Withernsea High School

Two students have secured third place in the North East final of a national Science and Technology Challenge, held recently at the University of Huddersfield. 

Organised by MCS Projects Ltd, a company that works to raise young people’s aspirations through events designed to enrich their knowledge of science, technology and languages, the event brought together 22 students from 11 schools, all of whom had been part of winning teams from earlier challenge days. 

Among those representing East Yorkshire and North Lincolnshire were Withernsea High School students Charles G and Olivia B, who are in in Years 10 and 11 respectively. The duo had earlier won a regional heat of the competition, held at Hull’s Wilberforce College in June 2024, with their victory earning them a place in the North East Challenge final. An administrative error by the event organisers meant they missed participating in the 2025 final, so were instead invited to compete this year. 

Charles and Olivia entered as part of a mixed-school team alongside two students from Cockburn School in Leeds. Despite never having worked together before, the team placed third overall. Participants were tasked with programming Lego Mindstorms robots to navigate a three-dimensional maze using colour and infrared sensors, with prizes awarded to the top three teams. Judging was based on teamwork, approach to problem-solving, and the robot’s performance in the maze, including its ability to detect coloured tape and stop at precise points. 

Reflecting on how the programming became increasingly difficult, Year 11 student Olivia said: “The first part was quite simple, but it kept getting harder as it went on. We had a problem where the robot kept going to one side when it started, which was messing up the rest of the route. We had to keep testing and adjusting as we went along, which was frustrating but rewarding. After working with a robot during the first part of the challenge at Wilberforce College, this was only the second time I had done any robotics. I really enjoyed it.” 

Year 10 participant Charles added: “Programming the robot and working hard to make sure it could navigate the course was challenging but fun. Sometimes it did not behave in the way it should have, so there was a lot of fault finding involved and it was fun to try and find a solution to the problem. When I leave school, I plan on a career in agriculture and agricultural engineering, where robotics could play a part. Science is one of my favourite subjects and I found this whole experience really interesting.”  

Teacher of Science Katie Rix organised the students’ participation in the challenge and accompanied them to both events. Praising their efforts, she said: “Olivia and Charles showed excellent teamwork, particularly as they were working with students they had never met before. The competition required persistence and adaptability. The programming was challenging and involved a lot of trial and error, but their resilience and enthusiasm never dropped. They represented the school extremely well and were a pleasure to work with.”  

Twelve students from Withernsea High School attended the initial stage of the 2024 challenge event, all of whom were selected for their attitude and aptitude in science and competed in pairs alongside students from other schools. 

Along with the first instalment of the robotics challenge, students took part in a further three practical activities comprising an E-FIT forensic investigation, an electric car design and race, and a medical diagnostics exercise. The E-FIT activity required students to act as investigators in a staged theft, using commercial software to generate images of the ‘thief’ and compare them with the person acting the part. 

In the electric car challenge, students designed and built battery-powered vehicles from plastic kit pieces, before racing them to test how design choices affected speed and power. Meanwhile the diagnostics activity invited participants to act as doctors, taking vital signs, questioning patients, examining X-rays, and practising emergency response skills using CPR dummies.

On Wednesday 11th February, students from Years 7 to 11 performed We Made Headlines… Again! at Middleton Hall.

The show explored regional stories, historic events and landmarks, with students contributing ideas for individual pieces before they were combined into a full-length production.
Performances referenced locations and figures connected to the Hull and East Riding area, including Withernsea Lighthouse, William Wilberforce and Amy Johnson. Other works reflected themes such as Hull Fair, the RNLI and Hull’s year as UK City of Culture.

Jamie Hughes, Head of Sport and Performance, said: “The show was incredible. The students worked really hard over a long period of time and everything came together nicely on the day. They looked after each other and worked well as a team. Although it was a relatively small cast, it felt like a family across all of the year groups.

“Year 11 started working on their chosen theme by researching and exploring news and events, and looking at different historic elements. Each student had their own ideas for the dances and tried to choose historic landmarks, good stories and tourist hotspots that highlight the strengths of the area.

“I would like to thank our parents, carers, staff and the team at Middleton Hall for their support, and of course our students for their tireless energy and enthusiasm.”

The production was the school’s first dance show since January 2024’s Let’s Get Ready to Rhumble and followed last year’s international appearance at Disneyland Paris, where a group of dancers delivered a live showcase at the theme park.

The school’s dancers and performing arts students are now preparing for their forthcoming production of Matilda, which will be staged at the school in March.

Mrs Hughes said: “Preparations for the show are going really well. Cast and crew are working hard for a four-night run and we are incredibly proud of the dedication and commitment we’ve seen. We’ve got a really strong younger cast coming through this year and the show is well suited to our students and the school setting. It builds on the legacy created from previous shows, with young performers carrying their talents through the school to embed the culture of performance.”

This week is Children’s Mental Health Awareness Week.

Now in its twelfth year, it is an annual event that aims to give a voice to children and young people and empower them to prioritise and look after their mental health.
The theme of this year’s event is ‘This Is My Place’ – a theme that explores the vital role a sense of ‘belonging’ plays in our mental health and wellbeing.

A spokesperson for children’s mental health charity and event organiser Place2Be said: “A sense of belonging, whether in our families, schools, peer groups or wider communities, is a fundamental human need. It helps us feel secure, supported, and ready to learn and grow. When children feel they truly belong, they are more likely to experience positive mental health, build healthy relationships, and believe in their ability to make a difference.

“We have worked with schools across the UK to better understand the concerns children and young people are facing. Many of the responses highlighted how feeling included, accepted and part of something meaningful strengthens their sense of belonging.”

Deputy Headteacher Beci Pindar said: “During Children’s Mental Health Awareness Week, we are promoting a range of resources and practical tips to help our school community focus on positive mental health and the theme of belonging.

“Belonging is emotional safety. It is knowing that you can be yourself without being judged. It is participation, having access to activities, conversations, decisions and rituals that shape the group. It is also recognition. It means being known for who you are and knowing that this matters to others.”

Andrea Monaghan, Head of Personal Development, added: “At Withernsea High School, we understand how important mental wellbeing is for our whole community. In our Personal Development lessons, we regularly explore actions we can all take to help manage the ups and downs of life. These include building phone- and screen-free time into our day, talking openly about how we feel, making time to do something we enjoy, learning something new, practising mindfulness, spending time outdoors, maintaining good sleep hygiene, and prioritising movement and exercise.

“All of this aligns with the Five Ways to Wellbeing, a nationally recognised framework of practical actions designed to improve mental health through connecting, being active, learning, giving and taking notice.”

Top Tips for Building a Sense of Belonging

• Be authentic.
  Rather than trying to “fit in”, focus on being your true self. Real belonging comes from being accepted for who you are.
  
  
• Practise self-compassion.
  When you make a mistake or feel like you’ve failed, be kind to yourself. This builds resilience and reminds you that your worth is not defined by perfection.
  
  
• Follow your interests.
  Join clubs or groups that you enjoy. Whether it’s sport, gaming, music or art, shared interests are a great way to connect with others.
  
  
• Embrace your uniqueness.
  Recognise your strengths and qualities. Feeling comfortable with what makes you different is key to building confidence.
  
  
• Listen to yourself.
  Pay attention to your feelings and try to understand what you need. If you’re feeling lonely, think about what might help you feel more connected.
  
  
• Spend time with trusted people.
  Talking to and being around people you trust can strengthen your sense of belonging and provide support when you need it most.
  
  

How can we help others feel they belong?

• Talk to new people in clubs and classes.
• Introduce them to activities where they can meet others and discover new interests.
• Ask what would help them feel like they belong.
• Respect their space if they need it but always acknowledge them.
• Be kind and make an effort to include others.
• Be there for someone so they don’t feel alone.
• Show genuine interest and offer support.
• Put yourself in someone else’s shoes.
• Ask people how they are and check if they’re okay.

Download resources and find out more about Children’s Mental Health Week at: www.childrensmentalhealthweek.org.uk 

Students seeking support for their mental health and wellbeing, either in or outside of school, have access to a range of organisations, staff and resources to help them manage a variety of concerns. These are signposted on the school’s Mental Health Support Flowchart: 

Eight students have been recognised for their commitment and enthusiasm for science after competing in the Hymers College Science Triathlon, a regional competition designed to challenge and inspire Year 10 students.

Reflecting the strength of the cohort, two teams represented the school this year, securing multiple awards against strong competition from more than 70 students across 11 schools in the region.

The initial stage of the triathlon, held at Hymers in January, required students to complete a series of practical scientific challenges alongside a written assessment. Throughout the day, participants were supported by Hymers Sixth Form students, who acted as mentors and laboratory assistants. Competitors were tested across the three scientific disciplines: biology, chemistry and physics.

This year’s challenges included a heart dissection, a forensic-style ‘whodunnit’ investigation involving chromatography and chemical analysis of mock crime scene samples, and a physics practical based on capacitor discharge adapted from A-level content.

Praising the students’ conduct and commitment, Dr Emma Finer, Teacher of Science, said: “This was the first year we were able to enter two teams, and the students exceeded our expectations. Their behaviour, attitude and support for one another throughout the day were exemplary. They worked collaboratively, played to each other’s strengths and approached every challenge with determination. That level of teamwork and resilience is just as important as scientific ability.

“The students were selected for their enthusiasm for science, the skills they consistently demonstrate in the classroom and their potential to pursue future pathways in the subject. They showed not only strong scientific knowledge, but also teamwork, resilience and maturity throughout the event. We knew they would thrive in this environment, and they were a real credit to themselves and to the school.”

The achievements of all participants were celebrated at a formal awards evening held last week at Hymers College, where students and their families attended a ceremony recognising their efforts. Bronze awards were presented to Luke, Charlotte, Seren and Lucy, while silver awards were achieved by Charles, Logan, Brooklyn and Deborah.

Reflecting on her experience, Year 10 student Charlotte said: “I particularly enjoyed the heart dissection and the physics capacitor practical. I also valued the teamwork involved and came away with greater confidence in my scientific abilities.” Fellow student Deborah added: “The heart dissection was fascinating, and it has helped me to become more interested in biology.”

Dr Finer added: “I am extremely proud of what our students achieved, particularly their resilience across such a demanding day. The Science Triathlon incorporates aspects of A-level learning, and they approached it with confidence, focus and one hundred per cent effort. Their awards are a clear reflection of that hard work in the face of strong regional competition.”

Congratulating the students, Head of Science Daisy Gearing said: “Well done to all the students who took part. This experience highlights the value of problem-solving, determination and a passion for science, and I hope it marks the beginning of many future successes.”

The third group of recipients of the school’s Artists of the Month awards has been announced.

Launched in October, the initiative celebrates artistic achievement and gives students a platform to showcase their work. Each month, one winner is selected from Key Stage 3 (Years 7 to 9) and one from Key Stage 4 (Years 10 and 11), with their artwork displayed around the school and featured on its online platforms.

The Key Stage 3 winner for January is Year 9 student Florence B, whose work was inspired by British painter Sarah Graham. Praising her achievement, teacher of art Beth Lewis said: “Florence is doing really well in lessons and has used lots of different artistic styles. She has done everything asked of her to fulfil a brief using hyperrealism to create her winning pieces. I think she’s captured it really well.”

Reflecting on her win, Florence said: “It feels really good to be named one of the artists of the month. I used to do art a lot more than I do now, but it’s still a hobby that I really enjoy. If I had more subject choices for GCSE studies, I think I would pick art alongside my other subjects. At the moment, I would like to go into a career that’s either English or History-based, but I love creative things as well, so I will definitely continue to enjoy art in my free time.”

Meanwhile, the Key Stage 4 award was presented to Year 11 student Olivia B for her observational paintings inspired by British print artist Angie Lewin. Commending her work, Teacher of Art Holly Andrews said: “Olivia is one of the hardest workers in the class. She always has a lot of brilliant ideas and has put a lot of effort into what she’s doing. Her winning pieces were created in Year 10, but she has recently been working to improve them, highlighting her skills across different mediums, with a particular strength in watercolour.”

Olivia said: “It’s really exciting to be named one of the artists of the month and I feel proud that my work has been selected. I was inspired by Angie Lewin, who makes stunning arrangements of flowers, which prompted me to make my own arrangement. I took photographs of it and created paintings from them.

“When I leave school, I plan to go to college to study law, history and sociology, with a view to studying law at university. Art is a hobby and, although I’m not planning on studying it beyond Year 11, it will be good to keep it up as a form of escapism from my studies.”

The first awards of the new year also marked the introduction of photography as a new category, recognising the work of students studying GCSE Photography, which was added to the curriculum in September 2025. The inaugural award was presented to Year 10 student Charlotte F, who was praised by their subject teacher, Fay Fletcher, for their creativity and dedication.

“Charlotte’s work is both imaginative and creative. They are extremely focused and switched-on in lessons and have worked independently, with only a minimal number of pointers along the way. It has been amazing to see the quality of work they have produced.”

Reflecting on their award, Charlotte said: “I’m really happy. I did not expect to get it at all and it’s very exciting. I’m really proud of the pieces I’ve created. They were a bit hard to make, but I really enjoyed doing them. I’ve been interested in photography for quite a while and really want to do something linked with photography and marine biology when I leave school.”

Head of Design Technology Amy Norris said: “Our Artists of the Month competition is a great way for us to identify and celebrate talent. It's actually quite difficult to choose winners because so many students deserve recognition. There is a real excitement among students, particularly those in Key Stage 4, who are always keen to know who the next winners will be.”   

The initiative forms part of the school’s ongoing commitment to celebrate student success and promote creativity. Winning entries continue to contribute to updated corridor displays, with work also exhibited in the school’s main reception and shared through its website and social media channels.

A group of eight students recently represented the school at a Panathlon sporting event held at Headlands School in Bridlington.

Hosted by national charity The Panathlon Foundation, in partnership with the East Riding School Sports Partnership, the foundation’s new Xtend event aims to bridge the gap between primary and secondary multi-sports opportunities for Key Stage 3 students (Years 7, 8 and 9).

Multiple teams from schools across the county, including Holderness Academy, Kings Mill, Headlands, Hornsea and Beverley High School, took part in the event. Participants enjoyed a variety of activities, including Standing Long Jump, Speed Bounce, Volleyball and New Age Kurling.

The event aimed to introduce students to new sports while encouraging the development of confidence and teamwork. While there was a competitive element to the day, the emphasis remained firmly on participation and enjoyment. Competing against eight teams, the students performed exceptionally well, finishing in first place and qualifying for the next round of the competition.

Owen Mountain, Teacher of PE, who accompanied the students, said: “The students were outstanding throughout the day. Their behaviour was impeccable and was commented on positively by other schools. It was fantastic to see the level of teamwork and encouragement they showed one another. They have been a real credit to the school and thoroughly deserve their success.”

Well done to: James, Will, Thomas, Coady, Wyatt, Darren, Tommy and Jensen. 

We are delighted to share a second selection of images showcasing more outstanding work produced by our Year 8 historians.

Students have continued to impress with the quality, creativity and historical insight demonstrated in their exploration of the origins of the British Empire. This follow-up gallery highlights a fresh range of outcomes from the same consolidation task, where pupils combined written explanation with visual design, all inspired by the symbolism of a teacup.

The task encouraged students to explain why the Victorians were motivated to build an empire, while allowing them the freedom to present their understanding in ways that played to their individual strengths. The use of tea as a central theme proved both engaging and historically meaningful, reflecting its crucial role in trade and empire-building.

Clare Atkin, Second in Humanities (History), commented:
“Seeing another set of finished pieces really underlines how thoughtfully Year 8 approached this task. There is such a wide range of ideas and interpretations, and the care taken over both the written and visual elements is clear. Students worked with focus and perseverance, and these outcomes are something they should feel very proud of.”

This work builds on prior learning about the Industrial Revolution and provides an important foundation for future topics, including the study of the First World War in Year 9, where students will examine conflict through the lens of competing empires.

Mrs Atkin also emphasised the wider significance of the task, noting the importance of understanding how Britain, despite its small size, became a dominant global power. Students were encouraged throughout to consider multiple viewpoints and to reflect on the ethical and moral complexities associated with empire.