2025 Silver Winners

Devonport High School for Boys (DHSB) has demonstrated an outstandingly positive impact through its comprehensive digital transformation, significantly benefiting its students, staff and the wider community. Spearheaded by the dedicated IT team, the digital transformation initiative began before the pandemic, uniquely ensuring 100% student connectivity. This foresight enabled seamless remote learning throughout the pandemic, with no loss in student progress; in fact, attainment scores increased, and the pupil premium attainment gap was eliminated. Distinguished by achieving a fully cloud-based system and winning the Global EdTech Best School Digital Transformation prize in 2024, DHSB integrates technology across all operations — enhancing teaching, streamlining administration and improving wellbeing. The school’s commitment to digital technology extends well beyond its walls. As a Google Reference School and previously an EdTech Demonstrator, it actively supports other schools and multi-academy trusts across the country, sharing expertise and best practice. DHSB truly stands out for its holistic, equitable and nationally impactful approach to digital innovation in education.

The digital team at Basingstoke College of Technology (BCoT) is at the forefront of a profound transformation in further education, strategically and ethically weaving generative AI into the fabric of teaching and learning. Responding to a pivotal student voice, the team has built a robust ethical framework and embraced powerful tools such as Google Gemini for personalised learning and Canva AI for creative resource development. This innovative approach, coupled with immersive technologies like Bodyswaps®, has led to tangible improvements in staff efficiency (82.8% agreement on performance improvement), enhanced student learning outcomes (77% agreement) and greater inclusivity through bespoke support for a diverse range of learners. The team’s active sharing of best practices on national platforms and recognition through prestigious accolades, including the Edufuturists College of the Year and Wellbeing Champion 2024, underscore its leadership in harnessing digital innovation to empower learners and reshape the future of further education.

The accessibility team at The Oaks has a profound impact on learners’ independence, aspirations and employment opportunities. By integrating use of everyday technology into the learning environment, learners demonstrate measurable improvements in academic performance, participation and self-esteem; the college’s employment rate for learners with learning disabilities is 72% where employment is appropriate, compared with the national average of 4.8%. As part of its drive to positively influence the communities that its young people live within, the team also conducts workshops for families, carers and businesses, fostering inclusive, accessible environments. What sets the accessibility team apart is its integration of speech and language therapy and occupational therapy and its creative, innovative use of everyday digital solutions to overcome barriers to learner success and independence. The team’s holistic approach ensures that all learners, regardless of ability, can thrive and succeed within and beyond the college.

Led by Gemma Gwilliam (head of digital learning, education and innovation), ‘Portsmouth: The Digital City’ brings together 61 schools across 14 trusts and the local authority, plus a leading college and outstanding primary school-centred initial teacher training (SCITT) programme in a city-wide digital transformation. Born from the challenges of the pandemic and reimagined in 2022, the project has united the city under a shared vision with three inclusive strands: technology for children, technology for adults, and technology for all. It has enhanced teaching and learning, reduced workload, improved accessibility and narrowed the digital divide, leading to increased digital confidence among staff and students, a clear focus on accessibility and inclusion, and opportunities beyond the classroom for the whole community. Recognised nationally and internationally, the project has recently supported two other local authorities to shape their own digital futures. Portsmouth’s commitment to purposeful, equitable technology use makes it a model of innovation, impact and collective ambition — ensuring the right tool, for the right outcome, at the right time.

Jo, the transformative PedTech lead at Discovery Schools Trust, has driven significant advancements in education. From her beginnings as a class teacher to roles such as headteacher, Jo exemplifies innovation and dedication. As a adynamic lead practitioner and a Microsoft Fellow, she has empowered schools nationwide to adopt technology effectively. Jo actively mentors, trains and inspires, speaking at renowned events like Bett, the Confederation of Schools Trust (CST) and L.E.A.D M.E.E.T 2025. Her projects include using Reading Progress for fluency, improving maths teaching through PedTech, implementing a Trust AI strategy, and launching an interschool esports programme. She has forged partnerships with Microsoft, Acer, Adobe and Open Education AI, enabling Discovery Schools Trust to achieve Microsoft Showcase status, with over 13 schools recognised for excellence in digital education. Jo’s phenomenal ongoing impact is far-reaching and hugely appreciated throughout the country

Director of education at Woodland Academy Trust, Julie has led Trust-wide digital transformation across five primary schools in Bexley and Kent, driven by a deep belief in equity, inclusion and innovation. Under her leadership, technology is used to remove barriers, embedding a culture of inclusive digital practice using 1:1 iPad, Universal Design for Learning (UDL) and AI to raise outcomes and reduce anxiety for pupils. Pupils with SEND and disadvantaged learners now achieve above national averages, feeling more positive in their learning. Julie has also supported national developments, contributing to AI guidance and shaping UDL practice. Her work has earned the Trust the UK’s first AI Quality Mark and recognition as an Apple Regional Training Centre, with one school becoming an Apple Distinguished School. Julie empowers staff through research-informed CPD, creating environments where every pupil feels seen, supported and confident. Her work is not just innovative — it is deeply ethical and designed to transform lives.

The accessibility team at The Oaks has a profound impact on learners’ independence, aspirations and employment opportunities. By integrating use of everyday technology into the learning environment, learners demonstrate measurable improvements in academic performance, participation and self-esteem; the college’s employment rate for learners with learning disabilities is 72% where employment is appropriate, compared with the national average of 4.8%. As part of its drive to positively influence the communities that its young people live within, the team also conducts workshops for families, carers and businesses, fostering inclusive, accessible environments. What sets the accessibility team apart is its integration of speech and language therapy and occupational therapy and its creative, innovative use of everyday digital solutions to overcome barriers to learner success and independence. The team’s holistic approach ensures that all learners, regardless of ability, can thrive and succeed within and beyond the college.

The dedicated and energetic team of Early Years professionals at Banana Moon Day Nursery–Rothwell is led by inspiring manager Lauren, whose exceptional leadership and commitment to inclusive practice have earned recognition across the national nursery network. The team embodies reflective and child-centred practice, going above and beyond for every child and family. From learning Makaton to support a profoundly deaf family, to tailoring sensory strategies for children with SEND, the team continuously adapts to meet diverse needs. Its bespoke curriculum and ‘Big Play Little Play’ approach helps to personalise learning experiences. The team also actively supports the community through events, wellbeing initiatives and career outreach, and is proud to host a public-access defibrillator. Every team member, from chef to manager, contributes to a nurturing environment where children thrive, families feel supported and staff grow professionally. This Early Years team is shaping brighter futures — one child, one family and one community at a time.

This outstanding Early Years team is an ambitious and dynamic community of incredible people, creating magical moments and ‘rewilding childhood’ in this inner-city nursery. Fiercely proud of the children in its care, the team listens to and respects their young voices, celebrating their language in musical waves throughout the day. Chatter and laughter dance around the provision, and into the wider community through experiences such as the Intergenerational Care project. With safeguarding always at the forefront, children are active participants in the design of their own curriculum and confidently partake in decisions. They are supported to use tools and nurtured in engaging with risks, from using hammers and saws to building campfires. Leading with love, and taking an anti-racist stance on what is shared, the team works tirelessly and enthusiastically to inform, empower and collaborate with families and some exceptional external partners, including Leeds Trinity University students. This impressive team is cultivating the roots for all children to grow, develop and thrive.

This outstanding Early Years team is an ambitious and dynamic community of incredible people, creating magical moments and ‘rewilding childhood’ in this inner-city nursery. Fiercely proud of the children in its care, the team listens to and respects their young voices, celebrating their language in musical waves throughout the day. Chatter and laughter dance around the provision, and into the wider community through experiences such as the Intergenerational Care project. With safeguarding always at the forefront, children are active participants in the design of their own curriculum and confidently partake in decisions. They are supported to use tools and nurtured in engaging with risks, from using hammers and saws to building campfires. Leading with love, and taking an anti-racist stance on what is shared, the team works tirelessly and enthusiastically to inform, empower and collaborate with families and some exceptional external partners, including Leeds Trinity University students. This impressive team is cultivating the roots for all children to grow, develop and thrive.

Located in Manchester‘s Moss Side area, Eden Early Childhood Centre is a magical place to learn and grow. With Jo Peters at the helm, Eden has been completely transformed into a setting where love, nurture and positive interactions are its beating heart. The highly skilled educators are led by research and inspired by the world–leading Reggio Emilia approach. A homely, warm and therapeutic environment where children’s voices are heard, Eden is a truly inspirational setting, creating awe and wonder and a sense of belonging where every child can flourish. Team Eden is exceptionally dedicated and attuned to children’s needs, interests and fascinations, and children are encouraged to be kind and care for their friends and the future of their world. With staff giving up their own time to also teach in the poorest parts of Kenya, this unique and innovative team is committed to early childhood education not only in its own community, but also in some of the most impoverished areas of the world

Stanhope’s Early Years team is a transformative force in its diverse West London community, breaking barriers through inclusive practice, innovative pedagogy and deep community engagement. Named an Inclusion Quality Mark Centre of Excellence, the team delivers a culturally responsive curriculum, celebrates diversity through initiatives like the book vending machine featuring titles on the nine protected characteristics, and names classes after global equality champions. Its pioneering EYFS science, technology, engineering, arts and mathematics (STEAM) curriculum — spanning the Stanhope Woodlands, Discovery Lab and Invention Kitchen — sparks critical thinking from the earliest years. Family engagement is exemplary, with translated communications, English for speakers of other languages (ESOL) classes, and curriculum co-creation workshops ensuring true partnership. The team’s impact has inspired over 30 schools to visit and learn from its approach. Awarded the Special Educational Needs and Disabilities Family-School-Partnership Award, the team ensures every child and every family feels heard and valued.

Y Bont is the only setting in Wales for preschool–aged children with complex medical needs, life–limiting conditions and emerging need. As a charity, it fundraises to be able to provide vital care and support to families, and is highly commended in the local community. Y Bont truly is a magical place where all children and their unique abilities are celebrated and supported to succeed. The Early Years team is inspirational! Highly skilled and endlessly positive, enthusiastic and ebullient, staff go above and beyond, supporting families through medical procedures, diagnosis, emergency situations, advocacy and just everyday life. A strong internal support network ensures that staff wellbeing is a priority — essential when dealing with children’s challenging medical conditions and incidents on a daily basis. Knowing their child is in the best possible hands gives Y Bont families the strength to keep fighting. This team really does change lives.

Abbot’s Lea School is a global leader in inclusive education, pioneering academic excellence, therapeutic innovation and life skills development for students with autism and complex co-existing needs. Since headteacher Ania Hildrey took over in 2016, the school has maintained a zero-exclusion policy, demonstrating an unshakable commitment to never giving up on any student. Abbot’s Lea delivers its unique ASD model (academic progress, specialist therapeutic support, development of life skills) with consistency, compassion and care. As a trauma-aware, research-led organisation, the school employs leading professionals and has its own in-house multidisciplinary team. Students graduate confident, resilient and work-ready, with some securing employment — including roles at the school itself. Abbot’s Lea is proud to be an employer of choice and a national centre of excellence in autism education, research and professional learning. Abbot’s Lea isn’t just changing lives, it’s redefining education. Now all it needs is a bigger, purpose-built site!

Abbot’s Lea School is a global leader in inclusive education, pioneering academic excellence, therapeutic innovation and life skills development for students with autism and complex co-existing needs. Since headteacher Ania Hildrey took over in 2016, the school has maintained a zero-exclusion policy, demonstrating an unshakable commitment to never giving up on any student. Abbot’s Lea delivers its unique ASD model (academic progress, specialist therapeutic support, development of life skills) with consistency, compassion and care. As a trauma-aware, research-led organisation, the school employs leading professionals and has its own in-house multidisciplinary team. Students graduate confident, resilient and work-ready, with some securing employment — including roles at the school itself. Abbot’s Lea is proud to be an employer of choice and a national centre of excellence in autism education, research and professional learning. Abbot’s Lea isn’t just changing lives, it’s redefining education. Now all it needs is a bigger, purpose-built site!

With inclusion and equity at her heart, Cary ensures that the outcomes for her students with SEND far surpass their own ambitions and those of their families. Always challenging equity, always ensuring that her students have the same opportunities as others, and always ensuring that students receive the care, support and challenge they need to thrive both in and out of the college environment, Cary is an outstanding teacher whose personal values and dedication set her apart. Every day without fail, Cary demonstrates the impact that an outstanding teacher can have on a young person, whether that is learning to communicate, pushing through fears in charity skydives, raising funds for terminally ill colleagues, achieving employment or travelling independently for the first time. The galvanising person–centered approach that Cary deploys in her work sees beyond the disability and barriers, focusing on the young person and actively finding unique ways to support life–changing outcomes.

Clinging to the side of Denali in a fierce storm, Ian found his thoughts drifting to the young people he teaches. Could they experience the thrill of challenge, the pride of resilience and the wonder of the world beyond their hospital ward? Back in the UK, Ian teaches at St Andrew’s College, supporting adolescents with complex mental health needs in a child and adolescent mental health services (CAMHS) secure unit. For these learners, even the simplest experiences, such as climbing a hill, passing an exam or being believed in, are often out of reach. Ian opens up those possibilities. Whether leading a Snowdon/Yr Wyddfa summit expedition or guiding a disengaged student to their first qualification, he helps young people rediscover hope and the belief that change is possible. His maths lessons are built on therapeutic trust, high expectations and joyful discovery. For these young people, Ian is not just a teacher. He is a bridge to the world and proof that they belong in it.

The Your Future programme team has had a substantial impact since its inception in March 2024, by redefining pathways for young people with SEND. The programme has supported 90 unique learners and achieved a 92% positive progression rate towards employment, education and training. Learners engage in various activities, greatly enhancing their employability, social skills and overall wellbeing. Key achievements have included 90% of learners successfully gaining three qualifications and 60% reporting improved confidence and reduced stress and anxiety. The programme’s success is attributed to its integrated approach, combining short breaks with tailored learning experiences, delivered across two to five weeks, where strong partnerships with local businesses and organisations boost the delivery and potential progression opportunities beyond. Your Future provides individual growth but also contributes to a more inclusive and supportive community, where social events are organised beyond the programme, providing a safe space for learners to continue developing their friendship bonds.

Trystan is a visionary leader who pioneers ground-breaking approaches to SEND, proving every child can exceed expectations and achieve greatness. Since founding Venturers’ Academy in 2016, which has since expanded to double its original capacity, he has consistently delivered exceptional outcomes: zero permanent exclusions for eight years, 100% of students achieving nationally recognised qualifications, zero NEETs, and the school being shortlisted as one of the top three schools globally in the category ‘Overcoming Adversity’ by the World’s Best School Prizes 2024. Through his innovative Extreme Classrooms initiative, Trystan has redefined what’s possible for students with SEND, taking them to the Arctic, the Himalayas and beyond, combining scientific research and environmental stewardship with character development, resilience and independence. His next venture, The Driest Classroom on Earth, set in Oman, links to Project Spiritus, empowering students as eco-researchers and global change-makers. Trystan’s philosophy, ‘Where Everything’s Possible’, is a lived reality for the thousands of young people whose lives he has transformed.

Jess decided to become a teacher while she was a student on the Outdoor Education course she now teaches. After gaining industry experience, she entered teaching six years ago, at the same college she had graduated from. For Jess, education isn’t just about passing exams, it’s about helping students to be the best they can be and developing engaged, employable individuals. Every year, she organises a lively careers fair with over 20 employers for students to meet and secure work experience with. Concerned about rising costs for students to gain essential additional qualifications for employment, Jess often undertakes training to qualify as a course assessor, so that she can offer free courses to students during holidays. Her passion and determination inspire students to exceed their expectations and lead her colleagues to seek her guidance and resources. A member of several national bodies, she champions women in a male-dominated profession, serving as a highly regarded role model and mentor and an exceptional educator.

Lisa is an exceptional hairdressing lecturer, creating an inclusive, inspiring learning environment where every student feels empowered to succeed regardless of their starting point. Her innovation and drive to forge partnerships with industry leaders and charities, ensuring that her students’ educational journeys are enriched, really set her apart. These collaborations include working with The Salvation Army and a local homeless shelter, providing haircuts for elderly patients at local hospitals, and more recently a pop-up salon at the Royal Marsden Hospital to pamper families and children undergoing chemotherapy. Lisa has also been instrumental in building strong links with leading employers such as Toni & Guy and L’Oréal, giving students invaluable real-world connections. Lisa champions sustainability, ensuring the college joined the Green Salon Collective, where all salon waste is now recycled. Her dedication goes beyond technical skills — instilling values of community, professionalism and environmental responsibility. As one student put it, Lisa is the ‘best of the best’.

Lisa is an exceptional hairdressing lecturer, creating an inclusive, inspiring learning environment where every student feels empowered to succeed regardless of their starting point. Her innovation and drive to forge partnerships with industry leaders and charities, ensuring that her students’ educational journeys are enriched, really set her apart. These collaborations include working with The Salvation Army and a local homeless shelter, providing haircuts for elderly patients at local hospitals, and more recently a pop-up salon at the Royal Marsden Hospital to pamper families and children undergoing chemotherapy. Lisa has also been instrumental in building strong links with leading employers such as Toni & Guy and L’Oréal, giving students invaluable real-world connections. Lisa champions sustainability, ensuring the college joined the Green Salon Collective, where all salon waste is now recycled. Her dedication goes beyond technical skills — instilling values of community, professionalism and environmental responsibility. As one student put it, Lisa is the ‘best of the best’.

From being part of the first hairdressing student cohort at Coatbridge College in 1985 to becoming an inspirational lecturer, Neil has transformed thousands of students’ lives across four decades in education. His teaching philosophy — ‘I’m not better than you, I just know more’ — enables an environment where all students feel valued, particularly benefiting vulnerable learners. He is an innovator who cares deeply about his community, creating learning situations where students can use their skills to help others. He pioneered the ‘My Hair and Me’ initiative with Macmillan Cancer Care, supporting women undergoing chemotherapy, and partnered with Police Scotland to create a transformative ‘Pamper Day’ for domestic abuse survivors. At Kirkintilloch High School, he established a dedicated training salon that became a sanctuary for struggling students. His sophisticated buddying system pairs stronger and weaker students, fostering peer learning while maintaining individual progress. A Coatbridge native with deep community connections, Neil combines technical expertise with profound emotional intelligence, making him the very best in vocational education.

Teresa is an inspiring A level law educator whose exceptional teaching has transformed outcomes and lives. Her students consistently achieve outstanding results, supported by her innovative, inclusive methods that bring legal theory to life. Teresa’s creative analogies and real-world case studies make complex concepts accessible, while her tailored interventions ensure that all learners — particularly those with additional needs — feel supported and empowered. Her dedication extends beyond the classroom: as an experienced examiner and mentor, she uplifts colleagues, shares best practice and fosters a collaborative culture of excellence. In partnership with Doncaster Deaf Trust and its British Sign Language (BSL) beginners course, Teresa also voluntarily leads extracurricular BSL classes during lunch breaks, enhancing inclusion. Her impact is reflected in heartfelt student testimonials and measurable success, making her a beacon of outstanding practice. Teresa exemplifies the transformative power of education and the lasting influence of a truly exceptional teacher.

Zamzam is an outstanding GCSE English lecturer at Loughborough College, whose impact reaches far beyond the classroom. As a deaf educator, she models resilience and determination, inspiring learners through both her teaching and her lived experience. What sets Zamzam apart is her ability to reignite disengaged students’ interest in English through dynamic, vocationally relevant lessons, resulting in resit success rates of 83% in travel and tourism and 67% in business FE, far surpassing national averages. She achieves this by implementing personalised learning plans, differentiated instruction, and real-time tracking that adapts to each student’s needs. Zamzam also leads cross-departmental collaboration, integrating English into vocational subjects to make learning more meaningful. Zamzam supports student wellbeing and mentors colleagues, creating a culture of inclusivity and high expectations. Her holistic, student-centred approach doesn’t just improve grades — it transforms attitudes and futures, making her truly exceptional in a field full of dedicated professionals.

The construction team at Northampton College puts its students firmly at the heart of everything it does. The team ensures that students reach their full potential and, as a result, 97% pass their qualifications, enabling them to progress in the industry and contribute to the region’s economy. The team uses the strong relationships it has forged with construction industry experts and professional bodies to develop an outstanding curriculum that surpasses industry expectations. Passionate about addressing UK shortages in green and heritage construction skills, a highlight for the team this year was securing a 19th-century cottage at Northampton’s historic Delapré Abbey for students to restore as part of a regeneration project. Enterprising projects like this empower students to develop skills beyond their course requirements and help them to create impressive CVs before they enter the workplace. The team is also actively involved in community initiatives, such as the restoration of Northampton’s St Katherine’s Gardens, as showcased through its vibrant social media presence.

Since launching esports at Gower College Swansea (GCS) in 2020, the esports team has redefined excellence in vocational education. Formidable in how it has tackled stigma, through relentless advocacy and innovative delivery the team has reshaped perceptions of esports as a legitimate and high-value career route. Three key achievements highlight why this team stands out: GCS was the first UK college to launch and co-develop the Pearson National Extended Diploma in esports; it gained international recognition by winning the British Esports Student Champs, US Cardinal Open and Bett Championships; and it was selected to host the Commonwealth Games Esports Bootcamp in 2022, cementing its global credibility. The team’s dedication extends beyond the classroom, including supporting 80 learners with a 100% achievement rate and creating a Warm Hub to aid students facing hardship. With cutting-edge teaching, strong industry links and a genuine commitment to community wellbeing, the GCS esports team is leading the national conversation in esports education.

The Hair, Beauty and Catering team at Hopwood Hall College is a shining example of dedication, compassion and excellence. Its outstanding 92% achievement rate — 7.1% above the national average — is particularly impressive given that 60% of learners in the department are considered vulnerable, and it serves one of the most disadvantaged areas in the country. What sets this team apart is its genuine care for students’ futures. The team goes above and beyond its roles by supporting learners through initiatives like the DofE Award and enriching their journey with guest speakers and external competitions, both nationally and internationally. The team’s passion extends beyond the classroom, with staff actively involved in numerous charity events supporting local and national causes. The department also contributes significantly to whole-college improvement, sharing best practice and supporting initiatives such as How 2 champions, mentoring, and teaching and learning communities. Its teamwork, impact and commitment are far-reaching and greatly appreciated.

The inspirational personal and social development (PSD) team at Nottingham College empowers students through facilitated sessions that address societal issues and build essential life skills, aligned with the college’s ‘Future ready’ ethos. With its mission to enhance the student experience and promote personal and social mobility, the team is galvanising in the way it extends learning beyond the classroom with impactful projects and strong partnerships. Collaborations with organisations such as Grow Notts, Nottinghamshire Youth Outreach and Headway provide exceptional student opportunities and position the college as a key community partner. These projects are integrated into the curriculum, developing workplace skills alongside embedding social and emotional development, social awareness and how to stay safe. Through powerful teamwork, clear vision, innovative teaching and extensive stakeholder engagement, the PSD team has created a transformative educational experience that prepares students not just for exams, but for active and responsible citizenship.

The OFSTED ‘Outstanding’ ESOL team at South Gloucestershire and Stroud College is committed to empowering students both inside and outside the classroom, creating safe spaces to learn and tap into emotions, whether that’s laughter or sadness. The team provides guidance on college opportunities, including trips, activities and guest speakers, while also supporting learners at community events and celebrations. With over 60 years of combined teaching experience, the ESOL team creates a dynamic yet nurturing learning experience through innovative methods such as Escape Room challenges, interactive games and in-class yoga. It also encourages wellbeing through walking tours, art gallery visits and pantomimes. More than just educators, this team consists of highly skilled mentors and guides who build invaluable connections and instil self-confidence, enabling students to find their voices in English, share their stories and move forward in their personal and academic journeys. With unwavering support, the team ensures that every learner can embrace new opportunities and step into a brighter future.

The OFSTED ‘Outstanding’ ESOL team at South Gloucestershire and Stroud College is committed to empowering students both inside and outside the classroom, creating safe spaces to learn and tap into emotions, whether that’s laughter or sadness. The team provides guidance on college opportunities, including trips, activities and guest speakers, while also supporting learners at community events and celebrations. With over 60 years of combined teaching experience, the ESOL team creates a dynamic yet nurturing learning experience through innovative methods such as Escape Room challenges, interactive games and in-class yoga. It also encourages wellbeing through walking tours, art gallery visits and pantomimes. More than just educators, this team consists of highly skilled mentors and guides who build invaluable connections and instil self-confidence, enabling students to find their voices in English, share their stories and move forward in their personal and academic journeys. With unwavering support, the team ensures that every learner can embrace new opportunities and step into a brighter future.

The Sport Department at Loughborough College stands as a national leader in sports education, supporting over 2,800 learners through an innovative and inclusive approach. What sets this team apart is its ability to balance elite athletic performance with academic success. Its bespoke dual-career programmes, developed with 18 national governing bodies, enable Olympic, Paralympic and Commonwealth athletes to thrive academically while training at world-class levels. The department’s tailored curriculum, boasting a success rate of over 95%, is further enhanced by staff who are current or former elite athletes, providing both inspiration and expert mentorship. Their influence goes beyond the college: they helped shape the national ‘Get Active’ strategy and have had a positive impact on over 30 other colleges through shared best practices. From CPD support for staff to inclusive daily parasport sessions for all students, the team creates an environment that nurtures every learner’s growth. Its strategic, compassionate and industry-led approach distinguishes it as truly exceptional.

Dan is an outstanding headteacher whose unwavering dedication ensures every child receives the support they need. Leading with compassion, warmth and kindness, his ‘No shrugged shoulders’ rule exemplifies his commitment to all, especially disadvantaged learners and those with SEND. Redefining the school’s vision around four strategic drivers, Dan led a curriculum transformation that delivered record-breaking results and an exceptional Ofsted report. Dan has forged strong ties with local services and introduced new initiatives, including an onsite Forest School, adopting the innovative Danish ‘hygge‘ approach for Early Years and a sensory circuit, often by securing private funding. Dan empowers staff through distributed leadership, he prioritises wellbeing, and he fosters collaboration, inspired by his experience of supporting his daughter with a rare brain condition. His trauma-informed ‘Five to thrive’ initiative and ‘Be kind’ rule have significantly strengthened relationships, attendance and parental engagement. Dan shows unwavering dedication to the school community, mentoring other headteachers and advocating nationally for the sector, earning widespread admiration for his extraordinary leadership.

A truly inspirational headteacher, James has led De Lacy Primary School on a transformational journey. Located in a complex community with levels of deprivation significantly above the national average, James is committed to ensuring that pupils leave the school prepared, both academically and personally, to achieve greater life chances. Through his visionary leadership, De Lacy’s Ofsted rating has improved from ‘Requires Improvement’ to ‘Outstanding’, and outcomes that were previously in the bottom 10% are now in the top 13% nationally. James embodies the school’s motto of ‘Widening Horizons’, which is woven into every aspect of school life and promotes a culture of ambition and inclusion. He has embedded highly effective initiatives to inspire pupils to aim high and not be defined by their postcode. A passionate member of his community, James is a role model and advocate for disadvantaged pupils, and his commitment to positively shape lives continues to echo throughout the community and beyond.

A truly inspirational headteacher, James has led De Lacy Primary School on a transformational journey. Located in a complex community with levels of deprivation significantly above the national average, James is committed to ensuring that pupils leave the school prepared, both academically and personally, to achieve greater life chances. Through his visionary leadership, De Lacy’s Ofsted rating has improved from ‘Requires Improvement’ to ‘Outstanding’, and outcomes that were previously in the bottom 10% are now in the top 13% nationally. James embodies the school’s motto of ‘Widening Horizons’, which is woven into every aspect of school life and promotes a culture of ambition and inclusion. He has embedded highly effective initiatives to inspire pupils to aim high and not be defined by their postcode. A passionate member of his community, James is a role model and advocate for disadvantaged pupils, and his commitment to positively shape lives continues to echo throughout the community and beyond.

Rizwana is a visionary leader dedicated to transforming lives. Not only has her own school become a beacon of excellence under her leadership, but, as an exceptional system leader, she has improved outcomes for other schools too and has coached many colleagues into senior roles. Through founding exciting initiatives and co-authoring innovative programmes in partnership with various universities, including Oxford, Rizwana raises the aspirations of pupils from deprived backgrounds. For example, she has launched advanced enterprise programmes to build pupils’ real-world skills and promote the concept of financial circular economy to address poverty. Rizwana puts her workforce first and her care of children and families is truly exemplary, as outlined in the school’s latest Ofsted report. A widely respected and influential educator, Rizwana’s unwavering commitment ensures every child, regardless of background, is empowered to thrive. Her tremendous impact is far-reaching and long-lasting.

Guided by his unwavering belief that ‘children are our priority’, Simon has spent his 30-year career transforming lives and communities, working tirelessly in some of the most deprived areas. Since joining Sir Martin Frobisher Academy in 2022, Simon’s impact has been extraordinary. Under his fearless leadership, outcomes for Year 6 pupils have soared from a combined reading, writing and maths (RWM) 11% to an astounding 80%. His love of the creative arts is embedded in every classroom, helping to build confidence, foster expression and unlock potential, and every child is given the platform to shine — regardless of background or barrier. An unapologetic advocate for social justice, Simon ensures his schools are inclusive spaces where diversity is celebrated. Whether promoting Pride Month or embracing specialist curriculum days, he leads with courage, grace and unshakeable integrity, even in the face of opposition. For Simon, every child deserves to feel seen, valued and empowered to be exactly who they are.

An out-of-the-box thinker, Stuart has certainly made his presence felt at Castleway. Starting his career as a TA 25 years ago, he has worked his way up to the role of headteacher, and, since joining Castleway in 2021, pupil numbers have soared from 84 to over 240. This growth, especially amid a nationally declining birth rate, is extraordinary. Under Stuart’s inspiring leadership, both the primary and the nursery school have gone from Ofsted judgements of ‘Requires improvement’ to ‘Good’. His brainchild of ‘CastleFest’, which drew over 1,000 attendees, celebrated 60 years of Castleway and its reinvigoration at the heart of the community. In March 2025, Castleway won ‘School of the Year’ at the Wirral Education Awards and was reaccredited with the Inclusion Quality Mark ‘Flagship Award’. None of this (and much more) would have been possible without Stuart’s humour and relentless commitment to ensuring nothing but the best for the children of Castleway.

Executive principal of Drapers’ Maylands Primary School and Drapers’ Pyrgo Priory School, Trudy founded Maylands in 2015 with just 17 pupils, establishing a bold, child-centred philosophy rooted in the approaches of Reggio Emilia, Forest School and Thrive — well ahead of national trends. From the beginning, her vision was clear: to create a school where emotional wellbeing and academic excellence are not competing aims, but inseparable. Under her dynamic leadership, Maylands has earned Thrive School of Excellence status and the Learning Outside the Classroom Gold Mark. Trudy leads with compassion, clarity and ambition — nurturing staff, growing confident leaders and enabling them to support the wider education community. Her impact reaches far beyond the school gates — raising aspirations, transforming lives and building communities rooted in hope, belonging and brilliance. Trudy’s leadership continues to shape the future of education, inspiring change and fostering excellence at every level.

As the inspirational headteacher of The St Marylebone CE School — the vibrant, diverse comprehensive school she joined as an English teacher in 2005 — Kathryn’s leadership has sustained the school in the top 10% of national outcomes for 16 years. Her unwavering commitment to diversity, inclusion and fostering a sense of belonging is shown in her development of the student Diversity Ambassadors and her establishment of an affiliated special school in 2013. Her emphatic belief that all children deserve the opportunity to excel is evident in her extensive fundraising so that all students can access trips and enrichment opportunities. Kathryn champions the arts in education locally and nationally, delivering impactful training for many organisations, including Arts Council England and the National Theatre. She was also appointed to the Durham Commission on Creativity and Education, making significant contributions to its report, recommendations and impact. Kathryn’s profound influence, driven by humility and service, is exceptional, far-reaching and highly regarded.

Lucy’s visionary leadership as an exceptional headteacher at the Archer Academy since 2015 has consistently maintained the school as a thriving, inclusive environment with an ‘Outstanding‘ OFSTED grading. Her unwavering commitment to staff wellbeing, flexible working and student development has created a community where every individual feels valued. Lucy’s bold innovations — from redesigning the school day to pioneering workload reduction strategies — have improved morale, retention (currently at 96%) and performance, earning national recognition, including a national schools award shortlisting. She knows every student by name, fostering deep relationships and creating a culture of trust, respect and belonging. Under her leadership, academic outcomes are resolutely excellent, while a rich, future-focused curriculum equips students with confidence and compassion. Staff and students alike credit Lucy’s authentic, personal approach for the school’s unique sense of purpose and pride. Lucy exemplifies how educational excellence and wellbeing go hand in hand

Lucy’s visionary leadership as an exceptional headteacher at the Archer Academy since 2015 has consistently maintained the school as a thriving, inclusive environment with an ‘Outstanding‘ OFSTED grading. Her unwavering commitment to staff wellbeing, flexible working and student development has created a community where every individual feels valued. Lucy’s bold innovations — from redesigning the school day to pioneering workload reduction strategies — have improved morale, retention (currently at 96%) and performance, earning national recognition, including a national schools award shortlisting. She knows every student by name, fostering deep relationships and creating a culture of trust, respect and belonging. Under her leadership, academic outcomes are resolutely excellent, while a rich, future-focused curriculum equips students with confidence and compassion. Staff and students alike credit Lucy’s authentic, personal approach for the school’s unique sense of purpose and pride. Lucy exemplifies how educational excellence and wellbeing go hand in hand

Executive head of the Yavneh College Academy Trust, Spencer is a strong, principled and highly effective school leader. He cares passionately about each member of his school community, from trainees and ECTs to senior leadership, adjunct staff and trustees — and, most of all, each and every student. Tuned into and dedicated to empowering young people, Spencer cares about their academic progress, their personal development and their journey towards becoming committed, knowledgeable young adults, who embody the school motto, ‘A world built on kindness’. Spencer is unreservedly supportive of his colleagues both within and beyond the Jewish education network, where he is a much-admired figurehead in teacher training. He listens, shares practical advice and is immensely reassuring. Spencer is driven by a genuine love of every aspect of the craft of education and a desire to make a difference to students, staff and the local, national and global community.

Manchester’s young people said they wanted schools and colleges that enable them to get a good job and benefit from the opportunities the city offers. With the post-16 sector recognised for its varied and inclusive pathways, great outcomes and innovative collaboration with the City Council, Connell Co-op College plays a significant strategic role in shaping the offer through the Post-16 Pathway Partnership. This partnership has had a powerful impact on defining provision and influencing practice, with outcomes including improved attainment and pass rates, enhanced youth voice influence, strengthened transition approaches, lower rates of NEET (not in employment, education or training), increased participation and increased places. Manchester’s integrated approach connects education with economic development, tackles disadvantage through skills and opportunity for its growing youth population and exemplifies local innovation with national influence, supporting young people to thrive in a dynamic and inclusive city.

A flourishing partnership between UHI Shetland and Shetland Islands Council’s schools service in one of the most remote parts of the UK has seen the development of a programme designed to enhance skills pipelines and provide enriching learning opportunities for young people to enable them to live and work in this island community. Working with key stakeholders from across Shetland, including employers, skills agencies and families, this partnership has created a sector-leading school/college programme designed for all of Shetland’s 15–18–year–olds. The programme is inclusive, attractive and accessible, facilitating effective progression routes into further study and industry, and complementing and enhancing school-based study. This collaboration has led to significantly increased student engagement, improved success rates and better transition pathways, and the very positive impact and influcence of the project continue to expand.

A flourishing partnership between UHI Shetland and Shetland Islands Council’s schools service in one of the most remote parts of the UK has seen the development of a programme designed to enhance skills pipelines and provide enriching learning opportunities for young people to enable them to live and work in this island community. Working with key stakeholders from across Shetland, including employers, skills agencies and families, this partnership has created a sector-leading school/college programme designed for all of Shetland’s 15–18–year–olds. The programme is inclusive, attractive and accessible, facilitating effective progression routes into further study and industry, and complementing and enhancing school-based study. This collaboration has led to significantly increased student engagement, improved success rates and better transition pathways, and the very positive impact and influcence of the project continue to expand.

Amid a challenging landscape for arts and sports education in the state sector — marked by significant declines in student enrolment and funding cuts — the Sidcot-ELAN partnership stands as a beacon of proactive engagement. This collaboration provides 2,700 students with enriching opportunities in sports, creative and performing arts and leadership, fostering community cohesion and serving as a scalable model with national significance. The success of this programme underscores the potential of educational partnerships to foster lifelong learning, leadership and global awareness among young people, setting a precedent for future initiatives. At a time when schools across the country are struggling to provide students with the broad, balanced education they deserve, this highly effective model demonstrates how resource-sharing, creativity and collaboration can break down barriers and unlock new and meaningful opportunities for the next generation.

The James Montgomery Academy Trust is a group of over 20 distinctive and aspirational primary schools in South Yorkshire, Wath Central being one. The Trust is renowned for its child-centred approach and holistic vision, with its culture of successful inclusion, equality, safeguarding and wellbeing permeating every aspect of the organisation and resonating through every child. Wath Central is a community that is passionate about holistic development, driven and led by a strong team of reflective practitioners. Every child matters, and there is a tangible ambition for each child to feel success through a personalised curriculum. Partnerships on all levels strengthen practice, including with families, colleagues, the Trust and a wide multidisciplinary team. The head, SENCO and Trust SEND lead are a powerful team that works locally and nationally, at the cutting edge of pedagogy to improve outcomes for all. This community is brave, solution–focused and highly collaborative, because ‘together, we can’.

Carol is an inspiration to everyone involved with children who have additional learning needs. A teacher in special education for 30 years, she has been at the forefront in developing learning and training for the highly skilled specialised education professionals of today. In 2000, Carol brought approaches such as Picture Exchange Communication System (PECS) and autism awareness training to Wales, and her contribution to developing Positive Behaviour Support (PBS) training has helped to shape the move towards a more positive and ethical approach in schools across Wales and beyond. Carol’s phenomenal work has had a hugely positive impact on many many children, who have grown up to become independent and able to communicate, which has been life–changing for them and their families. She has an infectious personality and is the galvanising heartbeat of this school. The highlight of the week for pupils is her assembly, as she is Greenfield’s very own Butlin’s Red Coat!

An inspirational principal at Lakes College, Chris has long been a champion of higher and further education. Proud to be a huge advocate for Cumbria, and the longest-serving principal in the county, his influential leadership has enabled a small, coastal college to thrive and meet the needs of thousands of learners and employers locally, regionally and nationally. Chris’s phenomenal experience in the classroom has remained at the heart of his work during more than 30 years in education. He has led a period of vast expansion and success for the college, including the Construction Skills Centre, the Engineering Skills Academy and the recently opened Green Energy and Skills Centre. Under Chris’s focused guidance, the college became a founding member of the National College for Nuclear. In 2023, Lakes College was awarded the prestigious Queen’s Anniversary Prize, the highest national honour in higher and further education, in recognition of its outstanding work in developing highly skilled technicians for the UK’s nuclear and low carbon energy sectors.

A truly inspirational educational leader, Lynn has devoted his life to the community of Ysgol Gymraeg Caerffili. With 32 years’ experience as a teacher, senior leader and headteacher, Lynn has ensured that the school is regarded as one of the leading Welsh-medium primary schools in South East Wales. This has been recognised by the local authority, the Education Achievement Service and Estyn. Estyn inspectors stated that leadership at all levels of the school was a significant strength, and that the professional development of all staff ensures highly effective teaching, which positively impacts the strong progress made by all pupils. Lynn is also a trained Estyn peer inspector and school improvement partner, working closely with three other schools. In addition, he has mentored many senior leaders in the region with great success and leads an alliance of partner schools that work closely with Cardiff Metropolitan University. The galvanising influence of Lynn’s talent and commitment is far-reaching and profound.

A truly inspirational educational leader, Lynn has devoted his life to the community of Ysgol Gymraeg Caerffili. With 32 years’ experience as a teacher, senior leader and headteacher, Lynn has ensured that the school is regarded as one of the leading Welsh-medium primary schools in South East Wales. This has been recognised by the local authority, the Education Achievement Service and Estyn. Estyn inspectors stated that leadership at all levels of the school was a significant strength, and that the professional development of all staff ensures highly effective teaching, which positively impacts the strong progress made by all pupils. Lynn is also a trained Estyn peer inspector and school improvement partner, working closely with three other schools. In addition, he has mentored many senior leaders in the region with great success and leads an alliance of partner schools that work closely with Cardiff Metropolitan University. The galvanising influence of Lynn’s talent and commitment is far-reaching and profound.

Having taught more than 1,500 students over her illustrious career, Nicola is now director of maths across the 17 schools of Inspiration Trust. Her influence extends far beyond her direct teaching roles, however. As leader of the Angles Maths Hub, Nicola designed and delivers a national programme for maths and science teachers, fostering a collaborative approach to teaching and supporting teachers in 500+ schools to develop pedagogy and significantly improve student outcomes. Under her infectious leadership, a strong central maths team at the Trust has developed a comprehensive outreach programme, benefiting students across local schools and inspiring thousands through events like Maths Week and Royal Institute masterclasses. Utilising a grant from the Maths Excellence Fund and in collaboration with the University of East Anglia, Nicola has created the East Maths Community, a programme dedicated to supporting maths excellence and improving GCSE 7+ outcomes throughout the region. Her relentless commitment and innovative approach make Nicola an extraordinary leader, and a beacon of inspiration in maths education.

With an unrivalled passion for ensuring that all students have access to music, Sean has transformed Burford School’s musical identity. Providing outstanding opportunities to all students, Sean has developed a large variety of ensembles, jazz groups, rock bands, singing groups and orchestras, all of which perform regular concerts and musical productions of a remarkable standard. Sean reaches out to the wider community too, through developing a community choir and by working with primary schools, ensuring that younger students can also benefit from music lessons. The school’s annual music residential is a highlight for both staff and students and, on their return, the students put on a wonderful concert. Sean’s approach empowers students as performers, listeners and leaders, and he strongly believes that music can inspire confidence and connection. He is hugely enthusiastic about developing a vibrant musical culture within school and beyond, and works tirelessly to provide exceptional musical experiences.

Some teachers change lives — Tracey transforms them. With over 30 years in education, she began her career in Hackney when Black representation in classrooms was rare, later becoming head of English and special educational needs coordinator (SENCO) in Brent. Her leadership has inspired academic excellence despite socioeconomic challenges, and her impact spans generations. A tireless advocate for inclusion and never accepting limits on potential, Tracey especially championed Black boys, launching initiatives like ‘Ensuring the Achievement of Black Boys‘ and connecting students with national mentoring programmes. She even founded a company named ‘I Rise’, producing culturally relevant educational resources. Beyond the classroom, she has mentored countless teachers and leaders — many credit her with their careers. Her work is not driven by recognition but by love, consistency and deep commitment. Tracey is much more than an educator — a pillar of the community, she is consistent, loyal, nurturing and deeply invested in every child‘s future.

Hindsford CE Primary School is so much more than a school. Located in Atherton, Wigan, Hindsford prides itself on what it offers beyond its academic teaching: the values it teaches, the nurture it provides and the profound belief that every child is extraordinary in their own unique way. The school’s vision, ‘For every child to reach their potential and live life in all its fullness’, is deeply rooted in its everyday practice, supporting pupils to flourish and thrive in all areas of school life. The dedicated staff work tirelessly to ensure that children feel valued, loved and respected, so that they are able to live out the school motto of ‘Our Best, Always, Everywhere’. In addition, staff support children with exceptional opportunities through an extensive enrichment and personal development programme, with varied sessions scheduled for all year groups throughout the week. With the school’s ‘Little Moments, Big Memories‘ programme, children at Hindsford are equipped to become all-round amazing individuals and responsible citizens of society.

Queen’s Park Primary School serves a diverse population within Westminster. Delivering change ‘beyond the school gates’ is essential for the community, given local health inequalities, deprivation and the impact of serious youth violence in the area. Community is where the Queen’s Park team sits, ensuring young people and their families can be instrumental in informing and shaping their futures. Involvement in local and national consultations around health, housing and mental health, as well as engagement in serious youth violence programmes, supports outcomes. Collaboration on supporting the earliest intervention through mental health advocacy, links with the local family hub and early help, sets the school apart and gives families the best possible support network from the start. The school is part of the Westminster Children’s University Network, helping to expand opportunities and raise aspirations, increase cultural capital and support parents in accessing over 400,000 hours of extracurricular activity. Queen’s Park Primary is truly making a difference to the lives of many Westminster families.

Twice judged ‘Inadequate‘ by OFSTED, once in ‘special measures‘, never above average national outcomes, Sprites is a school that knows no bounds and lives up to its motto of ‘Fearless‘. Current external validation and data show a stunning rise, but it‘s the daily diet that marks the school out, where love and nurture shine brightest. Its exemplary inclusive practice provides a local haven, transforming the lives of young carers, refugees, children with additional needs and those at risk of exclusion. Extending its educational remit, community programmes have enabled parents to upskill and find a pathway into employment, while being a teacher training hub has supported new teachers into the profession. The school’s variety of enrichment ranges from lively staff panto and flashmob to colour run, from camping on the field to visiting Cambridge University, from Easter bonnet parades to touring the Houses of Parliament — all this and more to enhance pupils’ cultural experiences, aspirations and joy for life.

Twice judged ‘Inadequate‘ by OFSTED, once in ‘special measures‘, never above average national outcomes, Sprites is a school that knows no bounds and lives up to its motto of ‘Fearless‘. Current external validation and data show a stunning rise, but it‘s the daily diet that marks the school out, where love and nurture shine brightest. Its exemplary inclusive practice provides a local haven, transforming the lives of young carers, refugees, children with additional needs and those at risk of exclusion. Extending its educational remit, community programmes have enabled parents to upskill and find a pathway into employment, while being a teacher training hub has supported new teachers into the profession. The school’s variety of enrichment ranges from lively staff panto and flashmob to colour run, from camping on the field to visiting Cambridge University, from Easter bonnet parades to touring the Houses of Parliament — all this and more to enhance pupils’ cultural experiences, aspirations and joy for life.

Despite being located in an area of deprivation, where crime rates are high, children thrive at this outstanding and inspirational school in the heart of Luton. While many begin their Tennyson journey significantly below national average benchmarks, both academically and emotionally, Key Stage 2 results consistently show that 90% of pupils are working at or above national expected standards. During their time at Tennyson, pupils make impressive progress and develop exceptionally well, despite complex factors that have a bearing on their social, emotional and academic wellbeing. The entire Tennyson family strives to ensure that ‘every child can’, and believes that ‘no child will fail’. Every detail is considered, including creating an inclusive academic and pastoral curriculum that gives all pupils the opportunities and skills to achieve. Constantly reflecting, the team is always focused on ‘what’s next?’ and how it can develop the ‘Tennyson impact’ to ensure that it maintains a vibrant, inclusive culture that enables every child to succeed and flourish.

Clapton Girls’ Academy (CGA) is dedicated to academic excellence, inclusivity and community impact and celebrates cultural diversity. The school fosters a culture where students ‘Arrive with a dream, leave with a future’, empowering them to be compassionate, ambitious and resilient individuals. Recognised with an ‘Outstanding’ Ofsted grading in 2024, it ranks among the top secondary schools nationally, receiving a Schools, Students and Teachers (SSAT) Educational Outcomes award and, this year, an International Forum of Inclusion Practitioners (IFIP) award for its brilliant work with students with autism. Leadership opportunities — such as the Sports Leaders programme and Dementia Café initiative — empower students to become future leaders and agents of change in the wider community. Staff collaboration and professional development are key to the school’s success, with the Professional Development Inquiry fostering research-informed growth. Parental input is welcomed at CGA, with the Global Majority Parents Group providing a safe space for parents to meet and create meaningful changes, including tackling disproportionality in outcomes and behaviours.

Moor End Academy is a remarkable school that provides pupils with their passport to success. Graded ‘Outstanding’ in all areas by Ofsted in 2024, the school is a beacon of ambition, inclusion and opportunity. At its core are the values of respect, ambition and responsibility — principles consistently modelled by pupils and staff. With a knowledge-rich, ambitious curriculum that inspires curiosity and critical thinking, pupils make exceptional academic progress. Support for those with SEND is outstanding, particularly within the specialist visual impairment provision, which equips learners with academic knowledge and vital independence skills. What truly sets Moor End Academy apart is its culture, with pupils organising impactful events like ‘Culture Day’, contributing to decisions through a meaningful student council, and engaging in enrichment activities that develop leadership. From visiting Parliament to hosting guest speakers, they are given the tools and trust to shape their community. Moor End Academy transforms lives, preparing young people to succeed with confidence, compassion and purpose.

Moor End Academy is a remarkable school that provides pupils with their passport to success. Graded ‘Outstanding’ in all areas by Ofsted in 2024, the school is a beacon of ambition, inclusion and opportunity. At its core are the values of respect, ambition and responsibility — principles consistently modelled by pupils and staff. With a knowledge-rich, ambitious curriculum that inspires curiosity and critical thinking, pupils make exceptional academic progress. Support for those with SEND is outstanding, particularly within the specialist visual impairment provision, which equips learners with academic knowledge and vital independence skills. What truly sets Moor End Academy apart is its culture, with pupils organising impactful events like ‘Culture Day’, contributing to decisions through a meaningful student council, and engaging in enrichment activities that develop leadership. From visiting Parliament to hosting guest speakers, they are given the tools and trust to shape their community. Moor End Academy transforms lives, preparing young people to succeed with confidence, compassion and purpose.

Part of the E-ACT multi-academy trust, The Oldham Academy North has a strong focus on student progress, high achievement and personal growth, in a supportive, inclusive and inspirational learning environment. Students benefit from diverse opportunities, both in and beyond the classroom, with dedicated staff fostering success and well-rounded development. This includes students actively engaging with the local community, strengthening ties through various exciting initiatives and partnerships, and hosting events such as culture days and coffee mornings. In 2024, the school saw a positive Progress 8 score of +0.38, indicating above national average progress despite students arriving with below average scores and experiencing high levels of deprivation. The educational provision for disadvantaged students is truly exceptional, seeing those students achieve an average ten GCSE grades higher than their peers nationally. Students leave this school motivated and ready to succeed in life.

Selly Park Girls’ School is a beacon of inspiration and aspiration. A high-performing school for students aged 11 to 16 in Birmingham, it serves a diverse community and is known for its academic excellence, inclusive ethos and nurturing environment. Its vision is to create a vibrant school with inspirational teachers and aspirational students, developing confident, knowledgeable and highly skilled young adults ready to succeed in the wider world. With its deep commitment to emotional wellbeing and mental health, the school fosters a culture where every student feels safe, supported and empowered to thrive. The broad, ambitious curriculum is enriched by creative and practical opportunities, and underpinned by values of kindness, respect and personal growth. Through strong partnerships with families and the wider community, this school celebrates every individual and ensures that success is measured not only by achievement, but by confidence, character and contribution.

 St Damian’s is a proud, inclusive, over-subscribed comprehensive school located in an area of deprivation. It is a beacon of excellence and hope where high expectations result in a high-achieving environment. GCSE outcomes are consistently well above national averages in every indicator, giving St Damian’s students a fantastic springboard into adult life. The school has achieved a ‘double-double’ on the inspection front, with four ‘Outstanding’ judgements from four external inspections: two from OFSTED and two from the Catholic Schools Inspectorate. This comes as no surprise given the school’s ambitious culture, the St Damian’s Way, which fosters a strong sense of service to society and an environment where students feel proud to belong and staff feel privileged to work. Student leadership opportunities include fundraising initiatives that greatly benefit the local community, while the school’s BeeWell staff strategy has resulted in excellent outcomes in The Sunday Times Best Places to Work survey. St Damian’s continues to inspire and make a difference every day.

Amy’s passion for all things computing is infectious and she lives and breathes the subject in and out of school. Her work as an ambassador raising the profile of women in computing started at university, where she founded DUWiT (Durham University Women in Tech) and its inaugural hackathon. Bringing this same enthusiasm and enterprise into teaching, she set up a code club for girls, with five teams entering competitions such as CyberFirst. Under Amy’s guidance, Cramlington girls have finished sixth nationally and won regional competitions already. As a new teacher, her impact in school has been significant. Having lost the two most experienced computing teachers to industry, Amy has been able to bring outstanding subject knowledge to her GCSE and A level teaching, leading on the development of many A level units. She is also heavily involved in research, contributing to best practice in both online learning and effective pedagogy.

Deep interests in language, communication and supporting children’s emotional literacy have been the constant threads in Emma’s journey into teaching. Having worked as a teaching assistant (TA), and after completing an apprenticeship, Emma joined Wood Farm Primary School as a Year 1 teacher in September 2022, where her passion for inclusion and meeting the diverse needs of learners has flourished. Putting her pupils and the community at the heart of her teaching, and valuing the voice of every child, Emma has had a lasting impact on the children in her classes, including the significant proportion who come from disadvantaged backgrounds. Her ability to create a warm, welcoming and secure learning environment has stood out to colleagues and parents from the very start of her career, and she has demonstrated consistent success in enabling children to overcome barriers and make exceptional progress.

Evie has a wonderful enthusiasm and passion for teaching. Incredibly committed to special education, she provides the most creative, fun and high-quality learning opportunities. Evie pushes her students to think critically, reason, and communicate their ideas effectively, and she is highly regarded by everyone in the school community. Evie works tirelessly to establish a safe and supportive learning environment where students feel valued and respected, and she then personalises that environment and the curriculum to reflect their individual needs and interests, enabling them to flourish and thrive. She skillfully adapts to meet the diverse needs of her students, ranging from medical and physical needs to severe learning and communication difficulties. Evie constantly inspires others to be the best they can be. Her knowledge and understanding of the learning process are exceptional, and it is a joy and a privilege to spend time in her class.

Hannah is, quite simply, where she’s meant to be: in the classroom. Her journey into teaching, while not easy, has been one filled with perseverance, heart and an unshakeable determination to make a difference. Growing up in the local community, Hannah has been part of Ernesettle Community School for over a decade in a range of roles (TA, nursery room lead and now teacher), always going above and beyond. Becoming a teacher was her dream, and now she inspires pupils, parents and staff never to give up on theirs. With a quiet humility, her work with children with special educational needs and disabilities (SEND) in Early Years is exceptional, as highlighted by her recognition by the NHS Big Brush Club, and the creative ways in which she plans to welcome new starters. She truly deserves to be in front of the children she inspires every day, and she shows the community what it means to dream big.

Jordan is an unexpected Early Years hero. Having completed his first year in the professsion teaching Year 2, he made a move to Reception. After an initial phase of shock and panic, he recognised this for the opportunity it was, and seized it by the horns. Jordan spent much of his summer transforming the newly renovated classroom into a place of wonder and discovery. Enrichment and excitement form the basis of Jordan’s practice — he finds any excuse to introduce a farm animal into the classroom! ‘Good Starts’ are a key priority at All Saints and Jordan has formed outstanding caring relationships with the children and parents in his class, which is why they have been the driving force behind this nomination. Jordan’s outstanding practice has infiltrated the entire Early Years department — a setting rated ‘Inadequate’ by OFSTED in 2022 — and has galvanised and inspired his colleagues. As Jordan begins the pathway of Early Years leadership, the school will stride into its next inspection with confidence.

Sam, an ECT at Cedar Mount Academy, teaches dance, physical education (PE) and maths and, with an abundance of charisma, he has quickly become a student favourite. Sam has developed dance into a thriving and popular part of the curriculum, and his infectious energy and emotionally intelligent teaching engage all. Feedback is delivered with kindness and respect, modelling the school’s values and creating a positive learning environment. Sam brings the same passion to PE, and in maths he uses expressive teaching to make complex concepts accessible and enjoyable. As transition lead, Sam brings neighbouring schools together to celebrate diversity and inclusion through dance — building community links. Leading a team of transition mentors, he runs extracurricular clubs, manages a football team, and organises festivals and productions, boosting student confidence. Sam also contributes to staff wellbeing, organising reward schemes and football tournaments, reflecting his belief that happy staff create a positive school culture.

A level biology teacher Shona has had a remarkable journey. Diagnosed with liver failure and cancer, she began her PGCE in 2018 while balancing hospital treatment and study. After a life-saving liver transplant in 2022, she joined The Bedford College Group as part of The Corby Sixth Form team in 2023. Shona uses her personal experience to make science relatable, teaching resilience and the value of perseverance and goal-setting. Outside the classroom, she brings biology into the community, exploring biomass and ecology in local parks. She created the student-led Impact Makers charity initiative, promoting leadership, compassion and social responsibility. Shona encourages students to pursue science, technology, engineering and mathematics (STEM) careers, building links with local universities and industry. An outstanding educator, inspirational mentor and driving force for student success and community engagement, she motivates students to aim high and equips them with the knowledge and confidence to achieve their goals.

A level biology teacher Shona has had a remarkable journey. Diagnosed with liver failure and cancer, she began her PGCE in 2018 while balancing hospital treatment and study. After a life-saving liver transplant in 2022, she joined The Bedford College Group as part of The Corby Sixth Form team in 2023. Shona uses her personal experience to make science relatable, teaching resilience and the value of perseverance and goal-setting. Outside the classroom, she brings biology into the community, exploring biomass and ecology in local parks. She created the student-led Impact Makers charity initiative, promoting leadership, compassion and social responsibility. Shona encourages students to pursue science, technology, engineering and mathematics (STEM) careers, building links with local universities and industry. An outstanding educator, inspirational mentor and driving force for student success and community engagement, she motivates students to aim high and equips them with the knowledge and confidence to achieve their goals.

Chris, a class teacher at Newhall Primary Academy, was inspired into teaching through his time in Korea, where he loved the challenges of that experience. His passion for literature has turned the school library into a vibrant and welcoming space where students can immerse themselves in books, and he spearheads initiatives such as the highly successful ‘Get caught reading’ campaign. Chris’s efforts extend beyond literacy: for example, he organised an impactful and dynamic science week, bridging the gap between classroom learning and real-world scientific careers. A lifelong learner dedicated to growth, Chris actively engages in professional development, including leading adaptive teaching sessions and working towards Chartered Teacher Status. He leverages this knowledge to uplift his colleagues, as exemplified by his introduction of teaching triads, an initiative that encourages collaboration and continuous improvement, as teachers observe each other to exchange strategies and refine their own practice. Through his galvanising influence and unwavering commitment to both students and staff, Chris embodies the true spirit of education.

Assistant principal at Park Hill, Gosia brings a wealth of personal experience and passion to her teaching, rooted in an inspirational journey that started in her native Poland. This background provides her with a profound understanding and deep empathy for children learning English as an additional language (EAL), allowing her to connect with and give valuable support to pupils navigating new linguistic and cultural landscapes. Alongside her dedication to language and learning, Gosia shares her enthusiasm for horticulture, appreciating the patience and nurturing required to help living things flourish — principles she seamlessly translates into her inclusive and encouraging classroom environment. In one of the most deprived areas of the country and faced with real challenges, Gosia’s relentless energy and commitment to bettering the life chances of every child at Park Hill have seen her become an inspiration to pupils, parents and the diverse community they live in.

Assistant principal at Park Hill, Gosia brings a wealth of personal experience and passion to her teaching, rooted in an inspirational journey that started in her native Poland. This background provides her with a profound understanding and deep empathy for children learning English as an additional language (EAL), allowing her to connect with and give valuable support to pupils navigating new linguistic and cultural landscapes. Alongside her dedication to language and learning, Gosia shares her enthusiasm for horticulture, appreciating the patience and nurturing required to help living things flourish — principles she seamlessly translates into her inclusive and encouraging classroom environment. In one of the most deprived areas of the country and faced with real challenges, Gosia’s relentless energy and commitment to bettering the life chances of every child at Park Hill have seen her become an inspiration to pupils, parents and the diverse community they live in.

Witnessing the effects on pupils of the pandemic lockdown, assistant headteacher Jack Huson was determined to close the gaps that were created in pupils’ personal, social and physical development. Jack transformed the community through introducing a new PE scheme of work and leading a timetable dedicating a whole afternoon to the physical development of each child. Jack recognised the important link between pupils’ physical and mental health. His natural enthusiasm and expertise have also supported and developed other staff both within the school and across the multi-academy. Jack not only developed the school environment but also dedicated his own time during weekends to meeting pupils and their families to encourage their love of physical activity through local orienteering clubs or Saturday morning park runs. This has resulted in happy, confident pupils who now thrive in all areas of school life, and parents who regularly celebrate Jack and his exemplary work.

Jak is a passionate primary teacher who transforms classrooms through music, reading and inclusion. Known for his heartfelt approach and meticulous learning environment, in Jak’s lessons every child feels seen, valued and inspired. His leadership in music is unmatched: he has developed a spiral curriculum across instruments, led Trust-wide training and empowered pupils with SEND to take the lead in lessons. While his classroom radiates joy, often filled with piano chords and children’s voices, Jak’s impact extends beyond this. His championing of reading has inspired countless children, especially boys, to visit the library, while his unwavering support for vulnerable pupils builds confidence and belonging. Jak gives his time freely, often spending lunchtime with children who need a safe space. His blend of warmth, vision and excellence sets him apart, not just as a great teacher, but as a force of transformation in education.

During her five plus years as a talented and dedicated teacher at Springfield, a specialist setting, Lucie’s practice has developed exceptionally well. She leads subjects such as communication, phonics, PE, geography and history with clarity and purpose, ensuring that her pupils are motivated and engaged in meaningful learning experiences. Her practical approach to education is impressive and highly effective — she is adept at eliminating unnecessary complexities, streamlining activities to promote better understanding among her pupils. Lucie also actively supports and mentors colleagues and student teachers, demonstrating an enthusiastic commitment to professional development and collaboration. Lucie’s conscientious devotion was exemplified recently when she exceeded all expectations by offering to undertake an emergency foster placement for one of her pupils, thereby preventing the child from being placed in a hospital ward during the Christmas period. Her impact as an educator is profound and her unwavering support for her pupils’ wellbeing immense.

At Trinity Academy Akroydon, where 45% of pupils receive pupil premium funding, Mark Barnabas is a transformational educator whose influence extends far beyond his own classroom. A passionate advocate for reading, Mark leads a Royal Society judging panel, empowering pupils to become articulate, critical readers. His classroom is a joyful space full of challenge, curiosity and compassion. As a local Research Champion, Mark shares evidence-based strategies Trust-wide and has led professional development that has elevated literacy practice across phases. As a middle leader, he coaches colleagues with generosity and insight, raising expectations and embedding excellence in everyday teaching. Mark is a highly skilled practitioner, a reflective leader and a warm, steady presence within our school community. He improves life chances not only for the pupils he teaches, but for many more taught by the teachers he supports. His powerful impact is deep, far-reaching and wholly deserving of national recognition.

Exemplifying the school’s vision to be a ‘light for the world’, Rachel has dedicated 13 years to Wenlock Academy. As a Year 6 class teacher and assistant headteacher, her journey from NQT to SLT has fostered an inclusive and highly engaging learning space, evidenced by the multiple messages of thanks she receives from parents. Cultivating exceptional relationships with children, she actively listens to their ideas and, as school council lead, ensures their voices are heard. Rachel’s passion for English has been transformational, particularly through implementing the Talk 4 Writing programme, igniting a love of reading among pupils, as seen in the number of ‘word millionaires‘ increasing term by term — you can often find children immersed in books in the playground or at the school gates. As well as nurturing her pupils, Rachel is committed to mentoring early career teachers (ECTs), guiding them as they develop into valued educators themselves. She is a true beacon of educational inspiration.

Deputy headteacher and Year 6 teacher at Marshfield Primary School, Shaukat has become a pillar of the school community since he joined in 2015. Renowned for his inspirational teaching, exceptional leadership and unabridged commitment to pupils and families, under his guidance Marshfield consistently ranks in the top 2% nationally for Year 6 outcomes. He has led the school to earn accolades such as the World Class School Quality Mark, played a pivotal role in securing multiple community awards and was instrumental in Marshfield’s recent achievement of ‘Outstanding‘ in every area in its latest Ofsted inspection. Working in one of Yorkshire’s most deprived areas, Shaukat leads transformative initiatives that extend far beyond the classroom — from organising life-changing international visits and community events to creating safe spaces and vital support for vulnerable families. His dedication has helped Marshfield become a beacon of hope, excellence, inclusion and opportunity and his teaching is consistently rated as ‘Outstanding Plus’.

Sundip is an exceptional teacher, year group leader, mentor and subject leader who lives and breathes the school’s motto of ‘Raising aspirations’. Her dedication and diligence have transformed the lives of every child she has taught over many years, giving them the best start to their education. She establishes a nurturing learning environment that enables children to overcome their challenges and achieve their potential, resulting in outstanding outcomes. For example, in 2024, every child in her class met the threshold in the Year 1 phonics screening check. Sundip is also an ambitious and skilled leader, achieving Gold accreditation from the Geographical Association in 2024 for embedding excellence and innovation in geography. A true inspiration to her colleagues and key to developing staff across the school, Sundip is a tremendous asset to Minet and its community.

With her enthusiasm and natural aptitude for kindness and compassion, coupled with extensive experience teaching in Herts and inner London, Zoe is a dynamic, strategic and child-centred member of the staff team at Lordship Farm Primary School. Through Zoe, the school has created a highly inclusive and well-resourced pastoral offering, supported parents with coaching and mentoring, developed new members of staff, built the SENCO team twofold and literally turned frowns upside down for some of the most vulnerable pupils. Children describe Zoe as being the teacher who listened, the one who supported change and the one who has now allowed them to be themselves. Likewise, Zoe’s development of a truly therapeutic approach to behaviour management and teaching has earned her high respect from colleagues in school and from external professionals as this new strategy has reaped rewards for pupils both emotionally and academically. She is absolutely one of a kind.

Carina fell in love with dinosaurs and geology at a very young age. She has been dedicated to sharing that love with pupils ever since starting her teaching career, and she inspires them every day. In Carina’s hands, every pupil is a scientist and they explore learning in fresh and innovative ways. She embraces pupils of all abilities and nationalities, providing them all with bespoke learning pathways and supporting their languages through key–word focuses on every topic. ‘Whizz bang’ assemblies, celebrating women in science, encouraging pupils through the STEAM Ambassadors scheme and hosting open fun days for all to share in the love of science are just some of the ways she brings her subject to life for everyone. Pupils’ progress and outcomes are excellent. Carina also acts as the group–wide STEAM co-ordinator and gives her time freely to support and collaborate with colleagues, always pushing to keep raising standards across the family of schools that Horris Hill is part of.

Science lead at Haringey Learning Partnership (HLP), Gemma has transformed science education in alternative provision. When she joined in 2020, science had been removed from the curriculum. She has rebuilt it from the ground up and now every student studies science and sits GCSEs, and many progress to A level. Her work was instrumental in HLP being rated ‘Outstanding‘ across all areas by Ofsted. A fierce advocate for inclusion and gender equality in STEM, Gemma has significantly increased the number of girls pursuing science through role models, representation and targeted confidence-building. Her engaging, hands-on teaching is matched by powerful enrichment opportunities — from building a wildlife pond to leading national STEM challenges. Beyond HLP, Gemma founded and leads the ‘Science in AP’ network, helping colleagues across the country improve practice and outcomes. Through her leadership, expertise and belief in her students, Gemma is changing lives and redefining what science education can look like in alternative settings.

Jolie is a highly qualified, passionate drama teacher with a trauma-informed approach and a deep commitment to student belonging. A graduate of The Royal Central School of Speech and Drama and Cambridge University, she has transformed her department, now with nine thriving GCSE drama classes in Years 9–11, achieving results well above national averages. Her inclusive ethos encourages students with additional needs to take up drama, knowing they will be supported and able to succeed. Jolie led the school’s application for Artsmark, earning a prestigious Platinum award, with Arts Council England commending her for ‘a rich arts offer rooted in your understanding of the deep value of the arts to young people’s learning and personal development’. Her annual school productions involve over 200 students in performance, backstage and front-of-house roles, and she extends the impact by touring performances to local primary schools. Jolie is a galvanising force and a huge asset in the Varndean School community and beyond.

Jolie is a highly qualified, passionate drama teacher with a trauma-informed approach and a deep commitment to student belonging. A graduate of The Royal Central School of Speech and Drama and Cambridge University, she has transformed her department, now with nine thriving GCSE drama classes in Years 9–11, achieving results well above national averages. Her inclusive ethos encourages students with additional needs to take up drama, knowing they will be supported and able to succeed. Jolie led the school’s application for Artsmark, earning a prestigious Platinum award, with Arts Council England commending her for ‘a rich arts offer rooted in your understanding of the deep value of the arts to young people’s learning and personal development’. Her annual school productions involve over 200 students in performance, backstage and front-of-house roles, and she extends the impact by touring performances to local primary schools. Jolie is a galvanising force and a huge asset in the Varndean School community and beyond.

An inspirational language teacher and senior leader at Clifton Community School, Josh’s passion for teaching was ignited in 2018, bringing his talents as a translator into the classroom and promoting the undervalued skill of speaking a second language. Recognising that he had had the advantage of a supportive family to empower him to achieve academic success, Josh is a passionate advocate for ensuring that all children, including those from the most disadvantaged communities, have opportunities that enable them to leave school qualified and ready to progress. He has a relentless determination never to let any pupil fall behind, and implements a rigorous approach to learning vocabulary and grammar, so crucial in his subject. His students have a firm belief that they can succeed and Josh has a proven track record of students in his classes achieving the best results in languages. He ensures that they have fun too, for example by transforming the classroom into Las Ramblas so they can experience Spain from Rotherham.

Maria is a truly transformative educator at Redden Court School. Celebrated for revolutionising business studies into one of the school’s most successful and oversubscribed subjects, her students consistently achieve exceptional results, with over 50% attaining top GCSE grades (9–7), over 80% attaining a grade 5+ and a Progress 8 contribution score of +1.5. Maria cultivates a vibrant learning environment, using innovative methods to bridge theory and practice and empowering students with essential skills. Her personal development days, incorporating elements of ‘Dragon’s Den’ and ‘The Apprentice’, are legendary, as are her enterprising trips to local businesses and competitions that support homeless people. Beyond the classroom, Maria is a highly respected leader and her impact extends across business, computing and IT as head of the Digital Faculty. Whether coaching colleagues by sharing good practice of teaching and learning, or mentoring vulnerable students to improve their mental health, outcomes and opportunities, Maria is a huge support to the whole school community.

Mary is a passionate and inspirational physics teacher who has devoted her career to creating safe, inclusive spaces where girls studying physics can thrive. She has nurtured curiosity and confidence in every lesson, every day, during her 30 years at Herts & Essex. Driven by a deep belief in sharing opportunity and empowering others, Mary has fostered leadership and trained hundreds of fellow educators, not only in the art of teaching but also by teaching others how to teach. An early pioneer of student-led sustainability initiatives, her environmental activism has sparked a generation of young eco-leaders who carry her vision forward. Mary loves teaching astronomy! She inspires people of all ages to look up and delight in the wonders of the universe, broadening horizons both literally and figuratively. Mary exudes optimism and positivity, from her teaching to her outreach and community work and her personal adventures. She truly exemplifies extraordinary individuals who make the world a brighter place.

Penny is the beating heart of Churcher’s College — a teacher whose boundless energy, creativity and compassion make her truly exceptional. Previously school librarian, she now teaches English with unmatched dedication, inspiring a love of reading and writing in every student. A published author of the Lollypop series — shortlisted for The Sunday Times Book of the Week — Penny brings storytelling to life. She also co-leads the school’s World Challenge expeditions, where pupils and staff volunteer in places as far-reaching as Zambia, Poland, Mozambique and Bolivia, such as in a respite centre for children with severe disabilities. She additionally organises unforgettable charity events (including 24-hour shopping trolley pushes for Dementia UK), runs the public speaking team (recent national finalists), chairs Book Club, and curates an annual community lecture series. Penny’s infectious personality and heart of gold shape everything she does. She gives tirelessly to literature, education and charity — and deserves to be celebrated.

Suzanne has been an inspirational science teacher at Waterhead Academy since the day she joined seven years ago. Every summer, staff and students alike nominate her as the school’s ‘Teacher of the Year’. Suzanne knows how to ignite the passion in some of Waterhead’s most reluctant learners, many of whom face severe challenges in aspects of their lives. Her pedagogy is all about 100% participation and there is no opt out. She achieves this by planning in checks for understanding where all students vote or write a response, ensuring no one is overlooked or drops through the net. Suzanne has consistently achieved some of the highest pass rates for GCSE sciences and often this would be a student’s best grade. Outside the classroom, Suzanne supports students on the Duke of Edinburgh’s Award (DofE) expedition, and she also volunteers for Childline, being a listening ear and a lifeline to young people in difficult times. 

Hardeep is the epitome of a classroom superhero. Her passion and talent for enhancing the lives and learning experiences of students she teaches are unparalleled, and she truly goes above and beyond to ensure every child loves coming to school. During her three decades of dedication to St John’s Primary School, Hardeep has positively impacted thousands of children’s lives and left an imprint on their hearts. As an HLTA, she creates magic and love in every classroom she works in, supporting and inspiring teachers and pushing them to be even better educators. Specialising in Key Stage 1 and Early Years Foundation Stage (EYFS), Hardeep uses her wealth of knowledge to mentor and support new teachers and TAs, ensuring that every child receives an outstanding education, and can learn and thrive in a welcoming, inclusive space. Highly skilled at collaborating with teachers and supporting parents in engaging with their child’s educational journey, Hardeep is a huge asset to the school and the community.

An outstanding and dedicated teaching and learning assistant (TLA), Lisa is passionate in her mission to develop the whole child both academically and personally, achieving this in various ways. With her infectious enthusiasm for the health benefits of being outside in nature, Lisa transformed part of the school grounds into a wonderful environment, now used for curriculum lessons, clubs and the weekly Forest School sessions she leads. Lisa is committed to inclusivity, welcoming all children, regardless of ability, in the school Field Gun team she runs, where she emphasises teamwork, resilience and pride over competition. Believing every child can thrive despite challenges, Lisa also runs the school’s emotional literacy programme, in which she has created a calm, reassuring atmosphere where pupils feel safe to express their feelings and seek her support on managing emotions. Through these initiatives and many more, Lisa plays a vital role in fostering wellbeing, confidence and a strong sense of community among all children at Tor Bridge Primary.

Nikki is an exceptional TA whose unwavering dedication and compassion have transformed the lives of countless children. She creates a nurturing environment where every child feels safe, valued and empowered to succeed. Her multisensory, individualised approach supports even the most complex needs, enabling remarkable progress in both academic and emotional development. Nikki’s creativity, calm presence and deep understanding of each child make her a cornerstone of the classroom and a trusted figure for families. Beyond school, she’s actively involved in the community, from supporting local sports clubs to leading school initiatives. She played a pivotal role in developing a new specialist provision, turning an empty room into a thriving, inclusive space. Nikki also champions communication and connection through her thoughtful updates on classroom progress. Selfless and humble, Nikki’s impact reaches far beyond her role — she is truly the heart of her school community and an inspiration to all who know her.  

Shagufta has devoted over 25 years to transforming the lives of students, staff and families at Carlton Junior and Infant School. A passionate advocate for mental health, inclusion and cultural enrichment, she has led countless initiatives — from parent wellbeing workshops and nurture groups to Oxbridge visits and international trips. As attendance officer and designated safeguarding lead, Shagufta is unwavering in her support for vulnerable children, removing barriers and creating safe, nurturing environments. ‘Dream, Aspire, Achieve Beyond Excellence’ is the school motto, and her leadership in pupil voice, road safety and school culture continues to shape a more connected, resilient and aspirational community. Deeply respected by colleagues and adored by families, Shagufta is a guiding light whose compassion, creativity and dedication leave a lasting legacy. She is a testament to the extraordinary impact one individual can have across generations.

Shagufta has devoted over 25 years to transforming the lives of students, staff and families at Carlton Junior and Infant School. A passionate advocate for mental health, inclusion and cultural enrichment, she has led countless initiatives — from parent wellbeing workshops and nurture groups to Oxbridge visits and international trips. As attendance officer and designated safeguarding lead, Shagufta is unwavering in her support for vulnerable children, removing barriers and creating safe, nurturing environments. ‘Dream, Aspire, Achieve Beyond Excellence’ is the school motto, and her leadership in pupil voice, road safety and school culture continues to shape a more connected, resilient and aspirational community. Deeply respected by colleagues and adored by families, Shagufta is a guiding light whose compassion, creativity and dedication leave a lasting legacy. She is a testament to the extraordinary impact one individual can have across generations.

A vital cornerstone of the Bannerman Road Community Academy, Anna works tirelessly and with compassion, commitment and resilience to ensure that every child and family in the school community has the support they need to thrive. With a deep belief in the potential of every individual, she acts as a bridge between home and school, working to remove barriers to learning and wellbeing. Anna’s involvement in supporting behaviour management is transformative and pivotal for children previously at risk of disengagement, helping them develop the skills and confidence to manage their emotions and focus on learning and achieving. A fierce advocate for local families, Anna helps them access appropriate housing and financial aid, navigate systems and services, manage energy bills, fill in forms and much more. She is especially dedicated to supporting refugees and asylum seekers, ensuring they feel welcomed, valued and connected. Anna’s unwavering dedication, humility, energy and problem-solving approach make her the first person many turn to in times of need. She makes extraordinary things happen.

An exceptional business manager, and much more, Jane is at the heart of The Divine Mercy RC Primary School in Moss Side, Manchester. A beacon of positivity and light, she keeps everything running smoothly, with an approach that oozes warmth, kindness and humour. She is modest, immensely hardworking and totally dedicated to the whole school and its wider community. A true unsung hero, Jane’s commitment extends well beyond her official role of managing the school’s business. She is the parent–teacher association (PTA) chair, a constant support to the governing board and an essential member of the senior leadership team (SLT). She liaises with accountants, HR, occupational health, social services, local authority officers, contractors, IT technicians, health and safety experts, and a wide range of other professionals every single day, as well as being a volunteer on school trips and supporting the children in the dining hall. The children always come first for Jane and she loves them like her own family. Likewise, everyone loves Jane.

As site manager, Lee has created an inclusive environment where students thrive and staff feel privileged to work. His dedication to providing the best facilities imaginable, while also saving money, ensures that staff never want to leave. Lee’s recent initiatives include project–managing a new build at the school, and collaborating with a colleague to construct design and technology workbenches that more than meet industry standards. Always looking for ways to enhance the surroundings for the whole school community, Lee has installed ramps to avoid steps and improve access, and created polytunnels for the allotment club from an old trampoline, and then rigged up an irrigation system. His commitment to going above and beyond is evident every day, especially in his care for colleagues. It is not an exaggeration to say he saved the life of one colleague, and then ensured that their home was adapted for their disability, providing a comfortable and safe environment. Unfailingly modest and unassuming, Lee is an absolute hero at Hethersett Academy.

As site manager, Lee has created an inclusive environment where students thrive and staff feel privileged to work. His dedication to providing the best facilities imaginable, while also saving money, ensures that staff never want to leave. Lee’s recent initiatives include project–managing a new build at the school, and collaborating with a colleague to construct design and technology workbenches that more than meet industry standards. Always looking for ways to enhance the surroundings for the whole school community, Lee has installed ramps to avoid steps and improve access, and created polytunnels for the allotment club from an old trampoline, and then rigged up an irrigation system. His commitment to going above and beyond is evident every day, especially in his care for colleagues. It is not an exaggeration to say he saved the life of one colleague, and then ensured that their home was adapted for their disability, providing a comfortable and safe environment. Unfailingly modest and unassuming, Lee is an absolute hero at Hethersett Academy.

Associate senior leader for inclusion and designated safeguarding lead at Trinity Academy Cathedral, Lisa joined the school in 2003 as a student liaison officer and has since spent over two decades transforming the lives of students and families. A former Great Britain rugby league captain — the first Black woman to lead any GB team — Lisa is known not for her accolades, but for her humility, compassion and tireless commitment. She leads safeguarding with extraordinary care, supporting students through the most complex challenges. Epitomising the school’s guiding parable, ‘The Lost Sheep’, she ensures that no child is overlooked on her watch. She works hard to tackle bed poverty, arranges for leftover school meals to be redistributed to families in need, and leads a Christmas gift appeal, bringing joy to the most vulnerable. Lisa’s daily actions, often unseen, build safety, dignity and hope. Her strength and relentless dedication set her apart as a truly exceptional community presence.

Michele is an extraordinary and deeply valued presence at Castle Hill Primary School, consistently going above and beyond in numerous capacities. As a skilled higher level teaching assistant (HLTA), she not only provides invaluable support in the classroom but also mentors other TAs, sharing her expertise to enhance the learning experience for all pupils. In her role as a dedicated emotional literacy support assistant (ELSA), she creates a nurturing environment and empowers children to thrive socially and emotionally. As the diligent governor clerk, Michele ensures smooth governance and contributes her insightful perspective to strategic decisions. Her long-standing commitment is further exemplified by supporting initiatives such as the allotment club, the breakfast club, and the summer holidays club. This, alongside her thoughtfulness in brightening staff days with her baking and genuine love for the job, demonstrates her profound and multifaceted impact. To the entire Castle Hill Primary School community, Michele is nothing short of a superhero.

Ruaidhrí is a true unsung hero within his school and wider community. Over the past six years, he has gone well beyond his role as a teacher to make a lasting impact on the lives of pupils and their families. His leadership in promoting sport, particularly Gaelic Athletic Association (GAA) sport, has led to national success, with pupils reaching the All-Ireland Olympic Handball Final. He independently organises fundraising and secures sponsorship to ensure all children can access opportunities, regardless of background. Ruaidhrí’s efforts have significantly boosted attendance by linking sport to school engagement. He has also introduced a wide range of after-school clubs, encouraging creativity, teamwork and confidence, and as lead of the Eco and School Councils, he instils environmental responsibility and community pride. His commitment extends to running a free breakfast club for disadvantaged pupils. Despite a 140-mile round commute each day, Ruaidhrí’s dedication to children’s wellbeing, inclusion and success sets him apart as an exceptional role model.

Snowhal is the dedicated facilities manager at Alperton Community School, where his tireless efforts and unwavering commitment make him the heartbeat of the school. Much more than a caretaker, Snowhal is a mentor, problem-solver and trusted friend to staff and students. From managing heating issues and clearing snow-covered paths to setting up assemblies and mentoring sixth-form fundraisers, his enormous contributions go far beyond his job title. Snowhal’s proactive spirit ensures a safe, clean and welcoming environment where learning can thrive. He quietly supports those in need, coordinates community donations, and builds strong connections between the school and local organisations through lettings, generating vital funds to enhance student experiences. Rooted in his belief in the power of education, especially from his own rural upbringing, Snowhal’s motivation stems from a desire to give every child the best possible opportunity. His kindness, dedication and humility make him a truly deserving unsung hero.

Tom is a dedicated and tireless member of St Mary and St John, whose passion for sport and inclusion shines through everything he does. Tom ensures that every child at the school has the opportunity to enjoy sport, regardless of ability. To give a snapshot of what he does, in one five-week half term Tom has organised a mini–marathon for all year groups, arranged expert coaching in handball and tennis, and set up a variety of events and initiatives, such as a World Athletics Morning, a girls’ football partnership, a Paralympics event and additional swimming lessons. He leads an array of extra–curricular clubs, including running, cricket, netball, gymnastics, frisbee and volleyball. His enthusiasm is highly infectious, and his commitment truly exceptional. Tom regularly sacrifices his own breaks and spare time, always putting the needs of the pupils first. He is an inspiring and selfless role model for the school.