School Blog

Dr Alex George – TV doctor, Youth Mental Health Ambassador to 10 Downing Street and author of Children’s Book ‘A Better Day’ – explained his Top Five Tips for Good Mental Health and Wellbeing. His number one Top Tip? Get outside!

Whether it’s the rows of small wellies lined up, anticipating a fresh coating of mud or the hustle and bustle of children eagerly pulling on their waterproofs, ready to head down to Forest School, here at the Junior School at Northampton High, our passion for the outdoors is evident!

But why is it so important?

In recent years, we have welcomed more awareness of the importance of mental health, including children’s mental health. Since 2015, February has brought with it Children’s Mental Health Week. This year the theme was ‘Let’s Connect’ as it is known that, when we make meaningful connections with others, we stand a greater chance of holding the tools and resilience to be able to navigate the challenges that can affect our emotional wellbeing.

But did you know that there is increasing evidence to suggest that creating connections with nature can also have a significant positive impact on our mental health? A study conducted by the Government adviser for the natural environment, Natural England, found that ‘people who spend at least 120 minutes in nature a week are significantly more likely to report good health and higher psychological well being than those who don’t visit nature at all’.

Sadly for many, modern-day life brings obstacles when it comes to children accessing the outdoors for extended periods. Busy roads, concerns of ‘stranger danger’ and fewer green spaces are just a handful of reasons why many children simply do not have the same opportunities to ‘play out’ as previous generations might have done.

Therefore, we feel very fortunate to have such a fantastic calm and peaceful woodland area and we are proud that all year groups – from Nursery through to Year 6 – use it regularly for their Forest School sessions.

Here are just a few reasons why spending time outdoors and specifically Forest School, is beneficial for children:

Confidence and Self-Esteem – Forest School presents learners with opportunities to take part in challenging activities. By encouraging children to step outside of their comfort zones, a whole host of skills are utilised and refined, including collaboration, problem-solving, concentration, perseverance and ultimately the opportunity to be successful! These transferable skills can then filter into other areas of their lives, promoting an increased sense of confidence and higher self-esteem in children.

Exercise – Many of us feel great after a visit to the gym or a jog round the park. It’s well known that exercise is one of the most effective ways to encourage the release of endorphins – the feel-good hormone. For children, at Forest School, many of the activities are a great source of exercise – jumping in puddles, rolling tyres, climbing trees, building dens – they all help to raise heart rates and contribute to the development of strength and coordination.

Decreased Cortisol – Have you heard of Forest Bathing? Far from being an activity that requires a swimsuit and a towel, this ancient Japanese mindfulness ritual also known as shinrin yoku is gaining popularity as a way to escape hectic modern-life by immersing ourselves in nature. This practice is actually considered so powerful that in some countries it is prescribed by medical professionals as a way of helping people experiencing conditions such as anxiety or depression. Imagine viewing sunlight dappled through green leaves, listening to gentle birdsong, smelling the scent of wildflowers…It is believed that spending time in a natural environment, particularly around trees, results in decreased levels of the stress hormone cortisol. Forest School provides children with the opportunity to do just that. To escape the stresses of everyday life, just for a little while.

Improved Sleep – We all sleep that little bit better after burning off some energy in the fresh air and the same goes for children. Better quality sleep brings improved levels of energy, concentration and positivity the next day, promoting feelings of happiness and allowing us to learn more effectively.

Fun and Friendship – Is there any better pathway towards happiness than having fun? The sounds of chatter and laughter tells us that for children there is no doubt about it: the simple pleasure of being outdoors is incredibly enjoyable. It seems that playing with others and getting muddy is just wholesome good fun and who better to do this than your peers? The connections children make with others during the shared experience that is Forest School, promote strong bonds with others and help encourage the development of friendships.

Of course, it is important to note that the factors that affect emotional wellbeing are multifaceted and complex. Therefore it is essential that children experiencing significant challenges with their mental health should access relevant support. However, if we can all spend a little time outdoors, we will all reap the benefits!

Dr Alex George’s Top Five Tips for Mental Health and Wellbeing: https://www.youtube.com/watch?v=EqcCf8DqIy8&t=36s

How can nature benefit my mental health? https://www.mind.org.uk/information-support/tips-for-everyday-living/nature-and-mental-health/how-nature-benefits-mental-health/

Two hours a week outside is important for health and wellbeing: https://naturalengland.blog.gov.uk/2019/07/12/two-hours-a-day-outside-is-vital-for-health-and-wellbeing/

If you would like to know more about Forest Bathing, Forestry England has some great resources: https://www.forestryengland.uk/resource/forest-bathing-home-activity-sheets

Mrs Cartlidge
Class 6 Teacher

 

Careers advice has changed a great deal since I was at school. It has probably, dare I say, changed a great deal since the majority of you, as parents, were at school as well. I don’t know what your individual experiences of this were like, but I know mine was not great. 

Back in the early 2000’s careers advice was limited to a paper survey that asked a range of questions about your preferences for working environments. Questions such as, “Do you like working with children?” or “Do you like working outside?”, were all answered on a form using a pencil to fill in the little check boxes for either a positive or negative response. Ironically, I distinctly remember answering “No!” to the question about working with children! I also remember the outcome of my questionnaire. It was ‘Park Warden’. The idea of being a park warden now seems rather idyllic and romantic, like something out of a good novel, but at the age of 15, I couldn’t think of anything less inspiring. I wanted to be a Vet, or a Lawyer, or the next David Attenborough, not maintaining rhododendrons in the rain and telling people to “get off the grass!”

Back then, as there had been for many years, there was a much greater emphasis on finding a career, getting into it and sticking with it until retirement at 60. At this point you would be presented with a gold watch for your years of dedicated service, and sail off happily into the sunset. Nowadays, this could not be further from reality. Aside from the change to the retirement age, pushing closer each year towards 70, the current generation of students in the UK, and those that follow, will have a significantly more varied career path than students who have gone before them. They will climb their careers ladders by hopping between companies, building up their networks and developing their experience portfolios. Research suggests that over 40% of the jobs that the current cohort of 14-17 year olds will go into, don’t even exist yet. The dynamic nature of our planet, and the increasing speed in which we are required to adapt to change, means that we are preparing teenagers and young adults to enter the world of work with somewhat limited information on what opportunities might be available to them. A little worrying perhaps, but very exciting!

Preparing students for such a transition from the tight structure of British education to the world of work, where there are multiple uncertainties, is therefore something that schools must carefully consider. Here at the High School, careers education is carefully embedded across the curriculum from an early age. We start by looking at ourselves and identifying who we are, what strengths we possess and where our interests lie. 

As students progress through the school, we look more at some of the practical elements of the world of work. Making choices for their GCSEs in Year 9 is one of the first big turning points for our Senior students and they are ably assisted in this process by both academic and pastoral teams across the school. Workshops on CV building, interview practice and making a good first impression are still relevant and play an important part of our Year 10 careers curriculum. This year group also have the opportunity to engage with some optional 1:1 sessions with an independent careers advisor as part of their preparations for their post-16 education decisions. This forms an important opportunity for them to gain some independent advice and carefully consider their next steps. In order to provide this effectively, we use an external company, CWR, who are local to us here in Northampton. In the 1:1 sessions students will be exploring what they enjoy, strengths and interests and looking at post-16 choices. Together with a CWR Careers Coach, students will put in place a plan and have a clearer path forward, enabling them to feel more confident making their choices.  There will be a further 1:1 session available in the autumn term 2023 for those needing additional support.

 The CWR team have run career workshops for our students for many years.  The workshops are thought provoking and comprehensive, which our students find to be both useful and inspiring, helping hugely to enhance employability skills of our students. The company is headed by its founder, Charlotte Sykes.

Charlotte has extensive experience delivering dynamic training, coaching and recruitment to businesses, individuals and to the education sector.  She has a wealth of industry knowledge, an extensive network and a reputation for the quality of her approach. She is a Registered Professional with the Career Development Institute, a Member of the CIPD, a Member of the Association for Coaching and an Enterprise Advisor for a Northamptonshire School for the Careers & Enterprise Company. She is a Level 6 Qualified Careers Coach, REC Qualified Recruiter and Co-Founder of Be Career Confident.

Then in Year 11, all students are invited to attend the consultations evenings, where staff will host discussions with them and with you as parents. This support is mirrored by the ongoing support throughout the Sixth Form, in guiding students towards potential university places, apprenticeship opportunities and the wider world of work beyond education. 

The period of time between Year 10 and Year 13, often referred to as the ‘Four Year Journey’ by us here at the High School, is an important and exciting time for students. Decisions to be made and choices to consider, but we are here to support our students, and their families, as they embark on this voyage. If you would like any additional information on our dynamic careers programme at Northampton High School, please do reach out to us and we will be pleased to explore this with you. 

Miss Kneen
Deputy Head Pastoral

In a blog, software engineer and net entrepreneur Nartey Ephraim says that the classroom ‘isn’t just a room full of desks and books’. He comments that it is also ‘an online community and a place where students can receive support from their peers and teachers.’ Indeed, schools are moving ever more rapidly towards the wider use of educational technology (or EdTech) to support learning. This is both to deliver content in more experimental and/or adaptive formats, and also to allow students and teachers to connect with each other within and beyond the constraints of the traditional dusty classroom ‘box’. But how do we go about making sure we are using technology in the best possible way to build the kind of classrooms that are fit for the modern world?

EdTech comes with some clear benefits. It allows teachers to develop themes before lessons start, so students can engage with topic information in advance. It encourages and supports shared working and, arguably most importantly of all, it enhances the way feedback and pupil/teacher dialogue can take place. Done well, all of this leads to continual improvement in skills and understanding, and ‘learning without limits’, a golden principle in the High School’s educational philosophy.

We refer to all things digital in school under the banner of Digacy. This programme works from the core principles of digital literacy, including online awareness, computational thinking and the creation of content, to ensure that pupils have the adaptability they will need in the future. You can read more about the programme on our website here. To support this, we use shared platforms in school, Firefly and Google Classroom, which allow us to offer seamless learning approaches, ensuring all pupils have the resources they need and access to their teachers’ expert advice, at home as well as at school.

Our access to the GDST is hugely beneficial as we move forward on our digital journey. We benefit from the support of a dedicated Consultant Teacher for Digital Innovation, Fee Kempton, based at Norwich High School. She works across the Trust, encouraging teachers to develop their skills via Google courses and building awareness of the ways technology can improve teaching and learning. Furthermore, through GDST-led research we retain a laser-like focus on the wider issues that link to technology, specifically the future skills that pupils will need to be successful. In the recent GDST Girls’ Futures Report, girls speak about how they want to be armed with practical tools for the future, knowing that they require the skills to navigate social media, with the ability to tell fact from fiction. They also want roles that make a difference to society and the environment, whilst allowing for family life to flourish.

At its best, EdTech supports these ambitions because it facilitates truly transformational approaches to teaching and learning. By this I mean approaches that cannot be replicated by traditional means, perhaps most significantly, the increased and varied opportunities for collaboration and innovation in the form of apps and software. Indeed, since we introduced the 1-to-1 device policy in 2020, we have expanded the range of additional software that teachers and pupils can use through the Google platform exponentially.

A recent survey of our teachers showed the huge range of applications and platforms in use. These range from the standard Google products for day-to-day sharing and collaboration, through to Mote, software for giving verbal feedback to pupils via Google, to Kahoot, Quizizz, Seneca and Quizlet, which are apps that support rapid understanding checks to take place. Beyond this, teachers reported using applications and add-ons like Language Gym, Sibelius, Times Table Rockstars, Dr Frost, My Maths, Khan Academy, EdPuzzle, EdShed, and many others. Traditional textbooks, too, are gradually being replaced by elements such as AQA/Pearson eTextbooks, Kaboodle, Purple Mash and the Everlearner.

As a result of continued support and training, teacher confidence in using technology has improved markedly since the introduction of 1-to-1 devices and Google Classroom. The graphic below shows teacher responses on a number of areas, with the wider the band the higher the perceived importance, confidence or regularity of use etc. of the element in question. Teachers are very confident in using Google Classroom and Google Apps, and classroom use of EdTech generally is very strong across nearly all areas of the school. Junior school use of Google Classroom is generally restricted to the older year groups and we naturally retain a high degree of importance on handwriting and other more analogue approaches as pupils develop core motor skills. 

Why is it important to find out how teachers feel about EdTech? Well, if educational research has proven anything in the last half century, it is that good teachers are the most important factor in improving outcomes for pupils. Bill Gates agrees, saying ‘technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important.’ It is simply not enough to believe in the value of technology to improve the learning environment. To support their pupils properly, schools nowadays have to be both teacher and tech friendly: in Ephraim’s words, the classroom should not feel distant and isolating, ‘it should feel like home’.

Mr Rickman
Deputy Head Academic

References:

https://adiutor.co/blog/lessons-learnt-if-we-teach-today-as-we-taught-yesterday/ Accessed 28/1/2023

Hattie John (2003) Teachers Make a Difference – What is the research evidence? University of Auckland, Australian Council for Educational Research, October 2003

Gates Bill, Quoted in the Independent on Sunday, 12 October 1997

Ask any child the question ‘What is a scientist?’ and the answer may surprise, delight or bewilder you, depending on their age and how well you know them! 

When I posed this question to some of our younger Junior School pupils recently, answers included: ‘they put candles on a cake’, ‘a crazy man who goes on computers’ and most common of all, ‘they make potions’. White coats and goggles were also mentioned quite a lot! 

Perhaps some of this confusion lies in the fact that they do not have a clear idea of what is meant by ‘science’. So I then explained that science is learning about everything in the world around us and scientists do this by observing, describing and experimenting. The word ‘experimenting’ prompted enthusiastic responses such as ‘I like test tubes’, ‘I’ve got a science kit and I do it with my daddy’ and ‘I made elephant’s toothpaste.’  

Science kits received as presents were popular with many of the girls that I spoke to and seem to be a great way of getting children interested in the subject, although the emphasis on mixing ‘chemicals’ to make ‘wow’ things happen means that they often equate science with chemistry, which is only one aspect of a very broad subject.  

Perhaps they are also influenced by what they see on television and online. If you carry out an internet search for images of scientists, you will find endless photographs of people in white coats working in sterile laboratories, mixing liquids or looking down microscopes. 

However, science isn’t only about working in a laboratory. Science is observing the weather, growing plants, comparing rocks, making electrical circuits, describing animal life cycles, classifying materials, testing magnets, learning about healthy eating, separating mixtures and much, much more.    

It is for this reason that Key Stage 2 pupils have their Science lessons in the Junior School Science Room, a deliberate choice of name to avoid the stereotype that science is something that only takes place in a laboratory whilst wearing special clothing to protect you from dangerous chemicals. 

Of course, my observations from talking to some of our girls are anecdotal rather than scientific, but they highlight the need to make sure that our pupils study a broad range of science topics. They also need to be explicitly taught about the links between their lessons and ‘real life’ situations, whilst being encouraged to retain their natural curiosity and ask lots of questions!

Junior School Science Coordinator

You may have seen the High School approach wheel around school and in some of our publications. We use this to help illustrate the High School’s uniqueness as a learning community. Within the wheel are 3 distinct areas reflecting our view that it is impossible to separate the purely academic aspects of school life from the wider cocurriculum and the pastoral. This is why the High School approach takes the form of a circle, with these aspects represented by the words Learn, Reach and Coach. They form a unity; without one part the others would be incomplete and the rounded education we seek to provide would be compromised.

I have explained the thinking behind the wheel in a previous article, but today I would like to focus on one element in particular. Reach. By this we refer to the expansive cocurricular programme of activities to support, stretch and inspire pupils throughout the school. Through the Reach programme, we encourage pupils to find their own paths and to discover what makes them tick as learners. Our Reach Coordinator, Miss Anna Kilby, also Head of Classics at the school, has a wealth of experience working with talented and able pupils like ours, to motivate and inspire them to find their passions in life.

Miss Kilby is ably assisted by Miss Steph Knight, the Reach Assistant, whose area of expertise is the extracurricular programme that teachers and coaches offer pupils of all ages in school. These clubs and societies scatter their paths with opportunities to satiate their curiosity and expand their horizons, or inspire them in various ecological, scientific, sporting and artistic areas. Many of these clubs run across the junior and senior school years, allowing older pupils to enjoy time in the company of younger ones.

Also within Reach is the Enrichment and Electives programme which spans the 4-year journey of GCSE and A Level study from Year 10 to Year 13. This offers our students a huge range of non-examined, timetabled courses, from Photography to Computing, from Film Studies to Yoga. The programme develops over the years, so that, by the time students reach the Sixth Form, they have access to more independent opportunities, such as Young Philanthropy, Enterprise, Politics and International Relations and, for the next academic year, Sociology too. Beyond this, the Reach programme caters for the needs of distinct groups of students, with support clinics for those taking public examinations, or groups for those with specific university requirements, such as for medicine and engineering.

Scholarships are also within the purview of the Reach Coordinator. These fall into 3 categories; Reach, in recognition of excellent academic results in our papers; Flair, for pupils demonstrating excellence in a wide range of disciplines, from sport to music and everything in between; and Spirit, for pupils who live and breathe characteristics that are prized by the school, such as service to the community. Pupils who have undertaken the rigorous but inspiring selection process for these awards develop excellent self-awareness and interpersonal skills, whether or not they are ultimately successful in receiving a scholarship. We heartily encourage all pupils to consider applying for these when appropriate. More information about scholarships can be found in the General Information booklet.

In the spring term, the Reach programme really comes to life, with our Reach Lecture series taking place during Thursday lunchtimes (11:50-12:20). This is a great opportunity for pupils to discover more about a huge range of subjects, as you can see from the poster featured here. All students in Years 9, 10 and 12 are expected to attend the Lectures; there are no clubs for those year groups on Thursdays next term, so that the Lectures do not clash with another activity. Students in Years 11 and 13 are warmly invited to attend the lectures if they do not have a revision or support session during Thursday lunchtime.

When we ask our pupils to find their passions at the High School, we want them to know that the opportunities are only limited by their own imaginations. However, just as importantly, we want them to be confident that dedicated and focused support is always available – they need only reach out for it.

Mr Rickman
Deputy Head Academic

Ask yourself, what does Christmas mean to you? Is it a welcome break from the busy daily routine? Is it the Christmas gifts – giving or receiving? The long-awaited time to spend with family and friends? Is the time to ‘give back’ and do something special for those in need? Is it the entire Christmas celebration: from the first lights, the glittering window displays, the sound of Christmas music on the radio and in the shops, the preparation of festive food, or is it the family sitting down together to share some quality, uninterrupted time together? For every one of us, Christmas means something different, something uniquely individual.

According to research by YouGov (2020) 91% of the British population celebrate Christmas in some shape or form, while only 1 in 5 Brits (22%) said that celebrating the birth of Christ makes Christmas an important time, suggesting that Christmas has become a fundamentally secular festival for most.

It is, of course, the most wonderful time of the year…at least that’s the expectation. The festive season – however it is celebrated in your home – has, in recent years, been heralded by Black Friday (today, Friday 25 November) and Cyber Monday, with big brands offering ‘cut price’ offers, and consumers looking to secure a great deal. We are bombarded – on social platforms and Google searches, emails, on the TV and radio and in the wider media – with ‘too good to be missed’ deals, creating an adrenaline-fuelled retail frenzy, escalating the urge to conquer the Christmas shopping list and ‘bag a bargain’.  

UK shoppers are expected to spend around £8.71bn over this year’s Black Friday weekend, according to InternetRetailing. While taking advantage of these discounts can help us save money on things like Christmas presents, it’s important not to let the sales go to our head.

The number of people setting out to search for a bargain in shops across the UK is expected to be higher this year, according to Springboard, with UK shopping centres set to see 16% more customers than 2021 – although overall, footfall is expected to still be below pre-pandemic levels, it said. 

Meanwhile, scams rise by a third around Black Friday, according to analysis by Lloyds Bank, with most fraud connected with clothes purchases. The BBC reported (22/11/22) that the bank said the volume of scams soared by 29% around Black Friday and Cyber Monday in 2021. “Fraudsters use social media to post scam offers. They can even send them straight to your inbox. Always search for deals yourself,” Lloyds Bank warned.

While people may have been looking forward to the first fully post-pandemic Christmas, the latest YouGov data (October 2022) suggests that many are already making plans for a scaled-back celebration as the rising cost of living impacts their wallets. Six in ten (60%) say they will spend less on Christmas this year than they usually would, compared to just 2% who say they will spend more than usual. Fewer than a third (28%) expect to have a ‘normal’ Christmas, although this rises to 36% amongst the over 65s.

It isn’t just the social aspect of Christmas that may be different this year – a third of Britons (33%) say they will reduce food expenditure, and half (51%) of Britons are planning to cut the amount they spend on gifts. 55% of parents with children under 10 saying they will have to spend less on presents this year, and 40% will forego festive outings.

Against this backdrop of financial crisis, it could also be a bleak time for charities; November and December are usually a peak time for charity donations, but in the same survey more than a fifth (22%) say they will limit the amount they donate to charities in response to the rising cost of living. 

We can, however, still enjoy the Christmas preparations and give to charity. Northampton High’s inaugural Christmas Fayre on Friday 2 December, 4.30pm to 6.30pm offers the best of both. Kicking off the season of Christmas productions, concerts, wreath-making, Christmas crafts, Christmas Jumper Days, Sparkle Parties and collective celebrations, all proceeds from the Christmas Fayre will be donated to two deserving funds – this year’s school charity, KidsAid, which helps to support children who have suffered trauma and provides mental health support, and the school fund to restore the well-used Astroturf to its former glory.

With Father Christmas in his Grotto, Christmas carols, a student-led Christmas Market, traditional Tombola, a Raffle and a Silent Auction, offering money-can’t-buy experiences, there is something for everyone. Festive refreshments will unite children and adults, families and friends, and share in some Christmas spirit. Don’t forget to submit your bid for one (or more) of the Silent Auction lots by emailing k.price@nhs.gdst.net. We hope to see you there!

Amanda Wilmot
Director of Marketing & Admissions

Women and coding have gone hand-in-hand throughout the decades. Some would have you believe that coding and programming is strictly a man’s world. Don’t believe a word of it.

There may be a gender gap currently but go back to the Second World War, and you’ll find that women occupied the lion’s share of positions in the UK’s fledgling computing industry. Females played a key role in the crucial work that infamously cracked the Enigma Code, while they also calculated military logistics, which proved priceless in turning the war in the Allies’ favour.

Today, women are hugely under-represented in the computer science and programming industry. This is something Northampton High School is aiming to change. As Stephen Hawking once famously said, “Whether you want to uncover the secrets of the universe or you just want to pursue a career, basic computer programming is an essential skill to learn.”

Coding helps children with:

• Critical thinking
• Problem solving
• Creativity
• Mathematics writing

People speak different languages across the world. Coding is the language of computers – essential in today’s technology-driven world. Like learning languages, it is accepted that the younger you start, the sooner you will become proficient. Learning to code is no different. It helps kids develop academically and builds perseverance and organisational skills that can translate into a career.

Coding is the past, present and future, and Northampton High School pupils will be learning this vital skill from the outset because history, as we know, is on our side.

Mrs Smith
Junior School Teacher

This famous line is attributed to the existentialist philosopher Jean-Paul Sartre. He said that the choices we make represent a terrible burden for us as human beings. Not because life itself is terrible, but because we are ‘condemned to be free’ and must take responsibility for everything we do. Sartre argues it is actually our choices that define us as individuals, not our personalities or intellects. Indeed, this is not something we can ever escape, because even the act of deciding not to choose is a choice.

As adults, we can all look back at pivotal moments in our lives and consider what ‘might have been’ had we made different decisions. In most cases, it is simply a matter of reflecting on the multiplicity of possible outcomes, and enjoying the positives in our lives afforded by the paths we did take. However, there are occasions when a decision taken in haste might have led to something less positive, that still impacts on our lives now, or that could have taken months or years to resolve.

I often say that school days are our golden opportunity for shaping the future, for learning how to make good choices and for building the foundations of a rich and rewarding adult life. We spend a long time being grown up and the precious moments of childhood seem increasingly fleeting and distant as time goes by. This is why as teachers we must focus on the children with us today and give them the best chance to achieve their ambitions for tomorrow, through kindness, flexibility and understanding. This is one of the central tenets of our school teaching and learning manifesto, which aims to give teachers the tools for developing excellent learning environments in school. For pupils, this means getting to know themselves too, so they can develop a positive academic self-image. We believe this comes through a 360-degree approach to teaching, learning and personal development. What we also know as the ‘360-degree Me’ approach in school, and as reflected in our holistic approach wheel.

 

 

We see the school as a breeding ground for open-minded young learners who can quickly find ways to access the curriculum and make success a habit as they move through the years. We believe that the best learners are not afraid to take risks and are happy to learn from failure, they are inquisitive and think deeply about the relevance of everything they discover about the world, both for themselves and within the cultures and traditions around them. This can only be achieved if they have confidence in the people around them to understand their needs and to guide them in finding the right ways to build their own self-reliance.

To help pupils develop the habits that will lead to sound decision-making skills, we give them as many opportunities to make choices for themselves as possible in school. One important way of doing this is by starting the academic options process early in senior school. For example, in Year 8 pupils make choices about which language options they will take into Year 9, including the option to take a brand new subject, Global Outlook. Pupils in Year 9 select two creative circus subjects from the 5 they start with, as an early taste of how GCSE options will impact their timetables.

Throughout Key Stages 4 and 5, students are given the opportunity to practise their decision making in multiple ways. Firstly when choosing from the extensive menu of enrichment options and then when deciding on which additional volunteering and academic electives they will build into their Sixth Form portfolios. This is not to mention the decisions all students learn to make in their academic lessons and the huge range of extracurricular activities they choose from on a daily basis. In the latest school inspection report, this was particularly praised by inspectors who commented that ‘pupils make good decisions; they can justify their choices and understand the importance of individual autonomy and responsibility’.

However, pupils are not left to their own devices when making choices. To return to the question of academic decision making, the really important ones are for GCSE and A Levels, when dedicated processes support and guide the students towards the best possible pathways individually. The timetable is then crafted to suit their options, but not with a fixed set of blocks that reduce the flex within their choices, as seen in many schools. Beyond this, we allow students at GCSE to make some decisions on the quantity of subjects they opt for; giving them the chance to build in private study periods if they wish, following guidance from specialist staff in school. Of course, at every step, we ensure that they have reflected on their decisions carefully, with an eye to the future and on what is most likely to help them achieve their individual goals.

At this time of year, pupils in Year 9 and Year 11 are acutely aware of the magnitude of the academic choices that they are facing and the school is ready to support them. Following the Sixth Form information evening in October, individual consultations for Year 11 students have begun this week, allowing parents, guardians and students time with experienced teachers to reflect on their priorities. Shortly after Christmas, the focus will turn to the Year 9 pupils as we invite families into school to learn more about the four-year journey to GCSE and A Levels at the school.

No stone is left unturned in the quest to ensure students make the right choices at both these vital points. However, we also know that young people need flexibility and understanding after the event, and we remain open to changes for a period of time once the choices are made, within the realms of the possible. To do otherwise would be a disservice to the young people we nurture, who need to know that we understand their priorities and recognise that mistakes can be made, and rectified, while their futures are still very much an open book.

J K Rowling’s take on the importance of making good decisions is perhaps more accessible than the one I started with. Albus Dumbledore says, ‘it is our choices, Harry, that show what we truly are, far more than our abilities.’ In any event, the importance of making good choices in life cannot be underestimated; there is something inescapable about the impact of our decisions and we are more likely to be successful and happy if we make the right ones.

References:
Sartre J-P, 1943, Being and Nothingness An Essay in Phenomenological Ontology, Routledge, 2018
Rowling J K, 1998, Harry Potter and the Chamber of Secrets, Bloomsbury
Independent Schools Inspectorate FCI/EQI report 2019 available at https://www.northamptonhigh.co.uk/inspection-reports/

Mr Henry Rickman
Deputy Head