Head Teacher's Message

As we draw the academic year to a close and head into the summer break, I wanted to take a moment to reflect on what has been another exceptional year here at NLS. Our school values of Commitment, Opportunity, Respect, and Excellence (CORE) have truly shone through in all aspects of school life—from academic achievement and personal development to the way our students support each other and contribute to our wider community.

This week we publish our full end-of-year bulletin, which showcases the remarkable work taking place across every subject area. I encourage all families to take a moment to explore it—it is a powerful reminder of the breadth and depth of learning that takes place daily at NLS. Each Year Leader has also contributed some truly thoughtful reflections, recognising the effort, growth and character shown by students in their respective year groups. I’d like to thank them and our dedicated Tutor Teams for their tireless work this year. A special mention to the Duke of Edinburgh team and all students who have completed an award from Bronze through to Gold. Its with the great pride that I can announce we are now the largest state funded educational provider of the DofE award scheme in Warwickshire.

A huge well done to all students who completed external and internal exams—we are incredibly proud of the effort they have shown and look forward with great anticipation to what we are confident will be another year of excellent outcomes.

As we close the year, I am pleased to confirm that the final data report for student attainment and attitude to learning, including progression exam results for Years 10 and 12, is now live on Go4Schools. I encourage you to discuss this report with your child over the break to help them reflect and prepare for the new term.

Student timetables for the 2025–26 academic year will be live on Go4Schools from Tuesday 2 September, ahead of students returning to school on Wednesday 3 September. Pocket-sized timetable cards will again be issued alongside student ID cards and lanyards to support organisation and independence.

Congratulations to Binswood College, who were crowned College Competition Champions this year. The result went right down to the wire, with final points secured at Sports Day, despite the rain! A fantastic collective effort across the year by all Colleges — well done.

As always, please visit our school website for all the latest information ahead of the new term, including updates on uniform, equipment, term dates, and curriculum overviews. I would also like to highlight the Safeguarding section of our website, which includes important advice and contact details for support during the holidays, should you need them.

Finally, a sincere thank you for your continued support this year. The partnership between home and school is key to ensuring our young people thrive, and your ongoing encouragement makes a real difference.

Wishing you and your family a safe, restful and enjoyable summer. We look forward to welcoming everyone back in September.

Warm regards,

Mike Lowdell
Head Teacher

Well done to Binswood who have achieved the highest number of reward points during this term. Blackdown came second but its been a close battle with Croft, with Blackdown narrowly pipping Croft in the end. 

At the end of term there is always much excitement as to which College has accumulated the most reward points for the year. Following Manor's win last year, it is Binswood who win the much sought after cup this year.

Well Done to Manor who triumphed for the second year running in the much sought after Sports Day Trophy.  Further information and pictures from Sports day can be found in the PE article below and in the year lead updates. 

Following the appointment in May of our Senior Student Leaders, Amelia Stephens and Jimmy Ward we have now also appointed our Assistant Senior Student Leaders.

Our Senior Student Leaders have many key responsibilities. They represent the student body at whole school events, chair student cabinet meetings and meet with the Head Teacher each term to discuss ideas for school improvement. 

Following an application, selection and interview process we are delighted to announce our Assistant Senior Student Leaders (ASSLs):  

ASSL Diversity & Equality - Evelyn Evans and Ila Lane

ASSL Charity & Community – Emily Baker, Idgey Dearnley, Louisa Harrington, Elissa Wicks, Annabelle Wykes

ASSL Careers – Laurie Fisher and Bhavesh Kithany

ASSL Sports – Charlotte Pickering and Lucas Ricarta Lara

ASSL  Eco and International – Henry Jackson and Lola Rawbone

ASSL Transition - Connor Doughlin,  Katie Mattacola, Amy Morris, Mia Shah, Darcy Dulson and  Jakub Sielaczek 

Student Leadership opportunities are also available across year groups and students have been offered the opportunity to apply for a number of roles which include:

• Year 10 -  Sports and Careers
• Year 9 - Charity and Community and Equality and Diversity 
• Year 8 - Marketing and International 

Appointments will be confirmed in September for the start of the new term along with Year 12 Student College Leaders and Year 11 Deputy College Leaders. 
Later in the year, Year 7 students will have the opportunity to apply for Transition Leader roles. 

We wish all our Student Leaders a successful year. We look forward to their achievements and hope they all enjoy their role.

Year 10 students have enjoyed the challenge of understanding the economy and international trade. This term students have reflected on their work experience and researched how it applies to Business Studies learnt in lessons.  They have also made a positive start to their Young Enterprise business plans, enabling practical experience at running a small business.

It is imperative that all students reflect on their year 10 progression exam paper and review gaps in knowledge, making sure all revision notes for both themes 1 includes PEIs and key terms. All students should have a copy of the Business Revision Guide and Workbook and a reminder that all booklets and resources are on the Digital Learning Hub.

Well done to Year 11s who have completed their Business GCSEs. 
Aim high and work tirelessly. Don’t stop believing in your potential for greatness, and you will find success in your efforts.  We are so proud of you all!

Our Year 12 students demonstrated their entrepreneurial skills by creating a business plan as part of theme 1.5 Enterprise. The challenge was to create a street food pop-up business. The students enjoyed researching realistic costs in order to produce a cash-flow forecast and marketing mix plans. 

Year 12 students have also investigated growing economies around the world, in preparation for Year 13, theme 4 topics on Globalisation and International Trade. Students used the growth indicators GDP, literacy and health index to compare the economic growth of these economies to the UK.  In particular they assessed foreign direct investment opportunities in new markets such as the East African Community and natural resources in these countries, such as cobalt and lithium. 

Students should also reflect on the progress made during the progression exams and review gaps in knowledge, making sure all revision notes for both themes 1&2 include balanced chains of arguments. All topic PowerPoints, exam questions and gap tasks are on the Digital Learning Hub.  If students need any support with either exam technique, revision methods, or they have questions regarding content there are sessions available after school on Wednesday.

Well done to Year 13s who have completed their Business A level exams. Good luck we are so proud of you all!

Key Stage 3

Key stage 3 support
There is a wide range of support available to support students with their computer science work.  Most of these are available from home or on mobile devices.  We have recently published a summary of these support options – it can be found on the Digital Learning Hub.  These support options range from videos explaining the lesson content to screen readers to support learners with reading text on the screen.  These support measures allow students to build up their confidence – particularly with their literacy skills.

Year 7

Year 7 have been developing their own web pages using HTML and CSS.  They have also been writing code for their Microbits.  The Microbit is a small, single board computer with simple input/output devices.  Although they are small they have a wide range of uses.  Students can enhance their classroom work using the online simulators that are also available at home via the Raspberry Pi Foundation website.  The self-guided projects might be an excellent idea during the summer break.  

Year 8

Year 8 have working on the binary number system and exploring how text, images and sound are represented digitally.  They can practice converting to and from binary using the “Binary Breakout” game online.  They have also been studying key historic figures in computing to understand their contribution to computing.

Year 9

Year 9 have been developing their own web pages using HTML and CSS.  They have also been using Twine to develop their own text-based adventure game.  While this encourages creativity and literacy skills, this set of lessons also builds their abstraction and decomposition skills.  They have also had a chance to reinforce their HTML and CSS knowledge while formatting each page in the adventure…as an added bonus it’s been very popular and great fun!

An excellent example of what students have been producing can be seen with Jessica’s Zombie Apocalypse story game.  Here's an idea of what it looks like...

Code club

We have enjoyed running a code club where students have been using a wide range of mini projects to develop their programming knowledge using Scratch, HTML and Python.  The environment provided a supportive space to explore coding ideas and open to all students whether they are experts or newcomers.

Key Stage 4

All of our GCSE students have continued to develop their programming skills using a high level language (Python). In addition to this …

Year 10 – GCSE Computer Science
In addition to their programming development students have been finding out about different operating systems and utility software including topics such as user interfaces, memory management, file management, device drivers, multitasking, encryption, defragmentation and data compression.  They have also investigated key factors which impact the use of technology including Ethical, Legal, Cultural, Environmental and Privacy issues. Students will move into year 11 investigating the use of algorithms and pseudocode in creating computation solutions to problems.

Year 10 Additional Support

A reminder the curriculum overviews on the school website gives an overview of what topics are going to be taught but especially useful is the optional homework and literacy sections on the right.  Here you can find many resources to guide your child to so they can work more independently at home.  I would highly recommend the Oak National Academy links which are created by teachers and are pretty much online tutors. There are lessons, videos and worksheets/activities to get engaged with plus a website link for NGfL which is specifically designed to help with programming techniques and develop skills in an interactive way.

Please also encourage your child to regularly access their Revise:CSUK platform. This has been purchased for them to aid recall, develop their literacy of key terminology and exam question technique. Please aim to get them onto the quizzes for approximately 15-20mins each evening to build confidence.

 Year 11 – GCSE Computer Science

Students have now completed their examinations and all I can say from here is good luck to every one of them on results day in August … well done!

 Key Stage 5

Year 12 – A Level Computer Science
Students have been learning about data types and binary including adding, subtracting, fixed and floating point. They then moved onto data structures and Boolean algebra whilst finishing the year looking at the cultural, legal, ethical and environmental impacts of technology. Students have been developing their ideas and analysis for their independent project which they should work on over the summer ready to focus entirely on this in the first term of year 13.

Year 13 – A Level Computer Science

Students have now completed their examinations and all I can say from here is good luck to every one of them on results day in August … well done!

Extra Support – GCSE and A Level

For all our GCSE & A Level students there is a continued promotion of using the Smart Revise platform (Years 11, 12 and 13) and Revise:CSUK (Year 10) to develop and enhance student’s ability to recall information and facts plus improve their use of literacy and keywords around the subject. Your support by encouraging your child to engage with this at home on a regular basis is much appreciated. Each student has their own personal login and can access the platform on any device through a web browser.

 iDEA Award
We encourage all students to at least complete the Bronze award for iDEA.  This is something students can access at home as well as in class, students have their own individual logins for these.

 This term we have seen Daisy, Willow, Fraser, Damian, Zara, Esther, Defne, Betsy, Abby, Alfie and Archie achieve their Bronze certificate … well done!

These certificates are an invaluable addition to CV’s, references, College, University applications plus apprenticeships and are nationally recognised as evidence of IT literacy competency in the workplace.

Supporting Students At All Levels

We promote independence in computer science and have a variety of support mechanisms students can access during their lesson or even at home through the Digital Learning Hub. Some of these strategies are outlined in the image below:

Computing Literacy

The computer science department has a selection of fiction, non-fiction and coding books plus a range of revision guides available to loan from either the department itself or the school library to supplement homework and NLS literacy focus as a whole.  We also have a large selection of computing magazines.  We will be adding to this so, if you have any recommendations that you would like to see included, please email Mr Sycamore to add to the reading list.  Some ideas to get started …

KS3 Drama

Year 7 Drama - Exploring Comedy 

Students have turned their attention to comedy, taking part in a practical exploration of its key elements. They studied stock characters from Commedia dell'Arte, experimented with slapstick techniques, non-verbal communication, and explored how status can be used for comic effect.

Students  then used these techniques to devise and perform their own original comedy pieces. Working in groups, they chose scenarios and developed characters, using performer skills and the elements of comedy to enhance their storytelling. The unit not only helped develop their creativity and collaboration but also built their confidence as performers.

A Trip to Neverland

This term, Year 7 students had the exciting opportunity to watch a live digital performance of Peter Pan by the National Theatre.

This engaging production gave students a chance to experience professional theatre and see how storytelling can come to life on stage through imaginative staging and performance.

Year 8 Drama

Year 8 students had the exciting opportunity to watch a live digital performance of Teechers by John Godber, presented by Black Eyed Theatre. This engaging production allowed students to see professional theatre in action and provided inspiration for their own work. Following the performance, students explored key production elements such as Costume Design, Set Design, Lighting, and Sound Design, deepening their understanding of how these aspects contribute to a performance.

After half term, the focus shifted to exploring John Godber’s unique style of comedy. Through a series of practical workshops, students investigated techniques such as stock characters, non-verbal communication, multi-role performance, direct address, and the use of status. Working in small groups, students devised their own short performances, using these comic elements to build confidence and develop their storytelling skills. The term culminated in a final performance, where students interpreted a scripted extract and brought it to life using performance techniques and the comedic style of Godber.

Drama Students Perform at The Belgrade Theatre, Coventry, as part of the Highly Sprung Physical Fellowship 2025

As part of the Highly Sprung Physical Fellowship 2025, our KS3 students had the incredible opportunity to showcase their creativity at the Physical Fellowship Festival. The festival challenged them to engage in an intensive two-day artist residency with a creative practitioner from Highly Sprung, where they devised and performed a 20-minute physical theatre piece that was both thought-provoking and inspiring. The performance was based on the theme Odyssey Re-Imagined – “Stories of Us is a collection of different stories that perhaps are not so different from ours . . . we all have something to say, somewhere to run to”. The residency gave them hands-on experience of the devising process and introduced them to physical theatre techniques that enhanced their creative exploration. The director guided the group through practical exercises, helping them to develop their ideas into a cohesive and dynamic piece of physical performance. Mrs. Clarke expressed her pride in the students' achievements: “The group demonstrated outstanding dedication and creativity throughout the residency. They pushed their physical limits and embraced teamwork, making the most of every opportunity to learn and grow. It was a fantastic experience for them to collaborate with professional artists and apply new techniques in such an inspiring environment.”
Reflecting on the experience, one student shared, “Participating in the Physical Fellowship was an amazing experience! I loved how we could use our bodies to tell a story in such an expressive way. It was challenging, but we learned so much, and I feel proud of what we created together.”

Year 9 Drama

Exploring Text: An Inspector Calls

Year 9 students have explored the play An Inspector Calls through either a Performer or Designer Pathway. Those who chose the Designer Pathway focused on the role of the theatre designer, investigating how Costume, Set, Lighting, and Sound can be used to interpret and enhance the text. Students developed their creative ideas and applied their knowledge to practical design tasks.

Meanwhile, students on the Performer Pathway worked collaboratively to develop and rehearse their own interpretations of key scenes. They explored characterisation, directing techniques, and performance skills, bringing the story to life through their own creative lens.

The unit offered a fantastic opportunity for students to deepen their understanding of theatre-making and to express their ideas through both performance and design.

Year 10 GCSE Drama

Component 3: Theatre Makers in Practice

Section B: Live Theatre Evaluation Year 10 Drama students focused on Section B of the written exam: Live Theatre Evaluation, in preparation for their upcoming Progress Exam. As part of their learning, students created detailed notes based on a live theatre production of Romeo and Juliet. These notes were designed to support revision and develop their ability to analyse and evaluate live performance in line with GCSE expectations.

Section A: An Inspector Calls Alongside this, students explored An Inspector Calls by J.B. Priestley, working from the perspectives of both a performer and a director. In addition, students practised a range of exam-style questions to build their confidence and refine their written responses. This has helped lay the foundations for future exam preparation in Section A of the written paper.

Year 11 GCSE Drama

Year 11 GCSE Drama students revised for their written exam, which took place on 8 May. The exam focused on Component 3: Theatre Makers in Practice and was divided into two sections.

Section A: An Inspector Calls by J.B. Priestley
Students were given an extract from the play and required to answer questions from three different perspectives:

• Performer (4-mark and 6-mark questions)
• Director (9-mark design focus and 12-mark performer focus)
• Designer (14-mark question)

Using targeted checklists, students identified the key areas to revise. This included exploring the plot, characters, and themes of the play, as well as the specific drama terminology required in written responses. They also reviewed the historical context of the play, including when it is set (1912) and when it was first performed (1945). Students had opportunities to complete and reflect on exam-style questions throughout the term.

Section B: Live Theatre Evaluation
Students developed a set of detailed notes based on the National Theatre’s production of Life of Pi to support their evaluation skills. They also practised answering a range of exam-style questions to prepare for this section of the paper.

Year 13 A-Level Drama & Theatre

This term, Year 13 Drama students worked hard to prepare for their final written A-Level examination, which took place on Monday 2 June. The exam covered three key areas:

• Section A: Live Theatre Evaluation – Students analysed and evaluated a live theatre performance they had seen, focusing on acting, directing, and design elements.
• Section B: Colder Than Here by Laura Wade – Students answered either a Performer or Designer question, demonstrating their understanding of characterisation, staging, and design choices.
• Section C: Lysistrata by Aristophanes – In this section, students approached the text as a Director, exploring creative interpretations of scenes, character relationships, and how to communicate themes to a modern audience.

In the lead-up to the exam, students took part in revision workshops, mock questions, and feedback sessions to help them prepare. We are proud of their commitment and effort throughout the course and look forward to celebrating their results in August.

This summer term, our Year 7 students have truly shone in English, immersing themselves in a diverse and enriching curriculum. They began by exploring powerful poetry that delves into themes of identity and culture, studying thought-provoking works such as Blessing, Search for My Tongue, and Island Man. Through lively class discussions and insightful written responses, they reflected on how language and heritage shape who we are.

Our budding writers then turned their talents to persuasive writing, crafting imaginative travel brochures that transported readers to destinations near and far — from the tranquil beaches of St. Ives to the dazzling skyline of Dubai. Each piece showcased not only their persuasive flair but also their ability to adapt language to engage and excite an audience.

A particular highlight this term was National Writing Day on 25 June, when Year 7 embraced a creative challenge: using six randomly selected words, they composed original poems brimming with wit, emotion, and vivid imagery. 
The results were outstanding, with students demonstrating impressive confidence and playfulness with language.

Year 7 – Evie B,  Ella M and George M
Year 8 – Tilly D and Tessa B

Each student received a £10 Amazon voucher for their excellent writing in response to different stimuli.

We’ve been equally delighted by the remarkable homework projects submitted this term. Students have poured creativity and effort into producing inventive board games inspired by literature, detailed character profiles enhanced by stunning artwork, and moving diary entries that brought stories to life.

We’re thrilled to share two fantastic examples of this exceptional work below. A huge congratulations to all of our Year 7 students for their hard work, imagination, and enthusiasm — keep it up!

Year 8

This term, Year 8 have embarked on a thought-provoking journey through literature and language that has showcased their empathy, creativity, and growing confidence. During Summer term 1, they delved into Jason Reynolds’ gripping novella-in-verse Long Way Down — a haunting exploration of grief, violence, and revenge. Through rich discussions and analytical writing, students grappled with challenging questions about family loyalty, cycles of retribution, and the weight of personal choices, all while developing a deeper understanding of how powerful stories can shape our perspectives.

Building on these themes, Year 8 then turned their attention to persuasive writing, honing their ability to craft clear, cohesive arguments that captivate and convince. From dissecting persuasive techniques to organising ideas into logical, impactful structures, they demonstrated impressive critical thinking and flair with language.

Their efforts culminated in a fantastic display of speaking and listening skills, as students stepped up to deliver their speeches to the class. They channelled their ideas with passion and purpose with the classroom buzzing with energy and thoughtful engagement. Well done, Year 8 — you’ve grown as readers and writers this term, and also as articulate, thoughtful young people ready to make your voices heard!

In another scheme, we have been exploring Lewis Carroll's poem ‘The Jabberwocky’.

Based on this, two of our students did some themed work around Alice in Wonderland and the Mad Hatter’s tea party.

During their own tea party they  thought about what the characters would say, made cups of tea and sequenced instructions. 

Year 9

Year 9 students, have dived into one of their GCSE set texts, the play An Inspector Calls. It was wonderful to see such thoughtful engagement with Priestley’s exploration of responsibility and social class, as students unpacked the characters’ secrets and debated who, ultimately, bore the greatest guilt.

Keeping the spirit of achievement alive, we congratulate  every Year 9 student on their outstanding efforts in their Speaking and Listening Assessments — a key milestone as they prepare for their English Language GCSE. Tackling an impressive array of topics, from environmental issues, nature vs. nurture debates and the dangers of AI: they demonstrated real independence and curiosity in researching and rehearsing their speeches. Watching them stand up and articulate their ideas with confidence and conviction was a proud moment for all.

On Wednesday this week, Year 9 took part in our Model United Nations day. Everyone threw themselves into their roles as delegates, representing countries from across the globe. They explored vital issues surrounding culture, education, environmental sustainability, and border control, forging strategic alliances and negotiating complex agreements. It was particularly impressive to see them draw on their newly honed speaking and listening skills to debate passionately, defend their positions, and work collaboratively to find solutions to global challenges.

Year 10

Year 10 students returned to their study of the ‘Power and Conflict’ poetry anthology, a cornerstone of their English Literature GCSE. and approached these poems with impressive maturity, creativity, and analytical skill. They dug deep into complex themes of war, identity, and human resilience, making insightful connections between the poets’ messages and the world around them. It was  inspiring to see their interpretations come alive through thoughtful discussions and carefully crafted analytical responses.

Alongside their literary explorations, Year 10 also revisited their work on Language Paper 1, sharpening the reading and writing skills they’ll need for their English Language GCSE. Having recently tackled this paper in their progression exams, students demonstrated real determination and focus, carefully unpicking writers’ techniques and crafting their own engaging narratives. We are proud of how diligently they prepared and how they performed — their results are a testament to just how capable and ambitious they are.

This term has been a fantastic reminder of Year 10’s potential, not only as thoughtful readers but also as powerful writers. With such strong foundations in place, we’re excited to see them continue to grow and flourish in the months ahead. Well done, Year 10 — your hard work, curiosity, and dedication promise a very bright future!

KS5 Update

Our Year 13 students were well-prepared for their final A Level exams this term and left their exams feeling positive about their preparation and performance. We wish them all the best of luck with their results in the summer.

Year 12 A Level English Language and Literature students have covered all of the content for their Paper 1: covering an anthology of non-fiction texts based around the city of Paris; the dystopian novel The Handmaid’s Tale and an anthology of poetry by the former Poet Laureate Carol-Ann Duffy. They have also very nearly completed their NEA work – an independent project analysing writers’ use of language in both literary and non-literary works. They finished the year with their progression exams and their hard work has been shown through these.

Year 12 English Literature students are also completing their NEAs which are due in during the first week back in September. They have worked on their Paper 2 texts: Journey’s End by R.C. Sherriff; the poetry of Wilfred Owen and the Ben Elton novel The First Casualty. They have also completed the study of Shakespeare’s Othello and have begun looking further into the representations of love in literature through an anthology of poetry all take from before 1900.  Again, their progression exam results demonstrate the continued hard work they have undertaken this year and reflect their passion for the subject and dedication to achieving well academically.

Rewards

This year has been an incredible year in terms of rewards for our students here at NLS. All year, we have had students who have shown a consistent, excellent effort in their studies, and the rewards gained are a true reflection of that. We have crunched the numbers for the top students across the classes this half-term, and for the academic year - the top classes and students are as follows…

Both year 10 and year 12 have been working hard in lessons to prepare for their progression exams.  Year 10 have been revising Quality Street, The Man with the Golden Gun, Vogue and GQ and Year 12 have been revising Tide, the Daily Mirror, Black Mirror and the Returned. 

Now that exams are finished, all students in both year groups have had all their lesson time dedicated to their NEA. Students submitted provisional drafts of their NEA before we broke up for the summer holidays, which they will come to revisit in Year 11 and 13 – good luck!

During the final term of this year Year 7, 8 and 9 classes have been exploring various locations around the world.

Year 7 have been learning about the polar environments, from the animals of the Arctic, the Inuit people as well as the famous Race to the South pole back in 1911. We have been really impressed with the quality of the posters produced for this topic. The students have then been investigating how relevant is Geography in today's world. They have also been carrying out some fieldwork in the school grounds to produce “Messy Maps”. These are maps of the school ground to show what items they collected, how they felt in the areas, what sound and textures there were in the areas etc. They have also completed other fieldwork activities around school.

Year 8 have been learning about some of the fastest changing nations in the world and the importance they now have, e.g. China, India and the Middle East.

Year 9 have been investigating urban areas of the world with two main cities examined – Mumbai and closer to home Birmingham. The new 'Geography ambassadors' are busy creating presentations of Geography in the news that they are investigating in their own time and we enjoyed seeing these presentations at the end of term. 

In the penultimate week of the term Year 10 Geographers visited Brandon Marsh nature reserve. Students were investigating the link between the living and none living parts of the woodland and grassland ecosystem, their practical, as well as group work skills were superb and were a pleasure to take outside of school. They took measurements of features such as the air temperature, soil PH and humidity and how these influence what grows in the ecosystem. They have now presented and analysed their results in preparation for questions on it in paper 3 of the year 11 exams.

During the week commencing the 9 June Year 12 Geographers spent three days in the traditional seaside town of Southwold, Suffolk. They were researching into a range of Geographical issues in the town from physical Geography such as coastal processes and the impact of sea defences, as well as the impact of climate change on the town, and for human Geography they examined the impact of second home ownership on the settlement.

A few students even had a go at using a drone to investigate the town and the beach.  It was a very worthwhile residential fieldtrip with students collecting a wide range of data for their coursework project.

The students were a delight to take away and were commended by the course leader on their thoroughly positive attitude to Geography and the fieldwork, well done all!

We were incredibly lucky to have Tracey Rhodes from Hays Travel agents in Leamington Spa visit our year 10 Travel and Tourism class. Tracey gave us a super talk giving us key insights into the life of a travel agent and different trends in Travel and Tourism that will really help our students understanding.

She had even brought a few freebies from travel companies, which the students really enjoyed. 

Year 12 

Students completed their Unit 1 exam on Monday 12 May which explored the development across the different life stages and factors that can impact the different life stages.  They did a fantastic job preparing for this exam worth 25% of their overall A level grade and we look forward to receiving those results. 

Students have now moved onto their second examined unit ‘Working in Health and Social Care’ and have been exploring the different responsibilities of job roles within the health and social care sector.  Students have also completed their first unit of coursework ‘Sociological Perspectives’ worth 17% of their overall qualification and have moved onto their second and final unit of coursework ‘Meeting individual care and support needs’.  Students are exploring personalised care plans focused on three case studies.  Students have made an excellent start to the Year 13 course and we are really proud of their achievements so far. 

Finally we have launched our student leader programme with Year 12 where students will be taking part in whole-school events to promote the subject and working with some of the younger health and social care students in school.  We look forward to sharing some of the work they have been doing in the next edition of the parent bulletin. 

 Year 10 

Year 10 have had their results for Component 1: Human Lifespan Development.  Students completed four tasks across six hours which contributed to 30% of their BTEC Health and Social Care qualification.  Well done to all the students for their excellent attitude to learning throughout the assessment. 

The students have started Component 2: Health and Social Care services and values.  Students will complete five written tasks at the end of October for this unit which will be scheduled across six hours and this will equate to 30% of their BTEC Health and Social Care qualification.  Communication regarding the dates of commencing the coursework will be sent in the autumn term.  So far students have been looking at the different health and social care services people may need to access for different needs. 

In addition, students have looked at the range of barriers to accessing services and how these barriers can be overcome.  A range of case studies have been looked at accessing services based on specific needs and the barriers that may prevent service users receiving care.  Students have shown great maturity when exploring service user’s needs and have been sensitive and creative in exploring how barriers can be overcome. 

Students also had the great experience of having a careers talk from Paula who has over 25 years’ experience of working in the caring industry.  This linked with the work students had been doing exploring social care sectors and how to support individuals with their additional needs.  Paula shared a range of pathways that students could take to work in the sector, the salary they could anticipate to earn all the way through to management and the types of work they would be carrying out.  It was fantastic to see the students apply what we have been studying in lessons to the world of work and for a number of students this is now being considered as a future pathway. 

Year 7 have been concluding the year with a look at the Florentine Renaissance. This has included focus on improvements in art, medicine and science, investigating what these improvements looked like, why this remarkable change took place and its impact for mankind. As they move into Year 8 students will be looking at the period 1500-1900, beginning with Henry VIII and the Reformation. We then focus on the religious wars that followed.

Year 8 have concluded the year with a look at the social and political changes of the industrial age, 1700-1900. They have examined the horrors of slavery and the reasons for its abolition; at municipal reform with the Public Health Acts of 1848 and 1875; the impact of the railways on British life and political reform with the various Reform Acts and Chartism. As they move into Year 9 students begin the causes of World War I and from then make their journey through this conflict and onto World War II,  ending the year with an examination of the British Empire with a focus on India, Ireland and migration into Britain after World War II.

Year 9 have been studying the British Empire. We have focused on Ireland and migration into Britain after World War II. The previous two terms focused on World War I and World War II. Those who have chosen History will begin their GCSE in Year 10 with Paper 1 looking at the History of Medicine.

Year 10 have concluded the year with a progression mock exam on Paper 1, covering Medicine Through Time. The results in this exam reveal a great deal about the progress students have made over the past year of their GCSE History. In September students will be given a revision schedule detailing, week by week, what they need to focus on in preparation for their December Year 11 mock exam on Paper 2, covering Elizabeth I and the Cold War. The positive habits and importance of revision are best begun at the start of the year to ensure students are best placed to reach their potential in the final exams in June 2026. Year 11 also focus on Paper 3, Weimar and Nazi Germany.

Year 11 focused on their revision in the final weeks after Easter. They engaged with a range of revision activities and strategies covering all three papers. Students were well-prepared and positive going into their final exams and we wish them well for their results in August.

Year 12 Historians have concluded the year with a progression exam covering Paper 1 – Britain, 1918-97 and Paper 2 – USA, 1955-92. The results in this exam reveal a great deal about the progress students have made over the last year of their A level History. It indicates how well they have been working this year and where any additional work and revision can be focused in Year 13. Students have been introduced to their coursework, chosen their area of focus and, should have, ordered the books they need to read over the summer, so please be aware of this. Year 13 will begin with coursework, which will be a focus throughout the year and also Paper 3, which looks at the British Experience of warfare from the Napoleonic wars to World War I.

Year 13 focused on their revision in the final weeks after Easter. They engaged with a range of revision activities and strategies covering all three papers. Students were well-prepared and positive going into their final exams and we wish them well for their results in August.

Year 12 Politics students concluded the year with a progression exam covering Paper 1 – British Politics and Paper 2 – British Government. It has been fascinating to observe and discuss recent political events with the students. This process and its outcome will be an integral part of their responses to Paper 1 and Paper 2 questions in their final exams next summer. As always, it remains important for students to regularly engage with the news, both international and domestic.

Year 13 focused on their revision in the final weeks after Easter. They engaged with a range of revision activities and strategies covering all three papers. Students were well-prepared and positive going into their final exams and we wish them well for their results in August.

Year 7

Our Year 7 students have continued to make excellent progress throughout the year. The classroom has been full of energy, curiosity, and a genuine enjoyment of learning Maths. They recently completed their end-of-year assessments, and it’s clear that they’ve made significant strides in their understanding.

Since finishing the tests, students have been exploring the properties of shapes and will wrap up the year with a focus on statistics. It’s hard to believe how quickly the year has flown by!

We hope the students have enjoyed their Maths learning journey as much as we’ve enjoyed teaching them. On behalf of the Maths department, we’d like to wish everyone a relaxing and enjoyable summer break. We’re looking forward to continuing our mathematical adventures in September.

Year 8

Our Year 8 students have had a strong year exploring the world of Maths. We've been really pleased with their positive attitude and consistent effort, which was reflected in some great results in the end-of-year tests—clear evidence of the progress and learning that’s taken place over the year.

Since completing their tests, students have been getting to grips with functions and graphs—an important foundation for topics they’ll encounter later in their GCSE journey. We’ll be wrapping up the year with a focus on statistics. It’s been a busy and rewarding term, and it’s great to see how far they’ve come.

The Maths department would like to wish everyone a restful and enjoyable summer break. We look forward to welcoming our students back in September as they begin their Year 9 journey.

Year 7 and 8 Maths Bee 2025

Year 7 and 8 students took part in our annual Maths Bee last week. The event for each year group was split in two sessions across the day, one in the morning and one in the afternoon. Over a number of scored rounds, students worked extremely hard on their Numeracy, Maths, and Literary skills, and worked collaboratively in teams for their Colleges. The engagement and behaviour of both year groups was excellent, and the event proved to be a highlight of the calendar once again.

Congratulations goes to Blackdown for their overall win for both year groups. A special mention must go to Year 8 Croft students who made a surging comeback and won the afternoon session by 18 points, coming second overall, just 16 points behind Blackdown.

Year 7 Results

Year 8 Results

Year 9

Our year 9 students continued to make good progress in lessons. Students have worked hard on their revision strategies and techniques in preparation for their end of year exams. To finish the year, students worked on their final topic, Sequences. Students learnt all about different types of sequences and patterns and they are used both within Maths but also in real life contexts too. We are looking forward to the next year ahead where students will embark on their Year 10 mathematical journey and we know they will continue to work hard in the continue preparation for their GCSE exam.

Year 10

Our year 10’s have now started their final journey to their Maths GCSE exams.  With the Y11’s now gone, it is up to them to maintain the excellent high standards we have in maths.  We are all really pleased in maths with the attitude and commitment shown by our Year 10s, and they have had an information evening to help them prepare for their GCSE’s. They have also sat a full maths paper mock.  As we enter year 11 there will be many more mocks and practice papers to complete, and I advise all students to look at the excellent websites of Corbett Maths and Maths Genie to help them close their gaps in learning.

Year 12

Year 12 have completed all of their AS content of their course and have made a good start with some full A-level content to help smooth the transition from year 12 to year 13. In preparation for their progression exams time was spent looking at past topics which they may have struggled with before. Hopefully these exams reflect their work through the year and allow them to build to the year 13 content, which will step up in difficulty.  

French

Year 7

Year 7s have been learning about sports and free time activities. They understand the difference between sports that need je joue and je fais and some students are able to use the third person single and plural forms as well. Students can also talk about what activities they enjoy doing on their mobile phones and use a variety of opinions and justifications to extend their responses. Students worked hard to learn the key vocabulary from the sports and free time module and their dedication was evident in the very high grades achieved across the board in their end of year assessments. Well done Year 7, you have made excellent progress ready for Year 8.

Year 8

Year 8 have been learning about town and have learnt a variety of new vocab to describe where they live. In recent lessons, they have learnt how to order food and drink in a café and created their own role-play dialogue. To finish the topic, students covered the near future tense to describe what they are going to do in Paris. This coincided nicely with the Year 8 trip to Paris in June, which gave students an excellent reason to practise their language skills buying souvenirs in Paris and whilst at Disneyland. Towards the end of the summer term, students completed their end of year assessments. By learning key phonics sounds for the town vocab, many students were able to very successfully complete the listening assessment and achieve their target grade or above. Students also demonstrated their knowledge of vocab and structures in a written assessment. There were some excellent pieces of writing produced which included opinions, reasons, comparisons, irregular superlatives and the perfect tense. Well done Year 8!

 Year 9

During the summer term, Year 9 students have studied the module ‘Le monde est petit’, looking at where we live and comparing it to children of a similar age living in other Francophone countries. Students learnt how to describe their town in a lot of detail, using il y a / il n’y a pas de as well as using the modal verb on peut (you can) to describe what activities you can and can’t do in your town. Given that this is the final KS3 module, there are a number of key grammatical points that are covered, including the modal verb devoir (to have to) and reflexive verbs to describe daily routine. Students picked up these structures with ease and demonstrated them in their end of year assessments, with many students achieving over their target grade. Well-done Year 9 and we look forward to seeing those who have opted for GCSE in September!

Year 10

During the summer term, year 10 completed Module 4 of the new GCSE specification. This module covered healthy living and included talking about mealtimes, good mental health, illnesses and saying what you will do to improve your life. Shortly after finishing this module, students completed their Year 10 Progression exams in Listening, Reading and Writing. Students have done very well across the board, with listening being the stand out skill. Before breaking up for summer, students began the fifth module, which gave students the structures and vocabulary to discuss holidays. Year 10 have worked very hard this year and we look forward to seeing them back again in September to complete their final year of GCSE French!

German

Year 7 German students have made really pleasing progress and have studied the topic of free-time. They have become confident with various verb forms in the present tense and are able to express opinions as well as reasons. They have worked well this term, and we are pleased with their efforts in the end of year listening, reading and writing assessments. Our students followed the advice of creating flashcards to learn their vocabulary and this method has definitely paid off. We had some amazing results and the students should really feel proud of their successes. Well done, we are really looking forward to seeing them progress further next year.

Year 8 students have studied the holiday topic and the imperfect and perfect tense in German. They have developed their listening, reading and writing skills. We have been so proud of our students and many have been so active in the lessons during the games and transactional tasks. We were so pleased with the commitment shown with vocabulary learning for the assessments. They created mind-maps and flashcards to revise the vocabulary relating to the holiday topic. We saw some excellent results in the listening and reading tests and we are really pleased with the progress made. Year 8 students also completed a writing exam and many produced a fluent piece of work with extended answers, complex structures and a good understanding of the past tense. Well done to Year 8 and we are looking forward to continuing this progress in Year 9.

Year 9 have studied the topic of being abroad at a youth hostel, understanding directions and being at a festival. They have really understood different tenses and have made such pleasing progress. They have continued to support each other and have been active in class in the many speaking games to reinforce our grammar rules. Well done Year 9. They have achieved fantastic scores in the end of year listening and reading assessments. We have spent time practising these skills to avoid the distractors. Our students have shown real dedication to regularly revising vocabulary and have had a great attitude to learning. We were so pleased that many students value the German language and have realised the importance of a second language for future careers. We look forward to seeing those who have opted for German in Year 10 progress further and begin the new and exciting GCSE course.

This term, Year 10 German students have studied the topic of family and healthy living. We have been extremely pleased with the effort and progress our students have made and look forward to seeing them go from strength to strength. Alongside the topics studied, we have been looking at exam skills and techniques in preparation for their end of year progress examinations. We have completed a listening, reading and writing paper on all the topics covered in Year 10 and have been really pleased. They have progressed in listening and reading and all have achieved their target grade or above in one or both of these skill areas. The students have also shown dedication to the writing test. We are looking forward to further progress in Year 11. Well done!

Year 7: Structures in Music
12 Bar Blues

This unit of work focuses on performing written music, understanding the origins of blues music and how the 12 Bar Blues style is structured. Students have developed their practical music-making and keyboard skills alongside their understanding of the genre. The music challenges students to consider timing, counting, chord sequences and blues scales to reproduce the main elements of blues music, whilst developing their performing and collaborative skills. Students have been encouraged to perform to the class for assessments and build confidence through shared music-making experiences. Resources provided offered students of all musical ability the opportunity to access the curriculum and develop musical understanding.

Rap and Hip Hop
This unit of work focuses on composing rap and Hip Hop music, understanding the origins and how popular Hip Hop music is structured. Students have developed their lyric writing and music-making skills alongside their understanding of the genre. The linked tasks have challenged the students to consider form and structure, writing lyrics and using music loops to create intro, verse, chorus and outro sections of a Hip Hop track, whilst developing their composing and collaborative skills. Students were encouraged to perform their rap to the class for the assessment to build confidence through shared music-making experiences. Resources provided offered students of all musical ability the opportunity to access the curriculum and develop musical understanding.

Year 8: World Music (Calypso)

This unit of work focuses on performing and recording written parts alongside learning about the traditions of Calypso and steel pan music. Students have developed their collaborative music-making, keyboard skills and MIDI recording techniques using Mixcraft. Notated music in two parts challenged students to consider the importance of listening, timing and note placement to reproduce Calypso melodies and harmonies with their partner. Students were encouraged to share their music with the class for assessments, building confidence through shared music-making experiences. Resources provided offered students of all musical ability the opportunity to access the curriculum and develop musical understanding.

Year 8: EDM (Dance Music)

This unit of work focuses on using computer software to compose, sequence and edit loops to produce an effective piece of dance music. Students learned about the musical features associated with EDM and recreated elements of the genre using Mixcraft. They have explored the use of musical devices and technology to produce genre-specific loops and effects. There has been an emphasis on structure, texture and timing alongside developing editing and sequencing skills to produce the main components for their EDM piece.

Year 9: Performing and Composing Popular Music
Composing & Sequencing Original Music

This unit of work focuses on students collaborating in pairs or small groups to compose a piece of ‘original’ music. Students have been encouraged to apply basic music theory knowledge to their work to write chord sequences, basslines and drum rhythms with the use of sequencing software to compose and record. To broaden their understanding of the instrumentation, composition techniques, structure and features associated with different types of music, students have been encouraged to analyse a range of pieces through listening tasks, identifying the key terms and musical devices used to create music in a certain style.

Performing Popular Music

This unit of work focuses on students collaborating in pairs or small groups to learn and perform elements of popular music. They have been encouraged to make use of online resources and rehearsal techniques to promote the development of self-discipline and independent learning skills. They have also been encouraged to consider their chosen musical genres and apply genre-specific stylistic or musical features to their practice. Students have reviewed their work, monitored progress and identified areas for further development.

Year 10: BTEC Music Level 2: Component 2

Year 10 students successfully submitted their finished products for Component 1 and prepared for Summer Concert alongside introductory tasks for Component 2. This component provides students with the opportunity to reflect on their strengths and areas for development as a performer and composer. They were tasked to produce a commentary and two musical products to demonstrate the development of the skills identified in a ‘skills audit’. Students have been asked to link their musical choices to the theme of ‘Unity’.  

Year 11: BTEC Music Level 2

We bid farewell to the Year 11 Music students,congratulate them on their achievements over the past two years and thank them for their positive contributions We wish them all well on their future pathway.

Year 12: BTEC Music Level 3: Unit 2

Students have completed their externally assessed Unit 2 work this term. This was focused on developing students’ professional skills linked to the wider music industry. Students were tasked with producing a proposal, plan, budget and presentation in response to a hypothetical professional brief. The specific scenario involved students organising a ‘Battle of the Bands’ event, considering the many aspects involved in delivering a successful and profitable product. During this component, students have been learning about a range of jobs, industry links, roles and responsibilities associated with organising a public event. 

Year 13: BTEC Music Level 3

We have also bid farewell to the Year 13 Music students. We congratulate them on their achievements over the past two years, thank them for their positive contributions and wish them all well on their future pathway.

Summer Concert

Once again, students were superb in the Summer Concert this year. We had a diverse mix of high-quality items for the audience to enjoy from piano soloists to rock bands to the wind ensemble. We are incredibly proud to showcase the talents and commitment of our musicians at NLS and delighted with the way our students represent the music department and school each year. Thank you to all parents, carers and staff for your ongoing support.  You can read more about the concert and see more pictures in the latest news at the start of the bulletin.

The Summer terms mean a change in activities in PE lessons, with boys in KS3 doing Cricket, Tennis, Softball and Athletics while the girls at KS3 enjoyed Rounders, Tennis, Volleyball and Athletics. At KS4 students have participated in Volleyball, Table Tennis, Badminton, Softball, Rounders, Tennis and Athletics in either the performance or participation pathway.

Summer term sees the completion of the Year 11 and Year 13 examination courses. The Year 13 A-level students have taken three exam papers, making up 70% of their final grade, to complete their course. The Year 13 BTEC Sport group submitted the last of their internal coursework and completed their final two exams 'Development and Provision of Sport and Physical Activity' and 'Investigating Business in the Sport and Active Leisure Industry' The Year 11 GCSE PE students have taken their two exam papers, making up 60% of their final grade to complete their qualification, while the Year 11 BTEC Sport students have completed the final component of their course, the examination unit, worth 33% of their overall grade. We hope all the PE and Sport students achieve the grades they hope for.

Extra-curricular clubs have run this term in Badminton, Basketball, Cheerleading, Cricket, Health and Fitness, Rounders, Tennis and Volleyball - well done to all who have taken part.

Fixtures have also been completed in Athletics, Cricket, Rounders and Tennis, with some individual and team successes to add to the plethora of success and trophies won by NLS this year.

Athletics

NLS competed at the Year 9/10 and Year 7/8 District Athletics championships at Edmondscote Athletics track in Leamington. NLS competed against 11 other schools with some fantastic results. The Year 10 teams performed particularly well with both the boys and the girls teams finishing third overall. There was a number of superb individual performances at each age group including:

At the Year 7/8 Town Championships the boys teams both finished fifth out of the 11 competing teams, while the Year 7 and 8 Girls teams did amazingly and finished second in both age groups. Some brilliant individual performances contributed to NLS’s team success!

Year 7 Girls stand out results

Year 7 Boys stand out results

Year 8s Girls stand out results

Year 8 Boys stand out results

Following from their success at the Town Championships,  a number were selected to represent the Central Area District athletics team at the Warwickshire School’s Athletics Championship in Nuneaton.

NLS students achieved the following Results.

The top two finishers were selected to represent Warwickshire Athletics. Well Done to all our competitors on fantastic results and good luck in their future competitions representing Warwickshire in the National Championships  in Birmingham.

Congratulations to the NLS under 14 girls who travelled to Myton to take part in the SHE KICKS ACADEMY tournament last Friday. In a 7 –a-side format, the Girls played some superb football and went away unbeaten and with the champions trophy. Well done to all the girls that played.

Congratulations also to Elsa and Isobel  who were recently selected to train and represent Birmingham City FC at U13s.

Three students recently went to Warwickshire County Football trials and were successful in being selected to represent Warwickshire next season.

Congratulations to Ben L in Year 10 who has been selected for the second time and to Finlay S and Milo K in Year 8 who have been selected for the first time.

With this being the last Newsletter for the Year, it gives us an opportunity to give appreciation and recognition to all the students who have taken the time and effort to attend extra-curricular clubs and represent the school at Sport. This year we have taken part in Athletics, Tennis, Cricket, Rounders, Squash, Rugby, Netball, Football and Basketball Fixtures and won 10 trophies and numerous honours along the way.

A huge congratulations and thank you from the PE department on all their commitment, hard work and excellence this year.

On Tuesday (July 15)  we held our annual whole school Sports Day. Despite the weather forecast of rain, the PE department set up with their fingers crossed for a day full of activity. Colleges completed in a variety of team events during the morning including Football, Netball, Rounders, Dodgeball and Tennis before all  year groups coming together in the afternoon and continuing the sporting battles with Athletics and Tug-of-war.

We managed to get through the morning but, after only half an hour of the afternoon events, the heavens opened and the day had to be abandoned. When the points for events which were completed were accumulated and totted up, it was Manor and Mr Boyes who triumphed for the second year in a row and get to keep the much sought after Sports Day Trophy.

Well done to all the winners and to all students who took part,  we saw a fantastic attitude, demonstrating sportsmanship and team spirit throughout. 

Year 7:

Year 7 have been looking at money management and effective ways of budgeting. Hopefully they will put these skills to good use over the summer!

Year 8:

Year 8 have been developing their digital literacy skills and have focused on strategies for staying safe on line. We have had some interesting and insightful contributions from students on this important area of their lives.

Year 9:

Year 9 have been exploring career options and the skills and qualifications they need to move on to the next stage in their own career journey. During their final lesson they interviewed one another for their dream jobs. We look forward to seeing some chefs, teachers, lawyers and of course many professional footballers in the future!

Year 10:

Year 10 have examined different forms of abuse in relationships and warning signs of coercive behaviours. Students have shown a lot of maturity in the way they have discussed these issues.

Year 12:

Year 12 have been looking at the impact of gangs and organised crime on communities. They have been discussing possible strategies for tackling this.

What have we been studying?

This term, our Year 12 Psychology students have been exploring psychopathology and developing valuable revision skills in preparation for their A-Level assessments. Students have shown fantastic engagement with complex topics, including phobias, depression, OCD, and how we explain and treat these conditions.

Charity bake sale for Mind

Alongside their academic work, Year 12 students demonstrated great community spirit by organising a charity bake sale in support of Mind, raising over £150 for the mental health charity.

Thank you to all families who contributed baked goods or donations, your support is truly appreciated!

Egg Babies and Attachment Adventure

One of the term's highlights was the arrival of our Year 12s' adorable egg babies! Students kept detailed diaries of their babies' first years, applying their knowledge from the Attachment topic to illustrate key concepts and theories about child development

Most egg babies thrived under their parents' care, enjoying fantastic experiences and making it through their critical period in one piece. Sadly, a few egg babies faced challenges, with some experiencing maternal deprivation and others not surviving their first hour. Despite these hurdles, the project provided an invaluable and fun learning experience, doubling as a fantastic revision activity for their mock exams.

We even had one egg baby make it all the way to Romania!

Psychology Summer Reading Challenge!

As with last summer, Psychology Summer Reading Challenge is back to encourage students to engage with psychological themes beyond the classroom. Any student who reads and submits a short review of a psychology-related book over the summer will be entered into a raffle to win vouchers!

Why should we read more?

• The OECD (2002) found that reading enjoyment is more important for children’s educational success than family socio-economic status.
• Dr David Lewis’s research showed that just six minutes of reading can reduce stress levels by 60% — more effective than listening to music, having a cup of tea, or even going for a walk.
• Clark and DeZoya (2011) found a significant positive link between reading for pleasure and academic attainment.

Suggested reading list:

• Before I Go to Sleep — S.J. Watson (Memory, fiction)
• Wild — Kristen Hannah (Attachment, fiction)
• A Scientific Tragedy — Russ Rymer (Attachment, non-fiction)
• The Psychopath Test — Jon Ronson (Psychopathology, non-fiction)
• The Lucifer Effect — Philip Zimbardo (Social influence, non-fiction)
• Reaching Down the Rabbit Hole — Dr Allan Ropper (Bio-Psychology, Psychopathology)
• The Man Who Mistook His Wife for a Hat — Oliver Sacks (Psychopathology, neurological disorders)
• The Happiness Hypothesis — Jonathan Haidt (Well-being)
• The Little Book of Psychology — Emily Ralls (General Psychology)
• We Are All Completely Beside Ourselves — Karen Joy Fowler (Relationships, well-being, fiction)
• Hidden Valley Road — Robert Kolker (Schizophrenia, non-fiction)
• The Shock of the Fall — Nathan Filer (Attachment, schizophrenia, fiction
• A Father’s Story — Lionel Dahmer (Forensics, issues & debates, non-fiction)

Top Tips for a Mentally Healthy Summer

We also encourage students to read this recommended article on seasonal mental health changes: Examining the effects of school–vacation transitions on depression and anxiety in adolescents: network analysis.

Here are some top tips for students staying mentally healthy over the summer:

• Build structure: stick to regular sleep and activity patterns.
• Prioritise relaxation: try mindfulness or light exercise.
• Limit screen time: replace scrolling with mood-boosting hobbies.
• Stay connected: socialise to prevent loneliness.
• Reflect: journal mood changes and link to psychological theories.

We hope you have a lovely summer and look forward to welcoming the students back in September.

Year 12:

Our Year 12 are now over half way through the A level and have covered 38 topics! We have been very impressed by the hard work and the commitment they have shown this year. It is important that students spend some time over the summer reviewing their notes and addressing any areas where there might be gaps in learning so that they have a positive start to Year 13.

Year 10:

Year 10 have been exploring issues relating to medical ethics, including saviour siblings and organ donation. They have shown a great deal of maturity and empathy and it has been interesting to hear their views on this.

Year 9:

Year 9 students have been working on Paper 1 Theme 3 (Good and Evil). They have been examining causes of crime, aims of punishment and arguments for and against the death penalty. Students are now over half way through the GCSE. A big well done to all students who have attempted the past paper we sent home for homework. This will really help them to understand what to expect when they face their October mock in Year 10. 

Year 8:

Year 8 students have been studying the Five Pillars of Islam this half term. It has been lovely to see the creative pieces students have completed when they focused on the Pillar they felt was particularly important to the Muslim faith.

Year 7:

Year 7 students have been exploring Sikhism.  They have particularly enjoyed developing their understanding of the Five Ks and how they impact the lives so some Sikhs. We have been very impressed by the quality of work we have seen on this and look forward to seeing the same high standard and enthusiasm in Year 8.   

Year 7  tested whether everyday substances are acids or alkalis using universal indicator.working in small groups, confidently deciding roles for each team member from recording results to handling equipment it was great to see  ownership of their learning, high levels of engagement, scientific thinking, and teamwork as they discovered the pH of items like lemon juice, toothpaste, and fizzy drinks.

Well done Year 7, future chemists in the making!

‘Our Shining lights’.

 Year 7 students have  investigated the properties of light by using different equipment to investigate how light is reflected, refracted and what happens when light is passed through a prism.

Students were tasked with setting up their own equipment to investigate what happens when light is passed through a different medium. They used a variety of skills for this investigation - practical skills to set up ray boxes with power packs, maths skills to measure angles with protractors, determining the law of refraction and investigative skills to see what happens to light when it is passed through a prism.

Working in teams, students produced refraction diagrams and answered questions to determine the law of refraction and what happens to light when it is passed through a medium.

Finally, they were asked to create a rainbow using a glass prism.

This showed them how  different colours in the visible light spectrum refract at different angles to produce a rainbow, which, as stated by students, ''shows science is cool!”

Year 7 Girls Explore the World of STEM at the Big Bang Fair

On Tuesday 19 June , a group of enthusiastic Year 7 girls had the fantastic opportunity to attend the Big Bang Fair at the NEC in Birmingham — the UK’s largest celebration of Science, Technology, Engineering, and Maths (STEM).

The event brought together over 200 organisations from across education, industry, and government, offering students a unique insight into the many exciting possibilities within STEM fields.

Throughout the day, our students took part in a wide variety of hands-on activities, including science demonstrations, problem-solving challenges, and interactive talks. They also had the chance to speak with real-life scientists, engineers, and technologists, learning more about the diverse and inspiring career paths available in these areas.

It was a day full of discovery and inspiration, and we’re proud of how engaged and curious our students were. We hope this experience has sparked a lifelong interest in STEM for many of them!

Year 8 Chemistry

Year 8 have undertaken a Chemistry assessment,  and worked hard and shown enthusiasm throughout the process. We place great emphasis on not just what students learn, but how they learn, and this is where our DIRT (Dedicated Improvement and Reflection Time) strategy truly comes into its own.

Following the assessment, students engaged in a DIRT lesson, using metacognitive approaches to explore their own learning processes. They were encouraged to identify any misconceptions, reflect on areas of strength and development, and target specific key concepts within the topic that needed further development.

Once marked, students revisited their work, made targeted amendments, and then applied their improved understanding in a highly creative and engaging way. As part of this reflective cycle, students were given the opportunity to consolidate and deepen their knowledge through a project-based task, and they certainly rose to the challenge!

Many students chose to design and create their own chemistry themed board games, incorporating everything from counters and question cards to carefully crafted game boards and unique science-inspired themes. The level of thought, design, and scientific understanding on display was truly outstanding. Some of the final products were of such a high standard they could easily have been mistaken for professionally produced games on sale in shops!

What made these creations particularly impressive was how accessible and inclusive they were, ensuring that players of all abilities could engage with and enjoy the games while reinforcing their understanding of key chemistry concepts.

This was a fantastic way to blend creativity with curriculum knowledge, and it allowed students to demonstrate their learning in a meaningful, enjoyable, and imaginative way.

Well done Year 8 – on your innovation and scientific thinking.

Mission Accomplished: Students Blast Off at the National Space Centre

There are school trips — and then there are launches into space. Recently, a group of eager and inquisitive Year 8 students visited the National Space Centre in Leicester, a place where science comes to life and young minds are given the opportunity to dream far beyond Earth’s atmosphere. From exhilarating simulations to hands-on coding challenges, the day was packed with immersive activities designed to inspire the next generation of scientists, engineers, and explorers.

Students first explored the exhibitions and displays in the incredibly impressive Rocket Tower. This 42-metre, inflatable tower is imposing and can be seen on the drive into the space centre. The excitement began with the Launch Simulator experience — a firm favourite amongst the students. Split into two mission control teams, the students faced a set of timed challenges that required quick thinking, clear communication, and solid teamwork. Their objective -successfully launch a crew into space. With countdown clocks ticking and mission-critical data to analyse, the room was alive with focused energy as students took on their roles with enthusiasm and determination. Cheers erupted when the simulated launch was completed successfully, giving everyone a genuine sense of achievement and a taste of what it's like to work in a high-pressure space agency environment.

From there, the students were guided into the Sir Patrick Moore Planetarium, where they were transported to the edge of the cosmos in an awe-inspiring show about the dangers astronauts face in space. Through captivating visuals projected on the dome above, they learned about the harsh realities of space travel — from intense radiation and zero gravity to the perils of micrometeoroid impacts. The atmosphere was electric yet contemplative, with students wide-eyed and utterly absorbed in the experience. It was more than just a show — it was an eye-opening journey into the extreme environment of space, and the bravery of those who venture there.

The day reached a high point with a highly engaging Lego Mars Lander Coding Workshop, where the students became engineers on a Martian mission. In this session, they were challenged to program a Lego Mars lander to carry out a series of precise tasks — all in the correct sequence and without any manual intervention during the mission. This mimicked how real Mars rovers operate, since the time delay between Earth and Mars makes real-time control impossible. Students had to think like real space engineers; carefully planning each command to ensure their lander avoided hazards and reached the Mars base successfully.

What stood out throughout the day was not just the technical success of these mini missions, but the exceptional behaviour, focus, and engagement demonstrated by the students. Every team collaborated thoughtfully, testing their code with persistence and showing impressive resilience when adjustments were needed. Teachers and workshop leaders alike praised the students’ curiosity, problem-solving, and teamwork — qualities that would be right at home in any mission control room.

Year 9 have been looking at  Matter and Changes of State in Chemistry.

Students carried out a practical to measure how temperature changes as Stearic Acid changes state from a liquid to a solid.

Firstly students carried out a practical, creating a table of results to record the temperature of the Stearic Acid every two minutes over a period of time. 

 In subsequent lessons students used their graph skills to translate this data into a line graph and then used scientific ideas to describe what the graph revealed to them. 

The shape of the graph is known as a cooling curve and shows how temperature remains constant during state changes. This knowledge will be further developed to ensure a clear understanding of the difference between temperature and energy

Year 10 Mitosis

Students have been exploring the process of mitosis, learning  key principles and stages involved, before the opportunity to take a creative approach by modelling mitosis using plasticine.

Working in groups, students were given a limited time to create their models and present them to the class, explaining each step of the process. They clearly articulated how chromosomes duplicate, align at the equator of the cell, are pulled to opposite poles, and how the cell eventually divides into two identical daughter cells.

The models they produced were impressive and demonstrated a deep comprehension of how one cell can multiply into billions. This visual approach greatly enhanced students' understanding of mitosis.

We are really proud of the Year 10 triple Biology students who took part in the UK Biology Challenge as a pilot group—they did brilliantly! It was our first time entering, and the students absolutely rose to the occasion. We had four students achieve Silver awards, three earn Bronze, four were Highly Commended, and another four received Commended certificates. They worked so hard and showed such enthusiasm that we are really excited to take part next year.

Year 10 Energy Transfers

Year 10 have been  studying energy transfers. As well as theory and calculations, students have completed practical activities to gain understanding of the topic, and help with their answers to answers to exam questions based on their knowledge and practical skills.

As part of their GCSE Chemistry studies. Year 10 students have learning a range of separating techniques They’ve been using practical methods such as filtration, evaporation, distillation and chromatography to separate mixtures and identify substances. These experiments not only reinforce their understanding of key scientific concepts but also help build their confidence with the required practical skills needed for their exams.

These lessons highlight how science is used in the real world, as techniques such as chromatography are used in forensic science to identify substances at crime scenes, while distillation plays a key role in industries such as water treatment and the production of perfumes and fuels. Exploring these processes helps students see the connection between what they learn in class and the wide range of STEM careers available to them in the future.

Year 10 Chemistry – Testing for positive ions

Year 10 students have completed all their assessments and have had time to develop their practical skills further during a range of practical work.  They have carried out flame tests in their recent lessons when they placed small amounts of an unknown metal salt on the tip of a wire loop or wooden stick and held in the blue roaring flame of a Bunsen burner.

Students made qualitative observations of flame colours seen and cross-referenced this to colours of known metal salts. The bright colours produced are a visual and engaging way for students to learn about the relationship between chemical composition and light emission. 

Through this practical skills such as carrying out a risk assessment, writing a methodical procedure, recording qualitative data into a table & linking observations to explain the colours observed were practised. They discussed their ideas around errors and cross-contamination of salts. This was a perfect opportunity to evaluate the validity of the method used. Well done year 10 for demonstrating your excellent practical, analytical and evaluative skills throughout the year!

Our Year 12 A-level students also took part in the UKBC Intermediate Challenge, which is aimed at first-year post-16 students. They tackled it with great determination and came away with three Bronze awards, four Highly Commended, and six Commended.

It’s a tough competition, and I know how much effort everyone put in. I’m incredibly proud of all the students who took part. It’s a fantastic opportunity to stretch their thinking and explore Biology beyond the curriculum—and they all did themselves proud.

Year 12 Chemistry Students Embrace Organic Chemistry and More

During this term, our Year 12 Chemistry students have truly enjoyed delving into the fascinating world of Organic Chemistry. They have embraced the problem-solving nature of the subject and taken great interest in understanding the mechanisms behind organic reactions, gaining valuable insight into how and why these reactions occur.

As part of their studies, students completed two engaging required practicals:

• RP5: They prepared ethanal by the oxidation of ethanol and successfully distilled the ethanal from the reaction mixture.
• RP6: They carried out a series of tests to identify organic functional groups, making detailed and accurate observations throughout.

These experiences have helped solidify their theoretical learning and build essential practical skills in the laboratory.

In the final weeks of term students begun exploring Year 13 topics, including Thermodynamics and Electrochemistry. Their enthusiasm and curiosity have been impressive, and they are laying an excellent foundation for success in their final year of study.

We are proud of their progress and look forward to continuing this journey with them!

Year 12 Biology students have successfully completed a heart dissection as part of their assessed practical experiments in the mass transport topic. Students applied their knowledge of the heart’s structure and the circulatory system by examining these components  and deepened their understanding of how blood flows through the heart and the body, enhancing both their practical skills and scientific thinking.

Students had to identify different internal structures in the heart including the quadrants and valves as well as external structures such as the arteries and veins which connect to the rest of the body. From their dissection students had to create risk assessments and produce their own biological drawings of their dissected heart and considered the ethical issues and limitations with undergoing a dissection. This got students to think about wider about their experiments and provided valuable insights to prepare them for future studies and careers in health, medicine, and science.

Year 12 have now completed the Families and Households and Education and Research Methods topics. They have made a start on the ten ‘Theory and Methods’ topics which underpin their studies in Sociology and offer broad and theoretical views of how or why social life follows the patterns that it does. Topics covered so far include, ‘Is Sociology a Science, and should it be? They have also completed two of the four different ‘modernist’ theories of society, that of Functionalism and Marxism.

The students have also completed their Progression exams in which they answered a 4, 6, 10 and 30 mark question on education, two 10 mark questions and one, 20 mark question on Families and Households. Students have now received their results and we urge them, in conjunction with us, to analyse their results and identify key topic areas or questions they should focus on during the summer period and on their return to Year 13 where we do hit the ground running!

The start of the summer holidays is a good time for students to look at the recommended ‘reading and watching’ to enhance their learning and understanding of key topics and will also support their UCAS personal statement particularly if they are intending to apply to social science and related courses. Recommendations are outlined on the curriculum overview section of the NLS website and available to borrow from our Sociology book shelf.

Much remains in the press relating to ‘toxic childhood’ and evidence of the impact of smartphones on experience of childhood.

The book ‘Smartphone Nation’ (also available on audible) is our current recommendation, which offers some practical tools to maintain and support healthy and helpful screen use alongside a healthy and active childhood.

Similarly, Question Time had a dedicated hour long debate on 21^st century childhood recently, with a panel comprised of Katherine Birbalsingh, Jack Thorne (co-writer of Adolescence), Tommy Innit, Peter Kyle MP and Lord Willetts, Universities Minister.

Both provide some excellent examples and revision of topics such as childhood and educational policy.

Students could also get ahead by reviewing some of the recommended reading or watching for Beliefs in Society Amol goes to the Ganges – (a great documentary about religious renewal and anti-secularisation) and Crime and Deviance.

Summer homework has been issued to the students and is linked to enhancing their disciplinary literacy and cultural capital. R3’s available to students who read any book/journal article and submit a short book review. Happy holidays and huge well done for completing Year 12!

It’s been another fantastic term with all students consolidating their learning into much stronger outcomes.

The moderators have recently visited the school and completed their marking of a sample of both year 13 and 11 students work. We feel our students have performed brilliantly. Here is just a flavour of some of the work.

Our year 13 have produced fantastic work over the course. Below you will see just some of the outcomes completed over the course. Students complete two components over one year. They work very hard, producing a variety of paintings, drawings and instillation outcomes.

Component 2 -These outcomes were produced in the 15 hours as part of the external set task. This component is worth 40% of the student’s final grade.

Component 1 - These outcomes are the result of a personal project the student’s research.

This component is worth 60% of the student’s final grade.

Year 11 

Year 11 have also produced strong artwork and below is just a flavour of some of the artwork produced for component 2 worth 40% of a student’s GCSE grade. The moderated has now visited NLS so we are happy to share just a few of the excellent pieces created.

To get to their final outcomes, students spend weeks researching, drawing and testing out materials and techniques in their sketchbook. We are proud to say our Art Students work very hard and generate art that is personal and creative. Here are just a few pieces from the external set task produced in 10 hours in exam conditions. We are so impressed by the quality of work students produce and their ability to look at and respond to the world around them. It’s exciting to see how students evolve and develop, and how they choose the materials they believe suits their style of art. Well done to all of you!                                                                

Year 7

Students have been painting seascapes in the style of Artist Kurt Jackson. Jackson is known for his mixed media paintings, where he applies sand and found materials into his paintings. Our year 7s have taken their colour theory knowledge one step further, delighting us with their ability to explore mark making with different tools like sponge and a pipet. Students have been so keen to take them home and show off their skills. What a fantastic year you have been.

Monochromatic Paintings

All students progressed from the colour wheel and tonal experiments to monochromatic paintings using their own selected image. These are just a few lovely examples.

Seascape paintings mixed media

Year 8

Students have been busy exploring the many ways they can use cogs, lines and patterns, after looking at the abstract artwork of Ruth Piper. Her colourful compositions have inspired our students to create their own abstract masterpieces. Our curriculum requires students to understand artists' ways of working, and research helps them understand the processes of creating art. Below are some fantastic examples of sketchbook studies in lessons outside and painted or collaged artworks.      

 Year 9

Students have researched the illustrative artwork of Teesha Moore, who combines portraits, words and images to create stories. Some students have used themselves for the portrait, whilst others have selected their favourite celebrity. Focus has been on planning a successful composition which they have traced and then applied materials too. Students have had freedom in the selection of materials being used, whilst using their portrait drawing skills previously learnt. It’s been an enjoyable term talking to them and listening to the story they want to portray.                  

Year 10

Year 10 students have completed their first progression exam with one of three responses in the two-hour exam.  Students have been busy researching and learning from a new Artist so they could create outcomes that utilise the key features of the practitioner. The work you see is generated in a sketchbook and shows how our students learn about their chosen Artist, which helps them become stronger practitioners. We have been amazed by such fantastic artwork our students have created so far and look forward to seeing more amazing work in year 11.

Year 12

Year 12 planned and tested a final piece for their progression exam. Below are some of the student’s art and research pages from their sketchbooks. Students choose their own projects, research artists, visit galleries and museums, take photographs, draw and create their own responses. A lot of time and effort goes into their sketchbooks. This is just a flavour of some of their fantastic work.

We are at the end of another successful year in the Photography department. There have been some exciting projects and beautiful images being produced. This term has seen terminal practical exams for GCSE and A Level, a great trip to hear Rankin talk about his work as well as two fantastic moderation exhibitions

Year 9 students have been completing their foundation year in photography and exploring the use of light by creating images to include shadows and silhouettes. We asked the students to select some of their best photographs they have created this year and here are some examples.

Year 10 students worked to resolve the first part of their Component 1 project and have completed their Outcome 1 piece during their Mock exams. They will revisit and refine their projects during Y11.

Year 12 students have been doing the same and have created lots of shoot plans for the summer to extend their work.

Selection of different Year 10 sketchbook pages

Trip to see Rankin

On 29 April the Royal Leamington Photographic Society invited the Year 12 students to attend a talk at one of their events given by the world-famous portrait photographer, Rankin.

It was an incredible experience for the students to hear him talk about his career, his technical tricks and also the future of Photography and Photographers. It was an inspiring evening.

Many thanks to the Society for inviting us. 

Its been a busy year in Textiles and students have worked extremely hard, learnt a range of new skills and have pushed themselves to complete projects to the best of their abilities in all year groups. We will be thinking about the GCSE and A level students ready to receive their results this summer. The work created for both the coursework and exam components were of a high standard and reflected their creativity and determination to do well.

We cannot show completed work before the students are awarded their grades, but here are few snippets to show how diverse the work has been. 

If we can also make a plea for any donations of mannequins that people may no longer require for our examination students to use, we would be extremely grateful.  Please do let me know -JGotheridge-Davies@northleamington.co.uk.

KS3
Year 7 – students have worked on their creative ideas for a soft sculptural doughnut, that demonstrates the decorative stitching skills they have developed over the term combining techniques such as embroidery stitches, couching, beading and applique. 

Year 8 – have been working on a cultural patterns project, and have explored aboriginal painting techniques, alongside Japanese print making and African wax patterns. 

Year 9 – have been busy working on their final pieces (scarf or tote bags) that bring together their exploration into the work of Jean-Michel Basquiat, Keith Haring and incorporating the theme of New York City. This has involved them using the sewing machines, stencil printing and hand stitch techniques.

Year 10 and 12 continued to work on their own personal projects for component 1 (which is worth 60% of their final GCSE/ A level grade). They have recently completed a progression  exam piece that will go into their coursework project, but will also help them plan timed outcomes ready for their final exam next year.

 Year 12  Work Examples below:

Food and Nutrition - Year 7 and 8 and 9 

As we end a very busy year for our KS3 classes  we would like to thank parents for their ongoing support in providing ingredients for our fabulous students.  We cannot run food practical lessons without your co-operation and it is truly a wonderful sight to see so many of our students truly engaged in learning.

We hope that students and their families at home are enjoying seeing the wonderful practical items made in the food rooms.

It has been fantastic to welcome back year 8 for a couple of practical lessons making a fabulous range of pizza and cookies.

When students are not doing a practical task they complete a modelling lesson.  They use a time plan to highlight the controls needed for the practical to be successful.

Year 9 have been making shortcrust pastry, calzone, iced fingers and jambalaya. 

This has involved learning about the food science behind the food.

The homemade stir fry is always very popular and they really do look delicious.

Enrichment Activity Opportunity

We have been offering an after-school club this term with year 7 and 8 students.  Students have made cheesecakes, burgers and homemade rolls and churros.

We will continue to offer these sessions in the next academic year so that some students can complete the more complex dishes that we are unable to do within our normal timetabled lesson.

Year 10 Food

Students will be starting their NEA at the start of Year 11 and attendance is key to ensure they can complete the assessment.  We will be offering after-school support in September to ensure students can keep up to date with these assessments.  If students are absent it is important that they refer to the missed learning guidance that will be on our Learning ub and GO 4 School.

The first task will be released to students in their first lesson back after the holiday, which consists of an investigation style assessment.  The second NEA will begin after the October half term with far more practical related assessments contributing towards their GCSE.  The NEAs combined are worth 50% of their GCSE so every mark can really make a difference to their overall grade next year. 

Year 12 – Design Technology

Our A-Level students have been diligently tackling a diverse array of design challenges this term. .

Each student has identified a unique design problem and worked to  innovate and refine their solutions. Projects include a Japanese inspired martial arts belt holder, a SEND education toy, and a shoe storage unit. Throughout the development process, students have honed their skills in using advanced technologies such as upholstery, laser cutting, and quality control. Their dedication and creativity are evident in the quality of their work, and we look forward to seeing their continued growth in the field of Design Technology.

Year 9 – Design Technology
This term, Year 9 students have applied both their design and practical skills to create a variety of projects, including electric toothbrush holders and a mobile phone stand. They have expanded on the joint techniques learned in Year 8 to construct projects that are not only sturdy but also visually appealing. We look forward to welcoming students who have chosen Design & Technology for their GCSEs next year and are excited to see the innovative and enhanced products they will develop.

Year 8 – Design Technology
Year 8 have been focusing on their ‘Graphic Skills’ by making shoe boxes, improving their skills in precise marking out and brand identity. Students have had the opportunity to personalise their boxes to suit their own needs, and have used the great logo designer Wally Olin’s as inspiration. Both Mrs Long and I are very impressed with the dedication the students have shown and the excellent quality of their finished work.

Year 7 – Design Technology
Year 7 students have been designing and producing ID luggage tags to attach to their school bags. They have thoroughly enjoyed the hands-on activities and have gained confidence in using a variety of tools for marking and shaping their designs. Additionally, they have been introduced to CAD/CAM technology, allowing them to customise their products with images and text.

During this term students have taken part in the third Digital Literacy Week of this year. Each year group follows the core Digital Literacy Curriculum as well as additional session on Artificial Intelligence. These sessions across all year groups included:

Year 7 - using websites and APPS to support learning and using QR codes

Year 8  -  Digital Footprint, what it is, how to manage it, how to build a positive digital footprint and Social Media Apps

Year 9 - Created emails for work experience to help prepare for this in Year 10. This also included how to write a covering letter or email to a prospective employer.

Year 10 - looked at IT Tools for revision, not only websites and apps but also for down time and discussed the Pomodoro method which actively encourages taking short breaks. We also discussed what they can do in these short breaks

Year 12 -focused on Managing your online presence & Social Media. This followed from the last session managing their digital presence to help revisit as it is really important their socials and online presence are showing them in their ‘best light’ before starting UCAS/Apprenticeship/Job interviews for the summer and beyond.

The third session for all followed the previous introduction to AI with the aim to enable students to use AI in a positive way to support learning. This included:

• Reflecting on how AI is used in schoolwork and whether it’s fair or unfair to rely on it
• Discussed and ran through JCQ guidelines to AI & Assessments and clear guidelines of use              

JCQ AI and Assessments Poster - A quick guide

Students engaged well in all sessions and again sparked a lot of great discussions and much to think about.

These are crucial topics in today's digital age, and engaging students in these discussions can empower them to use technology responsibly and effectively. We are also aware that students need to be well-prepared for the challenges and opportunities of the digital world.

Family Support Team

What a fantastic year it’s been! The Family Support Team have loved connecting with families and supporting children through all kinds of school transitions, the big moments, little wins, and everything in between. It’s been a joy to be part of your journey!

We have also been working closely with amazing outside agencies like Young People First and Targeted Youth Support to help children thrive in school and beyond.

We're excited to keep the momentum going with our parenting programmes, packed with practical tips, friendly advice, and plenty of support. To help us make things even better, we’d love your input! Please take a minute to complete our short questionnaire – your feedback really helps us shape what we do.

Parenting workshops and Programmes

Outdoor Learning:

This term we delivered Outdoor Learning Intervention to some students in Year 7 and 8.  

During these sessions we focused on the development of student social skills, communication, team building and resilience. Students completed projects on climate, the seasons, and worked on building their confidence by writing goals, talking about what makes them happy and ways to deal with challenges they might face.  Many of them have also found strategies to reduce their anxieties and worries.  Friendships have also been a focus where have discussed how to build healthy friendships and how to manage friendship challenges.
Students completed modules for Working in a Team, Outdoor Learning - Listening and  Communicating and Developing Confidence and proudly show their certificates for completing the unit awards.

During the Spring and Summer Term, our enhanced transition caseload work has continued with work to support students at NLS and Telford Primary School. Students in Year 7 have been supported within the classrooms, and as part of our keyworker offer. Up to 55 students in Year 6 at Telford have been supported through academic and nurture interventions to further enhance their transition to NLS. This caseload work will continue next term.

This term our Year 8 International Leaders took part in a live video call with students from Anjuman i’Islam Girls High School in Mumbai, via North Leamington School’s long-standing International Schools partnership. They discussed climate change and school life in both the UK and India, asking well-prepared questions and acting as superb ambassadors for our school.

Year 5 Eco Workshops 

We also hosted our annual Year 5 Eco-Workshop, where 240 children from five neighbouring primary schools took part in a range of hands-on, sustainability-themed activities. A particular highlight was the hedgehog house building session, where students learned about local wildlife conservation and worked together using natural and recycled materials to create safe shelters for hedgehogs. Our Leaders have been a credit to NLS and the Year 5 students had a wonderful time exploring our allotment - it has been lovely to host them at NLS. 

Our fantastic Eco Leaders have also been very successful in collecting thousands of used pens for recycling, helping to divert them from landfill and raising awareness about responsible waste management. These workshops—alongside our extensive international projects—are designed to broaden the students’ environmental knowledge and global perspective.

You can find full details, as well as reports on previous visits and workshops, on the International School page of the website.

Bridging the App Trip to Birmingham

On July 10 Year 10 King’s Trust students had the fantastic opportunity to travel to The King’s Trust Birmingham Centre for a workshop run in partnership with Apple and delivered by King’s Trust staff.

The opportunity allowed students to:

• Design an app of their choice before pitching it to their peers
• Explore coding language and skills with Apple’s Everyone can Code curriculum.
• Develop their teamwork, problem solving skills and improve their confidence.

Our students had a wonderful time and thoroughly enjoyed the experience. The session was a wonderful opportunity to touch base with The King's Trust staff (and put some faces to the King's Trust name that they have been working on all year) and to try some Apple coding software exploring their creative skills.

Students in Year 10 have completed a module on Sustainability this term and have been learning about the importance of physical activity, taking part in as many different activities as they and learning about the risks and benefits associated with each of them.

Our Year 11 students have been working on their units for three years now (with many completing six units) and most have been entered for the Level 1 Certificate. We congratulate those students for all of their hard work and wish them well as they move forward, knowing that the The King’s Trust will always be somewhere they can find support in their future careers.

If you wish to have any more information about The King’s Trust, please contact jbarrett@northleamignton.co.uk

We have a range of Extra-Curricular clubs available and details can be found on the website and details are also on the digital screens around school.

Enrichment in Drama
VIBE Drama Club presents A Midsummer Night’s Dream by William Shakespeare

Do we dream in black and white?
On Tuesday 1 July, VIBE Drama Club took to the stage with their vibrant and imaginative adaptation of A Midsummer Night’s Dream by William Shakespeare. The performance was full of mayhem, mischief, and magic, with students working collaboratively to create a lively and engaging ensemble piece under the direction of Mrs Debby Hill.

As part of their enrichment journey, the cast were also fortunate to work with John Jones, a director from the Royal Shakespeare Company, in a special workshop held on Wednesday 4 June. This unique opportunity allowed students to refine their performance skills and deepen their understanding of the play’s themes and characters.

Mrs Hill, director of the production, said: “This cast impressed me from the very beginning with their energy, commitment, and creativity. It’s been a joy to see them grow in confidence and work as a true ensemble.”

One cast member commented: “Performing Shakespeare felt really special, and the workshop with John Jones helped bring it to life. We all supported each other and had so much fun. 

Psychology Club

This term students in year 12 have supported an excellent extra curricular opportunity to the younger students with our Psychology Club.

Year 12 students planned and delivered their own unique sessions and both staff and all the students who attended the club had a fantastic time. 

The school’s Duke of Edinburgh Award has had an incredibly successful year with record numbers completing their award over the last year and we are due to break those records again with 123 pupils in the process of completing their Bronze Award, 68 completing their Silver and 24 completing their Gold Award. This makes us the largest state education DofE provider in Warwickshire and one of the leading providers in the country.

We also have one of the highest achievement rates in the country with 81% of students who sign up completing within two years – this is, according to the DofE themselves, “far above the DofE England average”.

We were also responsible for ensuring that 5,538 hours were spent by our students volunteering in the local area which amounts to a staggering £35 442 in terms of social value that North Leamington students are providing to their local communities.

Outside of the expedition, our students also took part in physical activities – ensuring they undertook something for at least one hour per week and learned new skills, again ensuring they did this for one hour per week.

The NLS DofE has always had the vision of using our own students who have completed the awards to teach the younger ones and this year our first group of DofE Young Leaders came with us on the expeditions.

These are ex-students who, having completed their own awards, have the desire to impart this on to those with less experience.

Moving forward, we have a second wave of ten new Young Leaders to join us in 2026 and a further 22 the following year. This again shows the success of the DofE programme here at NLS as our students are eager to return and share their own successes with the next generations of students.

Students in Year 12 who are undertaking the Gold Award have also been completing their Skills, Volunteering and Physical sections since the start of the academic year and many of them have also completed the additional Residential section that is required. For Gold the level of demand is high and students’ commitment to the Gold award looks like this:

Training has been taking place every Wednesday since the start of the academic year.

From 27 – 29 March, Gold students also undertook their Practice Expedition to the Brecon Beacons. Considering the time of year, we were blessed by clement weather throughout. Some of the groups struggled with the step-up to Gold and the challenging mountainous terrain, but all came through with flying colours by the end of the weekend. 

Following this, our students undertook their Qualifying Expedition in May to Snowdonia.

Again, we were incredibly blessed by the good weather which added to exceptional scenery as seen in the photos. 

This marked another successful year of Gold with all 24 of our students completing their Expedition section and 22 of them going on to our DofE Young Leaders’ Qualification.

If you wish to have any more information about The Duke of Edinburgh’s Award, please contact jbarrett@northleamignton.co.uk or our DofE page on the website. 

Students in Year 10 who are undertaking the Silver Award have also been completing their Skills, Volunteering and Physical sections since the start of the academic year.

For Silver the demand is a little more than Bronze and students’ commitment to the Silver award looks like this:

Our Silver participants undertook their Practice Expedition in the Peak District in June. We had another good weekend of weather and, whilst one or two groups struggled with their bearings, the improvements in the vast majority over the weekend were clear to see. 

The Silver Qualifying Expedition then followed on the hottest weekend of the year (11- 13 July) and it was a tough weekend for all involved. Despite the heat, the students showed incredible resilience and determination throughout, and parents and carers should be incredibly proud of them. Whereas normally, for a Silver Qualifier, we would only meet the students once, because of the heat, we met them three/four times each day to refill water bottles, check that they were all okay, remind them to apply suncream and give them a refreshing spray with water. We also purchased extra electrolytes as well to ensure that, should anybody have needed them, they had them to replenish any lost whilst maintaining hydration. This worked phenomenally well and all 68 participants ended the weekend, successfully achieving a completed Silver Qualifying Expedition.

Not only were our students amazing during the day, the evenings were a wonderful sight, as is often the case on DofE expeditions, as the students played games, chatted and had a lovely evening enjoying each other's company, without the need for phones - in fact, many commented on how free they felt without the tie of the phone and social media dominating their time. 

It was a great weekend and an absolute pleasure to be in the presence of such a wonderful group of young people.  Following the expedition, we have received a number of emails from members of the public who interacted with our groups and commented on their friendliness, ability to engage with adults and also their evident teamwork and collaboration. These are all things we know, but it is incredibly pleasing that the members of the public felt that these interactions stood out to them significantly enough to take the time to email the school. A demonstration of just how amazing our students are!

Thank you to all parents and carers for preparing your child for this expedition and the other sections of their DofE award - I know that this can take time and motivating teenagers is not always the easiest thing to do but it is so pleasing that they have such a diverse range of activities for their skills, physical and volunteering sections - in fact, it was noted by our DofE Area Supervisor that the range of activities that are undertaken by NLS students is one the most varied in the country.

The celebration evening will be in November, and I will share dates with you in the new school year once plans are confirmed. We will also be celebrating the Gold Award on that evening so, should your child have aspirations to do this in Year12, they can see and hear of some of those adventures.

Students in Year 9 who are undertaking the Bronze Award have been completing their Skills, Volunteering and Physical sections since the start of the academic year and many are coming to the end of these.

For Bronze students, their commitment to the award looks like this:

On the weekend of 4 – 5 July, 123 students undertook their Bronze Qualifying Expedition to the Cotswolds.

For this, students planned and walked their routes for two days – walking for six hours and carrying everything they needed for the weekend including all their camping equipment.

They put into practice map, compass and navigation skills as well as camping and cooking skills.

The trip was very successful with all who undertook it completing this section of their award.

A huge thank you should go to the staff who gave up their weekends to ensure students had the ability to complete this section.

Those staff are: Mr Barrett, Mr Davies, Miss Reed, Miss Rhodes, Miss Fitzgerald, Mr Batchelor, Miss Redfern and our three ex-student volunteers: Lucy, Ruby and Emma. Some of the photos from the expedition can be seen below.

If you wish to have any more information about The Duke of Edinburgh’s Award, please contact jbarrett@northleamington.co.uk and more information can be found on our website.