On behalf of all of the staff and pupils across NCEAT, we would like to say a huge THANK YOU to everyone who has donated to our Ukraine appeal – the response from our communities has been incredible!

Due to the sheer volume of donations we’ve received, we’ve decided to pause the campaign for now to allow deliveries to Ukraine to catch up, therefore the closing date for donations at all NCEA school collection hubs is now tomorrow (11/03/22).

Please don’t bring any items into school after this date as we cannot guarantee collection. You’re all amazing! #WeStandWithUkraine

What else can we do to support the humanitarian crisis in Ukraine?

Charities and other forces on the ground in Ukraine are now advising that the best way to support those affected by the conflict in Ukraine is through monetary donations. The main national campaign is being organised through the Disasters Emergency Committee – it is quick and easy to donate to the cause via their website, visit https://donation.dec.org.uk/ukraine-humanitarian-appeal.

With fantastically talented women accounting for over 80% of our staff at Northumberland Church of England Academy Trust (NCEAT), we celebrate women’s achievements every day, but as it’s International Women’s Day, it gives us an excuse to shout about it!

#BreakTheBias

The campaign theme this year for International Women’s Day is #BreakTheBias. Across the business world, there are many industries where women are continually overlooked for promotions and are paid significantly less for doing the same job as their male colleagues.

Through the #BreakTheBias campaign, the International Women’s Day movement hopes to celebrate women’s achievements, raise awareness against bias and encourage everyone, everywhere to take action for equality.

Imagine a gender equal world.
A world free of bias, stereotypes, and discrimination.
A world that is diverse, equitable, and inclusive.
A world where difference is valued and celebrated.
Together we can forge women’s equality.
Collectively we can all #BreakTheBias.

Equality in Education

While the teaching profession is heavily favoured by women, beyond a certain seniority level, even in the education sector there is evidence of inequality.

In a study carried out in 2021 by Dods D&I – a UK-based provider of educational events centred around the evolving landscape of diversity and inclusion, it stated: “In schools, the teaching profession is overwhelmingly female, and yet male teachers are almost twice as likely to hold leadership positions as their female colleagues.”

The report goes on to explore the reasons behind this disparity in schools in both rate of progression between male and female educators, and the gender pay gap, citing maternity care and related bias as one of the key contributing factors.

Championing equality at NCEAT

At NCEAT, we are fortunate to have so many incredibly talented women on our payroll. Across the Trust, 7/8 of our school leaders are women. Within our Central Services team too, the majority of our heads of key operational departments, including Finance, HR and Marketing are female.

As an employer, we champion equality at every opportunity and see it as our privilege to lead by example to educate the children and young people in our care about diversity and inclusion. Through our connection with the Dioceses of Newcastle and County Durham, as well as our resident Chaplain, our staff and pupils are encouraged to reach their full potential in regard to their academic, physical, moral and spiritual development.

To celebrate International Women’s Day, we asked some of the inspiring principals, teachers and heads of department from across the Trust to share their thoughts on what it means to them to be a woman in education/business. Here’s what they had to say…

Dawn Watson, Assessment and Accreditation Lead at Castle School:
“I have often heard it said that if you are able to play the piano, or happen to be a man, then you will easily get a job in a school and go far in the education sector. I have neither the musical dexterity nor the human anatomy to fit in either of those categories however my career choice has long since ceased and I am living my calling. I never know what joys and challenges each day will bring and as a teacher and leader it’s a balancing act living between comfort and risk, but as John Ortberg said: ‘if you want to walk on water, you’ve got to get out of the boat’.”

Alison Alden, Director of Finance and Central Services at NCEA Trust:
“I found this quote by Joanne Clancy a while ago and it really resonated with me: ‘Be the kind of woman that when your feet hit the floor each morning, the devil says “Oh no, she’s up”.’

“That’s the kind of woman I want to be and the kind of person – male or female – that I want all of our pupils to be. Sadly, the reality is that we still live in a world where gender can limit your ambition and your progress. Changing that is on us all.”

Melanie Hinson, Primary Executive Headteacher at NCEA Trust:
“My favourite book when I was growing up was Little Women, I just loved the passion and determination of the sisters. Each had their own ambitions, but I was particularly inspired by Jo who strived against the odds to follow her dream of becoming a writer. My dream was to become a teacher and ultimately a Headteacher and I was fortunate to be surrounded by family and friends who were supportive of my passion.

“Part of my role is leading a team of strong female Headteachers all of whom juggle many roles within their lives, they are daughters, mothers, partners, friends as well as capable and compassionate school leaders.

“During challenging times, our team is strengthened by the support we give each other. We all share the responsibility to nurture the next generation of women to encourage them to believe in themselves and make the most of any opportunities which may arise. We want them to see that every possibility is open to them, aim for the top and ultimately lead happy and fulfilled lives.”

Gillian Robinson, Teacher at Castle School:
“I am proud to say that at NCEA trust we focus on great teachers, inspirational leaders and the potential of each individual regardless of demographic. This has helped me to see no limits in what is possible in my career development as a woman.

“I want to support others to see their possibilities, and demonstrate strong leadership in order to inspire others regardless of my gender.”

Amy Thompson, Headteacher at William Leech C of E Primary School:
“I’m very proud to lead one of our Campuses at Bishop’s Primary School and see the transformation that education can provide for children and their community. In my role I get to work alongside other leaders, both male and female, within the Trust and from other agencies who inspire and support me. Leading a team which makes a difference to children’s lives and their understanding of the world around them is a huge privilege and it’s wonderful when pupils come back to visit to share what they’re doing now thanks to something that we put in place at our Campus.”

Louise Gatti, Subject Lead Art and Design at Duke’s Secondary School:
“To me, to be a woman in education is to have drive, enthusiasm and high levels of commitment. To be able to raise levels of attainment and achievement with all learners and have a dynamic approach to teaching and learning where my lessons are both challenging and fun. To use contemporary practices and artists to inspire learners in the world they live in now; where both men and women can be successful by sharing light and being positive and kind.”

Clare Marriott, Headteacher at Bishop’s Primary School:
“I have always been proud to be a teacher and enjoy my role as Headteacher, but it is not my qualifications, strength or tenacity that get me through a day, a week, a term, it is the people around me.

“Each and every one of us has qualities and characteristics that we can share. In turn those qualities make up the team and by leading that team I am able to benefit from them all.

“I spin many plates in my day to day life; family friends, staff, children, parents, community. I often think I am going to run out of energy to keep it all going, but with a team around me, I get up and carry on, I have the drive to do my best and I am reminded every day why I chose this profession – to inspire others to learn, to enjoy learning and all it provides.

“As Charlie Mackesy says: ‘Sometimes just getting up and carrying on is brave and magnificent’. I believe everyone working in education is brave and magnificent.”

As up and down the country employers and educators alike celebrated National Apprenticeship Week, Duke’s Secondary School in South East Northumberland announced an exciting new partnership with UK housebuilding giant, Bellway.

The partnership will see a range of opportunities become available to pupils throughout the school, including employer masterclasses, careers guidance and field visits.

The partnership is multi-faceted. As well as supporting Duke’s Secondary School to deliver the National Career Ready programme, it also forms part of a regional pilot project for Bellway to help introduce young people to the wide variety of career opportunities available in the construction sector, including apprenticeships. If successful in the North East, Bellway intends to roll out its school outreach programme across all 22 of its housebuilding divisions nationwide.

To celebrate the official launch of the project, a cohort of Year 12 students from Duke’s Secondary School’s Sixth Form provision took part in a Career Ready Masterclass on ‘preparation for work experience’. Students were encouraged to think about what skills they already have, what skills employers might look for in job candidates and how they can make themselves a model employee.

The full-day visit also included a tour around Bellway’s North East headquarters in Woolsington and also one of its prestigious new build sites near Ponteland.

Danielle Towers, Head of Sixth Form and Careers Lead at Duke’s Secondary School (part of NCEA Trust), commented:

“We are honoured to be working alongside Bellway at the cutting edge of its new school outreach programme.

“At Duke’s and indeed, across all of the schools within the wider NCEA Trust, we are committed to providing pupils with high-quality careers education covering a wide variety of industry sectors to help them make informed decisions about their futures.

“What our pupils have been most surprised by since we first established contact with Bellway is the scope of the career opportunities available, beyond traditional trades and construction. For many of them, it has been a real eye-opener into a sector which they might not otherwise have considered.”

Employing over 3,000 people across the UK alongside several thousand additional sub-contractors, Bellway has come a long way from its humble North East beginnings just over 75 years ago. The five-star rated homebuilder now offers its own in-house apprenticeship opportunities and graduate schemes covering everything from bricklaying right through to architecture and sales.

Laura Bell, Group HR & OD Manager at Bellway, commented:

“We are absolutely delighted to have the opportunity to partner with Duke’s Secondary School. As we strive to help meet the need for more high-quality homes, it is vital that we continue to attract more people to the industry from a diverse range of backgrounds and that we offer them the support and training they need to succeed.

“By showcasing the range of roles available at Bellway and offering opportunities where people can earn while they learn, we hope to open up the possibility of a career in construction to those who may not have previously considered working in the industry.”

For more information about Duke’s Secondary School and Sixth Form, visit www.dukes.ncea.org.uk or for more information about careers at Bellway, visit www.bellwaycareers.co.uk.

An investment into state-of-the-art sensory equipment is reaping rewards for children enrolled in the early years provision at a primary school in South East Northumberland.

Having seen the benefit of a sensory ‘safe space’ for its older pupils with special educational needs and disabilities (SEND) to use during school hours, staff at William Leech C of E Primary School in Lynemouth – part of Northumberland Church of England Academy Trust, set about sourcing capital to create something similar for its youngest learners.

Often referred to as ‘reset rooms’, sensory rooms are used in two different ways; to provide a safe place for children to calm and regulate their behaviour when they become overwhelmed, or as a reward space for children where they can develop their sensory needs.

Part-funded by the school itself, an additional £500 was sourced from Northumberland Church of England Academy Trust’s Endowment Fund to complete the project.

Amy Thompson, Headteacher at William Leech C of E Primary School, commented:

“Children with SEND requirements can easily become dysregulated in classroom environments. Lights, sounds and too much activity can cause what we call ‘sensory overload’ which can result in children exhibiting behaviours which might be harmful to their wellbeing.

“Several children within our two-year old and nursery provisions have sensory needs due to SEND, some of which are quite profound, so we knew that we had to do something to ensure that there was a safe space in school for them to go to should they become distressed, angry or upset. This is beneficial for the child displaying these behaviours and also allows the other children in the setting to continue with their learning.

“The new sensory suite has proved a huge success so far. We have already seen increased engagement with activities within the suite and in the main classroom following time spent in the sensory room. Over time, we hope to see a decrease in the amount of dysregulated behaviours in school altogether.”

The new early years sensory suite at William Leech Primary features blackout blinds and a blackout tent, sensory lighting and projections, weighted lap toys and sensory table top toys, as well as soft play equipment – everything that children need to help them self-regulate and relax.

Wendy Scott, Nursery Teacher at William Leech C of E Primary School, added:

“The new sensory room is brilliant. The children are engaged and fascinated. It gives the children quality time to regulate and develop skills.”

For more information about William Leech C of E Primary School, visit www.williamleech.ncea.org.uk.

Tuesday 8th February is Safer Internet Day – an annual campaign to help make the internet a safer, more secure place for people of all ages to enjoy.

Ahead of the celebrations, the Peer Mentors group at Bishop’s Primary School have been working hard to create a range of resources to support their fellow pupils to recognise potential scams or threats online and how to keep their devices and data safe (but we thought it might be beneficial to share these with you too!)

Top 10 tips for staying safe online:

1. Make sure your antivirus software is up to date – this can help to filter out harmful viruses.

2. Be careful what you download – not everything is always as it seems!

3. Never publicly share personal details like your home address, email address or telephone number online.

4. Be careful what you post – will you live to regret a comment you made on a friend’s photo? Or will a status you post potentially be misread and end up hurting somebody? The internet has a long memory, so be careful what you share.

5. Use strong passwords – try to avoid using things that are “easy to remember” like ‘password123’ as hackers can guess these within minutes! Instead, use a combination of upper and lower case letters, numbers and symbols to keep your accounts secure.

6. Be careful to only shop online from reputable companies, not everything you may see advertised on Google or social media is genuine. If you’re ever in doubt, search for the company or website on Trust Pilot or Feefo to see what fellow online shoppers’ experiences have been like.

7. You would always be wary about talking to a stranger who approached you in the street – apply the same principle when communicating with people online – are they who they say they are?

8. Think about the networks you connect to when you’re out and about – your devices may be more vulnerable when connected to a public WiFi network in a coffee shop or shopping centre.

9. Cover your webcam – some viruses will let hackers access your webcam without you even knowing so make sure to cover your camera whenever you’re not using it.

10. Watch out for phishing scams – these can take multiple different forms but are most commonly emails which may look genuine at first, but are really designed to trick you into sharing personal details like your bank accounts. We’ve shared some further tips about how to spot email scams below.

 
Some further tips for recognising email scams:

• The “sent by” address will either be a jumble of random letters and numbers or have an unusual domain (not .com or .co.uk)
• The email will contain links to click to ‘confirm your details’ or ‘make a payment’
• The email may have an attachment which looks strange or unsafe to open
• The email may give you a limited time to reply
• There might be spelling mistakes, bad grammar and sentences which don’t quite make sense
• If the email contains any logos or images, these may appear ‘pixelated’ or blurry
• If requesting money, the amount will usually be quite specific, not rounded up to the nearest pound/pence to try and make it seem legitimate, eg £692.88 instead of £700,00.

 
For more information about Safer Internet Day, visit https://saferinternet.org.uk/safer-internet-day/safer-internet-day-2022.

A range of useful resources to help you and your family stay safe online can also be found at:

• Childline
• CEOP
• Age Concern (for older internet users)

Pupils at a primary school in Ashington have taken part in a cutting-edge training course to become ‘Mini Medics’.

The children, aged 10 and 11 from Thomas Bewick C of E Primary School thoroughly enjoyed the half-day course, delivered by Simonside Outdoor Adventure, where they learned basic first aid skills including how to assess a person’s medical needs and how to raise the alarm in case of an emergency.

Pupils also got to take part in some practical first aid such as how to tend to cuts, grazes and sprains, as well as more advanced emergency care techniques such as compression-only CPR and how to put people into the recovery position.

Jess Williamson, Headteacher at Thomas Bewick C of E Primary School, said:

“We are incredibly proud of all of the children who took part in the Mini Medics course.

“First aid is such an important life skill for people to have, at any age. The children were all extremely sensible and listened well; joining in when instructed and correctly following the procedures. The sense of pride they had in themselves following the session was fantastic to see.”

In September 2020, basic first aid was added into the relationships, sex and health education national curriculum (RSHE) to ensure that children at all key stages have at least some basic awareness and understanding of first aid and the role it plays in supporting our emergency services.

The Mini Medics course, which is accredited by Nuco Training, has been purposely designed to support the national curriculum and build on children’s knowledge in a way which avoids any confusing terminology and respects their level of comfort and ability.

Year 6 pupil from Thomas Bewick Primary, Aston Jo, commented:

“I enjoyed learning how to put people into the recovery position. It was really fun. We had to try and clear the airway of the dummy we were using by hitting it on the back. We were then shown the Heimlich Manoeuvre and the object came out of his mouth.”

Tony Mordue, First Aid Trainer at Simonside Outdoor Adventure, commented:

“It was a pleasure to work with the staff and pupils at Thomas Bewick C of E Primary School on the Mini Medics course.

“The children were really engaged with the session and asked some really great questions. It was wonderful to see them working together and supporting each other to master skills which hopefully, if they’re ever called upon to do so, will really help members of their family at home or members of the community in a time of need.”

Operating as part of Northumberland Church of England Academy Trust, Thomas Bewick C of E Primary School provides primary education for children aged 2-11.

To find out more about the school, visit www.thomasbewick.ncea.org.uk or for more information about Mini Medics, visit www.minimedics.co.uk.

A project to improve the outdoor play areas at a primary school in South East Northumberland has had an unprecedented impact on the mental health and wellbeing of its pupils.

In the aftermath of the Covid-19 pandemic, as many schools across the country continue to struggle to find a balance between getting back to ‘normal’ and keeping infection rates down, children at Bishop’s Primary School in Ashington are supporting their own relationship recovery through the power of play.

After so many months spent in and out of lockdown and kept apart from their peers through the necessary enforcement of class bubbles and social distancing, pupils are exploring what it is to socialise and are self-teaching themselves the all-important skills of teamwork, collaboration and communication through a series of new interactive playground markings which have been installed in the school’s outdoor spaces.

Clare Marriott, Headteacher at Bishop’s Primary School, commented:

“Play has become a particularly important aspect of children’s learning, especially since lockdown. Our outdoor spaces were looking a little tired and in need of improvement so we decided that, instead of just repainting our original sports court markings, we would include some fun, interactive playground markings to encourage children to play together and learn at the same time.

“We found a wonderful company online, Fun & Active Playgrounds, who we engaged to supply us with a range of interactive number caterpillars, hopscotches, mazes and trails and alphabet jumps. We also purchased a range of hula hoops, bats and balls and skipping ropes to further develop playtimes and lunchtimes for our children.

“While we anticipated that the pupils’ response to the changes would be a positive one, we’ve been absolutely overwhelmed at what we’ve seen in just the few short weeks since the work was carried out. We’ve got children from different year groups playing together, we’ve got children supporting each other with the different games, we’ve even seen children encouraging their parents at home time to have a go on the hopscotch! The dance mat in particular has become a firm favourite with both pupils and staff, so much so, that we’ve now added a portable music system and disco lights!

“The impact to date has seen a dramatic transformation in the quality of children’s play. The children are happier, more active and more engaged in the classroom after every break time. By making free play a key priority of our School Action Plan, we will ensure the impact is sustainable and long lasting for relationship recovery, learning and play. Going forward, we want to install more markings and some wall mounted games too. We have also booked some skipping tutors to work with every class to teach the children some classic skipping games.”

Jess Sparks, Marketing Manager at Fun & Active Playgrounds, commented:

“It was a pleasure to work with Bishop’s Primary School and to be able to provide their pupils with extra opportunities for fun outdoor play and learning. We know how important it is for children to get their daily exercise, not just for their physical fitness but for their mental health too, and particularly during present times, so it’s been great to be a part of this project to make their playtimes more active and engaging.

“All our markings and games are made from durable, environmentally-friendly thermoplastic which can last up to ten times longer than paint. This means their markings will be around for years to come, and will benefit pupils both present and future.”

Bishop’s Primary School offers provision for children aged 2-11 and operates as part of Northumberland Church of England Academy Trust. For more information, visit www.bishops.ncea.org.uk.

A new community reading service is helping to bring stories to life for pupils and parents at a primary school in South East Northumberland.

Designed to engage children in the concept of ‘reading for pleasure’, the weekly Story Club at Grace Darling C of E Primary School in Newbiggin-by-the-Sea explores different ways to access stories, such as through local libraries and also online.

The popular sessions are hosted by representatives from the Community Reading Partnership, a new initiative which has seen a number of community hubs created within the local area, designed to improve people’s mental health and wellbeing through encouraging them to read.

While Story Club is available exclusively to pupils and parents of pupils who attend the school, the community hubs are open to all and welcome readers of all ages to each session, who come together to talk about reading, discover new books, meet likeminded individuals and find escapism through literature.

Mrs Sharon Cole, Co-Headteacher at Grace Darling C of E Primary School, commented:

“Reading is a huge part of our curriculum at Grace Darling so getting involved with the new Reading Partnership programme within Newbiggin was a great fit for us.

“From the moment that our pupils enter Nursery, we actively encourage interaction with stories and nursery rhymes and it is our ambition that by the time our children leave Year 2, they are all fluent, independent readers.

“Our pupils are all really enjoying their weekly Story Club and it’s wonderful to see so many parents coming along to participate in the sessions too, many of whom are also accessing the community-based Reading Partnership sessions and taking that little bit of time for themselves to focus on their health and wellbeing.”

The Community Reading Partnership was pioneered and continues to be part-funded by Ann Cleeves, best-selling author of the popular detective series, ‘Vera’.

Having delivered a keynote speech at the Regional Public Health England Conference about the therapeutic value of reading and its ability to improve people’s health and wellbeing, Ann joined forces with Local Authorities and Public Health England to get the Community Reading Partnership off the ground – creating 9 new roles for Community Reading Workers within the North East alone.

Jane Sampson and Sarah Carlson are the Community Reading Workers responsible for the sessions hosted around Newbiggin-by-the-Sea. They said:

“It has been wonderful getting to know the staff, pupils and parents at Grace Darling Primary as well as members of the wider community within Newbiggin over the past few weeks and we’re delighted to see already the impact that the sessions are having on people’s confidence and wellbeing.

“Our reader-centred approach is designed to support readers of all ages and abilities to discover new titles which appeal to their interests, and help them to relax and unwind in a safe and welcoming environment.”

For more information about the community reading sessions at The Hive in East Lea and the Arts Centre in Newbiggin, on Front Street and Gibson Street, contact read@northumberland.gov.uk. To find out more about Grace Darling C of E Primary School, visit www.gracedarling.ncea.org.uk.

Have you got a great idea that will improve the environment and tackle climate change in your school or local area?

NCEAT is looking for ideas for projects that will help us shape the sustainable future of the Trust and collectively reduce our carbon footprint. Can you help us?

We want pupils from across our Trust schools to submit their ideas for projects which might support their school or local community to be more environmentally friendly. The project could be anything, but to give you some ideas, it could…

The winning project from each school will receive support from local businesses to help get the project off the ground. The creator of each winning project will also receive the brand new CEO’s Pupil Leadership Award.

How to enter

Ideas will be judged on 5 different criteria:

Deadline: Entries must be handed in to your Headteacher or Principal by Friday 26th November 2021.

Please note…

This competition is limited to pupils who attend an NCEA Trust school, either:

• Bishop’s Primary School
• Castle School
• Duke’s Secondary School
• Grace Darling C of E Primary School
• James Knott C of E Primary School
• Thomas Bewick C of E Primary School
• Warkworth C of E Primary School
• William Leech C of E Primary School

For more information, please see the CEO’s blog or email marketing@ncea.org.uk.

Good luck!

At NCEAT, we’re incredibly proud of our rich and varied curriculum and the opportunities we offer through our extra-curricular and enrichment activities to broaden our pupils’ cultural capital and expand their horizons.

One of the beautiful things about working as part of a multi-academy trust is that by sharing best practice and pooling our facilities when needed, we can ensure that all of our Trust schools can offer equal opportunities for our pupils.

We recently saw this in action when a cohort of Year 3 and Year 4 pupils from NCEA Warkworth C of E Primary School paid a visit to our Robert Stephenson Campus in Ashington to take part in a range of STEM (Science, Technology, Engineering & Maths) workshops.

Over the course of two days, pupils enjoyed sessions in Design Technology and Food Technology with our dedicated teaching staff and gained a range of new skills.

In Design Technology, the children created a design for a reflective endangered animal badge. They sanded down materials, shaped them and also learned how to safely use a drill machine with an adult. The children then attached lights to the back of their shapes to complete their badges.

On their first day in Food Technology, pupils learned about the ingredients and method to make cheese scones and then worked in pairs to cook batches of them, all the while learning about what they needed to do to stay safe in the kitchen. On their second day, the children learned how to use knives and peelers safely to prepare vegetables for vegetable soup, which also taught them how to safely use a hob.

Laura Ritson, Headteacher at NCEA Warkworth C of E Primary School, commented:

“Being able to access additional, high-quality facilities as part of an academy trust is so valuable to us at Warkworth Primary.

“The children had a wonderful time during their STEM days in Ashington and we’d like to say a huge thank you to all of the teachers who led the workshops and to the staff behind the scenes for making it possible!”

To find out more about the benefits of joining Northumberland Church of England Academy Trust, visit https:/www.ncea.org.uk/about-us/trust-services

In recent years, the subject of people’s mental health and wellbeing has become rather a hot topic.

Following in the footsteps of celebrities and even royalty, more and more people are becoming comfortable with sharing their thoughts and feelings around their mental health and using platforms like social media to raise awareness for conditions such as anxiety and depression, which affect far more people across the UK than you’d imagine, including a startling number of school-age children and young people.

This new cultural awakening has challenged employers to consider their own policies and provision around staff wellbeing and mental health, but what about schools?

Laura Ritson, Headteacher at NCEA Warkworth C of E Primary School shares her insight into the importance of mental health education and the provision of wellbeing support in schools.

Mental health in the curriculum

Mental health and wellbeing plays a central role in the curriculum at Warkworth Primary, so much so, that in March 2021, the school was awarded the School Mental Health Award by the Carnegie Centre of Excellence for Mental Health in Schools – one of just five schools nationally to achieve the prestigious Gold standard.

The body of work to achieve the award was extensive and incorporated multiple strategies and approaches including mindfulness clubs, yoga, the construction of mental health and wellbeing areas in each classroom and the introduction of a school therapy dog, to name a few.

The logic behind all of this? With good mental health, pupils and staff are more likely to be motivated and engaged therefore more likely to reach their true potential.

“Our in-school wellbeing provision was informed by a lot of research from sources such as The Church of England Education Office and the Place2Be charity which all made links between good mental health and improved learning outcomes,” Laura said.

“By educating pupils at the earliest opportunity about the importance of looking after their mental health and encouraging others around them to do the same, we hope to create an environment where both our children and staff feel safe and supported. As well as making mental health and wellbeing awareness central to our PSHE and RSE curriculum, we try to create as many opportunities as possible throughout the school week for pupils to talk about their feelings – no topic is ever off limits as understanding is key.”

Mental health in the community

The Covid-19 pandemic saw the school’s wellbeing practices start to transcend the school itself and have an impact on the wider community around Warkworth.

“Lockdown was a difficult time for many people – stuck in isolation, kept apart from friends and loved ones, the entire nation’s mental health took a bit of a knock,” Laura continued.

“At Warkworth primary, our school vision is #Strive together as one, so we wanted to do something to help maintain a sense of ‘togetherness’ while we had to stay apart. We organised a community heart campaign where our children designed and delivered a series of paper hearts to residents for them to display in their windows. We also sent wellbeing bags containing activities and resources home with pupils to help support pupils and their families, and organised weekly live wellbeing sessions to provide a safe space for pupils and their parents to discuss their thoughts and feelings.

“The feedback we had from the campaign was absolutely incredible, it just goes to show what a little bit of time and communication can achieve.”

Raising the profile of mental health

Sunday (10th October) was World Mental Health Day and all across NCEA Trust, staff and pupils have been taking part in activities to raise awareness of the importance of mental health as well as vital funds for organisations such as Young Minds, who provide vital support to vulnerable children and young people.

“There has never been a more important time for us all to start looking after ourselves a bit better,” Laura concluded.

“By teaching the importance of self-care and helping children to understand their thoughts and feelings from an early age, hopefully we can help to curb the upward trend in mental health conditions affecting young people.”

You can find out more about the mental health and wellbeing programme at Warkworth Primary at: https://warkworth.ncea.org.uk/key-information/mental-health-and-wellbeing/

This Sunday (10th October), all across the UK, people will be taking part in activities to mark Fragile X Syndrome Awareness Day.

What is Fragile X syndrome?

Taking its name from the unusual way it impacts the X chromosome, Fragile X is a genetic syndrome which can cause a range of developmental problems, including learning disabilities and cognitive impairment. Commonly diagnosed in early childhood as babies start to hit their key milestones such as walking and talking, Fragile X is the most common inherited cause of learning disabilities.

Affecting around 1 in every 3,600 boys and 1 in every 4,000-6,000 girls, the effects of Fragile X syndrome can vary dramatically from person to person, but most will experience lifelong difficulties. This is something that one of our wonderful teachers at Castle School, Louise Washer, understands better than most.

Louise’s son Josh was diagnosed with Fragile X syndrome when he was 20 months old. Now a young man embarking on his further educational journey towards working in hospitality, Louise bravely shared her personal story of living with Fragile X syndrome with colleagues at Castle School to raise awareness of the condition and the upcoming awareness day.

Louise’s story

It was first noted by healthcare professionals that there might be something amiss with Josh’s physical development at his 8 month check-up – he couldn’t sit up unaided or support any weight on his legs. It was also discovered that he had severe glue ear in both ears – a condition which causes the build-up of fluid within the middle part of the ear canal. This can be a physical feature associated with Fragile X. It wasn’t until Josh was 20 months old however that he was formally diagnosed via a blood test.

Symptoms of Fragile X syndrome

Fragile X can manifest itself in a number of different ways and at varying levels of severity. Many of the behavioural traits of individuals with Fragile X are very similar to those on the autistic spectrum – avoidance of eye contact, social withdrawal, communication difficulties and repetitive behaviours. There are however a number of physical traits and behaviours unique to those with a Fragile X syndrome diagnosis.

Physical similarities in children and young people diagnosed with Fragile X syndrome include a long and narrow face, large ears, a prominent jaw and forehead, unusually flexible fingers and very flat feet. These characteristic physical features usually become more apparent with age and affect most males and around half of females with Fragile X.

Unique behaviours and personality traits on the other hand might include periods of anxiety, fidgeting or impulsive actions as well as periods of hyperactivity which can affect speech patterns and the child’s ability to concentrate, which in turn impacts their ability to learn despite Fragile X individuals usually having incredible memories.

Managing Fragile X in school

Taking these unique characteristics into account, at Castle School, we have developed ways of working with children with Fragile X as well as other severe learning difficulties to help them feel secure and relaxed in the classroom.
By minimising the number of distractions in the classroom – limited displays and colours as well as items on desks, and adopting a teaching style which sees staff sitting side-by-side with pupils to limit the need for direct eye-contact, we can maximise pupils’ attention span and help them to feel at ease.

Want to know more?

If you would like to know more about Castle School, how we work and our facilities, please get in touch to arrange a visit, or check out our website at www.castle.ncea.org.uk.

For more information about Fragile X syndrome, the Fragile X Society is the charity behind Sunday’s awareness day. Visit www.fragilex.org.uk.

A local mental health charity has helped to make a group of schoolchildren’s dreams come true, bringing their vision for a brand new forest school area to life after vandals destroyed their original site during lockdown.

Staff and service users from Blyth Star Enterprises’ woodwork and horticultural departments have worked tirelessly through the summer holidays to transform part of the playing field at NCEA Warkworth Primary School into a woodland wonderland, ready for the start of the new academic year.

‘Forest school’ is the name given to the outdoor education delivery model used by primary schools across the UK which encourages pupils to engage with the natural world to help them learn personal, social and technical skills. The programme also helps to promote environmental awareness and positive mental health and wellbeing through time spent in the great outdoors.

Having previously used an external site located around one mile away from the school campus, forest school has been part of the curriculum at Warkworth Primary for a number of years. During the second coronavirus lockdown however, the site was targeted by vandals who used the area as a ‘drinking den’ before setting fire to it, leaving the site completely unusable.

The school posted a public appeal on social media about the incident, which is how the partnership with Blyth Star Enterprises was established.

Kevin Alexander, Supervisor at Blyth Star Enterprises’ woodwork department, explained:

“We were deeply saddened by what had occurred at Warkworth Primary’s forest school site. It was just mindless vandalism and we wanted to do something to help put things right for the children.

“This past 18 months has been really tough on our young people, going in and out of lockdown and being unable to see their friends and family and just be normal kids. Playing outside, building dens and things is all part of that, so we were delighted to be able to support with the construction of the new forest school area in the school grounds.”

Working from a hand-drawn plan which was developed in partnership with the pupils themselves, staff and service users from Blyth Star Enterprises visited the school to scope out the project, which would include the build and installation of a seating area around the fire pit, six new craft tables for outdoor woodwork classes, two mud kitchens, a woodland assault course and a number of full height ‘fairy doors’ to create secret entrances to a network of willow tunnels.

Horticultural staff from Blyth Star’s Stakeford Nurseries also agreed to supply and plant over 40 different trees and shrubs to help add to the site’s woodland feel.

Laura Ritson, Headteacher at NCEA Warkworth Primary School, commented:

“We have been absolutely blown away by the enthusiasm, creativity and determination shown by Blyth Star Enterprises toward our forest school project. Every time Kevin and the team came to site, they had a new idea about how we could make the forest school even more magical for the children.

“Promoting positive mental health and wellbeing is central to everything that we do at Warkworth Primary which made working with Blyth Star Enterprises all the more special, knowing that our forest school project was helping to provide real work experience for people living with lifelong mental health conditions and learning disabilities. We really can’t thank them enough for all of their hard work and it’s a perfect example of how our shared community vision ‘strive together as one’ leads everything we do at NCEA Warkworth Primary.”

“We’ve really enjoyed working on the project,” Kevin added.

“The volume of the work and the repetitive nature of some of the elements, such as making sure that all six of the woodwork benches were exactly the same, has challenged our service users and helped them to hone their skills as craftsmen. We really hope the children enjoy their new forest school – we can’t wait to see the finished result!”

Providing living support and meaningful day services which replicate real working environments, Blyth Star Enterprises supports more than 350 people across Northumberland living with severe and enduring mental health conditions and learning disabilities.

For more information about the charity, or to find out more about commissioning a woodwork or gardening project, visit www.blythstar.org.uk.

NCEAT’s primary schools have been recognised in the UK’s top 50 schools for Accelerated Reader usage.

Accelerated Reader is an online platform which supports pupils’ reading skills. When they first start using the platform, pupils complete a STAR reading test which gives them a level based on their reading ability and advises on the books they should be reading. This allows teachers to ensure that pupils are challenged with an appropriate text and develops their reading fluency.

Once they have finished reading their book, they can then complete a comprehension quiz to assess whether they have understood what they have read. This gives teachers valuable information about pupils reading ages and also reading comprehension ability.

Prior to the summer holidays, the primary schools within the Trust had a big push on reading for pleasure, encouraging pupils to read at home with parents and carers. This push has seen pupils carry out over 28,537 Accelerated Reader quizzes online since August – that’s 28,537 books read across Bishop’s, Grace Darling, James Knott, Thomas Bewick and William Leech C of E Primary Schools!

Jack Christophers, Director of Literacy, commented:

“We’re absolutely blown away by what our pupils have achieved through Accelerated Reader. The statistics speak for themselves – our pupils have put in an amazing amount of effort and we’re extremely proud of each and every one of them.”

To find out more about reading in the primary curriculum, visit https://bishops.ncea.org.uk/pupil-hub/reading-corner/