Withernsea High School

East Yorkshire author Philippa Leathley recently visited Withernsea High School, where she delivered an interactive session for Year 7 students focused on reading, writing and the creative process.

Philippa, who was born in Beverley and still lives locally, is the author of the novel Inkbound, published in January 2025 as the first in a planned trilogy. A further children’s series, The Starsea Mysteries, is set to follow in 2028.

A lifelong storyteller, Philippa began writing from an early age and developed her love of books through frequent reading. Among her early influences were authors including Philip Pullman, Cornelia Funke and Jacqueline Wilson, with Funke’s Inkheart and Pullman’s His Dark Materials among the works that helped shape her imagination.

Philippa’s visit formed part of the school’s ongoing efforts to promote reading and broaden students’ experiences beyond the classroom. During the session, she spoke about her journey into publishing, how ideas are developed into stories and the process of publishing and distributing books. Students also took part in activities designed to encourage direct engagement with the themes discussed.

Reflecting on the impact of the event, Laura Aldridge, lead for whole-school reading and literacy, said: “Philippa’s talk was really engaging and covered a wide range of topics, from her writing process and what inspires her to write, to why book covers are crucial in attracting the right audience. She involved the students directly and encouraged participation through interactive activities during her presentation. It was clear that a lot of thought and effort had gone into making the experience engaging and entertaining, and this was reflected in the enthusiasm of the students.”

As a young author from East Yorkshire, Philippa’s background was recognised as particularly important in helping students relate to her work and career path, while also inspiring aspiring writers.

Laura added: “To have an author who lives locally, someone who feels current, relevant and real, who is young and speaks like our students, is hugely important. The books studied in lessons are often by authors from different time periods or different parts of the world, which can make them feel distant from students’ own lives. Seeing someone from their own area achieve success makes that pathway feel far more realistic and attainable.”

Reflecting on her own experience growing up in the East Riding, Philippa said opportunities to meet authors locally had been limited, making her return to schools in the region particularly meaningful.

“When I was growing up, I was very lucky that my mother worked at the library, so I was exposed to books, and occasionally authors, more than many of my classmates. That definitely helped inspire me, but I don’t think we ever had an author visit school.

“As I got older and read more, I would check the biographies at the back of books and think, ‘that person isn’t like me.’ They were typically from down south, had creative writing degrees or even PhDs, and I remember crying because I felt I would never be able to become a professional author because I struggled a lot at school.

“I took huge inspiration from my favourite books as a child. I was also inspired by my family, especially my grandmother, who was incredibly creative and always wanted to write but never had the chance to pursue it professionally.”

Among those benefiting from Philippa’s advice were the school’s recently appointed reading leaders and book ambassadors, who were taking part in their first major literacy-focused activity. Student representatives from all year groups attended and contributed to the session.

Laura said: “One of our younger reading leaders had never met an author before, and it was clear how much that meant to her. Our ambassadors enjoyed learning about the writing process and world-building. They engaged well, asked thoughtful questions and participated throughout, which was very encouraging to see.”

Philippa added: “My visit to Withernsea High School was absolutely lovely. The students were imaginative and engaged, and came up with lots of brilliant questions. I especially enjoyed having the chance to chat with the reading ambassadors, who were clearly avid readers.”

Acknowledging the importance of school engagement, Philippa, who has visited more than 40 schools across the country over the past year, explained how connecting directly with young readers forms a central part of her work as an author.

“Visiting schools is one of my favourite aspects of being an author. I think it’s incredibly important to connect directly with young people, especially in our area, which is often overlooked by the publishing industry.

“I want to highlight that somebody from this part of the country, who didn’t necessarily go to university, can still become successful through hard work and perseverance. As a children’s author, it also inspires me to speak directly to readers and discover what interests them, what their passions are, and how I can best serve them as a writer.

“The main thing I want to achieve is inspiring young people to use their imaginations, to realise that reading and writing can be fun rather than a chore, and to value their own voices and ideas.”

As part of the visit, Philippa donated copies of her books to the school library and staff are now looking to build on her recommendations by introducing more of the titles she discussed.

Laura said: “One of the things we need to do now is capitalise on Philippa’s visit. She brought books with her and left them in the library for students to borrow, but she also spoke a lot about the books she enjoys reading. We need to build on that and get those books into the hands of our students.”

The visit forms part of a wider programme at Withernsea High School aimed at broadening students’ experiences and raising aspirations through external speakers and enrichment opportunities.

Laura added: “I think bringing authors into school is brilliant. It’s the same as having careers visits or trips to colleges and universities. It’s another experience that helps expand the world of our students.” 

ABOVE: The school's reading leaders and book ambassadors with Philippa Leathley.  

 

ABOVE: Beverley-born Philippa spoke to Year 7 about her career as an author.  

Students at Withernsea High School recently took part in a series of personal development workshops focused on relationships, identity and the influence of online culture.

The sessions were delivered by external facilitator Andrew ‘Bernie’ Bernard as part of the school’s wider personal development curriculum and were tailored to different year groups to ensure age-appropriate themes.

The school’s youngest students in years 7 and 8 were encouraged to consider identity, empathy and respect for others during a workshop titled ‘What Makes a (Hu)Man’. This explored stereotypes and the harmful impact they can have on individuals and communities. It also examined how widely held assumptions, even when grounded in some reality, can lead young people to compare themselves unfavourably with others, potentially affecting confidence and self-esteem.

For students in years 9 and 10, the focus shifted to coercive control and the role of technology in facilitating harmful behaviours. Bernie explained: “We looked in depth at coercive control, which is increasingly affecting young people, and how digital platforms can enable those behaviours. It underpins many unhealthy relationships, so it is important that students understand how it operates.”

The workshop also explored the growing influence of online content, encouraging students to reflect on how such material can shape expectations and behaviour. Emerging issues such as AI-generated deepfakes were also discussed, alongside the development of awareness, critical thinking and responsible decision-making skills.

A further session with a group of Key Stage 4 students examined societal expectations around masculinity and gender, including the notion that men and boys are “natural leaders.” The session aimed to develop empathy and understanding by exploring how men and women may experience the world differently.

Bernie added: “We discussed how ideas about masculinity are often pushed at young men online, and how those expectations can be damaging not only to them but also to others around them. We talked about what it means to be a ‘real man’ and introduced the idea of the ‘man box’ - a set of unwritten rules that many feel pressured to follow, even though few would consciously choose them.”

Speaking more broadly about the context of his work, Bernie highlighted the importance of addressing these issues in schools: “This message has never been more important. Young people need the skills to question what they see, distinguish fact from fiction, and think critically about the information presented to them.

“It is important for parents to have open conversations with their children in a non-judgemental way. Setting aside regular time to talk, without distractions such as phones, can make a real difference. Even if parents believe their children are not engaging with this content, they are likely to be exposed to it. Much of what they encounter is not actively searched for but delivered to them through algorithms. If there are concerns, schools can work with families to provide guidance and help address any issues.”

Acknowledging the influence of online environments on young people’s wellbeing, including increasing pressure on boys and young men, Bernie said: “There is also growing evidence that body image and confidence are at a low point for many young men. Increasingly, they are turning to extreme online personalities for guidance on how to improve themselves, which can reinforce unrealistic or unhealthy expectations.”

Reflecting on the impact of the workshops, deputy headteacher Beci Pindar said: “We were delighted to welcome Bernie into school to deliver these powerful and thought-provoking presentations to our students. He provided real-world insight and lived experience, speaking openly about the impact of misogyny and domestic violence, and encouraging students to reflect on attitudes, language and behaviour both in and out of school. His engaging and honest approach helped students understand the importance of respect, healthy relationships and standing up against harmful behaviours.

“External speakers can engage students in different ways, reinforcing key messages about our school values and supporting our aim to prepare young people for life beyond school in a safe, informed and responsible way.”

ABOVE: Bernie delivered a series of workshops throughout the day.

A former teacher returned to Withernsea High School last week to launch a new award recognising students’ achievements in the arts.

The ‘GB Award’, funded by former drama teacher and head of performing arts Gordon Beastall, will be presented annually to students who have made an outstanding contribution to drama and dance.

Gordon, who taught at the school from 1974 to 2005, said: “I’ve made a donation to the school’s Sport and Performance Faculty to fund an annual award that will recognise student talent, effort and achievement. I wanted to do that because I’m really passionate about the arts and I really enjoyed working at the school for 30 years. It was a great time for me.”

Since retiring, Gordon has remained a familiar face in the audience at school productions and previously returned as a guest compere for the 2019 dance show ‘And the winner is….’ 

Head of Sport and Performance Jamie Hughes said: “We are extremely grateful to Gordon for his generosity and his continued support for the arts. The GB Award has been introduced to acknowledge both performance and commitment behind the scenes.

“This year’s recipients were Lauren D, who played Miss Trunchbull, and Reese F, who took on the title role in the school’s recent production of Matilda the Musical. Reese, a Year 8 student, was appearing in her first production and knew her lines before anybody else. She has been an excellent role model throughout.

“Lauren, in Year 10, was recognised for her continued involvement in school productions. She has taken part every year and is a fantastic role model. She has also taken drama at GCSE, and we hope that she continues her involvement with our productions into next year.

“In dance, we presented the award to Year 11 students Neve G and Savannah B for their work as dance leaders, running clubs for younger students and supporting performances throughout the year. They have taken every opportunity that has been offered to them and run with it.”

Trophies have been funded through Gordon’s donation and are intended as a lasting memento for recipients. The GB Award will now form part of the school’s annual programme of student recognition, with further support pledged for the years ahead.

Reflecting on the award’s significance, Jamie, herself a former student at the school between 1999 and 2004, said: “I’m really proud to lead Sport and Performance. When I was a student here, drama was the main option and there was no dance. When I returned as a member of staff in 2009, a successful performing arts faculty had been established, built on strong foundations laid by both Gordon and former heads of faculty Jackie Goodman and Kerry Grantham. 

“Thanks to their efforts, we saw the return of dance as part of the school’s Rock Challenge performances, where the subject’s popularity grew in its own right. The return of a Creative Arts faculty in 2021 was a positive and inspiring move, which has since evolved into the Sport and Performance Faculty. Ensuring that students receive a good balance of creative and academic subjects, alongside a range of extra-curricular opportunities, is central to a broad and enriching curriculum. 

“Inheriting the legacy of the past, while helping to drive things forward with a new generation of learners, is a real privilege, and I’m delighted that Gordon remains part of that journey. I thank him for his support and encouragement.”

ABOVE: Head of Sport and Performance Jamie Hughes with dance award winners Neve and Savannah, drama award winners Lauren and Reese, and the award’s sponsor Gordon Beastall. 

Students from Withernsea High School have returned from a deeply moving and educational trip to the First World War battlefields of Belgium and northern France.

A total of 68 students took part in the three-day visit, designed to bring classroom learning to life through first-hand exploration of some of the most significant sites of the First World War. The trip, led by Assistant Headteacher Matt Burnitt, aimed to deepen students’ understanding of the conflict while encouraging reflection on its human cost.

“It was important for us to give students the opportunity to experience history beyond the classroom,” said Mr Burnitt. “Seeing these sites in person allows them to connect with the past in a way that textbooks simply cannot replicate.”

The journey began with an overnight coach trip and ferry crossing from Dover - an experience that proved memorable for many students, several of whom were travelling abroad for the first time. Despite the early start, spirits were high as anticipation built for the days ahead.

Upon arrival in Belgium, students visited Essex Farm, where they encountered their first stark reminders of the war’s devastation. The site, which includes preserved medical bunkers and a cemetery, provided a powerful introduction to the realities of frontline conditions. Students also paid their respects at the grave of Private Valentine Joe Strudwick, one of the youngest British soldiers to die in the war at just 15 years old.

“From the moment we arrived, students showed remarkable maturity and respect,” said Mr Burnitt. “They engaged thoughtfully with each site and demonstrated genuine empathy as they learned about the individuals behind the history.”

Throughout the trip, students visited a range of key locations around Ypres, including the Langemark German War Cemetery, Hill 62 Sanctuary Wood, and the In Flanders Fields Museum. These visits offered insight into both Allied and German perspectives, as well as the brutal conditions endured in the trenches.

A full day was dedicated to exploring sites connected to the Battle of the Somme in northern France. At the Thiepval Memorial, the largest Commonwealth memorial in the world, students reflected on the scale of loss, with more than 72,000 British and South African soldiers commemorated there with no known grave. Many students also undertook personal research, attempting to locate names linked to Yorkshire regiments or their own family histories.

“The visit to Thiepval was particularly impactful,” said Mr Burnitt. “It’s an overwhelming experience to stand in front of thousands of names and realise the scale of sacrifice.”

The trip concluded with attendance at the Last Post ceremony at the Menin Gate in Ypres, a daily act of remembrance held in honour of fallen soldiers. Two Withernsea students were given the opportunity to lay a wreath on behalf of the group, a moment described by staff as both poignant and unforgettable.

Student reflections highlighted the lasting impact of the experience. Dylan described several moments that left a strong impression, particularly encountering remnants of the battlefield firsthand. “The most memorable moment for me was finding a piece of rusty barbed wire near a crater,” he said. “I felt sad knowing thousands had died where I was standing.”

He also reflected on the scale and significance of the memorials visited during the trip. “The Somme memorial was amazing, and hearing the Last Post at the Menin Gate was a very poignant moment. Overall, the trip was really interesting, with lots of impressive monuments and buildings. On a personal level, it has made me want to go abroad more and see different countries.”

Others reflected on how the trip deepened their understanding of trench conditions and the realities of warfare. “It made me respect the impact of war more,” one student commented, while another described the atmosphere of the trenches as “eerie and dark.”

Despite the solemn nature of much of the itinerary, students also experienced elements of local culture, including a visit to a traditional Belgian chocolate shop, where they were able to purchase gifts for family and friends.

Reflecting on the educational and personal impact of the trip, Mr Burnitt added: “This was an excellent experience for both students and staff. It not only enhanced their historical knowledge but also encouraged reflection, empathy, and personal growth. We are hopeful that this will become a regular opportunity for future students.”

ABOVE: A moment of reflection at The Thiepval Memorial. 

 

ABOVE: Students experience the trenches at Sanctuary Wood, Hill 62. 

ABOVE: The Thiepval Memorial. 

 

ABOVE AND BELOW: Students paid their respects at Essex Farm. 

 

ABOVE: Ypres town centre. 

ABOVE: Memorial at the Lochnagar Crater - a crater created by a large mine detonated beneath the German front line. The explosion marked the beginning of the Battle of the Somme.

ABOVE: Canadian National Vimy Memorial

ABOVE: Despite the solemn nature of much of the itinerary, students also experienced elements of local culture, including a visit to a traditional Belgian chocolate shop, 

Year 10 students have completed a week of work experience, providing them with a valuable opportunity to explore potential career pathways through direct engagement with local employers.

More than ninety students independently sourced and secured placements across a wide range of industries, applying their classroom learning in real-world settings. The experience offered meaningful insight into the world of work, helping students understand the expectations of professional environments and the differences between school and employment.

Viki Foster, the school’s careers leader, said: “Work experience is an essential part of our careers programme. It plays a vital role in students’ development, helping to deepen their understanding of potential career routes and the opportunities available to them.

“Taking part increases their awareness of the local labour market and the employment opportunities in our area. It also allows them to explore job roles, ask meaningful questions, and learn about the skills and qualifications required by different employers.

“I was deeply impressed by how proactive our students were in securing their own placements. The ongoing support of local employers is invaluable - not only does it benefit our students, but it also enables businesses to engage with future talent and raise their profile within the community. We are extremely grateful to those who hosted placements this year, as well as to those already offering support for the future.”

While some students selected placements aligned with their future ambitions, others chose to explore unfamiliar fields, broadening their understanding of the opportunities available to them. Students embraced the opportunity to work across a broad range of sectors, including engineering and manufacturing, sport and physiotherapy, tourism and hospitality, motor vehicle services, architecture, early years and education, veterinary services, retail, agriculture, and construction.

Employers supporting this year’s placements included Martin Williams (Hull) Ltd, Centrica Energy Storage+, Phoenix Building Systems, the University of Hull Faculty of Health Sciences, Sykes Physiotherapy, RWE Renewables, Patrington Haven Leisure Park, The Deep, Balfour Beatty, and Gasco.

Ahead of their placements, all participating students attended a preparation session where expectations for behaviour and workplace engagement were clearly outlined. Each student received a handbook and detailed placement information, including a bespoke risk assessment. Additional support was provided by Education 2 Work, a specialist organisation that connects schools with employers and carries out essential health, safety and safeguarding checks.

Following their placements, students took part in a structured reflection session to review their experiences, consider newly developed skills, and begin planning their next steps, including one-to-one careers interviews and applications to post-16 education, training or employment pathways.

Meanwhile, to support those unable to secure placements independently, the school has partnered with local education charity Run With It to offer alternative workplace experiences. Around 30 students are participating in the programme, which provides insight into careers within the sports and events industry.

An initial group of 15 students visited the MKM Stadium during work experience week, where they enjoyed a behind-the-scenes tour and explored the wide range of roles involved in running a large sporting venue. During the visit, they met staff including Hull City coach Andy Dawson, alongside professionals working in hospitality, media, operations and security, gaining valuable insight into both matchday and non-matchday activity, as well as the importance of safety, sponsorship and commercial operations.

A second group will take part in a similar experience at Craven Park, with these visits highlighting the breadth of career opportunities available within a single organisation.

Work experience forms a key part of the school’s “Ready for Work” programme, reflecting updated government guidance that recommends students complete a total of ten days’ work experience by the end of Year 11. While this does not need to take place in a single placement, the dedicated week for Year 10 offers a structured and meaningful introduction to the workplace, helping to shape and inform future aspirations.

The programme also aligns with the Gatsby Benchmarks, a national framework of eight guidelines designed to enhance careers education in schools and colleges across England. These benchmarks emphasise the importance of first-hand workplace experiences, including visits, job shadowing and placements, to broaden career awareness and support the development of professional networks.

Students will have further opportunities to explore their options during the summer term, including college taster visits and targeted enrichment activities. Selected students will also take part in outreach opportunities with the University of Cambridge, aimed at raising aspirations, promoting Oxbridge pathways and challenging common misconceptions about higher education.

Employer engagement remains a central focus across the curriculum, and the school welcomes interest from local businesses keen to support future placements or build links with subject areas. For further information, contact Viki Foster at fosterv@wscampus.net or call 01964 611545.

ABOVE: Alfie undertook a placement at Centrica Energy Storage+.

 

ABOVE: Charlotte enjoyed a week of work experience at The Deep. 

ABOVE: Charles was on placement at Russells Agricultural Equipment and Groundcare Specialists in Owstwick. 

ABOVE: Izzy and Lilly spent the week at Holmpton's School House Nursery. 

ABOVE: Students pictured on a tour of the MKM Stadium as part of the 'Run With It' programme. 

The East Riding Mental Health Support Team is hosting a face-to-face Routines and Rhythms Workshop for parents and carers on Tuesday 12th May.

The event takes place in Withernsea High School’s HLC Building from 4.30pm to 6.30pm. 

The two-hour workshop will explore the importance of routines, boundaries and sleep in supporting children’s emotional and behavioural development. Parents and carers will gain a greater understanding of why consistent routines and clear boundaries matter, along with practical guidance on how to use them effectively to support their child’s wellbeing.

The session is open to parents and carers seeking tips and strategies to help create smoother routines and positive rhythms at home.

Book your FREE place online at: https://www.eventbrite.co.uk/e/routines-rhythms-sleep-a-parentcarer-workshop-tickets-1987062359006?aff=oddtdtcreator 

For more information, contact the Mental Health Support Team on 01482 205205, email hnf-tr.eymhst@nhs.net, visit www.connect.humber.nhs/mymhst, or follow @mymyhst on Instagram.

 

A new cycle repair station has been installed at Withernsea High School to support safe, active travel by enabling students to maintain their bikes.

Located within the school’s cycle shed, the station provides students with access to essential tools needed for basic bike maintenance and repairs. The initiative is expected to benefit the school’s existing community of cyclists, currently estimated at around 20 regular riders, with numbers anticipated to rise during the summer months.

The repair station is designed as an all-in-one solution for on-the-go maintenance. It includes a manual pump, a selection of securely fastened tools, including Allen keys and screwdrivers, and dedicated holders to stabilise bicycles during repairs. A recessed tray also allows users to keep smaller components organised while working.

Funding for the project was provided by the East Riding Road Safety team as part of their ongoing collaboration with the school. Withernsea High School successfully applied for the station following a proposal put forward by its Active Travel Ambassadors, a student-led group within the school’s Board for Change.

Nick Richmond, leader of the school’s Board for Change, welcomed the installation, describing it as a practical step towards empowering students. “This repair station is a great example of students helping to shape real improvements in our school community,” he said. “By giving cyclists access to the tools they need, we’re making it easier and more appealing for students to choose active travel.”

Students wishing to use the facility can borrow a key from either the HLC student reception or the main reception before or after school.

The installation forms part of a broader strategy to promote healthier, more sustainable travel choices. By equipping students with the tools to maintain their bicycles independently, the school aims to remove common barriers to cycling and foster greater confidence among young riders.