A multi-academy trust made up of more than 40 schools across the north of England has signed UNISON’s learning agreement.

°Ù´ºÁ´ Grange Academies Trust (OGAT) has its headquarters in Wakefield and 27 schools across Yorkshire and Humberside, as well as institutions in the East Midlands, the North West and the North East.

The learning agreement is a commitment from OGAT to help ensure staff who are UNISON members can engage with training and education opportunities provided by the union wherever possible.

UNISON has already provided an online training course for staff working at OGAT, with two more scheduled in the coming weeks. The union also intends to provide further training courses for staff once the new school year begins in September.

UNISON Yorkshire and Humberside OGAT lead Jamie Thompson said:

“I’m delighted that OGAT has agreed to sign this learning agreement.

“It’s an investment in their staff, and an acknowledgement of how important they are.

“Hopefully this is just the start of a productive arrangement between OGAT and UNISON which will see many staff members benefit.

“I’m excited to be working with OGAT and planning ahead for courses in the autumn, as well as encouraging members to take on the role of union learning rep in their school.�

OGAT chief executive officer Lee Wilson said:

“We are incredibly proud and pleased to join with UNISON in signing this learning agreement. It represents a fundamental recognition and commitment to our invaluable support staff, both in schools and within our trust’s central teams.

“These dedicated individuals are the heartbeat of our organisation, providing vital support to teachers and leaders, ensuring our schools run smoothly, and crucially, offering essential academic, social, and emotional support to some of our most vulnerable children.

“This agreement is a key milestone in strengthening our commitment to their continuous professional development. It ensures our support staff have access to the professional learning that empowers them to be confident experts in their roles, making the difference our children need. By investing in this workforce, we are, in turn, investing in the potential of future generations.

“We see this as a significant step forward in our long-term partnership with the °Ù´ºÁ´ Institute of Education, which already champions career development and professional learning across our entire workforce.â€�

The Summer Sports Camps will take place at the DIY Kitchens Stadium, °Ù´ºÁ´ Primary Academy Park Hill and Normanton Junior Academy across July and August and will feature a range of sports and arts activities.

Open to children aged between 5 and 11 years-old, youngsters will take part in multi-sport games, dance sessions, arts and crafts activities as well as being given the chance to meet Wakefield Trinity stars.

Led by the Foundation’s Education department, our Summer Sports Camps provide the perfect way to keep children active and healthy during the summer school holidays.

The Camps are free to attend for all children who are eligible for free school meals and can sign up through the links below.

There are also a limited number of places available for children who are not eligible for free school meals, with entry to the Camps priced at just £10 per day or £30 for a full week.

Please find the full schedule for the Summer Sports Camps and the sign-up information below!

All Summer Sports Camp sessions will take place from 10am to 2pm, with children provided with lunch, snacks and drinks.

Wakefield Trinity Community Foundation Summer Sports Camps 2025 schedule:

DIY Kitchens Stadium, WF1 5EY

• Monday 28th July – Thursday 31st July

• Monday 4th August – Thursday 7th August

• Monday 11th August – Thursday 14th August

• Monday 18th August – Thursday 21st August

°Ù´ºÁ´ Primary Academy Park Hill, WF1 4QY

• Monday 28th July – Thursday 31st July

• Monday 4th August – Thursday 7th August

Normanton Junior Academy, WF6 1EY

• Monday 11th August – Thursday 14th August

• Monday 18th August – Thursday 21st August

To sign up for Summer Sports Camps at the DIY Kitchens Stadium, please click .

To sign up for Summer Sports Camps at either Normanton Junior Academy or °Ù´ºÁ´ Primary Academy Park Hill, please click .

To sign up children not eligible for free school meals or for more information on Summer Sports Camps, please contact Wakefield Trinity Education Lead, Paddy Guest, on paddy.guest@wakefieldtrinity.com

°Ù´ºÁ´ Primary Academy Park Hill proudly celebrated the grand opening of its new Community Hub, 'Hub House', in Eastmoor, Wakefield. The event held on Friday, 20 June, marked a significant milestone, officially launching a vital new community resource poised to offer crucial support and opportunities. The hub will support children and families from °Ù´ºÁ´ Primary Academy Park Hill, °Ù´ºÁ´ Primary Academy Greenhill, and °Ù´ºÁ´ Academy City Fields, while also providing many opportunities for wider community involvement.

Hub House is designed to be a beacon of support, providing a comprehensive range of services, including a much-needed uniform shop, youth activities, essential adult education programmes, and mental health support. This initiative stemmed from a deep understanding of local needs, evolving into a vibrant centre aimed at addressing the significant challenges the Eastmoor community faces in accessing vital services. The hub will work closely with existing partner services already active within the community, supporting St. Swithun's Community Centre in its vital work with the food pantry and providing additional, complementary support for families and individuals.

Claire Jackson, Trust Strategic Lead for Family & Community Programmes and Partnerships at °Ù´ºÁ´ Grange Academies Trust (OGAT), said:

“The opening of this Community Hub is a momentous occasion for the community and as a Trust in the development of our Family and Community work.

“We are thrilled to see our vision - a future where our schools are firmly at the heart of our communities, taking shape. Hub House will undoubtedly help break cycles of disadvantage for generations to come.�

The grand opening event, attended by local dignitaries and community leaders, featured a ribbon-cutting ceremony and guided tours of the new facility. Visitors were able to learn more about the hub's services while enjoying refreshments, including sweet treats baked by the pupils at °Ù´ºÁ´ Primary Academy Park Hill. Hub House is a true testament to community collaboration. The project was supported by a significant community grant from Wakefield City Council, which helped fund many essential items from furniture to supplies needed for the renovation.

Crucially, Amco Giffen, led by Dave Timlin, provided invaluable assistance through its company's community pledge. Numerous volunteers dedicated many days to painting, repairing the roof, building new steps, installing blinds and thoroughly cleaning the premises. The support from Amco Giffen, including the donation of furniture for both the Hub House and the school, was instrumental in bringing the project to completion, and it continues to be a vital partner.

Claire Jackson added:

“We also extend our sincere gratitude to the parent volunteers and children from °Ù´ºÁ´ Primary Academy Park Hill and °Ù´ºÁ´ Academy City Fields who generously gave their time and effort to help prepare the hub for its opening.â€�

Looking ahead, the Community Hub has ambitious plans to further expand its reach, develop even more targeted programmes, and foster an even stronger, more resilient community. The goal remains clear: to create a lasting positive impact on the lives of Eastmoor residents and empower every individual to thrive.

Ofsted has published its report for °Ù´ºÁ´ Academy Shafton, Engine Lane, following a two-day inspection in May. The glowing report opens, ‘°Ù´ºÁ´ Academy Shafton is a positive place to be. The school is building a culture of belonging and high aspiration. Most pupils enjoy coming to school. They are keen to learn and keen to achieve. Pupils are safe here.’ Inspectors graded the school as ‘Good’ in all areas.

Highlights of the report include:

• The school sets high expectations for the academic success of all pupils.

• The school has developed a curriculum that is ambitious for all pupils.

• Pupils conduct themselves well around school. Classrooms are calm and purposeful. Pupils enthusiastically participate in learning.

• Reading is a priority at the school. The school accurately identifies any pupils who are struggling to read. Effective support for these pupils ensures that they make good progress with their reading.

• The school quickly identifies pupils with special educational needs and/or disabilities (SEND). The school trains staff to support pupils with SEND in lessons.

• Pupils with SEND are well supported at the school.

• The school’s personal development offer is a strength. Pupils learn about British values. They understand tolerance and respect.

• Staff feel well supported by the school. They are proud to work at the school.

Alison McQueen, Principal at the academy, said:

“We are absolutely delighted with the findings of the Ofsted report. It reflects the hard work and dedication of our staff, students, and the entire school community. We strive to create a positive and aspirational learning environment, and this report confirms that we are achieving our goals.

“We will continue to build on this success and ensure that every student at °Ù´ºÁ´ Academy Shafton receives the best possible education.â€�

Students and staff from °Ù´ºÁ´ Academy City spent a morning with local residents, carrying out a litter pick in the Richmond area.

The group, which included 15 staff and students from the academy, collected 17 bags of litter from around the Stradbroke Road area. Students and staff worked alongside residents, Andy Cook, Andrea Cook and David Morton. 

The students, led by student leaders, are all passionate about supporting their local community and protecting the environment. The school is currently working towards becoming a Plastic Free School. 

The event was organised by °Ù´ºÁ´ Academy City and Andy Cook of the local litter picking group S13 Keep It Clean.

Emily Rosaman, Principal at °Ù´ºÁ´ Academy City, said:

“It is vital for our students to support improving our local community. Our students are keen to take responsibility for looking after the environment around them, so this was a great opportunity for them to help lead the way and learn how small actions can make a big difference.

“We hope to have many more community events throughout the year to ensure we have lots of opportunities to develop their skills and get involved in activities to improve our local area.�

Andy Cook, of S13 Keep It Clean, added:

“It was an absolute pleasure to have worked with °Ù´ºÁ´ Academy City. The pupils were all super enthusiastic, and it was a pleasure to collaborate with young people who are so dedicated and eco-conscious; this is our future right here!

“The school strives to be plastic-free on its site and is dedicated to the fight against litter, so much so that our joint litter pickings will become a regular thing, not just for this week.�

The most senior judge in England and Wales has visited °Ù´ºÁ´ Academy Riverside in Middlesbrough to talk to pupils about the work of judges, the justice system, and the rule of law.

Baroness Carr of Walton-on-the-Hill, the Lady Chief Justice of England and Wales, visited the secondary school last week (12 June) as part of the Schools Engagement Programme, which aims to provide students with a greater understanding of the judiciary’s work. She was accompanied by Mr Justice Poole, the Family Presiding Judge of the North Eastern circuit, HHJ Mark Thomas, and HHJ Joanne Kidd.

Speaking at the school, the Lady Chief Justice said:

“The rule of law is one of the constitutional pillars that upholds an open and fair society. Our Schools Engagement Programme aims to make it easier for young people to learn about our justice system, which is respected globally, and the fundamental importance of the rule of law to our way of life.

“There are judges from all walks of life serving at every level of our courts and tribunals. For many of them, their path to a career in the law started at school. I want to send a message to all students, from whatever background, that they too could be the lawyers and judges of the future.�

School Principal, Melissa Brant-Smith, said: 

“I am both delighted and honoured to welcome the Lady Chief Justice to our school. It is a privilege to host such a distinguished guest, and a wonderful opportunity for our students to meet Baroness Carr in person and engage with her directly. We are truly grateful for her visit and the invaluable insight it offers into the rule of law. I hope this experience will inspire our students and encourage more of them to consider a future career in the judiciary.â€� 

The Lady Chief Justice’s visit comes on the back of work that scores of Diversity and Community Relations Judges (DCRJs) and magistrates (DCRMs) already do in the community. The Lady Chief Justice hopes that this work, often unseen and unsung, will encourage students from all backgrounds to think about a career in the justice system. 

The Schools Engagement Programme is backed up by online resources that are available to schools and students on the . These include notes for lessons, fact sheets, and other resources to help schools facilitate learning about the justice system and rule of law.

Schools wishing to invite a judge to speak to students can do so  or by emailing schools@judiciary.co.uk

Wakefield teacher Gosia Watts from °Ù´ºÁ´ Primary Academy Park Hill has been recognised with a Silver Award for Teacher of the Year in a Primary School in this year's Pearson National Teaching Awards. Chosen from thousands of nominees, they will now be in with the chance of winning the highly desired Gold Award, which will be announced at a prestigious awards ceremony in London and on BBC One’s The One Show later this year.

Arriving in the UK from her native Poland with the dream of becoming a Primary teacher, Gosia has since become an invaluable member of the school community. Joining the academy in 2018 when the school became part of the °Ù´ºÁ´ Family, Gosia is not only a fantastic role model for the diverse student body, which speaks an incredible 59 different languages, but also a relentless pillar of positivity for her colleagues. Luke McNamara, Principal at the academy, said:

"Her commitment to driving the highest standards in all she does has been truly instrumental to our success."

Gosia Watts is one of 93 deserving teachers, lecturers, leaders, support staff, and institutions recognised as a silver winner in this year’s awards for the lasting impact they have on shaping the lives of young people.

The announcement follows tributes from celebrities, students and schools across the UK as they say thank you to all those who work in education to mark National Thank a Teacher Day.

Celebrating the whole education community, National Thank a Teacher Day and the Pearson National Teaching Awards are run by the Teaching Awards Trust, an independent charity established over 25 years ago to celebrate the transformative impact of education, shining a spotlight on the pivotal roles teachers, support staff, colleges, schools and early years educators play in inspiring young people, every single day.

The °Ù´ºÁ´ family of schools also had two other award winners, with Rachel Levesley-Kroeller at °Ù´ºÁ´ Academy City being Highly Commended for Teacher of the Year in a Secondary School, Natalie Sugden, °Ù´ºÁ´ Academy Carlton, Highly Commended in the New Teacher of the Year Category, and the °Ù´ºÁ´ Grange Academies Trust Digital Services team receiving Highly Commended for its Transformational Use of Digital Technology.

Sir Michael Morpurgo, author, former Children’s Laureate, and President of the Teaching Awards Trust, said:

“The dedication and impact of those involved in educating young people is truly remarkable. Their influence extends well beyond the classroom - offering encouragement, inspiration, and unwavering support that can shape lives for years to come. That’s why National Thank a Teacher Day is an important opportunity to pause and celebrate all that they do.

"I’m also delighted to be able to congratulate this year’s Silver Award winners. Your passion and commitment to shaping the next generation is extraordinary. Thank you for the difference you make every single day."

Sharon Hague, CEO of Pearson UK, said:

“Every day, educators across the UK go above and beyond to inspire, support, and shape the future generation. Today, we proudly recognise those making an extraordinary impact. Our Silver Award winners represent the very best of the profession, and we’re thrilled to celebrate their dedication and achievements. Congratulations to all of this year’s Silver winners!�

Education Secretary, Bridget Phillipson, said:

"On Thank a Teacher Day, I want to celebrate the remarkable professionals who are the backbone of our education system. Brilliant teachers make the single biggest difference to a child’s education.

"I've experienced firsthand how a great teacher can make all the difference. Teachers don't just deliver lessons – they transform lives, inspire curiosity, and build the confidence our children need to succeed. For this incredible commitment to our nation's future, we owe our teachers our deepest gratitude."

Sadie Besley, Divisional Managing Director - Professional Talent Solutions UK & Ireland at Randstad, Sponsor of The Award for Teacher of the Year in a Primary School said:

“Primary school teachers lay the foundations for a lifetime of learning, curiosity, and confidence. Their passion, patience, and dedication shape not only young minds but also futures. We are proud to celebrate this year’s exemplary Silver Award winners for Teacher of the Year in a Primary School, your dedication has a lasting impact. Congratulations on this well deserved recognition!�

Ofsted has praised °Ù´ºÁ´ Academy Kirkby in its first inspection since joining the °Ù´ºÁ´ Family of Schools in 2022. Formerly Kirkby College, the school had been rated as ‘Inadequate’ in all areas by Ofsted due to factors including poor behaviour, low expectations, bullying and lack of support for pupils with special educational needs and/or disabilities (SEND).

A two-day inspection took place in May, resulting in outcomes of ‘Good’ for the school’s leadership and management, quality of education and personal development. Inspectors praised the school for the improvement in behaviour and recognised the Trust's support for leaders, which has led to improvements in all areas of provision since becoming part of the family of schools.

The report opens saying, ‘The school is aspirational for pupils to succeed in all areas of their education. It has worked well to strengthen the curriculum considerably. As a result pupils’ achievement is improving significantly.’

Highlights of the report include:

• Pupils are well cared for at °Ù´ºÁ´ Academy Kirkby. They are safe and enjoy good relationships with staff.

• There are very high expectations for pupils’ behaviour and well-established routines that support good behaviour.

• The curriculum is broad and ambitious. Pupils with special educational needs and/or disabilities (SEND) follow the same curriculum as their peers.

• Staff identify the needs of pupils with SEND quickly and accurately. A range of strategies to support these pupils are implemented effectively. Pupils with SEND achieve well.

• Reading is a priority. Pupils who need extra support with reading are identified swiftly.

• Pupils benefit from detailed guidance about the range of choices for their next stages in education and training, as well as information about potential future careers.

• The school monitors attendance carefully. Dedicated staff work closely with pupils and their families to encourage all pupils to attend school frequently.

Andy Scruby, Lead Principal for °Ù´ºÁ´ Academy Kirkby, said:

“The outcome of the Ofsted inspection is testament to the collective hard work of our staff and students and is a fantastic reflection of the transformational journey the school has been on since becoming a part of the °Ù´ºÁ´ family. 

“With this external validation from Ofsted recognising our dedication and vision for achieving fantastic outcomes and experiences for our students, we look forward - without complacency - to continuing our work with families and the local community, ensuring °Ù´ºÁ´ Academy Kirkby is a very special place where students can achieve their full potential.â€�

Teesside University’s student recruitment agency Unitemps has formed a partnership with °Ù´ºÁ´ Grange Academies Trust (OGAT) schools in the region to work with students as an innovative approach to address staffing challenges in local schools across the Tees Valley.

This significant collaboration comes at a time when there are increasing nationwide challenges of education staffing shortages. Unitemps Teesside is paving the way by using a structured and ethical approach to recruitment to provide a long-term solution for the education sector.

The support being delivered by Unitemps is alleviating school staffing pressures by allowing local OGAT to recruit student workers on an as-needed basis, to reduce the reliance on costly external solutions while ensuring learning environments remain supported.

Unitemps are offering a unique opportunity for students to secure roles such as classroom support assistants, exam invigilators and administrative positions to kickstart their careers and enhance their employability.

Launched in September 2024, Unitemps Teesside is a student recruitment agency based in the Student Life Building. Unitemps aims to provide students with flexible paid work to build professional skills and offer high-quality staffing solutions for organisations without the high costs typically associated with recruitment agencies.

The °Ù´ºÁ´ Family of Schools, known for their educational excellence, welcome this initiative as an impactful and transformative solution to address ongoing staffing challenges by using Unitemps as a vehicle for talented students to act as a sustainable workforce model within local schools to positively impact pupils’ lives.

Katie Kendall, Unitemps Teesside Branch Manager, said:

“Unitemps is delighted to be working with °Ù´ºÁ´ Academies in the region. This partnership is transforming lives on both sides, as schools are gaining reliable and cost-effective staffing solutions to fill skills gaps and our students are obtaining invaluable hands-on experience to strengthen their employability, which will help them to build their desired career paths into education.

“This initiative is supporting the local education sector while offering a pathway for the next generation of teaching staff and education professionals.�

Julie Slater, Chief Executive Principal at °Ù´ºÁ´ Institute of Education, said:

“We're excited to be in partnership with Unitemps Teesside University to enhance educational outcomes and aspirations for students in the Tees Valley. This collaboration encompasses several key initiatives including our ‘Be Inspired' Research Programme, in-class support from Teesside students and building on existing trainee teacher placements aimed at addressing regional recruitment challenges and promoting careers in education.

“This partnership reflects our shared commitment to developing a robust pipeline of future educators and empowering students in the Tees Valley.�

George Edwards, Talent and Recruitment Coordinator at °Ù´ºÁ´ Grange Academies Trust, said:

“The partnership we are building with Teesside University is an excellent example of how educational institutions can work together to benefit young people in local communities, as well as promote Teesside-based employment within the education sector as a career pathway for graduates following the completion of their studies.

“Unitemps is allowing us to integrate undergraduate students into our classrooms, allowing them to support our pupils both academically and aspirationally, alongside helping us to promote career pathways within education.�

Stephen Wells, Assistant Principal at °Ù´ºÁ´ Academy Riverside, said:

“Having only opened our doors five years ago, our school is new to GCSE examinations and we have found the support provided by Unitemps invaluable to help boost our staff availability. Being able to secure staff that are external to our own has allowed us to free up people to support other students' development, whilst at the same time helping reduce workload. The fact we can utilise Unitemps as a provider helps alleviate some of the issues that occur.�

Postgraduate Taught Masters in Physiotherapy Student Serge Saba said:

“My time so far with Unitemps and my work with the °Ù´ºÁ´ has been a great experience. I am a second year master’s degree student and I have been able to work alongside my studies as well as broaden my experiences and skillsets. I’ve really been able to expand my knowledge in this field through work, as well as specific training from °Ù´ºÁ´. As a full-time student, I would highly recommend this position to anyone looking to take a step into the world of teaching and to see what it’s all about.â€�

Professor Steve Cummings, Pro Vice-Chancellor (Research and Knowledge Exchange) said:

“I am delighted to share that the University’s in-house recruitment service, Unitemps, has partnered with °Ù´ºÁ´ Grange Academies Trust to provide support to school pupils across Teesside. This collaboration helps our students gain valuable classroom experience whilst in paid employment helping pupils across the region. The University and OGAT are committed to raising student aspirations and supporting local schools.â€�

For more information on how Unitemps can help with your staffing needs in any sector, please contact Unitemps at unitemps@tees.ac.uk

Students can register at Unitemps.com by selecting ‘Teesside University’ as their primary branch.

The Department for Education (DfE) has announced the appointment of Bowmer + Kirkland to deliver the permanent building in Middlesbrough, set to open its doors in Spring 2027. This initiative is part of the government's ongoing commitment to enhancing educational opportunities in areas with the greatest need.

The school will be constructed in Middlehaven, south of the Transporter Bridge, between Middlesbrough College and the Old Town Hall. Work will begin on the site in mid-June 2025.

Trust personnel from °Ù´ºÁ´ Grange Family of Schools will continue to work hard with all partners to ensure this momentum is maintained.

Staff, students, and families have long awaited this development. The announcement has been met with enthusiasm, as the community anticipates the positive impact the school will have on the educational experience of the young people.

Melissa Brant-Smith, Principal at °Ù´ºÁ´ Academy Riverside, commented:

“The school community has waited a long time for this project to begin. Our young people have continued to be positive and committed in their ‘temporary’ school on Russell Street and at Eston, however, it will be amazing to eventually be in a first-class facility, which they fully deserve.�

The project reflects the government's dedication to investing in the future of young people across the country. The new school will offer outstanding facilities and an ambitious curriculum designed to meet the needs of its students, preparing them for success in further education and beyond.

Stakeholders will be informed of the progress of the project through °Ù´ºÁ´ Academy Riverside’s social media channels and regular newsletters issued by Bowmer + Kirkland to residents and businesses neighbouring the site.

The National Institute of Teaching (NIoT) has been granted powers to award its own degrees from September 2025, marking a significant milestone in its journey towards becoming a specialist, school-led university for the teaching profession.

The new degree awarding powers were granted formally by the Office for Students (OfS) – the body which regulates universities in the UK – and are central to the Institute’s mission to offer exceptional professional learning to educators across England through integrated teaching research and practice.

The powers mean the NIoT will award its own postgraduate certificate of education (PGCE) from this September, as part of its initial teacher education (ITE) provision.

The granting of the powers follows a multi-year, intensive assessment and is a testament to the hard work and expertise of the Institute’s staff, its founding schools, its coalition partners and its validating partner since inception, the University of Birmingham.

Melanie Renowden, CEO of the National Institute of Teaching, said:

"Developing and retaining great teachers is a societal and economic priority. Quality teaching equips children with choice and opportunity, prepares the citizens of the future, and is an essential foundation for prosperity and growth. The powers conferred on the Institute through the granting of new degree awarding powers mean we can more effectively combine the academic enquiry and practice-based learning that new teachers need when they are building fundamental knowledge and habits. We believe that taking this school-led and research-informed approach to educators’ professional development will pay long-term dividends for the teachers themselves and for the generations of children they will teach.�

Sir Dan Moynihan, Chair of the NIoT Board, said:

"The National Institute of Teaching's new degree awarding powers represent a significant advancement in our work on teacher education and recognition of our rigorous academic standards. We will use the powers granted to us to continue developing high-quality teachers, ensuring they are well-equipped to meet the needs of pupils today – particularly those facing the greatest challenges. Above all we will remain grounded in schools, prioritising what all teachers and leaders want: delivering what works best for children.�

More than 100 students and over 30 teachers took part in a football event at Worksop Town FC last week to raise funds for a school summer community action project.

Students and staff at °Ù´ºÁ´ Academy Portland and °Ù´ºÁ´ Academy Valley came together for two match events and penalty shootout activities in front of more than 1,000 spectators, including students, staff, parents and members of the local community.

The first match on the cards was a Portland v Valley student match, which ended in a 4 - 4 tie, leaving everything to play for in the staff match. °Ù´ºÁ´ Academy Valley staff came out on top with 2 goals to nil, crowning the school as overall winners for the event. The winners were presented with a trophy, designed and built by design and technology students at °Ù´ºÁ´ Academy Valley.

Carolyn Blundell, Community Executive Principal for both schools, said:

“Since the inception of learning communities across the Trust, I have been very committed to exploring different ways of ensuring that there is a genuine commitment to ensuring that students and staff can feel a sense of connectedness. The creation of 'Out There' and the need to undertake fundraising activity linked to it provided a great opportunity to initiate that connectedness across Worksop by hosting an inter-academy football competition.

“It was great to see so many students, staff, parents and members of the Worksop community supporting the event, allowing us to raise an incredible amount of money, which will be used to fund our students and their Out There projects this summer.

“The atmosphere was glorious and I’d like to thank everyone who made it possible and acknowledge the work of both schools, Amie Wood-Pickering and Worksop Town FC, in making it a brilliant success.�

The event raised over £2,200, which will go towards the °Ù´ºÁ´ Out There project, taking place for the first time this summer. The funds were raised through event ticket sales and the raffle with a signed Sheffield United football shirt as the top prize. The community action challenge is open to all students in Years 6 to 13, across all 42 °Ù´ºÁ´ schools, empowering young people to drive positive change in their local community. The programme was created in response to feedback from the Trust’s Student Voice activity, where students told senior leaders how important it is for them to get ‘Out There’ and shift the narrative around young people’s role in society.

Students will work in teams of up to four, along with a volunteer adult advisor and can either come up with their own community project or choose from a bank of projects put forward by local charities and organisations who would like support. Projects can be anything from giving time to a food bank, volunteering at a care home or organising a litter pick. It’s an opportunity for pupils to pursue whatever they are passionate about and make a difference in the area where they live.

When asked why they would like to participate in the programme, one student said: “It means I could make my community a little bit brighter than it was before.

Local organisations are already getting on board with the programme to offer financial support, give their expertise, lend their facilities or services, or volunteer their time. Sponsors include Leeds Rhinos, Connect Yorkshire, She Can Prosper, Banana Moon and YPO. As a Trust-wide initiative, students will have the opportunity to win fabulous prizes and experiences!

It costs £20 to fund a team of four to carry out their community project, and donations are also welcome from individuals who would like to support our young people. If you'd like to donate or know someone who might, please visit the , where you can donate as little as £1. To find out more about the programme, please visit the .

The majority of the secondary academies across the °Ù´ºÁ´ Family of Schools do not currently meet the Department for Education's (DfE) minimum expectation of a 32.5-hour week, an expectation which needed to be met by September 2024. As such, many UK schools have already made changes and extended their school day in accordance with the government guidance.

The Trust, which has 28 secondary schools in the North of England, carried out a comprehensive 12-week consultation period with trade union partners and colleagues, which has led to significant modifications to the original proposal, despite claims from the National Education Union (NEU) that the ‘proposed changes were being implemented without proper consultation of the workforce’.

There is no proposed increase to the school day at °Ù´ºÁ´ Academy Kirkby as the school already adheres to a 32.5-hour school week, and has done so since before it joined the °Ù´ºÁ´ Family of schools in September 2022.

The move to a longer school day will ensure all students benefit from the recommended amount of teaching and learning time, enhancing educational outcomes and providing a richer curriculum experience. The Trust is dedicated to providing an outstanding education for all its young people, and meeting the government's minimum expectation of 32.5 hours is a fundamental part of that commitment.

A spokesperson for the Trust said:

"We believe every minute in school counts, and increasing our students' learning time is vital for their academic success and personal development. Our pupils have told us they want to develop life skills such as financial literacy, more careers education and more time to debate issues they experience in their lives, and our re-modelled week will mean we can deliver this and more for them.

"We understand that changes to the school day can have an impact on our colleagues and families. That's why we underwent a thorough 12-week consultation with our trade union partners and colleagues. We are grateful for the constructive feedback we received, which has been instrumental in shaping our final plans. The original proposal has been significantly adapted based on this feedback. We have also made a commitment to continue to meet regularly with the trade unions to identify any unnecessary workload so that the new school week is overall ‘workload neutral’.

“Despite this genuine consultation and the changes made to the proposal, we are surprised and exceptionally disappointed that our trade union partners have chosen to take strike action over this matter. This disappointment is heightened by the fact that industrial action has been called during the crucial exam season, a time our students have worked incredibly hard for and deserve a stable and supportive environment to demonstrate their learning.

"We respect the right of our colleagues to express their views and remain open to constructive dialogue and collaborative working, but we also want to ensure our students are prioritised and provided with the best possible education, particularly during their exams."

°Ù´ºÁ´ Grange Academies Trust remains dedicated to working closely with all stakeholders to ensure a smooth transition and continued success for its students, while mitigating any disruption caused by industrial action.

°Ù´ºÁ´ Academy Bishopsgarth has been awarded Foundation level of the British Council’s prestigious International School Award in recognition of its work to bring the world into the classroom.

The International School Award celebrates the achievements of schools that do exceptional work in international education. Fostering an international dimension in the curriculum is at the heart of the British Council’s work with schools, so that young people gain the cultural understanding and skills they need for life and work in today’s world.

The school secured the award after participating in this year’s Express Yourself North East Festival of Languages and for other international work it delivers for students. All Year 7 students study a dual language course, learning French and German, with Spanish taster lessons introduced in Years 8 and 9. In September, GCSE students will embark on a trip to Strasbourg to experience life on either side of the France-Germany border. The school has also worked with Mingalaba, an organisation that delivers workshops in schools, promoting languages through football.

On hearing the news of the achievement, Sarah Creighton, Head of Modern Foreign Languages (MFL) at the school, said:

“I am delighted to have our efforts with MFL and our participation in the Festival of Languages have been recognised by the British Council, and I am already on with planning events for our students to take part in next year!�

Shannon West, Head of UK Schools for the British Council, said:

“°Ù´ºÁ´ Academy Bishopsgarth’s international work has earned the school well-deserved recognition with the British Council International School Award - Foundation Certificate. We are delighted and proud that the academy is committed to developing a whole school approach to embedding and celebrating international work. The dedication from everyone is enriching education and supporting globally aware young people and the development of key skills.

“We thank all involved in this important work; embedding an international ethos across a school can lead to International School Award accreditation, which is the highest level of the award. Schools looking to join this supportive and engaging global network should contact us at the British Council.�

The Award is now available worldwide in countries such as Greece, India and Nigeria. Over 6000 International School Awards have been presented to successful schools in the UK since the scheme began in 1999.

The International School Award encourages and supports schools to develop:

• An international ethos embedded throughout the school

• A whole school approach to international work

• Collaborative curriculum-based work with a number of partner schools

• Year-round international activity

• Involvement of the wider community

Ofsted has published its report for °Ù´ºÁ´ Academy Bydales, following a two-day inspection in March. The report opens by stating that the school is ‘an ambitious school with high standards. It makes its high expectations clear to pupils and they rise to meet them.’ Inspectors also recognised the strong and trusting relationships between staff and students, noting ‘staff care deeply for pupils and often go ‘above and beyond’ to support them and help them with their studies.’

Highlights of the report include:

• There is a strong culture of praise in the school. Staff recognise pupils’ hard work and positive contributions.

• Pupils are happy and demonstrate industrious attitudes to learning.

• The school supports pupils with SEND well. There are clear procedures for identifying pupils’ additional needs.

• Pupils with SEND access the curriculum in line with their peers and achieve well

• The school acts promptly to improve standards in literacy.

• Teachers have strong subject knowledge. They explain things clearly and design tasks that help most pupils to learn securely.

• Pupils experience great success. Not only is this reflected in public examination results, but also through the wide range of opportunities for pupils’ personal development.

• The school’s careers programme prepares pupils well for their next steps.

• The school is very well led. Leaders have a clear vision for the school’s priorities. They make sound decisions about strategies and initiatives that will benefit pupils the most.

Robert McGreal, Principal at °Ù´ºÁ´ Academy Bydales, said:

“I am proud that we have secured ‘good’ in all areas and as a school community, we are delighted with the report, which highlights many of the school’s strengths. We will continue with the work we are already doing to improve our curriculum further to ensure strong outcomes across all subjects; this work was validated in the inspection and within the report, as already impacting the academy. 

“We are pleased that we are moving in the right direction for the benefit of our students and will continue to do all we can to secure the knowledge, skills and confidence they need to move on to the next stage of their lives and take their place in the adult world.�

Leaders have been a driving force for inclusion, and pride themselves on the welcoming atmosphere around the academy. This is reflected in the mutual respect between pupils and staff, providing an excellent environment for learning to flourish. Students feel comfortable and confident in their learning, allowing them to become ambassadors for the academy and its inclusive offering.

Pupils are open and enthusiastic in their praise of the academy. Staff make an effort to get to know every pupil and to understand how they can best support them. Indeed, the Head of School knows the pupils well and leads by example with a calm and fair approach to all pupils. As a result, pupils feel valued and listened to at Bishopsgarth. There is a strong sense that inclusion and belonging are priorities for every member of the academy community, and that everyone works towards what is right for learners and the wider academy community.

Their most recent Ofsted report noted that Bishopsgarth “goes to great lengths to support pupils and their families, especially at times of great need.� A strength of their inclusive ethos is the ability to adapt to change. The academy has seen an increase in in-year transfers from overseas, with many pupils arriving with English as an additional language. They have also seen a rise in SEND pupils joining the academy, particularly with SEMH needs. Bishopsgarth is proactive in its approach to meeting the needs of its diverse community, with TAs undertaking EAL training to support pupils with English, as well as offering Early Help Assessments, attendance support, and in-school meetings with key staff members to families who need it most. There are weekly inclusion meetings to ensure individual pupil needs are being documented, tracked, and met effectively. Staff go above and beyond to ensure parents feel included in the school community by challenging any misconceptions parents have about the education system or negative experiences they may have had in their own education.

Every student is supported thoroughly at Bishopsgarth through tailored learning experiences. The academy’s Alternative Provision is an example of how the academy continuously works to improve and develop its offer. Bespoke, well-thought-out plans are put in place to ensure the individual success of the pupils it serves. The introduction of 1 or 2 day work placements allows the academy to identify pupils who would benefit from additional support, on the condition that they focus on English and Maths when they are in lessons. There is clear evidence that this inclusive action has allowed numerous students to thrive on their education journey, and the academy has seen a significant improvement in behaviour, emotional regulation, and attendance.

A member of staff noted that “kids have changed, so we need to do something different in schools to support this.� The academy is acutely aware of the transformative power of inclusion, and it forms a prominent part of policy making and lesson planning at Bishopsgarth. There are designated inclusion spaces in the academy that children can access when needed, and pupils speak highly of the support they receive from staff in these spaces. With the creation of these personalised spaces, pupils can build positive and impactful relationships with staff and fellow pupils alike.

Inclusion is an active and evolving element of life at Bishopsgarth. Staff are always looking for ways to improve and develop their support effectively. The academy works with various external agencies to support its pupils fully, such as the Northern Guild trainee counselling service, and is still working to expand its offering. They are also keen to instil the importance of attendance. Daily attendance is carefully checked and monitored by the school, and absences are always followed up. In some cases, the school has been able to help pupils who were not attending school for some time to improve their attendance significantly, with the vast majority of pupils now attending regularly.

Inclusion is at the very heart of life at °Ù´ºÁ´ Academy Bishopsgarth. Staff are fully committed to creating a welcoming and empowering learning space, where pupils can engage with the curriculum in a way that matches their learning needs. A strong bond of respect between staff and pupils allows the entire academy community to feel supported and welcomed, even beyond the school walls. There is no need too great at the academy; every learner is uplifted and supported to achieve their very best on their educational journey.

The Ofsted judgement not only reflects the school's progress since 2018, but it is also a pivotal moment for the local community. After more than twenty years, young people have access to a 'good' school.

Highlights of the report include:

• Pupils care about respect and kindness. They show positive attitudes towards one another during social times.

• Pupils and staff recognise everyone’s worth, including those with special educational needs and/or disabilities (SEND).

• Pupils who are at the early stages of reading receive appropriate support. They make rapid progress in their ability to read with accuracy and fluency.

• Expectations are high, and most pupils meet and exceed these.

• The school works with families to support pupils in attending school more often. This is working well.

• The school’s personal development offer is strong. Personal development helps students stay safe. It also guides them to make smart choices in school and their community.

• The sixth-form students are fantastic ambassadors for the school. They support and lead the younger pupils.

James Pape, Principal at the school, said:

“This Ofsted report validates the hard work, diligence and resilience of our staff and students and the ongoing support of our wider school community. We recognise that this is a huge achievement for our academy and community, however, we are still deeply ambitious to improve further.

“We are determined to build on our strengths to ensure that we deliver on our core purpose of putting students first, ensuring that they are supported to achieve their full potential by providing them with the best possible education and start in life.�

Ofsted has published a report following its most recent monitoring inspection at °Ù´ºÁ´ Academy Ormesby; the primary focus of the inspection was to review the school’s ongoing actions to improve pupils’ behaviour and attendance. The visit was the most recent of four monitoring inspections to have taken place since the school received an ‘Inadequate’ judgement back in July 2022.

The report opens with praise for the school, stating, ‘With regard to behaviour, the school has made some significant improvements. The school is calm and orderly and low-level disruption is not tolerated’.

The inspector noted that there has been a reduction in the use of derogatory language amongst students and that internal truancy is now a rare occurrence.

Reviewing student attendance, the report notes that the school takes a ‘rigorous and intelligent approach’ which is ‘informed by a deep understanding of the community it serves’ and recognises the appointment of a family support worker who works with parents and carers to address barriers to pupils’ attendance. Appreciation was also shown for the school’s ‘Welcome Hub’, which provides all students with the correct uniform and equipment they need for the day, with some pupils checking in with staff and having breakfast with them, ensuring ‘a positive start to the day for those pupils who are most vulnerable to poor attendance’.

In terms of quality of education at the school, the report recognises that the school has focused on developing the quality of education by providing teachers with high-quality professional development, allowing them to ‘employ a range of effective strategies to check pupils’ knowledge and understanding’ which means that ‘pupils experience teaching that supports them to know and remember more’.

James Bridge, Principal at the academy, said:

“I am incredibly proud of all our staff and the work they do every day to put students first and support them to become the best they can be. I am pleased that this report acknowledges the improvements in attendance and behaviour, as well as the hard work put into establishing our ‘Welcome Hub’ to ensure students receive a positive start to the day.

“I would also like to thank our students, their parents and carers for their support, as without this, the progress that has been made would not have been possible.�

Inspectors were satisfied with the leadership at the school and the support °Ù´ºÁ´ Grange Academies Trust (OGAT) was providing to the school via its central teams, subject directors and community executive principal, commenting, ‘This additional leadership capacity is helping to sustain and accelerate improvement’.

More people will soon have the opportunity to train to teach, as the government cuts apprenticeship red tape as part of steps to get thousands more teachers into the classroom. 

As the government steps up work to recruit an additional 6,500 teachers, postgraduate teaching apprenticeship (PGTA) courses will be slashed from twelve months to nine, aligning to the school year and getting newly trained teachers into the classroom sooner.  

Courses currently run from September to September, meaning trainees typically have to wait months before kicking off their careers, and making it challenging for schools to support apprentices while training.  

The change will be made from August this year and is expected to open up more opportunities to train to teach, as well as accelerating trainees’ journeys to the front of the classroom. 

The PGTA has seen a 58 per cent growth over the past few years, showing how popular the offer is, giving participants the chance to earn while they learn and gain hands-on experience in the classroom. 

More than 1,400 people trained to teach via this route this year, but demand for places currently far outstrips supply, with around 2,800 eligible applicants last year unable to secure a place on a coveted course.

The change supports the government’s drive through its Plan for Change to recruit an additional 6,500 expert teachers, and follows early progress on teacher recruitment, with over two thousand more people training to become secondary school teachers this year, alongside a 25% boost in the proportion set to begin training in shortage STEM subjects. 

Schools Minister, Catherine McKinnell said:  

“Recruiting and keeping high-quality teachers in our classrooms is the single biggest driver of high standards in schools, which is why our Plan for Change has a clear commitment to recruit an additional 6,500 expert teachers by the end of this Parliament. 

“Our schools are crying out for more expert teachers, and this government will continue to pull every lever it can to plug the gaps and build on the green shoots we are already seeing. 

“Bringing teaching apprenticeships in line with the school year is not only logical, it will open the doors for more and more people to become brilliant teachers, shaping the lives of the next generation.â€� 

Apprenticeships are a brilliant way for schools to recruit and train the high-quality teachers they need, while supporting more people to gain the skills and experience they need to become expert teachers and build a successful career in teaching. 

The government is offering schools up to £28,000 to cover the cost of training apprentices in mathematics, biology, chemistry, physics, computing, and modern foreign languages – the subjects which have the highest teacher shortages. This means apprentices pay nothing for their training and will earn a salary while they are training before moving on to full time teacher pay salary. 

The apprenticeship changes build on wider steps the government is already taking to support teacher recruitment and retention, including last summer’s 5.5% pay award and a targeted retention incentive, worth up to £6,000 after tax for early career teachers working in shortage subjects.

Action is also being taken to tackle the systemic challenges that the sector faces which drive high workload and poor wellbeing. This includes improvements to the accountability framework, prioritising SEND reform, reviewing the curriculum through the curriculum and assessment review, supporting schools to use technology effectively and addressing child poverty.

PGTA apprentice teacher in biology at °Ù´ºÁ´ Academy Acklam, Dan Harrison, shared his experience so far: 

“The National Institute of Teaching’s postgraduate teaching apprenticeship has enabled me to take the leap from my role as a learning manager to being a teacher. It’s been a great way to quickly get to grips with the day-to-day practicalities of the role, while also understanding the underpinning theory of what makes great teaching and applying this to my immediate context.

“I’ve really enjoyed being fully embedded in the teaching community at my school and would recommend this as an ideal route for those who are interested in the profession but looking for a way to learn on the job.�

National Institute of Teaching Executive Director of Programmes, Reuben Moore said:

“The potential of teacher apprenticeships is significant, strengthening routes into the profession and helping to reach a range of candidates from a diverse range of backgrounds in hard-to-recruit areas where teachers are needed most.  

“The hands-on learning offered alongside critical reflection through the apprenticeship route means that trainees can become fully qualified teachers in less time, without compromising on the quality of teaching or educational outcomes.

“We welcome the government’s efforts on removing barriers to this important training route, not only focusing on its impact but the opportunity to grow it further and help ensure that all children have access to an excellent education.�

Courses will still offer the same high-quality content but at a reduced length with trainees gaining Qualified Teacher Status after they have completed the programme, going on to build successful careers in teaching.  

As part of the work to drive high and rising standards in schools the government’s landmark Children’s Wellbeing & Schools Bill is also introducing measures to ensure new teachers have or are working towards Qualified Teacher Status, so that children can benefit from high-quality teaching. Parents want to be confident that there is a professionally qualified teacher leading their children’s learning, and we expect the same.

As well as the PGTA, there are a range of apprenticeships available to individuals who are considering entering the teaching profession including a new degree level teacher apprenticeship as well as teaching assistant apprenticeships.  

With donation points at every school across the °Ù´ºÁ´ Family, parents can easily deposit items of uniform that are no longer needed. Trutex then launders, repairs, and repackages the items for parents and carers to purchase via the Trutex website, with an interest-free option to spread out payments, further easing any financial strain.

Besides affordability, this scheme offers impressive environmental benefits. Extending clothing life by nine months reduces carbon, water, and waste footprints by 20 to 30 per cent*. Many garments, including blazers, trousers and some skirts, are made from 100 per cent recycled polyester, reducing the number of plastic bottles in landfills by millions every year and further boosting sustainability.

Over 10,000 garments have now been recycled by the °Ù´ºÁ´ family of schools since it started participating in the Trutex scheme in 2021, demonstrating the programme’s success.

Commenting on its success, Katy Bradford, Deputy CEO at OGAT, said:

“Our uniform recycling scheme has seen an amazing response. Parents and carers appreciate the affordable choices, and it's also a fantastic way to teach students about sustainability and waste reduction. This programme is truly benefiting our students and demonstrating environmental responsibility – a clear win for all.�

Matthew Easter, CEO of Trutex, added:

“The successful integration of our RE:FORM programme across the OGAT network is fantastic. By providing parents with access to quality pre-loved uniform, we're not only easing the financial burden of sending children to school but also offering a significantly more sustainable alternative to inexpensive, short-lived clothing.�

* Reference from loveyourclothes.org.uk - part of the Sustainable Clothing Action Plan (SCAP)