Students from our family of schools have today been celebrating their GCSE results and other qualifications.

Please see below for a full round-up of reports and reaction.

Breckland School

James Chapman, Headteacher at Breckland School, said: “We are incredibly proud of the hard work and commitment shown by our Year 11 cohort.

“Our students achieved the highest number of Grade 9s in the school’s recent history while our highest-achieving student also leaves Breckland with an outstanding straight Grade 9s in every subject.

“We would like to say a massive congratulations to the class of 2026. We are excited to see our students take their next steps into further education, apprenticeships and future careers.”

Castle Manor Academy

Students, staff and families came together to celebrate this morning as Year 11 students at Castle Manor Academy in Haverhill received their GCSE results.

The Class of 2026 had plenty to be proud of, with students achieving some strong outcomes across a broad range of subjects. Their results reflect years of determination, hard work and resilience – and mark the beginning of exciting new opportunities as they move on to further education, training and employment pathways.

Headteacher Vanessa Whitcombe said results day was a time to reflect on students’ commitment and ambition and also the support provided by staff and families throughout their GCSE journey.

She added: “It is a day to recognise and celebrate the achievements of our Year 11 students. We are incredibly proud of everything they have accomplished and the determination they have shown in reaching this milestone. These results are the reward for their hard work and commitment and it has been wonderful to share in their excitement as they receive their results.

“Every student’s journey is unique, and we are delighted to see so many of our young people moving forward with confidence and ambition. We wish them every success in the future and thank our dedicated staff and supportive families for the important role they have played in helping our students achieve their goals.”

County High School

The class of 2026 at County High School in Bury St Edmunds have been praised following a strong set of GCSE results.

The hard work and determination of students have been rewarded with excellent outcomes, enabling the majority of the 185-strong cohort to progress onto their chosen next steps. A significant number of students also surpassed their predicted grades.

Headteacher Sally Kennedy said: “We are thrilled to share this special moment with our students and recognise everything they have accomplished.

“As they move on to the next stage of their education and careers, we are excited to see what they achieve in the future. We look forward to hearing about their successes and welcoming them back to inspire future generations of County High School students. I would also like to express my sincere thanks to our staff for their dedication, support and steadfast commitment to helping our students succeed.”

Head of Year Rick Hamill added: “It has been an absolute privilege to support this year group throughout their time at County High School. They have demonstrated remarkable determination in their studies and have made a valuable contribution to school life beyond the classroom. They should take great pride in their accomplishments and I wish them every success as they embark on the next chapter of their journeys.”

Felixstowe School

Students at Felixstowe School are celebrating an outstanding set of GCSE results, reflecting years of hard work, determination and resilience.

Headteacher Emma Wilson-Downes said: “Today is all about celebrating our students and everything they have achieved. We are incredibly proud of this year group and the determination they have shown throughout their time at Felixstowe School.

“We are particularly delighted to see so many more students achieving strong results in English this year. This represents a significant improvement and opens up opportunities for many more young people as they move on to the next stage of their education, training and careers.

“Behind every set of results is a young person who has worked hard, overcome challenges and shown real resilience. Some students have achieved exceptional grades at the very highest level, while others have reached goals they have been working towards for many years. Every achievement deserves to be celebrated.”

Newmarket Academy

The headteacher of Newmarket Academy has spoken of her pride after the achievements of the school’s Year 11 students culminated in GCSE success.

Headteacher Claire Preston said: “We are incredibly proud of all our Year 11 students and everything they have achieved while at Newmarket Academy.

“Their GCSE results are a testament to the effort, determination and hard work they have invested in their studies. We are delighted with all they have accomplished.

“These achievements are the result of a true partnership between students, staff and families. Our dedicated staff have worked tirelessly to support, guide and inspire students throughout their time at Newmarket Academy, while families have provided unwavering encouragement every step of the way.

“As our Year 11 students embark on their next steps, they do so with confidence, pride and a strong foundation for future success.

“We congratulate each and every one of them on their achievements and wish them every success for the future.”

Samuel Ward Academy

Students at Samuel Ward Academy in Haverhill were celebrating a positive set of GCSE results.

Headteacher Tom Johnston said it was a privilege to see the hard work of students pay off.

He added: “Our aim is for each student to flourish, not just academically, but also as a well-rounded young person ready to take on their next challenge.

“These results represent a range of personal successes and tell a story of perseverance and continued optimism. My thanks go to the parents and teachers who have supported the students at every step along their school journeys.

“It has been a real pleasure to see so many students happy with their results and we wish them all the best as they embark on further study and apprenticeships.

St Edward’s Academy

The hard work, determination and resilience of GCSE students at St Edward’s Academy has been praised.

The class of 2026 included standout outstanding individual performances and students securing top grades across the board, with highly notable performance in English, maths, science, history, citizenship and Spanish.

This is a year of notably solid overall performance across the broad range of subjects.

Jodie Hassan, Executive Headteacher at St Edward’s Academy, said it was a year of notably solid overall performance across the broad range of subjects.

She said: “We are incredibly proud of our pupils and the dedication they have shown throughout their GCSE courses. These results reflect countless hours of effort, supported by our committed staff and families. We are delighted to see our Year 11 group achieving outcomes that will enable them to progress confidently to the next stage of their education.”

Sybil Andrews Academy

The headteacher of Sybil Andrews Academy said he was delighted with this year’s GCSE cohort after the publication of results.

Headteacher Henry Stevenson said: “I am immensely proud of our pupils and the determination they have shown throughout their studies.

“These results reflect not only their hard work and resilience, but also the dedication and expertise of our staff, the unwavering support of families and the strength of our wider school community.

“While we rightly celebrate these individual and collective achievements, we remain ambitious for every student.

“These results reinforce our commitment to providing an excellent education for all and give us great confidence as we continue to build on our successes in the years ahead.”

Thomas Gainsborough School

Students and staff at Thomas Gainsborough School are celebrating today following another strong set of GCSE results.

School leaders said they were incredibly proud of the hard work, commitment and determination shown by all our Year 11 students.

Headteacher Craig Lewis said: “We would like to congratulate all our Year 11 students. We hope they enjoy celebrating their achievements today and are incredibly proud of everything they have accomplished.

“These results are a reflection of the hard work of our students and the support they have received from staff and families throughout their time at TGS. We would like to thank everyone who has played a part in helping them reach this point.

“We are delighted that many of our Year 11 students will be returning to TGS in September to continue their studies in our Sixth Form. We are equally excited for those moving on to colleges, apprenticeships, training or other opportunities and wish every student the very best, whichever pathway they choose.”

Sixth form students from across Unity Schools Partnership are today celebrating their post-16 results.

Students at Felixstowe School, Samuel Ward Sixth Form, St Edward’s Academy and Thomas Gainsborough School all found out their results.

Below is a round-up of reaction and reports. We would like to congratulate all sixth form students and wish them the very best for their future endeavours.

Felixstowe School

Students at Felixstowe School are celebrating their Key Stage 5 results with many progressing to universities, training opportunities and employment.

Students achieved strong outcomes across both academic and vocational pathways. At A-level, 13% of grades were awarded at A*-A, over a third at A*-B and nearly two-thirds at A*-C while technical qualifications were a particular strength, with 75% of students achieving Distinction grades and all students achieving at least a Merit.

Headteacher Emma Wilson-Downes said: “Results day is always one of my favourite days of the year because it gives us the opportunity to celebrate our students and everything they have achieved.

“We are enormously proud of this cohort, not just because of their examination results, but because of the young adults they have become.

“Throughout their time with us they have shown ambition, resilience and kindness, and they have embodied our values of Inspiration, Influence and Integrity in everything they do.

“I would also like to thank our staff, families and wider community for the support they have provided throughout our students’ journeys. Their encouragement has played an important part in today’s success.”

Samuel Ward Sixth Form

Samuel Ward Sixth Form has paid tribute to students after 100% studying on the vocational pathway passed their courses.

It was a similar story of sustained progress and improvement for students on the academic pathway, where there has been a significant increase in the percentage of students gaining A*-C grades over the last two years and corresponding gains in the top grades of A*-B.

Headteacher Tom Johnston said: “I’m so pleased that the results this year demonstrate a continued improvement and increased excellence across the board.

“This marks a concerted strategic development of our Sixth Form provision to ensure that it meets the learning and social needs of the students and opens up doors for their futures.

“These results show more clearly now that if you are determined, work hard and take advantage of the excellent support from teachers and staff at the school, then students will achieve their ambitions at Samuel Ward Sixth Form.”

The vast majority of sixth form students applying to university achieved their preferred first choice placement, with students going on to read a range of subjects across the country.

St Edward’s Academy

As students at St Edward’s Academy celebrated their results, Executive Headteacher Jodie Hassan paid tribute to their determination, character and academic excellence.

Jodie said: “I couldn’t be happier for our wonderful students who have achieved some amazing and very well-deserved grades. We wish them every happiness on this day of great celebration.

“These accomplishments are a testament not only to the hard work of our students, but also to the dedication of our staff and the support of families who have championed them throughout their educational journey.”

Head of School, Angelina Chapman, added: “We’re delighted that so many of our students have secured places at their first-choice universities, with a significant number progressing to some of the nation’s most prestigious institutions, including the London School of Economics and Political Science (LSE) and King’s College London. This is so well earned and we are very proud.”

Thomas Gainsborough School

Students and staff at Thomas Gainsborough School are celebrating another successful set of A Level and vocational results today.

The school said the results mark the culmination of two years of hard work, commitment and determination from sixth form students.

Headteacher Craig Lewis said: “We are all incredibly proud of the achievements of all our students.

“The results are an opportunity to celebrate not only the grades achieved, but also the individual journeys behind them and the exciting range of destinations that students will now progress to.”

Across the sixth form, 14.8% of A Level grades were awarded at A*–A, with 43.0% at A*–B and 75.9% at A*–C.

We would like to sincerely thank The Lentonbrook Foundation who have supported our Friends of Langer School Association in creating the Lentonbrook Sensory Room, a dedicated space that will help children with additional support needs to thrive.

The new sensory room provides a calm, structured and responsive environment designed to support emotional regulation, behaviour, communication and learning outcomes, helping children to engage more confidently with learning in a way that works for them.

Headteacher, Jo Morgan-Soane, said: “The Lentonbrook Sensory Room has made an incredible difference to our pupils’ engagement with school and their day-to-day lives. It enables staff to develop individual sensory profiles, ensuring that every child receives support tailored to their needs.

“We cannot thank the Lentonbrook Foundation enough for its generous donation. Their support has helped create a truly exceptional environment that will have a lasting positive impact on our pupils for years to come.”

Rachel Wallace, Hub Lead at Langer Primary Academy, added: “This is far from a typical sensory room – it is an outstanding facility that has quickly become a favourite space for our children. They absolutely love it and the levels of engagement we are seeing are remarkable.”

The sensory room was officially opened by Mark Ashton, Founder of the Lentonbrook Foundation and Chairman and Chief Executive Officer of Ipswich Town.

Mr Ashton said: “We’re proud to support the Friends of Langer School Association in the creation of the Lentonbrook Foundation Sensory Room for children with additional support needs. Having been to the school and met the staff and children, it’s clear how important this sensory room will be.

Unity Schools Partnership is consulting on making a significant change to Felixstowe School to close the Sixth Form and amend the age range of the School from 11-to-18 to 11-to-16 years old.

The consultation will run between Tuesday 2nd June and Tuesday 30 June and relevant documents can be found below.

Response links have been sent to parents and carers and other local and regional organisations and interested parties.

Key documents

The ability to read, write and communicate with confidence opens doors, shapes futures and gives every child the chance to be heard.

Quite simply, it is a fundamental entitlement of education in our country.

But this is set against a national background where the number of pupils who are struggling with literacy is increasing, while the complexity of children’s needs also grows.

While we know that excellent practice exists throughout schools, we also recognise that too many pupils still face challenges in becoming the confident readers, writers and speakers that they deserve to be.

For this reason, Unity Schools Partnership is delighted to be hosting secondary, primary and special schools from across the East of England as well as some fantastic national voices at our forthcoming Literacy for All conference.

The event on Wednesday 22nd April will bring together a community of education professionals united by a powerful and shared commitment – that every young person, regardless of background or barrier, gets the support they need in literacy.

Backed by some of the most prominent voices in literacy education and including a number of insightful and collaborative sessions, the event will enable all attendees to challenge and to strengthen their collective understanding of what it truly means to deliver literacy for all.

We are very proud to have so many of our Unity colleagues contributing to the ‘In Action’ slots, sharing the great work that we know goes on in our classrooms and inspiring teachers and leaders to think about how they can support every learner to thrive in every lesson.

The aim is to ensure attendees leave with ideas that will ripple outward into classrooms, schools and communities, and create actions for teachers to put in place for their pupils.

The event will extend beyond professional learning. It is part of a wider movement to ensure that every child’s voice matters and every child’s potential I s recognised.

This conference is open to all schools in the East of England and we are delighted to be welcoming more than 120 people to Adastral Park for the event.

Any proceeds from the conference will be donated to the Teach Us Too charity to continue their amazing work campaigning for literacy education for all pupils, including those with the most complex needs.

The Literacy for All conference takes place on Wednesday 22nd April at Adastral Park in Ipswich.

By Lauren Meadows, Curriculum Director, Unity Schools Partnership

Formal consultation on capacity expansion from 750 to 900 students.

Introduction

This document initiates a formal consultation regarding the proposed rebuild and expansion of Castle Manor Academy in Haverhill. The purpose of this consultation is to inform local stakeholders, parents, and relevant authorities of a proposed increase in the capacity of the new school building, and to invite feedback on the proposal. This aims to accommodate future needs in line with Local Authority pupil forecasts and ensure the Academy remains fit for purpose in the coming years.

Background

Castle Manor Academy currently accommodates up to 750 students. In response to anticipated demographic changes and to future-proof the school, it is proposed to increase the building’s overall capacity to 900 students. This expansion is designed to support the local community and maintain high educational standards.

Details of Proposed Capacity Change

The proposed building capacity change involves expanding the school’s infrastructure to support up to 900 students, representing a potential increase of 150 places. This initiative is informed by recent Local Authority pupil forecasts, which highlight a sustained rise in demand for school places across the Haverhill area in future years. It is also pertinent to note the closure of the Park Road middle school site some years ago, when pupils transferred to Castle Manor Academy. At that time, the school absorbed the additional students with minimal alterations to the existing facilities, which placed pressure on resources and space. The current expansion proposal aims to ensure that the Academy is properly equipped to meet future demand, maintaining both accessibility and the quality of education for all students.

Building Specifications

The expansion will include the provision of specialist classrooms, designed to support a broad and balanced curriculum. All building works will adhere strictly to the Department for Education (DfE) standards and regulations, ensuring compliance with statutory requirements and best practice in educational provision. Specialist facilities will be constructed to accommodate modern teaching methods and the diverse needs of students.

Alignment with Local Authority Forecasts

The proposal is informed by robust pupil projections provided by the Local Authority. Increasing the school building’s capacity will future-proof Castle Manor Academy, enabling it to respond effectively to anticipated future increases in student numbers. This approach supports the long-term sustainability of the school and the wider educational landscape in Haverhill.

Published Admission Number (PAN)

It is important to note that we are not proposing a change at this point to the school’s Published Admission Number (PAN), which will remain unchanged at 150 students per year group. The PAN determines the maximum number of students admitted to each year group and is distinctly different from the capacity of the school.  The increase in capacity is intended solely to accommodate future growth and ensure adequate provision for all students.

Legal and Regulatory Compliance

The proposed works and operational changes will be carried out in accordance with all relevant Department for Education’s standards and regulations. The school will ensure full legal compliance throughout the expansion process, including adherence to health and safety, accessibility, and safeguarding requirements. All statutory obligations will be met to guarantee a safe and supportive environment for students and staff.

Consultation Process

Stakeholders are invited to provide feedback on this proposal during the consultation period. Comments, suggestions, and challenges may be submitted via the following channels:

• Email: co**********@*************rg.uk.
• Post: Attn. CMA Consultation, Unity Schools Partnership, Homefield Road, Haverhill, CB9 8QP.

All responses must be submitted by Thursday 30th April 2026. Every submission will be carefully reviewed and considered prior to any final decision. If you wish to challenge any aspect of the proposal, please clearly state your grounds and supporting evidence in your submission. Following the consultation, a final statement will be confirmed to the Department for Education by 15/05/2026.

Conclusion

In summary, the proposed expansion of Castle Manor Academy’s buildings from 750 to accommodate up to 900 students aims to ensure the school remains responsive to meet future demand, without immediately altering the Published Admission Number. We encourage all stakeholders to participate in this consultation and share their views. The outcome of this process will inform the next steps and final decision regarding the capacity increase.

Children deserve school buildings that are welcoming, safe, fit for purpose and which support their learning.

Unity Schools Partnership’s investment in building projects is a testament to our belief that great environments create great learning. As these initiatives progress, we remain dedicated to setting new standards in sustainability, wellbeing and educational excellence – ensuring that every pupil and staff member benefits from the best possible facilities.

Transformative building projects enhance learning, sustainability and staff wellbeing. These projects have been achieved against a backdrop of tight capital funding budgets, underscoring Unity’s commitment to prioritising investment in learning environments despite financial constraints.

Some of our LED and solar initiatives have benefited from dedicated grant funding from the Department for Education, helping to make these sustainability measures possible and maximising their impact across our schools in Newmarket, Bury St Edmunds, Haverhill and Ipswich.

Below are some of the many examples of our commitment to providing great environments to support our young people and staff members as much as possible.

These developments mark an exciting chapter for our schools, underscoring our commitment to nurturing future generations in a forward-thinking environment.

Fostering a love of reading: Unity has invested in new libraries to support literacy. Features have included modern furnishings, a wide selection of books and spaces for both group and individual reading. These facilities are popular with pupils and staff, promoting lifelong learning. Ditton Lodge in Newmarket is one school to have recently benefitted from this initiative.

Enhanced learning environments: We have upgraded classrooms and learning spaces with better acoustics, climate control, ergonomic furniture and enhanced technology to create comfortable, safe and engaging settings for pupils and staff.

Supporting staff wellbeing through improved facilities: Unity is committed to staff wellbeing, refurbishing staff rooms with better seating, kitchen areas and quiet spaces for rest and collaboration. These improvements help create a positive working environment and support excellent teaching.

Prioritising sustainability: We have invested in energy-efficient LED lighting and solar panels across many of our sites, lowering energy use and reducing our carbon footprint. These initiatives deliver long-term savings and reflect our commitment to environmental responsibility, echoing the priorities voiced by our Trust Student Council.

Looking ahead: Alongside our ambitious projects, we remain focused on essential maintenance, including roof repairs, toilet upgrades and safeguarding measures. This year, roof replacements are planned for Coupals, Kedington, Tollgate and Wickhambrook primaries, with boundary fencing upgrades at both Steeple Bumpstead Primary School and Newmarket Academy.

School building projects are about much more than just fresh paint and new bricks. They can be transformative and a sign of our commitment to young people, staff and all the communities we serve.

By Debbie Willson, Director of Operations, Unity Schools Partnership

Imagine a child’s education as a rising brick wall. Each ‘brick’ represents a different element of their growth – from traditional subjects to enrichment activities, oracy skills to social development.

But a wall is only as strong as its foundation. We liken the bottom row of our wall to early educational skills like phonics and early numeracy. If these bricks are missing or crumbly, the rows laid on top will always be unstable.

Then there are the holes in the wall. When a child misses school or struggles with a concept that goes unaddressed, it leaves a physical hole. As the wall gets higher, these gaps make the entire structure lean.

Mortar is what holds everything together. It represents a child’s ability to connect new lessons to their real-life experiences. Without that connection, new “bricks” won’t stick. They simply sit loosely until they eventually fall off.

For students from disadvantaged backgrounds, the challenge is often that they’ve had fewer opportunities to lay those initial bricks. Our mission is to stabilise the wall, ensuring that high quality teaching and learning – in every lesson, every day – allows our young people to leave our schools with a life of choice and opportunity.

This academic year, we have been working closely with Marc Rowland, a recognised national expert on the Pupil Premium, to drive our project ‘Paper to Practice’.

Pupil Premium is the annual government funding for schools in England designed to improve educational outcomes for disadvantaged pupils.

In the Autumn term, we gave additional training to all our pupil premium leaders and we are now in the process of visiting every single school in our Trust to ensure that our priorities on paper match the actual experiences and what learning looks like for the children who attend our schools.

This allows us to move beyond a ‘one size fits all’ approach, ensuring that our Trust-wide Pupil Premium approach is bespoke to the needs of every setting.

By focusing on securing foundational knowledge and enabling rich social experiences, we are addressing the core pillars of student success. This includes prioritising attendance and committing to establishing a sense of belonging for all.

It is crucial students are in the classroom to lay those vital bricks while our programmes like Children’s University help build confidence and ‘cultural capital’.

We are incredibly proud to share that our commitment to disadvantaged pupils is getting noticed at national levels.

Bridget Phillipson, Secretary of State for Education, recently sent letters to several of our headteachers, recognising how their schools demonstrated “excellent outcomes” for disadvantaged pupils at the end of the 2024/25 academic year – placing them among the very best nationally.

While we celebrate these successes, Unity Schools Partnership remains committed to supporting our pupils from disadvantaged backgrounds every step of the way.

By Toni Kittle, Director of Secondary Education, Unity Schools Partnership

Unity Schools Partnership is delighted to announce that our plans for a new special school in Saxmundham have been given the go-ahead.

The Trust, which runs 40 schools – including five special schools – across Suffolk, Norfolk, Essex and Cambridgeshire – has today received news that the new school has been approved for opening by Suffolk County Council.

The 126-place school, in Seaman Avenue and on the site of the former Saxmundham SET Free School, will provide facilities for pupils aged between three and 16 years old who have severe learning difficulties.

Georgina Ellis, Executive Director of SEND at Unity Schools Partnership, said: “Creating the right SEND provision has long been a key priority for Unity Schools Partnership.

“We are proud of the reputation we have built across Suffolk and beyond for providing these dedicated facilities and supporting SEND children – whether in bespoke schools or across our mainstream settings.

“We are acutely aware of the specific need for a specialist SEND school in North Suffolk and we are looking forward to working with partners to deliver a setting that the whole community can be proud of.”

The new school, which will be funded by the Department for Education, has been agreed by Suffolk County Council in line with its SEND sufficiency plans, which outlines how specialist provision should be delivered across the county.  

Andrew Reid, Cabinet member for Education and SEND at Suffolk County Council, said: “This new school is great news for SEND families in east Suffolk and is testament to our commitment to create additional specialist school places in response to the growing needs of our community.

“The council has spent time carefully mapping the needs and disabilities of children and young people across Suffolk and evidencing where provision is most needed. This new provision is one of other announcements to follow about extra places.”

Unity Schools Partnership currently runs five special schools in Suffolk and Essex – Churchill School in Haverhill, Ipswich-based The Bridge School and Sir Bobby Robson School, Sir Peter Hall School in Bury St Edmunds and The Compass School in Romford.

I’m writing these words at the end of my first week as the Chief Executive of Unity Schools Partnership and I’m feeling an appropriate mix of excitement for what’s possible (‘What great schools! What amazing pupils!’) and awe at the responsibility (‘What a lot of schools! What a huge number of pupils!’)

I’m also very happy to be back in the East of England, the part of the world I’ve spent my entire adult life, apart from the last year. I arrived as an 18-year-old at teacher training college in Cambridge, where I met my wife (a native of Norfolk), and we’re really glad to be back in what, for us, is the best place in the country to live.

Such is the halo effect of homecoming, I’m even having warm feelings about the A14 and A11…let’s see how long that lasts!

With 25+ years of working in education under my belt, I’ve seen and done quite a few things that I’ll bring to my work at Unity Schools Partnership. But one consistent thread has been the use of technology to support teaching and learning.

This is all started when, as a newly qualified teacher with a class full of Year 5s, my Head said to me ‘I’ve noticed that you use the computer mouse with only one hand – would you like to be in charge of IT?’

If I’d known then that this path would eventually see me, early-pandemic, leading a national webinar on remote teaching from my shed, I’d probably have politely declined.

In this past week, I’ve visited several Unity schools and seen technology being put to really effective use. This has ranged from teachers using tablets to cast their lesson to the whiteboard, free to move around the classroom and support children, to pupils having their understanding in Maths pushed further and faster by a well-designed app that knows the exact skills they need to practice.

Examples like these remind me of Steve Jobs’ famous description of computers as ‘a bicycle of the mind’ and it’s brilliant that so many pupils in our schools have access to an iPad.

This isn’t to say that technology is an unquestioned ‘good thing’. There is a world of difference between providing children with a secure, safe and managed device containing software specifically designed to support learning and permitting the unconstrained use of phones in school.

If fact, I fully support Headteachers who decide that the very best thing they can do to help their pupils learn is to remove the distraction and the negatives that mobile phones can bring, and to free up children’s capacity to focus on what we’ve always known makes education effective – great teachers using a powerful curriculum to deliver engaging lessons.

Technology in service of learning needs to be our guiding principle as we prepare our children to become adults in a digitally rich world.

Dominic Norrish, Chief Executive, Unity Schools Partnership