The Muse, Issue 33, Autumn 2022

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ISSUE 33 THE MUSE AUTUMN ~ 2022

MUSE

THE POWER OF PERFORMANCE Shining a spotlight on BGS talent

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Arts University Bournemouth BIMM Institute, Brighton Birmingham City University Durham University Goldsmiths, University of London King’s College London Kingston University London Lancaster University (x2) Loughborough University (x3) Newcastle University (x5) Nottingham Trent University (x3) Oxford Brookes University Queen Mary University of London Royal Agricultural University, Gloucestershire The University of Edinburgh (x2) The University of Manchester University College London University for the Creative Arts, Farnham University of Bath (x4) University of Brighton University of Birmingham University of East Anglia (x2) University of Exeter (x5) University of Leeds (x2) University of Leicester University of Nottingham University of Oxford University of Sheffield (x3) University of Southampton (x2) University of the Arts London University of Westminster, London University of Winchester University of York (x3) University of Warwick (x2)

2022 Leavers 95% gained a place at their first or insurance choice university 50% accepted a place at a Russell Group university 80% of IBDP students achieved a place at their first-choice university IBDP average 40 points; with one student achieving 44 out of 45 points Wide range of courses Medicine, Law, Aerospace Engineering, Astro Physics and Computer Science to Psychology, Economics, English and Fashion Marketing.

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Editor’s Insight

W

hat a wonderful Autumn Term!

I feel since taking the reins two years ago that this has been the first time when we have been able to deliver every aspect of our curriculum and calendar without compromise from COVID restrictions. It has been glorious! We’ve loved the communal singing, the fun of collaborating with our partner schools and the benefit of re-engaging in community projects. It has brought the best out in all of us and filled me with such hope.

As a Head, I want the school to be full of laughter, as well as academic endeavour. I want our students to enjoy coming to school.

I am a realist and know that very few relish the thought of getting up in the dark and not all will love every lesson, but I want to make sure that each and every one of our students looks forward to points in the week when they get to share their passions, showcase their talents, extend their learning or just have fun.

I am extremely fortunate to have colleagues across our school who are committed to ensuring that our students have an extraordinary wealth of opportunities. I am always blown away by the quality of performances, talent and expertise that I see in our students.

In November, our joint production of the ageold favourite Bugsy Malone - The Musical in collaboration with Bedford School was a huge hit. The dedicated crew of singers, dancers, actors, musicians and technical crew created a highly professional show that left the audiences tapping their toes and singing along. After two long years of scaled back productions, this was a wonderful celebration of the performing arts and I do hope you will enjoy reading the review on pages 7 and 8.

Likewise, it was equally as delightful to watch our youngest students make their debut in the Year 3 Christmas production, What Christmas means to me? How the Year 3 team, in eight short weeks, takes 44 new pupils and creates a dynamic, polished production is totally beyond me! The girls sang and danced their hearts out. It is such a magical start to the Christmas season, but has really important educational benefits which Mrs Charlotte Martin, Head of Year 3 and Mrs Carolyn

Howe, Head of the Junior School, reflect on in this issue of the Muse on page 6.

Building confidence and developing skills does not only show itself in our performing arts programme. We are proudly a very sporty school. We believe that every student should lead a balanced life and that fitness, whether playing a team sport or regularly taking part in yoga classes, is a hugely important aspect of finding that balance. It is well documented that too many young women shy away from sport as they reach puberty, and yet the physical and mental benefits are enormous. We have an incredible team in our PE department who encourage and support our students on their individual sporting journeys - and given the numbers that aspire to play sport at a high level, we have recently created an elite sports programme to help support them to find that balance between their committed training, academics and the need to rest. Mrs Verity Mason-Mcleod, Director of Sport, outlines her philosophy and approach on pages 13 and 14.

I am pleased that many of our students find their passions and motivation through their involvement in service work which is central to the School’s ethos; whether they are our active eco-leads or taking part in our successful literary outreach programme, the sense of agency that I see in the students is inspiring. Observing how they are developing empathy and understanding as they move through the School is exceptionally rewarding and reassures me that our students are the next generation of change-makers who will make a difference to the world around them.

As I now look forward to the start of 2023, I do so with a sense of excitement as I know I will be surrounded by brilliant young people making the most of every opportunity.

We believe that every student should lead a balanced life and that fitness, whether playing a team sport or regularly taking part in yoga classes, is a hugely important aspect of finding that balance.

Best wishes

Gemma Gibson Headmistress The Muse | 02

Inspired by

Making a Positive Impact I hope our current BGS community is building a “ legacy of service that will last long into the future. ”

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ll students at Bedford Girls’ School are expected, throughout their education, to take an active role in community outreach and charity engagement. Learning to give forward and to see the world through a wider lens is a key strand of the School’s ethos.

Learning through experience enhances skills but more importantly develops empathy and agency, which will hopefully stay with our students throughout their lives.

Since 2019, the School has been actively engaged in a community outreach programme focusing on literacy in primary aged children. Bedford Girls’ School Assistant Head – Co-Curriculum and Experiential Learning, Mrs Jane Axford, talked to the Muse about the positive impact it is having on both the recipients and our students.

Mrs Axford reflected: “Listening to a primary school child read a book may not sound like a big deal but for those struggling with literacy it could have a huge impact on their future opportunities. We hope that sustained engagement by BGS with local primary schools is helping to enhance the life chances of children in our borough.

At the end of November, I met up with an old friend and we got talking about her experiences as a volunteer at a local primary school, helping young children with their reading. My friend spends two hours each week at the school, where she listens to the young children read, providing them with caring, one-on-one support. My friend has a busy full-time job, but she said that working from home meant she now had more time to dedicate to other activities. She clearly loves her volunteer work, and enjoys seeing how the children grow in ability and confidence,

03 | The Muse

as they giggle their way through Captain Underpants or follow Gobbolino, the Witch’s Cat, as he goes on adventures and chases his dreams. This free one-to-one reading support is organised by Bedford charity, Schoolreaders, which matches volunteers to local primary schools across the country.

This conversation led on to a discussion of similar outreach activities that we’ve been doing at BGS for some time. Back in 2019, we began working with Shackleton Primary School here in Bedford. At Shackleton Primary, over 60% of the school children’s first language is not English. Initially, 15 Lower Sixth students began going into Shackleton once a week to help the children with reading.

Despite some stop-start during the pandemic, the activity has grown, and this year, since the start of this Autumn Term we have had 60 BGS Sixth Formers involved, and we have expanded our programme into two local schools each week. In addition to Shackleton, we are also working with Marston Vale Middle School. The BGS students provide 1:1 reading support to children from reception right through to Year 6. Our students are out of school for 90 minutes each session, making use of the lunch break, giving at least one hour of dedicated reading support time each visit.

Before they start, we provide training to the BGS students to ensure that they have the appropriate strategies and tools at their finger-tips to maximise the benefit to the children. Fluency of reading affects future life chances. If a child cannot read English easily, they cannot access the rest of the school curriculum easily, or access many aspects of the wider world. And a young person who leaves school with poor literacy might struggle to read a medicine packet, or fill out an application form. At an extreme,

the ability to read has a positive impact on keeping young adults out of the criminal justice system, as a BGS governor who works in that system highlighted to me recently.

BGS is nestled in a borough where many families face significant daily challenges.

Even before the pandemic, research showed that in our borough, children receiving free school meals had literacy attainment on average over a year behind the general cohort by the age of 11. Post-pandemic it is highly likely that that gap will have widened.

Schools across the borough face a variety of challenges. The OFSTED inspectors commented in 2021 that ‘Shackleton Primary is in a deprived area where many families live in poverty’. The report continued that ‘Shackleton’s leaders refuse to accept this as an excuse for underachievement, and have created a “buzz” at the school, a feeling that ‘something interesting is going on from the moment you walk through the door’. We are so proud that BGS students are playing their own small part in supporting the work of this school and their students.

At Marston Vale Middle School there is a very structured system of support. Each Marston Vale Year 6 pupil is paired with a BGS Sixth Former. These pairings remain consistent each week allowing positive support and understanding to build over the weeks and months. The one-hour sessions start with 30 minutes of comprehension, where BGS students use questioning techniques to encourage the younger pupils to draw out the inferences from each piece of text. The BGS students act as the teacher, marking each comprehension. Results are then recorded by Marston Vale so that improvements can be tracked over time.

In the second half of the session, each Marston Vale student reads to their BGS mentor and discussion within each pair around the book is also encouraged developing oracy skills which can get overlooked with large classes and a busy curriculum.

I see the reading support we provide to local primary schools as a ‘marathon rather than a sprint’, and I explain this to our students before they get involved in the programme.

Our support for any community project must be undertaken always with the view that we are partners for the longer term, as long as we are offering value and support for our partner school. My aspiration is for each cohort of BGS students to pass the baton on to fellow-students in the years below; each year building on the support that the BGS students have given in the years before. By the time we break up for the summer holidays at the end of this academic year, we will have provided 1,800 hours of one-to-one reading support to children at local primary schools across the school year. We have already been working with local schools for three years. If we can

“ Listening to a

primary school child read a book may not sound like a big deal but for those struggling with literacy it could have a big impact on their future opportunities.”

sustain this for seven years, we will have seen primary school children from Reception all the way through to the end of Year 6, providing 12,600 hours of 1:1 reading support.

The sustainability of the project is key. I hope our current BGS community is building a

legacy of service that will last long into the future. I hope that the sustained intervention of our BGS students at local primary schools – a decade of Captain Underpants and Gobbolino, the Witch’s Cat and hundreds of other books – will help to transform the reading ability of thousands of children in our borough, helping local children get the most out of their education and enhancing life chances.

For each cohort of our students the opportunities to spend time with younger students, to take the time to learn how to communicate with them, how to be empathic teachers and listeners, is really important.

It helps them see the world from a different perspective and to show that by committing just 90 minutes a week you can have a positive impact not only for the recipients but also for their own well-being; research shows that acts of kindness have a positive impact on our mental health. I hope these interactions help our students to see that everyone, in many ways, can be a change-maker.”

Sixth Form community outreach students The Muse | 04

IN TERV IEW W ITH

MARTIN SCOBLE In January 2023, Martin took up his position as the first Director of Finance and Operations (DFO) at Bedford Girls’ School. This is a new title and supersedes the role of Bursar.

Can you please tell us a little bit about your background?

I am a proud “Janner” and was born in Plymouth in the 1970s. I have always been keen on the outdoors and sport, and grew up playing football, tennis and golf. I was also an active member of the local Scouts and enjoyed the opportunities that came from living next to Dartmoor and the coast – kayaking down the River Dart, climbing, abseiling and caving along with hiking on Dartmoor.

I joined the CCF at school and decided from an early age that I wanted to join the military.

I was lucky enough to be awarded a Sixth Form scholarship and flying scholarship from the RAF and subsequently an RAF university bursary. I studied Aerospace Engineering at university and just before finishing decided to transfer to the British Army. I spent over 18 years in the Royal Engineers, serving all over the world. More recently; I have worked with Police and Crime Commissioners and as a Bursar. I am married to Vicki, have two boys aged 14 and 12 and a Jackapoo called Dotty.

How have the skills that you built in your military career transferred to the role of a DFO? The Royal Military Academy Sandhurst, where you spend a year learning how to be an Officer in the Army, has a motto of Serve to Lead.

This is a great starting point; reminding those in authority they serve others in their care is a fundamental principle that has never left me.

In addition, I was privileged to have a number of roles in the Army where I commanded soldiers and led projects. Building those teams, enabling positive and constructive communication, empowering at all levels, engendering trust and loyalty have been a bedrock that helped me deliver successful outcomes across my roles. Those experiences, learned and gathered over the years, easily transfer into the school environment and specifically the role of Director of Finance 05 | The Muse

and Operations, where there are teams of experienced people all working hard, often behind the scenes, to ensure the School runs smoothly and is a safe space to learn and work.

What attracted you to working at Bedford Girls’ School?

Culture. Culture. Culture.

Bold. Imaginative. Reflective.

I like to work in a positive, supporting and forward focused environment. BGS radiates that sense of community and engaged hard work. From the first time I sat in reception waiting for my interview, I knew I wanted to work here and be part of this culture.

What are the greatest challenges facing education at the moment?

This is a tough question as there are always challenges, both external and internal.

Political and financial risk is always something that will occupy a DFO’s mind as there is little we can do to influence these risks at source but the potential impacts can be significant. However, more broadly and across education as a whole I think resilience and well-being are our greatest challenges. This is not only because of the recent pandemic but it has amplified these areas; from the youngest students to through completing Sixth Form there have been gaps in those, often intangible, human links that are so important to us all and influences how we interact with the world. That said, I think there are some real opportunities for our students here at BGS. There are many positive role models that live the BGS approach - always providing that supporting and encouraging environment to thrive.

What was your favourite subject at school?

My favourite two subjects were Geography and Biology and if I had to be pushed to pick one, then Biology would edge ahead.

I think this was principally due to my Biology

teacher for GCSE and A Level – he was truly inspirational. He always challenged us to ask “why” and “so what”, which helps you think beyond the immediate and look for more.

The ability and confidence to ask questions is a life skill that shouldn’t be underestimated.

If you could give one piece of advice to yourself at 16 what would it be?

Believe in yourself and be yourself. There are always daily challenges in life. Throughout all of these challenges you are your own constant. If I am allowed to give myself another piece of advice it would be to not live in regret of opportunities not taken.

Sometimes things work and sometimes they don’t, but you’ll never know if you don’t try.

How do you like to spend time away from the office?

I enjoy helping coach my son’s football team, and I am a Scout Leader in my local community, as well as a Governor in two different schools. Beyond this, I enjoy spending time with my family, cross country running, walking with my dog, reading and watching rubbish films.

As a family we also head to Cornwall at every opportunity as I need lots more practice at surfing and SUP’ing!

CHR IST M A S CHEER A highlight of every Christmas at BGS is the Year 3 Christmas production and this year’s did not fail to win the hearts of everyone in the audience.

Mrs Carolyn Howe, Head of the Junior School and Mrs Charlotte Martin, Head of Year 3 explain the importance of this wonderful tradition.

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ehind the beaming smiles of 44 Year 3 pupils taking a wellearned round of applause at the end of the production is a very tired but very proud Year 3 team. Putting together a performance for our youngest students in their first term in a new school is no mean feat, but as Mrs Howe explains it plays a very important role in establishing our youngest pupils at BGS. “I always love the run up to the Year 3 Christmas production, observing how over the last ten weeks these pupils have grown in confidence and independence; sometimes it is hard to remember that they came to us such a short time ago. The production is a wonderful celebration of just how far they have travelled; every pupil in Year 3 plays a part and it is teamwork and collaboration at its very best. It really is a joyful start to the Christmas season and one of my favourite events of the year.”

Devised and directed by Mrs Martin and her Year 3 team, Mrs Thomas and Ms Alarcon, the production always has a fun and upbeat tone but with an important message that links back to key concepts the pupils are being introduced to the classroom.

learning and developing doesn’t just happen when you are sitting at a desk in a classroom; every opportunity helps you to grow.”

This year the production was called, What Christmas means to me? which took a witty but thoughtful look at the characters and events that shape our experience of the festive season. It allowed our pupils to reflect on the true meaning of the Christmas period in a multi-cultural society by allowing them to explore the perspective of their peers and learn about the traditions and rituals of other countries. In their Autumn Term Unit of Inquiry Year 3 pupils had been thinking about how the past has an impact on the present.

The story of Christmas is a perfect inlet to connect their thinking as to how and why events and people are remembered over time.

Mrs Martin went on to further explain: “One of the lovely elements of putting on a year group production, is having the opportunity for the whole cohort to work together. The pupils are settled into their form classes and it is lovely to see

them strengthen bonds and make friends with pupils across the other classes; they start to see a shared love of dance or singing or they may be really encouraging to a fellow pupil who is finding an aspect a little difficult to master. The pupils also take responsibility to remember to arrange their outfits and practise lines and songs. They recognise that they have to pull together to make it success - that at BGS we really are one big team and the sense of togetherness really shines through.”

Mrs Martin concluded: “It just would not be Christmas without our Year 3 show. By the end of our main performance night we had extremely tired but proud little girls, who skipped out of the Randle Hall full of Christmas cheer. It is always worth everyone's hard work but every year I vow not to let them get the hair glitter out again!”

Mrs Martin explained: “The run up to Christmas is always very exciting for all of our Junior School pupils, but especially in Year 3; we want to harness all of that excitement and buzz by creating a show that has an opportunity for the pupils to perform but also allows them to link to key curriculum themes. Learning through performing is a really engaging way for the girls to strengthen core skills.”

Mrs Howe added: “I agree; it is central to our approach that every experience a child has at BGS links back to building their learner profile. We want our pupils to understand that

The Muse | 06

CREATIVITY AND COLLABORATION

BUGSY MALONE – THE MUSICAL

November i s commonly a ssociated with blankets, bonf ires and the booming ‘pop’ of f irework s. The November of 2022 however, will f rom now on always be a ssociated with Bugsy Malone: The Mu sical. A year in the mak ing, thi s ambit iou s joint product ion bet ween Bedford Girl s’ School and Bedford School sur pa ssed all ex pectat ion s and wa s perfor med to a sell- out audience across three nights at The Q uar r y Theat re, St Luke’s.

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r Craig Stratton, Director of Dance and Drama, inherited the production from his predecessor and explains his initial response to taking on the project: “I was really excited to hear of the work my predecessor, Mrs Catherine Howe, and Mrs Antionette Keylock, Head of Drama at Bedford School, had undertaken in getting the project agreed and in motion; the intention aligned with my own views on ‘student focused’ innovations and I thought the opportunity for students to work together in The Quarry Theatre presented a wealth of opportunity for professional standard experience. It also sounded like a lot of fun!”

Mr Stratton took up post in September and quickly met with his team in the Drama and Dance department - Miss Emily Elsom, Miss Jasmine Middleton, and Miss Lesley Bream, together with Mr Dominic Keating-Roberts, Director of Music, to formulate a plan and to start to work in collaboration with counterparts at Bedford School and The Quarry Theatre.

Rehearsals started in the first week of the Autumn Term and whilst there were some logistical issues with getting students in the right place at the right time, the cast quickly fell into step and began a rigorous weekly schedule of dance, singing and acting rehearsals. Mr Stratton noted: “The students were very focused and invested from the outset. We could all tell that this show was going to be special – the songs are catchy and the scenes light-hearted but it was the cast that in rehearsal were adding a real spark to the show.”

07 | The Muse

BGS Year 11 student, Polly Taylor, who played Blousey Brown, the young performer trying to find work in New York, added: “It was such a pleasure to get to be a part of the joint school production of Bugsy Malone. It has honestly been the most amazing experience. Being able to work with the boys’ school has been great and I have made so many friends that I otherwise wouldn’t have had the chance to meet. It was also great to get the chance to perform at The Quarry Theatre. Although it was an unfamiliar space at first, we all easily settled in after a few rehearsals. Being part of Bugsy Malone really helped challenge me to step outside of my comfort zone and take risks, which has not only helped me develop my acting skills but also my confidence. It has truly been brilliant and I hope to get to do more joint shows in the future.”

Alongside rehearsals, work was quickly underway on the design and installation of the production. Working in an external venue excited the whole production team, particularly the Bedford Girls’ School staff for whom it was a brand-new venue. Miss Middleton, Theatre Design Technician, commented: “It is always exciting to work in different venues that give new design opportunities and challenges. Working in The Quarry Theatre allowed us to use their brilliant facilities and historic building to create our world of Bugsy Malone, centring around Fat Sam’s Grand Slam! It was a great chance to expand not only us as a staff team but also bring together our fantastic tech crews from across both schools.”

The set, costume and prop elements moved the production even further into professional

standard and comments from audiences were very complimentary of the work and design. A particular feature of enjoyment for all was the kabuki drop – a wonderful addition that certainly created a buzz!

Miss Elsom, Drama Theatre and Events Technician, said: “A new production always allows for creativity and new experiences for our cast and crew, and Bugsy Malone was no exception. Working in a professional venue and collaborating with Bedford School opened up a wealth of new opportunities, knowledge and experiences for the students in our backstage crew that many school productions would not be able to provide. The whole experience has been such a positive one in means of fostering a creative partnership with Bedford School and The Quarry Theatre.”

Mr Stratton concluded: “I am incredibly proud of the production we created together.

The students and staff created a fast paced, professional and creative show. It was outstanding and I am sure will be talked about for years to come. A fantastic start to my career at BGS and I am excited to see what our talented students can deliver next.”

You can view all the stunning photos from the production on our Flickr gallery at:

www.flickr.com/photos/ bedfordgirlssch/albums

The Muse | 08

YOUR SCHOOL, MY SCHOOL

Oluwatobi loba Apesin BGS Head Girl for 2022-23, Oluwatobiloba “Tobi” Apesin (OA) joined BGS in 2016, and is currently studying Classical Civilisation, Further Maths and Physics at A Level. Post school, Tobi plans to undertake a year work placement in general technology and artificial intelligence, before going to university to study Maths and artificial intelligence.

Nicola Reddy Bedford High School 1999 alumna, Nicola Reddy née Oakley (NR), runs an EdTech company, Maths Circle Ltd, that creates award-winning maths programmes, dedicated to helping children acquire fundamental numeracy skills. Their two learning platforms – Times Tables Rock Stars and NumBots – are used by millions of children worldwide. Nicola practised corporate real estate law at Pinsent Masons in London for 13 years, after graduating with a first-class honours LLB degree from The University of Manchester. She is also Chair of the Bedford Educational Association, a charity that provides grants for educational purposes to young people in Bedfordshire. Nicola is also a Governor at Bedford Girls’ School and sits on the Marketing Committee.

What are your memories of your first day at school?

NR: I was 7 years old and I remember

this time, I met my good friend Ollie and remember challenging Ollie to fit into a school locker…which Ollie was able to do quite easily. Ollie could probably still fit into a locker but you will be pleased to hear that we have not tried again since that first week!

OA: My memories are more of the first week

What are your favourite subjects and why?

being exceptionally excited about joining Bedford High School with so many of my friends. I do have memories of the assessment day and that I was encouraged to have a nice time and not to feel at all nervous. when I just felt quite daunted at the size of BGS; it was so much bigger than the primary school that I had come from. All those that had come up from the Junior School seemed very at home but it really didn’t take long for me to settle in. I remember thinking how small all the other new people seemed: at 09 | The Muse

NR: I really enjoyed Geography and went

on to study it at A Level. I liked the variety within the subject, the human and the physical sides, and of course the field trips. I have great memories of harassing members of the public, armed with a clipboard, in rain-soaked

“Looking back, I also had many incredible opportunities such as being part of the school choir. The passion and dedication of my Music teacher, Mr Williams, enabled us to perform at the Royal Albert Hall, the Royal Festival Hall, and appear both on the radio and on the television ...”

Nicola Reddy

Sheringham interviewing them about coastal erosion along the North Norfolk coast.

Looking back, I also had many incredible opportunities such as being part of the school choir. The passion and dedication of my Music teacher, Mr Williams, enabled us to perform at the Royal Albert Hall, the Royal Festival Hall, and appear both on the radio and on the television (BBC Carol of the Year competition). We also attended the Last Night of the Proms with Mr Williams, enjoying front row seats and painting union jacks on our faces.

“I have had lots of encouraging teachers who have helped me achieve all I have wanted to do.”

Oluwatobiloba Apesin

OA: My favourite subjects are Maths and

Physics as I like numbers and logistical thought. I have always enjoyed Philosophy and Classics as well – I do like a good myth.

If you could have your school years again is there anything you would do differently?

NR: No there isn’t really, only not to have worried about the little things. I had lots of wonderful experiences at school which prepared me for life ahead. I made friends for life. Since returning to the area it has been great to reacquaint with school peers through the Harpur Trust schools and to be part of a really lovely community.

OA: I wish I had tried a bit harder in

sports, particularly hockey and lacrosse.

How did school/teachers shape your values and aspirations?

NR: I truly value the many opportunities

that the school provided from sport and music to academia and drama, enabling me to try so many things and having the chance to find out what I actually enjoyed.

I remember being involved in Young Enterprise, making bespoke picture frames, which gave me my first taste of business. I was involved with the school charities and learnt the importance of giving back.

French teacher, Mrs Chadwick, my German teacher, Mrs Cebula and my (hockey) PE teachers, Mrs Steadman, Mrs Axford and Miss Harris (later becoming Mrs Howlett).

OA: I have had lots of encouraging

teachers who have helped me achieve all I have wanted to do. They include Mr Potter (Head of Computer Science at BGS), Mrs Ackroyd (Religious Studies), Miss Brice (Head of Classics), Mrs Lewis (Science), Mr Bowden (Head of Physics), Dr Dwamena (Mathematics) and Ms Davies (Computer Science), to name just a few.

I was always really interested in my Computer Science lessons and am proud of starting up the Lovelace Society in the Lower Sixth with my friend Athena. This really helped us increase our knowledge in the subject area and it has been enjoyable arranging the trips, debates and visiting speakers.

Sum up your school days in three words?

NR: Friendships, Opportunities and Nurturing (your potential).

OA: Time well remembered.

The teachers were all so nurturing too which just gave us an inner confidence. In addition to Mr Williams, I was very fond of my

The Muse | 10

E NT ERPR ISE

Eco-Credentials After a term in her new role, Mrs Becky HudsonFinley, Director of Digital Learning, Enterprise and Sustainability reflects on the School’s eco strategy.

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ur mission is to help create the change-makers of the future.

As my first term draws to a close, I can wholeheartedly say that this isn’t just an empty promise. Sustainability is in our DNA. The students at BGS are not only encouraged to change the world but to also protect it. Not one day has passed this term without at least one student or member of staff approaching me with a question or idea about how we can make our school more sustainable. It is clear we live our values.

I’ve worked at many different companies and educational organisations, all demonstrating various degrees of commitment and understanding. I think the difference with BGS is that Sustainability is not an after-thought or a “tick-box” exercise. I have been so inspired by the energy and enthusiasm our community demonstrate daily. Within my first week, I found myself being a judge on the panel of an elaborate Junior School Eco-Fashion parade.

The quality of the garments and accessories produced, which were all made from recycled and reclaimed materials, would not have been out of place at a London or Paris Fashion Week. There was much less drama too.

Our eco-reps have had a presence at all of our Open Days and Fairs this term, running eco activities for prospective students and selling eco-friendly Christmas presents.

We have taken part in biodiversity studies, birdwatching, recycling drives and litter picking to name a few projects. Our Eco Co-curricular club students are never short of ideas. Our fundamental tenet of a little contribution helps a lot, certainly pays off.

11 | The Muse

We have been awarded EcoSchools Green Flag Award status again – with Merit this time.

I was stopped in my tracks while walking through the Dining Hall at lunch one day as a Junior School student confidently instructed their friend that they could “throw that one”, because “you can’t recycle that anyway”. They got a thumbs up from me.

The level of knowledge and compassion for the environment that our students show is incredible. The role of Junior School Eco Captain is so popular that there is a waiting list, and the role is rotated each term so that all of our budding activists can take a turn at taking the lead. They have incredible role models too. Both our Junior and Senior Schools have a dedicated staff member to take the lead in embedding sustainability into the curriculum. Our very first GLG Eco-Captain, Alice Hartshorn, has confidently taken up the reins and has presented me with an entire spreadsheet of ideas and initiatives that will inspire our community and support our strategic framework.

Our strategic plan for Sustainability is not really a strategy document in the traditional sense. That would be too static for a school like BGS. Rather, I’ve created a Blueprint, a framework that draws together the dynamic and fluidic approach BGS already takes and intensified it to increase our influence and reach across the whole of our organisation and community. Yes, we are an eco-minded school, but that’s not enough for us. We want to be a leader and a key influencer, showing other schools and organisations how it’s done.

Our framework is ambitious yet approachable.

It draws upon the UN’s 17 Sustainability Development Goals and the “5Cs” of Sustainability – Campus, Curriculum, Captaincy, Connectivity and Community.

We are promoting our Captaincy elements already through our recent contribution as a founding member of the newly formed East Region UK Schools Sustainability Network (UKSSN). This will give us countless opportunities to gain experiences, support and become a key influencer on the sustainability agenda for schools within our area.

The Campus component is already in full swing with our current project to determine our carbon production already underway.

We expect our Estates Decarbonisation Plan (EDP) to be reviewed and with us by the end of the academic year 2023. It will be an ambitious plan to scrutinise several aspects of our campus, including how we can reduce our energy and food waste, and use our resources more efficiently. Our students will be involved in projects to investigate our food packaging and composting options later next year. Eco Curriculum is already one of our strengths and we hope to galvanise this element of our framework with creating further learning experiences with external companies such as vertical eco farms, sustainable technology companies, exploring alternative protein providers and notable eco entities such as The Wildlife Trust.

One term in and I am really pleased by the progress and commitment we have made; it is exciting to be planning transformational opportunities.

The Power of

Debating

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rom planning an argument – even if expected to argue against one’s own point of view – to choosing words with care, debating can help young people develop critical thinking skills that are essential to daily life.

This term our Senior Debating team, Nawaal Qazi, Mia Vadgama and Grace Briers, in Year 10, were given the opportunity to take part in the Schools Parliamentary Debating Competition. The students were successful in the First Round, which was hosted by Bedford Girls’ School, proposing the motion With Britain now having the first Prime Minister from an ethnic minority group, this House believes we have entered a post-racial era in our politics. The students battled their way to the semi-finals against a Sixth Form team from Bedford School.

Main speaker, Nawaal Qazi shared her thoughts on the experience: “I have really enjoyed the whole process, particularly the way in which I have developed my quick-thinking skills.

Being flexible to respond to the other side’s arguments requires really good preparation and research skills, as well as an ability to think outside the box and be prepared to identify gaps in the opponent’s counter-arguments.

Although I am disappointed that we didn’t win, we were the youngest team that took part and I think we did really well to get through to the semi-finals, especially as this was our first experience of a debating competition.”

Seconder, Grace Briers reiterated Nawaal’s comments, adding that debating had helped her to develop her critical thinking skills and the ability to make well thought out and reasoned arguments, quickly.

Thorough research, logical reasoning, and polished public speaking skills are just a few of the benefits that come with learning to be a good debater.

“The motion for this event was particularly tricky,” admitted Grace, “but I look forward to more opportunities like these to develop my skills further.”

Bedfordshire Police and Crime Commissioner, Festus Akinbusoye, organiser of this year’s competition, was particularly impressed by the skills of our Senior Debate Team and spoke warmly of this year’s event and their performance: “It is our second year of this competition. My focus has been on encouraging young people to find, and use their voice in discussing some of the big issues of our day. It is inspiring to hear their views and see the level of talent our young people have in Bedfordshire. I thank the schools, pupils and their families for their ongoing support of this competition. Bedford Girls’ School continues to be an outstanding team in this competition. I look forward to seeing the school’s progress in the coming years.”

At Bedford Girls’School, our co-curricular programme is considered an integral part of the education offered and there is much evidence to suggest that participation in activities that complement the curriculum play a central role in students’ healthy development and help to enhance citizenship, as well as general educational success. In particular, this is true for debating and public speaking, an area that Mrs Jane Axford, Assistant Head of Co-Curriculum and Experiential Learning, is very keen to develop in the school. She commented: “The Schools Parliamentary Debating Competition this year was a wonderful opportunity for our students to ‘get a feel for formal debating competitions.

They did very well, but more importantly ‘got

the taste’ for debating and public speaking. In response to the interest in debating, we will be expanding our opportunities in this area from January, to give our students the opportunity to take part in debating competitions on a fortnightly basis, either as part of a debate team or as an active member of the audience. We hope these competitions will help demystify some of the ‘formal’ expectations of debating and give them the opportunity to develop the skills required to be a successful member of a debating team. I am proud of the cocurricular opportunities offered by Bedford Girls’ School and I am excited to see them widen, especially in this area of competition.”

English teacher, Mrs Claire Barrett, who runs the Senior Debate Society added: “We will be creating a fixture list for both ‘friendlies’ and more serious competitions moving forward to widen the range of opportunities for students here. From January, both English teacher, Mrs Ann Bezzer, who runs the Junior Debating Society, and I are looking forward to welcoming more students to our fortnightly sessions. No experience is necessary!”

The English-Speaking Union (ESU), an international educational charity, founded by the journalist Sir Evelyn Wrench in 1918, which aims to bring together and empower people of different languages and cultures by building skills and confidence in communication, runs a national debating competition every year for all ages and Bedford Girls’ School plans to enter a Junior and Senior team next year.

BGS Debaters - Grace Briers, Nawaal Qazi and Mia Vadgama.

The Muse | 12

STR IK ING THE PER FECT BAL A NCE Bedford Girls’ School’s key to success is providing an outstanding sporting education where every student has the opportunity to flourish and reach her potential as a sportswoman. Sport and physical activity can provide an effective release from academic studies, improve mental health and give students the opportunity to develop valuable social and support networks.

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irector of Sport, Mrs Verity Mason-McLeod explains how balancing sport, physical activity and education are a winning combination.

It has been well documented that sports play a crucial role in nurturing a student’s personality from a very young age; especially at a school like BGS where it consistently ranks highly amongst girls’ schools for sport in the UK (with the School Sport Magazine).

While academics provide knowledge, a sport teaches the important traits of leadership, teamwork, persistence, respect towards others, hard work, stress management, continuous enhancement of one’s skills, and most importantly, acceptance of success and failure in a calm and collected manner.

Recent research from the University of Sydney in February 2022 found that school sport can have a positive impact on academic performance. To top it all, following a sport with dedication keeps one healthy, both mentally and physically.

It ensures that the body’s potential is fully realised and keeps it in excellent condition for a significant part of adult life.

13 | The Muse

Therefore, it is evident that maintaining a balance between sports and school work is of utmost importance for a child’s holistic development. At this juncture, an important question arises – How to strike the perfect balance between sport and school work?

For students who excel at sports at BGS, managing their time involves juggling school work, practice and games, along with finding time to fit in social activities, and it can be a struggle. Being a student athlete tends to come with a lot of pressure and balancing school and sports commitments can be stressful. This is because student athletes have a huge number of commitments, but not a lot of time to get everything done. There has been substantial research indicating that student athletes are at a greater risk of mental health problems because of how busy they are.

The school is well-positioned to provide innovative approaches to supporting students in managing their academic and sporting aspirations. Within our PE department, our staff have performed and coached from national to international level. Recent notable achievements include BGS Lacrosse Coach, Mrs Katie Greenwood and her England team

claiming a historic bronze medal at the 2022 Women’s World Lacrosse Championship and Head of Swimming, Mr Edward Castro adding a bronze to his medal collection at the 2022 World Triathlon Championship Finals on Abu Dhabi’s Yas Island. Therefore, the students have a whole host of role models to work with. Our staff work handin-hand with each individual student to help balance their school work with their sporting commitments. Our holistic approach to sport and physical activity has enabled our students to shine for clubs, county and country.

BGS alumna and GB cyclist, Sophie Lewis (2020), who picked up a bronze medal for Team England at the Birmingham 2022 Commonwealth Games recently reflected: “Balancing sport with academics is pretty simple when you get the basics right. Plan ahead, be organised and be disciplined with your time. Personally, I found once I had a routine that worked for me and I knew what I needed to do and when I was going to do it, I seemed to get everything done. Giving myself smaller deadlines to get work done and using sport as the reward after I’ve finished really worked for me. But for some people this may have the opposite effect. If you need

help or have missed something, don’t be afraid to ask for help; your teachers, friends and family are all more than happy to help.”

Whether students are representing the school team, their local club or competing at national and international level, it is imperative to assess their priorities. This doesn’t mean prioritising sports over school work or the other way around, but rather studying their schedule. Look for subjects that come easily, and find the ones where you struggle. Having this information will shift priorities when it’s time to study or revise for a test, as they will understand where they need to spend more time.

Student athletes have to juggle many responsibilities, due dates, games, practice, school; it can get overwhelming if you don’t have a system for organisation and time management. We always suggest to students to use an app such as Google Calendar or a planner that works for them. Students who put themselves on a schedule and who tend to be more organised succeed. Statistics show that 87 percent of students say that better time management and organisation skills help them get better grades.

The weekends see many of our students competing in numerous sporting fixtures.

Weekends should be a time to unwind, but they can also be a great time to get in some extra schoolwork. Try setting one or two big goals for the weekend and accomplishing them early in the day when your mind is fresh, so you can have the rest of the day free. Have a big game on

Saturday? Take the day to focus on that, and then treat Sunday like your school day.

There are many current students who compete at international level, which involves training camps and competitions abroad.

Year 11 student Holly Tutt, who is an alpine skier for GB said: “I am motivated to be successful in both my skiing and academics.

To do this, I have to be very organised and able to work independently whilst I am abroad training and racing. BGS has always been really supportive of my sport - all my work is available online and I can email my teachers whenever I need to.”

Year 10 student, Róisín Scanlon, who competes for Ireland in Golf reflected: “The school has been really supportive in allowing me time off to compete both domestically and internationally in my sport of golf. When I am away, I can access my work online to maintain and keep up with my studies.

Upon my return the teachers support me to plug any gaps in my learning. Creating good habits is imperative so you have to be well organised and use available time wisely.”

We always emphasise to students to make SMART goals every day (Specific, Measurable, Achievable, Result-focused, Time-bound) and stay on top of them so you won’t get overwhelmed. Make the most of study periods and break and lunch times.

These are resources students should take full advantage of and use constructively.

Excessive overtraining will have a negative impact both physically and emotionally.

Wearing yourself out at practice or staying

up all night to finish an essay can take its toll on you. The PE department guides and supports students on making sure they don’t exceed their limits. It’s always a good idea for students to not only get advice from staff but also their peers; chances are, they will have some good ideas and life hacks to help improve performance.

With the depth in sporting talent growing every year, BGS has seen a significant increase in the number of athletes representing their county and country. To support the differing needs of these athletes, we have developed an Athlete Support Programme for students in Years 10 and above. Introduced in November 2022, the programme is designed to help athletes achieve their full sporting potential whilst ensuring that academic success is maximised. The Athlete Support Programme is tailored to the student’s needs to help her balance her academic work alongside her sporting commitments. It will also help to ensure that she has the appropriate rest and recovery time in her sporting programme to enable her to flourish.

My ambition is for our athletes to reach all of their aspirations, both academically and on the sports field; it cannot be achieved without hard work and compromise. Our role is to help support as they gradually find that balance; it will not be a linear path and it will come with some setbacks and struggles. But when you have the privilege of seeing a student be picked for an elite squad or achieve the grades they aimed for in the Sixth Form, you know it is all worthwhile.

The Muse | 14

Legend in their Lifetime

Mrs Helena Schofield Head of Year 4

Dr Catherine Hamlin (1924-2020) Founder of the Addis Ababa Fistula Hospital and The Hamlin College of Midwives Arriving in Addis Ababa, Ethiopia for my first teaching job in 1992 proved to be a truly life-changing experience on so many levels. This had not been part of any great plan, but the result of a strong desire to do something exciting and challenging, outside of my thus far, limited experience of the world. photo credit: Joni Kabana Photography

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aving been interviewed in Oxfordshire by the head teacher of a small school in Addis Ababa, it wasn’t long before I was saying my goodbyes to anxious family and friends, and boarding a flight to Bole International Airport. I was greeted by a member of my new school team who aided me in navigating a pathway through the large bustling crowds to the school minibus. This first journey through the outskirts of the city centre opened my eyes to a country working to regain stability in the aftermath of a military coup, with strict night time curfews and a constantly visible military presence, as people went about their daily lives. Reflecting now it is surprising how quickly this became my new normal, and despite suffering from culture shock, I quickly learned to appreciate all of the opportunities to discover more about the people and places in my new home.

About a year into my contract, I was given the opportunity to visit the Addis Ababa Fistula Hospital, and having heard about the profound effects its founder was having for women from the many surrounding rural areas, I was keen to see first hand what was involved.

Tucked into the hillside, we arrived at a small building and were greeted by Dr Hamlin herself. Clearly, she was a woman who never

stopped working, and as we moved through the hospital meeting nurses, doctors and patients, she continued to provide patient care, advice and instruct staff with purpose and compassion. Many of the nurses and doctors working there had arrived at the hospital as patients themselves, and had remained once well, to receive training and give back to the people who had saved their lives and given them the chance of a new life. Tragically, most of the patients prior to being treated, would have experienced being ostracised and rejected by their husbands and communities. After suffering obstetric fistula caused by child-birth, the relatively simple operation pioneered by Dr Hamlin, gave them their health and lives back.

Dr Hamlin and her husband had originally travelled to Ethiopia to train Midwives.

However, they soon decided that they could best serve the women there by providing medical support and rehabilitation centres.

They tirelessly raised money to continue their essential work, building five more hospitals supported by the Ethiopian Ministry of Health, and these centres continue their work today, having helped over 60,000 women.

Returning to my school after this visit I could not help but feel inspired by the passion, dedication and selflessness of Dr Hamlin.

I was truly astounded by her focus and

drive to push the boundaries of convention and prioritise women’s health, sometimes single-handedly, and in a politically tumultuous environment. At the end of my time in Ethiopia, I hoped to make a difference, in a smaller way, and so enrolled on a Master’s Programme studying Gender Analysis and Development Studies. I had already seen first-hand how crucial women were in their communities, as mothers and also farmers, traders and innovators, and knew from contacts working for NGOs and aid agencies that there would be a place for a gendered approach to aid work.

As is often the case, life took a different turn after I completed my MA, and I did not get to pursue this particular dream. However, I remained passionate about providing opportunities for the children I am fortunate to teach, and helping them celebrate their passions and interests. There is nothing more rewarding than teaching girls who will change the future. The BGS mission to provide our pupils with skills and attributes that will enable them to progress into the world of work, knowing they can achieve anything they aspire to, will ensure that women such as Dr Catherine Hamlin are followed by a new generation of innovators and ground breakers.