School Blog

Autumn is my favourite time of year! Woolly jumpers, snuggly thick socks and hot chocolate….. What could be better? The trees have begun their annual display of showing us how beautiful it can be to embrace change and let go of things of the past, readying themselves for a rest before a fresh start next spring, and all the joy and anticipation that this can bring. Autumn is also the time when nature reveals its true bounty. The trees and hedgerows are laden with fruit and gardeners nationwide are filling their sheds, garages, freezers and any other available space with pumpkins, apples, berries and the like. Gardeners, perhaps better than most, understand that in the intricate tapestry of life, the connection between nature and hard work is a thread that runs deep. How then, can we apply that wisdom to ourselves, and our continued quest for knowledge and education. Drawing insights from educational researchers such as Carol Dweck and John Hattie, we can start to understand this important link.

Every great endeavour begins with a seed of ambition. Just as a tiny seed contains the potential to become a mighty oak, your dreams and aspirations hold untold possibilities. When you plant the seed of hard work and dedication, you set the stage for the natural processes of growth and maturation. Just as a seed requires the right soil, sunlight, and water to flourish, educational efforts require the right environment and resources. As our students embark on their journey towards their goals, they will find that hard work and perseverance are the essential tools in their learning tool kit. Nature teaches us that growth is a process that takes time. In the same way, success rarely happens overnight. It’s the daily nurturing of your ambitions, the consistent tending to your goals, that will yield the sweetest fruits in the end. But that takes perseverance!

Developing perseverance and strong foundations in education is an ongoing process. It starts early and should be nurtured throughout a student’s academic journey. Encouraging curiosity can stimulate a child’s inner interests by exposing them to a variety of subjects and experiences. Encouraging questions and exploration from an early age will teach them to develop their skills and not give up when things get tough.

On the educational journey of our students at the High School, these seasons may not align perfectly with the school calendar, but their lessons are no less applicable. We want to encourage them to embrace the seasons of their life, recognising that each phase has its own unique beauty and purpose. Sometimes, the harsh winters of setbacks and failures are essential for strengthening your roots and preparing for future growth. They help us to recognise that the rewards of perseverance are well worth the wait. When the time is right, and you’ve nurtured your dreams with care, the joy of harvest is unparalleled. Just as a farmer rejoices in a bountiful crop, you’ll savour the satisfaction of achieving your goals. The fruits of your labour may be material success, personal growth, or a sense of accomplishment in your educational journey. But a successful harvest does depend on the work that is put into it. At the start of the academic year, we expect our students to be laying the foundation for success from the word go.

Dr. Carol Dweck, a prominent psychologist, has extensively studied the concept of the “growth mindset.” In her research, she emphasises the idea that individuals who believe their abilities can be developed through dedication and hard work are more likely to succeed than those who view their abilities as fixed traits. Dweck’s work highlights the importance of perseverance in education. When students embrace a growth mindset, they are more inclined to tackle challenges, learn from their mistakes, and persist in the face of setbacks. This mindset shift is particularly significant in the educational context because it fosters a love for life long learning and a willingness to put in the effort required to excel.

In John Hattie’s work, Visible Learning for Teachers, we see the emphasis of importance that educators and students should have a clear understanding of their learning goals, the progress they are making and the strategies that work best for them as individuals. Just as every gardener must work out which strategy works best for them to get the most out of their tomato plants, this can be a bit of a trial and error process! Emphasis on the ‘error’ here. Learning from mistakes is a vital part of the educational journey and Hattie refers to this regularly, highlighting the importance of feedback from teachers, but also self reflection from students. He notes that their self belief is vital, and that they will develop perseverance as learners if they can remind themselves that failure in their day to day experimentation with learning, does not mean that they themselves are failures. Adopting this positive mindset, or ‘Growth Mindset’, in Dweck’s words, will develop perseverance and make students more successful learners overall.

The changing seasons in nature offer profound lessons in perseverance, as well as patience and adaptability. Spring represents the beginning, the planting of the seed, and the excitement of new possibilities. Summer is a time of growth and abundance, where the fruits of your labour begin to take shape. Autumn reminds us of the importance of harvesting at the right moment, for if we wait too long, the opportunity may be lost. And finally, winter allows for reflection, rest, and preparation for the next cycle. Sometimes, it may feel a little like ‘Groundhog Day’, that we are repeating the same cycle over and over. In moments of doubt, it is important to remember that each new cycle offers the opportunity for improvement and progress. Sometimes we must adopt resilience to see that our failures are helping us to learn and move forward with perseverance to reach our goals.

Perseverance in education, guided by the principles of Carol Dweck’s growth mindset, is the cornerstone of success. Laying strong educational foundations is akin to building a robust structure that can withstand the tests of time. Fostering healthy learning habits from an early age ensures that this foundation remains sturdy and can support a lifetime of achievement. Education is not just about acquiring knowledge; it’s about developing the mindset and skills necessary to thrive in a constantly evolving world and motivate ourselves to work hard.

In the grand symphony of life, the harmony between nature and hard work is a vital one. Just as the seasons change, our students will find that their journey through education will have its ups and downs, but by embracing the lessons of nature, they can cultivate the fruits of their labour with patience and determination. Whether they are striving for personal success or seeking to enrich their education, remembering that their journey is a reflection of the natural world’s timeless wisdom is an important lesson. As they nurture their ambitions, tend to their goals, and savour the joy of harvest, they will find that the connection between nature and hard work is a source of inspiration, guidance, and profound fulfilment. I hope that all our students will embrace this approach over the coming weeks, and use this important and busy term to set themselves up for success at the end of the academic year.

Miss Kneen
Deputy Head Pastoral

Parents and guardians may recall that I wrote in the opening Headlines newsletter for this term about a change we have made to our reporting. In a way it is only a relatively small change. We have not altered the style or structure of the reports, nor have we reduced the scope of what are, we hope, supportive and helpful documents for both parents and pupils.

This said, we have reconsidered the language we use to talk about various aspects of pupil performance and attitudes to learning, and, at its heart, this is much more than a minor tweak. As I explained in the newsletter, when we use indicators to offer an overview of pupil achievement and performance, we will now focus on development. We were keen to redefine what might be seen as more limiting and/or critical indicators, such as ‘Good’ or ‘Changes needed’. Instead we are now using the terms ‘Acquiring’, ‘Emerging’, ‘Enhancing’, ‘Extending’ and ‘Mastering’, to refer to pupil progress, prep and attitude to learning. 

The change in the indicators is logical and mirrors the work that has been done in the background over many years to ensure reports, feedback and verbal interactions such as tutorials are more focused on the individual.  These new terms are far more in line with our philosophy and aims. We say ‘we believe in our girls’, and for this to be more than just words, we have to demonstrate that belief in every aspect of school life. Likewise, if we truly expect the girls to fulfil the second part of our motto ‘and they believe in themselves’, we must try to avoid potential pitfalls that may impact negatively on their self-esteem or personal development.

So why is using developmental language so important? Firstly, it helps pupils recognise their strengths. When pupils read positive and constructive feedback about their abilities and achievements, it boosts their self-esteem and fosters a sense of accomplishment. This recognition of their strengths can motivate them to continue excelling in those areas.

Secondly, developmental language provides students with the guidance they need to make improvements. Constructive feedback not only points out areas for growth but also offers specific advice on how to enhance skills. This targeted advice empowers pupils by giving them actionable steps to follow, promoting self-directed learning, and encouraging them to take ownership of their progress.

Moreover, developmental language promotes a growth mindset. When students understand that their abilities are not fixed but can be developed through effort and learning, they are more likely to persevere in the face of challenges. This mindset shift is essential for long-term success, as it cultivates resilience and a willingness to embrace challenges as opportunities for growth.

It is perhaps worth reflecting on reports and how much they have changed since many parents (and teachers themselves!) were at school. In an amusing article in Country Life, Jonathan Self lists some of the more egregious comments made by teachers towards their students in the past:

‘Is a constant trouble to everybody and is always in some scrape or other. He cannot be trusted to behave himself anywhere’. (Winston Churchill, Prime Minister)

‘He must devote less of his time to sport if he wants to be a success. You can’t make a living out of football’. (Gary Lineker, footballer)

‘Jilly has set herself an extremely low standard, which she has failed to maintain’. (Jilly Cooper, author)

While we may smile at these embarrassing comments from teachers whose pupils clearly went on to demonstrate success far in excess of their own achievements, it is worth reflecting on the many pupils who will have been negatively affected by similarly unhelpful opinions.

One of the most important responsibilities of educators is to scrupulously avoid impacting negatively on pupil confidence. Confidence, (arguably alongside basic literacy and numeracy), is what might be referred to as a ‘hygiene factor’ when it comes to a young person achieving well academically, or in sport or artistic pursuits. 

When I mention educators, of course, this is a wide group of people and the role of families and friends cannot be ignored in this. However, the impact teachers can have on academic confidence and self-image far outweighs any other factors. According to research collated by the Australian educational researcher Prof John Hattie, positive teacher estimates of achievement, and high teacher expectations based on developmental feedback can lead to enhancements in pupil outcomes that are the equivalent of over a grade’s improvement.

Needless to say, this approach needs to be embedded in sound pedagogy and based in an environment where pupil wellbeing has a high priority for the best progress to be made. But if we can avoid unhelpful language that leads to self doubt and demotivation, we are already heading in the right direction.

In Self’s article he comments that we must avoid reports that are ‘formulaic: a combination of computer-compiled scores, platitudes and overused statements’. We couldn’t agree more. Indeed our full reports are always written in original prose, monitored by Heads of Faculty and Heads of Year. They include a personal message from the Head, who reads every single one. I believe we live up to the writer’s ambition that, ‘A well-written school report will, of course, congratulate and commend where appropriate. More importantly, it will highlight areas that need attention and advise pupils and parents alike of potential issues. It is personal and individual.’

Hattie, J. 2012, Visible learning for teachers – maximising impact on learning, Routledge

https://www.countrylife.co.uk/independent-schools/10-hilariously-bad-school-reports-world-famous-einstein-churchill-174458

Mr Rickman
Deputy Head

Just before starting Year 12, the thing that worried me the most was doing poorly in my subjects. I’ve always held myself to a really high standard academically, and I was determined to surpass my already large expectations for myself in my A-Levels. Now that the year is over, I feel nothing but proud of myself for what I’ve achieved, and despite feeling undoubtedly nervous for Year 13, I know that if I continue to put my mind to it, I can leave school next year with the same amount of confidence and pride that I have now.

Whilst this may not be a universal experience, I don’t regret the A-Level subjects that I chose. My Dad told me to choose subjects that I firstly enjoyed, and secondly that I was good at, which definitely made my decision a lot less difficult. I chose to take English Literature, History and Business, and whilst the workload sometimes catches up to me, it’s overlooked by the fact that I enjoy them so much. I believe that it’s a combination of my own personal interest in the subjects, as well as the support of my teachers that make the occasional feelings of frustration feel overcomeable. 

However, the main thing that has carried me through Year 12, and has made the year as enjoyable as it was, has been the support from my friends. It would be a complete understatement for me to say that I simply appreciate my friends for being there for me this year. Without them, I know that the many deadlines and new priorities that being in Sixth Form brings may have felt overwhelming. I strongly believe that having good friends is one of the most important things in life, whether that’s during Sixth Form or when working 20 years from now, and I know that Year 13 will be far easier in their company.

My ambitions for the future are as certain as they were since the start of Year 12, and remain to be one of my biggest motivators to achieve success once I leave school. I want to go to university to study Marketing and Management, and have enjoyed experiencing what that route could look like through opportunities facilitated by school. This summer, I spent a few days in school doing work experience with the Marketing and Admissions Department, which I hugely enjoyed. This has made me all the more excited about continuing down a similar path after A-Levels, and perhaps less nervous about what the future holds for me.

With Year 13 being only a couple of weeks away, I’d be lying if I said I didn’t feel slightly anxious. Entering such an important year in my life, that has such a strong sense of finality to it, I mainly hope to enjoy it as best as I can. Whilst I feel excited to be so close to starting the next chapter in my life, I equally want to cherish the little time I have left in school before I leave it all behind. I suppose in a way, that means I’m approaching my last year at the school with mixed emotions, but then again, that’s exactly what life is all about.

Natasha
Year 13 student

‘Just played.’ The answer often given by a 4 year old to the question ‘What have you done at school today?’ – and one which delights the practitioner.  

Play is at the heart of an Early Years education.  In the DFE document, The Statutory Framework for Early Years Foundation Stage, it outlines the necessity for Play: ‘Play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals and solve problems. Children learn by leading their own play, and by taking part in play which is guided by adults.’  The way an adult perceives the children’s responses to a play task will often result in the youngsters developing a completely different set of ideas, rules and role play.  

So what is play in Early Years like?

There are many theorists, namely Vygotsky or Piaget with their own thoughts of what play is, but observing it first hand realises how much can be gained and learnt through these experiences. For many youngsters play is natural, relaxed and impulsive – but for those who struggle, adults can play a pivotal role in guiding them, providing them with time and space to enable their play.

Play stimulates a huge range of responses from the individual; creative, physical, mathematical, linguistic – the list is endless. 

During water play in my classroom, the pupils began by filling up lots of containers; jugs, bottles and spoons which led to them to use language about capacity. As the play developed they noticed that the jewels at the bottom of the tray were all different shapes and colours. We searched for circular, diamond, oval, heart, and rectangular ones. A comment was made about the jewel being the same colour as her mummy wore, which further developed the play by finding out about the names of precious stones and wanting to make their own jewellery pieces.  

Playing outdoors is good for mental health. It also gives children the opportunity to learn about our natural world, weather, and appreciate the environment we live in, all whilst finding new species of creature and examine habitats. One afternoon, the children went outside to find a selection of resources including planks of wood,  tubes, off cuts of wood, piping, bricks.  Nothing was explained by the adults about what they were or how they got there.  First it was used to create an obstacle course involving balancing, risk taking and physical skills.  Later on in the week, the resources had been turned into a range of houses, back gardens, hot tubs and roads –  all drawing on the experiences and understanding the pupils already had.  The level of motivation was high and everyone concentrated on the role they were contributing to the task. 

Group play offers children the chance to turn take, cooperate, negotiate, take on board each other’s ideas and suggest new ones – all developing their social interaction with others.  They can learn from each other by watching and copying, and the adult can develop questions to encourage them to think deeper about what they are investigating. We all want our children to be able to construct clear and accurate sentences, use a wide variety of vocabulary and to construct their own reasons for things.  

Often play begins as a solitary activity, with very young children opting to explore and find out things by themselves.  As they become more confident, they begin to observe others in their play and begin to work alongside them. By the end of Reception and into Key Stage 1, role play activities are heavily based on discussion amongst the children, applying new vocabulary they have learnt and asking and answering questions of one another in order to keep the play developing.  

The connection between play and learning provides an opportunity to challenge them in their thoughts and inquisitive nature and helps in developing confidence and natural leadership, giving the child a sense of belonging and a feeling of being valued.  Their involvement in chosen tasks demonstrates their continued involvement, a persistence to have a go and heightened motivation and concentration. 

So when a little one comes home and says ‘I just played’’………

 

DFE –  Statutory Framework for Early Years Education
Alastair Bryce-Clegg –  365 days of play.

Mrs Farrar
Class Teacher Reception

For many people, school coding clubs traditionally took place at lunchtime – with a handful of eager male students. 

How times have changed. 

At Northampton High School, we believe every girl should be given the opportunity to learn coding. Firstly, it brings girls with similar interests together, and understanding it improves problem-solving and aids academic performance; enhancing understanding of mathematics, writing and creativity.  In coding, they tend to work individually but always support each other. 

This year, our younger years have been taking part in Beebots. The girls began programming the beebots to solve mazes, write initials and dance. Once they understood how the robots worked, they moved onto programming them on a computer. In the summer term, Years 4 and Year 5 started a coding club primarily using Scratch, the world’s largest coding community for kids. They work with a global community of volunteers, educators, and partners to run free coding clubs where 9- to 13-year-olds can learn to build and share their ideas. At the club sessions, the children use step-by-step project guides to create games, animations, and web pages using Scratch, Python, or HTML/CSS. So far, they have created alien civilizations and simple animations using the Code club. They have also done a fantastic job creating their own Playdough animations. 

Nowadays, coding is immersed in so many aspects of everyday life, and that makes it essential learning for today’s pupils. 

As Richard Branson, founder of the Virgin Group, once said: “Whether we’re fighting climate change or going to space, everything is moved forward by computers, and we don’t have enough people who can code. Teaching young people to code early on can help build skills and confidence and energize the classroom with learning-by-doing opportunities.” 

In short, coding matters.

Mrs Smith
Class Teacher 4N

Eleanor Roosevelt once famously said, ‘Do one thing every day that scares you.’ These words carry a profound truth about the human experience and the potential for personal growth. While fear often holds us back, stepping out of our comfort zones and embracing the unknown can lead to extraordinary accomplishments on an individual and personal level, and provide us with a lifetime of fulfilment.

Our comfort zones are important and by definition, when we are in them we feel comfortable and secure. While they provide a sense of familiarity and stability, they can also serve as a prison, restricting our growth and limiting our potential. I’m sure that by this point in the academic year, you will be familiar with Dr Lee’s motto of the year, ‘Be 10% braver’. Whilst phrases such as this may be interpreted as trite by some, in reality their sentiment has enormous value. By consciously putting ourselves out there and being open to challenge, we can push our own boundaries and discover hidden talents or abilities that we did not think were within our capabilities. This gradual expansion opens doors to new opportunities and develops an inner confidence to keep trying new things. 

At this point, I should point out that I do believe Eleanor Roosevelt intended her statement to be taken with a pinch of salt. Fear and anxieties have played and continue to play an important role in evolution and in ensuring that we keep ourselves safe, and I am certainly not suggesting that we should be putting ourselves into perilous situations to force self improvement. We must recognise the difference between recklessness and bravery. They are not the same. It is also important to note that bravery, in every form, is subjective and can vary enormously from one person to another. What one individual considers to be a challenge, may seem easy for someone else. We, therefore, do not all need to throw ourselves out of aeroplanes or take up other high adrenaline sports to develop bravery and challenge ourselves. Bravery is deeply rooted in our personal values and principles and each of us must decide where to draw the line. I also think that every day might be a bit much. Some days I relish having very little in the way of challenge and an opportunity to relax and unwind is just as important as those motivating elements that help us to progress. 

That said, this is all about getting the right balance. One viewpoint may be that fear is a powerful emotion which can hinder our progress and hold us back from pursuing our goals. When confronted with fears, if we can be brave and face them head on, we can learn resilience and gain a sense of empowerment. Each time we step into the unknown and try something new, we build courage and increase our confidence to face new challenges further down the track. 

Engaging with situations that challenge us regularly, cultivate resilience and adaptability. By willingly engaging in these experiences, we become more adept at handling unexpected obstacles that come our way. Here at the High School, one of our core values is ‘Risk Taking’. By this, we mean educational risk taking rather than anything more sinister. Providing our students with opportunities to push their limits and explore the unknown in a safe environment, provides them with the skills they will need to venture forth into the unknown of the wider world. This practice also allows our students to develop a mindset that embraces change and see setbacks as opportunities to learn and grow. Over time, we are able to better navigate life’s challenges and become more capable of thriving in a dynamic world. If we allow routine and familiarity to be our only form of functioning, we may become complacent and overlook the opportunities in front of us. We are also significantly less likely to be able to cope when a curve ball is thrown our way. Exploring uncharted territories can be daunting, and even scary, but the possibilities that doing so can unlock, may allow us to tap into hidden potential that may otherwise remain dormant and undiscovered.

So why bring this up now, right at the end of year when things are winding down and the season for academic challenge draws to a close until September? The reason I am addressing this now is because the holidays provide an excellent opportunity for students to challenge themselves and engage in activities that foster personal growth and development. I have taken the liberty of suggesting a few potential challenges that students may like to set themselves over the next 2 months, and you as parents may well wish to join in:

1. Engage in volunteer work – volunteering not only helps others and is a fabulous thing to do, but it also helps us to gain valuable practical skills as well as develop empathy and compassion. Whether it is serving meals at a soup kitchen, organising charitable giving or cleaning up your local environment, volunteering can serve as a really meaningful challenge.
2. Learn a new hobby – take up a new sport, learn a musical instrument or explore some creative writing. Whatever skills you develop now can be put to the test from September when you will have a chance to show off these new skills in school. 
3. Engage in independent research – you may choose to learn about something new by engaging in some research. Those students in the older year groups may well be looking towards starting or completing an Extended Project Qualification (EPQ) and some research can really help to get the ball rolling, or simply offer you a new perspective on some new knowledge. 
4. Take an online course – the power of the internet gives us access to vast quantities of information at the click of a button. Some of the more useful information can be found via online learning opportunities. MOOCs are a great way to spend some time learning something new. 
5. Engage in physical challenge – this might include trying something new, or progressing with something you already do. Challenge does not have to always be an addition, it could simply be to dedicate some time to practising something you are already doing. However, the summer holidays give us lots of time to explore our options and perhaps take on something a little different to the norm.
6. Practise mindfulness – mindfulness and meditation can help us become more self aware. They can also reduce stress, improve focus and develop concentration. There are lots of guided meditation apps that you can download and use for free, as well as a range of online resources. Establishing a daily mindfulness routine over the holidays is a great way to rest and recharge and foster healthy habits for a fresh start back in September. Taking time for yourself is a vital part of positive personal growth. 
7. Read more – this has been a personal challenge for me this year. I am not great at enjoying reading and tend to see it as a bit of a chore, or an activity to be undertaken only on a sun lounger. However, I have forced myself to read for pleasure more this year and can honestly say that it has made a positive difference to me. I am actually enjoying it and would go as far as to say that I have firmly cemented consuming a good book into my daily routine. 
8. Get creative – this last one covers so many possibilities that it is hard to imagine that we couldn’t all have a go at this. From painting, to baking to writing and more, getting creative is a fantastic way to challenge ourselves and see what we are capable of!

If you are attempting to set challenges for yourself over the summer, try to set specific and achievable goals. Be ambitious and push yourself, but don’t overdo it and don’t be too hard on yourself if you don’t quite achieve what you set out to. Any and all progress should be celebrated. Setting goals and working towards them can also give us a sense of pride and help us to develop discipline and perseverance. Remember, the summer holiday should also include time for relaxation, rejuvenation and spending quality time with family and friends where possible. It has been an exceptionally busy year for everyone and we all deserve the break. I have been immensely proud of the achievements that we have accomplished as a community, but also of the individual achievements of students and staff, no matter the size or significance. Celebrating every win is one of the best parts of my job and I look forward to celebrating these wins formally on Speech Day in the last week of term. I hope many of you will join me on the 12th July to celebrate and to look to the future of our students as they continue on their journey of self discovery. 

Bravery and facing challenges come in many forms, from taking part in a new sport for sports day, to answering a question in class when you are not fully sure of the correct answer. Taking that risk can pay off in a positive way, regardless of the actual outcome. If the answer you volunteer is wrong, you have still learnt something, and being wrong wasn’t all that bad anyway. This week the students, and staff, involved in the Wizard of Oz have been brave. They have stood on stage in front of an audience and put themselves out there. The year 11’s have been brave, facing the horrors of Alton Towers’ most ferocious roller coasters, while I and my fellow colleagues on that trip sat on a bench, not so bravely, with a coffee! Next week, year 7 and year 9 will be brave, engaging in a range of physical activities, possibly for the first time, or staying away from home and the familiarity of their normal routine. Facing these challenges, head on, will continue to help them develop resilience and perseverance for the next adventure or challenge. 

So, embracing Eleanor Roosevelt’s advice to do something every day that scares you,. Or at least challenges you, is a powerful approach to personal growth. By considering stepping outside of our comfort zones, we confront our fears, cultivate resilience and tap into our hidden potential. The practice of facing our fears daily becomes a transformative journey, empowering us to opus past limitations and celebrate our achievements. Whilst I sincerely hope that my students do not experience genuine fear too frequently, I am in the lucky position of being able to witness bravery on a daily basis. I wish you all a lovely final fortnight of the school year, and a really wonderful Summer Holiday when it arrives, and I can’t wait to hear about all the adventures and challenges that our students have been involved with when we return to school in September.

Mrs Kneen
Deputy Head Pastoral

It all began last academic year with the arrival of Jeffrey and Jeremy the spider plants…and now my classroom is also home to a money plant named Jess, and 11 African Violets propagated from leaf cuttings by Year 5 earlier this year.

So, what is so great about plants?  

I put this question to my class recently and their comments included telling me that plants: ‘give us food from crops’, ‘generate oxygen’, ‘filter water’ and ‘provide homes for little critters’. All of these things are true, of course, but perhaps we don’t fully appreciate how much our everyday lives depend on plants – from food to wood products, medicines to clothing, rubber to cosmetics and so on.  

There are endless research papers, online articles and television programmes which suggest a whole host of benefits to people who spend time around plants. Some claim plants can boost productivity at work, improve memory and sharpen attention span, whilst others focus on how plants can complement interior design and create positive feng shui in a room.

Our new monarch, King Charles III, has been honest and outspoken in the past about his love of plants, admitting that he regularly talks to them and believes that they respond. Each time he plants a tree, he wishes it well by giving a branch a friendly shake. He is known to have a passion for gardening and is keenly involved in the development of the gardens at all his royal residences.

It is often said that we are ‘a nation of gardeners’ but even if you have no desire to get outside and start planting, you may enjoying nurturing house plants, and most of us turn to plants as gifts at some point in our lives – to say thank you, as a housewarming present, when offering sympathy, to celebrate an achievement or as a romantic gesture. 

There are numerous reported benefits to our health and wellbeing from being a ‘plant parent’ but I believe these can be summarised by one overarching statement from a member of my current class: 

“Plants make you happy when you are around them.”

Junior School Science Coordinator

I LOVE SPORTS DAY! In fact, this was very nearly the title for this weeks’ blog. It is my absolute favourite day of the academic calendar and I regularly rearrange things to ensure I can be out on the field all day enjoying every moment. Now, I fully appreciate that I probably enjoy it in part because I am not the one organising it, and I must therefore take a moment to thank and praise the sports faculty once again for the tremendous amount of work that they put into the planning and delivery of sports day each and every year. This year was no exception! 

However, my message this week is a little broader than just sports day. I want to talk about being young, and how wonderful that really is. The biggest reason I love sports day is that it reminds me of being young. I have hugely fond memories of sports day when I was at school and it all comes rushing back when we hold one here at the High School. The camaraderie, the sportsmanship (or sportswomanship!), the laughter and the celebration make me incredibly nostalgic and also incredibly proud when I see this in our students. 

In our fast paced world, there is a tendency to accelerate the process of growing up for children. Perhaps it’s the fear of ensuring that they are fully prepared for the world around them that pushes us to hurry them along, or perhaps our expectations of children have changed over time. I sometimes worry that as a society, we are encouraging them to abandon their innocence and embrace adulthood prematurely. I worry that the influence of social media and the seemingly limitless access to the internet is exacerbating this further still. And I worry that sometimes we forget the beauty and value of childhood, for it is a period when young souls can thrive, explore and find boundless joy. Do we, the adults in the room, therefore need to take a breath and resist the urge to push them into adulthood too soon?

Childhood is a time when imagination knows no bounds. Young minds possess an ability to create, be it their use of vibrant vocabulary or their use of colour in their art work. Younger children have magical adventures, far away from the confines of adult reality, they make potions and dens in Forest School, or fly on magic carpets across the playground, or lose themselves in musical or theatrical composition. They think beyond convention. By encouraging children to retain their innocence, we provide them with the freedom to nurture their creativity and fully explore the limits of their imagination. It is through imaginative play that children develop problem solving skills, learn to express themselves and cultivate a lifelong love for learning. 

Children also possess an insatiable thirst for knowledge. This is good news for me and my fellow teachers! They also often have an unyielding sense of wonder about the world around them…. A double bonus for me as a Geography teacher!! By allowing them to remain in the realm of childhood, we nurture their innate curiosity, encouraging them to ask questions, seek answers and explore the world with enthusiasm. This sense of wonder often lays the foundations for learning, critical thinking and an appreciation for the complexity of life in general. If that is taken away from them too early, the implications for our future generations are perhaps a little bleak. 

As pastoral lead, it would be remiss of me to not mention wellbeing as part of this. The pressure to grow up too quickly can have detrimental effects on a child’s emotional wellbeing and mental health. Childhood offers an escape from the pressures of reality and the responsibilities of adulthood.By allowing them to savour their youth, we offer the a protective bubble where they can develop emotionally at their own pace and gain experience of the world and all it’s demands whilst ensuring the safety net will catch them when they inevitably fall at some of the hurdles or challenges that they face. As they move through their school years, these challenges become greater and of course culminate in the public examinations of GCSE and A Level. Successful students are often the ones who have been given room to gain independence, whilst also being encouraged not to rush to the finish line.

Childhood friendships are also extremely important for well-rounded social development and long term happiness and often form the basis for life long success in forming positive connections. If you have ever heard me talk about the complexities of girl’s friendships, you will have heard me say just how vital they are for girls to be happy. I am sure the same is also true for boys, but the importance for girls to feel secure, and accepted amongst their peers outweighs almost all other factors and often drives them to behave in ways that might be less than ideal (a topic for another time perhaps). By encouraging children to embrace their youth and innocence, we can create environments that foster genuine relationships that are authentic and offer a genuine source of pleasure. In turn, these bonds help children navigate challenges, build empathy and learn valuable lessons in social etiquette. Rushing this process, or the negative impacts of social media in the mix of navigating the tricky, and often turbulent, waters of friendships, may hinder the formation of deep and meaningful connections that could last a lifetime. 

Childhood is synonymous with playfulness.Preserving childhood allows children to engage in unstructured play, linking back to the fostering of creativity, problem solving, emotional development, etc. On the last day of the half term a few short weeks ago, we organised discos for the students for the first time ever in this way. I have to admit that I was a little nervous that this might not really be their thing, despite it being a direct request from the Student Council. The pastoral team mulled over this for several weeks before agreeing to organise it. We worried that perhaps it would be a bit ‘lame’ or maybe wouldn’t meet their expectations. It is, afterall, a long time since any of us went to a teenagers disco or party! However, I needn’t have worried. I was delighted at just how delighted they were. They danced, they sang, and best of all, they played. They were inclusive and they were kind. They showed every possible positive characteristic that I have come to expect of a High School student in those few short hours and I could not have been more pleased. 

Childhood is a fleeting and precious time in one’s life. It is a phase filled with innocence, playfulness, and endless possibilities. Resisting the rush to grow up too quickly allows children to savour the joy of being young, nurturing their emotional wellbeing, building lasting relationships, and promoting their dreams. Let us embrace and protect the magic of childhood, because I truly believe that childhood is where the foundations of a happy and fulfilling life are laid. By allowing children to be children, we gift them the priceless opportunity to grow into well-rounded individuals who carry the spirit of youth in their hearts, even as they embark on the journey of adulthood. Events like the discos, or sports days, or the multiple and wonderful House events that they take part in, are constant reminders of the value of youth. We must, and do, treasure that at this school. So I must finish by thanking all of you, our parents, for encouraging and fostering that sense of youth at home. It really is a collaborative effort and as a result, our students make me proud every day.

Mrs Kneen
Assistant Head Pastoral

A relative quiet has fallen on the High School over the last week, as Years 11 and 13 are sitting their public exams and Years 10 and 12 are in the midst of their summer assessments.

Summer assessments are a fixture of the educational calendar in the UK and have been since the nineteenth century. Much has changed since the introduction of the first public school exams in 1858 and our girls are unlikely to be asked to list in order the wives and children of Henry VIII or to state the “three ways [in which] our Lord [was] tempted in the wilderness”. I understand that these days – in Geography – there is even remarkably little need for colouring pens. But in some ways the system has proved remarkably resilient and our students’ experience today will look and feel much like that of these boys in 1940 Queensland (image courtesy of State Library of Queensland).

The High School’s students have been, and are, working hard. These exams matter, the girls know it and they have been preparing diligently for them. Over the years, we have all read pieces that tell us that exams aren’t fit for purpose and don’t help students prepare for the future. I always feel that this is a somewhat disheartening message for our young people to hear, even if it is well-intentioned (high-stakes exams are too pressurised, etc.). But, despite the drawbacks of the current system, are our students being prepared well? One way to approach the question is through the lens of the skills that employers think will be needed in the future. The World Economic Forum’s Future of Jobs Report (PDF) is a useful piece of research to consider.

According to the WEF’s 2023 report, the two most important skills for employees to develop and evidence are analytical thinking and creative thinking. Both the GCSE and A Level curriculums naturally demand students hone their analytical thinking skills, while creative thinking must be showcased not only in the more obviously creative subjects, such as Drama or Textiles, but also in Biology or History, where the ability to make insightful inferences and links between topics requires a creative mental agility. These two cognitive skills are joined by three sets of “self-efficacy” skills: resilience, flexibility & agility; motivation & self-awareness; and curiosity & lifelong learning. In all three cases, it seems clear to me that successfully studying for and being examined across multiple subjects lends itself to the development of such personal skills.

But when we look at the wider skillset that employers deem crucial, it’s noticeable how important our school’s wider, expanded curriculum is. For employers, technological literacy ranks sixth, followed by dependability & attention to detail, empathy & active listening, and leadership & social influence. Undoubtedly, some of these skills are learned through the core curriculum, but even more so through the wider opportunities offered by the High School. For example, girls in all year groups demonstrate and develop leadership and active listening, whether they are part of the Student Senior Leadership Team or a form group’s Student Council Representative, a sports leader or a performer in the school’s musical.

The summer exams matter and I wish our girls all the very best over the coming weeks. At least as important as the results, however, are the skills that they have developed at school throughout their educational journey. To the Year 13 students who are leaving us at the end of this term: you are ready for the future and we can’t wait to hear about your next steps.

Mr Viesel
Director of Sixth Form