We won’t let a few little things like a global pandemic, last minute government policy announcements, gale force winds and torrential rain dampen our festive spirits! Christmas at Churchill was a little different this year, but still spectacular…
Sixth Form Fancy Dress
The Revue was a online spectacular this year, with a live-streamed TV studio and interactive fun! All in the traditional Sixth Form Christmas Fancy Dress, which this year was even more inventive than ever.
Sports Awards 2020
Our annual Sports Awards spectacular couldn’t happen in person at a luxury hotel this year, so Team PE transported it to a Christmas celebration instead!
The annual Headteacher’s Quiz is always a hotly-fought contest and this year was no exception! Tutor groups competed in our online Google Quiz to see which tutor group and which House would be crowned the Quiz Champions 2020. When the results were all tallied up, the overall winners were:
Top Scoring Tutor Group: 10LJAH – well done Lancaster House and Mr Hayne!
Winning House (highest average score): STUART HOUSE! Many congratulations to everyone in Stuart.
Little did we know, twelve months ago, what a seismic shift the year ahead would bring. 2020 began as it ends on the Headteacher’s blog, with a bit of “taking stock”. I wrote “into the twenties” on the fourth anniversary of me starting as Headteacher at Churchill. Despite the year we’ve all had, we have continued to progress: we now have 1617 students at the Academy, including 287 in the Sixth Form, and we have seen still more investment in our site and buildings this year with the work to redevelop Lancaster and Stuart House still ongoing. In February, we celebrated the award of “Transforming” status for our work on the Climate for Learning at Churchill.
Our vision – to set no limits on what we can achieve – informed the development of the Academy’s five-year strategic plan over the course of January and February. This vital document is the template for Churchill’s continued progress through to 2025, and will inform the work we do throughout this period. The fact that it stood up to what was to come is testament to the careful thinking and developmental work of the Trustees involved.
I am so glad our students got the opportunity to be on stage in front of a live audience, given what followed so shortly afterwards. We barely had time to announce the introduction of a fifth house for Churchill, before the onrushing tide of the pandemic overwhelmed everything.
My post Closing for Coronavirus runs through the events of March in detail. Looking back at it now, it seems like a distant dream. I gave an assembly – a physical, in-person assembly – to all students, a year group at a time, on Monday 16th March, running through what we knew at the time and giving the instructions on how to wash hands properly. In the assembly, I said we were “staying open.” On Wednesday 18th, closures were announced. On Friday 20th March, I lowered the Academy flag.
Of course, schools never really closed. We were always open – from Friday 20th March onwards – to vulnerable children and the children of key workers. We stayed open, through Easter and on Bank Holidays, to support the national effort. We kept education going for our students in their homes. And we waited.
April and May: lockdown
I remember those late spring and early summer months, living in lockdown, as a bizarre contradiction. On the one hand, I was constantly gripped by fear: fear of this unknown virus, fear of other people carrying it, fear of everything apparently collapsing around us. But, on the other hand, there was a strange tranquillity: no traffic on the roads, no aeroplanes in the sky, and the surge of nature around us as life went on regardless.
The “clap for carers” brought our local community together, out on the street to share in our admiration for the incredible work of the NHS and key workers. VE Day came and went, and from their homes our musicians put together gospel and chamber choir arrangements, and other performances, collected on the Performing Arts Podcast.
June and July: wider re-opening
As the summer moved on, we welcomed back Year 10 and Year 12 students – our current Year 11 and Year 13s – to Exam Support. Socially distanced, in classes of no more than 15, we saw the first signs that things could – eventually – return to normal. Our students and our staff were fantastic, adapting to this strange new world with DIY haircuts and exceptionally clean hands.
Meanwhile, Frontline (our key worker and vulnerable student provision) continued to expand and develop, making sure that education continued for the students and families who needed it most.
The summer break was strange this year. We had ended July preparing for the full re-opening of schools in September, a simply staggering effort to adjust our normal process onto a covid-secure footing in line with the ever-shifting government guidance. And then, as the summer wore on, the catastrophe of the exam results season hit. I wrote in detail at the time about what had gone wrong with the A-level results. Before the GCSE results were published, the controversial moderation algorithm had been abandoned and students were awarded their Centre Assessed Grades instead. I have never known a more chaotic and uncertain time in all my over twenty years’ experience in education – I still shudder when I think about it.
But we barely had time to take breath from that, before…we were back.
September and October
The Academy opened its doors in September to all our students again. Things were – and still are – different, with the language of “year group bubbles” and “hands-face-space” becoming quickly familiar. We had our first confirmed case on September 8th, and the impact of the pandemic has continued to be felt across North Somerset ever since. Despite the challenges, our students and staff continue to amaze me with their resilience and energy, as they show all the kindness, curiosity and determination we expect of them – through face coverings, hand sanitiser and disinfectant, through open windows and classroom doors, through year group separations and self-isolations…the Churchill spirit keeps shining through.
We were heartened by the results of our parent survey in October, which were a ringing endorsement of our work so far. And the term ended on a high note as Imogen Beaumont (Year 11) was named as one of the Foyle Young Poets of the Year.
November and December
As the days shortened, the second national lockdown was announced. This time, however, schools stayed open. We were so grateful to have our students with us, and to keep face-to-face education going this time. Many of the aspects of managing a school in a pandemic, which would have been unthinkable merely months ago, have become familiar routines. Our use of technology has been transformed, with Google Classroom now embedded across the Academy and our ability to blend in-class and at-home teaching and learning developing all the time.
And so, as we approach Christmas, we are in a different world. The crowds cheering on the Sixth Form Fancy Dress Parade, the massed Junior Choir at the Christmas Concert, Christmas Dinner in the Academy Hall…these familiar staples from Christmas 2019 are just not possible in our new pandemic normal. But we will not be deterred! It may be different, but it’s still going to happen – and there will be one final post on this blog before the end of term to celebrate Christmas at Churchill 2020.
This has been a year the like of which none of us have ever seen. Let us hope that, over the coming twelve months, we see the retreat of the pandemic and the return of the freedom to do all those things that help make us the school we are: our extra-curricular programme, working across year groups, and the big, showpiece Academy events which give our students their chance to shine. I wish everyone in our Academy community a safe and merry Christmas, and a very happy new year.
I have always found an escape in books, and this year more than any other I have needed that outlet, to be taken away into another world and to lose myself in fiction. Here are ten books I have enjoyed in 2020 – some suitable for students, some for adults. I hope you find it useful!
The Binding by Bridget Collins
Suitable for: Year 11+
This is a beautiful book, laced with magic, where mystical “binders” can remove people’s troublesome memories and imprison them within the pages of hand-made books. But what happens if someone opens the covers to read them?
Bone China by Laura Purcell
Suitable for: Year 9+
I’ve really like Laura Purcell’s distinctive brand of spooky Gothic horror. It reminds me of Wilkie Collins or perhaps Daphne du Maurier. This story sees a young nurse, haunted by her past, caring for a mute and paralysed old woman in a mysterious old house, surrounded by bone china. Gradually, the house and the woman’s chilling past is revealed…
Afternoons with the blinds drawn by Brett Anderson
Suitable for: Year 11+
Back in the early 1990s, I was a massive fan of Brett Anderson’s band, Suede. I loved his first book, describing his early life and the origins of the band. This second book races through the band’s ascent to fame, and subsequent disintegration under the pressures of media scrutiny, addiction and egos. Anderson writes so elegantly, that even the squalid parts of his story acquire a seedy glamour. It captures that period of my youth perfectly.
Empress Orchid by Anchee Min
Suitable for: Sixth Form+
This novel tells the story of the last Empress of China, and is based on a true historical story. I knew nothing about it before starting – the book was my Secret Santa present last Christmas! – but I found myself captivated by the secretive, ritualistic world of the Chinese Emperor’s court and the power struggles within.
Noble Conflict by Malorie Blackman
Suitable for Year 9+
I love the “Noughts and Crosses” series, and this latest instalment was recommended to me by my son. It didn’t disappoint, bringing the saga right up to date with plenty of pointed commentary on political corruption and intrigue. If you’re expecting a resolution, thought, you’ll be disappointed – it ends on a terrific cliffhanger!
The Lie Tree by Frances Hardinge
Suitable for: Year 7+
This was a great read during lockdown! It tells the story of Faith, who discovers her father’s dark secret: a mysterious tree that grows in darkness. The fruits of the tree reveal truths – but the tree only grows when fed on lies. But, as Faith discovers, lies themselves can quickly get out of control…
Three Hours by Rosamund Lupton
Suitable for: Year 10+
This book tells the story of a school under attack by terrorist gunmen, in real time. It was absolutely terrifying, ratcheting up the tension with twists and turns a-plenty. As a Headteacher myself, it was like living out my worst nightmares – but in the safety of a book!
A Little Life by Hanya Yanagihara
Suitable for: adults
When Miss Dunne heard I was reading this book, she offered to counsel me when I got to the end. She was right: I don’t think I’ve ever read anything quite as emotionally draining, harrowing and affecting as this epic story, following the lives of four friends who meet in college in America to their lives in New York and beyond. Dealing with trauma, abuse, and self-harm, this is by no means an easy read – but its characters will stay with me forever.
English Pastoral by James Rebanks
Suitable for: Year 9+
This book is part-autobiography, part-manifesto. James Rebanks uses his life story, growing up on a fell farm in the Lake District, to describe how farming has changed over the past forty to fifty years. He describes the damage done to the landscape and the ecosystem by intensive, chemical farming, and how he has adapted his own farm now, as an adult, to work in harmony with nature rather than against it. A powerful, important book.
Where the crawdads sing by Delia Owens
Confession: I haven’t finished this one yet! But I am enjoying the lyrical, atmospheric descriptions of the Carolina marshlands where the heroine, Kya Clark, grows up in isolation. At once terrified of other people, and at the same time yearning for company, this tension drives the story forward. I can’t wait to see how it ends…
If you’ve enjoyed any books in 2020, I’d love to hear about them. I’m always on the lookout for recommendations!
The coronavirus pandemic has meant that more and more of us are spending more and more of our time online. The internet is a blessing in times like these, enabling us to connect, interact, stay in touch and find the help we need, all without leaving our homes. For schools like ours, the ability to harness technology to deliver education when students are not able to be in school has transformed the education landscape.
Although the internet is incredibly useful, there are also risks. We work hard with our students at Churchill to help them understand how to stay safe online, but it is always worth reminding our students – and ourselves – of the basics.
The basics of staying safe online
Google’s Be Internet Awesome curriculum provides a good outline of the fundamentals of safer internet use for students:
Share with care – communicate responsibly
Encourage thoughtful sharing by treating online communication like face-to-face communication; if it isn’t right to say, it isn’t right to post.
Create guidelines about what kind of communication is (and isn’t) appropriate.
Keep personal details about family and friends private.
Don’t fall for fake
Be aware that people and situations online aren’t always as they seem.
Discerning between what’s real and what’s fake is a vital lesson in online safety
Secure your secrets
Create a strong password – you can R3pl@ce le++ers wit# sYmb0ls & n^mb3rs 1ike Thi$
Don’t use the same password on multiple sites
Don’t share anything online that you wouldn’t want your grandma, your teacher or your future employer to see
The Internet is a powerful amplifier that can be used to spread positivity or negativity. Set an example: be kind and spread positivity
Stop the spread of harmful or untrue messages by not passing them on to others
Block unkind or inappropriate behaviour online
Provide support if you see bullying online
When in doubt, talk it out
If you come across something questionable online, talk to a trusted adult
If you know that one of your friends needs help, encourage them to talk to a trusted adult – or ask an adult for help yourself
Checklist for families
We all want to support our children with their use of the internet, but more often than not they know more about the online world than we do! The following checklist is a helpful way of ensuring that you are doing all you can to support them with being safe online.
I have talked to my child about the sites they use. Show an interest and take note of their favourite sites. Research them, find out how to set the safety features and learn how to report any issues directly to the site.
I have checked that my child has set their profile settings to private. Social networking sites, such as snapchat, are used by children to share information, photos and just about everything they do! They need to think about the information they post as it could be copied and pasted anywhere, without their permission.
I have talked to my child about their online friends. We know that people lie online about who they are and may create fake identities. It is very important children understand this. Whether they are visiting a social network or a gaming site, the safety messages are the same. Ensure that your child never gives out personal information and is only “friends” with people they know and trust in the real world.
I have set appropriate parental controls on my child’s computer, mobile and games console. Filters on computers and mobiles can prevent your child from viewing inappropriate and possibly illegal content. You can activate and change levels depending on your child’s age and abilities. You can also set time restrictions for using the internet or games. Many parents and carers take phones/devices away at a certain time – say 9pm. This has been shown to aid mental well-being too.
Encourage your child to tell you if they are worried about something online – Sometimes children get into situations online where they don’t feel comfortable or see something they don’t want to see. By opening up the communication channels and talking to your child about the internet, their favourite sites and the risks they may encounter, they are more likely to turn to you if they are concerned about something.
If you are concerned that an adult has made inappropriate contact with your child you can report this directly to CEOP or the Police. You can also find help if you think your child is being bullied, or if you’ve come across something on the internet which you think may be illegal. Visit the Safety Centre at www.ceop.police.uk/safety-centre . If in doubt, please contact us at the Academy.