the
ISSUE 31 THE MUSE SPRING ~ 2022
MUSE
CELEBRATING A DECADE OF SUCCESS
Delivering a Future Inspired Education
BGS IN NUMBERS Countries our students study in, directly after school Netherlands Germany
Number of students who have attended university directly after school.
948
UK
Over 52% of our students have attended a Russell Group university.
Romania USA
Spain Hong Kong
Hours of concerts performed
520
Percentage of students undertaking STEM related subjects including Medicine, Veterinary Science and Dentistry.
44.6%
Percentage of students undertaking Business, Economics, and Law subjects at university.
55 £80,375
As a school we have supported raising over Amount of hours spent in class Amount of hours spent in online learning
7,650 390
charities,
Number of trips taken
565
Number of Drama and Dance productions: 85 01 | The Muse
25.1%
Editor’s Insight
W
elcome to this very special edition of the Muse, celebrating the first decade of Bedford Girls’ School.
To a Historian, 10 years can be seen as a mere moment in time, but I strongly believe it is always important to reflect at regular intervals. In a school, 10 years is a long time. It covers, for many of our students, the life-span of the majority of their education – from when they join us in Year 3, to when they reach the Upper Sixth. If we visualise the vast developments and changes we see in a child across that period, considering their mental, physical and emotional growth, we are able to view time in a very different light.
I hope you can see in the pages of this Muse a snap shot of what we have achieved; from our academic and sporting successes to incredible performing arts opportunities and commitment to developing a global outlook in our students; we have been impressive. It takes an exceptional team to achieve all of this. I believe a really special aspect of BGS is the community that supports each individual student. The teachers and our wider colleagues all share the fundamental desire to bring out the best in every student: to make sure they are open to new experiences; inspired in the classroom; and supported throughout their life at BGS. It is only with this level of commitment from our team, both past and present, that we could have possibly achieved so much in 10 years. Bedford Girls’ School was born out of a very rare opportunity. Behind us is the immense heritage of two very illustrious schools, Bedford High School and Dame Alice Harpur School, and in front a chance to create a truly modern forward-thinking school, which would provide an outstanding education for our students entering the volatile world of the 21st Century. The vision of our founding team under the leadership of Headmistress, Miss Jo MacKenzie, together with the Chair of Governors, Ms Tina Beddoes, was incredibly ambitious. They recognised that for the School to really serve its purpose and achieve its vision there had to be a significant step change: we had to be at the vanguard of adopting technology in the classroom; we
needed to embrace a teaching pedagogy that focused on the development of wider learner attributes and skills rather than the traditional pure examination results; and, most importantly, we needed a pastoral system that understood and supported the challenges that students face today. In a world of 24-hour social media pressure, rapid technological innovation and increasing global instability, the needs of future generations of students looks very different to the generations that went before them. We needed to be Bold, Imaginative and Reflective. It was these ambitious plans that laid the firm foundations of the School that we have since become and has shaped all of our students over the last decade. Remaining true to these aims is always at the forefront of my mind and they are interwoven into the heart of our plans for our very bright future. Our vision is for our students to soar; they are the creative-thinkers, the change-makers and problem-solvers of the future. To achieve this, we have to always be future-focused, and to anticipate the skills and attributes your daughters will need to seize every opportunity in a fastpaced globalised world. Our role is to ensure our educational approaches and our care continually build these attributes.
Our vision is for our students to soar; they are the creative-thinkers, the change-makers and problem-solvers of the future.
We could not have achieved any of this without our wonderful students and their supportive parents. I thank all of our parents past and present for your support and trust. It is a huge honour to lead such a wonderful community and to be given the privilege of educating your daughters. I look forward to sharing the next 10 years with you and to helping every student soar. This Term is full of events to celebrate our special anniversary and I hope to welcome many of you into School over the next few months. Best wishes
Gemma Gibson Headmistress
The Muse | 02
Double Digits:
Turning 10 Year 5 is a critical time in childhood development, as our students turn 10 and enter what is now widely referred to as the preteen years or middle childhood. Key aspects of self-learning and development are taking place as significant changes start to occur.
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s children turn 10, we start to see a complete change in the way they view the world. At this age, they go from the more literal and self-absorbed perspective to a higher meta-cognitive state, as they are beginning to develop the ability to be aware of their
own thoughts as well those of others. They are starting to realise that there are other opinions, values and viewpoints than their own. They must learn how to regulate and tolerate this whole new view of the world. As the brain begins to develop the ability to think more quickly, and abstractly, they start to form the capability to use multiple strategies in order to solve problems. As they enter double digits, our 10 year olds will also want to explore independence as they start to experiment with who they want to be, how they want to dress, talk, and what kind of humour they think is funny; in simple terms, they learn to feel comfortable with their self-identity. How does this change impact how they view their world? the Muse decided it was time to find out and sat down to chat to some of our Year 5 students about turning 10 in 2022. What is the best thing about being 10 in 2022?
Naomi reflected that: “You get harder work and more expectations from you.”
What do you think your life will be like in 10 years time?
Evie: “People don’t think of me as a little kid any more and they think I am more responsible.”
Whilst Nelly added that: “Turning 10 you have to start doing a few more jobs around the house!”
Varsha hoped that “COVID possibly could be gone by then and that there may be flying cars…”
Isobel: “I’m growing up and maturing and that’s nice because I have older cousins and now I understand them more and can have a normal chat with them.” Niamh: “Going to the newsagent’s shops independently just up the road.” Naomi summed it up: “I’m in double digits!” A number of the students were also excited by the independence and responsibility they now have including ownership of a mobile phone.
If you could teach others one key skill or piece of knowledge you possess, what would it be? Catherine would use her mathematics skills and teach people “How to multiply 4 digits by 3 digits.” Likewise, Rose H would teach Fractions and Art. Whilst Simone would teach them Hockey.
What is the worst thing about being 10 in 2022?
A number of students demonstrated their ability to reflect and recognised the importance of reinforcing positive messages:
Maahi and Hattie agreed that: “wearing a mask and lots of COVID cases.”
Hattie said: “Always think positive even if there is something stopping you.”
There was agreement amongst the group that COVID had sadly overshadowed many of the experiences they would have like to have had and still continued to make it hard to do all of the things they would like to have been doing. 03 | The Muse
Nelly commented that she would like to teach people to “Share and respect people and animals.” And Meenakshi would teach younger children to “Be kind and stay calm.”
Evie L H is looking forward to “achieving her dream of becoming an interior designer.” Nellie plans to be “an explorer who takes photos of interesting things.” Chloe is looking forward to being a doctor; whilst Evie is hoping “to be healthy and happy, also I really want to be an actress so that would be great!” Zoe simply summed it up as “I will be more mature and I will make more decisions by myself.” If you could give £100 to charity which would you choose and why? Maahi said: “I would definitely choose a charity that goes to Ukraine because there are people in need of help there currently.” This was echoed by many of her classmates, all of whom demonstrated empathy and concern for the people of Ukraine.
Rose H would donate to the BGS charity
Meanwhile Meenakshi would “give extra break time and let everyone do work outside in the sun!”
Zoe: “I would be a Pygmy monkey because they are communicators, risk-takers, knowledgeable and caring.”
Catherine, Chloe and Varsha all agreed that they would tackle litter and put more bins out around School.
Maahi: “I would DEFINITELY be a rabbit so I can be caring and share my carrots with my bunny friends.”
Whilst a number of girls suggested they would make sure students did less Maths and had more non-uniform days!
Naomi would also be a bunny “because they are inquirers and good communicators.”
Evie M added that she would: “Give it to the
How would you change the world?
Haemophilia Society because my cousin
Rose: “Make it peaceful and stop all fights.”
Rose D: “A frog – because it is very knowledgeable!”
United World Schools, as she “wants to help people who can’t go to school.” Many students chose organisations which were close to their hearts. Chloe: “I would support CHUMS because they support me and my family.” Niamh chose the “Daisy Garland as it supports people with epilepsy.”
sadly has it and I would do absolutely anything to make him healthier and better.” Finally, Varsha said: “Maybe COVID, people are kind of forgetting about COVID and they act like it’s normal, and don’t wear masks… I just want COVID to GO AWAY.” If you could be a Headmistress for a day what would you change? Tiggy: “When it is games, we can wear our own sports kit, we do more Science and Art, make a day where students can have a bring your pet to school day and also get a class pet for every class.”
Simone: “I would spread awareness about unconscious bias towards different groups of people.” Maahi: “I would change the world by making sure that you can only cut down 10 trees in a month.”
Catherine: “A lion, they are risk-takers.”
Evie M: “I would be a koala because firstly it’s my favourite animal (and I was born in Australia). I think they are risktakers because they live in wild fires and fights off diseases. Also, they are thinkers because they know how to look after themselves and get food.”
And Isobel added: “I would make a real Hogwarts School of Witchcraft and Wizardry!” Finally, if you could be an animal what would you be and why? Simone: “I would be a turtle, I think it is open minded.”
The Muse | 04
R E F L E C T ION S
Tina Beddoes,
Chair of Governors BGS As Ms Tina Beddoes, completes her 10-year tenure as Chair of Governors of Bedford Girls’ School, the Muse sits down with her to reflect on her extraordinary contribution to our community; from the early days of steering our heritage schools through the merger to overseeing the School’s ambitious forward-focused vision and strategy.
Pictured at Prize Giving 2018: Carolyn Howe - Head of Junior School, Anna Ploszajski - 2009 DAHS Alumna, Tina Beddoes - Chair of Governors and Jo MacKenzie - Founding BGS Headmistress
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M
s Beddoes is an alumna of Dame Alice Harpur School and has two daughters, one of whom graduated from BGS in 2019 and one who is a current student.
our opportunity wisely and created a school which would build upon the foundation of our heritage schools, whilst being forward thinking and future driven.
You have been the Chair of Governors for 10 years and guided the School through an incredible period of transition – what attracted you to taking on this role?
That we have achieved our vision and that our success is not only visible in our 2020 outstanding ISI report, but is seen every day in classrooms, corridors, on the stage and on the sports pitches. BGS is an outstanding school, it is brave and forward focused. We never rest, we are always looking to be better tomorrow than we are today.
I benefitted from an all-girls’ education at Dame Alice Harpur School in the 1980s. I know that the education and opportunities that I had have shaped who I have become; the single-sex environment allowed me to develop my self-confidence and interests in an environment free from gender pressure. I am passionate about the role that a relevant single-sex education can still play in society and wanted to ensure that future generations benefitted in the same way that I have. I was attracted to the challenge of helping shape a school that was forward thinking, with the ability to redefine what a single-sex education means for 21st century learners. What has been the biggest challenge? Without a doubt, managing the community through the merger was an enormous challenge. It was a huge responsibility and we were tasked with bringing together two very distinct and much-loved schools. We knew that we needed to implement huge changes in order to protect the future of education for girls in Bedford, but we had to be extremely sensitive to the views, expertise and emotions of the stakeholders across the whole community. In practical terms, there was a mountain to climb with every aspect of school life; from the curricula we followed, to uniform, branding and even the structure of the school day needing to be reviewed. It was exciting to develop our vision for the new school, and create a pathway which enabled the full merger to take place. It was an exceptional task, but I was so fortunate to have an outstanding team of senior leaders and governors to work with, all of whom always had the best interests of our current and future students at the heart of their decision making. What was the greatest opportunity that the merger created? We were given the opportunity to create a new and distinct girls’ school, to redefine what a school should look like for 21st century learners. It was imperative to me that we did not waste this chance; that we used
What are you most proud of?
Additionally, I am hugely proud that we are a school where our ethos is built on genuine kindness, respect and support; I know that every member of staff deeply cares about the students in our care and will always ask the “why”. No student is defined by an action, a behaviour or a mistake; each student is given opportunities to grow and is supported through their time at school. I feel this is a distinctly different approach to many schools and creates a uniquely calm and respectful environment. What have you most enjoyed throughout your involvement with the School? I have been exceptionally fortunate to be part of an incredible team of visionary leaders, who were prepared to take steps to advance education. Everything we have achieved and implemented has been based on exceptional research and best practice, always coming back to the question; How does it help prepare our students for a 21st century world? Does it add real value to their education and create positive change to the School? For me, the challenge of balancing our educational vision whilst ensuring our offering remains affordable and delivers real value, has been rewarding. I have been continually intellectually stimulated. I have learnt new skills and gained an incredible understanding and respect for the educational sector; it has been extremely rewarding. What is your hope for the future of BGS? That we always stay true to our vision and values, that we do not stay stagnant, and we continue to be innovative. We must never take our success for granted, we must always be innovative and look at what we can be doing better or differently, where we can add genuine value to the educational experience and to the outcomes of our students.
You were a student at Dame Alice – what is your fondest memory of your school days? Friendships and fun; there are specific times which will very much age me but still make me smile, such as playing Starsky and Hutch in the area by the play fields and learning to wolf whistle on a PE walk by the river! I also distinctly remember having to do country dancing in the Assembly Hall when it was too wet to do PE outside, this is definitely not been a skill I have ever had to use in my adult life! Overall it was the sense of possibilities which my education installed in me which has stayed with me. What skills do you feel are the most important for young people leaving school? To believe in themselves, to have an inner core of confidence so that they are always open to possibilities and willing to have a go. They need to understand that they will need to step out of their comfort zones and not to be scared of failure. But they also need to be able to self-reflect, so they can understand their strengths and weaknesses and continually look at opportunities to evolve. What is the biggest challenge for the independent education sector? The political climate which continues to loom over the whole sector. We cannot control it, but we need to ensure that our ambitious strategy continues to offer outstanding value to our parents and that we are prudent with our expenditure. We must also, in line with our moral purpose, ensure that we are always looking at ways we can widen access to education. What piece of advice would you give current school leavers? Live your life with authenticity. Do what you love, be prepared to step out of your comfort zone, to take risks and have a go. If it doesn’t work out that is fine, you will learn from failure and grow in another direction. Always do what will make you happy and don’t be forced down a route through external pressure. Three words that sum up your BGS experience? Rewarding, challenging and a privilege.
The Muse | 06
BEDFORD GIRL s SCHOOL
ACROSS THE GLOBE
1. Rest of England
5. Ireland
10. Costa Rica
15. Netherlands
300+ TRIPS
1 TRIP
1 TRIP
1 TRIP
2. London
The Duke of Edingburgh’s Award, visiting: Cork.
181 TRIPS
6. Scotland
The West End, V&A, Insitute of Education, Science Museum, Alexandra Palace, Winter Wonderland, The National Gallery, BBC Media Village, Apollo Theatre, London Zoo, Tate Modern, Guardian News Education Center, and more.
3. Wales 3 TRIPS
Snowdonia, Combined Cadet Force Expedition Adventure Training.
4. Northern Ireland 1 TRIP
The Duke of Edinburgh’s Award.
1 TRIP
Rowing Camp, Dumfries and Galloway.
Geography and Biology Trip, visiting, Rincon de la Vieja National Park, and the Poas, Irazu and Arenal Volcanoes.
11. Spain 7 TRIPS
7. Iceland
Puerto De Santa Maria, Valencia, Alcala de Henares, Madrid, Barcelona and more.
4 TRIPS
12. Morocco
Geography Trip, visiting: Pingvellir National Park, Strokkur Geyser, Secret Lagoon, and more.
8. USA - East Coast 5 TRIPS
New York, Philadelphia, Washington.
9. USA - West Coast 1 TRIP
Hockey and Lacrosse tour visiting: California.
1 TRIP
The Duke of Edinburgh’s Award, visiting: Atlas Mountains, Happiness Valley and Berber Village.
13. France 24 TRIPS
Paris, Loire Valley, Gravelines, Normandy, Opal Coast.
14. Belgium 8 TRIPS
Ypres, Hazewinkel. 07 | The Muse
Amsterdam Art Trip, visiting: The Anne Frank House, Van Gogh Museum, Rijksmuseum, Westerbork Transit Camp, and more.
16. Norway 1 TRIP
Physics Trip, visiting: Tromsø, the Aurora Borealis, Tromsø’s Science Museum, Arctic Cathedral, Tromsø Bridge, and more.
17. Germany 11 TRIPS
Hamburg, Cologne, Aachen, Berlin.
18. Switzerland 2 TRIPS
CERN, European Organization for Nuclear Research.
19. Italy
24. Sri Lanka
6 TRIPS
1 TRIP
Rome, Sicily, Dolomites.
20. Malta 1 TRIP
Ralley Lacrosse Tour.
21. Poland 2 TRIPS
Krakow, visiting: the Auschwitz-Birkenau Concentration Camp, Schindler Museum, Galicia Jewish Museum, Kazimierz, and more.
22. Cyprus 1 TRIP
Dambulla Royal Cave Temple and Golden, Sigiriya, and more.
25. China 1 TRIP
Business and Economic Trip, visiting: Beijing, Tiananmen Square, the Summer Palace, the Great Wall of China, Yanying Brewery, and more.
26. Japan 1 TRIP
Textiles and Business Trip, visiting: Tokyo, Miyaji-ma Island, Kojakuji Temple, Kyoto, Mount Fuji and more.
Swimming Camp in Paphos.
27. Australia
23. India
4 TRIPS
2 TRIPS
A Business and Economics Trip, visiting: Janpath Market, Gurudwara Bangla Sahib, Jama Masjid, The UK India Business Council. Cultural trip visiting, Bangalore, Mysore and the Yelagari Hills.
Perth, Presbyterian Ladies College, Hockey Tour.
The Muse | 08
CELEBR ATING 10 YEARS OF SPORT Bedford Girls’ School consistently ranks high amongst girls’ schools for sport in the UK. We have been ranked in the top 6 for best all girls’ independent school for sport for the last 5 years and were ranked 2nd in 2018 by School Sports Magazine.
O
ur philosophy provides an outstanding sporting education where every student has the opportunity to flourish and find a sport that they love. We are proud to have a holistic and inclusive programme delivered by outstanding staff who have coached and performed at the highest level. The School’s exceptional track record of success has seen our students win at least one national, or regional competition in every curriculum sport. Most importantly we want all of our students to be happy, to enjoy sport, and leave school with positive memories and the confidence to continue to incorporate sport in their lives. Here are some of our top sporting moments from the past 10 years. Sadly, the Pandemic has meant that in some sports up to two years of competitions have been lost.
International Honours • Robyn Armstrong England and GB U18 Rowing • Kate Axford GB Hockey and U18 England Lacrosse • Maddie Axford England U16/U18/U21 GB Hockey • Eleanor Bruce England U19 England Lacrosse • Tor Caldwell ISFA England Independent Schools Football • Ella Cotton U19 GB Waterpolo Women’s team • Sophie Lewis GB Cyclist • Etienne Maughan England U20 Athletics • Florence Miller England U16 Hockey • Rebecca Murray England and GB Athletics • Katie Parrish U18 Wales Lacrosse • Eleanor Piggott GB Rowing • Róisín Scanlon England Golf • Holly Tutt U16 GB Skier
Outstanding Achievements • BGS Alumna, Liv Pryer, represent the University of Oxford at the 2019 Boat Race • BGS Alumna, Holly Smith represents Oxford in 2022 Varsity Hockey
09 | The Muse
• BGS Alumna, Revée Walcott-Nolan, 1500m at Tokyo 2021 Olympic Games • BGS Alumna, Rebecca Murray placed 12th in the London Marathon 2018, with a time of 02:39:37 • Under-17 athlete, Etienne Maughan claims double gold at the British Schools International match. • BGS Alumna, Bronwyn Tagg placed 2nd 2018 British School National Biathlon Championships • BGS Alumna, Grace Spong competed at the 2018 British Swimming Championships • Sophie Forbes-Laird selected for the prestigious England Athletics Youth Talent Programme 2021-23
2022 First XI Team v Old Girls’ Hockey and Netball Matches
Dedicated to the memory of Sarah Raven (née Fisher, BHS 2004), alumna, school friend and teacher.
Opening of Cople Fields The annual Bedford Girls’ School lacrosse match between the 1st XII and Alumnae team on Wednesday 7th September 2016 marked the opening of the state-of-the-art Cople Fields sporting facility.
Sports Awards Evenings • 2013 Sports Awards with Britain’s most successful female rower, Dame Katherine Grainger • 2015 Sports Awards with former GB Hockey Captain, Kate Richardson-Walsh • 2017 Sports Awards with England Lacrosse Captain, Laura Merrifield • 2019 Sports Awards with GB Cyclist, Joanna Rowsell
Athletics and Cross Country • 2014 U15 National Cross Country Finalists • 2017 Prep School Finalists - 100m and Long Jump, Natasha Miller - Shot and Nwando Ifeacho - 100m • 2019 Junior Team (Years 8 and 9) placed 5th at the ESAA Track and Field Cup Final • 2019 National Prep Schools Winners - Megan Howlett Javelin, Nwando Ifeacho - 100m • 2019 ESSA Finalists Emily Dunning - High Jump, Sophie Forbes-Laird - 300m, Etienne Maughan - Hurdles, Gabby Asein - Shot
Equestrian
Rowing
• 2021 NSEA Championships team placed 5th, individual place 10th • 2021 NSEA Home Counties Show Jumping qualifiers claimed three Individual and one team County Champions Titles • 2021 Emily Dunning and Ellie Mullan competed in the prestigious Eventing International U18 Youth Championships
• 2012 National Schools Regatta Gold* • 2012 GB vs France Match Representation* • 2014 Henley Women’s Regatta Win* • 2014 British Championships Gold* • 2014 National Schools Regatta Silver * • 2014 England Team representation at Home Internationals Regatta* • 2014 British Championships Bronze - U16 4+* • 2014 National Schools Regatta Medalists - U16 8+ • 2016 National Schools Medalists - U15 4x+ • 2018 Celebrating the launch of the Mick Deards boat • 2019 24-hour Ergo Challenge
Hockey and Lacrosse • 2016 Hockey and Lacrosse players toured the West Coast of the United States, California
Hockey • 2016 California State U16 Champions • 2016 California State U18 Champions • 2016 U11 IAPS Regional winners • 2016 U13 Independent Schools Cup Champions • 2017 U11 IAPS National Final • 2017 U13 East Champions • 2017 U13 National Schools In2Hockey Runners-up • 2020 U14 East Tier 2 Champions • 2020 U14 Tier 2 England Hockey National Winners • 2022 U14 East Tier 2 Champions • 2022 U14 Tier 2 England Hockey National Finalists
Lacrosse • 2012 U14/U15 Tour to Malta October • 2016 U13 National Schools Champions • 2019 and 2020 U19 National Schools Quarter Finalists • 2014, 2015, 2016, 2017, 2019 and 2021 BGS Current Girls’ v BGS Old Girls’ fixtures
Netball
• 2013, 2014 and 2015 U11 ESSA National Finals • 2015 IAPS U10 National Finals • 2016 Warwick 100s overall winners • 2016 U11s IAPS National Finals, ESSA Regional round winners x2 relays, ESSA National Finals • 2016 U13 & U18 ESSA National Finals • 2016 Warwick 50s overall winners • 2017 U10 & U11 IAPS Finals, U11 ESSA National Finals • 2017 U13, U15 & U18 ESSA National Finals, U13, ESSA regional round National Finals winners • 2018 U11, U13, U15 & U18 ESSA National Finals • 2019 U11 National IAPS 50m Freestyle Champion, U11 National Finals, ESSA Schools National Finals • 2021 Senior Swimmers competed at the ESSA National Finals Secondary Team Championships • 2022 Junior ESSA Team Championship regional round, achieving 2nd Freestyle Relay
Tennis
• 2012 U16 Netball National Finalists • 2015 U11 IAPS National Finalists • 2017 U11 IAPS National Finalists • 2018 U16 National Finalists • 2018 IAPS National Finalists • 2019 U16 National Finalists
• 2013 U15 Aegon National Finalists • 2014 U15 Aegon National Finalists • 2015 U13 Aegon National Finalists • 2016 U13 Aegon National Finalists • 2018 BGS reach the Aberdare Cup National Finals
Rounders • 2013 IAPS National Champions • 2014 U11 IAPS National Champions • 2015 U11 IAPS National Champions • 2018 U13 National Rounders Champions • 2019 IAPS National Champions • 2019 U15 National Rounders Champions
Swimming
Water Polo * Events won by Lottie Bruce and Robyn Armstrong pictured above
• 2016 National Schools Finalists
The Muse | 10
Artistic Performance BGS offers an education delivering outstanding opportunities across all aspects of learning; building skills both in academic subjects through experiential learning and co-curricular activities. This breadth allows our students to explore, be inspired and find their passions. Our Drama, Dance and Music departments have always played a central role in developing skills and enabling students to showcase their incredible talents.
C
atherine Howe, Director of Drama and Dance, explained: “We aim to inspire our students and to always offer a programme where students can deepen their artistic skills and gain a greater appreciation for the arts. Research shows that the benefits of performing goes far beyond building confidence; we look to challenge our students, intellectually and creatively, as well as always having a lot of fun in the process. It is always important that our shows are collaborative and student-led; that the roles behind the scenes are seen as equally as important as those in front of the audience. We help our students develop skills which can be translated into the workplace, teaching teamwork, research, planning and intellectual thinking through drama and dance, which is as important as the final show. “Our modern black box theatre space has allowed us to offer a huge level of professionalism to our shows and to extend the importance of our theatre crews, so that we are able to offer outstanding training for all of our students exploring drama and dance.” Dominic Keating-Roberts, Director of Music agreed: “Central to the role of the Music Department is to provide a creative space for our students to explore their talents in a supportive and encouraging environment; music develops problemsolving, perseverance as well as creativity. These are all vital skills for moving through school and into the wider working world. We want to ensure that students are always introduced to different genres, and are willing to be bold and take risks. To grow as a musician, it is really important to be openminded to opportunities and challenges; to be inspired through different influences and to be ready to explore. Always offering a wide co-curricular programme in addition to our curriculum lessons is vital for the development of our vision. “Our students benefit from having a range of performance opportunities, whether that is the intimate lunchtime and teatime concerts 11 | The Muse
or being part of huge collaborations, such as the joint choral performances with Bedford School or being part of a choir at a music festival. We all grow through these experiences and create memories which will stay with the students forever.” Mrs Howe continued: “It is almost impossible for me to identify my highlights from the last 10 years as we have had such a diverse range of productions. But, for me personally, our re-telling of The Lord of the Flies through an all-female perspective really pushed our students out of their comfort zones; they were responsible for every aspect of their characters’ development and that sense of ownership was beautifully conveyed in the performances. Likewise, our joint production of Avenue Q with Bedford School introduced the challenging use of puppetry, which required an incredible level of learning for us all! I also always love our annual dance show; the range of ages and talent on show is so inspiring and really demonstrates the level of commitment that the students give to their art form. It is always a really uplifting collaborative experience.” Mr Keating-Roberts took time to reflect: “Asking me to pick is impossible! We have had an exceptional range of talent and opportunities over the last ten years. I know that the joint operatic production of Dido and Aeneas, in 2015, was exceptionally challenging and really wonderful. As was our most recent spectacular performance of The Liverpool Oratorio at the combined BGS and Bedford School Choral Society Concert; the melodic lines of Sir Paul McCartney and lush orchestration of Carl Davis being tackled by an incredible 190 plus performers. However, in every concert there is always something unexpected and tremendously special. There is always a student who finds in that moment the real passion for their artistry which lifts their performance to another level. That is the joy of teaching Music, finding that moment when perfection occurs.”
OUR VISIONARY ALUMNAE Change Makers Shivani Ashoka (DAHS, 2003) Freelance Travel Journalist
Francesca Denny (BHS, 2011) Construction Site Manager
After graduating in 2008, from UCL, with a Bachelors of Arts in French and Russian, I worked in public relations - overseeing campaigns and launches for a range of travel clients, across everything from KOL engagement to ethical tourism. Feeling unfulfilled, I left my job to spend six months in a Himalayan ashram, before an editor back home contacted me with questions about copy that an established freelancer had filed about India. We’d spoken previously about the damaging, pro-colonial narrative in travel - one that revised both the past and present - and she ended up giving me my first break, commissioning me to rewrite it. Now, my journalism centres around people, sustainability, social impact, culture, identity and decolonisation; and it appears regularly in Condé Nast Traveller (US & UK), The Times, Telegraph and many others. I also co-create a newsletter, Unpacking Media Bias, that helps foster a fairer and more balanced press—it’s used as a resource by editors and writers around the world. Surveys have shown the British media industry to be 94% white (and 55% male); it’s about time it evolved and understood its audience.
Within my role, I am responsible for overseeing all stages of the build from foundation, all the way up to the moment the customer moves in. My day-to-day job role includes conducting meetings with subcontractors and various departments; such as technical and commercial, to ensure the smooth running of the build, and undertaking regular checks to ensure that quality workmanship is being undertaken.
Dr Jane May Morrison (formally Morrison Metcalfe, DAHS, 2006) Environmental Social Scientist I am an Environmental Social Scientist, with a late-diagnosis of Autism Spectrum Disorder. My discipline, Human Geography, studies the intersection between people and the planet, finding (amongst other things) solutions to the climate crisis. I have been an incorrigible tree-hugger since DAHS, where I helped start an environmental extracurricular group Green Society. I initially campaigned with environmental organisations and political parties, such as People and Planet, and the Scottish Greens on a voluntary basis, before making this my career path. Recently, I have been involved with the Extinction Rebellion - and once helped temporarily close down the Louvre as part of an anti-fossil-fuels protest during the COP21 Paris climate talks. In February 2022, I achieved my PhD after being awarded a PhD studentship from the University of Exeter. My thesis was ‘Painting the Town Green: The Temporal Evolution of Low-Carbon Practices in UK Eco-Developments’, effectively asking, does living in an eco-town make it easier for UK citizens to carry out eco-friendly practices, or not? If not, why?
Elena Salmon (BGS, 2017) Scientist I studied Physics at the University of Warwick - it was awesome! In my final year, I tried to grow really thin layers of a material, which hopefully could one day be used in cool, fast quantum computers. I got to use some fun machines, including this big metal contraption that allowed me to do experiments in a vacuum (just like space). I now work at a company that is trying to make a desktop machine that can grow DNA. Currently when scientists grow DNA, it takes a long time and only some of the DNA they get out at the end is correct. When we’re finished, our machines will grow DNA much quicker, and with fewer errors. Hopefully one day, researchers will use our machines to cure diseases. I love my job, because I get to work with lots of other scientists, and I get to do experiments in the lab every day.
Currently, women in Site Management positions make up less than 1% of the construction industry. I hope to be a role model to women looking at this sector. It is hugely rewarding to deliver someone’s dream home after months of hard work. It is certainly not your typical 9-5 desk job, but there is a huge sense of pride when reaching the end of the day and looking at how much has been achieved.
Emma Maslin (neé Ritchie, BHS, 1999) Financial Well-being Educator I started my career in Corporate Finance with one of the Big 4 accountancy firms - Ernst & Young. This is where I qualified as a chartered accountant. Following the birth of my children, I saw an opportunity to move into the financial education sector, and set up my own personal finance company The Money Whisperer. I am now a bestselling author, financial well-being speaker and personal finance expert, who is regularly asked to comment for both broadcast and print media. I also provide corporate financial wellness training, as well as bespoke financial coaching for individuals and couples. My long-term mission is to raise awareness about the critical importance of financial education for children, so that they are able to leave school with a good relationship with money, and positive behaviours and habits to be good money managers for life.
Debbie Patel (née Ganguli, BHS, 1994) Dentist, Dental Lecturer, Dance Teacher (Satyam - Debbie Ganguli-Patel School of Dance and Music) After leaving BHS I pursued a career in Dentistry, completing my initial degree at Guys Hospital Dental School, and later completing my Membership examinations for the Royal College of Surgeons. Initially, I concentrated on gaining a variety of experience in Practice, Community Services (caring for children and special needs patients) and as an SHO for the local Maxillofacial Surgery Departments. Following a two-year post as the lead Dentist at the National Spinal Injuries Centre at Stoke Mandeville, I went on to become a practice owner in 2010. I ran a private practice in Leighton Buzzard for 11 years, during which time I won several industry awards for my work with local schools and communities. I was also writing for dental magazines and the NCT while raising my children Ishani (Year 12 BGS) and Shreyan. Following the sale of the practice I now work in a practice in Buckinghamshire and as a Clinical Tutor at Kings College London, I am also a judge at the National Dentistry Awards. Alongside Dentistry, I retained my love of South Asian Dance and run a Satyam Dance & Music School from my studio in Milton Keynes. The The Muse Muse || 06 12
Creative Thinkers Abiola Onabulé (DAHS, 2012) Fashion Designer
Anna Hunt (BGS, 2017) Assistant Farm Manager
Following school, I studied Fashion Design at the University of Westminster (First Class Degree) accompanied by a Masters in Fashion from Central Saint Martins. I have worked for a number of designers, recently with NY designer Tyler McGillivary, as well as being a Fashion Colour Trends Collaborator for MLR Studios and a Design Intern for both Iris Van Herpen and Gareth Pugh. In 2021, I completed the Designers in Residence programme, at the Design Museum, being one of only four designers accepted to represent the theme of Care.
After graduating from Durham University with a BSc in Biological Sciences, I am currently working as an Assistant Farm Manager at the 20,000acre Elveden Estate in Suffolk. Primarily my role is focused on managing the 1200-acre potato enterprise, from planting to harvest, storage and quality. Producing food as part of national and international supply chains makes me very proud. Some of our customers include McCain’s and McDonalds, various supermarkets and restaurants. In collaborating with these partners, we have recently been doing work in trying to reduce our carbon footprint in potato production. In my spare time, I play Premier League netball for Norfolk United in Division 3.
Throughout my time designing I have always drawn my inspiration from my Nigerian culture, through materials, fabric designs, and dyeing methods (adire) along with the stories and lives of Nigerian women (most recently Yoruba women). My latest collection not only investigates West African Textiles, it also uncovers the social, ethical and economic value of production, and environmental sustainability.
Jeni Trice (neé Dodwell, BHS, 1989) CEO, Founder and Chief Coding Adventurer (Get with the Program)
Claudia Hammond (DAHS, 1989) Award-Winning Broadcaster, Author, and Psychology Lecturer
Get with the Program is a social enterprise linking schools with business sponsors to create exciting tech learning events designed to inspire the tech innovators of the future!
My work shares the ways that psychological and medical research can help us in our everyday lives. As a Visiting Professor of the Public Understanding of Psychology, at the University of Sussex, I give talks on psychology around the world and often chair public events on psychology, medicine and science. I also present several podcasts and radio shows including, All in the Mind on BBC Radio 4, and the weekly global health show Health Check on BBC World Service.
We recognised that many schools needed more support around technology teaching. The idea was to really capture the children’s imaginations around coding. We do this using storytelling and performance in an interactive theatre format to teach the basic concepts. Our fun themes also highlight important issues, introducing children to the challenges they might one day solve. It is important for us to create something inclusive that smashes stereotypes around ethnicity and gender – so we build in diversity, highlighting role models of all genders/ethnicities. We also create inclusive adventures for children of all abilities, with supporting activities that don’t require complex, expensive technology.
I have published several books, my latest, a Waterstones Bestseller, being, The Art of Rest, which examines the science behind our struggles to rest and relax. In November 2022, my new book, The Keys to Kindness is to be published. For my work within psychology, I have won several awards; including The President’s Medal from the British Academy, The Best Popular Science Book Award from the British Psychological Society, The Public understanding of Neuroscience Award from the British Neuroscience Association, and finally The Public Engagement & Media Award from the British Psychological Society.
Jennifer Trudgill (BGS, 2017) Graduate Research Intern (Art Business) I am a first-class honour graduate in History of Art from the University of Bristol. This is where I began to develop a particular interest in British and European post-war and contemporary art. I pursued my MA at Sotheby’s Institute, which specialises in the study of the art market. Here, I gained a more astute understanding of art law, collecting and finance, primarily focusing on the modern market for contemporary art. Whilst at Sotheby’s I became the Creative Director of Made in Bed magazine, the universities publication exploring art and its markets. I am now a graduate research intern at Phillips in Berkeley Square London, which is one of the top three auction houses in the world, with a specialism in 20th Century and Contemporary Art. The art world can often appear closed and hard to navigate a clear career path. However, within my career I really aspire to be in a position to promote and carve a space for female artists in a traditionally male dominated space. 13 | The Muse
I am also part of a recent book launch panel for Women in Tech, attending BETT (the education training and technology show at ExCel) and recording a Women in Tech podcast episodes.
Courtnay Osborne-Walker (BGS 2015) The Body Coach Trainer with Pre & Postnatal specialism Following school, I studied Applied Linguistics at King’s College London, followed by a Masters in Sport Business and Innovation at Loughborough University. I have always loved sport and fitness and co-founded my own business in 2020, the Cardio Collective: an inclusive digital run club which makes running and fitness accessible to all. Additionally, I have developed a Fitness Blog entitled The F Word which addresses racial inequality in the fitness industry. Last year, I was delighted to be selected to work with Body Coach, Joe Wicks, and his team. My role is focused on creating content for the Body Coach app, as well as the UK’s leading YouTube channel, Body Coach TV channel and it has been a fantastically busy and motivating time. From a professional perspective, I have also completed my pre/ postnatal exercise specialist qualification and have been working to bring pregnancy and postnatal workouts to The Body Coach app. I’ve also been teaching live fitness workouts for The Body Coach community and I’ll be teaching at the world’s first fitness event at the O2 alongside Joe Wicks and The Body Coach team.
Problem Solvers Abigail Barker-Mountford (DAHS, 2012) Postdoctoral Research Associate at the University of Cambridge After completing my MSci in Chemistry at the University of Nottingham, I began my PhD, conducting research on how bacteria produce antibiotics in nature. I am now currently a researcher at the University of Cambridge. My work involves using state-of-the-art technology to miniaturise and automate chemical reactions so that it is possible to carry out thousands of tiny reactions in the same time it would take a traditional chemist to do one. The ultimate aim of this work is to be able to predict reaction outcomes and conditions ahead of time. The other side to my job is machine learning based, which is something I had no background in before starting at Cambridge. This involved me learning to code in python and ultimately how to manipulate machine learning algorithms to use the data I had generated in the lab. Although I am not physically in the lab setting up reactions, I still have to draw upon my chemistry background every day.
Lucy Kemble (BGS, 2017) Emerging Banking Analyst I graduated from the University of Leeds after embarking on a master’s course in Banking and International Finance. Within my MSc, I have achieved a Distinction, with my dissertation named ‘To what extent does the Gender of the CEO Affect a Bank’s Performance in the G7?’ Currently, I work for Fitch Solutions, as an Emerging Banking Analyst for Sub-Saharan Africa. Within my role, I provide analytical research, data, and forecasts for our clients, who have an interest in the banking sectors covered by my portfolio. Our clients range from banks, government bodies, multinational and domestic companies. I analyse the current economic and financial climates for my countries, alongside investment opportunities in their banking sectors, the FinTech environment, and the possible risks associated with their banking sector.
Sumudu (Simi) Godagama (DAHS, 1997) Director at The Little Buckingham Clinic, Author and Watercolourist My area of focus is in multidisciplinary complementary healthcare such as Ayurveda and Acupuncture. I specialise in helping patients with Trauma and Infertility treatment / IVF Acupuncture. I am also an Anatomy & Point Location Lecturer at the British Institute of Marmapuncture, a Board director of the British Ayurvedic Medical Council (BAMA) and the Expert Consultant writer for Inspired Wellbeing Magazine, UK and Sweden. I advocate for child protection and child sexual abuse awareness, setting up a charitable foundation, the RuRi Foundation (rurifoundation.org). We create awareness, education and prevention of child sexual abuse in Sri Lanka by providing protective behaviour workshops in schools.
Chelsea Spanoudakis (BGS, 2017) Graduate Technology Engineer It has been non-stop studying since leaving Bedford Girls’ School. I attended the University of Nottingham for both my BSc and MSc. Achieving a First Classification in Chemistry, BSc, and Distinction grade MSc in Cancer Immunology & Biotechnology. As well as being offered a place at the University of Cambridge, reading Graduate Medicine, to start in October 2022, I have recently started as a Graduate Technology Engineer at KPMG in Canary Wharf. The company is so exciting and the job suits me, as I am someone who likes to ask a lot of questions. I am constantly in awe of the immunological concepts behind newly developing cancer immunotherapies, and the way a patient’s immune system can be tweaked to target its own cancer.
Matilda Wellbelove (BGS, 2013) Property Sales Negotiator After leaving BGS, I completed a business studies course at The Bedford Sixth Form, before pursuing a career in property in London. After starting out in the administration side of the business, I now work as a Sales Negotiator, in Letchworth Garden City. Having been in the industry for almost 9 years, I have most certainly faced a lot of male dominance and competition. I have also been in the firing line of questions of my competency due to suffering from Endometriosis, a chronic health condition which is classed in the UK as a disability, but which is rarely spoken about and often dismissed as ‘a women’s problem’. I use these challenges to apply myself and prove my worth within such a fast paced and competitive industry. I show that even with the issues I face, I am successful and able.
Michelle Cudjoe (BGS, 2018) Paralegal, Goldman Sachs Looking back at the education given at BGS, I can see how it encouraged us to take our learning outside the classroom and apply it beyond. Now having graduated from the University of Durham and started in my new role, as a trainee lawyer, I can appreciate how valuable that way of learning was. An integral part of our education and a skill I draw on regularly is that of problem solving. Problem solving is a key part of my role day to day. When reading legal documents, a ‘problem’ occurs more often than not and the goal is to find a suitable solution for all parties involved. To do this, many steps need to be taken: all consequences have to be examined, the poor options discarded and the best pitted against each other. To me, a key part of problem solving is the courage to have confidence in your solutions. Being in a school environment where all answers were encouraged through engagement and purposeful consideration fostered a self-confidence in me when sharing of opinions and answers. Today, this is something that continues to serve me well.
In addition, I am a watercolourist (commissioned and exhibited) and a writer of a children’s book, Sully’s Glow: a feel-good book about a small boy who has the capacity to help someone in need. I am also rewriting my father’s original book on Ayurveda and it got me thinking about how my illustrations (he included in the book) were drawn while I was a student at DAHS, and how far things have come since then, not just for me but also society and its value of Ayurveda. The Muse | 14
Legend in their Lifetime
John Gardner Senior Deputy Head
Marion Waller (née French)
By John Gardner, Senior Deputy Head - Teaching and Learning became apparent how she made a lasting impression on me during those formative years and how she opened my mind and eyes to opportunities which have eventually shaped my career as an educator.
Pictured: Marion Waller (right)
Pictured: John
A
Gardner (middle)
chance glance in the cabinet along the heritage corridor and I spotted the familiar face of my former Primary School teacher, Marion Waller, who had attended Bedford High School (1942-1950) as a student and later worked at Dame Alice Harpur School (1956-1963) as a teacher of French and Spanish, eventually moving on to become Head of Department. Marion was raised in Bedford in the newly built prefabricated estate built on the water meadows on the edge of Bedford. Marion had a gentle childhood and the close proximity to the Great Ouse developed her love of the natural world. In later years she owned a boat, a precious possession which enabled her to have the solitude she needed to write. Marion attended Ampthill Road School before joining Bedford High School, which at the time was under the Headship of Dr Kate Westaway. After leaving school, Marion was awarded a County Major Grant to study French and Spanish at Queen Mary’s College followed by the Institute of Education, University of London. Following university, she spent two years in France, in both Tours and Paris, and whilst in Paris was offered the post at Dame Alice Harpur School.
Marion married Robert Waller in 1963 and they enjoyed a long and happy life in Astcote, Northamptonshire. Both enjoyed the beauty and the tranquillity of nature and this motivated much of their pastimes together, as well as providing inspiration for Marion’s fondness for writing poetry. Marion died on 17th September 2016 after a long struggle with dementia.
I wish now that I had let “Mrs Waller know what
Marion, or Mrs Waller, as we called her, always had a passion for the natural world and this was shared with her students through a variety of experiential learning opportunities in which she regularly took classes down to the local brook and along country footpaths in the area. To support our work as young naturalists, Marion produced fantastic resource guides which helped to scaffold our learning of the flora and fauna of the local area; this approach engaged and inspired me, I looked forward to these opportunities and now, as I reflect, I can see how this experiential approach to learning is one which I still firmly believe in today. In a small village school, Marion’s passion for music made her the de facto music teacher and she led the recorder and singing groups across the school, inspiring many students, including me, to pursue music as we moved on through our education. Indeed, I went on to study Music and began my career as a Music teacher. I am still a member of a band and believe that the skills you learn through Music can be applied to so many aspects of our lives.
an incredible role model she was to me, and I hope that, like Marion, I can leave such a lasting impression on some of my students.
Although a small C.E village school, the school benefitted from an outdoor swimming pool. Marion’s love for swimming matched with her calm, measured approach to teaching, helped to build my confidence and certainly put me on the path to pursue swimming competitively later in my childhood.
Upon her death Marion extremely kindly left a legacy to BGS, and it was after reading about the legacy which she left through her love of languages, poetry, art, music, swimming and the natural world, that I was inspired to reflect on my own experiences as a student of hers at Pattishall Primary School in Northamptonshire. It quickly
A chance discovery at BGS evoked happy memories of my primary school years with Marion as my teacher. As educators we share the responsibility for shaping our students lives, it is always vital that we are inspiring and building confidence in every student. I wish now that I had let Mrs Waller know what an incredible role model she was to me, and I hope that, like Marion, I can leave such a lasting impression on some of my students.
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