Thought Leadership

As the Designated Safeguarding Lead (DSL) at our school, one of the most important parts of my role is ensuring that every child feels safe, supported, and valued.

Safeguarding is not something I do alone, it is a team effort. Every member of staff, from teachers and teaching assistants to office staff and lunchtime supervisors, plays a vital part in keeping our children safe. We are all trained to notice when something does not seem quite right and to act quickly and appropriately to support a child.

Parents and carers are just as important in this picture. You know your children best, and your insight is invaluable. Whether it is a change in mood, a worry at home, or a small piece of information that helps us understand how best to support your child, open communication between school and home makes a real difference.

When families and schools work together, we create a strong foundation for each child’s wellbeing and success.

Our aim is to equip students with the skills to be independent, resilient and confident in their abilities when they leave school. From 2023 to 2024, students across the school accessed 53 extra-curricular events and trips. In 2024 to 2025, this increased to 192.

These opportunities were wide-ranging, including The Brilliant Club, careers workshops, educational trips and national celebration days such as National Fitness Day, Pi Day and International Women’s Day. Every extra-curricular experience at St James contributes to building students’ cultural capital. For many, these experiences are opportunities they would not otherwise have access to.

Throughout the year, we highlight key dates and events, such as World Mental Health Day, Anti- Bullying Week, and Safer Internet Day.

During these times, we deliver important information to pupils in form time and assemblies, arrange for external visitors to deliver workshops in school, and set up activities to promote awareness.

Written by Miss Agolli Designated Safeguarding Lead

I have been at St James since June 2008. I joined as a cover supervisor and later became a teacher of Science. During my time as a cover supervisor, I covered lessons across a range of subjects, particularly Science, Maths, RE, ICT and Geography. When I transitioned into my role as a Science teacher, I worked through the then Internal Science Assessment (ISA) and BTEC Applied Science Level 2. Shortly afterwards, I became the lead for BTEC Level 3 Applied Science.

In February 2020, I was appointed as Second in Charge of Science and took responsibility for Key Stage 4. I promote the mantra “Ready, Safe, Respect”. I establish a safe environment for pupils, rooted in mutual respect, and am always willing to build positive relationships with teaching and non-teaching staff, pupils and parents, demonstrating high levels of cultural humility.

As KS4 Lead, and now Head of Department for Science, I have managed intervention sessions during school time, on Saturdays, and during school holidays. I have overseen summative assessments and APs for KS4 in particular, selecting relevant questions and mark schemes, and leading the standardisation and moderation of marking since September 2019.

I have led the department in implementing its policies and decisions, including risk assessments, literacy, numeracy, marking and homework, since February 2020.

I have made decisions regarding GCSE tier entry, supported by robust data, which have resulted in positive outcomes for students.

Using data evidence and professional judgement, I have organised and reorganised tiers and sets across both Key Stages 3 and 4 within the Science department. I have also used data to support behaviour management by identifying trends and patterns in student behaviour.

I have been involved in creating teaching and learning resources for the department and have a strong understanding of the interplay between curriculum, subject knowledge and pedagogy in supporting student development within Science.

I have solely created medium-term plans and teaching and learning resources for the Key Stage 5 BTEC Applied Science programmes, which I have led since 2016. In addition, I have coached colleagues within the department and mentored SCITT, Teach First and PGCE trainees.

There is likely much more that I have contributed which I cannot fully enumerate here due to the limitations of time and space.

I am a strong role model for pupils, which is particularly evident within my form groups and classes, where I have positively influenced the lives of many students. I work to, and expect, high professional standards from pupils, myself and my team.

I have a strong love of learning, alongside the ability to think creatively and demonstrate initiative. I am always willing to learn new approaches to teaching, pastoral care and co-curricular delivery.

I am prepared to take considered risks and have strong personal principles, alongside the capacity to handle complex situations with calmness and care as they arise. I have been actively involved in the whole-school on-call system, where I have frequently dealt with complex situations, as well as supporting the management of student behaviour within Science.

It is always a joy to see students, after sustained effort and hard work, achieve the grades they deserve and progress to the next phase of their formal education. This remains the source of my strength.

Written by Mr Asare Head of Science

At St James, my role as Whole School Extra- Curricular Coordinator is to establish and continually review our extra-curricular provision. Having been in this role for a number of years, it has evolved significantly.

When I first started, the focus centred on the clubs offered within school, and many of our wonderful staff generously gave up their time to run sessions for the students we serve.

Our purpose and vision is to provide students with a broad range of opportunities, to explore their talents and reach their potential, to develop soft skills and to offer valuable downtime away from academic study. There are significant personal development benefits when students engage in a wide variety of opportunities, from preparing for life beyond school to supporting university and job applications, as well as future aspirations.

Over time, the remit has grown, and our extra- curricular provision now includes clubs, in-school and external events, workshops, programmes and trips. It is closely linked to our careers provision and The Gatsby Benchmarks, which we have a statutory duty to meet, along with our PSHE provision.

Our aim is to equip students with the skills to be independent, resilient and confident in their abilities when they leave school. From 2023 to 2024, students across the school accessed 53 extra-curricular events and trips. In 2024 to 2025, this increased to 192.

These opportunities were wide-ranging, including The Brilliant Club, careers workshops, educational trips and national celebration days such as National Fitness Day, Pi Day and International Women’s Day. Every extra-curricular experience at St James contributes to building students’ cultural capital. For many, these experiences are opportunities they would not otherwise have access to.

We will continue to seek out new opportunities for our students, whether through clubs, workshops, programmes or trips. Looking ahead, we plan to strengthen student voice to ensure provision reflects the needs and interests of our school community.

We want students to attend extra-curricular clubs regularly and take full advantage of the varied experiences available to them. This not only enriches learning but also builds a strong sense of belonging and enhances their overall school experience.

Extra-curricular provision at St James is an area we are deeply passionate about. It is a process of ongoing reflection as we strive to provide the best possible opportunities for our school community.

Written by Mrs Appiah

PE Teacher & Whole School Extra-curricular Coordinator

At St James’ Catholic High School, we pride ourselves on being a language-rich community where bilingualism and language learning are not only encouraged but celebrated. As a staff and pupil body, we speak and understand over 60 languages, from Tongan and Gaelic to Mandarin and Greek, to name just a few.

St James’ is a vibrant multilingual community that truly reflects a tapestry of diverse cultural backgrounds. For me, it is a true privilege to work at St James’, as I have for the past eighteen years. Every single day, I witness the beauty of languages and cultures weaving together to create an enriching educational experience for both staff and pupils alike.

Many of our pupils come from bilingual or multilingual backgrounds, and all of them have the opportunity to learn Spanish and French at our school. This year, due to popular demand, our German Language Club has been founded, offering a great opportunity for those eager to dive deeper into yet another language. This is not just about learning vocabulary and grammar; it is a pathway to understanding a wider world.

Young people today benefit enormously from being exposed to multiple languages. Whether they become bilingual or multilingual, they are equipping themselves with vital tools to navigate our interconnected world and future workplaces.

The importance of learning a second language cannot be overstated. It is an essential part of the development of our young people. It not only enhances their cognitive abilities but also cultivates empathy and cultural understanding. Being able to interact with people from different backgrounds prepares our pupils for life in a modern world, where collaboration and communication across cultures are key to success.

Moreover, we value different cultural backgrounds tremendously here at school. Our Citizens of the World Club is a wonderful reflection of this, where we come together to celebrate various traditions from around the globe. It is inspiring to see our pupils sharing their heritage, as it builds respect and appreciation for one another’s stories. Recognising and honouring these traditions fosters a sense of belonging among us all.

I am grateful to work in such a language-rich, diverse, and welcoming school community. Exposure to different languages and cultures not only prepares our pupils for the practicalities of a globalised world but also enriches our lives in ways we cannot always measure.

Let us continue to celebrate our multilingualism and our commitment to understanding one another!

Written by Mrs Silva EAL Coordinator & Deputy SENCO

As October unfolds, we have the opportunity to reflect on three significant events that shape the way we view our society, our educators, and ourselves: Black History Month, World Teachers’ Day, and World Mental Health Day.

Each of these observances invites us to consider how history, education, and well-being intersect in our school community and beyond.

Black History Month: Understanding the past to help us shape our future

Black History Month serves as a powerful reminder of the richness, resilience, and contributions of Black individuals throughout history.

While it is an opportunity to celebrate the achievements of key figures, it is also a moment for deeper reflection on the historical struggles against oppression and inequality. As teachers, we have a responsibility to ensure that Black history is not confined to a single month but is woven into the fabric of our curriculum year-round.

By integrating diverse narratives into our teaching, we empower pupils to appreciate the complexity of history and to recognise the importance of inclusion. More than ever, it is essential to foster conversations about identity, social justice, and the ongoing fight for equality. Encouraging pupils to engage critically with history allows them to become informed citizens who can shape a more just future.

World Teachers’ Day: Recognising the heart of education

On 5 October, World Teachers’ Day provides us with a moment to acknowledge the dedication and hard work of educators worldwide.

Teaching is more than imparting knowledge, it is about inspiring, guiding, and nurturing young minds. Teachers play a crucial role in shaping the values and aspirations of future generations, often going beyond their job descriptions to support pupils both emotionally and academically.

The theme for this year’s World Teachers’ Day emphasises the need for better support, recognition, and professional development for teachers. In a rapidly evolving world, educators must be equipped with the resources and training necessary to meet new challenges, whether that be digital learning, mental health awareness, or fostering inclusive classrooms.

Let us use this day to express gratitude to our teachers and to advocate for the respect and support they rightfully deserve.

Written by Ms Begum Head of History