Author Archives: Gareth Hall
Atomix Educational Trust is working with Aviation Generation and EmPower Crew, part of EmPower Flight, to develop a CAA approved Cabin Crew Attestation route for students on the Aviation Operations pathway.
Cabin Crew Attestation is a regulated requirement for anyone working as cabin crew commercially for a UK operator, and it can only be delivered by a CAA approved training organisation. The intention is to connect it with the Pearson BTEC Level 3 Extended Diploma in Aviation Operations, so that eligible students could hold it during their studies or shortly after.
The development work is starting at Aviation Generation Stockton Sixth Form, part of Atomix Educational Trust. Stockton is the development site because the Aviation Operations pathway is already running there with students, and a specialist aviation learning environment has already been built, including a mock aircraft cabin and a flight simulator.
Michael Mackin, Principal at Stockton Sixth Form College, said:
Our Aviation Operations pathway has shown there is real demand from young people in the North East for credible and ambitious routes into aviation. Working with Aviation Generation and EmPower Crew gives us the opportunity to bring academic study, specialist facilities, professional behaviours and recognised industry training together around the learner.
Dr Noel Dennis, a member of Aviation Generation’s Advisory Board, said:
Aviation Generation was designed to do more than place aviation in a course title. It creates a connected pathway around the learner, bringing together education, professional formation, industry engagement and credible progression. The objective is not simply to add another course. It is to strengthen the route from education into real aviation opportunity, while making sure learners understand the professional standards and responsibilities the industry expects.
Andrew Perkins, Chief Executive of EmPower Flight and EmPower Crew, said:
Bringing the UK CAA approved attestation course into the academic syllabus could enable eligible learners to gain a recognised industry credential during, or immediately following, their studies. Undertaking this training early in the learning journey will lay the foundations for learners for any role within commercial aviation.
The work is at development stage. What is delivered will depend on regulatory requirements, facilities, timetabling, commercial agreement and learner readiness. If the model works at Stockton, it could be extended to other Aviation Generation partner centres where there is demand and a suitable delivery environment.
Further detail will follow as the partnership develops.
A Guisborough mam who is living with a rare and “sneaky” form of breast cancer is in London today (Wednesday April 22nd) fighting for more funding and research into the condition as part of the ‘Lobular Moon Shot Project’.
Melissa Robinson, 50, was diagnosed with lobular breast cancer in September 2023, after she discovered a lump in one of her breasts.
Melissa counts herself lucky that the condition presented with a lump, as she says this particular type of breast cancer is “sneaky” and doesn’t usually present in this way.
In fact, it wasn’t until she had an MRI scan that a second cancerous tumour was also discovered – even though she had undergone both a mammogram and ultrasound, both of which had failed to detect the second growth.
Melissa undergoing treatment
The mam-of-three, said: “My diagnosis came as a shock, but thankfully, it was discovered after I found a lump, which is quite unusual, because it’s quite rare for this type of breast cancer to present with a lump.
“Lobular breast cancer represents about 15% of all breast cancers, but is very different to the more commonly found ductal cancer.
“Because it doesn’t present with a lump it is often found at a much later stage when the disease has progressed.”
She added: “It’s a sneaky cancer because it is hard to pick up through the usual detection methods – including mammograms and ultrasounds.”
After having a mastectomy, Melissa was told the cancer had not spread to lymph nodes and margins, which was a great relief.
She was told she “wasn’t a candidate” for chemotherapy and is now on hormone treatment for the condition, which she expects to be on for five to 10 years, but “still lives a full life,” despite side effects.
Melissa Post Treatment
Melissa, who is Mum to Lewis, 21, Will, 18, and Jasmine, 16, and is married to Kevin, enjoys her job at Prior Pursglove College in Guisborough, supporting students as a receptionist and administrator – someone who students regularly turn to for help and advice.
But today, she is taking the day off to stand shoulder to shoulder in the capital with dozens of other women in silent vigils lasting 22 minutes – a significant number, as it represents the 22 women who are diagnosed with the condition in the UK every day.
In support of her efforts, staff and students at the college, which is part of the Atomix Educational Trust, will also hold their own silent vigil – and are keen to help her to raise awareness of this cause close to her heart.
Staff and students at Stockton Sixth Form College, which is also part of Atomix, are also holding their own silent vigils in support of the project and Melissa’s efforts.
After leading the vigil outside the Department of Health and Social Care, Melissa will be amongst a group of women presenting a petition to 10 Downing Street, calling for more funding and research into lobular breast cancer.
There are three vigils taking place at different times – one outside of the Department for Health and Social Care, which Melissa will be heading up, one at the Department of Science Innovation and Technology and one outside Downing Street.
Melissa said she was “very excited” to be in London as a key supporter of the Lobular Moon Shot Project – so named because the condition “needs a Moon Shot style approach to move understanding and treatment options forward at a much greater pace”.
“When I was first diagnosed, I searched Google and read everything about the condition,” she admits.
“I was trying to find out as much as I could about the cancer and I came across the Lobular Moon Shot Project that was campaigning to get £20m of government funding for research to understand the basic biology of the disease.
“I was keen to get involved and started liaising with MPs about the issue.”
Melissa was able to get her local Labour MP Luke Meyer on board – and is expecting him to attend one of the vigils today.
Currently, there are 464 MPs supporting the project – and after presenting their petition to Downing Street today, Melissa and many other women will hold a drop-in information centre within Westminster, so that MPs can visit and find out more between meetings.
Post treatment, Melissa pictured fundraising with her family
The Lobular Moon Shot Project was set up in 2023 by Australian pilot Dr. Susan Michaelis in Horsham, West Sussex.
She was first diagnosed with the condition in 2013 – and sadly passed away on the 9th July 2025.
Eight different types of generic breast cancer treatment were unable to prevent the disease progressing for Susan.
Melissa said: “Currently, there is no specific treatment that addresses the basic biology of lobular breast cancer and women are presented with a ‘one-size-fits-all’ treatment approach.”
Melissa is in touch with Susan Michaelis’ husband – and is greatly inspired by the efforts she put into campaigning to help other women with lobular breast cancer, despite her own illness.
Poignantly, a group of women will sing ‘You’ll Never Walk Alone’ outside Downing Street today, in Susan’s memory.
“Susan was so inspirational,” said Melissa.
“Three weeks before she passed away, she was standing outside Downing Street and the morning before she passed, she was on the telephone to MPs.”
As well as fundraising activities, the Lobular Moon Shot Project seeks to galvanise political support to ensure vital research funding is made available by governments.
There are pockets of research going on globally, but what is needed is a major research project estimated to cost £20 million over five years.
The campaign organisers say lobular breast cancer has not been prioritised as it should have been in the past, especially considering 1000 people a day – including 22 a day in the UK – are diagnosed with the disease.
“There are an esteemed team of researchers all over Europe ready and lined up to carry out research into lobular breast cancer and they just need the funding so they can get going,” Melissa said.
“A five-year research project costing £20m is what’s needed – and what we don’t want to see is money being drip-fed into the first year or two of research and then the researchers having to apply for more further down the line.
“This cancer was discovered in the 1970s – and we don’t want to still be in the same position in 30 years’ time.”
Dr Nichole Munro, CEO of Atomix Educational Trust, said: “Melissa’s bravery and dedication to this cause close to her heart is truly inspirational.
“Not only is Melissa tackling her cancer head on, she is also actively putting herself at the centre of a movement for vital change, which stands to benefit women now and in the future.
“Myself and all the staff and students at Stockton Sixth Form College and Prior Pursglove College – where she is a much-valued colleague – are delighted to support her in her efforts and stand with her today.”
By Dr Nichole Munro, CEO of Atomix Educational Trust
The recent DfE confirmation of a 0.5% increase to the 16-19 funding rate has created a growing sense of dislocation across the post 16 education sector. While the figure may appear, on the surface, to represent continued investment, the reality within colleges and sixth form settings is far more complex. For many providers, this settlement is not simply lower than expected, it is fundamentally out of sync with financial planning assumptions that underpin responsible budget setting.
In recent years, providers have been asked to plan strategically, often over multi-cycles, to ensure stability, sustainability and appropriate growth. These plans are built in good faith on established funding trajectories, workforce expectations, and policy directions. In many cases, institutions had reasonably anticipated a 2% uplift, reflecting historic patterns and the broader policy narrative around skills development, technical education and regional growth.
The shift to 0.5% has therefore not only reduced real-terms funding but has disrupted the basis on which financial planning decisions were made. This creates significant challenge – budget setting processes that are designed to be forward looking, are now being forced into reactive calibration. In practice, this means revisiting staffing models, renewing curriculum plans and reconsidering previously board approved growth strategies, often part way through the academic and financial year.
For some educational organisations, this has already resulted in substantial funding gaps. These gaps are not theoretical, they are material, immediate and operational. They translate into the use of reserves, delayed investment decisions and increasing constraints on the ability to respond to student demand. Where growth had been planned, particularly in areas of high needs or rising student populations, providers are now having to pause or scale back activity.
This creates a wider systemic tension. On one hand, policy continues to emphasise the importance of skills, progression and expanding access to post 16 education. On the other, the financial framework within which providers operate is increasingly restrictive. The result is a growing mismatch between expectation and capacity: ambition at policy level is not always matched by the resources required to deliver it on the ground.
The implications of this are particularly acute in relation to staffing and curriculum breadth. Colleges are already operating in a highly competitive labour market for teachers and support staff. Real-terms funding erosion places additional pressure on recruitment and retention. And risks narrowing the range of subjects and pathways that can be viably offered. Over time, this can reduce choice for learners and limit progression opportunities, particularly in technical and vocational routes.
Alongside these immediate pressures sits a broader question of system coherence. Recent DfE messaging has placed increasing emphasis on the importance of strong governance, Trust development, and organisational health across education providers. There is a clear expectation that schools and colleges should operate within robust, well-structured, and financially substantiable Trusts.
However, this raises a fundamental question: how can a Trust be expected to demonstrate long-term organisational health, where the cost funding mechanism underpinning their operations is increasingly unstable in real terms? Financial resilience is not solely a matter of internal efficiency. It is also directly shaped by the adequacy and predictability of funding settlements.
If funding assumptions shift significantly after budgets have been set in good faith, the result is not just operational difficulty but structural strain. Trusts are then required to absorb volatility that originates outside their control, while still being held accountable for delivering stability, quality and growth. This creates a challenging environment in which strategic planning becomes increasingly difficult, and long-term investments decisions are constrained.
There is also a risk that the system begins to move into a cycle of short termism, where planning horizons shorten and decision making becomes more reactive than strategic. This is particularly concerning in a sector where continuity, progression pathways and curriculum coherence are central to student success.
None of this commentary is to suggest that fiscal constraints are not real, or that tough decisions are avoidable. Rather, it is to highlight the importance of alignment between policy intent, funding mechanisms, and operational reality. Without this alignment, there is a risk that structural pressures accumulate in ways that are not immediately visible but have long term consequences for capacity, quality, and ease of access.
As the sector continues to adapt, there is a growing need for honest dialogue about the relationship between funding levels, policy ambition, and delivery expectations. Providers are ready to engage in that conversation, but it must be grounded in the reality of what is happening in institutions today, not just in high-level policy aspirations.
The challenge now, is in ensuring that the system remains not only ambitious but also sustainable.
Atomix Educational Trust has been named as a finalist for the Innovation Award at the Tees Business Awards 2026, and we could not be prouder of what this recognition represents.
The Tees Business Awards celebrate the best of business across our region, and to be shortlisted for the Innovation Award is a genuine reflection of the work happening across our settings every day. From new approaches to skills and employability, to the ways we support learner wellbeing and create opportunities that did not previously exist, innovation at Atomix is not a strategy document — it is something our teams live and breathe.
This nomination belongs to every member of staff across Prior Pursglove College, Stockton Sixth Form College, and the wider trust. It is their commitment, creativity, and care that made this possible, and we are incredibly proud to see that work acknowledged alongside some brilliant organisations from across the Tees Valley.
The awards evening takes place on 23 April 2026. Whatever the outcome, being in the room as a finalist is recognition we are truly grateful for, and a moment we will celebrate together as a team.
As the Easter Bank Holiday weekend approaches, people could be forgiven for relaxing with a chocolate egg or two while catching up with family and friends.
However, there will be no rest for Nichole Munro, CEO of the Atomix Educational Trust, as she begins her training for the charity challenge of a lifetime – walking a gruelling 200 miles along the Great Wall of China in October!
Nichole is taking on the challenge for Teesside autism and neurodiversity charity Daisy Chain – a cause which is close to her heart, as someone with close personal and professional links to people navigating the world with neurodiversity.
Daisy Chain is also Atomix’s chosen charity for 2026.
Atomix Educational Trust has more than 200 pupils at its two colleges, Primary School and pupil referral unit, with an Education Health and Care Plan (EHCP) to enable them to access specialised support, many of whom are neurodiverse.
Speaking about why she “loves Daisy Chain” and is proud to support the charity in the name of Atomix, Nichole says: “The life-changing support that Daisy Chain provides to neurodivergent people matters to me personally and when I can’t help people through my role as CEO at Atomix, I really do try to help other causes.
“I love the fact that Daisy Chain provides safe spaces and so many activities which are a lifeline for many families across Teesside.
“It’s wonderful to see the difference support makes to people and I understand how life-changing it can be.”
Nichole added she feels humble to be supporting a charity that families rely on every day, some of whom may not have the resources to access support in any other way.
She also described the challenge itself as “exciting” – if a little daunting.
“It’s both exciting and slightly intimidating!” she says.
“The Great Wall of China can be seen from outer space and is 1,000 miles long – and I will be walking 200 miles of that, so I have got to get fit for it.
“It’s not the tourist’s route that we are taking, it will be steep and uneven terrain we are navigating over multiple days, in both humid and colder temperatures – but even so I said “yes” to the challenge because autism and neurodiversity is so close to my heart.”
Nichole says she is very conscious of not letting herself or the charity down, as she pushes herself very much out of her comfort zone on the walk.
The Atomix Educational Trust is aiming to raise £5,000 for Daisy Chain through Nichole’s walk – all of which will go directly to Daisy Chain for its programmes and facilities that support families and individuals.
She said: “Although £5,000 sounds like an awful lot of money, everyone can help by giving even a small amount, as all those little donations add up very quickly.
“I’m getting ready for this, as I don’t want to let myself down by being unable to complete the walk, so I’m going to start running again and to improve my fitness I’ve started to do Calisthenics for 15 minutes every day.
“There is a lot of effort that I’m going to have to put into this challenge throughout the summer!”
The Atomix Educational Trust is committed to supporting staff to complete up to three volunteering days a year – and charities like Daisy Chain and others that mean a lot to Atomix colleagues can really benefit hugely from this generous provision.
“Providing this amount of volunteering days is a huge commitment for a small Trust, but it’s something that we really believe in, as we recognise the difference our colleagues want to make in their local communities,” says Nichole.
“With more than 200 students with EHCPs within our Trust, with a mixture of neurodivergence and every kind of need that you can possibly imagine, we also live and breathe the sort of support other organisations like Daisy Chain provide every single day.
“As a Trust, we strive to enable everybody to achieve success – whatever that might look like to them – because success looks different to everybody.
“That’s why myself and my colleagues and students within the Trust are delighted to support Daisy Chain through this challenge – because what they do really resonates with us.”
Daisy Chain supports more than 8,000 autistic and neurodivergent individuals and their families across the Tees Valley every year through social clubs, respite care, wellbeing support, independent living skills, employability programmes, and animal therapy.
The charity’s Great Wall of China Charity Trek takes place in October this year, with many notable professionals and businesspeople across Teesside signed up to the challenge.
To boost Nichole’s training and support Atomix’s efforts for the charity, you can donate at https://daisychainsglobalstepschallenge.enthuse.com/pf/nichole-plummer
Atomix Educational Trust, which runs Prior Pursglove and Stockton Sixth Form colleges as well as Errington Primary School in Marske and Bishopton Pupil Referral Unit, has launched ‘With Our Faces to the Sky’.
The community choir project, which also involves other primary schools in Marske including St Bede’s and New Marske Primary, is actively rehearsing ahead of a big performance at Stockton Globe in May 2026.
The project is the brainchild of Noel Dennis, director of business development at Atomix, who is following in the footsteps of his late father Kel Dennis, a music teacher and music co-ordinator, by encouraging musicians and singers in the local community to come together.
The musicians involved include Pete Churchill, a professor of jazz studies at the Guildhall School of Music and Drama in London, and his daughter Imogen Churchill, a jazz singer songwriter.
Noel, who is also an accomplished jazz musician, said: “One of the things I really want to bring to the Trust is music and the choir project is a way of bringing music to our local communities.
“In this way, I can carry on some of the work that my Dad did in the Eston area, where he put a samba band in every school – something which culminated in a performance at the Riverside Stadium.
“The idea with the singing project is to bring a number of schools together and teach them some songs alongside a band from the Guildhall School of Music and Drama and music students from Prior Pursglove College.”
This will culminate in a live performance at a fantastic event at Stockton Globe in the Spring, which Noel says everyone involved is “very much looking forward to”.
Noel added the idea was also to empower primary school music teachers in the area and show them what is possible when the community comes together.
Pete described the voice as “the musical instrument everybody has” and said students learn tolerance and empathy when they come together to sing, as well as vital employability skills.
“There’s more of a need now, given where we are in the world, for music to be used as a healing force, breaking down barriers,” Pete said.
“You can see kids come alive when they are involved in projects like this.
“I remember I was floundering at Primary School when the Royal Academy of Music came to visit and I discovered music was a language I understood.
“I strongly believe kids should have opportunities like this – it empowers them and makes them realise it’s okay to think differently from the system you are in.”
Imogen, who is known as Immy, described it as “super exciting” to be involved in ‘With Our Faces to the Sky’, involving so many young people.
“We had such a wonderful rehearsal day in November, teaching three new songs in a matter of hours!” she said.
“The students made an incredible sound and I can’t wait to hear how it develops ready for our May performance at The Globe.
“The team is just wonderful to work with and myself, my dad Pete Churchill and multi-instrumentalist Jonah Evans are all totally thrilled to be making music with the students – it’s such a privilege and is the start of something incredibly important.”
Dr Nichole Munro, CEO of Atomix Educational Trust, said: “As a Trust, it is our ambition to be at the heart of every community we serve – and what better way is there to engage local people than bringing them together to make music?
“The feedback we have received about this choir project has been phenomenal – we are truly empowering young people and their teachers, making them aware of the benefits of bringing music into the curriculum and demonstrating what is possible in this field.
“The benefits to the young people also go far beyond singing and playing an instrument, as they learn self-confidence, teamwork and many other soft skills linked to employability.
“I’m really looking forward to seeing where we as a trust can take this project, alongside the esteemed musicians we are grateful to have involved, and I can’t wait to witness the young people involved in their element at the forthcoming performance at Stockton Globe.”
Bishopton Pru School is buzzing with excitement following a special event marking the launch of a new, year-long STEM project. Students and staff welcomed Vaughan Curnow from the Greenpower Education Trust and Aaron Gee from sponsor
Blink EV for the official delivery of a Formula 24 kit car. This initiative will empower students to design, build, and race their own electric car, fostering practical skills and inspiring potential career paths in STEM.
The atmosphere was electric as Vaughan Curnow, Community and Education Development Manager for Greenpower, explained the project’s goals. He highlighted that the initiative goes beyond just building a car; it is about developing critical life skills like confidence and self-esteem. “The idea is that they will have a flat pack kit which they’ll build over a period of about 16 to 18 hours,” Vaughan stated, “and then ultimately race against other schools in the area or even potentially other schools in the UK”. He emphasized that the project would touch on a wide range of subjects, including maths, science, and even English.
Aaron Gee, Account Manager from Blink EV, spoke about the company’s commitment to the community. He noted that the sponsorship aligns with their social value goals. “We are providing EV charging solutions,” Aaron said, “and what we hope this will bring is a lot of practical learning to the sessions they have”. He added that the project will help students “build a potential career path that they’re interested in.”
Nichole Munro, CEO of Atomix Educational Trust, expressed her absolute delight at the project’s launch. She highlighted that this initiative holds the power to truly transform young people’s lives. “It’s not just about building and racing the car,” Nichole explained, “it’s about making sure that we embed literacy, numeracy, science, teamwork, soft skills”. She underscored the importance of this for students at Bishopton, stating, “What we want is for every young person to go away with a portfolio that tracks and demonstrates their skillset”. This will allow them to confidently discuss their experiences and skills in future interviews for college or employment.
The project’s launch signifies a new chapter for Bishopton Pru, providing students with a unique and engaging platform to apply their learning in a real-world context. Everyone is thrilled to have secured this opportunity for the future of these young people.
Students were collecting their A-Level and B-Tec Qualification results at the Guisborough College last week.
Students at the end of their time with Prior Pursglove College have praised the supportive teaching staff and friendly atmosphere at the Guisborough College, as they collected their A-Level results and B-Tec qualifications today.
The college reached a 97% pass-rate for A-Levels, including more than 40% at the high grades of A* to B.
Olivia Wytcherley, head of Prior Pursglove College, part of the Atomix Educational Trust, said the atmosphere at the college had been “fantastic,” as students collected their results.
“Students have performed brilliantly, and they’re going on to a range of destinations from Oxford and Cambridge to apprenticeships and employment,” she said.
This year, more Prior Pursglove students than before have been meeting or exceeding their target grades.
For B-Tec qualifications, 46% of students on these courses achieved a Distinction * or a Distinction.
Olivia said: “It’s amazing the range of emotions you get on results day.
“For teachers, it’s particularly pleasing to see those students who have overcome certain challenges while they have been here getting their results and seeing their hard work pay off.
“When students who have faced challenges or barriers achieve, witnessing that is what teachers go into education for.
“They are the students you come to work for.”
Olivia added the many teachers and managers, who attended the results day, also like to hear about the exciting opportunities they have helped students secure for next steps.
“For some students at the college, they will be the first people in their family to go to University,” she said.
“On results day, you see the life-changing side of qualifications that enable them to do that.
“When you hear them say they wouldn’t have reached this level unless they were encouraged by the staff here, that’s really rewarding.”
However, it’s not just about the teaching, as Olivia says staff are instrumental in helping them make the right decisions for them when it comes to their next steps.
“Some of our high flyers are doing degree apprenticeships and some are going straight into employment,” she said.
“We help them with whatever they need regardless of their next steps, whether it’s CV-writing, writing personal statements for university or helping them with interview techniques.
“It’s very important that the experience we deliver is not just around the academic teaching.”
All ten students who received an offer from the Universities of Oxford and Cambridge have secured their places, the college’s best ever result:
Oxford
Alastair Dicken (Sacred Heart)– Biochemistry at Merton College:
Oliver Amor (UCA) got A*s in Chemistry, Physics, Maths, and Further Maths.
“I’m going to study Chemistry at Oxford, Christchurch College,” he said.
“The teachers here are attentive and helpful, and it’s a wonderful environment.”
Also going to Oxford:
SU Vice President Lola Steinhauser Somers (Ryedale) to read PPE at Wadham College and Lucy Kelly (Rye Hills) to read Biology at Merton College.
Megan Kelly (All Saints) studied Classical Civilisations, Spanish, and History.
“I got an A* in History, an A* in Spanish, and two As in my other subjects,” she said.
“I’m going to Oxford to study Spanish with Beginner’s Russian at Queen’s College
“The one word I’d use to describe my time here is “support” – everyone from staff to students has been supportive. I wouldn’t have applied to Oxford if it wasn’t for my teachers.”
Lydia Walker (Rye Hills) is going to St Anne’s College to study Geography, after achieving an A* in Geography and As in Geology, Law and her EPQ (Extended Project Qualification).
She said: “I am really happy with my results and looking forward to going to Oxford to study Geography.
“I love the subject – it’s so broad – and Oxford is such a lovely University.
Lydia attended a summer school at the university before being encouraged to apply to study there, after doing a presentation at Christchurch College.
“I still can’t believe I actually got in,” she said.
“I’m going in October and I’m excited about it – I’m not nervous at all yet!
“My Mam got to travel down with me at one point and she liked it even though it’s four or five hours away, so we are all looking forward to it.”
Cambridge:
Holly Buckworth (Stokesley) – Natural Sciences at Fitzwilliam College
Sam Watson (Outwood Bydales) – Natural Sciences at Jesus College. Sam’s mum, Louise, also works at the college:
Athlete Matthew Downs (LJS) got A*s in Geography, Geology, and Biology.
While studying for his A-Levels, he also travelled to Spain to compete in the Aquathlon at the World Championships, facing the gruelling challenge of a one-kilometre open water swim followed immediately by a five-kilometre run.
“I’m going to study Geography at Cambridge,” he said.
“I also competed at the World Championships Aquathlon in Spain, finishing ninth.
“Balancing training and A-levels was challenging, but I enjoyed my time here.”
Sam Eddon (Freebrough) is also going to Cambridge to read Classics at Girton College
Stacey Williams studied Business and Maths.
“I got an A in maths and an A* in business,” she said.
“I’m going on to do an apprenticeship in accounting in September.
Speaking of life at Prior Pursglove College, she added: It’s been one of the most fun times of my life – very interesting and educational as well.”
Daisy Jackson studied Media Studies, Film Studies, and English Language & Literature, achieving an A in Media, an A in Film, and an A in English, which has led on to a Film and Television Production course at the University of York.
Speaking of life at Prior, Daisy said: “It’s been great – I’ve made lots of friends and had a really good time.”
Patrick Carter achieved Ds in Criminology and English and a Distinction in Law. He is now off to study Law at Northumbria University.
He said: “It wasn’t what I was targeted to achieve but I did my best and I’ve got to where I want to be at the end of the day.
“I want to be a law teacher eventually.”
Patrick, who was named ‘lead ambassador’ for the college in second year, admits he found College a lot tougher than secondary school, but the support of staff had been “really good”.
“I couldn’t recommend Prior Pursglove enough,” he said.
“It’s not just here for A-levels, there is an academic side but there is also a vocational side with B-Tec qualifications you can study for.
“My confidence has grown since becoming an ambassador and attending open days and promoting the college, so it’s not just about what you learn academically, as being at this college helps you build confidence.”
Angela Stephenson, deputy head at Prior Pursglove, said: “We aim to offer an inclusive and diverse curriculum where you can do a B-Tec or you can go down the traditional A-Level route – or you can also mix and match the two.
“We also have a new T-Level qualification we will be offering in Early Years in Education, which is starting in September.”
She added everyone at the college prides themselves on offering support and encouragement, saying: “We’re passionate about the sense of community and care we provide here.
“We want learners to achieve and do the best that they can do and we really want to be there helping them prepare for their next steps.”
Luke Myer, MP for Middlesbrough South and East Cleveland congratulated students as they picked up their results.
A former alumnus of Prior Pursglove College, he said: “I’m really proud to be back at Prior Pursglove, my old college, and I’m here today as MP to congratulate all the young people on their results.
“I have been blown away by the incredible young people we have got here.
“I also want to add that if you didn’t get the results you wanted, this is just one step in your journey.”
Remembering getting his own results, he added: “I was really nervous, but the staff were so supportive and being here gave me the foundation to go on in life and succeed.
“I’m really pleased we’ve got a college that works so hard to give young people the best opportunities.”
Enrolment for prospective students starts at the college on 21st August and we look forward to welcoming everyone.
Aviation is taking flight here at Stockton Sixth Form College as we launch our pioneering Aviation Operations programme in collaboration with Aviation Generation (AvGen). This exciting new course is set to provide local students with unparalleled opportunities in one of the world’s fastest-growing industries, Aviation.
As the only college outside London to offer this industry-led qualification, we are placing ourselves firmly on the aviation education map. Backed by global aviation leaders including British Airways, Boeing, Embraer and Heathrow Airport, the programme connects students directly with the skills and experience needed for a future in aviation. From flight operations and engineering to sustainability and airport logistics.
The college celebrated the course launch with a special event that saw three lucky students from Errington Primary School get their first taste of the skies. For the first time, they experienced what it’s like to fly using a state-of-the-art warrior Piper Warrior simulator, designed to replicate real-life pilot training. Their awe and excitement were clear, as they sat in the cockpit of a Piper Warrior simulator, guided by our own tutor and Pilot Paul Keenen.
BBC Look North was on site to capture the magic, and their full feature will be broadcast at 6:30pm on Wednesday 2 July. Shining a spotlight on this groundbreaking initiative and the young students who dared to dream of flying.
Dr Nichole Munro, CEO of Atomix Educational Trust, said:
“This programme represents a powerful step forward for education in Stockton-on-Tees. We’re building genuine pathways that connect young people directly to world-class industries. Our partnership with Aviation Generation shows our dedication to transforming potential into real-world achievement.”
The Aviation Operations course isn’t just about theory, it’s about hands-on learning. From Industry-grade flight simulators, and exclusive masterclasses with aviation professionals this course has it all for our learners starting in September. With internships, site visits and mentoring from industry giants, the programme delivers on its promise to bring the cockpit into the classroom.
“This partnership brings the cockpit to the classroom in ways we’ve never seen before,” said Dr Noel Dennis, Director of Business Development at Atomix Educational Trust.
Mike Mackin, Head of Centre at Stockton Sixth Form, added:
“This course is a game-changer for our region. It removes barriers and makes high-value aviation careers accessible to students across Teesside. Talent, not geography, will define our students’ futures.”
Simon Witts of Aviation Generation praised the partnership:
“Stockton’s commitment to immersive, authentic training is inspiring. Together, we’re preparing the next generation to innovate and lead the future of aviation.”
Councillor Clare Besford, Stockton-on-Tees Borough Council’s Cabinet Member for Children and Young People said: “It’s great that young people in Stockton-on-Tees will be able to access this course and world-class aviation facilities on their doorstep. It means that people interested in this career path don’t have to travel outside of the Borough to study, learn new skills in this sector – and it opens the doors to exciting opportunities with leading airlines and employers in the sector.”
With global passenger numbers expected to exceed pre-pandemic levels by the end of 2025, demand for aviation professionals is soaring. Stockton Sixth Form’s new programme ensures Teesside’s students are ready to meet that demand.
Prospective students and families are invited to the Aviation Course Public Launch on Thursday 18th September. Visitors will have the chance to explore the facilities, meet airline partners, and even try flying a simulator themselves.
For the young dreamers of Stockton-on-Tees, the sky is no longer the limit, it’s just the beginning.
The exceptional expertise at Bishopton shines through in how our educators seamlessly weave important social themes into everyday learning, creating powerful educational moments that resonate far beyond the classroom. Last week, students have been exploring Pride themes across their curriculum in thoughtful and engaging ways that bring vital historical perspectives to life.
In mathematics, students tackled code-breaking challenges using cipher wheels to decode seemingly meaningless sentences. This hands-on activity naturally led to discussions about Alan Turing, whose groundbreaking work helped secure victory in World War Two through his codebreaking expertise at Bletchley Park. The lesson took on deeper meaning as students learned about the tragic injustice Turing faced – despite his heroic contributions to the war effort, he was prosecuted for his homosexuality and tragically took his own life in 1954.
These conversations allowed students to reflect on how society has changed and why Pride matters today. They considered the profound unfairness of how brilliant individuals like Turing were treated, sparking meaningful discussions about acceptance, equality, and the importance of celebrating diversity in all its forms.
In the kitchen, students channelled their creativity and practical skills into baking Pride-themed cakes, expertly layering different coloured cake mixtures to create beautiful marble effects that celebrated the vibrant colours of Pride. This hands-on approach allowed them to express their support for equality whilst developing valuable culinary techniques.
It’s inspiring to see how our educators at Bishopton create opportunities for students to engage with both academic content and vital life lessons about respect, inclusion, and human dignity through their skilled teaching approach.
The thoughtful way our students approached these discussions demonstrates their growing understanding of empathy and social justice – qualities that will serve them well as they continue their educational journey.
