A year like no other

I am writing this post on 18th March 2021. Exactly one year ago, the Secretary of State stood up in front of Parliament and announced that “after schools shut their gates on Friday afternoon, they will remain closed until further notice.” I wrote about the events of that week, and the time immediately around it, in my post Closing for Coronavirus.

My hand-scrawled notes from the Secretary of State’s speech on 18th March 2020

I remember well the febrile, fearful atmosphere of the country a year ago, as an unfamiliar threat advanced across the globe. I remember supermarket shelves emptied of toilet roll, pasta and flour; roads suddenly deserted; skies filled with birdsong instead of airliners.

The Academy has remained open to the children of critical workers and other eligible children throughout, including holiday periods at the height of the pandemic. But, in the 39 official school weeks that have passed, we have been delivering education remotely for 23, and fully open for 16. Through that time we have worked hard to keep our Academy community together and connected, adapting to new technology and new ways of working.

One thing this past year has taught me is how adaptable and resilient we are. We have adapted to circumstances that were unimaginable a year ago, when I had never used Zoom. I didn’t know about social distancing. I didn’t know the importance of a spike protein. I had never worn a face covering.

Socially distanced students during Exam Support, June 2020

Now, a year on, I know about using systems of controls to manage infections; I know about the importance of ventilation; I know the difference between a lateral flow device and a polyamerase chain reaction test. I can navigate Google Classroom smoothly and I have a mug which I can hold up to the webcam so I don’t have to keep saying “you’re on mute…”

My mug has proved very useful in online meetings

This year has also reinforced the importance and the value of education in our society. Expert scientists have delivered the vaccine in record time; highly trained doctors, nurses and carers have helped those most in need. Musicians, actors, dancers and performers have made new connections online. Journalists have kept us informed, seeking the truth and fighting back waves of misinformation and speculation. Never has learning and education been more important.

And this year has also reminded us that schools are more than just places of learning: they are communities which bring people together. Over the past year we have found ways to keep that community going when we cannot physically be in the same space, but there is no substitute for the real human connections that I see every day in the classrooms, studios, playgrounds, social areas and playing fields of the Academy.

Lancaster Lounge at lunchtime

Even in the midst of the global crisis, I can see real progress at Churchill. We have launched our fifth house, Lancaster, and pushed on with redeveloping the Academy site. Our student councils have started up and our student leadership programme is beginning to take root. We have redeveloped our curriculum, responding not just to the technological challenges but to issues of representation, pace and challenge, and links to careers and employment. And we have advanced our sustainability agenda, with increased planting around the site and a focus on the environmental impact of the Academy.

Despite the return of students to schools, the vaccine rollout, and the roadmap out of lockdown, we are not out of this crisis yet. When I sit down on 18th March 2022 to look back again, I wonder what new adaptations and changes we will have made? And I wonder what the world will be like two years on from that House of Commons announcement…

No matter what, I know that the staff and students at Churchill will be going strong. We have been tested this year – not just with lateral flow devices – and we have prevailed. As a society, we will be picking up the pieces from this past year for a long time to come. As an Academy, we are ready to do our bit to build back better out of this crisis, to emerge stronger, and to flourish in the future.

The five-house flag flies over Churchill, September 2020

Yes we can

This has been quite the week for schools. We have had the re-opening announcement: all students to return. Seventy pages of guidance, from lateral flow tests to face coverings to ventilation to hygiene to “bubbles” to cleaning and beyond…with the health and wellbeing of our staff and students depending on its implementation.

Then we have had the decisions on how GCSE, AS and A level, vocational and technical qualification grades will be determined in summer 2021. 113 pages of guidance to digest and synthesise carefully, with the future prospects of our examination candidates depending on its implementation.

Is it easy?

No.

Can we do it?

Yes we can.

When our students are faced with something difficult, they can sometimes feel overwhelmed, and want to give up. It’s our job, as teachers, to pick them up and encourage them, to give them confidence, to reassure them that it can be done – and that it’s worth it. As I contemplate my to-do list, I am thinking about our students. I can’t wait to see them. So whatever needs to be done, will be done – because they are worth it.

If the NHS can vaccinate 18 million people in two months, I’m sure we can carry out 1600 lateral flow tests in five days.

If a team of scientists can drop a 1000kg wheeled robot onto the surface of Mars in a perfect touchdown, I’m sure we can design a robust system that ensures our students get the grades they deserve at the end of this challenging year.

Because, when we put our minds to it, we can accomplish anything.

Thank you: you’ve done an amazing job

To our staff

Working in a school at the moment is unlike anything we have ever known. I don’t think I’ve ever seen any team work as hard as the Churchill staff since January: it has been awe-inspiring. Teachers have had to re-plan existing curriculum to deliver remotely, finding technological solutions to replace in-class interactions. Providing feedback has become labour-intensive: what would, in normal times, be a quick conversation with a student or working through a pile of exercise books or tests, now requires teachers to open each document individually, adding comments, marks and areas for improvement. Tutors are also phoning or emailing to check on progress, welfare and wellbeing – and this is on top of Frontline provision for children eligible to be in school.

Teachers and support staff are also on the front line as schools address a rise in domestic abuse and child protection issues, and try to support families medically or financially affected by the pandemic. Our staff have mobilised a lateral flow testing operation and implemented a raft of covid-safe procedures, all while keeping the financial, administrative and resource functions of the Academy operating remotely. And managing the ongoing building projects!

The pandemic has tested all of us, in all walks of life, in all lines of work: I am hugely proud of the way our staff have stepped up to the plate and, to extend my baseball metaphor, smashed it out of the park.

To our staff: thank you. You have done an amazing job.

To our families

We really appreciate how hard this year has been for families of students at the Academy. You have had to balance your own jobs and lives with the added challenge of your children being at home, needing the wi-fi and the laptop and lunch and snacks and motivation and encouragement and exercise and help with which year Martin Luther King gave his “I have a dream” speech and what’s the atomic number of carbon?

All this whilst you are trying to parent your young people through an international crisis which is causing all of us anxiety and uncertainty about our health, our economy, our friends, and our wider families. We can’t go on holiday, we can’t go out, and we can’t socialise except through a screen. It has been tough – and it will be tough for a while yet. So, for all you have done to support and help our students through this time, whilst holding it together yourselves – give yourselves a pat on the back, and treat yourselves to glass of something good. You deserve it.

To our families: thank you. You have done an amazing job.

To our students

As I have said before, and will doubtless say again and again, it is our young people who are the beacon of light in this dark period of our history. From the chorus of “thank you”s at the end of each remote lesson, to the fantastic work that they are producing, to the kindness they are showing to others in helping them with technical problems, resources and understanding the work…our students have done themselves proud during this lockdown. They have been there, turning up for the Zooms and Google Meets, engaging in the chat, introducing us to their pets and earning an absolute mountain of house points (over 140,000 at last count). It has been tough being separated from friends and classmates, tough to maintain motivation in the face of uncertainty, but they have stayed strong and kept going throughout it all.

To our students: thank you. You have done an amazing job.

To all of you: enjoy your half term. You have earned it.

How to help your child through lockdown

This lockdown, through the winter months, is a challenge for all of us. We continue to be impressed by the determination of our students to maintain their educational standards and their spirits through this difficult time – but it’s hard! Here are some ways that families can help. They won’t all work for all families and all children – but I hope you will find something of use.

Show an interest

It may seem obvious, but ask your children what they’ve been learning about. If it’s something you don’t know, ask them to explain it to you. Even if it’s something you do know, ask them to explain it to you! Get them to show you how their Google Classrooms work, how they “hand in” work electronically, and how they can communicate with their teachers. Ask them how they’re finding remote learning – and listen to the answers.

Celebrate struggle

Ask them what they found difficult, and celebrate it: if students find all the work easy, it probably means they can already do it, or they already know it. This can be useful to reinforce prior learning. But when students find it difficult, when they struggle – that’s when real learning happens, because they’re engaging with something new, something they don’t already know or know how to do. This is when they have to dig in and persevere – and that’s when your encouragement is more important than ever.

Encourage independence

As we detailed in our remote learning guidance: “We are trying to encourage our students to be proactive and independent in resolving any difficulties with online learning. Please encourage them to contact teachers and tutors directly to solve problems themselves – we do not expect parents and family members to be doing this for students (although we are grateful for your support!).” 

This approach is designed to help our students feel ownership of their learning, and to give them agency in solving problems.

Give them a sense of purpose

Motivation is challenging for all of us – in or out of lockdown – but it can be especially difficult in the current circumstances. When struggling with motivation, it can be helpful to identify why working hard during this period of time will pay off in the longer term by keeping them on track for their goals – whether that be a massive haul of conduct points, keeping up with their peers, or as a step on a journey towards Sixth Form or a career.

It also helps to focus on the value of learning for its own sake – as a means to improving themselves, improving their prospects, and helping them to make their contribution to the world around them. Work is more rewarding when it has a purpose.

Show them you’re proud of them

We all like praise – especially from people we respect and admire. A “well done” or “I’m proud of you” from a parent to a child makes a world of difference to motivation and self-esteem – even if they don’t show it on the surface!

We know that praise works best when it’s focused on what people have actually done to achieve something, rather than on their innate abilities of qualities. This is why “I’m really proud of you for the way you’ve focused on that task, even though I know it’s not your favourite subject,” is much more effective than “you’re so clever!” Being specific about exactly what someone has done to deserve praise gives it value, and makes it more likely that we will repeat that activity to get the same results. Look for opportunities to show how proud you are of them, for the small things as well as their work over time.

Tell them to stop

We are setting five hours of remote learning per day for main school students. We do not expect them to be working beyond the five timetabled hours of lessons they have on a school day. Once the hour is up – we expect them to stop. Our mantra is:

Do as much as you can, with your best effort, in the time you have available. Do not spend any longer than the time allocated on your timetable. You will never be in trouble if your teachers can see you have tried your best with remote learning – even if you haven’t finished everything.

If your child is working during breaks or lunchtimes, or after the end of the timetabled school day, to finish off work: they do not have to do this. It’s not good for them. They need to stop – and you have my permission to tell them to.

Encourage exercise and activity

Teenagers spend long enough looking at screens in normal times – and this has been amplified through the remote learning environment we now find ourselves in. The technology we have at our disposal is wonderful, of course – but you can have too much of it! We are “mixing it up” as much as possible with non-screen-based activities and opportunities to be active. Please encourage physical activity – especially in breaks from learning and after the end of the school day. There’s a reason why the NHS recommends physical activity as one of the best ways to boost well-being…

Build good sleep habits

Many people have reported difficulty sleeping during the pandemic. This is perhaps no surprise, given the heightened level of anxiety in society at large. There are things we can to to help build those good sleep habits: exercise during the day will certainly help.

My no-frills alarm clock, which enabled me to banish my phone, has saved me from bedtime and night-time scrolling and improved my sleep no end.

It’s also important to have a regular, consistent bedtime, with a structured bedtime routine. Switching off screens well before bedtime is also shown to help with sleep, as the glow from the displays stops the body producing melatonin, the chemical which sends us to the land of nod. Most sleep experts recommend charging your phone downstairs, rather than having it by your bedside. I took this advice eighteen months ago, when I bought myself an alarm clock so I didn’t have to have my phone by my bed to charge (I’d been using the phone alarm to wake me up). It has made the world of difference.

Be solution-focused

We are facing a world full of problems at the moment – some of them small, some of them massive. It’s no good pretending that things aren’t difficult when they self-evidently are. But fixating on the problems themselves, and their impact on us and our lives, won’t change anything.

Instead, try to focus on what we can control. We can’t make coronavirus stop, or speed up the vaccine roll-out – these things are beyond our control. But we can make sure we really focus on that Maths explanation that the teacher has recorded for us, to minimise the disruption to our learning. We can’t see have our friends round to our house – but we can call them up, see them on screens, and laugh with them. We can’t pretend that everything is going to be okay – but we can make as much okay as we can.

Be values-led

Our Academy values of kindness, curiosity and determination were carefully chosen to build balanced, well-rounded individuals. Kindness is a strength of the heart; curiosity is a strength of the mind; determination is a strength of the will. They form three sides of a strong triangle which supports our students to make a positive difference to themselves and to the world – and the people – around them.

Look for opportunities to praise your children when you see them demonstrating the Academy’s values – and tell us about them! Tutors, teachers, Heads of Houses – even Headteachers! – love to hear about how our students have been making a difference, especially when we don’t see them every day. They can also be modest, not wanting to blow their own trumpets – so please feel free to blow it on their behalf!

Thank you to all our Academy families for all you are doing to help learning continue through lockdown – we really appreciate it, and I know our students do too.

Green Shoots

The first daffodil at Churchill this week

On duty this week, I saw the first daffodil of the spring flowering next to Mrs Bradley’s office in the Hanover House garden, normally tended so carefully by HRMS. At the moment, the members of HRMS tutor group are mostly learning remotely, staying at home to protect the NHS and save lives. Only a few students are in school, accessing remote learning in Frontline. Following the weekend’s snow, the daffodil was a reminder that spring always follows closely behind the bleak midwinter.

It has become too tempting recently to focus on the bleak and dark, and not on the fresh and green. Throughout this week, I have made myself look out for the positivity, and focus on the signs of recovery – which was why Mrs Wilson walked past me, crouched in the wet grass, getting up close and personal to a daffodil with my iPhone (yes, I know, phone out in school – I’ll give myself the C1!)

Here are the green shoots I noticed this week:

  • 50 students achieved their Headteacher’s Commendations this week, for reaching 125 Conduct Points
  • Our first two Year 9 students achieved Trustees’ Commendations, reaching 175 Conduct Points
  • We have a record number of applications for Churchill Sixth Form, including over 60 students from outside our Academy (also a record)
  • Our students from all years are engaged with their remote learning, producing fantastic results despite the difficult circumstances
  • All of the over 400 lateral flow tests carried out at the Academy so far have returned negative results
  • Local communities have donated food, toiletries and essentials to help families in need
  • Bristol airport, having closed their duty free, donated stock to the Churchill staff to keep us all going
  • Both my parents had appointments for their first vaccinations this week – two of the nearly eight million doses issued in the UK so far
  • The Prime Minister has given a timeline for schools re-opening
  • The rebuilding of the Lancaster House block is progressing well and is due to be ready before we welcome more students back to school
  • Contractors are on site repairing and replacing the fence around the Academy’s perimeter – and this will also be complete before we fully re-open
  • The Academy Hall has a brand-new, shining floor
  • When I walked out to my car to come to work on Monday morning, although the sun hadn’t risen, it was light. And, driving home, darkness had yet to fall.

There is darkness all around us in the world at the moment. Things are challenging for everyone. But, if you look, there is always light – if only we’re brave enough to see it. If only we’re brave enough to be it.

Testing, testing, 1,2,3…

Over the course of this week, we have run the first round of our lateral flow tests for coronavirus in school. It has been really successful, and I am pleased to report – at time of writing – that of the 212 tests carried out, all have been negative.

Our testing centre, ready for its first visitors

The testing programme for schools was originally announced just before the end of term 2, but the full guidance wasn’t released until New Year’s Eve, which led to a somewhat fraught Christmas break. As you will all know, the first week back wasn’t exactly smooth sailing either, with a national lockdown announced at 8pm on the first Monday! But once we had navigated that particular storm, we were able to get our heads around setting up testing for the students and staff working in school.

The Department for Education originally announced three strands to the testing programme for schools:

  1. Mass testing of students in school – students to take two tests, 3-5 days apart
  2. Weekly testing of staff working in school – this has now been increased to twice weekly
  3. Daily testing of those identified as close contacts of a confirmed case of COVID-19

Since that initial announcement, the Department for Education has “paused” the third strand, in line with medical advice. Close contacts will now be advised to self-isolate, as has been the case in schools since September.

The first two strands, however, are going ahead as planned. The aim is to minimise the risk of transmission: by testing people in school, any identified asymptomatic cases can be isolated. This will prevent them from unwittingly spreading the virus. It also gives greater reassurance to those of us continuing to work and learn in school.

Consent remains absolutely essential in our administration of the testing programme. We will only carry out tests where we have explicit, written consent. We do not require a test of anyone, and we will always respect the wishes of those that choose not to undertake a test. Also, if students are uncomfortable or upset, we will do what we can to support them – but they do not have to go ahead with the test, and can say “no” at any time without any consequence. As it happens, everyone has been fine with it – but these principles are very important to us at the Academy.

The training and support materials from NHS Test and Trace are excellent. Everything arrived on time, as announced, with clear instructions. There was online training which helped spell out how to get everything set up, and how to run each of the roles in the testing centre. I have always loved the NHS – and this programme has only increased my respect for the work of our health service.

We set our testing centre up in the Academy Hall, with its newly-replaced floor shining and pristine, giving the whole place a lift! Academy staff volunteered to take on the various roles within the system. Everyone has been trained and registered with NHS Test and Trace.

Our testing centre labels: Testing Station and Taylor Swift have the same initials, so each Testing Station was named after a different Taylor Swift album. I only wish I’d put them in the right order, but they were laminated before I could correct it!

The tests work using a swab of the back of the throat and the nose. This is not a very pleasant experience, but all the students and staff who have participated have shown the Academy value of determination and just got on with it! The testing team have put on a good soundtrack of background music too, which means that people aren’t so self-conscious when swabbing the backs of their throats.

Email received from testing centre staff about our students in Frontline

Once the swab has been taken, the testing centre staff prepare a sample using extraction fluid, which is then dropped into a lateral flow test cartridge. It’s called “lateral flow” because the liquid in the sample “flows” sideways along the strip, revealing the result after it reaches the far end.

A lateral flow test in action

Each test is timed, as you have to read the result between 20 and 30 minutes after the test has been started for it to be valid. One red line on “C” (for “Control”) means the test has worked. A red line on “T” (for “Test”) means that the test is positive for coronavirus.

A positive test result on a lateral flow test doesn’t necessarily mean you have COVID-19. This must be confirmed by a PCR test, which is processed in a lab. Anyone testing positive must self-isolate until the confirmation is received, just in case.

Equally, a negative test doesn’t necessarily mean that you don’t have the virus. You can still catch it; you can still spread it. Therefore, in school, we have continued to reinforce the importance of hands, face, space – even though everyone has so far tested negative.

It is strange to see my colleagues kitted out in full PPE, and the Academy Hall transformed into something resembling a field hospital. But these are strange times, and we will continue to do all we can to keep our staff and students safe.

Looking up whilst locking down

There is no such thing as failure: only success, and learning.

I came across this saying from a colleague Headteacher many years ago, and it has always stuck with me. When things are going badly, it’s easy to be downhearted; it’s tempting to give up. In those moments, when things are bleak, it’s all the more important to think about the positives: what am I learning from this situation? This is at the core of a growth mindset approach, and as the author of Becoming a growth mindset school, it is important that I practice what I preach – at this moment more than any other.

I did not write a post on the Headteacher’s Blog last week. I don’t mind admitting I was feeling pretty negative. In the education world, I had spent much of the Christmas holidays trying to work out how to turn my school into a coronavirus testing centre, having been told that this was required almost on the last day of term. The full guidance on testing in secondary schools was released, with the Department for Education’s usual sensitivity, just before 6pm on New Year’s Eve. We returned to school on Monday 4th January with the Secretary of State having “absolutely” given a cast-iron guarantee that exams were going ahead, and the Prime Minister encouraging all parents to send their children in. At 8pm, we were told all schools would close until half term and exams were not going ahead. The spiralling confusion of often contradictory last minute announcements, with missing, confusing or late-arriving guidance, has meant that this past month has been the most challenging of my entire teaching career – and I’ve been doing this for 23 years.

Beyond education, the headlines were scary: spiralling cases, a climbing death rate, a winter lockdown, and angry mobs storming the seat of the world’s most powerful democracy intending to overturn the legitimate outcome of an election. It was tempting to think that everything was falling apart.

But, amidst the darkness, there is always light.

At Churchill, I am surrounded by fantastic colleagues. The leadership team were all on Zoom within minutes of the Prime Minister’s announcement on Monday night, undoing all the planning from that morning and preparing solutions and arrangements for the next day, the next week, and the term beyond. We were able to distil clarity from the confusion: I was able to email all staff with a summary of those plans by just after 9pm, and publish an update to the website and to the Academy’s social media accounts by 9:30pm.

The wider staff have been incredible. Plans were shifted and adapted quickly. At the centre of all our decisions were the students: what would be best for them? How could we make sure that our education, care and guidance could continue as smoothly as possible, despite the disruption? In particular, our focus was on our exam-year students, who now faced uncertainty and doubt. How could we reassure them, and ensure that they stayed focused on the task in hand? Seeing this commitment and dedication to our vision and purpose, even in the face of anxiety about the risks of the situation, was truly inspiring.

We have also never known a term like it in terms of parental support. One family sent me a box of tea and biscuits to keep me going, which I opened at the end of a very long Wednesday – it was just the tonic I needed! Every day, we receive emails of thanks and encouragement. These make a huge difference to our morale; it’s always nice to feel appreciated! The pièce de résistance, I have to say, came in the wake of the Secretary of State’s declaration that parents should report their children’s schools to Ofsted if they weren’t happy with the remote learning provision. Several of our parents were amongst the thousands across the country who wrote into the schools inspectorate, not to criticise, but to praise the Academy for all we had done for their children. One of them advised inspectors to take a look at Gavin Williamson’s performance instead: this went down very well with the staff in school!

In the wider world, the roll-out of vaccines promises an eventual end to the pandemic. Democracy has prevailed across the Atlantic. And even though 2020 was, by all accounts, a bad year, it did give us two Taylor Swift albums: amidst the darkness, there is always light.

And, at the heart of all we do at Churchill, we have our fantastic young people. The students in Frontline have adapted well to a new type of schooling. Attendance at remote learning has been exceptional, and teachers have been so impressed by the commitment and engagement of our students. Even though we only see the majority of our students at the moment in little rectangles on a screen, they are the beacons of hope that will see us all through.

2020: the year in review

January and February

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.

February ended in triumph, with an astonishing production of Sweeney Todd: the Demon Barber of Fleet Street. The production, music and performance were simply breath-taking.

Sweeney Todd 27th Feb 2020,

March

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.

Lockdown Youthful Spirit: Lovely Day

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.

And, behind it all, the extension to the Athene Donald Building was finished and – even through the disruption – the House Cup was awarded (to Windsor!).

August

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

Raising the new flag: Wednesday 2nd September 2020

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.