Congratulations St Michaels CE High School!

It is fitting to begin the new term with formal announcement of ‘reaccredited’ Quality Mark Beacon School, St Michaels CE High School: a fourth school to successfully achieve ‘Quality Mark’ status since 2016. This spring, they secured ‘redesignation’ of their status – and we are delighted to reaffirm their continued commitment to quality, highly specialised provision for, and experience of, Holocaust teaching and learning.

In summary, the report identifies and speak to key strengths, including:

1. The students. Without question, the students are magnificent St Michaels ambassadors and are articulate and insightful advocates of quality Holocaust education provision and its impact. The student voice was exceptional. They are genuinely interested in and enthused by teaching and learning about the Holocaust, their knowledge and understanding is sophisticated, nuanced and students can readily apply their learning to the modern world, their local context and global community. St Michaels learners enjoy studying the Holocaust, are actively engaged, recognise the skill, care, passion, and commitment of their teachers, and are curious and want to know more. There are strong relationships developed over time between students, teachers and support staff – teachers know their students well, every learner is unique and matters, but there is a strong sense the school is a community, especially in the post-COVID period, ‘learning together’.
2. Strong, deep roots embedded within the school curriculum. There is a clarity, depth and consistency of curriculum intent and thinking that is implemented and impactful, not just by way of academic documentation, learning journeys or as a driver for outcomes sake, rather aligned to both disciplinary integrity and moral purpose, Christian ethics and educational vision.  The centrepiece of St Michaels excellence in Holocaust education is built upon the foundation of its constant pursuit for quality teaching and learning. The quality of teaching and learning about the Holocaust and range of provision and opportunity to engage with this complex past is excellent. The Holocaust is a central and distinctive feature of History and school’s wider curriculum offer and it is effective owing to the investment in and commitment to ongoing professional dialogue. Curriculum conversations are common-place and embedding in the fabric of school improvement and ongoing professional development – effectively communicated to middle leaders and all colleagues working within and across #TeamStMichaels, and, consequently understood and recognised by students – this is more that curriculum connectives and planning documents, this is a curriculum that is alive, vibrant and co-created, where permeable walls and epistemic insight exists aplenty!
3. Considerable thought, planning and innovation. Combined with time and care, the developmental work that continues to do into both curriculum and teaching and learning has been heightened by the schools return to a three-year KS3. This has significant and ongoing implications regards curriculum and teaching and provided another layer of reflection and context to be considered in terms of ambition of the scheme of work in History, but also across in Maths, RE and in aspects of English provision. This is also incredible care, integrity, and power in the worship links to Holocaust Memorial Day and associated opportunities to reflect and learn as an inclusive and outward-facing faith community. Such careful and ongoing plan, do, review, can only enhance quality provision for and experience of Holocaust education.
4. Quality Holocaust teaching and learning. Lesson planning, variety, challenge, charity and clear aims, provides the foundation of ambitious lessons that challenge and engage, but are agile enough to ensure both access and progression. Colleagues in History and Maths whose lessons were observed for this process should be commended for their skilful practice. Relatedly, refinement to the assessment of the Holocaust within the History scheme speaks to a level of deep and ongoing departmental thinking about impact and ongoing reflective practice.
5. Innovation and engagement. The College continues to use its Quality Mark Beacon School status to share best practice with others. It is outward facing and keen to engage with creative projects like #HtFMeUs. Despite challenges, these are seen as opportunities to embrace, and the outcomes for all reveal their value, both from academic, enrichment and personal development lens.
6. Story and narrative: a vehicle to change the way we think, feel and act. The circumstances of the pandemic and post-pandemic have led to revision and innovation in the Holocaust History scheme, such refinements have seen new import and impact of personal stories, with changes to the Timeline and Being Human lessons. The student voice panel, lesson observations and work scrutiny demonstrate that personal stories ‘landed’ with students, with personal narratives enabling young people to look for similarities and differences in lived experience and the ability to make connections from the past to the present, through careful historical skill, empathy, human connection and courageous advocacy.
7. A truly whole-school, community approach and culture. Beacon School status plays a crucial part in securing excellent SMSC provision and this should be widely celebrated. Beacon School work at St Michaels contributes to personal development, RE and plays its part in worship, and supports safeguarding and civics in a powerful and meaningful way, drawing on cognitive and affective approaches. Collectively, the holistic impact is significant and transformative.
8. An inspirational Lead Teacher, supportive colleagues, SLT engagement and leadership. The regard with which UCL Beacon School status is held is testament to the inspired leadership of a hard-working Lead Teacher and SLT who understand the significance of Holocaust education – these components, working and communicating effectively, have been fundamental to the schools’ continued school success. That the Lead Teacher is afforded a period a week for his work, when time is such a precious commodity in schools, speaks to the value of this work and the regard of his emerging specialism and passion. It speaks too, to a culture that invests in its people.
9. Responding to the 2019 EBIs. Despite its successes in Holocaust education, St Michaels’ is not complacent. Senior and middle leaders are proud of successes and strengths to date, whilst able to identify potential weaknesses or areas for innovation and development and are increasingly outward looking, open to opportunity and innovation.
10. Ongoing regard, relish and commitment to ongoing professional development and engaging in research informed practice. Pedagogical practice in Holocaust is underpinned by research-informed practice and access to quality CPD via UCL.

Full details of St Michaels established curriculum and enrichment offer regards Holocaust education, and active global citizenship, and the wide-ranging report will be published shortly (a link here will be provided in due course) and will also speak to areas of ongoing development and pose questions for colleagues to consider as they move forward in this work.

We are thrilled to recognise Lead Teacher, Mr Ben Egelnick, his SLT Link, Mrs Caroline Hooley, colleagues across the college and Headteacher, Mrs Jenks, for their dedication, innovation, professionalism, and leadership – their values are lived and not simply laminated.

Headteacher, Mrs Jayne Jenks said:

“We are absolutely delighted to have been successfully reaccredited with the Holocaust Quality Mark.

Holocaust Education aligns so well with our vision and ethos at St Michael’s as we strive to provide opportunities for pupils (and staff) to flourish through growth in body, mind and spirit. We encourage our young people to be courageous advocates and to stand up against prejudice. Holocaust Education encourages them to develop critical thinking skills, reflect on injustice in society and discuss the complex issues of prejudice and stereotyping. Additionally, in line with our Mission Statement, of ‘celebrating the uniqueness of every individual’ it enables pupils to understand and accept diversity and explore Christian Values in a real-world context.”

SLT link, Mrs Caroline Hooley, said:

“Holocaust Education has been a focus for whole school improvement since achieving the Beacon School status and we continue to appreciate the importance of its inclusion in the staff CPD programme. This enables us to address misconceptions but also allow staff to see the relevance to life in the 21st Century, making connections between Holocaust Education, British Values and the Prevent Strategy.

We also continue to develop a cross curricular approach to Holocaust Education with many departments in school working closely with the History staff benefitting from their expertise. Maths, Science, ICT, English and RE have all embedded Holocaust Education into their curricula, reflecting the collaborative, multi-disciplinary approach to learning in school.”

Lead Teacher & Subject Leader for History, Mr Ben Egelnick said:

“It has been such a supportive and rewarding process for us all.  It is great to have the hard work of colleagues and pupils recognised through Quality Mark as well as having support on the next steps of our journey.  This will not only improve our Holocaust education, but we are able to transfer what we have learned to other areas of the curriculum throughout school. We are really proud of the work we have all done so far and feel empowered and excited for the future.”

#TeamStMichaels and its community should be incredibly proud of this collective achievement for the combination of its impact upon young people, the inspiration and the development energy it generates and the authenticity and integrity of its aligning with the values and ethos of the school. Together you are making a difference: you have much to be proud of, yet also have humble desire to reflect and continually grow and that openness means all are excited to see what the next steps or developments in the Beacon journey will be!

The full report will identify a range of outstanding practice embodied within St Michael’s ethos, culture, formal and hidden curriculum, that is research-informed and secured in UCL pedagogical principles, and will celebrate the quality, depth, integrity and inclusive nature of the school’s worship.

Reviewer, Nic Wetherall MBE remarked:

“Across the school there is a deep commitment to empowering ALL learners and a respect and regard for the young people in their care, as humans first, learners second, and for each member of the community. Relationships and principles of respect, empathy and inclusion underpin belief that teaching and learning about the Holocaust is a right, that it is intrinsic to their Christian mission, and that it is about safeguarding for the future. There is ample evidence to suggest that because of the work that is taking place across St Michaels, its learners have important opportunities to become the informed, empathetic, actively engaged, enriched and empowered local, national and global citizens we need. The student panel was something I remember for a long, long time: so knowledgeable, informed, mature, respectful and students offered so many rich and rare insights, honesty and humour, that I came away inspired and hopeful. For that, and so much more, I wholeheartedly commend and congratulate all who are involved in the school’s Beacon School activities.”

Despite a global pandemic, St Michaels’ have retained their status as a true ‘Beacon’. They continue to work on innovative Holocaust related projects, regional initiatives, and special events, alongside securing a creative and challenging curriculum that draws on student curiosity and is responsive to need. They are a reflective and forward-looking learning community who are open to share best practice, partner and connect. The respect afforded testimony and the status afforded the subject matter is profound. It speaks to the school’s values, educational vision, and Lead Teachers’ passion, integrity and skills. The review found St Michael’s regard for research-informed practice and its application of Centre pedagogy enriches the provision, opportunities and experiences of learners – both in terms of Holocaust teaching and learning and generically.

Achieving Quality Mark status at any time is a significant achievement, to do so following a pandemic, is more impressive and commendable.  Successful re-accreditation is testimony to sustained hard work and innovation. It remains our pleasure and privilege to partner with the school, Ben and colleagues, and to support their wide-ranging and impactful work. We offer our congratulations to St Michaels staff, students, families’, and community. At a time of political, social, economic, and global uncertainty; rising hate, division, denial and distortion, conflict and migration, St Michael’s offers a timely antidote: a reminder of what a school, a teacher, and community can do.

The Quality Mark scheme is a great way to celebrate and share best practice and is both developmental and forward looking. Beacon School alumni considering undertaking the Quality mark process should contact Nicola Wetherall  or read more here.

Learn more about St Michaels CE High School, Chorley.