Congratulations to all our 2026 winners

Robert Gasson, Wave Multi Academy Trust

Robert has had a wide-ranging impact – within and beyond his trust and at national level. He has worked extensively with pupils who exhibit challenging behaviour and those who are unable to access school due to their health across the whole school age range in Mainstream, Special and Alternative Provision.

Robert contributes to national education policy groups and networks, advocating best practice and is a passionate advocate of inclusion. He is also a council member for National Association for Hospital Education (NAHE). Rob started this education journey in 1987 and July 2026 will mark Rob’s 78th term as Headteacher and 39th as CEO.

He is an experienced educational leader who has previously held positions across the South - from North London, Sussex, and Barnstaple through to roles with Cornwall Council in Service Education and Additional Education Provision.

His legacy is visible not only in the pupils he has supported directly, but in the systems, networks and national conversations on inclusion that he has helped shape.

“I was particularly struck by the variety of ways in which he has had an impact across the SEND sector” said Judge Sam Twiselton.

Woodland Academy Trust

Woodland Academy Trust is recognised for embedding technology at scale through a Universal Design for Learning (UDL) framework, ensuring inclusive pedagogy and improved accessibility across the trust. Their careful use of AI in specific ways has strongly addressed accessibility needs  It's been a trust-wide approach that is reducing teacher workload, and the evidence provided (whilst not necessarily directly attributable solely to their technology use) shows that suspensions have halved and persistent absence has dropped from 34.6% to 24.4% for disadvantaged pupils, and KS2 combined attainment has risen from 45% to 60%.

Judge John Roberts commented: “This is a model where technology is not an add-on, but a sustained enabler of inclusive pedagogy across the trust.”

Sir Thomas Wharton Academy

Sir Thomas Wharton Academy presents its own impressive Youth Council model – essentially described as a student parliament – that has been built and designed by the students themselves.

The level of rigour and intentionality that has gone into developing the Council is impressive. Specifically, the quality and quantity of ongoing training given to the young people in order to ensure they can meaningfully participate and exercise legitimate, authentic power.

By "extending education beyond the classroom and embedding real-world civic engagement into their development," the Council provides young people with the opportunity to be agents of change within their community. This also reflects the long-term vision of the initiative, which is designed not to be a one-off consultation exercise but a sustainable, cross-sector collaboration that will no doubt continue to impact the community for years to come.

Judge Mei Lim said: “If only every community had a youth council model as credible and powerful as the Edlington Youth Council!”

Mulberry Academy Hastings

Mulberry Academy Hastings is an 11-16 school based in Hastings in East Sussex serving a disadvantaged community, with 44.4% of the children receiving free school meals. The project they have submitted is rooted in a mental health ambassador programme.

A group of staff have been trained as mental health first aiders, and together they have developed an early intervention approach that is having significant benefits for children who are not attending frequently enough, and who face challenges that get in the way of their learning.

What caught the judge’s attention was the way the school leadership team has repurposed the school library into a wellbeing hub – offering a safe space for children to base themselves when they need academic and emotional support.

They also have a trained support dog, called Wilbur, who is a big part of the visiting children's lives, and the school librarian also acts as the mental health lead in school. She herself is a wheelchair user who has faced and overcome barriers that have given her an understanding of the type of support and conversations that children might need.

In a fantastic field of strong applications, judge David Carter says this initiative stands out as one that “has become integral to the school improvement strategy and they are to be congratulated for this amazing work.”

Grange School

Grange School has built a genuinely coherent and thoughtful approach to staff wellbeing, underpinned by a clear commitment to listening to staff and acting on what they say. Rather than relying on isolated initiatives, the school has embedded wellbeing into its wider culture and leadership decision-making.

A strong example of this is the way staff voice has been actively used to shape change. Following feedback on workload and development opportunities, the school made targeted adjustments that have had a clear impact: 92% of staff now report that workload has been reduced, and 98% say that high-quality training and development opportunities are readily available.

The school’s strength lies in this consistency of approach - staff wellbeing is not treated as a standalone priority, but as something closely connected to leadership, workload, and professional growth. This has translated into strong levels of engagement and positive staff sentiment across the school.

Judge Sinead McBrearty said: “Given its context (69.96% FSM; 35.6% EFL), it is doing an outstanding job at engaging and retaining its staff.”

Beech Hall School

Beech Hall School offers a very impressive and extensive enrichment programme. With between 50 and 70 co-curricular clubs on offer, the breadth of provision is remarkable, particularly for a school of its size – but what sets Beech Hall apart is its commitment to depth alongside that breadth.

Nowhere is this more evident than in its open water swimming programme. The school’s Channel Swimming teams include anxious swimmers and young people with SEND, embodying a philosophy that children – not elite athletes – can achieve extraordinary things when given the belief and support to do so. A purpose-built tracking system called Evolve allows the school to monitor not just participation but the genuine impact of that engagement on individual pupils.

The application pays tribute to the staff who make this possible, draws on parents’ feedback, and brings the programme to life through individual pupil stories.

Judge Alison Oliver said: “Their ‘biggest obstacle’ is brilliant – and boy have they overcome that. Children, not elite athletes, can take their place in anything they believe in.”

Forest Gate Community School

At Forest Gate Community School, a high-performing state secondary in Newham, London, improving teacher quality is not treated as one strand of school improvement – it is the central driver of it.

The school's approach to professional development is built around a clear and compelling vision: that relentlessly developing teachers is the most powerful way to improve children's life chances. This is not rhetoric. A school-wide 'Playbook' sets out effective teaching practices in detail, giving staff a shared language and framework for growth. Every teacher then receives sustained, subject-specific coaching focused on individual goals, with progress tracked through consistent, low-stakes observation.

The results are visible at every level – from individual teachers developing their craft to exceptional value-added scores across the school as a whole, achieved in a context of high disadvantage.

Judge Chris Paterson said: “This coherent, school-wide approach to professional development is positioned as the core driver of school improvement at Forest Gate. The school is a worthy winner of this award.”

Pauline Elder – Calderglen High School

Pauline has established herself as a trusted adult at Calderglen High School through consistent transformative work to build strong relationships with students; supporting wellbeing and engagement across the school. She incorporates her youth work skills into the role, and has been integral to the development of the Wellbeing Area and Young Carers initiative.

Pauline has created a safe space for the students in being an outlet for them to express their emotions. She’s determined to make a difference and is a champion for the young people – ensuring they all have a voice.

The impact she has made is perhaps best captured in the words of a student: “If she wasn't here, things would be worse...a lot worse.” Video testimonials submitted as part of her nomination moved the judges, making clear the genuine and lasting presence she has in the lives of the students she supports.

Ellie Crawshaw-Prince - The Learning Federation Partnership of Schools

Ellie has taken curriculum leadership well beyond the boundaries of her own school. The phonics scheme ‘Pip & Pap Phonics’, created by Ellie, emerged during the pandemic at a time when children were lacking resources at home.

She created Pip & Pap with this in mind, and made sure the content and themes strongly reflect some of the challenges around social issues in the community. The impressive mapping of the scheme was taken across the entire curriculum in order to improve access. The DfE-validated phonics programme she developed is now used by over 6,000 pupils, demonstrating a combination of innovation, scalability, and impact across multiple settings.

Outcomes are strong, particularly for disadvantaged pupils, and this is a testament to both the rigour of the programme and clarity of Ellie’s vision.

“This is transformational curriculum leadership with national reach,” said Judge Steve Lancashire.

Jane Finney – The Winston Churchill School

Modern foreign languages are not always the most popular in secondary schools, however at The Winston Churchill School, this is not the case. Jane Finney has overseen a striking resurgence in MFL, including a notable upturn in the number of students choosing to study German.

Through single-minded, focused leadership, Jane has created a culture of genuine curiosity and ambition among both staff and pupils, with strong results to match. Her influence extends beyond outcomes on paper in shifting how languages are perceived and valued across the school.

Judge Durrell Barnes said: “Jane has proved to be a real beacon to the school and thoroughly deserves this award.”

Launa Randles - The Children's Trust School

Launa Randles leads with a deep understanding of a group of learners who are too often misunderstood and under-supported. At The Children's Trust School, her leadership has had a significant impact on the experiences and outcomes of some of the most complex young people in the education system, while also contributing valuable knowledge to the wider profession.

Her application is underpinned by compelling case study material that brings to life the realities of her pupils' lives and the difference that expert, compassionate provision can make.

Judge Simon Knight spoke of Launa’s leadership to say: “it highlights a community of learners who can be misunderstood and under supported, and is supported by some really good case study materials as well. This is a really fascinating piece of work.”

Jinnie Payne – Churchtown Primary School

In July 2024, Churchtown Primary School in Southport became known to the whole country for the most devastating of reasons. Two current and former pupils lost their lives in the Southport attack, and multiple children and staff members were injured. The Headteacher Jinnie Payne went on to lead the school community through recovery whilst simultaneously strengthening standards.

Her leadership through that period is evidenced in data that defies expectation. Overall attendance rose from 95.2% to 96.2% in the year that followed. Attendance among SEND pupils increased from 93.9% to 95.3%, and among disadvantaged pupils from 92.8% to 94.4%. Persistent absenteeism fell across every category. In a year when declining attendance would have been entirely understandable, the opposite happened.

Academic outcomes also improved: Early Years ‘Good Level of Development’ rose by 8.8%, the phonics screening pass rate increased by 3.3%, and Multiplication Tables Check scores rose by an average of 1.71 marks. External advisers praised the particularly strong foundations in EYFS and KS1.

Judge Pepe Di'Iasio commented: “This is an incredibly unique and tragic nomination, but one that is certainly worth recognition.”

Michelle Catterson – Moon Hall School

Under Michelle's leadership, Moon Hall School has become a recognised beacon of excellence for dyslexia education – and Michelle herself has become one of the most influential voices in the SEND sector.

Since joining the school, Michelle has embedded a rigorous, evidence-led approach to teaching and learning, introduced personalised learning profiles, and built a culture of high ambition for pupils who may previously have been written off in mainstream settings. Pupil numbers have more than doubled over five years, reflecting the school's growing reputation. Staff professional development is a priority, and the benefits extend well beyond Moon Hall's own classrooms.

Alongside her school leadership, Michelle has emerged as a powerful national voice for SEND education. Through her advocacy in the media, her direct engagement with policymakers, and her leadership as Chair of the British Dyslexia Association, she has helped to shape policy thinking, champion pupils with additional needs, and strengthen recognition of the vital role independent schools play in SEND provision.

Judge Julie Robinson remarked: “Michelle’s leadership combines moral purpose, educational expertise and national influence.”

Compass Eko Trust

Inclusion is not a policy priority at Compass Partnership of Schools, it is the foundation on which the entire trust is built. Through an ‘Inclusive by Design’ approach, and a trust that spans both specialist and mainstream schools, Compass has placed SEND and inclusion at the heart of its school improvement framework.

The trust works effectively with external partners, including The Difference on exclusion reduction, and actively shares its practice through initiatives such as Inclusion in Practice, RISE, and the Whole Education Inclusion Conference. Specialist teachers and therapists are connected with mainstream colleagues to build confidence in adaptive pedagogy across all settings.

A trust-wide curriculum and assessment framework operates on the principle that no child should be invisible in assessment, ensuring continuity across courses, pathways and provision.

Judge Annamarie Hassall said: “Their work with parents and the community is a real strength.”

Ark Schools

Ark Schools trust is a long-established trust, and is incredibly strong in terms of its ethos and vision; its mission is to ensure that all children, regardless of their background, have access to a great education and real choices in life. In recent years it has expanded significantly, as well as being ambitious in its reach with having put a lot of investment into implementing its Ed-tech curriculum. Its implementation has been made possible through Purposeful Ventures – a specialist charity incubator spun out in 2023 to tackle challenges facing young people.

The evidence from Ark Schools makes a compelling case. This is a trust that has not simply improved the schools within its portfolio – it has made a significant and lasting contribution to British education. This is a strong trust which deserves acknowledgement for its consistent excellence.

Judge Leora Cruddas spoke on the trust’s nomination to say “the evidence from Ark Schools is absolutely compelling.”

The People’s Learning Trust

The Liverpool-based People’s Learning Trust has built a track record of transforming schools and improving outcomes for pupils in some of the most challenging circumstances.

The trust’s inclusive culture ensures all pupils are valued and supported to succeed, and its trust-wide SEND network has had a demonstrable impact on outcomes for pupils with SEND.

For a small trust, its reach and ambition are substantial, and it has earned the respect of schools well beyond its portfolio. A school leader in Jersey, working entirely outside the trust, put it simply: “The support offered has always come from a genuine desire to help children and strengthen schools. That commitment has been evident in the way they have engaged with leaders here, without any expectation of return.”

Judge James Bowen commented: “What really stands out though is the trust’s commitment to supporting the wider educational community.”

Zouch Primary Academy

Zouch Primary Academy serves a community like few others in the country. With a significant proportion of families connected to the armed forces, the school navigates levels of mobility, separation, and trauma that most early years settings will never encounter.

Against that backdrop, the school has built a values-led EYFS provision grounded in nurturing care, social and emotional wellbeing, and a genuine commitment to helping every child thrive holistically. The journey from a requiring improvement rating to an outstanding Ofsted judgement – with EYFS results above the national average – speaks for itself.

Judge Eunice Lumsden said: “Given the community it serves, this really is an accolade to the EYFS setting.”

Healing Academy

Healing Academy is a school community that has undergone considerable change from a setting with high levels of exclusions to somewhere that prides itself on every child being known, understood and supported, so they feel they belong and achieve their very best.

Nurturing spaces such as The Hive, barrier-free clubs and trips, valued pupil passports, and dedicated keyworkers all reflect the school's commitment to removing obstacles for every young person. The approach is personal, sustained, and clearly working.

As one judge remarked: “With the work this school does, its name is very fitting.”

Evelina Hospital School

Each year, more than 2,000 pupils pass through Evelina Hospital School, with many of them receiving their lessons at the bedside during some of the most frightening and uncertain periods of their young lives. The school's commitment to ensuring that education continues, even in a clinical environment, speaks to an extraordinary belief in what learning can offer a child.

Success at Evelina is measured in multiple ways: academic progress against personalised targets, pupil and parent satisfaction, improved wellbeing, and enhanced confidence. Despite complex medical needs and highly variable attendance, pupils consistently meet or exceed those targets.

What sets Evelina apart is the sheer creativity with which it transforms hospital spaces into vibrant learning environments – from ward-based PE to visits from authors, musicians and artists. The result is not only continuity of education but a sense of joy, normality, and resilience for children who need it most.

Judge Taneisha Pascoe-Matthews said: “Despite complex medical needs and highly variable attendance, pupils consistently meet or exceed personalised targets – evidencing clear gains even during short hospital stays.”

Caterham Prep School

Caterham School is a previous winner of this award, and the judges found little difficulty in recognising it again. The school continues to innovate with purpose, maintaining and strengthening the local partnerships that have long been a hallmark of its approach.

Its adoption of educational technology is especially carefully considered. The school has developed an in-house ed-tech operation built around RileyBot, reputedly the first AI teaching tool safe for use from reception age. The research underpinning this work is shared nationally and with international visitors, and has directly informed the DfE's national AI review. Caterham Prep recently achieved an exceptional 39.5 out of 40 for its Gold AI Quality Mark.

Evidence-based decision-making, strong staff CPD, and no gender gaps in outcomes round out a picture of a school that combines innovation with rigour.

Judge Simon Larter-Evans said: “A previous winner, for good reason. This school continues to shine as a solid and consistent innovator.”

South Morningside Primary

South Morningside Primary, based in Edinburgh, was previously nominated for a Tes School Award in 2024, and for good reason. This is the only school in Scotland to have picked up a nomination in the category, and its high academic standards and nurturing environment have given it reason to be awarded the winner.

This is a school that puts pupil voice at its heart, offers superb extra-curricular opportunities, and delivers a genuinely multicultural curriculum embedded in real community engagement. The school is highly regarded for its inclusivity, strong parent community, and innovative, play-based curriculum. The school carries a Gold status by UNICEF, and has been praised both locally and nationally in earning such a prominent reputation.

Judge Alison Peacock said: “It is a school that clearly understands what a well-rounded education looks like, and delivers it.”

RGS Worcester

RGS Worcester knows who it is and what it stands for, and with that clarity of purpose runs through everything it does. The school manages to hold together academic excellence and genuine pupil wellbeing without sacrificing one for the other.

Its work with a range of external partners on the development of AI places RGS at the forefront of edtech innovation in the independent sector, yet the school has not allowed that ambition to come at the cost of the caring, intellectually stimulating environment it provides for all its pupils.

Judge David James added: “RGS is a school with a clear sense of what it wants to do, and how it wants to go about doing it.”

Heartlands Academy

Heartlands Academy serves one of the most disadvantaged communities in the country, with 74% of pupils eligible for Pupil Premium. Despite this, it consistently delivers strong GCSE outcomes, with disadvantaged pupils performing in line with or above national averages.

Attendance is sector-leading, ranked number one nationally for similar schools, alongside sustained improvements in behaviour, very low suspension rates, and no permanent exclusions in the last six years. These outcomes are supported by strong pastoral systems built around early intervention, strong relationships, and consistent engagement with families.

Pupil leadership is well embedded across the school, with roles such as Mental Health Ambassadors and peer support contributing to a strong culture of responsibility and belonging. Staff development is also a key strength, with over 70% of middle and senior leaders engaged in or having completed National Professional Qualifications, supported by a coaching-led professional development model. The school also plays a wider system leadership role through its national Pupil Premium conference and works as a RISE Attendance and Behaviour Hub.

Judge Christine Gilbert noted: “This is an exceptional school with the highest expectations for all its students and with the expertise, determination and confidence to make a reality of its mission to empower dreams. They are worthy winners of Secondary School of the Year.”