In this week’s takeover blog, Mrs Woolley, Director of Sixth Form, shares her reflections on what makes the BGS Sixth Form experience so unique. 

I am often asked what makes BGS Sixth Form special, and although it might sound a cliché, I always say it is the energy. As the new term gets underway, the energy in the air is palpable. We have hit the ground running with a mix of academic, extracurricular and leadership opportunities that are setting the tone for the next two years ahead. 

My vision for Sixth Form is for our students to leave us ready to make a difference to the world around them. They need to know themselves, be confident in their ability to tackle challenges, grasp opportunities and understand how to balance work and rest. They need to develop their inner core. The role of the Sixth Form team is to really know them, to guide them and champion them as they grow through their final few years with us.  

Beyond academics, we need to make sure that we are offering opportunities for them to build wider skills. Whether that be through running societies or attending the Ready2Lead conferences; or broadening their perspective through programmes such as our phenomenally successful Alumnae Mentoring Programme and our community outreach reading programme. Of course, no week would be complete at BGS without students attending a plethora of our clubs, sports, and creative activities. Their passion and commitment are always clear to see.

Our in-house careers provision, The Bridge, always offers a vast range of talks, advice and workshops to help our students refine their aspirations and explore future career paths. Using a coaching model they gently guide students through decision making steps. 

It is also important that we help them find balance, they are teenagers after all! When moments get busy with deadlines and university applications, they need to know that taking time out is just as important; our lunchtime karaoke and after school silent discos are the perfect antidote for just those moments; and an important informal way of strengthening the sense of community amongst both students and staff. Our Sixth Form Well-being Committee works hard to support their peers, running initiatives aimed at promoting positive mental health and emotional well-being. At the same time, our Citizenship Group is making strides in promoting student voice and social responsibility in their collaborative project with Bedford School where they will be working with Year 9 students from both schools. The Sixth Form team at BGS absolutely love our roles, we love being around these young people and the energy they bring. We know what a privilege it is to support them as they move through Sixth Form; whether it is a quiet chat on a difficult day, guidance on next stages, a quick chat in the Chequers Café queue or someone to share a success with, the team are always here. It is these relationships that make the energy in our Sixth Form so special.

“If civilization is to survive, we must cultivate the science of human relationships – the ability of all peoples, of all kinds, to live together, in the same world at peace.” Franklin D. Roosevelt, 32nd U.S. President.

In this week’s guest blog, Mr Gracie, Deputy Head of Student Engagement and Welfare, reflects on our commitment to fostering a community that helps every girl develop lasting friendships. He also discusses the resilience needed to manage the ups and downs that come with them.

As someone responsible for the well-being of young people it is both my greatest delight and greatest worry that relationships are so central to our well-being. At BGS we think hard about the ecosystem around our students that allows them to thrive. 

There is much that is controllable, such as setting excellent routines, to bring calm and order; amazing co-curricular opportunities to develop confidence and interest; and caring adults who can support and nurture them. Interpersonal interactions, however, are much trickier to mediate but this is what makes them so beautiful and powerful. I believe that the way friendships are cultivated is very much rooted in the ordinary and every day, and I am passionate that our best pastoral tools must help every student make the most of our wonderful school each day.

Our 5 ways to well-being programme provides a practical and helpful tool for looking at one’s mental health. This includes connecting with others. It is easy to forget as we get older that shared experiences are the root of many friendships. Being in the same club as others, being on a team, in a play cast or being bus buddies are frequent ways that our students tell us they make friends. This is why we have promoted the rich offer of co-curricular clubs with the Clubs Fayre this term to ensure every student gets a variety of experiences. 

Our students’ skills and awareness of others are also impressive. When we present the idea that every girl needs a friend in their year, there is often a healthy challenge. Students remind us that whilst some really value one or two close friends, others find that groups really matter to them. Some have friends across year groups and schools whilst others mainly have friends within school in their year. The students are able recognise and verbalise this. What we will find ourselves doing is helping them realise that there can be complexity or turbulence in their friendship. The powerful programme developed by the educationalist Andrew Hampton, Girls on Board is an extremely useful tool to supplement the way we approach supporting our students with friendships, especially when they become turbulent. We have already had a number of rich learnings as we roll the programme out from Year 3 to Upper Sixth; the shared language for exploring their concerns, helping them gain awareness and empathy as they take time to try to understand one another has been very impactful.

Whilst “get involved” is easy to say to young people, it is hard to do. I wonder how many of us as adults regularly pursue new and interesting things when we may not be sure who is there or what it is going to be like. We work hard on the promotion of opportunities at school, but nothing beats the personal invite. When we role play conversations about inviting others to join in, the complexity around receiving an invite or wording it correctly is greater than we might sometimes think. Students must be vulnerable to open themselves up to new opportunities. But they do it. The courage and resilience of our students in navigating this is amazing and makes me beam with pride. 

It was heart-warming to hear from a parent of a new student at BGS after a couple of weeks that some other students, themselves in a new year, had realised their daughter was also new and invited her to join them at a club. They showed our value of boldness and acted with empathy; it is a sign for me that our ecosystem is healthy and breeding the values we want to see in our students.

I have great hope for students at BGS experiencing many positive and stimulating relationships through their time with us, and for understanding the importance of shared relationships and how to navigate them with empathy. I have more hope than Roosevelt, as I believe that relationships are not just a matter of survival but the premise for thriving and living well.

As I reflect on the first few weeks of the new school year, it’s clear that our students have already embraced the spirit of boldness that we set out to inspire. We’ve kicked off this academic year with a series of events and activities that truly embody our theme of being bold.

Our journey began with the Parent Welcome Events, where we saw our community come together with enthusiasm and openness. It was a bold start to building connections that will strengthen our school community throughout the year. The excitement continued with New Friends Friday, an event dedicated to helping our Junior School families forge new friendships and feel welcomed. This event exemplified boldness in action, as our new students stepped out of their comfort zones to make new connections. I always tell parents that it’s a wonderful sign that their daughters are so engaged and absorbed in the event that they’re off enjoying time with new and old friends only reappearing when they want some more cake!  It showcases that from our very youngest students in Year 3, they are already developing their independence and how seamlessly they’ve settled into the new year.

The inaugural Co-Curricular Fayre for Years 7-9 was another highlight for me, showcasing a variety of activities and clubs. Our students displayed curiosity as they explored new interests and boldness as they committed to pursuing passions outside of the classroom. This Fair was a testament to the courage it takes to try something new and challenge oneself. I can’t wait to hear more about what they get up to over the coming term. 

Our busy schedule of sports fixtures has also been a celebration of boldness. Our students have shown remarkable spirit and determination in a myriad of different arenas, representing our school with pride and embracing the challenges of competition with enthusiasm.

The first (of many) residential trips of the year, the Year 10 Edale trip provided another opportunity for boldness. As students embarked on this adventure, they embraced new experiences, faced challenges head-on, and demonstrated resilience. The trip was a powerful reminder of the personal growth that comes from stepping outside of one’s comfort zone.

It is so pleasing for me to see our students already embodying our value of being Bold as I set out in my first assembly of the year. During our time together, I explored with them how boldness means being brave, using our voices to create positive change, and embracing risks. We drew inspiration from the Olympics with figures like Simone Biles, who prioritised her mental health amidst immense pressure, and Zhiying Zeng, who pursued her Olympic dreams later in life.  Nada Hafez’s achievements in competing in the fencing while pregnant and Cindy Ngamba’s advocacy for refugees and the first medal winner for the Refugee Team further illustrated the power of boldness. Their stories highlight the importance of perseverance and self-belief, embodying the bold spirit we encourage in our students. We also celebrated Taylor Swift’s trailblazing success in the music industry and Kamala Harris’s resilience in her groundbreaking career.

Moreover, I highlighted the example of the peaceful anti-racism protests we saw over the summer holidays, which showed the collective strength of our communities in standing against hate. These events remind us of the importance of standing up for what is right and supporting one another with kindness and unity. I reminded our community how important it is that we support each other here at BGS and that we must always be respectful of each other’s differences and always show empathy. For it is those differences that make us stronger as a community. Finally, I reminded the students about the bravery of women in Afghanistan fighting for their rights by singing about the removal of their rights. Their courage underscores the importance of using our voices respectfully and purposefully.

As we move forward, I am sure our students will continue to embody the spirit of boldness in their daily lives. Whether it’s by pursuing their dreams, supporting one another, or standing up for justice, my desire is that they strive to make a positive impact and embrace the challenges ahead. I believe this quote from Ruth Bader Ginsburg serves as a powerful call to action for all of us as we strive to build an inclusive and supportive community. Let her words inspire us: “Fight for the things that you care about, but do it in a way that will lead others to join you.” Together, let’s commit to making a positive difference and encouraging others to be part of this bold transformative journey.

I can’t quite believe the end of the academic year is upon us once more; I think they are going quicker and quicker the longer I am here. Although we had Bold as the theme for our Prize Giving this year, I think this time of year always lends itself to being reflective.  We can celebrate all the things that have gone well and analyse where things have gone less well, so we can try to do things better in the future. 

This is the time of year that is traditionally time for annual reports.School reports are more than just fodder for fridge magnets—they are essential for understanding each student’s academic journey and personal growth. Whether deciphering the classic “must try harder” or celebrating “outstanding dedication to [insert your daughter’s favourite activity here],” these reports have offered invaluable insights that have helped us tailor our support and celebrate successes together. So, parents, I hope you were pleasantly surprised earlier this week – perhaps your daughter’s report unveiled her hidden talent for essays on the works of Shakespeare or an unexpected enthusiasm for the complexities of quantum physics! Whatever it revealed, I trust you shared in her joy at another academic year well completed, full of academic endeavour, co-curricular pursuits, personal growth, and hopefully, plenty of fun along the way! They have all worked hard this year and deserve some downtime over the summer to reflect on their achievements.

So in the spirit of reflection I thought it would be rather fun to imagine how BGS’s report card might look this year; we have certainly had an exciting one! 

School Report – Bedford Girls’ School

Subject	Grade
Academic Achievement	Outstanding – strong IB results and I am sure the hard work put in over the year will lead to some fantastic A Level and GCSE results too.
ISI	Glowing report this year highlighting how much BGS’s students love their school and are proud of their achievements.
Inclusivity	Award-Winning  – BGS are the proud holders of the Most Inclusive School Award from Muddy Stilettos, which shows the dedication of students and staff alike to this important aspect of school life
Sports	Making strides (quite literally, on the track and sports pitches!) – there are too many things to mention them all, but some highlights for BGS include being ranked 14th Best Independent Girls’ Day School for sport and becoming the National ISHC Plate Hockey Champions. BGS has been very busy this year with over 875 fixtures. Well done Team BGS!
Creativity	Flourishing – the art rooms have never been so vibrant, bursting with a kaleidoscope of creativity. Our music concerts have been pure delight, filling the halls with harmonious joy. The dance shows have been nothing short of breathtaking, and the drama productions, polished to perfection, have set a new standard of professionalism and excellence.
Community Spirit	Exceptional – BGS has truly mastered the art of teamwork and kindness, fostering a vibrant community spirit. The house competitions have ignited friendly rivalry and camaraderie, while the Diversity and Inclusion events, especially the unforgettable Cultural Dress Day, have celebrated the rich tapestry of the BGS community.
Sense of Humour	A+ – BGS always keeps the laughter flowing! From the hilarity of the pantomime and the creativity of the World Book Day costumes to the joy of karaoke nights, team building days and silent discos, BGS has created countless moments of fun and friendship that keep spirits high and smiles wide.

Overall Comments: Bedford Girls’ School continues to excel in all areas, from academics to co-curricular activities and everything in between. The dedication and enthusiasm shown by students and staff alike have contributed to another successful year. Special mention goes to our supportive parent community, who are always there to cheer us on.

Areas for Improvement:

• We’re still working on mastering the art of finding lost items – that will be next year’s challenge!

Imaginary reports aside, I think we can all agree that it has been an exceptional year for BGS; certainly I am very proud of what we have achieved as a community this year.

So all that remains is to say a huge thank you to our wonderfully dedicated staff for their commitment to BGS and your daughters. And to wish you all a wonderful summer. I’ll leave you with a quote from American author, Regina  Brett, which I hope many of you will take literally (I know I certainly will as we venture on our travels as a family): “Summer is the annual permission slip to be lazy. To do nothing and have it count for something. To lie in the grass and count the stars. To sit on a branch and study the clouds.”

In this week’s guest blog, Mrs Hudson-Findley, Director of Digital Learning, Enterprise and Sustainability reflects on our Technology Journey at BGS.

As I reflect on the past academic year at BGS, it is remarkable to see how our commitment to integrating technology has continued to enrich the educational experience for our students and staff. This year has been a testament to our ethos of fostering creative thinkers, change-makers, and problem-solvers of the future through a digitally enriched curriculum.

Coding success has been a feature at both ends of our school with our Junior School students forging ahead with their new integrated computer science lessons where they have been learning about digital safety and the fundamental building blocks of code, ready to begin their Python coding journey in Year 7. Our IB Computer Science Sixth Form students have been getting to grips with the newly installed Mac Mini systems, where they have been enjoying coding outside of their comfort zone, using Swift programming to create their own Apple OS apps. The skills our young and older coders have been gaining this year will enable them to gain a competitive edge in what will be one of the key industries of the future.

We have successfully introduced virtual reality (VR) into our curriculum this year through our ClassVR headsets. VR technology offers our students immersive learning experiences, allowing them to explore historical sites, conduct virtual science experiments, and even take virtual field trips, all from the comfort of their classrooms. Our teaching staff are exploring how this technology can foster engaging and interactive lessons helping students to understand complex concepts through experiential learning. All our students and staff have been trained in how to use the system and some departments such as Religious Studies are paving the way forward with creating and curating their own content. The next stage is for our students to do the same and begin their journey of expressing themselves through creating their own 3D environments and interactive content.

Artificial Intelligence (AI) has been a whirlwind, sweeping through the education sector, bringing with it disruption and new possibilities. We began looking at how this emerging technology could affect our community last year where we began looking at our academic policies, explored solutions to teacher workload and formed strategies on how we could help students to understand the potential impact AI could have on their learning. We will be pushing this further, looking at how we can train students to interact with AI tools imaginatively and ethically, in addition to helping staff to create their own AI tools and Large Language Models (LLMs) to tailor their content to our students’ needs. 

Looking forward to the next academic year, we are excited about several innovative projects and initiatives that will further enhance our digital landscape.

We will be introducing eSports into our Co-Curricular programme, offering our students the opportunity to form a team and compete nationally with other schools in online team games. This will also provide our students with experience in online sports commentary, PR, digital design for our team logos and social media management. You certainly don’t need to be a gamer to get involved.

Next academic year you will hear the familiar hum of educational drones around our school. These programmable drones will provide opportunities for our students to code in different contexts in addition to being able to view their performance in sports and other areas of the curriculum. I’m sure the Film Club will want to get their hands on them to gain some interesting aerial shots too.

We are also expanding our outreach programme with the introduction of digital and film production sessions. This will enable our Sixth Form students to support local primary school students’ development of their future skills. 

Finally, our focus on professional development for staff will continue to be a cornerstone of our strategy. We will offer advanced training sessions on emerging technologies and pedagogical approaches, ensuring that our educators are equipped with the skills and knowledge to leverage technology effectively in their teaching.

As we embark on this exciting journey into the next academic year, our vision remains clear: to provide a cutting edge, future-focused education that empowers our students with the skills and confidence to tackle the challenges of a complex world. 

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. 

This week, Director of Sixth Form, Mrs Woolley reflects on our journey of enhancing well-being among our Sixth Form students, which culminated in events like the recent Sixth Form Well-being Festival. 

Over the last academic year, we have focused on updating our well-being programme for our Sixth Form students. The aim of the programme is to focus on building their self-care and self- regulation as they build a healthy balance with their academic studies. It is always  important to us that we work in partnership with our students to ensure that the programme is tailored to meeting their needs and addressing their concerns. This is crucial to ensure that the programme achieves its aims of successfully supporting their well-being. 

This year we introduced the Sixth Form Well-being Room, a calm space where students can take some time away from the school day to decompress, adding to the other areas of the dedicated Sixth Form Centre which are designed to provide collaboration between work and rest. 

And on Monday 13th May, to much excitement, we held our first Sixth Form Well-being Festival. The event was lovingly planned and created by our incredible Pastoral Officer, Mrs Lonsdale. Designed to be an opportunity for the Lower Sixth to unwind and have fun together after their summer exams. Set against the picturesque backdrop of Layer Marney Tower, the festival offered an array of activities tailored to their interests. From great food to a glittering silent disco under the stars, and even some retail therapy in Cambridge, the event was meticulously crafted to provide a much-needed break and an unforgettable experience. 

The yoga session and sound bath allowed for the students to take time away from their everyday life and be in a truly calming environment. It gave them skills they can take away with them to use on days they need to find relaxation, which is incredibly important as they move into their last year of school. 

It was a joyful time filled with laughter, glitter tattoos, and the sound of singing (quite loudly due to the silent disco headphones!). This paired with a healthy dose of fresh air for all involved, made the event a true success and we knew we’d achieved our goal. The festival had offered the students a perfect blend of fun, relaxation, and community. 

One of our Girls’ Leadership Group (GLG) members, Anya Pawar, spoke about how she appreciated the variety of activities, the relaxed schedule, and the beautiful country grounds. Anya enjoyed the yoga and mindfulness sessions which were a perfect way to decompress after exams. 

The well-being festival was a lovely example of working in partnership with our students, helping them not only find new strategies for managing balance in their lives but to create memories to last a lifetime. Sixth Form is a short, often intense and very important culmination of their school years, we want to make sure that every second counts.  

This week, Deputy Head – Student Engagement and Welfare, Mr Gracie reflects on the implementation of the Girls on Board approach at BGS, exploring the dynamics of girl friendships, fostering empathy and supporting students’ personal growth and development within the school community.

I’m writing this on a Wednesday which, of course, means I am wearing my pink chinos… 

“On Wednesdays we wear pink” is a brilliant line from the movie Mean Girls¹ which is the opening reference in lesson 1 for the Girls on Board² approach. We have been teaching this to Years 3-9 in recent weeks and Year 10 will be having their training after half term. Girls on Board seeks to build shared understanding and language to navigate complex girl friendships. It feels like a really helpful tool for ongoing support of students as we grow together as a community and experience the inevitable changes in friendships and relationships that will happen. I have to say that I have found it helpful to hear from students in these lessons what their experiences are like and their very honest reflections are creating   healthy learnings for us as a community.

It strikes me that having language to understand someone else’s experience is really helpful for depersonalising conflict and being able to separate behaviour from a person. This is not new thinking for schools, we do this in schools all the time. The relationship between adults and students must always be built on unconditional positive regard for them as a person, even when we might have to challenge behaviours that we notice sometimes. This positioning of warmth as the adults in young people’s lives is what allows them to maintain hope for the future even when they face struggles, failures; we need to be the encouragement and guides. Tom Bennett reminds us “successful schools… see every student as a vehicle for success”³. This core belief that our students are our future is one of things that has really struck me about the BGS community. During Girls on Board lessons students have started to consider what the thoughts and feelings behind different behaviours in friendships are so that they can think more critically and develop empathy for others. Instead of assuming someone else’s behaviour is who they are, they are encouraged to observe the behaviour and consider what that person’s perspectives or reasons for behaving that way might be.

Developing the tools to use this awareness of others is not easy, it takes many different approaches. Girls on Board is part one part of our toolbox for supporting our students’ development. Some recent Lower Sixth PSHE teaching left me feeling very hopeful that there are already strong empathic foundations in place. The students were impressive in their awareness of how to support someone else who is grieving. They understood how to find the space where we are there for people so they are not left isolated; but equally they understood it was important that they avoided cheap and unhelpful solutions that make ourselves feel good. Clearly their journey through the PSHE curriculum, combined with their own experiences throughout school have shaped some really mature thinking. The description from Brenee Brown about what empathy looks like is helpful as a reminder. She tells us that ‘rarely can a response make something better, what makes something better is connection’⁴. This chimes with the Girls on Board approach which is centred on listening, seeking to understand and encouraging reflection and students acting for themselves. I feel encouraged that their experiences in the future will lead to developing empathy and better outcomes for their lives even if it feels things aren’t automatically ‘solved’. 

Part of Girls on Board is also helping students to realise that there is a range of adult responses and that sometimes they need to help us understand what they need. I can definitely identify as both a dad and teacher with times I ‘Overreacted’ and ‘Under Reacted’ but I hope there may also have been times when I got it ‘Just about Right’. Lesson 1 in the Girls on Board programme uses a super excerpt from the popular TV series Outnumbered where the students are meant to identify with the girl trying to explain a complicated falling out to her dad. I am sure I am not the only adult who has watched it and thought the experience of the parent feels rather close to home⁵. Alongside awareness of different parent responses, it also suggests that there is communication needed to help us as adults understand what girls need. This nudge to use your voice to express your needs is a great step on the journey to being a confident advocate for themselves and others. After all, we want them to soar. 

I think the ongoing challenge to find the ‘right’ response and the duality of thinking the very best of every student whilst also encouraging them to always aim to be ‘more’ is why I love being a teacher so much and why I really enjoy working at BGS. The students here are easy to get behind and believe in. One of the experiences many of them are having at the moment is undertaking public exams. As this is published our superb IB Diploma cohort will just be finishing, our GCSE students are well into their second week of exam hall experience and the A Level students have just started their first big exams. In discussing their exam journey with students it is heartening to observe how many of them can face self doubt and fear but still know that their ongoing processes will see them right and that they turn up on the day of exams ready to give their best. Their level of self awareness in being able to communicate how they feel openly and what they need to help them get over the line with their exams is an excellent trait that will serve them really well moving forward.

1.  https://www.youtube.com/watch?v=xBbOAVSBvpE ↩︎
2. https://www.girlsonboard.co.uk/ ↩︎
3. https://my.chartered.college/wp-content/uploads/2021/10/How-School-Leaders-can-create-a-school-culture-to-optimise-behaviour.pdf ↩︎
4. https://www.youtube.com/watch?v=1Evwgu369Jw ↩︎
5. https://www.youtube.com/watch?v=u1MHj5L1fG8 ↩︎

In this blog post, Head of Philosophy and Religion, Mrs Greenwood, provides useful practical strategies for parents to support their children during exam season.  

As a Head of Department and a form tutor, one of the most common questions I receive from parents is, ‘How can I best support my child during exam season? It’s a question that resonates deeply with many parents, as they strive to empower their children to reach their full potential. While exams can be a source of stress for both students and parents alike, with the right approach, they can also become an opportunity for growth, resilience and success. 

Understanding Motivation 

Motivation is the fuel that drives academic success. However, it’s essential to recognise that motivation is not a one-size-fits-all concept. What inspires one student may not necessarily resonate with another. Therefore, as parents, it’s crucial to understand our children’s unique motivators.

Encouraging a growth mindset is fundamental. Emphasise the value of effort and persistence over innate abilities. Help your child understand that intelligence is not fixed but can be developed through dedication and hard work.

Establishing a Supportive Environment 

Creating a conducive learning environment at home is essential for nurturing motivation. Ensure your child has a designated study space that is quiet, well-lit, and free from all distractions. Encourage them to keep their study area organised and clutter-free to promote focus and productivity.

Additionally, establish a routine that incorporates regular study sessions but also allows for breaks and relaxation. It is really important during times of increased pressure that students maintain a healthy balance of work and downtime to recharge and prevent burnout. 

Setting Realistic Goals 

Goal-setting is a powerful tool for motivation and achievement. Collaborate with your child to set realistic, achievable goals for their exams. Break down large goals into smaller, manageable tasks to prevent overwhelm and foster a sense of progress.

However, it’s crucial to maintain realistic expectations. Avoid placing undue pressure on your child to achieve perfection. Instead, focus on encouraging their best effort and celebrating their progress, no matter how small. 

Encouraging Independence 

Empowering your child to take ownership of their learning journey is key to fostering independence and self-regulation. Encourage them to develop effective study strategies that work best for their learning style. Whether it’s creating flashcards, practising past papers, or forming study groups, empower your child to take initiative and responsibility for their academic success. 

It has been a busy last few weeks of term and I have thoroughly enjoyed seeing BGS students throwing themselves into all the opportunities on offer from sport to House competitions, drama to music, their academic studies to developing their passion for causes that matter to them. However, a particular highlight has been talking to the new Girls’ Leadership Group (GLG) about their ambitions for this next year, how they will achieve them and how they plan to work together. It reminded me just how important having opportunities like this are, here in our empowering community of young women, in helping them prepare for their futures.

As we all know, girls excel in the classroom, outpacing their male counterparts in academic achievements. However, it’s crucial to recognise that some of the behaviours traditionally rewarded in educational settings, such as being quiet, sitting still, not messing up, often hinder girls’ advancement in the professional world. As Julie Carrier, CEO of Girls Lead Worldwide, aptly points out, the traits that serve girls well in school, like people-pleasing and perfectionism, don’t necessarily translate into success in the boardroom. She says “Girls internalise this need for obedience and perfectionism a lot more than boys…Boys are like Teflon. You criticise them and it bounces off. For girls, it sticks like Velcro.” Sadly many girls are socialised to believe that their self worth comes from being perfect. They can believe that being liked is more important than being heard and that there is no room for failure. This puts our girls under a huge amount of pressure and will not help them when they get out into the workplace. 

To bridge this gap, we must equip our girls with real-world skills like grit, confidence and a sense of self – things our girls develop in spades at BGS, particularly in the GLG, but also in a myriad of other opportunities. We need to replace any self-defeating narratives and empower them to believe in themselves and recognise how important their voice is. These skills are vital for navigating the complexities of the workplace and overcoming obstacles they may encounter along their career paths.

Girls must have access to great role models and part of our GLG training includes working with some of our inspiring alumnae. As Carrier says “In a culture filled with women’s picture-perfect images, picture-perfect social media lives and picture-perfect success stories…girls must have the opportunity to learn from the ‘whole person’ and the ‘whole story,’ which is often messy, filled with fear, failure, mistakes and setbacks.” I was delighted to hear one of our GLG say the best piece of advice she received at her training was about how to say no gracefully, in order to not become overwhelmed and protect her wellbeing. This can be a life-long lesson for women who have been conditioned to people please; I acknowledged that it took me until my first teaching job, where I took on nine other extra responsibilities and it was only at being asked to do the tenth, and at the point of extreme exhaustion, that I finally said no. How wonderful to learn this lesson at the age of 17!

Moreover, it’s essential to challenge the traditional notion of leadership, moving away from a hierarchical “command and control” model to a more inclusive and egalitarian approach known as “character-based leadership.” In this model, leadership is based on the premise that leadership is not a title or position. Instead, it comes from knowing who you are at your core, developing your capabilities and using your unique strengths to contribute. As I listened to each new captain on the GLG explain her ambitions for her new role, this was never more evident. 

However, it doesn’t just rest in our GLG to gain these essential leadership skills, as demonstrated by: our lacrosse team taking on Bedford School’s rugby team at lacrosse; our musicians leading in their ensemble pieces; our Year 12 showing their passions in their campaign challenge; the annual inspection of the CCF; our older girls being role models for the younger ones through peer mentoring, House activities and just around the school; and for each student every day in their lessons by stepping up, not being the quiet, obedient student of yesteryear, but by being their authentic selves, speaking out, working collaboratively and throwing themselves into their studies. 

So I hope that the new GLG and all the students in the school take this very sound advice, from the actress Octavia Spencer in her speech at Kent State University “It’s your turn to choose and define what success means to you. Now, others will try to define it for you, but yours is the only voice that matters.”