Martin visited Hestia School in Brigg recently to celebrate the school securing the prestigious Beacon Schools Quality Mark award.
The accolade, awarded by the UCL Centre for Holocaust Education, recognises the school's outstanding work in enhancing teaching and learning about the Holocaust. During the robust accreditation process, assessors were particularly impressed by how Hestia School successfully made Holocaust education accessible to its students with Special Educational Needs and Disabilities (SEND).
During his visit, Martin met with pupils and staff and took part in the unveiling of the award alongside representatives from the UCL Centre for Holocaust Education.
The UCL Centre is the world-leader in research-informed education about the Holocaust. Established in 2008 by a founding grant from Pears Foundation and the Department for Education, the UCL Centre works with thousands of teachers in-service and in-training every year. Underpinned by landmark empirical research, the UCL Centre employs an evidence-based approach to teacher training which is directly responsive to the needs and issues facing teachers and schools.
Following the visit, Martin Vickers MP said: "I was delighted to visit Hestia School to congratulate the staff and students on receiving the Beacon Schools Quality Mark. This award is a testament to the hard work and dedication of everyone at the school.
"Learning about the Holocaust is vital for young people, particularly as we are seeing a shocking rise in antisemitism in recent years, along with other forms of bigotry, racism and prejudice. As such, it is incredibly impressive to see how Hestia School has made this complex subject accessible and meaningful for its students. The school is a fantastic local asset, and the whole community should be proud of this well-deserved national recognition."
Andy Pearce, Director at the UCL Centre for Holocaust Education said: “We are delighted to award Hestia School our Quality Mark for Holocaust Education - an achievement that recognises its exceptional, research‑informed and deeply human approach to Holocaust education. Attaining this status is a powerful reminder of the difference that is made by evidence-based approaches to teaching and learning about the Holocaust; by the commitment of school leaders to Holocaust education; and by deeply invested teachers who enable young people to develop secure knowledge and understanding of this important history.”
