Finding Their Voice and Their Footing: A Joyful Week for Bushbury Hill Pupils

Finding Their Voice and Their Footing: A Joyful Week for Bushbury Hill Pupils

At Bushbury Hill Primary Academy, pupils don’t just learn they grow in confidence, character, and community spirit. That was clear to see this week, as children stepped beyond the classroom and into two exciting and enriching opportunities. 

Young Voices, Big Experience 

Pupils from Bushbury took part in Young Voices, the largest children’s choir concert in the world, joining thousands of others to perform at a major arena in Birmingham.

It was a joyful, high-energy event and a chance for children to experience the thrill of performing live in a professional setting. From rehearsals to the final song, they gave it their all and represented the school with pride.

Opportunities like these give children the chance to discover new passions, step out of their comfort zone, and see what’s possible. It’s the kind of confidence-building experience that can stay with them for years to come.

Playing with Pride 

Meanwhile, our Year 5 and 6 girls’ football team headed to the Wolves training ground in Wolverhampton for a local tournament and delivered an outstanding performance.

They played with skill, teamwork and determination, showing resilience on the pitch and real pride in representing their school. It was a fantastic day, and a brilliant example of sport as a space for growth, joy, and belonging.

Small Moments, Big Impact 

Whether it’s singing under stage lights or competing in a sports tournament, Bushbury pupils are seizing opportunities to grow, lead and shine together. 

To the staff who support and make these moments possible: thank you. They are more than just events. They are memories in the making, and they speak volumes about what kind of school Bushbury Hill continues to be, one where every child is encouraged to aim high and enjoy the journey. 

Concordia Recognised as a Healthy School

Concordia Recognised as a Healthy School

At Concordia Academy, wellbeing isn’t a bolt-on it’s part of the everyday. That’s why we’re so proud to share that the school has been awarded the Healthy Schools London Bronze Award, a recognition of its ongoing commitment to supporting children’s physical, social, and emotional development. 

From providing healthy food options to nurturing positive relationships and creating safe spaces, Concordia places pupil wellbeing at the heart of its school culture. 

Children at Concordia Academy

The timing of this award is especially meaningful as schools across the country mark Children’s Mental Health Week 2026. This year’s theme — “My Voice Matters” — focuses on empowering children to express themselves, be heard, and feel included. That message resonates deeply at Concordia, where pupil voice and emotional wellbeing are embedded into the daily life of the school. 

This achievement is also part of REAch2’s wider commitment to building great schools where children flourish, wellbeing is prioritised, and barriers to learning are actively removed. When we create the conditions for pupils to feel safe, confident and cared for, they’re able to thrive, in the classroom and beyond. 

Congratulations to everyone at Concordia staff for creating a school where wellbeing truly matters. 

National Apprenticeship Week: Investing in our People

National Apprenticeship Week: Investing in our People

At REAch2 Academy Trust, we believe that great schools start with great people and supporting their growth is part of our core purpose. So, this National Apprenticeship Week, we’re shining a light on how apprenticeships are helping people across REAch2 to grow, lead and flourish. 

Far from being just a starting point, apprenticeships at REAch2 have become one of the most powerful ways we invest in our people at every stage of their career. From teaching to leadership, business management to early years, we’re proud to champion this pathway as part of how we build strong schools, confident professionals, and a learning culture that lasts. 

Across our Trust, more than 80 colleagues are currently on apprenticeship programmes and many more have completed them in recent years. These range from teaching, early years and leadership, to finance, HR, and specialist roles. Some have achieved Qualified Teacher Status through the teaching apprenticeship route; others are working towards degree-level and even master’s-level qualifications, funded entirely through the national apprenticeship levy. 

This flexible approach to learning means colleagues don’t need to step away from their role to grow. Apprenticeships are designed to fit around the realities of school life, with training embedded in the work people are already doing. 

Learning That Makes a Difference 

For many of our colleagues, an apprenticeship has been a turning point not only in terms of qualifications, but in confidence, leadership, and impact. 

  • Emma, a Nursery Manager at one of our academies, says her apprenticeship gave her the tools to reflect on her leadership practice and support others more effectively. 
  • Lisa, completing her second apprenticeship, describes how it strengthened her professional mindset while allowing her to balance work and family. 
  • Claire, who moved into a new specialist role after completing a School Business Manager apprenticeship, highlights the immediate, real-world relevance of her training. 

Every story speaks to the same idea: when development is connected to real work, it becomes transformational, not transactional. 

A Culture of Learning, at Every Level 

As a Trust, we’ve supported more than 225 staff through apprenticeships making use of the apprenticeship levy to invest wisely in the people who make our schools thrive. 

From Level 2 to Level 7, we see apprenticeships as part of how we live our values: building capacity from within, unlocking talent, and creating opportunities for growth across every team. 

Our Head of Learning and Development, Andrea Wright, an apprentice herself, puts it simply: 

“Apprenticeships allow us to develop confident, reflective professionals who are constantly learning. And because that learning happens in the context of their role, the impact is immediate for them, and for the children and colleagues around them.” 

Parents Saw It First: The Story of Aerodrome Primary Academy

Parents Saw It First: The Story of Aerodrome Primary Academy

Sometimes, schools don’t need a formal inspection to tell them what they’re doing well, because children and families already know.

In the summer of 2025, parents at Aerodrome Primary Academy were sharing their experiences on camera. They spoke about a school that felt like family, where trust, strong communication, and a sense of belonging stood out, not just for their children, but for families too.

As one parent put it, “The vibe and atmosphere at Aerodrome is kind of like one big family. It’s one of the reasons I wanted my son to go to this school.” 

That strong foundation was reflected again in the autumn, when Ofsted visited the school under the new inspection framework. 

Aerodrome is no stranger to being at the forefront of change. As one of the first schools to join REAch2 Academy Trust, and one of the first 20 schools nationally to be inspected under the new Ofsted inspection framework, this inspection marked an important moment for the school and a significant milestone for the Trust, as its first school to be inspected under the updated approach. 

Understandably, new frameworks can bring some nerves, but at Aerodrome, the focus stayed on the day-to-day experience of pupils: how they’re supported, how they learn, and how they’re helped to thrive.  

The outcome? A school meeting expected standards across all areas of its provision, with strengths recognised, particularly around inclusion, support, and the culture staff have worked hard to build.  

Support for pupils with additional needs is part of everyday life at Aerodrome. Staff notice things early, respond quickly, and make sure all pupils can learn alongside their peers wherever possible. It’s not about children fitting into a system – it's about the system flexing around the child. 

You can see the impact of this approach in how children move around the school: calm, comfortable, and confident They feel safe, known and comfortable being themselves. Relationships are warm and respectful, and older pupils naturally look out for younger ones. There’s a strong sense that everyone belongs here.

Parents recognise this care in action. One parent captured it this way: “I would recommend Aerodrome to other families, because I have seen first hand how happy my two girls are here. I've seen the progress that they've made. I can see first hand how hard staff are working and actually how supportive the staff are to make them happy at the school, and that, in turn makes the children happy.”

Learning at Aerodrome focuses on developing the whole child – academically, socially and emotionally – supported by a rich range of experiences that bring learning to life beyond the classroom.

Through the trust’s 11 Before 11 programme and the school’s own enrichment offer, children enjoy meaningful experiences, from cultural visits to community projects that broaden horizons and raise aspirations.

Families also value the school’s clear and consistent communication, described by one parent as “second to none”.

Underpinning it all is strong leadership and a positive staff culture. Leaders know their school well. Staff feel supported and motivated. And children feel it every day.

Sprites Primary Academy Named Primary School of the Year at National Teaching Awards

Sprites Primary Academy Named Primary School of the Year at National Teaching Awards

We’re proud to announce that Sprites Primary Academy in Ipswich has been named Making a Difference: Primary School of the Year at the Pearson National Teaching Awards.

Organised by the Teaching Awards Trust and sponsored by Pearson, the awards celebrate remarkable individuals and teams who make a significant impact on children’s lives across the UK.

Winning a Pearson National Teaching Award represents an exceptional achievement. The awards recognise excellence across 16 categories, with judges selecting finalists from thousands of nominations nationwide. Since joining REAch2 Academy Trust in 2015, the school has made significant, sustained improvements, moving from previous challenges to national recognition. This progress was formally acknowledged in 2022 when Ofsted awarded Sprites a ‘Good’ judgement.

Earlier this year, 93 shortlisted silver winners were announced before the final gold winners were selected. Sharon Hague, CEO of Pearson UK, said: “The Pearson National Teaching Awards shines a spotlight on the inspiring individuals whose influence has gone far beyond the classroom. This is a celebration of excellence at the highest level.”

Sprites has become a nurturing and inclusive environment for all pupils, including young carers, refugees and children with additional needs. Once facing challenges in its SEND provision, the school is now recognised for a strong, inclusive provision. Current Headteacher David Ashley reflected on the achievement with pride, "everybody is such a great team, and we've really worked towards making a difference to children. The whole title of this award is ‘make a difference’ and I really think we do that with the offer at Sprites.”

Sprites enriches pupils’ education through memorable, hands-on experiences. Children have had the chance to sing at the O2 Arena, camp under the stars, and explore the grounds of Cambridge University through the 11 before 11 programme. Within school, learning is enhanced through creative, repurposed spaces including the Kids’ Kitchen, Live Lounge and Art Studio.

For Cathie Paine, CEO of REAch2 Academy Trust, the award reflects the heart of the Trust’s mission. “REAch2 was set up to turn schools around, and in the case of Sprites, the journey has been extremely eventful. Tonight, we watched a team of people represent their colleagues in Ipswich and achieve the highest accolade that any Primary school could ever hope to celebrate”.

Groundbreaking Canada–England Study Finds Climate Education Approaches Affect Children’s Mental Health

Groundbreaking Canada–England Study Finds Climate Education Approaches Affect Children’s Mental Health

A new international study led by Bishop’s University in Canada, Climate Adapted Pathways for Education (CAPE) and Leeds Trinity University in England reveals that how children are taught about climate change is just as important as what they are taught.

Published in JAMA Network Open, one of the world’s most respected medical journals, this is the first experimental study to compare how different classroom approaches to climate change affect children’s psychological well-being.

As children and young people face rising levels of eco-anxiety and emotional distress linked to climate change, the research provides urgent insight for educators, policymakers, and families. The study, involving 238 primary school children across England, tested two interventions: art-based activities introducing climate themes, and art combined with structured philosophical dialogue.

The results highlight the need for careful design of climate-related classroom activities. While both approaches increased children’s sense of hope and reduced emotional distress, art alone was associated with heightened eco-anxiety. In contrast, combining artistic expression with philosophical reflection helped children process their fears and protected their mental health.

“Children need more than creative outlets—they also need structured opportunities to talk through these overwhelming emotions,” said Dr. Catherine Malboeuf-Hurtubise, lead researcher and psychology professor at Bishop’s University. “When we give children space to explore life-impacting questions about climate change, we help them build resilience in the face of an uncertain future.”

The research team, which included Bishop’s University, Leeds Trinity University, Climate Adapted Pathways for Education (CAPE), REAch2 Academy Trust, Northern Star Academies Trust (NSAT), and several primary schools in England, argues that the findings mark a turning point in global conversations around climate education. “At CAPE, we know we cannot afford to get climate change education wrong. Children and young people deserve approaches that are informed by the very best evidence, not guesswork or quick fixes.” said Heena Dave, CoFounder of CAPE,  “That is why we are proud to be part of this groundbreaking research with Bishop’s University. It shows our commitment to ensuring climate change education in schools strengthens knowledge, wellbeing, and resilience. For us, being led by evidence is not optional, it is essential.”

This study highlights that climate education must extend beyond facts, slogans, or calls to activism. It must also prepare children psychologically. This is not about climate activism in the classroom. It is about preparing children—mentally and emotionally—for the realities of a changing planet.

The Canada–England partnership demonstrates the potential of research-informed teaching to strengthen children’s resilience at a time when the climate crisis is reshaping not only ecosystems and economies, but also childhood itself.

Celebrating Thank a Teacher Day: Honouring the Educators Who Make a Difference Every Day

Celebrating Thank a Teacher Day: Honouring the Educators Who Make a Difference Every Day

Today, on National Thank a Teacher Day, we celebrate the extraordinary dedication, care and passion shown by educators across the country – and especially across our own REAch2 family.

Teachers play a crucial role in shaping young lives and today, we say a heartfelt thank you to each of you. Your work transforms futures.

To mark the occasion, our CEO, Cathie Paine CBE, has shared a personal video message to all staff across the Trust:

 

View this post on Instagram

 

A post shared by REAch2 Academy Trust (@reach2trust)

Cathie also shared the following message of thanks:

“To every single person working across REAch2 – thank you. You inspire your pupils, your colleagues, and our wider communities. Whether you’ve worked with us for years or you’re just starting out, you are part of something powerful. Today, we celebrate your commitment – and your impact.”

Thank you for everything you do, today and every day.

Cathie Paine, CEO of REAch2, Awarded CBE in King’s Birthday Honours

Cathie Paine, CEO of REAch2, Awarded CBE in King’s Birthday Honours

We are delighted to share that Cathie Paine, Chief Executive Officer of REAch2 Academy Trust, has been awarded a Commander of the Order of the British Empire (CBE) in the King’s Birthday Honours List 2025, in recognition of her outstanding services to education.

Cathie has spent her career dedicated to improving outcomes for children, particularly those from disadvantaged backgrounds. Her work has spanned classroom teaching, headship, system leadership, and now, as CEO of the largest primary-only multi-academy trust in the country.

Throughout her career, Cathie has championed the belief that every child, regardless of background or circumstance, deserves access to a great education. Under her inspiring leadership, REAch2 has continued to grow its impact and reach, supporting 62 schools across the country, nurturing future teachers through our successful SCITT, and shaping a culture rooted in our touchstone values.

Speaking about the honour, Cathie said:

“I am delighted to receive a CBE in the King’s Birthday Honours List. This recognition is not a reflection of me alone, but of the incredible colleagues that I’ve worked alongside throughout my career, who have both encouraged me and tirelessly championed children.”

Chair of the REAch2 Trust Board, Gavin Robert, added:

“This is a richly deserved honour for a truly exceptional leader. Cathie has never lost sight of her deep moral purpose — to transform life chances for children. We are immensely proud of her and thrilled to see her lifelong dedication to education recognised in this way.”

This is a proud moment for the entire REAch2 family. Cathie’s leadership continues to inspire colleagues across the Trust and beyond, and this recognition shines a light on the vital role educators play in shaping futures.

 

REAch2 Shortlisted for Tes Trust of the Year 2025: A Celebration of Transformation in Primary Education

REAch2 Shortlisted for Tes Trust of the Year 2025: A Celebration of Transformation in Primary Education

We’re proud to share that REAch2 Academy Trust has been shortlisted for: “Trust of the Year – 10 schools or more” at the Tes Schools Awards 2025, a national celebration often described as the “Oscars of education.”

This recognition is a powerful moment for our Trust and everyone within it. As the UK’s largest primary-only academy trust, REAch2 supports over 20,000 pupils and more than 3,000 staff across 62 schools – many in the country’s most disadvantaged communities. When we began, just 8% of our schools were rated Good or Outstanding. Today, 97% have achieved that standard.

But for us, it’s never just been about Ofsted ratings. Our work is about social justice, removing barriers, nurturing potential, and changing lives. Through our “Always Aiming Higher” strategy, we’ve invested in early reading, enhanced SEND provision, embedded sustainability into our schools, and empowered pupils through initiatives like 11 Before 11 and the National Pupil Parliament.

What Makes Us Different?

REAch2 schools are united by a culture of collaboration and excellence, not uniformity. Our Great Reading Strategy has driven improvements in phonics and reading, with Year 1 phonics results increasing by 5%, five times the national average.

We’ve also made sustainability a core value. In partnership with the Natural History Museum and Cambridge University, our Climate Change Education curriculum is helping pupils understand and take action on environmental issues.

Meanwhile, our SCITT programme, REAchTeach, is building the next generation of great primary teachers, trained by experts, for future classrooms.

The People Behind the Progress

From Early Career Teachers to Headteachers (74% promoted internally), our staff are the heartbeat of the Trust. A recent survey found 93% of staff are proud to work for REAch2, a figure we’re especially proud of.

This shortlisting is a testament to their passion, talent, and dedication. As one Teaching Assistant shared, “In my 34 years of working life, I’ve never experienced anything like REAch2. Recognition and wellbeing are part of our everyday culture.”

Winners will be announced on Friday 20 June at the Tes Schools Awards Gala in London. No matter the outcome, we are incredibly proud of the journey we’ve been on – and even more excited about where we’re going.

Together, we’re not just improving schools.
We’re transforming lives.

REAch2 Expands Early Years Provision with Five New School-Based Nurseries

REAch2 Expands Early Years Provision with Five New School-Based Nurseries

Five REAch2 Schools Secure Government Funding to Expand Nursery Places

REAch2 Academy Trust is proud to announce that five of our schools have successfully secured funding through the Department for Education’s School-Based Nursery Grant, as part of a national initiative to expand early years education. These grants will enable our schools to open new nurseries or expand existing provision, ensuring more children can access high-quality early education in a familiar school setting.

The following REAch2 schools will benefit from this investment:

  • Garden City Academy – 15 new full-time equivalent (FTE) places for 2-year-olds
  • White Meadows Primary Academy – 8 additional FTE places for 2-year-olds
  • Brampton Primary Academy – 30 FTE places for 3- and 4-year-olds
  • Springhill Primary Academy – 8 additional FTE places for 3- and 4-year-olds
  • Heath Hayes Primary Academy – 30 additional FTE places for 3- and 4-year-olds
Photo of Teacher with Two Children

These new and expanded nursery settings will open from September 2025, providing much-needed places for families and strengthening the link between early education and primary school.

This announcement is part of a nationwide expansion of school-based nurseries, with the DfE approving the first 300 school-based nurseries, set to provide up to 4,000 places by September. This investment delivers on the government’s commitment to improving early years education, ensuring more children start school ready to learn.

Education Secretary Bridget Phillipson reinforced the importance of this initiative, stating:

“Delivering on our promise of a better early years system is my top priority, which is why we’ve more than doubled our investment in this first phase so thousands more children can benefit from high-quality early education from this September.”

Research continues to show that early education is vital for children’s development and school readiness, particularly for those who may need extra support. School-based nurseries also provide more inclusive settings, ensuring children with special educational needs have access to high-quality early learning opportunities.

Early Education Minister Visits Garden City Academy

To mark the launch of the School-Based Nursery Programme, Early Education Minister Stephen Morgan MP visited Garden City Academy, one of the first primary schools to receive funding under this initiative.

During his visit, the Minister saw firsthand how the school will expand its nursery provision in September 2025, creating 15 full-time equivalent places for 2-year-olds. He emphasised the importance of embedding early years provision within primary schools, stating:

“Garden City Academy is a perfect example of what our School-Based Nursery programme is all about—creating high-quality early years places in trusted school settings, right at the heart of their communities.

The expanded nursery at Garden City Academy will not only support local families—it’s part of a major national effort to expand access to early education and give every child the best start in life.”

REAch2’s Commitment to Early Years Education

At REAch2, we are committed to ensuring that every child has access to a strong foundation in their early years. Cathie Paine, CEO of REAch2, shared her enthusiasm for the initiative:

“We are delighted to be expanding our nursery provision, ensuring more children can benefit from high-quality early education in a nurturing environment.

Our ethos is built around giving children the best start possible, supporting their development through engaging activities, experienced staff, and a focus on holistic growth.

This initiative reflects our community’s shared belief in the importance of early education, and we are proud to partner with families to create a foundation for lifelong learning.”

What’s Next?

All five of the REAch2 nurseries included in this expansion are scheduled to open from September 2025. The Trust is also preparing for a potential second wave of applications, which could allow even more schools to benefit from this initiative.

By growing our nursery provision, we are not just increasing access to early education, we are ensuring that more children enter Reception with the confidence, skills, and readiness to thrive.