Liverpool City Centre. Merging a wide variety of visual and performing arts, the carnival parade is a production of a large scale, imaginative, immersive outdoor spectacle.

The 2022 parade was Katumba’s most attended and widest supported carnival parade so far, in terms of audience, participants and partners. This year’s audience will not be able to resist the beat of the full complement of Katumba drummers, the fascination of the fire dancing display, the impact of the costumes and the intrigue of the cycling ‘blockade’ leading the march.

Harvest Festival

Where: Tatton Park, Cheshire

When: 28-29 September

What better way to celebrate the beginning of autumn than with a harvest festival? Harvest festivals have a long history worldwide, and different cultures have unique ways of celebrating.

Tatton Park is hosting different activities for the whole family to get involved with for this seasonal festivity, including scarecrow-making, creating your own dolly or seeing the park’s steam engine running.

www.tattonpark.org.uk/events_at_tatton_park/ event-listings/2024/september/harvest-festival.asp

Halloween Lakeside Trail

Pumpkin picking

Where: Woore Fruit Farm, Crewe

Introducing the superstar of the autumn season – pumpkins! From carving these interesting fruits into whatever face you want to turning them into a delicious pumpkin pie, each member of the family is sure to have fun ideas regarding the king of the autumn crops.

Rather than buying your pumpkins at a supermarket, why not pick out your own? Woore Fruit Farm grows fruit all year round, but pumpkins are the main event in October, with plenty of Halloween-themed activities to enjoy while picking out your produce.

Don’t leave it too late if you want the best ones!

www.facebook.com/ woorefruitfarm

Where: Partridge Lakes, Warrington | When: 4 – 31 October

Price: : Adults 16+ - £16-20 | Children 3-15 - £13-£15 | Under 3s: Free (ticket required)

For those wanting to celebrate the spooky season with a gorgeous view, look no further than the Lakeside Trail in Warrington, which is returning for a second year. Wander through Skeletons’ Hollow, dance with friendly ghosts and journey through the woodland spider’s tunnel to the magical witches’ lair.

For children aged 14+ (under 18s must be accompanied by an adult), the Halloween Lakeside Terror Trail promises to be an unforgettable experience. Halfzombie, half-man, and driven by a thirst for revenge, restless spirits stalk the fog-draped trail to chase after unsuspecting victims. All tickets for the Terror Trail are £20. Check the website for dates.

halloweenlakesidetrail.co.uk

Hope students shine on results day

Hope Academy celebrated another year of exceptional GCSE and vocational results.

This year has seen remarkable achievements across all subjects, with the highest-ever percentage of students achieving strong passes in English and mathematics in the academy’s history.

There have been significant improvements in attainment and progress in English, maths and combined science. There has also been a continued strong performance in RE, computer science, art and photography as well as PE.

Many students will go on to study A-level or vocational courses at local sixth forms and colleges, while others will embark on apprenticeships.

From this year’s cohort, some of the top achievers include Mia Carrighar-Kearns, who secured grade 9s in RE and business studies, grade 8s in science, English language and maths, grade 7s in English literature, and geography, a grade 6 in statistics and grade 5s in Spanish and further maths, and a distinction in sport studies.

Fellow bursary students have also gained places at top independent schools including Dylan Bowen-Knowles, who will be going to Durham School.

Elissa Hammond attained grade 9s in English language, RE, and photography, grade 9s and 8s in science, grade 8s in history, and design technology,

plus grade 7s in English literature, maths and Spanish. She will go on to Winstanley College.

Many students made outstanding progress in their GCSE examinations, achieving results above their targets.

Mrs Marie Adams, principal of Hope Academy, said “At Hope Academy, our team of teachers and support staff are dedicated to making a difference in the lives of our students by ‘serving one another through love’ and we do this by offering a wide, varied and challenging curriculum throughout all key stages.

“These results highlight the success of our approach and the bright futures that await our students.”

Rainford High’s art students revitalise Portico Vine ARLFC’s clubhouse

Art ambassadors from Rainford High have transformed Portico Vine ARLFC’s grounds after being invited to decorate the facilities.

The rugby club was eager to breathe new life into its facilities and sought artistic volunteers to paint and decorate wooden hoardings around the grounds.

Mark Hobin, chairman of Portico Vine ARLFC, enlisted the creativity and skills of Rainford High. The students have brought a vibrant and unique aesthetic to the club, while also gaining valuable real-world project experience.

The art ambassadors have created intricate floral designs, space themes and inspirational words. They wanted to make their designs for everyone, rather than rugby-themed, in a bid to showcase the club’s inclusivity and create a welcoming environment for all visitors.

Mark Hobin, chairman of Portico Vine ARLFC, said: “Not only did this project provide the platform for the students to showcase their talents, it demonstrated the benefits of community cohesion and positive experiences in a safe environment.”

He added: “Members of the club are absolutely thrilled with what the students have created and look forward to exploring future opportunities of enhancing skills and confidence in our young people.”

Year 8 student, Isla Watts, commented: “It has been an amazing opportunity and to see our designs around the grounds is quite surreal. We wanted to create something that everyone could relate to and enjoy, and I think we achieved that.”

Mr Ian Young, principal of Rainford High, said: “We are incredibly proud of our students for their outstanding work on this project. Their creativity and dedication have not only enhanced the club’s grounds but also demonstrated the positive impact our students can have on the community.

“This collaboration is a perfect example of how education and community partnerships can create something truly special.”

Exceptional academic success at Liverpool Life Sciences UTC

Students at Liverpool Life Sciences UTC have demonstrated exceptional dedication and hard work, resulting in impressive academic achievements this year.

The sixth form has seen remarkable outcomes, with 60 per cent of BTEC applied sciences students attaining a triple distinction* or triple distinction, while 57 per cent of engineering students achieved a distinction*.

A-level students have also excelled, particularly in additional languages, where 100 per cent secured A*–C grades. In social sciences, 70 per cent of students achieved A*–C, and 71 per cent of physics students reached the same high standard.

Principal, Jill Davies, commented: “We’ve observed a significant increase in students pursuing degree apprenticeships, which is exciting. It’s gratifying to see young people remain committed to our specialisms.

“This year, 28 per cent of UTC students

achieved straight As or a triple distinction*, which is an outstanding accomplishment.”

One of the standout students this year is Selma El Benni, who, after winning the Business of Science Innovation Award, is now heading to the University of Paris to study dentistry. Her exceptional work, including an award-winning EPQ project, has paved the way for a promising future in dentistry.

Another success story is Sian Johnson, who is set to study chemistry at Manchester Metropolitan University as part of a degree apprenticeship with United Utilities. Similarly, students on the health and social care pathway are progressing to esteemed universities like Keele and Edge Hill, having achieved top marks.

Employer engagement and real-world success

This year’s impact on Liverpool Life Sciences UTC and The Studio School’s

employer-driven project-based learning programme has also seen some great impact, with learners securing some highly sought-after employments, apprenticeships and experiences.

Working with a range of businesses, these experiences have given the students the capability to access future opportunities.

Register for an open evening at openevening.info

Hope Academy students Daniel Watt and Jenna Fairclough

St Bernard’s celebrate ‘Outstanding’ Catholic Schools Inspectorate

St Bernard’s RC Primary and Nursery School in Ellesmere Port proudly achieved ‘Outstanding’ in its Catholic Schools Inspectorate.

The inspection, conducted on 27 and 28 June, evaluated the overall quality of Catholic education at the school, including its Catholic life and mission, religious education, and collective worship.

St Bernard’s, part of Holy Family Catholic Multi Academy Trust, excelled in all areas, demonstrating its unwavering commitment to nurturing faith and fostering a strong, supportive Catholic community.

The school’s leadership team was recognised as ‘inspirational’ and staff were applauded for embracing all aspects of the school’s mission, religious education, and prayer life of pupils.

The school was praised for its high standard of teaching and learning in religious education.

The report stated: “From their starting points in religious education, pupils make excellent progress in knowledge and understanding.

“They skilfully recall and make links with previous learning, which enables pupils to express their views confidently. Pupils relish the opportunity to answer questions in more depth and enjoy getting the chance ‘to dig a bit deeper’ during their religious education lessons.”

Head of school, Mrs Julie Le Feuvre, said: “We are thrilled to receive an ‘Outstanding’ rating from the Catholic Schools Inspectorate. It is a testament to the hard work and dedication of our entire school community, from our talented staff and supportive parents to our wonderful pupils.

“At St Bernard’s, we strive to create an environment where every child can thrive academically, spiritually, and personally, and this recognition affi rms our efforts.”

St Matthew’s praised by Ofsted for adapting school curriculum for SEND pupils

St Matthew’s Catholic Primary School, Liverpool, was praised by Ofsted for raising its expectations for what pupils should learn.

The school received a ‘Good’ rating from the educational body after a 14-year period without an inspection.

The report commends the school’s high expectations for all students, including those with special educational needs and/or disabilities (SEND). Inspectors noted that St Matthew’s identify pupils with SEND early and staff support them well, adapting the delivery of the curriculum appropriately to help these pupils access their learning.

SEND Coordinator (SENDCo) at St Matthew’s, Toni Gaskell, said: “At St Matthew’s, we believe that every child, regardless of their needs, deserves the opportunity to excel. This recognition is a testament to our tailored support and high expectations for all our pupils with SEND.”

Ofsted inspectors were impressed by the positive relationships between pupils and staff, noting students feel safe, well cared for, and happy. Behaviour and engagement in lessons were also praised, with inspectors observing most pupils engage well and behave sensibly when moving around the school.

The report further highlighted that pupils at St Matthew’s are actively involved in shaping their extracurricular activities, with school councillors regularly gathering input from classmates to propose new clubs. This has resulted in a diverse range of activities.

Headteacher of St Matthew’s, Claire Sime, expressed pride in the school’s achievements, stating: “This Ofsted report is a testament to the dedication of our staff, the enthusiasm of our pupils, and the support of our parents.

“Achieving a ‘Good’ rating in such a dynamic environment is a tremendous success and a clear indication of our commitment to providing an environment where every child can thrive. We will continue to strive for excellence in all that we do.”

St Matthew’s Catholic Primary School looks forward to building on this success.

CEO of Holy Family Catholic Multi Academy Trust, Andy Moor, added: “This achievement reflects the collaborative spirit that defi nes St Bernard’s.

“The school’s commitment to faith, education, and the holistic development of each student is truly inspiring. We are incredibly proud of their accomplishments and the strong foundation of Catholic values they continue to build.”

Do you know a child who could be a star this Christmas?

Knowsley Safari’s beloved festive ‘Enchanted’ is returning this winter, from Saturday 30 November until Monday 23 December, with the addition of a Santa Panto - and the safari is on the lookout for a special Christmas star to take part.

Santa Panto is a mini theatre show combining the magic of Father Christmas with all the fun of a pantomime, which will run during every Enchanted event. The safari is looking for a local, budding performer, aged eight to 10 years old, to appear in the show on the grand opening night.

20 children will be invited to dazzle a panel of judges during an audition at Knowsley Safari on Monday 28 October 2024, following which the safari’s talented Christmas star will be chosen to perform alongside professional actors.

Running several times each evening, Santa Panto is an additional ticketed event, with each attending child receiving a small cuddly toy, and it’s just one of the new exciting additions this year.

Richard Smith, head of visitor operations at Knowsley Safari, said: “We hope as many children as possible apply to take part and visitors can rest assured that even if they’re not on the stage themselves, there’ll be plenty of audience participation for all!”

Enchanted tickets range from £10 - £20, with special discounts for members. Under 1s and carers are free of charge.

Santa Panto tickets are available to Enchanted ticket holders at a cost of £10 per child and £5 per adult. Santa’s Grotto tickets (weekend daytime only) are £20 per child, in addition to a regular safari admission ticket.

Guests are advised to book early due to demand.

Children can apply to Knowsley Safari’s Search for a Star talent competition via an online form on the website by the deadline of Monday 30 September 2024 here: www.knowsleysafariexperience.co.uk/search-for-a-star

St Silas commended as ‘outstanding’ by Ofsted

The Rainbow Education Multi-Academy Trust has announced that ones of its schools, St Silas Church of England Primary School, Liverpool, achieved an ‘outstanding’ rating in its most recent Ofsted inspection.

The Ofsted report commended St Silas on several key areas of excellence that underscore the school’s dedication to providing a nurturing and effective educational environment. Among the highlights, inspectors noted the incredibly strong sense of belonging to the school community’.

The report also praised the school’s ‘exceptionally high expectations for pupils’ achievement’, reflecting the rigorous academic standards upheld by the staff, which ensure that pupils are not only challenged but also supported to reach their full potential. This was further evidenced by the observation that ‘pupils are very well prepared to move to secondary school when they leave Year 6’.

Inspectors lauded the school’s efforts in designing a curriculum that is ‘carefully crafted to meet pupils’ interests, to capture the diverse nature of the school, and to help pupils succeed’. This approach not only engages pupils but also celebrates and incorporates the rich diversity within the school community, allowing every child to feel seen and valued.

It was noted in the report that ‘pupils achieve highly across the curriculum’, a reflection of the school’s comprehensive approach to education, where academic excellence is balanced with personal development. From the early years, St Silas fosters a love for learning.

The report also highlighted how ‘pupils flourish as well-rounded youngsters’, an acknowledgment of the school’s success in developing not just academically proficient students, but also confident, compassionate, and socially responsible individuals.

For more information on the inspection please visit www.stsilasprimaryschool.co.uk.

Seaforth children tidy up the local community

The children at Our Lady Star of the Sea Catholic Primary School, Seaforth, tidied up around their local areas.

Its school council has been involved in a project with other schools in Bootle, Seaforth and Litherland area called ‘Social Signature.’

A Social Signature is ‘the mark we leave on other people’s lives, our community, ourselves and the world around us’, as said by Dr Peter Hawkins.

The project has involved improving the local environment, especially the school-run area as children and parents felt sad walking past rubbish every day.

The children went out in force to litter pick in different areas of the community. Year 6 litter picked around Seaforth train station, Year 5 litter picked at Rimrose Valley, and the rest of the school litter picked at Bowersdale Park and the school grounds.

In addition to this, each class was set a project to encourage dog owners to pick up their dog’s mess. Each class designed a poster and created a dog poop bag dispenser using recycled materials.

The children used some of the money from the Spring Fair fundraising to purchase the biodegradable dog poop bags to fill the dispenser.

Furthermore, children at Our Lady Star of the Sea collaborated with Emmaus, a community hub in Seaforth. They have litter picked outside the building and donated a poster and dog poop bag dispenser which is now displayed on its outside railings.

Children at the school also donated £100 from Our Lady Star of the Sea’s Spring Fair, so that Emmaus could purchase planters and plants to improve the outside area of the building. The children brought a smile to the community of Seaforth.

Launching phonics tuition for reception and KS1 pupils

New for the next academic year, children’s charity, the Tutor Trust, has a unique offer for primary schools. Its ‘Tuition in Phonics’ programme has been trialled over the last 12 months and is now available as part of its core offer.

Designed to support learners in reception and Key Stage 1, phonics tuition will provide pupils with the additional support needed to succeed in the statutory phonics screening check.

The children who are now

entering reception and Key Stage 1 have spent much of their first few years without the social and learning experiences that older children may have had due to the pandemic. The impact of learning lost during this period is continuing to be felt.

A report from the Department for Education (DfE) found that, in 2022/2023, expected levels in the early learning goals for pupils at age five who were entitled to free school meals versus pupils who weren’t

differed by 20.2 per cent.

There are geographical disparities too; in 2023, Manchester had the joint lowest rate of pupils meeting the expected standard in the Phonics Screening Check, while London had the highest.

During the pilot of Tutor Trust’s phonics programme, it worked with 241 KS1 pupils and delivered over 3,400 hours of tutoring in eight schools across Greater Manchester, West Yorkshire and Merseyside, with each pupil receiving an average

of 14 hours of tutoring. Of the 241 pupils supported, they received results for 113 who made an average of 12.3 points of progress. Tutor Trust’s cohort of tutors have been trained to tutor in the basics of phonics and can be trained further in any of the specific DfE Phonics programmes in partnership with schools.

To find out how Tutor Trust’s phonics tuition can support your pupils, register your interest here: www.thetutortrust.org

Appointments News

Kerry Sheehan joins SupplyWell as digital marketing manager

SupplyWell, the leading ethical alternative to traditional supply recruitment agencies, has announced the appointment of Kerry Sheehan as its new digital marketing manager.

Kerry brings a wealth of experience in the education sector, having previously worked at Athona. Her expertise in leveraging technology to drive brand awareness, generate leads, and enhance customer engagement has already made a significant impact at SupplyWell since joining in June.

Amy Brennan-Stephenson, head of marketing, said: “We’re thrilled to have Kerry on board.

“Her deep understanding of the education sector combined with her proven digital marketing skills make her a perfect fit for our team. We’re confident that her experience will help us achieve our ambitious growth goals.”

Prior to joining SupplyWell, Kerry held a key role at Athona, where she

developed and executed successful marketing campaigns across both online and offline channels. Her knowledge equips her with the skills necessary to drive SupplyWell’s mission of creating a fairer future in education.

Kerry said: “I’m excited to join SupplyWell and contribute to its continued success.

“The EdTech sector is rapidly evolving, and effective marketing is essential for reaching and engaging our target audience. I look forward to working with SupplyWell’s talented team to drive growth and innovation.”

As SupplyWell expands its reach and offerings, Kerry will be instrumental in ensuring the company remains at the forefront of the education staffing industry. Her ability to leverage marketing channels to connect with educators and schools will undoubtedly contribute to SupplyWell’s ongoing success.

Director of people to join All Saints Multi Academy Trust

Laura Wilcockson is set to join All Saints Multi Academy Trust as director of people in mid-September.

Currently director of human resources (HR) at Wirral Met College, Laura has successfully led the transformation of a team of 11 HR advisors and developed and implemented a bespoke HR strategy across each campus.

Prior to moving into the education sector, Laura worked in various HR managerial roles within the hospitality sector.

Laura’s experience and expertise uniquely position her to drive strategic human resource initiatives and foster a collaborative, supportive environment within All Saints Multi Academy Trust.

Speaking about the strategic appointment, CEO of All Saints Multi Academy Trust, Heather Duggan, said: “We are very much looking forward to welcoming Laura to our team. Her expertise will be instrumental as we enhance and expand our HR division within the trust.

“Laura’s arrival represents a significant milestone in our journey of growth, and we look forward to the positive impact she will undoubtedly make.”

James Kerfoot commits to revitalising Alsop High School

Alsop High School, part of Omega Multi-Academy Trust, is proud to announce the appointment of James Kerfoot as the new executive principal.

James Kerfoot is an experienced educational leader, with over 13 years of experience as a headteacher across three schools. His extensive background in coaching and mentoring senior leaders in education further underscores his capacity to lead Alsop High School towards a promising future.

James has a deep understanding of the Liverpool community. His mission at Alsop High School is clear: to restore the school to its former glory and ensure it becomes a beacon of excellence within the community.

James said: “I am proud and privileged to have taken on the role of leading this wonderful, warm school. Our mission at Alsop High School is ‘Achieving Excellence Together,’ and our definition of excellence is to seek one per cent improvements every day in all that we do.

“This applies to both staff and students. I am committed to ensuring that every child under our care is given the tools, support and encouragement to achieve their best.”

Mr Kerfoot emphasises the importance of the basics; attendance, punctuality, and respect – the cornerstones he believes are essential to creating a thriving school environment. He also highlights the school’s commitment to safety.

He added: “With patience and support from our local community and great support from Omega Multi-Academy Trust, we will make the necessary improvements.”

Christian Wilcocks, CEO of Omega Multi-Academy Trust, said: “James Kerfoot brings a wealth of experience and a passion for education that is truly inspiring.”

With a clear vision and unwavering dedication, James Kerfoot is set to lead Alsop High School towards a future filled with promise and success, reaffirming its place as an institution of educational excellence in Liverpool.

Appointments News

Introducing the new central education team at Northern Schools Trust

In a year of dynamic growth, Northern Schools Trust (NST) has expanded its central team, bringing in a group of highly experienced educators to support its schools more effectively.

These appointments are set to drive significant improvements across NST’s network, benefitting students, teachers, and the wider school community.

Paul Smith, director of education and deputy chief executive, joins NST with a wealth of experience, having previously served as CEO of The White Horse Federation, overseeing 31 schools. His leadership at Future Academies saw the trust grow from three to ten schools.

Mark Robinson has taken on the role of head of humanities, bringing his expertise from independent schools like Ruthin School and King’s School, Macclesfield. An Oxford graduate with a specialism in history, Mark’s academic background and teaching experience will strengthen the humanities curriculum.

Claire Lanceley, director of school improvement (mathematics), joins the trust from The King’s School, Chester, where she led the maths department.

With a first degree in Mathematics from the University of Liverpool, Claire is poised to elevate maths provision across the trust.

Kathryn Howard will be the trust lead for SEND. Her extensive background in special educational needs and disabilities (SEND) includes roles as head of learning support and director of teaching & learning at Merchant Taylors’ Girls School. Her expertise will be crucial in enhancing support for SEND students.

Other notable appointments include Deborah Murray, formerly with STAR Academies, and Heather Moore, the new trust lead for science, also bring impressive credentials. Their experience in improving English and Science education, respectively, will be instrumental in advancing academic standards.

With NST’s new team in place, it is confident its schools will continue to thrive, delivering outstanding education for all.

For more details on these appointments visit the website northernschoolstrust. co.uk or get in touch at admin@ northernschoolstrust.co.uk.

Remarkable Autism Charity

champions homegrown talent with the appointment of 13 apprentices

Remarkable Autism Charity, based off East Lancashire Road at Stonecross Court, has made huge strides in recent years to increase the number of apprenticeships available across the organisation.

The charity, which has three core provisions supporting autistic individuals to live happy and fulfilled lives, has long advocated for nurturing homegrown talent.

Towards the end of the 2023/24 academic year, Remarkable employed seven apprentices across various functions within its three core provisions: Ascent Autism Specialist College, Wargrave House School and Sundial Therapy.

The seven apprentices include Scarlett Morris, people and culture apprentice at Remarkable Autism; Peter

Wooding, IT apprentice at Remarkable Autism; and Nicola Rigby, teaching support assistant at Wargrave House School.

For the 2024/25 academic year, a further six apprentices will join Remarkable’s growing team, taking up roles across two of its provisions.

Catherine Bayliss and Stanislav Lipinski will embark on occupational therapist apprenticeships with Sundial Therapy. At the same time, Brogan Clayton, Lauren Connell, Kerys Maguire and Katie Mitchell will begin teaching support assistant apprenticeships with Wargrave House School.

CEO of Remarkable Autism, Robin Bush, said: “We are delighted to extend our apprenticeship offering across our core provisions as we welcome 13 new apprentices from September.

“As a charity, we are committed to nurturing homegrown talent while fostering a culture of continuous learning and development.”

Robin added: “At the heart of our provisions is our shared goal of helping the young people we support to live happy and fulfilled lives. Through apprenticeships, we can support up-and-coming talent to access the relevant training and opportunities that will enable them to help us on our remarkable mission.”

Recently, the charity was successful in its application to become a member of the Liverpool City Region Fair Employment Charter – Aspiring Level. The ‘Aspiring Level’ accreditation acknowledges good practice in employers across the region.

2024 OPEN DAY CALENDAR

Key dates for your diary - a handy guide to secondary school and sixth form open events 9 19

SEPTEMBER

MONDAY THURSDAY

Cardinal Heenan Catholic High School open evening

6:00-8:00pm

cardinal-heenan.org.uk

Alsop High School open evening 4:30-6:30pm alsophigh.org.uk

Childwall Sports & Science Academy open evening

4:30-7:30pm childwallssa.org

Maricourt Catholic High School open evening

6:00-8:00pm maricourt.net

St Mary’s College, Crosby open evening

4:00-7:00pm

stmarys.ac

Liverpool Life Sciences UTC virtual open evening 5:00-6:00pm lifesciencesutc.co.uk

St Julie’s Catholic High School open evening 4:00-6:00pm stjulies.org.uk

The Studio virtual open evening 5:00-6:00pm thestudioliverpool.uk

SATURDAY

St Mary’s College, Crosby open morning

10:00am-12:00pm

stmarys.ac

Liverpool Life Sciences UTC Sixth Form open evening

5:00-6:30pm lifesciencesutc.co.uk

THURSDAY

Kirkby High School open evening

6:00-8:30pm kirkbyhighschool.net

North Liverpool Academy open evening

4:00-7:00pm northliverpoolacademy.co.uk

Rainford High open evening

6:00-8:00pm rainford.org.uk

St John Bosco Arts College open evening

4:00-7:00pm stjohnboscoartscollege.com

St Cuthbert’s Catholic High School open evening

5:30-8:00pm stcuthberts.com

WEDNESDAY

De La Salle School, St Helens open evening

4:30-7:30pm delasalle.st-helens.sch.uk

The Studio Sixth Form open evening

5:00-6:30pm thestudioliverpool.uk

21 2 26 3

THURSDAY

St Margaret’s CofE Academy open evening

5:00-7:30pm stmargaretsacademy.com

The Academy of St Nicholas open evening

5:00-7:30pm theacademyofstnicholas.org.uk

Educate Awards inundated with entries from across the north west

The Educate Awards is celebrating a record number of schools, colleges and multi-academy trusts (MATs) from across the region entering this year.

The surge in entrants highlights the ongoing commitment to educational excellence and innovation around the north west, with a 52 per cent increase in entrants from Manchester and Lancashire entering.

In particular, the introduction of a new category for 2024, the ‘Most Inspirational Multi Academy Trust’ award, sponsored by Satis Education, has captured significant interest. This category is expected to be highly competitive, with many leading MATs submitting strong entries.

One judge said: “The overall quality of the applications this year has surpassed all others. Schools must be commended for their attention to detail and evidence-based approach. It, therefore, goes without saying that the calibre of submissions has been incredibly high. I was particularly impressed with the way that schools balanced the needs of the curriculum and tailored their activities which resulted in enhancing the educational experience and outcomes for the students.

“I was incredibly impressed by the submissions for the ‘Most Inspirational Multi Academy Trust’ category. What was very clear is that a strong collaborative approach and the pooling of resources have been transformative for many schools, plus the investment in professional development, leadership programmes, and targeted support have raised standards and delivered tangible results. For me, the trusts that have a strong presence within their communities show a real passion to address local educational needs through an integrated approach.”

The ‘Outstanding Commitment to the Environment’ category, sponsored by Fresh Start Waste Services, has received a record number of submissions, showcasing the hard work and dedication of schools and colleges that are making a considerable effort to be environmentally friendly and are actively working towards a sustainable future.

Other categories which have seen a record number of entries include ‘Outstanding Commitment to STEM’, sponsored by All About STEM, ‘Outstanding Arts in Primary School’ and ‘School Support Star of the Year’,

sponsored by SupplyWell.

Kim O’Brien, founder of the Educate Awards, said: “We are absolutely blown away by the number of entries we have received from schools, colleges and multi-academy trusts this year.

“The event is growing rapidly as we welcome even more schools from Manchester and Lancashire, and our passion for highlighting the exceptional work happening inside and outside the classroom has never been stronger.”

Kim added: “It is an incredibly exciting time for the Educate Awards, and we look forward to announcing the shortlist very soon.”

The prestigious awards will return to the iconic Liverpool Cathedral on Friday, 15 November.

A message from the title sponsor of the Educate Awards

More information about the 2024 shortlist will be revealed on the Educate Awards website www.educateawards. co.uk and social media channels in the next few weeks. Be the first in the know by following @EducateAwards on X, Instagram and Facebook.

Educate Awards would like to thank its official partner, ASL, and associate sponsors for their ongoing support of the event. Associate sponsors include: All About STEM, Angel Solutions, CER Education, CPMM Media Group, EdenFiftyOne™, Fresh Start Waste Services, Liverpool City Region Combined Authority Careers Hub, Liverpool John Moore’s University, LSSP, Satis Education, SENDSCOPE, and SupplyWell.

“At ASL Group, we firmly believe in the power of education to shape futures and transform communities. As the proud title sponsor of the 2024 Educate Awards, we are honoured to support an event that recognises the outstanding achievements of schools, teachers, and students across the region. We are continually inspired by the incredible stories and accomplishments of the nominees and winners, and we take immense pride in being part of an event that showcases their hard work and success.

The awards night is a highlight in our calendar, and we look forward to another memorable celebration this year. We are committed to continuing our support for the educators and students who make such a significant impact on their communities.

Together, let’s celebrate excellence in education!”

Duncan Forsyth, CEO, ASL Group www.asl-group.co.uk

19th September 4-6pm

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

“'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

You can find out more about what it means to be a member of our welcoming Notre Dame community at our Open Evening event on Thursday 19th September from 4-6pm.

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

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

St Patrick’s Catholic Primary School’s

flourishing school garden

Towards the end of the summer holidays, St Patrick’s Catholic Primary School in Southport was proud of how much the school’s garden has flourished in the past year.

The school plot started two years ago. From what was once a school playing field has grown into a lovely area with vegetables and flowers.

Mrs Williams in Year 4 asked Clive Baines, gardener for both the school and St Patrick’s and St Marie’s churches, if he could get a veg plot up and running for the Year 4 cohort at St Patrick’s.

The children worked hard in planting potatoes, onions, beetroots, leeks and spring

The benefits of working as a supply teacher

onions as well as some bedding plants like geraniums and sunflowers.

The ‘big attraction’ of the garden is the ‘bug hotel’, which pupils and staff have worked very hard in caring for and maintaining. Clive said children loved making the hotel.

Headteacher of St Patrick’s, Mrs Halsall, got the project up and running, while Mrs Williams, who runs the gardening club at the school, has helped all the children learn about gardening and the wildlife within the bug hotel.

All the work is overlooked by Father John from St Patrick’s and St Marie’s Churches.

As the new academic year awaits, many teachers may be looking for a change in their career, and working as a supply teacher could be the ideal solution.

Supply teachers play a vital role in supporting schools with staff shortages, whilst having the chance to experience a variety of teaching environments.

CER Education Liverpool is responsible for sourcing high quality temporary staffi ng across the North West and North Wales and has numerous positions available for the new academic year.

Flexibility

One of the biggest benefits of supply teaching is the flexibility it offers. Unlike permanent teachers, supply teachers can often choose when and where they work. This flexibility is perfect for those who want to maintain a work-life balance, whether they need to run errands or to attend a family event.

A wide variety of experiences

Teachers can have the opportunity to work in different schools, with different age groups, across various subjects.

This variety keeps the job fresh and exciting, and it also allows those to develop a broad range of skills and experiences. Teachers become adept at adapting to new environments and quickly building rapport with different groups of students.

Enhancing Your Teaching Skills

Supply teaching is a chance to refi ne your skills. It gives you the ability to think on your feet, manage classroom dynamics effectively, and develop strategies for engaging students quickly.

These skills are invaluable and can significantly boost your confidence and competence as an educator.

By registering with CER Education, specialist consultants can guarantee consistent flexible working hours, great rates of pay and other exclusive benefits, such as free training and discount and cashback offers.

Find out more about out latest supply roles via the CER website cer.co.uk/jobs/ teaching-jobs-in-liverpool/ Or email liverpool@cer.co.uk

UK science associations call for new primary science curriculum

Eating ice lollies and planting vegetables are essential primary science lessons, according to science experts.

The Royal Society of Biology (RSB), Association for Science Education (ASE), Royal Society of Chemistry (RSC), and Institute of Physics (IOP) said that new experiences in class would improve science, technology, engineering and maths (STEM) accessibility and engagement, as the government begins a reform of curricula and assessment.

In their recommendations based on the Primary Curriculum Advisory Group (PCAG) report for a new primary science curriculum, the RSB, RSC, IOP, and ASE say that offering ‘essential experiences’ like playing with shadows and kneading dough in class time will reduce inequalities in STEM education.

The calls for reform are based on the work of a group of primary science teaching experts, convened by the science associations in 2019, who drew up a modern curriculum framework using evidence from a wide variety of sources.

The scientific associations said the curriculum framework is designed to prepare children to understand their world and meet individual and societal needs. They say the primary science curriculum should:

• Have a strong emphasis on purpose, considering not just what is taught and learned, but why and how

• Help children identify with the sciences by providing opportunities for teachers to choose contexts that are relevant to their pupils

• Help all children to feel included in the sciences through the experiences that they have, encouraging teachers to use contexts that are familiar to primary age children

Responding to the call for a new primary science curriculum, Sarah Hannafi n, head of policy at school leaders’ union NAHT, said: “The curriculum and assessment review must take a coherent and collective view of the whole curriculum, creating the space and time needed for schools to make it relevant to their pupils, improving engagement and fostering a real love of learning.”

BE THE VERY BEST YOU CAN BE AT DE LA SALLE

THE ONLY STAR WE ARE MISSING IS YOU

WELCOME TO THE SCHOOL OF

WEDNESDAY 2nd OCTOBER 4.30 – 7.30PM

DELASALLE.ST-HELENS.SCH.UK

The Belvedere Academy’s superb GCSE and A-level results

The Belvedere Academy is thrilled to announce another set of superb GCSE and A-level results.

sixth formers obtain places at their fi rstchoice universities and to gain places on highly competitive apprenticeships.

Students have achieved top grades across a wide range of subjects and the school is immensely proud of the hard work, dedication, and resilience demonstrated by pupils.

The staff ’s commitment to providing bespoke support and high-quality teaching has been instrumental in this year’s outstanding achievements.

Staff look forward to seeing pupils pursue their aspirations and make a positive impact on the world.

If you would like to fi nd out more about The Belvedere Academy, feel free to attend the school’s open morning on Friday 6 September from 9am to 10.30am.

Those who work at the school said it has been wonderful to see so many Belvedere

There is no need to book for this event. To fi nd out more, visit www.belvedereacademy.net  or call 0151 727 1284.

14 to 17-year-olds experience university life

During July, more than 120 14 to 17-yearolds from across the UK took part in Liverpool John Moore’s University (LJMU) summer schools to inspire students from underrepresented backgrounds to consider higher education.

Two different summer school experiences were arranged for school pupils including:

A Year 10 residential for care experienced pupils. 20 young people from nine schools across Merseyside took part in the annual Year 10 residential, targeted specifically at those in local authority or residential care

The residential saw 14 to 15-year-old pupils spend two days and one night on campus staying at one of LJMU’s approved student accommodation sites. The annual event aims to give participants a real insight into student life, introducing them to the

concept of higher education, all while helping them see the inclusive nature that LJMU maintains.

A Year 12 three-day residential visit involved nearly 100 Year 12 students, including 48 from Northern Ireland and the rest from England and Wales.

The programme focused on students interested in media and engineering, offering them a taste of university life. Students stayed in student accommodation, lived in fl ats, attended academic lectures, and enjoyed evening entertainment in the Liverpool city centre. They also had the opportunity to visit various LJMU facilities, providing a thorough experience of university life.

One year 12 student who took part in the summer residential said: “the most valuable

aspect of the programme for me was being able to step out of my comfort zone and try new things.”

Pro vice chancellor for student experience, Professor Phil Vickerman, also delivered a session with the summer schools, sharing his own experience of university.

Over the last academic year, LJMU conducted over 800 school/college sessions on campus and in schools/colleges, reaching over 43,000 pupils.

Childwall Sports and Science Academy proudly celebrate A-level and GCSE results

The staff at Childwall Sports and Science Academy were very proud of Year 11 and Key Stage 5 students on their results this academic year. A number of students achieved well above their target grade and made considerable progress from Key Stage 2 scores.

Childwall also recognised that 28 students joined during their secondary phase of learning from other countries around the world. The school is delighted that many of its young people attained high grades in traditional subjects and distinction and distinction* in vocational qualifications.

The school congratulated Year 13 students on their Level 3 outcomes. The average A-level grade at Childwall has increased on last year and grades in technical courses such as IT, health and sport have resulted in very positive progress. All students have been able to choose their next learning pathway into higher education, apprenticeships and employment.

Ms Vincent, headteacher of the school, said: “It’s an absolute delight and privilege to be with students on results day.

“There is nothing more satisfying than seeing young people that have worked hard attain the grades they deserve, which in turn means that they have a choice in what they can do next.

“I would like to offer my personal congratulations to all the students and staff that went the extra mile, and to the parents that supported us when things got tough. Well done everybody!”

Childwall is now looking forward to the next phase in learning across the academy. Staff have been busy over the summer break updating technology and classroom environments to ensure the school has the most up to date equipment that will allow its teachers to teach to the best of their ability whilst being mobile and interacting with the children to further enhance metacognition.

ASFA commemorate remarkable GCSE and BTEC results

Year 11 students from The Academy of St Francis of Assisi (ASFA) returned to the Kensington-based school to collect their GCSE and BTEC results.

Students celebrated their achievements with friends, family, and teachers.

The academy, which is part of All Saints Multi Academy Trust (ASMAT), saw significant improvements in attainment levels for English, history and religious studies. Four students achieved grade 9s in mathematics and three students gained grade 9s in Spanish.

Many students will go on to study A-level and BTEC courses, with some heading to All Saints Sixth Form College in Garston or St Margaret’s Church of England Sixth Form, which are also part of ASMAT. Others have chosen to explore alternative pathways including apprenticeship opportunities.

Abdulrahman Al Masherhari achieved grade 9s in maths, physics, chemistry, religious studies, Arabic, history and English language, plus two grade 8s. He will study maths and sciences at a local sixth form.

Chance Mokelo, who is head girl at the academy, achieved a fantastic set of results including six grade 8s, one grade 7 and two grade 6s.

This year’s results showcase not only the academic achievements of students but also the vibrant community spirit that defi nes the academy. For over 65 per cent of its students, English is not their fi rst language, and many have undertaken additional GCSEs in their native languages.

Ms Jo Leech, headteacher of ASFA, said: “Our class of 2024 has achieved remarkable things, and their hard work and commitment have truly shone through. They should be very proud of themselves. While we will miss them dearly, we are excited for the new adventures that await them.

“As an academy, we look forward to building on this success and continuing to provide an enriching and supportive environment for all our students.”

Childwall Academy wins NACE Challenge Award

Childwall Sports and Science Academy is celebrating after being awarded the coveted National Association for More Able Children (NACE) Challenge Award.

The award was given in recognition of school-wide commitment to high-quality provision for more able learners, within the context of challenge for all. Childwall Academy is the fi rst school in Liverpool to achieve the award.

To attain the challenge award, the school completed a detailed selfevaluation using the NACE challenge framework, submitted a portfolio of supporting evidence, and were assessed by a NACE associate.

Christabel Shepherd, NACE director of challenge and curriculum development, said: “We were very impressed by the school’s ambition to provide challenge for all learners through the rigorous development and consistent application of evidence-based practice within an ambitious curriculum, delivered by

Disadvantaged children still performing worse than peers despite £60 billion investment to support all

children in education

The National Audit Office (NAO) released its report: ‘Improving educational outcomes for disadvantaged children’, examining the Department for Education’s (DfE) funding to support the attainment of disadvantaged children in English educational settings from early years to the end of Key Stage 4 (end of compulsory schooling).

NAO said the department has introduced a range of interventions, alongside its funding to support all children, specifically to improve the attainment of disadvantaged children. The report examines if the DfE is achieving value for money in its funding.

NAO reported each year, DfE spends around £60 billion to support all children across schools and early years settings. For 2023-2024, this included an estimated £9.2 billion focused on supporting disadvantaged children and narrowing the attainment gap between them and their peers.

Despite this investment, NAO stated disadvantaged children performed less well than their peers across all areas and school phases in 2022/2023.

NAO said DfE has evidence to support some of its interventions and uses this to help schools and early years providers to make decisions. However, it does not yet

expert and creative staff.

“As a result, students regularly experience opportunities to think deeply, make connections between concepts and become more independent in their learning.”

Ms Vincent, headteacher of Childwall Academy, said: “Attaining the challenge award is very important to us. We are delighted that the assessor can see that students and staff at Childwall are ambitious and continue to develop learning opportunities that are of the highest standard.”

A Childwall student said: “Our teachers encourage us to critique and build on each other’s ideas, and they encourage us to think harder to come up with our own answers.”

One parent commented: “The school knows and supports my son and all students effectively. Teachers and students have excellent positive relationships as do student peers which makes my son feel proud of being more able.”

understand the outcomes resulting from a significant proportion of its expenditure on disadvantaged children. This, and the lack of sustained progress reducing the disadvantage attainment gap since 2010/2011, means that DfE cannot demonstrate it is achieving value for money, according to NAO. To make progress it should build more evidence of what works, look strategically across its interventions and how it allocates its funding.

Commenting on the report, Professor Becky Francis, CEO of the Education Endowment Foundation (EEF), said: “The Pupil Premium remains the

most powerful tool schools have at their disposal to support pupils facing socio-economic disadvantage...

“That being said, we know that many schools are facing fi nancial pressures. And the NAO report highlights how the pupil premium has fallen in real terms value over the last few years, while more and more pupils have become eligible.”

Fantastic GCSE and BTEC results for The Academy St Nicholas

The Academy of St Nicholas, Garston, celebrated another brilliant year of GCSE and BTEC results.

Angelina Jolie backs children’s rights education in new book

her studies. She achieved grade 9s in science and art, and grade 8s in geography, maths and religious studies.

“When young people join together, you are an unstoppable force” Angelina Jolie pens foreword of new book as British parents say children should be taught about their human rights at school.

Eager students, accompanied by proud parents and family members, arrived at the Horrocks Avenue-based academy to open the envelopes containing their results.

SENDSCOPE teaching assistants’ training and networking day

Asda launches new initiative with Joe Wicks to support UK primary schools

Supermarket chain, Asda, has announced a new initiative to support primary schools across the UK, fronted by PE and fitness guru, Joe Wicks.

Overall, the academy has seen students achieving top grades in a wide range of subjects including grade 9s in art and design, English language, English literature, maths, science and religious studies.

Other triumphs include student Bolu, who only started his GCSE studies in Year 11 and achieved grade 7s in almost all subjects. He plans to return to All Saints Sixth Form College to study maths, physics and chemistry.

Amnesty International has launched a new book with Andersen Press on children’s rights for primary school students as it releases figures revealing the majority of parents in Great Britain want their children to learn about their human rights in school.

The book, These Rights Are Your Rights, is released as children return to school and ahead of the government’s review of the national curriculum, which starts this month. Parents feel children should be taught about racism and other forms of prejudice as well as have the right to sex education that includes LGBT+ relationships.

It has also seen an increase in the number of students securing grades 7-9 compared to last year, as well as an increase in the number of students achieving distinction* or distinction grades in vocational courses.

SupplyWell, the ethical alternative to recruitment agencies, partnered with SENDSCOPE to host a free teaching assistant (TA) training & networking day in August. This came just a month after SupplyWell launched its new innovative app designed to revolutionise the supply process for educators across the country.

style speaks to children directly and is also useful for teachers and parents to understand and discuss their rights with them.

Headteacher, Mr Gary Lloyd, said: “We are thrilled that so many of our students have achieved their goals and step into new and thrilling pathways. We can’t wait to welcome many of them back in September at All Saints Sixth Form College to start their A-level and vocational pathway adventures.”

These Rights Are Your Rights is written for children and is informed by children.  In light-touch words and pictures, with fun facts and jokes, it explains what child rights are, how they came into being, how governments are failing to uphold them and equips young people with the knowledge they need to protect themselves and others.

Many St Nicholas students will continue their education at All Saints Sixth Form College, which is located on the same campus as the academy. Others will join the world of work or pursue exciting apprenticeship opportunities.

“We created this series to increase children’s understanding of their rights and empower them to become active both in their own lives and know they can help people wherever they are.

“Our poll shows the majority of parents clearly want schools to teach their children about human rights and the Government has a fresh opportunity to make this a reality with the curriculum review and make sure teaching children’s rights is embedded throughout education, starting at primary school.

Bolu (right) with a fellow student from The Academy of St Nicholas on GCSE results day

It shows how child rights apply online too, with advice on how to stay safe from cyberbullying, grooming and dark algorithms.

The networking day aimed to equip TAs with the latest special educational needs (SEN)-specific knowledge, strategies, and techniques, enabling them to confidently support students with a diverse range of needs.

The Cashpot for Schools campaign will make millions of pounds available to primary schools through Asda’s loyalty programme, Asda Rewards, after recent research by Asda revealed nine in 10 primary school teachers admitted their schools were reliant on parents and Parent Teacher Associations (PTAs) for funding.

According to the data, nine in 10 teachers say that a lack of funding has impacted learning and student experience at their school.

Furthermore, an alarming 23 per cent of schools are concerned they won’t have the funds to host a sports day this academic year.

SENDSCOPE, a leading SEND provision supporting neuro-diverse young people, delivered a specialised training session that was both informative and engaging.

“Empowering children and young people to learn about their rights is a human right that will benefit them throughout their lives and this book will help them do it.”

Asda’s Cashpot for Schools initiative allows shoppers to raise money for their chosen primary school by shopping with Asda Rewards.

Led by SENDSCOPE principals Jacqueline Bebbington and Natalie Walsh, the accredited training brought special educational needs and disabilities (SEND) concepts to life through the use of real-life examples, providing attendees with valuable insights into the world of special educational needs.

The latest in Amnesty’s child rights series it includes a preface by Angelina Jolie – who joined forces with Amnesty in 2021 to co-write the first book of the series Know Your Rights and Claim Them.

Customers must select their primary school of choice within the app and scan every time they shop – the supermarket will donate 0.5 per cent of the value of their basket to their chosen school.

Attendees remarked that Natalie and Jacqueline’s expertise and passion for supporting students were evident throughout the training.

Their ability to connect with the TAs and share personal experiences created a supportive and inspiring atmosphere.

The book lays out the rights that children have in a clear, engaging, child-friendly way, from having the right to play, to the right to equality – regardless of race, religion or sexuality – to the right to a safe place; to identity; and more.

It is illustrated by inspiring stories of children who took action when their rights were being denied, from:

Some of this year’s top achievers include Sebastian, who has achieved amazing outcomes, with grade 9s in science, maths, English language, English literature and religious studies. Sebastian also achieved impressive grade 8s in computer science and geography.

Fellow student Catherine also achieved great results as a product of her commitment to

• UK Amy, Jaime, Kane and Jamie from the UK who have additional learning needs and are wheelchair users and succeeded in getting children with accessibility issues involved in town-planning decisions

In her preface, Angelina Jolie speaks directly to children telling them that: “Children everywhere, from the moment you are born, you have the same rights as every other child…. Laws get broken all the time, but it is harder for this to happen if we know what they are and what can be done to stop it.

Asda will kickstart each school’s Cashpot with £50 once they register for the initiative, and will add an additional £1 to the school pot for every customer who signs up. Asda is anticipating around £500 to be raised for each school taking part.

The day was a resounding success, with participants demonstrating a keenness to learn and develop their skills. TAs were equipped with a wealth of practical tools and strategies that they can apply in their daily work.

SupplyWell relationship manager, Dominique Walker, expressed optimism about the attendees’ abilities to make a positive impact: “We believe that everyone who attended is well-prepared to make a real difference when they return to work in the new school year.”

“That is what this book is about …. This book tells you what your rights are, where they come from and why they matter …. When young people join together, you are an unstoppable force.”

Cashpot for Schools is the first campaign Joe Wicks is set to front for Asda over the coming months, with his passion for supporting schools matching Asda’s ambition to help families live their very best lives.

Joe Wicks said: “From sports facilities to nutrition, Asda shoppers’ donations will have a huge impact on primary schools around the country – and after all, who doesn’t want the very best for their kids.”

The partnership between SupplyWell and SENDSCOPE has proven to be a valuable collaboration, offering essential training and support to TAs working in the SEND sector. By equipping TAs with the necessary skills and knowledge, these events contribute to improving the educational experiences of neuro-diverse young people.

• Kez Valdez from the Philippines who became an activist after living on the streets and as a young teen helped improve the lives of other street children

• Sweden’s Greta Thunberg, who mobilised school children around the world to demand politicians take meaningful action on climate change, and many more, showing children can and do take action for their rights.

In addition to introducing children to their rights, the book has guidance on how to recognise fake news, build skills in how to raise awareness and strengthen their confidence. It is useful for children to read themselves as well as for teachers to use as a resource and for parents to read to younger children.

Alice Sims, Amnesty International UK’s human rights education manager, said: “This book is ideal for Key Stage 2 - its child-friendly

A new YouGov poll commissioned by Amnesty last month reveals that fewer than a quarter (24 per cent) of parents know that children have more rights than adults, but the majority (74 per cent) feel it’s important for children to learn about their rights in school and that it should be compulsory – a clear message ahead of the curriculum review.

Register interest for Liverpool Confucius Institute’s education partners conference

The Liverpool Confucius Institute (LCI) will be hosting an education partners conference on 14 November 2024.

81 per cent of parents feel children should be taught about racism and other forms of prejudice at school – a particularly strong message in the wake of the racist violence that tore through communities this summer. Amnesty’s poll also shows that 58 per cent of parents feel children should have the right to be taught age-appropriate sex education that is inclusive of LGBT+ relationships.

This conference aims to demonstrate and discuss the benefits of cross-cultural learning in educational institutions, to discuss widening participation and student engagement, and to give LCI education partners the opportunity to give feedback and ask questions.

These Rights Are Your Rights is written by Nicky Parker at Amnesty International and illustrated by Sue Cheung, is published by Andersen Press and is now available in bookshops across the UK and Amnesty UK’s website priced £7.99.

The day shall be split, with the morning offering participants a chance to hear about LCI’s work and what it can offer schools, as well as a keynote speaker and other talks.

After lunch, the afternoon will include a range of Chinese cultural activities for participants to try, while also being introduced to the LCI space. The day will

Asda is working in partnership with Parentkind – a dedicated charity for PTA fundraisers across the UK – to ensure all primary schools can benefit from the initiative. This means Asda is able to ensure all primary school PTA bank details are registered with the charity –ensuring the money raised can be donated directly to the school once the campaign closes.

conclude with a Chinese dinner, allowing participants to socialise and taste Chinese cuisine.

LCI is a space to engage, share and learn Chinese culture. Throughout the year, LCI hosts a range of cultural events from film screenings, language exchange, tai chi, its Chinese New Year gala and the annual dragon boat races for schools and North West England universities.

There is also a wide range of courses to learn Chinese which caters to different ages and levels of ability.

For more information regarding events and courses, please visit the institute’s website which is regularly updated: www.liverpool.ac.uk/confucius-institute/

Find out more about joining our happy and successful sixth form community

Find out more about joining our happy and successful sixth form community

Find out more about joining our happy and successful sixth form community

www.kingdavidliverpool.co.uk/Applying-to-the-6th-Form/

 Wide range of subjects on offer

 Wide range of subjects on offer - over 20 courses

 Wide range of subjects on offer - over 20 courses

 State of the art facilities

 State of the art facilities

 State of the art facilities

 Highly successful Sixth Form - 54% of A Level grades at A* to B in 2024

 Highly successful Sixth Form - 37% of A Level grades at A* & A in 2023

 Highly successful Sixth Form - 37% of A Level grades at A* & A in 2023

 Close knit community where everyone feels included - students are proud to be part of King David

 Close knit community where everyone feels included - students are proud to be part of King David FOR INFORMATION ON ADMISSIONS, EVENTS AND HOW TO APPLY VISIT OUR WEBSITE

 Close knit community where everyone feels included - students are proud to be part of King David

Childwall Road, L15 6WU

Childwall Road, L15 6WU

Childwall Road, L15 6WU

Tel: 0151 235 1420

Tel: 0151 235 1420

Tel: 0151 235 1420

www.kingdavidliverpool.co.uk

www.kingdavidliverpool.co.uk

www.kingdavidliverpool.co.uk

Headteacher: Mr M Sutton

Headteacher: Mr M Sutton

Headteacher: Mr M Sutton

Fantastic GCSE and BTEC results for The Academy St Nicholas

The Academy of St Nicholas, Garston, celebrated another brilliant year of GCSE and BTEC results.

Eager students, accompanied by proud parents and family members, arrived at the Horrocks Avenue-based academy to open the envelopes containing their results.

Overall, the academy has seen students achieving top grades in a wide range of subjects including grade 9s in art and design, English language, English literature, maths, science and religious studies.

It has also seen an increase in the number of students securing grades 7-9 compared to last year, as well as an increase in the number of students achieving distinction* or distinction grades in vocational courses.

Many St Nicholas students will continue their education at All Saints Sixth Form College, which is located on the same campus as the academy. Others will join the world of work or pursue exciting apprenticeship opportunities.

Some of this year’s top achievers include Sebastian, who has achieved amazing outcomes, with grade 9s in science, maths, English language, English literature and religious studies. Sebastian also achieved impressive grade 8s in computer science and geography.

Fellow student Catherine also achieved great results as a product of her commitment to

her studies. She achieved grade 9s in science and art, and grade 8s in geography, maths and religious studies.

Other triumphs include student Bolu, who only started his GCSE studies in Year 11 and achieved grade 7s in almost all subjects. He plans to return to All Saints Sixth Form College to study maths, physics and chemistry.

Headteacher, Mr Gary Lloyd, said: “We are thrilled that so many of our students have achieved their goals and step into new and thrilling pathways. We can’t wait to welcome many of them back in September at All Saints Sixth Form College to start their A-level and vocational pathway adventures.”

Bolu (right) with a fellow student from The Academy of St Nicholas on GCSE results day

SENDSCOPE teaching assistants’ training and networking day

SupplyWell, the ethical alternative to recruitment agencies, partnered with SENDSCOPE to host a free teaching assistant (TA) training & networking day in August. This came just a month after SupplyWell launched its new innovative app designed to revolutionise the supply process for educators across the country.

The networking day aimed to equip TAs with the latest special educational needs (SEN)-specific knowledge, strategies, and techniques, enabling them to confidently support students with a diverse range of needs.

SENDSCOPE, a leading SEND provision supporting neuro-diverse young people, delivered a specialised training session that was both informative and engaging.

Led by SENDSCOPE principals Jacqueline Bebbington and Natalie Walsh, the accredited training brought special educational needs and disabilities (SEND) concepts to life through the use of real-life examples, providing attendees with valuable insights into the world of special educational needs.

Attendees remarked that Natalie and Jacqueline’s expertise and passion for supporting students were evident throughout the training.

Their ability to connect with the TAs and share personal experiences created a supportive and inspiring atmosphere.

The day was a resounding success, with participants demonstrating a keenness to learn and develop their skills. TAs were equipped with a wealth of practical tools and strategies that they can apply in their daily work.

SupplyWell relationship manager, Dominique Walker, expressed optimism about the attendees’ abilities to make a positive impact: “We believe that everyone who attended is well-prepared to make a real difference when they return to work in the new school year.”

The partnership between SupplyWell and SENDSCOPE has proven to be a valuable collaboration, offering essential training and support to TAs working in the SEND sector. By equipping TAs with the necessary skills and knowledge, these events contribute to improving the educational experiences of neuro-diverse young people.

Register interest for Liverpool Confucius Institute’s education partners conference

The Liverpool Confucius Institute (LCI) will be hosting an education partners conference on 14 November 2024.

This conference aims to demonstrate and discuss the benefits of cross-cultural learning in educational institutions, to discuss widening participation and student engagement, and to give LCI education partners the opportunity to give feedback and ask questions.

The day shall be split, with the morning offering participants a chance to hear about LCI’s work and what it can offer schools, as well as a keynote speaker and other talks.

After lunch, the afternoon will include a range of Chinese cultural activities for participants to try, while also being introduced to the LCI space. The day will

conclude with a Chinese dinner, allowing participants to socialise and taste Chinese cuisine.

LCI is a space to engage, share and learn Chinese culture. Throughout the year, LCI hosts a range of cultural events from film screenings, language exchange, tai chi, its Chinese New Year gala and the annual dragon boat races for schools and North West England universities.

There is also a wide range of courses to learn Chinese which caters to different ages and levels of ability.

For more information regarding events and courses, please visit the institute’s website which is regularly updated: www.liverpool.ac.uk/confucius-institute/

LCI Education Partners Conference

Join us for the University of Liverpool Confucius Institute's Education Partners Conference

This November, we invite you to explore the benefits of cross-cultural learning at our first Education Partners Conference Ideal for educators and leaders, this event focuses on expanding Chinese language programmes and enriching student engagement through cultural activities

14th November 2024

University of Liverpool Campus

FREE to attend

Discover how integrating Chinese language and culture can enhance students' multilingual abilities and broaden their global perspectives. The day will feature insightful keynote speeches from leading scholars, an introduction to the Confucius Institute, and engaging hands-on experiences in Chinese music, arts and cultural activities. The day will conclude with a Chinese dinner.

To be part of this day, book your free place by emailing lci@liverpool.ac.uk.

126 Mount Pleasant, University of Liverpool, L69 3GW

lci@liverpool.ac.uk

liverpool ac uk/confucius-institute

Experience of the Workplace –A GameChanging approach

The Liverpool City Region (LCR) Careers Hub recognises that traditional work experience models must evolve, especially for sectors like gaming.

Working in the gaming industry sometimes has sensitivities relating to 18+ content and top-secret projects which can present barriers for students at school age to gain experience.

This is a conundrum, as its this demographic that require exposure to the opportunities in the industry.

The LCR has a thriving gaming sector. Generating £220m per annum, it’s the region’s largest creative industry and the reason why GameChangers was launched – funded by the LCR Combined Authority’s Careers Hub, supported by All About Futures/All About STEM; to develop pathways, partnerships, funding opportunities, and best practice to enable young people to realise their ambitions in gaming.

LCR’s recent GameChangers ‘Experience of the Workplace’ put in place a solution to the conundrum – three days; three locations, with 300 students aged 15-18, giving them the opportunity to meet industry professionals, make connections and explore essential skills needed for working in a games studio.

Students learnt game design, engaged in workshops covering creative skills for character development and user experience (UI/UX) design, corporate related aspects, including brand guidelines and copyright law.

Experiences of the workplace have impact when skills are developed, which is why the LCR Careers Hub is committed to supporting schools and colleges by bringing employers together to open the world of work with exposure to a wide range of sectors, including gaming.

Its employers are ensuring the next generation has access to quality experiences they deserve. Gill Walsh, strategic LCR careers hub lead, said: “These experiences not only give students an insight into what it is like to work in the games industry but, more importantly, help them develop essential skills they can use in the workplace to ensure they are career ready.”

Contact careershub@liverpoolcityregionca.gov.uk to get involved.

Smiles at St John Plessington on A-level, GCSE and BTEC results days

Students at St John Plessington Catholic College were overjoyed as they collected their long-awaited A-level, GCSE and BTEC results.

There was significant improvement in A-level results, with 95 per cent of students achieving A*-E grades. The school also reported a 100 per cent pass rate in

vocational subjects, with 67 per cent achieving top marks of distinction* / distinction and 97 per cent merit and above.

The Year 13 class of 2024 excelled with many incredible success stories, including Bridget Gallagher, who achieved an A* in art, an A* in history and an A in design technology.

Another student, Ruby Rice, achieved distinction* in PE, distinction* in health and social care and an A in sociology.

Many students will attend university in September, including Adam Birnie, who will attend the University of Edinburgh to study history.

On GCSE results day, staff and students alike were delighted with this year’s results across all subject areas. There were widespread improvements in many curriculum areas, including English and maths.

Year 11 student Rebecca Martin achieved five grade 9s, a grade 8, three grade 6s, a grade 5 and a distinction* and will go on to study psychology, English and Spanish.

Lexi Downey has also opted to continue her studies at St John Plessington, where she will study Mandarin and maths. Lexi achieved a grade 9, five grade 8s, one grade 7, two grade 6s and a distinction.

Mr Peadar McLoughlin, headteacher at St John Plessington Catholic College, said: “It has been a fantastic few weeks here at St John Plessington with some incredible achievements for our Year 11 and Year 13 students.

“During their time here, they have each demonstrated so much dedication and passion to their studies. We are so proud of them; they are a real credit to our school and the Holy Family Multi Academy Trust.”

All About STEM winners’ idea brought to life during inspiring Unilever visit

After successfully pitching their innovative tablet shampoo product, ‘Pure Drops by Radiance’, to Unilever judges at All About STEM’s celebration and assessment event in March, the winners of the Unilever Inspire Programme for 2023/2024 from Bishop’s Blue Coat, Chester, celebrated with a visit to Unilever Port Sunlight.

The day began with a visit to the consumer claims team and a trip to the salon – where real customers test real products – and an exciting tour of the advanced manufacturing centre. A trip to the packaging department saw students drop-test packaging and explore design before seeing their own product brought to life.

In the afternoon, students headed to formulation and fragrance to weigh and measure important chemical compounds for a special shampoo.

Jemma Grindlay, employer relationships manager at All About STEM, said: “This year, students even got the opportunity to see and smell their product which was 3D printed and formulated by Unilever’s staff volunteers. It was amazing to witness and the excitement from our winners was contagious.”

The Unilever Bright Future Inspire Programme is open to groups of students in Year 8 and Year 9 from state-funded secondary schools across the North West.

Kicking off in November with a research and development (R&D) showcase, students are tasked with designing a product that meets one of the business challenges set by Unilever staff.

Students are invited in March to showcase their fi nal product concepts/ ideas to teams of expert judges on their formulation, packaging, sustainability and technical claims.

Teams can win awards in innovation,

digital, sustainability, technical and consumer categories – with cash prizes for teams who win overall third, second or fi rst place.

North West teachers can fi nd out more about Unilever Bright Future at All About Stem’s upcoming Teacher Twilight on 3 October: www.allaboutstem.co.

uk/2024/06/unilever-bright-future-teachertwilight/

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16-19 student premium called to tackle attainment gap for disadvantaged students

A report published by the Education Policy Institute (EPI), supported by Unbound Philanthropy, called for a 16-19 student premium to tackle the sizeable attainment gap facing disadvantaged 16–19-yearolds.

Building on research by EPI which has shown disadvantaged students are 3.2 grades behind their peers by the time they finished 16-19 education, the report made recommendations to the new government about how a new student premium might work, who would be eligible and the likely costs.

EPI recommends that the student premium should be based on student-level and area-level measures of disadvantage. This would be additional to existing 16-19 funding and would be a fixed, per-student amount received by institutions.

Setting the student premium at an initial rate to match the secondary school pupil premium, the policy would cost around £340 million annually and support 28 per cent of 16-19 year old students.

Policy recommendations

The report proposed:

• The introduction of a student premium for disadvantaged students in 16-19 education, based on eligibility criteria that combine student-level (FSM6) and area-level (IMD) measures of disadvantage

• The department should ensure that institutions are automatically able to identify which students are eligible for the student premium and evaluate institutions’ use of the shared data system to ensure it is fit-for-purpose

• 16-19 institutions should be held to account by publishing information on

how much student premium funding they receive and how they are using it to support their disadvantaged students

Emily Hunt, associate director for social mobility and vulnerable learners at the Education Policy Institute, said: “The introduction of a student

premium would end the disparity in funding for disadvantage as students transition from secondary school into 16-19 education, sharpen institutions’ focus on disadvantage and support evidence-based solutions to tackling the 16-19 disadvantage gap.”

St Mary’s College, Crosby, praise students’ fabulous A-level results

Students and staff at St Mary’s College in Crosby celebrated an excellent set of A-level results this summer.

The ‘class of 2024’ saw an impressive 40 per cent of St Mary’s students achieving three or more A*, A or B grades, up from 30 per cent last year.

Overall, a third of all A-level passes (34 per cent) were at the highest A*/A grades, and almost two-thirds (64 per cent) were A*, A or B grades.

A fifth of the cohort (20 per cent) also achieved three or more A* or A grades, another increase on last year.

Top of the class at St Mary’s this year was 18-year-old Owen Ashcroft from Blundellsands, who achieved A* passes in English literature, mathematics and further mathematics plus an A grade in physics. Owen is heading to the University of Warwick to study economics.

Three other St Mary’s high achievers are

Oxbridge bound, including Lara Miller, head boy, Ellis James, and Naomi Jones.

Head girl Olivia Newton, aged 18 from Southport, is going to study medicine at the University of Liverpool after she achieved A* passes in biology and psychology plus an A grade in chemistry. Olivia is following in the footsteps of her mum Louise who was also head girl at St Mary’s and studied medicine at Liverpool.

St Mary’s College principal, Mike Kennedy, commented: “I am delighted with these results which are a testament to the hard work and commitment of our students – and the support they have received from staff and parents – throughout their time at the school.

“All these young people have made a wonderful contribution to life at St Mary’s over the years and naturally we are very sad to see them go.”

How the qualifications have progressed Taking your T-levels:

by Katie Parry

On 15 August, students across England, Northern Ireland and Wales received their Level 3 qualification results. This year marked four years since the introduction of T-levels as an option for 16 to 19-year-olds to take.

T-levels in a nutshell

T-levels are technical-based qualifications in England that focus on more practical subjects than academic ones. The qualification includes a mixture of both classroom learning and on-the-job experience, with a work placement making up about 20 per cent of the course. T-levels are designed to cater for students who want an alternative to A-levels but do not wish to take an apprenticeship.

One T-level is equivalent to roughly three A-levels. Students get one of four grades, ranging from a distinction* to a pass. A distinction* is worth 168 UCAS points - the same as three A*s at A-level - and a merit is equivalent to three Bs at A-level. The first T-levels were launched in 2020 – the subjects being construction, digital, and education and early years – and since then, this number has grown. As of 2024, there are over 20 subjects available for students to take.

Analysis from the Education Policy Institute (EPI) shows that although 10,253 students began a T-level two years ago, only 7,262 (71 per cent) completed their T-level. This is an increase from 66 per cent in 2021.

This figure is also lower than the completion rates of 75 per cent for similar sized vocational or technical qualifications (VTQs- the existing alternatives to A-levels) and 88 per cent for those taking three A-levels last year.

The institute concluded it appears that T-level students are becoming almost as likely to complete T-levels as students taking similar sized VTQs. This figure may continue to increase as T-levels complete their roll-out, and providers become more familiar with these new qualifications.

When T-levels were first launched with just three subjects, 1,235 students aged 16-18 embarked on these courses. UCAS reported that the most common T-level held by the first cohort of applicants was education and early years. This year’s education and early years T-level had the highest pass rate of 96.2 per cent.

On the government’s T-level website, it says having a T-level in education and early years means students can progress into roles such as a:

- Nursery worker

- Teaching assistant

- Learning mentor

- Special educational needs (SEN) teaching assistant

- Playworker

- Portage home visitor

Government statistics also revealed the North West was the region with the highest number of T-level results in 2023/2024 (1,458).

How useful are T-levels?

As the number of T-level subjects, along with the schools and colleges offering them, has grown, so has the number of students taking the qualifications. In comparison to A-levels, which saw more than 800,000 results issued to students this year, the number of students taking T-levels is minor. Similar to A-level subjects, different colleges offer different T-level subjects.

In Liverpool, we found 10 schools/colleges that offer T-level qualifications. St John Bosco Arts College in Croxteth, for example, offers a T-level in healthcare science and a T-level in science and administration, while St Julie’s Catholic High School in Woolton offers a health T-level and an education and early years T-level.

So, do employers and universities recognise and accept T-levels? It has been stated that more universities are accepting T-levels each year. While not all mainstream and Russell Group universities do accept them, like the University of Oxford, more have been opening their doors in recent years as T-levels become more recognised. Students who want to progress to university after T-levels should ensure they have checked whether the specific universtities they are interested in accept the qualifications.

Regarding employers, T-levels have been developed in collaboration with sector experts and employers to ensure they meet the needs of the workforce and prepare students for success. While students are completing their T-levels, they have on-the-job training during an industry placement of at least 315 hours (about nine weeks).

What are the challenges?

In July 2024, the Edge Foundation, in collaboration with Professor Kevin Orr, published research about T-level students’ opinions on the qualifications. 11 colleges around England were visited, with researchers speaking to 210 students and 24 teachers and wider staff.

One common issue T-level students faced during their studies was delays in commencing placements, with these delays sometimes progressing into the second year. This was attributable to the limited pool of employers available to allocate places to students and difficulty making contacts and making employers aware of what a T-level entails.

Government statistics revealed the pathway with the highest proportion of students where the industry placement was not completed by August of their second year was the building services engineering T-level (12.9 per cent).

The research also revealed some students expressed concerns about their options following their T-levels. Students cited the ‘newness’ of the T-level qualification as justification for any perceived shortcomings in their T-level courses. While some were more apprehensive about their prospects after completing their qualifications, others adopted a wait-and-see approach, remaining open to potential opportunities.

On A-level results day this year, research director of the National Foundation for Educational Research (NFER), Suzanne Straw, mentioned some of these challenges, saying: “It is positive to see the vast majority of students continuing to complete the 45-day industrial placement, as the number of T-level students rise and finding placements becomes more challenging.

“Although the dropout rate is lower than that of the previous cohort, it remains high at 29 per cent. Further investigation is needed to establish what actions are required to address this. It will also be important to continue to track the study and employment outcomes of T-level students, as well as their experiences and satisfaction rates, as part of the Technical Education Learner Surveys.”

How T-levels are evolving

T-levels have not been around for very long, so we don’t know for sure how useful they really will be for the future. As more and more universities and employers recognise them, they may very well be a popular option for more students to take in the future.

There have been some positive case studies of students who have completed their T-levels. Leah Duckworth, who completed a T-level in digital production, design and development at Runshaw College, Leyland, was offered a job from their T-level work placement. Zoe Greenwood, who took an education and early years T-level at Cirencester College, was offered a place at Reading University to study Primary Education with QTS.

From September 2024, three more T-level courses will begin. These are: animal care and management; craft and design (originally planned for 2023), and media, broadcast and production (also originally planned for 2023).

Specialist college secures planning permission for 10,000

square foot site

Ascent Autism Specialist College has secured planning permission for a brand-new location, which will see the college significantly increase student enrolment numbers and provide enhanced facilities to meet students’ individual needs.

The 10,300sqft building in Newton-le-Willows will enable the college to grow its capacity from 36 students to up to 60, with 40 students set to be enrolled in the next academic year.

In recent years, the college has taken huge strides to expand its training abilities and enable students to acquire transferrable life skills that will support them in living happy and fulfilled lives.

The new kitchen will allow students to learn catering skills and gain a greater sense of independence. The stylish common room will serve as a central hub and enable students to relax and socialise with their peers. There is also an outdoor student wellbeing area.

At the college’s current site, students can spend time in the print shop to explore crafts,

Alsop celebrate success with A-level and BTEC results

Alsop High School Sixth Form announced a brilliant set of results achieved by its Year 13 students, with continued improvement in the overall value-added scores.

All students demonstrated remarkable commitment over the past two years, culminating in fantastic achievements.

Lynne Tynan, student progress leaders for Key Stage 5, said: “I am incredibly proud of the fantastic results our Year 13 students have achieved.

“Students are going on to a great range of destinations and are continuing their studies across the country with many having secured their first-choice university place or an apprenticeships.”

New executive principal of Alsop High School, James Kerfoot, said: “The impressive improvement in our value-added scores, which measure the progress students have made from their starting points, underscores the dedication and care shown by our teachers and is a testament to the hard work of our students.”

Some notable successes from the class of 2024 who are continuing their studies at university are:

• Kataryna who achieved a distinction*, A and B is going to Manchester University to study civil engineering

• Anthony who achieved three distinctions is going to Liverpool John Moores University to study business with digital marketing

• Nadia, who achieved a distinction*, distinction and merit is moving to the University of Portsmouth to study cyber security and forensic computing

arts and print-branded merchandise items.

Head of adult services at Ascent College, Julliet Doherty, said: “The Ascent College building will serve as a welcoming, inclusive and nurturing environment where each student can access a wealth of in-house opportunities to support their development.”

Plans for current students to transition into the new site are set for November with the college being fully operational from January 2025.

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

CEO of Remarkable Autism Charity, Robin Bush, was delighted with the news, saying: “ We have been looking for alternative premises for over two years and have had several false dawns, to get this over the line is a testament to the hard work of our whole project team.”

In addition to their university-bound students, several students have secured competitive apprenticeships, including Charlotte who is pursuing an apprenticeship in hospitality management.

The sixth form provision, based at Alsop High School, had a wonderful morning full of happy students, parents and teachers. All the staff wished the class of 2024 all the very best for the future.

The school looks forward to continuing to support all students in achieving their aspirations and opportunities that lie ahead.

Careers Explored: POLICE OFFICER

Becoming a police officer, or a police constable, is about more than just enforcing the law - it’s about making a real difference in the community.

From preventing crime and supporting victims to building relationships and maintaining order, police officers are at the heart of keeping society safe. But policing is also a career that comes with challenges, including earning public trust and working under intense scrutiny.

“We turn up for training smart and ready for the day”

Alex Bailey is currently undertaking a PCDA with Merseyside Police. He was inspired to join the police by his teachers in school.

For those passionate about justice, fairness, and helping others, a career in the police can be incredibly rewarding. This guide will explore the various pathways to joining the police, the skills needed, and the career opportunities available.

While there are no specific subjects required to become a police officer, good grades in English and maths are crucial as there is often a lot of paperwork involved in the role.

Currently, the typical pathways to becoming a police constable are:

• A police constable degree apprenticeship (PCDA)

• A degree in professional policing (PPD)

• A degree-holder entry programme (DHEP)

In April 2024, the police constable entry programme (PCEP) was introduced. It is a two-year programme where the focus is on learning the skills needed for the job rather than working towards a bigger qualification.

A police constable degree apprenticeship (PCDA) is a great opportunity to ‘earn while you learn’. You’ll need a level 3 qualification – two A-levels or equivalent - in at least two subjects.

It is a three-year programme where you study for a degree whilst training on the job. As a student officer, you will be appointed a tutor constable who will monitor your progress as you alternate

He said: “I always wanted to pursue a career in policing from a young age, however, I joined the military at the age of 20. The plan was to join the police once my service had ended.

“When I was at school, two of my teachers were ex-police officers and they were both amazing people who played big parts in my life. From hearing their stories and hearing some of the amazing stories of how the police carry out their duties, I was always drawn to playing a part in making a difference in everyday lives. Once I left the military, I started to apply and chose the PCDA entry route with Merseyside Police.”

For Alex, the training has already been eye-opening and has revealed many different aspects to the role.

He reflects: “I have learnt that being a police officer isn’t just as simple as running after the bad guys and locking them up. I have learnt more about the police and its operations and have seen how much hard work is put in by officers and other outside agencies to help make a real difference. A police officer has so many different responsibilities and have to adapt to all different kinds of situations at the drop of a hat.”

A typical day for a student officer can vary, and like a full-time police officer, no day is ever the same.

Choosing a career

weeks that I have completed so far I have enjoyed every day. I am always learning, asking questions and gaining skills and knowledge.”

Upon completing the PCDA, you will graduate as a police officer and be awarded a BSc (Hons) in professional policing practice. Throughout the apprenticeship, you will receive a competitive salary, and once you graduate you can expect a starting salary of over £28,000.

What’s more, your chosen police force will fund the apprenticeship, which means there are no student loans or tuition fees to pay.

Alternatively, you can gain a BA (Hons) in professional policing via the university route. Available to study at Liverpool John Moores University (LJMU), the Liverpool Centre for Advanced Policing is a pioneering research centre for interdisciplinary law enforcement and is licensed by the College of Policing to deliver degree programmes included in the police education qualification framework.

Charlotte Watkinson-Miley, senior lecturer in policing and programme lead for professional policing, says: “The professional policing degree at LJMU is an outstanding introduction to the field of policing, preparing our students with the skills required for a successful policing career.

“The degree is a balance of classroom learning and practical activities, allowing students to translate theory into practice. There are a combination of assessment types including traditional essays, case-based reports, and scenarios. We also have a dedicated crime scene space and run core days at the Emergency Services Training Centre.”

Alex explains: “Dress and deportment are very important. We turn up to training smart and ready for the day. The days include classroom presentations from the tutors along with input from Merseyside Police units on a weekly basis and class drills on some days to ensure uniformity and discipline amongst the students. The

Charlotte adds: “Our past students have successfully joined both police forces and other law enforcement agencies. Our team is a combination of researchactive academics and ex-practitioners who support our students to join their chosen careers. The programme is an opportunity to learn about policing and acquire the skills to successfully fulfil the role.”

Choosing a career

Or for graduates who have already obtained a degree in a different subject, you can undertake a degree-holder entry programme (DHEP). This is a twoyear work-based training programme where you’ll receive on-the-job training while working as a police constable and studying towards a postgraduate diploma in professional policing practice. It’s a great route for those looking for a fast track into the police force with opportunities to advance.

As part of the programme, you’ll focus on specialist areas such as investigation, intelligence, community, roads or response policing. Once you have completed the programme and your probation, you’ll earn a level 6 post-graduate diploma in professional policing practice.

Recently, a new pathway was introduced, the police constable entry programme (PCEP), which allows recruits to join without needing to follow a degree or apprenticeshipbased pathway.

The PCEP is aimed at bringing in those who are eager to serve their community but may not want to pursue academic qualifications. Instead, it focuses more on direct, practical training as well as developing the skills, knowledge and behaviours needed to be ‘confirmed in rank’ as an operational police officer. To be eligible, you must be over 17 years old, hold level 2 qualifications in English and maths, and not have had a police officer application rejected within the last three months.

A career in policing offers excellent opportunities for progression. Once you’ve joined the police, your career path is full of exciting options, including:

Sergeant: The first step up from a constable is a sergeant, who supervises a team of officers, providing guidance and support during investigations and operations. They are also responsible for ensuring officers follow the correct

key role in strategic decision-making and managing resources.

Chief inspector, superintendent, and chief superintendent: These ranks involve overseeing larger teams and entire departments, shaping policing strategy, and ensuring effective service delivery. They also represent police forces at high-level meetings and with external agencies.

There are also many specialist roles:

Detective (CID): Specialise in criminal investigations, focusing on serious crimes like homicide, fraud, or sexual offences. Firearms officer: Join a specialist unit trained to handle situations involving firearms and serious threats.

Counter-terrorism unit: Work in high-risk environments, protecting the public from terrorist activities.

Cybercrime unit: Investigate crimes involving technology, such as hacking, online fraud, and data breaches.

Dog handler or mounted unit: Work with trained animals to assist in searches, crowd control, and crime detection.

Alex advises: “I would recommend to anyone that is thinking of a career in the police to definitely apply. There are so many opportunities within the police. If I think back to when I was in the recruitment process, it would have been beneficial to have had some contact, or input, from somebody who was going through training at the time. This would have given me the opportunity to ask some questions that may have helped me get more of a picture of what to expect at the academy.

Required skills in policing :

• Communication: Effective verbal and written communication skills are essential.

• Problem-solving: The ability to think quickly and make decisions in high-pressure situations.

• Empathy and integrity: Understanding and respecting diverse communities, and maintaining high ethical standards.

• Physical fitness: Police work can be physically demanding, so maintaining good levels of fitness is important.

“Apply and go into the job with an open mind and explore all of the opportunities that are presented to you!”

Becoming a police officer is a challenging yet incredibly rewarding career choice. By understanding the roles, pathways, and skills required, you can take the first steps towards a fulfilling career dedicated to making your community a better place. So, if you’re ready to rise to the challenge, the world of policing awaits!

Find out more:

For information regarding apprenticeships and other available programmes, visit: www.merseyside.police.uk or www.joiningthepolice.co.uk

University degrees

Liverpool John Moores University

– BA (Hons) professional policing

UCAS Code: A007

UCAS points required: 72 www.ljmu.ac.uk/study/courses/undergraduates/2024/ 36132-professional-policing-ba-hons

Exceptional A-level and BTEC results achieved at All Saints

Year 13 students from All Saints Sixth Form College received their A-level and BTEC results in August.

Proudly part of All Saints Multi Academy Trust, All Saints Sixth Form College welcomes students from all over the city.

This year’s results show significant improvements in several subjects, including games design, digital media, computer science, and Spanish.

Some standout successes include Jasmine who achieved an A in criminology, a B in philosophy and a B in psychology. She is going to study law at the University of York.

Fellow student, Melad secured a distinction* in games design, a distinction* in digital media and a C in computer science. He is enrolling at the University of Manchester to study computer science.

The supportive and enriching environment at All Saints Sixth Form College fosters not only academic excellence but also personal growth, ensuring that every student is equipped with the skills and confidence needed for their future.

Mr Grant Sibbald, head of sixth form, said: “A huge congratulations to our class of 2024.

“These brilliant results are a reflection of the hard work and determination of our wonderful Year 13 students. It is exciting to see many of our students pursuing degrees at prestigious universities, as well as embarking on exciting degree apprenticeships.

“On behalf of all the staff at All Saints Sixth Form College, I would like to wish our students all the best in their next endeavours.”

Mr Gary Lloyd, headteacher of The Academy of St

Applying to study medicine and dentistry –Busting the myths

There has never been a better time to apply to medical and dental schools in the UK. Increased government investment means the number of places available to study medicine and dentistry has increased. Medical and dental schools have also opened up new routes to medicine and dentistry specifically targeted at ‘non-traditional’ applicants.

Many people might still think studying medicine or dentistry is out of reach. There are several ‘myths’ and ‘facts’, but what are the key ones?

Grades

A common misconception is that there is no point in applying for medical or dental school unless you have, or are predicted to get, A grades in three A-levels. A student can

open the door to study medicine or dentistry with lower grades through gateway/foundation courses or contextual admissions (when grades may be lowered for certain applicants according to their circumstances).

A gateway course is aimed at students who have the potential to become doctors or dentists but do not meet the academic entry criteria to apply directly to the five-year undergraduate degree.

A-level subjects

There is often misunderstanding about the A-level subjects needed for students to apply to medicine or dentistry. Chemistry and/or biology are usually required, but the third A-Level doesn’t

Nicholas, added: “All Saints Sixth Form College offers a natural progression for our students, and provides a diverse range of A-level and vocational courses to support their academic and career aspirations.

“The college is committed to providing exceptional support and guidance to ensure every student thrives and reaches their full potential.”

need to be science-based. It’s worth comparing subject requirements on each medical school or dental school admissions page.

Work experience

It is no longer a requirement to get work experience in a clinical setting. Many medical and dental schools want to see paid or voluntary experiences working in the public domain and the ability to reflect on what the student learnt about themselves and about medicine or dentistry.

Other useful activities might include reading medical or dental journals or following news about the NHS.

Paid resources

Despite some people thinking paid-for materials will improve chances of getting into medical school, these are not reviewed or endorsed by medical or dental schools. Resources which can support applicants are also available for free on the Studying Healthcare website.

St Margaret’s students celebrate outstanding A-level and BTEC results

St Margaret’s Church of England Sixth Form has seen a significant increase in grades this year, with 48 per cent of A-level grades coming in at A* to B and 97 per cent of BTEC grades being distinction* to merit grades.

The sixth form, which is a member of All Saints Multi Academy Trust, also saw excellent results in STEM subjects, with nearly half of its mathematicians achieving either an A* or an A grade, and over 80 per cent of engineers attaining a grade of distinction or distinction*.

Outside of STEM, there were successes in many other areas, such as art and photography, where almost 90 per cent of students got A* to B grades.

Many students have secured places at prestigious universities, as well as competitive apprenticeships in a range of leading organisations.

Student Karl is heading to the University of Warwick to study mathematics after attaining two A* grades and two As in maths, further maths, physics and computer science.

UCAS scrapping personal statements for university admissions

Personal statements are set to change, creating a level playing field for all applicants, the Universities and Colleges Admissions Service (UCAS) announced.

Students will respond to three structured questions instead.

This is designed to address concerns that progress on encouraging disadvantaged students to apply for university has started to stall from Dr Jo Saxton, the CEO of UCAS.

UCAS said the three questions will ensure students from all backgrounds better understand the key information universities and colleges want to know.

UCAS surveyed potential applicants about to start their personal statement and found more than three quarters prefer the three-question format.

The three questions were chosen following extensive research, with students, teachers and advisers, and universities and colleges:

Why do you want to study this course or subject?

This is an applicant’s opportunity to showcase their passion for and knowledge of their chosen subject, to demonstrate to universities and colleges why they are a good fit, and to outline any future ambitions.

How have your qualifications and studies helped you to prepare for this course or subject?

In this section applicants can describe relevant or transferable skills they’ve gained in education, and demonstrate their understanding of how these will help them succeed in their chosen course or subject area.

Ayesha is looking forward to a career in medicine after achieving A*, A, A grades in psychology, biology and chemistry.

Faye, with A-levels in biology, geography and psychology, will be studying for a degree in paramedic science at Sheffield Hallam University.

Meanwhile, fellow student Jesse obtained A-levels in history, religious studies and art, and is off to study Egyptology at the University of Liverpool.

Mr Dan Silverstone, director of sixth form, said: “This year’s impressive results are a testament to the hard work and dedication of our students and also our staff. It is incredibly rewarding to see so many students achieve their academic goals and set themselves up for future success.”

Mr Adam Robinson, headteacher of St Margaret’s Church of England Academy, added: “We are delighted with this year’s results and look forward to continuing our tradition of excellence.”

What else have you done to prepare outside of education, and why are these experiences helpful?

Here applicants can reflect on their personal experiences, and any other activities they have undertaken outside their education to further demonstrate their suitability for the course.

The new format will be introduced in September 2025 for students applying for 2026 entry.

Dr Jo Saxton, chief executive at UCAS, said: “The new approach, with guided questions aims to give greater confidence to those students, as well as their teachers when advising on how to secure their dream course.”

In pictures: A-level results day

Welcome to Educate’s 2024 results day photo gallery. Here is a selection of the best photos from the day when sixth form and college students received their A-level, T-level, and BTEC results. Across England, Wales, and Northern Ireland, top grades rose for the fi rst time since 2021, with 27.8 per cent of all grades marked as A* or A.

1: A huge smile from St John Plessington Catholic College’s Alane Anil as she holds up her Level 3 results; 2. Jack from St John Bosco Arts College is all smiles as he holds up his A-level results; 3. A proud group of The Belvedere Academy students pose with their Level 3 results; 4. Maricourt Sixth Form Centre students show off their A-level and BTEC results; 5. Jasmine from All Saints Sixth Form College will study law at the University of York; 6. Cole McFarlane and Joseph Carter from St Mary’s Catholic College, Wallasey, smile after receiving their Level 3 results; 7. Promising rugby league star, George Whitby, from Rainford High Sixth Form; 8. It wasn’t just the students who were full of smiles on Level 3 results day at The Studio and Liverpool Life Sciences UTC; plenty of proud parents, carers and teachers celebrated too.

9: Sophie Dreelan from St Mary’s Catholic College proudly holds up her A-level/BTEC results; 10: High achievers – some of the St Mary’s College, Crosby, students who achieved three or more A*, A or B grades at A-level; 11: Joe (left) and Jesse (right) from St Margaret’s Church of England Sixth Form smile for a photo on A-level results day; 12: Yay! Year 13 students from The Belvedere Academy gather together with their A-level results; 13: North Liverpool Academy’s Bashar Rovezi, principal Emily Vernon, and John Teare on A-level results day; 14: St John Bosco Arts College student, Jasmine, proudly displays her hard-earned A-level results; 15: Students from The Studio and Liverpool Life Sciences UTC arrived early on 15 August to receive their Level 3 results; 16: A member of Alsop High School’s class of 2024 holds up their results.

In pictures: A-level results day

17: Lara Miller, Naomi Jones and Ellis James from St Mary’s College secured places at Oxford and Cambridge after achieving their A-level results; 18: Rainford High Sixth Form students, Katie Wrangles and Georgia Twiss, collecting their results; 19: All Saints Sixth Form College student, Sina, is heading to Liverpool John Moores University to study games development; 20: A group of three North Liverpool Academy students pose with their A-level results; 21: Daniel Mahabir from St John Plessington Catholic College looks happy on A-level and BTEC results day; 22: A proud Alsop High School student celebrating on A-level results day; 23: Three Maricourt Sixth Form Centre students standing together under the school’s celebratory balloon arch for results day; 24: St Margaret’s Church of England Sixth Form student, Faye (right), brought her sister for moral support.