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John Henry Newman Catholic College is a secondary school in Solihull, supporting 720 students through the Skills Builder Accelerator programme. Senior leaders committed to the programme to strengthen the school’s overall careers strategy and holistic personal development offer. The school sought to equip all learners with the confidence, character, and competence required for life after school, helping students overcome barriers to social mobility and aligning closely with the Gatsby Benchmarks.
Overall impact
By embedding the Skills Builder Universal Framework 2.0, the school established a shared language for essential skills across Key Stages 3, 4, and 5. The initiative empowered teachers to explicitly teach and recognise personal growth alongside academic progress. Staff upskilled through targeted training modules and check-in questionnaires, creating a structured foundation across the Personal Development (PD) curriculum that heightened student aspirations and engagement.
Keep it simple
The school integrated the Framework across its Personal Development provision. Key Stage 3 to 11 PD booklets were updated with explicit Skills Builder icons, linked skills, and reference badges on every topic. Skill achievements were regularly rewarded on Class Charts using dedicated PD skill buttons. Furthermore, student effort was celebrated through half-termly certificates and end-of-year Head of Year award ceremonies. Staff engaged with training videos and completed comprehension checks to ensure consistent delivery.
Start early, keep going
The journey began in Key Stage 3, building upon foundations established by local feeder primary schools. Dedicated weekly PSHE and PD lessons provided structured opportunities for Years 7–9 to learn and practise skills. The framework was expanded through to Years 10–13 during form time and specific PD blocks. Visual reminders and classroom displays reinforced skill icons throughout the learning environment.
Measure it
Progress was measured using reflective logs and student passports, allowing learners to self-assess and track their developing skill sets. Teachers used regular formative assessments within PD lessons to gauge confidence and pitch instruction accurately. This reflective approach enabled staff to identify strengths and target areas requiring further reinforcement without relying on formal testing.
Focus tightly
The school completed a comprehensive review of its PD curriculum to dedicate explicit time to skill instruction. Essential skills were logically sequenced across year groups—such as prioritising listening and Speaking in Year 7, and Speaking and Problem Solving in Year 8. Timetabled fortnightly PD lessons in Key Stage 3 and designated form time blocks in Key Stages 4 and 5 ensured targeted instruction took place alongside statutory RSHE content.
Keep practising
Skills were applied consistently across wider school experiences. All Year 7 students completed a social action project incorporating the full suite of skill badges. Year 8 students completed shifts as student receptionists to develop employability skills. Additionally, Year 10 and Year 12 students used tailored skills preparation booklets to ready themselves for work experience placements.
Bring it to life
Real-world context was central to the school’s strategy. Practical initiatives like the Year 8 student receptionist programme gave pupils hands-on communication practice. Year 7 social action projects connected classroom learning to community impact. External work experience placements for older students allowed them to apply essential skills within workplace environments and reflect on their personal development afterwards.
What's next
For the upcoming academic year, the school will introduce a discrete, standalone Personal Development curriculum for Key Stage 4, featuring embedded Skills Builder booklets in Autumn Term 2. The school plans to launch new social action projects, including an awareness initiative focused on homelessness. An all-staff INSET presentation before the autumn term will reinforce skill links, while regular PD newsletters will further engage parents in their children's skill development.
