Stannah supports 15 schools across the UK to inspire the next generation through STEM challenges

Stannah supports 15 schools across the UK to inspire the next generation through STEM challenges

Stannah is helping to bring STEM learning to life for hundreds of young people across the UK through its continued partnership with The Learning Partnership.

Funded through the Joseph Stannah Foundation, Stannah's charity fund, the business is sponsoring 15 schools across the country to take part in The Learning Partnership's STEM challenge programme. The initiative gives students the opportunity to apply classroom learning to practical engineering challenges designed to develop creativity, problem solving and teamwork skills.

The Learning Partnership's STEM challenges provide a structured programme that follows students through secondary school, introducing concepts ranging from model rocket cars and autonomous vehicles to robotics and drones. The programme helps students develop practical skills in design, problem solving, critical thinking and teamwork, while demonstrating how classroom learning can be applied to real world challenges.

The 15 schools Stannah is supporting are located in areas serviced by its network of branches and installation depots. These schools are:

• Kepier Academy, Sunderland
• Leigh Academy Halley School, Greenwich
• Lincoln Christ's Hospital School, Lincoln
• Oasis Academy Southampton, Southampton
• Regent's Park Community College, West Southampton
• Smithdon High School, Hunstanton
• St Paul's High School
• St Katherine's School, Bristol
• Stonehenge School, Amesbury
• Strood Academy, Strood
• Telford Langley School, Telford
• The Heath High School, Runcorn
• Moulton School & Science College, Moulton
• Our Lady & St Chad Catholic School, Wolverhampton
• Royal Greenwich Trust School, Greenwich

The partnership forms part of the Joseph Stannah Foundation's commitment to creating opportunities for young people and supporting initiatives that inspire future generations to explore STEM subjects and ultimately consider careers in these fields.

Catarina Neves, Partnership Development Manager, The Learning Partnership, said, "Stannah's support demonstrates the impact that can be achieved when education and industry come together. We believe every young person can succeed in STEM when learning is connected to real-world challenges.

"Through these programmes, students tackle practical engineering scenarios, build confidence and because the focus is on bringing ideas to life, they discover skills they didn't know they had.

"Addressing the industry's skills gap starts by making STEM inspiring, relevant and accessible to all young people, regardless of their background or perceived ability."

Fiona Neil, Head of Group Communications, said, "At Stannah, we believe every young person should have the opportunity to discover what STEM can offer. Engineering is all about curiosity, creativity and finding solutions to problems, and those are skills that can be developed from an early age. Through the Joseph Stannah Foundation, we're proud to support programmes that give young people the opportunity to experiment, collaborate and discover what they can achieve. It's particularly rewarding to support schools in the communities where our colleagues live and work, helping inspire the next generation while strengthening our local connections."

The programme also supports Stannah's wider ambition to strengthen links between schools and local employers, helping young people understand how the skills they develop in the classroom can be applied in future careers.

Case study: St Katherine's School, Bristol

The challenge
Like many schools, St Katherine's was looking for new ways to engage students with STEM subjects and demonstrate how classroom learning can be applied in real life. The school wanted to inspire Year 7 students to explore engineering and product design, while developing teamwork, creativity and problem solving skills.

The solution
Through funding from the Joseph Stannah Foundation, St Katherine's School was able to participate in The Learning Partnership's Race to the Line programme for the first time.

Around 150 Year 7 students took part in the challenge, working in teams to design and build their own CO₂-powered racing cars. The programme introduced students to the design process, encouraging them to think creatively, manage their time effectively and collaborate to develop the most aerodynamic vehicle possible.

Teachers were supported with ready-made resources and materials, culminating in a race day where 32 student-designed cars competed to record the fastest times.

The result
The challenge proved to be a highly engaging experience for students and staff alike. Teachers observed students developing teamwork, design and time management skills while gaining a practical understanding of aerodynamics and engineering principles.

One of the most significant outcomes was seeing students work successfully with classmates outside their usual friendship groups. Teams shared ideas, divided responsibilities and collaborated towards a common goal, with some new friendships emerging as a result.

Students also demonstrated creativity and adaptability throughout the project, finding innovative ways to use leftover materials to enhance their designs.

Reflecting on the experience, the school praised both the programme resources and the support available throughout the challenge, with plans to participate again in the future.

George Martin Fey, Second in Design, Art and Technology, St Katherine's School, said, "Many thanks to Stannah for sponsoring our first Race to the Line event. Our Year 7 students worked in teams to design and build their own CO₂-powered cars before putting them to the test on race day. We had a great time and learned a lot about aerodynamics, teamwork and the design process. The students worked incredibly hard to create the fastest and most aerodynamic cars, and we all took a great deal from the experience."

Students responded enthusiastically to the challenge. One student said, "We had loads of fun making the cars and the race was really cool. I enjoyed working with my team and we all had different ideas but came together to make a car that combined everyone's." Another reflected on what they learned, explaining, "We learnt about aerodynamics and how designer teams split jobs and work on projects. It felt like we were real designers."

Race day was a particular highlight, with one student commenting, "My favourite part of the day was the race. I loved seeing everyone's cars and the competition element was great. Our car got a really good time and it was fun to see how it performed against others."

Pernille Thomsen 30-07-2026