Alexandra Borrill, headteacher, Woodchurch Road Academy

Alexandra Borrill, headteacher of Woodchurch Road Academy, Wirral, has a unique and varied journey that led her into the world of education.

Her love for teaching was ignited even before her university studies when she spent time teaching in Japan.

“My passion for travel, the arts, politics, and science has always driven me,” she shares.

“Originally training as a pilot with the RAF, I realised that my true passion was working with children. Their curiosity, ambition, and the thrill of helping them connect ideas convinced me that teaching was the right path for me.”

Alex began teaching secondary science in the northwest of England but she quickly realised that learning was most impactful when knowledge was interconnected rather than taught in isolation.

She says: “This realisation guided my transition into primary teaching, where I spent most of my career in a three-form primary school in Old Swan before moving to Stockbridge Village in Knowsley.

“In secondary education, I enjoyed teaching a range of subjects, but as the Ofsted drive for discrete subjects emerged, it felt misaligned with my belief in connected learning.”

It was under the guidance of headteacher, Andrea Curran, that Alex rediscovered the value of in-depth subject learning through projects.

She explains: “Her compassionate approach and commitment to research-based practice reignited my passion for continuous learning.”

Through working closely with Andrea, Alex was introduced to expeditionary learning (EL) and the ‘Learning Without Limits’ philosophy.

EL is a unique educational approach that takes learning beyond the classroom and immerses students in real-world experiences.

She adds: “I helped disseminate these approaches across Knowsley and Cheshire schools. At the Cheshire Academies Trust, I served as teaching and learning lead before being appointed at Woodchurch Road Academy, where I have had the freedom to lead and develop a unique school. The trust’s support has been crucial in allowing Woodchurch Road Academy to thrive.”

Within the academy, Alex’s vision for education is grounded in a holistic approach to learning.

“My vision is for children to achieve academically by mastering knowledge while also valuing the craftsmanship of their work and taking pride in their achievements,” she says.

For her, it is equally important that children develop their character and lead flourishing lives, by helping others do the same.

She adds: “This is achieved through the school’s ‘Culture of Crew’, which encourages a strong sense of community and belonging.”

One of Alex’s proudest achievements since taking on the headteacher role has been improving academic results.

“This year, we achieved our best academic results since 2018, demonstrating that our innovative methods drive academic excellence,” she says.

However, Alex places as much emphasis on personal development as academic success. She implemented a comprehensive personal development strategy, which has become a cornerstone of the school’s approach to education.

She adds: “Witnessing our teachers adapt and grow in confidence has been incredibly rewarding.

My vision is for children to achieve academically by mastering knowledge while also valuing the craftsmanship of their work and taking pride in their achievements.

“My leadership philosophy is centred on trust, compassion, and collaboration. I believe in empowering staff and students to take ownership of their learning and development.”

This inclusive approach has helped shape Woodchurch Road Academy’s dynamic learning environment, allowing innovative teaching methods to flourish and instilling a culture of continuous improvement.

A key element of the learning experience at Woodchurch Road Academy is EL.

Alex shares: “EL encourages students to investigate, create, and present their findings on relevant topics, fostering critical thinking, collaboration, and problem-solving skills,”

One particularly impactful example of EL in action at Woodchurch Road Academy was the recent ‘Walking in the Footsteps of Strangers’ exhibition, held at the Williamson Art Gallery.

“The exhibition aimed to link historical knowledge with challenges to stereotypes and diversity,” Alex explains. “By integrating these themes into our curriculum, we promote a deeper understanding of our own unique journeys and the value of diversity.”

Incorporating EL into the school’s ethos has also been a way to ensure inclusivity.

She adds: “Project-based learning is inherently inclusive, engaging every pupil and ensuring they all have a role to play. Our projects build on the principle of universal participation, offering various entry points and differentiated tasks. This approach ensures that all students can contribute meaningfully and feel a sense of accomplishment.”

The success of this method has been reflected in the students’ engagement and growth. The project significantly boosted student engagement and deepened their understanding of the subject matter.

She shares: “We assessed its impact through student reflections, presentations, and assessments aligned with our learning objectives. Feedback from parents and the community also provided valuable insights into the project’s broader impact on student development.

“Seeing students proudly present their work at the museum was incredibly rewarding. Observing Year 4 and Year 5 children confidently share their knowledge with visitors demonstrated their profound understanding and ownership of their learning.”

Alex believes more schools should consider adopting the EL approach, especially in today’s rapidly evolving world.

“In an ever-changing world, compassion – on a personal, local, and global level – is crucial,” she says.

EL also makes education personal, linking lessons to real-world experiences and fostering a love for discovery.

Alex comments: “It emphasises active participation, critical thinking, and collaboration, equipping students with essential 21st century skills. It also highlights the importance of oracy and character development, helping students articulate their thoughts, build relationships, and become compassionate, engaged citizens. This holistic approach enriches the learning experience, making it more meaningful for every child.”

Looking ahead, there are several exciting initiatives planned at Woodchurch Road Academy. One notable project is a collaboration with St George’s Hall for Year 2 students, titled ‘What Does It Mean to Be Human?’. The project will involve creating plaques to honour historical figures like Mary Seacole and exploring themes of humanity.

In another community partnership, the school is working with Oxton Secret Gardens on a project that integrates environmental stewardship for Year 1 students. Year 6 students will also be involved in a project called ‘Roots’, which will focus on identity and heritage, encouraging them to think globally and locally.

At the heart of Woodchurch Road Academy’s success are three core elements: the EL curriculum, child-engaged assessment, and the ‘Culture of Crew’.

“The EL Curriculum offers rich, meaningful learning experiences, while child-engaged assessment empowers students to actively participate in their learning journey,” Alex concludes.

“Our ‘Culture of Crew’ builds a strong sense of community and belonging. Together, these elements create an environment where learning has no limits.”