​A “warm and friendly” West Norfolk school has attained the Expected standard across all areas in its latest Ofsted Report.

Inspectors described Gaywood Primary as providing a “warm and friendly environment”, and also highlighted the bond between staff and pupils at the school, which is a member of the West Norfolk Academies Trust.

“There are warm and caring relationships between staff and pupils at Gaywood Primary,” they stated. “Pupils are greeted warmly each morning as they arrive for school. 

“The school provides strong pastoral support for pupils. Staff know the pupils well and act quickly to support those who require extra help with their wellbeing.

“They provide support tailored to children’s needs, including those with additional barriers such as special educational needs and/or disabilities and those who are disadvantaged.”

The “close-knit” environment at Gaywood was found to benefit staff as well as pupils.

“Teachers appreciate the professional learning provided by the school and trust, and how this helps them develop in their roles,” continued the report. “They value the close-knit networks between staff across different trust schools, as well as the focused training they receive within school.”

Gaywood’s curriculum also won praise, with inspectors noting: “The school has a carefully sequenced and planned curriculum which starts in the early years and is built upon year on year.

“Teaching across the curriculum is generally very effective. This supports pupils, including those with special educational needs and/or disabilities, to access tasks successfully.

Further honourable mention went to pupil behaviour.

“The school has high expectations for behaviour and pupils typically rise to meet these,” maintained the report. “Playtimes are happy and harmonious occasions when pupils interact respectfully and show care for one another.

“The school has a clear and consistent approach to managing behaviour. This is based on the school values and is well understood by staff and pupils.”

Executive Headteacher Neil Mindham was delighted with the results.

"We are incredibly proud that Ofsted has recognised Gaywood Primary School as meeting the Expected standard across all areas,” he said, “The inspectors highlighted the warm, kind, and caring relationships between our staff and pupils, which is a true testament to the dedication of our entire team. I am particularly pleased that our carefully sequenced curriculum and the swift, effective support provided by our pastoral team were both heavily praised. 

“While we are taking the time to celebrate this fantastic outcome, we are already looking ahead. We remain fully committed to working closely with our families to further improve attendance, particularly for our disadvantaged pupils, and to provide even more opportunities for our children to stretch their thinking and reach the highest possible standards before they move on to secondary school."

Roger Livesey, Chair of the Board of Trustees for the West Norfolk Academies Trust, added: "This report is a wonderful milestone for Gaywood Primary School. As a Trust, we are deeply passionate about the school and incredibly proud of the pupils' achievements. We are also incredibly appreciative of the hard work and dedication of the Headteacher and his staff.

“It is highly encouraging to see Ofsted acknowledge the value of the close-knit networks between staff across our trust schools, as well as the positive impact of our shared professional learning. The Board of Trustees will continue to provide the right balance of expertise and challenge to support school leaders, ensuring Gaywood Primary School continues on its upward trajectory."

After guiding thousands of West Norfolk’s youngsters through their first years of education during her 34-year career, a headteacher has decided it’s time to retire.

Louise Jackson became Executive Headteacher of Heacham Infants, Heacham Juniors, and Snettisham Primary in 2018. She is also Lead for Early Years Foundation Stage (EYFS) and Special Educational Needs and Disabilities (SEND) across the West Norfolk Academies Trust, of which the three schools are part.

“The most rewarding part of working within these school communities is seeing so many children grow and go on to become great, young adults – succeeding in what they do and making their own steps in the world,” said Mrs Jackson, who will stand down in December.

“It has been a privilege to work across our Trust schools to support learners in EYFS and with additional needs.

“All our staff are amazing, and work so hard to develop the environment, classrooms, resources, and curriculum to make sure every child can shine. It has been wonderful to be involved.

Mrs Jackson started her teaching career in London in 1992, before moving to Norfolk in 2002 and started working at Snettisham Primary in 2003. She has worked for WNAT since 2016.

“There have been so many memorable moments over the years working across the schools, where we all come together to do something special, such as community PTA events, carol singing at the local churches, beach visits, trips to London, competitions, and celebration assemblies,” she continued.

“It’s also been about those little moments of success too – someone cutting out a carefully drawn picture or spending time balancing bricks as high as themselves. Those small steps are so memorable.

“I will miss the chatting, smiles, and kindness that our families, pupils, and staff bring to school each and every day. Working in our schools is such a rewarding experience, and I feel very grateful to have had opportunities to contribute.

“I’m now looking forward to enjoying our beautiful location, reading all the books I have piled up, walking my dog, and enjoying the garden.”

Colleagues were keen to pay tribute to Mrs Jackson, as she announced her retirement plans.

“Louise has been an exceptional leader and a true cornerstone of our Primary Education Team at the West Norfolk Academies Trust,” said Trust CEO Andy Johnson. “Her dedication to the children of Heacham and Snettisham, alongside her tireless advocacy as our Trust Lead for EYFS and SEND, has left an incredible legacy.

“She has consistently ensured that every child, regardless of their needs, is given the best possible start to their education.

“While we will miss her expertise, leadership, and warmth immensely when she retires in December, we are deeply grateful for everything she has done for our schools. We wish her a very happy and well deserved retirement.”

The Chair of the Board of Trustees, Roger Livesey, added: “On behalf of the Trustees, I would like to extend our profound thanks to Louise for her outstanding dedication to the Trust. Successfully guiding three schools as an executive headteacher requires immense skill, resilience, and compassion – qualities Louise has demonstrated every single day.

“Her hard work has significantly enriched the educational landscape of West Norfolk, and positively shaped the lives of countless young people in our local communities.

“We congratulate her on a fantastic career, and wish her the very best in her next chapter.”

Sixth-formers at Three Rivers Academy are delighted after the opening of a bespoke hub designed to bridge the gap between school and the professional world.

The transformation at the Walton on Thames secondary school included creating independent sixth-form study areas and space for Year 12 and 13 students to relax and socialise, complete with their own kitchen.

“After months of careful planning, and in partnership with Surrey County Council, our students have been enjoying making good use of our brand-new facilities,” said Barbara Mayaire, Principal at Three Rivers, which is a member of The Howard Partnership Trust. "Walking through these spaces now and seeing them lived in by our students, I am struck by how much an environment can influence ambition.

"When we started planning this project, we knew we had to provide a space that matched the high aspirations of our students and this new wing offers two spacious independent study rooms and a welcoming social space with comfortable seating. It is designed to feel modern and airy, bridging the gap between school and the independence of university life."

She added: "We also decided to reconfigure our existing footprint to ensure our Sixth Formers remained integrated within the heart of the school community while still having a dedicated area they can call their own. This strategic decision ensures that our most senior students remain visible role models for our younger years.

"The feedback has been overwhelmingly positive. Our Sixth Formers tell us they feel special and valued, enjoying the autonomy and the proximity to staff support when they need it. We aren't just providing classrooms; we are providing the tools for our students to exceed the record-breaking achievements of the year before them."

Head students Evie and Sam have been delighted with the changes.

Evie says: “When the doors opened, we were all truly amazed and lost for words. It felt like a totally different place, far exceeding anything we had imagined. 

"The new Sixth Form area feels much more like a university campus than a school, especially with the bespoke facilities like our own kitchenette. Being separated from the main school building creates a distinct environment where it feels like it is just us - a real community of Year 12 and 13 students.

"This layout has completely changed how I approach my day. Having designated zones for silent study versus group work allows for much more effective planning. It makes us feel more like adults, and being trusted with our own spaces to maintain makes us feel incredibly valued as senior students.

Sam agreed: “The best thing about our new facilities is the immediate shift in atmosphere. Once you enter the silent study area, you feel compelled to switch into ‘work mode’ because you are surrounded by other students focusing on the same goals. 

"You know you won’t be disturbed, which is a vital factor as we prepare for our upcoming A-Levels. Despite being busy, the entire area feels calm and quiet, helping everyone prioritise their workload across both year groups.

"The spaces are open and airy, so we never feel crammed in; there is plenty of room to spread out our books and folders. I particularly enjoy the social area being near the kettle - making a hot drink feels like a reward for hard work and provides a great space for peer group discussions. 

"However, the most important element is the accessibility of the Sixth Form Office, which sits right between the two main rooms. You never feel alone because support is always nearby if you’ve had a difficult lesson or feel stressed. It is a clean, friendly, and professional environment that truly prepares us for the future.”

The new facilities come at a time when the Sixth Form is going from strength to strength, with record A-Level results reported at Three Rivers in 2025.

“Our A* to A grades increased by 50 per cent last year, and this year looks set to continue that trend,” explained Miss Mayaire. “Most of our students get into their first-choice university – in fact, we have a higher proportion than the national average of students who end up in Russell Group universities.

“Pastoral support is very good at Three Rivers Academy – but our students also get the independence and autonomy to transition from Year 11 to university. The students are getting all the tools they need to beat last year’s cohort.”

The project was also about inclusivity, with the new layout including a specially designed Inclusion Area and a SEND Resourced Centre, both situated within the heart of the building.

"These areas feature small, dedicated spaces for specialist provision, ensuring that we continue to meet the diverse needs of every learner,” continued Miss Mayaire. "What has been particularly heartening is the layout; by design, students accessing our inclusion services now walk through the Sixth Form corridors. 

"This has fostered a sense of belonging and reduced the fear factor often associated with older year groups, making our most vulnerable students feel truly valued."

She added: "This refurbishment is a vital step in our continuous journey of improvement. With our latest Ofsted report judging every aspect of our provision Good, these facilities firmly establish Three Rivers Academy as the school of choice in our local area. 

"We are incredibly fortunate to have such outstanding facilities, and I am excited to see how they will empower our students to reach even greater heights in the years to come."

​It was a community occasion when Aureus School in Didcot invited friends, families, staff members, and special guests to come together for a shared meal to celebrate inclusivity and unity.

Taking place during the Islamic month of Ramadan, the fast-breaking Iftar dinner was the first to be held by Aureus, which is a member of the GLF Schools multi-academy trust.

“We were truly delighted to host our families, our neighbours, our partners, and our wider community on such an important and special occasion,” said Headteacher Kirsty Rogers.

“The event was far more than a shared meal. It represented our commitment to  building trust, strengthening relationships, and creating a school community where everyone feels they belong.”

Entitled ‘Building Community Trust’, the evening was held in conjunction with the Oxford Dialogue Society, a charitable organisation that works to promote interfaith understanding and community engagement throughout Oxfordshire, along with youth development, and equality, diversity, and inclusion.

“Inclusivity and strength in unity sit at the heart of what we are working to achieve at Aureus School.” continued Ms Rogers. “Events like this one help us to live out those values – not just in words but in action.

“Iftar, the breaking of the fast during Ramadan, carries deep significance. It is a time of reflection, gratitude, empathy, and connection. It reminds us of the importance of caring for one another, of recognising the experiences of others, and of finding joy in coming together after a day of discipline and spiritual focus.

“Even for those who do not observe Ramadan, Iftar offers something universally meaningful – a moment to pause, to appreciate community, and to celebrate shared humanity.”

“By opening our doors, we hope to honour that spirit,” she added. “We want Aureus School to be a place where everyone – regardless of background, culture, or faith – feels welcomed, valued, and seen, and experiences a true sense of belonging.

“Hosting Iftar is one way we can celebrate the diversity that enriches our school and the local area, and strengthen the ties that connect us.”

The Year 9 and 10 students from Springwood High School totted up some impressive totals in the UKMT Intermediate Mathematical Challenge, which tasks young people at secondary schools across the country with solving 25 multiple-choice maths problems within an hour.

“In the UKMT Intermediate Mathematical Challenge, students are tested on problem-solving and mathematical thinking, rather than just routine classroom maths,” explained Connie Loizou, Head of Maths at Springwood, which is part of the West Norfolk Academies Trust.

“Questions cover familiar topics, such as numbers, algebra, geometry, ratio, and probability, but in unusual and clever ways,” she continued. 

“Most problems require logical reasoning, pattern spotting, and deduction – not long calculations. There is negative marking for incorrect answers, to discourage guessing, so students must think carefully.

“Questions get progressively harder, with the final few stretching even the strongest mathematicians.”

Of the 123 Springwood students taking on the challenge this year, 31 achieved Bronze Certificates, 14 attained Silver, and an outstanding four were awarded Gold, including Nichita Apostol, Xavi Smith, David Croitoru, and Ava Smith. 

In addition, three high fliers were invited to take part in subsequent rounds of the competition, with Nichita Apostol and Hartley Elden qualifying for the Grey Kangaroo, and David Croitoru going through to the Cayley Olympiad.

“High-scoring students can qualify for follow-on rounds, such as the Grey Kangaroo, Pink Kangaroo, or Cayley Olympiad, which involve even deeper problem solving,” said Ms Loizou.

“As follow-on rounds to the Intermediate Maths Challenge, the Grey and Pink Kangaroos are 60-minute, 25 multiple choice challenges. The Cayley, Hamilton, and Maclaurin Maths Olympiads are two-hour challenges, consisting of six Olympiad-style problems.”

The contest has become a regular event at Springwood, with students rising successfully to the challenge every year.

“We are delighted to celebrate their excellent achievements,” added Ms Loizou. “It demonstrates their resilience, logical thinking, and strong problem-solving skills in a very challenging national competition.

“These results reflect the students’ hard work, determination, and enthusiasm for mathematics. Well done to everyone who took part.”

Fundraisers will be putting their best foot forward for charity, when former students from Aureus School in Didcot undertake a three-day sponsored walk in support of a teacher diagnosed with a rare medical condition.

Carolyn Saul was forced to take early retirement from Aureus after she discovered the debilitating symptoms she had been experiencing were due to Multiple System Atrophy (MSA), a degenerative disease sometimes confused with Parkinson’s and Multiple Sclerosis.

Following Ms Saul’s diagnosis, staff and students at Aureus chose the MSA Trust as their Charity of the Year, with planned fundraising events including the sponsored walk by the three Aureus alumni – Amelie, Bea, and Holly.

The trio will begin their epic 57-mile walk at Rosebery School in Surrey, where Ms Saul spent the first 19 years of her teaching career, on Friday this week before reaching Aureus three days later on Sunday 1 March.

There they will be joined by family, friends, staff and students eager to offer their support – as well as to celebrate Ms Saul, who worked for more than 25 years at the GLF Schools multi-academy trust, of which both Rosebery and Aureus are members.

“We have three students that used to come to Aureus that are doing a sponsored walk starting from Carolyn’s first school, which is Rosebery School in Surrey,” explained Hannah Powell, who is Assistant Headteacher at Aureus.

“They are doing a sponsored walk over three days, and on the third day they're going to arrive back at Aureus. There's going to be lots of banners and balloons to welcome them back, to celebrate, and to congratulate them on the fact that they’ve done this work for the MSA charity.

“We have got about 100 people coming, from parents to students to colleagues, and there’ll be afternoon tea and speeches to celebrate Carolyn as part of our 'The Heart and Saul of Aureus' event."

In honour of Ms Saul, Aureus School is also acting as an advocate for the MSA Trust, which works to promote awareness of the incurable condition thought to affect around 3,500 people in the UK.

“Carolyn has been an indispensable member of our team, and we were all heartbroken to learn of her diagnosis,” added Mrs Powell.  “She is truly remarkable, and her extensive knowledge of the community and deep affection for her students inspired us all.

“This will be an opportunity for us all to come together to celebrate Carolyn and to mark her retirement, as well as to raise funds for the MSA charity.”

Around fifty GCSE and A-Level students exhibited their photography at the Focus event, with participating high schools including Springwood in Lynn, St Clement’s in Terrington St Clement, and Marshland in West Walton – all of which are members of the West Norfolk Academies Trust.

“The photography explored a wide variety of concepts from landscape to fashion, identity to street photography,” said Lee Eveson, who is Head of Art and Photography at Springwood, and co-curated and organised the exhibition with Phill Bennell, his counterpart at St Clement’s.

“Phil Bennell and I have been working together for many years now,” he continued. “He is a brilliant and inspiring teacher, and this really helps push the students to be more professional in their learning, and gives a chance to celebrate their work.

“I thought the exploration of portraiture and meaning was very powerful in the exhibition. Students explored themes and subculture, and showed how they feel about the world and the society we live in.

“It’s also really great for families to see the students’ work in such a professional gallery as Chequers House, which hosts work from some of the best artists from across Norfolk.”

The free WNAT exhibition takes place annually, and regularly attracts hundreds of visitors, with this year’s private viewing full to capacity. 

“For us, it’s the highlight of the year,” added Mr Eveson. “It’s not only a chance to celebrate the work of the students, but we get to work with galleries like Chequers House and their amazing team, who I can’t thank enough for their support this year.

“Students getting to exhibit in a public gallery plays a powerful role in students’ learning, because they turn education into a real-world, interactive experience.

“It builds a connection between teachers and parents, and also gives the community a chance to see what extraordinary work our students produce.”

​Inclusivity and belonging were on the agenda, when Special Educational Needs Coordinators (SENCos) from across Newcastle, North Tyneside, and Northumberland came together at a Bishop Bewick Catholic Education Trust  conference.

​Delegates from the Trust’s member schools attended ‘Inclusion and Belonging: Every Child, Every Chance’, which took place at the Grand Hotel in Gosforth Park on Friday 13 February.

“We had a selection of speakers, including Gareth Morewood, an interesting and thought-provoking speaker who works at a national and international level, sharing his experiences of developing successful, whole-school approaches to supporting the understanding of neurodivergence in schools and local authorities,” explained Nicola Taylor, who is the BBCET Lead for Special Educational Needs and Disabilities (SEND), and oversaw the event. 

“We had educational psychologists presenting a session on the neuroscience of stress responses, and our Speech and Language Team presenting on ways to develop relational practice through the language of the classroom,” she continued. 

“Two of our schools also provided a session on their work developing communities of belonging through their work with families.”

SENCos from the Trust’s schools have the opportunity to meet in person three times each year, including at the annual conference, while further meetings take place virtually.

Feedback from delegates was universally positive, with the event described as ‘fabulous and thought-provoking’, ‘brilliant’, ‘informative’, ‘relevant’, ‘a good mix of theory and practical ideas’, and ‘a great opportunity to get together’.

“Events like this help to build the community of practice around SEND provision,” added Mrs Taylor. “They are invaluable opportunities to meet others and make connections, share best practice as well as common challenges, and develop shared solutions.

“As a Trust, we know that we are ‘greater than the sum of our parts’, and the annual  conference is an opportunity to really see that in practice. 

“All our schools work together tirelessly every day to meet the needs of all children and young people, and, through sharing knowledge and understanding, searching together for solutions and being connected, we are building staff confidence and improving outcomes for all.”

There was an extra dimension to their film studies, when sixth formers at a Newcastle school took part in a special music masterclass.

The nine Year 13 students at Sacred Heart Catholic High School had been studying the classic Alfred Hitchcock thriller Vertigo, when their teacher, Jessie-May Perry, discovered that another member of staff had valuable expertise to share about the composer of the film score, Bernard Hermann.

“I left the DVD of Vertigo in the Auditorium after we watched it,” explained Mrs Perry. “Our Music Teacher, Jonathan Cornish, picked it up because of his interest in Hitchcock and Hermann, and I went to collect it from him.

“We discovered that we both teach the composer Bernard Hermann for A-Level – me for Film Studies, due to the fact that he’s the composer on Vertigo, and Jonathan for Music, because they study film composers.

“So I teach Hermann from the perspective of being a Film Studies Teacher, whilst perhaps lacking the musical knowledge and expertise to go anywhere beyond the very basic in my teaching of this specific aspect. So, a total accident led to us discovering this lovely overlap in our teaching.”

The result was Mr Cornish agreeing to lead a masterclass for the Film Studies group, where he was able to introduce them in more depth to the diverse and innovative musical techniques employed by the composer in the film. 

“Mr Cornish took us through Hermann’s background, and his inspiration – Wagner’s Tristan and Isolde,” continued Mrs Perry. “What was particularly lovely was that Mr Cornish sat at the piano and was able to take us through the different moments in the film. 

“He explained the leitmotif which was composed to support Hitchcock’s ideas around unfulfilled love; he explained the use of the broken arpeggios that Hermann used to accompany the main motif of the vertigo itself – something that the main character can never escape, so the sound itself is unfinished; he walked us through the opening credits where Hermann used ‘contrary motion’, where one note is ascending and the other is descending, to create the feeling of vertigo as an aural landscape.

“We also looked at the Carlotta sequence, and he explained about the use of ostinato notes, short and repetitive, with a Habanera rhythm, which links the music to the Hispanic culture of Carlotta.”

The success of the new introduction to the timetable means it is now set to become an annual event at the school, which is a member of the Bishop Bewick Catholic Education Trust.

“The film students knew the sequences well, as we had been studying them all term, so this masterclass meant that they were adding an extremely high-level music knowledge to their film knowledge already in place – and sound is a key aspect of writing well about films,” added Mrs Perry.

“The students loved the practical nature of the lesson, and watching the music literally coming alive in front of them – being able to put precise musical terms to the moments in the film that we had already analysed.”

Students at Hellesdon Sixth Form have bid a fond farewell to two members who joined via an international project and left a lasting impression with their peers and teachers.

Davide and Enzo joined the Wensum Trust school in September as Year 12 members for their first taste of sixth form education in this country - and have left behind new friends and happy memories.

Both young men, one from Italy, the other Brazil, were hosted by a family in the area and were soon part of the Hellesdon Sixth Form community where they made a lasting impression on everyone who met them.

“They impressed everyone with their enthusiasm, determination and kindness. Whether in the classroom or around the wider sixth form, they were respectful, hardworking and engaged, becoming valued members of our sixth form,” said Director of Sixth Form Richard Taylor.

HIs sentiment was echoed by Sabrina Woodhouse, Sixth Form Coordinator, who said the boys had ‘wanted to learn everything and just soaked things up like a sponge.’

Both had arrived in September with good skills in English and their language improved during their stay. They took the chance to visit London and Cambridge while living in Norwich.

“They were so enthusiastic and it was perfect timing as they were able to join at the same time as that year’s intake. They had never met before and it’s a huge thing to come to a new country, stay with a host family and join a strange school,” said Mrs Woodhouse.

“It also showed our students that there is a world to be explored and there are opportunities out there.

“This exchange programme has always been a dream for me, and being able to have this incredible experience at 16-years-old is very important, as I will take with me for the rest of my life, from all the knowledge I learned here. I am very grateful and it was a pleasure to study at Hellesdon, where I made many friends,” said Enzo, from Brazil.

Davide, who travelled from Italy said: “I am honestly going back with a lot more than I was expecting to find. I’m going home with such good friends. From the very first day I had a very good impression about all the people I met and I want to leave you all by saying a massive thank-you for having changed my life so positively.” 

There was a special presentation to both students before they returned to their home countries last month.