Head's Blog

04
Mar

Reflection on the inspection process

 

Before the recent half-term break, Northampton High School was inspected under the Independent Schools Inspectorate’s (ISI) new framework, which came into effect from September 2023. Under the Framework 2023, schools no longer receive a traditional single-word judgement or grade; instead pupil experience is meticulously scrutinised under four key areas: leadership and management, quality of education, pupils’ physical and mental health and emotional wellbeing, pupils’ social and economic education and contribution to society.

The inspection took place over 2.5 days and entailed a multifaceted approach. Inspectors observed scores of lessons, engaged in collaborative lesson walks with school leaders, met with hundreds of students and a wide range of teaching and non-teaching staff, and held discussions with the School Governing Body and the GDST Senior Management Team. Additionally, questionnaires were sent out to parents, pupils from Year 5 and above, and staff, and responses were analysed.

The inspectors were tasked to gather evidence for evaluating pupils’ progress and outcomes, while assessing how teachers fostered opportunities for intellectual, creative and physical engagement within and beyond the classroom, nurturing self-motivated and independent learners. At the heart of this approach lay a strong emphasis on acquiring new knowledge, increasing understanding, and developing skills tailored to individual abilities across various subjects. In other words, the inspectors were trying to ascertain and delineate the learning ethos and culture fabric of our school, aiming to identify what sets us apart and makes us unique.

The inspection process prompted me to recall and contemplate the proverb: ‘Whoever is patient has great understanding, but one who is quick tempered displays folly’. This age-old proverb raises questions of values, moral behaviour, and the essence of right conduct. It resonated with me deeply as the inspectors endeavoured to define and understand the collective identity of Northampton High School and gain insight into what it is like to be a pupil within our precincts.

The proverb points to the importance of ‘great understanding’ and its connection to the virtue of patience. In the absence of a nuanced understanding, similar to the challenge faced by the ISI inspectors, hasty judgments and misinterpretations may ensue. It is only by getting ‘under the skin’ of something, and dedicating time to acquire a proper understanding of a person and their situation thoroughly that we can exercise genuine empathy for them.

To this end, understanding entails thoughtful and deliberate consideration of a situation, leading to appropriate responses. A fool is not necessarily a person who lacks intelligence but someone who reacts impulsively or loses their temper at the slightest provocation – or even without provocation at all. Reacting from pure instinct without having gathered all the facts is pure ‘folly’.

Furthermore, it behoves us to distinguish between knowledge and understanding. While schools impart knowledge, and pupils spend a lot of time getting to know a lot of stuff but without understanding the meaning or application of that knowledge, it can be of little use. Knowing is static, while understanding is active, describing the ability to analyse and place those facts in the context of a bigger picture or within a broader framework. It bridges the gap between knowledge and wisdom. When you comprehend the information you have learned, or knowledge you have acquired, you understand it. When you understand the knowledge and learn to apply it discerningly in decision-making and negotiations, you gain wisdom. It is also true that knowledge can exist without wisdom, but not the other way around. One can be knowledgeable without being wise.

In summary, the inspection process served as a poignant reminder that the right understanding serves as a precursor to acting and behaving wisely. This necessitates patience in listening, seeking informed perspectives, and refraining from hasty ill-tempered reactions. It is a quality essential for fostering greater empathy, deeper kindness, and wisdom in our interactions with others and in navigating the complexities of the world.

Dr Lee
Head

09
Feb

The strength of knowledge

Three years ago, the Mastermind of Britain competition witnessed its youngest ever champion: Jonathan Gibson. A student pursuing a PhD in modern history at the University of St Andrews at the time. Jonathan described himself as the “black sheep” of a family of lawyers and insisted that the secret to success in quizzing lies not in innate brain power, but in curiosity and dedicated practice. I for one found his enthusiasm and excitement at quizzing rather infectious and the fact that he credited his success down to curiosity, which is one of the five intellectual characteristics that we value at Northampton High School. We believe that with curiosity, we can push the boundaries of our knowledge and relish the discovery of new ideas, and there are no limits to what a Northampton High girl can achieve.

Jonathan, having charmed the nation with his specialist subject knowledge on the musical comedy duo Flanders and Swann, modestly remarked “I wouldn’t say it has anything to do with intelligence in a classical way”. I thought this showed a degree of humility but also was probably a true measure of his own character and intelligence, acknowledging that the more you know the more you are aware of the amount you do not know!

My blog draws inspiration from Socrates, often regarded as philosophy’s martyr. Sentenced to death in 399BC for allegedly corrupting the minds of the youth, Socrates never recorded his thoughts, believing that words lost their meaning. However, we understand his thinking through his pupil Plato’s writing. Plato’s Socratic dialogues feature Socrates in lively conversation on a wide range of subjects, from justice and virtue to art and politics. The central theme in Socrates’ thinking concerns the nature of knowledge, specifically on how most of us have very limited amounts! As Socrates says in the dialogues:

‘True wisdom comes to each of us when we realise how little we understand about life, ourselves and the world around us’. 

Socrates encouraged his pupils to question everything (which is why he was suspected of corrupting the minds of the youth) in order to gain deeper insight to a question or to suggest doubt to a previously held truth. By using his method of limitless questioning, Socrates soon discovered that, in fact, few people knew anything claimed to know for certain.

There is much we can learn from the Socratic method, not least to be wise to the limits of our own knowledge and certainty. Certainty can make us feel secure, but it can also be a barrier to intellectual growth and discovery. As such, we need to take the initiative and trust our instincts and we do not accept artificial limits to our potential. The key here is about actively seeking knowledge, constantly learning, and validating assumptions.

Crucially, we also need to seek knowledge from the best and stay curious, but recognise in humility that we will only ever know a very small amount of what there is to be known. In today’s fast paced world where we are bombarded with information from all sides and we have access to more knowledge than ever before, so many people are quick to accept things as facts without questioning them. Socrates’ quote, “I know that I do not know” is a much needed reminder that we should always be open to questioning our own assumptions and that true wisdom comes from acknowledging that we don’t have all the answers. Questions can therefore help us to define tasks, to express problems and to delineate issues.

At Northampton High, we have Reach cross-curricular weeks for Years 7 to 9 this term. These provide opportunities for our pupils to explore and discover how facts and ideas connect with one another across subjects, and build on the educational research that we learn when we are able to make connections. Additionally, if pupils are excited about a particular topic or theme, linking it to another subject can help motivate and inspire them toward learning across the whole curriculum, and foster their critical thinking and collaboration with each other. Fundamentally, we know that the world isn’t neatly divided into different subjects, so why should classroom education have to be?

Our cross-curricular weeks are complemented by open prep, where pupils are tasked to create an independent project based on a thematic word. In Year 8, the theme is ‘Memory’, while Years 7 and 9 focus on the concept of ‘Time’. These projects are expected to demonstrate higher order thinking skills, including documentation of research, and the school’s characteristics such as curiosity, risk-taking and independence. Teachers are allocated these to mark and there is no ‘normal’ homework set during this term. The open prep approach encourages our pupils to think creatively and outside the box.

In closing, adopting a humble mindset and keeping dialogue open are both essential in a world with competing truth claims, so that we might gain deeper understanding and exercise greater compassion towards those different from ourselves.

Dr May Lee
Head

26
Jan

The benefits of knowing oneself and being oneself

Our term continues apace and it seems to be flying by! We recently held our Year 7 Entrance Assessment Day, and I was delighted to have the opportunity to acquaint prospective families with our school. During my informal conversations with them, I often set out our school mission statement, “we believe in our girls, and they believe in themselves” and how this remains the cornerstone of everything we do here. 

I also get asked about the defining features and attributes of a Northampton High education and how it is different from the competition. I take great pride in elucidating the four uncompromising principles that underpin all that we do: 

  • Girls will always come first: everything is built around the girls and their needs including our classroom, our curriculum, and our culture. For example, all of our pupils swim in our pool from the age of three and a half and our aim is to break the mould and give our girls the confidence to question everything.
  • We are fearless and nurture it in our girls: girls who, in turn, are unafraid to speak up, speak out and speak loud, and to think differently. This is achieved through our innovative High School Approach and by our Learn, Reach and COaCh programmes. 
  • We are forward-thinking: our school embraces change to prepare girls for an exciting future in dynamic learning environments for everyone. Our girls believe everything is possible and the intellectual characteristics – collaboration, curiosity, independence, perseverance and risk taking – are in the High School’s DNA. 
  • We are a family, which collaborates, supports, and shares all our learnings and experiences. We are also part of an extended family of GDST schools – with 25 schools and academies united in one purpose: to help every girl fulfil her potential and to lead the way in providing an unrivalled education. 

It is evident that our prospective families recognise many of the elements that I have highlighted above, and they were sensing the authenticity of my message. This got me thinking about the importance of personal authenticity. As human beings we have an instinct for those people who we feel are inauthentic and, when we sense that we are not seeing the ‘real’ person, it can make us feel uneasy and uncomfortable. By contrast, authenticity is perceived when a person’s actions are consistent with their beliefs and desires: what they say about themselves seems to match up with what they do. 

‘Know thyself’, was inscribed in the forecourt at the Temple of Apollo at Delphi. This, according to Sorates, leads to true wisdom because it involves both being aware of what you do know but more importantly, knowing what you do not know. The ancient aphorism ‘know thyself’, which in modern times has been expanded to ‘know thyself be thyself’ to encapsulate the essence of authenticity, is well known but what does it take to be authentic and how authentic do you think you are? 

People who have personal authenticity tend to have realistic perceptions of reality and an understanding of themselves. Those who are self-aware and secure in their identity are able to encounter beliefs different from their own without any sense of threat. We also tend to trust people who we sense are authentic because they keep their word and there is a sense of consistency to how they act and behave, and what they do. Inauthentic people are often self-deceptive in ways that do not appear to correspond with who they are. You cannot be authentic without first possessing a strong sense of character.

To know ourselves we need to be self-reflective because if you don’t examine the values and principles you hold, the things you enjoy, the political views which best match your ideals, then it is difficult to know yourself. Knowing what matters to you can be very liberating – it frees you from worrying about what other people are thinking and doing because your knowledge of yourself determines your actions and decisions – but this self reflection should be continuous. It can be easy to think this sort of process is most important during teenage years when you are establishing your independence and forming personal views on the world, but over time, with maturity and life experiences, the things which are true reflections of ourselves evolve. 

To be authentic we need to accept ourselves. It’s all very well to ‘know ourselves’ but if we decide that we aren’t too keen on what we find, or are overly concerned about what other people might think, then we will present something false to the world and our sense of self-worth will be reliant on approval from others. This potential social barrier to achieving authenticity (or self-realisation) is experienced regularly by our girls and their personal authenticity is diminished by the need for the esteem of others in societies characterised by hierarchy, inequality and interdependence. At Northampton High, we encourage our girls to challenge themselves and their behaviours and to check that the person they are presenting to the world is a true reflection and the best version of themselves. If they believe they are open-minded, inclusive or kind, then it is worth checking that the way they are behaving (in both the real and digital world) aligns with who they think they are. 

In closing, authenticity takes some effort and may require us to act with courage and conviction on occasion but I have no doubt that the benefits of both knowing yourself and being yourself far outweigh this effort. When we know what we do not know without fear, we will be ready to hear the voices of others.

Dr Lee
Head

06
Dec

Educating girls for life, not just school

I spent the first part of last week at the annual Girls’ Schools Association (GSA) Conference in the serene Cotswolds, which was a fabulous opportunity to connect with fellow heads of girls’ schools and to discuss together the prevailing themes and challenges facing us in education. I have come away with plenty of food for thought and an abundance of reflections, providing ample material for future instalments of High News. I heard fascinating talks on the authority gap, the mental health of our adolescents, the development of inclusive cultures in schools, among others.

During her opening speech, GSA President Marina Gardiner-Legge, who also leads Oxford High School, lauded the resilience, persistence and adaptability fostered by the tailored education provided by girls’ schools. I think that our annual Senior School House Plays performance is a great example of this. Even though the students may initially consider taking part as just about singing, dancing and putting on a show, they are in fact developing vital skills of communication, collaboration and adaptability, essential tools for navigating the complexities of the modern world. Furthermore, they are also making memories that will last for years to come.

I often say in my meetings with prospective families that one of the unique joys of a girls’ school is that everything in it is meticulously designed just for them: the curriculum, the classroom, the leadership opportunities, and the very culture of the school is intricately woven around the empowerment of women. This week, I had the privilege of interviewing several Year 11 students applying for the Sixth Form Spirit Scholarship. It is interesting to hear their perspectives on the value and importance of an all-girls learning environment. Even more inspiring and commendable is their answer to what contributions they would like to make to the GDST and our school. Every one of them said, in their own way, it is vital to prepare and educate girls and young women for a world which is not equal, and to help them develop the skills necessary to confront the evident bias and challenges which still remain in many aspects of society.

This theme resonated with Marina’s speech, as she highlighted the ways in which women’s standing globally is still unequal, despite significant progress and development in recent years. From the disproportionate impact of war on women in conflict zones to the widening global pay gap and the burdens of the ‘second shift’ of home duties for working women, the challenges are vast and multifaceted. For us in schools, there is no doubt that the cost and availability of childcare is having an impact on teacher recruitment and retention, and that’s just one way in which becoming a mother can adversely affect a woman’s working life.

As Marina aptly pointed out, the world is not just unequal and underrepresentative of women, it can also be actively unpleasant for them. This stark reality was further illuminated by journalist and broadcaster Mary Ann Sieghart in her discussion of her new book, The Authority Gap: Why women are still taken less seriously than men and what we can do about it. Sieghart demonstrated the inequalities of attitude faced by women, by citing study after study which demonstrated the myriad ways in which women are systematically underestimated, patronised, assumed to be more junior, frequently interrupted. Interruptions were an interesting example. As Sieghart put it, interrupting someone fundamentally tells them you are more important than them which is a fundamental assertion of dominance. She quoted a study of US Supreme Court hearings revealing that female Supreme Court Justices were interrupted three times more often than their male counterparts, with 96% of the interruptions coming from men. These women are some of the most powerful in the federal government and yet they remain subject to the basic inequality: an excellent demonstration of the authority gap.

Therefore, it is incumbent on us to unleash the power of girls, instilling in them the confidence and self-belief required for a future that is not just designed for them but with their active participation. Students in girls’ schools, as trailblazers, serve as catalysts for a more inclusive society, and there is no doubt that the unique collective understanding of a girls’ school offers opportunities for female leadership and empowerment in an environment where every pupil can be a role model for each other.

We know every girl in our school. Education is a personal journey, one that involves igniting each girl’s curiosity and enabling her to understand herself and her aspirations, so she can navigate life with persistence and purpose, enacting positive change for those around her. As the world and other young women see more girls boldly and courageously living their lives in all parts of society, the more will be inspired to join them, confidently taking their place alongside these trailblazers.

I am encouraged that Northampton High is taking practical steps to make a real change and to encourage our girls to speak up, speak out and speak loud, where they feel equipped and ready to do what is right rather than what is easy, to be captain of their lives and make them fulfilling and meaningful. I know that we are educating our girls for life, not just for exams, university and work and we must find ways to continuously reinforce the worth and value of women in society, and to give them the confidence to know that their voices will be heard for the benefit of everyone. The skills often associated with women – collaboration, empathy, communication, integrity, moral courage – are desperately needed in all sectors and in our leaders.

Thank you for your continued support as we work together to empower and support our girls, and embrace the extraordinary magic of a girls only school.

13
Nov

Remember, remember

To remember is to be able to ‘bring to one’s mind an awareness of someone or something from the past’. In other words, it is the act of summoning the past into our consciousness. This act of remembrance is a potent force, capable of evoking both happy and sad memories. Arguably it is our particular set of memories that make us uniquely who we are, filled with the people and experiences that have defined us. So, remembering may be shaped with both thanksgiving for the good things, a sadness for those things over which we had no control and a remembrance of bad things that we wish not to repeat.

All these aspects of remembrance are present as we look ahead to Armistice Day, the day on which we remember that on the 11th hour of the 11th day of the 11th month in 1918, the conflict of WW1 ended. Many will be wearing poppies in remembrance and observe the two minutes silence. This act of remembrance is special in that it is a collective act of remembrance marked by the whole nation and etched into our identity. Even though WW1 has faded from living memory, the importance of remembering the sacrifices made in that war is paramount, as we are reminded, “Lest we forget”. Sadly, it was not the war to end all wars, as others have followed and some continue even today. While thankfully many of us will never know what it means to be in combat firsthand, we are the beneficiaries of those who do. There are few if any families who will not have been touched by the effects of war in their family histories. So, this week, we remember, because it is our duty and failing to do so risks the repetition of history’s gravest mistakes.

The theme of remembrance weaves through the winter season, a time when our culturally diverse community celebrates significant milestones in their calendars. Some may already be knee-deep in preparations, while others are just beginning to sense the impending festivities. Yet, the clock is ticking on preparing for festivals including Diwali, Hanukkah and Christmas. A recent supermarket trip felt like navigating a slalom course around pop-up stacks of chocolate selection boxes and table crackers – further prompting our subconscious that December is just around the corner. In the coming days, different faiths and communities will celebrate the power of light over darkness, good over evil, and the sheer excitement of families enjoying firework displays across the country.

We have already had timely reminders, with Halloween during the half term break and Fireworks Night behind us and the changing of the clocks providing that all important extra hour in bed. Further signs will soon follow and before you know it, you are sitting down to watch the newest John Lewis advert which has become for many just as much of a festive tradition as picking out a Christmas tree, putting up the lights and opening the latest door on the advert calendar.

Being part of the school community is a blessing as this half-term although busy and may feel like, at times, a whirlwind, it is also teeming with excitement, adventure and joy for both students and parents. There is much to look forward to, including our inaugural Parent and Staff Quiz Night, the annual Christmas Fayre with its many exciting attractions, the Junior School Christmas Craft Workshop and celebration evening, House Plays which stands as the grandest house event of the school year and the spectacular Christmas concert, to name but a few. This half-term is always busy, but we know the students really do love this time of year at school.

As the march towards the end of the calendar year starts in earnest, we can’t wait to welcome you into school for some or all of these events, and share moments with your daughter that will last a lifetime. Then in the years that follow, you can reminisce and remember the joy and connection that define this remarkable season.

19
Oct

Revision Tips

As we step into the Autumn Assessment period at Northampton High, I would like to share some guidance on effective study and revision techniques, particularly geared towards our students in Year 10 through 13.  

To begin, let’s address a common misconception: cramming. It is a study method that, despite its allure, does not yield the desired results. Research demonstrates that people who cram forget most of what they have tried to learn within a matter of hours. For genuine retention and secure understanding, a well-planned revision programme that enables regularly revisiting and reviewing of the material, with each return strengthening your memory, is the key.  

The learner needs to actively engage with the material they want to learn. Reading and then re-reading a textbook or a set of notes is not an effective way to revise and won’t suffice. When you reread something, it seems familiar, but this familiarity is an illusion, not an indication that you have learnt the material in question and can be misleading. 

What you need to do is check to see if the knowledge and information you have read is firmly lodged in your brain. There are several effective strategies to verify your understanding. For example, verbally repeat what you have learned, using prompts only when necessary (when you are stuck); create mind maps or diagrams to visualise and condense the material; work through practice questions or past papers; make flashcards with a key word on the front and crucial information on the back, for self-testing. All these techniques enable the learner to interpret and elaborate on what they are trying to learn. 

In equal measure, diversifying your revision techniques can stave off boredom and maintain motivation. Additionally, here’s a surprising one: revising in different locations has proven benefits. Educational research by Robert and Elizabeth Bjork highlights that studying in at least two different places enhances your ability to recall information during exams. This prevents your brain from overly associating the material with a single location, making it harder to recall in a third place (the examination hall). I would strongly encourage our Year 11 and 13 students to come into school during their study leave for their January 2024 mock examinations. Not only do we provide a different venue in which to study but also easy access to teachers who are ready to assist with queries, mark practice questions, and provide any other additional support required.

Revision timetables are indispensable, but they must be realistic. Plan for scheduled breaks, including full days off. Reserve time for a sporting activity or a walk or indulge in another hobby. Never eat and work at the same time. Meals should be times when you relax. Crucially, avoid dedicating entire days to a single subject. The reasons for this are similar to the reasons why you should not cram. If you work continually on the same thing, you will acquire a sense of familiarity with it which you might mistake for learning, but which is not learning in the true sense of the word. Switching between subjects during a working day compels your memory recall and promotes effective long-term retention. If you study one subject, then another, then a third, then return to the first thing, you have to recall that first thing back to mind again, which helps transfer the information to your long-term memory.

Perhaps the best news from the research is that there is nothing wrong with incentives, as long as they are judiciously used. In fact, one substantial reward at the end often outperforms a series of small, incremental rewards. It can, however, be a good idea for someone else to be doling out the treat, because people in charge of their own rewards are prone to succumb to temptation prematurely. 

Finally, getting enough sleep is crucial; the more tired you are, the more likely you are to give into distractions, such as checking your phone or watching something on Netflix. A second reason to prioritise a good night’s sleep is that sleep helps to consolidate our memories. There is even research suggesting that an hour of sleep shortly before an examination is more efficacious than an hour of last-minute revision.

In closing, your daughter will have access to a wealth of subject-specific revision resources provided by her teachers, including practice questions, past examination papers and mark schemes. She should make the most of these, not least for mastering challenging topics. The overall message here for those in the throes of revision is to set manageable goals, maintain a varied study routine and prioritise your health and well-being. And remember, please ask for help if you need it.

More information about study skills is available here in firefly

https://northamptonhigh.fireflycloud.net/360-degree-skills-based-learning/on-track-study-and-examination-skills.

Dr Lee
Head

06
Oct

Empowering Girls for a Changing World

The Girls’ Day School Trust (GDST), in partnership with research agency YouthSight, has undertaken a remarkable initiative that has led to the creation of the Girls’ Futures Report. This report has sparked a national conversation about women and their attitudes towards leadership. In short, girls are more inclined to showcase their leadership capabilities rather than mere pursuit of leadership titles.

Subsequent media headlines have cast a spotlight on the relatively low levels of interest girls had in being ‘the boss’, revealing a profound shift in the ambitions of young women. Instead, they wanted to do a job they enjoyed, they wanted to do something purposeful, they wanted a sensible balance in their lives – but they were less interested in leadership for leadership’s sake. They were far more focused on earning respect than wielding authority, and ultimately, they want to change what it means to be a leader. It is also clear, then, that girls want to reshape the workplace so that it fits them, their preferences and their aspirations and they place a great deal of value on their wellbeing.

What can we discern from these revelations? Firstly, it is worth celebrating that the GDST is at the forefront of this conversation in its 150th year which reflects its enduring commitment to shaping the future of girls only education and women in leadership. Secondly, the views girls had about work-life balance seem to mirror the broader trends observed among Generation Z, encompassing both young men and women. Employers are increasingly recognising the need to adapt their practices and to engage a new generation of employees who expect a more sensible balance between the different parts of their lives. Thirdly, girls just seemed so sensible in their responses, and I applaud them for being 10% braver! They asked what the point was of being the boss if you really did not enjoy it. Aristotle would be very proud of them. They had a strong sense that happiness was more important than mere titles and this preference for fulfilment underscores the changing paradigm of leadership.

And therein lies a challenge for all of us who are leaders. In a world undergoing constant transformation, we do need young women to lead, whether in an official capacity or not. We need changing leadership models for a changing world – more collaborative, more open to new ways of doing things, more listening to and supporting others and improving society. This more expansive leadership style is better for girls – and for all of us.

One of the aspects of the ‘GDST difference’ was that GDST girls displayed a greater propensity for risk-taking, innovative problem-solving, and a readiness to assume leadership responsibilities. At Northampton High, we actively foster these attributes through a myriad of roles and responsibilities, such as the Sixth Form Student Leadership Team, House Captains, Form Representatives for School Council, Learning Ambassadors, Undivided Champions, Eco Team, Sports Captains, and many others. These roles help to cultivate our girls’ maturity, organisation and sense of service, and through this process they are able to lead their teams in the ways that suit their skills and personalities. More importantly, we can’t just pick our extroverts, our most obvious ‘natural’ leaders for these roles, we need to tap into leadership talent in all its diverse forms.

But what about at national and international level? What can we do to encourage girls to take the lead? They need not just the confidence and the skills but also the role models. When scanning the landscape of world leaders, few female role models come to mind. The business world remains male-dominated, and men often occupy top positions in educational establishments. That is still particularly true in the independent sector, though not in girls’ schools. Anyway, I doubt Heads are the first port of call to provide the inspiration girls need. Their peers are often a more effective source of that.

Now more than ever, it becomes incumbent upon us to empower girls to lead in their own way. They aspire to a type of leadership where measures of success are multidimensional and not necessarily reliant on traditional measures such as salary, prestige or power.

When girls take positive risks and learn new skills, they can feel a powerful sense of agency and accomplishment. And when girls are introduced to a more expansive definition of leadership, they are more likely to view themselves as leaders and change agents. As such, we also need to celebrate when girls lead with empathy, including being good listeners or standing up for a friend.

My message here is leadership takes courage. It takes integrity and authenticity. It takes an understanding that the desire for power for the sake of power does not lead to good outcomes. It takes a mindset that does not just accept the status quo. And sometimes, it takes huge personal risk. The world desperately needs more talented and empathetic leaders, and it is our collective responsibility to champion and nurture this latent potential within girls. This is the true essence of girl power.

I shall end this blog with a poignant poem written by some of our students (Esme P, Adithi, Rithika, Amelia) on Girl Power, which was featured in our Year 7 Showcase in March.

Girl Power

Hear my voice
As I speak
It’s my choice
I’m not weak

Don’t repeat our history
Let’s leave it a mystery

Let us use our education
To lead and rebuild our unfair nation
Let us write the sequel
Make the future equal

Hear my voice

After all these years, it’s time for change
Let’s find the wrongs that we can rearrange

Hear my voice

Hear my voice
As I speak
It’s my choice
I will NEVER be weak

29
Sep

The essence of friendship: nurturing bonds and building connections

At the beginning of a school year, the pursuit of establishing and forming meaningful friendships often takes precedence. Having people to depend on can provide the stability we need in our lives.

Friendship, once regarded as the highest of virtues by the philosopher Aristotle, was not, in his eyes, a uniform entity. Aristotle understood that not all friendships are of equal value or importance and discerned three distinct types of friendships that encompassed varying degrees of significance.

To begin with, there are friendships of ‘utility’. In this kind of friendship, individuals come together not out of deep affection for one another, but because they can help each other to accomplish specific tasks, such as collaborating on a school project or working as a team to achieve a shared objective. Each party contributes to the other’s benefit, but the bond tends to be transient, dissipating as soon as the shared utility ceases. This type of friendship is, by nature, self-regarding and selfishly motivated, though mutually beneficial.

The second category of friendship is one grounded in pleasure. Aristotle declared it to be the friendship of the young. It typically hinges on shared interests or activities that bring joy, whether it be engaging in a sport, sharing an affinity for the same music, or simply finding pleasure from the same things. However, when the enjoyment or interest wanes, so too does the foundation of the friendship.

According to Aristotle, a majority of the friendships that many of us cultivate fall within these two categories. In both cases, the other person is not being valued “in themselves” but as a means to an end. Although Aristotle did not necessarily denounce them, he did recognise that their superficial nature and depth limits their quality.

The third and most precious form of friendship, as outlined by Aristotle, is the friendship of the ‘Good’. This type of friendship forms the cement that has the potential to hold both our personal spheres and the broader world together.

In contrast to utility or pleasure, this kind of friendship is rooted in a deep appreciation for an individual as they are, with all their flaws and imperfections fully acknowledged. In fact, it is the ability to be open and vulnerable to one another that makes such friendships so special, gives their unique value, and instead of being short lived, these friendships endure. These are the individuals we can turn to in moments of adversity as well as times of celebration, and they, in turn, can confide in us. Such friendships are the most precious. Aristotle lamented the rarity of such friendships, but noted they are possible between two virtuous people who can invest the time needed to create such a bond. They also take trust and commitment to cultivate. In reality, we may count them on one hand, at most.

My message at this juncture in the academic term, as students continue to forge, navigate, and sometimes sever connections, is to reflect upon this important virtue. It stands in stark contrast to the hastily amassed “friends” found on social networking sites, where a mere click of a button can secure a connection that is often just as swiftly revoked and all too frequently hastily withdrawn. Genuine friendships, on the other hand, evolve over time, grounded in commitment, and they constitute the cement that binds not only our world but also our individual selves.

At Northampton High, we actively encourage our students to see inside each individual – to understand their shortcomings alongside their glories – to embrace their weaknesses alongside their strengths – allowing us to feel more whole, in many ways more authentic. Teaching the girls in our care to be comfortable in their own skin and to find a way to live in this world which feels good to them are the most fundamental roles we hold as educators. Key questions which perhaps we ought to ask: Whose validation are you seeking? What does validation truly entail? Is it a form of care, admiration, or love? Does it equate to genuine liking, in a good old fashioned sense of the word?

It is conceivable that our students today will continue to be drawn to the soaring delight of sharing a window into their life and awaiting the virtual applause for it. However, if we know deep down whose opinions genuinely matter, we may finally reach the toran to our freedom.

22
Sep

Embracing the strength of quiet

‘Quiet’ was the most common description we heard of this business-like head: ‘quietly spoken’, ‘quietly strong’ and ‘quietly confident’. This was what the recent Good Schools Guide said about me. Yet, it is interesting that they also view this seemingly understated demeanor as my superpower – a calm and serene style of role modelling that profoundly impacts the girls at Northampton High. Inspired by this revelation, I thought it fitting to write a blog to celebrate the power of quiet, or more specifically, the power of introverts. 

I have been reading a book recently by Susan Cain called Quiet: the power of introverts in a world that can’t stop talking. For a book about quiet people, there are an awful lot of words in the title. Susan Cain’s central message is that the world tends to extol and elevate extroverts – those who exude confidence, expressiveness, social adeptness, networking prowess, and effervescence. These are delightful individuals who can light up a room with a smile or a hearty laugh. They excel at motivating others, thrive in team settings, and are generally enjoyable company. There is no denying the value of extroverts, and nothing Susan Cain says will deter me from appreciating their unique qualities. In fact, many of our students exhibit extroverted traits, and one of the first impressions I had of Northampton High girls was their penchant for conversation. As a group, they possess a treasure trove of ideas, a wonderful sense of humour, and an unshakable, irresistible confidence. 

However, it is equally true that many of our students lean towards the quieter end of the spectrum. They are introspective, serene, contemplative, and perhaps slightly reserved or shy. These individuals are deep thinkers and attentive listeners, relishing the opportunity to learn and think independently – both inside and outside the classroom. This is perfectly fine because as Susan Cain contends (and as my own observations confirm), introverts are just as valuable in any community as extroverts. In fact, she argues that the strongest teams comprise a blend of both personality types, as well as those of us who fall somewhere in between – the ambiverts. Extroverts infuse enthusiasm with phrases like, ‘let’s go for it!’ or ‘we can ace this!’ when morale dips, lethargy sets in. However, introverts contribute valuable perspectives to the table, urging for caution and reflection with questions like, ‘Stop. Wait. Think. What are we doing? Why are we doing it? Have you considered this…?’

The essence of it all is that the world, including the Northampton High community, thrives on a diverse range of individuals to function effectively.  Everyone, regardless of their inherent personality traits, plays a valuable role in this ecosystem. Therefore, we must acknowledge and celebrate the strengths of introverts, recognising all the remarkable qualities of quiet people: 

  • Listening skills: Quiet individuals often excel in active listening. They absorb information without immediately formulating their response, displaying an intense focus on what others share. Some of the most charismatic people I have known in my life have had exactly that ability and people were naturally drawn to them as a result. 
  • Observational prowess: Quiet individuals are often exceptional observers and nothing escapes them. Their keen perception allows them to offer astute analyses of social situations and a deep understanding of their teams, even if they aren’t particularly enthusiastic about socialising. 
  • Thoughtful communication: Introverts think before they speak, a trait that can make the rest of us appear hasty as we rush to fill silences. In contrast, quiet individuals come across as wise and sensible. And when they do speak, their words command respect and attention, where everyone listens and values what they say even more because they say less. They can thus be extremely impactful and influential in decision making processes because they seem so wise. 
  • Calming influence: Quiet individuals can have a calming effect on those around them, fostering a sense of stability and composure. 
  • Creativity in solitude: Albert Einstein aptly noted that ‘The monotony and solitude of a quiet life stimulates the creative mind.’ Quiet individuals are not to be underestimated; they often excel in creative pursuits like writing, art, composition, and deep-thinking during periods of contemplative solitude. 

Introverts are not short of role models either – take, for instance, JK Rowling, famously reserved and retiring. One story in particular about her life illustrates the creative powers of introverts. In 1990, while travelling on a delayed train from Manchester to London, she conceived the idea for Harry Potter. Lacking a pen and too shy to request one from a fellow passenger at the age of 25, she spent four hours on a delayed train developing ideas that would eventually bring her fame and fulfil her ambitions. 

So, my message to all pupils is this: celebrate your unique personality, whether gregarious or reserved. Embrace the differences among your friends and remember that introverts bring extraordinary talents and abilities to the world, and should be encouraged and celebrated. Don’t just flick like moths to a lampshade to the brightest light in the room. You are all interesting young people with lots to contribute to this community and to the outside world. Dare to be 10% braver and take pride in who you are. I believe in each and every one of you.

Dr Lee
Head