EDUCATE SEPTEMBER 2025 by CPMM Media Group

- December 2025

Failing maths or failing students?

Should teens be made to resit GCSEs they didn’t pass at 16?

A YEAR OF PURPOSE

Liverpool’s Lord Mayor champions young people

From Romeo to Rock ‘n’ Roll

This season’s must-see theatre shows

Interview with:

Headteacher Matthew Kay 25 years at the heart of Maghull High School

A student’s guide to a career in youth work

Educate Contents

Welcome to the September edition of Educate!

72 24

10-12

Interview with Matthew Kay, headteacher Maghull High School

24-27

Failing maths or failing students?

Should teens be made to resit GCSE maths they didn’t pass at 16?

35-38

In pictures

Capturing the joy and celebration of results days

60-62

Interview with Lord Mayor of Liverpool, Councillor Barbara Murray

72-74

Careers explored

A guide for students to becomimg a youth worker

79-81

Picture gallery

Highlights from A-level and vocational qualifications results day

What’s on Autumn/winter highlights at Liverpool Everyman and Playhouse

A new school year always brings a sense of fresh beginnings and excitement. For many children and young people September marks an important milestone. From four-yearolds starting reception and Year 7s making the leap into secondary school, to Year 11s entering their crucial GCSE year and Year 12s beginning sixth form after receiving their exam results in August.

Of course, alongside the excitement of new beginnings comes the reality of exams and expectations, none more so than in maths. In this issue, Educate considers whether it is the students who are failing maths or the system that is failing them. The requirement for pupils who do not achieve a grade 4 in GCSE maths to resit the exam has long divided opinion. Supporters argue that it ensures young people gain essential skills valued by employers and universities, while critics describe it as a demoralising policy that does little to help those who struggle most. With alternatives such as functional skills and competency-based qualifications now under review, the debate has never been more relevant.

This issue also highlights school leadership and the people guiding students through these challenges. At Maghull High School, headteacher Matthew Kay, who stepped into the role in January 2024, reflects on his journey from starting as a PE teacher in 1999 to now leading the school at the heart of its community. His story is one of continuity, growth, and deep personal connection.

Education does not stop at the school gate and continues to shape the wider community. In this edition, Educate features an interview with Cllr Barbara Murray, who was newly installed as Lord Mayor of Liverpool in May 2025. With nearly two decades of service as a councillor, alongside a career in teaching, community development, and school governance, she outlines her priorities for her year in office. These include supporting the Liverpool Education Grants Charitable Trust, championing lifelong learning, improving employability, and addressing poverty.

Finally, Educate’s regular careers guide for students highlights youth work, a fitting theme given that youth work apprenticeships will be among the beneficiaries of the Lord Mayor’s support this year

Free and adaptable computing courses to inspire student engagement

For 15 years, Apps for Good has been championing digital education, empowering young people from all backgrounds – especially girls and those from underrepresented backgrounds – to thrive. Its free Key Stage 3 computing courses put young people in the driving seat, encouraging them to draw on their lived experiences to tackle real-world challenges that matter to them, whilst building the skills needed to succeed in an ever-changing digital world.

Apps for Good’s open-source courses are ready to use or adapt, designed for delivery by both computing and non-specialist teachers. They ﬁt easily into curriculum or enrichment time and have been proven to boost conﬁdence and interest in computing.

Independent learning is central Research shows that 69 per cent of secondary teachers cite disengagement as a barrier to learning.* App for Good’s courses address this challenge by linking computing to real-world issues and encouraging independent learning. In teams, students build an app prototype, bringing the subject to life in a relevant and engaging way.

Industry engagement opportunities

Each course includes opportunities to connect with industry professionals, who provide feedback on students’ ideas and share career insights. This exposure

“I’ve thoroughly enjoyed delivering this programme because it hasn’t been teacher-led. It’s been about empowering our young people through this idea of a problem and ﬁ nding a solution […] and enabling them to really develop as young people.”

— Somaira

Younis, teacher, Shireland Collegiate Academy

broadens horizons, builds aspirations, and helps schools meet career readiness goals, including Gatsby Benchmarks 4 and 5.

Access courses today Apps for Good works with schools across the UK to deliver free computing courses.

Get in touch to explore how they can support students.

Speak to Kathy, former teacher and education community manager: education@appsforgood.org

Access courses here: appsforgood.org

*Pearson School Report 2025

Experience of the Workplace: Made in Crewe

Last term, All About Futures facilitated ‘Experience of the Workplace: Made in Crewe’, an interactive careers event for local schools and colleges at Cheshire College, funded by the Cheshire & Warrington Careers Hub and The Careers & Enterprise Company.

The event connected young people to local employers and accessible career opportunities in advanced manufacturing and engineering. Students enjoyed a plethora of hands-on workshops hosted by inspirational employers, who showcased career pathways, raised aspirations and shared their invaluable insights and experiences.

Sessions were designed to build employability skills and

knowledge, as well as highlight technical routes and apprenticeships.

It was a day of innovation for students as they built snap-circuits with EQUANS UK to learn about electrical engineering, played assembly line ball games with Bakkavor to demonstrate manufacturing processes, completed pipework challenges with Cadent Gas like real-life apprentices, and were wowed by exploding nitrogen bubbles with Air Products.

Alongside company workshops and activities, the young people beneﬁted from talks and Q&A sessions with mentors from Bentley Motors, Balfour Beatty and Costain Group.

Michelle Dow, managing director of All About Futures, said: “By working collaboratively with the Cheshire and Warrington Careers Hub, we have illuminated career opportunities and delivered a modern workplace experience to both students and teachers from our local secondary schools.

“‘Made in Crewe’ has been a great project to be part of; events like these ensure a brighter future for our young people and our local economy.”

Attending schools included Ruskin Community High School, The Oaks Academy, Sir William Stanier School and Crewe Engineering & Design UTC.

Commenting on the day, one school said: “This was a really well-organised event that certainly achieved its aims. Our students learnt so much about local market information in our area.”

Whilst an employer who attended, added: “The day-to-day job is very busy, and so events like this help us to be more eﬃcient and enable us to engage with students who might be interested in engineering in the future.”

For information about how you can support more young people to access experiences of the workplace like this email Careershub@cheshireandwarrington.com

Ignite their curiosity

Memorable Learning and Hands-on Fun

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

All visits include:

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

• A science show

• Space (and time) to eat your packed lunch

• Itinerary, risk assessment and other resources

• Accessibility & special needs

“It was excellent from start to finish.

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

Teacher feedback, March 2025

National young playwrighting competition

The Royal Court Theatre is inviting teenagers everywhere to try writing a short play for its first-ever national young persons’ playwriting competition.

The Young Playwrights Award combines a free-to-enter competition for 13-18 year-olds, with free resources to support their playwriting journey. These include teacher and facilitator resource packs, support for setting up a playwriting club, and video masterclasses by award-winning playwrights.

Competition entries open in January 2026. Winning plays will be published by Nick Hern Books and performed as part of a festival in July 2026.

For more information and access to resources, check out the Royal Court Theatre’s website, royalcourttheatre.com.

National charity helps schools save lives

A leading suicide prevention charity has launched a new set of free resources to help schools and colleges deliver lessons in life.

Based on a powerful, award-winning animation made for PAPYRUS (Prevention of Young Suicide), the ‘Sinking Feeling School Resource’ explores loneliness and isolation, and the importance of peer support in helping children and young people who are struggling with life.

The launch of the educational resources follows new Department for Education (DfE) guidance announced in July, which means schools in England need to begin planning for the introduction of suicide prevention in the classroom by September 2026.

The resources are also particularly timely, after the Office for National Statistics (ONS) published figures at the start of this term that show suicides in higher education averaged around 160 per year, between August 2016 and July 2023.

PAPYRUS says the new resources will equip teaching staff, education mental health practitioners, pastoral teams, teaching assistants and safeguarding leads to be able to tackle difficult subjects in a positive and supportive way.

The charity’s chief executive, Ged Flynn, says the resources are built on a solid foundation. “Schools offer unparalleled reach to our children and over the coming months they will need to begin to embed suicide prevention within their priorities,” he explains.

“We know from working closely with schools that many staff recognise the importance of addressing mental health,

emotional wellbeing and suicide prevention. However, without sufficient background knowledge and an understanding of the complexities, they can find it challenging and daunting to deliver.

“The new resources will enhance our charity’s offer to schools, helping to remove some of the obstacles to having helpful, supportive conversations so our children and young people will begin to understand what they are feeling, know they are not alone and how to get the professional help they need and deserve.”

The resources are tailored to be delivered in an age-appropriate way to students from Year 6 to Year 13, with lesson plans, PowerPoint slides and printable resources included in the pack.

The free-of-charge resources will initially be offered in England, with rollout across Scotland, Northern Ireland and Wales expected in 2026.

For more details about what the licence will include and to register visit, papyrus-uk.org/sinkingfeeling

School leaders’ union NAHT says new Ofsted approach is a ‘direct risk to health and wellbeing’

At the start of this academic year, Ofsted published its response to a consultation on changes to education inspections, alongside an independent wellbeing impact assessment of the revised framework.

Within the independent review, Ofsted were given five recommendations that it has deemed as priority actions. These include:

• Reducing the isolation and individual responsibility felt by leaders

• Investing in the wellbeing and professional development of inspectors

• Introducing a clear

mechanism for independence in the complaints process

• Developing a clear protocol for responding to individuals in distress

• Monitoring the unintended consequences of the revised framework

However, the school leaders’ union, NAHT, believes Ofsted has ignored the feedback from those in the profession.

Commenting on the response, Paul Whiteman, general secretary of NAHT, said: “It is abundantly clear that Ofsted’s new approach to inspection poses a direct risk to the health and wellbeing of school leaders.

“The inspectorate had the opportunity to really listen to the profession – instead it has been determined to stick to a model that was overwhelmingly rejected when unveiled earlier this year.

“The independent wellbeing impact assessment is frankly damning. It speaks of an inspectorate that has completely lost the trust of the profession, that has failed to properly listen to teachers and leaders, and whose own inspectors have low morale. Most importantly, it finds the revised framework ‘does not reduce the pressure on leaders to achieve a desirable outcome’.

Given these findings, it is remarkable that Ofsted plans to press ahead with its plans this term.

“What happens next will be key. To be clear, given the findings of the independent wellbeing impact assessment, NAHT believes these proposals should not go ahead in their current state. To do so would be to continue to put the wellbeing and safety of school staff at risk.

“As a bare minimum, there now must be a clear commitment to independently monitor and evaluate the impact of any new approach. The risks of not doing so are simply too high.”

Inspiring the next generation: How ﬁnancial education, kindness and resilience are transforming Merseyside schools

When Julie Jackson ﬁ rst introduced a school savings club through the Just Finance Foundation’s LifeSavers Programme at her primary school, she saw something remarkable happen. Children not only began learning how to manage money wisely but also grew in conﬁdence, responsibility and community spirit.

“It wasn’t just about saving,” Julie, ﬁ nancial education manager at Central Credit Union, recalls. “It was about life skills –children were developing habits and values that would last a lifetime.”

For Julie, the experience was transformative. After years as a teacher and school improvement Liverpool oﬃcer, she knew she wanted to help bring those same opportunities to children across Merseyside.

Three years ago, she joined Central Credit Union (CCU), a not-for-profit, member-owned fi nancial cooperative that supports LifeSavers School Savings Clubs across the Liverpool City Region and has encouraged school savings clubs and fi nancial education in the community for many years.

“At Central Credit Union, we believe improving the ﬁ nancial health of our communities starts with our young people,” she explains. “If children learn how to manage money, set goals and make wise choices early on, they carry those lessons into adulthood.”

But CCU’s mission goes further than teaching ﬁ nancial literacy. The organisation is equally passionate about celebrating the values that underpin healthy, thriving communities: kindness and resilience.

To shine a light on these qualities, CCU created two annual awards in honour of its founder and long-standing CEO, Eileen K Halligan, who has led the credit union for over 35 years.

The Eileen K Halligan Kindness Award, launched in 2019 for primary school pupils, recognises a pupil who demonstrates selﬂess kindness, compassion and generosity within their school or community. The award comes with a £500 prize.

The Eileen K Halligan Resilience Award, introduced in 2023, celebrates a young person aged 7–16 who has shown perseverance, adaptability and positivity when faced with life’s challenges. This award also carries a £500 prize.

By recognising these qualities, CCU hopes to spark a ripple eﬀect. “When one child is celebrated for their kindness or resilience, it encourages others to act in the same way,” says Julie. “The impact spreads far beyond a single pupil – it strengthens whole school communities.”

For Central Credit Union, the awards and the ﬁ nancial education programme go hand-in-hand. “We’re not just teaching children how to save – we’re equipping them with the skills and values they need to thrive in life. By combining ﬁ nancial literacy with kindness and resilience, we’re helping to shape the next generation of responsible, compassionate citizens.”

To ﬁ nd out more about the Eileen K Halligan Kindness and Resilience Awards or LifeSavers and school savings clubs, contact enquiries@clcu.co.uk or visit centralcu.co.uk

Using LinkedIn well What

schools and trusts need to know

More schools and multi academy trusts (MATs) are now active on LinkedIn, and that is a positive development. According to communication experts, CPMM Media Group, education organisations are growing in conﬁdence when it comes to sharing their story, connecting with peers, and engaging with wider professional networks. But as with any platform, success on LinkedIn is not just about showing up. How you use it, and why, makes all the diﬀerence.

LinkedIn is a professional network. It is not just another space to broadcast every update. Its users are there to build relationships, explore ideas, and discover career opportunities, and content should reﬂect that. What works here is content that is thoughtful, relevant, and tailored for a professional audience.

A standout example of this in action is Liverpool Football Club.

During matches, its X and Instagram feeds are full of real-time updates, behind-thescenes footage and fan-focused content. But on LinkedIn, its tone shifts. There, it focuses on professional milestones, such as staﬀ and player appointments, strategic partnerships, sustainability initiatives, and organisational achievements. Even player transfers are positioned as career developments, not headlinegrabbing announcements. It is a smart and intentional use of the platform that respects both the audience and the space.

For schools and trusts, the takeaway is clear:

• Celebrate staﬀ development, not just student success

• Share reﬂections on leadership, strategy, or governance

• Highlight career pathways

and community partnerships

• Engage in sector-wide conversations with insight, not noise

Crucially, content takes time, and time is a resource. Whether you are posting as a headteacher or asking someone else to do it, there is a cost involved. That is why it is important to ask: Why are we doing this? Are you hoping to improve recruitment, raise leadership visibility, build external partnerships, or something else entirely?

You might also be looking to strengthen alumni engagement. LinkedIn is where many former students are active, and with the right approach, they could return to school to share their career journeys, support careers education, or inspire current students with stories that started in the same classrooms.

Eﬀective use of LinkedIn is not just about posting content; it

is equally about listening and engaging thoughtfully. The platform thrives on meaningful conversations, and following the “two ears, one mouth” rule is a good guide, spend more time absorbing others’ insights than broadcasting your own. When commenting or joining discussions, authenticity is key: contribute genuinely, add value, and avoid generic responses. This approach not only builds trust but also positions LinkedIn as a powerful source of professional knowledge and networking.

Used well, LinkedIn can be a powerful tool for building credibility and community. But without clear objectives and a way to measure success, it risks becoming just another task on an already full plate.

Interview with: Matthew Kay, headteacher at Maghull High School

When Matthew Kay stepped into the role of headteacher at Maghull High School in January 2024, he wasn’t exactly a newcomer learning the ropes. Having started as a PE teacher at the school back in 1999, Matthew has grown alongside the community he now leads.

His journey from the sports field to headship is rooted in a love of working with young people, a commitment to collaboration, and a belief that education should develop both character and ambition.

When Matthew talks about his journey into teaching, his love for sport clearly shines through.

“It really started with a passion for sport. When I was younger, I was involved in coaching and, through that, I developed a

How sport helped shape a leader

passion for working with young people,” he says. “That led me to choose college and university courses that would enable me to become a PE teacher. I wanted to teach a variety of sports and work with students in a practical, physical setting – it’s unique because you can develop the whole child that way.”

Interestingly, it wasn’t a single person who inspired him to become a teacher. “It wasn’t one individual who inspired me, although I respected my PE teacher at Winstanley College. It was more about the satisfaction I got from working with groups of people in that setting,” he explains.

Matthew went on to study in Leeds before returning to Edge Hill University for his PGCE. He began his teaching career at

starting teacher (NQT or now known as early

Maghull High School in 1999, starting as a newly qualified teacher (NQT or now known as an early career teacher, ECT).

Over the years, Matthew has taken on multiple roles: head of year, head of sixth form, assistant head, deputy head, and, since January 2024, headteacher.

Matthew year, head of sixth form, assistant head, deputy head, and, since January 2024, headteacher.

He continues: “When I fi rst started at Maghull, I focused on

connections with students and allow PE and physical activity to positively impact young

He continues: “When I fi rst started at Maghull, I focused on extracurricular activities because they help build strong connections with students and allow PE and physical activity to positively impact young people.”

Having begun his teaching

Having begun his teaching journey at Maghull High and now leading the school as headteacher, Matthew brings a unique perspective to his role.

“I understand the rewards and challenges staff face daily, which helps me make child-centred decisions,” he adds.

Taking over mid-year as headteacher was both a challenge and an opportunity.

Matthew says: “Taking over mid-year in January was beneficial as it gave us a chance to reset and plan for the following September. The support from the governing body and Southport Learning Trust was invaluable, allowing me to make decisions while providing guidance.”

One of his proudest achievements so far has been reshaping the school’s vision and culture.

He shares: “I am proud of changing the focus and vision of the school. In January, I presented my vision to staff and we worked collaboratively to develop an agreed direction. We also developed the ‘Maghull High Way’ and established clear expectations for students. Doing this collaboratively, rather than imposing changes, has been very

Looking ahead, Matthew wants Maghull High to become a school of choice that provides high-quality education and prepares students for their next steps.

He says: “I want to develop responsible citizens who can positively impact the world. I want students to leave as good people with a strong sense of

To achieve this, Matthew has introduced the ‘Maghull High Pledge’, built around 15 experiences that every student should enjoy during their time at the school. These aren’t extra rewards or optional activities – these are experiences the Way’ and established clear collaboratively, successful.” school of education and prepares students to good with belonging.”

rewards or optional activities – these are experiences the school believes every student

I want to develop responsible citizens who can positively impact the world. I want students to leave as good people with a strong sense of belonging.

Interview with: Matthew Kay, headteacher at Maghull High School

should have to enrich their time at Maghull High and help prepare them for the future.

Behaviour has also been a major focus under Matthew’s leadership, and the results are already evident throughout the school.

“The behaviour policy has been well received by staff, students, and families. Like the vision, it was developed collaboratively over six months, giving staff ownership. It has improved consistency across departments and different school buildings,” he says.

“We have also developed a behaviour curriculum to explain to students and parents why certain expectations exist. While behaviour is always evolving, the policy has positively changed the school atmosphere. Adjustments are ongoing, with input from a staff working party representing teaching and non-teaching staff.”

Investing in facilities is another way Matthew is enhancing student experience. He states: “We are hopeful our 3G pitch will be ready this winter. It will really benefit the PE curriculum, extracurricular activities, and social times, especially with floodlights extending usable hours. It will also serve the community, with strong links to Maghull FC and other local clubs, promoting both boys’ and girls’ football. The pitch will be available for hire, creating a real community hub while enhancing school facilities.”

Reflecting on his own leadership style, Matthew blends confidence with approachability. He shares: “I’ve been fortunate to work with three outstanding headteachers during my time, all with different styles. I think sometimes your leadership style becomes a combination of other people’s

leadership styles, and I guess, mine is a combination of what I’ve learned from them. I like to think I’m a confident leader, but I also want to be approachable and a team player. The staff are everything to this school, and I’m lucky to lead such a committed team.”

Outside of school, Matthew is a marathon runner and a football scout. “I started running marathons for charity when I first began teaching. That first marathon became part of my routine, and I’ve done 13 marathons and around 26 half marathons. The physical benefits are obvious, but the mental benefits of exercise have been even more important. It gives you time to think and reflect,” he explains.

The staff are everything to this school, and I’m lucky to lead such a committed team.

Staff wellbeing is also central to Matthew’s approach. “Schools are all about people. Listening to staff, taking feedback, and sharing ideas transparently is key. Not all decisions can be shared fully, but sharing key messages makes staff feel included and part of the wider decision-making process,” he says.

“Staff have been involved in key policies and developments, which helps their wellbeing because they feel part of it. There are also internal opportunities for staff to take on wider roles, which benefits them. We celebrate staff

successes through briefings and shoutouts, and we have a wellbeing team that runs initiatives like ‘Friday Coffees’. We also bring students who have succeeded, either in school or externally, into staff briefings to celebrate their achievements. It’s uplifting for staff and gives students recognition.”

The impact on students is equally impressive. “We’ve redesigned the curriculum to strengthen Key Stage 3. We’ve had fantastic opportunities with the trust, such as Shakespeare projects, fundraising, and the No Knife Crime campaign. Students have taken part in the London Mini Marathon, which has been really impactful,” he says.

Matthew is realistic about the challenges ahead in education and for young people. He shares: “Mobile technology and how quickly things move are ongoing challenges. Education always presents new challenges – there’s always something new to respond to.

“One thing I can say is that as part of the Southport Learning Trust and that group of schools, we’re not on our own. The support at all levels, from teacher support personally, the headteacher group, the SLT, and heads of departments, means everyone gets support. We’re not an island, and that supportive nature of the trust is really beneficial for staff.”

Matthew’s vision for Maghull High School goes beyond the classroom. He wants a school where students feel supported, staff feel respected, and everyone feels part of the community. From the new ‘Maghull High Pledge’ to everyday lessons and activities, he’s shaping a place where young people leave confident, capable, and ready for what comes next.

NURTURE CREATIVITY

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Positive impact of the Early Careers Framework

Last term, TES published a piece on the ways in which the ECF (Early Careers Framework) is making a difference in schools.

As the DfE’s Teaching School Hub (TSH) for Liverpool and Wirral, Inspire Learning TSH has worked with over 3,000 early careers teachers (ECTs) since the inception of the ECF, witnessing first-hand the positive impact it has had on new teachers.

One of those teachers is Chlöe Allason, a maths teacher at Liverpool Life Sciences UTC, who completed her statutory induction period in July 2025 and attributes her improved practice to following the ECF programme.

Inspire Learning TSH spoke to Chlöe at the end of the 2024/25 academic year to find out how its ECF programme supported her…

How has Inspire Learning TSH supported you in your teaching career so far?

Inspire has really helped me during my ECT years.

I’ve found the face-to-face sessions to be particularly useful as they provide dedicated (and protected) time to share ideas with other ECTs.

How has the ECF supported your approach to adaptive teaching?

I have continually adapted my teaching throughout my ECT years. The ECF helped me with this as there is a large amount of guidance available, which is also supplemented by the online learning platform from Inspire and UCL.

Edtech50 award recognition for Whitefield Primary School

Whitefield Primary School in Liverpool has received the Edtech50 award, supported by Intel, for its positive use of technology to support teaching and learning.

What Inspire Learning TSH and UCL resources have you found to be the most useful?

For me, the mentor meeting prompts have been the most useful resources. The prompts guide our meetings and in-depth discussions that have allowed me to improve my practice each week.

In what ways do you feel you’ve grown since working through the ECF?

I have definitely developed my resilience. I am now confident that I am good at what I do and I am able to speak up in a professional manner – this is something I don’t think I would’ve done when I first started teaching.

If you have employed an ECT in September 2025, you need to register them no later than the first two weeks of the academic year and assign them to an appropriate body. Visit inspirelearning.ectmanager.com to register.

Edtech UK, an independent organisation that works with schools to support education technology adoption and use, chose Whitefield Primary School from entries across England. Now in its fifth year, the Edtech 50 awards act as a national benchmark of the imaginative and positive use of technology in schools to support teaching and learning.

Highlights of the awards this year:

• Recognition that technology used with purpose can reap real rewards for standards across all subjects, not just in English and maths.

• Geography and science technologies were highlighted as ‘imagination springboards’ for learning with online map-making and visualising complex experiments.

• Growth in assistive technology being used to benefit all pupils - with voice technology, for example, being used by pupils to better understand reading texts.

• Widespread use of real-time assessment in lessons to understand where pupils are up to in their learning and the ability to pinpoint misunderstandings immediately during the actual lesson.

• More schools using AI for outline lesson planning and using collaborative technology to share resources across staff teams with real improvements in teacher workload.

• The use of technology to focus on pupil wellbeing with

pupil polls and immediate feedback to teachers.

• Recognition that the best technology for learning can enhance certain tasks and approaches are best designed by the teacher.

• The ability to enhance pupils’ ‘anytime anywhere’ learning and independent research skills.

• Improvements in home / school communications and parental understanding of subjects.

Ty Goddard, director at Edtech UK, said: “Education technology is a force for good across our schools – it supports teachers and pupils to learn. The variety of digital tools now available, can really support pupils to learn and teachers to collaborate.

“Using education technology enhances digital skills for young people across the curriculum and with positive online safety, schools are opening up experiences, imagination and deep learning.

“Our digital promise as a country will need a new national strategy to really power technology in schools. This is all about supporting teachers to teach with the best tools available. All the award winners deserve big congratulations.”

Whitefield Primary School added: “We are so proud to have received this national recognition. It is a real achievement and recognises purposeful and imaginative use of technology across our school.

“Education technology, used well and understood by pupils supports teachers and learning. This national award celebrates our work across the school year as we develop our use of technology to support teaching and learning.”

Restoring Confidence, Empowering Futures

Academy21 provides DfEaccredited online education for students who may be vulnerable or face challenging circumstances.

Working in partnership with schools and local authorities we ensure our students have a calm, structured and consistent learning environment, as well as expert academic and wellbeing support. Our trauma-informed approach prioritises safety, predictability, and relationship-building helping students to regain confidence and re-engage with learning.

Our programme at a glance

High-quality provision for Years 5 to 11

Experienced, subject-expert, compassionate teachers

Quick set-up and flexible commissioning options

Support for Internal AP, hybrid learning and part-time timetables

New chapter at Gateacre School

As Gateacre School opens its doors for a new academic year, staﬀ extend a particularly warm welcome to new Year 7 students and their families, and a warm welcome back to all returning pupils. This year, its focus is on cultivating an environment where every student feels safe, supported, and inspired to achieve their highest academic aspirations. It is steadfast in its belief that all students can truly achieve and have a bright and successful future.

Gateacre School is building a school where academic excellence is the bedrock for transforming lives. Its commitment to rigorous learning, strong attendance, exemplary behaviour, and thorough preparation are the cornerstones upon which future successes are built.

The school is immensely proud of the signiﬁcant strides it is making to become a beacon of academic excellence. Its dedicated staﬀ are committed to delivering high-quality, challenging instruction that ignites curiosity and fosters a deep understanding across all subjects. This year, it is further strengthening the curriculum and teaching practices, through its principles of practice, to ensure every lesson is a step forward in each child’s path to success.

While academic achievement is a primary focus, the school also believes in nurturing well-rounded individuals. It is proud of the enhancements it has made to its sporting facilities, which are integral to building character and instilling values. Its new professional-grade rugby posts and

expert coaching are designed to foster teamwork, discipline, and resilience

Similarly, its state-of-the-art cricket pitch, complete with a professional bowling machine and new equipment, stands among the best in the region, supported by a partnership with Lancashire County Cricket Club. It has also introduced a new rowing room, linking with British Rowing’s ‘Go Row’ initiative, which develops physical

ﬁtness alongside mental fortitude. Gateacre School invites prospective pupils and their families to contact the school for tours to experience the vibrant learning environment it is building. To join the thriving community dedicated to excellence in education and the wider development of every pupil visit gateacre.org or contact the school on 0151 363 1111 or admin@gateacre.org

North Liverpool Academy: A beacon of aspiration and achievement

Nestled at the heart of Everton in Liverpool, North Liverpool Academy, part of Northern Schools Trust, stands as a thriving community hub committed to empowering young learners from diverse backgrounds. Since its establishment in 2006 through the merger of two local schools, the academy has rapidly emerged as one of the most improved and highly regarded schools in the North West.

As a non-selective academy, North Liverpool Academy ensures opportunity and excellence are accessible to all. Guided by its ethos of ‘enjoy and achieve’, the school fosters a culture where academic ambition and personal growth go hand in hand. The curriculum is broad, inclusive, and designed to meet the needs of every learner with an emphasis on real-world skills such as problem-solving, teamwork, and creativity.

The academy’s sixth form delivers post-16 education, offering both A-levels and vocational Level 3 qualifications. Students benefit from university-calibre facilities, personalised guidance, and experiential learning designed to prepare them for the future. In 2024, North Liverpool Academy was recognised as one of the top three Liverpool schools for Oxbridge admissions – an achievement that reflects its high standards and strong student support.

Aspiring scholars can pursue a wide range of subjects, from further maths and computer science to psychology, performing arts, and business. Entry requirements are clearly deﬁ ned, and academic mentoring is tailored to unlock each student’s full potential.

North Liverpool Academy will be holding its sixth form open evening on Thursday, 9 October 2025 at 5:00pm - 7:00pm. The event will provide prospective students and their families with the opportunity to explore the academy’s state-of-the-art facilities, meet staﬀ and current students, and learn more about the exceptional pathways on oﬀer. A second open evening will also take place on Thursday, 20 November 2025 for both new and existing students.

SIXTH FORM

SENDSCOPE expands into new home at Sacred Heart Catholic Academy grounds

SENDSCOPE Independent School has announced its relocation to a new building within the grounds of Sacred Heart Catholic Academy, part of the Pope Francis Trust, in Crosby, Liverpool.

This move marks a significant milestone for the school as it continues to grow and strengthen its provision for students with special educational needs (SEND). Relocating to Crosby provides SENDSCOPE with the space and facilities to expand its registered capacity from 16 students to 32 students, while also extending its specialist offer to Key Stage 4 learners.

To lead the school through this exciting new chapter, SENDSCOPE has welcomed Mrs Victoria Nolan as principal. Mrs Nolan brings extensive experience in education and governance, having served as SENDSCOPE’s curriculum governor for the past three years.

In addition, SENDSCOPE has appointed Mrs Dora Fletcher, a specialist in SEND and science, further strengthening the school’s commitment to providing high-quality teaching and tailored support for every student.

Providing strategic leadership and oversight, Mrs Natalie Walsh and Mrs Jacqueline Bebbington will now take on the roles of executive principals, ensuring SENDSCOPE continues to deliver outstanding outcomes

while strengthening its vision for inclusive and aspirational education

Speaking about the move, Mrs Nolan said: “I am honoured and excited to take up the role of principal at such a pivotal time in SENDSCOPE’s journey. The new building and expanded capacity will allow us to support even more young people, helping them to thrive academically, socially, and personally in a nurturing and inclusive environment.”

For the past three years, SENDSCOPE has been based within the grounds of Saint Francis Xavier’s Catholic Academy, part of Saint Joseph’s Catholic Multi Academy Trust.

The relocation reflects SENDSCOPE’s continued mission to provide an ambitious, supportive, and personalised education for students with SEND, ensuring every learner has the opportunity to succeed.

A valued partner in education

CER, part of Affinity Workforce Solutions, is proud to be a trusted partner to schools and multi-academy trusts across England and Wales. With a strong presence in primary, secondary, and SEND settings, CER provides high-quality teaching and non-teaching supply staff who make a real difference in the classroom.

At the heart of CER’s mission is a commitment to offering teaching and non-teaching staff the flexibility they need, while ensuring schools have access to reliable, skilled professionals who support their recruitment needs. But CER’s impact goes far beyond staffing.

Through its Transforming Lives, Shaping Futures initiative, CER is giving back to the education sector and the communities it serves. This initiative reflects a deeper purpose to give back to the sector.

One of the most significant challenges facing supply staff is the lack of access to CPD. As part of Transforming Lives, Shaping Futures initiative CER launched Affinity Academy, a dedicated learning and development hub offering a wide range of training opportunities tailored to the needs of teachers and teaching assistants.

During the recent summer holidays alone, CER delivered six CPD courses to nearly 1,000 candidates, covering essential topics such as:

• Phonics and the English language

• Behaviour management toolkit

• PECS (Picture Exchange Communication System)

• Makaton language programme

These sessions empower teachers and teaching assistants to enhance their skills, stay up to date with best practice, and deliver high-quality lessons, regardless of their working pattern.

By upskilling supply staff and ensuring they are equipped with current knowledge and techniques, CER gives schools the confidence that their pupils are in safe hands. Whether covering a short-term absence or supporting long-term needs, CER candidates are prepared to step in and deliver, minimising disruption and maintaining continuity in learning.

Schools benefit from knowing they are

not just receiving a temporary solution, but a talented, well-prepared professional.

CER’s approach is rooted in collaboration, quality and care. Through initiatives like Transforming Lives, Shaping Futures, CER is not only meeting the recruitment needs of schools, it’s helping to shape the future of education.

Whether you’re a school leader looking for a reliable staffing partner or a teacher seeking flexible work with development opportunities, CER is here to support you every step of the way. For more information visit: cer.co.uk or email info@cer.co.uk

USE IT OR LOSE IT

Free transport that saves schools thousands of pounds and ensures equal access to sport

In April 2025, Liverpool School Sports Partnership (LSSP) launched a transformative initiative with Arriva to provide free transport to the 6,000 young people across the city who participate in its sports events and festivals.

The introduction of the free transport offer, set up by the not-for-profit organisation that has worked with schools in Liverpool for 25 years, is threefold: to ensure equal access to sport and physical activity, save schools £5,000 per academic year on transport costs, and positively support climate action.

Following publication of the agreement, LSSP was inundated with messages on social media from schools and similar organisations operating across the country wanting to find out more, but despite the initial influx of enquiries, the uptake of the offer during the 2024/25 summer term was lower than anticipated.

Joint CEO of LSSP, Adella Dando, explained: “Ensuring school sport is accessible for all is our number one priority and we were thrilled when we were able to secure, and announce, the partnership with Arriva following feedback from schools who cited transports costs as a major barrier to participation.

“We have removed this barrier for schools and made a conscious effort to ensure the process to secure the free transport is as easy and quick as possible as we understand just how busy staff are. However, further potential barriers to using the offer have now been brought to light which could reduce the number of children and young people participating in sporting and physical opportunities.”

One of the biggest reasons schools have given LSSP as to why they’re not utilising the offer of free transport is the risk assessment process involved in taking children and young people on public buses. However, it has been

confirmed to LSSP that this process can be easily managed through EVOLVE, the online system that manages educational visits and off-site activities.

Adella continued: “As well as being able to take part in the 220+ aspirational and inspirational competitions we host throughout the year, there are so many benefits to students using our free public transport offer that would not only positively impact them but also their wider community.”

REASONS WHY SCHOOLS SHOULD NOT MISS THE OPPORTUNITY TO UTILISE LSSP’S FREE TRANSPORT OFFER

1. GOING GREEN

Summer 2025 has already been confirmed as the warmest on record for the UK, with Met Office scientists linking it to human-driven greenhouse gas emissions.

LSSP’s free transport offer enables schools to use buses that are already enroute to destinations, reducing the number of vehicles on the road and cutting greenhouse gas emissions. This allows students to enjoy LSSP events, whilst also helping protect the environment and committing to a more sustainable future.

2. LEARNING LIFE LESSONS

In a digital age where children and young people are spending more time on devices, psychologists have found that increased technology use has the potential to negatively impact social and relational skills. By students using Arriva buses to attend LSSP competitions, they have the opportunity to interact with members of the public and gain a better understanding of how public transport works, whilst still having adult support from teachers. Thus, developing a range of social skills and experiences that they can take into later life.

3. REDUCING RISK-AVERSION

Whilst being aware of risk is important, multiple studies over the course of the past five years have shown that younger generations, including Gen Z and now generation Alpha, are more risk-averse due to reduced experiences of real-time problem-solving.

During peak hours it is not uncommon for public transport to be delayed or at capacity upon arrival at stops. However, students using the free transport offer from LSSP will be travelling off-peak, meaning they can experience potential challenges and overcome them in a controlled environment, thus developing even more transferrable skills for the future.

LSSP-affiliated schools can still apply for free transport for the 2025/26 academic year through the LSSP network. However, if uptake does not meet the required threshold, the offer could be withdrawn.

Ubuntu: The power of community at Rainbow Education MAT

The start of the new academic year at Rainbow Education Multi Academy Trust was marked by a truly powerful and inspiring trust inset day. The entire staff came together under the guiding philosophy of Ubuntu, the African word meaning “I am because we are.” This profound principle resonates deeply with the trust’s core belief that flourishing children can only exist within a community of flourishing adults, schools, and communities.

The day was thoughtfully structured to be both inspiring and practical. The CEO, Gina Donaldson, set the stage by outlining the strategic priorities for the year ahead, grounding everyone in the trust’s shared vision and mission. This was followed by a series of thought-provoking sessions designed to challenge and uplift.

Renowned educator, Hywel Roberts, brought to life the concept of ‘botherdness’, pushing the staff beyond simple engagement and urging them to truly inspire children in their learning journeys. The team was then deeply moved by the extraordinary story of Chris Lubbe, a former bodyguard to Nelson Mandela. His personal account of resilience and hope, born from his experiences during apartheid, provided powerful lessons in overcoming adversity.

The day concluded with an exploration of belonging led by Professor Kathryn Riley. She reminded the staff that the very heart of education is creating spaces where both children and adults feel they truly belong.

While the day was rich with strategy and learning, the trust also made time for joy and connection. The staff shared lighter moments, from a fun game of bingo to a nostalgic ‘assembly bangers’ singalong. These moments reinforced the strong sense of community that underpins all of the trust’s work.

The staff left the day feeling united, uplifted, and ready to embark on the new year. Their collective focus is clear: to ensure each and every child across the trust not only learns but also flourishes, supported by a community that flourishes together.

Ascent College staff and students move into their new home

Staff and students walked through Ascent Autism Specialist College’s doors in awe at the start of this term, as they discovered everything their new home on the multi-use business park, The Parks in Newton-le-Willows, has to offer.

Originally designed as an office space, the 10,330sqft building has been transformed by Flexible Business Interiors (FBI) into an inclusive further education establishment that meets the learning and training needs of autistic young adults between the ages of 16 to 25.

FBI also supported the college’s neurodiverse students’ transition from their old college by hosting site visits throughout the duration of the transformation works, where they had the opportunity to see firsthand the construction process in action.

Julliet Doherty, head of adult services at Ascent College, said: “I’m excited to start Ascent College’s next chapter here at The Parks and look forward to what the future holds as we continue to offer personalised pathways to independence and employment for autistic young adults across the Liverpool City Region and beyond.”

The college, that prides itself on developing its autistic students with the knowledge, skills and workplace behaviours needed for life and employment, has recently been nationally accredited by ‘The Quality In Careers Standard’ for its careers education programme.

Now, being based on the multi-use business park means the college can continue to enhance its students’ functional, personal and self-help abilities as they are further exposed to the world of work.

The move to The Parks was vital for Ascent College as it had outgrown its previous site at 449 Wargrave Road having increased student numbers from 12 in 2022 to 40 in 2025.

Robin Bush, CEO of Remarkable Autism Charity that supports autistic individuals aged five to 25 through integrated services including Ascent College, added: “It has been a delight to witness our staff and students see their new college in its finished form and I’m confident, along with the enriching and empowering environment Julliet and the team create, that it will continue to support autistic young adults now and, in the future, to unlock their full potential.”

From 6pm until 8pm, staff and current students will warmly welcome prospective students and their families to the open evening.

Principal’s talks will take place at 6:00pm, 6:35pm and 7:00pm. We look forward to welcoming you to Rainford High!

CARDINAL HEENAN SIXTH FORM

Supporting you to achieve your aspirational next steps. A mixed sixth form rated ‘Good’ by Ofsted.

Headteacher Mrs Dobson Kirkby

Dixons Academies Trust makes rowing accessible to all students

Dixons Academies Trust believes education is about more than what happens in classrooms. It’s about helping young people discover their passions, build resilience, and grow into confident, well-rounded individuals. That’s why it is proud of its new partnership with British Rowing, which is giving its students the chance to experience one of the most exciting and rewarding sports around.

What began earlier this year in its Liverpool and Manchester academies is already making waves. Thanks to support from All Aboard Youth Rowing, each of the trust’s schools in the region now has a fully equipped indoor rowing room, complete with 10 rowing machines. Rowing has been built directly into PE lessons, so every child has the opportunity to try it.

Students from Years 7 to 10 have taken part in virtual races, streamed online between schools. These events have brought out an amazing sense of teamwork, determination, and school pride.

The programme is now expanding across its Leeds and Bradford schools, with plans for three trust-wide rowing competitions later this year. That means even more young people will get the chance to experience the thrills of this sport; work together in a team, driven by (friendly) competion; and celebrate successes.

For Dixons, rowing isn’t only about sport; it’s about the life skills that go with it: resilience, mental wellbeing, and the confidence that comes from belonging to a team. By breaking down barriers to what has often been seen as an ‘elite’ sport, it is showing its students that no ambition is out of reach.

“Our aim is to open doors and raise aspirations,” says Rachael Fidler, one of Dixons’ school and college trust leaders. “Rowing has already inspired so many of our young people. They are discovering the joy of being part of something bigger, while also developing strength, fitness, and focus.”

As the programme grows, so too does the sense of excitement in Dixons’ academies. Alongside excellent teaching, Dixons schools are hubs of opportunity: places where children can try new things, discover hidden talents, and build friendships that will last a lifetime.

Whether in the classroom, the sports hall, or – one day soon – on the water, Dixons’ students are proving that with dedication and teamwork, they can go further than they ever imagined and Dixons are delighted to be able to provide them with some opportunities to reach and exceed their potential both in and outside the classroom.

Educating tomorrow’s scientists, engineers and healthcare professionals

In a rapidly evolving world where STEM expertise is vital, Liverpool Life Sciences UTC, part of the Northern Schools Trust, is equipping students with the knowledge, skills, and industry experience needed to succeed in science, medicine, and engineering.

Based in the city’s creative Baltic Triangle and sharing a state-of-the-art building with The Studio School, the UTC welcomes students aged 14-19 who aspire to careers in healthcare, science, and technology. The school’s unique environment blends academic study with practical, careerfocused learning.

The school’s 2025 results underline its academic strength. At GCSE, every student achieved grade 4 or above in biology and chemistry, with 95 per cent reaching the same benchmark in physics. Engineering also excelled, with 72 per cent securing a Distinction or higher. At A-level, 80 per cent of physics students and 75 per cent of biology students achieved A* - C, while

60 per cent of applied science students gained top grades of Triple D*/Triple D. Many graduates progress to prestigious universities, including Russell Group institutions and international destinations such as RWTH Aachen in Germany.

Real-world experience is central to the UTC’s ethos. Partnerships with major

employers such as AstraZeneca expose students to cutting-edge pharmaceutical work, while collaborations with the Liverpool School of Tropical Medicine address global health challenges like antimicrobial resistance. The school’s engineering provision is equally impressive, bolstered by a partnership with Ford that has created a specialist engineering

suite equipped with industrystandard software and guided by Autodesk-certified instructors.

Beyond the classroom, students benefit from a wide range of enrichment activities. Success in national competitions, including first place in the junior science category of the Big Bang Science Competition 2025, highlights the talent and creativity nurtured at the UTC. Unique opportunities such as the Allied Health Professions Cadet Programme and the pioneering student-led BRI Journal - the only published research journal of its kind in the UK - further distinguish the school.

With its combination of academic excellence, industry partnerships, and unique enrichment opportunities, Liverpool Life Sciences UTC is preparing young people to thrive in higher education and beyond.

To learn more, visit openevening.info and register for an upcoming open event.

FAILING MATHS OR FAILING STUDENTS?

SHOULD STUDENTS WHO FAIL GCSE MATHS AT 16 BE REQUIRED TO RESIT?

In summer 2024, approximately 32.4 per cent of students completing their GCSE maths did not achieve a grade 4 or above. In November 2024, 152,610 students resat the exams, compared to 125,615 in November 2023 – an increase of 21 per cent.

Unfortunately, come GCSE results day in August 2025, more young people discovered that they had failed maths and began preparing for the autumn resit. Despite record entries — 346,000 for 17–19-year-olds, around only one in six went on to pass. This persistently low success rate has reignited calls to scrap compulsory resits, with critics arguing the policy is demoralising, ineffective, and disproportionately impacts disadvantaged students.

The government’s policy states: ‘You’ll need to continue studying GCSE English, GCSE maths, or both if you’re on a 16 to 19 study programme and do not have a grade 4 or above in one or both of these subjects.’ Ministers have confirmed, however, that the ongoing curriculum and assessment review, due to be reported later in 2025, will consider alternatives, including functional skills qualifications and competency-based assessments.

However, students, parents, and some educators are questioning the necessity of this policy, asking whether students should be made to continue studying maths and resitting the exam.

One of the biggest arguments for requiring GCSE maths resits is, of course, that most employers cite it as a required qualification for jobs. Once students leave education and are looking for work, many will find that most role advertisements list GCSE maths as a necessity, even if the position itself is not directly related to mathematics. This is likely because it is viewed as a basic qualification, equipping young people with problem-solving and analytical skills. It is similar for accessing university, with many listing it as an entry requirement for courses. Not having a grade 4 in the subject as a minimum could heavily limit a student’s options, especially when it comes to course choice. Degrees in the field itself, or in areas like science and business, will

require it alongside relevant Level 3 qualifications.

It is also important to remember that every child’s circumstances are different, and mental health can play a huge part in the outcome of exams. Some young people might have been dealing with difficult issues at home, within themselves, or with extra responsibilities. Their emotions might have impacted their performance on exam day or their time and ability to focus on revision in the lead-up.

The resits offer these students another opportunity to focus on their studies in a new academic year and succeed. Plus, the achievement of succeeding, for any young person, can lead to a huge boost in confidence about what they are capable of and what can be achieved. On the other hand, others argue that the stress or upset that students may potentially feel about failing and the resit process might not be worth the emotional toll.

“One of the biggest arguments for requiring GCSE maths resits is, of course, that most employers cite it as a required qualification for jobs.”

Finding out that you have failed a qualification that is typically viewed as incredibly important and vital for a successful future is a feeling that is likely to be overwhelming for young people and one that might impact their mental health. This, coupled with juggling other commitments such as A-levels or an apprenticeship, could be too much, and lead to reduced performance and confidence across both.

For some, it might feel incredibly frustrating to continue studying a subject that does not demonstrate any clear relevance to their future ambitions. If one wishes to pursue a career in the arts or humanities, for example, the necessity of a GCSE maths resit might be seen as a distraction or barrier.

Over the years, GCSE maths has also received plenty of criticism for its course content and its relevancy to normal life. For example, the inclusion of topics like complex geometry or vectors in the curriculum, but the lack of content about understanding tax, budgeting, and credit.

In some cases, a student may understand concepts relevant to everyday life, such as money, time, measurement and basic percentages, but struggle with more abstract areas like trigonometry, transformations, graphing and complex algebra, failing their GCSE as a result.

For many young people, maths isn’t just difficult, it’s daunting. Anxiety, fear of failure, and a lack of confidence can turn the subject into a genuine barrier. A person who understands this is Rebecca Ginger, a maths teacher and mum of three, who works with children of all ages through her company, Fables World. Each year, she helps more than 1,000 students overcome their maths anxiety and rebuild their confidence. Commenting on why students can struggle with maths Rebecca suggests students process maths differently, yet the system often assumes everyone learns in the same way. Research shows that people remember stories, images, and associations more effectively than abstract numbers and she believes if teaching was adapted to reflect how students’ brains naturally learn, many more young people could be helped to succeed.

Today’s technology has also completely changed the way people deal with mathematical problems, particularly for the younger generation. There is less of a need for complex mental calculations, as smartphones provide calculators, a wide range of specialised apps, and instant access to nearly endless maths support.

Do resits add up?

Another point to consider, particularly for schools, is the logistical and financial impact of students resitting GCSE maths. Exam boards charge schools approximately £30 to £100, with Pearson Edexcel charging £52.95 for one GCSE mathematics test and AQA charging £39.55 per student for GCSE mathematics. These costs, alongside funding that might need to be allocated for additional teaching hours, tutoring, and supporting resources, could prove difficult for schools and colleges, especially in the current recruitment crisis, with institutions also struggling to receive financial support. It also puts a strain on colleges, who end up having to facilitate these resits. There are 3,400 secondary schools, but there are only around 190 colleges that are doing most of this resit work. The logistics for colleges are overwhelming.

“Strong numeracy underpins everything from managing money and debt to future job opportunities and confidence in adulthood.”

The National Association of Head Teachers (NAHT) has also argued that the latest data shows the resit system is failing, with fewer than one in five post-16 students managing to secure a pass in English and just over 15 per cent in maths. The union has long called for reform, describing repeated resits as demoralising and ineffective, and instead urges the introduction of more suitable qualifications that prioritise practical literacy and numeracy. It believes students should be able to work towards alternatives that fit their needs and ambitions, rather than being forced back into

GCSE exams, and has called for the curriculum in English and maths to be simplified and made more engaging.

Parents may also spend their own money on providing their children with resources and even private tutoring, which is usually regarded as expensive.

When thinking about alternatives to mandatory continuation of studying and resitting GCSE maths, some have suggested making it optional. A change like this would allow students to decide for themselves whether they would like to continue working towards the qualification, though it could also be discussed with teachers, parents, and carers.

Perhaps instead of resitting GCSE maths, and depending on the specific level of ability, some students could be registered for functional skills exams –qualifications that shift the numeracy focus to everyday topics without delving into more complex concepts that may be deemed unnecessary.

If resits were to be made optional, or even removed entirely, this decision would need support and understanding from universities and employers. They would need to recognise alternative qualifications and place more value on those that are directly relevant to the degree subject or role. This change would require the collaboration of all parties to ensure that no child is disadvantaged.

While it is important that young people possess the ability to use numeracy for everyday activities, it is also important that the curriculum is consistently reviewed and that policies like resits can evolve to meet the needs of a diverse range of students with different capabilities and ambitions. Maths teacher, Rebecca, suggests maths isn’t just an academic subject, it’s a survival skill. Strong numeracy underpins everything from managing money and debt to future job opportunities and confidence in adulthood. Giving every child the chance to leave school numerate is one of the most important things that can be done for their long-term wellbeing.

“The union has long called for reform, describing repeated resits as demoralising and ineffective, and instead urges the introduction of more suitable qualifications that prioritise practical literacy and numeracy.”

Additionally, it is essential that student voice and feedback are at the forefront of the conversation when it comes to educational changes too, particularly with something as significant as resits for key qualifications.

Whether continuing to study and resitting GCSE maths should remain mandatory is a complex issue and one that, as mentioned, should perhaps prioritise the needs of individuals rather than rely on a one-size-fits-all policy.

VIEWPOINT CAROLINE HAMILTON RETHINK MATHS

To explore this issue further, Educate invited Caroline Hamilton from Rethink Maths to share her perspective. Drawing on her experience of helping students engage with the subject in new ways, she reflects on why so many young people struggle, what could be done differently, and whether resits are always the right answer.

Why do you think GCSE maths pass rates, as well as resits, remain so low?

Around a third of students each year don’t achieve a grade 4 at 16. If you track back, it’s roughly the same percentage who don’t meet age-related expectations at the end of primary school and the same at the end of EYFS. It’s a revolving door, and we’re doing far too little to break the cycle for these students.

Every student still sits the exam, yet too many leave with the feeling they’ve failed. We need to build a system where everyone can feel success in maths, even if their journey looks different. That might mean exploring different types of assessment, recognising progress more fairly, or thinking about how exams are structured. It’s also worth noting that international studies show confidence is a real and growing issue in this country, particularly for girls.

I also think we need to keep perspective on the resit pass rate. We hear a lot about only one in five passing post-16, but let’s remember who we’re talking about, these are all students who scored between a U and a grade 3 at GCSE. How many should we realistically expect to reach grade 4 in a single year, sometimes by November? Progress is happening, but it’s not always recognised. Imagine if this moved to 50 per cent we’d be saying GCSE maths is too easy if 50 per cent can move from a grade 1 to 4 in a year!

To give some context, currently, by age 19, around 85 per cent of learners will have achieved a grade 4 in maths. The bigger ambition should be - how do we move that figure closer to 90 per cent? That doesn’t require radical change, a small improvement in the 16+ pass rate, from one in five to one in four,, would get us most of the way there. The headline number sounds low, but seen in this light, the progress already being made looks very different.

What could be done to better support students who struggle with maths?

The most important change has to be with GCSE itself. Right now, it tries to serve every learner through one structure, but in reality, it often works best for those in the middle. We need a sharper focus. One possible step is to split the qualification into two (like GCSE English), one with more applied, everyday content, and one more theoretical, every student has to sit both exams, but I feel it will give more relevance to many. The more applied one could be the one they sit post-16 providing more meaningful contexts to study. Students want to learn

skills that will genuinely help them in life, such as managing their money and understanding data. We should also start valuing progress more visibly. Moving from a grade 1 to a grade 3 is an enormous step for a learner, but it rarely gets acknowledged. Recognising those gains would do a lot for motivation and confidence. Crucially, students who need the most support must be taught by teachers who are confident in this space. Targeted CPD, high-quality teaching and carefully designed resources can completely change the resit experience.

Do you think students who fail GCSE maths at 16 should be required to resit, or should they have the option to pursue alternative qualifications or focus on other subjects?

From our own work in this area, it’s clear that students themselves still want to take GCSE. They know it’s the qualification that carries weight. Employers understand it, universities and colleges require it and it feels like a badge of success they aspire to. We’ve trialled alternative qualifications before in this country, but for whatever reason, they’ve never carried the same respect. A new version, introduced only for those who “didn’t make it first time,” would risk feeling like a consolation prize. Young people are very alive to that.

That’s why the focus should be on changing GCSE maths itself, not replacing it. If the qualification was reformed, made more relevant to some extent in places, designed with better progression built in then the resit wouldn’t feel like a punishment, it would feel like a fair second chance. For many students, that’s all they’re asking for.

How important is maths as a qualification for students’ future opportunities?

Maths remains one of the biggest gateways to future study, training and employment. Employers value it because it signals reasoning, problem-solving and persistence. But it’s not just about what employers think, students themselves recognise how important it is. They want to pass GCSE maths because they know it opens doors.

The problem is that the current system leaves too many young people believing they’ve failed before they’ve even started. We mustn’t respond to that by lowering ambition or creating ‘second-tier’ alternatives. Instead, we should rethink GCSE maths to ensure it better supports the full range of learners, while keeping the rigour and respect that makes it valuable. Done well, that gives students both confidence and opportunity. It is possible to do this.

St Cuthbert’s students celebrate strong GCSE results

Students at St Cuthbert’s Catholic High School celebrated an excellent set of GCSE results, with improvements seen across a number of subjects. The outcomes reﬂect the hard work and resilience shown by the cohort, supported by dedicated staﬀ and families.

Charlie M secured seven grade 9s, becoming the school’s highest-achieving student in recent history, and maintained 100 per cent attendance across ﬁve years. Riley K, Olivia R, April P and Tian W also collected a raft of grade 8s and 9s.

The school emphasises that success wears many faces, and every student reaching their personal best has reason to be proud.

Headteacher, Mr Stuart Holland, said: “Our students have worked exceptionally hard throughout the last ﬁve years and have achieved the results

they truly deserve. We’re particularly proud of them for overcoming the challenges they faced as the year group who

Incredible success stories at Cardinal Heenan

Cardinal Heenan Catholic High School witnessed many incredible success stories on both GCSE and A-level results day.

Congratulations to Year 13 student, Joe, who achieved A*, A, B and will be going on to study history at the University of Oxford. Leyton, another Year 13 student also achieved a fantastic A, A, A and will be joining Joe at Oxford to study law.

Medicine also proved a popular future destination this year, with four students going on to study it at the University of Liverpool. Alongside them, several other students will be pursuing courses in law, engineering, physiotherapy, and other signiﬁcant disciplines.

GCSE results day proved equally successful, with a large number of pupils choosing to continue their studies at Cardinal Heenan Sixth Form and therefore qualifying for the Cardinal Heenan Scholarship in Year 13. The scholarship was created to reward pupils who demonstrate excellence in their GCSE results in Year 11,

joined us during COVID. I’d also like to thank our staﬀ for their dedication and our parents and carers for their continued

support. We wish our students every success as they move on to the next stage of their education and continue to live life in all its fullness.”

Many students will now progress to local sixth forms, colleges, apprenticeships and training providers, taking with them the conﬁdence and character nurtured at St Cuthbert’s.

Families considering secondary school places are warmly invited to the open evening on Thursday 25 September, 5:00pm – 7:30pm. Parents and carers of pupils in Years 5 and 6 are especially welcome. Visitors can meet teachers and students, tour departments, and discover how St Cuthbert’s helps young people thrive.

For details, visit stcuthberts.com or contact the school on 01744 678123 or hello@stcuthberts.com

and in their progress in Year 12. Pupils can be awarded bronze, silver or gold scholarships with a monetary reward of up to £1,500 to support their future learning. Students who have previously received the award used the funding to buy laptops and other learning equipment, along with supporting travel costs to university open days. Further information can be found on the Cardinal Heenan school website.

Ms K Smyth, headteacher of Cardinal Heenan Catholic High School, said: “I am incredibly proud of all of our students who

received results this year, and a special congratulations to Leyton and Joe, who will be taking up their places at Oxford University in September.

“We are equally proud of the many successes at GCSE, with a large number of pupils remaining with us in the sixth form, while others embark on apprenticeships, college, or the world of work. These outcomes are a real testament to the eﬀort and hard work of our students but also the commitment, professionalism, and belief in our pupils from our fantastic staﬀ members.”

OPEN EVENING

St Cuthbert’s students celebrate strong GCSE results

Blessed Carlo Acutis Academy students shine on GCSE results day

Blessed Carlo Acutis Catholic and Church of England Academy in Runcorn celebrated the efforts and achievements of its Year 11 students when they received their GCSE results.

The school, part of the St Joseph Catholic Multi Academy Trust (SJCMAT), reported strong improvements across key measures this year:

• 47 per cent of students gained five or more strong GCSE passes (grade 5 and above).

• English and maths grades 4+ increased by 7.2 per cent compared to last year.

The school emphasises that success wears many faces, and every student reaching their personal best has reason to be proud.

• English and maths grade 5+ rose by 12.3 per cent.

These results reflect not only academic progress, but also the school’s core values of responsus, respicio and perseverantia.

Several students were singled out for their dedication and achievements:

• Sophia MacGugan gained six grades at 7+, and was praised as an extremely hardworking role model.

Headteacher, Mr Stuart Holland, said: “Our students have worked exceptionally hard throughout the last ﬁve years and have achieved the results they truly deserve. We’re particularly proud of them for overcoming the challenges they faced as the year group who

• Majka Bartosik exceeded expectations by securing six grades more than two levels above her original targets.

• Joe Kelly, who attended every revision session offered by the school, achieved eight grades at 6 or above.

Incredible success stories at Cardinal Heenan

Headteacher, Miss Alicia Freeman, said: “I am extremely proud of our students’ successes this year. This group applied themselves throughout, even attending school on Saturdays. Their results are a testament to their hard work.

“I arrived as headteacher when the class of 2025 had just started Year 9, and they epitomise our value of perseverantia –never giving up and pushing through adversity. I am more than proud to lead this school and especially this group of young people who will go on to be the best versions of themselves and contribute positively to their community.”

Blessed Carlo Acutis Academy continues to provide a vibrant, inclusive and ambitious education for families across Runcorn. Guided by its Christian mission within SJCMAT, the academy supports students to fulfil their God-given potential and flourish in all aspects of life.

Cardinal Heenan Catholic High School witnessed many incredible success stories on both GCSE and A-level results day.

support. We wish our students every success as they move on to the next stage of their education and continue to live life in all its fullness.”

Many students will now progress to local sixth forms, colleges, apprenticeships and training providers, taking with them the conﬁdence and character nurtured at St Cuthbert’s.

Our Lady Queen of Peace celebrate positive GCSE and vocational results

joined us during COVID. I’d also like to thank our staﬀ for their dedication and our parents and carers for their continued

Year 11 students at Our Lady Queen of Peace Catholic College in Skelmersdale were celebrating as they received their GCSE and vocational results.

The secondary school on Glenburn Road has continued to build on its success with improvements in student outcomes. Highlights of this year’s achievements include:

A rise in the number of students achieving grades 9–5 in both English and mathematics, reflecting the school’s commitment to academic outcomes.

Seven exceptional students secured grade 9s in religious education (RE), alongside many others achieving clusters of grade 9s across subjects including English, geography, maths, biology, history and photography.

Outstanding results were seen in science, with 89 per cent of students achieving grades 9–4 in biology, chemistry and physics.

Vocational outcomes were also excellent, with 40 per cent of students achieving the top grades of Distinction or Distinction* in sports studies, and 83 per cent securing a Level 2 Pass or higher in health and social care.

Ms K Smyth, headteacher of Cardinal Heenan Catholic High School, said: “I am incredibly proud of all of our students who

For details, visit stcuthberts.com or contact the school on 01744 678123 or hello@stcuthberts.com

English literature, biology and history, and top grades in maths, chemistry, physics, French and fine art. Olivia’s exceptional achievements reflect her hard work and dedication. She now looks forward to studying A-levels in modern history, law and psychology at college. Congratulations also go to students who achieved beyond expectations at all levels of ability. Many displayed remarkable determination and resilience. Destinations include St John Rigby College, West Lancs College, Winstanley College, Wigan and Leigh College, and Runshaw College.

Mrs Mary Henshaw, headteacher, said: “I am incredibly proud of our students and their achievements. Seeing the pride on their faces as they opened their results was a wonderful reminder of what it is all about. Their hard work and determination have truly paid off, and we celebrate not only their exam success but the exciting futures that now lie ahead. I would also like to thank our dedicated staff and supportive families who have been such an important part of this journey.”

received results this year, and a special congratulations to Leyton and Joe, who will be taking up their places at Oxford University in September.

The highest-performing student was Olivia Fairclough, who achieved an outstanding set of 10 GCSEs, including grade 9s in RE, English language,

Our Lady Queen of Peace Catholic College will hold its open evening on Wednesday, 25 September, welcoming prospective students and their families to tour the school, meet teachers, and discover the opportunities available.

Learning without limits: Childwall celebrates student achievements

Childwall Sports and Science Academy celebrated another strong year of results across GCSEs, A-levels and vocational courses. Provisional outcomes show improvement on the last few years with many students exceeding their targets, and making signiﬁcant progress since a diﬃcult Key Stage 2.

At Childwall Sixth Form, the value-added scores for Level 3 results have risen to a positive score, while courses in business, IT, health and social care, and sports science delivered excellent outcomes once again. Every student has secured their next step, whether higher education, apprenticeships or employment.

Headteacher, Ms Vincent, said: “Seeing students achieve the grades they deserve means they can move on with real choice and confidence. All staff work hard at Childwall to ensure our students learn through opportunities and experiences that bring things to life. Congratulations to all students for their hard work and resilience. My thanks go to staff who went above and beyond and to parents and families for their support.”

GCSE student, Omar, said: “I’m proud of my grades. The teachers kept pushing me to do my best and now I feel ready to start Childwall Sixth Form.”

Notre Dame Catholic Academy opens doors to bright future

A-level student, Sara, added: “Getting the grades I needed means I can go to university and study occupational health.

Celebrating GCSE success at Maricourt Catholic High School

This summer has seen another year of exceptional achievement for students at Maricourt Catholic High School, as the school celebrated a continued improvement in GCSE results. Across all subjects, outcomes improved, with many pupils achieving top grades and securing exciting next steps for their futures.

A remarkable proportion of students were awarded multiple grade 9s, 8s and 7s, demonstrating not only individual excellence but also the strength and consistency of teaching across the curriculum.

The support here has been brilliant.”

Over the summer, the academy has invested in new music studios and practice rooms, as well as upgrading English teaching facilities, further enhancing its learning environment and reinforcing its mantra of ‘learning without limits’.

Notre Dame Catholic Academy, part of the St Joseph Catholic Multi Academy Trust (SJCMAT), celebrated the outstanding achievements of its Year 11 students as they received their GCSE results. This year’s outcomes reflect the dedication and hard work of students, staff, and teachers, and underscore the academy’s ongoing commitment to academic excellence and student development.

Many students exceeded expectations, demonstrating resilience, perseverance, and determination. Several distinguished themselves with exceptional performances, setting a high standard for future cohorts.

Every subject saw an uplift in performance, reflecting the dedication of staff and the commitment of students. At the very top end, the number of grade 9s and 8s continued to climb, a testament to the hard work and ambition nurtured throughout the school.

The strength of the results was also reflected in the destinations students will now pursue. Many are staying on in the thriving sixth form, which saw record numbers of applicants for this year. Others will embark on college courses, apprenticeships and training programmes, each pathway chosen with confidence and supported by the qualifications they achieved.

Headteacher, Mrs Hatton, said: “We are incredibly proud of our students. Their resilience, determination and ambition have been inspiring to see, and these results are richly deserved. Alongside the unwavering support of their teachers and families, our students have once again demonstrated what can be achieved with hard work and belief.”

With students, staﬀ and families working together, Childwall is ready to build on success in the 2025/26 academic year.

Chilwall invites you to its open events to discover how it supports young people’s futures – www.childwallssa.org/supportfor-parents/open-events/

The school was especially delighted to celebrate the improvement in the number of students achieving five or more grades at 4 and above, including both English and maths. These strong foundations ensure that pupils have the widest possible range of opportunities open to them as they move into the next phase of their education.

As the school looks to the future, it celebrates not only the outstanding grades but also the stories behind them – the countless hours of study, the courage to aim high, and the sense of community that lifts everyone to succeed. This year’s GCSE results confirm what staff and students already know: pupils are ready to take on the world, and their futures are brighter than ever.

The Academy of St Nicholas celebrates GCSE and BTEC results day

The Academy of St Nicholas in Garston welcomed its Year 11 students as they collected their GCSE and BTEC results.

qualiﬁcations, alongside a 4 per cent increase in Distinction grades.

Anthony Doyle achieved grade 9s in biology, chemistry and physics, 8s in religious studies and maths, and 7s in history, English and computer science.

Shemaiah Oyeyemi achieved grade 9s in religious studies and history, 8s in biology, chemistry and physics, and 7s in English and maths. Shemaiah will remain at Notre Dame Sixth Form and hopes to study medicine at university.

The atmosphere was ﬁ lled with excitement and anticipation as students returned to the Horrocks Avenue-based academy.

Harvey Lewis secured grade 9 in maths and science trilogy, 8 in computer science, and 7s in English and history. His results reflect the academy’s tailored support for individual student ambitions.

and one grade 8, while Kate Jones celebrated a fantastic grade 9 in English literature.

Supported by their families and staﬀ, they eagerly opened their results and celebrated their achievements.

Hannah Wilson achieved grade 9 in history and 8s in English and religious studies. Her accomplishments mark a triumphant culmination of her efforts, opening doors for future success.

The academy has seen exceptional performances in art, with 88 per cent of students obtaining grades 9–4, and 52 per cent achieving a grade 6 or above.

Many students will now go on to study A-level and vocational courses at All Saints Sixth Form College, which is located on the same campus as the academy. From September, the sixth form will oﬀer a new and diverse curriculum, giving students a wider range of academic and vocational pathways to suit their interests and career ambitions.

Parents were equally delighted, with Mrs McCormick saying: “I’m massively proud! The school has been so invested in James, and he feels so safe and supported.”

Headteacher, Victoria Taylor, said: “Notre Dame Catholic Academy’s GCSE results day was a tremendous celebration of achievement and perseverance. The success of students like Anthony, Shemaiah, Harvey and Hannah exemplifies our commitment to nurturing talent and academic excellence. These results reflect the dedication of our staff, the resilience of our students, and the supportive environment we provide.

There has also been a signiﬁcant improvement in students obtaining a grade 4 or above in both maths and English language.

Vocational subjects have shown marked progress too, with an additional 10 per cent of students gaining Level 2

Among this year’s notable successes is Larissa Barreto, who achieved an average GCSE points score above 7, including three grade 8s and ﬁve grade 7s.

Jack Newton also secured an average points score above 7, with three grade 8s, three grade 7s and a Level 2 Distinction*.

Fellow student George Collison achieved ﬁve grade 7s

“Our students have gone above and beyond, demonstrating that commitment and effort are the keys to success. Their work ethic reflects our values of hope, charity and steadfastness. We celebrate their achievements and look forward to the bright futures they are building, particularly as many continue their journey at Notre Dame Sixth Form.”

Other high-performing students who achieved an average points score of over 6 include Elizabeth Aderemi, Jerry Wei and Phoebe Convery.

Headteacher, Mr Gary Lloyd, said: “We are extremely proud of our Year 11 students and all they have achieved during their time with us. Their results highlight just how hard they’ve worked and the progress they’ve made.

“It’s great to see so many of them moving on to diﬀerent paths – whether that is staying on at All Saints Sixth Form College, starting an apprenticeship, or heading into employment. We’re conﬁdent they’re ready for whatever comes next and wish them all the best for the future.” Jones

Learning without limits: Childwall celebrates student achievements

St Cuthbert’s students celebrate strong GCSE results

The school emphasises that success wears many faces, and every student reaching their personal best has reason to be proud.

Headteacher, Mr Stuart Holland, said: “Our students have worked exceptionally hard throughout the last ﬁve years and have achieved the results

GCSE student, Omar, said: “I’m proud of my grades. The teachers kept pushing me to do my best and now I feel ready to start Childwall Sixth Form.”

they truly deserve. We’re particularly proud of them for overcoming the challenges they faced as the year group who

The support here has been brilliant.”

joined us during COVID. I’d also like to thank our staﬀ for their dedication and our parents and carers for their continued

support. We wish our students every success as they move on to the next stage of their education and continue to live life in all its fullness.”

Many students will now progress to local sixth forms, colleges, apprenticeships and training providers, taking with them the conﬁdence and character nurtured at St Cuthbert’s.

Families considering secondary school places are warmly invited to the open evening on Thursday 25 September, 5:00pm – 7:30pm.

Parents and carers of pupils in Years 5 and 6 are especially welcome. Visitors can meet teachers and students, tour departments, and discover how St Cuthbert’s helps young people thrive.

For details, visit stcuthberts.com or contact the school on 01744 678123 or hello@stcuthberts.com

With students, staﬀ and families working together, Childwall is ready to build on success in the 2025/26 academic year.

Incredible success stories at Cardinal Heenan

A-level student, Sara, added: “Getting the grades I needed means I can go to university and study occupational health.

Chilwall invites you to its open events to discover how it supports young people’s futures – www.childwallssa.org/supportfor-parents/open-events/

The Academy of St Nicholas celebrates GCSE and BTEC results day

The Academy of St Nicholas in Garston welcomed its Year 11 students as they collected their GCSE and BTEC results.

qualiﬁcations, alongside a 4 per cent increase in Distinction grades.

and one grade 8, while Kate Jones celebrated a fantastic grade 9 in English literature.

The atmosphere was ﬁ lled with excitement and anticipation as students returned to the Horrocks Avenue-based academy. Supported by their families and staﬀ, they eagerly opened their results and celebrated their achievements.

Cardinal Heenan Catholic High School witnessed many incredible success stories on both GCSE and A-level results day.

The academy has seen exceptional performances in art, with 88 per cent of students obtaining grades 9–4, and 52 per cent achieving a grade 6 or above.

There has also been a signiﬁcant improvement in students obtaining a grade 4 or above in both maths and English language.

Vocational subjects have shown marked progress too, with an additional 10 per cent of students gaining Level 2

Among this year’s notable successes is Larissa Barreto, who achieved an average GCSE points score above 7, including three grade 8s and ﬁve grade 7s.

Jack Newton also secured an average points score above 7, with three grade 8s, three grade 7s and a Level 2 Distinction*.

Other high-performing students who achieved an average points score of over 6 include Elizabeth Aderemi, Jerry Wei and Phoebe Convery.

Fellow student George Collison achieved ﬁve grade 7s

Ms K Smyth, headteacher of Cardinal Heenan Catholic High School, said: “I am incredibly proud of all of our students who

received results this year, and a special congratulations to Leyton and Joe, who will be taking up their places at Oxford University in September.

18th September 3:30-6pm

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

Catholic Schools Inspectorate, 2024

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 close-knit school community. A typical view that pupils shared with inspectors was that ‘everyone is welcome here; you can be yourself ’ .

You can find out more about what it means to be a member of our welcoming Notre Dame community at our Open Evening event on Thursday 18th September from 3:30-6pm.

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

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

In pictures: GCSE results day

GCSE results day brought a mix of anticipation, joy, and well-deserved celebrations for students right across the region. Our photo gallery shines a light on those special moments, capturing friends supporting each other, proud parents, and students looking ahead to their next steps in education, training, or work.

A suprised St Julie’s Catholic High School student.JPG

1. A student from St Cuthbert’s Catholic High School; 2. Alice Faulkner, from North Liverpool Academy, acheived nine grade 9s including biology, English and psychology; 3. Blessed Carlo student Majka Bartosik; 4. The Studio School’s Lennon Thomas Feeley who achieved a grade 7 in art and a 9 in photography as well as 8s in English; 5. A suprised St Julie’s Catholic High School student; 6. St Francis Xavier’s Catholic Academy students.

In

7. Gateacre School’s Chloe McCann achieved nine GCSEs including four grade 9s, four grade 8s and one grade 7; 8. Gabriel Ponce from St Margaret’s Church of England Academy in Aigburth; 9. Beth Gladwin from St John Plessington Catholic College; 10. Students smiling at The Belvedere Academy; 11. Notre Dame Catholic Academy student Shemaiah; 12. Jenna Entwistle from St Michael’s Church of England Academy in Crosby; 13. Maghull High School students.

14. Olivia Fairclough from Our Lady Queen of Peace Catholic College; 15. Students from Maricourt Catholic High School; 16. Ormiston Chadwick Academy students celebrated their results with family members; 17. St Mary’s Catholic College student, Antonia Holt; 18. Liverpool Life Sciences UTC student, Jaimee Henderson; 19. Rainford High student, Amy Pendlebury, with her GCSE results; 20. St Augustine of Canterbury Catholic Academy student with staﬀ member.

21. The Academy of St Nicholas student George Collinson; 22. Teigan Dunleavy from St John Bosco Arts College; 23. Talal Al-Mashehari from The Academy of St Francis of Assisi; 24. Students from Cardinal Heenan Catholic High School; 25. Top of the class at St. Mary’s this year – Callum Critchlow and Anna Sugden; 26. Hope Academy student, Zahra Bhatti.

Proud day of celebration at St Francis Xavier’s Catholic Academy for GCSE results

St Francis Xavier’s Catholic Academy, the oldest Catholic day school in England and a proud member of the St Joseph Catholic Multi Academy Trust (SJCMAT), celebrated the outstanding achievements of its Year 11 students as they received their GCSE results.

This year’s outcomes reflected not only strong academic performance but also the embodiment of the Xaverian standards, guiding students to be ambitious, resilient, and values-led. Whether through perseverance, making a difference, or recognising their worth, Xaverians consistently demonstrate the character needed to succeed.

Key result highlights

• Pupils with 90 per cent+ attendance achieved higher than previous cohorts, with 5+ and 4+ in English and mathematics well above the national average.

• Significant improvements in science and music.

• Strong progress among disadvantaged students.

• Sustained performance across all subjects.

Headteacher, David Hayes, said: “It is a personal honour to serve this community and see our students thrive. Results day was a testament to their determination and the strength of our mission to ‘inspire life in all its fullness.’ These young people reflect our values of faith, integrity, ambition and respect, and we are incredibly proud of what they have achieved.”

St Francis Xavier’s Catholic Academy, located in Woolton, Liverpool, joined SJCMAT in April 2024. The school serves a diverse and vibrant community and continues to blend its longstanding Catholic traditions with high aspirations for the future.

Hope Academy marks impressive GCSE and vocational results

Hope Academy in Newton-leWillows marked another successful results day, with Year 11 students achieving strong GCSE and vocational outcomes across a wide range of subjects.

Results were particularly strong in English, mathematics, and science, alongside notable performances in religious education, geography, computer science, and physical education. Vocational subjects also saw excellent outcomes, reflecting the academy’s commitment to a broad and balanced curriculum.

Top achievers included Zahra Bhatti, who secured grade 9s across every subject, Grace Frame, with six grade 9s, two grade 8s, and a grade 7, and Nicholas Tickle, who earned four grade 9s and four grade 8s. Violet Fuller achieved four grade 9s and five grade 8s, Logan Brinksman secured three grade 9s, four grade 8s, and two grade 7s, while Jesicca Livesley earned one grade 9 and eight grade 8s.

Bursary students also excelled. Vin Stokes, part of the Hope Opportunity Trust and Royal Springboard Foundation programme, achieved four grade 9s, four grade 8s, and a grade 7, and will attend Eton College, Berkshire. Other bursary recipients gained

places at leading independent schools, including Emma Brookes at St Peter’s School, York; Celia Cunliffe at Concorde College, Shrewsbury; Rhys Knowles at Wellington College, Berkshire; Musa Miah at Haberdashers’ Adams School, Newport; and Talia Moorhouse at Pocklington School, York.

Other students exceeding their target grades included Arun Prasher, Joshua Quin, Abidul Haque, George Cain-Morris, Phillip Grabowy, Thomas Cannon, Thomas Wilde, and Jack Underhill.

Principal, Mrs Marie Adams, said: “The morning was filled with smiles, laughter, and joy as our Year 11 students opened their results. It’s a milestone they have been working towards for years, and it was wonderful to see the pride on their faces as their hard work was rewarded. Congratulations to our class of 2025, and my thanks go to our dedicated teachers and support staff who truly make a difference in the lives of our students. Through a well-rounded curriculum, we help our young people to achieve, grow, and develop the confidence they need to take their next steps.”

She added: “We wish them every success as they move forward into the next chapter of their lives.”

Don’t miss our September Open Events!

Join a community of high expectations and an ambitious curriculum, designed for all learners to thrive – the right school for your child.

At St Joseph Catholic Multi Academy Trust, Christ is at the centre of everything we do. Inspired by Jesus's words, “the way, the truth and the life” (John 14:6), we are committed to transforming children’s lives through a world-class Catholic education.

Our family of secondary schools offers an inclusive, values-driven environment where every child is known, nurtured, and given the opportunity to thrive academically, spiritually, and personally.

Don’t miss the opportunity to see it all for yourself – our secondary academies invite you to our September open events!

Blessed Carlo Acutis Catholic and Church of England Academy

Thursday 25th September, 3:45pm-6:45pm

St Augustine of Canterbury Catholic Academy

Thursday 18th September, 4pm-6:30pm

St Francis Xavier’s Catholic Academy

Thursday 25th September, 4pm-6pm

Notre Dame Catholic Academy

Thursday 25th September, 4pm-6:25pm

Each school is dedicated to world-class teaching, excellent pastoral care, and creating a vibrant community rooted in faith.

Together, we exist to provide children with the education, faith, and values they need to thrive – today and for the future.

Maghull High School celebrates students’ GCSE and A-level success

There were smiles all round at Maghull High School when students collected their long-awaited GCSE and A-level results. Pupils were finally able to see how their hard work had paid off, with many achieving top grades across the board.

At GCSE level, standout performances included Manal, who secured grade 9s in both English language and English literature, and Jack, who achieved three grade 9s in maths, computing and science, alongside grade 8s and a Distinction in all other subjects. Mia celebrated grade 9s in English, history and religious studies, while Rosa impressed with a grade 9 in English, three grade 8s, three grade 7s, and a Distinction in engineering.

Headteacher, Mr Kay, said: “We are very proud of all of our students and their exam

results. We celebrate and recognise the hard work of all students and staff at the school. We look forward to welcoming students back into Sixth Form @ Maghull and wish them well in the next chapters of their lives.”

Sixth Form @ Maghull High also saw a strong set of results. Students studying both A-level and vocational qualifications excelled, with many securing places at universities across the country. Others have successfully gained Level 3 apprenticeships or employment, ready to take their next steps in their chosen careers.

The school praised the dedication and perseverance shown by all students, noting that their achievements reflect both individual effort and the support of teachers and staff throughout the year.

St Margaret’s Academy records another strong year of GCSE and vocational results

On GCSE results day, Year 11 students at St Margaret’s Church of England Academy in Aigburth arrived full of excitement to collect their GCSE and vocational results. Proud families joined students as they opened their envelopes, while staff and senior leaders were on hand to celebrate and enrol students into the school’s sixth form.

Part of All Saints Multi Academy Trust, the academy was once again recognising the hard work, commitment and ambition shown by its students. Over 73 per cent secured grades 9-4 in English and maths, with

exceptional results in triple science, languages, art and photography.

Vocational results remain strong, with over half of grades in engineering and food and nutrition awarded between Distinction* and Merit. The number of students achieving grades 9-7 also increased, reflecting both their dedication and high teaching standards.

Zack Alcock – six grade 9s, two grade 8s and a Distinction.

“I’m delighted to stay and study maths and engineering,” he said.

Gabriel Ponce – five grade 9s, three grade 8s and a grade 6.

“Results day was scaring me so much, but I’m happy to see that my hard work has paid off,” Gabriel said.

Nasko Paskalav – five grade 9s, three grade 8s and a grade 7.

“They really believed in me, which is worth more than anything,” he said.

Headteacher, Adam Robinson, said: “Seeing our students open their envelopes was a real privilege. Behind their results is a story of effort, perseverance and personal growth. We’re proud to have been part of their journey and wish them every success in the future. We look forward to welcoming many students back for A-level and vocational studies at St Margaret’s Sixth Form.”

Maghull High School celebrated the success of every student, highlighting not just top grades, but also the resilience, ambition and hard work that underpin their accomplishments. Staff and students alike look forward to welcoming the next cohort into sixth form and continuing the tradition of excellence at the school.

GCSE results mark a day of pride at St Augustine

St Augustine of Canterbury Catholic Academy celebrated a significant achievement following the release of this summer’s GCSE results.

The academy proudly reported that 53 per cent of pupils attained grade 4 or higher in both English and mathematics, reflecting the dedication of students and staff alike.

Among the many success stories was Ini, who achieved an exceptional six grade 9s across a range of subjects. Ini’s remarkable performance has been hailed as a source of inspiration for fellow students.

Several other pupils also excelled, including Natalia, Nicola P, Jan and Marius, who all secured grade 9 successes, showcasing the depth of talent at the academy.

Staff at St Augustine’s emphasised the crucial role played by parents and guardians in supporting pupils throughout their studies. Their encouragement and involvement have helped create an environment where students can thrive and grow.

Headteacher, Giselle Lynch, said: “These young people began their secondary school journey at the height of the COVID pandemic. The past few years have presented them with many challenges. They have worked hard to ensure they have the qualifications needed to progress to the next stage in their education or to secure employment. We are proud of their success and wish them well for the future.”

St John Plessington students achieve outstanding results

It was a morning of excitement when Year 11 students at St John Plessington Catholic College in Bebington celebrated receiving their GCSE results.

Families and friends joined students as they collected their envelopes, marking the culmination of months of hard work and dedication. Staff were on hand to congratulate students and share in the celebrations.

As part of Holy Family Catholic Multi Academy Trust (HFCMAT), the college has seen continued success, with increases in the number of pupils achieving grades 9–7 and 9–5 in both English and maths. Overall, student progress has risen year on year, reflecting the school’s high standards and commitment to achievement.

Among the standout performers:

• David Fatokun – grade 9s in biology, chemistry, English language, English literature, geography, maths, physics and religious studies, plus a grade 8 in computer science.

• James Alford – grade 9 in chemistry; grade 8s in biology, English language, physics and religious studies; grade 7s in English language and Spanish; grade 6 in geography; grade 5 in English literature.

• Daniel Chung – grade 9s in chemistry, Mandarin, maths and religious studies; grade 8s in biology, English literature and physics; grade 7 in geography; grade 6 in English language; and a Level 2 Distinction in information technology.

• Pietro Frigo – grade 9s in physics and religious studies; grade 8s in chemistry and maths; grade 7s in biology, geography and Portuguese; grade 6s in English language and literature; grade 5 in computer science.

With results day marking the end of compulsory education, many students have already begun planning their next steps with the school’s careers advisors. Several will continue their studies at the new HFC Sixth Form College, pursuing A-levels and BTEC qualifications.

Headteacher, Mr Peadar McLoughlin, said: “I always feel hugely privileged to witness the sheer joy on students’ faces as they open their GCSE results.

“It has been a delight to celebrate our class of 2025’s achievements. Their results are a testament to the resilience they have shown and the unwavering support they have received from their families and our staff. I am extremely proud of all students who have received their results and look forward to welcoming many of them back in September.”

Bright futures ahead at St Michael’s Church of England Academy

Year 11 students from St Michael’s Church of England Academy were warmly welcomed by staff on GCSE results day. Excitement filled the air as students opened their envelopes, sharing their achievements with family, friends, and staff who have supported them over the last five years.

St Michael’s joined the All Saints Multi Academy Trust earlier this year. Overall, there was a significant rise in the number of students achieving grades 9-7 across many GCSE subjects.

Exceptional performances were recorded in chemistry and physics, with 100 per cent of students achieving grades 9-5. In biology, 85 per cent of students achieved grades 9-5; 81 per cent in design technology; and 70 per cent in art.

Creative iMedia and sports studies also showed marked improvement, with more students attaining grades from Distinction* to Merit.

Many students are moving on to the next stage of their education or exploring other pathways, including apprenticeships and training programmes.

Top achievers include: Jenna Entwistle, who achieved eight grade 9s and one

grade 8, and will study A-levels at The Belvedere Academy.

Henry Nixon, securing four grade 9s, four grade 8s, and two grade 7s, who will study A-levels at the University of Liverpool Maths School.

Fintan McLinden, with four grade 9s, one grade 8, and three grade 7s, continuing studies at a local sixth form college.

Noah Rooney, earning two grade 9s, three grade 8s, and four grade 7s, taking A-levels at King George V Sixth Form College.

Sean O’Brien, achieving one grade 9, one grade 8, and six grade 7s, moving on to A-levels at a local sixth form college.

Freya O’Neill, with one grade 8, five grade 7s, and three grade 6s, who will study A-levels at The Belvedere Academy.

Mr Roy Bellmon, headteacher of St Michael’s Church of England Academy, said: “We’re incredibly proud of all our students and the dedication they’ve shown throughout their time with us. Results day was a real celebration of their hard work, and it’s wonderful to see them moving forward to the next stage of their education, starting an apprenticeship, or pursuing another pathway. We hope all our students continue to build on their successes and achieve great things ahead.”

Smiles at St John Bosco Arts College on GCSE results day

Year 11 students at St John Bosco Arts College in Croxteth celebrated their GCSE results with smiles all round as staff, families and friends gathered in the school’s sixth form centre.

Seen as the foundation for future pathways, this year’s results demonstrated significant progress compared to last year, marking an important step forward in the school’s overall exam performance.

Many students not only collected their results but also enrolled to join St John Bosco’s thriving sixth form, where they will continue their studies through a wide range of A-level and BTEC courses.

Among them was Teigan Dunleavy, who achieved two grade 9s, a Distinction and a Distinction*, and will continue her studies at the school.

Evie Price, who secured an outstanding six grade 9s, three grade 8s and a grade 7, is also progressing to A-level study at Bosco.

Another student, Maria Douba, said: “I’m so proud of what I’ve achieved and grateful to my teachers for all their support. Opening my results was a mix of nerves and excitement, but seeing my grades has made it all worth it. I can’t wait to start sixth form at Bosco to study A-level biology, chemistry and physics, and I’m looking forward to taking the next step towards my future career.”

During her time in the sixth form, Maria – along with other internal and external applicants – will benefit from a range of academic, extracurricular and social activities designed to develop independent study skills, personal growth and career readiness.

Headteacher, Mr Darren Gidman, praised the cohort for their efforts, saying: “It was a real joy watching students open their results envelopes as they saw the hard work they’ve demonstrated during their time with us come to fruition with these tangible outcomes.

“At St John Bosco, we are guided by our core values of love, faith, community, respect and hope that inspire our students to flourish. Whether students are continuing with us in September or moving on to pastures new, I would like to wish each and every one of them the very best of luck and congratulate them once again on their outstanding results.”

St Mary’s Catholic College students celebrate strong GCSE results

There were scenes of happiness and joy at St Mary’s Catholic College in Wallasey as Year 11 students returned to school to collect their GCSE results.

Students and staff were equally elated as envelopes were opened, revealing the results of months of effort, focus and determination.

The class of 2025 at St Mary’s, part of Holy Family Catholic Multi Academy Trust (HFCMAT), has demonstrated improvements since last year, with results in line with expectations.

Many Year 11 students will move on to apprenticeships or further education, while others will continue their studies at the school’s new HFC Sixth Form College, opening in September 2025.

Students continuing include:

• Riley Stevens – studying maths, computer science and physics

• Maddie Fessey – studying art, psychology and sociology

Other excellent results included:

• Nathan Richards – grade 9s in design technology and art; grade 8s in religious education and geography

• Oscar Sherwen –Distinction* in drama, Distinction in music, grade

8 in religious education, grade 7s in computer science, English and maths

• Missy Duggan –Distinction* in health and social care and child care, Distinction in dance

• Logan Gaines – grade 7s in English language, maths and religious education

• Antonia Holt – Distinction* in drama and health and social care, grade 7s in religious education and history

• Thomas Moor – grade 8s in religious education, English literature and English language; grade 7s in design technology, maths and physics

Mr Kevin Maddocks, headteacher at St Mary’s Catholic College, said: “It was an unforgettable morning as staff, students and families came together to celebrate the remarkable achievements of our Year 11 cohort.

“Our students’ success reflects their hard work and commitment throughout their GCSE studies. They should be proud of the academic and personal growth they have achieved.

“For those moving on to new opportunities, we wish you every success, and to those returning for sixth form, we look forward to welcoming you!”

Rainford High students shine

Learning without limits: Childwall celebrates student achievements

There were scenes of celebration at Rainford High as students received their long-awaited GCSE and BTEC results.

This year’s cohort has delivered another strong set of outcomes for the school, with an increase in top grades across a broad range of subjects – a testament to the hard work of both students and staﬀ.

The school’s Attainment 8 score rose to 50.5, with a quarter of all grades awarded at grade 7 or above. 78 per cent of students achieved grades 9-4 in both English and mathematics, while 56 per cent secured grade 5 or higher in these core subjects.

Some individual success stories include:

chemistry, physics, geography and history, as well as a grade 7 in Spanish and a grade 8 in English.

11 students. We are all very proud of what you achieved.

GCSE student, Omar, said: “I’m proud of my grades. The teachers kept pushing me to do my best and now I feel ready to start Childwall Sixth Form.”

• Amy Pendlebury achieved a full set of grade 9s in English language, English literature, maths, biology, chemistry, physics, French, geography and religious studies. “I’m just so shocked. I can’t believe these are my results. I want to say thank you to all my teachers for all their wonderful help and support,” she said.

The support here has been brilliant.”

• Izzak Atkinson achieved grade 9s in English, maths, combined science, computer science, PE and geography, as well as grade 8s in Spanish and further maths, and a grade 7 in English literature.

A-level student, Sara, added: “Getting the grades I needed means I can go to university and study occupational health.

• Laura Ruca secured 9s in English language, French, maths, history, Spanish and combined science, a grade 8 in English literature, a grade 7 in further maths and a Distinction* in sports studies.

• Evie Singleton achieved grade 9s in English literature, maths, biology,

• Charlotte Edwards achieved grade 9s in biology, chemistry, geography, maths, PE, physics and Spanish, as well as grade 8s in English literature and further maths, and a grade 6 in English language.

Principal of Rainford High, Mr Ian Young, said: “Congratulations to our amazing Year

“At Rainford High, our school ethos –‘Everyone Matters, Everyone Helps, Everyone Succeeds’ – is something we genuinely live by. These achievements highlight what students can accomplish when they’re supported, encouraged and believed in.

With students, staﬀ and families working together, Childwall is ready to build on success in the 2025/26 academic year.

Chilwall invites you to its open events to discover how it supports young people’s futures – www.childwallssa.org/supportfor-parents/open-events/

“As many students now progress to Rainford High Sixth Form and others embark on diﬀerent pathways, we know they are well-prepared for whatever comes next. We are excited to see what their futures hold.”

The Academy of St Nicholas celebrates GCSE and BTEC results day

St. Mary’s College students celebrate excellent GCSE results

The Academy of St Nicholas in Garston welcomed its Year 11 students as they collected their GCSE and BTEC results.

Students and staﬀ at St. Mary’s College, Crosby, celebrated another excellent set of GCSE results this summer.

Well over a third of all passes at the school (39 per cent) were at the highest 9–7 grades, up from 32 per cent in 2024 and 35 per cent in 2023. More than a quarter of candidates (26 per cent) achieved seven or more passes at these top levels, an increase on 21 per cent last year and 20 per cent the year before.

The academy has seen exceptional performances in art, with 88 per cent of students obtaining grades 9–4, and 52 per cent achieving a grade 6 or above.

Almost two thirds of students (65 per cent) recorded ten or more passes, with many achieving 11 or even 12 GCSEs in total.

There has also been a signiﬁcant improvement in students obtaining a grade 4 or above in both maths and English language.

qualiﬁcations, alongside a 4 per cent increase in Distinction grades.

and one grade 8, while Kate Jones celebrated a fantastic grade 9 in English literature.

Among this year’s notable successes is Larissa Barreto, who achieved an average GCSE points score above 7, including three grade 8s and ﬁve grade 7s.

Vocational subjects have shown marked progress too, with an additional 10 per cent of students gaining Level 2

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

Jack Newton also secured an average points score above 7, with three grade 8s, three grade 7s and a Level 2 Distinction*.

Fellow student George Collison achieved ﬁve grade 7s

Among many success stories, two 16-year-old pupils stood out as joint top performers. Anna Sugden, from Crosby, and Callum Critchlow, from Maghull, both took 11 GCSEs and achieved ten grade 9s and one grade 8.

Anna said: “I feel relieved

Other high-performing students who achieved an average points score of over 6 include Elizabeth Aderemi, Jerry Wei and Phoebe Convery.

now I have my results and am very thankful for the support I had from my teachers, family and friends throughout the exam period. I’m excited to join the sixth form at St. Mary’s to study biology, chemistry, classics and psychology.”

Callum added: “I am

absolutely delighted – I couldn’t be happier. I just want to thank all of my teachers and family for their amazing support over these last few years. I wouldn’t have achieved these results without them.”

St. Mary’s College principal, Mike Kennedy, praised the GCSE ‘class of 2025’. He said: “We are very proud of the achievements of our students this summer which reﬂect all their hard work over the last ﬁve years, and the fantastic support they have received from their teachers and families over this period.

“We have fi nished in fi rst place in the GCSE results table in Sefton for several years now, and we are confident that when the next set of school performance tables is published by the Department for Education, we will be ‘top of the league’ once again.”

Students celebrate strong GCSE and BTEC results at The Academy of St Francis of Assisi

Year 11 students at The Academy of St Francis of Assisi collected their GCSE and BTEC results with excitement and pride. Pupils celebrated their achievements with family, friends, and staff who supported them throughout their studies.

The academy, part of All Saints Multi Academy Trust, marked its third consecutive year of improved results. In English literature, 55 per cent of students achieved grades 9–4, up from 50.6 per cent in 2024, while maths saw an increase from 43.9 per cent to 48.5 per cent at grades 9–4. Combined English and maths results also rose from 36.7 per cent to 44.4 per cent. Improvements were noted across English, history, maths, languages, and science, contributing to the school’s sustained rise in overall achievement.

Several students achieved outstanding individual results. Youssef Trabelsi earned six grade 9s in biology, chemistry, computer science, English literature, maths, and physics, along with grade 8s in history and English language, and a grade 7 in religious education. He will study at the University of

Liverpool Maths School.

Talal Al-Mashehari secured seven grade 9s in English literature, computer science, maths, combined science, history, and Arabic, plus two grade 8s in religious education and English language, and will continue his studies in computer science, maths, and physics at Archbishop Blanch Sixth Form. Talal said: “I am very proud to achieve these grades for which I worked so hard.”

Maximilian Hanudel achieved four grade 9s in English literature, religious education, maths, and history, four grade 8s in biology, chemistry, physics, and computer science, and a grade 7 in English language. He will also attend the University of Liverpool Maths School.

Acacia Matiki achieved nine GCSEs, including grade 9s in English literature, history, and religious education, and a grade 8 in English language.

The academy celebrated its rich diversity, with over 55 languages spoken and more than 45 per cent of Year 11 students speaking English as an additional language.

Exceptional exam results at The Belvedere Academy

The Belvedere Academy is very proud of its Year 11 and Year 13 students for their exceptional examination results.

In all qualifications, the results were significantly above national figures. At GCSE, 31 per cent of all grades were either grade 7, 8 or 9 (equivalent to A/A* grades).

The academy was also delighted with it’s A-level, BTEC and vocational qualifications which saw 61 per cent of all grades being at A*, A or B and 28.2 per cent being A* to A.

Belvedere was particularly pleased with the amount of progress that students in Year 13 had made during their A-level and their vocational course. On average, students at Belvedere attained nearly half a grade higher than predictions based on what their GCSE grades suggested. In vocational courses students were three times more likely to achieve the top grade than they were nationally.

These results reflect consistent hard work from students as well as exceptional teaching and pastoral support.

Belvedere was delighted to enable Year 13 students to access the next steps of their choice in the top universities including Oxford and on the top courses including medicine, law and engineering, as well as some who are already embarking on exciting higher level apprenticeships.

Belvedere will be celebrating these achievements at its annual prizegiving which takes place on Friday, 28 November 2025. The whole academy from Year 7 up to Year 13, will be at the prizegiving so all pupils can enjoy and celebrate each other’s results.

At the event, students will hear from members of enrichment groups including, the Combined Cadet Force, the Anti Racism Ambassadors, the Equality and Diversity team, the Mentors in Violence Prevention group and Rising Stars as well as awarding prizes in drama and music, academic progress and attitude to learning. As well as rewarding a significant number of students and presenting examination certificates, students also hear from Belvedere’s whole academy orchestra, choirs and soloists – it is a highlight of the Belvedere calendar.

Outstanding results were achieved in language GCSEs, including grade 9s in Polish, Portuguese, Russian, and Arabic.

Headteacher, Ms Jo Leech, said: “Our Year 11 students have worked incredibly hard and shown great determination throughout their time here. Their results truly reflect their efforts, and we’re proud of every one of them. These achievements mark an important milestone, and we hope our students take real pride in all they’ve accomplished as they prepare for the next chapter of their lives.”

A summer of success at St Julie’s

Students at St Julie’s Catholic High School in Woolton celebrated exceptional success at both GCSE and A-Level results days this summer.

Sixth form students are heading to prestigious Russell Group universities, including the University of Liverpool, Newcastle, York, King’s College London, Manchester and Leeds to pursue subjects such as law, physics, medicine and biomedical sciences.

At GCSE, students achieved results significantly above the national average and have also performed above the national average for girls only. This achievement marks an overall improvement in outcomes across the school, which headteacher, Kate McCourt, is proud to assign credit for:

“This has been a tremendous year for our school and credit goes, first and foremost, to this exceptional cohort of students who worked with diligence, resilience, humility and faith in their teachers.

“We need to show our gratitude to the parents, carers and wider family of our students who have provided the outstanding support that students needed at a very stressful time. Their contribution can’t be overstated, and I believe is a vindication of the very strong partnerships between home and school that we seek to build from day one, and even before.

“I’d finally acknowledge the outstanding contribution made by school staff who throughout the year show their commitment to nurturing every student to reach their full potential. This year’s achievements are a shining example of what can be accomplished when young women are empowered to aim high and believe in themselves.”

Smiles all round for Ormiston Chadwick Academy this GCSE results day

Students and staff at Ormiston Chadwick Academy, part of Ormiston Academies Trust, celebrated standout GCSE success this summer.

Students achieved great results following two years of hard work and dedication as part of their studying and preparation. They are now looking ahead to their next steps in education, secured thanks to their excellent results.

Across the board, this year’s cohort secured excellent success in almost all subjects including English, maths, technology, physical education (PE), art and religious studies (RS).

Alongside the success of the whole academy, individual students also achieved highly:

• Keira Mannion successfully achieved grade 9s in English language, English literature, chemistry and physics, grade 8s in biology, mathematics, history and Spanish, a Distinction* in animal management and a grade 6 in music.

• Kieran Barrett, deputy head boy, achieved grade 9s in physics and biology, 8s in mathematics, chemistry and history and grade 7s in RS, Spanish, computer studies, English literature and English language.

• Samantha Foster achieved a grade 9, two grade 8s and six grade 7s.

• Uan Smith, head boy, achieved four grade 9s, one grade 8, a Distinction*, two grade 7s and two grade 6s. Uan has gone on to study

A-levels at the University of Liverpool Maths School.

• Ewan Gillon achieved three grade 8s, five grade 7s and a Distinction.

• Adam Zeinah achieved two grade 9s, three grade 8s, four grade 7s and a grade 6.

Ormiston Chadwick Academy, based in Widnes, is committed to creating exceptional education and learning which ensures pupils leave with the knowledge, skills, and opportunities which prepare them exceptionally well for life beyond education. As part of Ormiston, the academy is dedicated to providing the highest quality education and ensuring that every child, regardless of their background, gains the skills and opportunities they need to thrive.

Jennifer Lowry-Johnson, principal at Ormiston Chadwick Academy, said: “Our whole school community is so proud of this year’s GCSE students, who have gone above and beyond our high expectations to secure an exceptional set of results, as a result of hard work and commitment.

“Our students are not only leaving us with the qualifications to progress to their next stage in learning, they are also leaving with a well-rounded and balanced education which has equipped them with the skills, knowledge and qualifications to lead a happy and rewarding life. We look forward to seeing all that they achieve!”

The Studio School: Equipping students with skills for tomorrow’s careers

Education shapes both personal and professional pathways, and The Studio School is redefining learning for students aged 14 to 19. Part of the Northern Schools Trust, the school focuses on art, technology, and engineering, combining mainstream qualifications with project-based learning to prepare students for higher education and careers.

Rated ‘Good’ by Ofsted in 2024, The Studio School has been recognised for its ‘stimulating and supportive environment,’ which leads to strong academic and vocational outcomes. Located in the vibrant Baltic Triangle and sharing facilities with Liverpool Life Sciences UTC, students benefit from access to subject-expert teachers, industry-standard tools such as Autodesk Fusion 360, and cloud-based technologies.

Students at The Studio School engage in project-based learning alongside meaningful industry connections. Industry insight days provide opportunities to tackle real-world challenges, including antimicrobial resistance (AMR), in collaboration with partners such as the MAST Group and the Liverpool School of Tropical Medicine. Partnerships with local companies ensure that students develop practical, careerready skills, giving them a competitive edge.

The school’s dedication to excellence extends beyond the classroom. Teacher, Lauren, received the Chris Pilcher Award for ‘Up and Coming Teacher 2025’, while students Emilia and Willow won the Junior Science Award at the Big Bang Science Competition for their project Cool Comfort. Enrichment activities such as the Unilever Bright Futures Inspire and CANSAT competitions further encourage creativity, problemsolving, and innovation.

The Studio School has consistently achieved high academic standards. In 2025, A-level results included 100 per cent A*- C in fine art and photography, 92 per cent A* - C in graphics, and a Distinction* average in the Diploma in programming. Engineering saw 66 per cent achieving Distinction / Distinction*, while games design achieved a High Merit average. GCSE highlights included 40 per cent of students reaching Level 5 or above in English and maths, 25 per cent of computer science students achieving grade 7+, and 72 per cent securing Distinction or Distinction* in engineering.

With a combination of academic excellence, hands-on experience, and creative opportunities, The Studio School equips students to thrive in both higher education and their future careers.

Opening young eyes to the future of print and packaging

ASL Group believe in the power of ideas and the people who bring them to life. As a leading managed print services (MPS) provider, ASL sees every day how technology and innovation in print touches lives and shapes communities.

With over 30 years of experience supporting the education sector, ASL has gained a deep understanding of how schools, colleges and universities have evolved, and as a trusted MPS provider it has continually adapted to meet their changing needs.

Today, ASL is proud that a third of its customer base is in education, citing that none of this progress would have been possible without the dedication and hard work of teachers and support staff who are at the heart of the sector.

ASL Group is honoured to be the title sponsors of the Educate Awards that celebrate the inspirational achievements of schools, colleges, multi-academy trusts (MATs) and staff. The awards are a highlight in the ASL calendar, and the team looks forward to them every year as an opportunity to recognise the remarkable work happening across the region.

ASL is always seeking new ways to support the education sector and this summer, its support extended beyond the classroom, as it welcomed a range of students, from secondary school leavers to university undergraduates, for work experience at its head office.

The work experience gave students a

chance to understand the operations of ASL’s business, whilst gaining valuable skills that can be transferred across their working lives. ASL is also delighted to support initiatives like ‘Young People in Print’ (YPIP) that introduces students to the exciting opportunities the print industry has to offer.

For ASL Group, education and opportunity go hand in hand. Supporting

the Educate Awards allows the business to celebrate outstanding work, while helping the next generation explore inspiring career paths. It looks forward to another year celebrating the achievements of staff and education providers.

Print today is bold, digital, and sustainable, and the future belongs to the young people. Together, with educators, ASL is proud to help shape it.

Northern Schools Trust invests in tomorrow’s educators

As United Teaching’s newest regional training centre (RTC), Northern Schools Trust offers a dynamic, accessible and high-quality teacher training experience directly in Liverpool.

The partnership builds on the success of United Teaching’s existing RTC in Manchester, whilst eliminating the need for trainees to travel, ensuring convenient access to all professional study sessions.

United Teaching’s Ofsted-rated ‘Outstanding’ initial teacher training (ITT) programme equips future teachers with the skills, knowledge, and confidence to thrive in the classroom. Within just 12 months, trainees achieve qualified teacher status (QTS) and can also choose to gain a Postgraduate Certificate in Education (PGCE) with 60 Master’s-level credits.

Why train with Northern Schools Trust in Liverpool?

• Local partnerships with impact – United Teaching works closely with Northern Schools Trust, offering placements in schools that prioritise innovation, inclusion, and communityfocused development.

• Flexible funding options – Trainees can choose from salaried routes, self-funded options, scholarships, and bursaries. Those on the postgraduate teaching apprenticeship or salaried pathway receive a salary from day one, with tuition fees fully covered.

• Certainty and support from the outset – Placement certainty is

assured upon acceptance, allowing trainees to plan confidently. Training takes place within Northern Schools Trust’s supportive and aspirational school environment.

• Excellent career outcomes – Nationally, over 70 per cent of trainees are offered a teaching position in their placement school at the end of the programme.

Nothern Schools is delighted to announce that, for the start of this academic year, it has invested in 10 additional trainee teachers, reflecting a strong and ongoing commitment to developing teaching excellence and enhancing educational opportunities across Liverpool.

The trust runs continuous professional development (CPD) programmes, early career teacher (ECT) support, upper pay scale (UPS) progression, and middle leader development programmes. These structured opportunities ensure that every educator, from trainee to experienced leader, is supported, nurtured, and given every chance to succeed.

Northern Schools Trust’s teacher training programme represents more than a pathway to QTS and a PGCE – it is a hub of innovation, inclusion, and professional excellence. With practical, supported training in Liverpool schools, favourable funding options, and a solid record of post-training employment.

If you are considering a career in teaching, visit the dedicated webpage to apply: www.northernschoolstrust.co.uk/teacher-training

Liverpool specialist school wins Silver in Pearson National Teaching Awards

Abbot’s Lea School, Woolton, has been named Silver Award Winner for ‘SEND and Inclusive Practice’ in this year’s Pearson National Teaching Awards.

The esteemed award, supported by The Sunday Times, recognises schools that have developed outstanding inclusive practice and created transformational learning opportunities that lead to sustainable, long-term improvement in the lives of SEND (special educational needs and disabilities) students, families, schools, and the wider community.

Chosen from thousands of schools, the school will now be in with the chance of winning the highly desired Gold Award, which will be announced at a prestigious awards ceremony in London and on BBC One’s The One Show later this year.

Abbot’s Lea School delivers high-quality specialist holistic education for students aged three to 19 living with autism and other complex needs. The school follows a personalised, multi-disciplinary approach, supporting students not just academically but socially and emotionally, helping them to thrive and achieve meaningful outcomes.

Headteacher of Abbot’s Lea School, Mrs Ania Hildrey, commented: “This national award is a celebration of our students, our staff, and our values. At Abbot’s Lea School, we are committed to creating a truly inclusive environment where every student feels safe, understood and empowered to succeed in their own way.

“I am incredibly proud of our team, from teachers and class-based support staff, and our multi-disciplinary team of safeguarding and therapeutic specialists, to our phenomenal business support team – we all share one vision.”

In addition to the school’s Silver Award, three members of staff from the support team were also individually recognised. Higher level teaching assistant (HLTA) Clare Edwards, received a Bronze Award for ‘Teaching Assistant of the Year’, while her colleagues and fellow HLTAs, Donal McGrath and Demi Lea, were also named national finalists in the same category.

The exciting announcement marked National Thank a Teacher Day [Wednesday, 18 June] and the Pearson National Teaching Awards, which are run by the Teaching Awards Trust.

Sir Michael Morpurgo, author, former Children’s Laureate, and president of the Teaching Awards Trust, said: “I’m delighted to be able to congratulate this year’s Silver Award winners. Your passion and commitment to shaping the next generation is extraordinary. Thank you for the difference you make every single day.”

Sharon Hague, CEO of Pearson UK, commented: “Our Silver Award winners represent the very best of the profession, and we’re thrilled to celebrate their dedication and achievements. Congratulations to all of this year’s Silver winners!”

LJMU gives £12,800 student survey donation to Liverpool charity Micah

Liverpool John Moores University’s (LJMU) charity partner, Micah Liverpool, has passed on its heartfelt thanks to the university after it donated £12,800 to support people across city.

The university pledged to donate to Micah Liverpool for every National Student Survey (NSS) completed by eligible final year students earlier on in the year. LJMU also made donations following the Postgraduate Taught Experience Survey, Postgraduate Research Experience Survey and First Year Experience Survey.

CEO at Micah Liverpool, Catherine Kearney, said: “I’d like to say a massive thank you. Each student that completed their own survey contributed to what will make a massive difference to a relatively small charity like Micah.

“We exist on as little as we can, to do as much as we possibly can, so I really am very grateful.”

The donation will be used by Micah to cover core costs which will enable them to keep its food banks open and continue running the community food markets for people experiencing food poverty.

The funding will also support other projects delivering beds to children, through a partnership with the children’s bed charity Zarach, and helping people get into work through its recruitability programme.

LJMU has worked closely with Micah Liverpool, the social justice charity, for a number of years now, with students choosing the charity for its annual NSS charitable donation.

In January 2025, a formal partnership was agreed between Micah and LJMU to extend and enhance further opportunities for collaboration. This includes opportunities to undertake research projects, sharing knowledge and expertise, and generating student work placements and projects, alongside continued encouragement to participate in volunteering and further fundraising activities.

LJMU staff and students are encouraged to ‘be curious’ about the charity and get in touch with Catherine via email (catherine.kearney@ liverpoolcathedral.org.uk) to discuss further opportunities around research and knowledge exchange, student projects, volunteering, and making donations.

Schools turn reception areas into welcoming spaces with feature walls

Schools across the country are transforming their reception areas with striking feature walls that reflect their ethos, celebrate achievements, and create a welcoming first impression.

Educational design specialists Promote Your School has seen a growing trend for schools to invest in wall art that combines impact with practicality.

“Your reception is the first point of contact for pupils, families and visitors,” a member of the Promote Your School team explained. “A well-designed feature wall can instantly communicate your school’s values, while helping people feel at ease the moment they walk through the door.”

Recent projects include a vibrant backdrop at Kents Hill, where the school’s logo was combined with positive imagery from the local community. The design incorporates doors, cupboards and windows seamlessly, creating both a functional and inspiring space.

Bold displays of school names, logos and colours help instil pride and identity, while images of pupils, alumni or local landmarks add a personal touch that connects the school to its wider community.

Some schools are taking a different approach, choosing nature-inspired designs to promote calm and wellbeing. Scenes of woodlands, rivers and mountains have been used to regulate pupils’ emotions as they arrive, while offering a tranquil welcome to

Feature walls are not limited to reception areas. Corridors, classrooms and even outdoor walls are being transformed, offering creative alternatives for schools without a traditional reception space.

Durable materials ensure that the designs remain vibrant and easy to maintain for years to come.

The team member added “By investing in these spaces, schools are not only enhancing their environment but also reinforcing a strong sense of identity and belonging for everyone who passes through their doors.”

For more ideas and inspiration, visit promoteyourschool.co.uk

Primary school parents think spending time in nature should be part of the school curriculum

Nine-in-10 parents with primary school-aged children believe spending time in nature should be part of the curriculum, according to new research conducted by Worldwide Fund for Nature (WWF) as it launches its new primary school programme.

The new research findings reveal almost half of UK parents with children aged 11 or under don’t think their child spends enough time outdoors, despite almost nine-in-10 believing that spending time in nature is a very important part of growing up.

Many parents want to see change, with green spaces such as gardens, trees and playing fields topping the list of desired facilities to improve in primary schools. WWF’s research shows 46 per cent of parents would prioritise the improvement of green spaces in their child’s school.

However, 70 per cent of primary schools don’t offer daily opportunities for their children to connect with the natural world and the gap is even wider in low-income communities.

To help children connect with nature every day, WWF has

launched ‘Happy by Nature’ as part of its flagship ‘Prescription for Nature’ campaign. Aiming to reach one million children by 2028, and starting with those who need it most, the charity’s mission is to help schools across the country turn grey

playgrounds into better spaces to experience nature and embed it into everyday learning and play.

Through its programme, WWF is supporting schools by providing funding and expertise, free toolkits, a new learning platform, and outdoor equipment.

Steve Backshall, wildlife presenter and WWF’s new ambassador, said: “By making time outdoors a regular part of the school day, we can open up a world of discovery, learning and joy – and help raise a generation that’s not only healthier and happier, but more connected to the world around them.”

WWF is urging schools and teachers to help pupils get their daily dose of nature at school by exploring the charity’s Happy by Nature Hub and signing up for its free resources.

staff and visitors.

Specialist school’s café brews bright futures by turning proﬁt into pathways

Wargrave House School, based in Newton-le-Willows, has recently opened ‘Wargrave Coffee House’, a social enterprise run by its autistic students, where profits are reinvested back into leaners, allowing them to progress in their food hygiene qualifications.

Turning over more than £1,500 so far in sales of its barista-style drinks to staﬀ members at the school that supports neurodiverse

individuals aged five to 16, the profits made are being put towards learners gaining their Level 2 food hygiene certificates.

Wargrave Coffee House is the brainchild of former Year 11 student, Max, and Key Stage 4 teacher Lucy Casilli. Lucy said: “As a fully qualified barista supervisor and trainee coffee master, I was really keen to train and upskill our learners in the art of being a barista.

“Our entire team works with energy, care and compassion, with one ultimate aim – to bring a smile to people’s faces one cup at a time!”

Following a successful opening, Max and Lucy have expanded the team and trained other students. All students went through a thorough application and interview process prior to working at the café to give them real-world employment experience.

Staﬀ at Wargrave House School place their orders for the week on a Monday. Students then make and deliver the hot beverages directly to them in the mornings, before cleaning, checking the stock rotation and banking takings in the afternoon.

Headteacher of Wargrave House School, Carl Glennon, commented: “I am extremely proud of Max and Lucy, and what they have achieved. The innovative initiative not only supports our learners’ development of lifelong, tangible skills, it also beneﬁts staﬀ wellbeing and fosters a real sense of community spirit.”

Wargrave House School is part of the Remarkable Autism Charity that supports autistic individuals aged ﬁve to 25.

Robin Bush, CEO, said: “At Remarkable we aim to break down barriers for autistic individuals, and the Wargrave Coﬀee House team is a testament to the incredible impact that can be made when boundaries are pushed and aspirations are raised. They are all, truly, remarkable people.”

Pinterest rolls out in-app prompt to discourage phone distractions in UK schools

British teenagers say they need help in school. Not just with their classwork, but with their mobile phones. According to new data from Pinterest, 57 per cent of British 13 to 16 year olds are seeking to better manage their time spent on mobile devices.

In time for the new school year and with data showing that teenagers in the UK spend an average of five hours per day on their phones, Pinterest will help British teens in the form of a new in-app test prompt that encourages young people to close the company’s app during school hours and turn off all device notifications.

CEO of Pinterest, Bill Ready, said: “In the classroom, students need the opportunity to learn without the constant distraction of apps on their phones.

Limiting the use of phones in schools is a topic more prevalent than ever amongst educators and government, but to be truly eﬀective, tech companies need to be part of the solution.

“Pinterest is setting out to support

students, parents and teachers, who should not shoulder the responsibility alone.”

Pinterest tested the prompt in the US and Canada earlier this year, becoming the ﬁ rst platform to introduce such measures. Over 1.3 million students viewed and clicked on the prompt in less than one month.

The biggest challenges teens face when trying to take a break from their phones are boredom (52 per cent) and a fear of missing out (40 per cent). Encouragingly, almost 40 per cent say tools like prompts or settings to gently remind them to pause would help them manage their screen time more eﬀectively.

Mark Rowland, chief executive of Mental Health Foundation, said: “We welcome the introduction of this measure by Pinterest. Digital platforms can oﬀer opportunities for creativity, connection and self-expression. But they should be used in ways that support, rather than undermine mental health.”

Anticipation builds ahead of the Educate Awards ceremony

Sony work experience programme offers hands-on experience into the games industry

All About Futures and Sony Interactive Entertainment held the Sony Interactive Entertainment work experience programme earlier this year.

Educate Awards 2025 has proven to be bigger and better than ever before as hundreds of schools from across the North West have submitted entries in the hope of getting their hands on the coveted trophy.

Managed by All About Futures, the Sony Interactive Work Experience Programme is funded by Sony Interactive Entertainment Europe. It provides Year 12 and 13 students in the Liverpool City Region with an exciting opportunity to gain hands-on experience in the games industry.

comprehensive understanding of the diverse career paths available within Sony Interactive and the broader gaming industry. The programme offers students looking towards a STEM-based career or a role in the games industry the opportunity to complete a week’s placement.

Now, excitement is mounting ahead of the shortlist announcement in late September and, of course, the prestigious awards ceremony that is taking place at the iconic Liverpool Cathedral on Friday, 14 November 2025.

This programme is designed to inspire and educate students by offering week-long placements across various departments. These include:

Having received entries from Cumbria, Lancashire, Greater Manchester, Liverpool, and Cheshire, the Educate Awards’ judges have been working hard since the submission deadline in July to narrow down to a shortlist, something that has proven a real challenge given the amount of standout entries received this year.

• Engineering

• Vendor management

• IT support & project management

team, who shared insights into their work on some of my all-time favourite games. I was

A student at Archbishop Blanch C of E High School in Wavertree, who completed the work experience programme, said: “It was even better than I had imagined, and I am truly grateful for the opportunity. Everyone was incredibly kind and welcoming, making me feel like I truly belonged, and I felt encouraged to learn and explore.

“I have to say, this year has been hugely diﬃcult,” explained one judge. “The entries have been so good. In fact, many have been truly excellent. The calibre of entries this year have been exceptional!”

• Business analytics

• Platform certification and operations

• Quality assurance

“I also got to discover roles I never knew existed, such as the different types of QA ( a ssurance), which was really eye-opening. One of my favourite moments was getting to test games on Wednesday – I absolutely loved it!

Another judge added: “It simply doesn’t get any easier to judge the entries for the awards and there are some stellar schools across the North West doing everything they can to educate and bring out the best for our people of tomorrow.”

• Finance planning and reporting

The aim of the programme is to give students a

For its fourteenth year, Educate Awards, partnership with ASL, introduced two-new categories, School Library of the Year and Most Inspirational Specialist School, both of which proved hugely popular with schools across the region entering in the hope to win the inaugural awards.

“This entire experience has deepened my appreciation for the industry, and I would definitely consider Sony Interactive as a place I’d love to

Kim O’Brien, founder of the Educate Awards, said: “It’s been fantastic to hear the judges’ feedback, and I’m excited to see which schools, colleges, and individuals make the shortlist. Last year saw an

and non-tech alike – from CertOps to finance and corporate planning. A real highlight for me was the XDev

exceptional standard of entries, and it’s clear that 2025 is shaping up to be just as impressive.

“We launched the Educate Awards to celebrate the remarkable work of schools, colleges, multi academy trusts, teachers, and support staﬀ who go above and beyond to inspire young people and shape brighter futures. It’s a privilege to continue shining a spotlight on their incredible achievements.”

CEO of ASL Group, Duncan Forsyth, added: “ASL is proud to continue supporting the Educate Awards for a third year running. We understand that education is

of the first group – here’s to more

readiness and shining a light on the fantastic opportunities available here on our doorstep in the Liverpool City Region.”

the cornerstone of progress and development, and are honoured to be part of such an inspiring event that promotes a culture of excellence and strives for continuous improvement within the sector.

“We can’t wait to ﬁ nd out who makes this year’s shortlist and, of course, see who takes home the trophies at the awards ceremony in November.”

The Educate Awards 2025 shortlist will be announced in late September across social media. Follow @educateawards on X and Instagram to be the ﬁ rst to hear the news.

Senior executive leaders – a 21st century role for a 21st century education system

The world we woke up to on 1 January 2020, when the Wuhan Municipal Health Commission reported a cluster of cases of pneumonia, has gone forever. We have seen the way society operates change beyond recognition, and this includes how our schools function.

Over five years on, we have witnessed the outstanding contributions school leaders and their staff have made to supporting children’s wellbeing, ensuring their education has not been adversely impacted, despite severe fi nancial constraints.

Executive leaders within the sector are supporting their staﬀ

and pupils while acting for the common good of their communities, including the most vulnerable.

These new ways of operating have made many across the sector reﬂect on how organisational systems and staﬃ ng structures need to transform to support future generations.

Increasingly we are seeing the introduction of new models for executive school leadership within multi academy trusts (MATs). MAT boards are also encouraging those with executive leadership experience from a range of professional backgrounds, who are committed to improving life

chances, to consider making the move into the education sector.

With so many strong headteachers, principals, and school improvement leaders across the sector, a CEO need not be an “educationalist”, nor should members of the executive team come from a purely education background. These are posts which are about embracing the sector and being able to develop a strategic vision, fostering a spirit of collaboration amongst schools and a shared common purpose.

St Helens-based Satis Education, shares that common purpose and aims to identify individuals with potential to further enhance the wonderful

work already being undertaken in schools across the country. Over the last eight years, Satis Education has sought to appoint colleagues whose skills and experience will complement and enhance those of the schools leaders already operating across the sector.

To ﬁ nd out more about Satis Education and how it can help support your school or MAT, visit www.satiseducation.co.uk or contact the team directly by calling 01744 634654 or emailing at admin@satiseducation.co.uk

From classroom to gallery: Your students’ art journey starts here

Why your students need this opportunity

Teachers will know how challenging it can be to provide meaningful arts experiences when resources are stretched thin. dot-art Schools offers Year 5 and Year 9 students something truly special – a chance to see their work displayed online alongside peers from across the Liverpool City Region. Judged by arts professionals, each school’s winner also gets their work exhibited at the prestigious Walker Art Gallery.

The educational impact dot-art Schools goes beyond the classroom, giving students real experience of the art world while building their confidence.

What this means for students:

• Professional validation of their artistic efforts

• Experience of a genuine arts competition process

• Public recognition through online portfolio and physical exhibition

• Connection with the wider arts community

Simple to implement, meaningful results

Now in its 14th year, dot-art Schools has refined its approach to make participation as straightforward as possible for busy teachers. The programme provides support at every stage, from initial registration through to the final exhibition. Teacher feedback consistently highlights the programme’s accessibility: “We have participated in the competition for many years and have always enjoyed the process. It provides the opportunity for extracurricular art activities and a chance to widen the curriculum. The competition is always very well organised, and staff are always within reach if needed.”

Well over a thousand students participate annually, making this a significant celebration of young creativity across the region.

No financial barriers for schools dot-art Schools is committed to ensuring that lack of resources doesn’t prevent any child from taking part. Entry fees for the year are just £195+VAT for primary and £295 +VAT for secondary schools. Local business champions generous contributions allow many disadvantaged schools to participate without cost concerns.

Real impact on student progression

Caroline Taylor, art teacher at Weatherhead High School who won in 2024, shares the transformative effect: “Participating in dot-art Schools really allowed students to get an insight into what art beyond school would be like. It both inspired them and gave them confidence in their artistic abilities, motivating many to take art GCSE. Without a doubt, being involved gave students a unique opportunity and fostered a passion for the subject.”

The programme is welcoming to all students, including those with special educational needs (SEND). Paula Morgan, assistant headteacher at Crosby High School, reflects: “As our pupils are all SEN, I was very protective of them and was wary of submitting their work and having it judged against mainstream pupils, how wrong was I! I was beyond proud to see them able to compete and stand their own in this forum and will definitely ensure they participate every year going forward.”

Ready to get involved?

Registration is open now until Christmas for primary, secondary, and special schools across the Liverpool City Region. The process is designed with teachers in mind – straightforward, well-supported, and educationally valuable.

As project manager, Carolyn Murray, puts it: “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.”

To register, visit schools.dot-art.com

For more information, or to speak to the team, email schools@dot-art.com or call 0345 017 6660.

Empowering educators and enriching

Education is everywhere, from classrooms and museums to communities and campaigns for change. Edge Hill University’s Faculty of Education recognises the power of learning to transform lives and create real-world impact. For over 140 years, the faculty has been committed to enhancing life chances through innovative teaching, research, and partnership.

It works alongside communities, organisations and civic leaders to deliver lasting change. From boosting attainment in mathematics through its Every Child Counts programme, to improving early literacy with the National Children’s Bureau, the projects reflect a deep-rooted dedication to the regions it serves and global challenges.

A collaboration with

Shakespeare North Playhouse is supporting children’s language development, while work with Mind, The Comedy Trust, Movember, Everton in the Community, 3 Dads Walking, and Rugby League Cares is helping reshape mental health and wellbeing across education settings.

Edge Hill has also partnered with the Department for Education and Gatsby Foundation to help shape the future further education workforce, and with Culham St Gabriels to promote youth engagement in religion and worldviews education. The contributions to national guidance on physical activity and mental health, and partnership with The Jamie Oliver Group highlight its leadership in inclusive and neurodiverse education.

At Edge Hill, education empowers individuals to become changemakers – driving progress in their communities and beyond. Its graduates leave with more than a degree; they carry with them a deep sense of purpose and a drive to make a difference. Whether they pursue teaching, youth work, museum

communities

education, or community advocacy, they are equipped to lead with empathy, insight, and impact. Education at Edge Hill is rooted in real lives and real communities – and its students are at the heart of that transformation.

To find out more visit ehu.ac.uk/education

An end to SATs and fewer GCSE exams –changes young people want to see

A youth-led shadow curriculum and assessment review has found that young people want to see an end to SATs and fewer GCSE exams.

Launched in November 2024 in response to the Government’s curriculum and assessment review, the shadow review was chaired by NUS UK president Amira Campbell. It provided a channel through which young people could share their perspectives on what is and is not working in education, and the changes they wanted to see.

Curriculum reform – the four areas young people want it to focus on:

1. Building skills and relevance to life

2. Assessments, mental health and wellbeing

3. Climate, sustainability and citizenship education

4. Creating a more equitable and inclusive education

Curriculum improvement recommendations

To help make the improvements, the report offers strong, specific, and wellevidenced recommendations for the official review. Alongside an end to SATs and fewer GCSE exams, these include:

1. Introducing more “life skills” such as ﬁ nancial literacy and content that prepare

young people to thrive in their futures.

2. Introducing a national youth wellbeing measurement programme.

3. Integrating solutionscentred climate change and sustainability content across all subjects and key stages.

4. Making the assessment system more adaptable to support students’ needs as they arise and may shift over time.

How the shadow review worked

This shadow review involved several young panellists nominated by leading youth organisations that collectively represent the voices of 7.5 million children and young people.

The process mirrored the official review’s key milestones, gathering the views of thousands of young people through a call for evidence, school assemblies, and focus groups. These initial fi ndings were published in an interim report in February 2025, after which the shadow review ran a national roadshow and hosted four high-level expert roundtables with more than 50 representatives from the third-sector, academia, and policy, who helped to inform the fi nal recommendations. The Youth Shadow Panel have had

constructive and positive engagement with the oﬃcial panel, having met with members, including its chair Professor Becky Fracis, several times.

Amira Campbell, president of the NUS and chair of the shadow curriculum and assessment review, said: “Young people are the ones living the realities of the current education system, we know what works and what doesn’t.

“This ﬁ nal report brings together youth voices calling for an education system that is inclusive, relevant, and focused on supportive, empowering learning, rather than emphasis on grading and ranking.

“Our recommendations are not asking for the impossible, they oﬀer practical steps toward an education system

that prepares us to thrive, not just survive. We hope the recommendations will be well-received by the curriculum and assessment review panel members and that this leads to the meaningful inclusion of children and young people in future education policy decisions.”

Talia Hardie, youth panellist for the shadow curriculum and assessment review, said: “Through my work on the youth shadow panel, I’ve spoken with students across the country and the message is clear: the curriculum must evolve. Young people are calling for an education that speaks to their realities, from the climate crisis to rising inequality.”

The ﬁ nal report comes ahead of the oﬃcial review’s conclusion this autumn.

Spanish surpasses French in popularity in historic ﬁ rst for language studies

New GCSE data reveals a historic shift in language studies, with Spanish overtaking French for the ﬁ rst time as the most popular language choice among students. Entries for Spanish have risen nearly 25 per cent since 2020, increasing from around 109,594 to 136,871 in 2025. Meanwhile, French uptake has remained relatively steady, climbing slightly from 132,036 in 2020 to 134,651 in 2024 before dipping to 132,808 this year.

The figures, released today by the Joint Council for Qualifications (JCQ) and analysed by the British Academy, also highlight broader trends in student subject choice. Overall GCSE entries in England, Northern Ireland and Wales fell slightly for the fi rst time since 2021, dropping from 6.19

million in 2024 to 6.16 million in 2025. Despite this, SHAPE subjects – science, humanities, arts and performing arts, and English – continue to account for more than half of all entries (54 per cent), a ﬁgure that has remained consistent since 2019.

Key trends in 2025

• Performing and expressive arts grew 8.3 per cent, reaching its highest number of entries since 2021.

• Music increased 6.1 per cent, from 35,861 in 2024 to 38,060 this year.

• Business studies recorded its seventh consecutive year of growth, up 2.2 per cent from 135,090 to 137,924, reﬂecting an almost 40 per cent rise since 2020.

• History entries fell 5.7 per cent, from a peak of 325,437 in 2024 to 306,759 in 2025.

• Media, ﬁ lm and TV studies decreased by 3.9 per cent, from 36,975 to 35,553 entries.

• German entries fell 7 per cent, marking a 21.2 per cent decline since 2020, while other modern foreign languages –including Arabic, Chinese, Polish and

Urdu – grew 1.3 per cent for the ﬁ fth consecutive year since 2020.

The British Academy has provided further insight through its school indicators dashboard, examining uptake across SHAPE disciplines and diﬀerences in subject choice between male and female students.

Professor Susan J Smith, president of the British Academy, said: “Congratulations to everyone receiving their GCSE results. It is good to see that over half this year’s entries are in the arts, humanities and social sciences – subjects that nurture the ﬂexibility, creativity and adaptability young people need to thrive in a fast-changing world.

“However, last week we saw a concerning drop in the proportion of A-level students studying these important SHAPE subjects. It is disappointing that young people’s choices, skill sets and capabilities are being constrained in this way. We urgently need to ensure that students from all backgrounds can study a wide range of disciplines at every stage of their education.”

Sony work experience programme offers hands-on experience into the games industry

All About Futures and Sony Interactive Entertainment held the Sony Interactive Entertainment work experience programme earlier this year.

This programme is designed to inspire and educate students by offering week-long placements across various departments. These include:

• Engineering

• Vendor management

• IT support & project management

• Business analytics

• Platform certification and operations

• Quality assurance

• Finance planning and reporting

The aim of the programme is to give students a

“I also got to discover roles I never knew existed, such as the different types of QA (quality a ssurance), which was really eye-opening. One of my favourite moments was getting to test games on Wednesday – I absolutely loved it!

“This entire experience has deepened my appreciation for the industry, and I would definitely consider Sony Interactive as a place I’d love to

work in the future. Thank you again for selecting me for this placement and for all the effort you put into making this such a valuable and enjoyable experience.”

Another student from The Studio School Sixth Form in Liverpool, added: “I had the amazing opportunity to take part in Sony Interactive Entertainment’s work experience programme. It was an eye-opening experience that introduced me to a variety of roles I hadn’t even considered before!

“Each day, we met teams from nearly every department – tech and non-tech alike – from CertOps to finance and corporate planning. A real highlight for me was the XDev

team, who shared insights into their work on some of my all-time favourite games. I was so fascinated by their process that I accidentally made the session run over by 15 minutes with my questions!

“A huge thank you to All About Futures and the incredible team at Sony Interactive Entertainment in Liverpool for organising this experience. Grateful to be part of the first group – here’s to more opportunities like this in the future!”

Michelle Dow, managing director of All About Futures, said: “As a small, local organisation, we sit at the heart of the education-business landscape and we’re really proud to be working with Sony Interactive Entertainment in Liverpool to help facilitate their work experience programmes, helping young people to make informed choices, improving employability and career readiness and shining a light on the fantastic opportunities available here on our doorstep in the Liverpool City Region.”

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Interview with: Lord Mayor of Liverpool, Cllr Barbara Murray

Investing in young people

In May 2025, Cllr Barbara Murray was sworn in as the new Lord Mayor of Liverpool. She has been a councillor for 18 years, serving the Yew Tree ward. Barbara has enjoyed a varied career; she was a civil servant at the Inland Revenue, a retail area manager, a teacher and a community development worker for a housing provider.

She has also been a school governor since the 1990s, and education is an area that she is deeply passionate about, recognising its power to transform lives and communities.

She was fi rst appointed to the Liverpool Education Grants Charitable Trust (previously known as the Council of Education) in 2018 as a cabinet member responsible for two briefs: education and schools, and employment and skills. She was subsequently re-appointed when she became chair of the education, employment, and skills select committee in 2021, and was later retained as an independent member at the request of the board.

As the Lord Mayor, she has chosen to support the trust during her mayoral year, which provides fi nancial awards, bursaries and grants for extracurricular and cultural activities to students up to the age of 25 years.

The Lord Mayor has asked the charity to set up a specific funding stream for lifelong learning and skills to improve employability and address poverty. The direct beneficiaries during her mayoral year will be Liverpool Literacy Cycle, Youth Works apprenticeships and Liverpool Poetry Space. The Lord Mayor has pledged to raise a million pounds for the trust.

She says: “I have asked the trust to set up a ringfenced funding pot for my specific beneficiaries. It is called the Lord Mayor’s Legacy Fund and can be used by future Lord Mayors if need be.”

When asked why supporting this range of initiatives is important, the Lord Mayor explains: “It’s quite selfi sh in the fi rst instance. I initiated two of these projects, Liverpool Literacy Cycle and Youth Works apprenticeships, five years ago, and I have been involved with Liverpool Poetry Space since its inception, as I helped set up the Dead Good Poets Society many years ago when I was a teacher and wrote and performed poetry in my own time. When poet Chris McCabe contacted me about a dedicated poetry space, this was a nobrainer.

“I am really hoping to establish a permanent legacy for the city and a fund that can support youth provision and a place for

literary and literacy creativity going forward.”

She continues: “As a cabinet member, I identified two major skills gaps: literacy and youth work. The fi rst was impacting the workforce’s ability to fi ll better-paid jobs, which is the best route out of poverty; the second was impacting our children and young people at a time, post-COVID, when they have greater needs than ever before. Liverpool City Council used to employ 88 youth workers; they now employ just two.”

In March 2025, the National Youth Agency (NYA) released a report highlighting ‘a critical shortage of trained youth workers, leading to missed opportunities for early intervention and prevention. Without sufficient youth work support, issues such as serious violence, poor mental health, and exploitation escalate, requiring more costly interventions later.’

The Lord Mayor explains: “The work is important because young people have complex needs but nowhere to go, nowhere to spend time together and just be. They tell me they want warm, safe places to talk with their friends – that is not a big ask.

“So we really need to regenerate the provision at pace, which is why I am interested in offering

I am really hoping to establish a permanent legacy for the city and a fund that can support youth provision and a place for literary and literacy creativity going forward.

Interview with: Lord Mayor of Liverpool, Cllr Barbara Murray

the Level 3 youth work apprenticeship to people already in employment because their services may benefit from this extended offer, and to have a trained youth worker on the staff team will bring greater, useful insight and innovation.”

The apprenticeship is available through the Liverpool FC (LFC) foundation. She continues: “It is fully supported with mentors and close monitoring by the foundation. The course isn’t just for young people; you can be any age. To date, LFC Foundation staff have provided seamless support to all apprentices by staff who are themselves youth workers.

“I would love to see the support we have received for the last five years from the foundation matched by Everton in the Community. If that happened, we could double our offer and speed up the regeneration.”

There have already been two successful cohorts for the Level 3 apprenticeship, and now, Liverpool John Moores University and Liverpool Hope University have launched youth worker degree apprenticeships, allowing individuals to progress from entry-level training right through to higher education, while gaining vital hands-on experience in the community.

This new pathway ensures that youth work is recognised as a valued and professional career, equipping the next generation with the skills needed to support children and young people across Liverpool and beyond.

The Lord Mayor says: “I have always thought we should be more balanced with respect to practical and academic training.

I am delighted that two of our universities are offering Level 6 youth worker degree

apprenticeships from September. It creates a perfect employment pathway for our apprentices, and it is good for the city. As youth workers are recruited locally, those higher skills are more likely to stay here.”

But why has there been a decrease in youth workers, not just in Liverpool but across the country?

“Youth provision is not a statutory requirement for local authorities, therefore, over the austerity period, this has been repeatedly cut,” the Lord Mayor explains.

“Not just here in Liverpool but nationally, as councils have tried

When asked what legacy she would like her support of the Liverpool Education Grants Charitable Trust to leave for the city, the Lord Mayor reflected: “During my year as Lord Mayor, I hope to have started a conversation and campaign to get us all focused on working our way out of poverty into better, safer communities where we all thrive.

“For me, the investment in our youngest citizens is the key to a better future. I see myself as starting something for others to embrace, refine and perfect. The need for youth provision will be continually ongoing. My legacy is

For me, the investment in our youngest citizens is the key to a better future. I see myself as starting something for others to embrace, refine and perfect.

to deliver their statutory services. Alongside that series of cuts, we have seen a trajectory of growing anti-social behaviour and criminality in children and young people, plus increases in mental health issues and the consequences of social media.

“In my various education roles, I have seen schools required to do more and more, when in fact other professionals are needed in the wrap-around of young people. I don’t see any quick fixes, and experience tells me we need to persistently address issues and support those in need to get good results, but this investment now will pay off later. Currently, the largest amounts of budgets are focused on adult social services and the NHS, so we really need to start investing earlier to change this.”

starting this process; the longerterm legacy is a whole community understanding the need for this investment and wanting to make it happen.”

Through this work, the Lord Mayor hopes her year in office will be remembered not just for fundraising, but for sparking a movement that puts young people firmly at the heart of Liverpool’s future.

To find out more about the Lord Mayor’s charity appeal, visit: liverpoolcityhalls.co.uk/charityappeal

For a closer look at youth work as a career, and the vital role it plays in communities, turn to page 72

St John Rigby College’s Class of 2025

St John Rigby College (SJR) celebrated another exceptional year of examination results, marking the continued success of students and the dedication of staff.

This summer, students achieved near-perfect pass rates, with 70 per cent securing a high grade (A*/A/B/Dist*/ Dist). These outcomes reflect not only academic excellence but also the determination and personal growth of each individual.

At SJR, the focus is on nurturing the whole person, helping students to become the very best version of themselves. Behind every grade lies a story of perseverance, transformation and triumph. Whether progressing to prestigious universities, starting higher and degree apprenticeships or moving into employment, students are stepping into their futures with confidence and purpose.

Newly appointed principal, Paula Nolan, shared her pride in this year’s cohort. She said: “The distance our young people travel during their time at SJR is truly extraordinary. They leave us not only with outstanding academic results but also with the ambition and readiness to thrive in aspirational

destinations. This year, our students have secured places on elite degree courses as well as highly sought-after apprenticeships with organisations including BAE

Systems, Barclays, United Utilities, Wigan Council and Merseyside Police.”

Beyond academic success, SJR students continue to make their mark. From representing

their country in national-level sports to leading community initiatives or winning Wigan’s Battle of the Bands, achievements go far beyond life at the college.

Improved A-level and BTEC results achieved at All Saints Sixth Form College

There were scenes of joy at All Saints Sixth Form College, at The Academy of St Nicholas in Garston, as students received their A-level and Level 3 vocational results.

All Saints Sixth Form College, which is proud to be part of All Saints Multi Academy Trust, welcomes students from across the city. This year’s results reflect a significant rise in top grades, with art, English, computer science, games development, criminology, digital media and history all celebrating high achievement.

These results mark the beginning of exciting new chapters, as students take their next steps towards university, apprenticeships, and the world of work.

Student Klaudiusz Dzedzyk obtained five qualifications: an A in Polish, a B in computer science, a C in philosophy and ethics, and a Distinction* in games development and a Distinction* in digital media.

Klaudiusz is looking forward to studying cyber security at Edge Hill University.

Gabija Majausktye is delighted to have been accepted by the University of Lancaster to study English, after achieving a B in English, a B in philosophy and ethics and a C in geography.

Rushid Afzali has secured a degree apprenticeship after achieving a Distinction in games development, a Distinction in business studies, and an A in art.

Mr Grant Sibbald, head of sixth form, said: “We are so proud of everything our students have achieved over the past two years. Their hard work and determination have truly paid off, and we wish them the very best of luck in their future endeavours.

“We’re now excited to welcome a new cohort, including many students from The Academy of St Nicholas, who will benefit from our broad A-level and vocational offer and the supportive, ambitious environment we provide.”

Mr Gary Lloyd, headteacher of The Academy of St Nicholas, added: “Congratulations to our sixth form students and everything they have accomplished.

“It’s inspiring to see so many of our students taking the next step into a wide variety of exciting pathways. Their achievements are a testament to the exceptional support, guidance, and opportunities offered by our sixth form.”

St Margaret’s students achieve impressive A-level and BTEC results

Students at St Margaret’s Church of England Sixth Form in Aigburth celebrated another year of strong A-level and BTEC results. Almost half of all A-level grades were awarded at A*–B, while BTEC students once again excelled, with 95 per cent of grades ranging from Distinction* to Merit.

The sixth form, part of St Margaret’s Church of England Academy and All Saints Multi Academy Trust, also reported particularly pleasing progress among students with additional educational needs, many of whom achieved outstanding results thanks to their determination and the high level of support provided.

Among the top achievers was Huseen, who secured A, A, A in biology, chemistry and maths and will begin a dentistry degree at the University of Liverpool. He said: “It doesn’t feel real yet… all the early mornings and late nights have paid oﬀ, and I’m so happy.”

Emlyn achieved Distinction* and Distinction in a double award engineering course and will now take up an engineering apprenticeship. He said: “I’m delighted with my results and really excited to take on the new challenge.”

Arav achieved A*, A, A, B in mathematics, further maths, chemistry and biology, and will study statistics, economics and ﬁ nance at University College London. “I worked very hard for these results, but now I know it was worth it,” he said.

Stephin achieved straight A grades in biology, chemistry and psychology and will study ﬁ nance at the University of Liverpool. Matthew secured A*, A, B, B in the Extended Project Qualiﬁcation, history, politics and religious studies, and is heading to the University of Birmingham to study history and theology.

Dr Dan Silverstone, director of sixth form, said: “It’s been a real privilege to watch our students grow both academically and personally. We are very proud of everything they have achieved.”

Headteacher, Mr Adam Robinson, added: “These outcomes reﬂect more than academic achievement – they show the compassion, resilience and respect our young people have demonstrated. They’ve grown into thoughtful, well-rounded individuals, and it’s been a privilege to watch them ﬂourish.”

Sixth form students at St John Bosco Arts College celebrate A-level and BTEC s uccess

Students at St John Bosco Arts College in Croxteth celebrated after receiving their A level and BTEC results.

The co-educational sixth form has continued to build upon its previous years’ success and, following their A-level and BTEC results, students are now preparing to take their next steps on a range of exciting pathways, including university and degree apprenticeships.

Lois Murphy celebrated outstanding results of AAB, securing her place at the University of Liverpool to study archaeology.

Demi-Leigh Woods also celebrated success, achieving a Distinction* and Double Distinction, and will now begin a prestigious law degree apprenticeship at Edge Hill University.

Miss Charlotte Lyon, head of sixth form, said: “Results day is always a highlight in my calendar as I get to share in the joy and excitement of our students’ successes. Our aim at St John Bosco is twofold – to enable our students to achieve the very best academically, whilst giving them every opportunity to develop as

mature and responsible young adults.

“We have seen this vision come to fruition following the determination and resilience students have demonstrated over the past two years. We’re incredibly proud of all they have achieved and wish them the very best as they embark on their next journey.”

Headteacher, Mr Darren Gidman, added: “Results day was a wonderful opportunity to come together to celebrate the achievements of our sixth form students. It’s been a privilege to witness this cohort ﬂourish with the support of teaching and pastoral staﬀ who have empowered them along the way to reach their full potential.

“As a Salesian community grounded in support and care, St John Bosco Arts College is a family that supports individuals through every stage of their journey. As our Year 13s leave us to progress to their desired destinations and occupations, I would like to wish them the very best of luck and look forward to hearing about their future endeavours. Well done class of 2025!”

St Michael’s Church of England Academy celebrate impressive A-level and BTEC results

Students from St Michael’s Church of England Academy, Crosby, were in high spirits as they received their A-level and BTEC results.

The academy, which is part of All Saints Multi Academy Trust, has seen a significant rise in top grades, with students in art, biology, chemistry, history, philosophy and ethics, and psychology achieving on average a C grade or higher.

All BTEC students passed their courses, with the vast majority achieving a merit grade or higher.

These achievements open the door to a range of pathways as students move forward into further study, training, or employment.

Ellie Mai Chadwick achieved a Distinction in business, a Distinction in creative digital media, and a Distinction in sport. Ellie Mai has secured a place at the University of Derby to study sport management.

Sam Green secured an A* in philosophy and ethics, A in history, B in psychology, and a D in physics. Sam has secured a place at the University of Liverpool to study history.

Isla Harrison earned a Distinction* in health and social care and a Distinction* in sport. Isla has secured a place at Edge Hill University to study nutrition and health.

Marek Korskinskij secured A grades in biology, chemistry, and physics, and a B in mathematics. Marek is still deciding on his choice of university, where he will study medicine.

Headteacher, Roy Bellmon, said: “We are incredibly proud of our students and everything they have achieved. We’ve seen firsthand how much work our students have put in, and it’s wonderful to see that hard work recognised today. As a school rooted in Christian values, we celebrate not only academic success but the personal growth of each individual. We wish all our students the very best as they move onto the next chapter of their lives.”

Head of sixth form, Damian Meir, added: “Our students have shown great resilience and have received just rewards for their determination and positivity. I am very proud of all of them.”

Notre Dame Catholic Academy Sixth Form celebrate results success

Students at Notre Dame Catholic Academy Sixth Form, part of St Joseph Catholic Multi Academy Trust (SJCMAT), celebrated an impressive set of A-level results. Overall outcomes show strong value-added progress, with subjects such as biology and English achieving a 100 per cent A*–C pass rate.

Among the many success stories, Jennifer Hyland achieved Double Distinction* in health and social care and a C in English, securing her place at the University of Chester. She said she was “relieved, happy and excited” to begin the next chapter. Jake Ratchford gained an A in art and two Bs in criminology and history, and will study fine art at Liverpool Hope University.

“I was worried but now I’m so happy – I have worked so hard and made lots of progress,” he said.

Other notable achievers include Anais Jones McGrath, who will study law and criminology at the University of Lincoln; Poppy Atkinson, who will read history at the University of Leeds; Gabriella Bennett, who is heading to the

University of Liverpool to study sociology; and Joel, who said: “I never thought I’d go to university and now I’m going to Liverpool University to study.”

Some students are also taking alternative routes. Ieva Grizeviciute achieved an A in art and a Distinction* in psychology alongside her biology grade, and has already qualified as a personal trainer. She plans to spend a year working before deciding her next steps.

Headteacher of Notre Dame Catholic Academy said: “I am incredibly proud of our students’ A-level results. Their dedication, resilience and pursuit of excellence reflect the true spirit of our community. Inspired by the words of St Julie Billiart, ‘How good is the good God,’ we celebrate not only academic success but the values that underpin it – faith, compassion and perseverance. These achievements are a testament to the hard work of our staff, families, and, most of all, our students. We celebrate their accomplishments and look ahead with hope, knowing they are well-prepared to shape a better world.”

SHAPE THE FUTURE OF EDUCATION

Education is everywhere – from schools to community organisations, sports foundations to the arts, hospitals to criminal justice settings, and from professional and business services to creative industries including digital and virtual technology.

Our BA (Hons) Education programmes prepare you to lead meaningful change across diverse sectors. You’ll explore key themes such as mental health, inclusion, activism, and technology, supported by placements, real-world projects, and expert-led teaching.

You’ll graduate ready to inspire, innovate, and improve life chances.

St Francis Xaviers Catholic Academy Sixth Form celebrate A-level success

St Francis Xavier’s Catholic Academy Sixth Form (SFX), part of the St Joseph Catholic Multi Academy Trust (SJCMAT), celebrated another year of strong A-level results, with students achieving exceptional outcomes across both academic and vocational courses.

Headline results:

• 67 per cent of students achieved A–C grades*

• 61 per cent of vocational students achieved Distinction or Distinction*

• 72 per cent secured a place at their ﬁ rst-choice university, with many progressing to Russell Group institutions

• Record numbers progressing into higher apprenticeships and employment

David Hayes, headteacher, said: “I am immensely proud of our students and their hard work in achieving this year’s A-level results. These improved outcomes reﬂect their dedication, the commitment of our staﬀ, and the support of our wider school community. While we know there is still more we can do to reach the highest standards, today is a moment to celebrate our progress and our young people’s successes.”

SFX Sixth Form oﬀers a supportive, high-expectation learning environment underpinned by the school’s mission statement, “Life

in all its fullness.” Students beneﬁt from a wide range of A-level and vocational pathways, personalised pastoral support, state-of-the-art facilities in science and sport, and enrichment opportunities including Duke of Edinburgh, Oxbridge preparation, volunteering, and apprenticeship workshops.

As part of St Joseph Catholic Multi Academy Trust, SFX continues to work in partnership with other schools to deliver excellence in education and help students realise their full potential.

Sixth form students celebrate top results

A-level and BTEC results day was a day of great celebration for the students of Maricourt Catholic High School Sixth Form Centre as they once again achieved top grades, enabling them to realise their dreams of studying at university and embarking on higher-level apprenticeships.

The maths department started the ball rolling with Harry Moore gaining an A* and an A in maths and further maths, securing his place to study aerospace engineering at the University of Liverpool.

Amber Paterson also achieved an A* in history and will continue her passion for the subject at the University of Liverpool, where she will study

ancient history. Her Extended Project Qualiﬁcation explored the Roman Empire, bringing a strong historical theme to her sixth form studies.

Twins April and Isobel Daly both secured Distinction*s in business studies as well as strong A and B grades in their other subjects. They will also be attending the University of Liverpool to study psychology and evolutionary anthropology.

Several students will be pursuing creative arts courses.

Alex Quigg is heading to the University of Sunderland to study illustration and design, while Zoﬁ a Witan will stay closer to home to study theatre and production technology at LIPA.

A number of students are beginning higher apprenticeships in diverse careers. Luke Curnyn will join the NHS as an electrical engineer, Mia Scott will also enter the NHS in accounting, and Eleanor Curtis has secured a place with Barclays in its IT department.

Vocational subjects once again delivered excellent outcomes, with students in business, sport and health and social care achieving a strong set of Distinction* and Distinction grades.

Both academic and vocational courses contributed to an overall upward trend in results for the sixth form.

A-level and BTEC success at Rainford High Sixth Form

Students at Rainford High Sixth Form celebrated an outstanding set of A-level and BTEC results.

Rainford High Sixth Form, a proud member of the Everyone Matters Schools Trust, saw outstanding results this year, with 33 per cent of all A-level grades achieving A to B, and 83 per cent of BTEC grades awarded between Distinction and Merit.

Sam Barlow achieved A*, A*, A* in English literature, physics and maths, and an A* in his Extended Project Qualiﬁcation. Sam will be going to study physics at the University of Manchester.

Sam said: “I am thrilled with my results and looking forward to going on the next steps of my journey at the University of Manchester. I would like to thank all the staﬀ who have supported me at Rainford

High Sixth Form on my journey so far.”

Josh Ridgeway secured A*, A, B in law, criminology and psychology, respectively. Josh will be studying law at the University of Liverpool.

Ethan Greenall achieved A, A, A in computer science, maths and his Extended Project Qualiﬁcation. He also received a Distinction* in the BTEC Level 3 Foundation Diploma in information technology. Ethan will be going to study software engineering at Liverpool John Moores University.

Other achievers included Olivia O’Brien, who will now go on to study biology at Liverpool John Moores University.

Imogen Quellin achieved Distinctions in both the BTEC Level 3 Foundation Diploma in business and the BTEC Level 3 Foundation Diploma in health and social care, alongside a B in English language.

Mr Ian Young, principal of Rainford High Sixth Form and Rainford High, commented: “Congratulations to the Class of 2025. Today is a celebration of our students’ incredible achievements and the hard work that got them here. Their results reﬂect not only their talent and determination, but also the support of our dedicated staﬀ and the wider school community. “We are excited to see what the future holds for each of them and know they will go on to do great things.”

Today talent future

Amazing results achieved at St Mary’s Catholic College Sixth Form

Year 13 students at St Mary’s Catholic College in Wallasey celebrated a fantastic set of A-level, BTEC and T-Level results, with many securing places at leading universities, apprenticeships and employers.

As a proud member of Holy Family Catholic Multi Academy Trust, the college has seen a significant improvement in outcomes this year.

Katie Welch achieved Distinction, Distinction and an A-level grade B in child development, health and social care, and psychology, and will study psychology at the University of Liverpool. Daisy Wiggins secured Distinction and Distinction* in performing arts, music performance and English literature, and is set to study musical theatre at the Liverpool Media Academy.

Emily Higgins gained a Merit in her T Level in education and will move on to primary education with QTS at Liverpool Hope University, while Renee Beardmore, with Distinction, Distinction and Merit in business and health and social care, will study social work at Edge Hill University.

Other high achievers included Matthew

McGovern, who is heading to Liverpool John Moores University to study sports business, and Cruz Powney, who will study marine biology at Bangor University. Joe Flynn will also attend Liverpool John Moores to pursue professional policing.

Students completing T Levels in education also excelled, achieving top grades equivalent to three A-levels and securing university places at Liverpool, Leeds and York in subjects such as physics, forensics, sport and physiotherapy. Others will begin apprenticeships with employers including Airbus and local childcare providers.

Head of sixth form, Miss Jo Jones, said: “The celebrations have been the perfect ending to a brilliant two years for our Year 13 students. They have demonstrated relentless determination to achieve the very best results possible, and they should be extremely proud of their achievements.”

Headteacher, Mr Kevin Maddocks, added: “Results day is always such a memorable moment in a student’s academic career, and it’s been incredible

to share this special occasion with them. Congratulations class of 2025 - we wish you every success as you embark on your next chapter.”

College celebrates outstanding results

Students at St John Plessington Catholic College in Bebington celebrated outstanding A-level and BTEC results.

This year’s provisional data shows continued improvement in Key Stage 5 progress. Ninety-one per cent of students secured their first-choice university place, compared to 82 per cent nationally. Sixty per cent of A-level grades were A*–C, while 95 per cent were A*–E. Vocational results were equally impressive, with a 100 per cent pass rate and more than 70 per cent at Distinction* or Distinction.

Among the many success stories was Peter Nielsen-Scott, who achieved A*, A, A in maths, biology and physics. He plans to study mechanical engineering at the University of Liverpool, though he is also considering a degree apprenticeship. “I am very pleased with the results and I am looking forward to starting my university course. Thank you to my teachers for all of their support. I couldn’t have done it without you,” he said.

Isobel Barlow achieved a Distinction* in media studies, an A in sociology and a B in art and design, and will study animation at Edge Hill University. Thomas Marshall, who secured A, B, B in maths, geography and physics, is also heading to the University of Liverpool to study mechanical engineering. Sinead Walsh, with Distinctions in health and social care and media studies, and a C in sociology, will study criminology at Edge Hill University.

Other high achievers include Jacob Fox-Thomas, who will study business at the

University of Liverpool; Sophie Smith, who will study history at the same university; and Thomas Greaves, who achieved Distinctions across all his subjects and has secured an apprenticeship. Meanwhile, Guiliana Frigo achieved A*, B, C and will study architecture at UCL.

Senior assistant headteacher and director of sixth form, Mrs Alison Lock, said: “It was a delight to welcome our sixth

form students back for one last time and celebrate their brilliant results. I am incredibly proud of all they have achieved, and they should be too.”

Headteacher, Mr Peadar McLoughlin, added: “Our students have lived our values of pride and determination since starting sixth form in 2023. On behalf of all staff and governors, I wish them the very best of luck in their future endeavours.”

Edge Hill University achieves fantastic results in 2025 National Student Survey

Edge Hill University has reaffirmed its commitment to delivering an exceptional student experience, securing remarkable results in the 2025 National Student Survey (NSS).

The NSS, led by the Office for Students, is a UK-wide survey of final-year undergraduates that gathers feedback on key aspects of the student journey.

The university has excelled across multiple areas and as a result, Edge Hill has ranked highly in the North West, achieving scores above the sector average.

Edge Hill University’s results within the North West:

• Ranked highest for learning resources

• Second for student voice

• Placed in the top three for learning opportunities and assessment and feedback

In addition, the university ranked the second-highest score in the UK for learning resources and fifth in the UK for ‘student voice’ – a measure of how effectively students are engaged and listened to, marking a significant leap forward.

Lynda Brady, pro-vice chancellor for student experience, said: “I’m absolutely delighted with this year’s NSS results; they are a clear reflection of our collective commitment to enhancing the student experience.

“I’m particularly pleased to see such a significant uplift in our score for student voice which demonstrates our

commitment to working in partnership with our students, and shows they not only feel heard but also recognise that their feedback leads to meaningful action.

“These improvements haven’t happened by chance. They are the result of the tireless efforts of our academic and professional services staff, who work with unwavering dedication to create an inclusive, supportive and high-quality learning environment.

“I want to take this opportunity to sincerely thank every colleague involved. Their hard work is making a real difference and it’s fantastic to see it reflected so positively in the feedback from our students.”

Edge Hill University listens to its students

The success of the 2025 National Student Survey is the result of a university-wide effort, with teams from all departments dedicated to listening to student feedback and encouraging participation in the NSS.

Students’ responses indicate strong confidence that their feedback leads to real change, with the university now scoring 9.9 points above the sector average on this question.

Edge Hill continually seeks student input through its internal student voices surveys, using this feedback to enhance courses, facilities, and support services. Recent developments include the opening of new student accommodation, a state-of-the-arts students’ union, and a life sciences building, all part of a £53 million campus investment.

This year’s NSS results further strengthen Edge Hill’s reputation as one of the North West’s leading universities.

Edge Hill University’s recent accolades:

• Top four university in the North West

– Complete University Guide 2025

• 5th in England and the UK – Uni Compare 2026

• UK top 35 – Guardian University Guide 2024

• Best university in the UK for accommodation – Uni Compare 2024, 2025, and 2026

Vice-chancellor, Michael Young, added: “We’re delighted to see such excellent results, reflecting our unwavering commitment to provide an outstanding student experience.

“These achievements are a testament not only to the dedication of our staff but also to the invaluable feedback and partnership of our students.

“I’d like to thank our graduating students for their honest insights and for actively engaging with us to shape the progress of our university.

“Together we have nurtured a vibrant learning community where every voice matters and these results inspire us to continue raising the bar for future generations who study at Edge Hill University.”

Find out more about studying at Edge Hill University and upcoming open days on its website edgehill.ac.uk

CareersExplored: WORKER YOUTH

Working with young people can be one of the most rewarding careers. Youth workers play a vital role in helping children, teenagers, and young adults build confidence, develop new skills, and navigate the challenges of growing up. From running community projects to offering one-toone support, youth workers have a direct impact on young lives and the wider community.

As the Lord Mayor of Liverpool highlights on page 60, there has been a serious decline in the number of youth workers in Liverpool and across the country. Now, more than ever, it is important to shine a light on this rewarding profession.

But how do you begin a career in youth work? The journey can start as early as GCSEs and branch out into a wide range of study and training opportunities, from A-levels and apprenticeships to degree-level study.

For many aspiring youth workers, the journey begins at school. While there are no compulsory GCSEs required for a career in youth work, certain subjects can provide an excellent foundation.

English is particularly important for clear communication, whether that is writing reports or engaging directly with young people and families. Maths also plays a role, especially when it comes to managing budgets for projects and activities.

Subjects such as citizenship, sociology or religious studies can deepen understanding of society, culture and values, which are central to youth work. Meanwhile, more creative subjects like physical education, art or music can be valuable for those who are interested in using sports or creative activities as a way of connecting with young people.

There are several options to consider after GCSEs, from A-levels to vocational qualifications, each offering different strengths depending on learning style and interests.

A-levels in subjects such as sociology, psychology, and politics are particularly popular, as they help students explore how individuals and communities interact while also providing a strong academic base for university study.

For those who prefer a more practical approach, vocational qualifications such as BTEC and T Levels in health and social care or childcare and education can offer hands-on learning and the development of practical skills that are directly relevant to the profession.

Starting salaries for qualified youth workers typically begin at around £22,000 per year.

This stage is not only about gaining academic knowledge but also about developing transferable skills such as teamwork, leadership and communication. Volunteering at a youth club, sports team or community centre during this time is highly encouraged, as it shows commitment and provides valuable experience.

For those who want to combine learning with practical experience, apprenticeships offer an excellent pathway. Level 3 apprenticeships in youth support or community work allow individuals to train on the job, gaining hands-on experience while working alongside experienced professionals. These programmes provide recognised qualifications and the opportunity to develop essential skills, from communication and leadership to project management.

Rachael Rooney is a youth work coordinator at the LFC Foundation. She was inspired to pursue youth work by her own experiences as a young person.

She says: “I enjoyed attending my local youth centre as it was a place where I felt supported, safe and able to be myself. It had a big impact during my teenage years, giving me opportunities to explore new skills, hobbies and interests.

Choosing a career

“When my youth centre closed, I realised just how important youth spaces are for both young people and the wider community. That motivated me to start volunteering, as I was passionate about the positive impact youth work has on young people’s lives.”

Having completed her Level 3 apprenticeship, Rachael reflects on the impact it had on her development as a youth worker: “My Level 3 apprenticeship was invaluable because it combined on-the-job practical learning, whilst supporting my understanding of the theory behind youth work. I was able to put my learning straight into practice during youth sessions with young people, which helped me develop practical skills like communication, relationship building and managing challenging behaviour.

“It also helped me build a strong foundation of knowledge in key areas such as young people’s development, safeguarding, health and safety, and inclusive practice. The combination of theory and practice gave me the confidence and skills I rely on in my role every day.”

Building on the practical experience gained through Level 3 apprenticeships, degree apprenticeships offer an opportunity to combine employment with higher education. Both Liverpool John Moores University (LJMU) and Liverpool Hope University now offer youth worker degree apprenticeships.

The youth worker degree apprenticeship at Liverpool Hope University offers a unique blend of academic learning and hands-on experience, providing a clear pathway to a successful and fulfilling career.

Natasha Howarth, course leader for the programme, shares why this apprenticeship is such a vital route for the next generation of youth workers: “For those seeking a comprehensive and immersive route into the youth work profession, the youth worker degree apprenticeship at Liverpool Hope University offers an exceptional choice for those wanting to combine academic learning and on-the-job live experience and training.”

Choosing a career

Apprentices can expect a dynamic curriculum that covers all aspects of modern youth work. Natasha adds: “The course has been developed in partnership with youth work organisations to ensure it meets the needs of the sector, whilst being directly aligned with NYA (National Youth Agency) professional standards. This model provides a debt-free pathway to a degree, preparing graduates with a robust portfolio of knowledge and experience which will make them highly sought-after in the sector.”

The true value of the apprenticeship lies in its ability to produce highly skilled, confident, and work-ready graduates. By the time they complete the programme, apprentices will have amassed significant professional experience, a valuable network of contacts, and a deep understanding of the challenges and opportunities within the sector.

Natasha concludes: “Apprenticeships are not just about obtaining a degree but building a career. The apprenticeship model is an investment in both the individual and the future of the youth work profession. It aims to create practitioners who are academically qualified but are also resilient, adaptable and fully prepared to make a real, positive impact on the lives of young people across the country.”

Rachael has also gone on to complete a degree apprenticeship. She says: “I knew this route suited me more than a traditional degree because I enjoy learning on-the-job and applying theory directly to my practice.

“This next step supports my career development, focusing on leadership skills, project management and youth development, which, as a result, would enable me to better support the young people I am working with.”

University degrees can also offer a balance of academic study and handson experience, giving students the knowledge and practical skills needed to succeed in youth and community work.

The University of Greater Manchester offers a full-time BA (Hons) in community development and youth work.

The course offers dual accreditation from two nationally recognised professional bodies. It is recognised by the Joint Negotiating Committee (JNC) and endorsed by the Endorsement Standards Board for Community Development (ESB) and the National Youth Agency (NYA).

A key component of the programme is 800 hours of fieldwork practice, ensuring that practical experience sits at the heart of learning. Students combine work-based placements with academic study, developing the knowledge and skills essential for effective practice in youth and community work.

Whatever route is chosen, there are certain skills that are essential for youth work. Effective communication, listening, and relationship-building are central, alongside patience, resilience, and adaptability.

Creativity helps engage young people through activities, while organisational and leadership skills support project delivery and group management. Knowledge of safeguarding, inclusivity, and young people’s development underpins all practice, ensuring support is safe and effective.

Combined with practical experience gained through placements, volunteering, or apprenticeships, these skills equip individuals to make a genuine impact on young lives.

Rachael offers some key advice: “If you’re considering youth work, gain practical experience working with young people through volunteering or sessional work. Learn from experienced youth workers, try new ideas, and be open to challenges, as every experience is a learning opportunity. Embracing reflective practice will help you grow and develop your skills.

“I would recommend youth work as it is fun and incredibly rewarding to see the difference it has on young people’s lives. If an opportunity arises for an apprenticeship – I would say take it 100 per cent!”

A career in youth work can be challenging but hugely fulfilling, offering the chance to support, inspire, and empower young people. With a range of pathways to choose from, there has never been a better time to explore this vital and influential profession.

Find out more...

Search Level 3 apprenticeships: findapprenticeshiptraining.apprenticeships. education.gov.uk

Liverpool John Moores University - BA (Hons) Youth Work (Degree Apprenticeship): www.ljmu.ac.uk/study/courses/ undergraduates/2025/36976-youth-work-ba-hons

Liverpool Hope University - BA (Hons) Youth Worker (Degree Apprenticeship): www.hope.ac.uk/apprenticeships/ apprenticeshipcoursea-z/youthworkapprenticeship

University of Greater Manchester - BA (Hons) Community Development and Youth Work: greatermanchester.ac.uk/course/CST002-F-UOB-SX

Carmel College celebrates record-breaking class of 2025

Carmel College celebrated a phenomenal year for its class of 2025, with students achieving outstanding exam results.

The college shared that the Times league tables place Carmel College as:

• The top sixth form college in the North West of England

• In the top four sixth form colleges in the country (The Times % A*-A grades, 15/08/25)

Students celebrate impressive A-level results

Students and staff at St. Mary’s College in Crosby celebrated another excellent set of A-level results this summer.

The vast majority of the class of 2025 secured their first-choice university course, while almost a quarter of students achieved three or more A*, A or B grades. Nearly half of all A-level passes were at A*, A or B, with a fifth at the very highest A*/A grades.

Top of the class was Marco Ciatelo Vallejo, originally from Spain but now living in Liverpool, who achieved five A-level passes at the highest grades, including A* in maths and Spanish. He is heading to the University of Sheffield to study aerospace engineering with private pilot instruction.

Sophie Jones from Waterloo achieved four A grades in classics, Latin, English and religious studies, and will study ancient history and philosophy at the University of Leeds. Head girl Jessica Edwards from Crosby achieved strong passes in English,

This year, Carmel students achieved a 99.6 per cent Level 3 pass rate, with 68 per cent of grades in the top tier (A*-B / Dist*-Dist) and 89.4 per cent of grades rated high (A*-C / Dist*-Merit).

Principal, Janet Gater, said: “We are thrilled with the outstanding results our students have achieved today and could not be prouder of every one of them. Their hard work, determination and resilience have been inspiring, and we are equally grateful to our dedicated staff, whose commitment and encouragement have been key to this success.

“It has been a privilege to support our young people in reaching their goals, whether that means moving on to university, a degree apprenticeship or starting work. Our students have already made an exceptional contribution to life at Carmel College, and we are excited to see the positive impact they will go on to make in the wider community.”

The day also highlighted some extraordinary individual successes, with students gaining offers at prestigious universities including Oxford and Cambridge.

classics and religious studies, and is going on to study law at the University of York.

Another high achiever, Charlie Bolger from Formby, is off to Newcastle University to study medicine after securing A grades in biology, chemistry and mathematics.

Some students are also following more unusual paths. Head boy Ben Kirby is joining the Royal Marines Band Service, while Archie Davies and Ethan Mills, both former captains of the school’s cricket first XI, are heading to Australia to play club cricket in Melbourne.

Principal, Mike Kennedy, said: “We are

very proud of all our students who have worked incredibly hard to achieve these results with the support of our staff and their families.

“They’re a wonderful group of young people and obviously we’re very sorry to see them go after working closely with them for so many years.

“We wish them all every success in the wide range of future educational and career paths they have chosen, whether that be at university as it is for the majority of students, or in the Royal Marines Band or out on the cricket square for some of them.”

King David High School celebrates outstanding A-level results

King David High School, recently named The Sunday Times North West Comprehensive School of the Year 2025, celebrated the outstanding achievements of its Year 13 students. This year’s results reflect the dedication, resilience and academic excellence of a remarkable cohort.

Overall, 58 per cent of grades awarded were at A*–B, with 35 per cent at A*–A, and the A*–C rate reaching 84 per cent.

Among the top achievers, Megan achieved A* grades across all four of her subjects and will study natural sciences at Durham University. Matthew (A, A, A, A) has secured his place to study music at Gonville & Caius College, University of Cambridge, while Roman will study history at St Peter’s College, Oxford. Theo (A, A, A, B) will study physics at the University of Manchester, and Duan (A*, A, A) and Tom (A*, A, A, A) will both pursue mathematics at Warwick.

Engineering proved a popular route, with Michael (A, A, A) and Henry (A, A, B) heading to Sheffield, Muiz to Liverpool, and Max (A, A, A, B) to Lancaster. Joe, Patrick and Luke will study electrical and electronic engineering, aerospace engineering and civil engineering, while

Solomon will study mechanical engineering at Warwick. Mark has secured an engineering apprenticeship with Bilfinger.

Healthcare and sciences were also strongly represented. Chloe will study veterinary medicine at Nottingham, Reuben will study medicine at East Anglia, and Ezra and Carson will study physiotherapy at Southampton and Manchester Metropolitan. Rowan and Carrie will pursue nursing at LJMU, Celia is beginning a dental nurse apprenticeship, Sara will study pharmacology, and Will will study paramedic science.

Creative and humanities pathways include Eva (fashion marketing, Manchester Metropolitan), Ava (media, Edge Hill), Rafferty (film studies, Leeds Beckett) and David (music and business management, Southampton). Michael will study architecture at Liverpool, while Ruby will study law and international relations.

Head of sixth form, Dr Dale, praised the year group’s maturity and resilience: “Our Year 13 leavers have received just rewards for their hard work and commitment. We are immensely proud of all they have achieved, academically and personally, and wish them every success for the future.”

Why schools and trusts are investing in apprenticeships

The challenge of recruiting and retaining top-tier talent has long been a defining issue for schools and academies across the North West. As education structures evolve, the need for a strategic approach to workforce development, both in the classroom and beyond, has never been greater.

In response, a growing number of forward-thinking schools and trusts are turning to apprenticeships as a powerful, flexible and cost-effective solution. This model allows them to cultivate a loyal, highly skilled workforce from within, ensuring long-term stability and excellence.

Liverpool Hope University shares the experience of two leading partners, demonstrating how this model is succeeding across different educational structures.

For St Joseph Catholic Multi Academy Trust (SJCMAT), engaging with degree apprenticeships was a strategic move to invest in its staff, unlock their potential and secure a strong future for the trust.

The teacher apprenticeship programme at Liverpool Hope University allows the trust to identify passionate individuals from either existing support staff or new recruits, and provides them with a direct pathway to qualified teacher status (QTS) while they remain in a salaried position.

“We chose to partner with Liverpool Hope University because of their exceptional reputation and their commitment to a truly collaborative model,” said Claire Taylor, lead mentor for ECF and SCITT at St Joseph

CMAT. “The ability to train a teacher who is already embedded in our schools and understands our ethos is invaluable. It’s a powerful tool for succession planning.”

Apprentices seamlessly integrate their university learning with practical, classroom-based experience, ensuring that theory and practice are consistently aligned. This hands-on approach produces confident, experienced teachers who are ready to make an immediate impact upon qualification.

The need for talent within a multi academy trust (MAT) extends far beyond the classroom. Behind every successful school is a dedicated central and support team spanning across many different roles. These roles are critical to the smooth operation of the trust and their professional development is just as important as that of teaching staff.

Through ongoing dialogue and co-design with partners like St Joseph CMAT, Liverpool Hope University is shaping new apprenticeship programmes that reflect sector needs and build a future-proof workforce.

Recognising this holistic need, St Joseph CMAT is actively exploring how apprenticeships can be used to invest in its entire team, demonstrating a commitment to professional development as a trust-wide priority.

While MATs are well-suited to the apprenticeship model, individual schools also benefit, as shown by Fairfield Primary in Halton, which offered a dedicated

teaching assistant a clear pathway to a teaching qualification through a degree apprenticeship.

Vicky Pierce, headteacher of Fairfield Primary, said: “As the first primary school in Halton to embark on this journey, we’re incredibly proud to be pioneering a new pathway for our staff. This investment is a statement that we believe in our people and are willing to support their career aspirations whilst securing the future of our school.”

By partnering with Liverpool Hope University, Fairfield Primary is strengthening its workforce and providing a case study for other schools, showing that whether in a large MAT or a single primary, the apprenticeship model offers a flexible, robust solution for talent development.

To find out how you can develop your talent pipeline, visit www.hope.ac.uk/apprenticeships or contact apprenticeship@hope.ac.uk

OPEN EVENING 29th January 2026 4-6.30pm

A-level and vocational results day saw students across the region collecting their results, celebrating achievements, and looking ahead to the next chapter. Our photo gallery captures the highlights of the day.

1. Vivyan, who achieved Distinction* and Distinction in applied sciences at Liverpool Life Sciences UTC; 2. Students from Rainford High Sixth Form; 3. St Margaret’s Church of England Sixth Form students, Emlyn and Arav; 4. Childwall Sixth Form students; 5. Cardinal Heenan Sixth Form students with headteacher, Ms K. Smyth; 6. St John Rigby College students celebrate their results; 7. All Saints Sixth Form College student, Gabija Majausktye.

In

8. Adam from King David High School; 9. St John Bosco Arts College student, Lois Murphy; 10. St Mary’s Catholic College students, Katie Welch and Brandon Alderson; 11. Celebrations at Carmel College; 12. North Liverpool Academy student, Blanche, who is progressing to the University of Liverpool to study medicine; 13. A student from Maricourt Catholic High School Sixth Form Centre; 14. Sixth form students from Maghull High School with director of sixth form, Mr Couttie.

15. Adam from The Studio School; 16. Gateacre School’s Megan Sing, who achieved an A and two Bs; 17. Thomas Marshall from St John Plessington Catholic College; 18. Sixth form students from St Francis Xavier’s Catholic Academy; 19. A student from Notre Dame Catholic Academy Sixth Form; 20. St Michael’s Church of England Academy student, Isla Harrison; 21. Ethan Mills and Archie Davies from St. Mary’s College who are heading down under to play cricket for Australian clubs; 22. A student from Belvedere Sixth Form.

This Autumn / Winter season at Liverpool Everyman and Playhouse brings a programme that is bold, joyful and deeply connected to the world around us. With in-house productions of Romeo & Juliet and Jack and the Beanstalk at the Everyman, an in-house production of Breaking the Code – a powerful portrait of Alan Turing – who invented modern computing, and visits from world renowned companies such as Matthew Bourne’s New Adventures and Frantic Assembly, there’s something for everyone this season. See below for some highlights.

For more information visit: everymanplayhouse.com

Romeo & Juliet

Sat 13 Sep - Sat 4 Oct

Rosie Jones: I Can’t Tell What She’s Saying

Tue 21 Oct

The Rock ‘n’ Roll Panto Jack and the Beanstalk

Sat 15 Nov - Sat 17 Jan

Matthew Bourne’s The Midnight Bell

Tue 16 – Sat 20 Sep

Something About George

Thu 9 & Fri 10 Oct

Eddie Izzard: Hamlet Sat 11 Oct | Selling Fast Frantic Assembly: Lost Atoms

Tue 14 – Sat 18 Oct

Breaking The Code

Tue 21 – Sat 25 Oct

Little Women

Tue 4 – Sat 8 Nov

Young Frankenstein

Wed 3 Dec – Sat 3 Jan

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

Join us on Campus

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

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

• Explore our fantastic campus facilities

• Chat to staff and current students

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

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

• Discover Liverpool on a guided city tour

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