We have a range of tasks but some of these aren't able to be evidenced such as 'Tuesday Newsday' Where we use Newsround and other global news resources to teach students about current event.

We have also collaborated with Hebburn Comprehensive, outside of our MAT, who has a growing number of refugee children in their care. We have provided them guidance and contacts to help them look into School of Sanctuary and find extracurricular activities to support their refugee and EAL students.

This includes our NEST afterschool club where students from Newcastle University read with, chat to and play games with students who have refugee or asylum seeker status.

We have also begun a parent forum event where parents and carers of our refugee children are welcomed to their own open evening in which we go through important information, key policies, a tour of the school, access to teachers and a final welcome in the EAL intervention room so they can visually understand their child's school experience. We use 6th form translators to support and give parents the chance to raise concerns, offer opinions or ask questions.

This document shows some of the articles written to educate staff on important cultural celebrations that are of importance to our students.

Teachers have then been directed via our staff bulletin to complete the full training themselves if they wish to.

• We will further endeavour to embed topics relevant to forced displacement into the curriculum. This will be discussed in CPD sessions.

Form

• We will build more relevant topics and learning opportunities into form time. We will push to ensure that all of the major cultural celebrations linked to our community are recognised during form time using a database of relevant resources. Year teams will be directed to include the database in their direction of form teachers.

Intervention

• We will continue to provide intense EAL intervention in SSB, use support staff during lessons and run the NEST club who have funding for a further three years after school.

• Next year we will prioritise developing a greater connection with the parents and carers of our refugee and asylum seeker students. This year we have ran the parent forums and ensured communication, the next step is to invite them to join our mission by providing them with opportunities to volunteer, either through assemblies or support roles.

Speakers

• We have been able to give our students a voice through the pupil voice committee, student feedback and creative tasks. Moreover, we have been able to connect students with others who have experienced displacement by using online content such as interviews with Olympians from the refugee team and United Nations content. However, we would like to give a greater platform to those more involved with our school and local community; therefore, next year we will seek to involve parents, 6th formers and WERS in public speaking events.

Refugee week

• As Refugee Week falls within the same month as Pride Month, we will strive to have our LGBTQIA+ team work with the School of Sanctuary Coordinator in order to raise awareness for refugees displaced on the basis of gender and sexuality.

Native Scientists

• After the success of the Native Scientists workshop this year, we are eager to host them again either in Arabic or another of our key second languages. In order to nurture a positive relationship with this wonderful organisation, we have tried to support them by providing social media content and connecting them other schools and volunteers.

Resources

• Work on building an area of the library that is stocked with books written in alternative languages other than English in order to promote bilingualism and maintain first languages - work on funding streams and donation opportunities to complete this

Voice and Influence

• Build upon the student lead project

Staff Training

• Deliver yearly CPD for whole staff then offer a one off CPD session as one of the staff options.

• Once we have gained SoS status we will offer to mentor another school . This could be North Gosforth within our MAT who has already sought EAL support or Hebburn Comprehensive who we have already supported with networking connections.

Sharing Online

• We will continue to maintain a social media presence that celebrates our commitment to Schools of Sanctuary, Refugee advocacy and celebration of our multicultural community.

Sharing with the wider community

• We will continue to give back to the organisations within our community through positive social media representations and networking

• We will hold a significant charity fundraiser that raises awareness and funds for School of Sanctuary and a local refugee charity

Students who have experienced the difficulties of displacement, where appropriate, will be able to access support through specialist intervention staff including our EAL, literacy and phonics, and numeracy HTLAs, bilingual TAs, an EAL lead, and a School of Sanctuary Coordinator. Moreover, JPA offers a range of pastoral and mental health provisions which include the year teams, SEND team, our school counsellor and visiting female counsellor, Streetwise and links with Barnados.

Moreover, we have a multilingual workforce with teachers able to speak Farsi, Bengali, Urdu, Punjabi, Arabic, French, Spanish, Mandarin, Italian, Russian, Polish and more.

We are in the process of arranging a charity football match for the end of term, hopefully with the support of NUFC who have just became the first Club of Sanctuary. We hoped to run this during refugee week, but as we are in the midst of exam season this hasn't been possible. We will use the event to raise funds for School of Sanctuary and WERS. It is an ideal time to use sport as a driver or refugee awareness as the Euros have begun and the Olympics is fast approaching

We have an extensive library that holds a world of books including many books that educate on different cultures.

Moreover, specialist EAL reading material is available in the library and in our student support base. This includes translated and abridged versions of course, canonical and reading for pleasure texts; books to help staff develop their practice with EAL teaching; and books that are engineered to advance understanding of cultural capital.

This section outlines our plans for the next year.

The students enjoyed this event enormously so we were proud to publish a celebration newsletter which has since been published on Native Scientists' social media platforms.

on our school OneDrive with useful documents to guide teachers on strategies for EAL and displaced children.

Moreover, in order to encourage trans-languaging between staff and students, all staff have a poster with the greetings for the most spoken 12 languages in our school. These are positioned behind the teachers PC so that they can use them to greet EAL students. This strategy has been very well received by students. It is worth noting that this poster was created as a collaborative task between staff and students, allowing our bilingual staff to contribute to our SoS efforts while empowering students to ensure their native language is appreciated and represented in our school.

Furthermore, at key stage 4 students are also given the opportunity to complete a home languages GCSE in which many of our students gain an additional GCSE enabling them to verify their language skills to future employers and universities.

Students are encouraged to attend school wearing cultural dress. Moreover, food, music and dance is used to allow them to celebrate their cultures. 6th form students are also given the opportunity to deliver assemblies.

JPA has been helping a researcher from Northumbria University whose project is investigating " how the displacement has changed the focus and role of civil society actors across the three countries, concentrating, in particular, on existing organisations supporting forced migrants and Ukrainian cultural organisations in these three countries"

The research information sheet is attached.

We have endeavoured to facilitate Native Scientists by contributing to their social media reach and generating networking opportunities such as connecting them with local STEM professionals who have joined their volunteer lists. We will continue to build our relationships with other schools in the SoS network and support organisations that seek to support refugees.

We have provided a range of opportunities to allow students to share their voice relating to School of Sanctuary including quote collection, displays and classroom discussions.

However we have also created a team of student ambassadors who are working with the Newcastle City Council’s Voice and Influence Team to create content that raises awareness and understanding.

We have a unit of unseen poetry that encourages the students to engage with Instagram poets that are making a significant impact to challenge SoS related issues such as racism, ideas of home, resilience and strength, and identity.

This lesson uses the famous National Geographic front cover with 'Afghan Girl' to explore child refugees and the legacy of their displacement experiences while practicing creative writing strategies that empower those who have faced hardship.

We ensure that assessment is conducted and EAL proficiency is obtained within the first two weeks of enrolment. This is done using the the Bell Foundation EAL Assessment Framework for Schools and helps guide teachers on the appropriate strategies to put in place for each student.

Moreover, many of our curriculums include topics and lessons which explore SoS related issues such as displacement, globalisation and discrimination.

Some of their responses encapsulated it perfectly " Just like the tastiest meal is made up of a variety of ingredients, the number of different cultures here makes our school amazing!"

One example is the work of the HIARP team who do an incredible job at supporting deaf students, many of which are EAL and some who have experienced displacement.

In the picture you can see a cultural capital task used by one of our HIARP team to share cultural understanding.  

Another example of this is when we have had support from speech and language therapists who have also brought in Arabic/English interpreters to assess the students’ understanding/use of spoken Arabic. 

Arabic-speaking EAL students were able to access this workshop and share their heritage or home language with others.

The winners were given gift vouchers with the support of Newcastle Council's Youth Voice & Influence team.

All of the art entries are displayed across school - on interactive screens and in the library.

Newcastle Council's Youth Voice & Influence team also showcased the artwork in their social media and newsletter.

The short film, Small Matters, premiered at a blue riband event at The Glasshouse Gateshead. JPA students fielded a Q&A and screened the film. Earlier, students appeared on BBC Radio Newcastle to promote the event.

JPA staff and students attended the Sanctuary Forum to represent the Schools of Sanctuary – as Newcastle’s only secondary school given the award.

Students spoke about the projects they are involved with, giving them a chance to have their voices heard.

EAL sessions are delivered in a dedicated EAL room within the Student Support Base. This welcoming space has dual-language resources, foreign-language books, games and activities for use by EAL students.

School of Sanctuary stories and images are shared regularly across these platforms, as well as the school website. It is a great way to connect with organisations, charities and individuals who have the same values as our school.

These sessions have drawn a number of prospective Schools of Sanctuary - keen to join the growing network and contribute to the overall City of Sanctuary.

The National Literacy Trust's Young Readers Programme have compiled the booklist that celebrates the contributions, creativity and resilience of refugees and people seeking sanctuary.

The books are especially useful when teaching empathy and supporting children's understanding of how conflict causes people to leave their homes

Dual-language resources are available to allow all students to access sessions, where they can make new friends, explore new interests and improve language proficiency in a friendly and welcoming environment.

Clubs include Foreign-Film Club, Anime Club, Steel-Pan Band, Science, Yoga, Chess Club, Cooking Club and a range of sports sessions.

Coming in each week, the volunteers have built a lovely rapport with our New to English cohort and some of our students who have been displaced. As a School of Sanctuary, building these positive connections is really valued. JPA looks forward to working with NEST again in the 2025/26 academic year.

There was Persian guitar from Aslan Mehraban, live painting by Hesam Moshfegh and textiles with Somayeh Oji. The close of the event saw a Tai-Haku Tree of Sanctuary being planted outside the Civic Centre, whilst JPA’s very own Kaijani read a poem titled A Refugee written by Roua Horanieh.

Lina Fadel, editor at The Other Side of Hope, also contributed to the live session. The publication showcases poetry and fiction written by refugees. Lina raised some key points:

· Why is it important to talk about the experiences of people seeking refuge?

· How are refugees represented in fiction, in the media, and in everyday conversations?

For many displaced people, LGBTQ+ issues are the reason they may be seeking sanctuary. Raising awareness of these issues is important. At Jesmond Park Academy, everyone is welcome.

The group followed the principles of Forest School - playing games and fun activities, whilst learning about the flora and fauna of British woodland.

The volunteer work of Newcastle University's North East Solidarity and Teaching (NEST) is featured, alongside two separate online author events from Asylum Speakers and the National Literacy Trust.

The Newcastle Civic Centre tree-planting ceremony held during Refugee Week is showcased alongside some great photos from Culture Day.

This type of training is ideal to ensuring a whole-school approach to EAL support.

This year's Christmas Concert supported the Schools of Sanctuary fundraiser, set up by City of Sanctuary UK.   A group from Jesmond Park Academy's Student Voice Project baked fresh cookies and mince pies and served refreshments to guests as they arrived for the festive performances. Guests' kind donations went to the City of Sanctuary Big Give fundraiser, which matched all contributions. With JPA's support, they surpassed their fundraising target for 2025.

Mr Lovatt, EAL practitioner, said "JPA was the first secondary school in Newcastle to be recognised as a School of Sanctuary, and this festive season we really wanted to spread the message that everyone is welcome here.  We really appreciate all of the support given to City of Sanctuary UK's fundraiser through our Christmas Concert."

At JPA we have collected a range of titles that appear on the Lit in Colour KS3, KS4 and KS5 reading lists. It's really important for us as a School of Sanctuary, as part of the ongoing National Year of Reading initiative, to celebrate the works of Black, Asian and minority ethnic writers. The books can be found in the school library.

Some lucky JPA students received a Hong Bao 🧧 from the Mandarin teachers today. Mandarin classes all had fun celebrating the start of Spring Festival, as the half term began. Tuesday 17th Feb marks the first day of the Year of the Horse, one of twelve different animals in the Chinese zodiac.

The MFL department wishes you Xin Nian Kuai Le and Gong Xi Fa Cai 🐴

Dear Colleague,

Congratulations to you and your team on the excellent outcomes the disadvantaged pupils at your school achieved at the end of the 2024/25 academic year. Your school’s performance places it among the very best nationally, and this is a significant achievement.

This success reflects the dedication of your staff and the hard work of your pupils. It shows what can be achieved when ambition and commitment come together. Thank you for everything you do to give children the best possible opportunities to succeed.

Your school’s achievements demonstrate what is possible, and I hope you will continue to share your experience and best practice with others. Even the strongest schools can go further. We encourage you to lead the way as a system leader - sharing effective practice, championing networks, supporting collaboration, and helping raise standards across the sector.

There are real opportunities available for you to support improvement for a wider group of pupils including through:

- engaging actively with your region’s RISE networks and partnering with nearby schools and trusts;

- contributing to regional roundtables and professional communities to spread the approaches that are working in your context; and

- sustaining excellence by continuing to focus on disadvantaged pupils

Please pass on my thanks and congratulations to your staff and pupils. I look forward to working with you as we strive together to raise standards for all.

Bridget Phillipson

Secretary of State for Education

Any children in the local area who would like to collect their books from JPA, rather than going to town, are free to come into school to use their tokens. Happy reading!

Students' artwork highlighting their cultural heritage was displayed across the school's interactive screens in the week leading up to Culture Day, offering an insight into the stories and backgrounds - from Scottish Tartan to Japanese Kimonos.

Inspired by the lives and experiences of people seeking sanctuary, Refugee Week 2026 invites us to explore the theme of Courage.

For refugees around the world, courage is often a daily necessity. It is the courage to face unknown journeys, learn new languages, navigate unfamiliar systems, or simply to wake up each morning and step into an uncertain world.

At a time when some seek to divide and blame, Refugee Week 2026 calls us to come together and share the courage to welcome, to stand for what we believe in, and to celebrate culture and community – to be joyful, imagine new possibilities, dream, heal, and connect.

Courage isn’t always loud or bold. It can be found in simple acts: opening your door to a neighbour, trying new food, reading a book, or watching a film that changes your view of the world. It can be speaking up, asking for help, sharing your story – or simply having the courage to be yourself.

Through art, stories, and community, we celebrate the courage that lives within us all – and how connection helps it grow.

(Refugee Week 2026 marks 75 years since the Refugee Convention – a landmark agreement affirming that those forced to flee deserve protection, dignity, and hope. For 75 years, it has provided the legal foundation that has saved millions of lives.)

“I Am Because We Are” is an immersive education project for schools in the UK in which participants follow the personal story of one genocide survivor — from the Holocaust, Bosnia, Rwanda, Darfur, or Cambodia — alongside the voices of individuals here in the UK who have helped to shape and share those stories - including aid workers, teachers, and others.

It is a survivor-led, story-centred programme grounded in human experience and reflective learning. The project provides students with an opportunity to engage deeply with histories of genocide through personal stories, and to explore what this learning means for them, their schools, and their wider communities.

It is also an opportunity for students to reflect on their own stories — their identities, values, communities, and experiences — and to explore how these are shaped by the world around them.

Students engage in a series of activities and challenges that:

• Explore the historical processes and lived experiences of genocide

• Encourage personal reflection on identity, belonging, welcome, and exclusion

• Inspire civic values like empathy, solidarity, and active citizenship

The film festival was hosted at Goldsmiths University of London and brought together digital stories from around the globe. JPA students have been working alongside Newcastle University’s North East Solidarity and Teaching (NEST) programme to make a multilingual short film, The Tail of the Chef, which was showcased at the event.

The young filmmakers explored the theme of a ‘Journey or Quest’ in inventive, critical, and speculative ways. These films told insightful multilingual stories about journeys or quests, and captured how children and young people are finding ways to seek novel paths and routes, form strong friendships, and look for peaceful resolutions. The festival shared the stories these young filmmakers have created about their cultures, histories, and global connections.

The film festival featured 22 languages across the 19 digital stories. Lead educators worked with young participants (4 – 18 years old) across 21 educational institutions (kindergarten, primary, secondary, community-based complementary, library) and 7 countries (Australia, India, Italy, Taiwan, UK, USA, Zimbabwe).

In attendance at the event were acclaimed authors Michael Rosen and Michael Vidon – students were able to take part in multilingual poetry workshops and to experience a memorable live performance ahead of the short film screening.

Mr Lovatt, EAL practitioner, said “This has been a really fantastic opportunity for our students to be involved with. As a School of Sanctuary we want to ensure students’ home languages are celebrated and showcased. Collaborating with other schools on the common theme of diversity and multilingualism has opened the door to JPA students’ creativity and originality, through the medium of film. My thanks go to NEST for organising their participation in the filmmaking and the trip to London.”

The short films, including The Tail of the Chef, can be viewed at this link: https://goldsmithsmdst.com/cc-film-booklet-and-screening-2026/

At JPA, we are proud to offer students the opportunity to study ambitious and inspiring languages such as French, Spanish, and Mandarin — equipping them with the confidence, cultural understanding, and global skills needed to thrive in an ever-changing world.

Newcastle and the surrounding area has an incredibly vibrant Arts & Culture sector, and there are many examples of impactful projects, exhibitions and collaborative support to be celebrated.

This year's City of Sanctuary forum saw a spotlight on a handful of these remarkable organisations including: D6: Culture in Transit, New Writing North and Scotswood Gardens.

The second half of the forum consisted of workshops for attendees to learn and be inspired, delivered by Asylum Matters, North East Museums, New Writing North and Gem Arts.

Mr Lovatt, EAL practitioner, said “we are very proud to be just one part of the wider City of Sanctuary. As a school we see how impactful it can be to be a welcoming place for new arrivals. This Refugee Week especially, with the theme of courage, it has been important to highlight the individuals and organisations which do so much to welcome those seeking sanctuary.”