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.”

Celebrating Neurodiversity Together

This week, Assistant Head, Mrs Hooley, guest writes on the Headmistress’s blog about the importance of celebrating Neurodiversity within our school community, particularly focusing on how it fosters inclusivity, acceptance and understanding among students, parents and staff. 

In my last Blog post from November, I wrote about the importance of belonging and how to address and reduce the natural human instinct to ‘other’ people who are ‘not like us’. With this same theme in mind, I felt it was prescient to share the ways in which we have embraced Neurodiversity Celebration Week within our school community and why it is important to do so. The annual event is not only a celebration but also a crucial opportunity to highlight and embrace the diverse ways in which our students’ brains work and the unique strengths they bring to our learning environment.

Neurodiversity Celebration Week serves as a platform for us to recognise and respect the fact that every individual possesses a unique neurological makeup. From autism and dyslexia to ADHD and dyspraxia, neurodiversity encompasses a broad spectrum of conditions and differences in brain function. Rather than viewing these differences as deficits, it is essential that we celebrate them as integral components of our students’ identities.

One of the primary benefits of Neurodiversity Celebration Week is fostering a culture of inclusivity and acceptance within our school community. By acknowledging and celebrating the diverse ways in which our students’ brains are wired, we create an environment where all individuals feel valued, respected, and understood. This inclusive ethos not only benefits neurodivergent students but also enriches the educational experience for everyone as we continue to learn from each other’s personal experiences.

Neurodiversity Celebration Week also provides an excellent opportunity to raise awareness and promote understanding of neurodivergent conditions among students, parents, and staff. Through workshops, guest speakers, and tutor time activities, we aim to debunk myths, challenge stereotypes, and foster empathy and compassion for neurodivergent individuals. We have been delighted to welcome Mrs Katie-Jo Gracie into school to provide lunchtime workshops for students and staff relating to ‘Thin Slice Judgements’ and how to avoid making judgements about neurodiversity. Learning Support Teacher, Mr Gibson, has been leading on the events this week and provided sessions on the challenges which face neurodivergent girls and our LRC Manager Ms Rogers has led on a VR experience to put students and staff in the shoes of a neurodivergent individual.

At Bedford Girls’ School we firmly believe that diversity in all its forms should be celebrated and embraced. Just as we celebrate cultural diversity and individual talents, we also celebrate neurodiversity as an essential aspect of our school community. Our commitment to inclusivity extends way beyond this week, as we strive to create a learning environment where every student feels supported and empowered to thrive. 

Neurodivergent individuals possess unique talents and perspectives that can contribute positively to various fields, including science, technology, engineering, and the arts. By nurturing and harnessing these talents, we not only promote diversity and inclusion but also foster innovation and creativity. Together, we can create a more inclusive and supportive environment where every student can reach their full potential.

This week, Director of Digital Learning, Enterprise and Sustainability, Mrs Hudson-Findley, guest writes on the Headmistress’s blog about the physical and digital realms, highlighting recent achievements in nuclear fusion and advancements in AI technology.

As I sit here a fascinating evolution is unfolding—one that blurs the lines between the physical (‘atoms’) and the digital (‘bits’). The Lawrence Livermore National Laboratory (LLNL) in California achieved a monumental milestone in nuclear fusion by attaining the first-ever net energy gain from a fusion reaction. A team from Princeton University, used an AI model capable of predicting and preventing instabilities within the fusion process, to encourage more controlled and sustainable reactions (Cuthbertson, 2024). This is unprecedented and could mean a potential future of limitless, clean energy.

The distinction between atoms (physical products) and bits (digital products) has been a cornerstone of economic and technological discussions for decades. However, the advent of AI and digital fabrication technologies is merging these realms, leading to innovative production methods and business models. This convergence is crafting a new era of production and commerce, significantly influenced by advancements in artificial intelligence (AI). The manufacturing industry, particularly Biotech companies such as Solugen, have been using AI to influence enzyme production to produce greater yield and waste free chemical products.

AI algorithms can predict how protein structures fold, which is essential for understanding how enzymes function. This capability was once a complex and time-consuming task for scientists. With AI, it’s now possible to rapidly design and test new enzymes within computer simulations before any physical manufacturing takes place. This speeds up the research and development process but also significantly reduces costs and environmental impact.

This emerging industrial trend towards a hybrid of atoms and bits is not limited to high-tech industries. It is influencing various sectors, including automotive, fashion, and even food production, where AI-driven technologies are being used to design and manufacture products. For instance, in automotive manufacturing, AI is used to optimise supply chains, predict maintenance, and even guide the design of more fuel-efficient vehicles.

With this rapid growth all around us, we need to look to education to do the same. At BGS we are embracing lateral thinking to creatively respond and craft a curriculum which helps prepare our students for a job market where the rules will be significantly different. Recognising the importance of interdisciplinary skills, and building sustainable futures, we are incorporating a range of strategies into our curriculum and extracurricular activities.

Through STEM integration we are intensifying our focus on Science, Technology, Engineering, and Mathematics education, ensuring students understand both the theoretical and practical applications of their knowledge. This includes new lab simulation software to provide students with 24-hour lab access.

We are continuing to commit to our journey with digital literacy and AI education. This year we welcome a new GLG position of Digital and Enterprise Captain. Working across the school, this individual will be a guiding student voice to help shape our strategy as we continue to integrate technology within our curriculum.

Our commitment to the use of technology to support a sustainable environment will be further strengthened this summer with an exciting recycling project that will be spearheaded by our Sustainability Captain and the Eco Club. Meanwhile, our Year 8 students have also been harnessing the capabilities of their iPads to produce some short films to explore eco issues and influence positive behaviours. We will be judging the winners and showing their films soon.

As the boundaries between industries become increasingly blurred, our educational approach aims to equip students with the skills and mindset needed to navigate and contribute to this evolving landscape. By fostering a culture of curiosity, interdisciplinary learning, and digital proficiency, we are preparing our students not just to adapt to the future but to shape it. Our commitment is to ensure that as the world changes, our students remain at the forefront. They will be ready to meet the challenges and opportunities this new era presents.

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Cuthbertson, A (2024). “AI solves nuclear fusion puzzle for near-limitless clean energy”. The Independent. Available at: https://www.independent.co.uk/tech/nuclear-fusion-ai-clean-energy-b2505138.html [Accessed 5/3/24]

This week, Director of Sixth Form, Mrs Woolley, guest writes on the Headmistress’s blog about the successful launch of our Peer Mentoring Programme and Girls’ Leadership Group application.

As we dive into the second half of another exciting term in the Sixth Form, there are two key aspects of Sixth Form life that are generating a buzz of positivity: the rollout of our Peer Mentoring Programme and the commencement of the Girls’ Leadership Group (GLG) application process. We want to empower our students, these initiatives are shaping the future leaders of our school community, providing invaluable experiences and building important skills that will be vital for navigating life beyond school.

Last half term we launched an inspiring Peer Mentoring Programmes with our Lower Sixth students stepping into the role of peer mentors to Junior School students. Our mentorship programme aims to foster friendships, boost confidence, and facilitate smooth transitions as our younger students move up through the school.

The mentor attended comprehensive training, which focused on the art of building rapport, maximising the mentoring experience, and where to seek support should any concerns arise. Mrs Howe, Head of the Junior School has crafted session guides ensuring that each mentoring interaction is meaningful and effective. Each pairing has a staff supervisor offering a guiding hand.   

The advantages of peer mentoring are manifold. For mentors, it’s an opportunity to develop leadership skills, enhance communication abilities, and cultivate empathy and understanding. As they guide their mentees through challenges and triumphs, mentors experience personal growth and fulfilment. Mentorship schemes are a key development tool in the workplace, to have developed the experience and skills to participate in programmes will be a valuable asset to our students. 

For our younger mentees, the benefits are equally profound. They gain a sense of belonging, knowing that they have a supportive older peer to turn to. Mentoring sessions provide a safe space for mentees to express themselves, ask questions, and navigate the complexities of school life with confidence.

Simultaneously, we are thrilled to kick off the annual application process for our Girls’ Leadership Group. This initiative is designed to empower young women to step into leadership roles, make a positive impact within our school community as the hone skills which will serve them well beyond their academic years.

Whilst we offer a wide and varied number of roles on the GLG, we stress to all our students that the application and interview process is not just about selecting a few individuals for leadership positions; it’s about empowering every student who participates. Under the guidance of Mrs Mack, our Lower Sixth Senior Tutor, students are able to access sessions on how to prepare for interviews, articulate their strengths, and present their visions for leadership.

Even for those who may not ultimately join the leadership group or prefect teams, the application and interview experience is invaluable. It’s an opportunity to refine communication skills, build resilience in the face of challenges, and learn from the process of self-reflection and goal-setting. It is invaluable preparation for university applications and CV writing.  

I am proud to see our wonderful Lower Sixth students step out of their comfort zones and to engage in all the opportunities that we offer to broaden their education. Through mentorship, and leadership programmes, we are shaping confident, compassionate leaders who will thrive not only within the walls of our school but also in the wider world.

Here’s to a term filled with growth, empowerment, and endless possibilities!

As half term draws to a close and we start to think about the upcoming break, it is a good opportunity to think about the benefits of going on school trips. For me this next week will be spent resting at home, but during my time working in Asia, we were fortunate to travel extensively and I know the impact that had on my family was significant, creating a better understanding of different cultures and providing opportunities to wonder at the exquisite examples of the natural world. 

At BGS, we firmly believe that education extends far beyond the confines of the classroom. It’s about broadening perspectives, fostering curiosity, and nurturing a deeper understanding of the world around us. That’s why we’re incredibly excited about the upcoming school trips that will take our students on journeys of exploration and discovery.

Over the next weeks, our students will embark on a variety of enriching experiences that will leave a lasting impact on their lives. From the slopes of Austria to the streets of Nice, France, and the vibrant culture of London’s West End, each trip offers unique opportunities for growth and learning.

Our ski trip to Austria will see over 100 students from Years 8 to Upper Sixth hitting the slopes, supported by many members of staff who will ensure our students have the best opportunities. Beyond mastering their skiing skills, students will learn valuable lessons in teamwork, resilience, and cultural immersion. For many they will be stepping outside of their comfort zones and the senses of fulfilment in achieving something new will be life shaping.

Meanwhile, in Nice, France, a group of 30 students will embark on a homestay experience, staying with French families and attending language school during the day. This trip promises to deepen our students’ appreciation for language and culture while fostering lifelong connections.

Back on home soil, our students will also have the chance to experience the magic of the theatre with a matinee performance of A Mirror: West End at the Almeida Theatre in London. This cultural outing will inspire creativity and spark meaningful discussions about storytelling and performance.

For those with a passion for science, our Physics Trip to CERN, Switzerland, offers a rare glimpse into the world of cutting-edge research. With a focus on real-world applications of physics, this trip will ignite curiosity and inspire future scientists.

Reflecting on the past few months, our students have already embarked on incredible adventures, from exploring design technology at Disneyland Paris to participating in the Cambridge Model United Nations, swim training in Lanzarote, to exploring Berlin and Valencia. Led by dedicated staff members these experiences have empowered our students to think critically, collaborate effectively, and engage with global issues in meaningful ways. As we look forward to the second half of the Spring Term excitement is growing in the Junior School as our younger students prepare for the annual resident trips.

As educators, we recognise the immense value of school trips in shaping well-rounded individuals who are equipped to navigate an increasingly interconnected world. Through embracing new experiences, our students are not only expanding their horizons but also laying the foundation for a lifetime of curiosity, empathy, and lifelong learning. We can’t wait to see the incredible growth and transformation that awaits them on their upcoming adventures. They also form new friendships, often across year groups as the power of the shared experience brings them together.  

Maya Angelou’s following quote: “Perhaps travel cannot prevent bigotry, but by demonstrating that all peoples cry, laugh, eat, worry, and die, it can introduce the idea that if we try and understand each other, we may even become friends.” perfectly encapsulates why it is so important that our young people grasp opportunities to see as much of the world as they can. We want them to begin to foster empathy, challenge stereotypes, and cultivate cross-cultural friendships. I hope travel, both near and far, encourages our students to open their hearts and minds, recognising the shared humanity that binds people together regardless of cultural differences.