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
   ↩︎
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. 

By Mr Gracie, Deputy Head – Student Engagement and Welfare

I really believe that if something is important it is worth saying and worth talking about. When I was younger in my career I sometimes wondered if I was becoming boring or predictable by returning to important themes in Geography or the values that matter in my pastoral work. Of course, the reason we come back to things regularly is because they matter and are important. And, as I have got older and have my own teenage children I have come to realise I am probably boring and predictable. But, being boring and predictable by reminding students about important issues and knowledge is something I can live with.

As I have looked back at my assemblies from my first year at BGS, I can see two clear themes. Nearly every one of them has included a reminder about the importance of respecting the nine protected characteristics as part of communicating that everybody matters. And secondly, always focusing on the the “Five Ways to Wellbeing”¹ as a reminder that we can all be proactive in looking after our mental health.

We have updated our Positive Behaviour Policy at BGS for this academic year and when we consulted students there were three overwhelming things that came through as really mattering to them – kindness, respect and the value of good learning environments. What we noted in the feedback though was that the comments related to being kind really were about people being included and knowing they matter. This is why we have set one of our  behavioural core rules as: ‘actively kind and inclusive’. Students will often hear me say that at BGS it is not good enough to not be part of the problem – we need to be part of the solution. Again, boring to hear over and over, but I will be very happy when we are predictably including everyone!

I also find myself returning to our Diversity and Inclusion pledge as this perfectly sums up what we are aiming to achieve. 

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. 

When unpacking this in my school assembly for the International Day of Persons with Disabilities², we talked about the starting point for creating a welcoming environment being empathy. I really love the way that Brene Brown describes empathy in her book Dare to Lead: “We need to dispel the myth that empathy is ‘walking in someone else’s shoes.’ Rather than walking in your shoes, I need to learn how to listen to the story you tell about what it’s like in your shoes and believe you even when it doesn’t match my experiences.”

It was noted in our ISI inspection this year and our award from Muddy Stilettos as their most inclusive school that we are a wonderfully diverse community. We are also passionate about celebrating our diversity and the leadership of our student Diversity and Inclusion team and South Asian Society have given super examples of that this term. They have respectively set up new events themselves in the AfroBeats Dance-Off competition and Diwali Bollywood karaoke. This passionate and driven student leadership is a super example of the fact that noticing and celebrating different cultures and experiences really matters to us. 

Whilst we are proud of the way we celebrate our diversity and drive for everyone to feel included, we feel we are only at the beginning of our journey. As a community committed to celebrating our differences and everyone being included we need to continue to take notice of one another and listen, really listen. This is hard to do over a long period of time but we are committed to doing it. We talked in our recent assembly about the data which shows the inequalities faced by disabled people in the UK³ and that we can all more actively consider where there might be hidden disabilities in our community – for example amongst neurodiverse or hearing or sight impaired students. Our next step then is to actively listen as friends and teachers to consider how we can support and change surroundings so that the extent to which they disable someone with an impairment is reduced as far as possible.

We are currently shaping the next phases of our school diversity and inclusion strategy as we continue to always look to learn from each other and wider expertise. I am keen to hear from members of our wider community who would like to offer fresh insights or experiences, and I do hope you will reach out to come and talk to us.

So, to end, please allow me to be boring and predictable, as I repeat my important messages one more time: be actively kind and inclusive, look after your mental health and remember to respect and celebrate all people, regardless of their personal characteristics.

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1. https://www.mind.org.uk/workplace/mental-health-at-work/five-ways-to-wellbeing/ ↩︎
2. https://social.desa.un.org/issues/disability/events/2024-international-day-persons-with-disabilities#:~:text=The%20theme%20for%20this%20year,and%20sustainable%20world%20for%20all. ↩︎
3.  https://researchbriefings.files.parliament.uk/documents/CBP-9602/CBP-9602.pdf ↩︎

By Mrs Hooley, Assistant Head, Data and Operational Management

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

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

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

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

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

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

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

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

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

Insights from the IB Global Conference

In this week’s guest blog, Mrs Hudson-Findley, Director of Digital Learning, Enterprise and Sustainability reflects on the recent IB Global Conference which took place in Budapest, Hungary last month.

At the recent IB Global Conference, ideas flowed on the role of technology and artificial intelligence (AI) in education today. Mrs Crawford-Smith, our IB PYP Coordinator, and I led a workshop on introducing AI to the Primary Years Programme (PYP), with a particular focus on the How the World Works unit. The positive response from educators worldwide reinforced our commitment to keeping our school at the forefront of this discussion, helping shape the future of AI in early education. 

A central theme at the conference was the shared acknowledgment that AI has moved from a distant possibility to an immediate reality, woven into the fabric of daily life. From the applications on our devices to the algorithms steering our online interactions, AI already exerts a profound influence on our world. As educators, it is our duty to equip students with the skills and knowledge to navigate and thrive in this AI-augmented landscape.

The conference underscored the importance of a balanced approach to AI integration, one that embraces its remarkable potential while remaining mindful of its challenges. Key speakers, including Ali Hassan and Faye Ellis, who led discussions on personalised learning and fostering international-mindedness through AI, highlighted the necessity of human-centred design and ethical frameworks. Echoing this perspective, we encouraged participants in our workshop to view AI not as a substitute for educators but as an empowering tool to enrich learning, fostering essential skills such as critical thinking, problem-solving, and effective communication.

One particularly compelling aspect of the conference was its emphasis on the tangible application of AI in educational settings. In the AI in Action segment of our workshop, we demonstrated hands-on activities aimed at demystifying AI for young learners. Through engaging tasks such as training AI to recognise images or exploring the AI technology behind everyday tools like voice assistants, students can grasp foundational AI concepts in a manner both accessible and age-appropriate.

Moreover, the conference offered valuable perspectives on the evolving nature of academic integrity in the era of AI. Sessions led by experts Scott Hall and Rita Bateson highlighted the necessity of clear guidelines and open dialogue surrounding the ethical use of AI tools, particularly considering concerns around plagiarism and the potential for AI to diminish original thought.

Our workshop attracted considerable interest, with many educators eager to explore ways of introducing AI concepts to young students. By incorporating visible thinking routines, Padlet activities, and collaborative discussions, we enabled participants to experience firsthand how to engage students in meaningful explorations of AI.

Looking ahead, we are excited to continue our journey in AI and education. The conference has equipped us with a wealth of resources and inspiration, from practical strategies in prompt engineering and ethical AI use to innovative project ideas, such as chatbot design and gamified learning. We are confident that through a thoughtful and forward-looking approach, our school will continue to lead in preparing students for a future in which they are not just passive consumers of AI but active shapers, leveraging its potential for positive impact.

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.