George Spicer Primary School…are really excited about getting involved in this project.

GS logo

Plans are nearing completion for MNIT and George Spicer Primary School, Enfield to develop the project with Year and for their parents, with a view to start after Easter. 

             The workshops will draw on George Spicer’s own school values of                 RESPECT, RESPONSIBILITY AND PERSEVERANCE.

The pupils will be operating as actors to explore the problems of e-safety and new media to develop their knowledge and understanding, communication skills and drama techniques and We will work with two Yr 5 classes, around 60 pupils. The session length will be 90 minutes and the pupils will receive regular feedback and guidance through the activities. This project values the contributions of all, which we hope will benefit the participants, their peers, their families and the wider school community.


  1. Games and exercises:  To get everyone  working, build the group dynamic, feedback on drama skills. And have fun.
  2. Still images / Frozen pictures:  Whole class approach to explore characters, emotions  and situations.
  3. Core values – Respect, Responsibility and Perseverance:  working in different sized groups to explore the values.  Smaller groups to explore their value and then add short speeches. Share some and reflect on what we have learned.
  4. Respect, Responsibility and Perseverance and the Media? Brief discussion on how we use those values when we use the media in our every day.  Small group work showing a family / friends using the internet and doing something they know is wrong.  Time to prepare and then share some and feedback from the class.

Plenary: What are the three most important things we have learnt today?

About acting? About the issues? What is important to them. ?

SESSION 2: looks at being outside, on the fringe and central to the the problem.

SESSION 3: Introduces character work to help the pupils build their wider knowledge, a character they will create and then become in the final session which is a Community debate.

SESSION 4: Is a LIVE FROM GEORGE SPICER debate on the problems and possible solutions,             with a panel of experts played by the pupils and an audience all with something to say.

The debate will be lead by either myself or a teacher to ask important questions to ensure we get some answers.

If you would like to learn more about these new opportunities please contact Alan on or phone  07535737247.



13501675_1651521648505429_1617260113158723023_nThe Northumberland Park Partnership Board are working with the Selby Trust in supporting Community Projects in Northumberland Park Ward of Haringey Borough of London. The Board was successful in partnership with Haringey Council in securing a total of £210,000 grant funding to distribute, of which £180,000 is from the DCLG Transformation Challenge Award Grant and £30,000 is from a community health improvement initiative – Well Communities (Well London) – all of which is to benefit the Northumberland Park ward area.

Selby Trust

My name is Tom have applied for a Seedling Grant, because the NPPB recognise that there may be individuals in the community with good ideas but find it difficult to get funding and if successful we will be providing a range of events / activities for young people and adults.


This Education Project explores the problems of e-safety and new media for young people and adults, to get them to talk to each other, to ease some of the problems.

This will be achieved through two screenings of the play My name is Tom, followed by fun practical drama sessions to for both young people and adults to explore their concerns and how to deal with them.

This project offers a safe space for young people and adults to explore, share experiences and work together to create a safer use of the internet and technology, while still enjoying the benefits.

What difference will your project make to the area?

My name is Tom is a unique opportunity bringing together young people and adults to try and prevent cyberbullying, self-harm, grooming and many other problems, to take control of their lives.

Working in a fun and creative way, through screenings and workshops, building on knowledge, understanding and communication skills. All are welcome regardless of experience, academic ability or drama / theatre skills, which will be free with funding from NPPB

Elsewhere in our project we are working with an Enfield Primary School and the Godwin Lawson Foundation, which tells us we are relevant and helping across the community.

How will you know if your project has made a difference in the area? 

Sam Bawden Head of Drama at Northumberland Park School believes the project, “ Sounds like a very interesting project to get involved with”, will help us achieve our objective, placing our activities at the heart of the community and the Selby Centre.

If successful, we will meet with the community to shape our activities around the structure of screenings and workshops.  Numbers will give some indication if our offer is right, along with feedback forms and informal discussions with participants, as well as the end of project performance and sharing of work.

How will you communicate what you have done with NPPB, partners and residents? 

– Full end of project accounts along with a detailed report including feedback from participants.

– Advice and guidance for people to share.

– Session activities and photographs with participant comments to feature on the project website.

– It is hoped that some activities could be filmed and used as educational resources.-


 Friday 13th January 2017    STRATFORD CIRCUS  Studio Theatre. 2pm.
Princess play


I had seen the quality of Ellen Goodey’s work with her performance in Laundry Boy (Millfield Theatre 2011), but this was her own devised piece. As Ellen is a Developing Artist with Face Front Inclusive Theatre, I was intrigued and joined the capacity audience for the matinee performance. I had no idea what to expect.

You are drawn automatically into the world of the play with its grey set and costumes and its live musical backdrop. A request to greet The King, before you take your seat adds to the audience’s engagement.

The use of choreography as narrative reinforces this is no ordinary world, no ordinary story, but you want to know more. It introduces the Princess’s concerns for her future and the desire to be an ordinary person. No, not an ordinary person, but to be treated the same as everybody else. Delson Weekes (King) and Katy Cracknell (Princess) capture that growing awkwardness as the King’s health fades and the days of the Princess’s responsibility looms.

We all want a friend in times of need and Gopal Gautam in one of a number of roles, does his best to help the Princess, but is quickly side-lined. Why? As the play deepens it reach, the Princess’s problems become more complicated. Using a small ensemble of actors to play everything including… peasants, medical staff, God and the Devil, Sarah–Jane Wingrove, Adam Smith and Jon French carry this off using strong characterisation and the humour of the script.

The play’s messages begin to hit home, the sense of isolation, the treatment of people who are different, treated as outsider. Questions such as: what is the difference between a human being and a brick brings in the surreal and real experience of people in a system that doesn’t understand and perhaps doesn’t care.

Throughout the performance Iris Ederer’s live soundscape commented, supported and challenged the audience in the total theatre experience. Its success as a score,was what the actors and musician were creating together, so at one. As a playwright it was something of an eye-opener how successful that process / experience could be.

The ending is both a surprise and took the play to another level, with a mothers cry for her baby, what had they done with her baby? A universal terror, that all in the audience can identify with. Is society to be blame or the powers that be?

This was a work in progress and when you appreciate who it was put together by Ellen and her father Chris, you can see why they wear the life experiences on their sleeve. No less enjoyable and educational, definitely. Good support from Barry Churchill, Dipan Patel and Rebecca Seabrook, hopefully the first of many Goodey collaborations. Well done to all and to Face Front colleagues for their support for this piece of inclusive theatre.

SAFER INTERNET DAY isn’t just for today, it’s every day.



Yes we at My name is Tom Education Project believe like many people that,

SAFER INTERNET DAY isn’t just for today, it’s every day.

This year’s theme is Be the change: unite for a better internet.

One of the key messages from parents we spoke to was that the project needed to go into Primary schools, to work with staff and pupils to explore the key issues for them. Many schools are providing quality guidance, information and support, pupils of 8,9 and 10 know all about staying safe, they use the internet properly at school for their studies.

But because primary school children want to be like their older brothers and sisters, who often help them to get set up on social networks and because some parents aren’t aware of what is going on, the problems don’t go away. Not only that some of those problems, come back into school.

We are currently offering two schemes to Primary schools and their wider community; one for pupils  and one for  parents. Why parents? Because they often have secondary school age children too and we want to tackle the issues from both sides…

Pupils: 6 – 7 hours split into 4 sessions or can be done as a whole day activity. Sessions include:        

Warm up games, exercises and skills: Core values what are they?

Forum theatre to look at characters on the outside, fringe and centre of the problem.

Exploration of role play through characters and their experiences.

A media debate involving the whole group to explore some of their key concerns

One of the problems for some young children is that they want to be like their older brothers and sisters; to be able to do the things that they do. Clothes, staying up later, wear make-up, games, phones and social networks. They want all of the ‘fun’, but don’t realise the consequences. We use computers all the time in school. We wouldn’t do anything silly.

But then their older sibling helps and guides them to get online and access social media.

 Parents: 6 -7 hours split into 4 sessions or can be done as a whole day activity: Sessions include:

                                         Fun Drama games and exercises: Trouble shooting key problems

       Leading by example…what do you do to help the situation? 

Don’t dictate, negotiate: how does that work? 

Role play: Consolidating good practice.

Did you know that by the age of 5, some children will have 1,000 pictures on social media?

    One of the major arguments is, do parents have the right to assume control over their child’s identity? They believe, this is our child, we own their identity.

But children believe they can change and control their identity online.

‘Lucy’ is a good example. She said she had asked her dad to de-tag her from “stuff that doesn’t necessarily represent who I am now.”

“It was never a big issue or anything bad, just stuff I preferred people didn’t see,” she said. “There were photos my dad posted of me in Year 6 and Year 7 [aged 11 and 12]. Back then I was quiet and shy, I didn’t really have lots of friends.

For more information and to book a workshop please contact Alan on

07535737247 or email theatreisreallife|