FEATURED IN THIS ISSUE
STAR NEWS
Stellar results for Star schools
STAR SPOTLIGHT
Every day counts
STAR COMMUNITY
Pupils reach new heights
STAR PEOPLE
Attendance matters
NURTURING TODAY’S YOUNG PEOPLE, INSPIRING TOMORROW’S LEADERS
Welcome to the spring 2024 edition of Starlight magazine, where we highlight the remarkable achievements of the Star family.
As our schools and pupils continue to grow and succeed together, seeing the culmination of their collective accomplishments and sharing them through the pages of Starlight fills me with great pride.
At the start of this academic year, we welcomed two new schools to the trust. I am thrilled to extend a warm welcome to the pupils of Star Salford Academy and Bacup and Rawtenstall Grammar School, and to their parents, carers and community partners. Our network has grown to 33 schools nationwide, and we value the unique features of each of them.
Star schools continue to excel in national performance tables, with four primary schools ranking in the top 5% nationally for pupil attainment. At Key Stage 4, eight Star schools are among the top 30 in England for their Progress 8 score, reaffirming our dedication to pupils’ progress and attainment.
As a result of pupils’ exceptional GCSE results, two schools received prestigious accolades in The Times’ 2024 Parent Power Awards, with Eden Girls’ Leadership Academy, Birmingham named ‘11-16 School of the Year’, and Tauheedul Islam Girls’ High School and Sixth Form College ranking as the best comprehensive school in the North West.
We employ a robust programme of external quality assurance measures to ensure that Star education remains rooted in excellence. Following several recent Ofsted inspections, eighteen Star schools are now ranked as ‘outstanding.’ In this issue, you can read about the schools that have recently been inspected, including two Star schools that were judged to have secured the highest possible grades in their inaugural inspections.
During the harsh winter months, pupils once again embodied the STAR value of ‘Service’ by enthusiastically participating in the Winter Gift Programme. Through acts of kindness and charitable giving, our schools have made a meaningful contribution to thousands of vulnerable individuals and families, ensuring that no one faced the challenges of winter alone. Thank you to all who generously donated gifts or dedicated their time to support our communities.
In February, we launched a groundbreaking initiative that will shape the landscape of education within our trust and beyond. The Eton Star Partnership is a landmark collaboration with Eton College aimed at nurturing excellence in post-16 education. This partnership signifies our commitment to educational transformation, focusing on dismantling barriers to achievement and elevating the life chances of young people from disadvantaged communities.
As we reflect on our many achievements so far this year, I extend my deepest gratitude to our pupils, teachers, support staff, governors and parents whose dedication and hard work have made these accomplishments possible. Let us continue to strive for excellence, uphold our STAR values, and empower our pupils to succeed. Together we are strong. We are Star.
SIR MUFTI HAMID PATEL CBE Chief Executive, Star Academies
Star Salford Academy and Bacup and Rawtenstall Grammar School are the latest schools to join Star Academies.
At the start of this academic year, the two North West secondary schools were welcomed into the trust, increasing Star’s national network to 33 schools across five Star Partnership areas.
Star Salford Academy opened its doors for the first time to welcome its first cohort of Year 7 pupils into the new purpose-built secondary school. Providing pupils with access to outstanding facilities and resources in a stateof-the-art environment, the 750-place school will admit a new Year 7 intake each year for the next five years, when the school will reach full capacity.
The transfer of Bacup and Rawtenstall Grammar School (BRGS) to Star Academies opened a new chapter in the school’s illustrious 300-year history. The 1,260 place secondary grammar school and sixth form aims to strengthen its education provision and broaden opportunities for its pupils through its collaboration with Star’s national network.
Sir Mufti Hamid Patel CBE, Chief Executive of Star Academies, said:
At Star, we continually strive to innovate to break new ground and unlock new opportunities for young people.
We are excited to be working collaboratively with the staff, pupils and families at Star Salford Academy and BRGS to provide a high-quality education and the very best opportunities for young people in these communities.”
Star Academies will continue to extend its national presence with a further two schools set to open in Greater Manchester this September: Star Radcliffe Academy and The Olive School, Manchester.
In a pioneering collaboration, Eton College and Star Academies simultaneously launched the Eton Star Partnership and an insightful research report on post-16 education.
Global leaders in education gathered for the partnership’s inaugural conference'Fulfilling Potential: Nurturing Excellence in Post-16 Education' – where colleagues from Star and Eton unveiled plans to jointly lead a major new education ‘think and do tank’.
The partnership will harness the expertise of both organisations to incubate and implement solutions to elevate the life chances of young people from disadvantaged communities through the power of education. It will take a trilateral approach through education research, a learning exchange to stimulate best practice and spur the development of the sector, and an innovation hub to incubate high ambition, high impact initiatives.
Initially, the partnership’s work will focus on the three regions that will be home to the new Eton Star sixth form colleges: Dudley, Oldham and Teesside. More than 100 secondary schools in these areas are actively engaged with the Eton Star Partnership and are already collaborating on initiatives aimed at enhancing educational opportunities and outcomes for pupils from all backgrounds.
The partnership’s first research report - 'The path not taken: experiences and attitudes of non-graduate high attaining students' - sets out the full extent of the talent that drops away after GCSEs. It found that more than 5,000 young people per year achieved excellent GCSE results (at least an A or A* in English and maths) but did not then go on to
attain a university degree by the age of 25. The study concludes that developing young people’s academic talent not only improves their own life chances, but also brings wider social and economic benefit.
Star schools have been named amongst the top performing schools nationally in recent primary and secondary school performance tables.
Following the publication of the Department for Education’s (DfE) Key Stage 2 (KS2) performance data for 2022-23, The Olive School, Bolton and The Olive School, Blackburn are rated in the top 1% of schools in England for their overall pupil attainment. Both schools received a letter of commendation from Minister for Schools, Damian Hinds MP, in recognition of their extraordinary results. The outstanding results of fellow high-flying pupils at The Olive School, Preston and The Olive School, Small Heath also placed them amongst the top 5% nationally.
Across the Star family, a total of ten primary schools ranked within the top 15% of high-performing schools nationally for disadvantaged pupils’ attainment against the expected standard.
The DfE performance data also details pupils’ progress in reading, writing and mathematics, highlighting The Olive School, Bolton – where both attainment and progress are equally outstanding – and Starbank School, where both attainment and progress fall within the top 20% of schools nationally.
At Key Stage 4 (KS4), the DfE’s 2022-23 secondary schools’ performance data places eight Star schools in the top 30 in England for their Progress 8 score, with all six of Star’s girls’ faith schools in the top 30 nationally in 2023.
Tauheedul Islam Girls’ High School and Sixth Form College (Progress 8 score: 2.3)
Eden Girls’ Leadership Academy, Birmingham (Progress 8 score: 1.98)
Eden Boys’ School, Birmingham (Progress 8 score: 1.83)
Eden Girls’ School, Coventry (Progress 8 score: 1.49)
Tauheedul Islam Boys’ High School (Progress 8 score: 1.47)
Eden Girls’ Leadership Academy, Manchester (Progress 8 score: 1.37)
Progress 8 shows how much progress pupils made between the end of KS2 (primary) and the end of KS4 (secondary) and is based on results in up to eight qualifications. A score above zero means pupils made more progress, on average, than pupils of a similar prior attainment.
These results showcase the exceptional achievements of Star schools across both primary and secondary key stages, demonstrating the dedication of Star’s educators and reaffirming Star’s commitment to academic excellence and pupil progress.
Eden Girls’ School, Waltham Forest (Progress 8 score: 1.2)
Eden Girls’ School, Slough (Progress 8 score: 1.17)
The Sunday Times has hailed the performance of two Star Academies’ schools in its 2024 Parent Power rankings.
Eden Girls’ Leadership Academy, Birmingham has been named ‘11-16 School of the Year’ and Tauheedul Islam Girls’ High School and Sixth Form College (TIGHS) takes the title of the best comprehensive school in the North West.
Now in its 31st edition, the newspaper’s annual Schools Guide identifies the highest-achieving independent and comprehensive schools in the UK, ranked by their most recent examination results. This year’s awards hold even greater weight, being the first time that performance in A levels and GCSEs has returned to pre-pandemic grade boundaries in England. In the introductory article
to its league table, The Sunday Times reflects on this and states that “many of the schools that triumphed [in 2023] were also those that managed to keep high-quality teaching going online during the pandemic.”
Celebrating being named ‘11-16 School of the Year’, Eden Girls’ Leadership Academy, Birmingham achieved 63% of exams at GCSE level grades 7-9. TIGHS, Star’s founding school, first featured in The Sunday Times’ league table when it was named North West State Secondary School of the Year 2020. In the 2024 results table, TIGHS ranks as the highest-performing comprehensive school in the North West, and the third highest-performing in the UK.
Four Star Academies primary schools have been praised by the Minister for Schools for their exceptional phonics results. The Olive School, Blackburn is amongst the top 1% of all primary schools in the country after 99% of pupils either met or surpassed the government’s required standard, and both The Olive School, Preston and The Olive School, Birmingham place in the top 2% nationwide after achieving 98%. The Olive School, Bolton also secured excellent results with a pass rate of 97% ranking them in the top 3% of schools in England.
Writing to extend his congratulations to each school, Minister for Schools, Damian Hinds MP, highlighted the importance of early reading development and expressed his thanks for the schools’ commitment to such a vital area of early education.
There were celebrations galore as five Star schools recently welcomed Ofsted inspectors to assess the quality of their education provision.
Pupils and staff from The Olive School, Small Heath and Eden Girls’ Leadership Academy, Birmingham celebrated as they achieved ‘outstanding’ judgements in their first inspections, with the reports commending the exemplary standard of teaching and learning.
Of The Olive School, Small Heath, inspectors commented that ‘there is a wonderfully friendly welcome for all at this school’, praised the school for creating ‘a culture that aims for excellence across the curriculum’, and concluded that ‘pupils simply love coming to school.’
There were equal plaudits for Eden Girls’ Leadership Academy, Birmingham, with inspectors declaring that ‘all pupils thrive in this unique and empowering school’ and that ‘staff and pupils share highly respectful relationships which create an open and encouraging culture where all are valued.’ The report also championed pupils’ ‘awesome attitudes to learning’.
Retaining their ‘outstanding’ judgements, Eden Boys’ School, Bolton and Eden Girls’ School, Slough were also praised for their exceptional outcomes and their commitment to academic excellence. After visiting Eden Boys’ School, Bolton, inspectors commented that ‘pupils consider it a privilege to attend Eden Boys’ School, Bolton. They recognise that they receive a high-quality education.’ At Eden Girls’ School, Slough, Ofsted highlighted that ‘pupils are proud and happy to be a part of this warm, welcoming school where they excel both academically and personally.’
Tong Leadership Academy also drew acclaim after being awarded a ‘good’ judgement in all areas. After recognising in its 2019 inspection that the school has been ‘transformed’ since joining Star Academies, the recent report acknowledged that developments brought in to improve teaching and learning are having a positive impact, noting that ‘the school has a calm, settled atmosphere’ and that ‘pupils are proud to attend Tong Leadership Academy.’
Star Academies will be making moves in Merseyside having received approval to open Eden Girls’ Leadership Academy, Liverpool as part of the government’s free schools programme.
The 800-place school for girls aged 11-18 will provide its pupils with a high-quality education to enable them to succeed academically and fulfil their potential.
The Liverpool secondary school will work in partnership with local primary and secondary schools to continue to drive up standards and improve educational outcomes across Liverpool, whilst increasing opportunities and improving social mobility for young people in the area.
SIR MUFTI HAMID PATEL CBE, CHIEF EXECUTIVE OF STAR ACADEMIES, SAID: Eden Girls’ Leadership Academy, Liverpool will help to unlock the potential of thousands of young people in Merseyside. We look forward to working with our local partners and communities to enable more young people in Liverpool to receive the quality of education and aspirational opportunities they deserve.”
Pupils from Bay Leadership Academy in Morecambe and The Valley Leadership Academy in Bacup have secured coveted fully-funded bursaries at a leading independent school in Surrey.
City of London Freemen’s School, renowned for its high standards of education and commitment to excellence, partnered with Star Academies at the start of 2023 to launch the Aspire Programme in two of the trust’s Lancashire schools and the programme is already delivering on its aspirational aims. Devised to broaden the horizons and opportunities available to post-16 students, the programme aims to close the inequality gap by giving pupils in Star schools wider access to a world-class education and first-class career opportunities.
Year 11 pupils Devina Neill (The Valley Leadership Academy) and Sarah Dodgson (Bay Leadership Academy) have both received fully-funded bursaries to study A levels at the prestigious boarding school – a true testament to both pupils’ outstanding potential.
Sarah’s chosen A level subjects are Politics, English Literature and Psychology and, speaking on her success, Lee Waring, Principal at Bay Leadership Academy, said: “We are incredibly proud of Sarah. We have watched Sarah grow in confidence during the rigorous selection process for the City of London Freemen’s School and are so pleased that she has secured this life changing opportunity.”
Celebrating the exceptional achievement of Devina, who plans to study A Levels in English and History, Shane Carey, Principal at The Valley Leadership Academy, said: “Devina’s success story serves as an inspiration to her peers and younger students, highlighting the importance of hard work, dedication, and perseverance. Her achievements remind us that with determination and a strong work ethic, anything is possible.”
Sir Mufti Hamid Patel CBE, Chief Executive of Star Academies, was in the spotlight for an episode of BBC Radio 4’s ‘Profile’ programme which gives an insight into influential figures.
The informative and light-hearted feature explores Sir Mufti Hamid’s life, leadership and ever-expanding legacy - charting his journey from humble beginnings in Darwen, Lancashire to becoming a Knighted National Leader of Education with the highest aspirations for children and young people across the country.
During the 15-minute programme, which is available on BBC Sounds, presenter Mark Coles interviews a number of guest contributors including Sir Mufti Hamid’s childhood friends, colleagues past and present and Eton College Head Master Simon Henderson.
As one contributor concludes:
“He’s driven by a calling to do good in the world”.
The Winter Gift Programme saw all 33 Star schools combine to spread seasonal goodwill to thousands of vulnerable people and families.
Across the country, pupils, staff and their families participated in a range of charitable giving, acts of kindness and volunteering; all with one simple aim – to make sure no one faced the challenges of winter alone.
The campaign provided pupils of all ages with a platform to expand their leadership skills by devising, organising and taking part in charitable endeavours – experiencing first-hand the personal satisfaction that comes from helping others.
COLLECTIVELY, STAR’S INSPIRING PUPILS AND STAFF DONATED AND DISTRIBUTED:
3,000+ hot meals to those in need
1,500+ toy and gift hampers to children, elderly and vulnerable adults, in hospitals and in care
10,000+ items to food banks serving the communities close to Star schools
OVER
£10,000 to local charities
Star pupils marked Children’s Mental Health Week by taking part in a series of inspirational and thought-provoking activities around this year’s theme - My Voice Matters.
My Voice Matters centres around empowering children by providing them with the tools they need to express themselves so that their voices can be heard.
At Highfield Leadership Academy, the Pupil Council gathered suggestions and views from pupils across the school and delivered a ‘You Said We Did’ assembly, in partnership with the school’s leadership team, to highlight positive changes made in direct response to pupils’ feedback. Pupils at Eden Boys’ Leadership Academy, Birmingham East explored the My Voice Matters theme by contemplating ways to empower young people and amplify their voices to address the most common mental health challenges faced by their peers.
Eden Boys’ School, Birmingham utilised the week to teach pupils how they can use their existing skills to overcome difficulties and to help them learn new coping strategies that work for them. The school also organised a Mental Health Awareness Workshop for parents. The workshop – led by Dr Merih, a professional counsellor and mental health practitioner – shared techniques for supporting children to overcome their anxieties and manage stress around exam season.
Throughout Children’s Mental Health Week, our schools showcased their commitment to nurturing positive mental health habits, such as social connection and support. Pupil Wellbeing Ambassadors at Bacup and Rawtenstall Grammar School led motivational assemblies focused on working together to make positive changes for themselves and others. Imaan Shahzad, Head Girl at Eden Girls’ School, Coventry, delivered an inspiring address during assembly, eloquently emphasising the importance of every voice in shaping a supportive community.
At Star Salford Academy, discussions on aspirations and kindness set the tone for meaningful conversations, while the introduction of ‘hot chocolate and chat’ sessions created a supportive environment for pupils to share their thoughts and feelings. Pupils had several visitors during Children’s Mental Health Week, including Rachael from kooth.com – a website offering free, safe and anonymous support for young people’s mental health – and Andrew Higson, the founder of the Blackdog Outdoors mental health charity. Pupils also heard from Salford’s school nursing team who promote positive mental health and offer vital support to young people.
Pupils at High Crags Primary Leadership Academy engaged in candid discussions about emotions with an Education Emotional Wellbeing Practitioner (EEWP) from Bradford Council. Class 3HR took part in a feelings workshop using beloved Mr Men characters to promote empathy and understanding.
Starbank School encouraged pupils to make healthy lifestyle choices and develop a positive association with exercise to improve their physical wellness. All classes had a fantastic time with Rose from Safari Fitness who led fun fitness sessions that not only got pupils moving, but also boosted their overall wellbeing. Reception pupils crafted their own worry dolls – small handmade dolls that children can share their worries with – and learnt why it’s important to talk about their feelings, worries and fears.
Engaging in art and creative activities allows pupils to express their emotions, thoughts, and experiences in a non-verbal way, promoting mindfulness and selfexpression. At The Olive School, Hackney, pupil art ambassadors produced a fabulous piece of graffiti wall art guided by talented artist Mohammed Ali, founder of Soul City Arts. The artwork will be displayed in the school grounds for all to enjoy. Pupils at Thornbury Primary Leadership Academy showcased their creativity by dressing up to express their hobbies and individuality. They celebrated their unique qualities and shared personal stories about what makes them special.
At The Olive School, Bolton, pupils engaged in joyful activities such as parachute games and shoe scrambles. The school was brimming with smiles and positivity, emphasising the power of play and the importance of laughter and teamwork in nurturing mental health. Year 4 pupils from The Olive School, Blackburn visited their friends at Springfield Residential Home where they played games and read stories to one another. They also went on a special trip to a pottery workshop and thoroughly enjoyed painting their own mugs. Both visits were an opportunity to take time out and engage in mindfulness activities.
We are all aware of the negative impact social media can have on mental health, particularly with the prevalence of cyberbullying and online abuse. Pupils at Bay Leadership Academy were challenged to a digital detox, where they could temporarily swap their smartphone for one of the original, basic mobile phones. Many pupils chose to hand in their smart devices to see how they could benefit from a life free of notifications and social media.
The initiatives undertaken during Children’s Mental Health Week reflect a collective commitment to nurturing wellbeing and fostering supportive communities within our schools. Through a diverse array of activities, schools have demonstrated a proactive approach to addressing mental health challenges. The impact of these efforts resonates deeply, reinforcing the importance of ongoing support and advocacy for mental health initiatives in our schools throughout the year.
Over 150 senior leaders from across the trust attended Star Academies’ National Curriculum Conference for Secondary Subject Leaders.
With a focus on English, mathematics and science, school leaders joined together to develop and discuss the core subjects, ensuring the continued and collaborative delivery of education excellence.
Welcoming attendees to the annual conference, Sir Mufti Hamid Patel CBE, Chief Executive of Star Academies, highlighted the value of bringing the trust’s schools together to collectively consider priorities, deepening learning and providing the best outcomes for the entire Star family.
The keynote address came from internationally renowned expert in artificial intelligence, Dex Hunter-Torricke, Head of Global Communications and Marketing at Google Deepmind. His thoughtprovoking presentation explored the powerful possibilities available through artificial intelligence (AI) to enhance pupils’ learning. Having worked closely with Mark Zuckerberg and Elon Musk during his time at SpaceX and Facebook, his wealth of experience – coupled with exciting insights into new developments and opportunities – provided attendees with an inspiring and invigorating glimpse of future technology and its application within and beyond the educational horizon.
Throughout the conference, sessions were co-delivered by trust subject improvement leads and trust curriculum excellence fellows whose workshops inspired stimulating discussions amongst Star’s core subject leaders as well as providing opportunities to share best practice and collaboratively refine curriculum implementation.
Thousands of Star pupils took part in Safer Internet Day, a global celebration which raises awareness of a safer and better internet for all, especially for children and young people.
From social networking to digital identity, each year Safer Internet Day aims to raise awareness of emerging online trends and risks.
In Star primary schools, pupils learned about the basics of staying safe online. Year 5 pupils and Computing Ambassadors at The Olive School, Hackney took part in an informative and interactive online safety workshop delivered by OpenView Education. High Crags Primary Leadership Academy joined the Safer Internet Day 2024 Live Lesson on BBC Teach, where pupils became digital detectives, exploring the exciting world of artificial intelligence and learning how to navigate the digital landscape safely.
Pupils at The Olive School, Blackburn and Rainbow Primary Leadership Academy took part in special assemblies highlighting the importance of respect, one of our core STAR values. The interactive sessions focused on positive online behaviour to prevent cyberbullying and abuse.
The Olive School, Bolton pupils took part in insightful debates and discussion around online safety, exploring ways to navigate the digital world responsibly and protect themselves and others from potential risks and harm. At The Olive School, Preston, pupils tested their performance skills in fun role play activities centred around online awareness. Year 6 pupils at Barkerend
Primary Leadership Academy wrote inspiring speeches to answer the question ‘how can we stay safe online?’.
Internet safety is a core element of the secondary school computer studies curriculum, ensuring all pupils have a comprehensive understanding of how to stay safe in a digital world. Pupils at Small Heath Leadership Academy, Eden Boys’ School, Preston, Highfield Leadership Academy and Eden Boys’ School, Birmingham immersed themselves in Safer Internet Day by participating in lessons and workshops about online safety, cyberbullying and social media.
At Eden Boys’ Leadership Academy, Bradford, pupils took proactive steps to create a safer online environment by crafting messages aimed at inspiring positive change. Through these messages, they aimed to spark conversations about the importance of digital wellbeing, igniting a sense of awareness and responsibility among their peers.
As technology continues to shape our lives in profound ways, the commitment to promoting internet safety remains steadfast within Star schools. Through education, advocacy, and regular discussion, Star pupils stand at the forefront of creating a digital landscape where safety, respect, and wellbeing thrive in harmony with technological advancement.
The holy month of Ramadhaan, observed by Muslims worldwide as a sacred time of fasting, prayer and reflection, has been marked by Star’s faith schools with a series of activities, acts of service and celebrations of faith.
Pupils participated in special assemblies and ‘Super Learning’ days during which they deepened their understanding. They expressed their faith through poetry, engagement in lunchtime crafting workshops and the creation of decorations and displays. Many showcased their talents in imaginative and inspired ways, including The Olive School, Hackney which shone a literal spotlight on its faith-centred festivities with the production of a poignant music video. Marking the start of the holy month, the school released its Star Voices Children’s Choir nasheed, 'Ramadhaan is Here'
Schools brought people together by hosting community Iftaar events where they broke their fast and shared evening meals. In the spirit of both unity and community, pupils welcomed people from all backgrounds, beliefs and cultures to join them for food and the fostering of friendships. In Manchester, the sharing of food and blessings extended beyond the school grounds as pupils baked Iftaar treats and delivered their culinary creations, along with fresh fruit, to fasting families and NHS workers in Manchester hospitals.
Gift-giving and gratitude were also in abundance within our schools - strengthening friendships, expressing care and sharing in the joy and blessings of the holy month. Pupils were keen to show their appreciation for the hard work, commitment and service that their school staff display on a daily basis and took the opportunity to deliver gift packs and treats to be enjoyed during Iftaar. Acts of kindness and compassion were reciprocated with pupils receiving gifts including ZamZam water, dates (the ‘fruit of paradise’) and journals to aid with reflection and preparation for the holy month.
Across our faith schools, pupils took the opportunity to share time, experiences and reflection. Whilst schools welcomed hundreds of neighbours and community partners to their Iftaar events, every individual act of kindness and devotion showcased the selflessness, care and compassion shown by the Star family.
The critical link between school attendance and pupil attainment
As Children’s Commissioner, I have made school attendance one of my top priorities because children tell me how much they value their education and want to be in school. Every day counts: when children miss school, it’s not just about missing lessons, it’s also about losing valuable moments spent with their friends and teachers.” Dame Rachel De Souza, Children’s Commissioner
Good school attendance is fundamental to academic success. Each day in the classroom offers opportunities for learning, growth, and skill development. Regular attendance ensures that pupils don’t miss out on vital learning and classroom experiences.
Beyond academic study, schools play a pivotal role in nurturing social and emotional wellbeing. They are safe spaces where children and young people forge friendships and develop interpersonal skills. Regular interaction with classmates and teachers cultivates a sense of belonging and community. At a time when children’s emotional wellbeing is a national concern, these social connections provide great support networks, reduce feelings of isolation and promote positive mental health.
PUPILS WITH THE HIGHEST ATTENDANCE THROUGHOUT THEIR TIME IN SCHOOL ACHIEVE THE BEST EXAMINATION RESULTS.
High attendance at school is also crucial to prepare pupils for successful transition to adulthood. Punctuality, responsibility, and discipline are essential life skills extending far beyond the classroom walls. By showing up every day, pupils learn the importance of reliability and perseverance - traits that are essential in navigating adult life and the world of work.
Pupils with the highest attendance throughout their time in school achieve the best examination results. Good attenders maximise their potential for academic attainment, opening doors to higher education, vocational training and fulfilling careers.
71% of pupils with 99%+ attendance achieved the expected standard in reading, writing and maths, compared to only 50% of pupils with 90% attendance. This drops to only 42% of children achieving the expected standard with 85% attendance.
Pupils with 100% attendance are twice as likely to achieve five grades 5-9 in their GCSEs than pupils who are persistently absent. 90% of young people with attendance below 85% fail to achieve 5 or more GCSE grades 5-9, and one in three achieve no GCSEs.
In last year’s GCSE exams, pupils at Star schools whose attendance was 99% and above achieved grades 2.2 higher than those with attendance below 93%.
Pupil absence rates have remained high across the country following the Covid-19 pandemic. The national average absence for state-funded primary schools increased from 4.0% in 201819 to 6.0% in 2022-23. In secondary schools, the increase in absence rate is even higher at 9.3% (2022-23) compared with 5.5% in the year before the pandemic began.
Perhaps even more concerning is the significant growth in pupils who are persistently absent from school. The number has more than doubled since the pandemic. A pupil is defined as
persistently absent if they miss 10% or more of their possible sessions in school. Persistent absence rates for 2022-23 were 17.2% in primary schools and 28.3% in secondary schools, compared with 8% and 13.7% respectively in 2018-19.
There are many opinions as to why pupils are taking more time off than previously. The cost-of-living crisis and a changed view of priorities that emerged after lockdown may have some bearing. Schools are taking the problem seriously and have developed support systems to help every child to thrive.
At Star Academies, our goal is for all our pupils to have good attendance, even when they are experiencing personal difficulties. We expect every pupil to aim for 100% attendance and to achieve a minimum of 97%.
Our ‘Attend Like A Star’ strategy is based around schools maintaining 16 priority actions. It aims to educate pupils and parents about the importance of attendance; engage with parents when barriers to attendance are identified; encourage and reward pupils for excellent and improved attendance; and
inject an element of friendly competition to shine a spotlight on individual and collective achievement.
Star is also supporting other schools to improve their pupils’ attendance. Eden Boys’ School, Birmingham – which is one of the highest attended schools nationally – has been appointed by the Department for Education as an Attendance Hub. It supports around 60 secondary schools to tackle pupil absence by sharing best practice and providing training and resources.
All children of compulsory school age (between 5-16) must receive a suitable full-time education. Parents are responsible for ensuring that this happens, either by registering their child at a school or by making appropriate alternative arrangements. Once a child has been registered at school, parents are legally responsible for ensuring that their child attends regularly. The local authority can take legal action if a child is regularly absent from school without good reason.
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Parents are also responsible for ensuring their child arrives at school on time and stays in school throughout the day. Punctuality may seem like a small issue, but when arriving late, even by a matter of minutes, pupils often miss important messages and have an unsettled start to the day. Arriving just a few minutes late each day has a significant impact over the course of a year.
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We understand that sometimes children cannot come to school because they are really unwell - and that’s the right thing to do for them and other pupils. Medical advice is clear however that children with a mild illness will often be well enough to attend, for example if they have a cough or cold without a temperature or fever (38°C or above). Often school can be a helpful distraction and, although pupils may not always complete work to their usual standard, many feel a huge sense of pride when they get to the end of the school day having displayed resilience by successfully continuing with their studies. The recently-published NHS guidance Is my child too ill for school? is designed to support parents in their decision making about mild illness.
Where there are exceptional circumstances, for example, longterm illness supported by medical evidence, the school will set an individual attendance target and will work with the pupil and parents to maximise attendance whilst appreciating any unique challenges they may face.
We know that some parents may have concerns about their child’s mental health. Worry and anxiety, whilst difficult emotions, can be a normal part of growing up for children and young people. In many instances, attendance at school may help with the underlying issue more than being away from school, which can worsen symptoms longer-term. We would always encourage a parent to inform the school if their child is experiencing persistent symptoms of anxiety so that the school can provide additional support.
Research shows that taking a child out of school for a holiday can have a long-term negative impact on their education and overall academic progress. While family holidays are undoubtedly valuable for creating lasting memories and bonding experiences, it is essential to prioritise a child’s education. The law prohibits schools from granting requests for absence during term time unless there are exceptional circumstances.
Establish a consistent routine: Create a structured daily routine that includes regular bedtimes and wake-up times to ensure your child is well-rested and ready for school each day.
Communicate the importance of school: Have open conversations with your child about the value of education and how attending school regularly helps them to learn, grow and succeed in the future.
Lead by example: Demonstrate the importance of commitment and responsibility by showing up on time for work and other appointments – your child learns from your behaviour.
Create a positive learning environment: Foster a positive attitude towards learning by creating a supportive and encouraging atmosphere at home – celebrate your child’s achievements and provide praise for their efforts in school.
Stay involved in school activities: Attend parent meetings, school events and extracurricular activities to stay connected with your child’s education and demonstrate your interest in their academic progress.
Address underlying issues: If your child is experiencing difficulties at school or facing challenges – such as bullying, academic struggles or anxiety – address these issues promptly and seek support from the school or other professionals if needed.
Set attendance goals: Work with your child to set achievable attendance goals and reward their efforts when they meet or exceed these goals – this can include small incentives or special activities as a reward for good attendance.
Monitor absences: Keep track of your child’s attendance and promptly address any unexplained absences or patterns of lateness – communicate with the school to understand the reasons behind absences and work together to find solutions.
Promote healthy habits: Encourage healthy habits – such as eating nutritious meals, getting regular exercise, and practicing good hygiene – to support and reduce the risk of illness-related absences.
Good attendance is the cornerstone for academic achievement, personal development and progress. By fostering a culture of attendance and engagement, we empower pupils to realise their full potential, equipping them with the knowledge, skills and resilience needed to succeed in school and beyond. Each day in school is an investment in the future and every day really does count.
If you are experiencing difficulties relating to your child’s attendance and haven’t discussed it with their school, please pick up the phone today and ask to speak with your child’s teacher or Head of Year. We are here to help!
A team of pupils from Eden Girls’ School, Slough scooped the top prize in the SEGRO Schools Challenge in partnership with Slough-based charity, Learning to Work.
Showcasing their skills, the successful team – comprising of six Year 9 pupils – rose to the challenge of designing and planning a creative and engaging learning event. In the competition’s grand final, the astute pupils presented an ambitious concept to incorporate artificial intelligence (AI) into an immersive workshop to promote gender equality and inclusion, whilst educating young women about STEM careers.
After meticulous preparation – including the creation of a 3D workshop model and honing a perfect pitch – the team impressed the judges with their creativity and collaboration and went on to be crowned champions.
Pupil Noren Ahmed, who took the role of team manager, said:
I believe that it was our confidence and our commitment to this project that helped us to win the grand final, as well as our revolutionary ideas that really contributed to this project and victory. It was a great achievement, not only to represent our school, but to win a competition for our school.”
Pupils at The Olive School, Small Heath have been celebrating unity through their participation in The Faith and Belief Forum’s School Linking Programme. The School Linking Programme matches pupils and classes from different cultural or faith backgrounds to explore issues of identity, community and belief.
The programme’s aim is to unite learners with fun and eye-opening activities, building an understanding of similarities and differences to create lasting relationships. Link days are centred around pupils improving their communication skills, enabling them to articulate their own identity, views and beliefs, and to understand the importance of cohesion, harmony and empathy.
For their first link day, Year 5 pupils in Ibn Masood class visited their peers at Cofton Primary School, whilst pupils in Ibn Al Awaam class hosted a group of peers from their partner school at The Olive School. During the link day, teachers led a series of engaging activities which explored the pupils’ identities and common interests.
Both experiences were a resounding success, with everyone leaving with long lasting memories and newly-formed friendships. The schools will take part in two more linking days, before holding a celebratory event to mark the end of this year’s programme.
Pupils and teachers at Thornbury Primary Leadership Academy embraced the national Number Day ‘rockstars’ theme to raise money for the NSPCC.
The school buzzed with excitement as everyone geared up for their thrilling rock battles. During assembly, the stage was set for teachers to face off against pupils and, as anticipated, the pupils embraced the challenge with the spirit of true rock stars! With electrifying air guitar solos and astonishing arithmetic, they raced into the lead against the teachers’ team. Throughout the day, children competed against each other in a school-wide times table competition to see who would reach the rock star hall of fame.
In the nursery and reception classes, children dressed in bright colours to represent characters from the popular CBeebies TV show ‘Numberblocks’. Pupils were immersed in a range of number-related activities and had to use their problem-solving skills and maths knowledge to complete various challenges.
Throughout the year, the school has been nurturing pupils’ passion for mathematics in creative ways, with a particular emphasis on mastering times tables. Following Number Day, there has been a notable improvement in pupils’ learning and understanding of their times table facts. The school is continuing weekly competitions to maintain their enthusiasm and love for maths.
Thursday lunchtimes have become a feast for the body and the mind at Tauheedul Islam Girls’ High School and Sixth Form College as literary lovers unite for a trivia tournament.
Assembling amidst the towering bookshelves of the school library, teams made up of pupils from Years 7 to 11 join together for a weekly showdown – brandishing their best book knowledge as reading rivals go headto-head to answer questions about literary classics and revered characters to lesser-known works and up-andcoming authors.
With the majority of questions set by the contenders themselves, pupils challenge each other to a contest of intellectual combat before the school’s moderator decides the fate of the finalists with a competitive closing round.
It’s not just a game; it’s a celebration of curiosity and the love for literature,” explained Miss Toorawa, a member of the teaching staff and visionary behind the initiative.
We create a space where pupils can explore the depths of their favourite modern classics and revel in the joy of discovery.”
With heads bowed and hearts open, Oulder Hill Leadership Academy paid homage to the past during a touching remembrance service.
The service was attended by esteemed guest The LordLieutenant of Greater Manchester, Diane Hawkins. After the service, the Greater Manchester representative of King Charles III expressed thanks and gratitude for the hard work and dedication of the Oulder Hill pupils and staff.
Organised by the school’s History Club and led by the Director of Learning for Humanities, Rebecca Tarran, the service – which welcomed guests from the Royal British Legion, local primary schools and representatives from local charities – was a moving tribute to those who gave their lives in service.
Central to the Remembrance service was a poignant display featuring the names of fallen soldiers from the local community. The display was the culmination of a pupil project to research and uncover the personal stories behind the names of local people that are etched in history. In further tribute, pupils also collaborated with school governor, Paul Branton, to create the innovative OH Remembers app - a digital memorial allowing users to explore a local map adorned with poppies, each representing the name of a fallen soldier.
Barkerend’s budding Happiness Heroes unlock the power of positive thought with their new wellbeing programme – myHappymind.
The NHS-backed programme is a complete mental and emotional wellbeing package aimed at primary schools and is built on positive psychology and neuroscience, powered by innovative technology. myHappymind helps children to understand how their brain works and supports them in developing positive skills and habits.
The programme is taught across five modules and each introduces a new set of content and habits to help children build resilience, self-esteem and confidence. It teaches them how their brain works and how to manage their emotions, and how to recognise and celebrate their personal character strengths. The children will also learn about building positive relationships, why it’s important to show gratitude, and setting meaningful goals.
Weekly lessons are delivered in each class using interactive teaching resources. During the sessions, pupils record their own reflections and thoughts in a personal journal. As part of the school’s wellbeing programme, Barkerend pupils also benefit from regular ‘Happy Breathing’ sessions throughout the school day which provide a short time for mindfulness meditation to encourage calmness and relaxation. myHappymind complements the school’s holistic approach to mental health and wellbeing, which is primarily delivered through the PSHE curriculum and the Thrive Approach – therapeutic techniques to help support children with their social and emotional development. A team of pupil leaders are being recruited as ‘Happiness Heroes’ – to champion mental health and wellbeing and provide peer-to-peer support.
“Happy Breathing makes us feel relaxed, calm, peaceful and great!”
The cricket team at Eden Boys’ School, Birmingham have secured their spot in the finals of the U15s Warwickshire Indoor Cricket League after winning their group in the knock-out stages. When the team next steps out onto the pitch, they will play on the hallowed turf of Edgbaston Stadium, home to Warwickshire County Cricket Club.
The team’s journey began with a narrow one wicket victory over King Edward VI Handsworth, with captain Muhammad Amin Nana scoring a brilliant 42 not out to lead the team to the first points in the group. The pressure was now on – if they won their next game, they would be through to finals day!
The second and final game of the group stages saw Eden Boys’ School, Birmingham pitched against local rivals Broadway Academy. The team’s talent and professionalism came to the fore as they bowled Broadway out for just 38 runs. Eden Boys’ School, Birmingham’s batsmen comfortably chased down
the target in less than 4 overs with another flawless performance. After finishing the contest at the top of the table, the boys secured an eagerly anticipated invitation to finals day.
The Edgbaston Stadium – home of Warwickshire County Cricket Club since 1885 – will be the perfect setting for the team to showcase their skills and compete for the title. Staff at Eden Boys’ School, Birmingham are proud of the teamwork, sportsmanship, and leadership demonstrated by the pupils throughout their journey toward this remarkable achievement.
Pupils from Eden Boys’ Leadership Academy, Birmingham East were immersed first-hand in the UK’s housing crisis as part of Birmingham Housing Week.
Throughout the week, housing and development professionals delivered seminars and workshops for young people to raise awareness and find solutions to the challenges facing housing in the UK.
Pupils were given an opportunity to share their expectations of the housing sector to enable their voices to influence future plans. They also learnt about the breadth of careers in housing –from architecture to town planning and construction to property management.
Over the course of several sessions, pupils enjoyed participating in interactive activities focused on the scale of investment in the development and regeneration of Birmingham. They took part in Q&A sessions with industry leaders, experienced virtual reality walk-throughs of new developments and networked with key figures from the architecture, design and housing sectors.
Pupils were able to explore the innovative side of the housing sector, using creative sessions to plot the design and development of masterplans before collating and presenting a design palette for their own future building ideas.
Year 9 pupils from Small Heath Leadership Academy immersed themselves in Egyptian culture, history and mythology as part of their participation in The Brilliant Club.
The Brilliant Club’s flagship Scholars Programme enables schools to benefit from PhD tutors sharing their subject knowledge and passion for learning. Under the guidance of a dedicated PhD student from the University of Birmingham, Year 9 pupils delved deep into their chosen programme – ‘Some Words with a Mummy: Ancient Egyptian Mummies in Nineteenth-Century American Literature’. They studied the history and mythology of Egyptexploring the past and present of the richly cultured country to develop their academic knowledge, writing and research skills.
From the classical world to the modern implications of the Arab Spring, Small Heath’s young scholars conducted rigorous research as they examined Egypt’s historical events, cultural traditions, and societal transformations. Pupils eagerly embraced the challenge as a means to refine and develop their research and presentation skills, enabling them to articulate their findings with clarity and confidence. Through engaging discussions and constructive feedback sessions, pupils learned the art of effective communication - a vital skill for their future endeavours.
The pupils’ Egyptian studies culminated in a prestigious graduation event where they were awarded certificates of achievement.
Year 1 pupils from The Olive School, Preston branched out with a visit to Myerscough College to discover the principles of plants.
One of the oldest further education colleges in Lancashire, which was founded in 1894 as the Lancashire County Institute of Agriculture, the college hosted the budding botanists as part of the school’s science unit about plants.
Rooted in learning, the visit gave pupils the opportunity to take part in planting, discern between different types of trees, explore the intricacies of plant anatomy and discover the key elements essential for plant survival. Working in an allotment, pupils also engaged in discussions about leaves, acorns and fascinating flora, and were introduced to the rich variety of tree species.
The botanical visit sowed the seeds of eco-consciousness as well as educating the pupils about the importance of safeguarding the planet for future generations. As a tangible reminder of their growth, all pupils were given a plant to take home and nurture.
Following a focus on careers in PSHE lessons, there was a buzz of excitement surrounding the arrival of the highly anticipated careers day.
Year 9 pupils looked toward their upcoming GCSE choices whilst Year 10 explored the numerous pathways available to them when they complete their secondary studies. With a lineup of engaging activities, leading employers and informative sessions, the event was a resounding success and empowered pupils to
A dynamic careers panel kicked off proceedings, featuring esteemed guests from a breadth of industries, including a local councillor, doctor, professional dancer, BBC journalist and a Penguin book publisher. Pupils had the opportunity to hear invaluable insights and anecdotal advice - gaining knowledge about different career paths and soaking up tips for success.
Following the diverse discussion, pupils explored the bustling careers fair where an array of post-16 providers and company representatives helped them discover and develop their interests and aspirations.
One of many highlights from the day was an insightful lesson on the UK’s labour market, shedding light on key aspects including employment rates, unemployment figures, weekly earnings, and average pay. Armed with this essential knowledge, pupils gained a deeper understanding of the economic landscape and its implications for their future endeavours.
A careers gameshow added a fun twist to the day as pupils competed in a series of games focused on career-related trivia and challenges, before reflecting on their own abilities and interests in the ‘What Have I Got to Offer?’ session.
After a lot of food for thought, pupils left the day energised, encouraged and excited for the future.
Over 40 pupils from Eden Girls’ School, Coventry conquered the mighty Mount Snowdon - the highest mountain in Wales and England.
Having launched the annual challenge in 2019, the school worked with RAW Adventures to deliver a mountaineering masterclass and, rising to the challenge, the group of Year 11 pupils
resilience to successfully ascend 3,560 feet above sea level.
Located in the Snowdonia National Park, Snowdon (Yr Wyddfa) provided the perfect backdrop for pupils to display their drive and determination, work together as a team and scale new heights in their personal development.
Shazia Akram, Principal of Eden Girls’ School, Coventry, said: “The girls really rose to the occasion. They were courteous, determined and resilient - qualities that make us so proud of our pupils and values that will be key in facing the challenges to come once they leave school.”
Year 12 students from Bacup and Rawtenstall Grammar School were put through their paces in a five-week first aid course delivered by the Rossendale First Responders.
As part of the school’s expansive enrichment activity programme, students were given the opportunity to undertake a course covering essential lifesaving first aid training including CPR and the use of defibrillators. In addition to a hearty dose of theory, students rolled up their sleeves for the more practical elements including mastery of the recovery position and dealing with bleeds and broken bones.
Students were mentored by a leading member of the responders and emergency personnel including paramedics and air ambulance staff. The experience was invaluable for the sixth form students - instilling confidence to deal with emergency situations whilst also furthering the technical knowledge base of those considering a career in medicine or healthcare.
The course was one of many enrichment opportunities available to Sixth Form students and part of a programme created to develop the skills they need to be successful in their chosen next steps. Encompassing a broad spectrum of activities, workshops, and experiences, the programme opens up a world of possibilities to enhance academic, personal and social development.
Over the course of an academic year, students look at ‘Career Pathways’, ‘Life Skills’ and ‘Employability Skills and UCAS’ that offer the opportunity to get involved in everything from mock legal trials, driving theory and Oxbridge preparation programmes to achieving an Extended Project Qualification (EPQ) and tailored support with university applications and interview processes.
Year 7 pupils from Eden Boys’ School, Preston enjoyed a visit to the National Football Museum for an immersive journey into the nation’s favourite sport as part of an English workshop.
Kicking off the day, pupils arrived in Manchester and were given a sporting start to their educational experience in a football commentary class. Skilled professionals well-versed in the art of sports narration took the group through the intricacies of compelling commentary with many pupils taking a turn on the microphone to give their own athletic analysis. The session helped to increase vocabulary and highlighted the power of language in conveying the energy and drama of the game.
After a morning playing the role of passionate football pundits, pupils delved into the museum’s extensive collection of artefacts and memorabilia before seeing the beautiful game through the eyes of world-class players during virtual reality games. Equipped with VR headsets, pupils stepped on to the pitch for an immersive experience bringing theoretical aspects of football to vibrant, three-dimensional life.
Bringing new meaning to goal-oriented learning, pupils worked together throughout the sessions and were able to develop their team building and problem-solving skills. The football-mad pupils left the experience wishing for ‘extra time’!
The air was buzzing with excitement and anticipation as The Olive School, Blackburn welcomed special guest Juliette Cammaerts - Director of Policy, Planning, and Delivery for the Children’s Commissioner’s Office - who immersed herself in heartfelt conversations with pupils about their bold aspirations and future ambitions.
Juliette had heard about the excellent outcomes and achievements at The Olive School, Blackburn when she spent time working in the North West, so when the opportunity arose she reached out to Star and paid the school a visit.
Juliette was an instrumental part of the team that launched The Big Ambition – a national survey of children and young people. The Big Ambition aimed to hear from children from all over the country on what they think is important and issues that affect them.
In the lead up to the next General Election, the Children’s Commissioner (Dame Rachel de Souza) aims to take children’s thoughts, opinions and ideas to decisionmakers, to ensure they think about children and young people’s needs, and to ensure their voices are reflected
As part of The Big Ambition survey, Juliette visited pupils up and down the country to find out what life is like for children of school age. She was interested to hear about what pupils at The Olive School, Blackburn enjoy about their school, community, family life, and the wider world. She also spoke to pupils about what they want for the future, their hopes, dreams, and aspirations. Pupils enjoyed sharing their ideas with Juliette and even got a special commissioner’s badge for participating!
The school leadership team also had the opportunity to hold discussions with Juliette over lunch, sharing their professional insights and ideas. The results of The Big Ambition - which captured the views of over 350,000 children and adults - were published in March and serve as a call to action for steps the government can take to improve children’s lives.
Wings fluttered and curious eyes widened as The Olive School, Birmingham played host to a flock of feathered friends.
Year 2 pupils were left enthralled by their up-close encounter with birds of prey when Falconry UK visited the school and brought along some captivating companions. Pupils were introduced to four majestic birds: Bailey, a white-faced owl from Africa; Blu, a kookaburra from Australia’s Northern Territory; Taz, a tawny frogmouth from Australia and Rocco, a pygmy falcon which is the smallest bird of prey in Africa.
As Year 2 listened attentively to the handler’s explanations and anecdotes, their understanding of avian life expanded beyond textbooks and screens, and fostered a deeper connection with the natural world. Pupils discovered everything from the birds’ hunting prowess and hearing, to their habitat, camouflage and flight, and showcased their new findings as part of the school’s non-chronological reports writing unit.
Swapping the classroom for the countryside, Year 7 and 8 pupils from The Valley Leadership Academy headed to Monmouth for a five-day rural residential.
With rucksacks at the ready, the group set off to visit Jamie’s Farm, nestled above the stunning Wye Valley, for a unique programme built around core elements of farming, family, therapy and legacy.
After being greeted by the farm team, the pupils donned wellies, coats and overalls for a tour of the farm and an introduction to the farm animals – including horses, cows, a pig and her piglets, chickens, and dogs – before a windy, scenic walk up to The Kymin, an 18th-century Round House and Naval Temple.
Over the next few days, pupils learned new skills by trying their hand at a variety of jobs around the farm –rolling up their sleeves to muck in and help with feeding and cleaning out the animals, milking cows and grooming
horses. There was also the opportunity to get greenfingered in the garden - planting produce, chopping wood and even making spatulas ready to cook up a feast together with their fellow budding chefs.
After hitting the ground running on the farm, it was time to scale new heights with a hike up local mountain Skirrid Fawr (Ysgyryd Fawr). The pupils displayed patience, care and teamwork to reach the summit where they enjoyed breathtaking 360-degree views of the Brecon Beacons national park.
Competition was rife as gifted pupils from Eden Girls’ Leadership Academy, Manchester showcased their creative talents in the school’s annual Eden’s Got Talent show.
Over 25 gifted performers competed for a place in the final with 12 making it through to the showdown.
Talent was in abundance as, over three categories, pupils performed a solo speech, Tilawat (Quran recitation) or a Nasheed (song) - wowing the audience with their awe-inspiring performances. The event also included a special Iftaar where pupils and their special guests broke their fast together.
With a host of parents and staff in attendance, and acting as the judging panel, votes were counted and the following pupils were crowned winners. The talented winners each received a special hamper in recognition of their achievements.
QURAN RECITATION: KAREEMA KHURAM, YEAR 8
SPEECH: AFNAN DABAJ, YEAR 8
NASHEED: AMNA AWAN, YEAR 11
Following a visit from Buxton-based poet Andy Tooze, pupils from High Crags Primary Leadership Academy were inspired to showcase the skills they had learned from his workshops.
After looking at a range of figurative language devices and discussing ideas, Key Stage 2 pupils penned poems based around the theme 'This Is Me' to celebrate National Poetry Day.
The young poets’ creative compositions were entered into a competition run by Young Writers. Inviting budding writers to celebrate and express themselves in verse, the competition led to 84 High Crags pupils having their work published in a special anthology. Delighted to have their words and achievements recognised, there was excitement all round when the books were delivered to the school in January.
Pupils support Bradford City of Culture 2025 with community-led art project
Tong Leadership Academy teamed up with Deloitte’s 5 Million Futures programme to launch an art competition that encourages pupils to play their part in the history and legacy of Bradford City of Culture.
Bradford has been selected as the UK City of Culture 2025 and promises to put the spotlight on the unique character and heritage of the area, while helping others recognise the city’s huge potential. Throughout 2025, Bradford will set out to celebrate the magic of the area, its people, their ambitions, and inspire the next generation. Schools across the city, including Tong Leadership Academy, will be taking part in a range of culture-led, creative activities.
Shanaz Gulzar, creative director for Bradford 2025, said: “This is a huge opportunity to celebrate our extraordinary district and for our young, ethnically diverse population to become leaders and changemakers and begin a new chapter in our story.”
All pupils at Tong Leadership Academy were given a blank canvas to create a piece of art to portray the City of Culture’s theme of ‘This is Our Time, Our Place.’ From paintings to poems, the talented pupils embraced their flair and creativity to create art inspired by their surroundings.
David Harris, executive creative director at Deloitte, said: “Every student at Tong Leadership Academy is a blank canvas waiting for an opportunity to shine. This is a wonderful opportunity for them to be part of an historic ‘collective work of art’ which will be displayed at the heart of their school. We hope it makes a lasting and positive impact.”
From the classroom to the community, pupils at The Olive School, Bolton have formed a new community alliance to tackle littering. Armed with bin bags and determination, these ecowarriors are cleaning their neighbourhood to reveal the true beauty of Bolton.
The Halliwell Community Alliance was founded as part of the roll out of similar groups all over Bolton, bringing together people from across the ward – including residents and representatives from local schools, groups, organisations and places of worship.
Aiming to clean up the local area, the group organised the ‘Halliwell in Bloom’ week of action at the end of January, asking locals to take part in the ward-wide clean up by volunteering their time to do some litter picking. Pupils from The Olive School, Bolton rolled up their sleeves to play their part in enhancing their local community.
Litter picks were organised throughout the week in various locations, with 60 pupils involved each day. Younger pupils cleaned the immediate school grounds and neighbouring streets, whilst the older children ventured out to local parks, gardens and riverbank pathways to lend a hand with the big clean up. The week-long event provided lots of learning opportunities and teachable moments, epitomising the STAR values. Pupils learned how to be responsible citizens in their community whilst working together to respect the environment. After seeing how much enjoyment, satisfaction and personal pride pupils gained from the activity, pupils will now have regular opportunities to take part in community cleanups as part of the school’s future PSHE leadership programme.
Pupils from Bay Leadership Academy have completed a marathon cycle ride and produced a music video in a project aimed at improving their confidence and selfesteem.
RESTORE is a programme of activities designed to enable, empower and inspire young people to develop their core fitness and physical health and enhance their emotional wellbeing. The programme is facilitated by industry professionals, including experienced personal trainers and wellbeing experts, and supported by youth workers and creative practitioners.
The programme is organised by the Lancaster-based charity Lancashire Youth Challenge (LYC) which has delivered a series of workshops to Year 8 and 9 pupils at Bay Leadership Academy. Throughout the programme, young people are encouraged to discuss their emotional wellbeing and use filmmaking, music production and photography as a way of expressing their personal development and learning.
LYC’s chief executive, Guy Christiansen, said: “Young people who are now in Years 8 and 9 missed so much of their education during the Covid pandemic, which
dramatically affected their personal development. The RESTORE programme empowers young people to better manage their physical and emotional health, while providing them with a platform to express themselves in a responsible way and achieve personal success.”
The final activity was a cycle ride from Morecambe to Blackpool. Prior to the ride, pupils learned basic bicycle maintenance, road safety and techniques to help them cycle safely as a team. Many of the pupils who achieved the cycle challenge – which covered approximately 30 miles – had never ridden such a distance before or cycled in a group on roads.
The RESTORE programme also supported the pupils to produce their own music video, exploring themes of identity, place and aspirations, which they presented to school staff, family and friends to showcase their experience.
A group of enterprising Year 9 pupils from Laisterdyke Leadership Academy were specially selected to be a part of 300 ‘changemakers’ who have worked tenaciously to transform the lives of others in their local community.
As part of the NextGenLeaders programme, the group were set the task of developing a social impact project to transform lives of others in the local community. The initiative’s ultimate aim is to introduce a communityfacing scheme that creates a positive change to livelihoods, with pupils challenged to develop a creative and self-funding idea whilst recognising their roles as responsible global citizens.
Empowered to explore more, pupils spent a day at Asda’s headquarters in Leeds to learn from leading marketing experts and left brimming with innovative ideas.
Praising the drive and determination of the Year 9 ‘changemakers’, Laisterdyke Leadership Academy
Principal Hafeez Khan said: “The visit to Asda’s headquarters inspired our pupils in their role as ‘changemakers of the future’ and was a great opportunity to get some quality one-to-one business and marketing advice from industry specialists.
They have worked intensely with a solution-focused attitude devising their projects and are thrilled about the positive impact it will have in our local community.”
Lights, camera, applause! The stage was set, the audience brimming with anticipation and the spotlight shining brightly on the young stars of The Olive School, Hackney’s Star Voices choir as they took Britain’s Got Talent by storm.
Held at the iconic London Palladium, the auditions for the nation’s favourite talent contest attracted a crowd of 2,500 eager spectators, including the discerning eyes and ears of celebrity judges Simon Cowell, Amanda Holden, Alesha Dixon and Bruno Tonioli.
The Star Voices choir members confidently took to the stage to deliver a captivating performance of their version of ‘Believe’ by Lin Marsh. Their voices filled the historic theatre with pure harmony and heartfelt emotion, captivating both the judges and the audience alike.
Following their inspirational performance, the judges were quick to praise the choir’s talent and dedication, unanimously awarding them four enthusiastic yeses and, with it, a place in the second round. Simon Cowell commended the choir for their exceptional vocal abilities and stage presence. Amanda Holden was visibly moved
by their performance, while Alesha Dixon and Bruno Tonioli applauded their courage and passion.
For these young performers, stepping onto the Britain’s Got Talent stage was a dream come true – a chance to showcase their talent on a national platform and inspire others with their passion for singing. The London Palladium provided the perfect backdrop for their shining moment and their rendition of ‘Believe’ resonated deeply with the audience.
The choir’s journey with Britain’s Got Talent was filled with excitement, inspiration, and unforgettable memories.
With their unwavering determination and remarkable talent, they are sure to continue capturing the hearts of audiences across the nation. Keep an eye out for these rising stars as they continue to spread their message of hope and unity through the power of song!
Globetrotting pupils from Tauheedul Islam Boys’ High School have embarked on a variety of transformative journeys this year to diverse destinations, offering opportunities for personal growth, cultural immersion and academic enrichment.
Year 7 pupils buzzed with excitement as they set off for Lakeside YMCA in the Lake District. Surrounded by tranquil water and majestic mountains, the landscape promised adventure.
The programme gave pupils a taste for outdoor pursuits – including canoeing on Lake Windermere, an archery contest and testing their bravery on the King Swing –and immersed them in the idyllic Cumbrian scenery. The physical challenges culminated in a memorable night-time fell walk. Blindfolded and navigating through muddy terrain, pupils relied heavily on one another for directions, highlighting the importance of unity and teamwork.
Five fortunate Year 12 students embarked on a oncein-a-lifetime journey to the United States where they experienced life at world-renowned Ivy League Universities.
Touching down in the Big Apple, the vibrant energy of the city set the tone for academic exploration, with the iconic New York skyline welcoming students as they travelled to their destination. Yale in Connecticut, with its timeless campus and rich history of Presidential excellence; Princeton’s tranquil academic haven in New Jersey; and Columbia’s dynamic urban experience in the heart of the city, provided diverse insights into academia and architecture.
Their journey continued to Boston, Massachusetts, where they first visited Harvard in Cambridge. With its historic red-brick campus, Harvard’s legacy dates back
to 1636, making it one of the oldest universities in the world. Massachusetts Institute of Technology (MIT) – a pioneering institution in the fields of science, engineering, and technology – offered a stark contrast with its modern architecture and campus which reflected the spirit of innovation.
Beyond academia, students immersed themselves in New York and Boston’s vibrant tapestry, visiting iconic landmarks like the Statue of Liberty and Times Square, and experiencing the adrenaline of an NFL and NBA game. Students also visited the New York offices of Linklaters where they gained insights into studying and working in the US from the international law firm’s employees.
Sixteen Year 12 students travelled to Saudi Arabia to experience the sacred spiritual journey to perform Umrah. The trip was an exceptional opportunity for students to grow spiritually and gain a deeper understanding of their faith.
Their journey began in Makkah, where they were blessed to visit the awe-inspiring Grand Mosque and Masjid Nabawi, immersing themselves in tranquillity and beauty. Exploring important places such as the caves of Hira and Thaur enriched their understanding of Islamic history and the Prophet Muhammad’s (SAW) journey. The students also travelled to Taaif where they visited the library and masjid of Abdullah Ibn Abbas, one of the greatest Sahaba (companions of the Prophet). Witnessing the historical sites of Mina, Arafat, and Muzdalifah humbled students and provided insights into the Hajj experience.
In Madina, the newly completed Seerah Museum and visits to culturally significant sites, including the virtuous graveyard of Jannat Al-Baqee, deepened their connection to Islamic history. Performing Fajr (prayer) in Riyadh AlJanna was a highlight of the trip.
Crossing the English Channel to Calais, a group of 33 Year 9 pupils arrived in France for a memorable 4-day trip to Paris. The adventure began with a thrill-seeking day exploring Disneyland with Star Wars Hyperspace Mountain and Avengers Assemble: Flight Force proving to be high-octane favourites. Next stop was a packed itinerary taking in the iconic sights of the French capital. From astounding feats of engineering – such as the Eiffel Tower and Arc de Triomphe – to the world-famous Mona Lisa at the Louvre Museum, pupils marvelled at the city’s many landmarks. Next was a trip to the Grand Mosque of Paris, where the groups performed prayers and discovered the history of the beautiful mosque.
On the final day, pupils returned to Disneyland to participate in the park’s educational programme, with one group attending a conference exploring how maths is used to develop Disneyland’s infrastructure and a second group participating in a computing conference about artificial intelligence. After enjoying the spectacle of one final awe-inspiring light show above Le Château de la
Belle au Bois Dormant, Sleeping Beauty’s Castle, pupils returned with their heads and hearts bursting with tales and experiences to share with their families.
In the picturesque setting of Gerlitzsen, Austria, 48 eager participants – all novices to the slopes – prepared their boots and skis for a remarkable trip filled with laughter, thrills, and newfound friendships.
From the moment they arrived in the charming Alpine village nestled amidst the Austrian Alps, they wasted no time hitting the slopes. Despite pupils’ initial nervousness, the breathtaking scenery and the promise of adventure spurred them on. It didn’t take long for them to find their footing and soon they were carving through the powdery snow with newfound confidence.
24 Year 9 pupils who signed up for a life skill cooking course now have their hearts set on competing in the Young Chef Schools Competition with Nigel Howarth.
Pupils from Highfield Leadership Academy have been learning how to cook affordable, healthy meals and delicious deserts as part of a new initiative made possible by Blackpool and The Fylde College and The Hub at South Shore. Pupils have enjoyed whisking up a wide range of meals from pork stir fry and coconut dumplings, to sticky toffee pudding and apple pie.
As well as learning about nutrition and mastering the art of cooking, they have also had the opportunity to develop valuable life skills such as communication and teamwork. The course requires pupils to put their basic numeracy and literacy skills into action as they follow recipes, counting and measuring ingredients.
As a result of their cooking course success, pupils are now applying to take part in the Young Chef Schools Competition 2023-24, designed to encourage young, inspiring talent to develop their culinary skills alongside acclaimed industry experts.
After a rigorous application and short-listing stage, successful entrants will be invited to take place in workshops at Blackpool and The Fylde College. As part of the competition, pupils will get the chance to learn from one of Lancashire’s best-known celebrity chefs, Nigel Howarth.
Nicola Dodgson, Assistant Principal at Highfield Leadership Academy said:
It has been rewarding to see the pupils shine. Their confidence and independence have grown week by week and now some of them have even become the ‘teacher’, instructing myself and other staff members! The food has been delicious and I’m looking forward to watching their Young Chef Schools Competition pitches.”
Pupils thoroughly enjoyed attending the life skill cooking classes:
I have enjoyed learning new skills and having fun cooking with my friends. I think I’ll try and cook the Chinese meal again ...maybe with less chilli!”
(Ollie, Year 9)
I liked the sticky toffee pudding and I am proud of the sauce I made. This is a new thing for me and it’s good to learn new things with your friends. My mum is proud of me – she can’t believe I washed up too!”
(Elliot, Year 9)
I’ve enjoyed the cooking. It gets me away from everything and I can just relax because it is something I enjoy doing.” (Teegan, Year 9)
In the race for the recent Youth MP elections, Eden Boys’ School, Bolton saw two pupils lead spirited campaigns to capture the hearts and minds of young voters.
Every two years, an election is held to select Members of Youth Parliament across the UK. The UK Youth Parliament (UKYP) enables young people to use their energy and passion to change the world for the better. It provides a platform for young people to use their elected voice to bring about social change through meaningful representation and campaigning.
In December, a group of pupils from Eden Boys’ School, Bolton had the pleasure of attending the Youth in Politics event at Castle Hill Young Peoples Centre, arranged by Youth MP Emily Quinton. The event consisted of a range of workshops to ignite young people’s passion for democracy and politics and to shine a light on campaigning and activism. During the workshops, the group were educated on how to vote and how to contact local decision makers to encourage change in their local communities.
Following the Youth in Politics event, pupils were encouraged to apply to become a Youth MP for Bolton and went through a rigorous application and interview process before the final candidates were selected. Jesse Short (Year 9) and Muhammad Ammaar Nasir (Year 8) from Eden Boys’ School, Bolton made it onto the ballot, along with school alumni and current Bolton Sixth Form student Adam Nawaz.
Jesse’s manifesto:
> Promote art and culture in Bolton to help encourage positive mental health.
> Aim to get young people’s opinions on changes made in the town centre.
> Educate the youth about fair trade and its benefits.
The pupils attended after school meetings arranged by Bolton Council’s current Youth MPs to prepare their manifestos. As part of their campaign, they created posters and an informational video, in addition to presenting their manifestos in schools across Bolton.
Jesse and Muhammad Ammaar visited forms at Eden, accompanied by Mohamed Faisal (Year 9) – their campaign manager and current Youth Council member. They presented their manifestos and outlined the role of Youth MPs in Bolton, and explained the importance of voting to ensure all pupils can have their voices heard.
After an exciting but intense campaign with a staggering 21,750 votes cast in total, Muhammad Ammaar was successfully elected as a Youth Member of Parliament 2024-2026 alongside Shalom Wondiam from St Joseph’s RC High School. They will have the opportunity to discuss the concerns, interests and needs of other young people in Bolton with MPs and councillors on a local, regional and national level, as well as attend meetings with the UKYP at the House of Commons, ensuring the views of young people are listened to by decision makers. Congratulations also go to Jesse and Mohamed Faisal who have been offered roles at Bolton Youth Council.
Muhammad Ammaar’s manifesto:
> Provide young people with a place to go.
> Decrease violence in schools.
> Promote positive youth events.
With a sprinkle of presentation pizzazz and some marketing magic, Year 10 pupils from Eden Girls’ Leadership Academy, Manchester promote positivity through their latest business venture as part of the Young Enterprise Programme.
The programme, run across a year, gives promising pupils the chance to form and run their own small and medium sized businesses – challenging them with panels, presentations and prototype creation.
In February, pupils travelled to the Young Enterprise Headquarters in Birmingham to take part in day one of their pitch panel. They were filled with a mixture of trepidation and excitement as they prepared to deliver a presentation which they had diligently been rehearsing with enthusiastic support from their teachers.
Upon their arrival at the ITG building, their assigned mentor greeted them warmly and settled them in for the day. The team then participated
in a whirlwind of workshops, imbibing industry knowledge about advertising, marketing and the world of artificial intelligence. Discovering the power of art and photography through camera manipulation, meeting and conversing with a robot named Temi, and experimenting with holograms and interactive floors were particular highlights for the team – leaving them with a newfound appreciation for the limitless possibilities that technology holds.
After a workshop on presenting techniques, the pupils faced the pitch panel - flawlessly showcasing their business idea, presenting their prototype with pride and exhibiting examples of their creativity. The judges were captivated and provided the team with valuable insights
into the significance of sales in a business. They learned how their personality and presentation skills play a crucial role in enhancing sales, in addition to the quality of the product itself.
With valuable support and feedback from the team at Young Enterprise, the team have since gone on to officially launch ‘Sereniki’ – a business which sells wellbeing kits to encourage positive mental health. Each kit includes QR codes leading to an online reflection journal and a Spotify playlist with music for relaxation. The kits also include a self-deco mirror with inspirational and motivational quotes and a collection of relaxing face masks and lip oils to help de-stress.
The founding Year 7 cohort of Star Salford Academy packed their bags and headed to the south-western shores of Lake Windermere for an exciting outdoor residential.
YMCA Lakeside, one of the largest outdoor activity centres in Europe, was home for the next three days as pupils developed their teamwork, social and communication skills through a series of adventurous activities.
Archery, canoeing and raft building were on the actionpacked agenda for day one, with pupils also lucky enough to catch a glimpse of an RAF jet as it roared overhead. As the day came to an end, everyone enjoyed a hearty meal together before engaging in campfire building and participating in muddy field games. The highlight of the evening was a spirited tug of war match between the staff and pupils!
On day two, masterclasses in maths, English and science were linked to the beautiful surrounding scenery before another round of outdoor contests. The final day saw pupils compete in a series of woodland challenges, with Mr Hilton’s team emerging victorious as the first Star
Salford Academy residential champions!
Pupil Amelia said: “The residential is the best trip I have ever been on. I loved spending time with my new friends and trying new activities”.
Star Salford Academy Teacher of PE, Mr Hilton, shared his thoughts on the experience: “It was fantastic for pupils to try activities that they would never get the opportunity to do – especially linked to their PE skills. Most importantly though, it was great to see them build relationships and have a brilliant time.”
Dr Cathy Wardle from Queens’ College, one of the 31 constituent colleges of the University of Cambridge, visited Eden Boys’ Leadership Academy, Bradford to deliver an illuminating talk on life at the world-renowned university.
As part of its commitment to improving social mobility and inspiring pupils to progress to the world’s most acclaimed universities, staff at the Bradford school have been working closely with Queens’ College to provide pupils with access to prestigious talks and outreach opportunities.
Informative and illuminating in equal measures, Dr Wardle’s address gave pupils the opportunity to hear about university life and the academic courses on offer at the world-leading institution. Reflecting on Dr Wardle’s talk, Year 10 pupil Hamza Ali said: “This talk was inspirational and it helped me to consider the University of Cambridge as a possibility. The talk overall has broadened my horizons for the future.”
Speaking about her visit, Dr Wardle commented: “I was delighted to visit Eden Boys’ Leadership Academy,
Bradford and impressed by the mature and respectful reception I received from the students. Our session covered reasons to consider applying to top universities, including the Russell Group and Oxbridge, and an overview of what Cambridge in particular can offer, both academically and socially. Hopefully this visit is just the start of a fruitful relationship between Queens’ and Eden Boys’ Leadership Academy, Bradford, and for some of the students involved, the first step on their path to the University of Cambridge!”
After learning more about the application process and the academic advancements available, pupils are looking forward to visiting Oxford and Cambridge universities in the summer term and sampling life at two of the world’s most prestigious academic institutions.
Eden Boys are banking on bright futures after 'withdrawing' wisdom from industry role models through the Mosaic group mentoring programme.
Founded in 2007 by His Majesty King Charles III (as His Royal Highness The Prince of Wales), the Mosaic programme empowers 11 to 18-year-olds to reach their full potential by connecting them with diverse and relatable role models from the world of work.
Year 10 pupils from Eden Boys’ Leadership Academy, Manchester visited the headquarters of a central Manchester bank to meet employees and learn about their roles. Pupils particularly enjoyed learning about the inspiring career journey of a colleague who spoke about the challenges he faces due to an invisible disability and the supportive environment cultivated by his employer to enable him to thrive.
The programme enabled pupils to learn from each other as well as from the mentors by sharing aspirations, considering different perspectives and championing each other’s personal growth.
The pupils look forward to exploring future opportunities with the programme and utilising the experience when they take part in the Mosaic Enterprise Challenge – a national initiative offering young people an insight into
what it takes to set up and run a business. The contest will culminate in the pupils developing a business plan and presenting it to a panel of business leaders.
Mr Khizer, programme coordinator and Head of Year 11 at Eden Boys’ Leadership Academy, Manchester, commented on the discernible value of the Mosaic programme: “It’s been a pleasure to watch these boys grow in confidence and develop key skills including public speaking and interview skills.”
Since joining forces with a local radio station pupils from Rainbow Primary Leadership Academy have been taking the airwaves by storm and, at the start of 2024, recorded a new jingle to promote their show.
Initially working with Bradford Community Broadcasting (BCB) as part of a 2022 summer school to learn the ropes of radio broadcasting, pupils must have been hitting the right notes as the community station has since opened its doors for weekly visits from Rainbow’s radio recruits.
Calling themselves ‘Super Team Active Radio (STAR)’, every week the Year 5 STAR’s visit the station to explore the world of radio production, interview techniques, recording and editing. After planning and creating their 30-minute weekly show, the pupils’ programme is broadcast across the city of Bradford and available to the world online.
Enhancing their cultural capital, to date the pupils have planned, presented and produced interviews with an astronomer, a member of the local Green Party and a local historian –
giving them an invaluable insight into the world around them and the city they live in.
The young radio stars’ creativity and confidence have hit new heights as they clock up more airtime. One upand-coming DJ, who was introduced to the airwaves through the school’s programme, has now secured his own regular show on the station.
Jonathan Harris, Principal at Rainbow Primary Leadership Academy, said: “The children gain so much from this experience and their oracy skills improve as they speak with fluency and passion about topics that excite and interest them. This collaboration with the radio station is a key part of the curriculum offer in Year 5 and the children in other years look forward to this opportunity.”
Primary pupils from the Starbank School choir relished a once in a lifetime experience singing with over 6,000 young people from across Birmingham.
The Young Voices concert at Resorts World Arena in Birmingham brought together hundreds of schools and thousands of pupils from the city and beyond. It was an event full of joy - celebrating music, talent and unity.
Young Voices concerts are the largest children’s choir concerts in the world, enabling pupils to witness the power of voices coming together in harmony. The choir spent months rehearsing and perfecting their performances, learning songs ranging from pop hits to traditional classics.
On the day of the event, the huge arena was buzzing with excitement. The energy was contagious as the young performers took to the stage, showcasing their incredible collective talent. The audience was filled with proud parents, teachers and supporters, all cheering and soaking in the electric atmosphere. One of the most unique and amazing things about a Young Voices concert is the sense of unity - regardless of background, age or ability, everyone comes together to celebrate the power of music. It is a beautiful reminder of how music can bring people together and break down barriers.
Attending and performing at the Young Voices concert was an unforgettable experience for the Starbank choir and a night they will certainly never forget!
After a hard-fought contest, pupils from Eden Girls’ School, Waltham Forest were declared winners of the 2023 Pinsent Masons Schools Debating Competition.
International law firm Pinsent Masons launched the schools debating competition in 2014 to raise awareness of the profession and demonstrate how engaging and rewarding a legal career can be. The event was supported by East London Business Alliance along with several of Pinsent Masons’ clients such as Lloyds Banking Group, Aviva, EDF Energy, Currys and Tesco.
Year 10 pupils from the Waltham Forest school took part in the prestigious competition, putting their debating skills to the test against seven other East London schools. Before the debating began, colleagues from Lloyds Banking Group provided valuable coaching to the teams, helping them to develop their presentation skills.
The girls won their first heat debating against the motion ‘Universities should set higher admission criteria for students from private schools’ and secured a place in the finals where they debated ‘School uniform policies should be gender neutral’ against a team from a local boys’ school. They put forward some superb arguments and even challenged the boys to try running in a skirt!
There was a high standard, but the team shone brightly with their incisive debating skills and their abundant enthusiasm. As a result, the panel unanimously crowned Eden Girls’ School, Waltham Forest the winners of the competition, achieving an amazing £1,000 prize for the school!
The judges this year were:
> YASMIN SHEIKH - Senior Trainer in Inclusive Leadership, TEDx speaker and Consultant
> HAMMAD AKHTAR - Pinsent Masons, Partner, Transactional Services/ Corporate
> THE RT HON LORD JUSTICE PETER
JACKSON - Appeal Court Judge
Pictured below are the winning team: Zainab Imran, Naseeha Abdul-Hye, Maimunah Kola, Faizah Hussain, Faheemah Sobratty, Habeebatullah Qtifan and Nasra Aden
In this edition of Star People, we’re getting to know Ian Hemmingway, our Attendance Lead. Ian has worked at Star Academies for almost six years and is responsible for formulating and overseeing the trust’s attendance strategy. He supports schools with action planning and implementation, training and guidance, practical resources, and advice on individual attendance queries. Prior to joining Star Academies, Ian was a teacher for 25 years and has held senior leadership roles in three secondary schools.
In this article, Ian discusses the main issues schools encounter in relation to attendance and how Star implements proactive measures to mitigate these challenges.
What are the key challenges facing schools in relation to attendance?
Attending school is no longer perceived as always being a priority in the way it was before Covid-19 and the financial crisis. It is important that schools reframe perceptions by ensuring parents understand the direct link between their child’s attendance and their academic outcomes and wellbeing.
What does Star do to promote regular attendance among pupils?
Managing attendance is a complex endeavour. It is based around maintaining robust and regularly repeated routines whilst responding to data intelligence and tackling challenges in new and innovative ways. At the heart of the strategy is educating pupils and parents about the importance of attendance and engaging with parents when barriers to attendance are identified. Encouraging and rewarding pupils for excellent and improved attendance is also important. I am a firm believer that injecting an element of friendly competition to shine a spotlight on individual and collective achievement is a key element of any successful strategy.
What aspect of your job gives you the greatest satisfaction?
Seeing the wider impact that good attendance has on children’s all-round experience of school and their academic outcomes is extremely rewarding. To see young people who were once poor
attenders really thriving in the school environment and enjoying and valuing their education is priceless. Education opens a door to social mobility and school attendance is the key to unlock that door.
What have been your most significant achievements so far?
Through working in this role, I have had the opportunity to present at Department for Education (DfE) best practice webinars; speak at national conferences; deliver workshops and conduct external reviews for other trusts; and, most
EDUCATION OPENS A DOOR TO SOCIAL MOBILITY AND SCHOOL ATTENDANCE IS THE KEY TO UNLOCK THAT DOOR."
recently, I’ve joined a DfE sector task force to help shape the future of school attendance support. One of my proudest moments has been working with colleagues to establish a Star Attendance Hub at Eden Boys’ School, Birmingham to support other secondary schools to improve their attendance.
Who was your favourite teacher at school and why?
My favourite teacher was Mr Rockett who taught me O level and A level history. He was quirky, knowledgeable and could
always elaborate on any teaching resources with interesting observations, stories, facts and insights. He inspired me to develop a passion for history and, as a result, I went on to teach this fascinating subject for 25 years.
What interests do you have outside of work?
My main passion outside of work is as a member of a three-piece ukulele band. We regularly perform across Lancashire playing hits which span from the 1960s through to contemporary songs. I also love walking in the countryside with friends and family.
What are you currently reading?
Professionally, I’m reading ‘A Teacher’s Guide to Tackling Attendance Challenges’ by Jessica Sprick and Tricia Berg. Although published pre-pandemic, it is an interesting perspective on some challenges and solutions in the American education system. For pleasure, I’m reading a fictional crime series of books by David J Gatward following the exploits of DCI Harry Grimm. I enjoy these books because they are set in the Yorkshire Dales, one of my favourite places to walk, and the places referenced are real towns and villages which trigger many happy memories of time spent in Wensleydale and Swaledale.