By Mrs Woolley, Director of Sixth Form

As the Spring term begins, mock examinations take centre stage for our Upper Sixth students at BGS. While much of the school community enjoyed a well-earned Christmas break, our Upper Sixth students spent their time consolidating knowledge, revising and practising in preparation for these assessments. The exams are demanding, often lasting two hours or more, with some students facing multiple assessments in a single day. Beyond testing knowledge and understanding, these examinations help students refine their firm and insurance university choices. They also provide an opportunity to revisit and reinforce material, easing the burden of preparation for the final summer exams. By identifying areas of strength and those requiring improvement, students can create tailored action plans to enhance their progress.

The transition to these examinations represents a significant learning curve. While students have navigated their GCSEs and Lower Sixth assessments, the Upper Sixth demands a higher level of rigour, requiring them to manage a larger volume of material and apply knowledge to unfamiliar contexts. Over the coming weeks, students will analyse their exam papers, reflect on their performance and set new targets. For some, the results will affirm their efforts over the holidays; for others, they will highlight areas for fine tuning their revision strategies and approaches to learning.

Throughout this period, the Sixth Form team and subject teachers provide a strong network of support. From one-to-one sessions and goal setting discussions to practical guidance, we are committed to helping each student navigate this stage. A Level and IB final examinations are challenging, and their implications for university entry can feel overwhelming. Many students experience a sense of uncertainty about the future, which can be difficult to manage. The teenage brain often seeks immediate rewards, making it even harder to stay motivated by long term goals.

Our role as a Sixth Form team is not only to deliver academic support but also to ensure that every student feels valued and understood. By recognising each individual’s strengths, challenges, and aspirations, we offer personalised guidance that extends beyond academic achievements to build resilience and readiness for life beyond school.

Mock examinations serve as both a reflection and a guide. They allow students to gauge their current position and identify clear steps for improvement. In the weeks ahead, students will use their results to pinpoint specific skills, address knowledge gaps, and refine exam techniques. This is not simply about working harder but about working smarter, developing targeted strategies that make a real difference.

These assessments also prompt important conversations about university choices. With a clearer understanding of their current performance, students can reassess their firm and insurance options to ensure they align with their aspirations and potential. The Sixth Form team is here to guide these decisions thoughtfully, offering support throughout the process.

Equally important is our commitment to student well-being. The pressures of the Upper Sixth year are significant, and we are dedicated to ensuring that every student has access to a supportive network of tutors, teachers and peers. From managing stress to building resilience, we are here to help students navigate the challenges ahead with confidence.

As we look ahead to the summer exams, we recognise the progress and determination of our students. This journey is not without its challenges, but it is also a time of growth and discovery. To our Upper Sixth students: use your mock results as a foundation for further success. Stay focused and remember that with the right approach, you can achieve your goals.

The future may feel uncertain, but it holds many possibilities. Keep going, and we will support you every step of the way.

By Mrs Hooley, Assistant Head, Data and Operational Management

A couple of weeks ago, the Commission on the Future of Oracy, led by Geoff Barton, former General Secretary of the Association of School and College Leaders (ASCL), released a call for oracy, the ability to express oneself fluently and articulately in speech to be formally taught as the fourth ‘R’ alongside reading, writing and arithmetic. In today’s busy world, strong communication skills are essential for young people, not only in their studies but in everyday life. At BGS we are dedicated to fostering oracy in our students, equipping them with the tools they need to build confidence, express themselves clearly and succeed.

Oracy goes beyond speaking well. It’s about presenting ideas confidently, listening carefully and engaging in meaningful discussions. Research shows that strong oracy skills can enhance academic success, strengthen personal relationships and open doors in professional life. In a time when digital communication is everywhere, being able to speak effectively face to face remains a valuable skill, and building these abilities early on can make a real difference for young people. For girls in particular, developing their oracy skills can help them find their voice and develop their potential.

We offer many opportunities for students to build oracy skills in a supportive environment. In subjects like English, History and Religious Studies, students join debates and discussions, learning to present their viewpoints clearly, listen to others and respond thoughtfully. These conversations help them consider different perspectives and communicate their ideas respectfully.

Drama and performing arts are also a great way to build confidence. In drama lessons and school productions like Les Misérables students learn to project their voices, express themselves and connect with their audience, skills that they can use in many areas of their lives.

Public speaking and presentations form part of the curriculum from the Junior School to Sixth Form. Through project presentations, assemblies and speeches students gain confidence speaking in front of others. These experiences help prepare them for roles such as in the Girls’ Leadership Group and events like speech days or poetry recitals give them further chances to share their voice.

Beyond the classroom, co-curricular activities like Model United Nations, debating societies and public speaking competitions provide further practice. Recently two of our Sixth Form students received recognition at a Model United Nations Conference which allowed them to tackle global issues, build persuasive arguments and develop negotiation skills.

Staff encourage students to practise communication skills in everyday settings too, in morning tutor sessions, peer mentoring and group projects. These regular interactions help students develop confidence in speaking up and working with others.

Parents also play a key role in supporting oracy at home. Encouraging conversations about the day, discussing current events and providing opportunities for everyone to share their views all help to reinforce these skills. By modelling clear and respectful communication parents can support their children’s development.

In a world that values innovation and collaboration, strong communication skills will serve out students well. By prioritising oracy we ensure she is not only prepared for exams but also equipped to navigate life’s opportunities and challenges with confidence. Working in partnership with out parents, we are committed to nurturing this essential skill, giving our students a voice that is heard and respected.

It feels like everywhere we look at the moment there is another article about the dangers of smart phones for our young people; there certainly seems to be a movement towards looking afresh at their use. Smartphones have only been in existence since 2007 and they have without doubt brought us many benefits, but the research on their impact on children is constantly evolving. As a proudly “techy” school we advocate the need for our students to be digitally fluent; this not only includes how to effectively access apps and technology that will support their learning and their future careers, but also how to keep themselves safe online and, increasingly, how they can balance their use of technology with “tech free” time that is good for their well-being. It is why we are going mobile phone free for Years 7-10 from next year, and we are confident that this break from using their phones, and crucially social media, during the school day will be a great benefit to them. 

However, our young people don’t just have access to their smartphones during the school day, so what is it that parents can do to help support their daughters in managing their phone use in a way that is healthy, but still allows them to be connected with their friends and develop essential life long habits around tech and social media. This might be hard when they may well not think their usage is an issue. In a recent study in the US by Pew Research Center, 55% of teens felt that they spent the right amount of time on social media and 54% said they would find it hard to give it up – with teen girls finding it even harder. You may, or may not, be surprised to hear that 35% of teens in this study were on at least one social media platform “almost constantly”.  Furthermore, according to a 2023 study from Gallup, the average time spent on social media ranges from 4.1 hours a day for 13-year-olds to as high as 5.8 hours a day for 17-year-olds. Girls across all age groups spent nearly an hour more on social media than boys. So, how do you address this with your daughter?

One of the most powerful things that parents can do is to model good behaviour on their phones. Easier said than done, I know! However, we can start simply by having no phones at dinner time and make sure our children don’t see us scrolling before bedtime. We have to remember that social media has been designed to be addictive and it is helpful to recognise that in our conversations with our young people; don’t put blame onto them. I am sure all of us at some point have lost time to our mobile phones when we didn’t intend to – now imagine how hard that is for a teenager’s brain without the impulse control we have honed over many years. We also need to give them viable alternatives for things they can do instead; so encouraging them to get involved in co-curricular activities here in school or pursue other interests outside of school or as a family is key. I find that having open and honest conversations with young people around their phone and social media use can be really powerful: explain to them the reasons why you are concerned using current research; ask their opinion on how they are feeling about their phone usage and particularly around things that are worrying them like missing out on what others are up to, body issues or addiction; and then encourage them to come up with their own plan for reducing their phone time, engaging in real life interactions with family and friends and ensuring they get enough sleep.

It is incumbent on us as the adults to set the tone. We must ensure we are well informed; recent research from Ofcom Indicates that only a third of parents are aware of the age requirements for social media for instance. We talk to the students about safe use but these conversations need to be replicated at home. Parents also need to set the boundaries on phone use at home, whilst understanding why our young people are so caught up in their phones and trying to focus on promoting positive behaviour rather than punishing. It is through this collaboration between parents and the school that we can ensure our young people develop lifelong skills around their digital devices that allows them to engage with all the positive aspects of our connected world, whilst also protecting their mental health and wellbeing. And we must not forget that technology can bring real benefits to our young people. For instance, the recent Ofcom research shows that girls are also more likely than boys to use online apps and services to benefit their health and wellbeing: seven in ten (71%) 12-17s say they use online apps and services to benefit their health and wellbeing to help them relax, check health symptoms or to improve their mood – and this is more likely among girls than boys (76% vs 66%). And it is benefits like this that we want to continue to encourage!

As a parent myself, I know how difficult it is to get this balance right and no doubt we will all make mistakes along the way. However as the famous American Advice Columnist Ann Landers said: “It is not what you do for your children, but what you have taught them to do for themselves that will make them successful human beings.” I look forward to working together with you on ensuring the students of BGS flourish in our digitally advancing world. 

Embracing Growth and Empathy

I can’t believe we are at the end of another academic year; my third here at BGS. We often lament that we don’t know where the time has gone and I know this is often the feeling for teachers and parents (though perhaps not our students, who are perhaps more focused on their exciting plans for the summer) at this time of year. 

So it seems rather apt that the theme of this year’s Prize Giving was our core value of being reflective. Reflection is a core value for us, encompassing responsibility, resilience, curiosity, compassion, empathy, honesty, integrity, and kindness. As adults we potentially notice these moments more as we acknowledge the passing of time more acutely, but it is not always the same for our young people. That is why it is crucial we teach them the value of self-reflection, especially at this time of year, so they take time to consider what they have achieved this year. 

Reflecting on our actions and desires is crucial. We must ask ourselves if we’re pursuing what truly matters or merely chasing illusions. We should avoid the dangers of being consumed by our own desires, just like the dog in Aesop’s Fable The Dog and His Reflection or Narcissus in Greek mythology.

Literature also teaches us about reflection. Characters like Elizabeth Bennet from Pride and Prejudice and Winnie the Pooh exemplify self-reflection and acceptance of oneself. These stories inspire us to find balance and appreciate our uniqueness.

During my speech at Prize Giving I urged the students to take the time for self-reflection, especially for those of them who are leaving BGS for the final time as they go off to university or other new adventures. The song In My Life by the Beatles encapsulates this beautifully. It prompts reflection on the people and moments that shape our lives. 

Self-reflection is crucial during transformative years like these. It deepens self-understanding, provides valuable insights, and informs decision-making. By evaluating successes and failures, critical thinking skills are enhanced, stress is managed, resilience is built, and empathy is developed.

Aligning actions with aspirations through reflection empowers intentional choices and proactive learning. Additionally, reflection on our actions towards others and their actions towards us has a profound impact. Kindness, support, and empathy are transformative and foster a sense of belonging. I suggested to the students to listen to the words from “This is Me” from the Greatest Showman, which encourages embracing our unique qualities and finding strength in ourselves.

In this fast-paced world, empathy and a kind community are essential. Connections and understanding create a sanctuary where we can thrive and grow. At BGS, we strive to cultivate this environment together.

In conclusion, reflection is invaluable throughout life. Embrace the power of introspection, make it a part of your daily lives, and become the best versions of yourselves. With reflection as your ally, you will achieve great heights. As Eleanor Roosevelt said “Friendship with one’s self is all important, because without it one cannot be friends with anyone else in the world.” This is good advice for all our students to take with them over the summer holidays.