MUSE the
BRIGHT FUTURES
Embedding attributes for life beyond school
University Destinations 2024
1. Anglia Ruskin University
2. Bath Spa University
3. Cardiff Metropolitan University
4. Cardiff University
5. City, University of London (x2)
6. Durham University (x5)
7. Escape Studios, London
8. Fashion Retail Academy
9. King’s College London (x3)
10. Kingston University
11. Lancaster University
12. LCCM: London College of Contemporary Music
13. Leeds Beckett University
14. Loughborough University (x2)
15. Newcastle University (x6)
16. Northumbria University
17. Nottingham Trent University
18. Oxford Brookes University (x2)
19. Queen Mary University of London (x2)
20. Queen’s University Belfast
21. Royal Veterinary College
22. SOAS University of London (x3)
23. St George's, University of London (x2)
24. The University of Edinburgh (x2)
25. University College London (x2)
26. University for the Creative Arts
27. University of Bath (x3)
28. University of Birmingham (x5)
29. University of Brighton
30. University of Bristol (x2)
31. University of Exeter (x4)
32. University of Glasgow
33. University of Hertfordshire
34. University of Leeds (x7)
35. University of Liverpool (x2)
36. University of Manchester (x2)
37. University of Northampton
38. University of Nottingham (x8)
39. University of Oxford
40. University of Sheffield (x3)
41. University of Southampton
42. University of Surrey (x3)
43. University of Warwick (x2)
ESMOD France, Fashion school Medical University of Plovdiv, Bulgaria
2024 Leavers
96% gained a place on their preferred choice course.
63% accepted a place at a Russell Group university.
IB Diploma cohort achieved an average score of 37 points against a worldwide average of 30.
Wide range of courses
Civil Engineering, Chinese with Social Anthropology, Architecture, Actuarial Science, Law, Medicine, Criminology, Linguistics, Banking and International Finance, Philosophy, Computer Science, Politics and International Relations, Biochemistry, Theatre Production and Fine Art.
Editor’s Insight
You may have noticed that Bedford Girls’ School does not appear in any academic league tables; along with many leading schools we do not provide our data to the organisations that publish them as they do not stand for the values that we believe in. We do not believe that they reflect the true value of our students or our education. The value of an education must be judged on more than just a school’s examinations results; it is more complex and nuanced, and league tables give a singular view. The young people in our care are growing humans, developing every day, they’re not robots programmed to pass examinations. Whilst examination results make up part of the measurement of a good school, we believe an education must be based on much broader criterion; the kindness and happiness of the students; the richness of the curriculum and expertise of the staff; the time and attention given to ensure every child is valued and welcomed; and the wealth of opportunities on offer to help students discover and extend their passions. It is this broader definition of an education that helps build self-confidence in young people, who gain strong academic results, but also have a depth of self-confidence and a sophisticated, empathic understanding of the world around them. I can’t see how all of these elements can be captured on a single score on a league table, but I hope you can see some of it captured in this issue of the Muse, including in the wonderful university destinations of last year’s cohort.
I love meeting and hearing about our younger alumnae. There is a palpable buzz of excitement when they describe how their life is beginning to take shape as they spread their wings post school. They show an optimistic enthusiasm that everything is possible and they rightly demonstrate a sense of pride in their achievements. In the Muse I have been fascinated to see the different direction a small group of our more recent leavers are moving into. I hope you enjoy reading about these impressive young women in our article ‘The BGS 20-somethings’. I am also so impressed by our 2023 alumna, Sophie Forbes-Laird, who is building her burgeoning military career. For me, Sophie optimises a BGS student; she has shown great boldness and extraordinary resilience and I am in awe of her achievements at such a young age. It is so important that our alumnae are a constant and active part of BGS. These role models inspire and motivate, helping to broaden perspectives and offer an insight into the world beyond Cardington Road.
Likewise, I believe school trips, whether linked to academics, sports or well-being, offer opportunities for young people to step out of their comfort zones and be introduced to wider views of the world. We offer a vast number of residential and day trips every year, each one carefully planned to enhance our students’ education. In this issue, we highlight two of the trips that have run over the last six months, both this time to the USA, but during the same period our students visited Warsaw, Poland. We stress to students that they should view these trips as a privilege; they should not be taken for granted and really should relish every moment. They should lap up the culture, enjoy forming new friendships, learning new skills and soak up the knowledge they can gain from new experiences away from home. These trips add to the rich tapestry of educational experiences and the impact often lasts a lifetime.
I am sure you will all enjoy looking at the images from our joint production with Bedford School of Les Misérables; it was a triumph and the quality of the performances rivalled those of a professional show. The music and songs were haunting and there were moments where there was not a dry eye in the house. Creating a show of this quality takes immense time and dedication from both staff and students. To collaborate with students from another school and to perform in professional standard facilities is an incredible opportunity. It has built not only technical performance skills, but communication, friendship and a well-deserved sense of achievement.
I have loved reading the reflections on friendship from our younger students. I am impressed by how maturely they express their emotions and how they can see the value of our Girls on Board programme in helping them understand and navigate friendships as they move through the school. Acting with kindness, and understanding other perspectives are key attributes we instil at BGS and it is rewarding to see this through the eyes of our Year 6 students.
I wish you a Happy New Year. I am sure 2025 will be full of yet more exciting opportunities for our students.
Best wishes
Gemma Gibson Headmistress
We help them build not only intellectual confidence but self-belief, resilience and wider understanding of the world.
Artistic Inspiration in the Heart of NYC
In October 2024, 35 students from Years 11 and the Sixth Form, along with three staff members, set off on a creative journey to New York City. The trip, designed to enhance the Art and Textiles curriculum, provided students with a unique opportunity to engage with world-renowned art, architecture, and culture.
Led by Art and Textiles teacher Mrs Rachel Smith, the four-day trip was filled with a rich array of experiences intended to spark the students’ creativity and broaden their artistic perspectives. Mrs Smith explained: “The aim was to expose our students to iconic art and architecture, offering them first-hand experiences that would inspire and inform their coursework.”
Mrs Smith continued: “After a long day of travelling from BGS to London Heathrow to JFK airport, we arrived in New York in the evening (12:30am UK time!). Once at our hotel, we were all ready for a good night’s sleep in anticipation of the very busy and exciting days we had ahead of us.
“The following day started with an early wake up call before we headed for a classic American style breakfast in a local café. We then visited the Museum of Modern Art (MOMA) where the students marvelled at iconic works by artists such as Picasso, Van Gogh, and Warhol. Next, we walked-through the scenic Central Park to the Metropolitan Museum of Art (The Met), which is host to the infamous Met Gala every year. The Museum is home to an incredible array of artwork from a wide range of genres and eras, meaning there was something for everyone’s tastes/interests.”
Arts Captain, Lydia Henry, Upper Sixth added: “Spending time and exploring Central Park and Times Square was a great highlight of the trip. I also really enjoyed viewing the exhibitions in the Museum of Modern Art. I felt inspired
after seeing such a broad range of paintings, installations, and techniques, and found the cubism room particularly engaging and colourful.”
The day ended with a trip to Times Square for an evening of shopping along with dinner and entertainment at Ellen’s Diner. A few of the ever popular ‘I heart NY’ t-shirts were also purchased along the way.
The next day everyone woke up even earlier, ready to start the full schedule they had ahead of them. Mrs Smith said: “We first took the New York subway down to Ground Zero’s 9/11 Memorial. The memorial provided us with a poignant moment of reflection, reminding us of the resilience of humanity and giving us a chance to remember those who were lost in the tragedy.
Our next stop was to admire Lady Liberty from across the bay, a must see on any NYC trip, before stopping for some lunch. We then moved on to the National Museum of the American Indian, containing a large collection of Indigenous artefacts and artwork (one of the largest in the world).”
“We finished off the day at a Christmas shop, getting into the festive spirit before November had even begun, and then dinner in Little Italy at La Mela restaurant, enjoying a range of incredible pasta dishes and delicious home-made Tiramisu. And, no trip to New York City would be complete without taking in the breathtaking views from the Empire State Building! The viewing platform near the top of the building offered us a panoramic perspective of the city that never sleeps.”
Day four was the final day in the Big Apple. Everyone headed down to The Guggenheim (Solomon R. Guggenheim Museum) where they were able to see lots of mixed media, fabric and installation pieces by a range of modern artists. Our final lunch was at The Hard Rock Café in Times Square, which gave us a rock ‘n’ roll themed end to a fantastic trip.
As the trip came to a close, the students reflected on their experiences, each one drawing inspiration from different moments of the journey.
Amy Gillespie, Year 11 said: “I really enjoyed it and would like to go back again. I loved seeing Monet’s work first hand at the Metropolitan and the Victorian paintings with their use of light and compositions”.
Carys Roberts, Upper Sixth added: “Walking through Central Park and exploring the labyrinths of the Metropolitan Museum of Art were key moments of the trip. The Met is truly amazing, and I was in awe of the variety of work that was exhibited. I particularly loved walking through their reconstructions of historical rooms that were very beautifully furnished and lit. This experience has stayed with me as it felt as though you were transported back into the past by the art that surrounded you. It was really amazing.”
After an overnight flight back to the U.K, everyone arrived back to BGS by lunchtime. The students all returned home brimming with inspiration and ideas, ready to channel their experiences and what they’d learnt into their coursework. The wide range of museums and
iconic New York landmarks visited during this trip not only enriched their artistic perspectives but also deepened their understanding of how art, history, architecture and culture intersect on a global scale.
Mrs Smith concluded: “We look forward to seeing the creative fruits of their travels in upcoming work; these trips are vital to widen perspectives and introduce students to a world view of art together with a cultural understanding of a new city. The engagement and interest from the whole group was wonderful to see as they fully embraced every opportunity. We’re incredibly proud of how our students represented the school throughout the trip.”
Everyone’s on board at BGS
A great benefit of being an all-through school is creating consistency of approaches to pastoral care. Programmes can be adapted and refined to reflect the needs of the students as they mature but embedding the principles starts in the Junior School. The Muse listened to a group of Year 6 explain what this looked like to BGS.
Mrs Howe Head of the Junior School explained: “Building confidence in our students comes through many different routes; academic, sporting, co-curricular but also very importantly through friendships and knowing how to manage yourself emotionally and socially. We are fortunate that as a school that runs from age 7-18, we can adopt approaches that build in levels of complexity and sophistication as students move through the school, but are importantly consistent in principle. We can replicate different strategies so that they are embedded in our DNA. For girls, friendships are a central pillar of self-esteem and self-worth, the Girls on Board programme and other strategies are essential in helping students manage healthy relationships with each other as they mature. Likewise, mentorship, rolemodels and buddies offer brilliant support and introducing these in our younger years help students see these as a normal part of a support system which is crucial as they move through school and into the wider world.”
Bella, who joined BGS in Year 3, reflected on Mrs Howe’s words, sharing her perspective on the school’s approach to friendships: “We follow a programme called Girls on Board, which helps us navigate challenges around friendships. If anyone feels like they are stuck in the water, the staff are always there to support and pull you out of the situation. It’s the focus on small details and the belief that every mind matters that truly shapes BGS pupils’ experiences.
I still remember my first day vividly. Walking with my mum and dad through a sea of older girls, I felt nervous, but when Mrs Gibson, our Headmistress, greeted us with a simple ‘Good morning,’ it put me completely at ease.”
Manhoor summed up Girls on Board: “We are inclusive, meaning we never leave anyone on their own, which is what our Girls on Board sessions are all about. Every girl at BGS has her own imaginary boat. You can invite anyone you consider your friend onto that boat. When a girl starts not getting along with someone on the boat, the waves begin to move the boat, so it gets worse and worse until the boat topples over, and one girl falls into the water. At BGS, no girl should be left in the water, so our teachers and Sixth Form mentors help make sure that any girls in the water are either returned to their boat or welcomed to a new boat.”
Ananya shared her experience: “I joined BGS in Year 5, I loved my new class and all the people in it were welcoming, wonderful and warm-hearted. To start with, it was a completely new world to me on my first day. I was feeling a bit nervous about friendships and everything. However, in this school we have a main rule to not keep a girl in the water and to be a Girl on Board.”
Nellie added that it is not only Girls on Board that supports the feeling of belonging at BGS: “Our buddy system is where you always have someone to play with or sit next to at lunchtime. Think of the Trolls movie and the phrase, ‘No Troll left behind’ it’s a bit like that, but only no girls are left behind. We are all here to support each other. I was also invited to join the new girls’ group with biscuits and squash once every week. This helped me to make new friends and feel really well supported by the teachers and the other girls.”
Fleur agreed that the new girls’ club helped her settle in: “There is a club for all new girls once a week which is held by the Head of Year. They will check in on you to make sure you’re ok and whether you have bonded with anyone, of course your teacher will already be doing that, but just in case. There is also a meet up for all new girls where I made my first friend. It really helped me to express myself without feeling the pressure of everyone looking at me.”
Olivia reflected on how she had grown through the Junior School: “I’m a lot braver and more confident now and more willing to take a risk or try something new. I’ve also made great friendships that will last me a lifetime. I also realise that all of us feel a bit wobbly sometimes but if you speak up and say how you feel, we can fix it. Which is also why we have Winnie our well-being dog looked after by Teaching Assistant, Mrs Thompson.”
Eva commented: “Transitioning here was a big step for me, but the school welcomed me like a big warm hug and held lots of events and open days to make me feel more confident to walk in on my first day. Making friends was also hugely important for me, and the school is brilliant at bringing people together through activities, clubs, sport, performances, our Houses and even in the lessons themselves, through loads of collaborative learning.”
Likewise, Claudia reflected on how she was supported as she settled in: “I felt a bit nervous about joining a new school, as I’m sure everybody does, but all new pupils get invited to an induction day at the end of the Summer
Term. This gave me the chance not only to meet girls already at the school but other new starters like me which made me feel much more confident. We also got to spend the day with our new teacher and get to know them. I went home feeling so happy!”
Ekam agreed: “When I joined, I immediately thought I would be the only new girl and the odd one out but I was not! In my classroom I was with six other new people and then I quickly became friends with them and now in Year 6 it feels like I’ve always been here because everyone is so welcoming and kind.”
Victoria, who joined in Year 6 in September 2024 added: “When I first saw how the girls treated each other and how they talked to one another, it was like nothing I had seen before. The girls are comforting and kind, which really helped me settle. As soon as I had some friends and I was used to the new schedule, I felt that I had fit like a glove.”
Finally, Ajooni concluded: “Friendships I’ve made during my time at school have been incredibly strong and have helped my growth as a person. For instance, during a challenging project, me and my friends really came together to support each other, which taught me the value of teamwork and collaboration. One of the best things about BGS is how easy it is to connect with other people. There are so many opportunities to meet new people and build friendships. I’ve found that everyone is friendly and enthusiastic about getting to know each other which makes it easy to feel like part of the school community immediately.”
Mrs Howe beamed with pride: “It is really important that the girls are able to understand how different strategies enhance their well-being and sense of self. I am pleased by how clearly they are able to identify and articulate what works for them. As they move into the Senior School next year, they are well prepared for the transition to a larger environment and ready to welcome new students joining BGS. Establishing the foundations early is essential for building healthy friendships and deep-rooted self-confidence.”
Bringing Les Misérables to Life
“Even
the darkest night will end, and the sun will rise.” Victor Hugo
In late November, Bedford Girls’ School and Bedford School joined forces to present a spectacular production of Les Misérables that captivated audiences over five sold-out performances at The Quarry Theatre. Featuring a talented cast, band and crew of 70 students in a variety of roles, this ambitious show was a testament to months of dedication and collaboration. A special matinee performance for local schools added to the celebration, offering young audiences an unforgettable introduction to the world of musical theatre.
Directed by Miss Danielle Boughey and Mrs Antoinette Keylock from Bedford School, the production featured students from a range of
ages and year groups, whose commitment and talent shone in every scene. From Valjean’s heart-wrenching solos to the rousing ensemble numbers like One Day More, the performances demonstrated the students’ incredible range and professionalism. Supporting them every step of the way were BGS Director of Music, Mr Geoff Page and Bedford School Director of Music, Mr Joss Sanders, whose expert vocal coaching ensured that both soloists and ensembles mastered the challenging score.
The live music was provided by an exceptional all-student band, rehearsed twice weekly under the guidance of Musical Director of the production, Mrs Naomi Jones, music teacher at BGS. Their dynamic and precise accompaniment
brought every note to life, underscoring the emotional depth and intensity of the story. Mrs Jones commented: “The students’ focus and effort during rehearsals were remarkable. The band’s live accompaniment brought such depth to every scene.”
Behind the scenes, the technical elements of the show were equally impressive. Lighting, sound, staging and backstage operations were orchestrated seamlessly by teams led by former BGS Drama Theatre and Events Technician, Miss Emily Elsom and Mr James Pharoah, Director of The Quarry Theatre. Their meticulous work created a visually stunning and immersive production, from the dramatic barricade scenes to the intimate, atmospheric moments.
Reflecting on the production, Mrs Jones said: “Rehearsals for the show began in September, with cast members meeting three times a week to refine their performances. The dedication of the students and staff was evident in every detail. Putting on a school production is always the highlight of the year, but this production came together so wonderfully with such a huge array of talent that the entire team produced something truly special. We are all immensely proud of the students for this demonstration of dedication, and talent.
Having the chance to collaborate with each other adds depth to the performance experience, encouraging students to move out of their comfort zones as they work with a wider group
of teachers and students in new spaces. It brings together the best of all worlds and provides for a really enriching educational opportunity.”
The students’ passion for musical theatre was evident in every performance. Imogen Blower, Year 11, said: “Les Misérables has truly been the highlight of 2024 for me. The cast and crew have made such an incredible impact on me and will forever be remembered in my heart. It was such a special show, particularly because of the friendships made along the journey.”
Olivia Deverill, Year 9, commented: “I thought Les Misérables was an awesome experience and one of the best school musicals I will ever do! I felt like I was in the West End.”
Mrs Jones concluded: “The collaboration between Bedford Girls’ School and Bedford School highlighted the power of teamwork and shared creativity, delivering a show that will be remembered for years to come. Congratulations to everyone involved for bringing this iconic musical to life with such flair and excellence!”
You can view all the photos from the production on our Flickr gallery at: https://www.flickr. com/photos/bedfordgirlssch/albums
Inside the Tech Lab: A students’ view
Our Digital and Enterprise
Captain and IB Diploma student, Serena Jacob discusses how the new Tech Lab will further innovate the use of tech at BGS.
What was your first reaction to the new Tech Lab, and how do you feel it has influenced the school community so far?
My first reaction to the new Tech Lab was awe - it’s such an impressive space that really represents the school’s forward-thinking approach to education. The Tech Lab has had a profound influence on the school community. It has become a hub of collaboration, innovation, and experimentation, bringing students from different year groups together to explore emerging technologies. It’s helped foster a sense of excitement about technology, even among students who weren’t initially interested in the field. One particular highlight has been the new flight simulator, which has captivated students’ imaginations. It’s been especially popular with the RAF cadets, offering them a great tool to hone their skills, but it’s open to everyone; whether students are aspiring pilots or simply curious, the simulator provides a hands-on way to engage with technology.
Have you been involved in any of the Tech Lab projects? If so, which one stood out to you and why?
I’ve been involved in several projects in the Tech Lab, but one that really stood out to me was working with Tobbie, the humanoid robot. Setting up the robot to perform tasks and interact with students alongside one of my prefects, Maia Vethencourt was both challenging and rewarding - it combined problem-solving with creativity in a way that was incredibly engaging. Watching how the robot captured the imagination of younger students was especially fulfilling, as it showed how technology can be both educational and inspiring.
How have the opportunities in the Tech Lab helped you grow, both academically and personally?
The range of opportunities in the Tech Lab have helped me grow academically by deepening my understanding of applied computer science concepts, like machine learning, robotics, and software development. Personally, it’s boosted my confidence in experimenting with innovative solutions. I enjoy holding meetings in the Tech Lab with my prefects and computer science teachers, where we collaborate on new ideas, plan events, and discuss ways to further integrate technology into the school community. Seeing so much modern technology in one space has been incredibly exciting - it’s almost like stepping into the future. What makes it even more inspiring is how accessible it is; the opportunity to get handson with cutting-edge tech has further fuelled my passion and reinforced my desire to pursue a career in computer science.
As an IB Diploma Computer Science student, how has the Tech Lab enriched your understanding of technology and innovation?
The Tech Lab has enriched my understanding by providing a hands-on environment to explore concepts I’ve learned in class. I’ve been able to experiment with real-world applications of algorithms, such as in the flight simulator project, where we observed physics in action through tangible, interactive experiences. It has also introduced me to technologies like augmented reality, expanding my perspective on the future of innovation.
In your role as Digital and Enterprise Captain, how do you encourage students to get involved and explore new technologies?
I encourage other students by organising workshops and demonstrations to showcase what the Tech Lab has to offer. For example, the Digital and Enterprise team have recently introduced the esports setup to groups interested in gaming, to highlight the connection between fun and skill-building. After conducting try-outs throughout the Senior School, we have chosen a team of players who will be participating in the Girls’ School Association (GSA) Esports Tournament, a new and exciting opportunity for students. Promoting events and sharing success stories also help to widen participation.
What are your hopes for the future of the Tech Lab and its role in shaping future students’ learning experiences?
My hope for the Tech Lab is that it becomes a cornerstone of interdisciplinary learning, where students from all subjects can integrate technology into their projects. I’d love to see the Lab offer even more resources, like VR development kits or advanced AI tools, to push the boundaries of innovation. I also hope it inspires future generations to see technology not just as a tool, but as a way to solve real-world problems and create impactful change.
Has the Tech Lab inspired or shaped your career goals in any way?
Absolutely. The Tech Lab has reinforced my passion for technology, particularly in areas like robotics, AI, and innovation-driven entrepreneurship. Working on projects like Tobbie Robot and exploring cutting-edge technologies has shown me the endless possibilities in these fields. It’s inspired me to pursue a career that combines technical expertise with creative problem-solving. I hope to bring the same spirit of innovation to whatever I do in the future.
Breaking Barriers
We are always delighted to celebrate the achievements of our alumnae. In this edition of the Muse, we feature 2023 alumna, Sophie Forbes-Laird, who has taken an inspiring path since leaving BGS.
Now in her first year at the University of Manchester, Sophie is studying International Disaster Management and Humanitarian Response, a course that aligns with her long-held ambition to join the Army. Her commitment was recognised in the Lower Sixth when she earned a place on the highly competitive Army Officer Scholarship Scheme.
The scholarship is fiercely competitive, with only 51 recipients nationwide in Sophie’s year. It provides financial support during university and requires scholars to train with their local Officer Training Corps (OTC). For Sophie, this means balancing the demands of academia with her role as a part-time soldier in the Manchester and Salford OTC, a reservist regiment for students. Upon completing her degree, she will join the Royal Military Academy at Sandhurst to begin officer training.
In October 2024, Sophie achieved another milestone: completing the Cambrian Patrol, one of the most challenging events in the British Army. Spanning 48 gruelling hours in the Brecon Beacons, this competition tests endurance, skill and teamwork under extreme conditions.
Sophie shared her reflections on the Cambrian Patrol and her trailblazing role: “My regiment, the North West Officer Training Regiment, participates in Cambrian each year. It’s open to teams from across NATO, including regular and reservist regiments. When I saw the photos of past teams at our barracks, I noticed they were exclusively male. Learning that no female had ever made it onto my regiment’s team became my ultimate goal.
The selection process was daunting, especially as the only woman. Fitness tests involved progressively heavier loads, culminating in 30kg rucksacks during selection week in the Brecon Beacons.
Being the sole female came with unique challenges, from logistical adjustments such as sourcing equipment to fit my frame to navigating the isolation of being housed separately on base. These hurdles only strengthened my resolve.
Cambrian is far more than a physical test. It demands technical expertise, including battlefield casualty drills, anti-drone operations, and chemical threat responses. I had to learn quickly as the youngest and least experienced member of the team. Crossing a river with full kit, weighing 45kg, tested my resilience as a weaker swimmer. Yet, through teamwork and determination, we persevered.”
Sophie described the patrol as the toughest challenge she has faced, pushing her body to its limits: “Carrying 90% of my body weight across the harsh Welsh terrain was relentless. We trudged through mud, faced freezing conditions, and navigated simulated explosions and enemy attacks. It was terrifying, exhilarating, and ultimately rewarding.
My time at BGS instilled in me the belief that I could achieve anything, regardless of gender. This self-assurance, fostered by an environment that championed ambition and resilience, was pivotal in reaching this milestone. I owe so much of my determination to the values instilled in me at BGS.”
Looking ahead, Sophie is eager to continue her military journey and inspire others: “I’m excited to return to Cambrian next year and hope to see more women in the selection process. Sandhurst and my future career in the military await, and I am ready for the challenges ahead.”
Sophie’s journey reflects the values that BGS nurtures, demonstrating how self-belief and determination can help overcome any challenge, together with the importance of never seeing gender as a barrier to achieving your goals.
The BGS 20-somethings
It is incredible to think that BGS now proudly boasts 13 years of alumnae, with over 1000 students moving beyond BGS and starting to build exciting careers. We caught up with a few of them to find out what life after BGS has had in store for them so far…
Sofia Bonito (2021)
Sofia is in her final year at Imperial College London where she is reading Biomedical Sciences. Alongside her studies, Sofia is part of the Central and North West London research team in the Department of Child and Adolescent Psychiatry. Under this team, she is working with Univa Health Ltd to examine the potential of using smartphone technology for capturing vital health data for eating disorder patients whilst on waiting lists for treatment.
She is also working on a research programme which assesses behaviours of adolescents with eating disorders, and a systematic review on the effect of MDMA on social functioning and cognition. Additionally, Sofia holds two roles within the university, serving as the Grants and Networks Opportunities Officer and Secretary of the Psychology Society.
Sofia plans to embark on MSc in Translational Neuroscience at Imperial and continue her studies with a PhD, hosted by her research team.
A talented pianist, Sofia continues to teach the piano and music theory around her studies, as well as running a choir for a local mental health charity.
Sabira Egan (2021)
Sabira studied BASc Economics and Global Sustainable Development at the University of Warwick. During her studies Sabira gained extensive work experience at a number of financial institutions and undertook several programmes aimed at promoting women in the financial sector. This included two internships at the Bank of America which has led to a highly coveted graduate analyst role beginning this Autumn. Sabira was one of only five graduates hired in the UK.
Always a keen footballer, Sabira continues to coach football at her local club, Kempston Rovers.
Dr Alice Frost (2017)
Alice studied Medicine at the University of East Anglia and initially planned to pursue General Practice. However, an emergency situation at a charitable boxing event, where she provided medical assistance to an injured participant, led her to change direction. She is now training to become a Consultant Anaesthetist in Anaesthesia and Intensive Care, a journey she expects to complete in the next eight years. Alice enjoys the variety and breadth of her role, which spans general theatre, the delivery suite, pain clinics, and intensive care. She hopes to spend a year working with the Air Ambulance team as part of her training.
Recently, Alice worked alongside fellow alumna, Chantal Duchenne (2015). Outside of work, Alice is a committed triathlete and has completed several Half Ironman competitions, enjoying the competitive nature of the sport alongside her demanding career.
Tara Joe (2015)
Tara graduated from the University of York where she read Politics and International Relations. Her experience to date includes working as political staffer for a Member of Parliament and a consultant delivering strategic public affairs for a range of clients across sustainability, housing and technology sectors.
Tara is currently the Public Affairs Manager at Electrical Safety First, where she leads the charity’s public affairs activity in Westminster. Electrical Safety First is an organisation dedicated to reducing the number of injuries and deaths caused by electricity across the UK.
Alongside her daily work, Tara is part of the Leadership Team at Labour in Communications, Labour’s fastest growing professional network of supporters working in the communications, media and public affairs industry. Here, Tara spearheads a network of policy groups and oversees the community’s engagement strategy.
Rhea Kooner (2021)
Rhea studied History at the University of Nottingham. She particularly enjoyed the wide-range of the histories covered on her course which included European and US history, the Windrush generation and the Cold War period. Rhea’s dissertation was a highlight of her degree, exploring the largely overlooked history of Antebellum New Orleans. It examined how the city’s free Black population challenged slavery, fostering resistance and reshaping Louisiana’s legal landscape. Uniquely, her research connected the rise of Black consciousness to heightened White anxiety and the resulting legislative backlash. By uncovering these connections, her work offered a fresh analysis of Black agency’s impact on societal and legal changes in the South, challenging existing interpretations and filling a gap in historical understanding of Black consciousness in Louisiana.
While at university, Rhea was a member of the Law Society and undertook a number of varied internships across the political, luxury brand and accountancy arenas around her studies, which have helped shape her future interests.
Rhea has just embarked on her Post Graduate Diploma in Law at the University of Law in London. She hopes to pursue a career in Corporate Litigation and Dispute Resolution and is keen to join the legal team of a large brand.
Sophie Scott (2022)
Post school, Sophie was eager to obtain a degree, get into the workplace, earn some money, and work for a luxury brand - all at once. The idea of a degree apprenticeship really appealed to her and she successfully applied for a Business and Management Degree Apprenticeship at Mercedes-Benz UK, which is awarded in conjunction with Cranfield University. She said she was attracted to the company’s commitment to sustainability and the brand aligns with her values.
Sophie’s week is spilt with four days in the office and one day at university, based at the new MK:U campus. A modular university course, the programme integrates with everything she is learning in the workplace. All her assignments are group tasks and there are no final examinations, which was also part of the appeal. Throughout the programme, Sophie also benefits from mentorship and she is now herself mentoring a first year student on the same pathway.
As part of the programme, Sophie will experience a number of different departments across the business and will be shortly working for the Product Team.
Zoë Davis (née Carter, BGS 2014)
International Baccalaureate student, Zoë went on to read Natural Sciences at the University of Cambridge, where she achieved a First Class degree. She spent the next seven years as a management consultant working with pharmaceutical and biotech companies on their R&D and commercial strategies.
Having always loved food and cooking, Zoë enrolled this year at Ballymaloe Cookery School, in County Cork, Ireland. She lived on their organic farm for three months honing her talent, with the view to a career change. She is passionate about the link between sustainable farming, great tasting food, and our health and wellbeing. Zoë is now working as a freelance chef and available to cater for small-medium events locally @cartercookery.
Rachel Briggs (BGS 2015)
From an early age, Rachel was interested in the built environment including the architecture, design and construction of buildings. Following school, Rachel undertook an industry year working as an Assistant Quantity Surveyor for AC plc before going on to Oxford Brookes University to study Quantity Surveying and Commercial Management part time for six years whilst working full time in industry for London-based developer Galliard Homes, progressing to a Senior Surveyor.
Rachel specialises in high rise residential developments and oversees the recladding projects to Galliard Homes’ portfolio since the new Building Safety Regulations. Galliard Homes are partnered with the organisation, Women in Construction, to encourage more women to go into the industry.
Beyond the Game: USA Sports Tour
“The USA lacrosse and hockey tour was an incredible experience that I will never forget. The balance between exploring amazing places and playing high-level sport was perfect.”
Molly Lincoln, BGS Sports Captain
Molly’s reflection captures the spirit of the USA sports tour this summer, which created countless cherished memories for the 40 students and PE Department staff who embarked on a 12-day journey along the East Coast of the USA in July 2024.
Mrs Verity Mason-McLeod, Director of Sport, explained the purpose of the ambitious tour: “The aim was to combine competitive sport, cultural exploration and unforgettable team experiences. For our hockey and lacrosse squads, it was an opportunity to test their skills against high-calibre American teams while taking in some of the nation’s most iconic sights.”
Mrs Mason-McLeod continued: “We aim to organise large international sports tours every three years, with the previous hockey and lacrosse tour taking place in California in 2016. However, due to COVID travel restrictions, this trip was delayed. We were all grateful to finally experience this outstanding trip, creating memories that will last a lifetime.”
The tour began in Washington, D.C., where the team enjoyed a mix of sightseeing and cultural immersion. Highlights included visits to the Smithsonian National Museum of Natural History and the White House, providing a powerful introduction to their American journey. These experiences helped the team bond and mentally prepare for the competitive matches ahead.
From Washington, the students travelled to West Chester University. There, they participated in training and friendly matches on university-level fields, engaging with American athletes and gaining valuable experience before the intense fixtures to come.
A major highlight of the tour was the Apex Lacrosse Tournament. Mrs Mason-McLeod reflected: “This tournament allowed the BGS lacrosse team to face some of the strongest school teams in the U.S. It was a fantastic opportunity to experience the fast-paced, high-energy American style of play. The players showed resilience as they adapted their tactics and coped with the intense heat. Through strong defensive and attacking strategies, the team grew in confidence and gained valuable lessons.”
Lucy Nissen, Lower Sixth, shared: “Playing hockey and lacrosse in America was an amazing experience. Visiting museums and monuments in Washington, D.C. was incredible, and playing our first lacrosse fixture as a team felt phenomenal. Meeting players from the U.S. was one of the highlights, and we formed many new friendships. The last fixture, which marked the Upper Sixth’s final match, was a bittersweet moment, seeing them come together one last time to win. It was a life-changing trip I will always remember!”
Millie Perry, Year 10, shared her highlights of the tour: “Some of my favourite parts of the hockey and lacrosse tour were exploring the different cities we visited and making friends with some of the players we competed against. Participating in sports abroad helped build my confidence by playing against opponents with different skill levels and understanding how they approach the game. My favourite city was either Boston or Washington, D.C. I especially loved Washington, where I enjoyed exploring the city, visiting the White House, and going to the museum.”
Beyond the sports schedule, the group explored iconic locations such as New York City, where they watched a football match at the New York Red Bulls stadium, and visited King of Prussia, one of the largest malls in the U.S.
In Philadelphia, further matches and training sessions sharpened the students’ skills while fostering teamwork. The tour concluded in Boston, where the group celebrated their achievements. They explored the city’s rich
culture, visited a renowned aquarium and played their final match against Winchester, a well-contested game that showcased the team’s growth throughout the tour.
For PE teacher, Mrs Rachael Lombaard, the trip held a personal significance: “The USA lacrosse and hockey tour was particularly special for me as I shared sport, culture, food and (shopping!) in the country where I was born, raised and educated. I was especially touched by how much the students enjoyed visiting Boston, my home city. Their resilience and enthusiasm throughout the tour was inspiring. It was a pleasure to take such a talented, kind, and fun group of students to play some incredible hockey and lacrosse in the USA!”
Sports Captain, Molly Lincoln added: “The staff and players on the trip made our time together truly special, and we all felt so supported by one another. The weather was often extreme, ranging from lightning and heavy rain to intense heat, but we persevered and excelled in playing sport outside of our comfort zone. Excursions like Six Flags roller coaster park were unlike anything I’ve experienced in the UK – the rollercoasters were enormous and absolutely thrilling. The bus journeys between locations flew by with fun games and entertainment from the microphone at the front. I feel so lucky to have been part of the BGS USA tour, which helped me to grow in my hockey and lacrosse journey while creating unforgettable memories with everyone on the trip.”
Alice Young, Upper Sixth, reflected: “Through competing against a range of teams, the USA tour not only challenged me but also allowed me to experiment with my play, helping me to develop my lacrosse and hockey skills. Whilst the sport was a highlight of my time there, I also enjoyed socialising with my teammates from different year groups, both on and off the pitch, which brought us closer ahead of the new hockey and lacrosse season. Exploring cities such as Boston, New York, and Philadelphia was another aspect I looked forward to, as each city offered unique activities and something enjoyable to experience.”
Mrs Mason-McLeod concluded: “The tour was about more than just sport. It was a journey of growth, both as athletes and as individuals. The players returned with stronger bonds, enriched perspectives and treasured memories. The staff are immensely proud of how the students embraced every aspect of the trip. These experiences will stay with us all for years to come.”
Steffi Graf Legend in their Lifetime
Former Professional Tennis Player
Ifirst heard about Steffi Graf as a young sporty girl, watching Trans World Sport on the TV early on Saturday mornings back in the mid-1980s. As a junior club tennis player at the time, I was fascinated by her athleticism and strength on the tennis court. I was hooked! I remember racing home from school over the two weeks in the summer to see her in action at Wimbledon on our family TV, glued to the screen, in the hope of seeing Steffi victorious. My fondest birthday present was an endorsed Steffi Graf tennis racket which I treasured and used in my weekly tennis squad, hoping one day, I could hit a forehand like Steffi!
Born in Germany in 1969, Steffi began playing tennis at the age of three. By the time she was 13, Steffi had turned professional, and by 1984, she had already cracked the top 100 rankings. However, 1987 marked her true breakthrough year as she won her first Grand Slam, and so began my lifelong love of tennis. That same year, she claimed the No.1 ranking, overtaking the renowned super star, Martina Navratilova and marking the beginning of her dominance in the sport. Steffi’s consistent success came from her powerful game style, which combined an exceptional forehand, agility, and unmatched mental toughness.
The pinnacle of Steffi’s career came in 1988, a year that remains unparalleled in tennis history. That year, she won all four Grand Slam titles—the Australian Open, the French Open, Wimbledon, and the U.S. Open—and capped it with a gold medal at the Seoul Olympics, achieving what became known as the Golden Slam. No other player in tennis has matched this achievement, and it established her legacy as one of the most complete players of her generation and cemented her reputation as a role model to future generations of female players.
Throughout the late 1980s and early 1990s, Steffi dominated the women’s game, but by the mid1990s, she faced various injuries that led to some setbacks in her career. Despite these challenges, she managed to win her final Grand Slam title at the French Open in 1999, defeating the emerging young star, Martina Hingis, in a dramatic and emotional match. Later that year, she announced her retirement from professional tennis, leaving the sport at the peak of her abilities and with a remarkable legacy.
By Mrs Cat Magee Director of SEND
Following her retirement, Steffi largely stepped away from the limelight but remained involved in tennis through charitable work and by playing in select exhibition matches. She married fellow tennis champion, Andre Agassi in 2001, and the couple have two children together. Steffi also established the Children for Tomorrow foundation, which focuses on providing support for children affected by war and violence, demonstrating her commitment to using her platform and voice for positive change.
Steffi Graf’s legacy in tennis is marked by her unparalleled athleticism, her mental resilience, and her grace both on and off the court. Lessons we can all learn from and apply to all aspects of our lives. Her phenomenal record of 22 Grand Slam singles titles has only been approached by Serena Williams, and her 1988 Golden Slam achievement remains unmatched. Steffi’s style and competitive spirit influenced generations of players, and she continues to be celebrated not only for her accomplishments but also for the dignity and sportsmanship she brought to the game.
In the history of tennis, Steffi Graf’s name is synonymous with excellence, and her career remains a benchmark for greatness. Her unique blend of power, finesse, and determination has left an indelible mark on the sport and continues to inspire fans and players around the world.
Today, I am still a club tennis player with the realisation that I will never have a forehand like Steffi!! I have already bought my tickets for Wimbledon Ladies Final Centre Court 2025, where the power of the female game continues, and I cannot wait to be a part of that special day.
