BWCET is a multi-academy trust that spans Northumberland, Gateshead, Sunderland and Durham and includes 48 schools.

The three schools commended include St. Agnes’ Catholic Primary School, St John Boste Primary School and St Patrick’s Catholic Primary School. The schools are located in Crawcrook, Washington and Stanley respectively.

Phonics, a systematic approach to teaching reading, focuses on imparting essential skills to children, laying a robust foundation for literacy development.

The schools have demonstrated exceptional proficiency in phonics, securing their places in the top 4% of schools across the country, with St John Boste securing its place in the top 1%. This achievement underscores the effectiveness of each school’s approaches to phonics education.

The recognition was acknowledged by Education Minister Damian Hinds who extended his appreciation to the three schools through a formal letter. The letter specifically commends the school’s efforts, dedication, and the noteworthy contributions of both teachers and pupils. He added: “Your particular success in teaching phonics and early reading so effectively means your pupils are developing a firm foundation, from which they can become increasingly fluent and develop a lifelong love of reading.”

The school’s commitment to high-quality phonics instruction aligns with a broader mission to improve overall literacy levels among its students. By imparting essential phonetic skills, the schools ensure that children possess a solid foundation for continuous academic progress.

Bishop Wilkinson Catholic Education Trust’s CEO, Nick Hurn OBE, is proud of the schools performance and recognition, “To have three of our schools placed in the top 4% in the country for Phonics Education highlights the dedication and skill of our teachers. We are extremely proud to be recognised by the Education Minister, Damian Hinds who praised the effectiveness of our teachers and how they deliver outstanding results.”

www.bwcet.com

A new initiative designed to showcase the impactful and essential work of Teaching Assistants has been launched by one of the UK’s foremost educational charities.

The campaign All I Do, created by the leader in vocational and technical learning NCFE, features real Teaching Assistants reading out public opinions about the role, before challenging the misconceptions and celebrating everything they do for children, young people and schools.

It comes as increasing pressure on school budgets means this vital role is at risk, potentially leaving some of the most vulnerable children without the support they need.  

Angie Rogers, Subject Specialist in Teaching and Learning at NCFE, said: “Teaching Assistants deliver a wealth of value for schools, yet often don’t receive the recognition their role deserves. We want to raise awareness of the impact Teaching Assistants are having every single day in supporting the needs of children and young people.

 “Teaching Assistants make up over a quarter of the workforce in schools, including up to 35% of the primary workforce. As a specialist role, they support some of the most vulnerable children and young people, including students with special educational needs and disabilities (SEND).

“Despite the essential work they do, Teaching Assistants are often the first role to be made redundant or have hours reduced when budgets get stretched. That’s despite most teachers across primary and secondary schools saying they don’t have everything they need to support students with SEND.

“This is why we’re on a mission to champion everything Teaching Assistants do and the difference they make to so many. We’re also focused on supporting Teaching Assistants directly and helping them to develop their skills by improving access to specialised development and training opportunities.”

In a poll earlier this year by the research organisation Teacher Tapp, 88% of primary teachers and 81% of secondary teachers felt they didn’t have all the help they needed to support students with SEND.  

A recent National Association of Head Teachers survey also highlighted that, because of increasing pressure on budgets, 66% of school leaders believe they will need to consider making Teaching Assistants redundant or reducing their hours.

Lindy Orchard’s son is on the autistic spectrum and she has experienced first-hand the ways Teaching Assistants have supported him through the education system.

She said: “We knew he had problems from about the age of two, so we’ve had quite a lot of interactions over the years with a wide range of Teaching Assistants. It was an assistant in a nursery who was one of the first professionals to spot that things weren’t quite right, and that it wasn’t just me as a mummy being overbearing or overprotective.

“Towards the end of primary school there was a Higher Level Teaching Assistant who came in and was put one-to-one with my son for a while. She introduced things like a visual timetable for him at school, using time out cards for him, and was able to change the onus from he’s giving us a hard time, to he’s having a hard time.”

As part of the campaign, NCFE is looking for people to take a short survey so they can better understand perceptions around the role, both from Teaching Assistants themselves and others. Whether you’re currently working as a Teaching Assistant, work in education, or just interested in learning more, you can get involved.

To find out more about the campaign and to complete the survey, visit https://www.ncfe.org.uk/celebrating-teaching-assistants  

According to organiser Chris Milton of Brilliant Media: “Having discussed the current lockdown status with both BESA, our partners and the education marketplace, we have taken the decision to push back the closing date of the Education Resources Awards 2021, in order to provide more time for all companies and schools to properly plan and submit their entries for consideration. Therefore, we are pleased to announce that our website for entry is now open and that entries may be submitted until 5pm Wednesday 31st March 2021.

“Entries for the awards may be submitted via https://educationresourcesawards.co.uk/award-categories.

“With the uncertainty of Covid, we have also made the decision to announce our winners through an ERA virtual awards ceremony platform, which will take place at 3pm on Friday 21st May 2021, hosted by a well-known TV personality. Our planning for a virtual event removes any risk of change and details are now underway how we will be delivering our event to you and we look forward to providing you with full details shortly. For further information please visit www.educationresourcesawards.co.uk.”

Inaugurated in 1997, the Education Resources Awards (ERAs) highlight the quality and diversity of educational products and resources, excellent educational establishments and the most dedicated members of the teaching profession and supplier industry, all working together to encourage the very best in education.

Firmly established as the premier annual event to celebrate outstanding success for the suppliers and teaching professionals of the education sector throughout the UK, these awards are recognised by the teaching profession as the benchmark of excellence, aiming to encourage the raising of educational services and product standards throughout the industry.

Now in their 24th successful year, these awards focus on the resources, services and people that really make a practical impact on learning and the day-to-day work of the teachers in the classroom.

The school were presented with the national award after staff, pupils, parents, and governors demonstrated that anti-bullying is a priority which they play an active role in through range of procedures including a peer support scheme.

The bronze level shows that the school has a clear understanding about how to prevent all forms of bullying including cyber-bullying and that the safety, mental health and wellbeing of its pupils is of the highest importance. The school is now working towards achieving the ABQM-UK Silver Award.

Andrew Chadwick, Head of School commented: “The recognition from ABQM-UK shows the continued hard work of everyone at Wilsden Primary School to create a culture where bullying is not acceptable.

“I would like to give special thanks to Rebecca Fortune who has helped establish our ways of working to prevent bullying.

“Our school’s motto is “Start small, dream and achieve big”, so we will carry on working until we have developed a community ethos of anti-bullying and emotional wellbeing.”

Wilsden Primary School operates as part of Focus Trust – a charitable multi-academy trust which is based in the North West of England with a vision of providing an engaging and challenging learning environment where the children are happy.

Find out more about the ABQM at http://www.abqm-uk.com/

Apprentices, interns and mentors were among those recognised at the seventh annual Creative & Cultural Skills Awards, held in Cardiff for the first time at the National Museum Cardiff.

The awards are organised by Creative & Cultural Skills, an independent UK charity giving young people opportunities to work and learn in the creative industries, and are designed to shine a light on the individuals and organisations that have demonstrated outstanding commitment to skills development and learning in the sector.

This year, two young women were jointly awarded the prestigious title of ‘Apprentice of the Year’ for their exceptional commitment and ambition to learning new skills.

Judges were unable to choose between the drive shown by Fionnuala Cush, 25, in her role at Cultúrlann McAdam Ó Fiaich – an Irish language, arts and cultural centre in West Belfast, and the leadership skills of Sophie Hukin, 22, of SharpFutures in Manchester – a social enterprise that supports diverse young people into employment in the creative digital and tech sectors.

Ms Cush began her apprenticeship on the centre’s welcome desk but, after seeking out additional training and attending courses and night school, began proactively seeking greater responsibility before being appointed business development officer – a role created specifically for her.

She said: “I thoroughly enjoyed my apprenticeship at Cultúrlann and grabbed every opportunity to gain additional skills and take on more responsibility. It ended in a permanent role for me, which has been fantastic. I’d recommend an apprenticeship in this sector to anyone – it’s a brilliant opportunity to learn on the job.”

Meanwhile, Ms Hukin has helped SharpFutures close the social mobility gap for young people who want to break into the creative digital and tech sectors but have no work experience and minimal connections. Her achievements include promoting ways for young people to access employment in the sector and advising students on pathways to long-term work.

Ms Hukin added: “My apprenticeships at SharpFutures opened the door to a career in a sector I love. I enjoyed every moment of my time as an apprentice so to get this award is just the icing on the cake.

“My apprenticeships have enabled me to do a job where I am now able to advise other young people on the additional training or skills they need to get them where they want to be in their career. It’s been hugely rewarding and I’d recommend an apprenticeship to anyone.”

More than 200 people attended this year’s awards and dinner, which were presented by Angharad Lee, a freelance director of theatre, opera and film, and David Anderson, director general of National Museum Wales. Entertainment was provided by Rubicon Dance, a community dance development organisation for Cardiff and Newport.

The ceremony followed the tenth Creative & Cultural Skills National Conference, which took place on the same day in Cardiff City Hall and featured senior leaders from organisations including the Arts Council of Wales, the Wales Millennium Centre and the Department of Business, Energy and Industrial Strategy. The conference explored the barriers to entry into the creative and cultural sector, and what stops people from thriving within it.

Recent research published by Creative & Cultural Skills reveals that there were 1,175,546 people working in the creative industry[2] in the UK in 2018, with 25% of these aged between 16-29 years old, in sectors as diverse as literature (31%), performing arts (21%), visual arts (15%), cultural heritage (13%), design (13%), music (4%) and craft (3%).

Simon Dancey, chief executive of Creative & Cultural Skills, said: “To be a part of this inspirational event, surrounded by individuals and organisations working passionately to shift the persisting inequalities in the UK’s cultural sector, has been a privilege.

“Both Fionnuala and Sophie demonstrate the value apprenticeships can provide both to those who may not do well academically but thrive in the right setting, and to the creative sector generally.

“Our awards are about celebrating people who demonstrate the skills, passion and commitment required to make lasting change to the organisations they work for – regardless of their academic background.

“Our winners, and all those nominated, are further evidence of the need for more employers in the cultural sector to shift their recruitment cultures, embrace apprenticeships and improve their workforce diversity. I have no doubt the apprentices, interns and trainees nominated will all have a fantastic career ahead of them in the cultural sector.”

FIRST^® Tech Challenge UK is an inclusive robotics programme for ages 12-18, which brings young people together with mentors from industry, in teams up to 15, to design and build a robot to compete in a series of challenges. Collaboration is key and everyone has a part to play throughout the six-month programme – roles are linked to real-world careers and are intended to help young people discover the practical and life skills needed for their future.

An extra-curricular STEM (Science, Technology, Engineering, Maths) enrichment activity, the FIRST^® Tech Challenge UK programme is backed by leading industries keen to address the emerging STEM skills crisis. FIRST® UK’s employees and industry partners meet regularly with teams, acting as coaches and career role models, whilst easing the load for educators and forging important relationships between schools and industry. In addition to mentors, local employers also provide staff volunteers to support with on-the-day stewarding, judging and refereeing.

Whilst the programme attracts 500,000+ participants annually in the USA, this is the first time the initiative has run in the UK. 100 teams, equating to approximately 1500 students, are participating in the inaugural championship events (Peterborough, March 13^th and Manchester, March 15^th). The winning team from each regional final will be fully funded to attend the global championships in the USA, where they will go head-to-head with teams from all over world.

This year, participating teams were provided with charity bursaries to cover the cost of the robotics kits, phones, and resources, as well as travel awards to take part in the competition. The robotics kits are reusable from year to year providing schools with a sustainable platform for robotics-based education.

Ed Cervantes-Watson, CEO, FIRST^® UK, comments: “We’re counting down to one of the biggest student robotics competitions in the UK and we cannot wait to see what the teams have got to bring to the game field. Young people entering education today will be pursuing jobs which don’t yet exist. We need to equip tomorrow’s workforce with the technical know-how and core life skills they need to transform their futures – FIRST^® Tech Challenge is more than just robots – it’s a platform for young people to become the innovators of tomorrow and ensure no-one is left behind.”

Arm is the headline sponsor of the Southern championships – Anna Malan, from Arm’s Diversity and Inclusion team, comments: “We need young people to be prepared for their futures, not just with the STEM skills and academic qualifications that employers such as Arm rely on – but critically the softer skills which make them great team players, who can positively contribute to all areas of our business, local community and society.”

The Southern Regional Championship will take place on Wednesday 13th March at the KingsGate Conference Centre in Peterborough and 50 teams will be participating, from schools including: Comberton Village College, Linton Village College, Witchford Village College, Chesterton Community College and Trumpington Community College, to name a few.

FIRST^® UK is currently recruiting local science and technology enthusiasts to volunteer at the Peterborough Championships on 13^th May – for more information on volunteering opportunities, and to register your interest, please visit: www.ftc-uk.org/gamechanger/

The new national Creative Learning Awards will celebrate the inspirational innovators, educators and practitioners who live and breathe creative learning. The judging panel includes an Olivier award-winning theatre producer, a representative from the international Lego Foundation, leading disability arts professional Ruth Gould, and acclaimed poet Ian McMillan. Ian says “I’m proud to be a judge for the Creative Learning Awards because in these turbulent times we need Creative Learning more than ever, and we need criteria by which to judge the value of the Creative Learning. As a judge, I’ll be creative, and I know I’ll learn a lot!”

As Managing Director of The Creative Learning Guild, Gilly Bryerley, explains: “These new awards are designed to shine a spotlight on the efforts and achievements of the unsung heroes fighting for creative learning. Given that the arts in schools are declining whilst at the same time the creative industries are the fastest growing sector in the country, we need some dynamic and visible support for the people who keep creative learning on the agenda. The judging criteria have been influenced by educators and practitioners themselves, and these are the first awards of their kind that bring together creativity and learning under one supportive and cohesive force. The nomination system is based online, so people and organisations can join the Guild to and nominate inspirational people and projects from anywhere in the UK”.

The awards range across 21 categories, including formal education, the arts and the creative industries.

Nominations are open on 27th September and you join and nominate yourself, friends and projects that have inspired you over the last 12 months in 4 easy questions. According to Ruth Gamble, Head of Programmes: “The Guild is a fellowship; a membership of passionate and like-minded people. By becoming a member and nominating their creative heroes, people and organisations are committing to support creative learning, and each other, in this fight for recognition and validation”.

Nominate at http://www.creativelearningguild.co.uk/national-awards

Nominations will close on Friday 14th December at 12 midnight. Shortlisted entries will receive an invitation to the Creative Learning Summit to be held in early March 2019.

Innovating Minds CIC beat off some tough competition in order to make the regional shortlist, with a record number of businesses entering the awards nationally across the wide range of categories.

Now in its sixth year, the NatWest Great British Entrepreneur Awards has celebrated some amazing entrepreneurs over the years, many of whom are now household names. Past winners include David Buttress of Just Eat, Julie Deane OBE of The Cambridge Satchel Company, James Watt of BrewDog and most recently, Hannah and Sophie Pycroft of Spectrum Collections.

Dr Asha Patel, CEO of Innovating Minds CIC, said: “Our team provides emotional well-being, stress management and support for children who have witnessed domestic abuse, as well as youth mental health First Aid training for schools and community groups and specialist psychological interventions to help young people not in employment and training (NEETs) to get back on their feet and make the most of new opportunities. It is such an exciting time for us and we are delighted to be shortlisted for the 2018 NatWest Great British Entrepreneur Awards in the Entrepreneur for Good of the Year category.”

Creator of the Awards, Francesca James, said: “We have been inundated with some incredible entries this year, and all shortlisted applicants should be extremely proud of themselves! This year has yet again seen a record number of entrants and we’ve been absolutely blown away by the strength and diversity of applications.”

“We cannot wait to celebrate entrepreneurship across Great Britain with them, and put a spotlight on the incredible talent within the British entrepreneur ecosystem.”

Gordon Merrylees, Head of Entrepreneurship at NatWest said: “Following another record-breaking year, I want to thank all of the entrepreneurs who entered and congratulate those who have been shortlisted, I look forward to seeing them at the regional finals.”

“Entrepreneurial spirit is still clearly alive and well, and NatWest is thrilled to be able to continue to support these awards to celebrate success with the businesses that are the lifeblood of the UK Economy as they start, scale and succeed.”

The NatWest Great British Entrepreneur Awards will celebrate entrepreneurship across a number of categories at 5 gala finals across the UK, including; Cardiff, Birmingham, Edinburgh, Manchester & London. You can find more information about the awards and the ceremonies here: www.greatbritishentrepreneurawards.com.

PA’s annual competition aims to inspire the innovators of the future. This year, it challenges school children and college students to use the credit-card-sized, highly capable Raspberry Pi computer to produce innovations to help save the planet.

The winners of the 2018 competition were as follows:

Primary school: academic years 4 – 6  Ysgol Deganwy, Conwy

The winning entry in the primary school category was Ysgol Deganwy, who created ‘Recycle Michael’. This is an interactive rubbish bin that uses a barcode scanner to scan barcodes on waste packaging and then display useful information on a screen above the bin compartments. The bin is designed to enable users to identify which recycling compartment to put their waste into and also develop their understanding of the importance of recycling through interesting and educational facts displayed when a product is scanned.

Why the team won: The clarity of the team’s idea impressed the judges. Recycling is a major issue and the team solved it in a really simple way. The judges can see the potential of the idea and could imagine Recycle Michael being scaled up to appear in offices and homes across the country.

Finalists: Croydon High School; St Mary’s Church of England Primary School

Secondary school: academic years 7 – 11  Kenilworth School

This team created a solution to energy waste; a system of infrared beams which work together to identify when no-one is nearby, and switch off the unnecessary streetlights in the area. Multiple infrared pointers and receivers can be controlled by a single Raspberry Pi, saving costs and energy consumption. An infrared mirror on the opposite side of the road to the transmitter is used to reflect the beam back to the receiver, and when the beam is broken, all the streetlights nearby are turned on.

Why the team won: The team had a clear and inspirational goal and the judges loved the way they used different technology to solve their problem. The team also had an excellent mix of skills.

Finalists: Tanbridge House School, Usk Code Club

Secondary school/college: academic years 12 – 13  The College of Richard Collyer

The winning team created a simple, portable and lightweight charger that makes use of two renewable energies (wind and solar power) to charge four rechargeable AA batteries. It does this without harming the environment. The team created a small-scale model that has the potential to power much more than batteries if it was to be upscaled and produced industrially.

Why the team won: The judges were impressed by the imagination of the team and how their innovation used mostly recycled materials. The team were also able to present the technical details of their idea to the judges with clarity.

Finalists: Felpham Community College, King Edward VI Grammar School

Anita Chandraker, who leads PA’s innovation services team, says: “The quality of ideas the teams have come up with for the 2018 Raspberry Pi challenge is astounding. The finalists have developed genuine innovations, some of which we think could be applied in the real world to help improve sustainability.

“As a firm, we are passionate about technology and our aim for the competition is to highlight the importance of technology and coding skills, and their role in supporting our future economy. It’s such an inspiring competition and we are delighted to see young children getting involved in coding with such passion and enthusiasm.”

Martin is one of six teachers in the UK to receive a 2016 Teachers of Physics Award from the IOP for his outstanding work teaching physics and was nominated by his colleagues, after the School achieved a record number of students progressing to study A-Level physics.

Martin’s nomination for the award describes him an ‘excellent and experienced’ teacher who has inspired many of his students to study physics after A-Level.

Alongside his exemplary teaching, Martin has supported his pupils in a dedicated science society, known as the ‘Stephen Hawking society.’ Hawking, a former St Albans School pupil, has returned to the School to speak to students and many others in the area.

Headmaster of St Albans School, Jonathan Gillespie, said: “This award highlights the tremendous dedication Martin has for the School and the world of physics. To be seen as one of the best six teachers in your field is a superb achievement and one that we are all incredibly proud of.”

Martin will receive his award, along with a cheque for £300 at the Institute of Physics award dinner taking place on 29 November, which will also be attended by the top researchers, academics and policy makers from across physics.

President of the IOP professor Roy Sambles offered his congratulations to all those receiving a Teacher of Physics award this year. “Teachers provide an invaluable academic foundation for the future of science development, and it is important that we recognise and celebrate the successes of those who are able to motivate and inspire young minds. It is a delight to celebrate those who helped nurture the intellectual development of students and inspire the next generation to study physics. I warmly congratulate these six individuals for their outstanding contributions to educating the scientists of tomorrow.”

The Teachers of Physics awards, instituted in 1986, celebrate the success of secondary school physics teachers who, by their outstanding practice in the classroom have raised the state of physics and science in schools.