EDUCATE SEPTEMBER 2026 by CPMM Media Group

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September - December 2026

BEYOND THE LEAGUE TABLES How to choose the right secondary school for your child, and what really matters

Love travel?

Money lessons that matter Essential skills every student needs

Discover the careers behind your holiday

Leading LIPA Sixth Form College Principal Edward Pinner

China delegation for school leaders

Find out more inside

Be part of the St Michael’s Way.

Every child belongs. Every future begins.

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Open Evening Thursday 17 September 5:00pm - 7:30pm

Headteacher’s welcome: 5pm | 6pm | 7pm

ACHIEVEMENT FOR ALL

St Michael’s Road, Crosby, Liverpool, L23 7UL

www.stmichaelshigh.com

Educate Contents Welcome to the September edition of Educate!

21-23

50 Features 10-12

Interview with James King, headteacher, St Nicholas Catholic Academy

18-21 Choosing the right secondary school Looking beyond the league tables to choose the right place for your child

28-31 In pictures Capturing the joy and celebration of results days

40-42

Money matters 10 things every student should understand before leaving secondary school

50-52

Interview with Edward Pinner, prinicpal, LIPA Sixth Form College

56-59 Careers explored Take off with a career in the travel industry

66 Chinese delegation Education leaders required to join the Conficius Institute’s trip to China

Published by CPMM Media Group, Suite 4 Pacific Chambers, 11-13 Victoria Street, Liverpool L2 5QQ. Tel: 0151 709 7567 Twitter: @EducateMag Linkedin: @Educatemagazine Website: http://www.educatemagazine.com Email: enquiries@cpmmmedia.com Executive Editor: Kim O’Brien kim.obrien@cpmmmedia.com Editorial contributors: Elle Foster and Elizabeth Day Photography: Robin Clewley. Advertising Sales and Sponsorship: Sam Lawrence sam.lawrence@cpmmmedia.com Design and Production: CPMM Media Group Distribution: Barbara Troughton Tel: 0151 733 5492. Printed by Warners Plc The contents of this magazine are fully protected by copyright and nothing may be reprinted or reproduced without permission. Disclaimer The information contained within Educate we believe to be correct at the time of printing, no responsibility can be accepted for errors or omissions. © Copyright CPMM Ltd 2009.

Choosing a secondary school has the potential to shape almost every aspect of a child’s future, from friendships, confidence and academic success to interests, ambitions and future careers. Yet many families still rely on limited evidence, such as reputation, a neighbour’s opinion, one open evening or an outdated Ofsted judgement. The reality is that schools evolve far more quickly than their reputations. League tables matter, but they don’t tell the whole story, and examination results cannot capture every difference that shapes a child’s experience. Perhaps the most important question is no longer ‘Which is the best school?’ but ‘Is this school right for my child?’ Inside this issue, we provide a useful and timely guide for parents as the secondary school open event season begins. Once your child starts Year 7, there are five years until they officially finish secondary school in Year 11, and that time passes quickly. Preparing them for life beyond the school gates is an important part of those years. Schools have an important role to play in preparing young people for adult life, including the financial decisions they will face. Discover the 10 things every student should learn about money. And what about the people leading our schools and colleges? In this issue, we sit down with two education leaders, one heading up a city-centre school and the other a sixth-form college, to discover more about their journeys into leadership. With students having just gone back to school after the summer, it’s a timely moment to look at careers in travel. The industry offers far more choice than many students might expect, with organisations needing and looking for skills in technology, engineering, marketing, sustainability, finance and data. Discover the breadth of careers the travel industry offers, including the many ‘hidden’ roles students may not have considered, in Educate’s dedicated choosing a career guide.

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News

Over £180,000 secured to deliver primary school sport in Liverpool Liverpool School Sports Partnership (LSSP) has secured substantial grant funding for the 2026/27 academic year to support primary schools across the city in delivering the best possible physical and personal development outcomes for all their pupils. For a second year running, the not-forprofit organisation has received a generous grant award from the Steve Morgan Foundation to ensure all primary school children in Liverpool have the opportunity to benefit from high-quality sport and physical activity. As a leading UK charitable foundation that works with not-for-profit organisations across Liverpool, North Wales and Cheshire (west of the M6) to tackle the root causes of social disadvantage, the Steve Morgan Foundation has awarded LSSP £150,000 so it can continue its ongoing work of ensuring school sport is accessible for all. This brings the total awarded to LSSP by the Steve Morgan Foundation to £358,000, with 100 per cent of the funding awarded passed directly on to affiliated primary schools to heavily subsidise their membership packages. Ruth Dixon, regional grants manager at the Steve Morgan Foundation, said: “Following the success of our partnership with Liverpool School Sports Partnership over the last academic year, we are pleased to continue our support for their work in schools across Liverpool. “LSSP plays an important role in ensuring

young people can access high-quality sport and physical activity opportunities, helping them to stay healthy, build resilience and develop skills for the future. We look forward to seeing the impact this continued investment will have for pupils, schools and communities across the city.” Following the announcement in the summer that the primary PE and sport premium will be ending, schools this year have received just one interim payment this term while the government transitions to its new model. LSSP’s team, including its CEOs Adella Dando and Jimmy McGinn, has worked tirelessly to secure funding so schools and their students can still benefit from specialist sports provision, alongside a rich programme of competitions and festivals, targeted inclusion, wellbeing work and a collaborative network. Headteacher of Dovedale Primary School in South Liverpool, Mr Nik Smith, commented: “I’m sure I speak on behalf of all Liverpool headteachers when I say how grateful we are to Adella and Jimmy for securing this funding and ensuring primary schools like ours can continue to offer our pupils the very best sporting opportunities. “We see first-hand the positive difference that LSSP makes to our pupils, from helping them discover their love of sport and developing confidence to creating memories that will last long after they leave primary school.”

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Last year, LSSP was also awarded a three-year grant totalling £114,000 from KIND, which works with disadvantaged families and children across Merseyside to improve confidence, education, health and overall life experiences. This year’s £38,000 instalment from KIND will continue to support LSSP’s delivery of its ‘Happy, Healthy, Active’ programme to Key Stage 2 pupils. Created in conjunction with North West Cancer Research, the programme provides children with the knowledge and insight to make healthy life choices relating to physical activity levels and positive behaviours. Joint CEO of LSSP, Adella Dando, commented: “We are absolutely delighted to secure this vital funding for schools across Liverpool. On behalf of our entire team and board of trustees, I would like to thank the Steve Morgan Foundation and KIND for their generosity and ongoing partnership. “With our primary schools facing so much uncertainty surrounding the future of sport funding, we are determined to ensure that their pupils can still access PE, sport and physical activity opportunities, and attend competitions and festivals, all of which keeps them happy, healthy and active.” LSSP’s enhanced membership package is still available to purchase at the subsidised rate for the 2026/27 academic year. Liverpool schools interested in securing this can contact LSSP at enquiries@lssp.co.uk.

FIND A PLACE TO FLOURISH AND THRIVE

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OPEN EVENING Thursday 1 October Thursday 28 September 4:30pm5:30pm - 7:00pm - 7:30pm HORROCKS AVENUE GARSTON, L19 5NY

HORROCKS AVENUE 0151 230 2570 GARSTON, L19 5NY

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News

Empowering future Helicopter Heroes To mark its 25th anniversary, the North West Air Ambulance Charity (NWAA) has launched a new initiative designed to inspire children to learn lifesaving skills, support their local community and discover the vital work carried out by the charity’s emergency crews.

The Helicopter Hero programme gives primary school-aged children the opportunity to take on a series of challenges, including learning a lifesaving skill, raising awareness and fundraising. In return, pupils can earn a Helicopter Hero badge while gaining a greater understanding of how the charity delivers critical care across the region. Rhianna McDermott, regional fundraiser at NWAA, said: “Children are naturally curious, especially when helicopters are involved, so it felt like the perfect way to introduce them to the charity and the lifesaving work our crew carries out every day.” Designed to be both educational and engaging, the programme encourages pupils to develop teamwork, communication and problem-solving skills outside the traditional classroom environment. Schools can tailor activities to suit their pupils’ interests, whether that involves learning about emergency care, fundraising or promoting the charity’s work in their local community.

About the initiative, Rhianna added: “It gives pupils the chance to learn outside of the traditional classroom setting while developing skills such as teamwork, communication and problem-solving.” According to the charity, the programme also helps children explore themes such as kindness, community and helping others, while encouraging them to think about health, emergencies and future careers. Pupils are introduced to the importance of community support in sustaining the charity’s lifesaving service. Many people are unaware that NWAA receives no government or NHS funding, with every mission relying on public donations and fundraising. “Our Helicopter Hero badge helps children understand that community support matters,” said Rhianna. “It shows them how people working together, whether that’s a pupil organising a bake sale or a school hosting a fundraising day, can make a genuine difference.” Schools interested in taking part can find out more and register at nwaa.info/helicopterhero.

“My favourite moment was telling my class that I had passed my first year. Their cheers made every effort worthwhile.” Craig Bland has successfully completed his first year of the undergraduate Teacher Degree Apprenticeship (TDA) at Liverpool Hope University. This apprenticeship supports schools in training their staff to become qualified teachers via a blend of work-based experience and academic study. Craig’s experience Starting my teacher apprenticeship has been a rewarding experience. I am grateful to my employer for supporting me and giving me this opportunity. With my first year now completed, I am one step closer to becoming a teacher. Before the course, I spent nine years as a learning support assistant in an SEN school. Before that, I was a chef. Although being a chef was not the career for me, it taught me lessons about managing emotions and working under pressure. Today, cooking remains a form of therapy, and I love preparing food for others. The apprenticeship suits me because I learn best through hands-on experience. This is my third apprenticeship, following those to become a chef and learning support assistant.

Experiencing something first-hand helps me understand theory and identify misconceptions. My academic writing has developed significantly. Although I passed my first assignment, I was disappointed with the grade and I used the

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university’s feedback to improve. Applying that feedback to future work, I finished the year achieving consistent grades indicative of a 2:1. My favourite moment was telling my class that I had passed my first year. Their

cheers made every effort worthwhile. I will never forget it. If you are interested in applying or supporting a member of staff with their apprenticeship, please email apprenticeships@hope.ac.uk or call 0151 291 2284.

Bring

NWA

lifesaving learning into your classroom Our free Helicopter Hero programme helps schools explore lifesaving skills, community awareness and fundraising while supporting a local charity.

Curriculum-friendly activities Community engagement Support lifesaving missions Everything you need to run a fun and engaging school challenge is included. Register your school today - Download free resources and join the Helicopter Hero programme at: nwaa.info/helicopterhero

Registered Charity Number: 1075641

News

St Cuthbert’s Catholic High School makes history as it joins St Joseph Catholic Multi Academy Trust St Cuthbert’s Catholic High School, now called St Cuthbert’s Catholic Academy, St Helens, has become the first secondary school to join a Catholic multi academy trust since the announcement of the Archdiocese of Liverpool’s major academisation strategy, ‘A Family in Christ: Our Future Together’. On Tuesday, 1 September, St Cuthbert’s officially joined St Joseph Catholic Multi Academy Trust (CMAT) to become the fifth secondary school in the trust family. St Joseph CMAT has been selected by the archdiocese to become one of three major multi academy trusts as part of its long-term vision for Catholic education across the region. With a rich history dating back to 1957, when it became the first Catholic secondary modern to be built following the Second World War, St Cuthbert’s move to St Joseph CMAT marks a significant step forward for the school as it looks to the future as

part of the trust. Mr Stuart Holland, headteacher of St Cuthbert’s Catholic Academy, said: “We are delighted that St Cuthbert’s has joined St Joseph Catholic Multi Academy Trust. This is an exciting new chapter for our school community and reflects our shared commitment to providing the very best Catholic education for every child. “St Cuthbert’s is a wonderful school, with a strong sense of faith, community and belonging. We are proud of what we have already achieved, and joining St Joseph Catholic Multi Academy Trust will enable us to build on these achievements, further strengthening the excellent work already taking place and create even greater opportunities for our students, staff and families. “I would like to thank everyone who has worked so hard to make this happen. We are incredibly grateful for the commitment and collaboration which has brought us to this

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important milestone, and we look forward to this next chapter with confidence and optimism.” Chair of governors, Father Philip Swanson, added: “In September 1957 when Archbishop Hennan opened St Cuthbert’s, one of the intentions was that Catholic secondary age children from the Sutton Manor, Clockface, Parr, Derbyshire Hill and Sutton areas would receive a Catholic education to prepare them for the world of work. “For over nearly 70 years, St Cuthbert’s Catholic High School has been successfully doing this in an ever-changing world. From today, we join St Joseph Catholic Multi Academy Trust as part of their family of schools and we hope the vision of Archbishop Hennan will continue under the Catholic leadership of Archbishop Sherrington, ensuring all our students and staff are empowered to ‘live life in all its fullness’ (John 10:10).” Built on its values of courage, commitment, compassion and

community, St Cuthbert’s places the development of the whole child at the heart of its mission, closely aligning with that of St Joseph CMAT. Together, the school and the trust share an ambition to deliver world-class Catholic education through faith and inclusion. CEO of St Joseph Catholic Multi Academy Trust, Mr Andrew Truby, said: “We are delighted to welcome St Cuthbert’s Catholic Academy to the St Joseph family. It’s a wonderful place of learning with Christ at the centre.” Ann Connor OBE, director and chair of St Joseph Catholic Multi Academy Trust, commented: “I am pleased to welcome St Cuthbert’s Catholic Academy into the St Joseph family of schools. This is a significant moment for St Cuthbert’s as it becomes the first voluntary converter from St Helens to join the trust. This partnership confirms our shared commitment to delivering outstanding Catholic education, grounded in faith, excellence and community.” Director of secondary education at St Joseph Catholic Multi Academy Trust, Mr Michael Gun-Why, added: “As a trust, we are proud to welcome St Cuthbert’s and look forward to helping every child thrive academically, spiritually and personally. I have already begun working alongside staff at St Cuthbert’s and I am excited for the journey we are about to embark on together.” As part of the archdiocese’s academisation strategy, St Joseph CMAT is set to grow to 66 schools, serving primary and secondary schools across Liverpool and St Helens. Director of education at the Archdiocese of Liverpool, Mrs Joan McCarthy, said: “On behalf of the Archdiocese of Liverpool, I am delighted to congratulate St Cuthbert’s Catholic Academy on joining St Joseph Catholic Multi Academy Trust. Today’s conversion reflects much more than a partnership, it is the coming together of communities united by a shared faith, mission and commitment to providing the very best Catholic education for every child.”

Open Evening Thursday 24th September 2026 4.00 – 7.00pm St Cuthbert’s Catholic High School Berrys Lane, St Helens, WA9 3HE

Interview with: James King, headteacher of St Nicholas Catholic Academy Interview with: James King, headteacher of St Nicholas Catholic Academy Interview with: James King, headteacher of St Nicholas Catholic Academy

At the centre of opportunity

by Elle Foster

For James King, leading a For James King, leading a primary school the heart For James King,inleading a of primary school in the heart of Liverpool has brought his career primary school in the heart of Liverpool has brought his career almost fullhas circle. Having Liverpool brought his grown career almost full circle. Having grown up and full attended school almost circle.primary Having grown up and attended primary school just a stone’s throw from where up and attended primary school just a stone’s throw from where he now works, he understands just a stone’s throw from where he now works, he understands first-hand the influence that a he now works, he understands first-hand the influence that a great teacher have, that not only first-hand the can influence a great teacher can have, not only on a child’s education but ononly the great teacher can have, not on a child’s education but on the wider community around on a child’s education but them. on the wider community around them. wider community around them. “My own school experience “My own school experience really inspired he says. “I “My own schoolme,” experience really inspired me,” he says. “I honestly had some really inspired me,”fantastic he says. “I honestly had some fantastic teachers in primary school. honestly had some fantastic teachers in primary school. When youinthink about the teachers primary school. When you think about the difference When you they thinkmade aboutand thethe difference they made and the way they became partand of the difference they made the way they became part of the community – they didn’t live way they became part of the community – they didn’t live there, but they were part live of it.” community – they didn’t there, but they were part of it.” there, but they were part of it.” Their influence extended far Their influence extended far beyond the classroom. James Their influence extended far beyond the classroom. James still talks toclassroom. childhood friends beyond the James still talks to childhood friends about certain teachers,friends still talks to childhood about certain teachers, including Mr Kennedy about certain teachers,and Miss including Mr Kennedy and Miss Berry. including Mr Kennedy and Miss Berry. Berry. He adds: “I would often think, He adds: “I would often think, ‘We can make thatoften difference He adds: “I would think,for ‘We can make that difference for somebody.’ That was the main ‘We can make that difference for somebody.’ That was the main thing that got mewas intothe teaching.” somebody.’ That main thing that got me into teaching.” thing that got me into teaching.” His career began in a Catholic His career began in a Catholic primary school, he also His career beganwhere in a Catholic primary school, where he also met his future before primary school,wife, where he also met his future wife, before spending six years St Luke’s met his future wife,at before spending six years at St Luke’s Catholic School in spendingPrimary six years at St Luke’s Catholic Primary School in Prescot. Working with Catholic Primary School in Prescot. Working with headteachers whowith had very Prescot. Working headteachers who had very different approaches to very headteachers who had different approaches to leadership helped shape different approaches to his leadership helped shape his own philosophy. leadership helped shape his own philosophy. own philosophy. 10

“They both had fantastic styles, “They both had fantastic styles, but they were different,” he “They both hadvery fantastic styles, but they were very different,” he explains. “It was about looking but they were very different,” he explains. “It was about looking at those two different and explains. “It was aboutstyles looking at those two different styles and thinking, ‘Okay, let’s merge at those two different styles and thinking, ‘Okay, let’s merge something‘Okay, together.’” thinking, let’s merge something together.’” something together.’” When the opportunity arose to When the opportunity arose to join St the Nicholas as deputy When opportunity arose to join St Nicholas as deputy headteacher, theasschool join St Nicholas deputy headteacher, the school immediately felt headteacher, the familiar. school immediately felt familiar. immediately felt familiar. “What attracted me initially, and “What attracted me initially, and it sounds very clichéd, was that “What attracted me initially, and it sounds very clichéd, was that it felt like very coming home,” James sounds clichéd, was that it felt like coming home,” James continues. “It was home,” a it felt like coming James continues. “It was a neighbouring school continues. “It was a to the neighbouring school to the school I went to, so itto felt like I neighbouring school the school I went to, so it felt like I was coming andlike I school I wentfull to, circle so it felt was coming full circle and giving back.”full circle and was coming giving back.” giving back.” After joining as deputy After joining as deputy headteacher, things moved more After joining as deputy headteacher, things moved more quickly than he had moved anticipated. headteacher, things more quickly than he had anticipated. When existing quicklythe than he hadheadteacher anticipated. When the existing headteacher left, James steppedheadteacher into the role When the existing left, James stepped into the role on an acting basis before left, James stepped into the role on an acting basis before subsequently applying for the on an acting basis before subsequently applying for the permanent position andfor being subsequently applying the permanent position and being appointed. permanent position and being appointed. appointed. James’ enthusiasm for the James’ enthusiasm for the school’senthusiasm city-centre for location James’ the is school’s city-centre location is immediately apparent. school’s city-centre location is immediately apparent. Surrounded universities, immediatelyby apparent. Surrounded by universities, colleges andby businesses, with Surrounded universities, colleges and businesses, with Liverpool Metropolitan colleges and businesses, with Liverpool Metropolitan Cathedral on its doorstep Liverpool Metropolitan Cathedral on its doorstep serving ason theitsschool’s church, Cathedral doorstep serving as the school’s church, he sees the city as an extension serving as the school’s church, he sees the city as an extension of the classroom. he sees the city as an extension of the classroom. of the classroom. “The potential is unreal,” he says. “The potential is unreal,” he says. “We tapped into all it “Thehaven’t potential is unreal,” heof says. “We haven’t tapped into all of it yet, haven’t but we’re on ourinto way. “We tapped allOne of it yet, but we’re on our way. One big thing about a One yet, but we’re onbeing our way. big thing about being a big thing about being a

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headteacher is realising that headteacher is realising that everything can’t happenthat as fast headteacher is realising everything can’t happen as fast as my head can’t wantshappen it to. Things everything as fast as my head wants it to. Things take as mytime.” head wants it to. Things take time.” take time.” The school is developing links The school is developing links withschool organisations acrosslinks the The is developing with organisations across the city, while its location means with organisations across the city, while its location means pupils can its access experiences city, while location means pupils can access experiences that might requireexperiences significant pupils can access that might require significant transport for significant schools that mightcosts require transport costs for schools elsewhere.costs for schools transport elsewhere. elsewhere. “We have a massive opportunity “We have a massive opportunity to expose children to so “We have athe massive opportunity to expose the children to so many different professions,” to expose the children to so he many different professions,” he explains. “We can show the he many different professions,” explains. “We can show the children is possible.” explains.what “We can show the children what is possible.” children what is possible.” While aspiration is central to his While aspiration is central to his vision,aspiration one word that continually While is central to his vision, one word that continually returnsone when James about vision, word that talks continually returns when James talks about St Nicholas is belonging. returns when James talks about St Nicholas is belonging. St Nicholas is belonging. “I’m very community-based from “I’m very community-based from my own he “I’m very experience,” community-based from my own experience,” he explains. “I don’t want us to my own experience,” he explains. “I don’t want us to become convenience. explains.a“Ischool don’t of want us to become a school of convenience. Ibecome want usa to become a school of convenience. I want us to become a Icommunity want us to school. becomeI want a community school. I want people to feel like they belong.” community school. I want people to feel like they belong.” people to feel like they belong.” For a city-centre school, For a city-centre school, community doesschool, not necessarily For a city-centre community does not necessarily fit the traditional of a community does model not necessarily fit the traditional model of a school serving a neighbourhood. fit the traditional model of a school serving a neighbourhood. St Nicholas welcomes families school serving a neighbourhood. St Nicholas welcomes families from many backgrounds, with St Nicholas welcomes families from many backgrounds, with somemany staying for a relatively from backgrounds, with some staying for a relatively short time and others some staying for a relatively short time and others establishing much longer short time and others establishing much longer connections. establishing much longer connections. connections. The aim, however, is for every The aim, however, is for every family to however, feel part of school The aim, is the for every family to feel part of the school for however areschool there. family to feellong partthey of the for however long they are there. for however long they are there.

That has involved opening St Nicholas further to parents and looking beyond its own gates for opportunities. When a lack of suitable grounds meant parents had been unable to attend a traditional sports day for several years, for example, the solution was to approach a neighbouring organisation about using its green space. The result is a sports day families can once again attend. The school has also developed links with local services, bringing organisations together at coffee mornings, afternoons and community events so

families can access support more easily. The diversity of the St Nicholas community is one of its many defi ning characteristics. Its pupil numbers can change considerably within a single academic year; in one year group, around 65 per cent of children changed over the course of the year. “It can be diﬃcult to measure impact in the conventional way because of the transient nature of the school, but the progress we see in the children is incredible,” James shared.

from around the world. The headteacher is particularly keen that multilingualism is recognised for what children already possess rather than what they may initially lack. “We talk about how much we would love to be able to speak another language, so we need to recognise what these children already bring with them,” he says. “They may arrive

Many pupils arrive learning English as an additional language, bringing languages, cultures and experiences

I want us to become a community school. I want people to feel like they belong.

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Interview with: James King, headteacher of St Nicholas Catholic Academy

without English, but that doesn’t mean they arrive without language.”

“I said, ‘Guys, thank you. This is the beginning of beautiful chaos.’”

The resilience of some pupils is equally remarkable.

A few weeks later, the chaos had settled.

“Some of the things these “It was chaotic for a little while, children have been through but then it became something really puts life into perspective,” really beautiful. Everyone James continues. “I’m 42, and embraced it,” he says. some have experienced things I’ve never experienced in my life. While James is proud of what Yet they come back into school has been achieved at St the next day ready to learn.” Nicholas, he is equally keen to acknowledge the support he has Families are encouraged to received during his first year of share their languages, cultures headship. In particular, he and faiths through school credits St Joseph Catholic Multi activities and diversity events. Academy Trust and the director of primary education, Amy One of James’ proudest Fidler, and fellow headteachers achievements came earlier this with helping him navigate the year when St Nicholas transition into the role. welcomed around 60 new pupils and their families, following the closure of of a local school. Rather than gradually introducing the children over several weeks, the school decided to embrace the transition together. Families attended an open evening, met teachers and visited classrooms, before being given the option to start almost immediately. “We basically said to the parents, ‘We have the space and, if you want your child to start tomorrow, they can start tomorrow,’” he recalls. By the first day back after Easter, all the children had joined St Nicholas. The process placed considerable demands on staff, and James remembers standing with his exhausted team at the end of one particularly long evening and finding an unexpected phrase to describe what was happening. 12

It’s amazing for all of us to learn about the different cultures within our school.

“As a new headteacher, the support from the trust has been second to none,” he says. “You don’t feel like you’re alone.” That support also extends beyond the trust to the wider network of headteachers across the area. “One of the biggest pieces of advice I would give is: don’t become insular,” James explains. “Open yourself up to other schools, find out what they’re doing and learn from them.”

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It is an approach that reflects the same love of learning he wants to instil in the children at St Nicholas: becoming a headteacher has not meant having all the answers, but knowing when to ask questions and who to learn from. Ultimately, James’ ambitions for St Nicholas extend well beyond academic outcomes. “We want the children who leave our school to be good people,” he says. “We want them to leave still wanting to learn more and to develop that love of learning that will stay with them forever.” James hopes pupils will continue to value friendships, respect others and appreciate different cultures and faiths. Equally, he wants the teachers at St Nicholas to understand the influence they can have on a child long after they have left their classroom. It brings the conversation neatly back to the teachers who first inspired his own career. “I started this interview by talking about Mr Kennedy, and that’s what I want for our school,” James concludes. “I want to be somebody’s Mr Kennedy, and I want our teachers to be somebody’s Mr Kennedy. I want children to look back and say, ‘That teacher made a big difference to my life.’” For a headteacher whose career has brought him back to the community that shaped him, it is a fitting ambition. Having been inspired by his own teachers, he now hopes another generation will leave St Nicholas with the same sense of belonging and possibility.

a world-class Catholic education. And we know that transforming lives starts with investing in our people. When you join SJCMAT, you’l become part of a supportive, forward-thinking community where collaboration, professional development and progression are valued. We’re committed to creating opportunities for our people to grow their skills, develop their careers, take on new challenges and make a lasting difference.

Talent. Your Talent. Mission. Our Mission. Whether you’re starting your career, looking for your next opportunity or ready to take your r Their Future. Future. leadership further, there coul d be a place for you in our growing Trust.

thing bigger with SJCMAT...

Be part of something bigger with SJCMAT...

Multi Academy Trust, Christ is at the centre of everything we do.

At St Joseph Catholic Multi Academy Christmission: is at the centre of everything we do. of Catholic schools, united by aTrust, shared

We’re a growing family of Catholic schools, united by a shared mission: ming children’s lives through lasstransforming Catholic education. children’s lives through

Grow

Lead

a world-class Catholic education.

Inspire

sforming lives starts with investing in our people. When you ome part of a supportive, forward-thinking community where nal development and progression are valued. We’re committed Andour we know that transforming lives starts withdevelop investing intheir our people. When you es for people to grow their skills, careers, join SJCMAT, you’ll become part of a supportive, forward-thinking community where es and make a lasting difference.

collaboration, professional development and progression are valued. We’re committed to creating opportunities for your our people grow their skills,or develop their careers, g your career, looking for nexttoopportunity ready to take your take on new challenges a lasting difference. e could be a place for and youmake in our growing Trust. Whether you’re starting your career, looking for your next opportunity or ready to take your leadership further, there could be a place for you in our growing Trust.

Discover your next opportunity with Lead Inspire

St Joseph Catholic Multi Academy Trust. Lead Inspire Grow Explore our current vacancies: Discover your next opportunity with St Joseph Catholic Multi Academy Trust. Explore our current vacancies:

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SATIS Education strengthens support for multi academy trust mergers SATIS Education is strengthening its support for multi academy trusts (MATs) considering mergers, partnerships and strategic consolidation as pressures across the education sector continue to grow. Financial constraints, recruitment challenges, changing pupil demographics and the need for sustained school improvement are prompting more trusts to explore new organisational models. While mergers can improve financial resilience, leadership capacity, procurement and access to specialist expertise, successful integration requires much more than completing a legal transaction. SATIS Education’s experienced professionals can support trusts throughout the merger journey, from initial planning and due diligence to implementation, integration and benefits realisation. The team combines education-sector knowledge with professional project management expertise, helping leaders coordinate complex workstreams while maintaining their focus on schools, staff and pupils. A MAT merger can involve significant changes across governance, finance, HR, payroll, technology, data, estates, safeguarding, procurement, communications and organisational culture. SATIS Education provides the additional capacity and structure needed to manage dependencies, monitor risks, maintain momentum and ensure decisions are supported by reliable information. The company can also help trusts establish clear programme governance, reporting arrangements and measurable objectives. This enables trustees and executive leaders to track progress, understand financial and operational implications and assess whether the merger is delivering its intended benefits. Crucially, SATIS Education recognises that MAT mergers affect people and communities, not just organisational structures. Its approach places communication, stakeholder engagement and cultural integration at the heart of the programme. Laura McGungle, founding director of SATIS Education, said: "A successful MAT merger is not simply about bringing two organisations together. It is about creating something better than either organisation could have achieved alone." Through its enhanced merger support, SATIS Education is helping trusts turn strategic ambition into practical action while keeping better outcomes for schools, staff and pupils at the centre of change.

Igniting ‘Engagement, Connection, and Belonging’ across Rainbow Education MAT On Tuesday, 1 September 2026, over 370 staff members from across the Rainbow Education Multi Academy Trust gathered at Liverpool Hope University’s Hope Park campus for their annual trust-wide INSET conference. Centred around the theme ‘Ignite: Fuelling Engagement, Connection, and Belonging,’ the day provided a dedicated space for cross-school collaboration and professional development across every department. The conference brought together teachers, early years practitioners, learning support assistants, pastoral leads, administrative teams, and shared services staff. Following an opening welcome from CEO, Gina Donaldson, in the CND Chapel, the morning began with an interactive musical icebreaker using Boomwhackers, facilitated by Creative Team Events to build momentum and trust-wide synergy. Throughout the day, attendees participated in specialised breakout tracks categorised into three core pillars:

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‘Ignite the Profession’, ‘Ignite the Learning’, and ‘Ignite the Community’. Workshop topics spanned evidenceinformed practice, including metacognition, pedtech integration, attachment and trauma, executive functioning, family engagement, and relational strategies for school attendance. Keynote contributions from external consultant speaker, Kelly Butler, were complimented by practitioner-led sessions from internal MAT specialists. Operational and office staff also engaged in dedicated workshops addressing school office sanctuary practices, conflict resolution, and upcoming DfE processes for the 2026/27 school year. The conference concluded back in the CND Chapel with a collective closing session led by Gina Donaldson. By aligning professional growth with a shared sense of belonging, the Rainbow Education Multi Academy Trust has set a strong, unified foundation for the upcoming academic year.

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University life unlocked More than 100 young people experienced a flavour of student life in June and July as part of Liverpool John Moores University’s (LJMU) annual residential summer university programme. The programme, arranged by LJMU’s outreach team, is part of the university’s widening access to higher education strategy. Year 10 and Year 12 students from all over the country had the opportunity to stay in student accommodation and spend time on campus, taking part in taster sessions delivered by academics from the Faculty of Society and Culture covering

subjects such as law and criminal justice, history, international relations and politics, media and fi lm. The academic programme combined traditional university teaching with highly interactive experiences, including mock courtroom trials, crime scene investigations, group presentations and debates, and discussions about career pathways based on degree subjects. Students also received practical guidance on UCAS applications and student fi nance, even completing a supermarket budgeting exercise

where they purchased breakfast for themselves and their flatmates, helping them develop fi nancial awareness and independent living skills. Current LJMU students helped to deliver a packed programme of social activities including scavenger hunts, and wellbeing sessions, all designed to encourage students to build friendships, develop confidence and create a sense of belonging. The student ambassadors shared their own university experiences, offering guidance and encouragement, and helping students settle into the university, playing a vital role

in creating an inclusive and welcoming environment and providing an authentic student voice as relatable role models. Mariama Balde-Djaura, who is based in the outreach team, said: “The summer university residential is one of the most rewarding programmes we deliver. Watching students arrive on day one feeling nervous, unsure of themselves and often knowing nobody, before leaving just three days later with genuine friendships, increased confidence and a real sense of belonging is incredibly special.”

Childwall Academy offers a world of opportunities Childwall Sports & Science Academy’s ‘World in One School’ initiative brought learning to life through an inspiring programme of creative, cultural and sporting experiences, celebrating the theme of belonging. Students followed an alternative timetable for the week and had opportunities to work with professionals from different backgrounds and industries, exploring their journeys, what inspired them and the skills behind their work. The programme built cultural capital, raised aspirations, and encouraged students to develop a ‘can do’ attitude. During the week, students took part in more than 80 visits, workshops, and activities through partnerships with organisations and individuals including Scouse-Yemeni poet Amina Atiq, the Royal Shakespeare Company, Loudspeaker, Zap Graffitti, Liverpool Football Club and the Grapevine Theatre. Students explored painting, animal handling, poetry, photography, yoga, and drumming, as well as sporting challenges and activities designed to build teamwork and confidence. Dan from Year 8, said: “It’s great to try things you wouldn’t normally do, because you never know – you might surprise yourself. World in One School week has given us the chance to try new activities,

learn new skills and build our confidence.” Year 8 student Chloe, added: “I really enjoyed World in One School week because everything was new and we got to experience so many different things. We learnt about different cultures, worked as a team and discovered what brings us together. It made me feel really proud to be part of Childwall.” Headteacher, Dr Thomas, said: “World in One School week offered students a positive

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and enriching experience working alongside various organisations to develop cultural awareness and new skills. Students embraced new opportunities that enriched their learning.” Childwall Sports & Science Academy invites prospective students and their families to attend its open events on Thursday, 17 September from 4:30pm to 7:30pm and Saturday, 10 October from 10am – 12pm.

Experience Learning Without Limits OPEN EVENTS 2026 THU 17 SEPT | 4.30–7.30PM SAT 10 OCT | 10AM–12PM

Discover Childwall: Meet staff and students Explore our facilities See learning in action

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www.childwallssa.org / 0151 722 1561 / L15 6XZ

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Choosing the right secondary school

Looking beyond the league tables by Elle Foster

Choosing a secondary school is one of the few decisions parents make that has the potential to shape almost every aspect of a child’s future. From friendships, confidence and academic success to interests, ambitions and, in some cases, future careers. Yet for such an important decision, many families still rely on surprisingly limited evidence.

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Choosing the right secondary school We wouldn’t book a family holiday without spending hours comparing TripAdvisor reviews, checking photographs, and weighing up alternative hotels or destinations. Buying a new car often involves months of research. Even choosing a restaurant for a special occasion can prompt a deep dive into menus, online ratings, recommendations and even content shared on social media. When it comes to selecting the place where our children will spend around 7,000 hours over the next five to seven years, it’s remarkable how often decisions are influenced by a handful of factors: a school’s reputation, a neighbour’s opinion, one open evening or an outdated Ofsted judgement. The reality is that choosing a secondary school in 2026 is more complicated, and more interesting, than ever before. League tables still matter, but they don’t tell the whole story, Ofsted has changed, and multi academy trusts have transformed the education landscape. Schools evolve far more quickly than their reputations, and increasingly, the differences that shape a child’s experience cannot be captured by examination results alone. Perhaps the most important question is no longer ‘Which is the best school?’ Instead, it is ‘How do I know whether this school is right for my child?’ In this issue, Educate explores how parents can do their own homework, challenge assumptions and look beyond the headline figures before making their choice.

Is there such a thing as the ‘best school’? Parents understandably search for certainty as they want the reassurance they are making the right decision, but education rarely offers simple answers. A school that enables one child to flourish may be entirely the wrong environment for another. A highly academic culture may inspire some students while overwhelming others. A smaller school may suit a quieter child who values close relationships, while a larger setting may offer broader opportunities that help another young person thrive. The most successful school is not necessarily the one with the best GCSE results or the longest waiting list. It is the one where an individual child feels supported and valued.

Finding that fit requires parents to think less like consumers looking for the ‘top-rated’ option and more like investigators piecing together a complete picture.

Don’t mistake reputation for evidence Every community has its own assumptions about local schools. There is often one school that everyone wants to go to, and another that has struggled to shake off a poor reputation for years. But schools can change dramatically through new leadership, investment and improved teaching. Equally, schools once regarded as exceptional may lose momentum over time. The danger is that local opinion often lingers, so when somebody says, ‘I’ve always heard that school isn’t very good’, ask yourself a simple question: ‘According to who, and since when?’ Parents should differentiate carefully between evidence and hearsay. Reputation is worth listening to, but it should never be accepted at face value.

Learning to read the data Performance tables remain an important starting point, but they should never be the end of your research. Many parents understandably focus on GCSE results, yet one year’s outcomes provide only a snapshot. Looking at trends over three years offers a much better indication of whether strong performance is being sustained. Most schools publish the data on their own website, so spend a little time looking through the figures for yourself. Attainment 8 is a very useful measure to consider. It shows students’ average achievement across eight qualifications, including English and maths, three subjects from what is currently referred to as the English Baccalaureate, and three further approved qualifications. The figure becomes much more useful when you compare it with the national average and, where available, other schools within the same local authority. This can help you understand how a school is performing both nationally

and within its local context, rather than viewing one score in isolation. Progress 8 has traditionally offered another perspective by looking at the progress student make between primary school and their GCSEs. However, the disruption caused by the pandemic has affected the priorattainment data available for some cohorts, so parents should be cautious about relying too heavily on this measure when comparing schools. Taken together, attainment data, trends and appropriate comparisons can provide a much more useful picture of a school’s academic performance. Numbers, however, should always be interpreted in context. Schools serve different communities, admit students with different starting points and face different local challenges.

What does Ofsted tell you? The changing role of Ofsted has left many parents wondering how much weight they should place on inspection reports. While the removal of singleword overall judgements means reports are less straightforward than they once were, they still offer valuable independent evidence if read carefully. Here are some useful things parents should look for in a report: •

How does the report describe behaviour across the school?

•

How does it describe relationships between students and staff?

•

What does it say about safeguarding and how effectively are students kept safe?

•

What does the report reveal about attendance and students’ engagement with school?

•

What does it tell you about pastoral care and how students are supported when they need help?

•

How does it evaluate the support provided for students with special educational needs and disabilities (SEND) and other additional needs?

•

Does the report suggest the school has a well-established culture, or does it indicate that improvements are still being embedded?

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Choosing the right secondary school Like any inspection, an Ofsted report captures a school at a particular moment in time. It cannot fully convey the atmosphere of the school or predict how it will develop in the years ahead.

The increase in multi academy trusts The growth of multi academy trusts has led some parents to assume that schools within the same organisation are largely identical, but the reality is often very different. Many trusts share curriculum resources, professional development, financial oversight and improvement strategies. These can create welcome consistency, but leadership still matters enormously. The atmosphere of a school is shaped every day by the people who lead it, teach in it and learn within it. Even where behaviour systems or curriculum frameworks are common across a trust, schools often retain their own traditions, character and identity. Don’t be afraid to ask how much autonomy a school has, and find out what makes it distinctive. If leaders can clearly explain what makes their community unique, that usually indicates a clear vision, a strong sense of purpose and a culture that extends beyond the trust’s shared policies. It is also worth looking at what has changed since the school joined the trust. Have results, attendance or behaviour improved? Has there been investment in facilities, staffing or additional support? Have the school and the trust had consistent leadership, or have there been frequent changes at senior level? Where information is available, consider staff turnover and whether there appears to be good retention of experienced leaders and teachers. Change is not necessarily a cause for concern, particularly in a school that is improving, but understanding the level of stability can help parents build a clearer picture of where the school is heading. A quick search on LinkedIn can be surprisingly revealing, giving you an indication of how long senior leaders and teachers have been at the school and whether there has been significant movement in recent years.

The invisible qualities Parents will naturally focus on measurable outcomes such as GCSE grades, progress scores and even university destinations, but often, the more revealing questions concern the inputs that produce them: •

How do staff and students speak to one another?

•

Do teachers know students well?

•

What happens when a child is struggling?

•

Do students feel comfortable enough to contribute in lessons?

It is important to note that outstanding outcomes are usually the product of outstanding culture. Yes, these qualities are harder to quantify than examination data, but they influence every school day.

The influencers Few parents would admit that social pressure influences their decisionmaking, yet behavioural science tells us that humans naturally look to those around them when making uncertain choices. From WhatsApp groups and playground conversations to local Facebook pages and community gossip – these all create powerful narratives about which schools are ‘good’ and which are not. Sometimes gaining a place at a particular school can become a ‘badge of honour’, but please remember, popularity and suitability are not the same thing.

Find out how many students regularly take part and whether there are opportunities for children with different interests and abilities. Look at the place that sport, music, drama and the arts have within the school, as well as opportunities for volunteering, trips and experiences outside the classroom. It is also worth asking how students are encouraged to take on responsibility, whether that is representing the school, mentoring younger students or stepping into student leadership roles. What really matters is whether these opportunities are genuinely part of students’ experience. A school may offer dozens of clubs, but a shorter list of well-supported activities that children enjoy and regularly attend could tell you far more.

Looking beyond the prospectus Every school prospectus presents the best version of itself. To build a fuller picture, parents need to look beyond the glossy photographs and carefully chosen testimonials. Here are some helpful ways you can build a better idea of the school: • Read several months of school newsletters to see what the school genuinely celebrates. •

Follow its social media for a few months and look at what is being shared and who is telling the story. Is there student-led content that gives the young people a voice? Do students appear proud to represent their school? Look at engagement too, such as likes, comments and interaction from parents, former students and the wider community – this can give you a sense of how connected people feel to the school.

•

Take a closer look at the school website too. Is it regularly updated, with current news and key information for families, or are you finding pages and documents that are several years old? A website won’t tell you how good a school is, but regularly updated information can be a small indication of how well organised it is.

One of the most valuable questions parents can ask themselves is: ‘Am I choosing this school because it is right for my child, or because of what other people might think?’ The answer deserves an honest reflection.

Meaningful enrichment Enrichment can play an important role in a child’s secondary school experience, helping them discover new interests, develop confidence and build skills that extend well beyond the classroom. Almost every school can produce an impressive list of clubs and activities, however, the number of opportunities on offer does not necessarily tell parents very much about the quality of the experience.

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Choosing the right secondary school •

•

Online reviews can also provide useful insights but treat them with caution. Parents who have had particularly negative experiences are more likely to post comments than those whose experiences have been positive. Rather than focusing on individual reviews, look for any recurring themes across multiple sources and use them to inform the questions you ask when you visit. Don’t forget to look at recent press coverage to see what has been reported about the school over the past few years. This might highlight changes in leadership, investment, achievements, expansion or challenges that you would not necessarily discover through the prospectus. As with online reviews, consider the date, source and context of anything you find rather than allowing one headline to shape your opinion.

Make the most of open evenings Open evenings remain one of the best opportunities to experience a school, but only if you look beyond the polished presentations. Yes, attend the headteacher welcome talks, but

also spend time talking to classroom teachers, support staff and, most importantly, current students. Try asking them more reflective questions, such as: • What do new students find hardest when they join Year 7? • If you could change one thing about your school, what would it be? • What are you most proud of? In addition, when speaking to the headteacher or a member of the senior leadership team, ask what the school is currently working to improve, why those areas have been prioritised and what they are doing about them. The answers should provide an honest picture of where the school is now and where it is heading. Don’t forget to ask about careers too. It might seem a long way off when your child is about to start Year 7, but understanding the careers education, information, advice and guidance (CEIAG) available can give you a good indication of how the school prepares students for life beyond the classroom. Find out what partnerships it has with employers, apprenticeship providers, colleges and universities, and what opportunities these create for students to explore different pathways and experience the world of work.

Choosing the right school for your child There has never been a perfect school. Every school has strengths, every school has areas it is working to improve, and every child will experience school differently. The challenge for parents is not to identify the school with the highest results or the strongest reputation, but to find the environment in which their own child is most likely to thrive. That means looking beyond league tables, questioning long-held assumptions and considering the qualities that cannot easily be measured: relationships, culture, wellbeing, character and belonging. It means recognising that choosing a school is not about finding the one everyone else wants, but the one that is the best fit for your child. As admissions become increasingly competitive and the education landscape continues to evolve, parental choice remains as important as ever. The goal is not simply to secure a place at the most fashionable school, it is to find the school where your child will leave not only with strong qualifications, but also with confidence, resilience, curiosity and the foundations to flourish in the next stage of their education and beyond.

Top tipS FOR MAKING YOUR DECISION

Look at destination data after Year 11 and, where relevant, Year 13. It can reveal whether students are successfully moving on to further education, apprenticeships, university or employment.

At the open evening, ask a student an unexpected question, such as ‘If you could change one thing about your school, what would it be?’ You may be surprised by the answer.

Take time to read key school policies, particularly on behaviour, attendance, homework and SEND. They can tell you a lot about what will be expected of your child and of you as a parent.

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News

Celebrating student progress on A-level and GCSE results days St John Bosco Arts College, Croxteth, has been celebrating its Year 13 and Year 11 students who collected their A-level and GCSE results. There was a true sense of joy and accomplishment on both days as students opened their results envelopes to discover the outcome of the dedication and commitment they demonstrated towards their studies. Both cohorts made exceptional progress which is testament to their own hard work, as well as the support they received from the school’s teaching and support staff. St John Bosco Arts College Sixth Form has continued to see further improvement in its A-level outcomes, alongside oustanding results for its vocational provision: • 72 per cent of A-level grades awarded were A* - C, a significant increase of 24 per cent in comparison to 2025. • Applied general students achieved particularly impressive results, with an average grade of Merit+ and a 100 per cent pass rate across all subjects. • 42 per cent of applied general grades were awarded at Distinction* or Distinction, with 94 per cent awarded at Merit or above. There were many students celebrating on the day, including Alannah who achieved A*, Distinction*, C in criminology, law and English. Alannah is now preparing to study criminology at Liverpool Hope University. Alannah said: “I’m really proud of what I’ve achieved. All the hard work over the last two years has paid off, and I’m really excited to take the next step and see what the future holds.” Yuan was another student who had cause

for celebration having achieved Distinctions across the board in applied biology, applied science and sport. He is now preparing to start an apprenticeship with the NHS. There were similar successes on GCSE results day, with the school recording significant improvements across key measures. The number of students achieving grade 5 or above in English increased by more than 12 per cent, with similar outcomes also seen in maths as students securing grade 5 or higher rose by over 11 per cent. Vocational subject outcomes also strengthened significantly with Distinctionlevel results increasing by over 25 per cent in both sport and textiles, alongside improvements in travel and tourism, and health and social care. Notable individual successes included Baaba, who celebrated an exceptional set of results, achieving three grade 9s, four grade 8s, and one grade 7, alongside a Distinction*. Baaba said: “I’m really happy with my results and proud that all the hard work has paid off. I’m excited about staying at St John Bosco for sixth form and looking forward to taking the next step towards my future.” Also joining Baaba at sixth form is Dorothy, who achieved two grade 9s, four grade 8s, two grade 7s, and a Distinction in business, as well as Heidi, who achieved two grade 9s, two grade 8s, one grade 7, three grade 6s and a Merit in business. Headteacher of St John Bosco Arts College, Mr Darren Gidman, said: “I am incredibly proud of every St John Bosco Arts College student who received their A-level and GCSE results. Results days are about far more than grades alone, they are about recognising the hard work, resilience and

Students celebrating at St John Bosco Arts College personal growth students have demonstrated through their individual journey at the school. “As a Salesian community, we are guided by our core values of love, faith, community, respect and hope, which have supported our students to flourish throughout their time with. As they prepare to take their next steps, whether its continuing with us in sixth form for our Year 11s or moving on to pastures new, I would like to wish them the very best for the future.” St John Bosco Arts College is hosting its annual open evening on Thursday, 24 September, between 4pm and 7pm, for prospective students and their families to discover how the school ignites the inner spark in every child.

GCSE and BTEC results pave the way for inspiring futures Year 11 students at St Cuthbert’s Catholic Academy celebrated their GCSE and BTEC results, marking the end of five successful years at the Sutton-based school. This year’s results saw the number of students achieving grades 9-4 in English and mathematics increase, and outcomes for students with special educational needs (SEND) improved across every measure. Improvements were made in a range of subjects, with the proportion of students securing grades 9-4 in science increasing, and strong performances also achieved in drama and PE. The school also recorded some of its strongest BTEC results with students who studied health and social care performing particularly well.

The school’s results not only reflect the academic achievements of students, but also the personal growth and development they have shown during their time at St Cuthbert’s Catholic Academy, supported by high-quality, research-led teaching and exceptional pastoral care. Students are now set to embark on their exciting next steps into further education, apprenticeships and full-time employment. This includes Dylan J, who will be progressing to Winstanley College after achieving eight results between grades 9-7. Dylan said: “I am over the moon with my results, I have achieved beyond my expectations!” Mr Stuart Holland,

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headteacher at St Cuthbert’s Catholic Academy, said: “I am incredibly proud of every one of our students who have worked extremely hard during their time at St Cuthbert’s to achieve the results they have received today. “These results are testament to the resilience and determination of our students, alongside the commitment of our dedicated staff and the unwavering support of our parents and carers. “As our students begin their next chapters, we encourage them to continue to ‘live life in all its fullness’, remembering that they are valued, that they matter, and that they will always be a special part of the St Cuthbert’s family.” St Cuthbert’s Catholic Academy will be holding its

Dylan from St Cuthbert’s Catholic Academy celebrating impressive GCSE results annual open evening on Thursday, 24 September between 4pm and 7pm for prospective learners and their families to discover how the school supports all its students to ‘live life in all its fullness’.

Ignite your inner spark

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Thursday 24 September 4:00pm – 7:00pm stjohnboscoartscollege.com sjbliverpool

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Hard work rewarded on results day Students at The Academy of St Nicholas and All Saints Sixth Form College in Garston have been celebrating their achievements after receiving their GCSE, A-level and BTEC results this summer. Across two memorable results days, students came together with families, friends and staff to celebrate their hard work and look ahead to exciting next steps, from sixth form and university to apprenticeships, further education and employment. Part of All Saints Multi Academy Trust, The Academy of St Nicholas and All Saints Sixth Form College have continued to build on recent improvements, with this summer bringing strong individual achievements and positive outcomes across a wide range of subjects. Sixth form students received their A-level and BTEC results on Thursday, 13 August, with the college once again celebrating improved examination outcomes. English, mathematics, computer science, criminology, business, sport and IT all recorded further improvements, reflecting the dedication, hard work and resilience of students alongside the commitment and expertise of staff. Students are now progressing to a wide variety of destinations, including Pacifique Ruhana and Roman Joseph, who have both been accepted by the University of Liverpool to study computer science, while Sahand Mohammed has secured a place at Liverpool John Moores University to study pharmacy.

Abisola from The Academy of St Nicholas Mrs Paige Jones, head of sixth form, said: “One of the strengths of our sixth form is the diverse range of opportunities our students go on to pursue. Whether that’s higher education, an apprenticeship or employment, they leave us ready to embrace the next stage of their lives.” The celebrations continued on Thursday, 20 August, when Year 11 students returned to The Academy of St Nicholas to collect their GCSE and BTEC results. This year saw outstanding individual and subject successes, with particularly strong results in English language and English literature, art and design, performing arts, sport, construction and iMedia. Many students also exceeded expectations in mathematics and Spanish. The results continue a positive three-year improvement for the academy. Among those celebrating was Moaseeb

Ahmed, who achieved grade 8 or higher in more than five subjects, including mathematics, English language, English literature, combined science and iMedia. He will continue his studies at All Saints Sixth Form College from September. Abisola Adeleke achieved two exceptional grade 9s in English language and English literature and will also remain on campus, joining All Saints Sixth Form College for her Level 3 studies. Many more Year 11 students will continue their education at All Saints Sixth Form College, while others are progressing to colleges, apprenticeships and employment. Mr Gary Lloyd, headteacher of The Academy of St Nicholas, said: “I would like to congratulate every one of our students on their achievements. They should be incredibly proud of everything they have accomplished during their time at The Academy of St Nicholas and All Saints Sixth Form College. “Results day is about much more than grades. It is about recognising the progress our students have made, the challenges they have overcome and the young people they have become. It has been a privilege to watch them grow. The Academy of St Nicholas will give prospective students and their families the opportunity to find out more about the academy and experience life there first-hand at its open evening on Thursday, 1 October, from 4.30pm to 7.30pm.

Strong outcomes for students at St Michael’s

Maghull High students celebrate GCSE and BTEC results day

Another year of excellence Students at Maghull High School celebrated a fantastic set of GCSE and A-level results, with hard work and dedication paying off across the school and sixth form. Among the school’s GCSE successes was Chase, who achieved three grade 9s, including maths and Latin, while Lily secured grade 9s in both English language and English literature. Max also achieved grade 9s in English, with many more students securing top grades across a range of subjects. Headteacher, Mr Matthew Kay, said: “We are very proud to see the hard work of our students paying off as they received their results today. The dedication and commitment of the staff is a testament to the results students have achieved. “We look forward to welcoming so many of our students back to Sixth Form @ Maghull High and wish all students luck and success in all of their future pathways.” Following GCSE results day, many students signed up to continue their studies at Maghull High’s sixth form, but there are some places still available for those wishing to join. Sixth Form @ Maghull High students also celebrated an excellent set of A-level results, with staff proud to see their hard work rewarded as they prepared to embark on their next destinations.

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GCSE and BTEC results day marked the beginning of an exciting new chapter for Year 11 students at St Michael’s Church of England Academy as they returned to the Crosbybased academy to find out the grades they had been working towards. As conversations turned to the future, staff were on hand to offer advice and guidance, helping students explore their next steps. Proud to be part of All Saints Multi Academy Trust, St Michael’s Church of England Academy has continued to build on its strong performance, with this year’s results demonstrating further progress. Increases were seen in Attainment 8 and in the proportion of students securing five standard passes and five strong passes, including English and mathematics. Among those celebrating was Harry Hollingshead, who received eight grade 9s and a grade 7. Harry said: “The best thing about being at St Michael’s is the community, the spirit, and the heart of the

school itself. I have had a really great time here.” Twin sisters Samantha and Isabella Molyneux both secured a fabulous set of results. Samantha achieved two grade 9s, three grade 8s, two grade 7s, a grade 6 and a Distinction*. Isabella secured a grade 8, a grade 7, five grade 6s, a grade 5 and a Distinction*. Mr Roy Bellmon, headteacher of St Michael’s Church of England Academy, said: “Every student who walks through our doors brings their own talents, aspirations and unique strengths, and today has been a wonderful opportunity to celebrate all they have accomplished. “We wish every one of them the very best for the future.” Prospective students and their families are welcomed to the academy’s open evening on 17 September from 5:00pm to 7:30pm. Headteacher’s talks will take place at 5pm, 6pm and 7pm. Harry from St Michael’s Church of England Academy

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A memorable results day

Maye and Rawa from The Academy of St Francis of Assisi

Students gathered at The Academy of St Francis of Assisi to collect their GCSE and BTEC results. The Kensington-based academy was buzzing throughout the morning as students celebrated this important milestone with staff, family and friends. Part of All Saints Multi Academy Trust, The Academy of St Francis of Assisi recorded another impressive set of GCSE and BTEC results. The academy recorded encouraging improvements in attainment among boys this year, particularly in English and mathematics. Students with special educational needs and disabilities (SEND), also saw improved results across a range of subjects. The proportion achieving grade 4 or above in both English and mathematics increased by 14 per cent, compared to last year. Many students will now continue their education at All Saints Sixth Form College, also part of All Saints Multi Academy Trust. Others will progress to colleges, apprenticeships and training, taking the next step towards their chosen careers. Among those looking ahead was Maye Gueye, who achieved 10 GCSEs all at grade

7 and above, including six grade 9s. She intends to study French, maths and textiles at Belvedere School. Maye commented: “I am so pleased with my results and so relieved I have achieved as high as I have. I tried so hard, and the hard work has paid off.” Languages continue to be a particular strength at The Academy of St Francis of Assisi. With more than 66 languages spoken across the school community, students from a wide range of backgrounds have achieved excellent results, with many gaining GCSE qualifications in their fi rst languages. Headteacher, Ms Teresa Bleasdale, said: “Huge congratulations to all of our amazing Year 11 students. Seeing our students celebrating everything they have accomplished during their time at The Academy of St Francis of Assisi is a real heartwarming moment myself and the whole team.” Families considering The Academy of St Francis of Assisi for September 2027 can discover what makes the academy a vibrant and welcoming place to learn at its open evening on Thursday, 17 September from 4pm to 6pm.

A record-breaking results day at Hope Academy Hope Academy's class of 2026 were delighted to discover they had secured the grades needed to move on to sixth forms, colleges, apprenticeships and other exciting opportunities upon collecting their GCSE and BTEC results from the Newton-le-Willows school. Hope Academy, proud member of All Saints Multi Academy Trust, saw students achieve excellent results, with this year’s cohort achieving the highest Attainment 8 score in the academy's history, alongside its highest-ever percentage of students securing grades 9-5 in both English and mathematics. Olivia Murray achieved grade 9s in geography, photography, separate sciences and grade 8s in English language, English literature, maths, RE and Spanish. She will be joining Carmel College to study A-levels in geography, biology and psychology. Olivia said: “I can’t believe my results – they are better than I could have ever imagined! I’m really excited about the future, and am looking forward to starting college and continuing the subjects I enjoy.” Her family said: “We are absolutely delighted and incredibly proud of how well Olivia has done in her GCSEs. She has worked so hard, and it is wonderful to see all her effort and determination rewarded with such fantastic results. “We would also like to say a huge thank you to all of her teachers for their encouragement, support and guidance throughout her time at Hope Academy.” This year, five students have also been part of the inspiring bursary programme with Hope

Opportunity Trust and The Royal Springboard Foundation. Hope Opportunity Trust (HOT) is a charitable incorporated organisation with a mission to provide life-changing opportunities for young people by offering them the chance to receive fully-funded bursary places at leading boarding schools. Among those students taking up places at these schools across the country is Ethan Gao. He is heading to Durham School after securing grade 9s in English language, maths, biology, chemistry, physics, geography and RE, and grade 7s in English literature and Spanish. Ethan will study A-level biology, chemistry and maths. Principal of Hope Academy, Mrs Marie Adams, said: “I have been fortunate enough to share many results days with our students over the years, and every one is unique. Seeing this year's cohort open their envelopes for the fi nal time as Hope Academy students has been a real privilege.” Mrs Adams stepped down as principal of Hope Academy at the end of the summer, with Mrs Danielle Scott now taking on the role. Mrs Adams added: “It has been an honour to lead Hope Academy and to work alongside such dedicated staff, supportive families and inspiring young people. I know the academy has a bright future ahead, and I wish Mrs Scott every success as she takes on the role of principal.” The academy’s open evening will take place for prospective students and their families on Thursday, 17 September from 4pm until 7pm. Ethan from Hope Academy Educate The Magazine for Parents and Pupils

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Outstanding A-level and GCSE results Students and staff at St Mary’s College, Crosby, are celebrating an exceptional summer of examination success after impressive performances at both A-level and GCSE. More than half of A-level students (52 per cent) achieved three or more grades at A*, A or B, while 35 per cent of all grades were awarded at A* or A. Almost three-quarters of all results were graded A*, A or B. Meanwhile, GCSE students also excelled, with 43 per cent of all results awarded between grades 9 to 7. More than a quarter of students achieved seven or more grades at this level and 57 per cent secured ten or more GCSE passes. Among the standout A-level performers were joint top students Luke Pomeroy and Ben Bearon, who each achieved A* grades in all four of their A-level subjects. Luke received A*s in chemistry, geography, mathematics and physics. He said: “I am thrilled with my results and would like to thank all of my teachers for their support. I am going to Durham University to study geography and hope to then pursue a career where I can help protect British wildlife.” Ben achieved A*s in classics, Latin, mathematics and further mathematics, and will also attend Durham University, where he plans to study classics. Head girl Evie Clark’s results paved the way for her to study medicine at the University of Edinburgh, while head boy John Tattersall is set to begin a consultant

quantity surveying apprenticeship with global property and construction consultancy Gleeds. Top-performing female student, Anna Quint, achieved three A* grades in English literature, music and religious studies, alongside a C in German. Anna said: “I am delighted with my results. I was really nervous but it’s great to see my hard work has paid off. I’m going to study law at the University of Manchester and hope to become a barrister or a judge and make a positive impact on the world.” The Quint family’s success continued a week later when Anna’s younger sister, Sophie, emerged as one of the college’s highest-achieving GCSE students. Sophie Quint and Joseph Olayinka-Lawal were named joint top GCSE performers after each secured seven grade 9s and four grade 8s across 11 GCSE subjects. Sophie said: “I was quite nervous picking up my results but I am relieved now and pleased with how I did. I would like to thank my sister Anna who got her A-level results last week for always supporting me while we were both studying.” Joseph said: “I am extremely happy with my results. All of the hard work has paid off. I want to thank my subject teachers, my parents, aunt, uncle and grandad for all their support.” The college also celebrated a number of exceptional individual accomplishments. Solomiia Protsenko achieved a grade 9 in Russian after taking the GCSE two years

All smiles from Evie and John, St Mary’s Head Girl and Head Boy, as they celebrate their A-level results early while in Year 9. Jan Wolski also earned a grade 9 in Polish after sitting the examination a year early in Year 10. Students excelled in further mathematics at GCSE level, with 19 per cent of candidates achieving the top grade 9, half securing grades 9-7 and 44 per cent receiving either a grade 9 or grade 8. Principal, Mike Kennedy, said: “We are all very proud of our students whose hard work, commitment, resilience and positivity is reflected in these results. “It’s also important to pay tribute to our staff and the students’ families for the all-important support they have provided along the way.”

Students look ahead to exciting next steps Students and staff at Notre Dame Catholic Academy, Everton, were celebrating in August following a strong set of A-level and GCSE outcomes. Alongside their families, students returned to the academy, which is a proud member of St Joseph Catholic Multi Academy Trust (SJCMAT), to receive their results, celebrate their achievements and look ahead to the next exciting chapter in their education journey. Notre Dame Catholic Academy Sixth Form recorded improvements across its A-level, applied general and technical pathways, with increases in attainment, average grades and student progress, recording an overall value added score of +0.69. Among the many outstanding achievements were those of Hanna Gigu, who achieved A, A*, Distinction* in art, design and technology, and health and social care. Other notable successes included Olumide Adewunmi, whose commitment to their studies earned them Distinction*, Distinction*, Distinction in business, IT and sport. Olumide said: “I am pleased with my time at Notre Dame, I got the results that I needed to go to university – which I am more than happy with!” Mrs Kerry Nicol, head of sixth form, said: “I am incredibly proud of our students and their outstanding A-level results. Their achievements are a true reflection of their commitment, determination and resilience

throughout their studies.” On GCSE results day, Notre Dame Catholic Academy saw an improved Attainment 8 score for special educational needs (SEND) and disadvantaged students, with an overall improved Progress 8 score for a third-year running. Students achieved strong results across the board, with especially impressive outcomes in art, chemistry and modern foreign languages, reflecting the breadth of achievement across the school. The academy also recorded an increase in the number of students with SEND achieving grade 5 or above in English and mathematics, which follows the introduction of new targeted interventions, alongside the exceptional personalised support provided by its pastoral team. Almost a third of the Year 11 cohort have chosen to return for sixth form, including Mason McGlone, who opened his GCSE results envelope to reveal a grade 9 in chemistry, a grade 8 in mathematics and a grade 7 in physics. Mason said: “I really enjoyed my time at Notre Dame. I am really happy with my results and I cannot wait to come back for sixth form!” Also joining Mason will be Charlie Austin, who achieved a grade 8 in mathematics and two grade 6s in physics and chemistry. Charlie commented: “The teachers at Notre Dame are amazing and have given me great support during my time at the school – I am looking forward to coming

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back for sixth form.” Reflecting on the results days, headteacher, Mrs Victoria Taylor, said: “I am unbelievably proud of all students who collected their results and the excellent progress they have made. The results are testament to the hard work and commitment students have demonstrated towards their studies. They also reflect the dedication of our wonderful staff, whose support is unwavering, as well as the close and positive partnerships we have built with our parents and carers. “As students prepare for the next stage in their exciting journey, I encourage them to do so with the charity, courtesy, courage and confidence they have demonstrated during their time with us. For students leaving us for pastures new, we wish you all the success in the world, and for those returning to sixth form, I look forward to welcoming you back!” Director of secondary education at SJCMAT, Mr Michael Gun-Why, added: “Congratulations to the students of Notre Dame Catholic Academy. The grades they have received reflect their focus, effort and determination, and are very well deserved!” Notre Dame Catholic Academy will be holding its annual open evening on Thursday, 17 September between 4pm and 6:25pm for prospective students and families to meet the school’s dedicated staff, learn about its enriched curriculum and strong pastoral support, and experience aspirational, value-led teaching.

Join us for our 2026 Open Events:

Thursday 17th September, 4pm - 7pm Saturday 19th September, 10am - 12pm Entrance Examination (2027 admissions):

Friday 13th November

To register, visit www.stmarys.ac/open-events The independent Catholic school for boys and girls of all faiths aged 0–18

Results day 2026 in pictures There was plenty to celebrate as students from schools and colleges across the region received their A-level, GCSE and BTEC results this summer. From proud smiles to joyful celebrations with classmates and staff, these photographs capture the standout moments of an important milestone in our young people’s educational journey. 2

1. Evie from St John Bosco Arts College Sixth Form 2. Sixth Form @ Maghull students celebrate 3. Luke and Ben from St Mary’s College 4. Students from Childwall Sixth Form 5. Jesse from Cardinal Heenan Sixth Form 6. Freya from Rainford High Sixth Form 7. Oliver from St Margaret’s Church of England Sixth Form 8. Sophie from St John Plessington Catholic College Sixth Form 9. Maggie from Notre Dame Catholic Academy Sixth Form 10. Sixth Form @ Maghull High students look ahead to the future 11. Ashley fom St Mary’s Catholic College Sixth Form 12. Ruby from Rainford High Sixth Form 13. St Mary’s College students 14. Sixth Form @ Maghull High students 15. Jacob and Shea from St Francis Xavier’s Catholic Academy Sixth Form 16. Ruby, Ava, Emmy, and Grace from St John Bosco Arts College Sixth Form 17. A student from Childwall Sixth Form 18. Anna was the top-performing female at St Mary’s College this year

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Results day 2026 in pictures 19

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19. Alannah celebrating at St John Bosco Arts College Sixth Form 20. Jessica from Notre Dame Catholic Academy Sixth Form 21. Smiles all round for students at Sixth Form @ Maghull 22. Students at St Margaret’s Church of England Sixth Form 23. Sixth Form @ Maghull students share in celebrations 24. Roisin from St Mary’s Catholic College Sixth Form 25. ‘Straight A’ students from St Mary’s College 26. Evan from Cardinal Heenan Sixth Form 27. Cerys and Miss Charlotte Lyons from St John Bosco Arts College Sixth Form 28. Alastair and Henry from Rainford High Sixth Form 29. A happy Childwall Sixth Form student 30. Lilly May from St Mary’s Catholic College Sixth Form 31. Childwall Sixth Form students celebrate amazing results 32. Sixth Form @ Maghull High students mark a successful results day 33. Mollie and Eva from St John Bosco Arts College Sixth Form 34. Ben, Max, Ryan and Liam from St Francis Xavier’s Catholic Academy Sixth Form 35. Charlie from St John Plessington Catholic College Sixth Form 36. Liz from St John Plessington Catholic College Sixth Form 37. Roman from All Saints Sixth Form College at The Academy of St Nicholas, Garston 38. John and Tom from St Francis Xavier’s Catholic Academy Sixth Form 39. Sixth Form @ Maghull High students pleased with their results 40. Pacifique from All Saints Sixth Form College 41. Edward, Ben, Luke and Sebastian from St Mary’s College

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Results day 2026 in pictures 1

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1. Jewel celebrating at Notre Dame Catholic Academy 2. Cardinal Heenan Catholic High School students celebrated with headteacher, Ms Smyth 3. Baaba at St John Bosco Arts College 4. Caiden from St Mary’s Catholic College 5. Olivia from Hope Academy 6. Lois from St Augustine of Canterbury Catholic Academy 7. St Francis Xavier’s Catholic students 8. Reuben from St Michael’s Church of England Academy 9. St Francis Xavier’s students 10. Huw from St John Plessington Catholic College 11. Childwall Sports & Science Academy students 12. Dorothy at St John Bosco Arts College 13. Maghull High School students celebrate their results 14. Faith from St Mary’s Catholic College 15. Ivy from St Mary’s Catholic College 16. St Mary’s College GCSE students 17. Childwall Sports & Science Academy students 18. Joshua from St Mary’s Catholic College 19. Moazzam from St Francis Xavier’s Catholic Academy 20. Dylan from St Cuthbert’s Catholic High School 21. Mason at Notre Dame Catholic Academy 22. Tia and Abigail from St Cuthbert’s Catholic High School 23. Joseph with headteacher, Mr David Hayes, at St Francis Xavier’s Catholic Academy 24. Maghull High’s Year 11 Class of 2026 achieved incredible results 25. A delighted student from Childwall Sports & Science Academy 26. Louisa from The Academy of St Nicholas 27. Jack from St John Plessington Catholic College 28. Students celebrate results day at Kirbky High School 29. Damas from The Academy of St Francis of Assisi 30. Two thrilled students from Childwall Sports & Science Academy 31. Sophie and Joseph from St Mary’s College

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Results day 2026 in pictures 33

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33. Charlie from Notre Dame Catholic Academy 34. Jachinma and Olwutamilore from St Cuthbert’s Catholic High School 35. Students from St John Bosco Arts College 36. Maghull High School students 37. Riley from Cardinal Heenan Catholic High School 38. One of the many St Mary’s College students delighted with their GCSE results 39. Moaseeb from The Academy of St Nicholas 40. A pleased Childwall Sports & Science Academy student 41. Callan with headteacher, Mr David Hayes, from St Francis Xavier’s Catholic Academy 42. Layton from Notre Dame Catholic Academy 43. Abbie from St Augustine of Canterbury Catholic Academy 44. Daniel from St John Plessington Catholic College 45. Maghull High School students 46. Ethan (left) from St Margaret’s Church of England Academy 47. High-achieving students from St Mary’s College 48. Xavier and Amelia from Rainford High 49. Celebrations at Maghull High School 50. Callan from St Francis Xavier’s Catholic Academy 51. Ciara from St Cuthbert’s Catholic High School 52. Heidi and Baaba from St John Bosco Arts College 53. Chloe and Rhys from St Cuthbert’s Catholic High School celebrating 54. Students from St John Plessington Catholic College celebrating 55. Euphemia from St Mary’s Catholic College 56. Samantha and Isabella from St Michael’s Church of England Academyl 57. Kirkby High School students 58. Julia from Our Lady Queen of Peace Catholic High School 59. Credo from St Margaret’s Church of England Academy 60. Ruby from St Mary’s Catholic College

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A proud milestone for St Augustine’s Year 11 students It was a memorable morning at St Augustine of Canterbury Catholic Academy as Year 11 students returned to the Blackbrook-based school for one final time to receive their GCSE and BTEC results. Part of St Joseph Catholic Multi Academy Trust, St Augustine of Canterbury Catholic Academy continues to build on its commitment to providing an outstanding education, helping to shape students into confident young adults. The academy’s Progress 8 score stands strong at +0.39, significantly surpassing the most recent national benchmark of -0.03. The figures this year also reflect a notable improvement in overall attainment. The Attainment 8 score has risen by 1.88 points, reaching 44.44. Increases in the number of students achieving grade 5 or

higher were seen in English, maths, and religious studies, while the academy’s vocational subjects also secured strong results, in particular health and social care, and travel and tourism. This year’s examination results also shine a light on some exceptional individual performances. Flavio achieved an impressive two grade 9s, five grade 8s, one grade 7, and one grade 6. He will be attending the University of Liverpool Maths School from September. Abbie follows closely with two grade 9s, two grade 8s, four grade 7s, and one grade 6. She will be attending Carmel College to study law, psychology and English literature. Headteacher of St Augustine of Canterbury Catholic Academy, Mrs Giselle Lynch, said: “One of the greatest joys of results day is seeing our students recognise just how

much they are capable of. Today’s achievements reflect not only their commitment to learning, but also the confidence and resilience they have developed throughout their time at St Augustine’s.” Mr Michael Gun-Why, director of secondary education at St Joseph Catholic Multi Academy Trust, commented: “Congratulations to the Year 11 students at St Augustine of Canterbury Catholic Academy on their remarkable results today.” Mr Gun-Why added: “I would also like to take this opportunity to thank Mrs Lynch as she prepares to leave the academy. She has played a huge part in the improvements at the academy and has worked tirelessly for its students and staff.” St Augustine’s welcomed Miss Adele Quarless as its new headteacher on 1 September.

Flavio from St Augustine of Canterbury Catholic Academy She previously served as deputy headteacher at the academy. Families considering St Augustine of Canterbury Catholic Academy for September 2027 can experience the school community first-hand at its open evening on Thursday, 17 September from 4:30pm to 6:30pm.

St Margaret’s students celebrate GCSE, A-level and vocational achievements Students at St Margaret’s Church of England Academy and sixth form in Aigburth have been celebrating after receiving impressive GCSE, A-level and vocational results this summer. Across two memorable results days, students came together with families, friends and staff to celebrate their achievements and look ahead to exciting next steps, including sixth form, university and other post-16 destinations. Part of All Saints Multi Academy Trust, St Margaret’s has continued to deliver strong outcomes across academic and vocational qualifications, reflecting the commitment

Credo from St Margaret’s Church of England Academy

and ambition of its students. Sixth form students received their results on Thursday, 13 August, with almost 40 per cent achieving A* to B grades, or their equivalent, in A-level and tech level qualifications. There were particularly strong results in A-level biology, chemistry and physics, where 50 per cent of grades were at A* to B. Together, the three subjects accounted for two-thirds of all A* grades achieved across the sixth form. Meanwhile, 100 per cent of students secured grades from Distinction* to Merit in the double awards engineering qualification. Among those celebrating was Oliver Dadswell, who secured three A*s in biology, chemistry and mathematics. Oliver will study actuarial science with maths at the University of Manchester. Oliver said: “The teachers have been amazing and helped me through my journey here. Nothing has been too much trouble for them, and I’m delighted that my hard work has paid off.” Lawand Aziz achieved two A*s in biology and chemistry and an A in psychology, and is preparing to study pharmacy at the University of Liverpool. The celebrations continued on Thursday, 20 August, when Year 11 students returned to St Margaret’s to collect their GCSE and BTEC results. This year’s results demonstrated continued improvement across the academy, with particularly strong outcomes in biology, chemistry, physics and combined science. More than 58 per cent of students obtained grades 9-5, with almost a quarter of grades

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across these subjects awarded at 9-7. Languages also performed strongly, with 30 per cent of grades achieved at 9-7, while 71 per cent of students secured a grade 4 or above in both English and mathematics. Among the standout individual achievements was Ethan Ainger, who achieved two grade 9s, six grade 8s and a grade 7, and will continue his education at St Margaret’s Sixth Form. Ethan said: “I’m delighted with my results and I’m pleased to stay at St Margaret’s because I’m really confident with the support I will receive.” Credo Tang achieved three grade 9s, four grade 8s and two grade 7s after joining the school from Malaysia last year, while Sam Carlson secured five grade 9s, two grade 8s and two grade 7s. Mr Adam Robinson, headteacher of St Margaret’s Church of England Academy, said: “We are incredibly proud of our students and everything they have achieved. It has been wonderful to see them celebrating these important milestones alongside their families and the staff who have supported them. “Our values of compassion, resilience and respect are at the heart of everything we do, and we are incredibly proud of the young people they have become. We look forward to welcoming many of our Year 11 students back to our sixth form and wish every student the very best for the future.” St Margaret’s will hold its academy open evening on Thursday, 1 October from 5pm, while its sixth form open evening will take place on Tuesday, 3 November, from 5pm to 7pm.

KIRKBY HIGH SCHOOL

CARDINAL HEENAN SIXTH FORM WE’RE IN YOUR CORNER

Thursday 24th September 2026

6.00 - 8.30pm

Supporting you to achieve your aspirational next steps. A mixed sixth form rated ‘Good’ by Ofsted.

Visit the website for opening evening information www.cardinal-heenan.org.uk

Open Evening Open Mornings

Tuesday 22nd & Wednesday 23rd September

9.00 - 11am

Resilience

Kindness

Respect

Aspiration

Confidence

“Our Cardinal Heenan Scholarship rewards students with up to £1,500 to help them excel during their time at sixth form. Visit our website for more information.”

Cardinal Heenan Sixth Form, Honey’s Green Lane, Liverpool L12 9HZ T: 0151 235 1430 E: admin@cardinal-heenan.org.uk @cardinal_heenan_liverpool

Free school uniform for all Year 7s Oversubscribed for September 2026

Headteacher Mrs Dobson Kirkby High School, Bracknell Avenue, Kirkby, L32 9PP. Tel: 0151 477 8710 email: admin@kirkbyhighschool.net

Join us for our Year 7

OPEN EVENING Thursday 1 October 2026 5:00pm - 7:30pm Aigburth Road Liverpool L17 6AB 0151 427 1825 admin@sma.allsaintsmat.org

www.stmargaretsacademy.com

2027

ADMISSIONS

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Strong A-level, GCSE and BTEC results unlock opportunities for students Students at St John Plessington Catholic College, Bebington, had cause for celebration in August as they received their A-level, GCSE and BTEC results. There were scenes of happiness and jubilation on both results days as Year 13 and Year 11 students opened their envelopes to discover the outcome of the hard work, dedication and perseverance they displayed throughout the exam season. The achievements of both cohorts at St John Plessington Catholic College, a proud member of Holy Family Catholic Multi Academy Trust, reflect not only the dedication and resilience of its students, but also the unwavering support of teachers, support staff and the wider school community. Its sixth form recorded improved A-level results, with 77 per cent of students achieving A*-C grades. Overall, 97 per cent of students achieved A*-E grades, and 98 per cent of those completing vocational subjects secured Distinction*- Merit. Among those celebrating their A-level and BTEC results was Charlotte Williams, who achieved an impressive A*, A, A in sociology, English language and media. Charlotte is heading to the University of Liverpool to study anthropology. Georgina Thurston secured A, A, B in English literature, religious studies and history, and is progressing to Durham University to study history. Liz Joseph, who Angelina and achieved Distinction*, Aileen from St A, B in business, maths John Plessington and product design, has Catholic College been accepted by the University of Reading to study accountancy and finance. Giving advice to future St John Plessington sixth form students, Liz said: “Work as hard as you can, enjoy your time with friends and teachers, and the rest will follow.” With a studentcentred approach at the heart of its sixth form, St John Plessington’s exceptional teaching and pastoral staff are committed to delivering the very best education for students, providing excellent academic and extra-curricular opportunities, as well as an enhanced curriculum that ensures all students develop into successful, capable and independent learners. Mrs Sam Stevenson, head of sixth form, said: “Congratulations to all our students who collected their A-level and BTEC results. As students begin the next stage in their exciting journey, I am incredibly proud of the young adults they have developed into and wish them the very best of luck for the future.” On GCSE results day, St John Plessington recorded significant improvement in attainment across the board, with the number of students achieving grades 5 and above increasing across all subjects. Angelina Joy celebrated an impressive set of results, having achieved a grade 9, three grade 8s, three grade 7s, and a grade 6. Angelina is staying on at St John Plessington to study A-level biology, geography and maths at its sixth form. Jack Collins earned three grade 8s, two grade 7s, three grade 6s, and a Distinction. Jack said: “I’m so grateful to SJP for giving me the opportunity to achieve great grades while also enjoying my time at school. I’ve made amazing friends and had some brilliant experiences. Thank you to all my teachers for making lessons genuinely enjoyable,

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Bithiah from St John Plessington Catholic College inspiring me to learn, work hard and achieve the very best I can.” Headteacher, Mr Peadar McLoughlin, said: “It has been delightful to welcome our students back to school to celebrate their A-level, GCSE and BTEC results. It has been wonderful to see them share this special milestone with their friends, families and our staff, all of whom have played such an important part in supporting their academic and personal growth. “Our students’ achievements are testament to the determination they have shown throughout their time at St John Plessington, a value we hold dear as a school community which will serve them well as they take their next steps.” St John Plessington Catholic College is inviting prospective students and their families to experience school life at its upcoming open evening on Wednesday, 9 September. From 6pm, guests can tour the school, meet its exceptional teaching and pastoral teams, and speak to students.

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Smiles all round on results days Students at St Mary’s Catholic College celebrated after collecting their A-level, T-level, GCSE and BTEC results, which mark an important milestone in their educational journey and recognise the progress they have made during their time at the Wallasey school. There were smiles and plenty of proud moments shared between students, families and staff as results envelopes were opened, revealing the outcome of months of resilience and hard work. Its Year 13 cohort of students demonstrated dedication and determination towards their A-level, T-level and BTEC studies, and with support from the sixth form’s excellent staff, the results embodied the school’s vision of working together to succeed together. Students taking vocational subjects at St Mary’s Catholic College, a proud member of Holy Family Catholic Multi Academy Trust, performed half a grade higher than students nationally, securing an average grade of Merit+. With strong results secured, all students at St Mary’s accessed their chosen destinations, including Amaia McCrystal who is joining Durham University after achieving A, B, B in religious studies, history and psychology respectively. The school’s head students, who have acted as role models for students in the lower years, also continued to set a fantastic example. Lily-May Rimmer achieved Distinction* and Distinction in health and social care, and a C in sociology, while Nathan Smathers achieved Merits across the board in media, business and ICT. Other notable successes included Ashley Shaw, who achieved Distinctions in business and double ICT, and will be joining Liverpool Edge Hill University to study computer science. Head of sixth form, Mrs Sarah Witan, said: “It has been wonderful to welcome our students back into school to recognise their efforts and celebrate all they have achieved, both academically and personally. The results students have received are a true reflection of the dedication and commitment they have demonstrated during their two years of study, and are so very well deserved. “I am incredibly proud of each and every one of them, and wish them all the luck and success as they prepare to begin the next exciting chapter in their journey.” St Mary’s Year 11 students also celebrated success across a range of GCSE and vocational qualifications, with strong improvements made in English and maths. Among those celebrating on results day was: • Faith Smith, who achieved five grade 9s in English literature, English language, geography, psychology and RE. • Joshua David-Ryan, who achieved four grade 8s in art, English literature, English language and geography, as well as a Distinction* in performing arts. • Euphemia Douglas, who secured a grade 9 in RE, grade 8s in English language and history, and three grade 7s in

Amaia from St Marys Catholic College psychology, physics, and maths. • Ruby Frankom, who earned two grade 8s in art and history, a Distinction in hospitality, and a grade 7 in RE. She will now go on to complete A-levels in English, media and textiles. • Caiden Jones, who achieved Distinctions in engineering and hospitality, as well as a grade 8 in RE, and three grade 7s in English language, English literature and history. Caiden is now progressing to Liverpool’s Military Preparation College. Mr Kevin Maddocks, headteacher of St Mary’s Catholic College, said: “It has been wonderful to come together as a school community, with students, families and staff, to celebrate the achievements of our Year 13s and Year 11s who have worked tremendously hard throughout their respective journeys. Their results reflect

the determination that they have shown in the lead-up to their exams to achieve their very best, as well as the incredible support provided by our exceptional staff and the encouragement of families. “As a school, we know that when we work together, we succeed together, and this year’s results are a wonderful reflection of this shared commitment. On behalf of St Mary’s staff and governors, as well as the wider Holy Family Catholic Multi Academy Trust, I would like to congratulate all students on their fantastic achievements.” Prospective students and their families have the opportunity to discover how St Mary’s Catholic College supports and inspires every child to thrive at its upcoming open evening on Tuesday, 8 September. Doors open at 5:45pm, with headteacher presentations taking place at 6pm and 7pm.

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Bright futures ahead for students at St Francis Xavier’s Catholic Academy Students at St Francis Xavier’s Catholic Academy (SFX) in Woolton have been celebrating their achievements after receiving their GCSE, A-level and BTEC results this summer. Across two memorable results days, Year 13 and Year 11 students returned to SFX to mark an important milestone in their education, celebrate with friends, families and staff, and look ahead to their next steps. Part of St Joseph Catholic Multi Academy Trust (SJCMAT), SFX has been at the heart of Catholic education in Liverpool since 1842 and today continues to combine its proud history with high expectations, helping young people develop the knowledge, character and confidence to flourish. Sixth form students received their A-level and BTEC results on Thursday, 13 August, with many securing places at university, apprenticeships, employment and further study. This year, 85 per cent of A-level students are heading to university, with 60 per cent progressing to their first-choice institution. Overall, 62 per cent of A-level students achieved grades A*-C and 94 per cent achieved A*-E, while 74 per cent of BTEC students secured Distinction to Merit grades. Among those celebrating was Zak Mainwaring, who achieved A*, A*, A in geography, history and religious studies and will now study law at the University of Liverpool. Zak said: “I am absolutely buzzing with my results and so excited for my future. Thank you to all the staff at SFX who have supported and challenged me over the years to succeed as I have.” Year 11 students then returned to the academy on Thursday, 20 August to collect their GCSE and BTEC results, marking the

Joseph from St Francis Xavier’s Catholic Academy end of their secondary education and the beginning of a new chapter. This year’s results included positive outcomes across GCSE and BTEC qualifications, with Spanish and IT among the standout subjects following notable improvements on the previous year. Overall, 55 per cent of students were awarded grades 9-4 in English and mathematics, alongside a 64 per cent increase in high-end grades 9-7. Students studying BTEC qualifications also performed strongly, with 10 per cent achieving Distinction* or Distinction grades. Among the Year 11 students celebrating was Callan Wade, who demonstrated great determination to achieve outcomes on average two grades higher than predictions. Callan secured a series of strong passes across his subjects and will study IT, history and art at St Francis Xavier’s Catholic Sixth Form. Callan said: “I am really pleased that my hard work has paid off and I am now able to come back and study at SFX’s sixth form.”

Mr David Hayes, headteacher of St Francis Xavier’s Catholic Academy, said: “These results days have given us a wonderful opportunity to celebrate the achievements of our Xaverians and everything they have contributed to life at SFX. “At SFX, we believe in helping every young person to flourish and experience ‘life in all its fullness’. Our students have shown faith, integrity, ambition and respect throughout their time with us, and it has been a privilege to see them grow into confident young people ready for their next chapter.” Mr Hayes added: “I would also like to thank our dedicated staff, families, governors and the wider SJCMAT community for the encouragement and support they have given our students. We wish every one of them the very best for the future.” Mr Michael Gun-Why, director of secondary education at St Joseph Catholic Multi Academy Trust, added: “We have high aspirations for every young person across our family of academies. These results are about much more than grades; they represent new opportunities and pathways for our students, whether that is continuing their studies, going to university, beginning an apprenticeship or entering employment. “Congratulations to all of our students and their families, and to the dedicated staff at SFX who have supported and encouraged them throughout their education. We are incredibly proud of all they have achieved and look forward to seeing what they do next.” St Francis Xavier’s Catholic Academy will open its doors to prospective students and their families at its open evening on Thursday, 24 September between 4pm and 7pm.

Our Lady Queen of Peace students mark GCSE and BTEC success There were lots of proud moments at Our Lady Queen of Peace Catholic High School as Year 11 students received their GCSE and BTEC results. Students shared the occasion with family, friends and staff, reflecting on their time at the Skelmersdale secondary school. For some students, results day was also an opportunity to gain reassurance about what comes next. Teachers and senior leaders were available throughout the morning to talk through options and offer guidance on the wide range of post-16 pathways available. This year’s results included impressive performances across a broad range of subjects. Overall, 47 per cent of

students secured grades 9-4 in both English and mathematics, while results in history, Spanish and mathematics also improved. The school’s two head students celebrated a joint set of outstanding results at top grades. Julia Niedbala secured five results at grade 9, including English language, English literature, RE, geography and history. She will now study history, English and politics at Winstanley College with hopes of becoming a lawyer. Grace Stannard secured four results at grade 9, including English language, RE, chemistry and geography. She will also continue her studies at Winstanley College, taking

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biology, chemistry and philosophy as she works towards her ambition of becoming a doctor. Headteacher, Mrs Mary Henshaw, said: “There is no greater reward than seeing our students’ successes, leaving Our Lady Queen of Peace ready for the future. Today’s results reflect years of hard work, learning, personal growth and the encouragement students have received from staff, families and also one another. “Our school is built on respect, responsibility and resilience, and this year’s cohort has demonstrated those values every day. We are excited to see where their futures take them, and we wish them luck for the next

Grace from Our Lady Queen of Peace Catholic High School chapter of their lives.” The next generation of Our Lady Queen of Peace students will have the opportunity to experience all the school has to offer at its open evening on Tuesday, 22 September, from 5pm to 7pm.

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Students shine across GCSE and A-level results days Students at Rainford High and Rainford High Sixth Form celebrated their achievements after receiving their GCSE, A-level and BTEC results in August. Across two memorable results days, students came together with family, friends and staff to mark the culmination of years of hard work and determination and look ahead to their next steps. Part of Everyone Matters Schools Trust, Rainford High is committed to ensuring every student is supported to achieve their full potential throughout their seven-year journey at the school and sixth form. Year 13 students received their A-level and BTEC results on Thursday, 13 August, with another year of strong outcomes across academic and vocational qualifications. Applied subjects recorded indicative value added of +0.68, while 97 per cent of all BTEC qualifications were graded Distinction* to Merit. At A-level, 45 per cent of all entries were graded A* to B. Among those celebrating were twin brothers Alistair and Henry Ballad, who are both heading to Durham University to pursue careers in engineering. Henry achieved an A* in maths, As in chemistry and physics and a B in further maths, while Alistair achieved an A* in maths, an A in physics, a B in further maths and a C in geography. The celebrations continued on Thursday, 20 August, when Year 11 students collected their GCSE and BTEC results. Rainford High recorded an Attainment 8 score above 50, with 27 per cent of all grades awarded at 9-7. Overall, 63 per cent of grades were at 9-5 and 81 per cent at 9-4. In English and mathematics, 77 per cent of students secured a standard pass of grade 4 or above in both subjects, while 55 per cent achieved a strong pass of grade 5 or above. Standout achievements included Francesca Jones, who achieved seven grade 9s and three grade 8s, and Xavier Lohel, who secured five grade 9s and five grade 8s. Many Year 11 students will now continue their education at Rainford High Sixth Form, while others will progress to colleges, apprenticeships and other opportunities. Mr Ian Young, principal of Rainford High and Rainford High Sixth Form, said: “Congratulations to all of our students on their achievements. These results are the culmination of years of hard work, resilience and determination, and everyone should be incredibly proud of what they have accomplished. “Our ethos of ‘Everyone Matters, Everyone Helps, Everyone Succeeds’ is at the heart of everything we do, and it has been wonderful to see that ethos reflected in the way our students have supported one another and grown together. We wish them all every success in the future.” Prospective students can experience what it means to be part of Rainford High at the school’s open evening on Thursday, 24 September, from 6pm to 8pm.

Students at Blessed Carlo Acutis opening their GCSE results

Class of 2026 receive strong GCSE and BTEC results Blessed Carlo Acutis Catholic and Church of England Academy, Runcorn, welcomed its Year 11 students to the school one fi nal time to collect and celebrate their GCSE and BTEC results. This year’s results reflect the caring, yet aspirational educational experience Blessed Carlo Acutis, a proud member of the St Joseph Catholic Multi Academy Trust (SJCMAT), offers its students. For a second consecutive year, Blessed Carlo Acutis has seen improved student progress, with a record number of learners awarded grades 7s, 8s and 9s across all subject areas. The school has also recorded an increase in the number of students achieving grade 5 or above in English, maths and combined science. Headteacher of Blessed Carlo Acutis Catholic and Church of England Academy, Miss Alicia Freeman, said: “GCSE results day is always a highlight in our academic calendar, as it provides a wonderful opportunity for our school community to come together and celebrate the successes of our students. “Every one of our Year 11 students has worked hard and gone above and beyond, including regularly attending school on a Saturday morning to take part in revision sessions. They have demonstrated our values of ‘responsus’, responding positively to challenges, ‘respicio’, looking towards the future, and ‘perseverantia’, perseverance, to reach this important milestone, and today, they are reaping the rewards of their hard work.” Mr Michael Gun-Why, director of secondary education at St Joseph Catholic Multi Academy Trust, added: “As Year 11 students move on to the next exciting step in their education journey, on behalf of St Joseph Multi Academy Trust, I would like to wish them every success and the very best of luck in their future endeavours.” Families and prospective students have the opportunity to experience the nurturing and supportive learning environment Blessed Carlo Acutis Catholic and Church of England Academy provides at its upcoming open evening, which is taking place on Thursday, 24 September between 3:45pm and 6:45pm.

Sophie from Rainford High Educate The Magazine for Parents and Pupils

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Turning Benedict’s Law intomust trust Education How to achieve effective multi-stakeholder communication adapt to future skills crisis With the start of the new academic year in full flow, there are so many messages that schools, colleges and multi academy trusts (MATs) need to communicate with their stakeholders. This academic year proves no different, according to CPMM Media Group, especially with the introduction of Benedict’s Law. The allergy safety framework surrounding Benedict’s Law came into effect across all state-schools in England at the start of September, requiring them to implement strict allergy management policies, complete comprehensive staff training and safely keep stock of emergency medication in case of anaphylaxis. The way in which leaders disseminate, manage and monitor this type of communication to stakeholders is crucial. When an important message needs communicating it can be tempting, especially given limited time and capacity, for schools, colleges and MATs to post the same message across their social media channels, upload a news item to their website, and send an email or text to stakeholders, and think ‘job done’. But the job being complete is very rarely the case when so much content is being sent to, and absorbed by, individuals. Messages can be diluted or missed altogether, which is why it is important for leaders to take a step back and ask:

Liverpool hosts Hands On! International Conference 2025

• Who – who do I need to share this communication with? It could be that the communication needs to be shared with multiple stakeholders. • What – what is the main message I need to get across? It is likely that the main message will change for different Liverpool welcomed delegates from 24 countries for the bistakeholders. annual Hands On! International Conference, a leading global • Where – where are my stakeholders? is uncommonhosted for all event for children’s museums and culturalItprofessionals, stakeholders to use the same methods of communications. by Eureka! The National Children’s Museum. • The How – how will I present the communication? is essential event showcased St George’s Hall, Museum ofItLiverpool and Eureka! Science and + Discovery. Delegates enjoyed true Merseyside to structure design each message, so itais clear, engaging experience, an après-conference and easyincluding for stakeholders to digest. social at Liverpool’s

Cavern Club. When communicating important messages Steve Rotheram, metro mayor of the Liverpoollike CityBenedict’s Region, Law to multiplehis stakeholders consisting of staff, governors, parents reaffirmed commitment to museums, science centres and cultural spaces vital for shaping future innovators and‘where?’ and carers, andasstudents, considering ‘who?’, ‘what?’, changemakers. and ‘how?’ will support meaningful, purposeful and impactful Across two days, three keynote speakers inspired delegates. engagement. Dame Rachel de Souza, children’s commissioner for England, spoke about improving life chances for disadvantaged children. Dr Helen Charman, director of Young V&A, shared insights from 30 years in cultural learning. Baroness Floella Benjamin OM DBE DL, broadcaster, author and children’s rights campaigner, received a standing ovation after urging delegates to remember the difference museums can make to childhood experiences. Leigh-Anne Stradeski, CEO of Eureka!, said: “We have been thrilled and honoured to host the 2025 Hands On! International Conference. We chose the theme ‘Making A Difference’ because it captures both the inspiration and the challenge of the work we do.” Delegates participated in presentations and workshops showcasing innovative practice from children’s museums worldwide. Hands On! president Jörg Ehtreiber closed the event by thanking organisers and delegates for driving positive change. The conference also hosted the European Museum Academy (EMA) and Hands On! International Children in Museums Award ceremony. Annemies Broekgaarden, EMA board member and head of public & education at the Rijksmuseum Amsterdam, said: “The Children in Museums Award recognises the innovative power of children’s museums, discovery centres, exhibitions and programs internationally.” The local HAIL Quartet, members of the Liverpool Philharmonic Youth Orchestra and the Wirral Youth String Quartet Academy performed. Nube STEAM Discovery Center (El Paso, Texas, USA) was announced as the winner and a Special Commendation went to the Museum of Ethnography in Budapest. Delegates concluded the event visiting Merseyside’s newest children’s attraction, Eureka! Science + Discovery, where they explored best practice in co-creating experiences with children.

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For staff, the main message to communicate is compliance and taking urgent action in the event of an emergency. Following staff training, it is beneficial to reinforce learning and emergency steps using infographics such as flow-charts and quick-reference guides as opposed to sharing a 10-page document. These could beThe printed out for staff to have created staff-only projected skillsas shortages National Foundation for on desks, screensavers emailed across tomeans them.a collective response Educationaland Research (NFER)it estimates that up to the from When comes to governors, focusgovernment, is to provideemployers clear education system. We three million couldmade, so and oversight of anyjobs changes thatthe they can ensure policies need to strengthen early years 2035 as a result aredisappear compliantbyand aligned to the law. Clear, executive-level support, tackle inequalities in of automation The across summaries couldand be AI. emailed to governors, utilising clear schools, and rebuild the adult findings for urgent visuals andcall charts to draw attention if required. skills system to deliver action from schools and the Reassurance is the key message to share with parents and growth that benefits wider education system to carers which will reinforce a relationship of trust. Proactively everyone.” build a lifelong learning informing themequips of updated changes highlighted Joshkey Hillman, director of system that peoplepolicies with and thethe inclusion of a clear to request their child’s education at the Nuffield with skills needed for call a to action allergy information is kept up to date is essential for turning Foundation, added: “This rapidly changing labour compliance be shared using the the essential school’s highlights market. into trust. This should report underpinning Roles administration,which isskills method ofincommunication guaranteed to reach all and offers secretarial work, customer parents and carers – whether that’semployability via the school app, sent via evidence to to include help education service andUtilising machinewebsite functionality text or both. pop-ups on providers and another employers operations are vanishing the school’s homepage for a fixed period is also way to ensure the workforce can fastermessages than expected. Overall ensure are seen by the majority. build and use them job numbers are projected to Students are equally important to consider in key policy effectively.” grow but most new roles will changes. When sharing news relating to Benedict’s Law it is vital Public awareness of the be in professional and they are made aware of sectors. the importance and remains feel empowered challenge low. A to associate professional raise alarm ifjobs needed. face-to-face communications poll found 65 per cent Thisanincludes that AlongsideYouGov within assemblies, digitalofscreens around theare school non-retired people demand advancedupdating skills such and canteens with age-appropriate reminders about notpace confident they can keep as in science, engineering and with changing skills needs.way law. lunches and symptom recognition sharing provides a direct However, 53 per cent believe To thrive in this future, the of reinforcing crucial messages. will affect their reportallidentifies six essential With of the above examples, it automation is imperative that leaders jobcommunications. within a decade. The Onlyschools 24 employment skills (EES): manage and monitor the impact of the per cent feel are supported bythat • communication that have the best stakeholder communications the ones to develop new collaborationtouching base withgovernment are• purposefully stakeholders, reaching them skills. • problem-solving where they are and monitoring impactThis all year round. report is a wake-up • organising prioritising CPMM Mediaand Group has extensive in supporting callexperience for education. Without schools, colleges and multi academy trusts to cut • creative thinking urgent action to through embed the noise and deliverliteracy impactful internalessential and external stakeholder • information skills from early communications. For more cpmmmedia.com years visit through to adulthood, or Shortages in these skillsinformation, email enquiries@cpmmmedia.com. technology-driven change already affect 3.7 million workers. The report claims this could rise to seven million by 2035 without decisive intervention. Jude Hillary, NFER’s co-head of UK policy and practice, said: “Meeting

could deepen inequalities. The government believes that a resilient, adaptable workforce is not optional, but critical to the UK’s economic future.

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Financial lessons for life after school

MONEY MATTERS 10 things every student should understand before leaving secondary school by Elizabeth Dale

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Financial lessons for life after school When young people leave secondary school, they are equipped with the knowledge, skills and qualifications to transition into further education and enter the world of work. But, are they prepared for the financial decisions that come with adult life?

Despite financial education being a compulsory component of citizenship within the national curriculum for all 11 to 16-year-olds since 2014, last autumn’s independent curriculum and assessment review revealed that content ‘is not always taught, with only a third of children able to recall learning about money in school and finding it useful’. While there are plans to introduce some of the recommendations made in the review, how successful the implementation will be remains to be seen. However, one thing is certain, meaningful financial education cannot be left to chance.

Just as everyone’s financial situation is different, people have different preferences when it comes to the type of account they want and need. The right account should suit day-to-day spending habits, financial goals and current circumstances.

Before young people hang up their blazers, the vast majority will already be making important choices when it comes to spending, saving and borrowing. Yet, without the financial literacy required to make these decisions, it can feel like being given the keys to a car without being taught how to drive – unfair, risky and potentially very costly. Money has changed too. 20 years ago, many young people would accompany their parents to a bank to pay in or withdraw cash, watch them sign for a purchase or even write a cheque for the weekly shop. Today, the financial world is increasingly digital. More than 6,500 bank branches have closed in the UK since 2015, while digital wallets have transformed transactions and ‘buy-now-pay-later’ has made borrowing money as easy as, quite literally, clicking a button. So, what do young people really need to know before taking responsibility for their own money? In this feature, Educate explores the 10 things every student should understand to help navigate life beyond the school gates and make confident financial decisions.

Choosing and using the right bank account

There are so many different types of bank accounts available, from standard current accounts to reward, packaged and student accounts, not to mention saving accounts. Choosing the right one is important, but there is no one-size-fits-all approach.

It is worth considering things such as whether there are fees for using cash machines, the cost of arranged and unarranged overdrafts, and if any ‘perks’ or rewards are genuinely worth it. Comparison websites such as Uswitch, Compare The Market and MoneySuperMarket can be a useful starting point for exploring different accounts.

Managing money digitally

Contactless card payments and digital wallets have transformed spending habits. With a simple tap or doubleclick, it is now possible to pay for almost anything in seconds, making it easier than ever to spend without really noticing how quickly it all adds up, particularly when the money feels ‘invisible’. Regularly checking banking apps and account statements can help young people understand where their money is going, spot unnecessary spending and avoid unexpected overdraft charges.

They are still loans though, and interest is charged from the day they are taken out. However, repayments only begin once the young person is earning a specified amount. These repayments are taken directly from salaries alongside deductions such as tax, national insurance and pension contributions.

Credit, borrowing and

4 ‘buy-now-pay-later’

Credit cards, borrowing and ‘buynow-pay-later’ can all be useful when managed responsibly, but they are not ‘free’ money. Before borrowing, young people should be aware of how they work, what they cost, and the risks associated if payments are missed. While credit cards and traditional forms of borrowing have been around for decades, ‘buy-now-pay-later’ services such as Klarna and Clearpay have become increasingly common, allowing people to buy something immediately and spread the cost over future payments, often interest-free. However, missed payments can result in fees and, depending on the type of agreement, may even affect credit scores. The fact that something can be paid for later, does not necessarily mean it can be afforded.

Scams and online financial safety

It is not just banking that has moved online, almost every aspect of everyday life has. While this has made people more connected, informed, and efficient, it has also created more opportunities for scammers. The advances being made in online technology mean scams have become more sophisticated and much harder to spot. There are some simple rules that can help stay one step ahead of scammers:

Student finances and loans

For young people heading into further or higher education, student finance can feel complicated at first. There are two typical types of loans – a tuition fee loan and a maintenance loan. Tuition fee loans are paid directly to universities or colleges to contribute towards course costs, while maintenance loans are paid into students’ bank accounts to help pay for living costs.

•

Keep passwords and banking details private.

•

Do not click on unexpected links or attachments.

•

If someone claiming to be the bank calls unexpectedly, hang up and contact the bank using a trusted number.

•

If something feels suspicious or too good to be true, stop and check.

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Financial lessons for life after school

Financial advice in the digital age

Living in a digital-first era, there is a wealth of information available at young people’s fingertips, including financial advice. However, it can be difficult to know who, or what, to trust. The rise of ‘finfluencers’, or financial influencers, has brought advice onto platforms such as Instagram, TikTok and Reddit. Some genuinely want to share knowledge gained through experience, whilst others may be doing so to promote products, earn money through affiliate links or build a personal brand. This does not mean to say it is poor advice, but it is always worth asking: • Where is the advice coming from? • What is the advice based on? • Is the advice right for the young person receiving it? If in doubt, verify, fact-check and crossreference before making a decision.

Earning money

Opening a first official payslip is such a memorable moment in anyone’s life. It can be tempting to look straight at the number which is the biggest and the boldest at the bottom of the page, but there is more to a payslip than the final figure. Understanding it can reveal some important, and sometimes eyeopening, information.

and 8 Budgeting independence Budgeting is not about being restrictive, it is about being informed and in control. Before financial pressures increase with things like rent or mortgages, energy bills, insurance, food and everyday spending, it’s helpful to build healthy habits. Knowing what money is coming in, what needs to go out and what is left over makes managing money so much easier. Lots of banking apps now come with budgeting tools included, but there are plenty of other options too, such as apps or online templates. The main thing is finding a method that works and regularly checking in.

Just like with budgeting, creating saving habits sooner rather than later can pay dividends in the future. There are many reasons why people save, from smaller purchases and treats to larger goals such as buying a car or putting down a deposit on a house. But saving is not only about the things someone wants to buy. It is equally valuable to set aside money for an

There is a difference between ‘gross pay’ and ‘net’ or ‘take-home pay’. ‘Gross pay’ is the total amount of money earned, whereas ‘net pay’ is the money literally ‘taken home’ after deductions have been made. Young people should also pay attention to workplace pensions. Employers will usually automatically enrol employees into a pension scheme, with both the employee and the employer contributing. A pension may feel like a long way off, but it is essentially like a savings pot and is a way of putting money aside for later life.

Saving and planning ahead

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‘emergency fund’ in the event an unexpected bill needs to be paid. By doing this, it can help cover the sudden expense while ensuring all other financial commitments can still be met.

financial 10 Making decisions Making financial decisions is personal and should be made away from any pressure. Financial choices are often influenced by emotions as well as logic. Social media can make this particularly difficult. When it feels like everyone is sharing their lifestyle online, it can be easy to compare spending and feel pressure to keep up. However, social media rarely shows the full financial picture. Taking a step back before making purchases in moments like this can help prevent decisions that may be regretted later down the line. By developing confidence and independence in managing their own money, school leavers will be empowered to make decisions that work for them now, while helping them build towards the future.

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Education Learning opportunities withmust LFC adapt to future skills crisis ADVERTORIAL

At LFC Foundation, we are committed to helping schools create engaging, inclusive and inspiring learning environments that enable every child to thrive. Our Primary Schools Offer provides a comprehensive range of educational, wellbeing and enrichment programmes designed to support pupils, teachers and school leaders across the Liverpool City Region. Using the unique power and appeal of the Liverpool Football Club badge, we work alongside schools to enhance learning opportunities both inside and beyond the classroom. Our programmes are carefully designed to support curriculum delivery, raise pupil engagement and contribute to positive educational outcomes, while also promoting personal development, health and wellbeing. A key feature of our offer is the delivery of high-quality physical education and school sport provision, supported by experienced LFC Foundation coaches. Through team teaching, mentoring and professional development opportunities, we help teachers build confidence, competence and subject knowledge in PE delivery. Alongside this, schools can access curriculum-linked workshops and interventions across a range of subjects, including English, maths, STEM and PSHE, ensuring learning is relevant, engaging and impactful for all pupils. We recognise that every school is unique. That’s why our programmes are tailored to meet individual school priorities, supporting attainment, attendance, inclusion and pupil welcomed wellbeing. delegates Whether through enrichment, Liverpool from 24 curriculum countries for the bitargeted or whole-school we work annual Handsinterventions On! International Conference,initiatives, a leading global infor partnership schools tocultural deliver meaningful and event children’s with museums and professionals, hosted by Eureka! The National sustainable impact. Children’s Museum.

Liverpool hosts Hands On! International Conference 2025

The event showcased St George’s Hall, Museum of Liverpool and Eureka! Science + Discovery. Delegates enjoyed a true Merseyside experience, including an après-conference social at Liverpool’s Cavern Club. Steve Rotheram, metro mayor of the Liverpool City Region, reaffirmed his commitment to museums, science centres and cultural spaces as vital for shaping future innovators and changemakers. Across two days, three keynote speakers inspired delegates. Dame Rachel Souza,and children’s commissioner for England, spoke North WestdeSEND neurodiversity education consultant, about life chances for disadvantaged children. Dr Helen Claireimproving McDonough has developed a new relational approach Charman, of Youngsupport V&A, shared insights from years in designed director to help schools students who are30 struggling cultural learning. Baroness Floella Benjamin OM DBE DL, with attendance, engagement, relationships and feeling safe in broadcaster, author and children’s rights campaigner, received a education. standing ovation after urging delegates to remember the difference The work sits within her widerexperiences. GRIT | FLEX | GROW™ museums can make to childhood framework and includesCEO I-BELONG™, andbeen Leigh-Anne Stradeski, of Eureka!,I-RELATE™ said: “We have U-MATTER™, three interconnected focused thrilled and honoured to host the 2025approaches Hands On! International Conference. Wepsychological chose the theme ‘Making A Difference’ because it on belonging, safety and relational practice. captures both inspirationinand challenge the work we do.” Claire says herthe investment thisthe area is both of professional Delegates participated in presentations and workshops and personal. showcasing innovative from “School was, at manypractice points in mychildren’s own life, museums a place of safety, worldwide. Hands On! president Jörg Ehtreiber closed the event by consistency and possibility. I know what it can mean when just thanking organisers and delegates for driving positive change. one adult notices also you,hosted believes you or simply helps you feel The conference theinEuropean Museum Academy that there a place you there,” Children she explains. (EMA) and is Hands On!for International in Museums Award Her work with schools encourages staff to look beyond ceremony. attendance or behaviour in isolation andand consider Annemies figures Broekgaarden, EMA board member head ofwhat public & education at the Rijksmuseum Amsterdam, said: withdrawal, “The Children in a young person may be communicating through Museums recognises the innovative power of children’s avoidanceAward or disengagement. museums, discovery centres, exhibitions and programs Rather than beginning with the question, ‘How do we get this internationally.” student back into class?’, Claire encourages schools to ask what The local HAIL Quartet, members of the Liverpool Philharmonic would help that student feel psychologically safe, known and Youth Orchestra and the Wirral Youth String Quartet Academy able to belong. performed. Nube STEAM Discovery Center (El Paso, Texas, USA) I-BELONG™ students whose connection with went was announcedsupports as the winner and a Special Commendation education has become fragile, in while I-RELATE™ focuses on to the Museum of Ethnography Budapest. building relationships, trust andvisiting relational safety. U-MATTER™ Delegates concluded the event Merseyside’s newest children’s attraction, Science + Discovery, where they looks more widely atEureka! the culture around neurodivergent students explored best practice in co-creating experiences with children.

Beyond academic support, our programmes are designed to develop your students. Schools can access initiatives focused on mental health and wellbeing, female empowerment, SEND inclusion, dental hygiene, social action and sports participation. Through workshops, clubs, leadership opportunities, special andskills community projected shortages The National Foundation for events projects, pupilsResearch are encouraged to develop skills means aessential collectivelife response Educational such as resilience, confidence, leadershipemployers and from government, (NFER) estimates that up to teamwork, communication. and the education system. We three million jobs could need to strengthen disappear 2035 as a how result To find out by more about we can support your early years inequalities in of automation andhesitate AI. The to get support, school, please don’t in touchtackle by emailing schools, and rebuild the adult findings call for urgent lfcfoundation@liverpoolfc.com.

skills system to deliver action from schools and the growth that benefits wider education system to everyone.” build a lifelong learning Josh Hillman, director of system that equips people education at the Nuffield with the skills needed for a Foundation, added: “This rapidly changing labour report highlights the essential market. skills underpinning Roles in administration, employability and offers secretarial work, customer evidence to help education service and machine providers and employers operations are vanishing ensure the workforce can faster than expected. Overall build and use them job numbers are projected to effectively.” grow but most new roles will Public awareness of the be in professional and challenge remains low. A associate professional sectors. YouGov poll found 65 per cent This includes jobs that of non-retired people are demand advanced skills such confident they can keep pace as science, engineering and with changing skills needs. law. However, 53 per cent believe To thrive in this future, the automation will affect their report identifies six essential job within a decade. Only 24 employment skills (EES): per cent feel supported by • communication government to develop new • collaboration skills. • problem-solving This report is a wake-up • organising and prioritising call for education. Without • creative thinking urgent action to embed • information literacy essential skills from early years through to adulthood, Shortagesthey in these skills feel recognised, and whether genuinely valued and technology-driven change already affect 3.7 million understood. could deepen inequalities. workers. The report claims Claire added: “Psychological safety rarely created by onethat big Theisgovernment believes this could rise to seven million intervention. It is built through small, repeated experiences of a resilient, adaptable by 2035 without decisive being understood, responded to consistently and with workforce is nottreated optional, but intervention. curiosity judgement.” critical to the UK’s economic Jude rather Hillary,than NFER’s For someofstudents, mayfuture. eventually mean improved co-head UK policyprogress and practice, said: “Meetingengagement with learning. For others, attendance or renewed

New relational approach puts belonging at the heart of SEND support

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the first significant step is simply feeling able to come back through the door. Schools interested in Claire’s work can contact Carpe Diem Education Consultants UK Ltd at cdecuk.co.uk.

Open Evening 17th September 3:30-6pm

“Students truly understand and embrace the charism and mission of St. Julie's. They speak with pride about how they live out the Notre Dame values in their daily lives. Students feel valued, supported, safe, happy and confident.” Catholic Schools Inspectorate, 2024

In March 2026 we celebrated 175 years of Notre Dame Education in Liverpool. On the 17th September we warmly welcome girls in Years 5 and 6 and their families to our Open Evening to find out how the legacy of the brave and dedicated women who laid the foundations of our community remain at the core of our thriving modern school.

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NLA Sixth Form delivers record results as state-of-the-art centre opens North Liverpool Academy (NLA) Sixth Form is celebrating an outstanding set of post-16 results, establishing the academy among the top-tier performing schools nationally. This academic milestone coincides directly with the completion of NLA’s brand-new, purpose-built sixth form centre, which welcomes its first cohort of students this September. The custom-designed space bridges the gap between school and higher education, featuring dedicated silent study suites, collaborative workspaces, and modern amenities tailored to support senior students. NLA students significantly outperformed the UK national averages across all key academic measures during the academic year 25/26. An impressive 63 per cent of all A-level entries achieved A* or A grades – more than double the national average – while 85 per cent secured A* to B grades. The academy achieved a flawless 100 per cent pass rate across all academic subjects, with the mathematics department delivering exceptionally strong results, securing 63 per cent A*-A grades and 85 per cent A*-B. The academy’s vocational and technical pathways demonstrated equal excellence, maintaining a 100 per cent pass rate across all technical qualifications. Notably, 83 per

cent of entries achieved Distinction* or Distinction, with applied science, performing arts, and sport and physical activity achieving 100 per cent top-tier Distinction grades. These exceptional outcomes have secured NLA graduates places on competitive pathways at elite Russell Group institutions and specialist universities. Destinations include medicine and law at the University of Liverpool, mathematics at Imperial College London, Durham University, and King’s College London, and mechanical engineering and neuroscience at University College London. NLA Sixth Form reinforces its commitment to academic rigour, universitystandard technology, and elite post-16 pathways, including targeted financial support such as bursaries for top achievers. Executive principal, Paul Johnson, said: "Our intent is simple: to provide the benchmark for academic excellence in the city of Liverpool. "We offer the highest standard of academic rigour housed in a space built for professionals." Prospective students for 2027 are invited to attend one of North Liverpool Academy’s upcoming open events. Register via the website www.northliverpoolacademy.co.uk.

Royal seal of approval for reborn Spellow Community Hub and Library Her Majesty The Queen visited Spellow Community Hub and Library to learn more about how the community came together following the riots of 2024. The library suffered extensive fire and water damage after being vandalised during the unrest in August 2024, just one year after a major refurbishment funded through Liverpool City Region Mayor Steve Rotheram's Town Centre Fund. In the aftermath, a wave of support helped secure the library’s future. Queen Camilla was among those who donated books, alongside Waterstones Children’s Laureate, Frank Cottrell-Boyce, and author, Nigella Lawson. A GoFundMe campaign launched by local resident Alex McCormick also raised £250,000. The library reopened in December 2024 and has since re-established itself as a community hub, offering free smart classrooms, flexible learning spaces, parent-andtoddler groups and access to council services.

During her visit, The Queen met staff and pupils from St Francis De Sales Catholic Infant and Nursery School and Arnot St Mary Church of

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England Primary School. She also met library staff and first responders who helped in the aftermath of the riots, listened to a poem about

Spellow Hub written by Frank Cottrell-Boyce, and joined young people for a game of chess. Liverpool City Council leader, Cllr Liam Robinson, said the public response to the attack had showcased “the very best of our city and its people”. He added: "The reopening marked a new beginning for the building, cementing its place at the heart of life in Walton." Councillor Harry Doyle, cabinet member for health, wellbeing and culture, said the books donated by The Queen and others had become part of the library's collection of more than 22,000 items loaned each year. Frank Cottrell-Boyce, author and BookTrust's reading rights ambassador, said this library’s story is one of “resilience and hope.” Fundraiser, Alex McCormick, added: “It has been incredible to see Spellow Community Library and Hub thrive and grow, and prove what we’ve always known, that it's a vital part of this community.”

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Whatever the topic, let pupils Xplore! What is the chosen topic this term? Forces? Animals? The weather? Our planet? Space? Whatever the class is discovering, Xplore! can help bring the topic to life! Xplore!’s education programme is designed to inspire young minds and enrich learning beyond the classroom, with a wide range of curriculum-linked workshops, shows and hands-on activities for early years, primary and secondary pupils. From exploring forces and building bridges to investigating animal habitats, weather and the wonders of space, there’s something to complement all kinds of topics and subjects. Xplore!’s activities are designed to get pupils involved, encouraging them to experiment, problem-solve, communicate, work as a team and discover science for themselves. Sessions can be tailored to suit the needs and abilities of each group, with activities available in English, Welsh or bilingually. There are two ways to bring Xplore! into lesson plans. The fully

trained science communicators can come to schools and deliver engaging sessions right in the classroom, with activities available in 45, 60 or 90-minute formats. Or, pupils can visit Xplore! Science Discovery Centre in Wrexham for a full day of hands-on discovery. A visit to Xplore! includes time to investigate the interactive STEAM exhibits, alongside dedicated workshop spaces and a lunch area. Teachers can also arrange a free pre-visit to help plan the perfect day. Now there’s even more to discover in centre, with Xplore!’s brand-new fixed planetarium offering guided journeys through the solar system, stars and galaxies – bringing the universe right to Wrexham. So, whatever the topic this term, why not take learning beyond the classroom and let pupils Xplore!? Enquire for your school trip today by emailing bookings@xplorescience.co.uk.

The next generation of creative talent steps forward at LIPA Sixth Form College LIPA Sixth Form College is celebrating another year of exceptional student achievement after students secured a 100 per cent pass rate in their University of the Arts London (UAL) extended diploma qualifications this summer. An impressive 96 per cent of grades were awarded at high grade level, equivalent to three A-levels at A* to B, enabling students to progress to leading performing arts conservatoires, training schools and universities across the UK. Others have gone directly into employment or apprenticeships within the creative industries. The Liverpool city centre college has now welcomed its new Year 12 cohort,

building on a decade of success in preparing young people for careers in the creative sectors. LIPA Sixth Form College specialises in performing arts education for students aged 16 to 18, offering pathways in acting, dance, music performance and production, musical theatre, technical theatre and design for performance. Since opening in 2016, the college has developed a reputation for its inclusive environment and project-based approach to learning, helping students build the technical, academic and professional skills needed for future success. During an Ofsted inspection in April 2026, inspectors noted that "students quickly

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feel like they belong" and "thrive at college". The college is now inviting prospective students and families to attend open days on Saturday, 10 October and Saturday, 28 November ahead of applications for September 2027 entry. Staff are particularly keen to highlight opportunities in technical and backstage disciplines, where employers continue to report skills shortages. Areas such as lighting, sound, events, costume, stage management and scenic design offer a wide range of career pathways for young people interested in working behind the scenes in the performing arts industry.

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Opening doors to tomorrow Every career journey starts somewhere. Sometimes it begins with a conversation, sometimes with a challenge, and sometimes with an experience that opens a young person's eyes to opportunities they had never imagined before. Those moments sit at the heart of ‘Experience of the Workplace’, a programme developed by All About Futures in partnership with Liverpool City Region Careers Hub, helping young people connect classroom learning with the employers, industries and skills driving the region's future. As one of The Careers & Enterprise Company's modern work experience pilot areas, Liverpool City Region Careers Hub has been exploring innovative approaches to workplace experiences through the equalex framework, helping young people engage with employers, develop essential skills, and gain insight into future career pathways. Experience of the Workplace introduces learners to Liverpool City Region's growth sectors, including creative industries, digital, advanced manufacturing, health, energy, and culture, through immersive employer-led experiences. During the 2025/26 academic year, five events brought together 625 Year 8 and 9 students from 35 schools across Liverpool City Region. A key strength of the programme has been the involvement of members of the Liverpool City Region Employer Network. By sharing their expertise and industry insight,

employers have helped bring workplace learning to life, enabling young people to explore careers, engage directly with professionals and better understand opportunities on offer across the region. Across each event, students took part in employer-led workshops designed around authentic workplace challenges. From creating foley effects for gaming environments to tackling engineering activities that strengthened communication, teamwork and problem-solving skills, participants gained first-hand experience of how different industries operate. Along the way, they connected with professionals, heard career journeys, and discovered sectors they may never have considered. Gill Walsh, strategic careers hub lead at Liverpool City Region Combined Authority, said: "We are committed to ensuring that every young person has access to experiences that broaden their horizons and help them understand the world of work. Experience of the Workplace supports this ambition by creating opportunities that are engaging, inclusive and aligned to the region's growth sectors." Through skills builder reflections, students identified strengths in communication, teamwork, creativity, and problem solving, and how these apply in education, employment, and everyday life. The results highlight the value of these experiences. Within the creative industries events, almost every student reported an increased awareness of opportunities across film, music, and the arts, while the

overwhelming majority said they had developed new skills. Nearly nine in 10 also said they would now consider a career in the sector, demonstrating the power of employer engagement to broaden horizons and challenge perceptions. Behind these figures are moments of discovery that cannot always be measured: a student encountering a career they had never heard of, a new ambition taking shape, or the confidence gained through stepping outside their comfort zone and engaging with employers and peers. Michelle Dow, managing director at All About Futures, said: "All About Futures is proud to work with Liverpool City Region Careers Hub to create experiences that inspire young people and help them explore the world of work in a meaningful way. Experience of the Workplace shows what can be achieved when employers, educators and partners come together with a shared purpose." As Liverpool City Region Careers Hub continues to explore new approaches to work experience alongside All About Futures, Experience of the Workplace is helping young people build confidence, broaden aspirations, and discover new possibilities. In doing so, it is creating meaningful encounters that can spark ambitions, shape future choices, and help young people take their first steps towards the future they want to build. Every future starts somewhere. Sometimes, it starts with an experience that opens a door to what's possible.

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Interview with: Edward Pinner, principal of LIPA Sixth Form College

Raising the curtain on creative education and leadership

by Elizabeth Dale

Our students are exceptional for lots of diﬀerent reasons. 50

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With an actor’s CV spanning West End theatre, high-end BBC drama and much-loved television favourites from ‘Poirot’ to ‘A Touch of Frost’, Edward Pinner has spent his entire career living and breathing the performing arts. Now, as principal of LIPA Sixth Form College, Liverpool, he is using his experience to provide the next generation of performers with the knowledge, confidence and professional expectations to take their first steps into industry. As a student himself, Edward always had a passion for amateur dramatics, which saw him join a Saturday morning drama workshop at the Loft Theatre in his hometown, Leamington Spa, before enrolling at Stratford-upon-Avon College, a place that would play an important role in shaping his journey and one he would unknowingly return to later in life.

throughout his career, alongside treading the boards in theatres up and down the country.

company tour, starring in more television shows, and even taking on his first voiceover job.

“All the way through, whenever I was working in theatre or television, I always kept in touch with my old college, and they would ask me, ‘will you come in and do some classes?’ or ‘could you come and direct something?’,” Edward recalls.

With his recent industry experience still fresh, Edward’s route into LIPA Sixth Form College began with an unexpected Facebook post. The founding principal of the college, Charles Bartholomew, who Edward knew from their involvement together in the National Skills Academy for Creative and Cultural Skills, had advertised for an acting teacher, prompting Edward to apply for what would become his first role at the college.

So, between jobs, Edward would return to Stratford-upon-Avon College. He says: “Those opportunities increased, as the opportunities to be an actor sort of decreased really. I ended up doing more and more work in education and a full-time teaching job came up. I then had this summer of deciding, do I go for the teaching job or do I carry on acting?” With a young family, Edward took the decision to go down the teaching route, but it was never a second option to him: “I love it. I love the creativity. I love the freedom. I love working with young people to create something.”

Having completed A-level drama and theatre studies, among other subjects, Edward headed to London to embark on a threeyear professional acting course at the iconic Royal Central School of Speech and Drama, the ‘Central’, which has seen legendary industry figures such as Sir Laurence Olivier and Dame Judi Dench grace its hallways, as well as contemporary stars including Kit Harington and Andrew Garfield.

Edward ended up working at Stratford-upon-Avon College for 17.5 years, with his last role being assistant principal, before making the hard decision, given his emotional connection to the college as both a student and a teacher, to take voluntary redundancy.

“I was very lucky that I then went straight into the industry,” Edward reflects. “I was taken on by an agent literally on the last night of drama school – our last night, of our last performance.”

He then began the hunt for other teaching roles, looking to reconnect with his craft after moving away from it within his assistant principal role. He searched, found and was shortlisted for a job.

Edward’s first professional job was in television, a medium he had only briefly studied while at drama school, but one he would continue to return to

However, a chance encounter with an old friend who asked about his acting career caused Edward to pivot and he went back into industry, playing the leading role of Macbeth in a

“It was a great job. I was an acting teacher and that was absolutely what I was looking for. It was great,” Edward recalls. “Then the head of acting went on maternity leave, so I then did the maternity cover and I eventually became head of acting at the college. Then, I was assistant principal of curriculum and quality, and now, the principal.” Upon joining back in 2017, Edward recognised parallels between LIPA Sixth Form College and his own experience as a student at Stratford-uponAvon College. He says: “It has a very similar ethos. There’s a real strength and depth of passion that the staff have for what they teach and for working with young people. “I see that, and that’s something I certainly felt at Stratford-uponAvon College. And so, now that I’m in the role of principal, it’s something that I will continue to foster and encourage as much as possible.” The passion of LIPA Sixth Form College’s staff stems partly from the industry experience many have, something which Edward believes is extremely valuable. Edward says: “I don’t think I would have been able to teach

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Interview with: Edward Pinner, principal of LIPA Sixth Form College what I teach now without having that industry experience.” It is his industry experience which also allows Edward to feel a greater connection with LIPA Sixth Form College’s students, particularly when he leads assemblies or speaks on open days. He reflects: “I was that person who went to college, then went into training and who then went into the industry. That was my path and I see that in a lot of our students, that’s their ambition. And I can stand up as principal and say: ‘I understand you. I get it. Because I did exactly the same and I’m still connected with that younger version of me who did that. I know what that felt like.’” 41 per cent of LIPA Sixth Form College’s students live outside the Liverpool City Region, travelling from as far as North West Wales and Lancashire. Beyond its outstanding outcomes, which last year saw a 100 per cent pass rate with 96 per cent of students earning a Merit or Distinction grade, Edward attributes the pull to the college to “the creative culture that Liverpool has” and its sponsor, LIPA (Liverpool Institute for Performing Arts), which he feels “very fortunate to have”. While there are no guarantees students will be offered a place at LIPA to study university-level courses following their time at LIPA Sixth Form College, they still benefit from being invited to take part in masterclasses with world-famous stars, which in recent years has included one of the world’s most celebrated singer-songwriters and performers, Bruce Springsteen, and Oscar-winning filmmaker and celebrated theatre director, Sir Sam Mendes. 52

In Edward’s own words, LIPA Sixth Form College students are “exceptional for lots of different reasons” and have a real passion for their craft, which is displayed during the assessment process for joining the sixth form college where they complete a practical individual task, a group task and an interview. “What we’re looking for in those activities is not the finished product,” Edward shares. “What we are looking for is somebody with a light in their eyes and a fire in their belly.” Among the many rewarding aspects of his role as principal, Edward is proud of providing students with a place to belong.

What we are looking for is somebody with a light in their eyes and a fire in their belly. He reflects: “So many students say every year, in their hundreds, that they come here and they find their people. That’s massive.” Another rewarding aspect of Edward’s role is the staff he leads. He says: “Our staff are amazing. Whether it’s teaching or learning support staff, Nikki and Jayne in the canteen, or other members of the senior leadership team, we’re all pulling in the same direction. We’re all here for the same reason, we’re all here for the students and that’s the most important thing.”

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In the college’s most recent Ofsted report, Edward was described as ‘visible’ and ‘present’, two adjectives which are important to him as a leader. “I need to know what’s going on everywhere in the building. I don’t need to control everything, and I believe very much in teamwork and people taking ownership of whatever it is they’re doing. But it is about giving all staff, whether that’s catering staff, support staff, teaching staff or estate staff, the tools to do the job that they need to do. Because when that’s the case, then everyone can do their job and that’s important, because they’re doing the job for the benefit of our students.” This September, LIPA Sixth Form College marks its tenth year of delivering free, dedicated performing and creative arts training to students aged between 16 and 18. Sharing his ambitions for the future of the college, Edward says: “I would like us to continue to be successful, to be even more successful. I used to write BTEC units for Pearson Edexcel’s performing arts and acting qualifications, and part of the distinction criteria that I wrote was that students had to achieve whatever it was, but ‘with a sense of ease’. That doesn’t mean to say they haven’t worked their socks off trying to achieve that. But ultimately, it’s actually about a release. It’s not about working on tension. It’s about relaxation. “So, working with a sense of ease is really important. Everybody works so hard and we’re very conscientious. But, I’d like everybody to do what they’re doing with a bit more ease. That would be my hope for everyone who works in the organisation.”

Join dot-art Schools 15th annual inter-school art competition for Year 5 and Year 9 students from schools across Liverpool City Region, with winners exhibition at the Walker Art Gallery.

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Modular construction paves the way to more inclusive learning environments It's 8:45 on a Monday morning, and Year 7 pupil Julie is already overwhelmed. The school day has barely begun, but the crowded corridors, constant noise and busy classrooms feel impossible to navigate. By break time, she's struggling to focus. By lunchtime, she's exhausted. She came to school ready to learn, but the environment around her is demanding more from her than any lessons. For pupils like Julie, the right environment can be just as important as the right support.

Schools are being asked to support increasingly diverse learner needs, yet many are doing so within estates that were never designed for modern inclusion. As demand for SEND provision grows, dedicated inclusion bases are becoming an essential part of creating truly inclusive schools, providing safe, supportive spaces where pupils can access targeted interventions while remaining connected to mainstream education.

The challenge is finding the space and delivering it quickly enough to meet demand. Portakabin helps schools overcome this challenge with purpose-designed modular classrooms and inclusion bases that combine inclusive design with speed, flexibility and minimal disruption. Tailored to individual needs, they can incorporate quiet rooms, sensory spaces, breakout areas and small-group teaching zones, helping pupils feel safe, supported and able to thrive. With buildings manufactured off site, schools can create additional teaching space quickly and efficiently, without months of construction work on campus. The spaces can also be adapted, expanded or repurposed as requirements change, helping schools and trusts plan for the future with confidence. For Julie, it could be the difference between simply getting through the school day and flourishing within it. To discover how Portakabin can help you create an inclusion base that meets the needs of today's learners and tomorrow's challenges, visit www.portakabin.com/schools.

The programme boosts students' confidence and engages families through the online public vote, exhibition, and prize-giving ceremony at St George's Hall. It also delivers arts and culture enrichment activities, helping close the participation gap between disadvantaged pupils and their peers. Mr Danny Metz, art and design lead at Blackmoor Park Primary School (2026 overall winning primary school), explains: “Both staff and pupils were absolutely thrilled for Camden when he won this year's dot-art Schools competition[…] Seeing his work celebrated beyond the classroom

has given him a real sense of pride and achievement, and it's wonderful to see him grow in self-belief. It has also inspired other pupils, showing them what can be achieved with creativity, effort and commitment.” dot-art Schools ensures a lack of resources never prevents a child from taking part by offering accessible pricing and financial support. Registration is open now until Christmas for primary, secondary, and specialist schools across the Liverpool City Region. Visit schools.dot-art.com to register. For more information, email schools@dot-art.com or call 0345 0176660.

dot-art Schools celebrates 15 years of inspiring young artists dot-art Schools, an annual inter-school art competition, gives Year 5 and Year 9 students a chance to see their work displayed online alongside peers from across the Liverpool City Region. Their work is judged by arts professionals, with each school's winner exhibited at the Walker Art Gallery. To mark its fifteenth year, dot-art Schools is offering schools an optional theme of ‘Nature Needs Us! – art inspired by biodiversity’. The theme of biodiversity loss and collapse was chosen as one of the most pressing issues affecting everyone on the planet, ideal for students to learn more about while creating their submission. Mr Shaun Smyth, head of creative and expressive arts at The Academy of St Nicholas (2026 secondary overall winner), said: “The dot-art programme continues to be a highlight of our arts calendar, providing students with a real-world platform to share and celebrate their creativity. Seeing one of our students win the overall first prize across all Liverpool City Region schools was an unforgettable moment and a testament to the exceptional talent within our school community.”

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Broughton Hall Catholic High School

OPEN EVENING TUESDAY 29TH SEPTEMBER 2026 3.30pm - 6.30pm

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“Relationships with parents are strong, one parent commented “this school is like a family to me”, with another stating they they “could not recommend the school enough” because of how it has ‘uplifted’ her daughter.” - CSI Inspection 2026 One Heart One Mind

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Choosing a career

s r e e ed : r a C plor Ex

Travel Industry by Elle Foster

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Choosing a career Travel is part of everyday life for millions of people, yet many of the careers that make it possible remain largely out of sight. Airports, airlines, hotels and holiday companies may be familiar territory, but behind them is a vast range of careers that most travellers rarely see. There are specialists deciding where airlines should fly, teams developing booking technology, and professionals working to make tourism more sustainable. For students considering their future, the travel industry offers far more choice than they might expect. Alongside a passion for travel, organisations need people with skills in technology, engineering, marketing, sustainability, finance and data. Lee Ison-Ainsworth, membership and strategy director at Advantage Travel Partnership, believes perceptions of the industry have not necessarily kept pace with that reality. “I think, for many young people, the picture of a career in travel remains relatively narrow; perhaps working as cabin crew, as a travel consultant or as a representative overseas,” he says. “It’s understandable, because these are the roles people see most clearly. “What is less visible is everything behind that customer experience; the people developing products, building technology, negotiating commercial agreements and helping travel businesses evolve.” Lee knows something about the variety a career in travel can offer. He began as an apprentice travel consultant in a local travel agency before moving into product development and tour operations. His career has subsequently encompassed operations, technology and strategy, culminating in his current position. “Those experiences have taught me that career progression does not need to follow a fixed or linear route,” he says. “That is one of the industry’s greatest strengths: you can move across different disciplines, continue learning and develop a career around the contribution you want to make.”

So, what might some of those less obvious careers look like?

programmes and opportunities to progress internally.

Deciding where we fly

The starting salary for this type of role begins from around £26,000 per annum, depending on location.

When an airline announces a new route, it may be an exciting prospect for travellers, but deciding to connect two destinations is a major commercial decision. Behind it are network and route planning teams tasked with working out where an airline should fly, how frequently it should operate and whether there is enough demand to make a route viable.

“This industry is as much about technology, sustainability, data and strategy as it is about check-in desks and holiday brochures.” It is a job that combines an understanding of travel with plenty of analysis. Planners can examine passenger numbers, market trends and competitor activity alongside factors such as airport costs, aircraft availability and the connections passengers might make at either end of their journey. The work doesn’t stop once a route has launched either. Its performance needs to be monitored so an airline can decide whether to increase or reduce flights, change the aircraft it uses or rethink its schedule. For students who enjoy maths, analysing data and solving problems, it offers an example of how those skills can translate into a career in travel without necessarily working directly with passengers. Routes into airline planning vary. Relevant degrees can include subjects such as economics, mathematics, business, aviation management and data-related disciplines, while some airlines also offer graduate

The technology behind the trip Searching for a flight, booking a hotel, receiving a digital boarding pass and managing a trip through an app are now everyday parts of travelling. Less obvious are the teams responsible for creating the technology behind them. Digital product management is one example. Product managers help shape websites, apps and other digital services, identifying what customers need and working with software developers, designers and data specialists to turn those needs into functioning products. In travel, that might involve improving an online booking process, introducing a new feature to an airline app or finding a simpler way for customers to manage their journey when plans change. It requires more than technical knowledge. Communication, organisation, commercial awareness and the ability to understand a problem from a customer’s perspective are all important, particularly when balancing what customers want with what is technically possible. There is no single prescribed route into product management. People enter from technology, business, marketing, design and data backgrounds, while apprenticeships and graduate programmes can offer other starting points. Demand for digital expertise stretches well beyond product management too. Travel companies employ software developers, data analysts, UX (user experience) designers, business analysts and cyber-security specialists. Lee says digital literacy is becoming “increasingly non-negotiable”, with AI adding another dimension to the skills travel businesses require.

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Choosing a career

“It starts in schools. It starts with careers advisers. It starts with parents understanding that travel is a serious profession with opportunities to build long-term, fulfilling careers.” “AI is changing customer service (chatbots, personalised recommendations), pricing and revenue management, and even itinerary planning,” he explains. “This in turn creates demand for people who can build, train and manage these systems, not just use them.” The salary for a role like this usually starts from £26,000, depending on location.

Making tourism more sustainable Travel can bring considerable benefits to economies, but managing its impact on the environment and the places people visit is one of the industry’s biggest challenges. Addressing that challenge requires specialist skills, and this is creating a range of career opportunities. Sustainability professionals can be found within airlines, airports, hotels, tour operators and destination organisations. Depending on the employer, their work might involve measuring environmental impact, reducing emissions and waste, developing sustainability strategies or working with suppliers to introduce more responsible practices. Tourism can create jobs and bring money into communities, but high visitor numbers can also put pressure on local services and natural environments. Sustainable tourism 58

professionals consider how those economic benefits can be balanced with the needs of residents and the environment. Lee says the changing priorities of the industry are already influencing the skills employers need. “Sustainability is reshaping supply chains, driving demand for specialists in carbon measurement, sustainable accommodation vetting, and policy/ compliance roles as regulation tightens,” he reveals. The changes taking place across sustainability and technology aren’t simply creating opportunities within established professions. He continues: “Together, these trends are creating entirely new job titles that didn’t exist five to 10 years ago – from AI product managers in travel tech to sustainability leads at tour operators – alongside more established roles that now require a much higher level of digital fluency than before.” The routes into sustainability careers are as varied as the jobs themselves. Some positions require specialist environmental knowledge, while others draw heavily on research, project management and communication skills. Relevant degree subjects can include environmental science, sustainability, geography, tourism management and business. A typical starting salary for this role is around £24,000, depending on location.

Finding your route Perhaps one of the most important messages for students interested in the travel industry is that there isn’t a single route into it. Lee’s own career began with an apprenticeship, an experience he credits with sparking the passion for travel that has remained throughout his career. “University is absolutely not the only way in, and for many roles isn’t necessary at all,” he shares. College and vocational courses provide one route into the industry. All Saints Sixth Form College at The Academy of

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St Nicholas in Liverpool, for example, offers a vocational course in travel and tourism. Apprenticeships are another option, available in travel and tourism as well as areas such as business and digital marketing, while entry-level positions with travel agencies, tour operators, online travel businesses, airlines and airports offer another way to get started. For those considering higher education, there are courses that can provide an opportunity to combine an interest in tourism with skills that can be applied across the wider industry. Liverpool Hope University’s degree in business management and tourism, for example, combines the study of contemporary tourism, including sustainable tourism, destination management and changing consumer behaviour, with areas of business such as finance, marketing, HR and operations.

“Together, these trends are creating entirely new job titles that didn’t exist five to 10 years ago – from AI product managers in travel tech to sustainability leads at tour operators – alongside more established roles that now require a much higher level of digital fluency than before.” University can remain particularly relevant for specialist careers in areas such as finance, law, marketing and data, as well as graduate programmes offered by larger travel businesses. But employers are also interested in what applicants can demonstrate beyond their qualifications.

Choosing a career Communication and people skills remain important, according to Lee, alongside problem-solving, digital literacy, commercial awareness and curiosity about the wider world. Experience gained outside travel can count too. Lee adds: “A part-time job in retail, hospitality or customer service is often valued just as highly as a formal qualification.” For Lee, however, awareness of those opportunities needs to begin much earlier. “The travel industry needs to stop thinking about recruitment as something that starts when someone graduates,” he says. “It starts in schools. It starts with careers advisers. It starts with parents understanding that travel is a serious profession with opportunities to build long-term, fulfilling careers.” For students considering their next step, his message is simple: “Don’t let the narrow, old-fashioned image of travel careers put you off. This industry is as much about technology, sustainability, data and strategy as it is about check-in desks and holiday brochures.” Behind the familiar face of travel lies a much bigger industry, and potentially a career that hasn’t yet been explored.

More information: Travel and tourism (BTEC) at All Saints Sixth Form College, Liverpool Duration: Two years allsaintssixthformcollege.org.uk

BA (Hons) Business management and tourism at Liverpool Hope University UCAS code: BM13 Entry requirements: 112 UCAS points Duration: Three years www.hope.ac.uk/courses/business-management-and-tourism

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SENDSCOPE Independent School welcomes its first Year 11 cohort An exciting new chapter begins as SENDSCOPE Independent School launches its Year 11 provision, complete with a dedicated classroom, kitchen and common room designed to support students as they prepare for adulthood. Students and staff have returned to school excited about the year ahead, with the new Year 11 cohort beginning the term in a beautiful, newly developed space created specifically for them. The Year 11 provision includes a dedicated classroom alongside a fully functioning kitchen and common room, giving students a space that reflects their growing independence and the important transition they are making towards adulthood. Students are looking forward to personalising their space and adding their own touches to make it feel like home. Before school and during break and lunchtime, Year 11 students can relax and socialise in their common room. The addition of a working kitchen will also provide valuable opportunities for students to develop practical skills that support independence. Alongside this, SENDSCOPE is also providing students with an ambitious and flexible academic programme tailored to their individual strengths, interests and aspirations. Students will have the opportunity to work towards a wide range of GCSEs, BTEC qualifications and functional skills. The launch of Year 11 represents an important stage in the continued development of SENDSCOPE Independent

School. As its students move towards the end of their secondary education, the school is focused not only on helping them achieve meaningful qualifications, but also on equipping them with the confidence, independence and practical skills they will need for life beyond the classroom.

There is a real sense of excitement among students and staff as the new academic year begins. For SENDSCOPE’s first Year 11 students in particular, it promises to be a landmark year – one filled with new opportunities, important achievements and preparation for the next chapter of their lives.

CER Education launches managed service with Pope Francis Catholic Multi Academy Trust CER Education, as part of the Affinity Workforce Group, is continuing to strengthen its support for schools and multi academy trusts (MATs) across the North West, helping education leaders overcome workforce challenges through strategic recruitment partnerships. As schools and MATs increasingly seek reliable, compliant and high-quality staffing support, strong recruitment partnerships are playing a vital role in maintaining continuity for pupils and reducing pressures on school leaders. This commitment has been reinforced through a new managed service partnership (MSP) between CER Education Liverpool and Pope Francis Catholic Multi Academy Trust (PFCMAT). Through the MSP, CER will support the trust’s temporary staffing requirements across its academies in Sefton and Lancashire, providing access to high-quality teaching, SEND, support and non-teaching professionals. The collaboration reflects the increasing importance of strategic workforce planning within education. By providing a streamlined and compliant staffing solution, CER helps schools maintain high standards of teaching and learning while reducing the administrative burden associated with recruitment. Effective workforce planning also enables schools to

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make efficient use of budgets and focus resources where they have the greatest impact: in the classroom. Alex Champion, chief operating officer at Affinity Workforce, said: “We are proud to partner with Pope Francis Catholic Multi Academy Trust and support its schools by providing high-quality staffing solutions. “As a provider on the Government Commercial Agency (GCA) framework since its inception in 2020, we are well placed to support the Trust with its staffing requirements, while also helping to deliver cost savings that can be reinvested into the classroom.” As proud sponsors of Educate Awards’ Teacher of the Year category, CER Education Liverpool remains committed to championing excellence across the education sector. The partnership with Pope Francis Catholic Multi Academy Trust reflects a shared commitment to supporting school communities, improving outcomes for pupils and ensuring every school has access to the talent it needs to thrive. If you would like to hear more about the temporary work opportunities CER have with Pope Francis Catholic Multi Academy Trust, contact 0151 242 6020 or email liverpool@cer.co.uk.

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Redefining education in Liverpool’s Baltic Triangle As the demand for practical skills, digital mastery, and hands-on experience reaches an all-time high, young people increasingly seek learning opportunities that translate directly into highvalue careers. For more than 10 years, the Baltic Triangle area of Liverpool has had a thriving educational centre comprising the Liverpool Life Sciences UTC and The Studio School, linking classroom learning with real-world professional experience. The centre, which caters for students aged 14 to 19, regards young people as professionals and has, therefore, created an environment in which academic achievement naturally arises from a genuine interest in practical work. The best proof of this method is the exceptional performance of CUC6 – an environment designed to be far more than a sixth form. To reinforce this professional atmosphere, CUC6 has established a modern sixth-form study area, providing students with a dedicated, professional setting for collaborative research and independent study. Recent academic achievements show outstanding results in both traditional and technical subjects: • The Studio School attained a 100 per cent Distinction* average in Diploma IT and 94 per cent Distinction or Distinction* in

engineering, together with 100 per cent A*-C grades in graphics. GCSE results were also very good, with 79 per cent of students receiving grades 9 to 4 in English and 75 per cent in maths. • Liverpool Life Sciences UTC achieved a 76 per cent Distinction* rate in post-16 engineering and 83 per cent A*-C in further maths. At GCSE level, 52 per cent of students obtained a grade of 7 or above in all three of the separate sciences. Students are going on to pursue competitive degree programmes such as medicine, veterinary science and aerospace engineering at top universities, including Liverpool and Manchester. Some have also obtained highly desirable apprenticeships with international companies such as Ford and Opmobility. A key factor in this success is a solid structure of industry involvement. Through significant initiatives such as the AstraZeneca Vaccine Challenge and the North West Ambulance Service Paramedic Cadet Programme, students frequently worked with leading employers, including PwC, MAST Group and Sellafield. Applications are now open for entry to Years 9, 10 and 12. To register for an upcoming open evening or virtual Q&A, visit openevening.info. Educate The Magazine for Parents and Pupils

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Cumbrian education director secures place on Educate Awards judging panel John Shannon, director of the WELL (Western Excellence in Learning and Leadership) Project in West Cumbria, has joined the independent judging panel for Educate Awards 2026 – the North West's largest and most prestigious education awards. Respected for his work in educational leadership and school improvement, John will help select this year's winners from

thousands of entries submitted by nurseries, schools, multi academy trusts (MATs), colleges and education professionals across the region. John leads the WELL Project, an evidence-informed initiative focused on improving outcomes for children across 118 schools in Allerdale and Copeland. Supported by social impact funding from Sellafield and the Nuclear

Decommissioning Authority (NDA), the programme has gained national recognition for its collaborative approach to educational improvement. Throughout his career, John has taught in five schools, led three schools as headteacher and held several senior trust leadership roles, driven by a passion for social justice and creating opportunities for young people. John said: "I am extremely honoured to have been selected to join the Educate Awards judging panel. Having worked across teaching, school leadership and improvement, I understand the commitment and impact behind great education, and I am looking forward to recognising and celebrating that work through the awards." In its fifteenth anniversary year, Kim O'Brien, founder of Educate Awards, said: "It is a great honour to welcome John Shannon to the judging panel. John's extensive experience and insight will be invaluable in helping us recognise the individuals and organisations making a real difference to the lives of young people." Alongside this year's judging panel are the Educate Awards 2026 sponsors: All About Futures, Angel Solutions, Apprenticeships at Liverpool Hope University, Carpe Diem Education Consultants UK, CER, CPMM Media Group, Frank Field Education Trust, Liverpool City Region Combined Authority Careers Hub, LJMU, LSSP, Portakabin, Satis Education and SENDSCOPE. The Educate Awards ceremony will take place at Liverpool Anglican Cathedral on Friday, 13 November 2026. Keep your eyes peeled for the shortlist video, which will be unveiled on Wednesday, 16 September; stay updated through our socials, and sign-up to our newsletter: educateawards.co.uk/sign-up-for-theeducate-awards-newsletter/

Divorced, beheaded… misunderstood Historic Royal Palaces has launched a national campaign encouraging schools to look beyond the familiar rhyme associated with the six wives of Henry VIII and explore the women behind the Tudor story. The ‘Teach the Six Queens Differently’ campaign aims to help teachers bring greater depth and complexity to Tudor history by focusing on the queens as individuals. For generations, pupils have learnt the well-known refrain: "Divorced, beheaded, died; divorced, beheaded, survived." While memorable, Historic Royal Palaces believes it oversimplifies the lives of

Katherine of Aragon, Anne Boleyn, Jane Seymour, Anne of Cleves, Catherine Howard and Katherine Parr. The charity has developed a programme of free curriculumlinked resources, including teaching packs, quizzes, source materials and palace trails. Schools will also be able to access subsidised learning sessions, teacher development opportunities and new classroom resources designed to support the teaching of Tudor history. The campaign has been championed by Historic Royal Palaces chief historian, Tracy Borman, and developed by the organisation's schools team,

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with support and inspiration from SIX The Musical. At its heart is the idea that the queens should be understood for their own achievements, influence and experiences. Lessons will encourage students to explore Katherine of Aragon's role as a diplomat and regent, Anne Boleyn's impact on the English Reformation, Anne of Cleves' political resilience, and Katherine Parr's work as a scholar and writer, for example. Tracy Borman said: "For too long, the stories of the six queens have been overshadowed by the man they married and by the way their lives ended.

"By looking beyond the rhyme and exploring the queens' ambitions, beliefs, achievements and experiences, we can give young people a much richer understanding of Tudor England and of the women who helped shape it." Lucie Parkes, deputy head of schools at Historic Royal Palaces, added: “Teachers do an extraordinary job of bringing the past to life, often with limited time and resources. We want Teach the Six Queens Differently to give them practical, high-quality tools that they can use straight away, while opening up new ways for pupils to engage with the Tudor period.”

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Nine in 10 schools identify literacy as a key challenge for disadvantaged pupils

An analysis of more than 1,000 pupil premium strategy statements revealed the challenges schools face and how they are addressing them. Schools are most likely to identify literacy attainment and attendance as key challenges facing their disadvantaged pupils, according to new research published by the Education Endowment Foundation (EEF) recently. Verian conducted the research using an innovative AI model that analysed more than 1,200 pupil premium strategy statements from a representative sample of primary and secondary schools across England. It provided a national snapshot of the challenges facing disadvantaged pupils, and showed schools’ reports on how they’re using their pupil premium funding to address those challenges. The findings follow the government’s recent White Paper pledging to review disadvantage funding. It is an important part of the funding debate to understand the barriers disadvantaged pupils face, and how schools are responding to them. Earlier this year, the EEF found that differences in prior attainment earlier in education account for 44 per cent of the GCSE attainment gap. It also found that even moderate levels of absence contribute to the attainment gap. The report found the following to be challenges to disadvantaged pupils’ attainment: • Schools most frequently cited literacy and English attainment as a challenge, with 91 per cent identifying it as a concern. • Schools second most frequently cited attendance as a challenge (83 per cent). This rose to 89 per cent among schools

with higher proportions of disadvantaged pupils, compared with 74 per cent of schools with lower proportions. However, challenges differ between schools: • Literacy was slightly more likely to be identified as a challenge by primary schools. This was 92 per cent, compared with 88 per cent of secondary schools. Attendance was more likely to be identified by secondary schools. This was 92 per cent, compared with 83 per cent of primary schools. • Social and emotional, mental health and wellbeing was more frequently identified as a challenge by primary schools. 82 per cent of primary schools, compare to 63 per cent of secondary schools. • Schools in the North East were the most likely to identify local factors as challenges (35 per cent). This includes housing, transport and access to enrichment. Only 14 per cent held this view in the East of England and 16 per cent in the South East. Schools are responding: • Almost every school (98 per cent) reported using tuition to support their disadvantaged pupils. This was followed by targeted English and literacy interventions (97 per cent). Staff training or continuing professional development was also raised as a challenge (92 per cent). • Secondary schools were more likely to fund attendance and behaviour interventions. Primary schools were more likely to fund teaching assistants and family support. • The EEF was the most frequently cited

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source of evidence supporting schools’ strategies (93 per cent). Each school in England with more than five pupils must publish a strategy statement. This should set out how it will use pupil premium funding to support disadvantaged pupils. This year, schools receive £1,550 for each primary-aged pupil and £1,100 for each secondary-aged pupil with additional funding provided for children who have been in care. Schools preparing their next statement, due by 31 December, can use the EEF’s ‘Guide to the Pupil Premium’. The EEF updated the guide this year (2026) with new case studies, videos and a tool for reflection and monitoring. Professor Becky Francis, CEO of the Education Endowment Foundation (EEF), said: “Our new research sheds important light on the challenges schools are identifying for their disadvantaged pupils. It’s striking to see literacy and attendance come through so strongly. “Schools know their pupils and communities best, and pupil premium strategy statements provide an opportunity to bring that local knowledge together with evidence about what is most likely to work. High-quality teaching remains the most important factor schools can influence, alongside targeted support where it is needed. “With the Government committing to reviewing how disadvantage funding is allocated, it’s important that any changes are informed by what schools are seeing on the ground. Schools need the evidence, flexibility and support to identify the barriers their disadvantaged pupils face and make the best use of this crucial funding.”

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It would take 432 years for every school in England to be rebuilt At the rate the government is currently rebuilding England’s most run-down schools, a school could wait 432 years for its turn. The National Audit Office reported in 2023 that around 700,000 pupils were learning in schools that needed major rebuilding or refurbishment with more than a third of school buildings having passed their estimated design life. Today, that figure remains the same. The ‘School Rebuilding Programme’ was set up to address the worst cases, but it has repeatedly missed its own targets. Government spending on school buildings has also run below planned levels for three consecutive years. The Institute for Fiscal Studies (IFS) attributes much of the shortfall to delays in the rebuilding programme itself. Over the course of this decade funding allocations have run more than 40 per cent below the government’s own assessment of what the estate needs. This has left many schools waiting longer for essential improvements. Research on classroom environments consistently links substandard conditions, including poor ventilation, inadequate heating and failing acoustics, to measurable reductions in concentration, attendance and attainment. These effects surface in the classroom every day a building goes unrepaired. The reinforced autoclaved aerated concrete (RAAC) crisis demonstrates the slow pace of school building improvements. More than a year after the government announced plans to remove the material from affected schools, 87 per cent of the 237 schools identified had yet to complete the necessary work. The wider School Rebuilding Programme is also expected to take another three to five years to finish, meaning many schools continue to wait for upgrades to their facilities. For schools that cannot wait years for a conventional rebuild to reach them, modular construction has become one route to bringing new space into use sooner. Portakabin designs and delivers modular school buildings, ranging from single classrooms to complete schools. They are manufactured off-site and installed on location once the design and groundworks are ready. The approach is being used by schools across England facing exactly this kind of pressure. Holmes Chapel Comprehensive School, for example, discovered significant structural defects in its sixth form building. It received emergency funding only days before the new academic year. Initial

plans for a modular replacement were drawn up within two days and the building was installed and fitted out in time for the start of term. Denis Oliver, executive head at the school, said: “From the very beginning, Portakabin gave us complete confidence they could deliver exactly what we needed within our short timeframe. They seemed undaunted by the project challenges, and we knew their buildings offered the high standards we were looking for.” Another example is Highgate Junior School in London. 65 modules were installed here to form a complete two-storey facility during construction of a new permanent building. Portakabin provided 16 general classrooms, two science laboratories, music and practice rooms, a library, IT suite, staff room and school office. Principal, Mark James, said: “Since completion of the scheme, we have received universally positive feedback from parents, pupils and staff. The new building is bright and well designed and allows us to zone the year groups together. We are very happy with the building which is working well.” Nick Griffin, divisional MD for GB Hire at Portakabin said: “For schools, a construction delay is about far more than a project running behind schedule. It can mean another term, or even another academic year, of pupils learning without the space or facilities they need. Offsite construction offers a way to compress delivery programmes, with high-quality, compliant buildings manufactured away from the school before being installed quickly on site. That means less disruption for pupils and staff, and greater certainty for schools planning around a critical deadline. Where time is of the essence, the way a building is delivered can make a real difference.” Any building used as a school, temporary or permanent, must meet the same regulatory standards. This includes Part M, the Equality Act, SENDA, Building Bulletins and BREEAM. A faster delivery method still must clear that same bar. For the 700,000 pupils currently learning in schools that need major work, the practical question is how soon a working classroom actually arrives. At 432 years per cycle for the slowest route, speed becomes the measure that decides whether a generation of pupils is taught in the conditions they are owed. While schools wait for long-term rebuilding projects, pupils still need safe and effective learning environments. Maintaining high-quality teaching spaces remains a priority. Educate The Magazine for Parents and Pupils

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A JOURNEY TO CHINA FOR EDUCATION LEADERS – REGISTER YOUR INTEREST! The Liverpool Confucious Institute, based at the University of Liverpool, is currently preparing a visit to China during the summer term and is looking to hear from university, school and programme leaders in the Liverpool City Region who are interested in joining the delegation. A collaborative project with Xi’an Jiaotong University and the Chinese International Education Foundation, Liverpool Confucious Institute’s proposed ‘Chinese Bridge’ delegation visit will provide an opportunity for education professionals to build connections and gain insight into China’s education systems through an immersive experience of the country and its culture.

WHY SHOULD I TAKE PART IN THE DELEGATION? The Chinese Bridge education delegation visit aims to build a direct exchange platform between universities and primary and secondary schools in the Liverpool City Region and Chinese educational institutions. Liverpool has a rich Chinese heritage, and the delegation visit is designed to foster and support leaders’ intuitive understanding of Chinese language and culture. By gaining first-hand experience, leaders can create more meaningful, inclusive and diverse learning experiences for their students. As well as fostering relations between Chinese and British teachers and students, the delegation visit will enrich international educational resources, with universities and schools benefiting from practical resources for educational diversity across the Liverpool City Region.

WHAT WILL I DO DURING THE DELEGATION? The five-day trip will see participants visit China’s capital city, Beijing, as well as Xi’an, the capital of the Shaanxi Province. Along with visits to famous historical sites within the two cities, participants will also attend Xi’an Jiaotong University and its affiliated middle school and high school. During the visits to the university and its schools, participants will: • Gain first-hand insights into China’s higher and basic education systems • Conduct in-depth exchanges with Chinese education professionals • Explore opportunities for expanded cooperation

WHEN WILL THE DELEGATION TAKE PLACE? The delegation is likely to take place around Easter 2027 and the summer term. As it is currently in the planning stages, there is no confirmed date at this point. However, interested participants are welcome to share their availability around this period, which will be taken into consideration when finalising the details of the delegation.

WHAT IS THE COST OF THE DELEGATION? The cost of accommodation, transportation, educational visits, and cultural experiences are all covered throughout the trip. However, participants will be responsible for arranging and covering the cost of their flights and travel insurance.

CAN I JOIN THE DELEGATION? The Liverpool Confucious Institute is looking for participants who are under 65-years-old, in good health, fit to

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travel and hold one of the following professional roles: • Principals of universities • Headteachers of primary or secondary schools • Leaders of Chinese language programmes within universities and schools • Government officials supporting local international Chinese language education • Officials in charge of overseas education authorities • Leaders of other overseas educational institutions or school districts It is also expected that selected participants will demonstrate a commitment to developing or establishing new Chinese language and cultural programmes within their own universities and schools. Dr Penny Ding, deputy director (UK) of the University of Liverpool Confucius Institute, said: “With one of the oldest established Chinese communities in Europe, Liverpool has such a rich Chinese heritage. The Chinese Bridge delegation provides the perfect opportunity to deepen exchanges, not only between the UK and China, but between Liverpool and Xi’an. “We are excited to begin preparations for this potential delegation and would love to hear from eligible participants who are interested in joining us on our second delegation visit to China.”

As the delegation requires a minimum of five participants to go ahead, the Liverpool Confucius Institute is inviting leaders who may be interested in taking part to get in touch by emailing lci@liverpool.ac.uk.

LIVERPOOL CONFUCIUS INSTITUTE A space to learn, share and engage with Chinese culture

Based at the University of Liverpool, the Liverpool Confucius Institute (LCI) is a collaborative project with Xi'an Jiaotong University (XJTU) and the Chinese International Education Foundation. Since 2009, our goal has been to bring Chinese culture to the local community and schools through a range of cultural events and opportunities. From Dragon boat racing to Chinese New Year celebrations and Mandarin language courses, there is something for everyone. For more information, scan the QR code below.

Chinese Bridge Delegation to China In 2027, we are looking to take a group of education professionals to China with the aim of developing Chinese language and cultural programs at their respective institutions. Planned educational visits will be made during the trip, with expenses included. For more details or to register your interest, email lci@liverpool.ac.uk.

126 Mount Pleasant, University of Liverpool, L69 3GW

lci@liverpool.ac.uk liverpool.ac.uk/confucius-institute