The staff newsletter of Northern Education Trust
Outcomes Focused, Child Centred
Edition 2 - December 2021
Contents Page 3
Message from the Chief Executive
Page 4
New senior appointments
Page 5
Ofsted reports
Page 6 Page 7 Page 8 Page 9 Page 10 Page 11
Trust Primary Academies receive Primary Science Quality Mark (PSQM) Schools and colleges to benefit from boost in expert mental health support Northern Education Trust art gallery Academies in ENTHUSE partnership receive STEM certificates Hilton Primary Academy joins the fight against cancer Principal profile - primary Principal profile - secondary Talk It Out: empowering students to speak up Merlin Top Primary Academy: inspiring hope with The Captain Tom Foundation
Page 12
Dyke House Academy teacher celebrates 50 years of teaching at the school
Page 13
Student voice - primary
Page 14
Student voice - secondary
Page 15
Northern Education Trust art gallery
Page 16
Norton Primary Academy wins the Royal British Legion’s 100th birthday art competition
Page 17
Dyke House student offered two unconditional university places
Page 18
Manor Community Academy students national winners of Shell bright ideas competition
Page 19
Day in the Life of a Welfare and Attendance Officer
Page 20
Day In The Life of an Inclusion Co-ordinator
Page 21
Northern Education Trust art gallery
Message from the Chief Executive Welcome to the second edition of the Northern Education Trust staff newsletter. As we head into winter, and Christmas approaches, for many people this is a time of reflection as well as celebration. As I look back over the last six months since our first edition, I’m incredibly proud of what we have achieved: masterclasses for catch-up, summer school, a return to face-to-face education, and successful Ofsted inspections are just some of the main highlights for the Trust as a whole. I know there are many, many more noteworthy achievements going on in all our individual academies, which are celebrated with joy and pride, and some of these are featured in this edition. I was delighted to see the energy and enthusiasm shown by our students on their return to face-to-face education in September, along with the determination of our staff to ensure students are motivated and inspired to aim high. We’ve seen the results of this through the magnificent artwork created, some of which we will feature in every edition of NETworking in the future; the national competitions won; imaginative fund-raising and many more examples of what can be achieved through guidance, effort and dedication. Of the four academies that had Ofsted inspections in the last six months, three were full inspections and all resulted in an upgrade, with the magnificent outcome for North Shore to Outstanding. This was a phenomenal achievement and has garnered a great deal of interest from the education community who want to know “how we did it”. We are sharing this information through Access Days at North Shore, where we explain our NORTHERN model of school improvement. The impact of the model is now clearly evident across the Trust, and we will continue to ensure the model is fully embedded in all our academies over the next year, to ensure our wonderful students achieve their best possible outcomes that we can all celebrate. I hope you enjoy reading the inspiring and heart-warming articles in this edition, along with the fascinating insight into some staff roles that may not be as well-known or as fully understood as a teaching role, but are critically important to the welfare of our students – something I know we all have at heart. Lastly, I would like to take this opportunity to wish you all a very merry Christmas and a peaceful New Year. Rob Tarn, Chief Executive of Northern Education Trust
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New senior appointments Congratulations to the staff below, who have been appointed into senior roles in the last few months:
Rebecca Boyle Director of Sports for the Trust
Kendra Brownless Vice Principal at The Grangefield Academy
Richard Kirkby Vice Principal at The Blyth Academy
Neil Cooper Principal of Merlin Top Academy
Farhana Patel Vice Principal at The Ferns Academy
And many congratulations to all of our newly appointed Senior Business Managers and Business Managers across the Trust. New Senior Business Managers:
New Business Managers:
Andy Sutton Senior Business Manager for Hilton Primary Academy and Walbottle Secondary Academy
Lauren Auchterlonie Business Manager for Red House Academy Eileen Chapman Business Manager for The Oak Tree, Badger Hill and Whitecliffe primary academies Sophie Curry Acting Business Manager for Thorp Academy Rachel McMahon Business Manager for The Blyth Academy
And a fond farewell to Rhia Lansbury-Palmer and Jocasta Taylor - we wish you both good luck as you move on to your next adventure.
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Ofsted reports Following the relaxing of the pandemic restrictions, Ofsted resumed their inspections towards the end of the summer term, undertaking full inspections and getting back to putting education standards first. Northern Education Trust is delighted with the amazing results our inspected academies have achieved across the last few months. The Ferns Primary Academy was inspected on 30 June and 1 July 2021. Inspectors commented that the academy was “a vibrant place for pupils to learn and thrive” concluding that the overall effectiveness of the academy remains ‘Good’. The report highlighted that the caring relationships built between staff and students allowed individuals to flourish with both pupils and parents agreeing that their academy is “the best”. The Blyth Academy was also inspected in early July 2021 where the overall effectiveness was increased to ‘Good’. Inspectors recognised how leaders and teachers have worked together to create a calm, productive environment where learning can take place effectively. The inspection recognised how “leaders are passionate about making a difference to the lives of pupils” and demonstrated how everyone shares a vision of improving the life chances of students. North Shore Academy was also inspected on 7 and 8 July 2021 when, to everyone’s delight, the academy was judged to be an ‘Outstanding’ school in all categories. Previously rated ‘Requires Improvement’, the academy has undergone rapid transformation thanks to the relentless determination of senior leaders and the support of governors. Inspectors particularly noted how students are exceptionally proud to attend the school stating that, “Students are confident in lessons, they believe they can succeed, and they do succeed.” Manor Community Academy was recently inspected on 22 and 23 September 2021 when inspectors found that “leaders place high importance on raising pupils’ career aspirations” and concluded that the overall effectiveness of the school has increased to ‘Good’. Northern Education Trust could not be prouder of these fantastic outcomes – robust evidence of the effectiveness of the NORTHERN model of school improvement. Well done to everyone involved.
Two Northern Education Trust Primary Academies receive Primary Science Quality Mark (PSQM) Since its launch in 2010, over 4,000 schools across the UK have achieved the prestigious Primary Science Quality Mark (PSQM), which is awarded to celebrate a school’s commitment to excellence in primary science teaching and learning. Fantastically, both Badger Hill Academy and The Ferns Academy have been awarded with the PSQM. The Primary School Quality Mark programme (PSQM) ensures effective leadership of science, enables schools to work together to share good practice and is supported by professional development led by local experts. It encourages teacher autonomy and innovation while at the same time offering a clear framework for development in science subject leadership, teaching and learning.
Schools and colleges to benefit from boost in expert mental health support
During the assessment for the award at The Ferns Primary Academy the reviewer commended the academy for its maintenance of the profile of science both within the school and at home during lockdown. The reviewer commented: “It is great to see a proactive approach to continuing professional development (CPD) and that there is clear evidence of the impact of the CPD that the science leads attended this year, on the practice across the school. The academy has achieved so much over this year – it is a credit to everyone that so much has been achieved across this very difficult time. Congratulations to staff and pupils what an exciting future for you all.”
Up to 7,800 schools and colleges in England are set to be offered funding as part of a new multi-million package of mental health support. The package is designed to help students recover from the challenges of the Coronavirus pandemic in attempts to offer more expert mental health support to thousands of children and young people. The Government has promised more than £17million to build on the mental health support that is already available in education settings, as they continue to prioritise wellbeing alongside student’s academic recovery. Funding includes £9.5million for academies to train a senior mental health lead in the next academic year and the Government is committed to offering this training to all state schools and colleges by 2025. The funding also includes a new £7million Wellbeing for Education Recovery programme. This will provide free expert training, support and resources for staff dealing with children and young people experiencing additional pressure from the last year – including trauma, anxiety or grief,
Furthermore, Badger Hill Academy was awarded the additional GILT status and was commended for its involvement in the Royal Society STEM Partnership Project, where pupils were able to link science to their own lives, now and in the future, and also get a real insight into the working life of a scientist. The academy’s parents and pupils were also celebrated for their strong engagement in science, which was really apparent in the home learning that took place during lockdown. Congratulations to both academies for this amazing achievement.
The Department for Education has also announced that they will fund an adapted ‘Link’ programme which is designed to improve partnerships between health and education leaders in local areas, raise awareness of mental health concerns and improve referrals to specialist help when needed.
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Art Gallery
By E. M Year 10 North Shore Academy
By O. B Year 1 Badger Hill Primary Academy
Academies in ENTHUSE partnership receive STEM certificates, recognising their contribution to STEM education in the UK The ENTHUSE Partnership empowers schools and colleges to share practice and work collaboratively, addressing underachievement in science, technology, engineering and maths (STEM) subjects, inspiring excellence in the STEM curriculum and raising aspirations for STEM careers and further study. All secondary NET academies are participating in the ENTHUSE Partnership over the next two years, with North Shore Academy acting as the lead school. STEM certificates are awarded to each participating school, in recognition of their contribution to STEM education in the UK. STEM certificates can also be awarded to individuals who undertake professional development with STEM learning, enabling staff to build their professional profiles and celebrate their achievements within their own networks.
Hilton Primary Academy joins the fight against cancer Hilton Primary Academy hosted a special event on the school’s playing fields on Friday 9 July and Wednesday 14 July 2021 as part of the Race for Life schools programme. The pupils at Hilton Primary Academy have raised a staggering £2182.50, exceeding their target of £1000! Around 450 pupils, aged from 3 to 11-years-old, took part in races ranging from 1k – 10k to raise money for life-saving research. The event was staged in line with official guidance for schools during the COVID-19 pandemic. Andrew Cowan, Principal at Hilton Primary Academy, said: “Race for Life is a great addition to the school timetable. We absolutely loved taking part. The whole school supported the event so it was a real team effort and a great day for pupils and staff, all whilst raising money for an important cause. Sadly, most of us know someone who has been affected by cancer and we all have our special reasons for taking part and wanting to help more people fight and win their battle with this dreadful disease.” Cancer Research UK’s Race for Life, in partnership with Tesco, is an inspiring series of events which raises millions of pounds every year to help fund vital research. Schools across the UK are being invited to hold their own Race for Life events in aid of the charity. The event can be on any day, at any place, and any distance that suits the age and abilities of all pupils. Sarah Pickersgill, Head of Events Marketing for Cancer Research UK, said: “The money raised by Hilton Primary Academy will help our scientists find new ways to prevent, diagnose and treat cancer, helping to save more lives. So, we thank all the pupils, parents and teachers for their vital support.”
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Principal profile - primary Elizabeth Pollitt – The Oak Tree Academy What is the best thing about being a principal? Making a difference – I absolutely love my job! It’s the best job because you really do get to make a difference to so many lives. Helping students to progress and be successful and being their role model. It’s all so positive. What is the worst thing about being a principal? Nothing – I love it all. Every negative I can think of I can easily turn into a positive. Work/life balance – how does that look to you? It looks very busy but I’m definitely not complaining. I love to be busy both at work and in my personal life. The way I manage it is just to make sure I’m in the room. Whether that’s at work and making sure I’m there thinking about the children or whether I’m at home thinking about my family, I make sure I’m present and know when to turn off.
What are the highlights of your career so far? Going from 25% combined results to 60% in one year was a huge highlight. The difference we made in just one year from relentless focus was a big proud moment. But, everyday is really a highlight in this job, there’s always something wonderful.
How do you relax? I love the simple things in life, I have a real appreciation for the free, simple parts of life. I love spending time with family and friends, swimming and gardening. Just taking time out to go on walks with the people important to me, it’s so important not to take for granted time with the people we love.
What’s the hardest part about being a principal? How emotionally resilient you need to be on a continual basis. You just have to learn to be able to keep your emotions out of your actions to be most effective.
What is your most memorable moment so far as principal? When we had to do virtual assemblies due to the pandemic, I’d spend the morning after feeling like a Cbeebies presenter as students exclaimed, “I’ve just seen you on the TV!” – that’s definitely memorable.
What’s surprised you the most being a principal? Just how much fun it is! Even with the challenges of the job, I still think it’s the best job in the world. The joy of having hundreds of tiny individuals looking up to me, knowing they’ll be future doctors, nurses and even principals is amazing.
Other than that, I’d say achieving a ‘Good’ from Ofsted – the team effort that went in to it was so well deserved and it’s lovely staff and students can be proud of the academy.
What do you wish you had known before becoming a principal? How supportive other principals are. I used to think I wouldn’t be able to do it and I’d put it off. Once you take the plunge, everyone is so supportive.
Who is your greatest influence? My Mum is definitely a huge influence, she’s eternally positive and is the person who taught me that happiness can be found in the simplest of things. I have the upmost respect for my NQT mentor - she was so regal and stayed calm no matter what and I channel that a lot. I also feel really lucky to have been able to work alongside Debra Murphy in my early years as principal, she has been really influential to my practice.
Do you have any advice for others aspiring to be a principal? Just go for it – you’ll never feel ready.
How/why did you get into teaching/education? I always wanted to teach. I went the route of GCSE, to A Levels and then a four year University degree of BA Hons with QTS all in one. I’ve never wanted to do anything else.
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Principal profile - secondary How do you relax? Beyond spending time with my family, I relax through my love for sport. I spend my free time going to watch Middlesbrough FC play or going to the gym. Who is your greatest influence? I have idols like everyone does but I’d say my biggest inspiration in my role as principal are the children. The children remind me every day about the goodness and kindness in the world and I’m inspired by them not only in the work they produce but their charity work and the positive impact they have on the world. How/why did you get into teaching/education? I always wanted to be a PE teacher because I looked up to my PE teacher when I was growing up. I think through the kindness and support he showed me he inspired me to follow in his footsteps in that role for other students. What are the highlights of your career so far? The best feeling is when we have children come back to the academy years after they’ve left. They leave our trust with the best results and then sometimes the journey after us can be lost. However, as a trust, we keep in touch with our students and maintain relationships with our alumni where we can, so when they come back in a few years time to hear they’re at university going places like Oxford, Cambridge or Newcastle it’s just amazing.
Andrew Murphy Academy
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North
Shore
Work/Life Balance – how does that look to you? I feel really lucky to work within an education trust that values work/life balance. I have a very healthy mix of the two. What is the best thing about being a principal? I’d say the best thing is being able to have such a big impact on so many children at once within this position, you get to really make a difference to the full academy.
What’s surprised you the most being a principal? I think adapting to how everybody looks to you. You go from being a teacher to a principal and you’re recognised by everyone within the academy so it’s ensuring you’re consistent every day. I think it’s important to be real, but as principal you have to have the consistency of leadership because you’re very important to everyone else as you’re the person they look to for guidance in things within school or outside of school. You have to be emotionally intelligent to be able to help others. Do you have any advice for others aspiring to be a principal? I’d just say it’s really important to be yourself. As you become a principal don’t try to replicate others, get to know your own strengths and recognise your areas for development and be honest about it. Then surround yourself with people who are stronger in areas you’re not and allow your work style to complement each other.
What is the worst thing about being a principal? I’d say not being in the classroom as much, teaching time reduces to take on the leadership role as principal and there are days I do miss being in the teacher/class environment.
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Talk It Out: empowering students to speak up
Talk It Out
The Talk It Out initiative is now a trust-wide process that began in Frederick Nattrass Primary Academy to ensure students have a safe space to share their worries. Many academies previously had similar systems in place to ensure students feel able to share their problems, however, Talk It Out provides a central initiative that all academies can adopt. Created for students and named by students, the initiative encourages individuals to speak out about any worries, big or small, to staff who can talk it through with them. It helps staff get to the root of worries that could usually interrupt learning and allows a more positive culture of communication to be created. Children simply fill out a card and are able to discreetly place it into the academy’s Talk It Out box. The academy then ensure that staff find a time in their day to come back and speak to the child.
Merlin Top Primary Academy: inspiring hope with The Captain Tom Foundation
Talk It Out stops students from keeping worries to themselves, empowering them to have a voice and allowing an extra level of safeguarding within academies. Shared through the collaboration of PSHE Leads across the Trust, we are very proud that academies are engaging with this system and encouraging their students to be open about their issues rather than keeping them to themselves.
Merlin Top Primary Academy pupils in year groups 1 to 6 worked closely with their local council to participate in the Captain Tom 100 Challenge, celebrated in early May 2021. The academy produced this eye-catching photograph to promote the charity work of the Captain Tom Moore Foundation. Captain Sir Tom Moore was born and raised in Keighley where Merlin Top Primary Academy is located and the academy was proud to continue spreading the optimism and fighting spirit that he started throughout lockdown last year in the heart of his hometown.
Each of the class bubbles were responsible for their different sections of the photograph and worked together to inspire hope and positivity that “tomorrow will be a good day,” Creating the picture has allowed pupils to collaboratively carry on Captain Sir Tom Moore’s legacy.
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Teacher at Dyke House Academy celebrates 50 years of teaching at the school A maths teacher has called time on a remarkable 50 years of service at the same Hartlepool secondary school, describing his pride after reaching the incredible milestone. Manchester City fan Keith Ridley, 72, has been presented with a framed thank you message to commemorate his fantastic loyalty to Dyke House Academy, having started there in 1971 when he moved to the hometown of his wife, Olwyn. He has also received other gifts, including commemorative commentary notes from Clive Tyldsley from when his beloved City won the Premier League with Sergio Aguero’s dramatic winner on the final day of the season in 2012.
As well as once raising money to help save Hartlepool United when Len Ashurst was in charge, Mr Ridley has taught around 20 students who have gone on to become members of staff at Dyke House, including Mr Palmer, who said: “Keith is a remarkable man. He has had such a positive influence on the community here at Dyke House and has been such an inspiration to so many young people over the years. I couldn’t even begin to describe the impact he has had. He fully deserves to finally enjoy his retirement and, although he will be sorely missed, he will always be welcomed back.” Mr Ridley, tearful as he recalled the moment Mr Palmer described him as one of his most inspirational figures during a school assembly, said: “I have no doubt the future of Dyke House is in safe hands with Adam. He has the respect of the pupils, the staff and, most importantly, the local community. It feels like an appropriate time to sign off.”
“I feel, in a word, proud,” said Keith, with a tear in his eye. “It is quite emotional whenever I think about it. I retired from full-time teaching in 2006 mainly because being a teacher sometimes means working long hours and the head at the time invited me to continue on a part-time basis. People said ‘you don’t have to do it’, but I just love teaching. I would go back tomorrow as well. I love watching students suddenly understand a concept, it’s as if a light goes on. If you get one of those a day it’s worth it.” Keith has calculated that he has taught approximately 29,250 students since starting life at Dyke House in a mobile classroom in the corner of a field. When he retired from teaching full-time 15 years ago, he estimated he had overseen 36,075 lessons. In 50 years, Keith has worked at Dyke House Academy with 7 different principals, including most recently, Adam Palmer. Mr Ridley – who has two grown-up children, Elaine and Christopher, and six grandchildren who keep him busy was President of the National Association of Schoolmasters and Women Teachers at one point and sat on the Hartlepool Council’s education council. He joined Dyke House’s Maths department after studying at Doncaster’s Melton College and during the early years he also taught history, geography, PE, RE and pastoral studies. Now “officially” retired he will be spending more time at the family holiday home in Ripley, North Yorkshire, and walking along the promenade where he often bumps into Mr Palmer jogging from Seaton Carew and back. Mr Ridley, who was born in Moss Side, Manchester in 1949, loves living in Hartlepool and knew the time was right to call it a day at the half century mark. It could have been sooner. He explained: “When we had evenings of celebration, late 90s and early 2000s, I used to invite parents to put their hands up if I taught them. One time I said ‘if there was ever a time when grandparents put their hands up then that might be the time to retire’. I lasted even longer than I thought after that!”
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Student Voice - primary Mount Pellon Head Boy, Mustafa S and Head Girl Alzahraa A
Why should others be Head Boy/Girl? Alzahraa: To make a difference.
What is the best thing about your academy? Alzahraa: There are lots of things but mostly that you feel safe here.
Mustafa: It’s a big responsibility and if you want to be a good role model, it’s the job for you. What did you hope to change whilst in your role? Alzahraa: I wanted to make changes that others hadn’t been able to in previous years.
Mustafa: The teachers help us to learn. What is the worst thing about your academy? Alzahraa: Having all the PE lessons in one day – I’d like them to be more spread out.
Mustafa: I wanted to make the children more responsible as one day they will be in year 6 and could be head girl or boy too.
Mustafa: Sometimes children play fight.
What is your greatest achievement so far? Alzahraa: I have got into the grammar school I wanted to attend.
Memorable moment being part of Student Voice? Alzahraa: Helping Mrs Collyer give gifts to the staff at Christmas time and in Nursery they were watching and enjoying the pantomime, Jack and The Beanstalk.
Mustafa: My responsibilities as Head Boy.
Mustafa: When Mrs Collyer told me I was Head Boy, I was shocked in a good way!
What impact has being in this role had on you as a person? Alzahraa: It has made me more patient with people.
Why did you want to take part? Alzahraa: I just like helping.
Mustafa: It has made me grow up and focus on improving my work.
Mustafa: I wanted people to look up to me as a good role model and do what I do.
What career do you hope to follow in the future? Alzahraa: I would like to be a full time GP and a part time author.
What have you got out of being Head Boy/Girl? Alzahraa: It makes you think how to make students wishes possible.
Head Boy: I would like to be a structural engineer. Who is your greatest influence? Alzahraa: My uncle who has studied so hard to get to where he is today.
Mustafa: I enjoy what I do and people looking up to me.
Mustafa: My Mum is very inspiring and always helping me.
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Student Voice - secondary
Thorp Academy Student President Matthew What is the best thing about your academy? The best thing to me are the teachers. They feel as though they have been hand selected and hand crafted. Their passion for learning, along with the STEM facilities, help drive learning in the best way. What is your most memorable moment being part of Student Voice? The election process was incredible! I was able to promote really well, especially with the year 7s – they were literally cheering me on in the streets. The whole thing was so fun, every academy should do one. What made you want to take part in Student Voice? It was a great opportunity to take on a leadership role and to give students a chance to be heard.
What did you hope to change by being part of the student council? My initial promise was to have students to become re-invested within the academy and to be a figurehead for those in the younger year groups. I also wanted to inspire more dynamic candidates for elections which, when my term expires, I am certain I’ll see. What is your greatest achievement so far? The NET presidential summit was incredible. The idea stemmed from election evening and it flourished quickly. A few months later it was set up for all academy presidents to come together and collaborate. What impact has being Student President had on you as a person? I’ve been able to develop my abilities and gain skills that might not have been possible. I’ve been able to practice my public speaking beyond the classroom and to put my own ideas across.
What have you got out of being Student President? So much experience! I’ve gained experience in leadership, I feel like I’ve improved my initiative and I’ve been able to practice public speaking so much more.
What career do you hope to follow in the future? I’d love to be a politician, hopefully an independent one aside from mainstream parties.
Why should other people stand for election to be Student President? The ability to represent the interests of others who follow you is an incredible opportunity that must not be passed up. Arguably, students being able to represent themselves is a necessity within academies.
Who is your greatest influence? I’d say I have three. Winston Churchill heavily influenced the shouting part of my presidential speech, I like the nature-loving personality of Theodore Roosevelt and also, Mustafa Kemal Atatürk, the first Turkish president, because of the excellent reforms he had for his nation.
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Art Gallery
By E. A Year 11 Kirk Balk Academy
Norton Primary Academy wins the Royal British Legion’s 100th birthday art competition Talented children from Norton Primary Academy entered a stunning stained glass window design as part of a competition organised by the Royal British Legion. The team of budding young artists scooped first prize in the competition to celebrate the 100th birthday of the invaluable organisation. Schools were invited to create a model, picture or collage of their choice to commemorate the 100 year milestone. The Royal British legion, which has a branch in Stockton, was formed in June 1921, bringing together four national organisations of ex-servicemen after the First World War. The children involved in creating the artwork, which won in the 7-11 category, decided to honour the fallen in a poignant design incorporating poppies and the silhouette of a soldier. The striking design was then reproduced using lead paint to create a bold window shape and the children used stained glass paint to give the final piece its unique finish. The piece was chosen as the winner by Councillor Mohammed Javed – the Mayor of Stockton and Mrs Shabana Javed, Mayoress. Principal of Norton Primary Academy, Michelle Randall-Harris, said: “We are privileged to be involved in such a fantastic competition – one that both highlights 100 years of the Royal British Legion and allows us to showcase the children’s talent. I am so proud of all the children and staff involved and we cannot wait to see the children’s final piece on display. Everyone worked brilliantly as a team on the window design so to win is true testament to their hard work. As a school, these projects are so important to us as part of our commitment to be involved in the local community.” The winning design will take pride of place in the window of the Stockton branch of the Royal British Legion in Wellington Square, Stockton. It is expected to be showcased in the window in the coming weeks and people are invited to come along and view the eye-catching display.
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Dyke House student offered two unconditional university places Dyke House Academy have celebrated the incredible success of one of their students as she was made the rare offer of two unconditional university places. Milly B started Dyke House Academy in Year 7 in 2014 and was placed in the bottom band due to her attainment level from primary school, her anxiety and having had a speech therapist help her with her communication. During her time at Dyke House Academy, Milly worked her way up two other bands out of sheer determination, leading to her successfully completing her GCSE's (gaining 5s and above). Following the success of her GCSEs, Milly chose to attend Dyke House Academy Sixth Form, studying Law, History and Psychology. During Sixth Form, she completed many university schemes (such as Next Step York) and she grasped every opportunity she could get her hands on. She also had part-time work throughout college, and consistently proved how committed and hardworking she is. Due to her hard work and determination, Milly ended up receiving two ‘unconditional’ offers from Universities (York St. John and Anglia Ruskin University London). She accepted her unconditional offer from ARU London to study Law, and has also received a scholarship towards her studies there, due to her impressive application. Having recently moved to London ready for her start at university, Milly reflected on her time at Dyke House Academy: “My seven years at Dyke House can’t be described as anything less than a rollercoaster. When I started in 2014 I was placed in the lowest band, and needless to say this did affect my confidence.
alone come out with two unconditional offers and a scholarship. All I can say is I’ve definitely proved both myself, and anyone who doubted me wrong, and now believe that I can put my mind to anything when I want it enough. When moving in August to Canary Wharf, the one phrase that will keep me moving forward constantly is “effort is key”. Don’t let anyone tell you that you can’t do something because if you really want it then you will do it. Thank you for the last seven years, watch this space!”
However, from the day I started at Dyke House I knew I wanted to go to university and make something of myself but consistently believed I would never be able to sit the higher papers and actually go. Despite this, I had this feeling that I needed to prove both myself and other people wrong and I worked constantly to get my grades up. It wasn’t until Year 9 when a staff member told my parents that I should be in a higher class.
To have worked her way up academically as well as undergoing incredible personal development, Milly is a huge success story for Dyke House Academy and the Sixth Form and the staff are immensely proud of her. Megan Johnson, Head of Sixth Form, UCAS Coordinator and A Level teacher said: "I think I can speak for all staff when I say that we are unbelievably proud of Milly's achievements. She is the perfect example for all of us, that when you want something enough, and have the determination and courage to put everything you have into succeeding, you really can achieve anything. Milly was always an anxious student, but seeing her flourish through Sixth Form and achieve what she has, has been an absolute privilege to see. We can't wait to see what she does next!"
I would like to thank the staff for constantly telling me effort is key because I wouldn’t be where I am without their help. Fast forward to Year 11, when I was then placed in the top band. Year 11 was a rough year for me because despite my progress, I still believed the chances of me going to Sixth Form were very slim, even though my teachers had the confidence I could. I chose Dyke House Sixth Form originally for the fact I didn’t have the confidence to go anywhere else, but it ended up being the best choice for me. Although these two years at the Sixth Form have been really hard with the pandemic and a time of grieving, the college and my own determination just pushed me further to apply for big universities. I never thought I’d get into a place like ARU London, let
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Manor Community Academy students national winners Of Shell Bright Ideas competition Manor Community Academy Year 10 students, Jessica Black, Libby Crawford, Owen Grant, Phoebe Macdonald and Ethan Wain made up the team of Enzyme Enthusiasts who are not only the proud winners of the North East regional Shell Bright Ideas Competition but have gone on to win the competition nationally, too. The national, cross curriculum competition is organised by multinational oil and gas company, Shell, for secondary students aged 11-14. Shell runs the competition to demonstrate a commitment to a brighter future, whilst helping students to develop a range of skills including creativity, problem solving, team working and innovative thinking. Manor Community Academy’s team carried out extensive scientific research about how they could improve their local community of Hartlepool. They considered the local beaches, such as Seaton Carew, wanting their solution to address the plastic pollution crisis through a circular economy, as well as saving energy. As a result, the team proposed the inventive solution of using genetically-engineered enzymes to break down plastic at the new waste-to-energy plant in Billingham, instead of using vast amounts of heat. Finding alternative ways to reuse plastic promotes the welfare of the environment, creating a safer and greener community – putting the North East region at the forefront of pioneering science.
The academy’s science, technology, engineering and maths (STEM) team, spearheaded by the dedicated science staff, Tara McConaghie, Chantel Bawdon and Anna Newby, are so proud of the students for their efforts and excellent outcomes with Tara McConaghie adding: "I am absolutely delighted for the team for their concerted efforts to win the Shell Bright Ideas North East Regional title. I'm so impressed with their tenacity, creativity and problem-solving skills to produce an innovative solution that could power cities of the future. It is brilliant to see the students so engaged and involved in STEM to promote the sustainability of Hartlepool. I really feel that the students have grasped just how important the local community is and how well opportunities in the North East area link to science.” The winning students will receive £10,000 for the school and amazing STEM-packed goodie bags, as well as the opportunity to attend exciting STEM workshops. Reema Hooks, science teacher and head judge for the competition, was especially impressed with how they assessed the wider impact this would have, not just considering energy consumption, but the effect on landfill, local community and feedstocks to industry. This team was ‘truly thinking outside the box’. The team faced tough competition with over six hundred entries overall being narrowed down to twelve other schools across Great Britain, with Manor Academy winning the overall title. This is a fantastic outcome for the students, and the staff at Manor Community Academy are incredibly proud of their achievements.
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Day In The Life of Paula Bulmer – Welfare and Attendance Officer at Hilton Primary Academy What is the worst thing about your job? There are moments of frustration in the job, when there are road blocks from stopping a plan working. Ultimately, you just have to find that common ground of all wanting what’s best for the child. How do you relax? I spend a lot of time with my children – we enjoy watching movies together. I also have a dog so spend a lot of time on a weekend walking and catching up with friends. After an intense, emotional day I like to just go home and sit in the quiet with a cup of tea to process everything. What is your most memorable moment in the role? After spending so much time and work on building relationships with families, it’s really memorable when you manage to do that with hard to reach families. For example, one student who used to have 60% attendance at best now being 100% because of the engagement between myself and their family. It’s a really positive feeling. Who is your greatest influence? I would say my Vice Principal, Mrs Green. In terms of being able to deal with the job she has taught and prepared me. She reminds me that we are human and you have to look at things in a certain light that helps make it easier. What does your role involve? My role includes three parts: welfare, attendance and behaviour. I work with students and their families to assist them through their different support plans, ensure they are attending and enjoying school and concentrate on any issues that may be worrying them. What is your work/life balance like? It’s really good compared to other jobs I’ve had – it really has never been better. I’m the single parent of two children who are both in high school so having a term time job where I am out the house at the same time as them is perfect. What is the best thing about your job? Picking just one is hard! On the welfare side, I love being able to support the children through the plans they’re on and making sure they feel safe. I love getting to the end of a plan where everyone involved is happy – it’s a really satisfying feeling to help a family and know you’ve put work into it. In terms of behavioural, I just love getting involved. The Talk It Out initiative is great. Finding out a child is worried about something I can help with and help them see something different is great. For the attendance side, I just like getting children into school. I am a strong believer that every child deserves a good education.
How/why did you get into education? When I became a single parent I needed a career change to suit so I went back to college first and got my Level 4 as a Teaching Assistant. Then I went on to do a degree at University in Child and Young People Psychology where I worked at Hilton Academy on placement. After that, I went on to do a Masters degree in Criminal Justice and Criminology where I did a lot of work with the police on youth crime prevention – keeping all my research child-centred. I saw the vacancy for this position whilst I was doing my Masters and applied! What are highlights of your career so far? The job satisfaction. Despite any frustrations, being able to support children and help them to have a better life is a constant highlight. What has surprised you the most doing your job? After my work with the police, I think I’m quite un-shockable. However, I was shocked at how supported you are in the role. With the position being quite solo in terms of not being a teacher or teaching assistant, I get amazing support from the Principal and Vice Principal. Do you have any advice for others who are aspiring to be in your position? Feedback I get from a lot of people is “I couldn’t do your job” and I think that’s often because of the daunting feeling of the welfare side. I would say that there is so much satisfaction in it, that there can be emotionally challenging days but you’re so supported.
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Day In The Life of Jonathan Stones - Inclusion Co-ordinator at Kearsley Academy What does your role involve? The role of inclusion coordinator involves coordinating all levels of the vast pastoral team at our academy. I work with and coordinate our Learning Managers, our Bridge Manager, our Attendance and Education Welfare officer ensuring that our staff are in the right place and working on the right activities throughout the day.
What is the hardest part of being in your role? The early days were tough. Each time you deal with a new type of incident it takes a while for it to settle and become part of the professional you. Working in pastoral education you’re always going to have emotionally tough days. What has surprised you the most doing your job? Nothing surprises me anymore. I accept that something is always around the corner. It’s an important part of the role to be ready all the time.
What is your work/life balance like? Excellent. I am well supported by our Senior Leadership Team and my colleagues. We work hard through the school day and we work together to ensure that students have the right people working with them.
What do you wish you had known before starting your role? To take the time to reflect on your day every day – making sure not to keep hold of the bad and reflect every day otherwise time will pass you by.
What is the best thing about your job? Being there for the Kearsley community. I ensure that the Kearsley Inclusion Team is prepared and ready to respond to the needs of any stakeholder as a collective team, and the needs are vast.
Do you have any advice for others who are aspiring to be in your position? Work/life balance is everything in this role, you can’t own everything that crosses your desk in this job and you need to have a way to switch off.
What is the worst thing about your job? Sometimes the 18,000 average steps per day, other than that nothing. I enjoy the challenges the role brings. How do you relax? I am very family orientated - they keep me relaxed. I’m the type of person you’ll find either on a sunny beach or up a mountain. What is your most memorable moment in the role? I tend to remember the most challenging moment for each and every child. I then use these as motivation to help them succeed. These then become my memorable moments. Who is your greatest influence? My wife - she’s just the greatest person alive. How/why did you get into education/teaching? I have spent my life protecting vulnerable children and families. Working in education just happened, I was lucky that a Head teacher spotted my ability to connect with and be an advocate for vulnerable people and the rest is history. If it wasn’t for NET Kearsley Academy I wouldn’t have come back from my break away from education. I worked with Kearsley as part of Bolton Behaviour Support Services, and I agreed with the school’s visions and values so much, I knew I wanted to work there with them. What are the highlights of your career so far? I’d struggle to pick one thing out. I’ve been quite a trail blazer in being an advocate for young children going through tough times, for the past twenty years I’ve done a lot and pushed a lot through to better children’s lives. I helped set up a counselling service across a whole authority that, at the time, had never been done before.
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Art Gallery
By L. M. B Year 11 Red House Academy
By M. G Year 3 Hilton Primary Academy
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The staff newsletter of Northern Education Trust
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