A generous donation towards books and resources is helping early years’ pupils at a Northumberland primary school to play ‘catch up’ in the aftermath of the coronavirus pandemic.

Young learners aged between two and four years who attend Bishop’s Primary School’s early years’ facilities have received special ‘Story Sacks’ filled with books, educational games and learning resources to enjoy at home thanks to a £2,000 donation from Newcastle Diocese Mothers’ Union.

Mothers’ Union is a Church of England affiliated organisation with over four million members worldwide, whose primary aim is to support Christian family life and the nurture of children.

When the pandemic first hit, Mothers’ Union members realised that children’s development, especially those in isolated communities or areas of high socio-economic deprivation, would be particularly affected by an extended period of lockdown.

With over 900 members in the Newcastle Diocese area alone, the charity’s Diocesan President, Barbara Packer, wanted to explore how the charity could best support the children deemed most in need throughout Newcastle, North Tyneside and Northumberland.

Barbara said: “Since we are a Church of England organisation, I approached the Diocesan Education Department for advice as to the best way to help children in our Church communities to gain access to educational resources which would support their development in the aftermath of lockdown.

“The department suggested Northumberland Church of England Academy Trust and more specifically, Bishop’s Primary School. We had already decided that we could afford to give £2,000 and that we would be guided by ‘those on the ground’ as to the best way to use it.”

Trustees from the charity were directed towards Bishop’s Primary School’s Principal, Melanie Hinson, who launched a staff consultation to determine who would benefit most from the initiative.

“Staff agreed that it was our early years children whose education had been most affected by the prolonged period of lockdown,” Melanie commented.

“While our older children have been able to engage in a full programme of remote learning, for our two and three year olds, the lack of interaction with children their own age has seen them return to our early years settings less confident, more anxious and in some cases, less independent than they were before.

“Liaising with Mothers’ Union, we agreed that ‘Story Sacks’ – or something similar – seemed to be a good way in which quite a lot of children could benefit, and receive resources which could be used at home to support their speech and language development, fine motor skills and confidence building among other things.

“The Story Sacks have been really well received by staff, parents and our young learners. We can’t thank Mothers’ Union enough for their kind donation.”

Serving South East Northumberland with campuses across Ashington, Newbiggin-by-the-Sea and Lynemouth, Bishop’s Primary School (part of Northumberland Church of England Academy Trust) is one of the largest primary academies in the region, with over 1,600 pupils aged 2-11.

With early years provisions based at four out of its five campuses, Bishop’s Primary is an early-adopter of the new EYFS framework for high-quality early learning.

For more information, visit www.bishops.ncea.org.uk or to find out more about Mothers’ Union, see www.mothersunion.org.

Spring has sprung at an Ashington primary school following a generous donation from a local garden centre.

Wansbeck Garden Centre has kindly pledged hundreds of bedding plants to Bishop’s Primary School’s Josephine Butler Campus for use in its flower garden.

The flower garden, which is tended by pupils as part of the school’s ‘Gardening Gang’ is the centrepiece of the Academy Road-based campuses’ outdoor space; which also comprises a potted courtyard, a poly tunnel and an allotment area, complete with its own chickens, rabbit and ducks.

Using the donated plants, the children decided to update a planted version of the school’s logo using a mix of Stokesia and Lobelia to capture the purple and yellow colours of the Bishop’s crest.

“Our Gardening Gang is an immensely popular part of our enrichment and mental health and wellbeing programmes at Josephine Butler,” said Mrs Clare Marriott, Head of Campus at Bishop’s Primary School – Josephine Butler Campus.

“The children enjoy working outdoors and seeing the difference that their work makes to the garden. It’s also a great opportunity for us to teach the children about the importance of looking after the natural world around them.

“We’re incredibly grateful to the staff at Wansbeck Garden Centre for their kind donation of so many flowers! It’s really allowed our children to be creative and we’ve had so many compliments from staff and parents about the work the children do outdoors. These generous donations mean we can continue to develop our curriculum and the community links that are so important to us.”

Nic Crofts, Plant Manager at Wansbeck Garden Centre, commented:

“At Wansbeck Garden Centre, we pride ourselves on being an active part of our local community and regularly work with schools and other not-for-profit groups.

“We’ve had an unseasonably cold start to the year, which has meant that many of our plants which would usually have gone flying off the shelves have been sitting in our greenhouses. We would rather see these go to good use than get wasted, so we were delighted to support Josephine Butler’s Gardening Gang with their flower display.”

Bishop’s Primary School – Josephine Butler Campus operates as part of Northumberland Church of England Academy Trust (NCEAT).

For more information, visit bishops.ncea.org.uk.

A top London security firm boss, whose bodyguards protect the rich and famous, has stepped in to support the Northumberland primary school which set him on the road to success.

A former Major in the British Army Reserve, Bob Morrison, owner of Mayfair-based Sec-Tech, now provides close protection for VIPs from the UK and abroad and advises on personal and corporate security.

But over the years he has also kept a watchful eye on his former school, Lynemouth Country Primary School, now named Bishop’s Primary School – William Leech Campus, which operates as part of Northumberland Church of England Academy Trust (NCEAT).

And, when he learned it had applied to the Greggs Foundation Breakfast Club, which provides a nutritious pre-school breakfast for primary pupils, he stepped in to help, providing two years’ worth of sponsorship.

Bob, whose father Jim Morrison ran the Post Office at 47 Albion Terrace from 1958 until 1987, attended Lynemouth County Primary School from 1963-69 before moving, at age 10, to King Edward VI Grammar School, Morpeth.

He said: “I received a great education at Lynemouth CP School and it has served me well throughout my life.

“It’s helped me achieve many things – 22 years with the Territorial Army in the Parachute Regiment and the Royal Logistics Corps, a commission at the Royal Military Academy Sandhurst and even an Honours Degree in International Business Studies with French and German – for which I am eternally grateful.

“For me, the opportunity to sponsor the Breakfast Club at my old school is simply a wonderful way to say thank you and it was also a pleasure to work with Greggs Foundation who made the whole process really easy.

“I know that there are other schools that could benefit, and I really hope more businesses will get on board and support this fantastic initiative.”

Amy Thompson, Head of Campus at Bishop’s Primary School – William Leech Campus, commented:

“We have been completely blown away by Bob’s generosity toward our school.

“As the cost of living has gone up and more recently, as Covid-19 has seen more and more people go without a full-time regular income, many of our families have found it increasingly difficult to fund their children’s place at breakfast club.

“Breakfast is such an important meal for kick-starting children’s metabolism and making sure that they’re properly ‘awake’, so being able to ensure that all of our pupils have eaten well before they begin their lessons each day is fantastic. It improves their attention span and their levels of concentration and also their overall behaviour in the classroom.

“On behalf of all of the staff and pupils, I’d like to extend a huge thank you to Bob and his team at Sec-Tech, as well as the team at the Greggs Foundation, for helping to make this possible.”

Lynne Hindmarch, Greggs Foundation, Breakfast Club Manager, commented:

“We currently support over 620 breakfast clubs nationally in areas of high disadvantage. The need is even greater due to COVID-19 as families who have always just about managed now find themselves in difficult circumstances asking for help for the first time.

“As part of Greggs Pledge, we hope to have 680 schools open by the end of 2021. We cannot do this alone and by working collaboratively with 106 wonderful partners such as Sec-Tech, we are able to support 40,000 children each school day access a FREE nutritional breakfast who otherwise might go without.”

To find out more about the programme please visit www.greggsfoundation.org.uk/breakfast-clubs.

For more information about Sec-Tech visit https://sectech-uk.com/.

This Friday (2 April), as well as celebrating Good Friday, within Castle School, NCEA Trust’s specialist school for children and young people with learning disabilities, and across the wider Trust, we’re also celebrating World Autism Awareness Day.

Autism, or Autism Spectrum Disorder (ASD) is the collective name given to a range of conditions, characterised by challenges with social skills, repetitive behaviours and communication.

Autistic people may find it hard to communicate with others, struggle to comprehend emotions, become anxious in unfamiliar surroundings and find things like loud noises and bright lights overwhelming.

Being diagnosed as autistic does not stop individuals from living a full and happy life, however the nature of Autism may affect focus, attention, transitions, organisation, memory, time management and emotional control – everything we do in life involves these skills, which can make life for people with Autism a huge challenge, especially school-age children.

Celebrating individuality

The acclaimed photographer, Stephen Shore once said: “If you have met one person with autism, you have met one person with autism.”

Every child or young person diagnosed as autistic will have their own unique abilities, interests and learning styles which is why at Castle School, we strive to ensure we provide the best support possible by creating a personalised curriculum, appropriate to the needs of each pupil.

At Castle School, our pupils are at the heart of everything we do and we always respect the children and what is important to them. People with Autism work best in structured environments which are laid out in such a way that the room, and the things in it, tell them what is going to happen. Schedules or work systems which ‘tell’ students what to do are also really helpful to ensure that they can see how much they have to do, the order in which they have to do it and when they will be finished, so there are no surprises.

Many of our Autistic pupils have special interests and it is important that throughout the day that they have the opportunity to pursue and enjoy activities which promote these interests, however we also support children to try new things in a safe environment to help broaden their horizons.

Ensuring every pupil has a voice

Many autistic children find it hard to communicate their thoughts and feelings and have difficulty developing the language skills needed to understand and respond effectively to what others say to them. They also often have difficulty communicating non-verbally, through things such as hand gestures, eye contact and facial expressions.

Supporting our pupils to develop effective communication strategies is a key part of what we do in school, supported by our fantastic Speech and Language Therapists and Occupational Therapists from the NHS.

We use a wide range of approaches throughout the school, from Makaton to Communication Boards, to ensure that our children and young people are supported and can always make their voices heard.

The language of Autism

Last year, the North East Autism Society (NEAS) led a campaign to change the conversations we have around Autism from ‘awareness’ to ‘acceptance’. Why ‘acceptance’? Surely there’s no-one out there who wouldn’t be accepting of someone simply because they’re autistic?

The idea behind the campaign was to change the narrative from one of passive understanding to active comprehension. Awareness, especially in the digital age, can be damaging. There’s so much misinformation available at the click of a button. Acceptance on the other hand requires a commitment to learn, to make changes, to understand and to not see any adjustments as doing anyone a favour – instead it’s about collectively creating a world where we can all thrive.

Celebrating inclusivity

One of the three original schools which made up Northumberland Church of England Academy prior to its devolution to a Multi-Academy Trust in 2009, Castle School shares its main entrance with Bishop’s Primary School’s Josephine Butler Campus and Duke’s Secondary School.

Although we do have staggered start and finish times to ensure that our pupils who don’t respond well to busy environments have enough space to move through the entrance without delays, it is wonderful to see how pupils from the other schools interact together.

There can be times when some Castle pupils may be very anxious and at these moments, Castle staff will always take time to reassure pupils from Duke’s and Bishop’s, explain what’s going on and answer any questions they may have, but for the most part, they are very accepting and willing to offer help where needed.

Sara Wild, Principal at Castle School, commented:

“At Castle School, we’re passionate about creating a safe and caring environment where our pupils can express their individuality while learning vital social and communication skills to support them to live better, more independent lives.

“Each and every one of our pupils who has a diagnosis of Autism Spectrum Disorder is unique and talented in their own special way. We learn as much from them as they learn from us and we’re proud to join in the celebration of their individuality on World Autism Awareness Day.”

To find out more about Castle School, visit www.castle.ncea.org.uk.

Ask any millennial what they think of when you say the word ‘scientist’ and they will probably give you a description of an Einsteinesque figure wearing thick glasses and a white lab coat, tinkering with some chemicals or perhaps a microscope.

While there have been men and women, both old and young, of all races, shapes and sizes making incredible scientific discoveries for generations, the typecast of a scientist almost always comes back to the white, middle-aged man.

This British Science Week (5-14 March 2021) Northumberland Church of England Academy Trust is backing the #SmashingStereotypes campaign to show just how diverse the science, technology, engineering and maths (STEM) sectors actually are, and shine a light on some of the amazing career opportunities to be had within the industry.

Meet Danny – a girl in science

Daniela “Danny” Schnitzler is a 27-year old PhD student at the University of Edinburgh.

Originally hailing from Vienna, Austria, Danny came to the UK to complete her undergraduate studies in Physiology at the University of Aberdeen before moving to the Scottish capital to pursue her doctorate.

Having nurtured an interest in science from an early age, Danny always knew she wanted to do something ‘a bit different’ when she grew up.

“My parents instilled a real love of learning in me from an early age,” Danny said.

“They took me museums, encouraged me to read and watch documentaries – the first DVD I ever owned was BBC’s ‘Walking with Dinosaurs’. I watched it on repeat!

“I really wanted to be an archaeologist when I was little, but it was my natural curiosity about how things work which eventually pushed me toward biology.”

‘Learn the book and you’ll be ok’

Growing up in Vienna, where the school system is quite different to what we know in the UK, Danny was provided with a good, all-round education in a wide variety of subjects, although she confesses that her “terrible” biology teacher did nothing to further her interest in science.

“The curriculum in Austria isn’t very flexible. Everyone studies the same subjects until they’re 15 then you get to choose from just two academic routes – Mathematical where you can do 3D drawing and Italian; or Language, where you can study Latin and French. You don’t drop any subjects, these just get added to your timetable until you leave school at 18.

“I loved school for the learning, but the system was just so restrictive, there wasn’t the same level of opportunities for girls and boys.

“Although I enjoyed most subjects, I was still drawn towards science, but this was more to do with my parents’ encouragement than my teacher’s – my biology teacher in particular was so uninspiring, it was just a case of ‘learn the book and you’ll be ok’.”

“I’ve never been easily grossed out, except by little dead fish!”

Despite this, Danny was accepted onto the undergraduate Masters programme in Physiology (the study of how the body works) at the University of Aberdeen. Over the course of five years, Danny worked towards her MSci degree, gaining industry experience along the way which helped her to realise that she preferred the academic research element of biology more than its practical application in industry.

“There were too many constraints in a commercial lab environment and although the salary would have been undoubtedly much better, I wanted the freedom to explore ideas.

“I’ve never been easily grossed out, except by little dead fish, so working with live tissues in order to better understand how the human body works was always something that I knew I could do, I just needed to narrow in on a field of study.”

“I’ll be a Doctor when I graduate, but the Ross Gellar kind, not a GP!”

PhD projects are typically put forward by the government or a charity, who will then fund a student to conduct research. In Danny’s case, it was a project suggested by her supervisor that saw Danny relocate to Edinburgh to commence her research into the impact of stress during pregnancy in mammals and the likelihood of the offspring developing anxiety in later life.

“It’s a really fascinating piece of work – there’s lots of research but also a big practical element too,” Danny explained.

“I spend a lot of time in the University lab, conducting experiments and analysing data. At the moment, I’m studying my research model in rats, looking at the behaviour of pregnant females in different environments where they’re exposed to stress and then studying their offspring to denote any behavioural changes as they mature.

“Lots of people think that animal testing is cruel and inhumane, but it’s a necessary part of the progression of science. Without it, we wouldn’t find cures for diseases and we certainly wouldn’t have been able to roll out the Covid-19 vaccine as fast as we did.

“The UK actually has the best standards in the world for the use of animals in laboratory environments. Every practitioner needs to be registered and every experimental plan needs to be pre-approved by a vet. It’s so closely regulated, everything needs to be justified and recorded.”

That’s not to say that to have a career in science that you have to perform experiments using animals. There are a wide range of different study areas within biology alone which look at things like plants, viruses, bacteria and drug development.

“If you’re curious about how things work, then science could be a good choice for you”

When asked what advice she would give to a young person thinking about pursuing a career in the sciences, Danny said: “It can be daunting at the age of 15/16 when you’re choosing your options to really think about what you want to do in the future. I’d say, if you’re curious about how things work, then science could be a good choice for you. Plus, there are so many different paths you can go down with science, you can adapt as you go, so there’s no such thing as ‘wrong’ choice.

“Another thing I’d say is, lots of people think that science is all academic, but actually, it can be creative too. When you’re designing experiments and trying different methods, creativity is a big part of the process.”

Girls who run the world

When she’s not in the lab, Danny can usually be found at home or out walking in the Pentland Hills with her partner, Cameron, and their three dogs, Charlie, Sid and Harry. In what spare time she does get, Danny is a huge advocate of women’s rights and runs her own ethical jewellery business online, where for every item she sells, another is donated to a women’s shelter.

“All of the jewellery I make is inspired by strong female figures from history, including scientists like Marie Curie, whose research into radiotherapy founded an early treatment for cancer and Hedy Lamarr, who pioneered the technology now used in WiFi and Bluetooth.

“It would be great to see more young people and especially girls taking an interest in science – we’re very outnumbered in laboratories, especially in academic settings!”

To find out more about the British Science Week #SmashingStereotypes campaign, visit: https://www.britishscienceweek.org/

To celebrate ‘Programming for Primaries Week’, we spoke with experts from across the digital industry to better understand why teaching digital skills to children from an early age is so important to both their educational journey and their future career prospects.

Broadly defined as the tools needed for a person to “use digital devices, communication applications and networks to access and manage information”, the term ‘digital skills’ covers a wide range of topics and competencies – from the fundamentals of how to access the internet, right through to writing code.

While many of today’s school-age young people have been using digital devices since they were old enough to walk, there are still a startling volume of people; not only among older generations, who lack the basic computer literacy to support themselves in their personal and working lives.

So, why are digital skills so important? And why should we be ensuring that these skills are developed from an early age?

In the modern world, there are few jobs available which don’t require some level of digital savvy. From cash registers to contactless payments and emails to video conferencing, the business of business relies heavily on computer technologies and as time goes on, this is only going to increase.

Our reliance on technology has been brought into even starker contrast through the Coronavirus pandemic. During the extensive periods of lockdown, our computers and mobile devices have enabled us to work, learn and socialise from home – helping millions of people to stay connected at a time when we had to physically keep apart.

While hope is on the horizon for a return to ‘normal’ on 21 June, whatever the new normal looks like, many of the diversifications that organisations have had to make in the past year are likely to stick around for some time to come.

James Lane, Sector Manager for Digital at education and skills charity and national awarding organisation, NCFE, commented:

“The digital skills that were once seen as ‘desirable’ by employers are now necessary requirements. While this is of course a reactive response to the current situation, the skills that children as young as six have acquired through the course of remote learning will (if maintained) stand them in good stead for what is almost certainly going to be the ‘new normal’ of learning and working life.

“The need for these skills is twofold. Firstly, all jobs require some element of digital awareness – to even apply for a job in most industries, employers expect applicants to either fill in an application online, or submit a CV via email. Secondly, in light of the pandemic, the digital sector is growing. Businesses have had to adapt in order to remain trading through lockdown which has seen a boom in e-commerce and the demand for web-based services – creating subsequent job opportunities for digital experts with the right skill sets.”

While ICT (Information and Communication Technology) has been part of the UK’s National Curriculum since 2009, some of the more advanced elements, such as programming and coding, are not introduced until learners reach secondary school.

It’s felt by the digital community that Year 8 (age 13+) is just too late to introduce this into the curriculum, which is why Programming for Primaries Week was launched back in 2014 to shine a spotlight on the support and resources that are available to primary schools to help introduce these skills earlier.

James continued:

“For those wanting to enter the digital sector as a programmer or software developer, programming skills are obviously essential – but the fundamentals of these actually sit in the language of logic.

“When we talk about programming languages, such as Python and C#, the conversation can sometimes focus on syntax, ie, how pieces of code are strung together. Naturally, as technology continues to advance, we don’t know what programming language might look like 20 years from now, but it could be a matter of syntax, which is why teaching children and young people the fundamentals of how and why things work in the way they do is so important for their skill development.”

Matt Peters, Managing Director at EdTech provider, U-Explore, which specialises in careers guidance for young people in schools and colleges, added:

“The role that schools play in helping to set learners up for future success is as much about equipping them with the skills they need as it is the aspiration to pursue digital as a career path.

“As we continue to transition to a more digital economy, we’re going to see more and more demand across a wide range of industry sectors for candidates with highly-developed digital skills to fill those ‘next generation’ job roles.

“While we might not know exactly what the requirements of these roles will be yet, the earlier we are able to introduce children and young people to the digital industry and start to develop their skills and confidence in using computers, the better.”

In some respects, the imposed lockdown caused by the pandemic has actually benefitted some pupils’ digital literacy, as they have had no choice but to learn how to access classes and complete and submit work remotely. For others, lockdown has simply further highlighted the digital skills gap which exists, most commonly in those areas of high economic deprivation. In some cases, the digital skills gap is generational, in others, the lack of understanding is due to lack of access.

Northumberland Church of England Academy Trust (NCEAT) has issued over 800 Chromebooks and reformatted laptops to learners across its primary and secondary campuses throughout lockdown to support them with their remote learning.

Roger Pearson, Network Manager at NCEAT, commented:

“The ICT team are delighted to have been able to provide so many devices to learners to support them with remote schooling during the pandemic, using both converted inhouse netbooks and DfE supplied Chromebooks, which the Trust are able to keep for future use. Our integrated suite of Google applications and other online curriculum systems like Purple Mash has made it easy for pupils to share their work back and forward and for teachers to issue resources and host live lessons as well as keep in touch with each other via email. This level of interaction has helped pupils to stay on top of their learning and will stand them in good stead to integrate quickly back into full-time schooling.”

For more information about NCFE visit www.ncfe.org.uk or for details about U-Explore, visit website.u-explore.com/.

As part of a new project to improve access to high-quality careers guidance, Northumberland Church of England Academy Trust (NCEAT) has teamed up with not-for-profit organisation, Smart Works Newcastle, to provide one-to-one support for the parents and carers of its pupils.

The free to access service, which will initially be delivered by the in-house careers team at Duke’s Secondary School (part of NCEAT), will be available to parents and carers of children across the NCEA Trust who might be looking to change career, retrain or get back into work following an extended period of absence.

Following an initial consultation with a careers advisor, service users can be signposted to a number of different outlets, including Smart Works Newcastle, where they can explore routes back into education, the workplace or even a new market sector.

An exclusive service for women, Smart Works is a national organisation which supports women of all ages and backgrounds to build their confidence and skills to help them secure work.

Offering a wide range of services including CV writing, interview coaching and general careers advice as well as providing free work appropriate clothing to those who have confirmed job interviews. Smart Works has supported thousands of women across the UK into successful employment.

In becoming a referral partner to Smart Works’ Employment Support service, NCEAT will be able to signpost mums, sisters, aunties and carers to the service, where they can receive additional support.

Helen Boyd, Service Delivery Lead at Smart Works Newcastle, commented:

“One of the few benefits of the pandemic is taking our Smart Works Newcastle service virtual, meaning we can support more women across the North East. We want to help as many women as we can to build confidence in their skills and abilities and gain sustainable employment. Our amazing coaches can support at any stage of the job search from first roles out of school to those returning to the workplace. We are really looking forward to working with the Trust and their families.”

The partnership announcement comes as NCEA Trust schools have been celebrating National Careers Week (1-6 March).

The annual event, which celebrates careers guidance and free resources in education to help young people make informed choices about their futures has been a little different this year in light of the ongoing pandemic, with the majority of sessions for learners being held remotely. Within the campaign messaging however, there has also been an embedded sense of urgency to ensure that young people leaving school or college at the end of this academic year are as prepared as they can be for the world of work amidst a backdrop of high unemployment and labour market shifts.

While it is imperative that we support our young people to make sure they don’t fall through the gap between leaving full-time education and entering the workplace, we feel that it is just as important to provide the same level of support to parents and carers.

Natalie Cain, Careers Advisor at NCEAT, commented:

“We’re really excited about the launch of our new careers service. There is more emphasis on careers education in schools than there has ever been, and while it’s wonderful to see our pupils benefitting from this, we strongly felt that this could have a wider impact in the local community if we were to roll it out to parents and carers – especially in the current economic climate with so many people being furloughed or made redundant.

“Working together with Smart Works Newcastle on the project is really exciting – the work they do with women across the country is incredible and I look forward to seeing some of our own parents and carers across the Trust benefit from their expertise.

“While Smart Works Newcastle is exclusively a service for women, that doesn’t mean we’ve forgotten the gentlemen out there who might also need some additional support! Our in-house careers service is available to all and we hope to expand our range of partnerships as the project progresses.”

Watch this space for further details coming soon!

Careers guidance appointments for parents and carers are available every Friday afternoon between 2-4pm. If you have any questions or to make an appointment, email careers@dukes.ncea.org.uk.

For more information about Smart Works Newcastle, visit: smartworks.org.uk/newcastle-smart-works.

A Northumberland primary school has achieved the School Mental Health Award which is delivered by the Carnegie Centre of Excellence for Mental Health in Schools. NCEA Warkworth C of E Primary School has become one of just five schools across the UK to be awarded a Gold standard for its outstanding mental health and wellbeing provision.

Warkworth Primary School has embedded a wide range of strategies and approaches to support the mental health and wellbeing of pupils, staff and parents, including mindfulness clubs, yoga, a therapy dog, mental health and wellbeing areas in each classroom and daily opportunities to talk about how everyone is feeling. The school has also made mental health and wellbeing awareness central to its PSHE and RSE curriculum and all staff have mental health training as well as access to dedicated Mental Health First Aiders – an offer which extends to pupils and parents.

However, it was Warkworth Primary School’s work to not only support its staff and pupils, but the local community too during lockdown that commended the school to the independent assessor from the Carnegie Centre of Excellence to receive the Gold standard award.

“The implementation of the third national lockdown has affected everybody’s mental health and wellbeing in a big way,” said Laura Ritson, Head Teacher at NCEA Warkworth C of E Primary School.

“While our school remained open to vulnerable children and the children of key workers, the majority of our pupils have been taking part in live daily lessons from home. 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. As part of Children’s Mental Health Week in February, we then completed a ‘walk to wellbeing’ around the village to see how many of our hearts we could find.

“We also sent wellbeing bags containing activities and resources home with pupils to help support pupils and their families, as well as organising weekly live wellbeing sessions to provide a safe space for pupils and their parents to discuss their thoughts and feelings during lockdown. We really do # strive together as one in all that we do at NCEA Warkworth Primary.”

“I am extremely proud of everything our staff, pupils and parents have achieved and to see their hard work rewarded through the School Mental Health Award scheme is absolutely fantastic. We’re now working with all schools within the Trust to really celebrate the great work that is happening across Northumberland Church of England Academy and develop an inclusive wellbeing strategy to support everyone.”

The School Mental Health Award was established in 2017 by the Carnegie Centre of Excellence for Mental Health in Schools – part of Leeds Beckett University – and social enterprise Minds Ahead.

The Carnegie Centre of Excellence for Mental Health in Schools aims to strengthen pupils’ mental health by supporting schools to make a positive change at all levels of the UK’s education system, improving students’ outcomes and life chances.

Professor Damien Page, Dean of Leeds Beckett’s Carnegie School of Education, said: “Achieving this award is not just recognition of a whole-school approach to mental health, it’s a recognition of the school’s commitment to improving the life chances of children.

“We’re truly proud to have worked with Warkworth Primary School in this vital work and look forward to further collaboration.”

Nationally, more than 800 schools have signed up to take part in the mental health award.

Dean Johnstone, founder and CEO of Minds Ahead said: “This award shines a light on the excellent work schools are doing to promote mental health for their community of children and adults.

“It is thrilling and humbling to learn about Warkworth Primary School and the many other schools engaged in the quality award process. I’d like to offer my congratulations on this deserved recognition.”

For more information about Warkworth Primary School, visit www.warkworth.ncea.org.uk.

PHOTO CAPTION: Pupils at Warkworth Primary School with their wellbeing bags.

Despite the fact that 33.5% of the UK’s school aged population come from Black, Asian and minority ethnic (BAME) communities, only 7% of children’s books published in the last three years have featured a minority ethnic character.

As part of a drive to readdress the balance and increase the cultural diversity of the reading material available to its pupils, Bishop’s Primary School has been accepted to take part in a pioneering project with Seven Stories, The National Centre for Children’s Books.

Inspired by the Black Lives Matter movement of 2020, the diversity project and fundraising campaign aims to give visibility to works by authors from BAME communities, which feature more diverse characters to help increase understanding and provide a stepping stone for teachers to encourage discussions around race and equality.

Bishop’s Primary School was one of 33 North East primary schools to benefit from the project. Since December, packs containing a range of diverse storybooks suitable for young readers have been delivered to all five of the school’s campuses in South East Northumberland in time for National Storytelling Week (30 Jan – 6 Feb), to the delight of the staff and pupils.

Mr Jack Christophers, Director of Literacy at Bishop’s Primary School, commented:

“At Bishop’s Primary School, we believe that our pupils learn so much through the stories they interact with and this is reflected in the fact that all of our pupils enjoy story time as part of their daily timetable. We also believe that education on matters such as diversity, equality, race and religion should start from a young age.

“Through the project with Seven Stories, we are delighted to be able to combine these two beliefs. By ensuring that we have a culturally diverse supply of stories to share with our children, we can actively support their cultural understanding and personal development.

“On behalf of all of the staff and pupils I’d like to thank Seven Stories for all of their hard work in putting this project together. Our campus libraries are now much truer reflections of the world around us and will benefit our pupils for years to come.”

John Coburn, Creative Director at Seven Stories, commented:

“At Seven Stories we believe that children’s books are a powerful way to open up conversations with children about a range of topics, including diversity, equality and racism. By supporting this fundraiser, we’re helping North East primary schools – including Bishop’s Primary School – to grow the diversity of their book collections and in turn, inspire young minds with new voices and experiences that might otherwise be missing from their bookshelves.”

Serving South East Northumberland with campuses across Ashington, Newbiggin-by-the-Sea and Lynemouth, Bishop’s Primary School (part of Northumberland Church of England Academy Trust) is one of the largest primary academies in the region, with over 1,600 pupils aged 2-11.

For more information about the project, visit www.sevenstories.org.uk/blog/a-fundraiser-for-diverse-books.

Following a growth in demand for early years education in rural South East Northumberland, construction on a new modular early years provision has begun at NCEA Warkworth Primary School.

Based in the picturesque village of Warkworth, the new building will house two large classrooms as well as toilet facilities and a dedicated entrance hall for use by the school’s nursery and reception classes.

Due for completion by Easter 2021, the opening of the expanded early years provision will create more spaces for nursery and two year olds, providing both 15 and 30-hour care packages.

Mrs Laura Ritson, Head Teacher at NCEA Warkworth Primary School, commented:

“As a village school, we have always prided ourselves on being actively involved in the local community and doing what we can to support the needs of parents and residents.

“For working parents in particular, finding suitable childcare which also supports their child’s educational needs can be challenging, which is why we’re delighted to be expanding our offer. We hope to offer lots of exciting new classes and experiences such as baby massage and sensory toddler sessions for the whole community to enjoy.”

While the increased restrictions introduced as part of the national coronavirus lockdown mean that the majority of pupils at NCEA Warkworth Primary School are currently learning remotely through live teaching, the children who have been in school (key worker and vulnerable children) have been enjoying having the construction team from Transform Building Solutions onsite.

After paying a visit to meet the builders, reception pupils, Flynn and Rudy, both aged 4, said:

“It’s going to be so cool! Look at him digging all that mud.”

“That’s going to be our new classroom!”

“Our pupils are very excited about the build!” Laura added.

“Our reception class in particular is very much looking forward to moving into their new purpose-built classroom.”

NCEA Warkworth Primary School operates as part of Northumberland Church of England Academy Trust (NCEAT), which also includes Bishop’s Primary School, Duke’s Secondary School and Castle School for children with severe and multiple learning disabilities.

For more information, including how to apply for the additional 15 and 30-hour childcare places, visit www.warkworth.ncea.org.uk. You can also find more information about NCEA Warkworth Primary School on Facebook at @warkworthprimary.

Date: 07/01/2021
By Melanie Hinson, Principal at Bishop’s Primary School (part of the NCEA Trust)

Primary schools play a vital role in a child’s development. From reading their first words and counting to 10 through to the development of key skills such as communication and social interaction, primary school is the foundation stone of a child’s education.

Developing a love for learning from an early age can be crucial to ensuring your child’s future success, which is why choosing the right environment to help shape and nurture your child’s individual talents is crucial, but with so many schools to choose from, where do you start?

We understand that a child starting full time school can be an anxious time for parents. How do you know which school will best suit your child’s needs? Which school has the most interesting curriculum? Where will your child feel happy and cared for? – All perfectly rational questions. Unfortunately, as we enter 2021 still very much in the grip of the Coronavirus pandemic, for this year’s school intake, there is yet more for parents to consider.

How schools are responding to the virus in order to keep pupils safe should be a deciding factor when choosing your child’s prospective school. At Bishop’s Primary School, we continue to follow the guidance issued by the Department for Education closely to ensure the safety of our staff and pupils.

In the instance of a positive Covid case, we have worked in collaboration with staff and parents to quickly isolate the affected bubbles and switch to remote learning so that our pupils’ teaching hours are not affected by the need to self-isolate.

Keeping school as ‘near to normal’ as possible for our children is really important to us as we understand the impact that disruption to a child’s routine can have to their mental and physical health and wellbeing, as well as their personal and academic development.

As part of the Northumberland Church of England Academy Trust (NCEAT), our culture of high support and high expectation is echoed throughout all our schools. All Trust pupils are encouraged to become creative, independent thinkers with a love of learning and a thirst for knowledge, as well as responsible members of their local community. Our strong working relationship with Dukes Secondary creates an organic learning pathway that children can follow from our ‘Two Year Old’ provisions and Nurseries through to Sixth Form.

While the new academic year won’t start until September, the deadline for primary school applications is only just over a week away (15 January for schools in Northumberland).

For more information about the campuses within Bishop’s Primary School and the NCEA Trust specifically, please visit www.ncea.org.uk or contact us on 01670 816111. We will do all we can to support you through this process, by answering any questions or helping you to complete the online application form.

To apply for your child’s place for September 2021 please go to https://www.northumberland.gov.uk/Education/Schools/School-admissions-places-appeals-1/Reception-entry-applications.aspx.