Come on England!

I’ve watched England all my life. My earliest memory is collecting Panini Stickers for the 1982 World Cup in Spain. These sticker albums were all the rage, with packs flying off the shelves and a busy market of “swapsies” in the primary school playground as we all set about trying to complete our collections. Nobody I knew ever did! Although I don’t remember much about the tournament itself (I was seven!), I do remember being very happy about getting the Kevin Keegan sticker in my England page…

The 1986 World Cup is much clearer in my memory. I remember the injustice of Maradona’s handball goal, sending us crashing out in the quarter finals. I remember Italia ’90 too, when Chris Waddle’s penalty miss sent us out at the semi-final stage.

Summer 1996 gave me the tournament that I will never forget. I was 21 years old, and I had just finished my final exams at university. I was waiting around for my friends to finish theirs, before we all headed off for a holiday in France together to celebrate the end of three years at university. The sun was shining, Britpop was at its height, and we had the Euros on home soil.

Criticism of the team was rife before the tournament, but it soon turned round on a tidal wave of national expectation. Although we thrashed the Netherlands 4-1, the game of the tournament for me was England vs Scotland. There was so much riding on the match, with a lot of criticism in the press counterbalanced by a rising tide of national expectation. Shearer settled nerves early on, and keeper David Seaman pulled off a magnificent penalty save – but it was Paul “Gazza” Gascoigne’s sublime bit of skill just on the edge of the Scottish penalty area which propelled us all to believe that maybe, just maybe, this was our year.

Of course, it wasn’t to be. Gazza’s outstretched foot was just a whisker away from converting a Shearer cross into a golden goal in extra time of the semi final, but it finished goalless. Current England manager Gareth Southgate’s agonising penalty miss sent us crashing out and the dream was over.

Michael Owen provided the moment of the tournament for me in 1998. Aged just 18, his pace terrified opposing defenders. He ripped through Argentina to score a stunner in the last 16 of the World Cup, before we went out, yet again, on penalties.

It’s a familiar pattern. You start the tournament feeling realistic: there are much better teams in the draw. We don’t really stand a chance. But then the players step on to the pitch, and you hear the national anthem. They string a few passes together. The keeper makes a decent save. There’s a moment of brilliance, the ball is in the back of the net, and you’re up off the sofa yelling in excitement. You start to believe…this could be our moment. This could be it. We could actually win this. Until – usually – we don’t.

Now we’re back on home soil again. In the topsy-turvy world that we currently inhabit, the 2020 Euros are being played all across the continent…in 2021. We were lucky enough to go to Wembley to watch a qualifier (5-0 against Bulgaria), so we’re fully invested! We’ve got the wall chart up. We’ve drawn our teams in the sweepstake (I’ve got Spain…), dusted off the St George’s flags and plotted out the various routes to the final. Could this be our year?

Gareth Southgate is the man of the moment. I’ve been impressed by his calm, controlled approach to the task. He doesn’t listen to the thousands of armchair pundits across the land, cursing him for picking Tripper at left back and questioning Sterling’s inclusion in the team given his poor club form this year. He assesses the situation in front of him, and makes the call that he thinks is right. He proved, in the 2018 World Cup, that he knows what he is doing. He can lead a team through a major tournament and the team are with him.

His beautifully written “Dear England” shows that he knows that the national team is about much more than football. He said: “the result is just a small part of it. When England play, there’s much more at stake than that. It’s about how we conduct ourselves on and off the pitch, how we bring people together, how we inspire and unite, how we create memories that last beyond the 90 minutes. That last beyond the summer. That last forever…I think about all the young kids who will be watching this summer, filling out their first wall charts. No matter what happens, I just hope that their parents, teachers and club managers will turn to them and say, “Look. That’s the way to represent your country. That’s what England is about. That is what’s possible.”

On Sunday, against Croatia, in a re-match against the team that knocked us out of the World Cup in 2018, on a gloriously sunny afternoon, at Wembley Stadium with 22,500 actual fans in the stands, his players showed us what’s possible. Kalvin Phillips was a tremendous presence, finding Raheem Sterling to set us on our way with a solid 1-0 victory. And so, hope begins to bloom again…

My 21-year-old self still lives on in my 46-year-old body. He still lives the moment of Gazza’s glorious goal against Scotland in 1996. And here we are, in 2021, facing our old rivals at Wembley in the Euros again. Phil Foden has dyed his hair in a Gazza style. Is it too much to hope that he can capture some of his iconic football magic as well?

Euro 2020 (in 2021) gives us all a chance to share in something special, something that brings us all together. We can hope together, celebrate together, enjoy together. If necessary we can commiserate together. But, after what everyone has been through over the past year and a half, I hope that the next month gives us moments to celebrate. Because, whether we win or lose, it’s coming home. You heard it here first.

Investing in education

Education hit the headlines over the half term break, when the government announced its education recovery plan. The announcement included an additional £1.4bn to be invested in education over the next three years. This is, by any stretch, a large amount of money – but it did not go down well. By the evening of the day of the big announcement, the government’s own Education Recovery Commissioner, Sir Kevan Collins – the man appointed by the Prime Minister to oversee the education sector’s recovery from the COVID-19 pandemic – had resigned. His letter to Boris Johnson spelled out the reasons why he could not continue:

“I do not believe it will be possible to deliver a successful recovery without significantly greater support than the Government has, to date, indicated it intends to provide. I am concerned that the apparent savings offered by an incremental approach to recovery represent a false economy, as learning losses that are not addressed quickly are likely to compound.”

Sir Kevan Collins, in his letter of resignation to the Prime Minister

The headlines which followed told the story:

So why was the announcement of £1.4bn of extra funding for education so poorly received and so controversial? The main reason is that it was well-known that the plans put forward by Sir Kevan Collins were actually costed at ten times as much as the Treasury actually released. Reports suggest his plan would have cost £15bn. The Secretary of State for Education is reported to have asked the Treasury for £14bn. And the Treasury actually released a tenth of that, with funding ring-fenced to support tutoring and teacher development rather than many of the more ambitious (and expensive) proposals put forward.

So why was everyone so upset?

The government – and especially the Prime Minister – had been talking for weeks about prioritising education, talking about “levelling up” and suggesting it had a real ambition to do something radical. There had been much discussion in the media about extending the school day by half an hour, not just so that children could access tutoring in English and Maths, but also to provide opportunities for enrichment as laid out in Sir Kevan Collins’ letter:

“I believe our approach to recovery should also offer children opportunities to re-engage with sport, music, and the rich range of activities that define a great education. I proposed extending school time as a way to provide this breadth, as well as to ensure that additional academic support does not cause existing enrichment activities to be squeezed out.”

Sir Kevan Collins, from his resignation letter

Extending the school day is a complex, difficult thing to do. There would be a myriad of issues to work out and a mountain of obstacles to overcome. But it showed real ambition, a real sense of purpose, and it offered a genuine solution to the problem. With more time, we could do more – more performing arts, more sport, more outdoor education, more creativity, and more of the basics – without squeezing the stuff we already do.

At what cost?

Why would this plan cost so much? Well, an additional half an hour a day doesn’t sound like much – but there are over 24,000 schools in England. Additional time in each of those schools means additional staff would be needed in every single one. They would need to be heated, lit, powered and maintained for longer. Additional resources would be required for all those enrichment activities…in every school. The cost soon mounts up.

What Sir Kevan Collins showed the government was that a world class education system isn’t cheap. Other countries have realised this. In the Netherlands, the government has announced additional funding to support post-pandemic education recovery at around £2500 per child. In the USA, additional funding is running at £1600 per head. The graphic above shows that the UK government’s investment sits at just £50 per head, and even adding in previous education funding announcements only brings it up to £310 per head (as shown in the Financial Times.) As Geoff Barton said on Sky News: “what is it about those children in the Netherlands or the USA that makes them worth more?”

We know that the pandemic has cost the country countless billions already, not just in healthcare costs but lost earnings, furlough, collapsed businesses and welfare. There is no “magic money tree” and it is clear that the government cannot just make £15bn appear to invest in education on a whim. Money spent on education cannot be spent elsewhere – and there are many other worthy and important areas for the government to spending money on.

However, subsequent analysis showed that the education recovery funding set aside for England in the 2021-22 academic year amounts to £984 million – whereas the government spent £840 million on the “Eat Out to Help Out” scheme in a single month in August 2020. I am certainly in favour of supporting the hospitality industry, which has been crippled by the pandemic – our restaurants and pubs need and deserve our help. But can it possibly be right that an entire year’s worth of funding to support our national education recovery is only slightly more than a month’s worth of funding to support hospitality?

Unfortunately, investing in education is not politically effective. It doesn’t fit neatly into the election cycle. When you spend money on education, you don’t see the benefits for decades – usually long after the careers of most politicians have concluded. But not investing in education – as Sir Kevan pointed out – is a false economy. Investing in education is an investment in reducing social problems, increasing employability and earning potential, and improving social mobility for the future.

Of course, we will still do everything we can at Churchill to provide a world class education with what we have. We know that the work we do here will continue to have an impact, not just in the short term to resolve immediate issues, but in the long term as we continue to do all we can to inspire and enable young people to make a positive difference to themselves, to others, and to the society they will participate in. But, when I think about what we could be providing with additional funding…it feels like an opportunity missed.

The Class of 2021

Today we said farewell to the Year 13 class of 2021. These students – whether they have been with us for seven years, or joined us in the Sixth Form – have made a huge contribution to the Academy through their time with us. Their Sixth Form experience has been shaped and scarred by the coronavirus pandemic, but they have borne the trials and tribulations of self-isolations, two national lockdowns and cancelled exams with huge resilience and courage. We hold these students in such high esteem: their potential to go on and make a positive difference in the world is palpable. We wish them well.

Year 13 Class of 2021

Today has also been the “last day” for our Year 11 class of 2021. Although many of them will be returning in the Sixth Form, today marks the end of their time in the main school and they celebrated in style!

This year group holds a special place in my heart, as they are the first year group to come through the whole of the main school under my Headship. I visited some of them in their primary schools in my first months at Churchill, and welcomed them to the Academy as my first full Year 7 cohort. Many of them wrote to me before they joined us about their hopes and dreams, fears and wishes for the future – letters that I took great pleasure in reading out to them in their leavers’ assembly today!

The Year 11 Class of 2021

Our Year 11 students have also been disrupted by the pandemic, but they are far from the “lost generation” that the media is discussing. They are full of purpose, of positivity, and of potential. They will go on to accomplish great things – of that I am certain.

The next generation of teachers

Over the course of the past few weeks, I have been heavily involved in recruiting teachers to join the Academy in September. This is always an exciting and fulfilling part of my job, and a big responsibility; I want to make sure that we have the best possible teachers in front of our students so that they will have the best possible education at Churchill.

I am delighted with the appointments we have made so far. Applicants to Churchill have been attracted by our vision and values, our high standards, and our reputation for training and developing staff. We take this aspect of our work very seriously. We firmly believe in Dylan Wiliam’s maxim:

“Every teacher needs to improve, not because they are not good enough, but because they can be even better.”

Dylan Wiliam

This process of professional development continues throughout a teacher’s career – up to and including the Headteacher! – but it begins with initial teacher training. We have always been heavily involved in this process, welcoming groups of trainee teachers to the Academy for their teaching practice and school experience placements throughout the year and across a range of subjects. Ensuring that this initial phase of training lays a solid foundation for a long and successful career is essential. And this is where – hold on to your hats everyone – the Department for Education has actually had quite a good idea.

From September 2021, newly qualified teachers will no longer be “NQTs”. Instead, they will be part of a new “Early Career Framework” to guide new entrants to the teaching profession through two years of well-designed training and professional development, fully funded by the Department for Education. These years are designed to build on the initial teacher training year (whether school-based on university-based) to ensure that Early Career Teachers get the best possible start to their time in the profession.

At Churchill, we are ahead of the curve as we have been running a two-year induction for new entrants to the profession for a number of years. This feeds into our wider professional development programme which includes opportunities for staff at all stages of their careers. We know that it is only by investing in our staff that we can continue to be successful in the medium and long term.

There is a well-publicised recruitment and retention crisis within the teaching profession. For many years, not enough new teachers have been trained, and too many experienced teachers have been leaving. Teaching is a hard job, with heavy demands on time and emotional investment in the young people in our care. It can be very challenging. However, here at Churchill, we firmly believe that there is no more rewarding job. We know that the most successful teachers are well-trained, with the time and support behind them to make a positive difference every day. We do all we can to provide that training, that time, and that support – so that our teachers can give of their best every day.

The pandemic has seen an rise in applicants to the teaching profession. I think people have seen the difference that schools and teachers have made to young people through this crisis, and the impact that a good teacher can have. I am thrilled that this has encouraged more people to think about becoming teachers. I have been a qualified teacher since 1997 and I have been proud to be part of this profession every single day since then – and never more so than during my time as a Headteacher. The government’s reforms to early career teaching are a positive step. Here at Churchill we will continue to do all we can to continue to advocate for our profession, and to ensure that the we train, develop and recruit the very best in the next generation of teachers.

If you are interested in teaching as a career, or simply want to find out more, you can visit the Department for Education’s Get Into Teaching website. And if you are interested in joining us at Churchill, you can visit our Work With Us or our Train With Us pages.

Unlocking

On Tuesday of this week, I watched the BRIT Awards 2021. I love the BRITs – there are always some amazing performances, and something unexpected or off-script always happens! But this year, it was really special just to see a crowd of people, without face masks, enjoying live music in a venue. It felt like a step back to pre-COVID normality.

I thought Olivia Rodrigo gave the performance of the night with Drivers License

Of course, the evening was topped off for me when Taylor Swift won the Global Icon award, and gave a fantastic speech.

There might be times when you put your whole heart and soul into something and it is met with cynicism or scepticism. You cannot let that crush you: have to let it fuel you. Because we live in a world where anyone has the right to say anything that they want about you at any time. But just please remember that you have the right to prove them wrong.”

Taylor Swift at the BRIT awards, May 2021

The previous night, I was tuned into the government’s coronavirus briefing. This was also, for once, a positive experience. The data on the virus indicates that the reopening of schools on March 8th has not triggered a surge in cases. The vaccine rollout continues to go well. We need to keep an eye on new variants of COVID-19, some of which may be of concern – but at the moment, things are going in the right direction. And, as a result, we can continue with the gradual “unlocking” of the lockdown.

For schools, this means the end of face coverings for students in classrooms and social spaces. Our students have been unfazed by the government guidance from March 8th, and have worn their face coverings properly to protect staff and one another. Exemptions have been issued where necessary. They have got on with the job in hand.

From Monday 17th May, face coverings will only be required on home to school transport, or on public transport to and from school (unless exempt). Students will not be required to wear face coverings in school. However, if students wish to continue to wear one, they will be permitted to do so.

My Churchill face covering may not be needed in school for much longer!

Even though we recognised the public health imperative for mandatory face coverings in schools, there is no denying that it has been harder to teach and learn in a classroom full of covered faces. Education relies so much on relationships, which are based on good communication. So much communication is carried by facial expressions which are obscured by a face covering – not to mention the difficulty of making yourself heard through the cloth. Many staff have said how much they are looking forward to seeing their students’ smiles again – and I agree.

However, as we saw last summer, this virus can surge. There are already concerns about variants on the rise in parts of England. If the public health situation worsens again, and face coverings have to return, we know that we can manage it well. But we also know that education is so much better when you can see the full face of the person you are talking to.

So, from Monday, school will feel a little bit more like normal. We will be able to visit one another’s homes. Live music, cinema, and theatre are returning. Sport will have a live audience. We have worked so hard for one another over this past year. This “unlocking” feels like a release. We’ve earned it.

Getting an education

Ruby Bridges, flanked by US Marshals, on her first day of school in 1960

This week I read the fascinating and terrifying story of Ruby Bridges. Ruby was born in 19 54 and grew up in Louisiana, USA, in the midst of the civil rights movement. When she was born, schools in Louisiana were segregated – black children and white children did not attend the same schools. This practice had been declared unconstitutional just before she was born, but it took six years for the first black child to attend an all-white school. Ruby was that child.

In early 1960, she passed the entrance test to attend William Frantz Elementary School – an all-white primary school. Ruby’s walk to school on her first day was big news. A crowd gathered, chanting and waving placards. One sign read: “All I want for Christmas is a clean white school.” One woman held up a miniature coffin with a black doll in it. Ruby was protected from the angry crowd by four Federal Marshals. She was six years old.

All the white parents pulled their children out of the school. All the teachers refused to teach whilst there was a black child enrolled at the school – except one. One teacher, Barbara Henry, refused to be intimidated and taught Ruby alone, in her own class, “as if she were teaching a whole class.” On Ruby’s second day at school, one white parent walked his five-year-old daughter through the angry mob, saying, “I simply want the privilege of taking my child to school.” Following his example, more parents brought their children to school over the following days, although Ruby continued to be taught by Barbara Henry in a class on her own. She would not be taught in the same class as white children until the following year. Throughout that time she was only able to eat food she had brought with her from home, due to threats to poison her school meals.

The American artist, Norman Rockwell, commemorated Ruby’s walk to school in his painting The Problem We All Live With. When he became President, Barack Obama hung the painting outside the Oval Office as a reminder that the courage of a six-year-old black girl and her white teacher paved the way for a black man to eventually become president.

Ruby Bridges visiting the White House to see her portrait hanging outside the Oval Office with President Obama, and reflecting on her experiences

Reading Ruby’s story this week reminded me of another inspirational young woman who stood up for her right to be educated: Malala Yousafzai. Malala grew up in an area of Pakistan where the Taliban had outlawed the education of girls, believing that only boys had the right to an education. Malala, like Ruby Bridges and Barbara Henry, refused to be intimidated and continued to attend school. On October 9th 2012, in retaliation for her activism, a Taliban gunman shot Malala in the head in an attempt to assassinate her.

Malala Yousafzai in 2014

Malala survived. She was flown to Birmingham where she recovered, eventually attending an English school in Edgbaston and going on to study Politics, Philosophy and Economics at Oxford University. She graduated in 2020. Throughout that time, Malala has been a prominent activist campaigning for the right to an education – a right which she nearly died for.

In this country we take it for granted that every child is entitled to a good, free education at school. We don’t stop to question it. We take it for granted that all children are welcome in our schools, no matter their background, the colour of their skin, their religious beliefs, first language, or where their family comes from. This is accepted as normal. But it’s worth reminding ourselves that we are very lucky to live in a society where this happens – because it doesn’t happen everywhere. We must remember to continue to defend the importance of getting an education. And we shouldn’t take it for granted.

Prioritising: Eisenhower and Eating Frogs

We are all busy. We have many things competing for our attention all the time. In this week’s blog, I want to introduce you to the techniques that I use to help me to prioritise all the things I have to do. They really work!

The Eisenhower Matrix

The Eisenhower Matrix or Grid. It’s often drawn in a different configuration, but I always think of it this way, like a graph!

The idea is simple. You make a simple grid with four quadrants, as in the image above, and you place the tasks on your to do list in one of the four quadrants according to how urgent, and how important, they are.

  • Quadrant 1 – urgent and important: DO NOW. Items in the top right corner of the grid are the most important and the most urgent. They need to be done right away and they cannot wait. The aim is to work smart to make sure as few things as possible end up in this quadrant, by doing them in plenty of time so they don’t become urgent. But sometimes, stuff happens, and it needs to be dealt with right away!
  • Quadrant 2 – important but not urgent: WORK IN THIS ZONE. This is where I try to spend most of my time. Here, you are dealing with things that are important, but not yet urgent. Spending time in this zone should prevent things moving into quadrant 1 where you get panicky as the deadline approaches. It’s also really satisfying to know that you are spending your time on the stuff that matters.
  • Quadrant 3- urgent but not important: GET RID. This is stuff that needs to be done but you don’t really want to spend time in this quadrant. Get this stuff done as quickly as possible – or, if you are lucky enough to have someone else around, get them to do it for you!
  • Quadrant 4 – not important and not urgent: DON’T BOTHER. If it’s not important, and it’s not urgent, don’t bother! Just be careful that the thing you’re not bothering with now won’t actually become important later – otherwise, it might suddenly pop up in quadrant 1 and send you into a panic!

When I first came across the Eisenhower Matrix, it was in a work context. I have used it ever since to help me prioritise my work as a teacher, a school leader, and as a Headteacher. It’s become so ingrained in my mind that I have found it also spills over into other parts of my life as well! Sometimes, the most important thing to do is spend time with your family, or go for a walk, or to take some exercise. Prioritising those things alongside work is essential for my own wellbeing. Over time, I think I have got better at weighing up which I need to prioritise and when – but nobody’s perfect and we’re learning all the time.

Which leads me to my second technique.

Eat the biggest frog first

“If it’s your job to eat a frog, it’s best to do it first thing in the morning. And if it’s your job to eat two frogs, it’s best to eat the biggest one first.”

Mark Twain

I first came across this quotation from a colleague Headteacher, who shared it with at an event she was leading. It really stuck! What Mark Twain was saying is that, sometimes, we have unpleasant things to do. Things that we don’t want to do, but unfortunately we have to. In those situations, it’s best to get them out of the way as soon as possible. And, given the choice of two things you could be doing, it’s best to get the most difficult and horrible one out of the way first.

I’ll be honest, I don’t always follow this advice. Sometimes, like anyone, I’ll put off that difficult and horrible job and tick off a few simpler and easier ones first. But I know I’m delaying the inevitable and that, sooner or later, I’m going to have to eat that frog. So, wherever possible, I try to follow Mark Twain’s advice and get on with that difficult, horrible job first. Get it done, get it out of the way, and after that everything else seems like plain sailing.

But don’t actually eat a frog. It’s a metaphor. You knew that, right?

Getting your priorities straight

I have found that these two simple techniques really help me keep my priorities straight, and make sure that the important work of running a school gets done. Students could apply these techniques to their school work and home life priorities; maybe even some of the grown-up readers of the Headteacher’s Blog might find them useful too? Let me know if you did – or let me know how you prioritise and make sure you get stuff done. We’re always learning!

Welcome back assembly: kindness

In this week’s “welcome back” assembly, I focused on one of the the Academy’s three core values – and the value for this term – kindness. Before, that I paid tribute to His Royal Highness the Duke of Edinburgh, who died over the Easter holidays.

The Duke of Edinburgh Award Scheme, started by Prince Phillip in 1956 (the same year that our school was founded), has made a significant difference to countless young people at our school and beyond. The scheme’s focus on young people improving themselves by developing a skill, and helping their communities through volunteering, is an excellent match for our own purpose – to inspire and enable young people to make a positive difference. We thank His Royal Highness for founding and promoting the Award Scheme named for him, and we commit to continuing the scheme in his name as part of his legacy.

Kindness

My assembly urged our students to think about kindness in three ways:

  1. Be kind to others
  2. Be kind to the environment
  3. Be kind to yourself

Be kind to others

Being kind to others is a foundation stone of our Academy culture. We expect everyone in our Academy community to treat one another with kindness. We recognise that nobody is perfect, and that sometimes we all make mistakes – but that when this happens, putting things right is an essential part of our learning and growth.

In the assembly, I spoke about how a single act of kindness has a ripple effect, improving life at the Academy for countless others. A kind word, helping somebody out when they are having difficulties, or noticing when somebody else is struggling, can all help make somebody else’s day better. And when they have a better day, they are more likely themselves to offer a kind word to somebody else in turn. By this method, the wave of positivity ripples out across the Academy community – and beyond.

Of course, the opposite is also true. Unkind words and deeds damage the culture of our Academy by making somebody else’s day worse. That person’s negative experience can also ripple out as they may pass the negativity on to others. This is something we are all keen to avoid, and this is why I urged all our students through the assembly to think about the impact of their words and deeds on other people – and to think before they speak or act.

Finally, I spoke about the importance of making sure that everybody felt welcome, felt included, and felt that they belonged at Churchill Academy & Sixth Form. We have seen issues in wider society over this past year with discrimination and prejudice. We are determined that Churchill will remain an inclusive, welcoming community. It is everybody’s responsibility to ensure that we go out of our way to ensure that this happens, and that everyone “belongs” – no matter their background, where they come from, the colour of their skin, their gender or sexual identity or orientation, their family or who they are. These values of tolerance and inclusion are sacred to us at Churchill.

Be kind to the environment

We are lucky at Churchill to have a wide open, rural site, with lots of green spaces. Over the past couple of years we have made a significant investment in continuing to improve this, with our rooves now covered in solar panels, beautiful planting surrounding the central Broadwalk path in the middle of our site, and new trees and saplings planted all around the entire length of the new perimeter fence. Just this week, our students were out working with the Woodland Trust to plant saplings around the site.

It is essential that we all look after the beautiful environment. This includes reducing our waste, caring for our surroundings, and putting all of our litter in the bins. I saw the news coverage of public spaces over Easter as lockdown eased, with many members of the public leaving beautiful green spaces strewn with litter and debris. We will not tolerate that at Churchill – and we hope to instil good habits in our young people so that they will look after the environment beyond our Academy, as well as within it.

Be kind to yourself

Finally, I urged all our students to be kind to themselves. This past year has been tough on everyone, but children and young people especially have seen unprecedented disruption to education and society. They now face an uncertain future as society sets about recovering from the pandemic.

In this context, it is especially important that our students look after themselves. This does not mean lowering our expectations, our our standards – students must continue to push themselves to be the very best that they can be. But it does mean being honest with themselves, with us, and with each other about what is possible at this moment in time, and what is realistic. It means developing and maintaining healthy lifestyles in terms of diet, exercise, work and sleep. It means talking about problems when they arise, and not letting them fester.

It is natural and normal to feel uncertain and frightened, especially when looking around at the world as it is today. But, as Taylor Swift herself said, living a “fearless” life does not mean that we have no fear. It means that we acknowledge what is frightening in the world around us, and we succeed in it anyway.

Happy Easter

The date of Easter moves around in the calendar, according to the lunar cycle. This is because it takes place on the first Sunday after the Paschal Full Moon, which is the name give to the first full moon after the vernal equinox. The vernal equinox (when the Sun is exactly above the equator, so that day and night on Earth are of equal length) takes place on March 20th each year, but because the lunar cycle is not synchronised to the calendar year, this means that the date of Easter moves around. It can occur anywhere between March 22nd and April 25th!

We now know Easter as the Christian festival to celebrate the resurrection of Jesus from the dead, but it has its roots in earlier pre-Christian festivals to celebrate the awakening of nature from its winter slumber – a natural resurrection of its own. The very name of the festival stems from the name of an English pagan goddess – Eostre – who was celebrated at beginning of spring. The only reference to this goddess comes from the writings of the Venerable Bede, a British monk who lived in the late seventh and early eighth century AD. He was so influential on developing Christian theology, that the name of the festival stuck to the celebration of Christ’s resurrection, and spread throughout the Christian world.

This year, more than any other, the theme of resurrection and rebirth seems wholly appropriate. As we emerge – gradually – from lockdown, it does feel like an awakening. The unusually warm weather has certainly helped, alongside the daffodils and emerging blossom on the trees.

The Academy, too, has come back to life since March 8th. Classrooms, playing fields and social areas are once again full of staff and students, making real human connections rather than the stilted digital substitutes we have had to use through remote learning. It feels like a resurrection and a rebirth – and we give thanks for the progress we have made.

I wish all of you in our Academy community a happy, safe and restful Easter. We will see you back at school on 19th April – we have a lot to look forward to!

Year 9 Learning Groups and the Academy Values

Last week’s assembly, coordinated by Mr Davies, explained the people behind the names of this year’s Year 9 learning groups. They are all people with important links to our nearest city, Bristol – and they have all showed the Academy’s values. We hope that these figures from our local history will inspire our current students to similar endeavours of kindness, curiosity, and determination.

Brunel: curiosity and determination

Brunel learning group is named for Isambard Kingdom Brunel, the mechanical and civil engineer who designed the Great Western Railway, Clifton Suspension Bridge, SS Great Britain and numerous significant ships, tunnels and bridges. He was a prominent figure during the Industrial Revolution which began in Britain, and he revolutionised public transport and modern engineering. His endless curiosity led to him finding innovative solutions to engineering problems, and his determination ensured that he overcame the challenges in his way.

Stephenson: kindness and determination

Stephenson learning group is named after the civil rights campaigner Paul Stephenson. He was born in 1937, in Essex. He joined the RAF as the only black cadet in his regiment. Many years later he became a Youth and Community Development Worker in St Pauls, Bristol. It was during this time that he campaigned for a bus boycott as he didn’t accept that the bus company wouldn’t employ black drivers. He decided he was going to do something about this! He fought for black people to be treated fairly in public places in Bristol. With Muhammed Ali, he also set up ‘Muhammed Ali Sports Development Association’ to promote sports development among ethnic minority young people to help develop self-confidence  and social interaction. In 2008 he was given the Freedom of the City of Bristol in recognition of the work he has done to bring the black and white communities together.

Fragapane: determination

Claudia Fragapane is a British artistic gymnast who grew up in Bristol. At the 2014 Commonwealth Games, she was the first English woman to win four gold medals since 1930. In 2015, Fragapane was part of the women’s gymnastics team that won Great Britain’s first-ever team medal, a bronze, at the World Artistic Gymnastics Championships. She competed at the 2016 Summer Olympics in Rio de Janeiro, alongside Churchill Academy alumnus Ruby Harrold. She also finished fourth in Strictly Come Dancing!

Park: curiosity and determination

Nick Park is the famous animator, director and writer behind Wallace and Gromit, Creature Comforts, and Shaun the Sheep. He has been nominated for an Academy Award a total of six times and won four with Creature Comforts (1989), The Wrong Trousers (1993), A Close Shave (1995) and The Curse of the Were-Rabbit (2005). He has also received five BAFTA Awards, including the BAFTA for Best Short Animation for A Matter of Loaf and Death.

He has spent most of his career working for Aardman Animations in the Bristol area. His curiosity has led him to develop a unique and appealing world of claymation animation. Meanwhile, his technique of stop-motion animation – shooting films one frame at a time, moving each model just a fraction between each shot – requires a huge amount of determination!

Blackwell: kindness, determination and curiosity

Elizabeth Blackwell was born in Bristol in 1821, although she moved with her family moved to America when she was 11 years old. She was the first woman to receive a medical degree in the USA in 1847, which required determination and curiosity. As a medical doctor, she showed great kindness when she treated wounded and injured soldiers in the American Civil War, despite strong opposition from male colleagues.

Later, she opened her own medical practices in New York (1852) and in London (1871) where she taught, trained and inspired other female doctors to follow in her footsteps. She retired from medicine in 1877 to work as a social and moral reformer, co-founding the National Health Society.

She showed determination, battled all her life and her successes had been monumental. In 1881, there were only 25 female doctors registered in England and Wales but by 1911 there were 495 registered. Her ambition and success has inspired many generations of female doctors to pursue medical careers and achieve the ‘impossible dream’.

Kenney: determination

Kenney learning group is named after Annie Kenney (1879-1953). Annie Kenney was a key figure in the suffragette movement which campaigned for women to have the vote in the early twentieth century. Kenney was one of the few working class women to rise to prominence in the Suffragette campaign. She became a leading figure in the Women’s Social and Political Union and  spent some years working as an organiser in Bristol. She hit the headlines after being imprisoned for several days for assault and obstruction, after heckling Sir Edward Grey at rally on the issue of votes for women.

Kenney was imprisoned a total of 13 times. She repeatedly went on hunger strike in prison, and underwent brutal force-feeding from the authorities. She remained determined to confront the authorities and highlight the injustice of the treatment of suffragettes by the male-dominated authorities.

When the First World War broke out, Annie Kenney accompanied Emmeline Pankhurst and other suffragettes from the WSPU in ending their activism. Instead, they took on jobs that had previously been done by men, who were now away fighting, in support of the national war effort. Her actions, and those of others in the movement, led to women gaining the vote in 1918.

Dirac: curiosity and determination

Dirac learning group is named after the physicist Paul Dirac, born in Bristol in 1902. Dirac made fundamental contributions to the early development of both quantum mechanics and quantum electrodynamics. Among other discoveries, he formulated the Dirac equation which describes the behaviour of sub-atomic particles called fermions. He also predicted the existence of antimatter. Dirac shared the 1933 Nobel Prize in Physics with Erwin Schrödinger “for the discovery of new productive forms of atomic theory”. He is widely regarded as one of the most significant physicists of the 20th Century.

Brohn: kindness and determination

Diagnosed with breast cancer in 1979, Clifton-born Penny Brohn knew she needed more than just care and treatment for her body: she recognised that she would need support for her “mind, spirit, emotions, heart and soul.” She co-founded a charity centre with her friend Pat Pilkington called the Bristol Cancer Help Centre, which offered patients complementary therapy to support them alongside medical treatment. She showed determination to overcome a great deal of controversy and scepticism to support those living with cancer. Penny Brohn died in 1999, having lived with cancer for 20 years. Her kindness lives on in the work of the charity she co-founded, which provides care to those living with cancer before, during and after treatment.

More: kindness, curiosity and determination

Last but not least, learning group More is named after Hannah More (1745-1833). Hannah More was born in Bristol, where she taught at a school founded by her father and began writing plays. She became known as a poet and playwright, as well as a writer of moral and religious texts, and moved to Wrington in 1802. She campaigned to extend education to the poor, and to girls, who otherwise had no access to schooling. Vitally, More also campaigned against the slave trade. Hannah More is buried beside her sisters at the Church of All Saints in Wrington: you can see a bust of her in the south porch to this day.