2020 Shortlist


The Communication Award
  • Abbot’s Lea School in Liverpool

Lockdown presented particular challenges for students and families of Abbot’s Lea School – a specialist school for students living with Autism and other learning differences. As Autism is a condition affecting communication and interactions, without direct interns and personal interactions, students were confused and anxious.

Communicating ‘WHY’ was key and its team ensured that students and families received all of the support to make the process of isolation easier and learning and social communication during lockdown possible.

  • Buile Hill Academy in Salford

Buile Hill impressed judges with its broad range of communication channels which enables them to reach all stakeholders. These include a regularly updated school website, Parent App, TV show and termly bulletin.

The school also demonstrated strong community links, particularly during lockdown by reaching out those in need and delivering food parcels, as well as PPE donations to local hospitals.

  • Chorlton High School in Manchester

Chorlton High School’s believes that communication with parents needs to be a priority and this is most effect when it is consistent.

As part of the standard communication of direct emails through school comms (a web and app based communication tool for all parents) where parents receive termly academic reports, have access to key elements of their child’s attendance, behaviour and reward points and can access their child’s timetable.

Chorlton High School also use a plethora of other communication channels to support its drive to ensure students are successful, creative and happy. These include a termly ‘In the Spotlight magazine – written by both staff and students, weekly newsletters and regularly updated Twitter and Instagram feeds.

  • Litherland High School in Sefton

As Litherland High School bid farewell to most staff and students on the 20 March, LHS knew communication was going to be the key to helping everyone get through the first lockdown.

Alongside digital communications, the school ensured that everyone was kept up-to-date with ‘physical’ post. Students received information packs every couple of weeks including the school newsletter ‘Livo LifeLine’ and a wellbeing leaflet containing hints and tips about how to look after themselves during lockdown.

To keep people feeling connected they had a customised jigsaw made of a photo of its giant rainbow display. They built the jigsaw and then sent every student and member of staff a piece mounted on a special card to remind everyone that even though they were apart, they were all important pieces of the school which would fit back together after lockdown.

  • St Cuthbert’s Catholic High School in St Helens

Every piece of communication that St Cuthbert’s Catholic High School produces adds to its brand in some way. At St Cuthbert’s the inclusion of all is central to its vision. Across all of its various platforms they maintain an open, warm and welcoming atmosphere.

This year, when it became clear that they would not be able to do its annual ‘brand refresh’ using updated images and video of students and staff, they came up with the next best thing – animated versions instead. Students are integral to communication with its partner primary schools about the move to ‘big school’ but due to COVID-19 restrictions, the transition moved online through the use of a dedicated portal on the main website and supplemented by animated messages delivered directly to prospective students’ e-mail inboxes.

  • The Academy of St Francis of Assisi in Liverpool

Every piece of communication that St Cuthbert’s Catholic High School produces adds to its brand in some way. At St Cuthbert’s the inclusion of all is central to its vision. Across all of its various platforms they maintain an open, warm and welcoming atmosphere.

This year, when it became clear that they would not be able to do its annual ‘brand refresh’ using updated images and video of students and staff, they came up with the next best thing – animated versions instead. Students are integral to communication with its partner primary schools about the move to ‘big school’ but due to COVID-19 restrictions, the transition moved online through the use of a dedicated portal on the main website and supplemented by animated messages delivered directly to prospective students’ e-mail inboxes.

Outstanding Commitment to the Environment
  • Birchwood Community High School in Warrington

Birchwood Community High School’s eco-committee is made up of students who care about the environment and want to make the school eco-friendly. Following a full environmental review, they set out an action plan to tackle the issues around litter, recycling and marine.

The committee has since rolled out a recycling programme where they recycle plastics, cardboard and paper in classrooms, have taken part in The Great Big School Clean, visited Formby beach to pick up litter and ran Switch Off Fortnight across school – these are just a few of the initiatives they have worked on in order to become a Green Flag School.

  • Heswall Primary School in Wirral

When Heswall Primary school discovered 26 single use plastics bottles in the drinks tub in one classroom, they realised they had a big problem. The whole school decided that they would start a campaign to reduce single use plastics, not only in school but in the wider community. They called the project #heswalloceanblue – Take the Plastic Pledge.

The aim was to raise awareness amongst friend, families and the wider community about the effect of plastic waste on marine life. The school shared their conservation ideas with school across Wirral’s part the Deeside Schools Federation Coast to Country Project.

  • St Cuthbert’s Catholic High School in St Helens

As part of the Liverpool City Region’s Year of the Environment 2019 and working in partnership with HYPE Merseyside, St Cuthbert’s Catholic High School embarked on an ambitious year-long plan to meet its aims to create an Eco Club, introduce a Re-Cycle project and create growing and wildlife areas within its school grounds.

These initiatives were part of its wider Vibrant Schools project which was designed to educate students about eating healthily, growing and nurturing, but also about the importance of working collaboratively to achieve positive outcomes.

  • St Vincent’s School in Liverpool

At St Vincent’s School, the environment and sustainability are taught throughout the curriculum and are an integral part of projects currently being delivered within the enriched curriculum – embedding many of the United Nations Sustainable Development Goals (SDGs).

St Vincent’s are doing all they can to support the environment and raise awareness of sustainability and are connecting with special needs and mainstream schools as part of ‘A Journey of Hope’ to raise awareness of the UN SDGs, share best practices of sustainability in schools, and fundraise for future sustainability projects led by special needs children across the UK.

Careers & Enterprise Award
  • Ellesmere Port Catholic High School

During the first lockdown, Ellesmere Port Catholic High School’s assistant headteacher for personal development, Michael Hughes, ensured students continued to have access to opportunities relating to careers.

A Virtual Work Experience Week for Year 10 students was launched which enabled them to take part in a timetable of activities, based upon a set of live, interactive experiences with six companies in the area.

  • Myerscough College in Preston

Myerscough College has put significant investment into providing careers facilities, services and initiatives for its students. At the start of the 2019/20 academic year, the college opened a Careers Zone at its Preston Campus. The facility offers impartial advice to 14-16 students and 16-18 students, as well as staff. It aims to inspire students and to highlight opportunities; and also encourage students to take ownership of their individual career pathways.

Alongside this, the college holds the Myerscough College Careers Fair. In February 2020, they hosted its largest-ever careers event, welcoming over 85 employers onto campus, representing every college subject area.

  • Progress Schools – Hamilton Square in Wirral

Progress Schools (Hamilton Square) launched Progress Pathways in a bid to provide students with careers support and work experience opportunities. The school sources and engages with alternative providers, sports facilities and local businesses to provide programmes of placement for 2-3 days per week.

The programmes provide students with work based qualifications and on the job experience so they can discover a pathway that suits them whilst having the security of school, should it go wrong for any reason or turn out to now be what they thought.

  • St John Rigby College in Wigan

St John Rigby College’s The WAY Programme is a scheme to raise the aspirations of young people and equip them with skills and personal attributes to succeed in Y11 and beyond.

The programme is delivered jointly by St John Rigby College and Greater Manchester Higher (GMHigher). The underpinning concept is that participants will become, both physically and metaphorically, the architects, designers and creators of the future.

WAY 2019/20 built upon its past success and this time involved a larger number of pupils from a wider range of schools. The programme targeted schools and postcodes that have low progression to higher education.

  • St Oswald’s CE Primary School in Sefton

St Oswald’s operates a successful TREE project to motivate and inspire the children to strive for success. The TREE (Training for Responsibility, Education and Employment) project sets out clear targets for the children to work towards, these are based on the values the children will need to succeed in education or employment such as being well prepared, showing initiative, completing tasks within a given deadline, punctuality and reliability. It provides a framework for the children to work within and motivates them to aim high.

To encourage entrepreneurship, every November the school runs a whole school enterprise week. Children from nursery to year 6 are involved in designing and making a useable, saleable item for the school Christmas Fair.

SEND Provision Award
  • Bickerstaffe CE School in Lancashire

Over recent years, the SEN ratio at Bickerstaffe CE School has been higher than average for a mainstream primary school. In September 2019, the school conducted a staff skills audit to ensure all staff felt confident and able to deliver high quality interventions depending on the children’s needs.

The audit flagged a number of areas that needed development, this included various staff training, the introduction of a sensory room as well as Makaton training for staff, parents and volunteers.

At the beginning of the year, a quarter of the school population had a barrier in place that meant they didn’t always feel safe and secure and ready to shine. However, given the hard work, dedication and passion of our pupils, staff and parents and the commitment of all stakeholders every child now feels included in every day school life.

  • Finch Woods Academy in Knowsley

Finch Woods Academy is a special school which has transformed the education provision in Knowsley for pupils with social, emotional, mental health and behavioural difficulties.

Finch Woods offers a dedicated SEND provision which is designed to meet pupil’s individual needs. The school has highly trained staff in ADHD and ASC, dedicated sensory and mental health and wellbeing rooms, supported work experience and internship programmes, as well as the ‘Finch Woods Pledge’ where they promise to take every child on a residential visit, a visit to the capital city and an overseas trip to give pupils the chance to experience things which more affluent families have access to.

Despite the challenges this year has brought, careers education and guidance has continued during lockdown through virtual zoom sessions and all Year 11’s are leaving with a suitable college placement ready for September.

  • Netherton Moss Primary School in Sefton

Netherton Moss Primary School offers a wide variety of resources to support the varying needs of children with SEND. The use of ear defenders, wobble cushions, weighted blankets, writing aids, chewellery and fiddle toys are just part of the general classroom provision. Assistive technology is also used on a regular basis to enable children to access the full curriculum across the school in as inclusive a way as possible.

The classroom environment is modified as necessary, for example, the seating position of children with visual or hearing impairments, or those with cognition and learning or communication difficulties enabling quiet spaces where the children can focus more easily.

All teachers at Netherton Moss are SEND teachers and are keen to access as much support and training as possible. This year all staff have attended training on ADHD, Autism and Anxiety, with drop-in sessions available for meetings with specialist colleagues from Together Trust.

  • St Peter’s C of E Primary School in Bolton

St Peter’s is relentless in its drive to innovate and improve, in order to ensure that all pupils succeed, regardless of their socio-economic background or ability.

Progress and provision are monitored regularly (for some pupils daily) and adaptations are made to ensure we are constantly meeting their needs. For example, we have recently seen an increase in the number of children arriving in our mainstream setting with severe autism and EHC plans. Due to the nature of their needs, the school restructured to allow for an in house specialist provision, which now caters for these children. A teacher and two highly skilled support staff work with these children daily and have replicated the provision of the local outstanding special school.

Another local special school have been so impressed with the provision that they are using it as a model for their own staff and send them over to visit. They use our provision as an example of outstanding practice in the training they deliver across the North West.

  • The Barlow RC High School in Manchester

The SEND register at The Barlow is made up of 153 pupils, above the national average. 24 of their pupils are designated as having complex needs and have EHCPs, significantly above the national average. The support is split up into Hives: Hive 1, Hive 2, Hive 3.

Hive 1: Supports pupils with English as an additional language (20% of our pupils). They get language and pastoral support from our EAL specialist, who works closely with these pupils. We also have our additional literacy support, which caters for low and middle ability SEND pupils.

Hive 2: Is a support base for pupils with additional learning needs, physical difficulties and ASC. Pupils have 1-1 and small group support to help them access the mainstream curriculum and build positive relationships with less anxiety.

Hive 3: Is a base for pupils with complex SEMH difficulties. Activities include: baking, arts, crafts, gardening, cards and jigsaws. Plus a range of SEMH activities that focus on pupils learning to manage their own wellbeing and emotional state.

  • Wargrave House School and College in Newton-le-Willows

Work experience is established and inclusive for every student through a network of productive community partnerships at Wargrave House School and College.

Every student has an opportunity to develop their talents. All students aged 16-19 are encouraged to work in the Leap Café and the success of this inclusive work environment has become a welcome addition to college life from September 2019. This café has enabled the school to invite LA commissioners, council representatives, parents, other colleges, staff and students alike to meet our students and see them exceeding their EHCP expectations.

The running of the café itself has proved a valuable onsite work placement where students can gain real life experiences and develop their own skills in serving customers with food and drink. This has been matched to their EHCP’s, Preparation for Adulthood and accredited learning pathway’s. This in turn supports the development of communication, social interaction and flexible problem solving skills.

Innovative and Creative Literacy Award
  • Fairfield Primary School in Widnes

Fairfield has an effective and innovative whole school approach to develop and embed its children’s literacy skills and their love of reading. Within school, they boast indoor reading areas, book swap stations and libraries.

Even while schools closed due to the pandemic, Fairfield continued to create opportunities to engage their pupils. Initiatives included; pyjmamarama day, a borrow a book stand outside the school office, as well as reading and writing activities in home learning packs with free Storytime books and a pack of hot chocolate to encourage a bedtime story.

  • Parish Church of England Primary School in St Helens

Fairfield has an effective and innovative whole school approach to develop and embed its children’s literacy skills and their love of reading. Within school, they boast indoor reading areas, book swap stations and libraries.

Even while schools closed due to the pandemic, Fairfield continued to create opportunities to engage their pupils. Initiatives included; pyjmamarama day, a borrow a book stand outside the school office, as well as reading and writing activities in home learning packs with free Storytime books and a pack of hot chocolate to encourage a bedtime story.

  • Rainford High in St Helens

Rainford High understands that literacy and reading is important and recognises the direct link it has to pupil outcomes, positive mental wellbeing, a sense of community and provoking interests and creativity; three things that have proven vital for all during these unprecedented times.

The school decided to dedicate a full week to reading for pleasure during its remote learning period. A time when no other work would be completed, but to read; read for enjoyment. ‘Rainford Reading Olympics’ gave students a choice of creative and active challenges linked to their books. They invested into a huge online reading platform which gave every student instant access to thousands of E-Books related to their interests, age and ability.

Outstanding Commitment to STEM
  • Bedford Drive Primary School in Wirral

Bedford Primary School values the ideas taught through STEM; having hands-on learning and real world application. Their pupils experience skills including problem solving, creativity, critical thinking, leadership, and communication.

They wanted to create young, keen entrepreneurs. Using a budget, provided by its School Parent Association, children had to create a product to promote, manufacture and sell, producing enough profit to build a school allotment for further projects. Their aim was to include all ages, from Foundation Stage to Year 6, while also engaging parents and the wider community.

  • Cardinal Langley RC High School in Middleton

Over the years, Cardinal Langley has won a number of national STEM competition and is now integrating more theory and practical work into Maths, Science and English lessons so new Year 7 students get exposure to STEM early on in their school life.

The school has secured funding to allow the introduction of the ‘Arkwright Engineering scholarship’ to run in school or the next 5 years. Cardinal Langley is also piloting a small project in collaboration with the Royal Academy of Engineering – this project focuses on developing ‘engineering materials for a greener future’.

  • The Mosslands School in Wirral

STEM is an integral part of life at The Mosslands School. The school has actively been engaged with STEM for 10 Years and maximises STEM opportunities for all students. Per academic year, students complete approximately over 10,000 hours of STEM with 100% of Years 7, 8, 9, 10 and 11 participating in at least 1 dedicated STEM event.

During lockdown, the school held a virtual STEM week, with activities including the construct longest paper chain, parachute Challenge, build an Eiffel Tower, build a moving vehicle and a floating ‘vehicle’.

Outstanding Arts in Primary School
  • Netherton Moss Primary School in Sefton

This academic year, Netherton Moss’ child-centred collaboration was a performance entitled ‘We can Make a Difference’. The story charts the tests, trials and adventures of a small group of committed Eco Clubbers as they attempt to change the attitudes of people they encounter as they journey between the places in the world where the climate emergency is most serious.

The wonderful year group scenarios allowed for extraordinary and poignant scenes of climate change and its effects to be explored, illustrated and interwoven. Within all this action were strong performances from every age and ability.

  • Riverside Primary School in Wirral

Riverside Primary School has been on a mission to enrich its curriculum further and achieve a Platinum Artsmark Award. This year, the school had a jam-packed arts calendar which included performing in front of Royalty during the launch of the RRS Sir David Attenborough ship, singing at the Educate Awards, opening the Wirral School’s Creativity Conference, whilst the Foundation and Key Stage One Christmas show brought the house down!

Even during lockdown, children performed lost word poems and song requests for friends at local nursing homes in weekly online assemblies.

  • St Oswald’s CE Primary School in Sefton

Last December, the children of St Oswald’s staged a magnificent performance of ‘Hercules – the musical’ which was heralded a great success by parents, governors, staff and the children themselves.

All children from Year 1 to Year 6 were involved in the production. Initially working with specialist drama teachers to develop specific drama techniques such as mime, comedy timing, projecting voices, freeze frames and positioning on stage, all of which helped the children to develop their confidence and acting abilities. The children went on to audition for parts with all abilities and ages catered for, ensuring all those who wanted more involved parts were successful.

Outstanding Arts in Secondary School
  • Bedford High School in Leigh

Bedford High school has been shortlisted in the Outstanding Arts in Secondary School category for its ‘Elf the Musical’ production.

Bedford Arts raised the curtain in the school’s theatre in early December 2019 for three nights. 80 Bedford students took part in the show and were joined by 100 primary school pupils from Leigh St Mary’s C of E Primary School, St John’s CE Primary School and St Stephen’s CE Primary School. In total, the show was performed to 1200 local Leigh people.

  • Formby High School in Sefton

Coronavirus and school closure could have put an almighty stop to creative activities in schools. The impact of lockdown, the rise of online learning and the ‘remote classroom’ and the sense of disconnection from teachers, school staff and fellow students has been a huge undertaking on everyone involved with education.

The dedicated Creative Arts Team at Formby High School kept their creative spark alight with high-quality lessons delivered online, which retained to spirit of ‘real’ practical activity, encouraged exciting and dynamic work from home, and also engaged students, colleagues, families and the local community in a range of amazing opportunities to share ideas, talent and experiences.

  • Fred Longworth High School in Manchester

‘Keeping music alive during lockdown’ was something the music staff at Fred Longworth High School felt very strongly when school had to close due to Covid-19. The music department wanted students to continue to engage musically during lockdown, ensuring interaction with as many pupils as possible across all year groups and abilities.

The school developed ‘Freddie’s Studio Sessions’ which saw students record a video of themselves performing a piece of music, it was then uploaded on social media twice a week. The Brass Band and school choir, ‘Freddie’s Voices’, performed Happy Birthday for Captain Tom’s 100th Birthday and a ‘Virtual Summer Concert’ was held for parents, pupils, teachers and the wider community, giving everyone an opportunity to enjoy a 30-minute ‘Freddie’s Family’ showcase, featuring Freddie’s Voices, a Year 9 and 10 group along with soloists.

  • North Liverpool Academy in Liverpool

In November 2019, North Liverpool Academy hosted its first Arts Festival. The event brought together Music, Drama, Dance and Art to provide an inspiring and informative environment for students to find out more about careers in the arts.

Attended by around 300 pupils and parents of the local community the evening featured exhibitions, workshops, performances, keynote speakers and was a celebration of the Arts whilst advising and guiding young creatives on a variety of pathways for the future.

  • The Belvedere Academy in Liverpool

Due to the COVID-19 pandemic, The Belvedere Academy students have been forced to confront an entirely new reality with respect to their studies and usual engagement with the arts. The music department met these challenges head-on through a mixture of imagination, technology and enthusiasm. From an instructional standpoint, music staff have used video conferencing platforms like Zoom and Google Classroom to continue providing students with one-on-one lessons and feedback.

Thanks to the wonders of modern technology, the school has been able to reach out to students, their families and the wider community in their homes during lockdown, to create stunning vocal and musical performances, including online concerts, weekly choir and ukulele rehearsals and competitions.

Community Partnership Award
  • Gateacre School in Liverpool

Gateacre School has continued to forge long-lasting partnerships with the older adult community and older adult service providers across the city region. They regularly create and provide intergenerational learning activities which included sewing, knitting, gardening and embroidery.

When lockdown was announced, Gateacre jumped into action to make sure its school and local community were as supported as possible. They created 150 Hello Bundles which included a book, teabags, biscuits and a card from one of our students to the older members of the community.

They also donated the school’s stock of food, PPE equipment and sanitary products to those who needed it most, while its BIG Little Library donated over 5000 books across the city to foodbank, fairshare and children’s centres.

  • Progress Schools in Wirral

Progress Schools operates out of The Hive Youth Zone. With over 24% of Wirral’s young people living in poverty, it seemed inevitable that its services could really benefit the community. The partnership with The Hive started in 2017 when Progress Schools were approached by the Local Authority to see if they could support the local area. Since then, they have supported almost 100 young people to return to mainstream or to progress into further education or employment.

Progress Schools is also a keen supporter of Young Minds which gives students experience in planning and delivering a host of activities throughout the year to raise money for the charity.

  • The De La Salle Academy in Liverpool

The De La Salle Academy proudly offers its resources to the community; welcoming them inside and also enabling the students to go outside and get involved in activities within their local neighbourhood. All of this has supported a growing sense of community cohesion and at the same time developed resilience and self-confidence in our young people.

One of the most significant partnerships developed and encouraged by the Academy was with the Norris Green Community Alliance. It was an Intergenerational Project that involved students from DLSA volunteering for two hours one evening a week for a six-week period.

  • Wargrave House School and College in Newton-le-Willows

Post-16 students from Wargrave House School and College have the opportunity to work at an Enovert landfill site in Newton-le-Willows that adjoins the Lyme and Wood Country Park. This collaboration has not only benefited students greatly, but also their parents/carers and not least the Friends of Lyme and Wood (FoLW) and Enovert. Enovert staff have been extremely supportive and integral to the training of our students in many different aspects of land management with the result that this area has become greener, safer and healthier over the past year.

This year, the Wargrave House post-16 department and the FoLW/Enovert partnership initiated a new joint ‘Market Gardening Project’ that involves the development of community allotments on the Enovert site. The local community are now accessing the allotments as well as taking full advantage of this developing ecological site and learning about the importance of bee keeping.

Mental Health & Wellbeing Award
  • The Belvedere Academy in Liverpool

During the pandemic, The Belvedere Academy’s Positive Champion, Mrs Cox, started a podcast called the Positive Pod as a way to connect with pupils while they worked from home. It has enabled them to hear weekly chats with staff and peers about their own mental wellbeing and how they are coping in the chaos of Covid-19.

The podcast isn’t just a short term quick fix, it is part of the ongoing recovery curriculum plans being set out by senior leadership at Belvedere. Since 2016, the culture of the school has shifted focus to ensuring that the wellbeing of staff and pupils is prioritised.

  • Evelyn Community Primary School in Knowsley

Evelyn Community Primary School has a three year strategy for supporting the wellbeing and mental health of pupils and staff. They have adopted positive culture which regards wellbeing and health as the responsibility of all and prioritise professional learning and staff development.

Pupils benefit from awareness raising activities through assemblies, PSHE lessons, peace & harmony sessions, whilst staff have regular wellbeing and mental health meetings, a ‘Bliss Room’ where staff can relax, with access to information and reading materials regarding health and wellbeing, as well as all teachers benefiting from one day a week PPA time.

  • Fairfield Primary School in Widnes

Fairfield Primary School has developed learning with a particular commitment to ensuring positive mental health and wellbeing for all. Its ethos aims to ensure every child is truly recognised and they are able to be resilient and successful individuals.

Amongst numerous awareness raising activities, the school has trained ELSA specialists who work alongside an Educational Psychologist, regular parent drop ins/coffee mornings/ parents evening open evenings with a focus on support every half term, as well snack and chat for known young carers every half term.

  • Our Lady of Walsingham Catholic Primary School in Sefton

Our Lady of Walsingham Catholic Primary School is a safe haven for so many children with fragmented lives. The mental Health and wellbeing of staff, pupils and our school community is a priority in school and sourced funding to create the ‘Alice Nurture hub’.

Establishing this hub has enabled the school to assess family’s needs, offer early intervention to improve children’s wellbeing and reduce the chance of mental health services being required in the future. Offering support and intervention to parents has improved parental engagements with school, enhanced children’s academic achievements and reduced the number of statutory plans required via the local authority; it has also reduced the stigma around talking about mental health and surrounding issues.

  • The Hollins in Lancashire

The Hollins held one of the UK’s largest ‘school based’ well-being and happiness participatory arts project and community exhibition – involving over 700 participants. The ‘ART of Happiness Day’ has had a lasting impact on the wellbeing of pupils, staff, parents and the wider community.

Throughout the school day each year group worked alongside a designated artists exploring issues around mental health and wellbeing. Each year group (including staff and community members) worked on a different art form and theme which came to together at the end of the school day to create a large scale public exhibition that was displayed within the school lawn.

Outstanding Commitment to Sport in Primary School
  • Billinge St Aidan’s CE Primary School in Wigan

Billinge St Aidan’s CE Primary School recognised a percentage of pupils were becoming disengaged with the Daily Mile. The team sought a programme to ensure that children received additional opportunities to achieve an average of one hour’s exercise per day.

The introduction of ScootFit tackled this problem as it a full body workout and the equivalent of a 20-minute walk can be done in a 5-minute scoot. Scooting uses the same large muscle groups as running but reduces stress on bones and joints, making movement easier, more comfortable and more sustainable than running. ScootFit has seen pupils develop strong characteristic traits: confidence, self-esteem, bravery, resilience, courage, pride and independent thinking with an element of risk-taking.

  • Plantation Primary School in Knowsley

Plantation Primary School has transformed its PE programme and integrated sport into the everyday lives of our children and school community by delivering 75 clubs (on average) per year, attending a variety of sporting competitions resulting in Knowsley and Merseyside successes, working with organisations to deliver targeted initiatives for specific children such as the Young Tritons/Mini-Mermaids running club.

The school has also established partnerships with Liverpool Hope University and LJMU to develop over 200 students through observing/delivering outstanding PE & Q&A sessions.

  • St Elizabeth’s Catholic Primary School in Sefton

St Elizabeth’s Catholic Primary School was due to achieve the Platinum School Games Mark (on hold until 2021) in recognition of its commitment to school sport, clubs and competitions.

During 2019-20, they had the joint highest number of entries into competitions in South Sefton and were always first in the queue for A, B and C team entries into competitions, in order to provide every child with the opportunity to represent the school. They have also become successful in SEND competitions.

During the pandemic, they held successful virtual challenges and ‘School Sports Week at Home’. They were recognised by Youth Sport Trust, Getset4PE, South Sefton Sports Partnership and others for promoting activity and sport at home and school from Nursery to Year 6.

  • The Belvedere Preparatory School in Liverpool

The Belvedere Preparatory School considers sport to be of the utmost importance in all aspects of our children’s development; physically, socially and emotionally.

Every 12 months, the headteacher appoints a new School Sports Leader and this year, the school has introduced an additional sports leadership role of ‘First School Sports Captain’, which focuses on supporting and leading activities for younger children.

Despite the global pandemic, we have maintained the high-quality Belvedere educational experience by carrying out remote learning, so pupils can still be involved in PE activities.  The school enjoyed taking part in LSSP virtual challenges and a Year 1 child won the ‘Toe Tap’ challenge!

Outstanding Commitment to Sport in Secondary School
  • Hope Academy in Newton-le-Willows

Physical education and school sport are at the heart of Hope Academy life and students thrive in its diverse and inclusive programme of study.

During the unprecedented times of home learning, the school worked extremely hard to ensure students remain physically active and maintain their love for PE. Students completed a range of activities such as; workouts, designing home-made games and yoga/relaxation.

The school now delivers a mixed gender KS3 curriculum. This helps to remove barriers for students in sport and promotes gender equality; both boys and girls experience lessons of football, rugby, gymnastics and dance rather than the traditional boys and girls sporting splits.

  • Rainhill High School in St Helens

Rainhill High School delivers a wide and varied curriculum provision and at Key Stage 3, students meet the full government recommendation of two hours of PE a week.

The school strives to keep activity inclusive and limits ‘girls’ sports and ‘boys’ sports. For Key Stage 4 students, Rainhill offers two accredited courses to allow all students, regardless of ability, to opt for an accreditation if they wish.

During lockdown, weekly challenges were set by staff members over Twitter, whilst a staff v parents/pupils endurance challenge was established that resulted in over 1400km documented, with parents and pupils taking a narrow victory.

  • Ridgeway High School in Wirral

The school makes sport the forefront of its educational offer, using it as a tool to instil British values across the curriculum.

The school has also developed its own unique games based approach underpinned by extensive student led research which sees students taught every part of PE and sport through a games based approach – a unique philosophy embedded far beyond traditional team games where even athletics, gymnastics, Pokemon themed orienteering and theory lessons are taught through a games centred approach that has contributed towards remarkable academic progress.

The impact has led to the school sharing its approach online with hundreds of schools both home and abroad during lockdown through the leading of online teach meets to share good practice.

Leadership Team of the Year
  • Archbishop Blanch School in Liverpool

At Archbishop Blanch School, the leadership team believe the leadership of a secondary school is a team effort. They believe in professional dialogue and debate. All of their decisions are made with the best interests of students at heart.

From being rated Outstanding by Ofsted and SIAMS, the school is proud of its success, to date because they know that through the success of the school, its students will have better life chances, be better citizens of the future and will have confidence in their abilities and unique talents.

  • Parish Church of England Primary School in St Helens

Parish Church of England Primary School welcomed its new headteacher in March, just 13 days before the school closed due to the pandemic. With an acting Deputy Headteacher with only 1 year’s Senior Leadership experience behind her and just 4 further members of the wider leadership team, one could have easily made the presumption that the complexities and challenges posed by this unprecedented period would have overwhelmed this ‘novice’ team.

However, this was not the case and the team hit the ground running. The team began instantly to think innovatively and creatively about actions which could be instigated to support the school community. They organised their approach into three areas: communication, support, connectedness.

  • Penketh High School in Warrington

For many years, Penketh High needed direction and strong leadership and the appointment of John Carlin, a teacher who had been at the school since 2004, brought just that. In that first year he instilled a clear sense of purpose and rigour that had not previously been seen and also a key message to all students of their own accountability.

John and a new senior leadership team helped the school has gone from strength to strength through the tireless drive and determination of talented, selfless and dedicated staff.

A complete revamp of the ‘Climate for Learning ‘of the school was the starting point to ensure that all stakeholders at the school knew what was expected of them at all times. A different approach to holistic development alongside driving outcomes worked hand in hand to develop students in every way possible.

  • St John Fisher Catholic Primary School in Knowsley

The senior leadership team at St John Fisher Catholic Primary School has continued to create an outstanding impact on the whole school community. Their leadership of St John Fisher has resulted in real successes and progress in order to support the needs of our children and local community.

Together they have created a learning culture which enables the whole school community to achieve their potential and shine. The also embed wellbeing and metacognition in order to increase resilience and emotional health of the school community. With all this combined, it has helped the school to grow in both its footprint, size, reputation.

School Governor of the Year
  • Father Harry Wood from Parish Church of England Primary School in St Helens

Parish Church of England Primary School is a school that has a high number of disadvantaged and vulnerable pupils, alongside complex SEN needs. Chair of governors, Father Harry reminds everyone daily that this makes the school unique and floods the community with faith, hope and love.

The Christian values Father Harry holds permeate across all stakeholders ensuring a true Christian distinctiveness in all they do.

Throughout school closure, as the school worked through the rota Father Harry had helped to produce, he remained in constant contact with the school. His focus and priority was always the wellbeing of staff, children and the wider school community. With moments of great sadness and loss amongst the school community during this pandemic, Father Harry has provided spiritual support and strength through prayer.

  • Kayte Parlevliet from Queen’s Park High School in Chester

Katye Parleviet has been chair of governors since 2016. Teamwork is Kayte’s passion and undeniable strength. She has an understated ability to empower all members of her team to lead and support them to drive their plans forward: all of this delivered with incredible calmness and control. Kayte has phenomemal drive and is always pushing for excellence within the governing body and the wider school community.

Kayte’s experience within business has enabled her to lead Governor Strategy Days working with the senior leadership team, introduce LEAN methodology into the school development planning (introduction of one page plans to streamline our workload), support difficult decisions around restructures and complex HR issues.

Not only is Kayte an exceptional governor, she has been a coach/mentor/friend/sounding board for the headteacher and has supported her though some incredibly challenging times.


Teacher of the Year
  • Sharon Komurcu from Burscough Lordsgate Primary School in  Lancashire

Sharon Komurcu was nominated by a mum of Burscough Lordsgate Primary School as Mrs Komurcu teaches her little boy, but in fact Mrs Komurcu also taught the mum back in 1992. When her son joined the school, she was thrilled to learn that Mrs Komurcu would be guiding him through his EYFS.

Mrs Komurcu is kind, caring and full of life, driving children to be their best. She gives the best start possible to every pupil she teaches. When there are tears she hugs them, when they are bold she encourages them to make the right choices, when they are struggling with learning she finds a way to make it fun and not so scary anymore. Her kind and full heart shines out of her and the love of the pupils towards her is seen throughout the years.

  • Mark Hardy from Parish Church of England Primary School in St Helens

It can be very rare that a teacher at such an early start of their career should have such an overwhelming and life-changing impact on a school community. Mr Mark Hardy from Parish Church of England Primary School started teaching in September 2017. He dedicates all he does to the betterment of the school and more importantly its pupils.

Going above and beyond is ‘just what anyone would do’ in the eyes of Mr Hardy. According to the school, he truly does not realise how amazing he is and is modest and humble to a fault. He can often be found sharing his natural talent with his colleagues and giving up his own time in school tutoring struggling pupils over break and lunch times. He wants the absolute best for all the children at Parish and inspires a love of learning within them which they will carry for a lifetime

  • Laura Harding from Penketh High School in Warrington

Laura Harding has been a teacher for 21 years. Her genuine passion for maths is clear to everyone at Penketh High School and this inspires not only her own students that she teaches, but as director of learning for maths, she also inspires all students and the staff within the department.

Miss Harding’s track record in the classroom is second to none and she is one of those rare finds that is equally successful with top, middle or lower set students.

Maths was once the worst performing Ebacc subject but is now the most successful with a sustained pattern of improvement in Progress 8. Her radical improvements to the maths department have since been adopted by other schools within the MAT.

  • Mary Lyons from Riverside Primary School in Wirral

Mrs Mary Lyons, or Little Miss Nurture as she is affectionately known as by Riverside Primary School, has been teaching for over five decades.

Little Miss Nurture has created a haven in her beloved Willows room at the school which is the longest running and most successful SEMH (social, emotional or mental health needs) base on The Wirral. The Willows is a place which gives children from across the borough time to escape the considerable stresses of their lives and to enjoy childhood.

Although she was due to retire at Easter, Little Miss Nurture continued to support her Willows children and their families during lockdown providing bespoke activities, video and phone calls and organising 1-1 provision in school for some of the children who were in need.

  • Rachael Chadwick from St Benedict’s Catholic Primary School in Sefton

Mrs Rachael Chadwick is the deputy headteacher of St Benedict’s Catholic Primary School. She is described as a friend, role model, leader, moral compass, councillor and so much more.

Her passion for teaching has instilled in all of the team how they should always aim for high standards and have the children’s best interests at the forefront of everything they do. The children at the school speak so highly of Mrs Chadwick and how inspirational she is. Her passion, knowledge and understanding are embedded in all that she does.

Throughout the pandemic, Mrs Chadwick closely supported staff and continued to bring learning to life, engaging and inspiring the children. She has organised different themed weeks for the key worker children, making sure they are not frightened by the new school set up and they continue to feel that it is a safe space.

  • Suaad Hussain from The Academy of St Francis of Assisi in Liverpool

Miss Suaad Hussain is an inspiring and unique RE teacher. She is dedicated to making a difference to the students at The Academy of St Francis of Assisi and even when times get tough she has remained truly loyal to her students.

Miss Hussain is the ultimate role model for the Assisi community and has championed change, most notably through her leadership of debate mate in school and her influence across the city. Miss Hussain has brought the competition to life in Liverpool, leading and inspiring others so that now other schools are involved. The determination and dedication that she shows means they have over 60 pupils attend Debate Mate every week. She lead her team to the ultimate success again in 2019, where ASFA won the National Debate League for the second time and debated as ultimate finalists at the House of Parliament.

  • Catherine Lutman from The Barlow RC High School in Manchester

Mrs Catherine Lutman, chaplaincy co-ordinator and young carer champion at The Barlow RC High School, is a dedicated professional, determined to give students every opportunity.

Mrs Lutman leads the GIFT Team (Growing in Faith Together). She has nurtured a desire in them to help the less fortunate and a commitment to being ‘a voice for the voiceless’.  Mrs Lutman has developed the group into 24 students who lead on the prayer life, spiritual development and charity work in the community.

Mrs Lutman is a valued member of the team. If there is ever a time the community needs support then it is Mrs Lutman who steps up. The Barlow feels that the commitment, enthusiasm and love she shows, means she really is completely inspirational as a teacher.

School Support Star of the Year
  • Julie Kelly from Bickerstaffe CE School in Lancashire

Mrs Julie Kelly is a much-loved, selfless and hardworking member of staff at Bickerstaffe CE School who has served the school for over 20 years. Her official job title is a level 3 teaching assistant but she goes way-above and beyond for the children.

Mrs Kelly is passionate about the mental health and wellbeing of everyone, and it was her who persuaded Bickerstaffe to adopt her dog, Bob, as the school dog.

The recent pandemic has really shone a light on how wonderful Mrs Kelly is.  She stepped forward and rolled her sleeves up during the recent lockdown, when the small school was open for keyworkers.

  • Helen Greenway from Rainford High in St Helens

Miss Helen Greenway has been a teaching assistant at Rainford High for over 10 years and continues to develop and grow with passion and commitment.

Miss Greenway is one of the most supportive, approachable and proactive members of the team and no job or task is ever too much for her. She is always available to support the other TAs and is great at supporting her colleagues, as well as offering advice to newer staff members including apprentices.

Miss Greenway mainly works in Rainford’s CC (Core Curriculum) provision with students of varying ages on a ‘stage not age’ provision’ with a number of difficulties and SEND. Miss Greenway consistently sets high expectations for her students so that they can achieve their best at their pace. She goes above and beyond to get to know each student and find the right intervention for them to progress.

  • Faye Lavelle from St Oswald’s CE Primary School in Sefton

Since starting at St Oswald’s CE Primary School as an apprentice in 2015, Miss Faye Lavelle has been like a whirlwind, progressing to working as an admin support in the mornings and a teaching assistant in year 1 in the afternoons the following year in 2016.

Her work in the office has enabled her to have an overview of the whole school and how it runs, she has supported every member of staff and uses her initiative to lead on whole school activities.  She often takes responsibility for additional tasks, which she hasn’t been asked to do, for example, the school website and social media.

She supports all the staff in various ways, she is cheerful, helpful and has a great sense of humour. She has built excellent relationships with all staff at every level, all parents and all pupils.

  • Lindsey Onslow from The Barlow RC High School in Manchester

Although Miss Lindsey Onslow is a maths teaching assistant, she doesn’t hide the fact that she struggled with maths when she was at school and it took her several attempts to pass her GCSE. This has enabled to empathise with students who also find the subject difficult.

Since joining The Barlow’s maths department, Miss Onslow has made an immediate impact with students and teachers. In her first week she had identified several underachieving PP students and had formed her key target groups. Miss Onslow knew that by working with these students from the outset, she could build strong relationships with them and help to improve their confidence, ensuring improved progress.

Lindsey regularly devises new processes and interventions to support students. These initiatives have had a demonstrable impact, seen through the monitoring of her student’s outcomes which have improved as a result of her intervention.

  • Nicola Fisher from The Barlow RC High School in Manchester

Ms Nicola Fisher is a level 4 teaching assistant at The Barlow who strives to change the lives of her students who, without her support and intervention, wouldn’t be able to attend a mainstream school.

Ms Fisher leads a support base for pupils with additional learning needs, physical difficulties and communication needs like autism. Interventions include: literacy, numeracy, independent living, fine motor skills, social stories, Lego Therapy, comic strips, mentoring and Speech and Language Therapy.

The ‘Blue Room’ is a sensory room where pupils who feel overwhelmed by the demands of mainstream can go to find peace. This was developed by Ms Fisher, with support from TAs, who gave up their holiday, to decorate the room. Nik’s experience and outstanding practice as a TA, has enabled the school to open its doors to pupils who usually would attend a specialist provision.

Most Inspirational Alternative Provision by a School
  • Leasowe Primary School in Wirral

At Leasowe Primary School its ethos, mantra and slogan is ‘Include and be Included’. The vision of its headteacher, Katy Bird and SENCO, Kate Tyler has transformed the school.

The SLT and the governing body identified a need within its cohort and environment to radically change and update its practice for a community that was crying out for an inclusive, holistic and extremely family centred approach to education due to the high level of SEND that was apparently within the area.

A nurture base was created and called ‘The Hub’. In here, children receive a bespoke curriculum fitting to their needs and abilities and help was given to their families regarding referrals, coping at home, attendance, behaviour, mental health and the approach became very family centred.

In ‘The Hub’, children thrive and grow, learning socially and academically but still within the mainstream setting. Children are encouraged to challenge themselves and one of the things we are particularly proud of is their achievements in trampolining. All children have access to the local trampolining club as part of the PE curriculum and some have gone on to compete and perform both locally and nationally and receive national status.

  • Progress Schools – Toxteth in Liverpool

Progress Schools provides education for 11-16 year olds who have struggled to progress or engage in mainstream school. Its teaching focuses on preparing young people for further education, work-based learning or employment. The aim is to ensure that all students become economically active once they finish Year 11, providing the required skills to impact their local communities.

Progress Schools Toxteth is based inside the hub of the local community centre, The Fire Fit Hub and have supported 72 students on their educational journey.

Its staff are committed to stepping inside the shoes of students and finding out their ambitions, however big or small, and tailoring the programmes to meet their needs. Every student that they come across has a unique personality with different requirements, and their aim is to give every student a chance to express themselves and find ways to help them engage in education.

  • Queen’s Park Primary School in St Helens

Queen’s Park Primary School introduced an SEN provision funded completely through its own budget. They needed an environment which promoted nurture, positive self-esteem and raised the ambitions of children, who arguably had lost engagement in school and who could display challenging behaviour. We had to teach them the basics of how to read and write at the same time as preparing them for their end of KS2 tests.

Some would argue that specialist provision would be best, however, the school believed keeping them in mainstream would be crucial for later education and employment

Since introducing the prevision, learning attitudes improved significantly as did social skills. Children’s confidence improved and those with language barriers were speaking in sentences after 18 months. All children were off behaviour plans, meaning none were at risk of exclusion. The phonics programme was adopted by the authority and the SENCO leads training on this to schools. The maths programme implemented has been used as a case study for the DfE. The impact has been so positive that the provision is now in place for the foreseeable at QP.

  • Three Towers Alternative Provision Academy in Wigan

Three Towers Alternative Provision Academy caters for the needs of children in KS1 through to KS4 who are unable to access mainstream provision for a wide range of reasons, though all of its children are referred to us primarily for social, emotional and mental health concerns.

They offer a diverse range of personalised education packages including centre based, school, hospital, home and virtual sessions. Three Towers has an excellent induction pathway where information is gathered from key stakeholders to form a 360 circle of understanding around the pupil’s background.

To support pupils’ emotional literacy development, staff we run a targeted emotional literacy programme which incorporates a forest school curriculum. This combination results in pupils making excellent progress in their emotional literacy and self-regulation skills.

  • Wirral WRAP

Wirral WRAP is Wirral’s biggest alternative education provider, working with 134 students. WRAP delivers full time therapeutic respite intensive intervention over six- or twelve-week courses, with additional blended provision on a part time basis that includes elements of the therapy coupled with GCSE and vocational support.

Led by senior education leaders, Wirral WRAP is an industry led education professional service, helping students and schools alike for ‘pre-managed move intensive intervention’, vocational skills courses and respite provision.

They adopt a holistic approach that helps the development of children aged 11-16, with an emphasis on three key strands; ‘Education Recovery, Curriculum competence’, ‘Soft and social skills’ and ‘Vocational awareness and opportunities’. Combined, these areas provide its education offer, and they feed directly into the ‘Return to School plan’. This includes counselling, appropriate support and a reintegration strategy to bring the student and school back together.

Most Inspirational 16-18 Education Provider
  • Myerscough College in Preston

Myerscough College boasts campuses in Preston, Blackburn, Liverpool, Warrington and Lancashire County Cricket Club.

Its outstanding delivery of 16–18 education in the 2019/20 academic year is best measured in the 2020 National Achievement Rates Tables (NARTs). According to the NARTs, the College’s overall pass rate in Further Education is 92% across more than 4,000 students. Myerscough College is also in the top 3 land-based colleges in the country when it comes to pass rates on ‘All Level’ diploma programmes among 16-18 year-olds (at 94%), and is also in the top 3 in the country for achievement rates for Level 3 diploma programmes studied by learners of all ages.

Focusing on STEM, Myerscough College students have a 99% pass rate across all our engineering courses. Other sectors include leisure, with a 94% pass rate and a pass rate of 91% across agriculture, horticulture and animal study programmes. Across all of Myerscough College’s Level 2 diploma programmes, students achieved a pass rate of 99% pass rate, again the

  • The Manchester College in Manchester

The Manchester College’s further education vision is to be ‘the number 1 college for technical and professional education.’ With its focus on careers and a work-ready Greater Manchester, they are creating fantastic opportunities across the region.

From very low starting points and with 76% of students from deprived postcodes (2018/19), its learners transform and achieve very high outcomes, with better employment prospects resulting in increased life chances.

Its achievement rates continue to grow year on year and they have reached the highest achievement rates in Greater Manchester across all age groups in the National Achievement Rates Tables (NARTs) March 2020.

  • Wargrave House School and College in Newton-le-Willows

LEAP and Lakeside College is part of Wargrave House’s 16+ provision which specialises in education and preparation for adulthood for young adults with autism and associated difficulties.

Therapy is an integral part of the post 16 provision and through multi-agency working, ensures that students’ individual needs are met and considered holistically. Two particular initiatives that reflect this practice are the tutorial system and a social inclusion group

Tutorials are an opportunity for students to reflect on their college experience – what is working well for them, any issues or difficulties arising and as a forum to support future planning. A weekly social inclusion session is designed to offer a unique social inclusion experience for students and provide social opportunities in a supported environment at a local sixth form college.

Most Inspirational Secondary School
  • Archbishop Blanch School in Liverpool

In February 2020, Archbishop Blanch School was inspected under the new framework and was graded as an outstanding school.

The school also has an outstanding SIAMS report, which states the school is an exceptional multi faith community. According to the OFSTED list of similar girls’ schools, Archbishop Blanch would rank 3rd nationally.

Such accolades are brilliant for a school and is a representation of the hard-work that goes on. However, what makes Archbishop Blanch an inspirational school is the staff and students who go above and beyond to better the lives of the school community and that is what makes the difference.

The school represents a diverse community, with 27% students classed as disadvantaged, 34% are from a black, Asian and minority ethnic background with 18% students using English as an additional language. The school has received SSAT awards for both progress and attainment over the last two academic years and was personally invited by the Church of England Chief Education Officer to perform at the Church of England National Conference.

  • Litherland High School in Sefton

Litherland High School is an innovative and inspirational school, which has the wellbeing of students and staff at the heart of everything that they do.

The way in which the school pulled together during lockdown has been an inspiration to schools across the community and to schools country wide. No stone has been left unturned to ensure that every single student and every single member of staff has still felt like an integral part of the Litherland family, even though many of them are not physically in the building.

The new headteacher, Mr Yates and his leadership team have inspired students, motivated staff and have provided opportunities for engaging online staff training during lockdown alongside weekly Facebook live videos to answer questions from parents and a Friday live Bingo or Quiz to keep families entertained whilst at home.

  • Stockport Academy

Stockport Academy is an aspirational, enriching, proud and generous school community, judged to be ‘Good’ by Ofsted and in which ‘pupils strive to be the best’. The school wants to help students create memories and the skills to form positive relationships.  They want them to be ambitious and develop interests and hobbies to enrich their lives.  They want them to feel they are making a valuable contribution to society and have the skills to influence change for their futures.

Staff want students to remember school as a time of enjoyment and fascination in learning about themselves and the world around them.  The evidence for delivery of this ambition is in its Ofsted report which states that ‘students feel safe, are well cared for and have high self-esteem and confidence’.

  • The Barlow RC High School in Manchester

The Barlow works in an extremely challenging context. 42% of students are classed as ‘disadvantaged’, almost double National Average. Students come from areas of highest social deprivation. 20% of pupils are EAL. SEND numbers are significantly above the National Average.  Despite this, it is a school committed to removing barriers to learning for its students. Our mission: “If you believe you can achieve” – this is the mission they live out each day so they can improve the life chances of all.

They are proud of its students’ outcomes given that two thirds of them come from homes in the most deprived areas in the country. Securing a positive Progress 8 score for the last two years (0.14 in 2017-18 and 0.06 in 2019-20). Its P8 for both English and the Open Element is significantly above National Average. The Barlow students outperform other schools in Manchester.

Most Inspirational Primary School
  • Halewood Church of England Primary School in Knowsley

Halewood CE Primary School has supportive and inspirational staff who deliver educational excellence through pedagogical innovation and a relentless drive to improve. They have high expectations of the children and know each and every pupil very well; progress is vigorously tracked and no child is left behind.

The school aims to provide for the spiritual, emotional, physical, mental and social development of the whole child. The latest official figures from the Department for Education shows that 96% of pupils met the expected standards, with 32% of pupils achieving a higher standard. Nationally, 65% of pupils meet expected standards with 11% reaching a higher standard.

  • Leasowe Primary School in Wirral

Recent years have seen an incredible change at Leasowe Primary. The arrival of a new inspirational and visionary headteacher three years ago, signalled the start of an emotional rollercoaster of change that has seen the school as the hub of the community, a place where all stakeholders know that they are valued and who feel part of the Leasowe team. The recent Ofsted report stated that “This is a happy, vibrant and safe school. Staff, parents and pupils are proud to belong to the ‘Leasowe family’”. The school feels that this is a perfect representation as all children feel safe and calm in its learning environment and know that the staff care.

Teaching and learning at Leasowe Primary is lively, fun, inspirational and facilitates their children to make accelerated progress.

  • St Peter’s C of E Primary School in Bolton

St Peter’s has a relentless drive to innovate and improve, in order to ensure that all pupils succeed, regardless of their socio- economic background or ability.

Through its motto, ‘Learn, sparkle & shine’, they develop learners who recognise their own learning goals, aspirations and the role they play in determining their own destiny. They provide a curriculum that allows for a wide range of opportunities to be promoted and excellent outcomes achieved, across a wide range of areas. Finally, they promote a community of kind, respectful learners, with an underlying value of hope for their own future and that of the wider extended community; underpinned by Christian and British values.

WOW Recognition Award
  • Ellesmere Port Catholic High School

During the pandemic, Ellesmere Port Catholic High in a joint venture with 4wardfutures has been involved in a project of work that has engaged and inspired the young minds of its Year 7 and 8 students.

The team at 4wardfutures put together an outstanding project which has engaged the students every single day with their virtual talks by outstanding guest speakers. The aim of the project was to engage students in the visualisation and the construction of Life on Mars, along with the possible benefits and barriers they could face along the way. Each day the guest speaker(s) from across the field of space engineering and creative arts, engaged students with their knowledge and understanding with the narrative of getting to Mars.

  • St John Rigby College in Wigan

The WAY Programme is a prestigious scheme by St John Rigby College (SJR) to raise the aspirations of young people and equip them with skills and personal attributes to succeed in Y11 and beyond.

The Programme is delivered jointly by SJR and Greater Manchester Higher. WAY18-19 saw 257 pupils from 8 schools enrolled to the programme. The underpinning concept was that participants will become (both physically and metaphorically) the architects, designers and creators of our futures.  WAY19-20 built upon this success and involves a larger number of pupils from a wider range of schools. SJR is on track to have raised the aspirations of at least 1000 young people from across Wigan.

  • The Barlow RC High School in Manchester

The Barlow identified that it had a number of young carers within its school, yet it had no focused programme of support. Although they recognised eight students, they were certain they had not identified all the possible young carers.

After conducting research, the school appointed a strategic and operational lead for young carers, a young carer champion and held meetings with other external stakeholders to formulate a plan.

The Barlow wanted all pupils to understand what a young carer is so that they could recognise if they fell into this category, or if they had friends who did. They wanted to eliminate any stigma and fear surrounding being a young carer and reassure them that this was a programme of support, not judgement or labelling. The school prepared assemblies, led by pupils, to explain that they wanted to celebrate young carers, what they did and how the school would support them. A young carers section was created on the website, signposting support in school, locally and nationally and sharing information.

  • The Hollins in Lancashire

The Hollins held one of the UK’s largest ‘school based’ well-being and happiness participatory arts project and community exhibition – involving over 700 participants. The ‘ART of Happiness Day’ has had a lasting impact on the wellbeing of pupils, staff, parents and the wider community.

Throughout the school day each year group worked alongside a designated artists exploring issues around mental health and wellbeing. Each year group (including staff and community members) worked on a different art form and theme which came to together at the end of the school day to create a large scale public exhibition that was displayed within the school lawn.

  • The Manchester College

Following the successful pilot of its very first Employer-Sponsored Programme in 2016-17, The Manchester College embarked on a two-year project to develop 16 Level 2 and Level 3 bespoke employability-focused programmes with employers.

In September 2019 the College launched a brand new industry-sponsored Architectural and Construction Engineering (ACE) Scholarship in Construction and The Built Environment for 16-18 year olds.

Five leading construction experts – Bardsley Construction, Conlon Construction, Kier Regional Building North West, Lovells and Vinci Construction UK –  were the first to sign up to the Level 3 scholarship.  The project provides opportunities to study the most up-to-date curriculum, informed by practising industry experts, while enabling students to truly experience the world of work alongside industry partners both inside and outside of the classroom.