Pupils at Exwick Heights Primary School have been praised for reading regularly to care home residents over the phone as part of a scheme bringing schoolchildren and older people together.

Three pupils were recognised at a special school assembly after each completing ten or more reading sessions for residents at Cadogan Court care home in Exeter, earning certificates of achievement for their commitment.

The children take part in the school’s “Silver Readers” scheme, which was launched several years ago in partnership with Cornwall-based charity Silver Stories. The initiative pairs primary school pupils with older people, known as “Silver Listeners”, who receive a weekly phone call during which the children read aloud to them.

The project aims to combat loneliness and isolation among older residents by linking them with local schoolchildren, while giving pupils the opportunity to build confidence and empathy through regular reading sessions and shared conversations.

Exwick Heights Primary School, part of the Ted Wragg Trust, places a strong focus on kindness and community involvement, encouraging pupils to build positive relationships with both their peers and the wider community.

Supporting pupils to become responsible and considerate members of society is a key part of the school’s curriculum, with initiatives such as Silver Readers helping children understand the importance of contributing to their community.

Mrs Gemma Wills, headteacher at Exwick Heights Primary School, said:

“We are so proud of our pupils’ commitment as Silver Readers. They’ve brought joy to the residents at Cadogan Court while growing in confidence and empathy themselves.“

Moira Marder, CEO of the Ted Wragg Trust, said:

“Projects like Silver Readers show how schools can make a real difference in their communities. The pupils’ dedication not only supports older residents but also helps them grow into thoughtful, caring young citizens.”

Two talented students from West Exe School cooked up a storm at the Devon Future Chef Local Final.

Evie F wowed with her cheesy vegetable pasta, while Ruby C delighted judges with her tasty vegetable curry.

Springboard Future Chef is the UK’s largest schools-based culinary competition, supporting students to build practical skills, confidence, and knowledge while connecting them with industry professionals.

West Exe School, part of the Ted Wragg Trust, prides itself on providing students with opportunities to shine both in and out of the classroom, encouraging curiosity, ambition, and practical skills that prepare them for future education and careers.

The school also offers a food preparation and nutrition course which develops strong culinary skills while building a clear understanding of food science, nutrition, and healthy eating. Students gain the confidence and knowledge to make informed food choices and to plan and prepare affordable, nutritious meals. The course encourages creativity in the kitchen while equipping students with essential life skills that support personal wellbeing and the ability to cook for others.

Ruby and Evie, West Exe students said:

“We really enjoyed the experience, it gave us an opportunity to improve our cooking skills and knowledge.”

Julie Fossey, headteacher at West Exe School, said:

“Evie and Ruby represented the school brilliantly. It's a joy to see them put their skills into action and live out their love of cooking in a real-world setting.”

Students at St Luke’s Church of England School have taken part in an inspiring session to develop skills for supporting their own mental health and that of their peers. 

The workshop was led by Paula Baker, from HeadsUP Mental Health Awareness CIC, a Devon-based charity that helps young people build confidence, resilience, and wellbeing.

During the session, students explored personal strengths, learned strategies for looking after their mental health, and discussed ways to support friends and classmates.

Students discussed a wide range of factors they feel can affect their mental health, both in school and outside of it, before putting forward their own ideas about how the school can best support them in managing these challenges. Many of the points raised highlighted existing support already in place, which was reassuring for school leaders to hear. One of the most significant measures identified by students was the use of Yondr pouches, with many expressing that social media has the greatest impact on their mental health and that limiting phone use during the school day has been particularly beneficial.

St Luke’s, part of the Ted Wragg Trust, places a strong emphasis on both academic achievement and pastoral support, aiming to provide students with the guidance, resources, and care to help them thrive in and out of the classroom.  As part of this, the school offers a range of support, from Poppy the therapy dog to wellbeing drop-ins and access to the school counsellor, and student Mental Health Ambassadors have played a vital role in strengthening student support services.

Last year the school was awarded the Bronze Mental Health Charter Mark, a recognition of their strong and ongoing commitment to supporting the mental health and wellbeing of both students and staff. 

Mr Harrison Littler, headteacher at St Luke’s C of E School, said:

“Our thanks go to Paula for leading such a useful and insightful session. Learning how to look after themselves and support others is an important part of school life, and our students approached it with genuine enthusiasm and thoughtfulness.”

Moira Marder, CEO of the Ted Wragg Trust, said:

“Workshops like this highlight the importance of providing students with tools to build the resilience and confidence they need to look after their wellbeing and care for each other. We’re proud of the students and staff at St Luke’s for their continued work to strengthen their inclusive and compassionate culture and this workshop is an important step in ensuring every student feels equipped to thrive both in and out of the classroom.” 

Pupils from Whipton Barton Federation took part in a lively drumming workshop exploring the rhythms and storytelling traditions of African culture.

During the session, led by Allan Kerr from Shumba Arts, year 5 children learned how to play traditional djembe drums, explored call-and-response rhythms, and worked together to create shared musical patterns. 

Alongside developing rhythm, creativity and coordination, pupils also learned about the cultural significance of the music and its role in community life.

Shumba Arts is a community arts organisation that delivers workshops and performances inspired by pan-African traditions, with a focus on creative participation, wellbeing and community connection.

Experiences like this support Whipton Barton Federation’s approach to learning beyond the classroom, giving pupils opportunities to develop cultural awareness and a wider view of the world. The school, part of the Ted Wragg Trust, is already looking forward to welcoming Shumba Arts back next year.

Louise Moretta, Executive Headteacher at Whipton Barton Federation, said:

“The children had a brilliant time at the workshop. It was a great opportunity for them to try something new and learn more about African cultural traditions. We are very grateful to Allan and Shumba Arts for making it such an engaging and enjoyable experience.”

Moira Marder, CEO of the Ted Wragg Trust, said:

"Workshops like this help bring learning to life. Pupils get the chance to explore new ideas, build confidence, and develop skills that stay with them beyond the classroom."

Children from Exwick Heights Primary School enjoyed a hands-on visit to Powderham Castle, exploring the historic building and taking part in practical activities inspired by life in the past.

During the visit, Year 2 pupils baked traditional griddle cakes, helped with household tasks such as dusting the chapel and beating carpets, and explored the castle’s rooms and hidden doors. 

They also practised bows and curtseys, giving them a glimpse into everyday customs from earlier times.

At Exwick Heights, which is part of Ted Wragg Trust, the history curriculum aims to develop curiosity about the past and help pupils build understanding through exploration, discussion and first-hand experiences.

Powderham Castle, a Grade I listed fortified manor house near Exeter, provided a memorable local setting for the visit. Despite the wet weather, pupils remained engaged throughout the day and returned to school with plenty to talk about.

Gemma Wills, Headteacher at Exwick Heights Primary School, said:

“It was wonderful to see the children so engaged and curious throughout the visit. Experiences like this help bring learning to life and give pupils a real sense of the past.”

Moira Marder, CEO of the Ted Wragg Trust, said:

“Visits like this show how learning can be enriched through exploration and first-hand experiences. It’s great to see pupils engaging so positively and thoughtfully with local history and heritage.”

Students at Sidmouth College have been recognised for their strong performances in the UKMT Senior Maths Challenge, a national competition designed to stretch and challenge mathematical thinking and problem-solving skills. 

Bronze and Silver awards are given to high-scoring participants, placing sixth formers among the stronger performers nationally.

Staff at Sidmouth College praised the students for their success, noting that it reflects the school’s maths curriculum, which develops fluency, creativity and confidence in problem solving. 

The achievement also reflects the school’s focus, as part of the Ted Wragg Trust, on preparing students for further study, work and everyday life while supporting high aspirations and academic excellence.

Mr Alex Evans, Headteacher at Sidmouth College, said:

“Our students did brilliantly in the UKMT Challenge. It’s fantastic to see their hard work recognised on a national level.”

Moira Marder, CEO of the Ted Wragg Trust, said:

“Opportunities like the UKMT Challenge allow students to test their skills and gain confidence in their learning. We are proud to see Sidmouth students excelling and embracing challenges that prepare them for the future.”