We are delighted to announce Woodhey High School has been awarded the Centre’s prestigious, recognising its exceptional, research‑informed and values‑led provision for Holocaust teaching and learning.
The award celebrates schools that demonstrate excellence, innovation and sustained commitment to high‑quality Holocaust education, and Woodhey’s achievement reflects rapid, thoughtful curriculum development, cross‑curricular collaboration and a deeply human approach to teaching this history.
The Quality Mark review found Holocaust education at Woodhey to be ‘a curriculum strength and a flagship example of the school’s ambition’, noting the coherence, disciplinary rigour and moral seriousness that underpin provision across subjects. The review praised the school’s commitment to ensuring that every student – regardless of background, need or starting point – encounters Holocaust learning that is accurate, meaningful and emotionally intelligent.
Holocaust education at Woodhey is not confined to the History classroom. It is woven through English, RE, Drama, Art, Music, PSHE, Geography and the wider personal development curriculum. Students encounter survivor testimony, disciplinary thinking, ethical reflection and opportunities for deep enquiry. The review highlighted the school’s ‘culture of curiosity, respect and intellectual challenge,’ and the way Holocaust education is used to strengthen students’ sense of identity, belonging and responsibility.
This was especially evident in the lessons observed during the review. The calm, purposeful atmosphere; the skilful questioning; and the sensitive, age‑appropriate handling of complex content were striking. Teachers demonstrated strong subject knowledge and a clear understanding of the pedagogical principles that underpin effective Holocaust education. Students engaged thoughtfully, asking probing questions, and demonstrated a maturity beyond their years. In the student voice panel – a highlight across the process – one Year 11 student, reflecting on the school’s plans for a memorial garden, said: ‘Even though I’m leaving this summer, I hope it still goes ahead. It matters that something of this learning stays here after we’ve gone.’ That sense of legacy, of learning that endures, was a hallmark of the culture, lived and not laminated at Woodhey.
I also met a group of staff from across the curriculum who spoke with striking clarity about the importance of Holocaust teaching and learning at Woodhey. They described how UCL’s CPD had challenged their assumptions, strengthened their subject knowledge, and given them the confidence to teach difficult histories with integrity. Several colleagues spoke of the ‘open‑door culture’ within the school, where staff feel able to seek advice, share practice and support one another. Their reflections demonstrated a genuine community of practice, one rooted in professional curiosity, shared responsibility and a commitment to doing this work well.
Headteacher Mr Dean Watson reflected on the significance of the award:
‘Working towards and achieving the Holocaust Education Quality Mark has not only supported improvement in our Global Learning team but has driven whole school improvement. This work has supported strengthening our curriculum through cross-curricular working and helped enhance our framework for supporting students to be well rounded individuals who are equipped with the knowledge and skills to be successful in the modern world. Specifically, it has improved our school community’s respect, tolerance, understanding and ability to recognise and challenge prejudice and how to make their community and the world a better place.’
The review commended the school’s values‑led approach, noting how Holocaust education at Woodhey is anchored in the school’s core values of Respect and Excellence. These values shape curriculum design, pedagogy, pastoral care and the school’s wider culture. Students spoke powerfully about how learning about the Holocaust had helped them understand prejudice, human behaviour and the importance of standing up for others.
Assistant Headteacher and Beacon School SLT Lead Mr Adam Downing emphasised the whole‑school significance of the award:
‘Achieving the Holocaust Education Quality Mark affirms our commitment at Woodhey to a values‑led, ambitious curriculum that embodies who we are as a school. It recognises Holocaust education as a shared, whole‑school responsibility: rich in disciplinary integrity, inclusive for all students, and deeply human in its impact. I believe that this award reflects how sustained, sequenced and cross-curricular learning enables young people to understand prejudice, place and legacy which is central to Woodhey’s core values of respect and excellence.’
The Quality Mark report highlighted the leadership of Francis McMahon, Director of Progress and Beacon School Lead Teacher, whose vision and expertise have shaped a coherent, sequenced and ambitious programme. His work has ensured that Holocaust education is both academically rigorous and emotionally grounded, enabling students to think critically, feel deeply and act responsibly.
Mr McMahon reflected:
‘I feel privileged to teach and learn alongside my colleagues, to work with our incredible students, and to lead our cross-curricular Holocaust provision. Achieving Quality Mark status serves two purposes for us: it recognises the exceptional work of our team, and it provides a clear framework for future development. As a history teacher, it is easy to see how having a strong Holocaust curriculum is fundamental to developing our students’ sense of self, sense of duty, and disciplinary excellence. As a pastoral leader, I recognise the fundamental role of Holocaust education in building better citizens. I firmly believe that a school’s quality can be judged by its Holocaust provision, and this report reflects precisely how brilliant #TeamWoodhey is.’
The Centre’s Nic Wetherall MBE, who led the review, reflected:
‘Walking alongside Woodhey through this reaccreditation has been one of the most uplifting professional experiences I have had in recent years. The shift since 2022 is remarkable, not because of any single intervention, but because culture, leadership and values have done the heavy lifting. Respect and Excellence are not just posters on walls here; they are the weather of the school. #TeamWoodhey is not a slogan here, it is lived reality, visible in every colleague I met and in every student who spoke with such clarity, empathy and moral seriousness…The quality provision for and experience of Holocaust teaching and learning, the regard for testimony, and Mr McMahon’s heartfelt conviction, ‘…just give us the Quality Mark, we won’t let you down’, were powerful and deeply telling of the integrity behind this work. You have achieved so much in such a short time, and I cannot wait to see where your Beacon journey takes you next.’
*The full Woodhey High School 2026 report, featuring extensive details of their strengths and identification of suggested developmental action points, will be available soon.
The UCL Quality Mark scheme is a great way to celebrate and share best practice and is both developmental and forward looking. Read more about undertaking the Quality mark process or contact Nic Wetherall to discuss..
