BAE Systems launched the nationwide educational event in 2005, engaging and inspiring around 1.3 million pupils since then. The RAF joined as a partner in 2008, with the Royal Navy adding its support in 2015.

Designed to spark excitement and interest in STEM subjects, the programme offers a highly interactive experience for primary and secondary school students aged 10 to 13 years old, demonstrating practical applications of scientific and technological concepts in real world scenarios.

This year’s series launched today at St Mary’s College in Hull and will go on to visit more than 500 schools up and down the country, bringing Artificial Intelligence (AI) to life as around 130,000 pupils use the technology to create songs and accompanying music videos with the help of a robot dog called Lexi.

The scheme is so successful that the Royal Navy, Royal Air Force and BAE Systems have now agreed to continue delivering the roadshows until at least 2030.

Tania Gandamihardja, Group Human Resources Director at BAE Systems, said: “As one of the UK’s leading advanced engineering and technology companies, we have a long history of nurturing young talent and helping to educate young people on the value of studying STEM subjects.

“I’m proud of the part our schools’ roadshows have played in that over the last 20 years and delighted that we have secured this new funding to take us up to a quarter of a century of inspiring young minds in this way.”

The roadshow has visited over 5,000 schools across the length and breadth of the UK in the two decades since its launch, covering topics such as electricity, space, magnetism, energy, maths, waves, physics and biomimicry.

Maria Stead, Head of School at St Mary’s College in Hull, said: “We are very excited to be able to host this STEM roadshow at St Mary’s and to work with such an innovative and important local and national company.

“As we move into an ever-greater technological future, we want our students to be at the forefront of all such developments and therefore being part of a day like today is an amazing opportunity. We know our youngsters will take a lot from the experience and that this will help to shape their future paths.”

Together, BAE Systems, the Royal Air Force and the Royal Navy employ thousands of engineers across the world and are committed to engaging with young people through initiatives like the STEM roadshow to encourage and support a highly skilled workforce of the future.

Commander Chris Pinder, Royal Navy STEM Programme, said: “The Royal Navy relies on STEM expertise to design, build, deploy and maintain our world-class ships, submarines and aircraft around the world.

“Galvanising the engineers and scientists of the future is essential and the additional funding to maintain this excellent programme is hugely welcome.”

The CIBSE Flush Challenge is part of CIBSE’s commitment to nurturing the next generation of engineers and addressing the skills gap in the industry. As part of this initiative, which is partly sponsored by CIBSE Patrons, CIBSE STEM Ambassadors will utilise this innovative game during their educational outreach activities at schools, aiming to spark interest and curiosity about building services engineering among young minds.

Each participating team of pupils will receive a specially curated kit, featuring a 3D-printed model of toilet and pipes. The challenge involves assembling a functional flush system that efficiently uses water to flush a small raisin down the toilet. This engaging activity not only introduces children to the fundamental concepts of building services engineering but also instils the importance of water conservation and environmental responsibility.

Key features of the CIBSE Flush Challenge:

• Hands-on learning: Pupils get hands-on experience in assembling and understanding the mechanics of a flush system, fostering a practical understanding of building services engineering.
• Environmental focus: The challenge emphasises water conservation, promoting awareness about the need to use resources wisely and reduce water consumption.
• STEM engagement: The game is tailored to align with STEM (Science, Technology, Engineering and Mathematics) principles, making it an ideal tool for STEM education initiatives.
• Skills gap addressed: By introducing young minds to the field of building services engineering, CIBSE aims to inspire the engineers of the future, contributing to closing the skills gap in the industry.

Dan Costelloe, CIBSE Chair of the Talent Pipeline and Apprenticeships Panel, expressed his enthusiasm about the CIBSE Flush Challenge, saying: “During the creation of the Flush Challenge we wanted to come up with an activity what would combine building services engineering, sustainability and teamwork. We believe that by making learning fun and interactive, we can capture the imagination of young individuals and show them the exciting possibilities within the world of building services engineering, maybe even inspiring some of them to become our engineers of the future. The CIBSE Flush Challenge not only nurtures essential skills but also infuses a sense of environmental responsibility.”

CIBSE is encouraging schools and educators to participate in this initiative, providing students with a unique and enjoyable introduction to the world of engineering. For more information about the CIBSE Flush Challenge and how to get involved, visit CIBSE Flush Challenge.

This new permanent location complements the very essence of Cambridge Science Centre, with its focus on bringing the joy and intrigue of imaginative, interactive Science, Technology, Engineering and Mathematics (STEM) to children and families, providing hands-on experiences as well as access to better education, future careers, and life opportunities.

John Bull, CEO, Cambridge Science Centre, said: “We are excited to be opening the doors to our new space within Cambridge Science Park in July 2024. This new location feels like our spiritual home; it further strengthens our connections with the STEM ecosystem and brings communities to the very heart of science and technology in Cambridge.

“Cambridge Science Centre is the perfect setting for educational school trips and family days out. Through our interactive, real-world STEM experiences, we enable children to explore the many wonders of science in a fun as well as an educational way and introduce them to the many diverse possibilities available to them, on their doorstep and beyond.”

Cambridge, with its international reputation for ground-breaking scientific research and innovation, is recognised globally as the UK’s Centre of Science, Technology and Innovation – and Cambridge Science Park alone is home to 170 world-leading STEM companies employing 7,000 bright and brilliant minds.

According to Universities UK, the collective voice of universities in England, Scotland, Wales and Northern Ireland, the UK needs over 1.9 million STEM professionals to be qualified by 2035 to fill positions and maintain a diverse and equitable STEM sector fundamental to driving future innovation and progress, and cementing the UK’s place as a science and technology superpower.

However, despite the focus on science and technology in and around Cambridge, research conducted by UCL highlighted how parts of the region (including in and around Cambridge) are amongst the most deprived in the UK regarding access to high-quality education, skills and training – and, by age 11, many young learners have already decided that STEM subjects are not for them.

Cambridge Science Centre aims to change this with a mission to encourage a lifelong love and fascination with STEM for everyone. Over the last 10 years, the Centre has interacted with and inspired more than half a million young people, and this new, even more accessible location, will help them to reach many more.

Jamie Trivedi-Bateman, Director of Investment, Property, at Trinity College, Cambridge – which owns Cambridge Science Park – commented: “Introducing Cambridge Science Centre into Cambridge Science Park is part of our wider vision for the Park. When it comes to unlocking scientific, technological, and educational progress, Trinity understands the vital importance of making meaningful connections. This is at the core of the science park concept that Trinity pioneered when it originally founded Cambridge Science Park.

“Cambridge Science Centre enables young people, families in the community, and cutting-edge businesses to connect with each other in new ways – and this is something Trinity believes will benefit all involved.”

Established in 2018 as a fully registered charity working in strong partnership with Cardiff Rugby, the Cardiff Rugby Community Foundation works with people of all ages throughout the region, many from marginalised and disadvantaged communities. The Foundation provides a variety of new ways to engage with sport in order to build personal well-being and strengthen communities, aiming to making a difference both socially and economically.

As part of the Foundation’s activities, Cardiff Rugby hosts a range of programmes that provide opportunities to people from all backgrounds, who face a variety of challenges on a daily basis. The Raising Aspirations programme, for example, is a nine-week initiative designed for disadvantaged pupils in Years 8 and 9 that helps guide and support them in attaining new goals and building a sense of direction for the near future. During the sessions, activities explore topics such as communication skills, goal setting, leadership and career pathways. The programme develops pupil engagement and bridges the gap between disadvantaged pupils and their peers, raising aspirations for career and education prospects.

“Recent studies show that global and social issues have had a significant impact in South Wales, so Cardiff Rugby is passionate about improving lives in our region, irrespective of age, ability or gender, to support the community,” explained Nadine Griffiths, Cardiff Rugby Foundation Director.

According to recent reports, aspirations of young people are fairly low in the South Wales region. Research conducted by the Children’s Commissioner for Wales found that around 30 per cent of children in Wales are currently living in poverty. Children from these lower-income families may lack access to essentials, such as educational resources, as well as extracurricular activities like sports and learning opportunities.

Studies also show that students’ aspirations have been negatively impacted by issues, such as cost of living rises. A study from the Co-op and children’s charity Barnardo’s, found that students aged between ten and 25 in Wales were almost twice as likely to worry about job opportunities than those in other, more affluent areas. The study suggested that daily priorities, such as covering basic needs, overtook traditional goals such as achieving a dream job role.

“As part of our STEM outreach programme, we aim to support parents and schools by providing resources that support the curriculum, giving students free access to experiences that can broaden their horizons,” explained Simon Biggs, Early Careers Manager at Renishaw. “It’s clear from research, as well as anecdotal experience from both Renishaw and Cardiff Rugby, that we must do more to support students in our local area, and encourage them to pursue what interests them, regardless of background.”

Renishaw has been an official partner of the Cardiff Rugby Community Foundation since 2019. As part of the partnership, Renishaw has developed a programme of activities to support the Raising Aspirations initiative, inviting students to its South Wales facility to learn about career opportunities in engineering.

At the most recent event, hosted at Renishaw’s Miskin facility, 60 students from different schools attended to learn about engineering. Students were given a tour of the company’s product display area, viewing the variety of products to which the Miskin site contributes. The STEM Outreach team then shared the potential pathways into engineering, highlighting early careers opportunities, including work experience, placements, apprenticeships and graduate schemes, and how students can earn while they learn. Finally, the students took part in a hands-on STEM workshop, learning how to make their own LED torches to take home after the event and share their experiences with their families.

“By partnering with Cardiff Rugby Community Foundation on programme’s like Raising Aspirations, we can provide opportunities for students to gain hands-on experience and develop skills that complement the school curriculum,” explained Biggs. “In areas where resources may be scarce and stereotypes abound, it’s crucial to provide encouragement and support, especially in fields such as engineering, that have traditionally been seen as reserved only for those from more affluent upbringings.”

“This programme is a great opportunity to level the playing field and ensure that everyone, no matter their background, has equal access to different career and sport options. Engineering and rugby may appear to be an unlikely pairing for the programme, but they share a lot of overlapping skills, such as teamwork, problem solving and adaptability, making it a perfect combination,” continued Biggs.

Cardiff Rugby engages with around 60,000 people a year through its various programmes that focus on inclusion, education and employment. Renishaw has supported a range of activities in the past, such as hosting STEM activity workshops and supporting rugby camps for different student groups.

“The generous support from Renishaw enables us to get into the heart of our communities and really help to provide opportunities for local people,” continued Griffiths. “This programme really does make a difference; it enables us to mentor students and showcase future educational and employment avenues for their pathway after secondary education. A lot of the students we work with have low aspirations, many from marginalised backgrounds — this programme gives them the confidence and support to aim high and follow their dreams, helping them make positive life choices in their future career pathway.”

“Since Renishaw purchased the Miskin site in 2011, we have made significant investments in the facility, and we’re currently investing £65 million to double the capacity of the site to increase in-house manufacturing in the area,” explained Chris Pockett, Head of Communications for Renishaw. “As a significant employer in South Wales, with around 700 staff located at Miskin, we believe it’s very important to engage with local communities, especially in education, skills development and encouraging inclusion and diversity. By partnering with other organisations that share similar values, such as Cardiff Rugby, we hope to continue expanding our efforts.”

Dukes Plus, a leading education consultancy firm, has analysed what students are currently learning to find how it aligns with predictions for the future job market.

In a Dukes Education survey asking 1,000 school students which subjects they most enjoy, over four in 10 chose STEM lessons, including computer science, biology and maths.

Humanities topics were second favourite, but creative subjects, like art, music, and drama, were the least popular — only chosen by a quarter of school students.

The interest in STEM seemingly continues into further education, with online monthly searches for ‘computer science A level’ seeing a 21% year-on-year increase.

This popularity is a positive sign as STEM careers are estimated to grow in importance due to a greater need for climate change specialists, digital skills and medical staff in the future.

However, further research suggests that school resources are not fulfilling this growing demand for STEM studies — nearly nine in 10 parents said their children’s schools needed more high-quality maths and science teachers in a recent report.

A greater focus on STEM at school will be critical for filling the already-present green skills shortage, which ranges from a scientific understanding of the natural world to clean energy engineering skills.

Although global demand for green skills has risen by 40% since 2015, only 13% of the labour workforce has the necessary skills, according to the World Economic Forum.

While creative subjects were the least popular, creative industries are reportedly the third largest employers of STEM graduates and hire many humanities graduates.

Humanities subjects can also provide young people with various soft skills, like resilience, communication, and empathy, which will prepare students for many job types. Soft skills are also likely to become coveted as jobs require the human qualities that AI can’t provide.

Alison Bissell, Director of Dukes Plus Consultancy, said: “More than ever before, students are asking us how they can “future-proof” their educational route. They’re keen to minimise the risk of their future degree being gazumped by a job market transformed by AI.

“The demand for Computer Science courses, particularly at the undergraduate level, is entirely out of sync with availability, whereas the Humanities “stock” is low.

“Whilst speculation around the skills gap of the future gets us so far, we’re fundamentally here to help students cut through the chatter, and make bold educational decisions that leverage their strengths, open up possibilities, and give rise to a satisfying career.”

Year 8 and 9 pupils from Park High School and Pendle Vale College spent an afternoon at the college immersing themselves in all things science.

The visit, one of several taster sessions involving local schools, highlighted the college’s reputation as a premier destination for studying STEM (Science, Technology, Engineering, and Mathematics) subjects.

The college aims to inspire and empower students to pursue their passions in STEM fields, with a commitment to nurturing curiosity, innovation, and scientific inquiry.

As part of its ongoing efforts to engage with the local community, Nelson & Colne College collaborates closely with nearby schools to encourage students to explore the exciting opportunities available in STEM education. Taster days, such as the ones held during Science Week aims to ignite a passion for STEM learning and inspire the next generation of scientists.

On the day pupils had the opportunity to work in the college’s state-of-the-art science labs and conduct practical experiments under the guidance of experienced tutors. Year 8 students from Park High School had the unique opportunity to extract DNA, providing them with a hands-on experience that brings science to life.

James Hindle, a Year 8 pupil and Science Ambassador from Park High, said: “Coming into Nelson & Colne College was a really great experience. Extracting DNA was so cool, and it made me excited to learn more about science in the future.”

Mr Farry from Park High commented: ” An amazing and inspiring experience for our STEM ambassadors as part of British Science Week. The opportunities provided by Nelson & Colne College are invaluable for our students. These hands-on experiences not only foster a love for STEM subjects but also open doors to future career possibilities. We are grateful for the college’s dedication to inspiring and empowering young minds.”

Reflecting Nelson & Colne College’s commitment to providing students with real-world opportunities, several current students studying STEM subjects at A level have benefited from mentorship programs with industry experts. This year, four students received mentoring from professionals at Glaxo Smith Kline, while one student is taking up a coveted summer placement with Unilever. These experiences not only enhance students’ academic learning but also provide valuable insights into potential career pathways in STEM fields.

Kirsten Graham, Head of Division for Science, said “We are delighted to celebrate National Science Week and showcase the exceptional work being done in STEM education at the college. Our commitment to providing innovative learning experiences and real-world opportunities is at the heart of everything we do. Through our collaborative efforts with local schools and industry partners, we aim to empower students to reach their full potential and make meaningful contributions to the world of STEM.”

In2science was established in 2010 to unlock the potential of young people from disadvantaged backgrounds and boost diversity and inclusion in the sector to ensure the UK remains at the forefront of science, technology, engineering and maths (STEM) based industries.

The In2STEM programme provides a once in a lifetime opportunity for young people to collaborate with dedicated volunteer STEM professionals, undertaking cutting-edge research and learning STEM skills in some of Britain’s pioneering centres of STEM education, research and industry.

The programme is for 17-year-olds passionate about STEM and runs from 22 July to 23 August 2024. It offers a blend of online and in-person activities and equips students the skills, knowledge and confidence needed to excel in STEM. The programme is free to join, and the charity provides a bursary, to cover travel and lunch expenses during placements.

The OR Society is partnering with In2scienceUK to sponsor two young people who will have work placements and mentors within operational research at universities. They will also be delivering virtual workshops on operational research for the entire cohort of students participating in the programme at the end of the summer.

Operational research (OR) involves the application of advanced mathematical techniques such as modelling, optimisation, and simulation, with innovative problem-solving approaches, to address complex real-world challenges, and OR professionals are in high demand across many sectors.

However, a recent YouGov survey on behalf of education charity, Teach First highlighted the UK’s STEM skills shortage is at risk of growing, as more than half of parents (51%) from a lower socio-economic background believe their children are “unlikely” to have a career in science, technology, engineering and maths.

According to In2scienceUK there is an annual shortfall of 40,000 STEM skilled workers with the number of future technical jobs forecast to increase. With salaries in STEM being 20% higher than other sectors, In2scienceUK say getting more young people from low-income backgrounds into these professions promotes social mobility and fights economic inequality.

Chiara Carparelli, Education Manager at The OR Society said: “We are excited to help inspire the next generation of young STEM professionals. The In2STEM programme is helping to address the skills shortage and encourage young people to consider a STEM based career such as OR.

“It’s a fantastic opportunity for young people to make informed choices, boost their academic profile and prepare for a successful future in the world of science, technology, engineering and mathematics.

“Proficiency in STEM subjects is vital for those aspiring for a career in OR. With technologies like AI and data analytics advancing, job opportunities for OR specialists are expected to surge in the coming years and encouraging young people from all backgrounds into these careers is vital.”

To find out more about In2STEM, including how young people can apply visit: https://in2scienceuk.org/our-programmes/in2stem
To explore the career possibilities within OR visit: www.theorsociety.com/get-involved/or-in-education/careers.

Richard, from London, received a Gold CREST Award for his project of designing an app which explores the link between nutrition and mental health. He carried out the project whilst completing an In2Science placement at the Sainsbury Wellcome Centre, part of University College London during his first year of sixth form.

Working with neuroscientists at the Centre, Richard learnt more about the nervous system and the key relationship between diet and mood. Building on this knowledge, he then conducted a survey to discover how effective an app which enables people to better understand and manage the link between diet and depression could be. As part of the survey, he also considered the different factors impacting men’s and women’s mental health, including societal expectations of men to be less emotional.

Following the results of his survey, Richard was determined to design an app that would help anyone who may be struggling with mental health issues with the means to confidently take the steps to feel better. After analysing his results, Richard developed a prototype of the app in Figma, learning new presentation and design skills in the process to display the project, for which he earned a Gold CREST Award, the highest CREST achievement.

CREST Awards is a nationally recognised science, technology, engineering and maths (STEM) education scheme that helps to empower children and young people to engage with STEM subjects by acting like real-life scientists as they undertake hands-on projects. Secondary-level CREST projects empower students to design and lead their own investigations, exploring topics of interest to them.

For Richard, the scheme allowed him to explore different strands of STEM and design a project that reflected his own interest in fitness and nutrition, as well as mental health, to demonstrate new links. Gold CREST Award projects typically take around 70 hours to complete, requiring students to conduct in-depth research, problem-solving and analysis to meet the criteria.

Reflecting on his project, Richard said: “I had the idea of nutrition because of my personal interest in fitness and the impact of food on your body. I was also drawn to mental health as a topic because I’ve seen a lot of people go through a hard time with mental health, like friends, and that’s something that’s sensitive to me so I decided to think about it… I knew what you eat has an impact on your mood so I was trying to make that connection.

“[I would] a hundred per cent [recommend CREST Awards] because you take the time, you learn new things, you learn new skills. With the Gold CREST Award you learn project management skills – how to start a project, how to manage a project, how to make sure you meet each goal within that – as well as new technical skills, such as Excel skills. You have the opportunity to learn a lot about science and upskill yourself”.

In addition to challenging young people’s scientific knowledge and investigative skills, CREST Awards are an excellent addition to any CV and give young people unique experiences to draw upon in interviews.

Richard found that interviewers took a keen interest in his project, saying: “It’s hard when you’re a sixth former applying for these big companies, you don’t have much to speak about for yourself.

“Interviewers probably hear generic answers, ‘I did this, I did that’…because of me doing the CREST Awards project, it was a unique thing and they were very interested in knowing why I did that and what I learned.”

Estelle Whewell, CREST Manager at the British Science Association, said: “One of the most exciting things about the CREST Awards, particularly at the Gold level, is seeing the wide variety of projects which are born from each young person’s individual interest. Richard’s project combined his interest in both nutrition and mental health, and led to him designing an app that could have real benefits for people struggling with depression.

“His project is a stellar example of why it is so important to give young people the space to pursue their own interests in the world of science and the chance to gain new skills and knowledge. Empowering young people to act like real-life scientists not only equips them with experiences and transferable skills that will benefit them later in life but also allow them to work on projects that could have a positive impact on society.”

For more information about the CREST awards, please visit: https://www.crestawards.org/

You can also find out more about Richard’s project and experience with CREST here: https://www.britishscienceassociation.org/blog/a-gold-crest-awards-case-study-finding-the-link-between-nutrition-and-mental-health

This year marks the 30th anniversary of British Science Week, an annual ten day celebration of all things STEM which this year will take place from 8th-17th March. The Kick Start Grant aims to give schools with children who are underrepresented in STEM subjects the chance to organise a programme of fun and engaging events and help the students discover the joy of science.

The grant, created by the BSA with support from UK Research and Innovation, intends to widen access and participation in STEM subjects by providing the opportunity for inspiration and engagement for children who may otherwise not have the opportunity to take part in science and discover their own passion for the subject.

In previous years, schools have used the grants to explore exciting STEM topics and activities such as a school-wide bridge building competition, hosting local ‘Festival of Science’ events, arranging visits to the London Zoo and Natural History Museum, hosting sensory exploration activities for SEND pupils, and more.

Applicant schools should be committed to breaking down misconceptions in STEM sectors and boosting confidence and enrichment for ethnic minority students or students from disadvantaged backgrounds and the BSA encourages applicants to reflect this in their proposed activities.

Susan Matambanadzo, Education Manager at the British Science Association said: “On the 30th anniversary of British Science Week, we are reminded of the great impacts the STEM sectors have on our society. From spaceships to solar energy to food science, it is important children of all backgrounds have the opportunity to engage with the world through science.

“We are dedicated to ensuring all children, especially those who come from disadvantaged backgrounds or belong to ethnic minority communities, can engage in science learning through enriching projects and activities that help them discover their own love of STEM. Through Kick Start Grants, schools will receive the funding to help break down barriers to access a quality and inspiring science education.”

Kick Start Grants range from £150 or £700 depending on the level of activity or event applying schools plan to host. Any state-funded, non-selective schools or colleges in England, Wales, Scotland and Northern Ireland are invited to apply if they meet at least one of the following criteria:

• Over 30% of pupils eligible for pupil premium or equivalent.
• Over 30% of pupils who are from ethnic minority backgrounds.
• Small school based in a remote and rural location.

Schools that apply for the grants will also be offered the opportunity to join the BSA’s newly launched Engage Teacher Network, a community of 1,500+ teachers who are committed to delivering science engagement activities for all students and who understand the barriers and potential solutions for schools in challenging circumstances. The Engage community encourages all teachers to share ideas, access free resources and apply for grants to help bring science to life for all young people.

Applications for Kick Start Grants close at 11.59pm, Monday 6th November 2023. For more information on Kick Start Grants, or to apply for a grant, please visit: https://www.britishscienceweek.org/grants/

The 24 students from Dudley Academies Trust are working with the STEM High Fliers (SHF) charity to build a Sherwood Ranger microlight aircraft provided in kit form, funded by a grant of £19,700 from Millennium Point’s annual STEM grants programme – which provides funding annually to not-for-profit organisations, schools, and colleges across the West Midlands.

Two groups of 12 pupils meet every Tuesday on alternate weeks at a ‘hangar’ at Black Country & Marches Institute of Technology where the young aeronautical engineers are spending three years building the plane, with the aim to complete the project before their GCSEs.

The BC&M IoT workshop will be used to complete construction of the main components, with final assembly of the full aeroplane at a local airfield. After the pupils have all been on trips in the aeroplane, the Sherwood Ranger will then be sold to fund another similar project for the next group of lucky teenagers.

Jo Higgins, CEO of Dudley Academies Trust, commented: “We are so grateful to be working in partnership on this with the Millennium Point Trust; this is the most wonderful opportunity for our young people using a fabulous project which brings the curriculum to life and aligns with one of our core values of ‘dreaming big'”.

Abbie Vlahakis, CEO of Millennium Point said: “We’re immensely proud to be able to support projects like STEM High Fliers. It’s encouraging to see young people using and developing their skills and taking a real interest in STEM as a future career. Millennium Point Charitable Trust has made a significant difference in the region, particularly with projects such as this one.”

STEM High Fliers is a registered charity, whose prime objective is to inspire young people towards Science, Technology, Engineering and Maths (STEM) specifically in aviation related projects.
Project manager and SHF trustee Mike Roach commented: “The project gives the students the opportunity to enhance a range of life skills. We’ve already got these youngsters taking part in presentations, so they’re learning those skills, alongside a lot of teamwork and attention to detail. There’s a lot of precision needed so plenty of concentration and perseverance. They’re doing a fantastic job.”

Over the past eight years, the Millennium Point Charitable Trust has awarded over £40 million to charities, not-for-profits, community groups and schools to further STEM education.