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Principal's Welcome
Principal's Welcome
As we reach the end of this module and prepare for the Winter break, I am filled with immense pride reflecting on what has been a truly exceptional start to the academic year. This newsletter is a wonderful testament to the dedication, creativity, and resilience that define our academy community.
It has been a joy to see our Year 7 students settle so warmly into secondary school life, embracing new challenges with optimism. At the same time, our older students have shown remarkable focus; notably, our Year 11 and Year 13 cohorts have approached their recent mock examinations with a maturity and determination that sets a fantastic example for the rest of the school.
This module has been packed with highlights across all departments. From the "explosive" practical investigations in science to the creative digital safety leaflets in computer science, our students are engaging deeply with their learning. We have celebrated sporting triumphs on the football and basketball courts, and witnessed the power of student voice through the Jack Petchey "Speak Out" Challenge. It was also a privilege to celebrate our latest Jack Petchey Achievement Award winners, whose contributions—from supporting peers with crochet to enhancing our library resources—embody our core values.
Our commitment to "doing the right thing" has been evident in the high levels of attendance and the numerous "random acts of kindness" reported across the colleges. Furthermore, our Year 12 and 13 students have been looking toward their futures with ambition, engaging thoughtfully with prestigious universities and industry leaders at recent careers fairs.
I would like to extend my sincere thanks to our dedicated staff and to you, our families, for your unwavering support. Your generosity was particularly moving in our recent food bank collection, which will make a meaningful difference to those in our local community.
I wish you all a restful, safe Winter break. We look forward to welcoming everyone back in the New Year for another module of growth and achievement.
Warmest wishes,
John Dixon | Principal
What a truly exceptional academic year it has been for Holkham College. We want to share some wonderful news as we get ready for the winter holiday. It has been a hugely successful start to the academic year, and we are delighted to celebrate the fantastic efforts and achievements of students in every year group. It fills us with joy to confirm that Holkham students have once again increased the amount of positive points. This shows just how hard our students are working and how engaged they are in their learning!
Our Year 7s have settled exceptionally well, quickly adapting to the routines, expectations, and community of Holkham. They have embraced new learning environments, formed strong friendships, and shown confidence in taking on the challenges of secondary school.
Our Year 10s are now fully immersed in their option subjects, demonstrating real enthusiasm and commitment as they begin shaping their future pathways. Their engagement and curiosity have been wonderful to see.
Our Year 11s have recently completed their mock exams, and we are pleased with the maturity and focus they have shown. They are preparing confidently for their next steps and have been making excellent use of the guidance offered by our careers team.
Our assemblies have centred on three core principles: consistency, organisation, and being relentless. These qualities form the foundation of academic success and tie directly into our academy’s values of resilience and ambition. We continue to reinforce these habits to help every one of our Holkham learners thrive, both in school and beyond.
Thank you for your continued support. Have a great holiday!
D Pieroulli | Head of Holkham College
It has been an exceptional start to the academic year at Knole College.
Our Year 7 students have made a warm and positive transition into secondary school. Although the move from primary to secondary education can be challenging, they have demonstrated courage, resilience, and optimism. They have worked extremely hard to navigate a much larger environment, establish new friendships, and build strong relationships with staff.
Our Year 8 students are embracing their new position within the school community. No longer the youngest year group, they are developing into confident, engaged young people who contribute positively to school life.
Our Year 9 cohort has conducted themselves exceptionally well around the Academy. A particular highlight is 9K2, who have shown remarkable integrity, receiving zero signatures on their conduct cards over the past three weeks. Special recognition goes to Samson, Daisy, and Moisey for their dedication and positive attitude towards reading with Sixth Form students. Engagement in extracurricular activities has also been impressive, with Sidney, Callum, and Olliver representing the Academy in football, and Heidi competing in the LAT rugby competition.
Our Year 10 students have fully immersed themselves in their option subjects, working with determination to achieve their best. Their engagement during form time and PSHE has been wonderful to see. Gracie deserves particular mention for her confidence and clarity when reading extracts to the class from the whiteboard.
Our Year 11 students have recently completed their mock examinations and have approached this period with focus, hard work, and thoughtful reflection. They have engaged well with teacher feedback and are consistently seeking ways to improve. We are also pleased to note the large number of students in this year group who have earned positive conduct points.
Finally, a special thank you to our student representatives Rowan, Tami, Harvey, Prithwin, Julia, Louie, Gracie, Atlanta, Amelia, and Dominic for their outstanding efforts in supporting their peers. Your contribution is greatly appreciated.
Thank you to students, parents, and staff for ensuring Knole makes a positive start to the academic year.
J Shiyani | Head of Knole College
Attendance and Achievement: Rising to the Challenge
Attendance and Achievement: Rising to the Challenge
Our students continue to rise brilliantly to our whole-school attendance push, resulting in Petworth College achieving a strong year-to-date figure in the academy!
100% Attendance Success: To date, a fantastic 61 of our students have maintained 100% attendance.
Petworth Pride: Petworth has also achieved the highest attendance percentage in six of our recent assembly weeks.
We also celebrate our students who consistently demonstrate commitment and excellence, leading to high achievement points. We congratulate our top 10 for their hard work and dedication. They continue to work hard and to be the best they can be every day!
Bryan A - 360
Oluwajomiloju A - 277
James T - 243
Danny-James J - 239
Uthman O - 222
Vivian E - 221
Daneen S - 221
Lacey D - 219
Sharon A - 210
Julia N - 208
Celebrating Integrity: Random Acts of Kindness
Celebrating Integrity: Random Acts of Kindness
We continue to be incredibly proud that Petworth remains a college defined by integrity, evidenced by our students choosing to "do the right thing, even when no one is watching."
In this module, we want to give a special mention to:
Kaila (Year 9): Who showed exceptional empathy by supporting a friend through a difficult situation and proactively directing them to a member of the college team for necessary support.
Leo (Year 9): Who was seen offering timely and heartfelt encouragement, a true "pep talk”, to a friend following an upsetting moment.
These young people are truly outstanding examples of the care and compassion that define our college community!
Saying Goodbye to a Petworth Pillar
Saying Goodbye to a Petworth Pillar
And finally, at the end of this module, we bid a fond and emotional farewell to Ms. Kydd, who has been an invaluable member of the Petworth team for over three years.
Catherine has been an outstanding colleague, always ready with a kind word, a warm heart, and, most reliably, a desk full of fantastic food for staff and students. She will leave a metaphorical "donut-shaped hole" in our hearts, and we are genuinely sad to see her go.
The entire Petworth College team and all our students thank her deeply for her love and unwavering support. We will miss you!
Farewell Message from Ms Kydd
After only meaning to be here for six weeks as a temp after COVID, I’ve somehow ended up staying for over three years! I’ve now made the difficult decision to return to my original career in beauty.
I started back when we still had houses, in Stuart House, and then moved over to Petworth when the small schools were put in place. I want to thank my entire team in Petworth: Mrs.Bryne, Miss West, Mr.Addison, Ms Hull, and Mrs Baldock for being so amazing and for supporting our fantastic Petworth students. A special shout-out to Mr. Wilson, who is not only one of the hardest-working people I've met but also genuinely one of the kindest people I’ve ever met.
To the whole school team: you have all worked so hard to make huge changes to Leigh Academy Bexley, and it’s been incredible to be part of this team to see the transformation.
And finally, to the super-team, my fellow SSMs, who are just incredible. Miss West with me in Petworth, Ms Cooper & Mrs Hoffman in Holkham. Miss Pearson & Miss McMullen in Knole, a truly wonderful team that I’ve been so blessed to be a part of.
I wish everyone continued success. It's truly been a blast.
Best wishes, Ms Kydd
Finally, we would like to extend our sincere thanks to all the families who generously contributed to our food bank collection. Your kindness and support will make a meaningful difference to those in need within our community.
At this special time of year, we are truly grateful for your generosity and compassion. We wish you and your families a wonderful winter break and a Happy New Year, and we look forward to continuing to work together in the year ahead.
With warmest thanks and best wishes,
P Wilson | Head of Petworth College
Year 12 and 13 Careers Fair Visit – Olympia London
Our Year 12 and Year 13 students attended an external careers fair at Olympia, London. Over 30 companies and 25 universities were represented, providing students with a valuable insight into a variety of sectors.
Students were exposed to numerous education options through universities such as King’s College, Art University Plymouth, Aston University, Bath Spa University, British & Irish Modern Music Institute, Buckinghamshire New University, University of East London, Kingston University, among others. These institutions showcased a range of academic pathways and opportunities. Companies present at the fair highlighted vocational courses and apprenticeships designed to help students enter their chosen industries. Students were able to engage with organizations such as:
AAT – the world’s leading professional body for accounting technicians
Agricultural Industries Confederation (AIC) – representing key sectors within UK agriculture
Au Pair in America
AWE – at the forefront of nuclear technology and innovation
British Airways
Campus France UK…and many more.
Our students truly embraced the opportunity, using the careers fair as another stepping stone to explore potential career paths and gain a clearer understanding of the options available to them.
Year 12 Oxford University Workshop
Oxford University (St Hugh’s College) delivered a workshop for our Year 12 students in November. The session aimed to help students understand how to approach applications to Russell Group universities, navigate university life, identify required qualifications, and prepare effectively for higher education.
Our Year 12 cohort fully embraced the challenge and stepped out of their comfort zones by asking thoughtful and ambitious questions such as:
“Can a T Level course allow me to go to university?”
“Did you need your degree for your current role?”
“Can I live off-campus and still receive a student loan?”
“What else do I need to do outside school to get into a good university?”
Many students expressed an interest in completing an HPQ to strengthen their university applications. While most students are aspiring to attend university, some have shown interest in pursuing apprenticeships. The workshop also provided guidance on this route, including how to search for suitable apprenticeships and the value of completing internships over the summer.
As an academy, we are incredibly proud of how articulately our Year 12 students expressed their aspirations and how fully they engaged in this workshop.
Launching Our Reading Buddies Programme
In this module, our Sixth Form students proudly launched the Reading Buddies programme. The programme involves Year 12 and Year 13 students working with Key Stage 3 pupils to support their literacy and oracy skills.
From the very first session, our Sixth Formers created a warm, welcoming environment for their younger peers, taking the time to ask questions about their KS3 buddy before beginning to read. This helped to build a connection and sense of trust between the pairs. Key Stage 3 students showed fantastic enthusiasm and commitment with their reading, even if they felt a little nervous to begin with. It was encouraging to see younger students reading aloud with growing confidence, supported by their buddies who helped them with words and phrases they were unsure of.
The programme offers valuable benefits for everyone involved. It not only strengthens essential communication and reading skills, but also helps build a sense of connection, encouragement, and community across year groups. It helps our KS3 students to see where their own educational journey will lead to and gives the sixth formers valuable volunteering experience to support them in their search for work.
Overall, it has been a highly successful implementation and a wonderful reflection of the resilience, kindness, and optimism of our students.
Examinations
Students in Year 13 have been demonstrating excellent commitment to their studies and we have been highly impressed with their approach to their mock examinations. Our T Level students have now completed their Employer Set Project assessments, and they will soon start their industry placements.
International Baccalaureate Careers-Related Programme (IBCP)
During module 2, we welcomed a member from the International Baccalaureate team to review our progress towards accreditation as an IB World School in order to deliver the IB Careers-Related programme. Students were involved in the process, and the assessor commented on how articulate and confident the students were. We will continue to work towards our accreditation in order to start delivering the programme from September 2026.
C Dillion | Head of Woburn College Head o
English
English
Jack Petchey Speak Out workshop
During module 1 two groups of Year 10 students took part in the Jack Petchey Speak Out Challenge, run by the Speakers Trust. Throughout the day, students developed their public speaking and speech writing skills through a series of activities culminating in all the students performing a speech at the end of the day. The final speeches were thought-provoking, well-written, and engaging, and the support that they gave to each other throughout the day was amazing. From these workshops, 8 finalists were chosen to perform their speech in front of the rest of the year group during a special assembly on 3rd December 2025, so we could choose our Regional Finalist. Our assembly finalists were: Charlotte, Tyler, Maisie, Yusra, Omotade, Oliver, Yusra and Tommy. Each finalist did an amazing job performing their speeches, and the judges had a very tough decision to make as it was so close. Tyler was chosen to be our Regional Finalist and will perform his speech “Half” at Bexley Grammar on 12th March 2026. Omotade is our reserve speaker with her speech “More than a subject - sociology”.
Performing arts
Performing arts
This term, Year 7 students have been introduced to the basic techniques in drama. During the most recent module, they explored the conventions of mask work, including passing the focus and major and minor movement. This work culminated in a short comedic ‘Prison Break’ scene, allowing students to apply these techniques in performance.
Year 8 students have been learning about different stage shapes and how performers adapt their positioning and performance style for each one. They have recently been exploring a range of texts to develop their understanding of the rehearsal process, including Blood Brothers, Sparkleshark, Girls on Top and Our Day Out.
Year 9 students studied the theme of miscarriage of justice through the Derek Bentley case, examining the historical context and issues surrounding responsibility and punishment. This work was supported by the study of DNA by Dennis Kelly, where students performed extracts and reflected on the moral questions raised by the play.
Year 10 students have had the opportunity to take part in the Old Vic Schools Club for the second year. Through this programme, students will attend four theatre trips and four workshops, alongside work experience opportunities. So far, they have seen Mary Page Marlowe and A Christmas Carol.
The first trip the students went to see was Mary Page Marlowe, a compelling, time-shifting drama by Tracy Letts.
The production’s headline casting featured Academy Award and BAFTA winner Susan Sarandon (from Everything!), alongside Andrea Riseborough and Alisha Weir (who played the title role in Roald Dahl’s Matilda the Musical). Seeing multiple actors embody Mary Page at different ages sparked great discussion about identity, memory, and how a life story can be told out of chronological order.
Students were particularly inspired by the fluid transitions, naturalistic acting style, and the way staging, lighting and sound worked together to support the shifting timelines - perfect connections to their BTEC learning on characterisation.
The workshop students received through the Old Vic Schools Club for Mary Page Marlowe focused on Konstantin Stanislavski’s techniques in naturalism. Students responded well to the session, as it built directly on their existing knowledge and linked clearly to the professional work they were studying for BTEC Component 1, Things I Know To Be True. The workshop supported students’ understanding of truthful performance, character motivation and naturalistic acting, reinforcing learning already taking place in lessons.
On their second trip, they went to see A Christmas Carol at the Old Vic, starring Paul Hilton as Ebenezer Scrooge. The moment we walked in, the theatre already felt magical, with hundreds of lanterns hanging above us and the creative staging set in-the-round below us. The actors moved around the space in Victorian costume, handing out Christmas clementines, and the live music created a warm Christmas atmosphere.
Paul Hilton gave a brilliant performance, showing Scrooge’s journey from miserable and selfish to kind and joyful. The production used movement, hand bells, singing and props integrated into the set. The performance felt fast, exciting and creative - they even had Brussels sprouts gliding down on mini parachutes as it snowed! The ensemble worked smoothly together to bring Victorian London to life, especially during the lively Ghost of Christmas Present scenes.
Students enjoyed how the show mixed humour, emotion, and festive storytelling. The whole play left the audience feeling happy and very Christmassy.
Overall, it was a memorable trip and a powerful performance that our extremely well-behaved Year 10 loved!
A Christmas Carol workshop provided students with an insight into costume design and making. This is linked effectively with their BTEC studies, as students explore both performing and non-performing roles within the performing arts industry. The workshop helped deepen students’ understanding of how costume supports character, period and storytelling in professional theatre.
Visitors and Speakers
Mamma Mia!
On Friday, 3rd October, the Year 10 BTEC Performing Arts students were privileged to experience a live virtual interview with Carlton Edwards, who has been the Musical Director of the hit West End musical ‘Mamma Mia’ for the last 25 years. He talked about his career in Musical Theatre, telling us stories of how he entered the profession, and worked in various musicals until he got his big break into ‘Mamma Mia’.
The key to his success, in his words, was ‘work hard and be kind to people’. He then opened the floor to questions, and our students asked about the audition process for musicals. After this, he took us up to the rehearsal room, and the cast stopped and sang ‘Thank You For The Music’ to us! This fantastic opportunity is one that our Year 10s can write about and use recording clips of for their Component 1, plus it was all extremely exciting!
Actor Demetri Turin Inspires BTEC Year 10 Performers at Leigh Academy Bexley
Leigh Academy Bexley’s Year 10 students, currently studying the BTEC Tech Award in Performing Arts (Acting), were treated to an invaluable professional development session on Thursday 20th November, as renowned character actor, Demetri Turin, hosted a fascinating question-and-answer session.
The visit provided a significant real-world link for the BTEC students, directly supporting their current work on Component 1: Exploring the Performing Arts. Mr. Turin shared honest and engaging insights into the life of a working actor, covering everything from auditions to stage craft.
Mr. Turin, who has built a diverse career in theatre and film, from the age of 44, emphasised the critical importance of a performer's attitude and work ethic. Turin encouraged the students to embrace their creativity, stating that he especially enjoys character acting as it allows him to play with "extreme emotions and larger than life characters." This resonated with students exploring performance styles for their BTEC practical units. He was firm on the importance of soft skills: always being hardworking, punctual, and positive. He framed an acting career not just as an art form, but as a profession requiring discipline and commitment.
For the BTEC Tech Award, students must investigate the work of professional practitioners and understand the roles and responsibilities within the performing arts industry.
It’s one thing to read about a practitioner, but to interrogate an active professional on the demands of the job solidifies their understanding for their Component 1 written and practical assessment. We are incredibly grateful for his time and inspirational energy.
The session concluded with a rush of student questions, proving the visit to be a huge success in motivating the Year 10 cohort as they continue to develop their technical, practical, and interpretative skills for their upcoming performances.
Year 11 have been completing their second component for the BTEC Tech Award in Acting and Design. The performers rehearsed during and after school in scenes related to the theme of ‘friendship’, given to them by Pearson Exam Board. They performed scenes from various plays such as: Growth by Luke Norris, Two by Jum Cartwright, Edmond by David Mamet, Things I Know To be True by Andrew Bovell, The Exam by Andy Hamilton, amongst others. They delivered some stunning naturalistic performances.
Another option on the course is design, so we had students designing lights, costumes and sets. To support these students, we organised a trip to Rose Bruford College, specifically to meet theatre design students.
Year 11 Technical Theatre Visit to Rose Bruford College
Year 11 Technical Theatre Visit to Rose Bruford College
On Tuesday, 14th October, our Year 11 Technical Theatre students visited Rose Bruford College to interview specialists in production and design, supporting their learning for the BTEC Tech Award in Performing Arts.
We were taken on a tour of the Drama School, which has unbelievable facilities, including two fully equipped professional theatres — the Rose Theatre and the Barn Theatre — as well as a range of rehearsal studios, lighting and sound control rooms, costume and prop workshops, and specialist design suites. The students were amazed by the scale of the resources available and how closely they mirrored real working environments in the theatre industry.
During the visit, learners had the opportunity to interview current students and alumni from Rose Bruford’s renowned technical and design programmes. These included specialists in costume design, lighting design, and set design, who spoke passionately about their training, their creative process, and how collaboration between design departments brings a production to life.
The alumni also shared insights into their professional careers after graduating, discussing how the skills they developed at Rose Bruford helped them to work confidently in theatre, live events, and film production. The current students explained how their courses combine creativity with technical precision, giving them the chance to work on real productions throughout their studies.
This experience gave our learners an invaluable understanding of how design and production work together to support a performance — from concept and rehearsal through to final staging. It also helped them to make clear links to Components 1 and 2 of the BTEC Tech Award, where they investigate professional practice within the performing arts industry.
Overall, the visit to Rose Bruford College was inspiring and informative, offering our students a real insight into the professional world of technical theatre and the exciting opportunities that studying production and design can offer in the future.
Some of the results from this can be seen to the left.
Bexley’s Got Talent Final
Our ‘LABex LIVE!’ end-of-year production showcased some amazing talent. We were then given the opportunity for students to enter ‘Bexley’s Got Talent’, which is run by Bexley Council with Theatre Box Dance School. Adults and children from around Bexley entered, and 15 of these made it to the finals, which took place at The Delta Marriott Hotel on Saturday 4th October. Leigh Academy Bexley secured four places in those finals, of which three accepted the opportunity to perform. Their performances were dynamic and committed, and we were all extremely proud of them! Connor B and Tillie J sang solos. Syra A sang a solo whilst accompanying herself on the guitar. We would like to thank Mrs Hildebrand for all the work she did to support these students in the lead-up to the final. We really could not have been prouder, and we would like to congratulate all of them on their courage, commitment and talent! It was a fantastic evening for everyone involved!
Drama Club
Spotlight on Excellence: Actors LAB Prepares for the Stage
Spotlight on Excellence: Actors LAB Prepares for the Stage
A Hub of Talent and Commitment
A Hub of Talent and Commitment
The Actors LAB after-school drama club is buzzing with creativity and dedication as students dive deep into preparations for their highly anticipated Easter showcase, True Stories. This exceptional group of young performers demonstrates a level of commitment and talent that is truly inspiring, tackling complex material with remarkable maturity and enthusiasm.
The students are known for their 'can-do' attitude, embracing every challenge thrown their way. Their passion for the performing arts is evident in every rehearsal, where they consistently bring energy, focus, and a collaborative spirit. The quality of work being produced by this committed ensemble speaks volumes about their collective drive to excel in theatre.
Deepening the Craft: Exploring Stanislavski
Deepening the Craft: Exploring Stanislavski
To elevate their performance skills to a professional standard, the Actors LAB students are rigorously exploring the groundbreaking techniques of Konstantin Stanislavski. This foundational work introduces them to concepts like emotional recall, the magic 'if,' and objectives, enabling them to create truthful, complex, and emotionally resonant characters.
This theoretical and practical exploration is a cornerstone of the club's mission, offering students an insight into professional acting methodologies. By grounding their performances in Stanislavski’s system, the students are learning to move beyond mere imitation to achieve authentic, lived-in portrayals, significantly enhancing the depth and quality of the upcoming showcase.
The Power of True Stories
The Easter production, True Stories, promises to be a powerful and moving showcase of the students’ dramatic abilities. It is an ambitious project, consisting of extracts from established plays that explore genuine human experiences.
The production is specifically designed as a high-quality showcase to highlight the extraordinary talents of the Actors LAB ensemble. Audiences can expect a demonstration of nuanced character work, impeccable stage discipline, and the deep emotional connection achieved through their Stanislavski training.
True Stories is more than just a school play; it is a profound display of emerging talent, hard work, and the transformative power of drama. We look forward to welcoming the school community to witness the remarkable achievements of the Actors LAB students this Easter.
Science
Science
The science department has had an exciting start to the academic year. We have had various practicals from Year 7s to Year 13. We have had Year 11 students completing required practicals for their GCSEs to investigate how changing the voltage across and current through various components affects their resistance. Year 10 have been investigating group 1 metals and their (sometimes explosive) reactions with water. Across modules 1 and 2, Year 8 have been investigating exothermic and endothermic reactions, none of which accidentally set the fire alarm off!
We have also had the pleasure of launching our STEM club, and we look forward to seeing more students engage in science! Please encourage your child to attend.
Our SparxScience has been incredibly successful this year. We have had 288,185 questions answered correctly.
Our top 3 students in the Academy are:
George
Bonnie
Chiebuka
Our top students in each year group are:
George 7H2
Prithwin 8K2
Jeziah 9P1
Donatas 10H1
Serena 11K2
Well done to these students for their regular engagement and effort.
This year, we had the pleasure of hosting our internal Technician Forum. The event served as a focused platform for our technical staff to engage in in-depth discussion, share expertise, and explore emerging developments relevant to our practical activities.
PE
PE
Teams and fixtures
Year 11 - Basketball
The squad, consisting of Dominykas, Archy, Seb, Jayden, Ismaeel, Dylan, George, and Cameron, has been outstanding so far this academic year, achieving comfortable victories over Harris Garrard, and Haberdashers Crayford, in the Bexley basketball league.
The second phase of the competition begins in the new year, where hopefully the team can continue their 100% record.
Year 10 - Football
The team is intensely focused on the next match, as a few cancellations and dropouts of competitions (from opposing teams) have meant the Year 10s have not had as much opportunity as they would like to turn their skills developed during training into successful strategies in a competitive game. However, a fine performance was put in against Bishop's Justice in the Kent Cup, resulting in us scoring the opening goal of the game. They are confident that the continuous hard work being put in during training will result in a winning streak in the North Kent Cup.
Year 9 - Football
This tough start to the season is serving as a crucial learning period, forging the kind of resilience and unity required to overcome adversity and achieve our goals in the long run. This resilience and a real depth in squad numbers enabled the Year 9s to beat Trinity 9 - 0, with Callum scoring 5 goals, and a clean sheet upheld by Oliver in goal.
Year 8 Football
While the early results have not met our expectations, we have seen flashes of brilliant individual talent and moments of cohesive play that prove our potential. A clean sheet at half time with Reggie making some fine saves in goal and goals scored against St Columbus have shown we have the ability to compete at high levels.
Year 7 Football
The Year 7 after-school football club has been a fantastic success, consistently attracting amazing numbers every Monday, which underscores the high level of enthusiasm for the sport within the new intake. The sessions have been marked by highly competitive games against a number of other schools, where students demonstrate great developing skill and tactical awareness. Crucially, even in the heat of competition, the students have shown great resilience—bouncing back from errors and difficult results—while maintaining exemplary sportsmanship toward their peers and officials, setting a brilliant foundation for their future involvement in school sport.
Clubs
Year 7-10 Hoops Update: Building Success One basket at a time!
Every Thursday, our dedicated members, from Year 7 - 10, enjoy over an hour of high-energy basketball, fierce but friendly competition, and continuous skill improvement. We are thrilled to report that the momentum and success of our weekly Thursday meetings are not only continuing but are actively growing, thanks to our incredible participation numbers!
Every week, we proudly welcome over 30 committed students to the court. This massive and consistent turnout proves that our club is far more than just a place to play—it is a community for basketball excellence, teamwork, and fitness.
🏆 Monday Football practice: A success story for Years 7-10! ⚽
We are delighted to share the continuous success and high energy of our Monday Football Practice sessions, bringing together dedicated students from Years 7, 8, 9, and 10! These weekly sessions are proving to be invaluable in developing our young athletes both technically and tactically, preparing them not just for school fixtures, but also fostering essential life skills like teamwork and discipline.
⚽️ Girls' Football Section: A Story of Rapid Success! 🌟
We are absolutely thrilled to report that our Girls' Football training has experienced phenomenal growth and success so far this year!
The energy, commitment, and talent shown by our players have been outstanding, resulting in a significant increase in students attending. This growth is a testament to the hard work of our teachers, the support of our parents, and the enthusiasm and dedication of the girls themselves.
Rugby
The launch of the after-school rugby club has been an incredible success, especially considering it is a new venture for the academy, and many participants had little or no prior exposure to the sport. The club has managed to successfully introduce students to the core values of rugby—teamwork, respect, and discipline—in a fun, accessible environment (often using non-contact formats like Touch or Tag Rugby). This initial enthusiasm has demonstrated the demand and potential for the sport here, and we are now strongly focused on continuing to grow participation and increase rugby's profile within the academy community to build a sustainable and thriving club for the future.
LAT Events
Badminton
The Year 9/10 Badminton Tournament was a notable success, particularly given that the students had only a small number of preparatory lessons focusing on the specific skills required for competitive play. Despite this, all participants demonstrated impressive effort and adaptability, translating their general athletic ability into successful badminton techniques like effective drops, clears, and smashes. Their efforts were a testament to their quick learning and resilience, leading to a highly competitive and enjoyable tournament where every student showed excellent sportsmanship and a determined spirit, ultimately making the event a significant achievement in skill development and competitive engagement.
Cross country
The Year 7/8/9/10 cross-country competition was well represented by Leigh Academy Bexley, with girls and boys competing in each event. The course was challenging, and the weather added another element to the competition. The races were run at a fierce pace, and Chelsea C was pipped at the post to come in 4th place for Year 10. The students were a credit to the academy and never gave up.
Handball
The Year 9/10 Boys' and Girls' Handball Tournament was a resounding success, demonstrating that all participating students competed exceptionally well, displaying outstanding effort and sportsmanship throughout the day. They were excellent representatives of the academy, showing great tactical discipline and resilience in every match. The tournament served as an effective learning environment where they successfully integrated new skills, such as precise jump shots and coordinated defensive formations, which led to significant improvement in their game management and overall competitive performance.
Netball
Once again, the Year 9 and 10 girls were fantastic at the LAT netball tournament. While we did not get into the finals this year, the girls showed superb sportsmanship and teamwork. Elouise was helped this year by Chloe, and they managed to score a number of great goals.
GCSE PE practical preparation
Our Year 11 GCSE PE students recently spent four days at the Cyclopark in Gravesend to complete the cycling component of their coursework. This was a fantastic opportunity for the students to access superior facilities for their assessments. The group worked incredibly hard and showed fantastic resilience in difficult weather conditions. We are confident this opportunity will have a positive impact on their GCSE PE coursework and their final outcomes next July. All students were a credit to the academy; it was a fantastic four days.
Looking ahead…
In the new year, there will be more Football and Basketball fixtures as well as the continuation of the after-school club menu.
There will also be opportunities for our students to participate in more LAT sports events with 5/7 aside football, swimming, and rugby, all calendared in the near future.
The Physical Education faculty would like to congratulate all of the students who have participated in training sessions and games, and we look forward to more success in the new year.
Business Studies
Business Studies
Our Year 10 students have started well on their course, focussing on identifying different types and purposes of enterprises. Students have been developing their understanding of the roles of entrepreneurs and the key characteristics of successful business people. Students have also been investigating customer needs and how different businesses meet them.
Our Year 11 students have been working diligently on their Component 1 coursework, and it has been excellent to see many of them excel in the extended writing elements. Some students have taken on the role of ‘Class Teaching Assistants,’ providing support to their peers during lessons. Their ability to explain the coursework requirements clearly—using the appropriate command words and practical, accessible examples—has been particularly impressive and has greatly enhanced the learning environment. This is an example of extended writing produced by one of our Class TAs.
Our Year 12 students have been looking at marketing campaigns and how businesses need to have an understanding of their customer needs. They have also looked the effectiveness of digital campaigns compared to traditional marketing techniques. They have also looked into the ethics of marketing.
In Year 13, students have been exploring the management of personal finance and the purpose of accounting. Students have also looked at break-evens points and cash flow forecasts.
Alexandria M
Akshanna D
Computer Science
Computer Science
Year 7
This module, Year 7 students have been getting creative and have been creating digital leaflets to help inform younger students about how to stay safe online. They have done their own research and planning before creating their final product. They carefully considered what colours, fonts, and images would attract a younger audience and included this within their work. Students have been very engaged and excited to show off their knowledge and skills.
Year 8
In this module, students have been finishing off their logo creation project. For this, they have had to research and look into different logos that are already exciting. This allowed them to learn and explore different ideas as part of their research phase. Students showed great creativity when sketching different design ideas for their logo, and extended this further when they were introduced to Canva when making their final logo. They had to carefully consider what would represent the brand “Snack Shack” and the importance of making a good logo for them.
Noah G
Annabel L
Sidney C
Year 9
Year 9s have been tackling some tricky topics with Python programming in this module; however, they have taken this on with extreme resilience and effort. Students have been tasked with making a menu ordering application for an airline and have done some amazing work planning and creating Python code with the skills they learnt in module 1. Students showed dedication and enthusiasm when creating their code, and it was a joy to see them work together to debug and improve their code over the weeks.
Riley D
Bryan A
Oluwajomiloju A
Year 10 and 11 Creative iMedia.
Our creative media students are currently completing their R097 interactive media course work where they are creating a website for a teen radio company. Students have shown dedication throughout this process and created some amazing work for their portfolios. Students have completed a range of planning documents before starting to make different elements of their websites from buttons to videos using software like Photoshop and Canva. They have taken on these new skills well and really put them to good use, showing off their creative thinking to full.
River-ann M
Kacie M
Hayden P
Hayden P
Frances H
Frances H
Oliver S
Mathematics
Mathematics
This module has been an exciting and transformational time for the mathematics department. Our Year 11 students have sat their GCSE mock examinations, including their Statistics paper, and have shown immense progress and success. Our older learners have also risen to the challenge: Year 13 have completed a rigorous round of mock examinations, reflecting their hard work, resilience and growing confidence.
A major factor behind this success has been our comprehensive programme of support and intervention and precision teaching. Year 13 lessons taught by the top specialist in the field. Year 11 have benefitted from a well-attended half-term revision programme, targeted small-group intervention three days a week, and a highly successful Period 6 intervention. Students have been highly engaged, attendance has been consistently strong, and the vast majority of the cohort have already made significant progress since the start of the year. With a curriculum that is continually tailored to their needs, closing gaps and addressing misconceptions, students are now on track to sustain this progress and secure outstanding outcomes in the summer.
Across Key Stage 3, all students have completed International Baccalaureate Middle Years Programme (MYP) assessments using our newly introduced curriculum, and the results show fantastic progress right across the board. As an MYP school, there has been a strong push on problem solving, rich tasks and independent learning in lessons. Students are being challenged to apply their mathematical knowledge in real-life and unfamiliar contexts, and they have really embraced this approach. Precision teaching and carefully sequenced schemes of learning at Key Stage 3, GCSE and A level have raised attainment across all abilities; the positive impact of this work has been clearly visible over this module and the previous one.
Independent learning has also gone from strength to strength through SPARX Maths, which has been incredibly successful this year. So far, students have answered an incredible 455,553 questions and completed 4,003 hours of personalised learning on the platform. Eighty-five percent of our students are thriving on SPARX, with the remaining 15% moving forward and making significant progress. This module alone, 255 students have reached a new XP level, and 227 students have already improved their times-tables fluency.
We are especially proud of some standout SPARX achievers.
Our top 3 students in the Academy are:
1) Felix I
2) Barakah H
3) Olawamiri O
Our top students in each year group are:
1) Summer R
2) Felix I
3) Emma A
4) Donatas K
5) Serena S
These students, along with many others across all key stages, have reached very high XP (experience points) levels and demonstrate exemplary commitment to independent learning.
Looking ahead, we are extending our IB MYP-style approach not only across Key Stage 3, but also into Years 12 and 13, further strengthening continuity and inclusion in mathematics. Students are more motivated, more independent and more excited about the subject than ever before. With such strong engagement, rising attainment and a clear vision for the future, the mathematics department is set for an outstanding year.
Well done and a huge shout-out to all students who are engaging so positively at the moment, across all year groups, and to all staff who have been so committed to promoting outstanding outcomes.
Cultivating Global Citizens: The MYP and Holiday Season
Cultivating Global Citizens: The MYP and Holiday Season
The holiday season is an ideal time for your Middle Years Programme (MYP) students to apply and deepen their classroom learning in real-world contexts. While the festive mood is exciting, it also presents a wonderful opportunity for your child to explore global perspectives on celebration. Different cultures celebrate holidays like Christmas with unique traditions, foods, and customs—from figures like Italy’s Befana to specific regional feasts. Encouraging your child to research these diverse practices helps them strengthen their investigation skills and develop a stronger sense of intercultural understanding, which are core aims of the MYP curriculum.
Happy Christmas to one and all!
Music
Music
Year 7 have made a fantastic start to the academic year. They have been introduced to the key musical elements and the instruments of the Orchestra. They have also had an introduction to the keyboard, where they have tested out different instrument sounds and have played a variety of different pieces.
Year 8 have started projects on BandLab and have become composers. They started the year out by creating their own video game characters and leitmotifs (melodies) that link with them. During module 2, they have had a deep dive into music theory, learning about scales, sharps, and flats. They have started to compose their own pieces on BandLab, which are starting to sound really good!
Patricia G
Ellie-Rae P
Year 9 began the year look at film music. They had to create storyboards and then went on to create the music for them on BandLab. This module, they are continuing to be composers and have been writing their own songs! They have worked on these week by week, adding new parts to their songs like drumbeats, chords, basslines, and lyrics.
Orlind M
Oluwajomiloju A
Art
Art
Year 9
Having dedicated Modules 1 and 2 to exploring how and why artists respond to the theme of War and Conflict, students have now begun developing their Käthe Kollwitz–inspired lino prints. To extend their understanding and refine their artistic approach, they have also been studying the work of Italian artist Maurizio Anzeri.
Year 10
Year 10 students have continued to explore the theme of Body and Anatomy within their coursework by studying the work of British artist Rebecca Scott. Through her striking paintings, Scott overlays images of raw meat onto idyllic countryside scenes to question how we view farming, consumption, and the often‑hidden processes behind food production. Inspired by this approach, students have begun creating their own series of paintings that challenge perceptions of rural beauty, highlighting the contrast between the landscape we admire and the realities of how it is used.
Year 11
Year 11 students have been independently developing their coursework through an in‑depth exploration of how artists explore the theme of the Human Body and Anatomy. During their recent Mock exam, they used the extended studio time to produce a series of final outcomes that reflect a diverse range of outcomes. The resulting work demonstrates an impressive breadth of techniques, materials, and personal interpretations, with each student taking the theme in a distinctly individual direction. No two outcomes are alike, highlighting the creativity, independence, and growing confidence of the group.
Photography
Photography
Year 11 Photography students have been developing their coursework, taking creative steps as they explore their own ideas. Following their recent Photography Mock exam, they produced an impressive variety of outcomes that truly reflect their individuality and artistic curiosity. Since then, they have continued to experiment, refine, and elevate their work, resulting in a collection of fantastic artwork that showcases both skill and imagination.
DT/Engineering/Food Tech
DT/Engineering/Food Tech
This module has been an exciting one for the Design and Technology Department. November saw the completion of two major renovations, the transformation of a brand new Design and Technology workshop, upgraded with new worktops, a full range of handheld and floor tools, ready to support KS3 students in creating exciting projects and equipping Year 10 and 11 engineering students for success in their GCSEs.
As part of the WJEC Level 1/2 engineering Technical Award, students have begun working on an archived NEA project: designing and manufacturing a bike seat clamp. The photos captured this week show the class fully immersed in their practical work:
Using coping saws and vices to cut their material to size
Measuring with engineers’ rules and try squares to ensure precision
Filing components smoothly for professional-quality finishes
Fitting pieces together as part of the clamp assembly stage
The workshop now reflects the high standards of our engineering curriculum, providing students with a professional environment to prepare for future pathways in design, manufacturing, and STEM careers.
We look forward to sharing more updates as the project continues and showcasing the completed clamps next module.
Food Preparation and Nutrition returned to the academy’s curriculum. The subject has been warmly received by students, bringing creativity and enthusiasm.
The newly refurbished food room is now fully equipped with modern, industry-standard facilities, providing a space for hands-on practical work.
The first students to make the most of the new food room were the Year 10s, who began by developing their knife skills through an engaging and challenging task of carving elegant apple swans. This activity required precision, patience and creativity. The students rose to the challenge with great success.
Building on their practical confidence, Year 10 students carried out a scientific investigation into how different raising agents affect the quality of sponge cakes. They compared mixtures made with baking powder, bicarbonate of soda and a combination of both, using an electric whisk to aerate each sample. Students evaluated their cakes for height, texture, and aeration, recording detailed observations on sensory analysis sheets. This experiment deepened their understanding of food science and the role of raising agents in baking, combining theory with practical application in an investigative format.
To celebrate the festive season, the class then decorated their experimental cakes with Christmas-inspired designs, showcasing presentation skills. Meanwhile, Year 9 students have been getting into the Christmas spirit too, creating and decorating gingerbread cookies, experimenting with icing, patterns and textures to produce fun seasonal designs.
In this module, students explored ‘Factors Influencing Food Choices’. It was inspiring to see how students brought real-life experiences into the lessons, articulating their ideas confidently and demonstrating a deep understanding of the topic.
Humanities
Humanities
Year 9 Historians have had a very successful module learning about key individuals in the American Civil Rights unit.
The story of Ruby Bridges, told partly in her own words through her CNN interview, really helped students to understand the seriousness of the event. Ruby was just six when she attended a school that the governor and townspeople wanted to remain segregated. Her persistence saw schools across the country desegregated. Many were also quite surprised at the bravery and resilience shown by such a young girl. This has really complemented their work on Prohibition America from Module 1.
In Religious Education, our Year 8 students have shown excellent maturity in dealing with sensitive topics such as Islamophobia and religious perspectives of gender. Our Year 13 Sociologists are attempting to maintain the momentum from mock 1 and are working on producing some comprehensive revision materials.
Debate Club: After a soft launch in Module 1, our Year 13 students have embraced their role as club leaders and are now planning and delivering the sessions, supported by Mrs Turner. So far, we have had debates around the age of criminal responsibility, the legality of Euthanasia, the utility of a wealth tax, and whether there should be a later start to the day.
On Wednesday 10th December, our GCSE geography students successfully completed the urban fieldwork portion of their course, venturing into the heart of London’s Docklands on the Isle of Dogs. This trip was essential for preparing them for their Paper 2 examination, which requires the application of fieldwork skills and understanding of urban issues.
The core aim of the day was to investigate and explain how the large-scale regeneration of the Isle of Dogs has impacted the quality of life for those living and working in the area. To achieve this, students focused on two contrasting urban sites:
Heron Quays: Representing the modern, high-density financial district built upon the former docks.
Island Gardens: Providing a socio-economic contrast to evaluate the "trickle-down" effects of regeneration.
Students worked rigorously in small groups to collect a vast amount of both qualitative and quantitative data, enabling a thorough analysis back in the classroom. A few brave and articulate students approached members of the public to ask about their experience. They asked about perceptions of safety, community spirit, and what improvements they would like to see in the future, gaining valuable personal insights into the success (or failure) of urban development.
Year 8 have been learning about respectful relationships
Year 9 have explored sexual health
PSHE
PSHE
It has been a busy module for Personal Development with Tutors delivering high quality discussion sessions on current affairs using The Day online newspaper articles daily which are aligned closely to British Values. We have been supporting our students to improve upon their digital literacy using the online platform iDEAs. This programme provides students with the flexibility to choose which badges they wish to earn and at the end of their sessions they are awarded Bronze, Silver and Gold certificates. This qualification is nationally recognised and builds upon the computer science curriculum.
The Second of our School Values, ‘Respect’, has been our explicit focus in Assemblies this module. Students have listened intently to various voices encouraging them to reflect on how they can make better choices to become good citizens of Erith, Britain and the World.
In week one Ms Theobald, our Lead Practitioner for Humanities and Raising Attainment, led an assembly on Remembrance and its connection to a globally recognised event in the calendar.
In weeks two and three, during exams, we ran virtual assemblies linked to mental health. In Anti-Bullying Week Mrs Wilson launched our Anti-Bullying Ambassadors programme with over 50 applicants expressing an interest, a great start!
Miss Mann led a thought-provoking assembly on Movember and Loneliness with a key message that ‘it is okay to not be okay’ and encouraged students to talk about mental health, looking after each other and using our Safeguarding Team/platforms to reach out for support.
We got Parliament Week off to a flying start with a video launching the theme of involvement in ‘Democracy’ and various tutor activities that required students to become active citizens. A particular highlight was watching Prime Minister’s Question Time, especially when our Prime Minister, Sir Keir Starmer, mentioned football, which made politics feel less distant from our daily lives!
Our Teaching and Learning assembly focus, this module, was on ‘the Power of Feedback’, where students were introduced to the scientific and pedagogical rationale behind our Cribsheet feedback strategy. This was a call to action for students to play their part in the process and take ownership of making improvements to their work in response to their teacher’s feedback.
‘The Gift of Time, Talent and Kindness’ led by Heads of College encouraged students to think about how taking part in charitable giving activities, such as Christmas Jumper Day, is exercising their democratic right to join others to stand together to support good causes, in this instance, Save the Children. Our Charity fortnight also supports the local Foodbank Trussel Trust, offering students a chance to give to others in need, even a carrier bag can help people to take away the food they collect. We thank all families for supporting our community and us.
Students have been enjoying additional assemblies on Wednesdays. A powerful assembly was delivered in an age-appropriate manner to the Academy, highlighting the difference between Toleration and Acceptance.
In PSHE lessons, we have been delivering our statutory RSE lessons to all year groups.
Year 10 looked at digital safety.
SEND
SEND
Speech and language coffee morning
We want to extend a huge thank you to all the parents who attended our recent Speech and Language Focused Coffee Morning. It was a fantastic opportunity to discuss the vital role of communication skills and the support we provide to our students.
Our academy's Speech and Language Therapist, Donna Jacobs, led a very informative session, outlining the different areas of speech and language development. These areas typically include:
Understanding Language (Receptive Language): The ability to comprehend spoken and written words.
Using Language (Expressive Language): The ability to communicate thoughts, feelings, and ideas using words and sentences.
Speech Sounds (Articulation/Phonology): The clarity of spoken words.
Social Communication (Pragmatics): The ability to use language appropriately in social situations.
Support and Interventions at the Academy
Support and Interventions at the Academy
We are committed to providing targeted interventions to help students thrive. Donna Jacobs highlighted several key strategies and programs we use in school:
The Zones of Regulation: This curriculum teaches students emotional control and self-regulation by categorising feelings and states of alertness into four coloured zones.
BLUE ZONE: Describes feelings like Sad, Sick, Tired, Bored, or Moving Slowly.
GREEN ZONE: Indicates a state of optimal learning, including Happy, Calm, Feeling Okay, Focused, and Ready to Learn.
YELLOW ZONE: Characterised by states like Worried, Silly/Wiggly, Excited, or Loss of Some Control.
RED ZONE: Indicates extreme feelings such as Mad/Angry, Terrified, Yelling/Hitting, or being Out of Control.
Auditory Memory Interventions: These focus on improving a student's ability to retain and recall information presented verbally, which is crucial for following instructions and processing classroom content.
Lego Therapy: This therapeutic approach uses collaborative Lego building to help students develop social communication skills, including turn-taking, sharing, and problem-solving.
We believe that by working closely with parents and using these structured interventions, we can significantly support our students' communication and emotional wellbeing.
Thank you again for your engagement and support. We are looking forward to holding more coffee mornings in the new year to continue building our strong home-school partnership.
The Importance of the Morning Sensory Circuit
The Importance of the Morning Sensory Circuit
A key intervention supporting many of our students is the daily Sensory Circuit, run every morning. This targeted programme is essential for students with a range of needs, including those with ADHD, broader sensory processing needs, and difficulties with communication and balance. The circuit is carefully designed to help students transition from home to school by providing the precise sensory input they require to be in an optimal state for learning. By engaging in these specific movements and activities, students can regulate their nervous systems, improving their attention and focus, enhancing their core stability and balance, and better managing any overwhelming sensory input. This crucial preparation directly supports their emotional regulation and readiness to engage successfully with the academic demands of the school day.
Supporting Your Family Through the Holidays:
Supporting Your Family Through the Holidays:
Connection, Calm, and Screen Time Balance
Connection, Calm, and Screen Time Balance
The holiday period can bring excitement, but also significant changes to routine and potential stress for both children and parents. We recognise that these busy times can be particularly challenging for neurodiverse children, who may struggle more with transitions, sensory input, and the disruption of predictability. We've compiled some guidance, based on best practice, to help foster a calm, connected, and balanced home environment this winter.
Fostering Connection and Understanding
Fostering Connection and Understanding
During busy times, connecting with your child can be your greatest tool. Our 'Curious Conversations' guide for parenting teens (A Parent's Perspective) offers valuable phrases to maintain a supportive relationship:
Focus on unconditional love: "My love for you doesn't change when things go wrong. Mistakes don't affect your worth."
Encourage emotional openness: "Your feelings are real and valid, even when I don't fully understand them yet."
Communicate that boundaries are for safety, not control: "When I set boundaries, it's to keep you safe, not to control you."
Show empathy and support: "I know you're figuring out who you are, and that can feel big. I'm here for all of it."
Remember, connection matters most, even if the words are messy or few.
Tips for Managing Screen Time Successfully
Tips for Managing Screen Time Successfully
Screen time is often a point of conflict, but with clear strategies, you can reduce battles and support healthy habits.
Set the Foundation (Tips for Structuring Screen Time)
Set the Foundation (Tips for Structuring Screen Time)
Set Predictable Routines: Screens should happen at set times each day. Do not allow negotiating at the end of a session, as this sets a difficult precedent.
Keep Boundaries Clear and Consistent: Stay steady with your limits—consistency builds safety and trust.
Use Timers to Reduce Battles: External timers support smoother transitions.
Offer Warnings: Provide 10- and 5-minute warnings to give your child's brain time to shift gears.
Build a Calming Transition Routine: Have a predictable "what's next," like a snack, cuddle, or a simple task, to ease the shift away from screens.
Recommended Screen Access by Age
Recommended Screen Access by Age
The rules to the left are not rigid rules, but starting points to support healthy development.
Parent Self-Regulation Tip Sheet
When your child's emotions are running high, your calm nervous system is their anchor. Use these quick resets to steady yourself:
Posture Check: Sit or stand with an upright posture to send a signal of safety to your brain.
Slow, Steady Breathing: Sit tall and take slow, deep breaths. Aim to exhale for longer than you inhale (e.g., inhale for 4, exhale for 6).
Soften Face + Shoulders: Unclench your jaw, loosen your forehead, and drop your shoulders away from your ears.
Self-Compassion: Notice your struggle and name it kindly, as you would speak to a dear friend.
Soothing Sounds: Hum, quietly sing a familiar tune, or play calming music to feel the vibration in your chest.
Connection: Reach out to a safe person—a partner, friend, or relative—for a few minutes of eye contact or a comforting hug.
Additional Support Resources
Additional Support Resources
For Parents (Guidance on Parenting, Mental Health, and Communication)
For Parents (Guidance on Parenting, Mental Health, and Communication)
YoungMinds: Excellent advice for parents on child and teen mental health: YoungMinds
NSPCC: Comprehensive information on a range of parenting challenges and online safety. NSPCC Parent advice
Action for Children: Practical parenting advice and support services. Action for Children Parenting Support
MFL
MFL
The MFL Department is delighted to announce our Students of the Month for November. These students have shown outstanding commitment, effort, and progress in their language learning: Lacey D (Year 9 French), Eloiza P (Year 7 French), Layann A (Year 7 Spanish), Bella W (Year 7), and Abdulmutalib K (Year 8 Spanish).
All selected students will receive a certificate, five Bromcom points, and a celebratory email will be sent to their parents in recognition of their achievements.
On behalf of the entire MFL team, we would like to congratulate these students on their hard work, dedication, and excellent attitude to learning. We are incredibly proud of them.
Jack Petchey
Jack Petchey
Jack Petchey Achievement Awards Winners November 2025
We are thrilled to announce and celebrate the incredible young people who have been recognised with the prestigious Jack Petchey Achievement Award this module!
Each winner receives a framed certificate, a medallion, and a grant of £300 to be spent on a resource of their choice for the school.
Sarah in 8P1 was awarded for her consistently positive attitude and for supporting students across all year groups who are learning to crochet. She used her grant money on new books for the school library, and craft supplies including wool, crochet hooks and cross-stitch kits.
Bethany in 11P2 was awarded for her exemplary work ethic in English and for the help she provides to her peers during lessons. Bethany used her grant money for resources to help her class in Media studies, including revision guides and magazine subscriptions.
Yusra in 10P2 was awarded for her creativity and innovation across all her subjects, especially for her work during the Culturally Speaking Challenge and the Jack Petchey Speak Out challenge. Yusra spent her grant money on flashcards for her whole English class.
Mrs S Wilson was nominated by students to receive the Leader for being 'always there for me when I needed her' and for being an 'amazing teacher.' She will have the opportunity to apply for a grant from The Jack Petchey Foundation as part of her award.
Next year, our award winners will attend a celebration event to formally receive their medallions.
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