What's the Buzz?
Every Friday morning, we invite a Hive leader to share their thoughts on an area of school life. If you'd like some bite-sized inspiration over your coffee break, we hope you'll enjoy these short reads.
At the base of the page, you can view our past features. And if you have ideas, advice or issues to share, we'd love to hear from you.
The Five Principles of the SMMA Way
by Daniel Goward, Head of Sixth Form
The SMMA Way is built on five simple expectations: behave kindly, respect learning, strive for 100% attendance and punctuality, engage and persevere, and take pride in the Academy. They are clear, visible and consistently reinforced from Reception to Year 13.
However, if you asked a pupil, a parent or a member of staff to describe what the SMMA Way feels like, they would not usually list those five principles back to you. They might struggle to define it precisely and instead talk about the atmosphere: calm but purposeful, warm but disciplined, ambitious without being anxious. That slight difficulty in pinning it down is not a weakness, but a sign that the culture runs deeper than a set of statements.
In many ways, the SMMA Way is best captured in our motto from James 3:13: “Show by a good life that your works are done by gentleness born of wisdom.” That idea sits at the heart of what we are trying to build. Nothing performative, no slogans (except perhaps our ‘happy and successful’ tagline!), but a way of being that is visible in actions and relationships over time.
The first principle – to behave kindly and show courtesy and respect to all members of the community – is where pupils learn that how they treat one another matters above all else. Pupils are taught explicitly how to interact with one another and with staff, and those expectations are reinforced consistently. In the Primary School and at the start of Secondary, this is modelled and practised through routines, language and structured interactions. As pupils progress through Secondary School and into Sixth Form, it gradually becomes more implicit, reflected in how they respond to feedback, manage disagreement and conduct themselves unsupervised around the building.
The second principle – to respect learning and never disrupt lessons or the learning of others – is vital for the progress of all pupils. Classrooms are settled and focused and we ensure instructions are followed first time. There is little low level disruption and teachers do not need to compete for attention. As a result, more time is spent explaining, questioning and practising, and less time is lost to managing poor behaviour. Where pupils do not meet expectations, sanctions and support are well understood, without reliance on a rigid ‘behaviour ladder.’ See Steve Lovelock’s article, ‘Praise Publicly, Correct Privately,’ for more information.
The third principle – to strive for 100% attendance, be punctual and bring the correct equipment – is reflected in the consistency of pupils’ daily routines. Expectations around attendance, punctuality and being ready to learn are clear and followed through, so they do not become points of negotiation. Over time, this ensures lessons start swiftly and learning begins without delay. By the later years, these habits are well established, allowing pupils to manage their time and responsibilities with increasing independence. See Sarah Brewer’s article, ‘The Essential Eight,’ for more information.
Our fourth principle – to engage and persevere in all lessons and complete all set tasks – is evident in the way pupils approach their work. They are expected to participate, to think carefully and to complete tasks fully rather than superficially. When pupils find something difficult, they are encouraged to persist rather than opt out. Over time, this builds a level of academic stamina that supports success across all subjects and Key Stages. Indeed, our message to the parents is that we are ‘unapologetically academic.’ We see our main objective as equipping pupils with the best possible academic skills and qualifications that give them the widest range of future opportunities.
The fifth principle – to take pride in SMMA and demonstrate the Academy’s values – can be seen in how pupils represent the school and contribute to its community. Standards such as uniform and public conduct are taken seriously, and pupils recognise that their actions reflect on the wider Academy. As they move through the school, pupils take on increasing responsibility, particularly in Year 11 and Sixth Form, where they model these expectations for younger pupils. Perhaps most tellingly, an overwhelming majority of pupils will openly say they are proud to be part of SMMA.
What makes the SMMA Way distinctive is not the wording of these principles, but the way they are lived consistently over many years by both staff and pupils. The aim is not that pupils can recite them, but that they no longer need to. As with the verse from James, it is ultimately shown not in words, but in the life of the community itself.
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That‘s Not Who We Are: The Language of Families – by Vicky Linsley, CEO
That’s Not Who We Are: The Language of Families
– by Vicky Linsley, CEO Hive Education Trust
It is unusual to have the opportunity to start a school from scratch. It has been my privilege to be part of SMMA’s growth from a one form entry Church of England Primary School of 210 children to a Reception to Year 13 Academy of over 1500 pupils.
During the period of growth, we were always mindful of wanting to maintain a focus on the individual - a small-school feel albeit in a large community of learners. Consequently, we have maintained some expensive but fundamentally important structures that underpin the ‘family feel’.
Firstly, we cut the school population into quarters with our House system. Pupils identify visually with their House through the House tie, but also through regular moments of House competition, activity and celebration. From Spelling Bee to sports, the range of activities ensures that all can be seen and feel that they belong. The Head of House, usually a member of staff looking for a first taste of wider responsibility, is the public face of the House at events and is fundamentally there to celebrate and recognise the successes of individuals.
Houses are then split into Family Groups, akin to a Form group but crucially much smaller. This nomenclature is not incidental and reinforces the culture of family and belonging. So a pupil will be in a Family group of 20, named after their ‘Guardian’ (using the key language of Guardian, rather than the more traditional Tutor); for example ‘the Smith Family’ in Year 7, Asia House. If you ask a pupil who their Guardian is, they will respond with that teacher’s name. They understand and use these terms confidently. Their Guardian is the first point of call for pupils and parents/carers, and the child will remain with this Family as they move up the school.
There is still a Head of Year who leads and manages the pupils in the whole year group regardless of House. They are there for the tough love as well as the celebrations!
At every opportunity with groups of pupils, leaders talk about the SMMA Family. In letters home we refer to this too. Some of the visuals around the school reinforce that 'backdrop’ - such as the ‘We hug’ words (which came from Liverpool Hope University) and the paintings of the ‘Jubilee’ children in our main public space, the Forum.
Like all effective family groups, we know the boundaries and routines of family life. We rarely divert from these routines (for example, we have never held a mid-year non-uniform day in secondary) because they keep us on track.
Similarly, we have a shared language that is deeply embedded through our ‘SMMA Way’. This in itself is helpful, because we can say to pupils: ‘That just isn’t the SMMA Way’ or ‘That’s not who we are’ regarding all kinds of behaviour infractions, and pupils understand at an esoteric level what the teacher is getting at. The clear boundaries or ‘lines in the sand’ can similarly be referred to with shared language, for example a teacher asking a pupil ‘Are you refusing?’ would be understood as a very serious moment indeed. (The SMMA Way will be referenced to in several of our upcoming articles: look out particularly for the one by Daniel Goward.)
Finally, this culture of family and shared linguistic understanding comes through a very careful programme of explicitly teaching and talking about the fine detail (embodied in the SMMA Way) as well as highlighting how important it is to the Academy. Nothing is left to chance. We tell the pupils - ‘If you’re not sure, ask an adult’. And really, we say the same to new staff. The result is a rich and deeply understood culture that makes our world go round.
The Essential Eight – by Sarah Brewer, Head of Year 7
The Essential Eight
– by Sarah Brewer, Head of Year 7
It probably won’t surprise anyone to hear that a lot of learning time can be lost before a lesson has even really begun. A missing pen here, no calculator there… it all adds up. And, of course, not every pupil arrives with the same level of organisation or support from home. That’s something we’re very mindful of.
So, we try to keep things simple, consistent, and supportive right from the start of the day.
We talk a lot about preparation being the first step towards success, and we really mean it. For us, that starts with what we call the ‘Essential Eight’—the basic equipment every pupil needs to access learning across their subjects. In Period 1, you’ll see teachers calmly asking pupils to lay everything out on their desks: a blue or black pen, a red pen for improvements, a pencil, ruler, calculator, reading book, pupil diary, and their pencil case to keep it all together.
It’s not meant to be a big, formal inspection—more of a quiet way to set the tone. A chance to get everyone settled, focused, and ready to go. Once that explicit routine is embedded it becomes second nature, and those valuable first few minutes of learning aren’t lost to rummaging through bags or borrowing from friends.
In a Year 7 Assembly that is led every Autumn Term, pupils are reminded that they wouldn't show up for a football match without proper boots or to the cinema without popcorn - so why turn up to school without a pen? We teach them to become independent by packing their bags the night before. However, we are always ready to step in when that independence is still developing.
Of course, we know things get forgotten. They always do! That’s why we’ve made sure there are easy ways to put it right. Our library is well stocked with books to suit all tastes, and reception keeps key items available at a low cost. That balance between high expectations and genuine care runs through everything we do.
The same is true for uniform. We’re proud of our standards, and we’re consistent with them, but we’re also practical and understanding when all is not in perfect order. In the Pastoral Office we keep a full range of spare uniform, including shoes in different sizes and styles. It’s not unusual for a pupil to come and borrow what they need for the day, whether that’s a tie, a blazer, a new pair of black socks or even a spare pair of trousers after theirs has been ripped trying to score a winning goal while playing basketball on the playground. We keep a needle and thread handy to help mend small tears and holes where we can, and we keep parents and carers informed when a replacement is needed.
It might seem like a small thing, but it makes a big difference. A pupil who feels comfortable, prepared, and included is far more likely to engage and succeed. And by quietly removing those potential barriers—whether it’s missing equipment or the wrong uniform—we’re making sure every child has the best possible chance to focus on what really matters: their learning.
In the end, it’s about creating an environment where expectations are clear, routines are instinctive, and support is always there when it’s needed.
Sarah Brewer (on right) leads a school tour for other education professionals, as part of RISE 2026
The Importance of Dungeons & Dragons - by Helen McMahon, Director: Safeguarding
The Importance of Dungeons & Dragons
– By Helen McMahon, Director: Safeguarding
If any of us find ourselves at a loose end on a Tuesday after school, we know there's at least one place in the school where we can be energised and baffled in equal measure.
Follow the faint cries of ‘Let me roll my lucky dice’ and ‘May the odds be ever in your favour’ and you'll soon find yourselves in the company of our charismatic Year 8 Dungeon Master and around 20 eager attendees (overseen, of course, by one of our teaching team). This is the SMMA Dungeons and Dragons Club - and there's no better place from which to start a discussion of the importance of extra-curricular activities.
Dungeons and Dragons Club – like many of our extra-curricular offerings – was established in response to pupil demand. We completely underestimated how popular it would become! When schools come to assemble an extra-curricular timetable, it’s easy to default to the 'Big Three': sports, music, and drama. Those are fantastic, but they don't catch everyone. There’s a specific cohort of students, often the ones who find the noise of the pitch or the pressure of the stage a bit much, who need a different kind of team. This was the cohort of children our D&D club was attracting some four years ago: a diverse group, who found belonging in the fun and fantasy of the game. The club has grown organically over the years since and it's great to see its continuing legacy, both within its walls and around school in the cross-year friendships that have been forged.
We often talk about our mission to inspire and nurture the young people in our care. Part of this involves creating opportunities that may not be readily available outside the school walls. Our Islington location places us in the UK's most densely populated borough, so we make maximum use of the outside space we're lucky enough to have – including keeping chickens, bees and 2 tortoises on our roof garden!
The animals are overseen by our highly responsible Animal Maintenance Team, who are identifiable around school by the AMT pin badges they wear with such pride. As with Dungeons and Dragons, being a member of the AMT isn’t only an opportunity to spend time in an enjoyable way, but also a powerful example of being part of something bigger than oneself.
The clubs schedule is overseen by our Character Education Lead, Juliette Gorb. Along with ensuring the programme is varied and comprehensive, Juliette takes careful note of the cross-section of attendees. In this way, we can make sure we're developing opportunities for children who haven't yet taken advantage of our (entirely optional) extra-curricular offer. By doing so, we aim to fulfil our mission to serve the whole community.
Of course, the Big Three are always an important and popular part of the clubs offer too – and they also contribute hugely to this mission. Mr Oshikanlu's Acting Academy is a great example of a club with broad representation in terms of gender, economic background and Special Educational Needs. As a valuable training ground for our incredible SMMA musicals and plays, we've been proud to see how this club has helped develop excellent representation from young people with SEN in our most recent musical, Matilda.
We run a large number of music groups and ensembles: currently 12, with weekly scheduled rehearsals and more in the run-up to specific events. The performances by our students are often astonishing, and all the more notable as they include pupils who only picked up an instrument in Year 7 by virtue of our MiSST (Music in Secondary Schools Trust) funding that allows every child to learn to play the violin. As a result, talents have been nurtured that may otherwise have lain dormant and unrecognised.
Sports clubs and team training reach a wide group of students. An Elite sports programme is overseen by Mr Shah and also responds to student demand, for example in developing our girls’ cricket teams after an initial uptick in interest. We're now seeing large numbers of our girls at training as we move into the summer months. Elite sports ties are awarded to students who go out to represent the school with extended involvement over at least two terms. Meanwhile, those who simply want to let off steam can take part too, with clubs like Ultimate Frisbee.
Perhaps the most important point to consider about clubs is the need to evolve and review continually. At this time of year, we're discussing when to start the Gardening Club (led by one of our Associate Teachers who happens to be a horticultural expert) and how to arrange the watering of the flowers. We’ve just started a new Art Club for the Lower School. And we are considering what clubs we might offer over the summer months for those children who wouldn't otherwise have any structured evening plans.
While it's logistically challenging, a rich and responsive extra-curricular programme is always worth the energy it takes: for the chance to inspire and nurture our young people, to let them ‘live well together’, and to help them to find their place in our school community.
