Mr B Byfield - Managing Director of Personal Best Education
2025 has been a year of major change for Personal Best as we began an exciting new journey supporting individuals, groups and organisations to navigate an ever-evolving world.
This year marked the winding down of the hugely impactful NCS programme, where for fourteen years we were one of the UK’s largest delivery partners, supporting up to 2,000 young people annually across the South of England. Yet as one chapter closed, new opportunities emerged, and 2025 became a year of exploration, innovation and new partnerships.
We successfully launched our international programmes, promoting collective responsibility for the future and equipping young people with the skills to thrive through intercultural learning. In our first year, we welcomed students from more than eight countries, enabling both them and Mountbatten students to broaden their horizons and deepen cultural understanding.
We also introduced new provision with our partner schools, including Wraparound support across Hampshire, offering families essential help from breakfast to dinnertime, alongside our established sport and activity sessions that support children’s wellbeing. Our expanding school network now also provides important support for those working in inclusive and additional needs provision.
Other popular developments such as Laser Tag, VR sessions, birthday parties and Holiday Activity Camps have continued to grow, offering innovative experiences for the local community.
Personal Best remains committed to impactful funded projects, including the Holiday Activities & Food programme, and has forged new and built-on established partnerships with community groups such as North Baddesley Youth Club and SCARF to deliver inclusive activities for young people and children with additional needs.
As we reflect on 2025 and look ahead to 2026, we are proud of the positive difference we continue to make – not only at The Mountbatten School and in our local community, but nationally and, now, globally. As Helen Keller wrote, “Alone we can do so little; together we can do so much.”
Click here to see what's on next week:
Monday 15 December
Carol Service Rehearsals – All day
Tuesday 16 December
Carol Service at Romsey Abbey, 7.00pm
Wednesday 17 December
Christmas Celebrations: Christmas socks/tights
Christmas Lunch Celebration – Period 4: 7Y, Period 5: 10X
Thursday 18 December
Christmas Celebrations: Christmas hats
Friday 19 December
Christmas Celebrations: Christmas Jumper (Save the Children, minimum £1.00 donation)
Christmas Holidays: Return to school on Monday 5 January 2026 at 8.35am
INSET Days for 2025/26
Monday 23 February 2026
Thursday 2 July 2026
Every effort is made to ensure these dates are accurate. There are occasions when circumstances beyond our control may result in changes.
Two Week October Half-Term Questionnaire
We would like your views on whether we should continue with a two-week October half-term. October 2025 was the first time we tried this and it is in place for October 2026.
Please may we ask you to complete this short questionnaire. It will close on Wednesday 17 December.
Bluestar are able to provide the 504 at 12.50pm on Friday 19 December. Students will therefore have the choice to wait 20 minutes for the 504 or walk over to Luzborough Roundabout to catch the 12.40pm Bluestar 4. Both options should be about the same journey time to Lordshill.
Sponsorship - Oliver Jr Production Programme
Want to promote your business to a packed audience? We have advertising opportunities available for the Oliver Jr programme for a suggested donation of £50 to £100. If you are interested or know someone who may be, please email info@mountbatten.school with the subject 'FAO Mrs Whitfield - programme advertisement', by Wednesday 17 December at 12.00pm.
Reminder – Rehearsals for Carol Service
Please see the reminder below for all students taking part in the Carol Service.
We would like to remind you that music tuition fees for the Spring Term 2026 are now due. Please could you check your Scopay account to check the amount and make your payment.
Fees for the Spring term are £98.00, with the exception of piano tuition which is £120.00 (if your child is eligible for Pupil Premium, please be aware that Pupil Premium discounts have been applied to your account).
Hampshire Music Service - Music Production Online Provision (Years 7 & 8)
Hampshire Music Service are delighted to be able to offer places on our next intake of Music Production Online Provision. This course is offered to all Years 4, 5, 6, 7 and 8 students across the county that dream of creating music, regardless of abilities and musical background.
What are the benefits of Music Production Online?
Make your home a music studio
Write and record your own music online
Expert tuition from Hampshire Music Service staff
Flexible learning outside of the school day
Clear progression routes through learning, including Hampshire Music Service certificates of achievement
Students learn how to develop their sequencing, recording and editing skills. Our course is a great insight into the world of creating music for your child to enjoy and to nurture creativity skills.
A minimum of 20 lessons over the Spring and Summer School terms, which are an hour in length each.
Further details, as well as a video demo are accessible below.
The session cost for the Spring and Summer terms is £70 per term, and sessions will be on a Thursday from 4.30pm (weekly commitment required and sign-up is for the two terms).
Please sign up by using the link below - places are limited and will be offered on a first come first serve basis.
Congratulations to Alfie G 10LHK/EBT, who has been selected as 'Designer of the Week'!
Congratulations to George M 11COY, who has been selected as 'Chef of the Week'!
Bake-Off Winners
Thank you to all the students that entered our Christmas bake-off competition. We were very impressed by the high standard of the bakes submitted. It proved extremely hard to judge, but the final results were:
Overall winner: Izzy H 8BPY
First runner-up: Jack G 9ERL
Joint second runners-up: Molly H 8OWS and Alex P 8SGY
Students raised just over £30.00 in their bake sale, and Izzy has chosen Cancer Research UK as the charity for funds to be donated to.
Izzy H 8BPY
Music Department
Charity Dinner
Congratulations to Evie C 10HMS/NKY, Anabelle B 10TLS, and Natasha G 10CBN for providing a superb performance at a charity dinner organised by one of the school trustees. They delivered an excellent couple of sets of entertainment, and were extremely well received by a very appreciative audience. Well done girls!
Trinity College Exams
The following students have passed Trinity College exams –
Eleanor K 8HSN – Grade 5 Flute with Merit
Anna L 10BCY – Grade 5 Flute with Distinction
Click the drop-down menus below to find out more about updates in the Careers Department and different careers opportunities coming up for our students.
Reaccreditation Quality in Careers Standard Award
The Careers Department is pleased to announce that we are applying for reassessment of the Quality in Careers Standard Award.
This nationally recognised accreditation represents the benchmark for excellence in careers education, information, advice, and guidance (CEIAG) across schools, colleges, and work-based learning providers, and is fully aligned with the Department for Education’s statutory guidance. In reaffirming its commitment to delivering outstanding careers provision for all students, the school is seeking to renew the Quality in Careers Standard Award for the first time.
Since our previous assessment in 2023, the government has introduced revised statutory guidance for schools, further education colleges, and sixth form colleges. Alongside this, the Gatsby Foundation has updated its framework of eight Gatsby Benchmarks, which define world-class careers provision, to reflect technological advancements, educational innovation, and significant changes in the labour market.
The school is actively embedding these updates, with particular emphasis on the strengthened statutory duty requiring all schools and academies to ensure that young people have meaningful access to providers of technical education and apprenticeships.
Sindy Shakya, Head of Careers, said that, “The Quality in Careers Standard is strongly endorsed and fully aligned with the Department for Education’s statutory guidance. Securing this award will affirm our commitment to delivering outstanding careers education, information, advice, and guidance to all students.”.
St Hilda's College – Oxford University: Uncover Engineering
What? Uncover Engineering is a residential programme run by Oxford University that gives year 10 students the opportunity to explore engineering and learn more about the real-world application of the maths, physics and other sciences taught in school. It is also a chance to experience university life by living in an Oxford College. Students will stay in Oxford for 3 nights. The days will be filled with engineering-focused activities and workshops organised by the Department of Engineering Science. In the evenings we have arranged recreational activities and social opportunities with other like-minded future engineers. You’ll also find out about life at Oxford and living in a college (including a formal dinner!). On the final day, we hope that your parents and carers will join us to learn more about studying Engineering Science at a competitive university.
Who?The first programme is aimed at UK-based year 10 state-school students of any gender who are of Black African or Black Caribbean heritage. The second programme is aimed at UK-based year 10 state school girls.
When?Uncover for Black African and Caribbean heritage students – 30 March - 2 April 2026
What? Bright Matter is a programme for women and non-binary students in Year 11 and 12 who are interested in studying STEM subjects at university. Bright Matter is run jointly by St Hilda’s, St Anne’s, St Catherine’s, Magdalen, Mansfield, Oriel, and University Colleges, Oxford. Bright Matter aims to broaden students’ interests in STEM fields, introduce them to STEM at Oxford, and provide a space for them to network and engage with others.
The course consists of 15 online sessions introducing each subject area. Each session will include a presentation about studying that subject at Oxford and a twenty-minute academic taster session. Each online session will run 16:30-17:30. Students who attend at least one of our online sessions will be invited to register their interest in attending an academic taster day at one of the colleges that helps run Bright Matter.
Who? Year 11s who identify as female or non-binary from UK state schools
When? Applying to Oxford / Launch — Tuesday 7 January 2026 (16:30-17:30)
Biochemistry — Wednesday 8th January 2026 (16:30-17:30)
Biology — Tuesday 13th January 2026 (16:30-17:30)
Biomedical Sciences — Wednesday 14th January 2026 (16:30-17:30)
Chemistry — Thursday 15th January 2026 (16:30-17:30)
Computer Science — Tuesday 20th January 2026 (16:30-17:30)
Earth Sciences — Wednesday 21st January 2026 (16:30-17:30)
Engineering — Thursday 22nd January 2026 (16:30-17:30)
Human Sciences — Tuesday 27th January 2026 (16:30-17:30)
Materials Science — Wednesday 28th January 2026 (16:30-17:30)
Mathematics — Thursday 29th January 2026 (16:30-17:30)
Medicine — Tuesday 3rd February 2026 (16:30-17:30)
Physics — Wednesday 4th February 2026 (16:30-17:30)
Psychology — Thursday 5th February 2026 (16:30-17:30)
Philosophy of Science — Tuesday 10th February 2026 (16:30-17:30)
Where? Online. Academic taster days will take place in Oxford in the Spring and Summer.
Deadline? Students can register for the talks at any point before they take place.
Our Relationships, Sex and Health Education (RSHE) programme is delivered by form tutors who know their students well, creating a safe and supportive environment for exploring sensitive topics. This familiar relationship enables open dialogue and builds trust, allowing students to engage more confidently with challenging subject matter.
At the heart of our programme is an oracy-based methodology that prioritises discussion, debate and collaborative exploration. Rather than simply receiving information, students are encouraged to express their thoughts and questions in a supportive environment while listening respectfully to diverse viewpoints and experiences. They engage in meaningful dialogue with peers and their form tutor, developing confidence in articulating their ideas and concerns whilst practising essential communication skills that will serve them throughout life.
Our approach fosters critical thinking skills by encouraging students to question assumptions and examine different perspectives. They learn to analyse information from multiple sources and viewpoints, considering the complexity of real-world situations and relationships. Students develop skills in evaluating the consequences of different choices and behaviours while reflecting thoughtfully on their own values and beliefs.
Through structured discussions and collaborative activities, students develop respect for diversity in all its forms, including different backgrounds, beliefs and lifestyles. Students learn to disagree respectfully while maintaining positive relationships and become aware of their own biases, recognising the importance of remaining open-minded.
Our five-year programme follows a progressive and spiral curriculum structure from Year 7 to Year 11, with topics revisited at increasing levels of complexity and maturity. This approach ensures that students build upon prior learning while developing deeper understanding as they mature.
This comprehensive approach ensures our students develop not only knowledge and understanding, but also the communication skills, emotional intelligence and respect for others that will serve them well as they navigate their relationships and make important life decisions.
RSHE Autumn Term Dates
Year 7
This term in RSHE, Year 7 students are focusing on developing the skills and understanding they need to make a positive start to secondary school life. The curriculum begins with work on starting secondary school and dealing with change, helping students explore strategies for managing transition, building resilience, and adapting to new routines and expectations. Lessons then move on to growing confidence and friendship, encouraging self-belief, developing supportive relationships, and recognising the importance of respect and kindness.
Students also spend time developing empathy, compassion and communication, learning how to listen effectively, understand others’ feelings, and communicate in positive and constructive ways. Alongside this, they explore the importance of healthy living, looking at balance in diet, exercise, rest and routines to maintain physical and mental wellbeing.
Later in the term, they consider external influences such as the risks associated with energy drinks, and they take part in the Beewell mental health surveys, which give young people a voice in shaping support for their wellbeing. The curriculum also addresses the growing concern around vaping, helping students understand the health risks, myths and social pressures so that they can make informed choices.
Through these lessons, students are encouraged to reflect, share their views, and develop the confidence to make safe, healthy and respectful decisions both in and out of school.
Year 8
This term in RSHE, Year 8 students are developing their understanding of how personal choices, social influences and wider cultural issues shape their wellbeing and relationships. They begin by focusing on building standards and healthier lifestyles, looking at how personal routines and decision-making can help to maintain good physical health and balance in daily life.
Students then explore themes of discrimination and prejudice, including lessons linked to Black History Month, to help them recognise inequality, challenge stereotypes, and value diversity. They also spend time considering gender identity, with an emphasis on respect, inclusion and understanding different perspectives.
As part of their mental health education, students discuss attitudes to mental health and the importance of reducing stigma, alongside practical ways to care for their own wellbeing. This links closely with their learning about the influence of social media, the impact of online stress, and the importance of developing healthy digital habits.
Finally, the curriculum introduces critical thinking around bias and media sources, encouraging students to question information, understand how bias operates, and make informed decisions about what they read and share.
Throughout the term, lessons are designed to help Year 8 students build resilience, empathy and responsibility, while equipping them with the skills to make positive, healthy and respectful choices both online and offline.
Year 9
This term in RSHE, Year 9 students are focusing on relationships, consent and digital safety, helping them to develop the knowledge and confidence to make respectful and informed choices. Lessons begin with positive relationships, where students explore the qualities that build trust, respect and equality between people. They are introduced to the concept of consent and then build on this by looking at the importance of avoiding assumptions, as well as understanding the principles of freedom and capacity in giving or receiving consent.
Alongside this, students consider the role of families, including marriage, and how family life may change over time. They also learn about the emotional impact of relationship changes, loss and change, and how to seek support when facing difficult circumstances.
The curriculum places a strong emphasis on online safety. Students revisit key principles of internet and digital safety, focusing on the challenges and risks they may encounter online. They also learn about safer internet use, including strategies to protect themselves and others, manage their digital footprint and make responsible choices in the online world.
Together, these lessons are designed to give Year 9 students the skills to build healthy, respectful relationships, recognise their rights and responsibilities, and stay safe both in their personal lives and online.
Year 10
This term in RSHE, Year 10 students are exploring deeper aspects of relationships, mental health and wellbeing, building on their previous knowledge to develop greater emotional resilience and self-awareness. The curriculum is designed to support students as they navigate increasingly complex personal and social situations.
Students begin by examining relationship values, exploring what they personally value in relationships and how these values guide their choices and interactions with others. This foundation leads into learning about asexuality, abstinence and celibacy, helping students understand the full spectrum of relationship choices and that all approaches to intimacy and relationships are valid and worthy of respect.
The programme addresses the evolving nature of modern relationships through lessons on online relationships, where students learn to navigate digital connections safely and meaningfully. They explore how to build genuine connections online while recognising the unique challenges and limitations of digital communication.
A significant focus is placed on recognising and responding to pressure and coercion in all forms of relationships. Students develop skills to identify manipulative behaviour, understand their right to say no, and learn strategies for maintaining their boundaries in challenging situations.
Mental health and emotional wellbeing form a core component of the curriculum. Students learn to reframe negative thinking patterns, developing cognitive strategies to support their mental health. They explore the importance of emotional wellbeing and learn practical techniques for maintaining good mental health, including mindfulness practices that help them manage stress and develop greater self-awareness.
The term also includes participation in Beewell surveys, which provide valuable data to support student wellbeing across the school community while giving students insight into wider patterns of young people's mental health and wellbeing.
These lessons work together to equip Year 10 students with the emotional intelligence, self-advocacy skills and mental health strategies they need to thrive in their relationships and personal development, while fostering a deeper understanding of themselves and others.
Year 11
This term in RSHE, Year 11 students are engaging with crucial topics around identity, personal development and risk management as they prepare for the next stage of their lives. The curriculum focuses on building self-awareness, resilience and practical life skills that will support them through their transition to adulthood.
Students explore gender identity and stereotypes, developing a deeper understanding of how gender expectations can impact personal choices and opportunities. They examine how stereotypes can limit potential and learn to challenge assumptions, fostering respect for diverse identities and expressions while reflecting on their own sense of self.
The programme emphasises personal growth through lessons on ambition and core values. Students are encouraged to identify their own aspirations and the values that will guide their decision-making. They explore how to set meaningful goals and develop the determination and strategies needed to achieve them, preparing them for post-16 education, training and career pathways.
Recognising the pressures facing Year 11 students, the curriculum addresses practical wellbeing strategies including sleep hygiene and dealing with emotions effectively. Students learn about the vital role sleep plays in mental and physical health, alongside developing healthy coping mechanisms for managing stress and emotional challenges during this demanding period.
A significant focus is placed on understanding pressure and making informed choices about risky behaviour. Students examine the factors that influence decision-making and learn to recognise when they might be under pressure to engage in activities that could harm their wellbeing or future prospects.
The curriculum includes comprehensive education about substance abuse, covering the physical, mental and social consequences of drug and alcohol misuse. Students develop skills to resist peer pressure, understand the legal implications of substance use, and learn how to seek help if they or others are struggling with these issues.
Additionally, students receive training in emergency aid, equipping them with potentially life-saving first aid skills and the confidence to respond appropriately in emergency situations.
These lessons are designed to prepare Year 11 students for greater independence, helping them develop the self-knowledge, resilience and practical skills necessary to make positive choices as they move towards adulthood while maintaining their safety and wellbeing.
Should your child wish to seek support related to any of these topics or about anything else that is worrying them, please advise them to speak to their form tutor in the first instance or request some support from our Student Support Team by completing the Student Support form on the student area of the school website.
Josh D-G 9ERL
Izzy H 8BPY
Arianna L 8KKY
Poppy M 7DMS
Maisy M 8VTE
Thomas B 7AOR
Taylor B 7AGN/BHT
Congratulations to Alfie G 10LHK/EBT, who has been selected as 'Designer of the Week'!
