The John Egging Trust (JET)
JET currently has partnerships with schools across 12 counties in England and Wales to support vulnerable, under-confident students who are struggling to engage academically and often lack positive role models.
JET’s flagship “Blue Skies” programme was piloted in 2012 and works with students for three years. By introducing them to STEM [science, technology, engineering and maths] environments, it builds teamwork, leadership and communication skills and improves confidence, resilience and academic attainment.
A key element for the Trustees was the access it gives to world-class STEM companies - and their inspirational teams and individuals - to encourage students to broaden their horizons and maximise their potential.
A Blue Skies programme case study
‘Sarah’ joined the Hampshire programme in Year 9 as she had developed severe anxiety and lacked confidence. This manifested itself in poor behaviour and an unwillingness to work with others. In 2021, the Blue Skies 2 (Leadership) programme took place in a school setting because of Covid and, although Sarah attended all the sessions, she did not really contribute to discussions and activities.
The turning point came in 2022 when the Blue Skies 3 (Employability) programme visited Bremont in Oxfordshire where - as well as learning about watchmaking - the students had “hands on” experience in the lab. Everyone commented on the aptitude Sarah showed for intricate detail and - discovering she was good at something which everyone else found challenging - transformed her attitude immediately. Her Head of Year reported that this continued at school and Sarah was looking at careers she would never have considered before. Her self-evaluation and her teacher’s assessments showed her confidence, resilience, attitude to learning and ability to work with others had increased by 100%-150%.
In June 2022, she spoke about her “Blue Skies” experience to a packed room of parents, her peers and VIPs and told them how she had been inspired by visiting Bremont. It was difficult to believe that the anxious Year 9 student would have had the confidence to address a large group if the programme had not given her the opportunity to think differently about herself and her potential.