BETTER Times Issue 9 - Enjoy

BETTERTIMES Bohunt Education Trust Termly Events Review ISSUE 9 – SUMMER 2021 – ENJOY

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BET SCHOOL COMMUNITIES DISPLAY JOY AT STUDENT AND STAFF RETURN On Monday 8 March, students and staff across the BET family returned to school for on-site teaching, supported by a truly superhuman effort in lateral flow testing.

The first fortnight of return saw an incredible 26,194 tests conducted by an army of volunteers and staff across our family of eight schools.

The immense achievement of safely welcoming our students back was supported by a cross-trust ‘joy of return’ digital communications campaign, with BET ‘welcome back’ balloons festooned at the entrances to all trust schools, and a myriad of warm smiles and cheers.

A short film and social media updates spread the good news across our school communities as staff welcomed our young people back to their places of learning with vigilance, calm and an overriding sense of happiness.

These are just some of the uplifting images capturing our students’ return after two months of remote learning. The film can be viewed at: https://youtu.be/tJMetZ2ttFc

IN THIS ISSUE...

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BET MAKES NATIONAL HEADLINES BET KEY PLAYER IN LARGEST UK STUDY INTO EFFECTS OF COVID-19 BET STUDENTS

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QUIZ DAMIAN HINDS MP BET LAUNCHES INNOVATIVE WEBSITES TO SUPPORT WELLBEING AND OUTDOOR LEARNING

| CROSS-TRUST CHINESE NEW YEAR | SCHOOL HIGHLIGHTS | BET YOU DIDN’T KNOW INTERVIEWS | AND MORE…

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MESSAGE FROM THE CHAIR Reading through the articles in this magazine, I have been impressed by the amazing creativeness of our students and staff. Despite the ongoing strangeness of lockdown, lessons continued online with high levels of pupil engagement. Quoting James Stanley (Horsham Y8), it was “a bizarre year!” As I have said before, our teachers rose magnificently to the challenges posed by online teaching, maintaining the high-quality education for which they are well-known. I applaud your resilience and achievements – well done and thanks to all of you.

Herculean efforts went into setting up the onsite virus testing process in our schools, thereby enabling a safe return to the classroom. Again, sincere thanks are due to the small army of volunteers who facilitated this, together with our staff, many of whom have had hardly any break now for over a year.

In addition, student wellbeing and mental health has been in sharp focus. The new BET Outdoor Wellbeing website is a welcome and extremely helpful facility, encouraging young people to access the benefits of outdoor activities and learning to counterbalance the essentially inactive time expended in screen-based education. This is complemented and supported by the new BET training website for the Duke of Edinburgh scheme, which develops resilience and self-reliance through tough outdoor activities coupled with important community volunteering.

Your efforts and dedication have been widely recognised, with extensive media coverage. BET leaders have contributed several excellent articles in the national and professional press. To highlight a few, Neil Strowger wrote a stimulating piece for an important national research study about “What makes a good teacher” – certainly not just being bearded and striding around looking busy! Neil appeared also on Radio 4’s Today programme, commenting on the adverse impact of abandoning of exams, and expended on his comments in a long Daily Telegraph article later that week. He initiated debate about the future shape of education, being perhaps broadened beyond the conventional exam-only based curriculum, in the same paper in February.

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The ImpactEd study into the impact of lockdowns on pupils, in which BET is a major participant, has provided important insight, enabling targeted interventions at individual level. Phil Avery expounded on this in his interview with Sky News at Bohunt Worthing, and in his article in Education Business, about our lost connections with the outdoors. Briony Palmer from Worthing outlined her experience of teaching in lockdown in an article in the Daily Telegraph – I am intrigued as to how to manage a Mexican Wave on Zoom!

Links between our schools continue to develop, and I am pleased that the cross-Trust Mandarin competition took place virtually, with enthusiastic contributions from Liphook, Petersfield, Worthing and Wokingham. As I have said on numerous occasions, Mandarin competence is essential for our future survival as a trading nation. Also, we are improving links with other schools. Yet again, the third Question Time with local MP Damian Hinds involved students from TPS, Liphook, Steyning and Bedales, albeit as a virtual session (but just as enjoyable as face-to-face!). Costello’s students demonstrated equal confidence and eloquence in their questioning of Basingstoke MP Maria Miller.

Just as impressive was the Model United Nations (MUN) Conference, in which BET students debted the impact of COVID19 and climate change across the world, whilst considering global politics, and determining how they, as individuals, can unite to influence how these issues can be tackled effectively.

The term ahead will be challenging. Students have a huge amount of readjusting to do, but I know that they can rely on their teachers and all the BET staff to support and encourage them through this challenge. I look forward to getting back to normal and being able to visit all our schools as soon as possible.

In the meantime, thank you all again.

DR RAY MORTON

Chair of the Trust Board

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MESSAGE FROM THE TRUST LEADER Welcome to the ninth edition of Better Times – both a metaphor and semaphore for life in the current lockdown.

It is 381 days since the first national lockdown at the time of writing and is likely to be 400 days or more by the time you read this edition. How many of us thought at the outset that 400 days later we would remain under curfew?

The number nine – as any of our mathematicians might tell you – is a very special number. Nine is a composite number, its proper divisors being one and three. It is three times three and hence the third square number. Nine is a Motzkin number. Most interestingly of all is the fact that nine is the only positive perfect power that is one more than another positive perfect power (see Catalan’s conjecture proved by Mihăilescu’s theorem).

Namely that integers 2³ and 3² are two powers of natural numbers whose values (8 and 9, respectively) are consecutive.

The theorem states that this is the only case of two consecutive powers.

Better Times is an apt title for our in-house magazine as we are all striving for a better future: for ourselves, our families and our charges. Struggle is an essential, as well as existential, aspect of being human, whether or not we have faith; to quote Socrates, ‘remember, no human condition is ever permanent.

Then you will not be overjoyed in good fortune nor too scornful in misfortune’.

We are all perhaps a little light in the good fortune department at this moment, although we do indubitably have much to look forward to as the days continue to lengthen and the sunshine brings with it warmth and relaxation. We are on the cusp of the lifting of a few of the hardest fetters we face. We shall soon be allowed to welcome visitors to our homes and once more to indulge in the epicurean delights of outside dining. Even the gym has the allure of a siren call to which I shall, in the short term at least, inevitably succumb.

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The promise of summer and better times ahead is an appealing prospect; this magazine’s semaphoric qualities are the signalisation, communication and celebration of the fantastic opportunities and experiences we offer our learners each and every day. In times of lockdown and of none.

As summer unfurls and we look forward to our metamorphosis from our lockdown to natural selves - due in no small part to the unprecedented pace of development and roll out of vaccines against SARS-CoV-2 – it is apposite to conclude with the words of joy of Edward Jenner, in 1796: “While the vaccine discovery was progressive, the joy I felt at the prospect before me of being the instrument destined to take away from the world one of its greatest calamities, blended with the fond hope of enjoying independence and domestic peace and happiness, was often so excessive that, in pursuing my favourite subject among the meadows, I have sometimes found myself in a kind of reverie.”

NEIL STROWGER

Trust Leader of BET

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BET KEY PLAYER IN UK’S LARGEST STUDY INTO THE EFFECT OF COVID-19 ON STUDENT WELLBEING DURING 2020 AND THE EARLY MONTHS OF 2021, SCHOOLS ACROSS BET TOOK PART IN THE UK’S BIGGEST STUDY INTO THE IMPACT OF COVID-19 ON YOUNG PEOPLE’S EDUCATION AND WELLBEING. THE STUDY, LED BY RESEARCH ORGANISATION, IMPACTED, WAS PUBLISHED ON 8 FEBRUARY AND COMPRISED 62,000 YOUNG PEOPLE ACROSS THE COUNTRY. The report identified that GCSE and A-level and disadvantaged students have been hardest hit by COVID-19. National media coverage focused on the impact on these groups and the ways in which BET schools have identified those students at risk and conducted targeted interventions as a result.

Sky News visited Bohunt School in Worthing to pre-record interviews with students and BET’s Director of Education, Philip Avery, who spoke about BET’s interventions.

“Things started to emerge,” (Phil) said. “Children who didn’t have a routine were struggling more than others. (There were) those that didn’t have a quiet place to work, those that weren’t getting outside, those that weren’t exercising. Teachers made changes both at a school level, and for individual students.” The Sky News piece, which aired on a rolling schedule every hour throughout the day, concluded that, ‘by the end of the summer, the school noticed that students’ wellbeing scores had shot up.’

BET used ImpactEd’s diagnostic tool to assess the impact on different groups of pupils and then conduct targeted interventions to mitigate that. Phil continued, “ImpactEd’s diagnostic tool gave us clear, insightful data that we could action at the level of individuals. This allowed us to use our limited resources to have the greatest impact on students’ wellbeing and learning. We were then able to drill deeper into the data, and particularly pupils’ written answers, to understand exactly how each of these groups were being affected in different ways. From this analysis we were able to adjust our approach so that we were working preventatively, rather than reactively.

“We found that girls, disadvantaged students and those with special needs were most affected in terms of wellbeing and that, for exam years, the lack of clarity caused acute stress. This granular information, when combined with staff committed to

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a holistic education, led to carefully targeted interventions, an outdoor learning programme, mental health workshops, ‘gamechanger days’ designed to get students outside and away from screens, and literacy interventions.

“Understanding which pupils are struggling in which areas has enabled us to have more impact with less resource. This couldn’t be more welcome at a time when energy levels and finances are under strain. Furthermore, our partnership is having a transformative effect on the school and our attitude towards evidence-informed practice, not just within the context of the pandemic, but in general.”

BET students came from: The Costello School, Bohunt Horsham, Bohunt School in Liphook, Priory School, TPS in Petersfield, Bohunt Wokingham and Bohunt Worthing.

Nationally, ImpactEd’s report reveals that those in GCSE years and studying for A levels have suffered the most. Pupils studying for GCSEs (i.e. those in Years 10 and 11) reported the lowest learning scores from June to November, on an ongoing downward trend; and anxiety among pupils these year groups also increased since the return to school in September and rose the most. The research also shows that the learning and motivation gaps between those in Year 10 and 11, compared to children in other year groups, widened after the return to school in September. These scores hint at the pressures that exam uncertainty has caused.

Overall wellbeing through the study in 2020 showed Years 13 (when students take A levels), 11 and 10 had the lowest wellbeing scores – 22.5 for Year 11, followed by 22.6 for Year 13 and then 22.8 for Year 10.

It also shows that the challenges to education posed by the coronavirus crisis during last year’s lockdowns were overwhelmingly felt more by less well-off pupils (those eligible for the Pupil Premium). This was in all areas tested, including

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access to technology, poor home working environments and use of outside space. All these issues negatively impacted on their resilience, metacognition and overall learning. Already starting the lockdown in March at lower levels on average than their peers in learning and wellbeing, they dropped further behind through the year.

Some of the key findings include that: • Only 45% of disadvantaged pupils agreed they understood their schoolwork while learning remotely compared to 57% of non-disadvantaged pupils.

• Only 67% of disadvantaged pupils said they were able to use a device when they needed to complete the online work they were set, compared to 78% of other pupils.

• Only 68% of disadvantaged pupils said they exercised regularly (at least three times a week) compared to 76% of non-disadvantaged pupils. It was also found that those who exercised were far more likely to have established an effective learning routine.

groups of pupils were experiencing. Schools have been able to access the results on an individual level through our digital platform, so they have known who they needed to support and how.

This is a rich dataset that provides hugely important insights that teachers and senior leaders can draw on, and then devise interventions to limit or erase negative impacts, either of lockdown or the return to full school and face-to-face teaching in a physical classroom.

Education through Covid-19 has been a challenging process, but we hope this study and its findings assists schools. We are already seeing schools using the data to target resources towards those groups of pupils in their schools who need different types of support. We are now continuing this work as part of our new strategy for helping schools as they recover from, and move beyond, the pandemic.”

The full ImpactEd report can be found at: https://www.impacted.org.uk/covid-19

• On average, disadvantaged pupils scored home learning environment worse – 6% below average.

• Pupils from disadvantaged backgrounds scored 5% lower than better-off peers overall on questions about their resilience.

• Girls were also more anxious about returning to school than boys and experienced higher levels of anxiety on resuming in-person education. Girls reported higher anxiety than boys by an average of more than 10%.

Owen Carter, the Co-Founder and Managing Director of ImpactEd, said: “We undertook this study not to find out simply who had been affected and by how much – but to identify pupils with specific issues and help schools understand the issues these different

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BET HITS NATIONAL HEADLINES WITH PRIME MEDIA COVERAGE LAST TERM SAW BET PROFILED IN SEVERAL PROACTIVE NATIONAL PR PIECES FOR BET, INCLUDING AN INTERVIEW ON 5 JANUARY WITH NEIL STROWGER ON RADIO 4’S TODAY PROGRAMME AS HEADTEACHER OF BOHUNT SCHOOL, LIPHOOK FOR A PIECE WITH MICHAEL GOVE, MP, ARTICULATING THE HUMAN IMPACT OF THE MEASURES ON OUR YOUNG PEOPLE, ESPECIALLY THOSE TAKING EXAMS THIS YEAR. This was followed by a comment piece written by Neil in the Telegraph, on schools standing fast for students during the COVID pandemic.

means for SGS, and All About Horsham magazine ran a fourpage interview with Georgette Ayling, Headteacher of Bohunt Horsham.

Later the same month, Neil Strowger spoke to BBC Education Editor, Branwen Jeffreys, from Bohunt Sixth Form about what schools will need to know ahead of opening with a fortnight’s notice. BET’s Data Lead, Nigel Wright, executed superb camera work and Neil’s slot came as part of the lead story on the BBC National News at Six and News at Ten.

Key coverage can be found on the News page of the BET website at: www.bohunttrust.com/news

February saw coverage of BET’s key contribution to the largest study into the impact of COVID-19 on students’ wellbeing, with Director of Education, Phil Avery, interviewed by Sky News and BET featuring in The Times, Times Radio, Sky News Online, Radio Five Live and the Worthing Herald - with the study featured in the Telegraph, Guardian, Times Educational Supplement, Schools Week and the Daily Mail. Read more about the study on p4.

In March, the weekend before schools opened their doors to all students saw Briony Palmer, Assistant Headteacher at Bohunt School Worthing, featuring in a Telegraph on Saturday feature, asking teachers to ‘self-report’ on their experiences of teaching during the last year.

And on 8 March, BBC Education Editor, Branwen Jeffreys, returned to Bohunt School Worthing for the BBC News at Six and News at Ten, to cover schools’ reopening to all students following almost two months of closure to all but children of key workers and vulnerable students.

Important regional coverage was secured for Steyning Grammar School in the Worthing Herald, which took the form of an interview with SGS’ co-Headteacher Natasha Nicol and interim Executive Headteacher Mark Marande on what joining BET E D U C AT I O N T RU S T

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WHAT MAKES A GOOD TEACHER? NEIL STROWGER CONTRIBUTES TO EDUCATION RESEARCH REPORT AND WEBINAR Trust Leader Neil Strowger contributed an essay to an education research report and webinar, entitled ‘What Makes a Good Teacher?’

The online discussion included contributors and panellists: Professor Anne Bamford OBE, Strategic Director of Education and Skills, City of London; Neil Strowger, Trust Leader of BET; Tracie Linehan, Chief Executive, BeyondAutism and Kate Richards, Chief Executive, Enrich Education Consultancy.

Read the full report, with Neil’s essay, at: https://www.bohunttrust.co.uk/news/what-makes-a-good-teacher-neil-strowgercontributes-to-research-report-and-webinar/

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BET AND BEDALES STUDENTS QUIZ DAMIAN HINDS MP IN THIRD ANNUAL QUESTION TIME EVENT

STUDENTS ACROSS BET AND BEDALES SCHOOLS CAME TOGETHER ONLINE FOR A VIRTUAL QUESTION AND ANSWER DISCUSSION ON POLITICS, CURRENT AFFAIRS AND EDUCATION ON 19 MARCH 2021.

Panellists included former Education Secretary and MP for East Hampshire, Rt Hon Damian Hinds; Neil Strowger, Trust Leader, Bohunt Education Trust and Headteacher, Bohunt School; Magnus Bashaarat, Head of Bedales and Sixth Form students Lauren Bloomfield (Bohunt) and Elena Belisario (Bedales). The discussion was skilfully chaired by the Telegraph’s Education and Careers Editor, Victoria Lambert.

Over 150 Politics, Economics, Global Awareness and History Sixth Form students from Bohunt School and Sixth Form, TPS, Steyning Grammar School and Bedales attended the online event, modelled on the BBC’s Question Time, where panellists were quizzed by students on topics including the government’s handling of the COVID pandemic, the extent to which today’s education prepares young people for an uncertain future, inclusion, diversity, and the NHS. The event followed a similar (albeit face-face) event featuring Damian Hinds hosted at Bedales last year and was the latest in a series of co-operative activities and workshops held between BET and Bedales, which has a developing partnership to share good practice, resources, training opportunities and student collaborations.

Lauren Bloomfield is at Bohunt Sixth Form studying History, Politics and Economics, and is hoping to go on to take History and Politics at degree level. Elena Belisário, who lived in Brazil from ages 9-12, joined Bedales Sixth Form to study Philosophy, Religion and Ethics, Politics, Spanish and Global Perspectives and hopes to study International Politics or Peace Studies at university.

who demonstrated such passion and depth of understanding of the complex issues facing us all. This event was another great example of the productive partnership between Bohunt and Bedales and it was such a pleasure to play a part in it.

Neil Strowger, Trust Leader, BET and Headteacher, Bohunt School, commented: “The annual Question Time event was equally as powerful online as in person and the insight and thought demonstrated by our young panellists was wonderful to see. Many of our students remained in classrooms post-event, to continue discussion – highlighting the popularity of this initiative, the inspiring political motivation of our students and the strength of the BET/Bedales partnership.”

Magnus Bashaarat, Head of Bedales, added: “The panel discussion has become an excellent annual fixture in our partnership with Bohunt and I am grateful to them for hosting it so successfully online for the first time. The event was a great opportunity for students to interact with a Member of Parliament and learn about holding our elected politicians to account for their actions and the decisions they make that affect all our lives.”

Watch the discussion at: https://www.bohunttrust.co.uk/news/ bet-and-bedales-students-quiz-damian-hinds-mp-in-thirdannual-question-time/

Damian Hinds, MP for East Hampshire, commented: “I was hugely impressed with the engagement from the students

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BET CELEBRATES CHINESE NEW YEAR WITH FIRST CROSS-TRUST MANDARIN COMPETITION

IN FEBRUARY, STUDENTS FROM ACROSS BET CELEBRATED THE CHINESE NEW YEAR WITH A COLLABORATIVE MANDARIN COMPETITION. Students from Bohunt School in Liphook, Bohunt Wokingham, The Petersfield School and Bohunt School Worthing participated in a cross-trust competition of Mandarin-inspired artwork, entering short videos of no more than 150 seconds that reflect an understanding of the Chinese culture, explored through drama, dance, music, painting, storytelling or physical skills such as Kung Fu or gaming.

Students at BET taking part were those on the ‘content and language integrated learning’ (CLIL) course. This course is undertaken by students who have the academic ability and the desire to study Mandarin at a higher, immersive level. CLIL students are taught one third of their curriculum in the chosen target language – often Mandarin.

This year, as part of the Chinese New Year celebrations, The Confucius Institute at The University of Southampton also organised an online event for schools across the country to

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highlight students’ knowledge and understanding of Mandarin and its culture and to celebrate the Year of The Ox. A selection of videos created by BET students were shared across BET schools and submitted to the Confucius Institute for its competition.

Shanshan Nai, Subject Coordinator at Bohunt Worthing for Mandarin said, “Our BET Chinese New Year competition saw schools from across the Trust working cooperatively to create artwork based on the theme of the Mandarin culture. The virtual celebration was personalised to suit the current home learning situation. This gave our students an opportunity to explore not only the Mandarin language but also Chinese culture. It also built up a stage for them to present their outstanding performance in a different medium outside the classroom.

Almost 700 students voted in the semi-final selection, which was shared between 140 tutor groups to decide the winning entries.”

Phil Avery, Director of Education said, “It’s wonderful to see the skilful blending of digital skills, Mandarin language skills and self-confidence in these superb videos. It shows the competence and hard work of the students and the success of Bohunt’s approach to education, which combines technological and pedagogical innovation with an emphasis on the whole child”.

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BET LAUNCHES INNOVATIVE DUKE OF EDINBURGH AND WELLBEING WEBSITES THIS TERM, BET LAUNCHED TWO IMPORTANT AND INNOVATIVE WEBSITES TO AID STUDENTS’ WELLBEING AND SUPPORT THEM IN THEIR OUTDOOR LEARNING. The first, in collaboration with the Duke of Edinburgh (DofE) Award Scheme, is a training website, aimed at helping students complete their award.

The Trust prides itself on successfully creating a generation of “game-changers” and understands this to be the first website of its kind to be launched by a multi-academy trust.

DofE is central to BET’s ‘game-changing’ ethos. Despite the current landscape, take-up of the award scheme is at an all-time high at BET, with over 800 students signed up to complete the DofE award at Bronze, Silver and Gold level.

The training website has a focus on student learning. It walks students through each aspect of Expedition training; first aid, route planning, expedition kit and packing etc, testing them on their learning and providing them with individual feedback on sections completed. Students receive a certificate of recognition at the end of each section.

Students are guided through each section of the website and can see what is expected of them at every stage of their journey.

Given the current climate, being able to access their award and see progress brings many benefits. With videos from actual D of E team members and tutorials, students will be able to interact with the award and monitor their own progress.

The expedition training website forms part of the DofE package offered by BET, ensuring students’ experience is unaffected during lockdown. During the Spring, BET also designed and launched a one-of-a-kind FREE BET DofE Game-changer app www.betdofe.com or www.betdofe.co.uk, designed to empower students to continue being active learn something new and have fun outdoor adventures of their own that contribute to their wellbeing gaining independence and purpose.

Neil Strowger, Trust Leader at BET said, “Outdoor activities and education can be life-changing experiences for children. At BET, we welcome opportunities for collaboration and game-changing innovations. This website breaks new ground by ensuring that connections between students and different types of outdoor activity such as those found within D of E, may be successfully accessed by all.”

Liz Briggs, D of E Manager for Bohunt Education Trust said, “The lockdown has provided our BET DofE and Outdoor programmes the unique opportunity to reimagine our learning priorities and processes, placing the child at the very centre of our work. In an unknown future, the BET DofE expedition training website and BET Game-Changers app continue to empower young people to enjoy, respect, achieve and through technology; learning about nature extends far beyond the parameters of the outdoor classroom.”

Peter Singleton, South East Regional Director, Duke of Edinburgh said, “We are delighted with Bohunt Education Trust’s innovative approach in inspiring their students to make the most of their time during lockdown to continue to work towards their DofE award. BET’s commitment to DofE and to their fully inclusive approach – enabling any young person to be able to access

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DofE if they are up to the challenge, is a fantastic example of what can be achieved with the right motivation and support.”

Visit the new BET DofE Training website at https://sites. google.com/bohunt.hants.sch.uk/bet-duke-of-edinburgh/ home?pli=1&authuser=1 The second website is BET’s mind-blowing ‘Outdoor Wellbeing’ site, aimed at helping students get outdoors and improving student mental health.

At BET, we know that an intensive outdoor programme has been shown to have benefits in developing the gamechanger student, the main ethos of the Trust. BET students are encouraged to explore the outdoors and participate in the Trust’s full programme of outdoor activities during their time in school and during the COVID-19 pandemic the idea to normalise being outdoors has never been more important.

To motive students further, BET has developed a new outdoor wellbeing website that is accessible to all students and which aims to encourage young people to explore the world around them.

Launched in time for the Spring Term half-term, the website offers outdoor wellbeing ideas and challenges that students can participate in. In addition, BET students will enjoy a day to get outdoors and complete a series of outdoor and wellbeing activities. The socially distanced ‘social day’ will culminate with students sharing their achievements and activities amongst the Trust via all of BET’s outdoor social media channels.

Students can choose what activities they participate in and the day will be delivered exclusively via the new website. The activities will range from taking part in some forest yoga or micro-photography to stargazing or even making a bug hotel!

There will also be an opportunity to for students to plan their own outdoor adventures with a professional adventurer!

“At BET, we know that getting outdoors has a significant impact on wellbeing and have designed this website for our students to try new activities that will help them experience their local area in a new way. I am really looking forward to seeing our students enjoy their own outdoors adventure and share their experiences on our outdoors social media.”

Todd Raetzke, Director of Outdoor Education for Bohunt Education Trust said, “I am delighted to offer the new wellbeing website, aimed at helping all students explore the benefits of an outdoor education. The site focuses on student learning whilst energising their minds and bodies. Anything that takes students out of the classroom or away from their screens, even if it is for a short space of time, has been proven to have physical and mental wellbeing benefits. BET champions the unique opportunity that learning outdoors can create”.

Neil Strowger, Trust Leader at Bohunt Education Trust, said, “Wellbeing plays an immensely important role in the innovative and pioneering approach to outdoor education that we foster as a trust. This website, like the BET DofE Game-Changers app and BET DofE Expedition training website, is one element of a range of resources we have developed to support students, which highlight the importance of, and ongoing achievements in, delivering a broad programme of outdoor education to our students.”

Visit the new BET Wellbeing website at: https://sites. google.com/bohunt.hants.sch.uk/bet-outdoor-wellbeing/ home?pli=1&authuser=1

Students can submit their work to BET for dissemination via the Trust’s many social media platforms, making students their own social media ‘influencers’ for the day!

Liz Briggs, BET OA DofE Manager, said:

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PHIL AVERY IN EDUCATION BUSINESS: RESTORING LOST CONNECTIONS DIRECTOR OF EDUCATION, PHIL AVERY, WROTE FOR EDUCATION BUSINESS ON ‘RESTORING LOST CONNECTIONS’, DISCUSSING HOW AN OUTDOOR PROGRAMME, LED BY HOLISTIC AIMS RATHER THAN PERFORMANCE MEASURES, HAS THE POTENTIAL TO HELP SELF, SCHOOL AND SYSTEM. THE FULL ARTICLE FOLLOWS. The satellite call is over quickly as discussion isn’t needed; it’s time to run away – again. Every time I’m on an expedition in Greenland with students we must scarper from something. Last time it was an inhabited bear den we had unwittingly camped too close to. This time it’s a storm bearing down on us that might (did) go on for days. As the teacher on the expedition it’s (apparently) my job to tell the shattered team, who have been sledge-hauling most of the day, that we’re walking through the night to get to safe ground.

Despite the cold and wet of the receding glacier we’re slumped on, I have a warm feeling inside as I’m certain we’re fulfilling what the Education Endowment Foundation suggests is the link between outdoor, adventurous activity and months of additional academic progress – high levels of physical and emotional challenge!

The ‘why’ Bohunt Education Trust (BET) is a multi-academy trust of eight comprehensive secondary schools – just over 10,000 students.

Our outdoor programme is a critical part of developing students who are game-changers – which is the Trust’s vision.

The outdoor opportunities we provide, our drive to improve the biodiversity of our school sites and the networks of incredible people/organisations we draw our young people into mean they leave us more intrinsically motivated and able to change things for the better. In this article I outline what our programme involves, the benefits and some thoughts for those of you who are reviewing or starting your own outdoor programme.

The ‘what’ Both the internal and external components of our programme are designed to be progressive and together should normalise being outside: something that isn’t as prevalent as perhaps we think it is. If students participate in all aspects of our programme, they will miss more than five weeks of standard curriculum time, as well as weekends and part of their holiday. We see that as a positive for learning.

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The ‘how’ Appropriately skilled staff with capacity is critical. BET employs a head of outdoors to lead our outdoor classroom and bushcraft work and a Duke of Edinburgh (DofE) manager to lead our DofE Operating Authority. Each school has people responsible for the outdoor classroom and DofE, with administration support, as necessary. Some schools have additional leadership, for example a head of ecology, to ensure work being done outdoors is rigorous and links to the timetable. There is then an army of teachers, support staff and parents that lead groups through the various initiatives.

Schools believe this is important and so time is made for both staff and students. Selected students leave a rota of lessons to work on mental health interventions involving cooking, whittling and structured chat in the outdoor classrooms; three-week expeditions to remote locations leave a week or so before the end of term; and staff have additional frees to sharpen

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knives, sort tarpaulins and properly plan conservation efforts, in conjunction with national park rangers, for the school sites.

Self Jodie, who successfully completed her Bronze, Silver and Gold DofE Awards with BET, said: “The DofE award has given me so many things I am grateful for. It’s given me many challenges, opportunities and memories that I now treasure. I truly would have never believed it was possible for me to do this. It gave me an overwhelming sense of accomplishment and it’ll be one of those moments that stays with me forever.”

What Jodie doesn’t mention above is she has Cerebral Palsy and for the expeditions used (and regularly broke) our off-road wheelchair.

She also doesn’t mention that whilst completing the three awards she walked further than she ever had in her life, went over several Brecon Beacon summits (with her team of friends carrying the wheelchair), advised councils in the areas she walked on how they could improve disabled access and, through publicity work in conjunction with National DofE, inspired other young people to try things they feared – she is a gamechanger. The outdoors must be for all and BET, in its fight to make that reality, has fundraised over £50,000 to support the disadvantaged and vulnerable.

Comments from parents about the SEMH interventions and expeditions suggest they make a significant difference to young people; they talk of their child having changed for the better.

Students tell us they feel happier, healthier and more refreshed having spent more time outdoors. Their comments are mirrored by our study of students during lockdown, in conjunction with ImpactEd, which shows a correlation between time outdoors and wellbeing.

In Johann Hari’s book, Lost Connections, he equates the rise of depression and anxiety with humanity’s lost connections, for example with nature, meaningful values, a meaningful future and other people. Sat on a stump, shielded by green walls, focused on your whittling and listening to the crackling fire whilst chatting to your tribe about conserving that part of the school site restores many of those connections and hints as to why the outdoors has such an impact. To enhance this effect, and make the space safe, we train our staff not only in safeguarding and mental health first aid, but also in techniques to enhance these therapeutic effects.

School An EEF Report on outdoor adventure learning in 2018, said: “Overall, studies of adventure learning interventions consistently show positive benefits for academic learning. On average, pupils who participate in adventure learning interventions make approximately four additional months’ progress. There is also evidence of an impact on non-cognitive outcomes such as selfconfidence.”

I was curious to see if the results of the Education Endowment Fund (EEF) report on Outdoor Learning were mirrored in one of our schools. The exam results in that school, in both 2018 and 2019, showed the same positive correlation. This is correlation, not necessarily causation, but the self-confidence, teamwork skills and ability to persist that time in the outdoors develops, as well as the reduction in anxiety, could mean there is a causal connection.

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System The benefits go wider than students and schools. For example, BET students have put over 10,000 volunteering hours put into our local communities.

They have made contributions to research by CERN (on background radiation), the University of Lancaster (on how teams cope with extreme conditions) and ImpactEd (on the impacts of lockdown).

With rising mental health problems in children aged 5-16 (up five per cent to 16 per cent from 2017 according to an NHS report), 41 per cent of our UK species declining in abundance (2019 State of Nature report) and our continued underperformance in the PISA tests isn’t it time we changed what education is for? We argue that we should not only provide this as part of our educational offer, but value the skills, competencies and attitudes that come from time outdoors through our assessment system, which is one of the reasons BET is supporting Rethinking Assessment, which seeks to support assessment change at age 16.

Five top tips Firstly, before you start or change a programme, collect baseline data so you can evaluate impact. We need more research to understand which initiatives have the most impact on which students.

Next, get decision makers on-board so your outdoor programme is properly integrated into the school. We got our headteachers to sign a Memorandum of Understanding promising time and training for staff, a budget and the involvement of key leaders.

Thirdly, don’t assume students will understand the benefits of the outdoors at first. Some students have no experience of walking off-road, seeing bulls in the wild, using a lighter or liking being tired and wet. To engage the students that will arguably benefit most we need to start small and build up.

Next, ensure your students have aims that are more than just completing the route or summiting the mountain. We find that photography, travel writing, vlogs, cultural exchanges and science research all help connect students to where they are, allowing them to take more from the experience.

Finally, safety comes before everything else. Be ambitious, ensure challenge, but be safe. There are risks and things won’t go to plan, but with the right expertise and support the risks should be manageable.

E D U C AT I O N T RU S T

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BET SCHOOLS JOIN MODEL UNITED NATIONS CONFERENCE IN UNIQUE ‘GLOBAL’ ONLINE EVENT STUDENTS ACROSS BET JOINED A UNIQUE MODEL UNITED NATIONS (MUN) CONFERENCE THIS TERM, WORKING TOGETHER TO SOLVE SOME OF THE WORLD’S MOST INTRACTABLE PROBLEMS. Young enthusiasts from Bohunt Sixth Form, TPS, Bohunt School Worthing, Bohunt Wokingham, The Costello School and Steyning Grammar School worked together to pass draft resolutions to combat the spread of the pandemic and to limit deforestation.

MUN is a global initiative where students aged 11 to 18, representing different countries, debate and vote on different topics each fortnight.

BET aims to create students who are game-changers, via a curriculum that gives students the knowledge they need to understand the world, and the skills to make change happen.

Beyond the classroom, co-curricular activities such as MUN provide students with unparalleled opportunities to develop.

When the pandemic hit, students were determined not to let it affect their MUN, so the club moved online.

Tom, a student at Bohunt Sixth Form in Year 13, is the club’s joint Secretary General. He said, “As a centre for debate and alternative thought, taking on opinions of nations that do not necessarily agree with your own and coming to a democratic agreement with the others is a great exercise in thinking about counter arguments which may end up being more convincing than your own; debate at its best.”

Rowena Hammal, Director of History at Bohunt Education Trust and Politics co-ordinator at Bohunt School Liphook said, “Model United Nations encourages students to take action on issues that they care about. It is inspiring to watch young people

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considering global politics with sensitivity, nuance, and enjoying themselves so much while learning. Bohunt Education Trust held two virtual cross-trust Model United Nations conferences in March 2021. Six schools united to discuss two of the issues that students feel most strongly about: Covid 19 and climate change and we are really looking forward to be able to continue the unique MUN conferences via zoom until we can once again meet in person.”

E D U C AT I O N T RU S T

BETTER TIMES

SCHOOL HIGHLIGHT: STUDENTS’ CREATIVITY INSPIRED

BY SNOW AT CAN! The ‘Beast from the East’s younger sibling arrived in Norwich on the second week of February, and City Academy Norwich (CAN) was covered in a thick blanket of snow.

The first Snow Day students were encouraged to get outside in the snow and have some fun, build snow people and share their efforts with us. The following day, it was back to the computers for online learning, in Year 7s English lesson Mrs. Boag asked students to go outside – stand for a minute to listen, touch and taste snow, and then write a poem inspired by this experience.

The results were amazing!

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BET YOU DIDN’T KNOW… JENNY KITSON-COOK, ASSISTANT HEADTEACHER SEND AND ALTERNATIVE PROVISION, CITY ACADEMY NORWICH (CAN)

What gets you out of bed in the morning?

What is one exciting teaching method you use?

Breakfast! And knowing I’ve got the whole day in front of me.

Being cheeky in answering this question, I prefer using a combination of teaching methods as opposed to one. Once I have modelled a process, I love setting the students application tasks which allow them to independently practice. Enabling an exploratory approach supported by affirmative checking encourages students to explore and experiment in my lessons and creates an environment that stops children thinking it’s bad to make mistakes.

What is your biggest achievement to date, personal or professional?

Having my two beautiful children.

Three words that describe you.

Feisty, efficient and proactive.

What inspired you to be a teacher?

I pursued an initial career as a PE teacher to help children who absolutely hated PE to be taught in a way that created a like or new love for physical learning. My goal was to bring sports/ activities such as cheerleading, trampolining and dance into an environment that could develop self-worth and self-esteem. I truly felt that if I could enter a career that encourages children to believe in themselves and/or look at themselves in a more positive way then it is something I really wanted to do.

What do you like most about your job?

The best thing by far is being in a role where I can help the children at school learn in ways that suit their needs. I love being able to apply my experience of practical teaching (as a PE teacher) and collaborate with learners who find school difficult, unlocking their love for education. Additionally, making adaptations, creating opportunities and facilitating progress to help the students become the best they can be. Sounds cliché but I absolutely love my job and the difference it can make to the students.

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What are your thoughts on education today?

I believe it to be the most powerful and influential opportunity for discovery and development. Education is viewed by some as restrictive and rigid, but I disagree. Education today has boundaries but not ones that cannot be flexed, sprinkled with creativity and transformed to allow us all to embark on an edification. Whether it be as a student experiencing education or a professional teaching in it, taking on a ‘breaking barriers’ approach allows everyone to be a part of something that can change their life.

BETTER TIMES

STUDENT SPOTLIGHT: LIV AND LEIA, BOTH YEAR 8, THE COSTELLO SCHOOL

LIV: Hello, I’m Liv. I joined The Costello School in September of 2020 and I was so nervous to go to a new school - I was freaking out and thinking that I would have no friends but on the first day I already had a friend, and I was so glad.

Ever since that day, I’ve made so many friends and they have all showed me so much respect. But not only have my friends shown respect - all the lovely teachers have been so amazing to me and show lots of respect to me and all the students in Costello.

Although I wasn’t in Costello for Year 7, I know this school is amazing! This school is the best school I could ever ask for.

The competitions and clubs are also fantastic because they get you excited and pumped, they make us want to push ourselves to win and have fun while doing that! In the end we feel happy.

All the people at Costello, from staff to students have made me feel so welcome and respected and I am so happy to be in this amazing school.

LEIA: Online school is something that I will certainly never forget.

Whilst it has been hard, there have been positive elements to it.

For example, the two digital detox days where we had activities to complete away from screens; there were designing tasks, photography tasks and even tasks to do with wellbeing. I really enjoyed these as during my free time, I have been going out for walks and taking a camera with me to take photos of the scenery and wildlife. This is a passion of mine and I am looking forward to getting back into the classroom and taking photography as a GCSE option next year.

Another thing that made online learning that little bit easier was being allowed to have cameras on during the live lessons, which makes it feel a little bit closer to real life.

The School has done everything it can to make it safe for our return. I went into school recently to get the Covid test and it seemed to me like they were doing a very good job of sticking to the rules. Each tutor group had certain time slots and once in school, we waited on cones to keep our distance. After you had been tested you put your mask back on and cleaned the areas that you had touched.

Although it’s been a tough start to the year, I’m ready to be back.

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SCHOOL HIGHLIGHT: THE COSTELLO SCHOOL: STUDENTS QUIZ MARIA MILLER MP

In mid-March, The Costello School’s wonderful students had the opportunity to put questions to local MP Maria Miller. Their questions were articulate, well researched and demonstrated the care they show education, each other, and our community.

THE COSTELLO SCHOOL: LAPTOP DONATION We were bowled over by the generosity of a local couple back in February of this year. Mr & Mrs Mullins had seen the national newspaper requests to make a donate towards the purchase of electronic equipment for students to use at home during lockdown.

They approached the school and asked if a direct donation would be appropriate. They then went on to purchase a laptop to the specification needed by the school. Mr & Mrs Mullins humbly said they just wanted to ‘do their bit’ for the community and support a student with their home learning during this challenging time.

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BETTER TIMES

SCHOOL HIGHLIGHT: HATCHING CHICKS AT BOHUNT HORSHAM Last term at Bohutn Horsham, we were lucky enough to follow the journey of ten hatching chicks! We received them 19 days into their 21-day incubation period, so it wasn’t long before the first cracks started to appear in the eggshells. After two days we were up to seven small, fluffy chicks, cheeping around and still surviving off the egg yolk they had consumed within the shell. Then on Friday morning we arrived at school to be greeted by three more heads peaking up above their incubation dome. That took us up to the perfect ten!

chick after a long day! We are looking to the future to arrange visits from other types of animals to further boost the morale and wellbeing of students and staff alike. Mr Footer has taken 4 of the hens home so that he can raise them to a size where the can return to school and provide eggs which can be used in food technology lessons and be cleaned out and cared for at our upcoming chicken club. The other 6 chicks have remained altogether and have been rehomed at a local smallholding where they will live out a long and happy life.

Our students absolutely loved seeing the chicks grow and were often seen lining up outside the summit in the mornings to come and see them. Our chicken monitors, Luca, year 7, and Pia, year 8, were superb at regularly checking up on the chicks, cleaning them out and changing their food and water. Bushcraft club had the opportunity to hold the chicks and we took them outside for them to enjoy their first rays of sunshine and a taste of the odd worm or two. Our students were also able to catch up on the progress of the chicks in daily video logs to show the speed at which they grew. By the end of the first week they chicks had begun to develop small feathers and were starting to stretch their wings and practice flying.

Staff at Bohunt Horsham have also benefited from the arrival of the chicks and have often been seen in the summit cuddling a

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BET YOU DIDN’T KNOW… HENRY FOOTER, TEACHER OF MATHEMATICS, BOHUNT HORSHAM

What gets you out of bed in the morning?

What’s the best thing about working at BET?

The thought of a nice hot cup of coffee and some porridge

Given that we are a new school, there are lots of opportunities coming up as the school grows and a chance to try out lots of new and interesting teaching techniques.

How would you describe your job to a child?

I spend most of my time talking passionately about Mathematics in the hope that my audience love it half as much as I do!

If you were an animal, what would you be?

What is your biggest ‘game-changing’ achievement, personal or professional?

A giraffe - it’s a height thing.

Completing my degree and starting my first teaching job at the age of 21 really made me grow up fast!

Television, Sky box.

What three words would you use to describe your job?

I was trying to think of reasons to go to Switzerland. The flag is a big plus.

Every day is different.

What two things would you take to a desert island?

Tell us a joke.

Where do you see yourself in five years’ time?

Achievement coordinator with a successful Duke of Edinburgh scheme running at the school.

What’s your favourite song lyric or line from a film?

Don’t look back in anger, I heard you say.

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BETTER TIMES

STUDENT CONTENT: BOHUNT HORSHAM’S BIZARRE YEARS, BY JAMES STANLEY, YEAR 8 The year 2020 will be a year that a lot of people will remember, it will go down in history. Bohunt Horsham has ploughed on through the year and the teachers and students haven’t given up and how a lot of things have changed for the year.

been nice to have a school all to ourselves, but we carried on and we made some new friends. It was nice to be back in our uniform as we had had months of wearing our own clothes, we felt so smart, clean and fresh.

In 2019, at the start of the first year at Bohunt Horsham, we were all excited to start learning at a brand-new school for the first time as only year 7s had come into the year. With sixteen staff and 120 students, it wasn’t exactly massive, but it was a school, and the teachers were extremely good at teaching us throughout that year . The school had no major problems and it was a nice place to be, and a lot of people made new friends, and everyone got on very well.

Secondary school offers a lot of opportunities for young people and Bohunt Horsham were pushing the students’ learning to the best of their possible abilities.

However coronavirus hadn’t gone anywhere. At school, we had to wear masks in the corridor and would have to be socially distanced outside of lessons. Honestly, the restrictions kind of sucked but it was OK because we had all missed school. After two half terms of hard work we couldn’t wait to get the Christmas holiday started. We all had a nice Christmas, but cases had started to rise rapidly, and the government introduced the new system of regionalised tiering. And then announced a lockdown, which meant we could not go back to school. For Bohunt Horsham students, that was awful.

Then, at the start of 2020, things started to change.

As usual we went to school and we were told not to worry too much, to stay calm, reassured that we wouldn’t head into a lockdown. At school, time went by so fast and by the time we knew it was March and cases had started to spread. Finally, on 16th March the whole country went into lockdown.

Boris Johnson announced that schools would be closing but not for children of key workers. That means that students across the country would have to be at home doing online learning and key workers would be allowed to come to school (but learning would still be online). Our teachers were online so we could ask for help and my classmates and I just got on with their work.

The other keyworkers’ children and I worked all day at school and left at the end of the day. We would spend most of our days on a screen but what else were we supposed to do? The government would monitor how many people came into school, so we had to sign in and do an exit ticket when we arrived and when we left. It was hard being at key worker school, but we got treated well. At Easter 2020, for the two weeks of the school holidays, our teachers came into school to look after us. My parents are so grateful and still cannot thank them enough for everything they have done for us. Our headteacher, Ms Ayling even brought in her stepson’s PlayStation!

At break and lunch time we could play dodgeball out in the activity zone which was so fun. The teachers would also treat us to some Dominoes deliveries and film screenings as well! In July, when school ended, we had a nice long summer, with a much-needed relaxing break from working and we were all thrilled to, finally, go back to school in September.

In January 2021 we were back to Keyworker School and online learning.

This time was a lot better because we had Google Meet for almost every lesson! This meant we could attend our lessons with ease, and it felt like being in a school just on an iPad. We had never felt so lucky to be an iPad 1:1 school. The teachers could teach us a live lesson and help us if we got stuck and we could ask them any questions about the learning. Because cases have been so high, Keyworker School has been a bit stricter, we Year 8s have had to work in the canteen. Because of COVID-19 we had to open the doors and windows to increase ventilation and it is so cold. I miss socialising and being with my mates and I know we have missed out on some of the opportunities the school would have offered but there is still lots of time to make up for what we have all missed.

I am a child of two keyworkers and at times things are quite tough.

My parents are both front line workers for the NHS and they have ploughed on through. I have been to school throughout this whole pandemic. Really. I have come to school pretty much everyday, maybe missing a few days when my dad or mum has been off. I even came to school in all the holidays, we played hide and seek with Mr Brooks, we sat on the nice comfy chairs, we ate Dominoes and watched Star Wars.

This last year and a half have been hard at times, but it is an experience I will never forget. I am so grateful for the staff at Bohunt Horsham, and I can’t wait to do my GCSEs here, my school has supported me and my family through all this pandemic.

To be honest, a lot has happened in a year and a half!

The start of the new term arrived, and we welcomed some new Year 7s for the first time. Everything started well, teachers welcomed us back and it was great to catch up with our mates. On our first day, we got to meet the new teachers joining us and the new year 7s. At first most of the Year 8s felt worried about the Year 7s coming in, it had

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SCHOOL HIGHLIGHT: BOHUNT SCHOOL: LOCKDOWN ESCAPISM THROUGH READING, NATALIE MOFFATT, ASSISTANT HEADTEACHER ‘A reader lives a thousand lives. The man who never reads lives only one.’

George A.A. Martin Whilst most of our students have remained at home this term, our reading community at Bohunt has continued to thrive, allowing the imaginations of our young readers to take them anywhere they choose.

Mrs Lansley and Mrs Bailes-Collins, our librarians, have celebrated the escapism and joys of reading through offering an abundance of reading challenges and exciting activities for all year groups.

Reading for pleasure has been encouraged and indeed enabled this term, as Bohunt Library sent books home to many of our students who did not have access to fiction at home. Creative writing has also continued to be celebrated, as all students across Years 7 to 13 were given the chance to attend a series of poetry workshops by a selection of professional British poets, all very different in their methods, focus and performance.

The workshops led to a competition, which will conclude in May, with the enticing prize of a 1-1 workshop with one of the award-winning poets.

Students from Years 7, 8 and 11 also got involved with the National Literacy Trust’s project: My Dear New Friend. This project encourages children to exchange letters with older

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adults in care homes to both increase children’s motivation to write and to help combat loneliness for care home residents currently. Our students wrote enthusiastically about their hobbies, remote learning, life in lockdown and their favourite books. Most importantly, they asked lots of questions about and showed interest in the residents. In return, they received lovely letters of reply.

As we welcome our students back on to the School’s site, Bohunt Library continues to maintain momentum and is launching the Hampshire Book Award with Year 8 students, and the Carnegie Medal Shadowing project with Year 9 students. One key occasion for our library this term is the WWF Earth Hour on 27 March: we will be launching practical ways to encourage students to switch off for our planet and the Library will facilitate further discussions around spreading key environmental messages within the community. There is a plethora of non-fiction books available on site to support environmental education.

Bohunt Library always strives to help students find books that match their current hobbies or areas of interest. We are excited to see this time as an opportunity to encourage students to embrace the uniqueness of their recent experiences and read out of their comfort zone: there really are no limits on where one can go in a book!

BETTER TIMES

GAMECHANGER… KASPER, BOHUNT SCHOOL, MAKES RIPPLES IN THE COMMUNITY! Bohunt School alumnus, Kasper, 16, was surprised and proud to receive a certificate signed by the Prime Minister, Boris Johnson.

The certificate was from the NCS (National Citizen Service for completing community social action during the Autumn half term.

The five-day program launched on an auspiciously blue-skied Monday at Cobnor Activities Centre on Chichester Harbour.

Kayaking, Giant SUP-ing and archery were part of the actionpacked menu, with the emphasis on team building for all levels of ability.

Over the remaining days, two local charities welcomed the student volunteers and gave them insight into the background of the charity, how it operated and a chance to contribute.

Harvest UK is a not-for-profit perishable food rescue operation and education charity, eliminating hunger and waste. Surplus food is collected and delivered free of charge. Kasper’s NCS group visited their Chichester depot and helped sort collected food.

They then organised a delivery to a local refuge for victims of domestic violence.

The other charity was Saltwater Creations who take ‘the ‘Coast to the Classroom’, or the ‘Beach to the Boardroom’, via a fun, surf themed workshop, to local schools and organisations to help people to improve their physical and mental well-being.

‘The cure for anything is saltwater; sweat, tears or the sea.’

Isak Dineson A morning was spent on Bracklesham beach, cleaning and combing. The volunteers gathered suitable materials for future workshops. Back in the classroom, they learnt about overcoming adversity and daily challenges. They enjoyed a workshop using previously recycled materials to create a piece of artwork to take home.

Kasper wanted to share his positive experience of the NCS program with the Bohunt School community so other young people can benefit and gain from this opportunity. The five-day program was completely free of charge with lunch provided.

Eligible age group is 16- and 17-year-olds i.e. Year 11 or 12. The NCS run Summer programs which are 3-4 weeks long and cost £35 (early bird offer) or £50 per student. NCS Hub centres are found in main towns throughout Hampshire, West Sussex and Surrey so you can choose the optimum location.

Useful websites: https://wearencs.com/ https://www.ukharvest.org.uk/ http://www.saltwatercreations.co.uk/

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SCHOOL HIGHLIGHT: BOHUNT SIXTH FORM / BEDALES ONLINE POETRY EVENT On Tuesday 2 February, students from Bohunt Sixth Form as well as Bohunt School and TPS took part in an online live poetry event hosted by Bedales School. The event was arranged as part of the ongoing collaborative partnership held between BET and Bedales.

The event was led by Deanna Rodgers, a well-known and respected performance poet whose works include ‘Being British’, ‘I Did It Too’ and ‘Bigger Than Sport’, which were performed live at The BBC Sports personality of the year awards in December 2020. Her words and reflections have also become part of the lockdown experience via her work ‘In Six Months’ Time’.

Deanna’s energy, inclusive philosophy about poetry and the power of poetry - including her joy at being able to share her tips and techniques with others so effectively - was evident throughout the evening. Sixth Form Students and staff took part in an initial workshop to create poems together based on her prompts. This was a fascinating as well as a challenging experience where Deanna encouraged and explained different ways of writing. As she reminded us, “We are all unique and have our own voices, so we have to write or give that voice wings in some other way; our uniqueness needs to be heard.”

“We have such talented students at Bohunt who really consider and challenge the world and their experiences of it. To be part of a live event where the spoken word and poetry becomes such a powerful outlet for them, where their work is shaped and shared with such encouragement and insight is a real treat - and a real opportunity. It is also a treat for us as teachers to share the skills our students have with a wider community.”

More students from all schools took part in the live reading where students listened as Deanna read through some of her poems, explaining her process of writing and finally engaging in an extensive and detailed Q and A. Here, she also encouraged students to ‘play with words’ and ‘find their voice’.

Brooke Harvey, BET Lead Practitioner for English at Bohunt said, “I was really impressed by her during her reading - and I think it was just the thing for all those students to be witness to a talented, approachable woman who so effortlessly rooted what is at the heart of poetry to this very moment through which we are all living and struggling.”

Her encouragement allowed for a sharing of these poems between students at the schools online. Sixth Form student Vicky wrote the following poem: A Mother Once Said A mother once said stay close A mother once said don’t go A mother once said come here A mother once spoke Like mothers do speak To their daughters A mother once said don’t speak A mother once tried to hold on A mother once reached out so far Like all mothers wouldA mother called to her But She was gone Lost to another mother A mother who said Stay close To me Deana Buchan, Head of Communications Faculty who organised the evening for Bohunt and who plans more combined events with Bedales, summed up the impact of the live event:

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BETTER TIMES

SCHOOL HIGHLIGHT: PRIORY SCHOOL BLUE HEARTS APPEAL Since lockdown began early in 2020 and pressure on our NHS has increased, Priory School has been committed to showing our support for the wonderful staff on the frontline.

The School decided to create a display in the windows of its beautiful, listed building to thank and acknowledge local NHS and keyworker staff. It was created by staff and the students who were on site as part of the keyworker provision.

In the summer term Mrs Hughes organised a fitness fundraiser to raise money for the Thank you Appeal at QA Hospital. The money was used to buy support and wellbeing supplies for staff, including items for their staff room, stocking a freezer with ice lollies for staff working long shifts in the high temperatures of last Summer, and wellbeing boxes with snacks and essentials. In total, £3000 was raised.

As we all know, NHS staff have been continuously under pressure for the past year and this Spring, Priory wanted to again show support and thanks for the amazing work they do. The School decided to launch a Blue Hearts Appeal to create a second display on the outside the building, this time facing the main road.

Students were asked to submit messages of support and thanks, which were then put onto heart shaped cards and hung outside the school. Students and staff on site for critical worker provision assisted with the creation of the laminated hearts. Hundreds of messages were received in total but below is a selection of those submitted by staff and students: Grace Yr 9 Thank you for all the hard work you have all done through this last year, through these tough times you have put others first whilst working on the front line. Many of you put yourself at risk whilst also having a family of your own to keep safe. A MASSIVE THANK YOU TO YOU ALL.

fighting illnesses. You are always there for us when we need it. I would do something in return anything, but I don’t know what so that is why I am here to say to you thank you very so much! I am very grateful for the wonderful things you do to help us stay alive!

as what the N.H.S is doing for the world now is just unreal and has saved so many lives. So, thank-you. Thank-you for the lives you have saved, the families you have put back together

Many of our staff and students have family members who work in the NHS or family members who have been cared for the NHS of this past year and they were pleased to have this opportunity to publicly thank them and to recognise their work.

Thank you to my sister Alison who is a Specialist Nurse in The Emergency Department at QA. Thank you for everyday that you help others to become well and health again xx

Tilly Yr 9 To my cousins Kelly and Megan thank you for working on the front line and helping many through this time xx Georgina Yr 9 Thank you for helping my mum while she was in hospital with covid xxx Harry Yr 10 Thank you to all staff at QA for looking after our friend Louise when she had Covid. We think you are superb!

Charles Yr 7 There isn’t really any way that I or anybody else could come close to thanking all of you enough

Emma Whitelock, Transition Coordinator & Teacher at Priory

Jodie Young, Fundraising Assistant, at QA Hospital shared the pictures and messages on their Facebook page so that staff who work for the Portsmouth Hospitals NHS Trust would all get to see the display.

Priory’s next initiative is to support the work being done by local NHS staff involves staff and students collectively aiming to complete 500 laps of Portsea Island, approximately 12,000km, and raise sponsorship money from friends, family and the local community. All involved will be recording their daily step or distances covered via various forms of exercise in the hopes that together, they can reach the target. To sponsor, please see Priory’s school Facebook page (Priory School Official) for links.

Phoebe Yr 8 Thank you so much NHS. You have saved so many lives during this pandemic and me and my family are so grateful. Thank you for everything you have done, and I hope you all stay safe.

Radostina Yr 7 I just wanted to say thank you for everything that you do for us. All that sacrifice for us and

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SCHOOL HIGHLIGHT: PRIORY SCHOOL STUART LAWRENCE IN CONVERSATION WITH Y9 STUDENTS On 4 March, Citizenship and PSCRE Teacher Helen Blachford arranged a very special lesson for one of her Yr 9 Citizenship classes. In their live Zoom lesson students were joined live by Stuart Lawrence, brother of Stephen Lawrence who was tragically murdered in South London in 1993.

Stuart is an ex-teacher, motivational speaker, race equality advocate and author of ‘Silence is Not an Option: You Can Impact the World for Change’. Helen Blachford sent Mr Lawrence some of the work completed by her students as part of ‘Stephen Lawrence Day’, and he was so impressed with it he offered to join the students for a live interview. It was an incredible opportunity for them, and Mrs Blachford asked him lots of questions that the students had submitted in advance. A selection of these questions below: • What do you think would be the best solution to fighting racism as a whole? What can we do?

• Why do you think people are/feel the need to be racist?

• How has the Black Lives Matter movement affected you personally?

• Since what happened to Stephen, and with the MacPherson Report & work on Stephen Lawrence Day have you seen a rise or decline in racist-based attacks in the community?

• Have you experienced any racism/racist attacks yourself?

“It was quite an emotional experience” said Mrs Blachford, “as Michelle (Yr 9 Progress Leader) will testify. Listening to him speak and his message of hope to our students was inspiring. I know Michelle Chadwick and I are incredibly proud of the students too!” Some of the students’ initial thoughts and feedback after the interview include the following: Nellie

that we shouldn’t see the death of George Floyd as an event or spectacle due to what it led onto, but as a tragedy and a modern-day lynching.

There were some key moments from the conversation with Stuart and the students that really resonated with Mrs Blachford, and indeed the students. Stuart talked about why he did not take part in the Black Lives Matter protests last year following the murder of George Floyd, and about his actions in going to the heart of democracy seeking to find alternative ways to engage, challenge and drive change such as lobbying and strategizing with those in power to bring about progress. He reminded students that they have a variety of tools they can use to be active and present on issues they feel passionate about.

One such strategy to employ is that of asking ‘Why?’, and what the power and impact is of asking it’ five times when challenging the views of others in a calm and rational manner. He advised students on the best way to challenge the views and actions of others to get a positive outcome. Challenging someone immediately about something unacceptable that they said or did may not be the best approach. To encourage a change of mindset it may be best to find a suitable opportunity later to engage in a discourse and try to persuade a change of viewpoint.

This strategy also allows you to get to the heart of an issue and have an open and honest discussion.

The session left Mrs Blachford feeling, in her own words - “One very inspired Citizenship and PSCRE teacher.”

It was extremely exciting to have Stuart Lawrence in our Citizenship Zoom lesson today! He was nice and answered all our questions with interesting and engaging answers. He spoke about how, instead of saying you’re not racist (anyone can say that), say you are anti-racist, and if one of your friends says something racist or discriminatory, to bring it up calmly when you are alone, and ask them why they think that. I’m glad we were given the opportunity to talk to Stuart Lawrence!

Kai What I learnt from Stuart this lesson was that simply not being racist isn’t enough to combat racism and help solve the issue.

You must be anti-racist and have the confidence to question people when they say something racist. I have also learned

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GAMECHANGER… ONLINE FOOD AT PRIORY SCHOOL Delivery of practical lessons over lockdown has been extremely challenging for many departments. Priory’s Food teachers are passionate about ensuring quality provision for their students and finding innovative ways to ensure that the practical elements of the curriculum have been maintained as much as possible. Students have responded with outstanding enthusiasm to the tasks set for them, as evident from the many pictures they have been submitting of the meals, cakes and snacks they have proudly made themselves.

way to maintain connections with her family over lockdown, “I have really enjoyed the online cooking lessons because I can send the recipes to my family and they do it too, even though they are on the other side of the country. I love to make Priory’s brownies as they are really fun, but my sister loves to eat them so they never last long. Cooking lessons has also inspired me to make more meals and treats by myself and with my family.” Jessica has kindly submitted her chocolate ganache cake recipe for inclusion in this edition of BETTER Times. We would love to see how yours turns out if you decide to give it a go.

Head of department Sian Davies says the team has tried to keep to the curriculum but adapt lessons and tasks so that there is a practical option for pupils who would like to cook at home. Lessons have focussed on baking and simple meals, for example omelettes, muffins, quesadillas, presentation challenge, and pancakes to keep costs down for families.

KS3 students have been able to access a department created recipe book which was shared online and includes all the recipes that would have been taught in school. KS4 pupils have had a larger, more general, recipe book shared that they can use to keep practising their skills while helping prepare food for the family.

Live teaching has without doubt been the biggest change to education over the past year, the desire of so many of our teachers to ensure that practical elements of the curriculum are not lost is testament to the high quality of teaching. Of course we are all looking forward to having students back in the classrooms and by the time this issue comes out the corridors of BET schools will be filled with the usual hubbub of noise and excitement.

The department also went above and beyond to ensure that all students could experience practical food lessons by providing ingredients packs for any Pupil Premium students who required them.

When asked how she feels about delivering live lessons in the department Head of Design Technology, Sian Davies said “doing the live demonstrations was fun but made me miss the actual lessons even more!” A sentiment no doubt felt across the Trust family of schools.

Sadly, it was not possible to offer ‘cook-a-long’ style lessons as so few students would have been able to take part safely. However, the team have used a mixture of live demonstrations, where the students have seen some very wobbly camera work involving ingenious use of coffee tables, and YouTube clips, to make sure that all students know exactly what is involved in a particular recipe or food preparation technique and are aware of all the safety precautions they need to take.

Year 7 student Tyler has been sending in wonderful pictures of his homemade meals and muffins. He has now mastered Cornish pasties and chocolate muffins. When asked about his online Food lessons Tyler said, “I’ve enjoyed cooking because I liked watching the teacher cooking and making things. She is very nice because she is always happy to teach and always has a smile on her face.”

Anyone who has ever baked anything knows the value of having plenty of space to do all the preparation in, so we must commend Mrs Whitelock and Ms Elkins for both managing to give live demonstrations of their chocolate muffin recipes in rather confined spaces.

Ms Elkins delivered a live baking lesson and said “Balancing my webcam on top of Duplo bricks in order to carry out a practical demonstration at the right angle at home, was certainly an amusing moment! I have felt like a chef on a cooking show while cooking in front of the camera.

Watch out Jamie Oliver!”

Students have certainly taken on the challenge of learning new skills and techniques with remarkable perseverance and enthusiasm. Yr 8 student Poppy says she has “loved the home learning food lessons, they have been really fun and creative. I really liked how the teachers have interacted. In the future I would like to cook main courses and starters for my family to enjoy. I really appreciate the teachers spending their time to show us how to cook the food over zoom.”

We all know the value of young people learning how to cook and prepare food safely to encourage healthy lifestyles and gain essential life skills. For Yr 7 student Jessica cooking has also become an important

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SCHOOL HIGHLIGHT: SGS AWARDED CHARACTER KITEMARK Steyning Grammar school has recently been awarded the Kitemark Award.

This award recognised the School’s teaching of Character Education. It is given when character education is explicit, planned, integrated and integral to the life of the school - as it is at SGS. The award recognises not only what SGS staff do, but also indicates that students are flourishing through the School’s provision.

A massive thanks to the students and staff who were involved in the remote assessment. The assessors were so impressed with the work at Steyning that post-lockdown they will return in person as they believe the School has the potential to meet the ‘Kitemark Plus’ award. This would make SGS only the third secondary school in the UK to achieve this commendation for character education provision.

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GAMECHANGER… SGS STUDENT ALEX BECOMES THE WORLD’S YOUNGEST GLIDER PILOT

Alex’s dream was to go solo on his 14th birthday. Typically, young students will pick up the basic flying skills quite quickly, but what’s more difficult is teaching a 13-year-old how to make decisions, how to exercise judgement, how to keep calm under pressure and take responsibility.

Alex said that he kept talking to himself during his solo flight, just to remind himself to get the correct speed and height to make the landing perfect.

Learning to glide has meant much more than just flying to Alex, with covid restrictions closing all the sport clubs and youth groups this year, it’s been a great way for Alex to develop as a young man, learning so many life skills. Learning how the glider flies has helped bring some of his STEM subjects to life too.

“I don’t know what I want to do when I am older, but I do want to fly again when the weather gets better.”

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“I still can’t believe it, yesterday I was at school, today I am a solo pilot,” he said.

He said that some of his classmates at Steyning Grammar School didn’t quite believe him when he told them about his solo flight.

“I had to show them a photo – I still think a few thought I was making it up.”

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SCHOOL HIGHLIGHT: TPS STUDENTS INTERVIEWED BY BBC RADIO SOLENT In late March, Year 7 students Holly and Izzy from TPS were interviewed by Alan Newman of BBC Radio Solent, commenting on their transition from Primary to Secondary during the pandemic.

This was a follow up interview, as this time last year, the girls set up food parcels for vulnerable people when the first lockdown began alongside some friends at Herne Juniors.

This week Holly and Izzy spoke eloquently about their time at Herne, the transition and how they are getting on at TPS. The interview can be heard at: https://www.bbc.co.uk/sounds/play/p09943fd at 1 hour 38 minutes and 2 seconds in.

Tutor Luke Millard said, “The girls represented the School extremely well and I am very proud of them both.”

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BETTER TIMES

SCHOOL HIGHLIGHT: TPS TEST CENTRE

TPS was overwhelmed by the generosity of its local community when more than 150 people volunteered to help with Covid mass testing of students at the School.

Those selected to help did a fantastic job, ensuring a smooth system where nearly 1400 students were routinely tested to ensure a safe and speedy return.

Volunteer Nicky Wadey said, “Both my children came to TPS and it was great for them, so I thought I would come and help if I could. I have really enjoyed it!”

Another volunteer, Colin Sayer, said, “I teach Taekwondo and know quite a few of the students, and I wanted to help them to get back into school as quickly as possible. They have all been very calm and sensible about the testing and have just got on with it.”

Associate Principal Aidan Timmons said, “We are incredibly grateful to all our volunteers – both from the community and TPS staff volunteers. This was a logistical challenge which has taken a great deal of planning and preparation, but our priority is to ensure our school remains Covid-safe so that we can move forward with supporting our students’ learning.”

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STUDENT SPOTLIGHT: EMMA, Y9, BOHUNT WOKINGHAM Hi, my name is Emma! I’m part of Einstein House at Bohunt Wokingham.

During the lockdown, I had the chance to do a lot of things that I had not been able to do previously.

Things like playing my cello during the NHS clap, singing during a street party on VE day or entering more competitions in school. The competitions were also being sent out via email which meant I was aware of more of the competitions and how to enter them - I think it would be beneficial to continue to do this.

During the last half term, my year could do tasters of our GCSE subjects. I really enjoyed this because I was able to focus on my preferred subjects. This meant that it was far less stressful as I was doing work for seven subjects rather than 13.

Also, when entering for ‘Bohunt’s Got Talent’, we were able to send in videos, allowing a larger variety of acts to be entered. For example, there was someone who did horse riding - they wouldn’t have been able to do this at a live audition or show.

Zoom lessons were like a blessing to me as they not only allowed me to speak to my classmates and teacher but helped with my sense of time. I would also be set less work as we had gone through more of it with the teacher.

On the other hand, I’m not going to say that lockdown was at all easy. In all honesty, I personally found lockdown very stressful and, at times, struggled to hand in all my work. I worked for far longer than I probably should have due to a need for everything to be perfect and the lack of a time limit.

All in all, I did take a good habit away from online learning. I now do all my homework as soon as I can, so that I don’t feel the same stress of having things due in the next day. This also means I can have free time without having homework constantly in the back of my mind.

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SPOTLIGHT ON… THE BOHUNT WOKINGHAM WELLBEING TEAM Our Team grew from 6 to 8 to 13…to now 20 team members.

The team is made up of a mixture of support staff and teaching staff with a real focus on making the school an even better place to be.

Sarah Pickett and Jenny Callaghan took on the roles of Wellbeing Co-Leaders to drive the Team forward and have been instrumental in the following initiatives: • Christmas Selection Boxes – we secured 150 selection boxes to give to staff as a small Christmas thank you. A number of these were posted to isolating staff to sprinkle some Christmas cheer!

• #BrewMonday – a day to drink tea and talk! This was something we took for granted before Covid and something we all really miss. We received a donation of 150 teabags which we shared in treat bags with some shortbread, homemade cupcakes and positive quotes Wellbeing has never been as important as it is now and whilst, here at Wokingham, we have so many tools in place to support students, we have also recognised the need to ensure our staff community is supported during this challenging time. This is by no means a COVID initiative but one that was merely brought to the forefront with the world as it is.

The Wellbeing Team started with an aim to be a positive and solution-focused team that drives staff wellbeing across the school community.

Our pledge to the school community was created and presented to the whole school back in November, which seems like forever ago! We know this pledge is going to change and develop over time, but it was important for us to focus on the aspects that the school community felt were key.

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• #TimeToTalkDay – we held a virtual staff room for people to “drop in” during the day. This was hosted by the Wellbeing team members and provided a space for people to interact • Staff vs Student Challenge – the PE Team launched a weekly competition to bring back that staff vs student competitiveness • Staff Strava – a way in which we can feel like we are all joining forces to do the one thing we still can walk, run or jog!

• Monthly Pick Me Up – launch of our new website that features all things Wellbeing for staff The Wellbeing Team has made such great progress and we cannot wait to see what the future holds for the school community. One thing we do know is that together everyone achieves more.

Thank you to Henrietta, Kate, Nick, Nicole, Sam, Carles, Carmen, Charity, Craig, Jael, Jenny, Kim, Kylie, Sandra, Sara, Sarah G, Sarah P, Sophia and Tori. The difference you have made to the school community is incredible!

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BOHUNT SCHOOL WORTHING CELEBRATES GAME-CHANGERS IN THE SCHOOL COMMUNITY THE WORD ‘GAME-CHANGER’ IS A COMMON PHRASE WE HEAR IN THE PRESS, AND THROUGHOUT BOHUNT EDUCATION TRUST. Bohunt School Worthing recognises and rewards game-changers: students who show characteristics of a game-changer at school. These include the following: • Going above and beyond, • Being selfless (altruistic), • Identifying new, creative and improved solutions to problems, • Taking every opportunity, • Being brave, resilient and making a difference • Being a leader and leading by example Staff nominate two students twice a half-term who have shown these characteristics. This leads to the most successfully nominated Key Stage 3 student and Key Stage 4 being recognised as the Schools’ game-changers of the term and winning the highly coveted ‘Game-Changer’ Cup. Maddie and Malavika (pictured) are the most recent winners of the cup, gaining the most nominations at the very end of the Christmas term.

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BET YOU DIDN’T KNOW… RACHEL FARR, TEACHER IN CHARGE OF MUSIC, BOHUNT SCHOOL WORTHING

What three words would you use to describe your role?

1. Creative 2. Rewarding 3. Hard- work

What is on your wish list for the next five years at BET?

To continue to grow our Music Department not just within the school but also within the community!

What’s your favourite line from a film?

What gets you out of bed in the morning?

Coffee… and my cat jumping on my pillow demanding to be fed!

How would you describe your day job to a child?

My job involves lots of hard work and lots of fun! Everyday I get to create music with some talented students, lead choirs, bands, teach music from all over the world and generally make lots of noise!

What is your biggest achievement to date, personal or professional?

This is difficult...but before I was a teacher I worked professionally as a classical singer- and musically speaking my proudest moment is still when I got the phone call and found out I had got my first lead role in an opera- that was a magical feeling!

“If she’d have kept on going down that way, she’d have gone straight to the castle!”

If you’ve ever watched Labyrinth you will understand!

What do you like most about your job?

That every day is different- and that I get to work with some inspiring colleagues who are passionate and really care about their students.

9. What are your biggest professional challenges?

Work life balance! I’m a perfectionist...

10. What’s your personal mantra?

What you think, you create , What you feel, you attract, What you imagine, you become.

What does a typical day look like to you and what are you currently working on?

My days can be very varied! I can be teaching musical theory and classical piano, then move to whole class ukulele, then onto exploring film music and end with some West African Djembe drumming.

FUTURE ISSUES OF BETTER TIMES We want to ensure you enjoy BETTER Times and find it a useful and engaging platform. If you have any suggestions for future content, please email Polly Sharpe, BET Director of Communications, at: psharpe@bohunt.hants.sch.uk

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BETTERTIMES Bohunt Education

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BETTERTIMES Bohunt Education

Trust Termly Event

s Review ISSUE 6 – SUMM ER 2020 – THE GAME -CHAN GER ISSUE!

Trust Termly Event

s Review ISSUE 7 – AUTU MN 2020 – THE ACHIE VE ISSUE!

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STUDENTS’ GCSE

GIRL POWER: BET STUDENTS MAKE UP 50% OF MARITIME ROAD ATTENDEES AT SHOW FOR GIRLS !

BOHUNT SCHO NATIONAL COROLS PROUDLY SUPPORT ONAVIRUS RESP ONSE

On Thursday Schools across 20 August, students Bohunt Education across Bohunt Trust (BET) supported the Trust (BET) collected their Education national response proudly Ray Morton, Chair GCSE examinat before embarkin The initiatives to combat the crisis by providing of Trustees said, ion results taking place across g on the next COVID-19 personal protectiv stage of their BET schools compleme game-changing “Students, staff, to frontline NHS e equipment education.

In what has been initiative launched nt the governors and workers and (PPE) an extraordinary by the Trust at March, calling on the whole Bohunt getting food and Trust communit to those who year, with students sit examinations, the end of local communit need it most. resources Education y have pulled unable yet demonstr ating ies to donate unused devices to help together with efforts during hard work, successes enormous dedication to computer students from Staff at Bohunt awe-inspir ing the last few months. across BET schools less advantage and School in Liphook access to home their response I d families gain included: learning.

• Bohunt School helped ensure and The Costello to such a challenging am immensely proud of that the most in Liphook, whose School set which has been The scheme, which vulnerable children achieved ten grade student Mary Skuodas to food through of courage, resilience of circumstances - one had access 9s and one (top) has so far received food drops and and positivity.”

Maths from individuals grade A in Additiona deliveries, and numerous donations Neil Strowger, Worthing staff and local businesses Bohunt School Trust delivered l Leader iPads to elderly • Bohunt School said, “We are , is helping children online so that they celebrating the care homes to people in in delighted to be can continue to to get help them stay hard work of achieved ten gradeWorthing, whose student Tom access education engaged and connected isolated our students today as they Horsham opened Sellens 9s Neil Strowger, across the Trust . collect their examinatio . Bohunt its car park to Trust • The Petersfield Leader of Bohunt Horsham Hospital will help them of TPS’ science n results – results School (TPS), Education Trust to embark on teachers, who and one “Our schools are whose students which and Charlie Offen said: the next stage is lab qualified, Lucy Powell deeply rooted We are inordinate expertise for vital secured a jaw-dropp of their education volunteered his within their local each work being undertake ly proud of our We see it as our ing eleven grade . communities.

2020 cohort and duty to do what the very best 9s n at the local hospital.

Press interest with their next • The Costello wish them we can to protect at this time and was high, given steps, whether School in Basingstok our NHS so it is apposite with us at Bohunt the game-chan that be studying Holland achieved PPE and communit e, whose student for us to do our the heroes on Sixth Form – which ging provision nine grade 9s y support across Sam bit to help the frontline, as of A*/A for A level achieved a record all of our schools, Radio 4, ITV Meridian well as those entries this year Since the start vulnerable.” with BBC who are more of lockdown, BET and local press – colleges or embarking50% apprenticeships.” covering schools’ schools to provide the on efforts. very best in education have worked tirelessly See pages 14 and including an appeal and care to students, 15 for a fantastic to ensure all the double page celebratio results across Trust’s young people access to home the Trust! learning devices, n of I N have THIS ISSU a food bank, and of PPE to the staff E... the provision and local NHS providers.

IN THIS I SSUE...

STUDENTS WELCOM ED BACK AFTER VE DAY CELEBRA LOCKDOWN | TIONS | BET HEADS BOHUNT SIXTH IN THE MEDIA | FORM’S A LEVEL TEACHER OF NHS FUNDRA RESULTS THE YEAR AWARD ISING | GAME-C S | VERA AND HANGER ACTIVIT BOB | ‘LOCKDO IES | SUSSEX WN LOWDO WN’ INTERVIE WS | AND MORE…

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Trust Termly Event

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GAME-CHANGER

| PPE PROVISION | BET AWARDS | TO LOCAL COMMU HOW WE NITIES | FARADAY CHALLE COPED WITH CORONAVIRUS | STEYNIN | DEVICE DONATION CAMPAIG N NGE | ‘BET YOU G TAKES NEXT DIDN’T KNOW’ STEPS TO JOINING INTERVIE WS | BET HR SUPPORT | EVENT

AND MORE…

Last October, students from three BET schools the annual Maritime attended Trust at the home Roadshow for Girls, run by the 1851 of Britain’s America’ INEOS, in Old s Cup Team, Team Portsmouth.

Of the 180 girls, from BET (Priory half were School, TPS Liphook). and Bohunt School in Students took part in a rotation of inspiring activities, growth mind-set workshops, which such as demonstr ated positive thinking. the power of Networking was also a strong feature event, with several of the ambassadors from to students about local businesses leadership skills talking and how to improve strengths. It was also a superb their opportunity for women who work girls to talk to in STEM (Science, and Maths) careers Technolog y, Engineerin and discover how g paths. they forged their career In the afternoon , students moved down to the Tech try hands-on exhibits, Deck to such as writing making sails to code to steer test in the wind boats and tunnel. They also tried temporary

challenges provided by as coding the spherical the Royal Navy STEM ambassado rs such rolling robots to and identifying land on aircraft how STEM skills carriers, are used in the across a variety armed forces of jobs.

The trip was an overwhelming success. An increasing of women are pursuing careers number opportunities in STEM industries such as the and break down misconcep Maritime Roadshow for Girls help tions to that girls may have about Student comments the sector. included: “I’ve learned my only myself,” and “I limitation is really enjoyed the day – it showed so many career me there are choices within STEM.” We look forward to taking more brilliant BET girls roadshow in March. to the next

IN THIS I SSUE...

BET AWARDS

LAUNCH |

SWEDISH VISITORS | MOCK ELECTIO COVERAGE | SIXTH FORM N RESULTS | NATION SLEEP OUT | DUKE SEND CO-ORD AL AND INTERNA OF EDINBURGH INATOR AND TIONAL INSIGHTS EVENT GOVERNANCE | STUDENT LEADERS SPOTLIGHTS | ‘BET YOU DIDN’T KNOW’ INTERVIE WS | AND MORE…

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E D U C AT I O N T RU S T

www.bohunttrust.com Longmoor Road Liphook Hampshire GU30 7NY t: 01428 724324 e: psharpe@bohunt.hants.sch.uk @Bohunt_Trust @bohunt_trust

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