Tes Schools Awards 2021 Winners

The winners of the 2021 Tes Schools Awards were announced on Friday 25 June 2021 at our virtual ceremony. Below are the winners of each category. 

The winners e-book is available here.

Watch the winners revealed at our glittering online ceremony below!

Lifetime achievement 
Ian 'Mac' McDougall 

Amid stiff competition, Ian ‘Mac’ McDougall, former headteacher of St Berteline’s CofE Primary School in Runcorn, is the winner of this year’s lifetime achievement award.

Judges were highly impressed with the culture McDougall had fostered in the school, commenting that it “oozes loveliness” and that its happy atmosphere was a tribute to what he had achieved there.

McDougall set up St Berteline’s in his early thirties. He built the school up from 22 pupils to 300, establishing a vibrant community with a strong focus on the importance of outdoor learning.

He helped pupils to see the value of taking care of their environment, putting a stop to vandalism in the 1970s and 1980s, as well as visiting pupils’ homes to ensure they came into school if there were difficulties. He led trips to the Lake District and whole-school outings to the beach alongside parents, with groups squeezed into double-decker buses.

Colleagues describe his enthusiasm for learning as infectious, and he regularly incorporated performances on his guitar in his humorous assemblies. McDougall also celebrated diversity in the arts through dance projects, multicultural music and cookery.

His commitment to high expectations ensured that the school has continued to be inclusive and supportive of all pupils. Staff report how McDougall had complete trust in his staff and would take risks for the good of the pupils, with staff development at the top of his agenda.

While semi-retired during the mid 2000s, McDougall also worked as a visiting lecturer at Chester College and with local outward bound groups to bring children from the inner cities out to the countryside.

The positivity of St Berteline’s culture is to his credit and for this reason, the lifetime achievement award is richly deserved.

Classroom support assistant of the year
Becky Marie Williams, Solihull Academy 

Becky Marie Williams attended an alternative provision (AP) setting as a teenager and has worked tirelessly over the past year as a classroom assistant at Solihull AP. Her own experience has been a real strength in empathising with students, and she has kept in touch with Year 9, and their parents and carers, through food drops and home visits, to maintain incredibly positive relationships with them during the lockdowns.

Through one-to-one work, corridor chats and mentoring, she has helped students to feel secure in themselves, and the individuals and groups she has supported have flourished as a result of her input. During this year, she also earned a promotion for her work.

Williams has worked closely with teachers, attending TeachMeets and best-practice sessions as well as individual planning and prep meetings, modelling for newer teaching assistants the important partnership between classroom assistants and teachers.

She also set up individual parent and carer meetings for some of the key students she has supported, and has always taken the time to make calls and establish relationships with Year 9 families from the word go.

She volunteered for and completed the AP’s full restorative justice practitioner training and has led training for staff. Students have been highly complimentary about her work, while colleagues admire and respect her. The excellent relationships she has developed with students and the team is testimony to her efforts.

Judge Rob Webster said: “Having attended an AP as a teenager, Becky is an authentic role model for the young people at Solihull AP. She is clearly an inspiration to staff as well as students. The support she provided to students and families during lockdown exemplifies the valuable, though often hidden, contribution teaching assistants have made during pandemic.”

School business leader of the year
Cheryl Campbell, Thomas Tallis School

Cheryl Campbell “does the things that professional organisations should have already done”.

One of her achievements is founding a network of professionals that supports black, Asian and minority-ethnic (BAME) school business leaders. The ABBLed network (Association of BAME Business Leaders in Education) is a response to the Black Lives Matter campaign, and not only seeks to encourage new entrants into the profession but aims to raise the visibility of BAME school business leaders and provide opportunities to develop leadership skills.

Judges also noted how Campbell has developed the School Business Manager Steps Challenge, which promotes physical activity among school business leaders (SBLs) – and she has successfully persuaded private businesses to sponsor prizes for participants.

Not only is she very active on Twitter, where she seeks to match up SBLs with mentors, but she also regularly blogs about her experience as an SBL.

After receiving an Emerging Leaders Scholarship from the US-based Association of School Business Officials in 2019, she now promotes bursaries to offer scholarships to BAME candidates to develop them as school business professionals. As well as all this, she works full time as business director for Thomas Tallis School in Greenwich, London.

Judge Hilary Goldsmith said: “Cheryl Campbell stands head and shoulders above the crowd, both as a highly skilled school business leader but also as someone whose clear moral purpose and determination inspire change for the better.

“She simply does the things that our professional organisations should have already done. She is an inspirational woman and an international leader.”

New teacher of the year
Amara Copsey, Caterham High School 

The sheer variety of things Amara Copsey has achieved as a new teacher and her enthusiasm for her subject, history, is “truly inspirational”.

She inspires students to see themselves as historians and pursues her vision of developing critical, kind and caring young adults in her role as a subject teacher and form tutor. She provided high-quality support for every student throughout the lockdowns by rewriting midterm plans to adapt her practice for online teaching.

Copsey uses CPD opportunities and research practice to drive progress. She puts inclusivity at the heart of her practice and uses differentiation highly effectively to support student learning. She has delivered wholeschool training on the use of metacognition, and her self-reflective approach to feedback means she has constantly improved her teaching as well as her students’ outcomes.

In her NQT year, Ms Copsey was promoted to head of house. She researched, created and delivered a sequence of form-time sessions and assemblies on the Black Lives Matter protests, LGBTQ+ month and International Women’s Day with students across all year groups, so that every student could benefit. She was recently promoted to part-time head of year, a testament to her ability and hard work.

Copsey also regularly blogs about historical events. Students are able to read, comment and ask questions on the posts, which improves their literacy and their engagement. In addition, she has developed a whole-school reading programme based on research of positive reading behaviours so that students can develop their literacy skills.

Judge Sam Twiselton said: “The future of the teaching profession is in excellent hands if this year’s nominations are anything to go by. Amara Copsey is a truly inspirational example of this as her passion for her subject, her pupils and the broader school community really stood out.”

Headteacher of the year
Sarah Rostron, St Bede CofE Primary Academy

Sarah Rostron truly went above and beyond to help support her pupils and their families during the pandemic. Judges commended her commitment to her school at a tumultuous time, which included her cooking food for 680 people when the canteen staff caught Covid-19. She also found a way to help disadvantaged families with internet access so that pupils could access the school’s Gold Remote Learning package from their homes, which helped support their wellbeing and safeguarding.

Staff at St Bede CofE Primary Academy, in Bolton, spoke of Rostron’s drive to ensure the safety and wellbeing of all in her care, as well as her devotion to each pupil and staff member, and her commitment to the local community. She is committed to helping staff to progress and succeed, which is demonstrated through the number of teachers who started out at St Bede as NQTs and are now in senior positions.

Rostron has embedded wellbeing throughout the school through a weekly Friday briefing, during which golden moments from the week are shared, along with teacher bingo and quiz show games to raise morale. Her uplifting songs are legendary, as are her surprise “guardian angel gifts”.

Rostron calls staff her “school family” and her “swans”, and it is clear how beloved she is by pupils and teachers alike. St Bede is a truly happy and vibrant school, and her vision and inspirational nature have helped to nurture this. Staff said that “to all the world, you may just be a headteacher, but to us and all the St Bede community, you are our hero”.

Judge Dame Joan McVittie said Rostron was “a worthy winner who was highly praised by staff, pupils and parents; an individual who went the extra mile to support and help the school and community through the pandemic, making everyone feel that they were part of a caring family”.

Creative school of the year
Chorlton High School 

Judges commended Chorlton High School (CHS), in Manchester, for its tireless efforts to raise awareness of the plight of refugees.

Since 2016, the school has raised money on behalf of the refugee crisis, with one staff member, Miss Quinn, inspiring students and staff to make a difference after she volunteered in a refugee camp in Calais.

Every year, CHS runs a Choose Love show to raise funds for and awareness of the ongoing crisis. This year, despite lockdown, the school managed to create a set of performances that were aired at 6pm each night during its Choose Love Week, including the Lyrical Miracle competition, in which students were given the choice of three music tracks to write lyrics for.

The school also hosted Too Little Too Late?, a dramatic poem reflecting on the trials of the past year and the importance of working together as a community, written by head of drama Miss Prudhoe.

During Choose Love Week, all students were told an inspirational story in assembly each morning, exploring what life is like for refugees, as well as motivational accounts of people who have overcome trauma in order to build a successful life and help others.

The school has raised thousands of pounds and has filled a van with donations for Miss Quinn to take to Calais. Every Year 7 student makes a pledge to support refugees and to continue the valuable work carried out by their peers in older year groups. The performances on the school’s website are a testament to the way the arts are nurtured in the school and demonstrate how a desire to help others has been deeply embedded at the heart of the school’s culture.

Judge Mike Fairclough said: “Chorlton’s Choose Love creative projects are truly outstanding, inspiring and an example to all.”

Maths teacher or team of the year
Malton School

The number of students taking A-level maths has increased by more than 300 per cent at Malton School, North Yorkshire. And it’s no surprise when you look at the passion and hard work of staff in the maths department.

The department marks the success of students in assemblies, at celebration evenings and on the school’s social media channels. One particular success has been the implementation of the Build a Mathematician programme in key stage 3 to help students develop a secure base of understanding.

The staff encourage a metacognitive approach to learning, meaning students have a clear understanding of their strengths – but, crucially, they also know how to improve and are not afraid to practise their maths skills to make this happen.

Judge Jemma Sherwood said: ”Clearly a passionate team, they have demonstrated consistent improvements in not only attainment but take-up at key stage 5 and engagement in extracurricular maths. It was a pleasure to learn about this maths team.”

In an effort to improve the transition of students into Year 7, head of department James Muir and his team run a regional transition project in which they lead training for primary and secondary schools. They also produce materials to support students’ progress.

Muir said: “It is a privilege to line-manage the subject and see their passion, expert subject knowledge and high-quality teaching being used to build resilient and numerate learners.

“I know the pressure that comes with teaching a core subject and it is a testament to the team that they have managed to improve recruitment, retention, progress and their curriculum over time but particularly managing to maintain that quality during remote learning.”

English teacher or team of the year
Queen Katharine Academy

Judges commended the English team at Queen Katharine Academy for its multilayered approach in bringing texts to life for students, as well as the uniqueness of the curriculum and the ways in which diversity in literature is strongly embedded.

The team has gone from being a failing department to a thriving one. The November GCSE language exams saw a record-breaking pass rate of 59 per cent, which was described as a “significant achievement” given the high levels of English as an additional language and “student churn”.

Judge Angela Browne described the Queen Katharine English team’s offering as “rich and incredibly inspiring”.

She said: “It is a team clearly working hard on all fronts to provide an ambitious English curriculum as well as inspiration and the motivation to succeed for all its students.”

The team works with other departments in the promotion of literacy and reading. It has revised the curriculum – plotting content, knowledge and skills from key stage 2 to key stage 5 – and has improved the uptake of English at KS5.

Meanwhile, new leadership has brought cohesion and collaboration, creating an innovative and enthusiastic team.

“Midweek uplifts” take place for staff (which continued remotely during lockdown), providing wellbeing resources and online CPD opportunities.

Team meetings help collaborative planning and allow staff to share thoughts on important matters ,while NQTs take part in internal and external programmes of CPD.

Science, technology and engineering teacher or team of the year
Sedgefield Community College

A physics revision podcast is just one of the ways in which the science department at Sedgefield Community College is engaging students.

“Students listen to music on Spotify, so why not use this to our benefit?” says head of department Sarah Kidd.

Judge Jo Foster said: “The innovative use of technology, from Instagram to podcasts, helps students really engage with the subject beyond the classroom.

“Their focus on careers in science, technology, engineering and maths enhances the curriculum and encourages students to be aware of a world of opportunities waiting for them beyond the school gates.”

The popularity of science is reflected in GCSE results at the Stockton-on-Tees school where recently 76 per cent of students achieved grades 9 to 4 in combined science.

Kidd added: “This was a great achievement considering our cohort that year was 25 per cent disadvantaged students. A phrase you might hear at the beginning of a lesson, in science departments across the country, is ‘are we doing a practical today?’ followed by sighs if the answer is no. This does not happen at Sedgefield, where students love their lessons in science, whether that’s a practical or a theory lesson.”

Meanwhile, the physics podcast has paved the way for a Beyond the Curriculum science podcast, for which viewing figures on launch were described as “fantastic”. Chemistry and biology podcasts are now in the offing, too.

Ms Foster added: “Sedgefield Community College demonstrates a real commitment to excellent outcomes for all students. A fantastic department and a very well-deserved award.”

Best use of technology
Lincoln Christ's Hospital School 

In a year when remote learning has been more important than ever, IT technicians Trevor Bratten and Tom Grainger, at Lincoln Christ’s Hospital School (LCHS), stood out from the crowd.

Their hard work enabled the school to transition seamlessly from classroom-based learning to remote lessons, allowing students to progress academically while receiving emotional support.

Within a matter of weeks, Bratten and Grainger organised and distributed 178 laptops and 11 routers, without which students would not have been able to access online lessons. They also purchased and installed 107 microphoned webcams into all classrooms and offices to ensure that teachers could stream lessons, and ensured that all staff had the necessary software installed on their home devices as well.

Bratten and Grainger set up 1,100 classes on Microsoft Teams, making sure measures were in place to safeguard students. The school’s online learning coordinator, Kelly Smith, then ensured that all staff were trained in using it, with all three colleagues subsequently being on hand at all hours to offer IT support. In total, in excess of 3,128 lessons were taught on Teams and 312 staff meetings were held.

During a time of uncertainty, the technology that LCHS relied upon never failed. Staff at LCHS have not only managed to make sure students continue with their learning but have also supported their wellbeing. Their ability to go the extra mile was facilitated by the strength of the IT systems and technology in place.

Judge Ty Goddard said: “This award is about celebrating the people across our schools and the support that digital learning can offer teachers and learners. All of the entries showed the professionalism of the school teams that make edtech work. It was an honour to see such work across our country.

Community and collaboration award
Cadoxton Primary School 

Judges praised Cadoxton Primary School in Barry for its “fantastic” work at the heart of the community and the positive impact it has had on other schools in the area. The staff have worked tirelessly to confront poverty and ensure that pupils, their families and the wider community have been supported during the pandemic.

The school has established a “pay as you can” shop, run by parent volunteers, to ensure that no child goes hungry. As well as this, pupils run a “junk food café” to develop their cooking and entrepreneurial skills, making and selling snacks from food that would normally go to waste.

Both shops have proven so popular and beneficial that the school set up the “Big Bocs Bwyd” project to support eight other schools with similar projects. Its work was featured on Wales Online.

The school has established highly positive relationships with parents and carers, providing bespoke courses in attachment and cookery, with links to accredited courses at Cardiff and Vale College. It has also developed a secure relationship with its local care home to embed intergenerational links in the community.

Cadoxton Primary is a lead partner school with the University of Wales, Trinity St David and plays an active role in supporting trainee teachers, helping to train up to 20 students per year.

Judge Sir Tim Brighouse said: “Cadoxton Primary School illustrated what ‘going the extra mile’ really means, whether by the allotment it runs or by its ‘pay as you can’ scheme or the many meals for those families in straitened circumstances.

“It has collaborated with eight schools to spread these ideas, as well as providing what must be inspirational places for university students training to be teachers.”

Environment champion of the year
Hannah Tombling, Diamond Wood Community Academy 

Hannah Tombling’s ethos of “making the world a better place, one step at a time” is an inspiration for pupils, and she nurtures even the youngest children Diamond Wood Community Academy to appreciate the natural world around them.

Tombling runs an after-school Green Club. She organises litter picks around school with pupils and has installed a TerraCycle bin for hard-to-recycle waste.

She has also promoted “wild” areas to encourage the growth of wildflowers and encourage pollinators. Pupils in her Green Club have created signs for display around school that say, “Pardon the weeds, we are feeding the bees!” Pupils learn from the signs that they should refrain from picking flowers and leave them for animal visitors.

Hannah also ensures that pupils take an active role in growing their own produce and, during the summer term, some of the items grown are used by the school kitchen for lunches. During the first lockdown, Ms Tombling ensured that the children would not miss out on this valuable experience by delivering a variety of growing equipment to families.

To help the children develop a greater understanding and respect for their community environment, she has taken groups of children to help plant hundreds of bulbs along the local greenway.

Judge Steve Brace said: “Hannah Tombling is a deserving winner for her outstanding environmental work.

“From school lunches using the pupils’ produce to delivering ‘lockdown growing packs’ to their families, from children planting hundreds of bulbs to celebrating Eid with dips made with school-grown mint, Hannah’s work impacts positively on Diamond Wood’s pupils, their parents and the wider community.”

Wellbeing and mental health award
Chorlton High School

Judges praised Chorlton High School (CHS), in Manchester, for the way wellbeing was “woven into the fabric of the school”.

Teacher Maria Barlow said innovative ways had been found to prioritise the wellbeing and mental health of students and staff, particularly during the Covid pandemic, including increased participation in cultural and social activities as well as creative opportunities.

She said: “CHS recognised early on during the first lockdown that a whole-school mental fitness and wellbeing strand needed to continue to be embedded to enable students to understand themselves, and to develop strategies to support their own mental fitness.

”What’s more, the school has continued to provide a variety of wellbeing opportunities for staff to keep mentally fit.”

Just some examples of wellbeing support for staff include a one-to-one counselling service, and group wellbeing and mental fitness sessions.

There are also regular pigeonhole treats, free breakfasts, cakes and coffee, a weekly wellbeing raffle and “reverse reward postcards”, on which students write a thank you to staff. In addition, a “much-needed and appreciated” weekly lockdown quiz to keep staff connected through the winter.

Judge Tara Porter said: “Chorlton High School is a great winner of the wellbeing and mental health award. It was clear that wellbeing was not limited to a standalone project but woven into the fabric of the school.

“The authenticity of its submission was backed up by its website, where its core values of a ‘successful, creative, happy’ school shone through. The breadth and wealth of its wellbeing work was stunning and the judges particularly loved its goosebump-inducing Human Family video.”

Home learning resource of the year
Classroom Secrets 

During the pandemic, Tes resource authors have gone above and beyond to adapt activities to remote learning. One resource in particular – Classroom Secrets’ Free Home Learning Pack for EYFS – has proved especially popular, having been downloaded more than 14,000 times since its creation in early 2020.

The resource, for early years children, was designed to provide engaging activities during school closures, including a range of practical tasks for maths and phonics, along with worksheets and key information to support parents and carers as they develop their child’s reading.

It has received highly positive feedback, with users referring to it as “fantastic” and expressing their gratitude to Classroom Secrets for sharing such a useful set of activities during lockdown.

Classroom Secrets aims to provide high-quality, affordable teaching resources that help people achieve a good work-life balance.

The company said: “Teachers love our Free Home Learning Pack for EYFS as it has a systematic structure throughout which children become familiar with, thus allowing for independent learning.

“It is flexible and adaptable and includes ideas that can be used in the classroom or at home. It also provides plenty of opportunities to consolidate their learning and is progressive from week to week which helps teachers to evidence the children’s progress.

Alternative provision school of the year
Eastbury Community School

Recording a British Sign Language version of The 12 Days of Christmas has been just one of the achievements of deaf pupils at Eastbury Community School Additionally Resourced Provision (ARP), in Barking, Essex.

It was screened at the Globe Theatre in London as part of the Christmas at the (Snow) Globe production, written by and starring writer and broadcaster Sandi Toksvig. Eastbury staff and pupils received a standing ovation on the opening night.

The school also performed at the Chelmsford Cathedral Christmas Carol Concert for Deaf and Deafblind children, put on by the Royal Association for the Deaf (RAD).

Staff achievements include lead teacher Helen Devereux being elected to the British Association for Teachers of the Deaf executive committee, while Alex McMullan-Bell has published his first peer-reviewed paper allowing him to contribute to global research into deaf education.

Judge Vijita Patel noted how the school’s new Instagram and Twitter platforms (@ECSDeafARP) allow it to connect with students, parents and the wider local and global deaf community in a new and modern way.

She said: “The creative challenge curriculum ensures pupils excel as their place in the local, regional and national context is nurtured by exceptional community-based learning opportunities.

“The team’s advocacy promotes the visibility, understanding and acceptance of these talented pupils through their ownership of an active social media platform.”

Early years setting of the year
St Bede CofE Primary Academy 

Staff at St Bede CofE Primary Academy understand the role of parents and the community in young children’s lives, and this was something that particularly impressed the judges.

“We want to recognise our amazing parents and what they do to support us,” said a spokesperson for the school. “The ties we have with our parents are key to our success. We are very much a big family, celebrating their successes as well as our own.”

While staff admit that their school, in Greater Manchester, may not be big, shiny and new, they take pride in having “a heart that beats strong to support the families and children”.

The school supports children to choose activities “according to their own interests”, while guiding and extending their play, and providing resources that offer varied degrees of challenge to cater for each level of learner.

Enhancements are added to the environment following reflection upon children’s needs and interests.

With a school vision of “learning, caring, growing together”, the team says it will “move mountains” to ensure the children’s interests, wellbeing and emotional development are at the fore.

“Their smiles are why we come to work and why we love what we do,” added the school spokesperson. “Our team works very hard to ensure the children of our community have the best possible start on their educational journey but also making sure their wellbeing is a key priority.”

Judge Eunice Lumsden said: “One of the special features of your submission was the recognition and understanding of the role of parents and the community in young children’s lives. Your empathy, care, compassion and aspiration shone out.”

Primary school of the year
St Aloysius Primary Federation

Whether it is skipping or sewing, cello playing or coding, pupils at St Aloysius Primary Federation tell staff what activities they’d like to try and the school “does its utmost” to accommodate.

There are activities for parents, too, such as sessions on family budgeting, mental health, and drug and alcohol dependency – all of which strengthen the link between home and school.

The school, in Newcastle, believes in parents and children learning together to improve home lives, which it says can lead to “greater achievements both academically and socially”. Parents and carers are invited to attend sessions where the curriculum is “unpacked”, giving a deeper understanding of teaching and learning.

Last year, the infant and junior schools were rated “outstanding” by Ofsted. It achieved Teaching School Status in 2015 and, last year, it was awarded The World Class Schools Quality Mark.

The school also works with local businesses, who deliver careers workshops. The school’s Aspirations campaign embeds the belief that “the sky is the limit when it comes to what they can achieve in life”.

Children have been crucial to the creation and maintenance of the school’s “secret garden”, which is used for lessons and play as well as being a resource for the wider community. Pupils also work with volunteers to grow fruit and vegetables for the school kitchen.

Judge Dame Alison Peacock said: “I am impressed by the joyful warmth of St Aloysius Primary. It is clear that this is a school where anything feels possible and where the highest standards across an incredibly broad curriculum offer are achieved. Great care goes into ensuring that the wider community is involved with the school in a wide variety of ways. Uplifting, purposeful and meaningful, it’s a great place to learn and play.”

Secondary school of the year
Sedgefield Community College

Also the winner of this year’s science and technology award, Sedgefield Community College was recognised by judges as an “exceptional” school, where staff have ambition to do their very best for students.

The Covid pandemic has presented huge complexities for schools. Sedgefield has not only managed these with “initiative and drive” but has extended support to other schools in the region.

The school was rated as “outstanding” in all categories by Ofsted in 2017 after being seen as a “failing” school several years earlier. But rather than seeing this as the culmination of a journey, the school saw it as a springboard for further development.

The school believes it has a moral imperative to share best practice and make a significant difference to the standards of education for as many young people as possible in the region.

In spring last year, it joined the Laidlaw Schools Trust, through which it provides extensive support to two other secondary schools, both of which are said to have “exceptionally challenging” student cohorts.

What’s more, the school plays a key role in the development of more than 100 trainee teachers each year.

Judge Christine Gilbert said: “Sedgefield Community College is an exceptional school, which has provided an excellent education for its students over many years. The passion, determination and ambition of all involved in the school to do their very best for students shines through all aspects of school life.

“This year, Sedgefield has not only continued to develop well, managing the complexities of the pandemic with characteristic initiative and drive, but has also extended even greater support to other schools.

Overall school of the year
Eastbury Community School

The judges felt that, despite stiff competition from schools in other categories, Eastbury Community School Additionally Resourced Provision (ARP) in Barking, Essex, stood head and shoulders above the rest.

The school, for deaf children in key stages 3 to 5, exemplifies some of the best practice not just in the alternative provision sector, but across all schools countrywide.

All staff have a minimum of level 3 in British Sign Language (BSL), with some staff achieving this during lockdown on top of the challenge of having to fine-tune online strategies for teaching deaf learners.

Judges were impressed with awards won by the ARP, including being overall winners in a Green Plan It competition, run by the Royal Horticultural Society, in which students built a model of a sensory garden.

And one student’s competition-winning design is appearing on new canvas bags for the Royal Association for the Deaf (RAD).

But perhaps most impressive of all was students’ BSL version of The 12 Days of Christmas, which was screened at the Globe Theatre as part of the Christmas at the (Snow) Globe production, written by and starring writer and broadcaster Sandi Toksvig. Eastbury staff and students received a standing ovation on the opening night.

The judges called Eastbury “an inspiring example of personalised provision unlocking the potential of every student in an authentic inclusive model”.

They continued: “Pupils thrive with pride and the educators influence systemic developments with curriculum and pedagogy internationally.”