Beacon Academy – From Close to Closure to Oversubscribed

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Transcript

SPEAKER_01 0:00

Hello and welcome to the Wellspring Way, the podcast where we get the lowdown from education professionals on what's going on in our schools and the issues affecting the world of education. Now my guest today is a bit of a genius when it comes to creating amazing schools, really. When he became principal of Beacon Academy, it was a school of last resort. It was on the cusp of being closed due to tiny admissions figures and things were well looking bleak. Now it's a thriving secondary school that's oversubscribed. It's one hell of a success story. I'm really pleased to be joined today by Principal of Beacon Academy, Jason Thurley. Jason, it's great to have you on the Wellspring Way.

SPEAKER_00 0:37

Ah, thank you.

SPEAKER_01 0:38

Um so, as I've just mentioned in my intro, it's been one hell of a journey, hasn't it, Beacon?

SPEAKER_00 0:44

Yes, it has, yeah. It was um the the school that was established here for quite some time uh closed in 2010. And then there were seven years where the school sort of switched sponsors between um two dioceses, and and I think at the end of that, I think the turbulence that created sort of three schools in in seven in seven years, and and I think the um sort of course the school at that time was then surrounded by um you know new build academies with you know sort of 25-30 million pound new buildings, yeah. And then the school community here sort of missing out really on the on the proposed new building under the building schools of the future uh scheme. Um meant the school had sort of ended up really as almost like the sort of the poor relation, really. And and so as a result, um uh as as you said in the intro, really became the sort of you know the sort of last choice for parents, etc. We had got to the stage where in sort of a March 2017, you know, the future of the school looked very bleak indeed in terms of potential uh closure, and and that's obviously it was on that date on the first of March, really, that we that the school community found out it was going to join, you know, the Welsh Ring Academy Trust. And and since then, really, you know, it's been a real, a real, a really exciting journey. And I remember I think it was about a week later, I had my first sort of meeting. It was a seven o'clock in the morning meeting with with the CEO Mark Wilson, and I just sort of pushed across a curriculum plan to Mark and said, well, you know, in the event that the school did stay open, because he had months of rumour that the school was closing, um, you know, in this curriculum plan we do need a couple of teachers. And do we know what the school's going to be called? And you know what's the curriculum going to look like? And have I got any budget for these two teachers and what does it all look like for this school that we got to open on the first of September? And so we we went on quite a journey there, really, with you know, engagement um of the community. Obviously, I think my my hairdresser at that time had sort of said, you know, what's the school called this week? Oh my goodness. Yeah, what's the school called this year?

SPEAKER_01 2:40

Right.

SPEAKER_00 2:40

And and so we we really sort of instead of just imposing a name on the community, we really sort of reached out to the community, and the long list of names came from the children, the short list came from the children, and sort of the parents and you know, local residents, um, you know, the sort of you know, the landlady of the local public house that's across the road from the school. Everybody got a a vote in what the school was called, and the same with the with the uniform as well, in terms of you know, we just had sort of we had a number of mannequins, and parents came after school, and kids came down from classes to sort of vote on the particular, you know, there was a talk from the uniform people in terms of the benefit, the pros and cons of each uniform, and and and the same with the logo, really. And and I think the the children had um had sort of identified that the this is the the Beacon Hill area of Cleethorpe's, and then the school and one of the premier schools um sort of 50-60 years ago had been called Beacon Hill. Um so Beacon Academy was voted for, and but obviously where it got into the sort of into the pot initially was the children sort of working out. It was the Beacon Hill area of Cleethorpe, so it had some history, and so so Beacon Academy sort of brings the school back to the local community, I think. And and while I was tipping a respectful nod, really, to to what the school was previously called uh for a long time, a long time ago.

SPEAKER_01 3:53

Um I'm fascinated to know which which um names were on the shortlist but didn't quite make it.

SPEAKER_00 3:58

Yeah, well, there was quite well, yeah, there were some some curious ones. Yeah, there was um there was Beacon Academy, Beacon Hill Academy, Coastal Academy, uh Wellspring Horizon Academy, I think were the last with the sort of the four that were shortlisted. It's quite interesting in terms of you know what the school could have been called and that kind of thing.

SPEAKER_01 4:14

Yes, it's a little bit like naming a child, isn't it? That once you've given them the name, you can't ever imagine that ever been called anything else after that.

SPEAKER_00 4:20

Yeah, that's right, and of course, and it's quite a decision, and then and then going out from there is about given the name changes and the the sort of the turbulence and the instability, it was about really building that sort of brand and and then having that sort of the values and vision really of the school and and why the school was going to be different and really positioning ourselves, you know, as a mainstream secondary school, but a very, very inclusive ethos, and and having those values really and and then communicating those and and then being the living witness to those, and then obviously getting sort of staff to to join us on the journey, as well as the staff that had been here through, I suppose, you know, um previous thin times really, and and so we we opened on the 1st of September 2017. Uh the school, the year before um the school had joined uh Wellspring and became Beacon, I think it shrunk to just 192 pupils.

SPEAKER_01 5:11

Goodness me, I mean that's incredibly small for a secondary, isn't it? A mainstream secondary.

SPEAKER_00 5:15

Yeah, it is, and I mean it's it's the size of a of a year group, really, essentially, within the school, and we had um, and certainly we we I mean the first year 11 class of Beacon Academy, the class of of 2018, um, had sort of 28 pupils, and I think just over half of those had joined the school, you know, having had unsuccessful school experiences elsewhere. And and so we've um we've grown from there, from the you know, from from those low numbers that we had sort of 2015-2016 to you know just under 600 uh students on the school roll now, and and and as you said, um Elizabeth, um, you know, we we are sort of oversubscribed. We've we've moved our pan from you know 100 to 120 to 125, now 150, and and having waiting lists um in those year groups, and so it's been that's just a phenomenal, phenomenal kind of success story.

SPEAKER_01 6:09

How do you manage to change parents' minds, the community's minds? Because like you say, this was a school where you know it was the last resort. Yeah, um, yeah. How do you how do you change that that um psychology and parents to sit to see actually this is an amazing school now? I want to send my child here.

SPEAKER_00 6:26

Yeah, it's it's certainly not overnight. I mean it's day-to-day hard work from the staff team, yeah, really. And it's um it's having those values and staying true to those values, really. And and that's hard, and but yeah, it's employing and trusting uh the right staff, and we're really, really lucky um the school community with the staff team that we've got. Um, you know, we've got a fantastic uh team, you know, professionals that uh teaching pastoral, you know, administration and tendons safeguarding and really drawing from those experiences, and but it's day-to-day. I mean, all schools can market themselves and say this and say that, and of course, all schools have banners on fences and that kind of thing, uh, as we do, and um, but um you find out how good a school is, you know, from the hairdressers, don't you? Really? Um it's the word of mouth.

SPEAKER_01 7:14

It's the word of mouth that really tells you the truth, isn't it?

SPEAKER_00 7:17

Yeah, and it's um, and so it's really it's just um, and I think for us, our core core job really for everybody in the school, and particularly the leaders of the school, is to ensure that the children's experience just on a day-to-day basis, you know, it's a good experience, they go home having a good day, and and of course, and that requires you know leaders to be on playground duty, on break duty, you know, on the corridors, on the gate, you know, this kind of thing, and and being very rooted in the sort of the operational for the day-to-day experience of the children, and sort of the strategic then comes really at the evenings, you know, and after school and that kind of thing. And but yeah, it's just it's slowly, and in answer to your question, Elizabeth, it's it's slowly, but it's yeah, it's through that sort of day-to-day, just the children having a good experience, and then those children going home having had you know a good experience, and then the parents then, well, my kid goes then, you know. Yeah, they're doing really well.

SPEAKER_01 8:07

Consistency, isn't it? It's anything.

SPEAKER_00 8:09

Yeah, and I think for us it's been about um the parents sort of not sending their child to what they perceive maybe to be an exam factory where they sort of feel their child's anonymous, you know, in a sort of a year group with you know, 300 children in it. And I think for us it's about um sort of knowing knowing the pupils, um, giving them opportunities, um, particularly with extracurricular and trips and clubs and you know participation in a wide range of sort of you know sports teams or performing arts events and humanities trips and art art experiences, and really sort of focusing on the whole child and and having a real focus on all the children, not those, not just those that are going to give you you know grade nines or you know the old GCSE grade C's and this kind of thing. I think um we do ensure that all the children really have you know have their first choice um option subjects um when they choose an option subject, you know, even if seven kids want to do textiles, we'll we'll find a yeah, find a way and of you know getting a member of staff and it fitting in the timetable. Obviously, the deputy that writes the timetable doesn't isn't particularly appreciative of that thing because it's quite a challenge. And um it's about yeah, making sure they have those first choice options and and now enabling the children to pick the option subjects which which which are in their interests and fit their interests and aspirations and not you know sort of dragooning or steering uh children down um sort of pathways which sort of make the school look better in league tables, um, but maybe not what the child wants to particularly do.

SPEAKER_01 9:39

Yeah, because I noticed you mentioned banners outside schools, and you uh you have some fabulous banners outside Beacon. Um, talking about exam results, so whilst it's not you say it's not your why, you've got some pretty good ones this year.

SPEAKER_00 9:51

Yeah, we're we're we're pleased. I think we're significantly above the average for uh Northeast Lincolnshire. Yeah. And I think we compare favourably in terms of the progress rate measure with um, you know, locally within Northeast Lynx and across the region, really, in terms of Yorkshire and Humberside. Um I mean, like I say, we do we do make decisions around sort of curriculum, etc., which we know you know aren't aren't gonna, you know, might might particularly affect our progress rate score, but if it's in the best interest of the child, then that's fine. So, you know, we don't um yeah, we don't sort of force kids down sort of curriculum entries and that kind of thing. And you know, according to you know, forcing kids down sort of e-back routes or you know, this kind of thing. And and so, you know, if they want to, absolutely. And we do have the high aspirations for the children, but we don't um but yeah, we we um but yeah, we are we are pleased because I think our our results do um you know do compel compare well, um certainly within sort of northeast Lincolnshire, uh certainly within Northeast Lynx, yeah.

SPEAKER_01 10:49

Which um goes to show, doesn't it? It's a brilliant example of how you don't have to do things the expected well what's expected in a lot of schools these days, which is like you say, this exam factory style, very strict, you know. We we've we've read all the stories about some other practices in some schools in terms of discipline. Um but your approach is totally different to that, but yet you've not sacrificed on results at all, really.

SPEAKER_00 11:15

No, no. Um no. I mean we you know we do persevere with the children, do give children opportunities, and I mean we've actually, you know, in in all our year groups, really, we've taken in children from from other schools who have had another local schools, and you know, not children that have, you know, um moved into the area particularly, but children haven't moved house but joined us from another local school where they're not in our catchment. And but yeah, we've taken those those students on, and then where they weren't successful elsewhere, and maybe sometimes we're with threat of being removed from those schools. Um the staff team here have been able to work with the young person, work with the uh work with the families, and then that child's gone on and done really well in their GCSEs, then moved into you know post-16 destinations at college, and and in some cases been part of our prefect team and our student leadership team. And um one particular boy that um we took in from uh who we took in from a couple of schools now, now runs his own business, and you know, we now employ him.

SPEAKER_01 12:11

Um is this Bailey, who I see on Twitter quite a bit. Yeah, yeah.

SPEAKER_00 12:16

Yeah, so we employ um um Bailey, but Bailey is by is by no means an isolated example. You know, we have other students, you know, um that have joined the school since that have gone through and done their parts through the school since that are now you know doing well at college and you know, and on post-16 courses. We invested in sort of you know the positive regard and sort of the relational approach with the students and we have high expectations, but we do have sometimes flexible consistency and with the with the pupils and a pragmatic approach, really. Um we don't particularly into sort of punishing kids for things which aren't their fault, you know, if they're not sent to school, you know, in in the right footwear and that kind of thing, then obviously we'll work with the parents and work with the students on there. And we don't have an approach that you know, right, you know, you're in the wrong coloured socks or your trousers aren't wide enough, so you you know, you know, go into some sort of behaviour unit within the school. And and so we don't have we don't have that approach. Um equally we do have we do invest heavily and we have a very strong pastoral team of experienced staff who support um the young people who aren't who don't teach during the day, so they're more responsive to you know to issues that occur.

SPEAKER_01 13:26

Ah, so they can have a different sort of relationship with that. Absolutely, yeah.

SPEAKER_00 13:30

And and also I think can I think this is this is strong for the for the teachers at the school because um the teachers then can you know can concentrate on the teaching and the planning and the marking and and you know, and obviously with that with the support from the pastoral team around them. And yeah, and equally we've you know we've employed sort of primary school teachers at the school to help with the transition. We have a fantastic sort of um, you know, um Senco and SEM manager that work with the that work with the students as well. And so, yeah, there's a lot of sort of professionals within the school that are really supporting the young people.

SPEAKER_01 14:00

Yeah, you've just reminded me when you mentioned about the um the transition. You do really interesting things, don't you, in terms of how you how you um bring people in from primary primary level and support them into the secondary.

SPEAKER_00 14:12

Yeah, absolutely, Elizabeth. We got um we've employed some um some primary school teachers at the school, and so we've um and um created the sort of the project-based learning approach, and this isn't a you know a nurture group and that kind of thing. These are sort of serious, you know, qualified key stage two sort of teachers that know the key stage two curriculum well, they know you know where the kids should be at the end of year four, year five, year six, and obviously in in like us, like many schools, um, you know, children do come to us who you know aren't secondary ready in terms of their levels or their you know their social skills. And so we have the sort of the project-based learning approach, which is a sort of really to sort of accelerate, you know, and real that real sort of catch-up. And in the sort of primary-based model, so they do have us, they do have their own room and um which they and they do it in a project-based learning approach, but only for sort of 50% timetable. The other 50% of the week they are out in normal secondary and you know, in PE and DT and science and art, yeah and but they're having that sort of catch-up really, and with a sort of a teacher who has taught key stage three, but is a key stage two uh train key stage two practitioner, so they sort of know where they are and where they need to be, and and sort of if you like provide that bridge, and and also where some of the pupils would find it quite sort of you know uh daunting coming from, you know, a primary setup of you know, maybe sometimes it's a it's a one-form entry primary school of 19 kids in a year, yeah. You know, it's one class, and the primary school itself is is quite small, and then they come to quite a sprawling vast secondary site, and and so with you know 13 different teachers, and you know, and um it's it's such an overwhelming thing, isn't it?

SPEAKER_01 15:52

I mean I've got experience of that with my own, and going from a tiny little village primary to a huge secondary, yeah, and expecting them to be able to adjust to that very place is is it's a lot for you for young people.

SPEAKER_00 16:04

Yeah, absolutely. I mean the vast majority of the kids are absolutely fine and you know, and sort of you know, like you know, are sort of glad they're at secondary and it's more grown up and that's where they are, and uh but there are some students who yeah, can find that transition more difficult, and so that's where we've instead of sort of the children sort of floundering, we've sort of put that bridge in place for some of the students to support them, and then obviously, and then into year eight, they go into the school as normal. Uh, we started that sort of five, six years ago, so we've now got students who you know sat their GCSEs last summer, um sit in their GCSEs this summer who came through that approach and have done well and are thinking, well, they might have really, really struggled and it might have been gone very differently for them and they had not hadn't had that support. Yeah, it's always interesting when you employ primary teachers because you when you give them their timetable and they see some gaps, and you go, Oh, the type there's there's a mistake. I've got gaps, like what's wrong? It's not complete, it's not it's not filled in properly, and you go, Well, no, there you you know, they're planning planning time. Oh, right. Well, in primary school, you you just taught all day and then you went out on duty with the kids and that kind of stuff, and so yeah, it's been you know it's been a it's added it's really added value to the school.

SPEAKER_01 17:11

Um the other thing I wanted to have a chat with you about is um you mentioned that this school didn't get the um building schools for the future funding, um, and it is it is an old building, but you've got an exciting project underway. Tell us a little bit about that.

SPEAKER_00 17:26

Yes, we were um I think it was July 2021, the school was named in wave two of the DFE school rebuilding programme, and so the school's had quite a um quite a long feasibility, and obviously it has come through visa feasibility about the building uh potentially uh a brand new school uh for the community, and we're at the sort of bidder stage now, and so looking at perspective uh bidders to build the school. Um obviously with a with a with a project of such size, you sort of you don't get expectations, you know, you sort of take each stage at a time. And but yeah, but certainly it's um you know it's a really really exciting um for the school community here. We've had fantastic support from the trust through the um leader of capital and assets, the CEO, the deputy CEO, and um, you know, so we've had fantastic support here from the trust and estates um that have been supporting with that. So potentially we've got a brand new sort of three-scorey building to be built on the edge of the field, actually, which is exciting because it doesn't mean temporary accommodation.

SPEAKER_01 18:29

So you'll stay in here while the new facility is being built.

SPEAKER_00 18:32

That's right, Elizabeth, yeah, and certainly we've and I think we're the trust and um I think about three and a half million pounds has been spent on this site um since 2017. And so so the site here has been sort of transformed to some extent with the with what with the what's been spent and um on it. And it's um yeah, it does create where they where we can actually in enjoy the benefits that have gone into this site, watch the new school be built, move into the new school, and then watch them sort of, I suppose piece by piece take down uh the existing school and then build the sort of landscape and the hardstanding areas for you know car parking and football pitches and and tennis courts and things, and so um that'll be you know a really really exciting, especially for a small community here that's again is surrounded by schools which have had brand new buildings or multi-million pound sort of partial rebuildings, and for us then to get a sort of for us to have our finally have our turn, really, uh would be fantastic, yeah.

SPEAKER_01 19:31

Yeah, and will that affect the amount of pupils that you can have here? We will that increase?

SPEAKER_00 19:35

Um potentially, yeah. I mean we've um we have sort of raised our pound to 150 based on the the demand for for places, and so we've this will just be sort of a a gradual, you know, as a year group leaves, 150 come in. We won't go to more than 150 because I think if you go more than 150 and and go more than 750 uh capacity, I think you become a different school uh that we are and you lose what makes Beacon special.

SPEAKER_01 19:59

Absolutely, yeah.

SPEAKER_00 20:00

And then there's worry then that you do then get kids that do go through the school under the radar and and etc. And so we I think we go to the sort of the upper level really of what we can, you know, of what we can accommodate whilst whilst retaining our our ethos, and of course that is so important to us, and it's been important really from day one. Um, and and you know, and it's it's really happy to say that obviously even like you know, Mark, the CEO has absolutely supported that and that you know the school mustn't lose its sort of values and how everything went. Um and so it's um yeah, so we will we will we won't take any more than 150 because once you you you do that you do become a sort of a different school, but yeah, but it was the potentially a 750 place school um that's being built, a brand new school that's being built on the site, which um and the opportunities and for that in terms of you know creating a a more fit-for-purpose site than we've got because as a sort of a 19 sort of fifties building, we we haven't got enough specialist science labs moving forward, and you know, the entrances at the back of the school, and you know, there's there's things that are in the wrong place that aren't logical, um, where the school is.

SPEAKER_01 21:08

Yeah, exactly 70 years.

SPEAKER_00 21:10

Yeah, well, over the last decades, and where people, you know, different come in. Oh, I'm gonna put a dance studio there, and I'm gonna put this there. And so to have it where, you know, to have everything sort of logically placed on a in a flow and it's um, you know, and obviously in the opportunity to create sort of modern and outstanding facilities uh for the young people in the community is um yeah, it's fantastic, and well, yeah, I just it can't can't happen quickly enough for me, really.

SPEAKER_01 21:35

It's such a vote of confidence, isn't it, in you and the team from the DFE, you know, to say yes.

SPEAKER_00 21:40

Yeah, absolutely, yeah. We're really, really, really privileged, really, um, to be to be selected. I think it was only 50 schools in the country in wave two. And so to be the only one within this region to to to get that. And and I think where, you know, like I say, yeah, it is a where the school community here has missed out on the the facility. And the funding, and it was um to for us to sort of finally get that and to have a a transform site here is really exciting indeed. Yeah.

SPEAKER_01 22:08

Yeah. Wow, we look forward to um what do they call it when they put the first break in the ground?

SPEAKER_00 22:12

Yeah, the break of the ground, yeah, and topping out, you know, against the highest point. Exciting points, yeah.

SPEAKER_01 22:18

We look forward to to kind of following all that as it as it starts to happen.

SPEAKER_00 22:21

Yeah, lucky.

SPEAKER_01 22:22

Um right then. One thing that we always like to do on the Wellspring Way is a quick fire round to kind of get a little bit of an idea on what your home school days were like. Oh, okay. Yeah. So very straightforward. Christmas Fair or Summer Sports Day?

SPEAKER_00 22:37

Um Summer Sports Day.

SPEAKER_01 22:40

Um English literature or English language?

SPEAKER_00 22:43

English language.

SPEAKER_01 22:44

Oh, was that?

SPEAKER_00 22:45

Oh, yeah. Um, it was just a stronger subject for me, really. You just were better at it. Yeah, absolutely, yeah, yeah.

SPEAKER_01 22:52

Um packed lunches or school dinners?

SPEAKER_00 22:55

Um school dinners. Yeah.

SPEAKER_01 22:56

You had good school dinners in your school then?

SPEAKER_00 22:58

Yeah, it was um, yeah, it was yeah, I preferred school dinners, I think. I just preferred the fact that it was, yeah, especially this time of year, I've preferred it was hot food actually, as opposed to savages and a box of sun-made raisins and that kind of thing. Yeah, yeah.

SPEAKER_01 23:12

Music or drama?

SPEAKER_00 23:13

Uh music.

SPEAKER_01 23:14

Do you music?

SPEAKER_00 23:16

No, not talented in either. Um in terms of yeah, so it was yeah, it's one of their not two of the strongest categories for me, but uh but yeah, out the two music, yeah.

SPEAKER_01 23:27

Choose music. Athletics or team sports?

SPEAKER_00 23:30

Team sports, no question.

SPEAKER_01 23:32

Which would what's what was your favourite?

SPEAKER_00 23:34

Uh oh, football, football, yeah, yeah.

SPEAKER_01 23:36

Yeah, because you you like to have a kickabout with um in the playground now, don't you? Yes, I do, yeah, yeah.

SPEAKER_00 23:40

I'm not very good. Uh the yeah, the kids are miles better, I'm pleased to say.

unknown 23:44

Yeah.

SPEAKER_01 23:45

Exams or coursework?

SPEAKER_00 23:47

Uh coursework. Um I think um I think exam I think just having exams, I think places a lot of pressure on the kids. I think it's all on the day. I think the amount of times you have children see exams, you think, well, you know, it's it, you know, the wrong question comes up, and if that question had come up, I would have, you know, you would have done well in that. You know, the you know, the eight mark question was on an area I found quite difficult. Or if you know, I'd have been absolutely oh, you know, we I think all even from uni you talk about, you know, teams like things like you know, what topics and subjects come up. Yeah. And so I think with coursework, um, I think it gets a spread, you know, I think um you do actually get more accurate um grades because I think it really it really reflects the child's ability as opposed to it not just being all on the day.

SPEAKER_01 24:34

Yeah, there's a lot of luck, isn't there, with exams. Yeah, I think so. It's effort as well, you know. We people who put a lot of effort in deserve deserve a reward for that.

SPEAKER_00 24:42

Centre assessed grades in the pandemic, um, where schools were looking at um, you know, uh a range of evidence beyond just sitting a one-off exam, you know, in the summer. And it was interesting uh where where you know those those two year groups really got GCSE grades based on mock exams, you know, coursework, extended pieces of writing, and this kind of thing. And I think that was uh a better flow of evidence, really, than just than just the the one-off exam, where for some kids the wrong question come up or yeah, or you could just be having an off day and not be feeling well, yeah, all that kind of stuff.

SPEAKER_01 25:16

Yeah. Um finally, last question, and I ask this to everybody that comes on. If I could give you a magic wand and you could change absolutely anything you want about the education system, um, don't worry about kind of what funding or anything like that. Anything you want to do, you can do it. What would you do to make the education system better in this country?

SPEAKER_00 25:37

Um it'd be from I think you'd have to be able to review of Ofsted and League Tables. Um and I think but if you could do anything with any any funding, I think would be school facil um, you know, school buildings and facilities really uh for the young people. And I think more and I think far more facilities really for you know other professionals to come in, you know, you know, especially sports coaches, you know, and sort of the whole sort of extracurricular after schools. The schools become really hubs of the local community.

SPEAKER_01 26:06

Yeah, I think that's a that's a great idea, actually, kind of more more community focus, that that funding to be able to really really improve things for everyone.

SPEAKER_00 26:14

Yeah, that'd be great.

SPEAKER_01 26:15

Yeah, that's brilliant. Thank you ever so much for joining us and telling us a bit about Beacon. It's such a great story. Yeah, this this place is fabulous, and I can't wait to see what happens with the new build. Um, next time I'll be joined by Sarah Parker, principal designate at Well Springs New Post 16 Cent School, Trent View College. She'll be talking to us about the challenges and opportunities of creating a brand new school from scratch. Until then, thanks for listening. See you next time.