By Mrs Hooley, Assistant Head

This week, we have been celebrating Neurodiversity Week at BGS with a variety of events, including alumnae talks, VR experiences and lunchtime activities. It is therefore timely to consider some of the recent changes which have been announced by the Government relating to SEND and more specifically, how the focus on executive function skills can benefit all our students. 

The Government SEND Consultation Review was published in February 2026, as part of plans to update the current SEND Code of Practice ‘areas of need’ which will now become ‘areas of development’. Executive Function has been recognised as one of the five proposed key areas of development for children and young people. Executive function skills are recognised by the NHS as a set of neuropsychological tools which underpins the ability to complete daily tasks, it is something that people develop as they get older and gain experience in using these skills. The main elements of executive function are: 

1. Attention – the ability to focus and maintain concentration on an activity
2. Working memory – holding information for a short period of time to use in some way
3. Impulse control – managing self control, patience and ignoring distractions
4. Planning, sequencing and organisation – the ability to complete a project or activity from start to finish
5. Cognitive flexibility – being able to adapt thinking to changing circumstances or unexpected situations. 

Whilst ADHD students find the acquisition of these skills particularly challenging, all students need support in developing their ability to use their executive function effectively. Education, especially from secondary school or Year 7 upwards can bring complex schedules, multiple teachers, long term projects and more social challenges to the forefront of young people’s experiences. With additional changes to their adolescent brains, hormones and societal expectations, it can be a real challenge for even the best regulated students. At BGS we have actively sought ways to support students with the acquisition of executive function skills through educational strategies, technology as a support tool and practise of life skills. 

We ensure the explicit teaching of study skills to all students; we recently welcomed a learning coach from Elevate Education to provide support and guidance to Year 11 students. The team from Elevate also joined us earlier this year to run sessions with our Year 10 students to ensure an early preparation for GCSE success. In addition, tutor times are allocated to support revision and tasks are set for homework with guidance on planning and sequencing. As part of Neurodiversity week, our SEND department joined with parents at the curriculum conversation on Monday evening to discuss ‘Thriving, not Surviving in Education’.

The use of scaffolding in lessons at BGS supports students to to reach ambitious goals by using a range of processes that guide them to success, as recognised by Tom Sherrington et al in the ‘Walk Thrus’ teaching approach. The purpose of scaffolding is to remove it when the student is confident and ready to undertake the work without the support structure in place. This enables students to practice planning, prepare for examination questions and to use systems which can be adapted to a different context.

As a technology-focused school, we are able to use the 1:1 iPad approach to support students with their organisation, provide tools to enable improved attention and apps to help working memory. Mr Williams ran an online session last week to support revision techniques for students and especially those with neurodivergence. He provided some suggestions of apps which can be used as a focus timer, voice to text notes as well as task organisers and planners. 

From the Junior School up to when the students leave at the end of Sixth Form, we ensure they have as many opportunities as possible to build life skills through their experiences both inside and outside of the classroom. We ensure that the students in our care build self-reflection and awareness and gain real-world practice in project work and planning events. The Year 6 students will start their PYP project in the Summer term, requiring them to plan, research and undertake their own investigations as a group to prepare a finalised project outcome and presentation. Year 8 will be reaping the rewards of their entrepreneurial and creative activity on Tuesday this week as the Tenner Challenge market place opens for customers. Key to the acquisition of any core skills is the gradual increase in responsibility and building of independence with an age appropriate approach. Our Year 9s will once again be taking up the challenge of Bronze Duke of Edinburgh Award with their expedition across Bedfordshire, whilst students in older year groups take on the Silver and Gold expeditions in more challenging (and hilly!) environments.

As a school community, we pride ourselves on preparing students for the world beyond the classroom and the recognition and focus on the core executive skills is essential to success for students in the future.

By Mrs Hudson-Findley (Director of Digital Learning, Enterprise and Sustainability)

Artificial Intelligence (AI) is becoming a normal part of education, and one of the most useful ways students can benefit from it is through revision. Used well, AI can help students organise their knowledge, practise exam skills and develop confidence. Used poorly, it can simply provide answers without real learning taking place.

At BGS, our aim is to help students learn how to use these tools in ways that genuinely support understanding and independence.

Following half term, students in Year 9 and above now have access to a research and study tool called NotebookLM. This allows students to upload teacher-made resources, their own class notes and revision materials and then use AI to help them explore and organise their knowledge. Because the tool works from students’ own materials, it supports revision without replacing the thinking that learning requires.

Teachers are beginning to introduce simple approaches that help students use AI effectively in lessons so that they can apply them independently at home.

Practical Ways Students Can Use NotebookLM for Revision

Students are encouraged to use NotebookLM in ways that support genuine learning. Some simple approaches that work particularly well include:

Explaining difficult topics

Students can upload their class notes and ask NotebookLM to explain a topic in a different way. A second explanation or example can make a difficult idea much clearer. Students should always compare explanations with their own notes and textbooks.

Testing knowledge with questions

Self-testing is one of the most effective revision techniques. Students can ask NotebookLM to generate practice questions based on their notes and then answer them independently before checking their responses. This helps identify gaps in understanding and focus revision time effectively.

Turning notes into revision summaries

NotebookLM can help students organise longer notes into structured summaries or key-point lists. These can then be used to create revision materials such as flashcards or podcasts.

Using AI as a study partner

After revising a topic, students can explain an idea and ask NotebookLM whether their explanation is accurate or if anything important is missing. This encourages active thinking rather than passive reading.

AI works best when students use it to support their own thinking rather than replace it. Used carefully, tools like NotebookLM can help students revise more effectively while still developing strong and independent study habits

By Mrs Gibson, Headmistress

Last week I spoke to our Lower Sixth students as they prepare to apply for leadership roles in the Girls’ Leadership Group (GLG). It is always one of the most satisfying moments of the year: that subtle but significant shift when a cohort begins to see themselves not simply as students, but as potential leaders and example-setters for others. I can genuinely see it in their faces as they consider how they want to lead and what they want to achieve. 

Female leadership has always been deeply personal to me. I was raised by a mother who, despite being academically able, was encouraged to leave school at sixteen rather than pursue A-levels or university. Her opportunities were limited by the expectations of her time. Mine were not – because she made sure of it. She may never have held an obvious leadership title, but her unwavering belief in education and independence shaped my path profoundly. Her missed opportunities became the fuel for my ambition. It is a reminder that leadership often begins quietly, at home, in values rather than positions.

When I was growing up in the 1980s, visible female leaders felt rare. Margaret Thatcher was the dominant political figure and, however one views her legacy, it mattered symbolically that a woman held the highest office. Yet she also reflected the constraints of her era. She promoted very few women and famously took voice coaching to sound more traditionally authoritative. Leadership for women at that time often meant adapting to male norms rather than reshaping them.

Today, our daughters see leadership expressed far more broadly. They can look to figures such as Jacinda Ardern in politics, Shonda Rhimes in television, Mary Earps in sport, Greta Gerwig in film, and Priya Lakhani in technology and ethical AI to name just a few. Leadership now comes in many forms and doesn’t conform to a rigid set of ideals..

Research reinforces why this matters, organisations with women in senior leadership often show stronger collaboration, higher engagement and improved performance. Yet women still lead only a small proportion of the world’s largest companies, and the well-documented “authority gap”, explored by Mary Ann Sieghart, reminds us that women are not always granted credibility as readily as men. Giving girls leadership opportunities at school is therefore not simply about badges or titles; it is about practising voice, judgement and authority in a supportive environment.

This week I was privileged to hear Jeanette Cochrane, the new CEO of the Girls’ School Association (GSA), talk about the power of female leadership and her reflections sharpened this thinking. She argued that leadership must be taught as something learned rather than bestowed, and that girls need explicit preparation for the realities they will face. We must build rhetorical power – teaching them to persuade, disagree and decide under pressure. We must protect ambition from perfectionism and model sustainable leadership, because a pipeline built on exhaustion will not endure. Above all, leadership must be inclusive; if only one style of leading is recognised, inequity is simply reproduced.

As parents, you are partners in this work. Your daughters do not need to be perfect to lead. They need courage to step forward before they feel completely ready, and reassurance that leadership is a practice, not a prize for flawlessness. Collectively, we can make sure that each generation has the option to define what female leadership looks like for them; it is exciting to be part of this progression, because every time one of our girls chooses to apply, to speak, to chair or to challenge, she narrows the authority gap and widens the possibilities for those who follow. As Jeanette said “We want to raise girls who can lead, not following the patriarchal script, but by changing systems and not just surviving it”. I couldn’t agree more! 

By Mrs Howe, Head of Junior School

This week, Junior School pupils have been completing our Pupil Survey. This is a key moment in the school calendar, and one I always await with real anticipation. It offers us a valuable opportunity to hear directly from our children about their lived experiences of school life.

In the Junior School, student voice isn’t simply about asking children what they think; it is about genuinely listening, valuing their perspectives, and allowing their ideas to shape school life in meaningful ways. From Year 3 to Year 6, girls have thoughtful opinions about their learning, their friendships, and the world around them. When we take those opinions seriously, wonderful things happen.

When I think about student voice, and why it is particularly important in an all-girls school, an old comedy sketch immediately springs to mind: The Amazing Invisible Woman from The Fast Show. Probably over thirty years ago now, Arabella Weir portrayed a woman who was consistently overlooked, unheard, and talked over. Although played for laughs, the sketch struck a slightly uncomfortable chord back in the 1990s.

Even today, three decades on, too many girls in society grow up believing that their voices matter less: that being agreeable is safer than being outspoken, that confidence can be mistaken for “bossiness”, and that speaking up is best done quietly, if at all.

Being in a girls-only environment from a younger age gives us, in the Junior School, a powerful opportunity to rewrite that story early. In our safe and secure all-girl setting, one of the key ways we do this is by providing a wide range of opportunities to capture, value, and act upon our pupils’ voices.

There are many reasons why student voice makes such a difference. Having a voice contributes to stronger learning outcomes. Within our IB Primary Years Programme, girls are actively involved in conversations about how they learn, becoming co-creators of their education. This increases motivation, engagement, and confidence. These are qualities that naturally lead to improved academic outcomes.

Our children also offer invaluable insight into what excites them, what challenges them, and how learning connects to the real world. Their feedback helps teachers refine their approaches, making lessons more contemporary, purposeful, and engaging.

Having a voice also contributes to stronger self-belief. Feeling heard builds trust and self-worth, which is particularly critical in the Junior years. Girls who know that adults listen to them are more likely to share worries, ask for help, and develop a secure sense of belonging at school.

Student voice fosters collaboration and mutual respect. When girls see that their ideas can influence decisions, from classroom environments to wider school initiatives, they develop a sense of ownership and pride in their community.

Student voice also supports the development of essential life skills. Learning how to express opinions respectfully, listen to others, and advocate for change are skills that stay with children for life. These experiences help girls develop confidence, problem-solving abilities, and an understanding of democratic participation from an early age.

Research consistently highlights that, if not nurtured, girls’ voices are at risk of becoming diminished as they grow up. By prioritising student voice in the Junior School, we actively counter that trend. Put simply, when girls learn early that their voice has power, they carry that belief with them into senior school, higher education, and beyond. When girls see that their words lead to meaningful change, they learn that speaking up is worthwhile.

Unlike the character portrayed in The Amazing Invisible Woman, our girls should never feel unseen. By embedding student voice into everyday school life, we help Junior School girls grow into confident, articulate young people who know that what they say matters, because it truly does.

By Mr Gardner, Senior Deputy Head – Teaching and Learning

At this point in the academic year, many parents will be supporting their daughters as they navigate some of the most important academic decisions of their school careers so far. For our Year 9 students at BGS, this means choosing GCSE options; for Year 8 students, it involves beginning to identify subjects that spark curiosity and play to developing strengths. While these choices can understandably feel significant, they are best approached as part of a longer educational journey rather than as definitive decisions that close doors too early.

The recent Year 8 Options Fayre was designed to help students begin these conversations with confidence. For many Year 8 students, this was the first opportunity to think carefully about why they enjoy certain subjects and how different disciplines develop distinct skills. By speaking directly with subject teachers, students gained insight into the nature of each subject and the ways it might support future GCSE study. We encourage parents to view this stage as an exploration: choosing subjects that engage and motivate students now helps them build the confidence and intellectual curiosity that underpin success later on.

The focus then shifted to Year 9 and GCSE choices. The Year 9 Options Fayre reflected the growing maturity of this cohort, with students asking thoughtful questions about subject content, assessment and progression. Teachers were able to explain how GCSE subjects support onward pathways into Sixth Form study and, in turn, higher education, apprenticeships and the world of work. While it is natural to consider future outcomes, we consistently see that students thrive most when their choices align with their interests and strengths, providing a solid platform for success at A level or IB and beyond.

Across both events, it was encouraging to see students articulating what they enjoy, where they feel confident and how they respond to challenges. These reflections are invaluable. Universities and employers increasingly value young people who are self-aware, resilient and genuinely engaged in their learning – qualities that are nurtured when students follow pathways that suit them.

Ultimately, subject choices at these stages are not about narrowing opportunities, but about laying strong foundations. At BGS, we are committed to working in partnership with parents to guide each student towards choices that enable her to flourish academically and personally, and that keep a wide range of future pathways open as she progresses through Sixth Form and into higher education or the workplace.

Whenever I do training with colleagues at the beginning of a term, I am reminded of the huge privilege we have to share each day with young people who can challenge and shape us as much as we support them. Perhaps I need to remember that the same applies to our brilliant colleagues.

Recently, I found myself listening to two senior colleagues talking about friendships they had made at school. They were specific about the importance of girl friendships and their unique value. Friends who have your back through life, who know your younger self and have seen you change, fail, grow, and succeed and are still there decades later. It struck me how these childhood friendships remain a source of strength, perspective, and deep trust.

As a man working in an all girls school, moments like this remind me how much I continue to learn from listening to women’s experiences. Observing the women I work with and how they are with friends often leaves me in awe of the emotional depth and loyalty that is profoundly powerful. Schools and single sex schools in particular have a responsibility to create the conditions in which these relationships can grow in healthy, supportive ways. There is no better chance to form lifelong friendships than in an environment like ours, where girls share a breadth of experiences and grow up together.

Research consistently highlights the importance of friendships during adolescence. Positive peer relationships are strongly associated with improved wellbeing, greater resilience, and stronger engagement with learning¹. For girls, friendships are often central to identity development, providing a space for emotional expression, belonging, and validation². Girls also process stress and challenge through relationships, making the quality of those relationships especially significant³.

In single sex environments, many girls report feeling freer to be themselves, less self-conscious and more willing to take emotional risks⁴. Without additional social pressures from mixed gender dynamics, friendships often develop with greater honesty and intensity. For many parents, this is one of the great strengths of an all girls education, a space where relationships, confidence, and voice develop alongside academic ambition.

Of course, friendships are not always straightforward. Moments of conflict, exclusion, or misunderstanding can be deeply upsetting. Research shows that, when well supported, these experiences help develop emotional intelligence, empathy, and resilience⁵. Our role as a school is not to remove every difficulty but to help girls navigate them with confidence and care.

This is where our friendship focused work through Girls on Board aligns closely with our values. In the sessions that every girl in Year 10 and below does each term, the emphasis is that friendship difficulties are normal, temporary, and solvable. Rather than focusing on blame, girls explore group dynamics, build perspective, and develop practical strategies for moving forward. Importantly, they retain their self-worth and sense of belonging. We continue to learn with them and gently challenge, for example, nudging them about the variety of friendship groups, that experiences are not static, and that every girl deserves to be included and celebrated.

For parents, trusting a school with your daughter’s education also means trusting us with her relationships, much of which is experienced through school. Friendships matter not just now, but in the lives your daughters will go on to lead. When we help girls build strong, healthy friendships at school, we are supporting their wellbeing today and laying the foundations for relationships that may endure for years, with the same quiet certainty: friends who have their back for life. What a privilege.

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References

1. Wentzel, K. R. (2017). Peer relationships, motivation, and academic performance. Educational Psychology Review.
2. Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes. Psychological Bulletin.
3. Taylor, S. E. et al. (2000). Biobehavioral responses to stress in females. Psychological Review.
4. Sullivan, A. (2009). Academic self-concept, gender, and single-sex schooling. British Educational Research Journal.
5. Hartup, W. W. (1996). The company they keep: Friendships and their developmental significance. Child Development.

Many of us will have heard of Blue Monday – the third Monday in January, often described as the most depressing day of the year. The idea is that the post-Christmas comedown, dark and cold days, and fading New Year’s resolutions combine to create a perfect storm of low mood.

In truth, Blue Monday has no scientific basis. It originated as a marketing campaign by a travel company hoping to sell holidays at a quieter time of year. And yet, despite its dubious origins, it resonates with many people. There is something very real about this point in the year: the excitement of the holidays has passed, routines have resumed, and summer can feel a very long way off.

This sense of mid-winter flatness reminded me of research I read earlier this academic year on what is being called a “hack to happiness”. Over a six-year period, psychologist Anthony Burrow and his team at Cornell University explored how young people develop positive wellbeing and a sense of purpose. In his study, students were given $400 to spend on whatever they wanted, something that felt important to them. The vast majority of them spent it on something that helped others. The projects they chose were wide-ranging – creating online mental health resources, donating books, planting trees, or paying for laundry for members of their local community.

The results were striking. Students who worked on a purposeful project showed significantly higher levels of wellbeing, a stronger sense of purpose and belonging, and a greater feeling of being needed and useful. They also reported a healthier balance between positive and negative emotions. Crucially, they were happier than peers who had not taken part in a similar project.

This research underpins why this is such an important time of year for our Year 10 Giving Forward project and the launch of the Year 12 Campaign Challenge. These initiatives are not simply “nice extras”; they are carefully designed opportunities for students to engage deeply with something that matters to them and to see that they can make a genuine difference.

So if your daughter is feeling a little low at this point in the year, I am not suggesting you hand her £400. But you might gently encourage her to lean into the many opportunities available at BGS to contribute to something beyond herself – whether through our Year 10 or Lower Sixth programmes, student council, focus groups, peer support, or wider community involvement. Purpose, even in small doses, can be a powerful antidote to low mood.

We consistently encourage our students to find their purpose, and it truly does not matter what that purpose is. What matters is having one. Young people who do tend to experience greater confidence, higher self-esteem, a stronger sense of meaning, and more positive emotional wellbeing. As Maya Angelou said: “I have found that among its other benefits, giving liberates the soul of the giver” and at this time of year especially, that is a lesson worth holding onto. 

As I sit and write my blog this morning, I can hear students practising for the music concert tonight, singing When Santa Comes to Town. This is always such a joyous week in school: Christmas jumpers being worn, celebrations being had, and the sixth form/staff pantomime to look forward to.

However, I think it can also be a time for reflection and noticing the passing of time. I recall this time last year, having just lost my stepfather, that Christmas was not something I was looking forward to as I usually would. I am conscious that this is the same for many families at this time of year. It can be hard to balance the joy with the sadness that some of us feel when important people are missing, at a time when we are all coming together as families. Our thoughts are very much with those in our community for whom this Christmas will feel especially different, and we hold them in our hearts.

I was also thinking about the passing of time when I attended the wonderful BGS Christmas Fair on Saturday. I so enjoyed seeing the Junior School choir singing their Christmas songs, and lots of children revelling in riding the Christmas ponies, getting their faces painted, and seeing Father Christmas in his grotto. But it made me realise how much my own children have grown up since I took up the Headship at BGS. In my first few years here they used to come along to the fair with me and enjoy the girls’ stalls and the Christmas atmosphere. They are both teenagers now and are busy doing their own things when the fair is on.

Having said that, I know that come Christmas Day we will still all gather together and celebrate as a family. They are not too old to receive stockings, for instance, and I know I will still cherish these Christmas times together. I find it so surprising that my older son has only one more Christmas left at home with us before he goes off to university. I am sure many BGS families are already in this position, with at least one child out in the big wide world. That is what we do, as families and as a school: we prepare them to go out into the world and follow their dreams. It can be hard, but it is wonderful to see them when they come back to us, at school as alumnae with exciting tales of their new careers, and as parents, when we know they still need us no matter what age they are. 

I know this time of year may be hard for some, but I hope we can all cherish the moments that are dear to us, and that we find the joy in the small things – not in presents, but in sharing hugs and love with one another. We cannot stop our children growing up, but we can enjoy each of the different stages that their lives bring to us.

I will again enjoy the time with my children this holiday, but I am also incredibly lucky that I get to share the joy with all of your children this week too. They have provided me with so much happiness through their excitement, their wonderful performances in so many events, their energy and commitment across the school, and their generosity through their commitment to charity, such as during the Year 7 service afternoon. I think this quote from  A. A. Milne perfectly sums up how I feel at the moment; “Sometimes the smallest things take up the most room in your heart.” I consider myself very lucky to be part of this wonderful community at this time of year and I hope you all have a lovely time with your families over the holidays. 

By Mr Gracie, Deputy Head – Student Engagement and Welfare

One of the things that encouraged me to join BGS when I applied for my role was that student engagement formed part of my job title. As someone committed to ensuring young people have what they need to thrive, this signalled a school that values student experience. I was pleased, though not surprised, when this year’s GLG chose student voice as their campaign, inspiring this latest blog.

Why student voice matters

Research consistently shows that when pupils feel heard and see their views acted upon, their motivation, behaviour and sense of belonging all improve¹. They participate more actively in lessons, build stronger relationships with teachers and gain greater agency of their learning.

Student voice also helps schools evolve. Pupils notice aspects of teaching, routines and culture that adults may not². When their insights shape decision making, especially those of quieter learners, schools become more inclusive and more responsive to the needs of every student. Listening to students is therefore not separate from high standards. It is one of the ways we achieve them.

Why this matters especially for young women

In a girls school, the value of student voice becomes even more significant. Studies in girls’ education suggest that confidence, self advocacy and the ability to communicate ideas clearly are important predictors of success³. By giving our students meaningful opportunities to influence their environment, we nurture these skills with purpose.

Through these experiences they learn to question, reflect and shape their surroundings. Most importantly, they understand that their voices carry influence in their friendships, in their school community and beyond.

Nawaal Qazi, our Head Girl, explains why she and her GLG team have focused on student voice this year:

“When achieving the role of GLG captain, there are a number of new responsibilities which you take on. Despite a bigger workload and frequent events, two of the most important responsibilities are: being a good representative and advocating for students.

Often, the GLG campaigns focus on the former rather than the latter. Encouraging students to take more risks, be kind to one another, or embrace their differences.

However, in a school of confident young women who have learnt and grown from all these campaigns, we knew we wanted to utilise their strength for good.

In an attempt to make lasting and impactful change, we launched our ‘Hear Me Out!’ campaign.

‘Hear Me Out!’ is a play on words pertinent to a trend on social media which many of our students are aware of. The campaign focuses on listening to students’ concerns, aspirations and ideas. Restructuring the format of Student Voice to place greater importance on the role alongside streamlining the meetings to ensure their effectiveness has been our focus.

In doing so, we have taken on both responsibilities- aspiring to be good role models for the pupils by representing their interests and ensuring that their voices are heard.”

Molly Brierley, our Deputy Head Girl, shares how she has seen the new structure develop:

“Student Voice has been a great platform for students to express their opinions and suggestions in order to improve the school. The new format has been more efficient and I have really noticed all the girls being more enthusiastic in discussions that can be focused on anything from food to diversity and inclusion. I have really enjoyed being a part of Student Voice, it’s a great way of ensuring a consistent connection between students, staff and senior leadership.”

The impact of student voice is often felt most in the classroom. When teachers listen to pupils’ experiences, what supports their learning and what may hinder it, teaching becomes more responsive. Research shows that involving students in dialogue about learning increases metacognition and engagement⁴. This is why our cycle of department reviews at BGS always includes a reflection of student voice through a department review survey. Likewise, the structured support offered during the GCSE years, including the current revision programme for Year 11, has also been refined directly through student feedback.

Listening and adapting to students is central to strong pastoral care. This year, our Form Tutors are focusing on connection building. The trust created through these conversations enables staff to listen carefully and validate students, helping them feel supported throughout their time at school. This is one of the reasons our Sixth Formers are such   confident young women. They have been able to shape their experience in ways that reflect what they find most valuable. Student voice strengthens learning, supports wellbeing and helps develop thoughtful, principled young women. 

At BGS, we aim to let students influence our environment from everyday experiences to broader strategic priorities. It is not a token gesture but an essential part of building a community where each student feels they matter and knows that their voice can shape their world. I feel privileged to help facilitate this and to see the positive impact our students have every day.

References

1. Mitra, D. (2004). The Significance of Students: Can Increasing Student Voice in Schools Lead to Gains in Youth Development; Levin, B. (2000). Putting Students at the Centre in Education Reform.
   
2. Flutter, J., and Rudduck, J. (2004). Consulting Pupils: What’s in It for Schools
   
3. OECD (2018). The Future of Education and Skills 2030; Smith, J. (2017). Girls Schools Association Research on Confidence and Aspiration.
   
4. Black, P. and Wiliam, D. (2009). Developing the Theory of Formative Assessment; Hattie, J. (2012). Visible Learning.
   

This week at the Girls’ School Association Annual Conference I had the chance to ask Jess Phillips MP how the government plans to rebuild young people’s trust – both in the systems designed to protect women and girls, and between young men and women themselves. Her answer was candid, sometimes sobering, and, importantly, hopeful. It also made me reflect deeply on our own role as a school.

Jess Phillips started her speech talking about her years at King Edward VI High School for Girls, describing how she didn’t have to perform or shrink herself – she could simply be. That resonated with me. This is exactly what we want for our girls at BGS: the freedom to grow, question, express themselves and feel entirely at home in their own skin.

However, she also outlined how much the world has changed. Violence and misogyny among teenagers is rising, and the age at which harmful behaviour begins is falling faster than anyone predicted. Domestic abuse within teenage relationships is increasing. The average age of perpetrators in child sexual abuse cases is now shockingly just 14 years old. Schools have seen this emerging for years; Jess Phillips described us as the canaries in the mines, that just weren’t heard. 

Importantly, she reminded us that this is not only a girls’ issue. Violence against women and girls harms boys too through fear, misinformation and pressures that distort what healthy relationships look like. I loved that Jess Phillips spoke as a mother of two young men as well as a politician, and that struck a chord with me. I’m also raising two boys while overseeing the wellbeing of hundreds of girls, so I am acutely aware of both sides of this issue.

For many parents in communities like ours, it can feel tempting to hope these problems sit elsewhere. But the digital world means anyone can be affected, and the influences shaping young people’s attitudes today reach into every school and every home. 

Yet alongside the concern, Jess Phillips also shared something energising: she feels immense hope from young women today, young women who will not tolerate disrespect, who expect fairness, and who want to be part of the solution. This is absolutely the spirit we see here every day at BGS.

She also stressed the vital role of schools. Sometimes unfairly burdened, as teachers increasingly pick up responsibilities previously held by other services, but also uniquely placed to make a difference. Schools, she said, are where the real work of teaching about respect, consent and relationships happens and where it can genuinely change lives.

This is work we take seriously here at BGS. We ensure relationships education is a genuine dialogue, not a tick-box exercise. We teach consent, digital awareness, empathy and kindness in ways that feel meaningful. We are proud to help our girls understand their own agency and, through our collaboration with Bedford School, to help boys understand it too. Above all, we model what trust looks like – trust in adults, in systems, and in themselves.

Jess Phillips left us with a powerful reminder: we cannot allow brilliant, capable girls to have their futures limited by harm we can prevent. The financial cost of violence against women and girls is staggering £13 billion a year in lost work alone – but the human cost is far greater.

Her speech was challenging at moments, but ultimately a call to action. She spoke with deep respect for schools, reminding us that education deserves greater recognition for all its shoulders. I loved her approach, for its honesty and no-nonsense clarity, that unfiltered, straight-talking candour that spoke to my northern soul and made me feel that I was hearing the truth, unvarnished and unafraid. It’s a talk I won’t forget, and one that has left me inspired to do even more for the girls in our care.

Thus, at BGS we will continue to engage with these issues thoughtfully and age-appropriately, with the reassurance that your daughters are part of a school committed to their safety and wellbeing. Thank you, as ever, for partnering with us in raising girls who know their worth and who will go on to build a world where that worth is never questioned.