The importance of accountability for trustees
Accountability is the foundation for an effective and ethical board, but what does it look like in practice?
This is the question Paradigm Trust CEO Bill Holledge, Emma Vehit, company secretary and data protection officer, and David Willis chair of the board of trustees, have been addressing in this article from the latest edition of TES, read it here.
Murrayfield Ofsted result
We are proud to announce Murrayfield Primary Academy has received a highly positive Ofsted report following its inspection in January, which recognises the school’s unwavering commitment to excellence in education and the wellbeing of its pupils.
The inspection highlighted several key strengths of the Ipswich school, with particular praise for the ‘exceptionally strong provision in the early years, strong provision for pupils’ personal development, and high expectations for what all pupils can achieve.’
Inspectors noted that ‘pupils love their school, know and live the school values, and enjoy learning because teachers are kind and lessons are interesting.’ Additionally, the school was recognised for its ‘effective support for pupils with special educational needs and/or disabilities (SEND).’
The inspection graded the school as follows:
- Quality of education: Good
- Behaviour and attitudes: Good
- Personal development: Good
- Leadership and management: Good
- Early years provision: Outstanding
This positive report is a testament to the dedication and hard work of the staff, pupils and the entire school community.
“We are incredibly proud of this achievement,” said Claire Willis, Principal of Murrayfield Primary Academy. “At Murrayfield we strive to achieve highly and create a safe, engaging and inspiring learning environment, and we are thrilled that Ofsted has recognised our achievements. I would like to extend my gratitude to the whole school community for their support.”
Growing Inclusivity Through the Hidden Disabilities Sunflower Scheme
As part of its work to foster inclusivity, acceptance and understanding, Paradigm Trust is rolling out the Hidden Disabilities Sunflower scheme across its schools.
Not all disabilities, conditions or chronic illnesses are always seen. For people living with these non-visible conditions, the absence of obvious symptoms can sometimes lead to misunderstanding, scepticism or even a lack of belief in their need for support. This initiative is set up to support these people, with a simple yet effective tool to quickly and subtly communicate their needs, so they can be treated with respect, empathy, and inclusivity.
The Challenge of non-visible disabilities
For many people, living with a non-visible disability can be a double burden: managing the condition itself while also facing a world that often fails to recognise their challenges. These hidden conditions — such as autism, ADHD, anxiety disorders, chronic pain, migraines, hearing loss, or diabetes—don’t always have external markers, which can lead to judgement or insensitivity. For instance, students who need extra time or support in class may face questions or disbelief, simply because they don’t “look disabled.”
However the initiative isn’t solely about pupils – staff and parents are also encouraged to take part in the scheme.
What Is the Hidden Disabilities sunflower?
The Hidden Disabilities Sunflower scheme was created to provide a recognisable yet discreet way for individuals with non-visible disabilities to communicate that they may need additional help, patience, or understanding. It is a movement aimed at transforming societal perceptions of disability. Since its launch in 2016, the initiative has spread globally, helping organisations and communities from education to transport and tourism adopt inclusive practices.
How it works
By wearing the sunflower logo on something such as a lanyard, badge, wristband, students with hidden disabilities can signal to peers, teachers and other staff that they may need accommodations or support. These items have the additional benefit that they can easily be put on or removed, making it easy to either wear all the time, or just when they feel they need to.
This creates a more inclusive environment by promoting awareness and equipping staff with the knowledge and training needed to better support students with non-visible disabilities. It ensures that every child, regardless of their challenges, feels seen and understood.
Spreading awareness of the sunflower
To ensure the scheme is effective it is important that everyone is aware of the sunflower’s significance.
Initially everyone who is employed at the school is briefed on what the initiative means, the purpose, the thinking behind it and the benefits it will bring. This extends beyond the teaching staff to everyone who works at the school such as administrators, cleaning staff, midday supervisors and contractors. Training is also given to help staff recognise and respond appropriately to the sunflower symbol. This includes understanding different non-visible conditions, practising empathy and tailoring support to individual needs.
The purpose of the sunflower is then explained to pupils in whole school assemblies, Parents and carers are made aware that Paradigm Trust is participating in the Hidden Sunflower scheme via the school newsletters, and other contact points such as coffee mornings, parent consultations and academy council meetings.
To ensure the initiative remains front of mind, reminders are made over following weeks and months in classes, base groups, year groups gatherings and other ways. Using tactics such as spotlighting a different hidden disability every week keeps the subject fresh, and also increases knowledge of the subject.
The sunflower scheme is integrated into the broader inclusion efforts which already exist in the schools, encouraging kindness and understanding among all students. Peer education is an essential part of this, fostering a culture where differences are embraced.
Building a sunnier future
By using the scheme in schools, the Trust is able to positively affect the wider community too. Families who might not fully understand the significance of the sunflower will become familiar with the initiative and start wearing the symbol in places other than school, becoming advocates and spreading understanding amongst their contacts. It reinforces the message that inclusivity is not confined to the classroom—it’s a societal value.
The Trust is always working to create an inclusive environment where everyone feels valued and supported. Using the sunflower supports this, offering those with non-visible disabilities a sense of belonging and validation, and fostering empathy and understanding amongst the community as a whole.
Building the Future: STEM at Paradigm
Learning about Science, Technology, Engineering and Mathematics (STEM), is pivotal for preparing students for a rapidly evolving world.
In the UK, the emphasis on STEM subjects in schools has grown significantly over the past decade, following the recognition that these disciplines are strong drivers for innovation and economic growth.
STEM in Schools
Paradigm Trust begins STEM education early, teaching children in the EYFS by incorporating Computational Thinking concepts into lessons through pattern seeking, tinkering and creating.
Coding begins in Year 1 and is built upon in every year following. Pupils use code.org, a system used by over 80 million students around the world. Content and exercises are tailored for each year group, with complexity increasing as children get older.
Alongside coding, pupils are taught to type. Every computing lesson begins with practice – children in Key Stage 1 use a programme called Keyboard Climber, then graduate to Typing Club in Key Stage 2.
Children are also taught to use different digital tools to create everything from ebooks to music. In Year 5 pupils will learn how to create their own websites, and make 3D models using TinkerCAD. When they reach Year 6, pupils use Google Sheets to create budgets for their own parties and Microsoft Publisher to produce their graduation books.
Once children have made the transition to Ipswich Academy, the Trust’s secondary school, maths resources from STEM Learning are used in the base group activities, in maths competitions and in careers sessions. Students have the opportunity to take Level 2 Further Maths GCSE and Statistics GCSE, and in Summer 24 Ipswich Academy saw its best ever results in these subjects.
Schools in the Trust also use external resources, where relevant, to improve students’ engagement with the STEM subjects. VR headsets are used with Year 7s to explore Space, and specialist entomologists visit the school so students are able to see and handle invertebrates.
Also at Ipswich Academy, students are working on a STEM project with Sizewell C Co (the company building the new nuclear power station on the Suffolk coast), which has supplied resources to develop STEM skills, such as Sphero coding, and pneumatic and hydraulic engineering, to overcome a range of challenges linked to actual problems. Later in the year students get a chance to visit the build site to showcase their work, tour the power station, and meet people who already work in the STEM industries. This helps the students to increase their engineering and maths skills, and understand their relevance to the real world.
The significance of STEM
According to a report by EngineeringUK, the STEM sector contributes significantly to the UK economy, with engineering alone accounting for 26% of the UK’s GDP. The UK, like many other nations, faces a skills gap in STEM industries, so by equipping students with strong STEM skills we put them in an advantageous position to secure important, well-paid careers.
STEM careers are among the highest-paying and most in-demand jobs, with salaries 20% higher than other sectors. Promoting STEM education can enhance social mobility by providing students from diverse backgrounds with access to lucrative career paths. Encouraging more students to pursue STEM subjects, particularly those from underrepresented groups, can help bridge socio-economic gaps.
STEM subjects inherently teach problem-solving and critical thinking skills. These disciplines encourage students to explore, experiment and find solutions to complex problems. Such skills are not only essential for STEM careers but are also valuable in everyday life and across many other sectors.
STEM education is a powerful tool that equips students with the skills and knowledge needed to thrive in a rapidly changing world. Paradigm Trust’s comprehensive approach to STEM, starting from early years and continuing through secondary school, demonstrates the impact of integrating these subjects into everyday learning. Through partnerships, hands-on projects, and real-world applications, students not only develop technical expertise but also gain a deeper understanding of the vital role STEM plays in the world.