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.

“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.