By Mr Gracie, Deputy Head – Student Engagement and Welfare

As we progress through the winter term, working hard and celebrating lots of success, I am approaching two years of working here. As this milestone approaches, I have occasionally paused for reflection and have also been asked by a number of people, “How’s it been?” or “What’s been different since you moved from the boys’ school?”

The phrasing in some of these questions has focused more on the differences between teaching boys and girls. This is, of course, a tricky question to answer because in any lesson or year group there are 20, 100, or more individual young people – each with their own story, their own experiences, their own skills and talents. That is what makes being an educator so rewarding; we get to share in and guide young people for a portion of their growing up. It is the greatest privilege. Someone’s gender is only one part of who they are, and there is far more variation on a daily basis between students within a gender than there is on average between boys and girls.

The students at BGS are impressive people, full stop. They are the main reason I came to work here, and I have only had daily affirmations that it was the right choice. Their drive to be their best selves, their care for one another and their forward-looking attitudes are truly inspirational.

Having said that, there is a reason we are resolutely and proudly a single-sex school. There are many advantages to being a school for girls, and there are shared experiences that allow us to be genuine specialists in supporting young women growing up in a world that is still more challenging and unequal than it should be. The importance of friendships, and the turbulence that can come with them, can certainly be more pronounced in girls, and they need experts around them to understand this. Early this week I was privileged to spend time with a colleague, Mrs Kristie Whomsley, and around 40 parents, focusing on how we can support students with the skills to navigate friendship turbulence and build resilience.

We are proudly a Girls on Board school, and Mrs Whomsley did a superb job unpacking how using this tool has really helped us all find a common language and shared understanding about friendship turbulence. A year on, we are seeing a greater ability in students — from Year 3 right up to the GCSE years to identify behaviours, show empathy towards others, and build the self-awareness needed to handle challenges more effectively. These tools are essential for successful adult life. The shared language has also helped us as adults, at school and at home, to ask more coaching-style questions and to consider what our young people really need from us at those painful moments of turbulence, when the existential truth that “every girl needs a friend” feels challenged.

As parents and experienced educationalists, with many years of teenage parenting experience between us, Mrs Whomsley and I also reflected on how helpful it has been to truly listen to the girls and to use the Girls on Board tools to be guided by them and their needs. I am fortunate that part of my role is to place those experiences at the centre of what we do. We continue to adapt our pastoral programmes, including our use of the Girls on Board approach, to best suit our cohorts and their experiences. Linking this into our wider resilience framework has been especially valuable and is an area we continue to explore.

When friendship turbulence or another challenging moment occurs — a failed test or a crisis of confidence, it can feel all-encompassing for young people. That is why having excellent form tutors and wider pastoral team, who are close to their students’ daily experiences, and a busy curricular and co-curricular environment really matters. A BGS student’s days are filled with so many opportunities, and it doesn’t usually take long, when they pause with a caring adult, to uncover reasons for positive self-esteem, examples of resilience, and evidence of all the skills needed for success in life. So, what is different about girls? Well, of course, there is a whole lot and understanding the specific needs of young women really matters. But that question isn’t nearly as important as: “What is different about BGS students?” For me, it is their ability to bounce back and grow, and their readiness for adult life when they leave our fabulous Sixth Form. That has been the most powerful discovery in my two years here. I am both proud and hopeful that our future will be shaped by the superb young people we are privileged to support.

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

As we continue to embrace the possibilities of AI in education, one of our key priorities remains helping students build confidence and responsibility in their use of these powerful tools. That’s why I’m excited to introduce our new AI Traffic Light System, which will be launching with students this September. This simple but effective framework will guide students in recognising the appropriate, cautious, and prohibited uses of AI, ensuring they become thoughtful, ethical digital learners.

The system mirrors the familiar red-amber-green structure:

• Green for safe, encouraged use – such as brainstorming ideas or using AI for revision quizzes.
• Amber for situations that require teacher permission or guidance – like summarising complex texts or exploring AI-generated feedback.
• Red for uses that are not appropriate – including generating entire assignments, using AI generated content within externally examined coursework, or using AI tools to impersonate others.

This model is more than just a classroom tool; it’s part of a wider commitment to digital literacy and AI fluency across the school. The Education Endowment Foundation’s 2024 guidance on using digital technology to improve learning highlights that when schools offer structured guidance around technology use, students show increased confidence and critical thinking in evaluating digital content. 

Importantly, this launch is not just about compliance or keeping pace with technological change. It’s about nurturing curiosity and responsibility. By helping students understand when and how to use AI meaningfully, we are equipping them with skills they’ll need beyond school – in further study, in the workplace, and in the digital world they’re growing into.

The system has been developed with input from teachers and students alike, and reflects our ethos of trust, integrity and innovation. We’re also aligning our approach with national developments. The Department for Education’s 2025 policy paper on generative AI in education emphasises the need for schools to establish clear, age-appropriate guidelines for AI use, ensuring safety and effectiveness in educational settings. 

In the coming weeks, I’ll be sharing more about the resources, student workshops, and launch events planned for September. AI isn’t going away, but with the right tools and shared understanding, we can ensure our students are ready to use it wisely and in exciting ways  to help future proof their skills.

By Mr Gracie, Deputy Head – Student Engagement and Welfare

This week marks a special annual moment at BGS as we celebrated our student led Cultural Dress Day. With the support of our new Diversity and Inclusion prefects, I helped lead an assembly for Years 7 to 10, where we explored the importance of the day and reflected on why it holds such significance for our school community and I think our Diversity Pledge encapsulates this wonderfully:

We commit to being a warm and welcoming environment for all. We value each and every member of our community as an individual. We celebrate our differences and acknowledge that these make us a more powerful group as a whole. We commit to constructively challenging discrimination, so everyone feels safe to be who they are; free from prejudice or bias. We always treat each other with kindness and respect. Our commitment to inclusion permeates all that we do. 

In the assemblies this week, we highlighted that one of the origins of our Cultural Dress Day was students taking the lead about how we can observe South Asian Heritage Month. This month really focuses on sharing culture and being inquisitive of one another. This is the approach that can really make a difference and help us all to feel safe to be who we are. In exploring how we can construct dialogue and learn about one another, the Cultural Dress Day with its vibrant student led fashion show  was born. 

Our commitment to our Diversity Pledge must be actively realised. At BGS, we are committed to doing the necessary work to challenge stereotypes and create genuine feelings of safety. We were proud that the ISI noted the impact of student actions to promote inclusion and celebrate diversity in 2024, but the job is far from finished. We were also pleased to see significant progress in the third year of a survey by Flair, which measures experiences of race within the school community, particularly in the area of race-based microaggressions. Our results are significantly better than those of schools in our region. However, the survey also highlighted that there is still work to be done in equipping our community with the tools to confidently confront racism and other forms of microaggressions or discrimination. Some of our wonderful Lower Sixth students led impactful guidance assemblies last term, and we have reinforced this with a focus on sexist and gender-based discrimination in assemblies  across the senior school this term. Our annual Diversity and Inclusion Days for Years 7 to 9 also aim to build practical tools, in an age-appropriate way, to help confront discrimination of any kind.

You may also be someone with experiences or insights to share, and we welcome ongoing conversations that help us reflect the diversity of our community. Our calendar of events celebrating a wide range of cultures is constantly evolving, and we regularly review our curriculum and student learning to ensure they remain relevant and inclusive. Much of this development is shaped by feedback from students, parents and staff. If you feel you can contribute to this ongoing work, we would be delighted to hear from you.

Most importantly, I would urge you to get involved in celebrating the diversity of cultures at BGS by keeping Saturday 28th June 2025, 2.00pm to 4.00pm, free for our triennial CultureFest event on the Main School Field. This significant occasion will feature cultural dance, a cultural parade, music, a food tent with demonstrations, garden games, fundraising stalls and the BGS Marketplace, all celebrating the breadth and diversity of our school community. Most of our students will be involved in some way, and it is a great chance to learn from one another and share our cultures. I look forward to welcoming you to the event. 

At BGS, we believe in nurturing young women who are not only academically accomplished but also compassionate, thoughtful, and globally aware. When I reflect on the events we have hosted over the past few weeks I know they are all vital learning experiences that help our students engage with the world around them. They are opportunities to explore different cultures, express creativity, and develop the leadership skills our students need to thrive in an interconnected world.

The importance of cultural understanding and global citizenship in education has never been more crucial. According to the World Economic Forum, today’s students must be equipped with not just academic knowledge, but also the ability to navigate diverse social settings, work collaboratively, and lead with empathy. Our inclusive end-of-term events, ranging from the Iftar celebration to the Neurodiversity Celebration Week, serve as living classrooms enhancing learning experiences for everyone in our community. 

One of the most impactful aspects of these events is their ability to introduce students to a wide range of cultures and traditions. During our Iftar celebration, students had the chance to learn about the Islamic faith and its practices, fostering a sense of respect and gaining insight into the importance of fasting, reflection, and community. Similarly, our inaugural Colour Run for Holi in the Junior School celebrated the festival of colours, where students not only had a lot of fun, but also learned about this important Hindu festival. Our Easter Assembly  provided a meaningful moment of reflection, where students gathered to celebrate the season of renewal for Christians. This event emphasised the values of hope, new beginnings, and unity, which resonate deeply in today’s diverse and often divided world. I strongly believe that all of these events help BGS students dispel misconceptions and build understanding as they connect in joyful ways with those who may have different backgrounds and experiences.

Likewise the IB Arts Show always serves as an excellent example of how we encourage students to express their creative talents while simultaneously promoting an understanding of the arts as a universal language. Art plays a crucial role in global citizenship, as it allows individuals to communicate across boundaries and foster cross-cultural understanding. According to the UNESCO Global Citizenship Education Report (2021), exposure to the arts encourages students to engage with the world’s diverse cultures, fostering critical thinking and empathy. The IB Arts Show is not just an opportunity to showcase talent, but to reflect the school’s commitment to developing students who are able to think critically and creatively about global issues.

Our Neurodiversity Celebration Week is another cornerstone event at BGS, emphasising the importance of inclusivity and the celebration of individual differences. Research shows that an inclusive school environment, one that celebrates diverse neurological profiles, helps foster self-esteem and enhances social cohesion. The National Institute of Mental Health suggests that understanding neurodiversity is essential for creating inclusive communities, as it allows individuals to thrive and contribute their unique perspectives.

Lastly, the Spring Concert and the Year 4 & 5 Musical allow our students to perform, reflect, and celebrate their achievements in a public setting. The Spring Concert showcases our immense talent as students express themselves through song, instruments, and performance. And seeing our young performers in the Junior School enthusiastically engage in the production of the Pirate Queens brought me so much joy and no doubt built lots of confidence in our students. These events are more than just a display of artistic talent—they are opportunities for personal growth, teamwork, and leadership.

Incorporating global citizenship education not only into the curriculum but also into the school culture is essential for preparing students to actively lead in a diverse world. The our carefully curated diary of events are a testament to our commitment to shaping young women who are ready to be change-makers in an interconnected, global society. As Angela Merkel said: “We can only shape a future that is better for all if we are united, not divided.”

By Mrs Hooley, Assistant Head – Data and Operational Management

This week our annual Neurodiversity Week celebrations have been taking place at BGS. Students and staff have had many opportunities to learn more about Neurodiversity through VR experiences and alumnae talks, and parents were invited to a Curriculum Conversation on Monday night focusing on empowering parents to support students with self-regulation. this was complemented by Calm and Strong and Calm and Creative opportunities for the students during the week.

In the curriculum conversation, Mrs Magee, Director of SEND, outlined reasons why students may become dysregulated. The accumulation of what might appear to be relatively minor individual stresses, such as being late to school, not eating or drinking at the right times or  trying to sit still for long periods of time as well as potential relationship issues, can lead to students moving from slightly dysregulated to extreme sensory dysregulation in the course of a very short period of time. As these seemingly small stressors compound, it leads to the student moving from coping well with the issues to feeling overwhelmed.

Recognising emotional responses and finding ways to regulate them when they exceed our window of tolerance are skills that benefit everyone. Whilst dysregulation may, at times, be more evident in children with neurodivergence, it can often be more difficult to identify in others. There are also times when students will manage to get through a whole day and only off load their emotions when they get home. The key to managing any dysregulation is identifying how you feel and then putting in place cognitive behaviours to help you move back to the window of tolerance. 

We met with the whole of Year 10 this week to outline their assessment week schedule and Mrs Magee was able to encourage them to practise some physical ways in which they can realign their thinking when they become dysregulated and build regulation into their morning routines. Firstly students identified whether they were within their window of tolerance, on an OK or Not OK scale of 1 to 10. They were introduced to some simple brain boosting exercises to ensure that both sides of the brain are working in harmony, such as; breathing exercises with a longer exhale than inhale, grounding exercises, wall press-ups, whistling and mindfulness of nature.

As a parent, it can sometimes feel challenging to know how best to respond to your child when they are finding themselves outside their window of tolerance, particularly at times of exams and assessments. Practising these recommended techniques so they become a habit can significantly support a smooth start to the day. Mrs Magee also recommends the Secure Base model of parenting, where empathy and connection with the child comes before the correction of any behaviour; fostering belonging, co-operation, sensitivity, availability and acceptance into interactions. 

By helping young people recognise it is normal to feel dysregulated at times, supporting them with empathy and practical tips they will gradually build up a tool kit for self-regulation, both in school but more importantly in their wider life.

By Mr Gracie, Deputy Head – Student Engagement and Welfare.

Depending on when you read this blog, I would like to wish you a happy International Women’s Day (IWD)¹. It is a privilege to work every day surrounded by intelligent, eloquent and ambitious young women at BGS and to consider how much better our world will be in their hands. I have also grown tremendously working alongside the talented, impressive women on our staff. Since arriving at BGS, I have been challenged in new ways and have been inspired by the care, passion and skill of my colleagues. This is especially true of our amazing pastoral team, whose relentless pursuit of great outcomes for our students is remarkable.

In an environment where the majority of the leadership team and middle leaders are women, and where every influential student role is filled by a young woman, it can be easy to forget why we need International Women’s Day. Every day at BGS is both a celebration of impressive young women and a step towards releasing the next generation of influential female leaders, entrepreneurs and innovators.

As a Geographer, one of the key global issues we examine at GCSE, A Level and IB is the pursuit of the UN Sustainable Development Goals. One of my favourite projects was developing an extension course during Covid focusing on SDG 5: ‘Achieve Gender Equality and empower all women and girls.’² No doubt I delivered this imperfectly as a man in my 30s, unaware of some real-life impacts, but encountering works such as The Moment of Lift by Melinda Gates and Invisible Women by Caroline Criado Perez was eye-opening. These challenged my understanding of inequality and helped me reflect on the world my wife and daughter experience. I have a long way to go in fully appreciating the extent of gender inequality, but I hope to be an ally and advocate, lifting up the women around me.

This is why I am especially proud of our Head and Deputy Head Girl, who have partnered with senior boys at Bedford School to deliver an assembly for International Women’s Day. Alongside their prefects, they have created engaging form-time resources and a drop-in opportunity to explore this year’s theme, #AccelerateAction. While assemblies and courses lay the foundation for understanding, action is what drives real change. Our Lower Sixth students are currently running campaigns on issues facing women and girls, fighting for positive change. They do this so well because they have seen previous cohorts lead by example, empowering their voices to do good.

Despite examples of progress, recent data shows there is still much to do. The UK has more female doctors than male for the first time³.  It was disheartening to read in the press this week about the UK falling to the worst ranking we have had for workplace gender equality in a decade⁴. Women hold 43% of roles on company boards within the UK’s top firms, yet the number of female CEOs in FTSE 350 companies has dropped from 20 in 2023 to 19 in 2024. In technology, only 26% of the workforce are women, with just 5% in leadership positions. Only 3% of young women consider a tech career as their first choice, and 78% of students cannot name a prominent female figure in the sector. Women make up 48% of gamers but only 2% of game designers. The gender pay gap persists, with women in some industries earning up to 28% less than men in similar roles.

The call to #AccelerateAction is clear. As a girls’ school, BGS is well placed to be part of the solution. Research shows that single-sex education positively influences girls’ academic performance,⁵ confidence and future trajectories. Girls in single-sex schools show a greater interest in STEM subjects and achieve higher academic attainment⁶. They are also significantly more likely to study mathematics and science at A Level,⁷ and the opportunities provided in a girls’ school setting support aspirations and ambition.⁸

Making the most of the opportunities at BGS is one way to take action towards gender parity, but there are others. The 2025 theme of making a pledge encourages us all to consider how we can contribute.

If you are unsure what your pledge to #AccelerateAction might be, reflecting on the women who have profoundly impacted your life can be a good starting point. Think about those who have played pivotal roles – family members, teachers, mentors or public figures and acknowledge their influence. Consider how their qualities have shaped your values and decisions. Express gratitude for their impact and look at ways to embody their traits to support and inspire others.

As we mark International Women’s Day, let us all consider the steps we can take to drive change.

1. https://www.internationalwomensday.com/
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2. https://sdgs.un.org/goals/goal5 ↩︎
3. https://www.theguardian.com/society/2025/mar/06/female-doctors-outnumber-male-peers-in-uk-for-first-time
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4. https://www.theguardian.com/world/2025/mar/03/uk-awarded-its-lowest-ranking-for-workplace-gender-equality-in-a-decade ↩︎
5. https://discovery.ucl.ac.uk/id/eprint/1473714/1/Sullivan2010Single-sex6.pdf ↩︎
6. https://www.independentschoolparent.com/promotion/single-sex-schools/?utm_source=chatgpt.com ↩︎
7. https://gsa.uk.com/2025/02/stem-research-news/ ↩︎
8. https://girlsschools.org/advocacy/blog/2019/12/18/why-girls-schools-are-more-relevant-than-ever/ ↩︎

Earlier this week I had the privilege of attending a meeting at the Houses of Parliament  hosted by The Higher Education Policy Institute (HEPI) to discuss inclusion in the universities sector as part of my role as the Girls’ School Association (GSA) Chair for the Higher Education and Futures Committee. As a school that prides itself on our commitment to inclusion, it was particularly valuable for me to see what world our students will be moving into once they leave our doors and head off to universities. There are certainly a lot of similarities in approach and in the issues we face around free speech and young people’s abilities to hear others’ views. 

One of the key themes that emerged was the notion of fairness and equal opportunity within higher education. Professor Tim Soutphommasane from the University of Oxford shared the view that the UK’s approach to inclusion must be distinct from that of the US. While the US is grappling with contentious debates around free speech and diversity, the UK must ensure that its universities promote both social understanding and academic freedom in a balanced way. 

Research completed by the University of Oxford and UCL show that people in the UK believe Equality, Diversity, and Inclusion (EDI) initiatives lead to fairer outcomes (64%). It also showed that the “British public are five times more likely to say that EDI is a good, rather than a bad, thing…While nearly nine in ten think that free speech is one of the most important rights in the UK.” At the same time, there is a tension regarding the language used around EDI; 73% of participants reported feeling nervous about speaking out for fear of saying the wrong thing; a concern which highlights the complex balance universities must strike between supporting inclusivity and protecting open dialogue.

There was also an interesting focus on the changing dynamics of free speech within universities, especially in the context of recent US policies. A crackdown on certain EDI initiatives under the Trump administration will lead to cancelled conferences or restricted research to avoid controversy. This serves as a cautionary tale, reminding us of the fine line between promoting free speech and curbing the diversity of thought and debate. 

Professor Danny Dorling, also from the University of Oxford, shared fascinating research into how one can track the periods of progression and regression in EDI across long periods of time in the universities sector, citing the incredible changes in the 1960s for instance, particularly with the rise in female students at this time, and the impact this had on the universities sectors 30 years later. It demonstrates the importance of the work we are doing now, not just for the students attending university now, but for the future generations. 

Sarah Fox from the University of Manchester offered really insightful perspectives from her work in the corporate world and highlighted that a period of flux can often be a fertile driver of change. As universities (and the whole education system for that matter) grapple with the use of AI, changing working practices, and different types of assessments, this is the perfect time to continue to drive forward EDI. 

So as we prepare our students for the challenges of university life, it’s reassuring to see that the sector is committed to evolving its practices and policies to better reflect the needs of all students. Our students, who will enter this dynamic environment, will need to navigate these complexities, and it is our role to ensure they understand the importance of engaging with diverse viewpoints while also standing firm in their own beliefs. This is a world that values both fairness and free speech, and we must equip them to thrive in it. I hope our students take inspiration from Barack Obama’s quote: “University is not just a place to learn facts. It’s a place to learn how to think critically, challenge the status quo, and develop your own voice.”

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.

January often symbolises new beginnings, a time when many set resolutions to enhance their lives. In our educational journey, however, January marks almost the midpoint of the academic year, a period dedicated to reinforcing the foundations established in September. For our senior students, it is a crucial time of mock examinations, reflecting on their academic progress, and setting strategic goals to excel in their forthcoming GCSEs, A Levels, and IB Diploma assessments.

The post-holiday stretch of January can sometimes feel challenging. The festive season has concluded, and the lingering cold and extended darkness may seem unending. This is precisely why I advocate focusing on the positives during this time. Upon returning from my years in Asia, I found the British winters particularly prolonged. To counter this, I began to observe and cherish the subtle transitions of the seasons: the beautiful pink skies at sunrise and sunset on a cold crisp day; the emergence of snowdrops in late January, followed by crocuses; then the delightful golden daffodils; and finally, the fragrant bluebells carpeting our woods. A visit to the latter has been a cherished tradition from my childhood that I now share with my own children and the heady scent of the bluebell woods always brings me so much joy.

By the month’s end, we will experience approximately two additional hours of daylight compared to the start of the year. This increase can significantly uplift our spirits. Extended daylight after the school day offers opportunities to engage in outdoor activities – be it running, rowing, team sports, or a simple walk with the dog, all beneficial for our well-being. Research has shown that exposure to natural light has been linked to reduced symptoms of depression and anxiety, as well as improved mood and cognitive function.

Furthermore, engaging with nature provides profound mental health benefits. Research indicates that spending time in natural environments can reduce stress, anxiety, and depression while improving mood and cognitive function. Incorporating elements such as morning light exposure can enhance sleep quality by regulating our circadian rhythms. Additionally, the scents of pine and spruce trees release volatile organic compounds like pinene and limonene, which have been shown to reduce cortisol levels and elevate mood.

On a personal note, after navigating a challenging few months, I have embraced simple yet impactful resolutions this year: incorporating morning stretches and deep-breathing exercises, and daily reflections on gratitude. Research indicates that practising gratitude can enhance emotional well-being, boost resilience, and improve overall mental health. Yesterday, I found gratitude in the water levels in the King’s Ditch on our school grounds returning to normal after high levels over the weekend, the pleasure of savoring a delicious mango at lunch, and the joy of meeting wonderful prospective students who are keen to become part of the BGS community. Though seemingly random, each brought happiness in its own way. Just two weeks into January, I already feel the positive effects of these practices.

Therefore, I encourage our students to set resolutions that foster their happiness. My foremost wish is for their wellbeing. I hope they embrace our core values, particularly reflection, in ways that support their mental health, build resilience, and cultivate joy.

In closing, I share an excerpt from one of the first poems I learned in school, likely familiar to many of you. It not only references the enchanting daffodils that bring me immense joy but also extols the “bliss of solitude” found in contemplation and reflection. Here is a passage from William Wordsworth’s I Wandered Lonely as a Cloud, to hopefully bring you a little joy too:

I wandered lonely as a cloud 

That floats on high o’er vales and hills, 

When all at once I saw a crowd, 

A host, of golden daffodils; 

Beside the lake, beneath the trees, 

Fluttering and dancing in the breeze.

A Time for Compassion and Care

As we approach the end of the Autumn Term and prepare to welcome the festive season, it is important to acknowledge that for many, Christmas and the holiday period can be a challenging time. While it is often associated with joy, family gatherings, and celebrations, the season can also bring feelings of loss, loneliness, or difficult memories for those who are grieving or going through tough times.

This year, I find myself reflecting on this deeply, having recently lost my step-father. So many of you have reached out to me offering support, but also sharing your own losses and the effect that has had on you, particularly at this time of year.  As our community looks forward to the holidays, I want to take a moment to remind us that it’s okay not to feel happy all the time, especially during a period when expectations for celebration can feel overwhelming. It’s essential that we show kindness and understanding towards one another, particularly to those who might find this time of year difficult.

At BGS, we pride ourselves on our strong sense of community and the support we offer. Whether it’s a kind word, a listening ear, or simply being there for each other, we have the power to make this season a little brighter for those who need it most. For instance, last week it was wonderful seeing the Year 7s wrapping up presents for our local charity FACES and for the Year 10s to do such a wonderful job of advocating for their charities in the Giving Forward initiative. 

As many of us celebrate Christmas, let’s also take time to reflect on the importance of empathy, care and inclusion. The festive season is about more than just giving gifts – it’s about sharing our hearts, showing gratitude and supporting one another through life’s challenges. A message at the centre of our Year 3 production this year. 

To those who find this time of year difficult, please know you are not alone. We are here for you, and together, we can help make this Christmas a season of hope and comfort for all. Personally, I have been overwhelmed by the support our community has given me and though this will certainly be a tough period for me and my family, it has been a great comfort knowing that people are thinking of us; it helps give me resilience and hope as I face the challenges ahead. As Helen Keller said: “Although the world is full of suffering, it is also full of the overcoming of it.” Let’s make sure we continue to look after each other. 

I wish everyone a peaceful and reflective holiday season.