Congratulations to all our 2024 winners

John Morris OBE - Ardleigh Green Junior School (Ardleigh Green Learning Federation)

Described as passionate, committed, driven, and with a genuine love for staff and pupils, John Morris’ enthusiasm has been contagious to those around him. He leads by example and has inspired generations of pupils to be the best that they can be. John lived out school values of excellence, enjoyment, respect and equality. What set him apart is that he wouldn’t ask anyone to do what he wouldn’t do himself. He puts the needs of others before his own, walks the talk, leads by example and motivates staff, pupils and parents to be the best they can be. After 42 years in education, with 32 years of those as headteacher, John Morris has certainly had a profound impact on the students and teachers who he has supported.

Judge Sam Twiselton said, “Through a wide variety of examples John has evidenced the impact he has had in his substantive career. From leading an innovative curriculum, to mentoring colleagues who have gone on to have their own successful careers, establishing a family centre with community outreach, supporting a children’s charity in Uganda, forming strong links with teachers in Iceland who regularly visit the school, and being awarded an OBE for services in education. John has proven himself to be an inspiration to students and colleagues alike.”

Paul Bridges - Cantell School

Cantell School has been at the forefront of using new innovative technologies in the classroom to aid students who need extra assistance, led by Paul Bridges and his vision to help teachers and EAL students to connect.

He helped Cantell School to be the first school in the country to utilise technology that combined speech to text and translation technology, allowing every teacher in the school to be able to communicate in the first language of non-English speakers. Teachers wear headsets and as the teacher speaks the speech is translated onto tablets. This has helped Cantell School’s EAL students keep up and learn in an environment where their developing English skills could impede their learning, not to mention it also reduces teacher workload.

Paul also introduced another technology which helps students with dyslexia read with more fluency, make them more confident with speaking and improve handwriting in some cases. These aren’t the only technologies he’s helped implement, and it’s clear he has a passion for making sure all students can access their education in the best way possible.

Judge John Roberts said, “The way Paul has applied his innovative approaches to making his teaching widely accessible to a significant number of pupils in the school is really impressive. The impact of such interventions is high, and he should be commended and rewarded for his efforts in supporting those pupils with a diverse set of learning needs.”

Haileybury

Haileybury has a vision to become a global leader in boarding and pastoral care and share their research and experiences with colleagues in the UK and beyond.

The school prides itself on being experts in proactive care and their boarding programme. They have been able to develop their expertise to provide an exceptional and transformative home away from home where students can flourish. They feel their commitment to pupil wellbeing, especially in the boarding environment, has resulted in a chain-reaction of whole school success. 

Haileybury achieved this success through staff training which has made them become well versed in youth wellbeing, giving teachers the ability to provide their students with the tools and support they need to confidently navigate life’s challenges, anticipating and knowing how to emotionally manage issues as they arise.

Judge Gwen Byrom said, “Haileybury stood out for its commitment to evidence-based practice and its aim to become a global leader in boarding and pastoral care for today's and future generations. The diversity of the school, the way this is celebrated in multi-faith celebrations, to the adoption of their Halo Code, clearly indicates a commitment to celebrate all faiths and cultures.”

Carlton Mills Primary School

Carlton Mills Primary School has worked tirelessly to create an environment that fosters curiosity, creativity, and a love for learning. 

Proud of their outstanding Ofsted rating in 2023, Carlton Mills was excited to be recognised for their strength of early years provision for children. Their team goes above and beyond, and has shown unwavering dedication in being able to foster creativity and a love for learning through carefully planned activities and experiences. Through this, they’ve been able to ensure every child receives a well-rounded education that caters to their individual needs. 

Tes Awards judge, Professor Eunice Lumsden said, “The evidence provided gave wonderful insights into how the complex challenges faced by this setting are addressed.  They have transformed themselves to an outstanding EYFS setting, committed to providing strong foundations for all children with a special focus on life skills.  This submission said so much about the staff and their commitment to the children and families who use their setting.  it provides a model of good practice that others can learn from.”

Mr Fraser Johnston - St Mungo’s High School

St. Mungo’s Film & Media teacher Fraser Johnston has put film front and centre, fostering creativity to make St Mungo’s Film Ambassador initiative award-winning and recognised on a national level.

The Film Ambassador initiative has had students from St Mungo’s as nominees and winners at the Scottish Youth Film Festival. The excitement the initiative has been able to generate increased interest in the subject and, which has now led to Film & Media being taught to every year group, and students applying to study the subject has more than doubled. The initiative is also pupil-led and gives students an opportunity to also develop their leadership skills.

Judge Lucy Cuthbertson said, “The numbers for film and media have gone through the roof and it’s fantastic, transforming a fairly marginalised subject within the school to one the whole school can get behind. Although Fraser Johnston is the person who’s put it together, it’s now also about the ambassadors who run it.”

Dr Joe Spence - Dulwich College

Dr Joe Spence has served Dulwich College for 15 years as Master and has grown the school through a vision and strategy that focuses on academic excellence, pastoral care, co-curricular activities, and its social mission, to find success and be a school of access.

He helped implement an initiative called Free Learning, which gives students an opportunity to challenge and think for themselves, while looking for the natural interest of the students. It has become a philosophy of the school, where teachers are encouraged to look for the moment that sparks the student’s intellectual curiosity and bring that subject to life.

Dr Joe Spence also has helped drive EDI (Equity, Diversity and Inclusion), which has given the school opportunities to work with organisations and have his students engage in discussions with experts across the field.

Judge Julie Robinson said, “He has demonstrated an amazing social mission in his time at Dulwich College. He has widened access, built meaningful and effective partnerships locally, and he’s been really active in inclusion, having achieved a huge amount in a long tenure.”

Lynn Williams - St Peter’s Farnworth

In recent years Headteacher Lynn Williams has led St Peter’s Farnworth to win several accolades, raised their Ofsted rating to outstanding, and contributed to the successful education of thousands of pupils over her 35-year career.

She is an advocate for raising aspiration amongst disadvantaged pupils, helped develop students into leaders, grown the school’s community engagement through fundraising, and has overseen massive growth of the school from 176 pupils when she started at St Peter’s, to 425 today.

Judge Julie Robinson said, “Lynn Williams has accomplished so many things during her career, including winning awards with her school, chairing a cluster group of other schools, supporting  children facing disadvantage, and promoting flexible working. What she has achieved has been absolutely outstanding.”

Our Lady & St Patrick’s High School

Our Lady & St Patrick’s High School stood out as an inclusive and nurturing school that targets age-specific development to underpin wider learning, socialisation, and preparation for life.

They prioritise and embed inclusion for all, working together as a whole school community to reliably achieve outstanding academic results in an area of significant deprivation. They employ rigorous and holistic tracking and monitoring practices for all pupils to inform intervention planning, and use information to create bespoke learning opportunities for Additional Support Need pupils.

Judge Margaret Mulholland said, “Our Lady & St Patrick’s High School demonstrated a lot of innovative practices and staff development, with great SEND resources. It’s clear to us that for them, school inclusion is very much about the social as well as the academic, with a strong emphasis on preparation for adulthood.”

Yarm Preparatory School

Yarm Preparatory School seeks to improve education across the local area as well as inspiring and supporting students to succeed.

The school’s close proximity to areas of deprivation led the school to develop their five-year strategy to incorporate community involvement as their strategic aim, as well as make a new Prep Hall available to the community. They are keen to play their part in improving education in the local area and inspiring children to succeed.

They have overcome challenges set by COVID, engaged in quality professional learning and development, and have built a deep partnerships programme with local schools that sees collaboration in several areas such as sport, singing, and more.

Judge Simon Larter Evans said, “Yarm Prep is not just a school that’s all about ‘us’, in the narrow sense, they are taking a wider understanding of their role in the wider community. The approach taken at Yarm Prep is standout in their sector, and what they’re doing is really making a difference.”

Solihull School

Solihull has driven success in almost every area they’ve focused on- they’ve increased applications, admissions, results, activities, trips, sporting successes, and events.

They successfully merged with a neighbouring school where over 400 girls joined an existing co-educational school. The school was praised in this year’s ISI inspection for tailored advice, tailored tracking, and tailored use of data. They have enacted a vision for education where they are “lifting their eyes”, and looking upwards to a bright, international, outward-facing future, and this vision has been incorporated into surveys, interviews, and focus groups. They’ve developed their staff, have taken steps to tailor and champion staff wellbeing, and have even introduced a sabbatical exchange programme to staff, who can teach in other regions of the world.

Judge Durell Barnes said, “They made the point that the merger was a terrific opportunity to blend and enrich the school. They now also rejoice in their declining need for counselling amid booming staff recruitment and retention and have found themselves a part of a really happy and vibrant school.”

Darren Eales - Broughton Primary

Darren Eales redeveloped the science curriculum for Broughton Primary, awakening a love and passion for science at the school.

His main success has been the huge increase in pupil engagement with science. He achieved this through developing a unique and immersive curriculum, creating bespoke projects, bringing the National Curriculum to life by using real scientific investigations on subjects such as honeybees, robotics, forests, stargazing, and healthy hearts. He’s also made sure that, through careful planning and engagement, that all children, regardless of ability, socioeconomic background and age, can enjoy and achieve in science.

Impressively, through canvassing, applying to local organisations, national societies, and competitions, Darren Eales raised £71,200 outside of the school budget to fund the projects and give the children the best possible experience of science in the primary curriculum.

Judge James Bowen said, “There were many things that I really loved about what Darren Eales is doing, not least his huge focus on practical science, and really bringing the subject to life for the children. Darren has done a huge amount of work with the staff to ensure that all pupils benefit from an exciting and stimulating curriculum and you can sense that he has built a real love for the subject right across the school.”

St Stephens Church of England Primary School

St Stephens Church of England Primary School boasts a rich, relevant, broad and balanced curriculum which contributes to the outstanding learning and achievement of their pupils.

The school turned around from being placed in Special Measures in 2000, to achieving an outstanding Ofsted rating in 2011, and maintaining it under the new framework in 2023. Their vision is child-centric, where everything they do serves to develop the minds and hearts of their students. The school’s curriculum is ambitious, featuring a knowledge-based curriculum plan, with strong monitoring of teaching and learning, and ensuring support and mentoring is in place when needed.

Tes Schools Awards judge, Dame Alison Peacock said, “They have shown a great and successful ambition for how they work with families, with their community, through sport, and with art. They are brimming with all that you would hope for in a primary school.”

Fairview Primary School

By carefully monitoring every child's mental health and behaviour, Fairview Primary School effectively supports children in need. Through innovative practices, such as their collaboration with the Healthy Happy Minds Pilot, the school has accessed a wide range of therapies, including music and canine therapy, and built sensory rooms to meet various children's needs. 

Support extends to parents as well, with Fairview Primary School offering a coffee hub as a safe space for parents and the "Parent Talk" program, encouraging open discussions about mental health at home to better support their children. As well as creating wholesome initiatives like ‘Hearts from Home’, where parents and pupils would crochet little hearts together, and the pupil can carry this heart with them to feel safe and go to their heart when they might feel anxious or miss their parents.

Judge Caroline Wright said "Fairview Primary School have used a range of different ways to address mental health and have built sensory rooms to teach children how to regulate themselves and their emotions. Their focus on promoting positive mental health has not only helped the children but also the school community, especially parents, educating and reassuring them on how to help their children’s mental health."

Burnage Academy for Boys

Burnage Academy for Boys based in Manchester has supported disadvantaged boys from across the region. Despite facing numerous challenges, the school has persevered, transforming from a 2016 Ofsted rating of "Requires Improvement" to being rated "Outstanding."

With a holistic approach to students' mental health and a commitment to supporting the local community, Burnage Academy focuses not only on academic growth but also on the personal development of each individual student.

Tes Schools Awards judge, Dame Christine Gilbert said, “Burnage Academy is an inspiring and inclusive school where families are supported well and students thrive, love learning and achieve exceptionally well. Staff are passionate about their work and determined to ensure the boys are the best they can be. Young people leave Burnage Academy ambitious for themselves and their community, with the confidence and skills that enable them to make a real difference in life.”

Robert Bell - Consilium Evolve

By prioritising students' emotional and mental well-being alongside their engagement and academic progress, Robert Bell has successfully transformed Consilium Evolve into a "Beacon of Hope" for students struggling to learn in mainstream schools. 

Under Bell's leadership, students are excelling both academically and emotionally, enabling them to thrive inside and outside the classroom. Attendance rates have increased dramatically, and students are now graduating with seven to eight GCSEs. Beyond the classroom, Robert teaches students how to be good citizens through his many positive holistic initiatives, such as "Community Mental Health Days."

Judge Simon Knight, Joint Headteacher at Frank Wise School, said: "The statement in his nomination, that Robert Bell’s vision is grounded in the belief that education should not only equip students with academic knowledge but also empower them to navigate the complexities of the modern world with resilience, empathy, and confidence, recognises that if success is only located within the classroom and has limited application in the wider world, then it is less valuable. It is this belief that is a key factor in his student's success within school and will hopefully result in them enjoying success beyond."

Aurora Hanley School

Aurora Hanley School is making a difference by cooking for their local community, teaching students to be more sustainable and become aware of their surroundings. 

Through this project, students learn essential life skills, maths, and English, all through the process of cooking. They are instructed on kitchen safety and hygiene, to use maths to measure and add ingredients, and apply English to read and follow recipes. The finished meals are then donated to the community, promoting sustainability by using waste food collected from local shops by the local church. Aurora Hanley School aims for every child to graduate with credible qualifications in Math, English, and other accreditations to prepare for their future education and employment. 

This project has helped students step out of their comfort zones, building skills and confidence that will benefit them later in life.

Judge Vijita Patel said, “The school created an innovative curriculum project that brings pupils with neurodiversity together with their community.  The special school focused on engagement with local grocery supermarkets to salvage food wastage of fresh fruits and vegetables, and their local church to cook fresh meals for those in need. The innovative programme helped the pupils develop their Citizenship, Life Skills, Maths and English skills alongside developing character, social inclusion and emotional literacy. And exceptional example of tackling current community priorities through education."

Crown Hills Community College

As the first school to join the ‘Well Schools’ movement, Crown Hills Community College is setting the standard for staff well-being in schools by prioritising the wellbeing and happiness of their staff and students as much as academic performance. 

The College offers numerous benefits to staff, including free private healthcare for them and their families, which has resulted in decreased staff absences. Additionally, they provide a free staff breakfast every month to create a safe space for staff to check in on each other. Crown Hills Community College promotes a healthy work-life balance, which is believed to have a positive impact on the students.

Judge Sinéad McBrearty said; “Crown Hills Community College have really looked to embed a values driven approach to how leaders lead and that's permeating throughout the college into how the school is functioning. They've worked hard and put a pretty chunky budget in place for well-being, which is being used to support staff. Their approach is clearly paying off, as their retention rate is at 99%, which is phenomenal in the current context.”

Neetu Sadhwani - Modern Foreign Languages Team Lead

Neetu Sadhwani has significantly supported language teaching in the Harrow Borough, promoting community languages such as Gujarati, with backing from MP Gareth Thomas. She has developed an effective languages curriculum, resulting in an increase in students achieving grades 9-4. 

Neetu created a fun and engaging environment to encourage language learning, including organising trips to Spain to immerse students in the culture and increase interest in the subject. She has designed a curriculum that enables students to apply their language skills in practical situations, using realistic scenarios to practice their chosen language.

Tes Schools Awards judge, Dr David James said "The languages departments in the UK are under huge pressure and it's encouraging to see how this middle leader is challenging national trends. The sense of purpose is further strengthened by the head of department's commitment to the local community and the languages and culture of its diverse population.”

Jackie Rawson - The Nicholas Hamond Academy

Jackie Rawson’s support extends far beyond the classroom. With 15 years of experience at the Academy, Jackie has been a superhero to both students and staff. 

She introduced "The Breakfast Palace", an unpaid breakfast program that has significantly improved students' grades and behaviour. This initiative has also increased student attendance, and fostered trust between students and the school, building strong relationships between students and teachers. 

Jackie is dependable and has consistently risen to the challenges the Academy has faced, supporting the pupils in their learning, and ensuring they meet their targets.

Judge Amanda Wilson said; “With Jackie, it was just her all-round support. The Breakfast Palace that she set up of her own volition and the way she has supported the local community. Jackie goes outside of the school and really thinks about the families in her school and in her school community.”

Bradford Citizens

Bradford Citizens is fighting against mental health, racism and the cost-of-living crisis. By building a community among the students in Bradford, they give young people an opportunity to have a say in what is happening in their local area, boosting their motivation toward learning and school. 

Representing the youth of Bradford, Bradford Citizens provides students with opportunities to learn new skills that they can put into practice and allows them to participate in community decision-making, empowering them with the confidence that their voices and opinions matter.

Judge Carole Willis said, “This initiative stood out because of the wide range of schools and thousands of students involved, and their success in securing changes for their local community, including improved mental health services for young people. It has increased student motivation and their sense of belonging - children and young people feel they have a voice and can change things for the better.”

London South East Academies Trust

Since its inception, London South East Academies Trust has been transforming schools, improving pupils' lives, and helping the local community reach its full potential.

When the Trust took over, Alternative Provision and Special Social, Emotional, and Mental Health schools, which had minimal to no achievements, it decided to focus on each pupil’s unique abilities and adapted the schools to meet their needs. This included providing additional resources to schools and classrooms, offering various training programs, qualifications, and accreditations for staff and extending support, including financial assistance, to pupils and their families.

This year alone, all KS4 leavers across the trust have progressed into sixth form, college, or apprenticeships.

Tes Schools Awards judge, Sir Steve Lancashire said “There's something about London South East Academies Trust that makes them very distinctive, not least that they’ve taken on some challenging schools, and delivered. Today they are recognised for being a trust that changes lives and renews hope, but it wasn't just the impact they've had on their schools, it’s the impact of their actions on their community and their response to the community’s needs. I truly felt that every single young person mattered to that Trust and that shines through.”

E-ACT Leadership Team

By investing in financial and environmental sustainability, as well as staff well-being, E-ACT is transforming the local community. 

Their community hubs provide resources for families in need, working with local agencies and charities to offer food, mental health services, debt advice, and adult learning programs. These efforts ultimately have a positive impact on the children of these families, recognising that education extends beyond the classroom. 

E-ACT believes every child deserves the opportunity to achieve their dreams and aspirations, and they have adopted holistic educational strategies to equip children with the confidence and readiness to learn.

Tes Schools Awards judge, Sir David Carter said; “E-ACT recognises the level of need in many of the communities that they serve, and that they need to find solutions to these issues in order for the children to be ready to learn. They also create the opportunity for staff at all levels, in all of their schools, irrespective of their job in the trust, to put ideas forward to help the schools and the communities they work. This level of transparent engagement is truly impressive.”