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RAISING ASPIRATIONS THROUGH AVIATION

www.aerosociety.com@aerosociety

June 2018

Evaluation of the Schools Build-a-Plane Challenge

3RAISING ASPIRATIONS THROUGH AVIATION

About the Royal Aeronautical Society (RAeS)

The Royal Aeronautical Society (RAeS) is the world’s only professional body and learned society dedicated to the entire aerospace community. Established in 1866 to further the art, science and engineering of aeronautics, the RAeS has been at the forefront of developments in aerospace ever since.

The RAeS seeks to; (i) promote the highest possible standards in aerospace disciplines; (ii) provide specialist information and act as a central forum for the exchange of ideas; and (iii) play a leading role in influencing opinion on aerospace matters.

The Society is a registered Charity and seeks to ensure public benefit of its activities. Careers and Skills department at the RAeS was established in 1997 and works to support people seeking employment in the aerospace and aviation community and provide a programme of outreach activities for all ages. The RAeS’ work with young people broadly fits around the following objectives:

• Encourage those with an early interest in aerospace and aviation• Spread the word about what being involved in the industry can offer• Support and retain talent within the industry

The RAeS is an associate member of the Aviation Industry Skills Board (AISB) and participant in the Aerospace Growth Partnership (AGP), including the Skills Working Group.

About Boeing

Boeing is the world’s leading aerospace company and the largest manufacturer of commercial and military aircraft, with capabilities in rotorcraft, electronic and defence systems, missiles, satellites, launch vehicles and advanced information and communication systems. Boeing has a long tradition of aerospace leadership and innovation. The company continues to expand its product line and services to meet emerging customer needs. Its broad range of capabilities includes creating new, more efficient members of its commercial airplane family; designing, building and integrating military platforms and defence systems; creating advanced technology solutions; and arranging innovative financing and service options for customers. Boeing UK employs more than 2,200 people at numerous sites across the UK and Ireland and is experiencing solid growth. Boeing’s long-standing relationship with British industry, the Armed Forces and the aviation industry dates back to the 1930s. Since 2015, Boeing has spent £5.6 billion with more than 250 UK suppliers and the company supports 12,700 jobs in the tier one UK supply chain,

in the process enhancing skills, facilitating exports and generating intellectual property.

Acknowledgements

The Royal Aeronautical Society is grateful to all those who provided their support to the Schools Build-a-Plane Challenge.

Our special thanks to Boeing UK whose continued support and encouragement enabled teachers and pupils to access new opportunities and without which the programme could not have taken place.

Our thanks also to the Light Aircraft Association (LAA) and its members for enabling the RAeS to access further expertise and knowledge.

Our thanks to all the teachers, whose passion for education and supporting young people has been outstanding, and to all the pupils who took part.

Thanks also to the Ministry of Defence for their provision of graduate engineer secondees to support programme management and airworthiness issues.

And finally many thanks to the wonderful RAeS and LAA volunteers who brought the project to life.

Authors

Dr Rupinder PammeSBAP Programme Impact Officer 2016-2018Royal Aeronautical Society

Rosalind AzouziHead of Skills and CareersRoyal Aeronautical Society

For further information about this paper and the Schools Build-a-Plane Challenge please contact:

Rosalind AzouziHead of Skills and CareersT: + 44 (0)20 7670 4325M: + 44 (0)7824 512941E: [email protected]

RAISING ASPIRATIONS THROUGH AVIATION

Foreword 4Overview 5Methodology 6Background 7The Lead Schools 8Yateley School – G-YTLY 9Marling School – G-SBAP 10Bridge Learning Campus – G-TBLC 12Ercall Wood Technology College – G-GWFT 13Ernesford Grange Community Academy – G-EGC 14Ormiston NEW Academy – G-NEWA 15Review of SBAP Objectives 16 - Objective One 16 - Objective Two 17 - Objective Three 18 - Objective Four 20 - Objective Five 22Further benefits 24Success stories: the pupils 28Lessons learnt 31

Contents

Royal Aeronautical Society www.aerosociety.com2

4 5Royal Aeronautical Society www.aerosociety.com RAISING ASPIRATIONS THROUGH AVIATION

Foreword OverviewSuccessive reports have highlighted the declining interest in Science, Technology, Engineering and Mathematics (STEM) subjects among young people and associated careers in engineering. With this in mind, the RAeS and Boeing UK decided to launch an ambitious educational programme for schools to build light aircraft kits to Permit to Fly standards for sale to customers: the Schools Build-a-Plane Challenge (SBAP).

The partners developed five key objectives for the programme:

1) To motivate young people in the areas of Science, Technology, Engineering and Mathematics.

2) To encourage young people’s awareness of the importance of aviation and aerospace industries and of the wide array of related career choices.

3) To promote a community interest and appreciation of aviation related matters.

4) Strengthen working links between the RAeS, its local branches and its Corporate Partners, and between all of those with local businesses and organisations, volunteers on the programme and the UK educational community.

5) To effectively manage and deliver a ground-breaking educational programme to the benefit of the aerospace community, and as a source of pride for those involved.

The programme was also planned to provide the practical element of a new Engineering Diploma which was being launched at that time but was not subsequently pursued by later Governments. Nonetheless, the partners felt that bringing real-life engineering projects directly into schools was worthwhile and funding was provided for six build projects.

This report examines how each of the objectives were met through the data collected from the six schools which led SBAP build projects. At the time of writing, five schools have completed their projects, achieving the Permit to Fly. The final build project is near completion. The build projects are as follows:

• Yateley school, Hampshire with its partner schools, Court Moor School and Kings College in Guildford, was the first school to receive their aircraft kit in 2009 – ‘Yateley’.

• Marling School, Gloucestershire with its partner school, Stroud High School, was the second school to receive their aircraft kit – ‘Marling’.

• Bridge Learning Campus, Hartcliffe, was the third school to receive their kit in 2010 – ‘BLC’.

• Ercall Wood Technology College, Shropshire, with assistance from Phoenix School, was the fourth school to receive its aircraft kit in 2011 – ‘Ercall Wood’.

• Ormiston NEW Academy, Wolverhampton, was the fifth school to receive its kit in 2012 – ‘Ormiston NEWA’.

• Ernesford Grange Community Academy, Coventry, was the sixth and final school in the programme to receive its kit in 2012 – ‘Ernesford Grange’.

Evaluating any project is an opportunity to ‘prove’ and ‘improve’.1 It is to see whether the objectives of the SBAP Challenge have been achieved so hence it has been proved; and whether the programme was run effectively and it has achieved an impact on the pupils and the wider community. It is important to look at the lessons that have been learnt to improve upon what has been carried out. This evaluation will seek to demonstrate how the objectives set out at the outset have been met, identify any further outcomes and examine lessons learnt.

1 Evaluation: Practical Guidelines, The Research Council UK and the Office of Science and Technology, please see the following link: http://www.rcuk.ac.uk/Publication/policy/Evaluation/, p. 6

Aerospace is one of the most vibrant and important sectors in the global economy. The UK benefits from having the second largest civil aerospace industry in the world, generating £32bn of turnover, the biggest aviation network in Europe, and the third largest in the world, while London has the busiest airport system in the world.

The availability and continuous development of skilled workers is the lifeblood of any industry wanting to maintain and increase its market share and to remain a leader in the fiercely competitive global marketplace. Aerospace and aviation are no different.

As a generation reaches retirement, it is vital to attract more people into the industry and highlight the rewarding careers that aerospace and aviation offer, from designing, manufacturing and maintaining complex civil and defence aircraft and equipment, to the management of global programmes and operations – a career in aerospace and aviation offers a truly global experience.

The industry faces continued challenges to overcome, which in turn present opportunities for today’s young people, including sustainable and quieter aircraft, cleaner fuels, deeper exploration into space, digitalisation, new applications of aerospace products, and more besides. For the UK to maintain its technological and competitive advantage in the global aerospace market, it is vital that the nurture and development of interest, knowledge and skills in STEM areas begin at an early age. Providing young people, especially those from under-represented groups, with first-hand experience of what a career in aviation involves, through fun and exciting initiatives outside of the classroom is a one way of achieving this important goal.

The Schools Build a Plane challenge broke new ground by giving young people real experience of an aircraft build process, knowledge of the scientific principles behind flight, and enabling them to develop their commercial skills, such as project management, problem-solving, team work and communication – all within the school environment.

As this important project ends, all those involved in making the Challenge such a success should look back on their achievement with pride. From the pupils and teachers in the participating schools who seized the unique opportunity to take part to the many volunteers who gave their time and shared their passion for aviation and valuable knowledge, skills and experience over a period of several years.

While not all pupils who helped build their plane will pursue a career in aerospace, aviation or STEM, the Challenge will have transformed their lives nonetheless, helping to develop their confidence and communication skills, which were lacking beforehand. In this respect, the taste of a career in aerospace and aviation – attention to detail, a safety mindset and collaborative effort – will serve students well whichever career pathway they pursue.

We hope that the legacy of the Schools Build-a-Plane Challenge will be a shining example that lives can be changed in so many ways by innovative programmes and we urge other similar organisations to look at the lessons we’ve learned from this programme to run their own inspirational initiatives.

Rear Admiral Simon HenleyCEng FRAeS,

President, Royal Aeronautical Society

Sir Michael ArthurPresident, Boeing Europe and Managing Director

UK and Ireland

Rear Admiral Simon Henley Sir Michael Arthur


MethodologyThe evaluation looks at the six aircraft build projects which make up the Schools Build-a-Plane Challenge (SBAP) programme: Yateley, Marling, BLC, Ercall Wood, Ormiston NEWA and Ernesford Grange. Their respective planes are referred to by their registration numbers, G-YTLY, G-SBAP, G-TBLC, G-GWFT, G-NEWA and G-EGCA. This evaluation will assess the objectives set out at the outset of the SBAP Challenge through interviews carried out face-to-face, on the telephone or receiving evaluations via email during 2015-2018. This is a summative evaluation looking at the long-term impact the SBAP programme has made on the schools, pupils, the local community, volunteers and teachers. Many of the pupils, staff and volunteers have left the schools so we are relying upon a very small number of interviewees. We have also drawn upon film footage much of which is captured in a special documentary filmed in 2014 and available on YouTube.

The structure of the questionnaires, whether it be for the volunteers, teachers or pupils, was to use a semi-structured approach where it is possible to ask certain open-ended questions that would add to the discussion. Hitchcock and Hughes2 state that the semi-structured interviewer

is beneficial, because the researcher can develop a relationship with those that they study and it gives the participant in the study a voice and, it is an opportunity to ‘focus upon what an individual actor say and do’. It is important to note that with qualitative sampling it is ‘about the depth of understanding’.3

The face-to-face interviews were recorded and carried out with two people, one as the facilitator to respond to issues raised by the interviewee so there is a structure in terms of the issues covered by the questions, but there is also flexibility for the interviewee to add other thoughts and opinions.

2 G. Hitchcock and D. Hughes, Research and the Teacher: A Qualitative Introduction to School Based Research, London: Routledge, 1995, p. 123 Ibid

STEM Learning

In 2007, a joint report commissioned by The Royal Academy of Engineering and the then Engineering and Technology Board on Public Attitudes to and Perceptions of Engineering and Engineers 2007 highlighted through their quantitative survey that the profession of engineering was associated by the public with ‘building or fixing things rather than design, innovation or creativity.’4 The qualitative workshop provided a ‘broader understanding of engineering’ with some participants identifying engineering with ‘design and problem solving.’5 This was in part due to those who had ‘exposure to engineering through friends, family or work.’6 It was also found that younger people had ‘limited initial understanding of engineering in comparison to other groups.’7 The survey found respondents viewing engineering as ‘difficult to define and vague.’8 The report suggests this is due to the ‘misuse of the term engineering to describe other trades, include technicians or to describe repair work.’9 In 2013, Professor John Perkins’ Review of Engineering Skills underlined a general point that young people should be encouraged to study Maths and Science, and that Engineering suffers from ‘widespread misconception and lack of visibility that deter young people and especially girls from pursuing it as a career.’10 In 2014 a Royal Academy of Engineering 15-year review, Universe of Engineering 2015,’ drew similar conclusions.

The SBAP Programme

The RAeS and Boeing UK set out to tackle these concerns by providing a fun and yet educationally relevant engineering and business project in the context of aerospace, demonstrating the practical application of STEM subjects and relevance to the real world, promoting greater take up of physics and other technical subjects via targeted activity directly aimed at the curriculum, which can also work alongside the classroom.

Furthermore, participating students would not only benefit from the engineering/aviation knowledge gained but also develop their soft skills. Pupils would have an opportunity to develop their team-working, problem-solving and project management skills as well as, through attending and organising events, communication and interpersonal skills.

Six schools were chosen to lead the build projects. Selection was based on on a number of factors including proximity to volunteers from a local RAeS Branch and Light Aircraft Association Strut who could provide mentoring, guidance and support to pupils and teachers within the schools.

4 The Royal Academy of Engineering & the Engineering and Technology Board Report 2007: Public Attitudes to and Perceptions of Engineering and Engineers 2007, p. 35 Ibid6 Ibid7 Ibid8 Ibid9 Ibid10 Professor John Perkins’ Review of Engineering Skills 2013, p. 13

Background


Yateley School – G-YTLY

Yateley School is a 11-18 comprehensive school located in Yateley, Hampshire. When the school made its application in 2009 the school had 1570 pupils on roll, of whom 290 were in the successful sixth form, one of the largest in Hampshire. The school was designated as a specialist performing Arts College in July 2008. Dance, Graphics and Music play an important part in the life of the school and has the Gold Artsmark Award and was awarded in 2008 the Sportsmark. The intake of pupils is of all abilities but most pupils have an above average attainment on entry. Pupils achieved five plus GCSEs grades at A* to C in the region of 70% or higher. The school has 200 staff of whom 100 are teachers. It has extensive facilities across all areas of the curriculum with good IT facilities with ten computer suites and computers in most departments. Yateley is near aeronautical engineering companies based at nearby Blackbushe and Farnborough Airports. When Yateley made its bid for the SBAP Challenge it had been promoting science to inspire students to consider a scientific career path during Science and Engineering Week.

The latest (2015) Ofsted Report11 states:

• The school is larger than the average-sized comprehensive school, with a sixth form.

• The majority of pupils are of White British origin.

• The proportion of pupils who are disadvantaged is well below average.

• The proportion of pupils who are disabled or have special educational needs is below average.

• Six pupils require alternative provision

• The school meets the government’s current floor standards, which set minimum expectations for attainment and progress.

The Ofsted report also mentions SBAP where it says; ‘pupils have the opportunity to be involved in activities ranging from building a plane to organising charitable events.’

Yateley’s partner school in the programme was Court Moor School in Fleet, Hampshire. It is registered as a specialist Science College and has good facilities, a Young Engineer Group and a Science Club. Its other partner, King’s College, Guildford is an academy with a commitment to excellence.

The Lead Build Teacher was Caroline Uttely, Head of Science and the key driver in influencing STEM activities in the school. The school was interested in both the engineering and business aspects of the project, stating in the application:

“It would give us an opportunity to learn more about technology, science and marketing.”

“It’s engineering and about enterprise but in a more exciting way, it would be a great learning experience.”

Caroline found genuine enthusiasm and interest about the SBAP challenge and aeronautical engineering from pupils and their parents. The school’s then Head Teacher felt it was a “creative and innovative idea that captured the school.”

Terry Petrengel also commented in the 2014 SBAP documentary that, “subjects in isolation of each other sometimes does not work,” but if it is placed in a real-life context such as a “real-life plane” and you are working with “real engineers” then those subjects “come to life.” The school also wanted to ensure “that youngsters have the skills and knowledge to go onto careers in engineering and technicians...these careers are so important to the prosperity of our nation.”

11 http://www.yateleyschool.net/wp/wp-content/uploads/2014/01/Yateley-School-Ofsted-Report.pdf

The Lead Schools

Royal Aeronautical Society www.aerosociety.com8


Marling School – G-SBAP

Founded in 1887 Marling is a state-funded 11-18 boys’ grammar school located in Stroud, Gloucestershire. It has a population of 800 pupils with a ‘proud tradition of academic excellence’ and outstanding exam results. However, Marling does more than just encourage academic excellence it motivates pupils to join clubs, activities and educational visits from music, engineering and sports.

Their 2013 Ofsted Report states12:

• This is a smaller than average-sized selective secondary school.

• The proportion of students eligible for the pupil premium (additional funding for looked-after children, students known to be eligible for free school meals and those from service families) is well below the national average.

• The proportion of students from minority ethnic groups is well below average. Almost all students speak English as their first language.

• The proportion of disabled students and those who have special educational needs supported through school action is well below average.

• The proportion of students supported at school action plus or with a statement of special educational needs is also well below average.

• The school became a stand-alone academy in August 2011. The sixth form is run in partnership with the adjacent girls’ grammar school. The school does not use any alternative provision for its students.

• The school meets the current government floor standards, which set the minimum expectations for students’ attainment and progress.

In 1996 Marling and the adjacent girls’ grammar school, Stroud High School began a process of collaboration in the Sixth Form. The success of the collaboration led to in 2000 the formation of the Downfield Sixth Form Centre with a joint Head of Sixth Form.

Steve commented how the project’s associated engagement activities and taking part in air shows raised pupils’ awareness of what opportunities are out there. The pupils had organised a Gala evening at Marling School to mark their project’s completion. This had taken a lot of time and preparation and it was a daunting prospect but the pupils realised that if they just “kept going” they would get “through it.”

The 2010 Ofsted report picked up on the impact of SBAP stating,: ‘It has made excellent use of local engineering and business links to ensure that students’ work-related skills are outstanding,’ and that the school is ‘building a plane with Boeing UK’. A Year 8 pupil commented how “I never thought I would be able to go to a school that would allow me to build a plane. I can’t wait to go up in it.”

Stroud High SchoolStroud High School is an 11-18 selective girls’ school which became an academy in 2011. The school was founded in 1904 by solicitor Mr. A.J. Morton Ball who believed that girls have the right to an education. The school has approximately 640 students in Years 7-11 and a joint Sixth Form with Marling School of 500 pupils. The school in 2010 was rated as outstanding. The demand for places is high and intended pupils must sit an entrance test. In 2003 the school achieved the status of specialist school for science and maths.

The 2010 Ofsted report13 states:

• This selective girls’ school accepts students from a very wide geographical area and over 60 primary schools.

• Most students are of White British heritage.

• The proportion of students known to be eligible for free school meals is very low, as is the proportion of students with special educational needs and/or disabilities.

• The school is a specialist science college and, since the last inspection, has gained a second specialism in modern foreign languages.

• Sixth form provision is provided in partnership with a neighbouring boys’ grammar school and the school also accepts post-16 students from other schools and works within the Stroud Post-16 Consortium.

The Lead Build Teacher Steve Berry is Head of Design & Technology at Marling School. He was the link between Marling and Stroud High School and explained that the school applied for the Challenge because “planes are exciting.”

The school was particularly focused on promoting the programme across the school over the five years that the Marling SBAP build ran, using school assemblies to recruit new pupils for the build process and working closely with Stroud High School, achieving excellent gender balance.

12 http://www.marling.gloucs.sch.uk/pdf/marling-ofsted-report-nov-2013.pdf13 https://s3-eu-west-1.amazonaws.com/sh-stroudhigh-gloucs-sch-uk/media/downloads/Ofsted%20report%20Dec%202010.pdf

The Lead Build Teacher Steve Berry is Head of Design & Technology at Marling School. He was the link between Marling and Stroud High School and explained that the school applied for the Challenge because “planes are exciting.”


Bridge Learning Campus – G-TBLC

Bridge Learning Campus (BLC) become a brand-new Engineering specialist all-through education facility in 2009. It is located in Hartcliffe, South Bristol. Pupils’ ages range from 3-16 with over 1000 pupils. It is a trust school whose trustees are the City of Bristol College, the University of the West of England and Bristol City Council.

The Ofsted inspection of 201514 rated the school as ‘good’. The report pointed out that most pupils are from white British backgrounds, and that 46% are from disadvantaged backgrounds and are eligible for pupil premium funding. The report highlights that there are many pupils in the academy with complex needs but that the academy provides a ‘wide-range of high quality of support.’

Some of the schools’ challenges and resourcing issues have been reflected in the build process which has taken longer than anticipated.

Ercall Wood Technology College – G-GWFT

The School is a comprehensive, foundation secondary school located near Telford, Shropshire.

Chay Davis has been Head Teacher of the school for seven years. Challenges include educational attainment which is is lower at 51.6% compared to 58.6% in the borough. The school is smaller than most average-sized secondary schools and has a higher than average percentage of students, 16.6%, for whom English is as an additional language (EAL) students, minority ethnic heritage students and an above average percentage, at 38.7%, of Pupil Premium students. The school also has an above average percentage, 7.1%, of disabled students and those with Special Educational Needs (SEN).

The SBAP project was started in the school to “provide wider opportunities for our pupils, [and] links with STEM organisations’ to further increase their skills and knowledge of the STEM-related careers that are available.”

Phil Buckley was the initial Lead Build Teacher who made the application for the SBAP programme and the reason he gave for why the school applied for the SBAP programme because the “plane project will basically tie together the whole engineering ethos of Bristol’s aviation tradition whilst involving a huge number of people to create or raise aspirations.” Phil moved on to another school and Tim Baldwin, School Technician, then became the Lead Build teacher with support from Louise Tuttiet, Head of Vocational Studies. Tim explains his involvement in the project, to help the “development of understanding of Aircraft Engineering of the pupils” and he helped to guide the pupils with the various assemblies. Louise says the SBAP programme has given “an improved awareness of Engineering,” to pupils who view “Engineering [now as] a practical subject” and a “credible subject for girls to take.” More girls are completing Engineering courses than in previous years and having introduced engineering into Key Stage 3, Year 7 and 8 study the subject and Louise hopes that more pupils will take up the subject at Key Stage 4.

Louise comments that pupils begin to understand the “complexities of the subject” and what it “takes to achieve in industry.” She highlighted the success of one pupil who credits SBAP as providing him with an opportunity to gain an apprenticeship at Rolls-Royce. Louise highlights that soft skills “have been the biggest development the students have gained.” This will be further explored later in the report. Louise also explains how BLC pupils have been given the opportunity to go to air shows and exhibitions, which has the “potential to raise aspirations” and how two Year 10 girls involved in the project wish to pursue a career in aeronautics.

The Lead Build Teacher was Mary Parry-Sargent who has recently retired but was Head of Design & Technology at Ercall Wood and a teacher at the school for 25 years. Mary decided to get involved in the project during a rocket day organised by the Wolverhampton, Birmingham and Cosford RAeS Branch. Branch Secretary, Chris Hughes, spoke about the SBAP project and, Mary says, “the pupils seem to be interested so we applied!”

Mary retired in 2014 but continued to be fully involved in the project from exhibiting at air shows, the first public flight of the aircraft and helping to get former students who had participated in the build to gain their student flight experience. Mary highlights that the project enabled other school visits to RAF Cosford and links to volunteers including the RAF.

Mary’s passion for the SBAP Challenge and wishing to keep the aircraft G-GWFT as part of the local community has seen her campaign and fundraise as one of the Trustees for The Georgia Williams Trust. The aircraft is named after the late Georgia Williams, a former pupil of Ercall Wood who worked on the project and was murdered in 2013. In her memory, her parents set up the Trust, which enables ‘young people in her community to access adventure, outdoor activity and volunteering,’ and is already supporting many local community programmes. Further information about the Trust is available at: www.thegeorgiawilliamstrust.org

Phoenix AcademyPhoenix Academy in Shropshire became an Academy in 2013. It was a school that had its challenges and it was then renamed in September 2015 as Telford Langley School. Nonetheless the school built one of the wings with a team of pupils which included eight girls.

14 http://www.bridgelearningcampus.org.uk/Mainfolder/BLC/Welcome/Ofsted15.pdf

“Soft skillls have been the biggest development the students have gained.”

Louise Tuttiet, Head of Vocational Studies


Ernesford Grange – G-EGCA

Ernesford Grange was opened in 1972 as one of the first suburban Community Colleges in the country. It was known as Ernesford Grange Community School then later became an academy. The school is situated on the outskirts of Coventry and is a mixed 11-18 comprehensive school with 576 pupils. Helen Nicholls, Deputy Head teacher, describes the school as having “high levels of deprivation” where “there is a high percentage of white working-class students who have low aspirations and low self-esteem.” 50% of the pupils are eligible for Pupil Premium Funding. It also has high levels of Special Education Needs and the pupils have a low attainment on entry. The school faces a number of challenges and was placed in special measures in December 201615 and is now on a “positive trajectory of improvement.”

Helen explains that the school participated in the SBAP Challenge as they were “looking for ways to inspire the students and to improve their aspiration, this project was an ideal vehicle...bringing with it the prestige of working with both Boeing UK and the RAeS.”

Lead Build Teacher Peter Kobrin is Head of Design Technology Faculty and has been at the school for 10 years. Peter wanted to be involved in the build because it was, he says, “a fantastic opportunity that comes along once in a lifetime.” The programme has increased Peter’s knowledge and skills in Engineering and he could pass this onto his pupils.

Ormiston NEW Academy – G-NEWA

Ormiston was known as North East Wolverhampton Academy (NEWA) until it changed its name to Ormiston NEW Academy on 1 September 2017. The school is located in the Fordhouses area of Wolverhampton in the West Midlands. It is a mixed academy with 980 pupils. Most pupils are white British with the proportion of pupils from minority ethnic groups being above average. The number of pupils who are eligible for pupil premium is twice the national average and the number of disabled students and those who have special educational needs is above average.16

Lead Build Teacher Stuart Blakemore learnt about the SBAP Challenge after contacting the local RAeS branch to enquire about activities in which the school could participate. Following the school’s acceptance onto the programme, Stuart’s role changed from Director of Science to Director of STEM. Stuart’s role was to coordinate all aspects of the programme from the modifications to an outside school building to facilitate the aircraft build sessions, attending build sessions, completing paperwork, collecting and dropping pupils from build sessions and taking them to air shows and conferences.

Stuart explains that the school decided to get involved in the SBAP project because of the “STEM aspects” but these actually “turned out to be the least important aspect.” In terms of STEM awareness he cites how the pupils gaining soft skills from project management, team working, media and business skills can be viewed as “life-changing” for the pupils concerned and this has been the “real impact

Peter describes that of the pupils involved in the build roughly 60% were from disadvantaged backgrounds who are entitled to free school meals. He had 27 pupils who were white British, five pupils were from African and Asian backgrounds and seven were female. He says many of his pupils would not have had the opportunity to visit air shows or places like the NEC, Big Bang and Flying show if it was not for the SBAP Challenge. These visits, Peter explained “boosted inspiration and confidence levels, which increased a positive public profile of the school.”

The pupils have gained personal development skills from “public speaking, improved confidence and being placed in build teams outside their friendship circles.” It is important and it will be developed further in this report the interactions the pupils had with the volunteers to build “positive role model relationships” who were “often able to motivate the students when the teachers and parents could not encourage them to broaden their horizon with the experiences and skills they brought to the project.” The parents of the pupils were “amazed” when they realised that the school were “building an actual aircraft…and they would have loved an opportunity to do something similar when they were at school.”

and significance of the project.” Stuart further comments that having the SBAP Challenge on your CV shows “other dimensions” to your character.

As an example: “At the official First Flight of G-NEWA I spoke to the parents of one of our students, a non-academic lad statemented as having Special Educational Needs. His father said that he was now doing an Automotive Apprenticeship, and that at the interview, when asked to talk about himself, his son had spoken about build-a-plane. The interviewers were sceptical at first, but when the son showed them a portfolio of the project, they offered him a position on the course on the spot.”

There were 41 pupils involved in the build and he believes that all have progressed to Further and Higher education, apprenticeships and jobs. The project has for Stuart allowed him to “relate classroom learning to real life situations, to help students see the point of school work.”

15 https://reports.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/140366 16 https://reports.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/136182

“A fantastic opportunity that comes along once in a lifetime.”

Peter Kobrin, Lead Build Teacher


Objective One: To motivate young people in the areas of Science, Technology, Engineering & Mathematics (STEM)

Nearly all pupils in the sample we interviewed said they enjoyed STEM subjects before their project began. There was however, an even spilt of opinion between those who felt they already had some knowledge of the theoretical and the practical application of STEM subjects in real-life and those who only felt they had theoretical understanding of STEM. For example, Ercall Wood pupil Jordan Boxall’s father is an engineer so when embarking upon his GCSE in Resistant Materials he was already familiar with the theoretical and practical application of STEM subjects. Holly Foster of Stroud High School on the other hand explained how she enjoyed science subjects but didn’t fully understand their practical application in terms of career opportunities. Kieran Yarwood, Marling School, a regular member of the build process, describes how he had “average practical skills having had little opportunity to develop these outside the curriculum before starting GCSEs,” until, that is, he got involved in the Greenpower Challenge, Toyota Challenge and the SBAP Challenge.

It is important to highlight that for those who joined the project having already an interest in engineering the SBAP Challenge provided a useful form of ‘work experience’ and an opportunity to see whether engineering would be a career they would, in the future, wish to take up. Many

Objective Two: To encourage young people’s awareness of the importance of aviation and aerospace industries and of the wide array of related career choices.

The SBAP Challenge encouraged pupils to look at aviation and aerospace industries through attending air shows, conferences and events where they were able to view exhibition stands and talk to people already in industry roles. Each school was invited to attend a variety of major events to both exhibit their project to the general public and/or industry as well as visit the shows to learn more about the sector. Events include:

• Farnborough Air Show

• Royal International Air Tattoo

• Yeovilton Air Day

• RAF Cosford Air Show

• British Military Tattoo

• Scampton Air Show

• Big Bang Fair

Pupils and volunteers interviewed highlighted the importance of these events as part of the programme. RAeS volunteer Graham Harris remarked that the air shows have provided the pupils with “real world” experience, and that it has helped to “inspire the value, importance and attraction of STEM subjects, aviation and related career pathways.”

Ercall Wood pupils spoke about how the RAF Cosford Air Show had inspired them. Ryan Cottell enjoyed looking around the STEM hangar and Johnathan Penswick spoke about how the air shows had inspired him to interact with people from “many areas of aeronautics and the military.” Other pupils’ comments during our interviews included:

“Air shows showed ‘innovation’ whereby you gained the opportunity such as at Farnborough to talk with engineers about the different disciplines of engineering.”

Anne Townsend, Stroud High School

of the pupils reported that having the SBAP Challenge on their CV helped them obtain useful work experiences and/or apprenticeships within the STEM sector; therefore exposure to the programme both reinforced their interest and enhanced their future employability prospects.

After carrying out the SBAP Challenge the pupils interviewed all had either ‘quite a lot’ or ‘very much’ understanding of STEM. Significantly the knowledge and skills of the theory and practical applications of STEM subjects had improved by either ‘very much’ or ‘much’ with the pupils. Three-quarters of the pupils we interviewed said they were ‘very much’ interested in a STEM career and nearly all either felt they had a ‘very much’ or ‘much’ knowledge and skills for a career in STEM.

Conclusion

The SBAP Challenge certainly increased awareness for pupils about STEM subjects and their application in engineering and gave them the practical knowledge related to STEM subjects and how the theory is applied. For those who joined the project having already an interest in engineering, the programme provided a type of ‘work experience’ that they could try out. Through the SBAP programme most of the pupils felt they had a better foundation for a STEM career.

“[Demonstrated] endless possibilities with new aviation and aerospace careers such as engineers and pilots.”

Laurie McCroddan, Marling School

“It has opened my eyes to what and how big the aviation industry is.”

Oliver Vass, Yateley School

“There is a great range of careers available...and not just in engineering.”

Alice McEllin, Stroud High School

Furthermore, the complexity of the project itself gave a good grounding of the various disciplines and intricacies of the design and engineering process that takes place in building a plane such as electrical and mechanical engineering and specialist knowledge like human factors and safety management and support areas such as insurance and project management.

This report’s Success Stories section provides examples of some of the career choices which participating pupils have made and how their involvement in the programme supported these choices.

Conclusion

Participation in the SBAP Challenge helped pupils make career choices, particularly through attendance at air shows which not only helped pupils engage with the wider public but also provided insight into the aerospace and aviation sector and associated employers and opportunities. The programme has certainly provided a greater awareness of careers in aviation and the aerospace, and related careers.

Review of SBAP objectives


Objective Three: To promote a community interest and appreciation of aviation related matters.

Community is defined as ‘a group of people living in the same place or having a particular characteristic in common,’17 and interest is ‘the feeling about wanting to learn about something or someone’. 18 The SBAP Challenge was designed whereby aviation could be promoted in a community setting to raise interest and awareness of the sector through the exchange of knowledge and ideas between those who had intimate knowledge of the sector and those who were new to it. Essential to this process were the programme volunteers, who came from the Royal Aeronautical Society’s local Branches and/or Light Aircraft Association’s local Struts. Most were retired and able and willing to give up their time to support young people’s learning. Many had worked in the aerospace industry as engineers, or were keen aviators and had built kit aircraft previously and were eager to pass on their knowledge and skills.

Intergenerational Learning

This approach to teaching the younger generation’s technical skills in relation to the build can be called ‘Intergenerational Learning’ (IL). The European Map of Intergenerational Learning (EMIL) defines IL as:

The way that people of all ages can learn together and from each other. IL is an important part of lifelong learning, where the generations work together to gain skills, values and knowledge.19

Often today, the young and old are portrayed as very separate from one another. EMIL cites that this can ‘lead to unrealistic, negative stereotypes between generations and a decrease in positive exchanges between them.’20 However, the SBAP Challenge has proved that each generation can offer each other many positive experiences.

Peter Kobrin, the Lead Build Teacher of Ernesford Grange commented that the interaction between the volunteers

The interest from the general public and industry executives in the SBAP aircraft displays was consistently overwhelming – with many parents and teachers hoping to see opportunities to take on similar projects in their local schools. SBAP pupils were asked many questions and for some, who had suffered from shyness, the events helped them develop their communication and interpersonal skills and ability to talk to all kinds of people.

Thus these types of outreach events not only helped to inspire SBAP pupils and their families but also helped to instil in them the skills they need to converse with their peers, at interviews and in work situations as well as inspire the general public about what STEM can achieve in schools.

Local business support

Community interest is also identified by local business support for the programme and schools with many local businesses providing materials and equipment. This often led to further engagement. Helen Nicholls, Deputy Head of Ernesford Grange, highlights how the school was helped with “screening materials for the windows to improve security to torque wrenches and a tour of the factory where they are made.” Furthermore, through these interactions, it has given the school the “confidence to approach local businesses if we have an identified need.” She further explains that “most cannot offer monetary support but can give it in many other ways and this legacy will endure as our students benefit hugely from interaction with businesses and the community.”

Caroline Uttely, Lead Build Teacher for Yateley School also commented upon the community interest that has developed from the project which helped the school develop links with local aerospace and aviation organisations in the area, including Blackbushe and Farnborough Airports, Boeing UK, QinetiQ, TAG Aviation and Virgin Media, in her words, “the best part of the project.” She stated, “there has been an enduring legacy for the project in terms of the local businesses and the local RAeS Branch,” with girls from Yateley winning the Talent 2030 competition and have participated in several activities with Winchester Science Centre.

and the pupils, which fostered, in his words, “positive role model relationships” and the volunteers were “often able to motivate the pupils when the teachers and parents could not and encourage them to broaden their horizons with the experiences and skills they bought to the project.”

This is echoed by pupil Cameron Blake, a pupil on the Ormiston NEW build who felt that they had gained the opportunity to “learn from the older generation.”

There were benefits to the volunteers as well. Chas Glover, a volunteer at Ernesford Grange said taking part in the build offered him the chance to “help young people achieve above their expectations in a practical challenge and to pass on my knowledge and skills to the younger generation.” The impact of volunteers shall be further explored in the latter part of this report.

Public engagement

Taking part in air shows also helped increase awareness of the schools’ achievements. For the Ercall Wood volunteers, displaying the G-GWFT aircraft at the Cosford Air Show provided, says one, Graham Wiley, an opportunity to demonstrate the “huge achievement” of the project. Graham Elvis commented that many of the pupils bought their parents and families and were always “surprised and impressed” to what they were building.

Marling and Stroud High Schools are near the site of the annual Royal International Air Tattoo (RIAT) Air Show. Taking part enabled them to enhance their links with the local community, including to their parents who had often not attended an air show before.

At the Farnborough International Air Show, one of the world’s largest aerospace trade events, two aircraft from the programme, G-SBAP and G-YTLY carried out a dual air display as part of Futures Day 2014 attended by school groups from across the UK. It was the first time an aircraft built by a school featured in the show’s air display, making aviation history.

Ercall Wood was particularly successful in obtaining a range of sponsors for the project which were also shared with the Ormiston SBAP build:

Otto Excellence, Beta Tools (UK)Ltd, GESIPA Blind Riveting, Indestructible Paint, E-T-A Circuit Breakers Ltd, Shropshire Welding Supplies, RAF Cosford, Jetstream Executive Travel Limited, Boulton and Paul Association, RAF Museum Cosford Michael Beetham Conservation Centre, Hellerman-Tyton, Klauke UK Ltd, Solder Scholl Technology, HAD Air, RED Aviation, Summerhouse Garage, Wolverhampton Education Department, Moog Aircraft Group, Goodrich Aerospace, HS Marstons, UTC Actuation Systems and a personal donation from Mr. Nick Sanders. These sponsors have helped with in such areas as cowling, supplying wiring and the re-painting of G-GWFT.

Similarly, Marling and Stroud High School also obtained sponsorship from GE Aviation, Safan Landing Systems Bristol and Gloucestershire Gliding Club, LED Properties, Stroud District Council, MRG System, Targett Aviation, RGV, Probe Technology, Gloucestershire Airport Staverton, Severn Glocon and Jet Age Museum, Gloucester.

Conclusion

Community interest was developed through the participation of volunteers passing down their skills and expertise to the pupils, participation in engagement events and the support of local businesses. Intergenerational learning has become an important legacy of SBAP to be explored later in this paper. Air shows such as RIAT, Cosford Air Show, and Farnborough International gave pupils the chance to immerse themselves in aviation and share their achievements with parents, industry and the general public. The development of ‘soft’ skills like communication in terms of talking to strangers about the project and helping to organise the events has added to the skills and experience pupils can utilise in their future careers and study.

17 http://www.dictionary.com/18 Ibid19 http://www.emil-network.eu/what-is-intergenerational-learning/20 Ibid


Objective Four: Strengthen working links between the RAeS, its local branches and its Corporate Partners, and between all of those with local businesses and organisations, volunteers on the programme and the UK educational community.

The SBAP Challenge is a programme that has helped to enhance key links with its various stakeholders and both the local community and wider aerospace sector. It is important to understand the connection that these stakeholders have with the RAeS and how the programme has strengthened that link

The RAeS Branches and Divisions are the regional embodiment of the Society, representing a vital means for the Society to connect with its members both in the UK and overseas, and providing a platform for the exchange and dissemination of information and developments to the aerospace community at large. At present the Society has 37 UK Branches and 30 Branches across the rest of the world. The Society also has four Divisions in countries which can sustain a number of Branches, Australia, New Zealand, Pakistan and South Africa.21

Members of the local Gloucester and Cheltenham, Coventry Bristol, Farnborough and Cosford, Wolverhampton and Birmingham (CWB) RAeS Branches provided fundamental programme support through the provision of volunteers. In fact the RAeS CWB Branch supported both G-GWFT and G-NEWA builds having promoted the opportunity for schools to take part. Other links were formed through the Light Aircraft Association’s network of volunteers, local struts and inspectors. Without the RAeS and LAA volunteer support, the programme could not have taken place.

Strong bonds were formed between the volunteers, teachers and pupils. Kieran Yarwood, Marling School, described how light aircraft specialist Targett Aviation

Ministry of Defence Graduate Scheme

Another important supporter to the programme has been the Ministry of Defence who provided over a seven-year period graduate engineers from their DESG graduate programme on sixth-month secondments to be based at RAeS HQ. The graduate engineers supported RAeS staff with project and events management and airworthiness issues relating to the builds. Not only did the RAeS benefit from this resource, but the graduates were able to gain greater levels of responsibility than often available on other placements in the scheme, contributing to their continuing professional development and preparation for Chartered Engineering registration. This also strengthened the Society’s relationship with the MoD and next generation of engineering leaders with Defence Equipment and Support.

LessonHowever, one aspect where SBAP lacked success was enabling the direct involvement in the build sessions of younger, early career engineers in industry. One exception was Ernesford Grange who welcomed an aerospace engineering student from Coventry University for part of their build but Marling Lead Teacher Steve Berry did comment that this was a missed opportunity and may have meant some pupils did not see aerospace as a ‘current’ career pathway and an aspect to address in future projects.

Finally, the programme has been the RAeS first major partnership with secondary schools and has provided the Society with far greater understanding of the challenges that today’s teachers and school leaders face – from resourcing and budgeting, to curriculum pressures, budgetary restraints, transfer to academy status and new builds, particularly for schools in deprived areas. This awareness, and the relationships developed with teachers, will provide the Society with a stronger and more realistic foundation for future STEM projects which better take into account the needs of schools and teachers.

helped with the maintenance of the G-SBAP plane and owner Roger Targett, who is also an LAA Inspector, provided him with references for university, assisted with job applications and introduced him to his current line of work. Kieran knows of a friend who also gained work at MRG systems (information display systems developers) another company that worked with the school on the SBAP Challenge.

Jessica Vines, Stroud High School, said that MIG Warehouse offered her a work placement, which has been helped through the SBAP challenge and she has been working for them for four years.

Thomas Lort, Ercall Wood, described how their project has led to a strong relationship with the local community, especially when the G-GWFT plane had been completed and was sold to The Georgia Williams Trust to be used to support young people in the local community. Thomas says that this “was a token to all of us that her name could fly once again and was great in bringing the school and the local community together.”22

Oliver Vass, Yateley School, remarked upon the media coverage which the school was able to achieve, raising both the project’s and school’s profile in the Yateley area.

The project has enabled the schools to work with the RAeS central team in terms of day-to-day programme management, SBAP Advisory Group meetings and workshops, arrangements with the schools for air show displays and celebratory events and links with Boeing UK. RAeS staff have developed close relationships with the teachers and developed greater understanding of schools’ needs. The RAeS and LAA have also developed a closer relationship. The LAA head office team assigned a designated officer to deal with SBAP issues directly, and provide advice and guidance related to airworthiness, insurance, risk and licencing issues.

Conclusion

The SBAP Challenge has not only provided schools with greater links to engineers, the RAeS, Boeing UK and local industry but also strengthened the Society’s own relationships with education, the general aviation community and Ministry of Defence. Many of these relationships will endure beyond the SBAP programme, such as links to the Georgia Williams Trust which many local RAeS and LAA volunteers are continuing to support. We have seen how pupils have gained work placements, careers and references from project supporters and/or volunteers. Local businesses have equally benefitted from pupils gaining skills they can utilise. The generous support from Boeing UK has helped communities, businesses and volunteers to collaborate and work together to provide pupils with the opportunity to get real hands on experience of STEM and the aviation community. Volunteers have viewed this as an opportunity to make friendships with other volunteers, this has helped to combat the isolation that can come in retirement. In fact, the volunteers from the Ercall Wood and Ormiston have been so inspired by the programme they have decided to fund their very own Schools Build-a-Plane Challenge and recently set up a new charity, STEM High Fliers, to begin the process. There has been a deeper impact of the project for the individuals involved and it has certainly changed the lives of many pupils and volunteers.

21 Further information in relation to RAeS Branches and Division can be found here: https://www.aerosociety.com/get-involved/branches-divisions/22 Please see page 13 for further information about The Georgia Williams Trust


Objective Five: To effectively manage and deliver a ground-breaking education programme to the benefit of the aerospace community, and as a source of pride for those involved.

Many of the pupils interviewed spoke with pride about their involvement in building an aircraft and impact it has had on their lives.

“The project has meant the world to me...I would do it again in a heartbeat. The journey of the project has been hard at times...but it has been one amazing journey. I have a shining star on my CV and something amazing to talk about in a job interview.”

Johnathan Penswick, Ercall Wood

“Made me realise I can have my dream career.”

Grace Roaf, Yateley School

Holly Foster, Stroud High School, remarked that the project has brought people together and it has been the one of the most valuable achievements within my personal statement and reference for UCAS.” While Anne Townsend also of Stroud High School felt that it had given her an “invaluable experiences, out of my comfort zone and experience new things.” Fellow pupil Emily Green noted not only the impact on her communication and teamwork skills and understanding of how the STEM subjects work together but also “the effort that goes into a project and to get sponsors.”

Sam Everett, Yateley School, remarked on how the SBAP Challenge helped him with his industrial placements such as communicating with people of all ages and with people you did not know. He believed that the ground-breaking nature of the SBAP Challenge certainly “opened doors...it has been a secret benevolent force.”

Jordan Boxall of Ercall Wood described how a trip to London to meet the then Boeing UK President

But for many pupils, and echoed by Ormiston NEW academy pupils, the most exciting part was getting to fly in the aircraft they had built, an unforgettable experience.

There is further pride for all participants that all five completed aircraft to date were successfully sold to new owners, demonstrating that the high quality of the pupils’ work.

Wider recognition

One of the most significant recognition for the programme came on 20 June 2017, at the Corporate Engagement Awards 2017, which recognise successful and innovative corporate partnerships and sponsorships. The Royal Aeronautical Society and Boeing won Gold for Schools Build-a-Plane Challenge in both categories for which the programme was nominated: Best Educational Programme and Most Innovative Collaboration23. Judges were from a range of backgrounds and organisations including Unicef UK, Barclays, Fairtrade Foundation and WFF-UK

For Best Educational Programme, SBAP was described by the judges as:

In the spirit of its commitment to inspiring the next generation of engineers, scientists and aviation experts, Boeing and the Royal Aeronautical Society set out to raise the profile of STEM subjects in academic and working life with an innovative education initiative.

Launched in 2009, the ‘Schools Build-a-Plane Challenge’ provides students with the opportunity to delve into the science behind aviation, giving them the chance to build their own fully-functional aircraft which they are then able to fly in. Aircraft built by students have taken to the skies at international air shows and participated in demonstrations alongside industry professionals and iconic Boeing aircraft.

Sir Roger Bone was particularly fruitful to him as it “shows that the aviation industry really cares about young people and what they do.”

Oliver Vass, Yateley School described the SBAP Challenge as being “life changing” and that it continues to ‘pop up’ in his life such as when Ollie, now at university, was invited to give a lecture about his participation to the RAeS Heathrow Branch at British Airways headquarters in January 2017.

Pupils also commented on the impact the programme had on their parents and particularly their interest in STEM subjects and careers, including Anne Townsend, Stroud High School and Matthew Greening, Marling School.

Emily Green, Stroud High School describes how her father encouraged her to take up the SBAP Challenge. He is employed by Glowcon which helped to sponsore the Gala, a celebratory event for Marling and Stroud organised by the pupils. Through the programme Emily and others realised the skills and experience they gain, and that it gives them the skills they can utilise within the business world.

A key project highlight for teachers for teachers, volunteers and pupils was seeing their aircraft take flight. Following completion of the Permit to Fly, each aircraft has had a local ‘first public flight’ celebratory event at a local airport or aerodrome with local dignitaries and media covering the event, including local TV new stations. The 2014 SBAP documentary was also picked up and broadcast on the Community TV channel, and Boeing UK’s special feature about the programme for their 100 year anniversary series in partnership with Seeker Stories has received over 270K views on YouTube.

Furthermore, three aircraft from the programme have flown at the Farnborough Air Show and G-GWFT also flew at the RAF Cosford Air Show. Oliver Vass, Yateley School explained how not only seeing G-YTLY plane fly was inspiring but just being there “was an incredible experience that is seared in my memory”.

To date, more than 1.200 students across six secondary schools in the UK have taken part, leading to inspirational outcomes and lifelong memories for all involved. Our judges agreed, one said, “This was a truly, high-impact partnership and programme which I can imagine would have had a profound effect on the participants.”

In the Most Innovative Collaboration category the judges commented that it was “an amazingly ambitious idea brought to life and delivering tremendous benefits for both the students and the aviation industry broadly.”

Conclusion

This was a ground-breaking education programme which has successfully brought light aircraft builds into the school environment and shown that secondary school pupils can obtain the high build quality and safety standards set by the Permit to Fly and build a marketable product. The programme has captured the imagination of the wider aerospace and charitable community, reflected in the air show flying displays at Farnborough International and RAF Cosford Air Show and the recognition of the programme’s innovative and ambitious nature at the 2017 Corporate Engagement Awards. Many strong bonds have been formed between the organisations and individuals involved which will last beyond the end of the SBAP Challenge and support further STEM learning and community engagement.

23 http://www.communicatemagazine.com/news/2017/corporate-engagement-awards-2017-winners-announced/


Further benefits

Girls and STEM

Women’s participation in STEM careers remains low. A 2017 Women into Science and Engineering (WISE) report highlights that girls continue to outperform boys when it comes to STEM subjects at GCSE level but when it comes to optional science subjects such as ICT, computing and statistics girls are not well represented. More girls are taking STEM for A levels with ‘2073 more entries.’ However, when it comes to Apprenticeships ‘more than 9 in 10 apprenticeship achievers are men,’ and there was no change ‘in the number of women graduating from UK universities with a core STEM degree.’24

The 2017 RAeS paper Public perceptions of careers in aerospace and aviation among millennials points out that the sector is at times often seen as being a ‘job for the boys’25 but this was not necessarily the view of the 18-30 age group who were surveyed for the paper. What was key for young women towards a career path into the industry was ‘work experience’ and the report indicated that ‘ensuring girls can access work experience opportunities may help increase the numbers of women looking to work in the aerospace and aviation sector.’26s

Stuart Blakemore, Ormiston NEW lead build teacher commented that from the 41 pupils involved 11 were female and “they played a major part in the leadership of the project.” Stuart also remarked that of the three lead students on the build two were female. One pupil, Ivana, joined the Air Cadets as a result of the project and is now looking to join the RAF after completing A Levels.

All pupils interviewed “agreed” that STEM careers reflected diversity; a STEM career will “improve” a person’s career path and that “a STEM qualification is good for all career paths”. STEM was also viewed as a “well-paid career path” by pupils but it also depends on the career path that is chosen. Finally, STEM was seen as a “respected career path” by many of the pupils interviewed.

Volunteers

One of the most striking aspects of the programme has been the connections built between (mostly retired) SBAP volunteers and pupils and the positive impact that intergenerational learning has had on both generations, helping to develop friendships. Many volunteers felt their involvement had given them a new lease of life following retirement and they particularly enjoyed passing on their skills to help the next generation into STEM.

Ken Hodierne, Ernesford Grange volunteer, stated that the programme had kept him “active in retirement with much to focus my mind on, not only the say of the build meetings but much behind the scenes involvement. I have met... many very committed people and made lasting friends.” Brian Arthurs added, that the programme had “given me great pleasure to impart some of my skills that I have learnt as an aeronautical engineer to a new generation of students.”

For Graham Harris, who volunteered on both Ercall Wood and Ormiston NEW projects, the SBAP Challenge has been rewarding on many levels but it had been wonderful to see how the volunteers have “melded into a team” and the “fellowship and camaraderie have been excellent,

There is much that still needs to be done but projects like SBAP could provide vital form of real-world engineering experiences to inspire girls into engineering careers.

As part of the evaluation exercise, we asked SBAP pupils about their perceptions of STEM subjects. All pupils disagreed that STEM and aviation careers are “just for boys” and all disagreed that “STEM careers are not for girls.” In fact, Matthew Greening of Marling school highlighted there were more girls involved in their SBAP build than boys, the ratio was about 60-40. Christopher Mitchell, a volunteer involved in the Yateley School build describes how several girls were involved in the G-YTLY build.

Mike Fenlon was a volunteer on the G-GWFT project. He explained that at Phoenix Academy there were twelve pupils involved in the build, eight of whom were girls who helped to build the wings, rudder, flaps, ailerons, horizontal stabiliser and elevator. Mike noticed that the project is about working outside of your “comfort zone” and for the girls involved it instilled a lot of “confidence.”

and witnessing the inspiration of the students is very rewarding.” Graham goes on to say that the basic skills training, workshop safety and imperial measurement system such as cutting and drilling, these real-life tasks have helped pupils to “grow in confidence and self-esteem.” David Brass, Ercall Wood, commented how the build process has given the pupils the opportunity to work with adults “on an equal footing,” and for him he has also “learned new skills” and it has been “exciting to see young people developing.”

John Michie the build supervisor and test pilot at Yateley School remarked how 30 pupils were involved in the induction session and 10 pupils saw it through to the end. The pupils developed good “timekeeping and time management skills” alongside “accountability” and skills in “interacting with adults and the media.” John explained the huge enjoyment he had in “passing on knowledge and working with young people and seeing them grow.” Whilst Christopher Mitchell stated how much fun he got from the project and that he felt the most important lesson the pupils gained “was to do an adult task and to learn the importance of checking your own work and confessing when a mistake occurred.” This is part of the ‘honesty culture’ adopted by the aviation industry. People are encouraged to own up to their mistakes with no reprisals as they can learn from it, rectify the error and ensure no harm has been done.

Rick Hughes, a volunteer with BLC explained how the SBAP programme has enabled him “to show understanding and patience towards [pupils] development for the future in aviation.” Graham Elvis who was involved in the Ercall Wood and Ormiston build stated in the closure ceremony of the G-GWFT plane that he was at first unsure about working with children, whether they would listen to him and be interested in what they he had to say but that all dissipated when he started the project. He found it a privilege to work with the pupils and he gained as much from the experience as they did.

As the programme developed, a number of other benefits that the programme was having for pupils, volunteers and teachers became increasingly apparent. In particular, the development of pupils’ soft skills and confidence, female participation and the positive impact of sharing knowledge and skills between different generations.

24 WISE: https://www.wisecampaign.org.uk/resources/2017/11/from-classroom-to-boardroom-the-stem-pipeline-201725 Royal Aeronautical Society report: Public Perceptions of Careers in Aerospace and Aviation Among Millennials, 2017, p. 726 Ibid


Graham Wiley, Ercall Wood and Omriston builds believed the SBAP Challenge has improved pupils’ communication and confidence from all age groups and backgrounds, and a subject to “differentiate themselves from others in interviews.” Graham Wiley highlighted what the project meant to him:

The project has become an important part of my life. I originally thought of it as an opportunity for me to pass on my passion for aviation and encourage the younger generation to become interested and involved. However, as time has gone on I have realised there is much more to it than that. Judging from the feedback I have received, this project has improved the lives, in lots of ways, for many of the young people who have engaged in it. I feel proud to have been able to contribute to such a worthwhile venture.

Some of the opportunities and challenges this project has offered me have been totally unexpected and extremely exciting. The chance to become a display pilot and fly G-GWFT at RAF Cosford and Farnborough International Air Show was something I had not even considered possible. My earliest memories are of my father taking me to air shows and I have enjoyed going to them ever since. When my own son was young he came with me and I am sure this ultimately led to his career with the RAF. I hope some of the young people in this project have been…similarly inspired. Up until this year I have always been a spectator at these events, never dreaming that I could one day become a participant. This challenge has stretched and improved my abilities as a pilot and I will be eternally grateful to the SBAP project for such an exceptional experience. It is something I will never forget.

The government has accepted a series of recommendations from the report and in the first instance it has appointed the Minister for Sport and Civil Society Tracey Crouch to lead a cross-Government group to drive action on loneliness across all parts of government.

The Jo Cox Commission have made a call to action and is seeking Government to act in key areas. We also believe there is a role for professional engineering institutions like the Royal Aeronautical Society. As a registered Charity with networks of members of all ages, organisations like the RAeS can play a key role. Both young people benefit from the skils and behaviours which aviation, with its emphasis on ethical behaviours, passion for aircraft design and a safety mindset can provide; while volunteers benefit from meeting new people and teaching others. Intergenerational educational programmes can act as a catalyst to help groups come together, learn from each other and raise the aspirations of each, whether to help a young person develop the skills for career path they did not feel confident in, or to establish new goals in the ‘third age’ of life.

Careers and Employabilty

Finally, one of the major successes of the programme, alluded to throughout this paper, has undoubtedly been the additional skills which pupils have developed through their project participation. Often referred to as ‘soft skills’, ‘employability skills’ or ‘transferable skills’ – those skills which are needed in the workplace for all kinds of roles and areas of employment.

These include: working in teams, project management, organising events, fundraising, presenting the project to

Avoiding loneliness

Loneliness can affect many people. For those facing uncertainty in retirement, to pupils who lack confidence and possibly friends among their peers, educational programmes such as the Schools Build-a-Plane Challenge which require significant training and knowledge of a particular field can help bring together potentially lonely groups of people.

The Jo Cox Commission on Loneliness27 has worked on understanding issues of loneliness that affect many people. A report conducted by the Jo Cox Commission on Loneliness. A call to action defines loneliness as follows:

Loneliness is a subjective, unwelcome feeling of lack of loss of companionship, which happen when we have a mismatch between the quantity and quality of a social relationships that we have, and those that we want. It is often associate with social isolation, but people can and do feel lonely even when in a relationship or when surrounded by others.28

The report goes on to elucidate in the words of Jo Cox that “Young or old, loneliness doesn’t discriminate” and this is emphasised in the report through figures obtained by other charities on the impact that loneliness has:29

• More than 9 million feel lonely always or often. (British Red Cross and Co-op)

• 43% of 17-25 years old using Action for Children services experienced problems with loneliness. (Action for Children)

• 50% of disabled people will be lonely on any given day. (Sense)

• For 3.6 million people aged 65 television is the main form of company. (Age UK)

their peers within school, exhibiting at air shows and talking with a variety of people about their role, from industry leaders to the general public. Working in a safety critical environment also enabled pupils at an early age to consider ethical decisions, human factors training and awareness of the need to ‘own up’ to mistakes to ensure they could be rectified.

Pupils consistently referred to their experiences in terms of personal development and subsequent impact on their applications for work experience, apprenticeships or university entry. Teachers interviewed also highlighted the transformative effect that taking part in the project had had, including for pupils lacking confidence and with specialist eductional needs.

Teachers at Ormiston NEW Academy in particular found that many pupils who became involved were often particularly lacking confidence and that the programme had helped them overcome shyness and developing new friendships with their peers and volunteers.

27 https://www.jocoxloneliness.org/28 Jo Cox Commission on Loneliness. A call to action, p.8, please see the report here: https://www.jocoxloneliness.org/pdf/a_call_to_action.pdf29 Ibid., pp. 8-9

Both young people benefit from the skils and behaviours which aviation, with its emphasis on ethical behaviours, passion for aircraft design and safety mindset can provide; while volunteers benefit from meeting new people and teaching others.


James Aitken, Ernesford Grange Community Academy

James was particularly interested in Physics and Design Technology. He already knew about STEM related careers in Car Design, Aerospace Engineering and Chemical Engineering but through the SBAP Challenge he realised there were “many more jobs than I thought.” The programme helped James get work experience at Rolls-Royce and it has also been helpful when taking up further study in terms of Physics, Maths and Product Design. James would like to have a career in Aerospace and wishes to do Mechanical Engineering.

Grace Roaf, Yateley School

Since the age of eight Grace has been interested in drag racing so cars have always been part of her life. However, her time on the SBAP project made her consider a career in Aerospace. During the build, she enjoyed the role of fabricator and making the tails part of the plane. Grace was accepted on an Aeronautical Engineering course at her local college but decided not to take up the offer as she

Eveanna Parsons, Ormiston NEW Academy

Eveanna points out that the SBAP Challenge has made her want to pursue a career in the aviation and aerospace. She has thought about careers in the RAF, Navy or UTC Aerospace System as an engineer. Through the SBAP Challenge it has helped her with choosing an apprenticeship and being part of the Air Cadets. This she explains has provided her with better prospects in terms of career choices.

Kieran Yarwood, Marling School

Kieran works on various aspects of Merlin and Griffon engines for World War Two aircraft at the Retro Track and Air. Kieran started on the SBAP Challenge in the Summer of 2010 and was a regular member of the build team. He worked on many aspects of the build process from wing spars, windshield, brakes, dashboard equipment and engine cowling. The SBAP Challenge was viewed by Kieran as an “exciting entry into the world of aviation and aeronautical engineering.” Kieran’s interest before the SBAP Challenge was in automotive design engineering but is, in his own words, “happier now with my choice of practical aeronautical engineering work.” Kieran remarked how the project had “strengthened my mind about following engineering and provoked a particular interest in aeronautical engineering.” Kieran had decided to go to university to study Engineering Design after taking up A Levels in Maths, Physics and Chemistry and Product Design for AS levels. However, he decided to opt for a “practical career” and left university to take up his current job and started a BTEC Level 3 Diploma and a Higher National Certificate. His decision he says, was based in part by the “positive experience” gained from the practical experience achieved through the SBAP Challenge.

realised her passion will always be cars. She is at present working as a sheet metal fabricator in a company called G & A Fabricators that restores historic cars whilst studying Level 3 Mechanical Engineering at Brooklands College.

Oliver Vass, Yateley School

Oliver explained how he enjoyed Design & Technology but not Science, Engineering and Maths however, the project improved his interest in those subjects. He decided to pursue work experience at Heathrow Airport within an engineering sphere but realised that engineering was not for him and the digital, business and project management side of the SBAP Challenge was where his interests lie. Oliver does wish to pursue a career in aviation but has been unable to do so but is still trying. However, he has embarked upon a BSc Business Management course at Surrey University where his university placement with BMW, was certainly helped by having SBAP Challenge on his CV. Oliver delivered an RAeS Branch lectur about his personal experience of the SBAP project that was well received30.

Barry Davies, Ercall Wood Technology College

Barry explained how he had found Science and Engineering a bit dull before the SBAP Challenge and then, when embarking upon the project where he was involved in building the joystick, the flaps, the fuel tank and other components, he began to enjoy learning the technology of a how a plane is built and how it works.

Jai Verma, Ormiston NEW Academy

Jai pointed out that he had very little knowledge about STEM until he started SBAP. Through the build process he realised that he wished to become an engineer. The real-life skills that have been gained from the programme have helped Jai with his thoughts towards engineering. Through SBAP Jai was given the chance to get work experience for UTC Aerospace and quite simply he adds that “SBAP is my life; it’s the reason I have gone into engineering.”

Kenny Awere, Bridge Learning Campus

Kenny mentioned how much he enjoyed Physics at school and had some knowledge of STEM in terms of the theory and practical. Kenny assisted the main engineers with various components of the aircraft and particularly enjoyed “crafting the components and modifying them to fit correctly.” He explained how the SBAP Challenge “helped me realise that I want to pursue a career in Aerospace Design Engineering at University by studying Maths, Physics and Product Design at A Levels.”

Anne Townsend, Stroud High School

Anne was part of the web team but was persuaded to join the build team and then ended up overseeing the media team in Year 11, and in Year 12 was in the Student Management Team. In terms of the latter she handed that over to the new team but mentored them for a year. Even when Anne left school, she helped to organise experience flights and two air shows. She played a vital role in pulling all bits of the project together, this included students, and it is an important skill for an engineering project that is not just technical. Anne described how she was never involved in any clubs and by joining the SBAP Challenge she was out of her ‘comfort zone’. She realised that this would look good on her CV and personal statement but had no idea of the scale of the project.

Success stories: the pupils

30 https://www.aerosociety.com/careers-education/schools-outreach/schools-build-a-plane/yateley-school/

The SBAP Challenge was viewed by Kieran as an “exciting entry into the world of aviation and aeronautical engineering.” Kieran’s interest before the SBAP Challenge was in automotive design engineering but is, in his own words, “happier now with my choice of practical aeronautical engineering work.”

30 Royal Aeronautical Society www.aerosociety.com

Anne had conflicted interest to whether to pursue a STEM related career path but whilst volunteering in a charity shop she decided that she wanted a career in administration and has gone onto an apprenticeship and studying for a Level 2 Diploma in Business Administration. The soft skills she had gained from the project such as administration, planning and organisation of events for the project such as RIAT and Farnborough and then managing and leading the Student Management Team helped to lay the foundation for the skills that are needed on Anne’s apprenticeship. Anne commented that she had never managed people and was the person in all communications between Marling and Stroud, along with RAeS and Boeing as well as learning to write formal emails and having good teamwork, communications and listening skills. Anne says, “the skills acquired early on [have] helped me in the working environment.”

Thomas Lort, Ercall Wood Technology College

Thomas is now pursuing a Law Degree at Birmingham University. He explains how hard work and attention to detail whilst carrying out the SBAP Challenge has helped him with his legal career. He explains that during the build he developed good teamwork skills where he could work “with a multitude of personalities” and “attention to detail helped me to improve. I now ensure that all my work is of the highest quality.” In aviation, safety is imperative, where a high level of attention to detail is mandatory. Through this process a person will gain a level of maturity that will leave them in good stead for a course such as Law.

Project delays

Issues around programme insurance were not clearly thought out before the programme was launched, leading to significant delays for schools which had already begun their project builds with a negative impact on staff and pupil motivation. Other delays included changes within school staffing teams, stakeholder requirements to attend shows and events, supplier delays, aircraft damage caused during hangar and aircraft ground movements. Original timescales were unrealistic and need to be extended for projects of this complexity and scale.

Improved communication around public engagement activities

Schools need a clearer understanding of what will be involved in a project such as attending external events, preferably at the start of the academic year. External organisations should be aware of this as well as how schools operate with regards to external visit timescales and funding. Similarly, it is important to recognise that no two schools are the same, they all have different challenges and complexities. Schools recommended that programme partners take part regularly in project meetings to become fully immersed in the project, schools’ individual cultures and challenges and to get to know the staff team.

Comfortable working environment

Teachers, pupils and volunteers on all six projects pointed out how extremely cold their hangars became during the winter period and the pupils were unable to wear gloves as it was impractical when carrying out the build process. The pupils and volunteers should be praised for continuing the build in such conditions but it is an issue that will need to be addressed for such programmes in the future.

Volunteer preparation

Some volunteers had never worked with schools before. Volunteers need greater preparation and training in how schools operate, how to engage with pupils who might otherwise be lacking in confidence, welfare and safeguarding. That said, as demonstrated in this report many of the pupils gained confidence and real appreciation of the volunteers with whom they worked.

More careers information

While air shows provided many interactions with the aerospace industry, pupils and teachers felt there needed to be a clearer careers element to any future RAeS programmes in terms of advice towards what careers are available in the industry and the processes involved. Ideally, with in-school presentations from early career professionals as part of the programme.

Alumni network

It was also proposed that it would be great to establish an alumni network for SBAP pupils. This is something we will consider at the earliest opportunity.

Enrichment recognition

Each build required ongoing and intensive support from Lead Teachers and other teaching and support staff. Teachers consistently went above and beyond to enable pupils to maximise the opportunities presented by the programme. However, enrichment activities do not usually have a direct impact on Ofsted inspections; the Society should encourage greater support from Government and education agencies to recognise both the positive outcomes for pupils that such programmes can have and reward the efforts of teachers in undertaking such endeavours.

30 https://www.aerosociety.com/careers-education/schools-outreach/schools-build-a-plane/yateley-school/

Many lessons have been learnt along the way and it was important to capture improvements which can be applied to future educational projects.

Lessons learnt


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