The F'Hill Story 2022-23

The

F’Hill STORY

“I offer you this idea to toy with; it is only by showing our vulnerability ie by not knowing, or by experimenting will one truly develop.”

And so we are back!

It is simply wonderful to have enjoyed a full school year with the beautiful buildings and grounds buzzing with pupils and staff.

One of my stand out images of this year was in the first week of term seeing the girls careering down the hill – racing to enjoy themselves. It was an image I enjoyed over and over as the year progressed, bags flying, blazers flapping; sheer, unadulterated joy.

We have been freed from bubbles and oneway systems, from a lack of community activity, indeed from a restricted life.

While we all remain vigilant of the COVID-19 pandemic, we met this new school year with a sense of positive anticipation. Indeed, I would say gratitude is an emotion of which I am very mindful in these post-pandemic days.

I recognise that we are incredibly fortunate to spend our days on the Hill in such an enriching environment. The space, both indoor and out, the breadth and depth of knowledge and expertise that abounds and the culture of engagement and curiosity is integral to Farnborough Hill. It is this love of learning that allows us all, if we are open to it, to grow each and every day.

This idea of growing is essential to us. Our central business at Farnborough Hill is to educate. This means academically, but also in the other key aspects of life: morally, spiritually, aesthetically, physically – it means to prepare young people for adult life; to be the best version of themselves.

I believe this process can only really take place if an individual is open to learning and therefore to acceptance of making mistakes. I offer you this idea to toy with; it is only by showing our vulnerability ie by not knowing, or by experimenting, will one truly develop. Mistakes are part of growth but we, as a community need to embrace mistakes as a positive element in life. Instead of being downcast, fearful or ashamed when we get things wrong let us all, this year, adopt a positive mindset and embrace the new.

Let us look to learn in an alternative way.

“When you make a mistake, throw your hands in the air and say ‘how fascinating’” – Ben Zander

I urge you to say this with verve and an inquisitive nature.

This attitude of exploration and the art of the possible is a key part of our work with the pupils going forward. What I and all my colleagues wish for, for our pupils, is that their eyes light up when they embrace challenge, opportunity and learning; that they are realised by their time at Farnborough Hill, and that they are true contributors to the world around them.

Ms Alexandra Callaghan, Head

HIGHLIGHTS from the Hill

SENIOR PRIZE GIVING

The achievements of the Class of 2021 were acclaimed in traditional style at the School’s Senior Prize Giving in November 2021. In the Head’s report, Ms Alexandra Callaghan expressed her pride in the sense of purpose, joy and curiosity that ebbs through every facet of life on the Hill. She reminded us that all the events, achievements, experiences, reimagining, successes and good old-fashioned fun which took place this past year were all in the pursuit of educating the whole person. She recalled the story of the founding Sisters of the RCE and told us that she has often marvelled at the tenacity and vision of these women. The goal at Farnborough Hill is to help our pupils blossom into strong, courageous and compassionate women, the best version of themselves, as evidenced by the young women being celebrated, and that the model for this is to be discovered amongst our founders.

JUNIOR PRIZE GIVING

At the end of the Summer Term 2022, we celebrated a joyful and relaxed Junior Prize Giving with Years 7 and 9 pupils and parents. Our new Head Girl (Charlotte Butler) and Deputy Head Girls (Aimée Howell and Aoife Klais) spoke with warmth and encouragement to the School community, reminding the girls that they have all accomplished a huge amount to be proud of in this academic year. Ms Alexandra Callaghan spoke to the girls about the ‘superpower’ of confidence and self-belief. This is a message that teachers at Farnborough Hill support so strongly. Believe in yourself and you can achieve anything.

PUBLIC EXAMINATION RESULTS

The summer 2022 Results Days were especially joyful as the majority of pupils had returned to the normality of external GCSE and A level examinations, and the hugged-filled celebrations that come with achieving their best. At GCSE the Expressive and Creative Arts (Art, Drama, Music and DT) all averaged over grade 7, as did History, Geography, Greek, Latin and Physics candidates, while 49% of all grades achieved were 9-7 (formerly A*-A); 71% were 9-6. Music in particular saw impressive achievements, with 88% of pupils achieving 9-7 grades, while DT (75%), History (74%) and Geography (72%) also performed strongly in the 9-7 grade metrics. The results at A level were even more impressive with students achieving the School’s highest percentage of A*-B grades (92.5%) to date across years where public examinations were taken, while 26.4% of students attained at least one A* grade. Almost 70% of girls achieved A*-A grades, and the average grade for the Year Group was A. The A level results placed the School 48th in the Telegraph’s Independent Schools League Table (accessed August 2022). Head Alexandra Callaghan said: “I would like to acknowledge the tenacity and grit of each and every pupil for the way they stood up to the challenges of the past few years to achieve the exceptional public examination results that they have earned. Alongside their peers in other schools and colleges, Farnborough Hill pupils have triumphed after several years of adversity and should be incredibly proud of their well-deserved grades.”

ADVENT CAROL SERVICE

It truly was a joy to see the community together again at the Christmas Bazaar and Advent Carol Service after the restrictions and distance of the last 18 months, and for it to be at this most special event in the Christian calendar, made it all the more poignant.

PSHEE DAYS

PSHEE days allow pupils the opportunity to spend the day out of the classroom to explore topics not normally covered on the main academic curriculum, while building bonds and firming friendships within their Year Group.

Year 7, guided by representatives from Baker Hughes, enjoyed a day focused on Climate Change. They participated in a Dragons’ Den-esque task to design an eco-friendly phone charger, they played a catastrophic game involving spending points wisely with the aim of stopping Climate Change by 2050 and they then had a teambuilding exercise using recycled materials to build tall structures.

Year 8’s PSHEE day allowed them to explore some of the challenges which may lurk in their teenage years. They talked about confidence building, resilience and internet safety, before enjoying working together in small groups to solve an escape room.

Pupils in Years 10 and 11 enjoyed not one but two PSHEE days. Year 10 covered budgeting, politics, resilience and self-defence on their first day, and ethical consumerism, refugees, first aid and drugs and alcohol on their second. Their broad theme for both days was ‘Living in the Wider World’.

JLTREES: A NEW FESTIVE TRADITION

The 2020 - 2021 Junior Leadership Team envisioned an initiative to bring our school community even closer, through objectives of sustainability, wholesomeness and growth. Passed onto the 2021 - 2022 JLT was a plan to achieve this, using the environment around us and tying in the season that Farnborough Hill celebrates wonderfully - Christmas. This plan involved the planting of five Christmas trees, one for each House, which will grow for seven years until the current Year 7 are in Upper Sixth, and at the end of the seven years, the tallest tree will be uprooted, bedecked and displayed in the Grand Salon for Christmas. Each year, five more trees will be planted for the new Year 7, and so at its height, we will have 35 Christmas trees.

The focus of Year 11’s first day was ‘My WellBeing; My Responsibility’, tying in with World Mental Health Day. They enjoyed sessions on navigating relationships, internet safety and meditation, before participating in a fun salsa lesson and pausing with a ‘Well-Being Hour’. They left the day with their own Mental Health Toolkit, to look after themselves and their friends. Their second day was all about preparing for their futures, with activities including CV writing, determining personality types and interview techniques.

The Upper Sixth students enjoyed two final PSHEE days. They learnt about financial responsibility, protecting mental health and also had a panel session with Old Girls currently at university about getting the most from student life.

HIGHLIGHTS from the Hill

COMMUNITY FEAST DAY

Community Feast Day is an important annual celebration in the Farnborough Hill calendar. It is the day upon which we are reminded of the vows four young women took over 200 years ago, in post-Revolutionary France, to dedicate their lives to God and to educating girls through the Religious of Christian Education; the Order upon which Farnborough Hill was established in 1889.

Each year, the School is honoured to unite with the RCE Sisters to celebrate this joyous day and remind the pupils of the giving nature of these amazing women. The traditional Community Feast Day Mass was sentimental and reflective, and was all the more poignant as it was presided over by Fr Tony Sultana, SDB for the final time, who retired after more than two decades of dedicated service to the School.

The Sisters have been focusing on the climate change challenges, the Season of Creation, and Pope Francis’ letter ‘Laudato Si’ about ‘caring for our common home’. As such, the theme of the day was climate change and the afternoon entertainment included Upper Sixth student Renee Orleans-Lindsay’s recitation of her poem ‘a united solution’ (see page 13), which she had read at COP26 earlier in the month, and addresses from ‘Laudato Si’. Also included were the winners of the art and poetry climate challenge competitions that were held to mark the year’s Community Feast Day celebrations.

THE LAFOSSE SIXTH FORM CENTRE

Work was completed on the new Sixth Form centre at the end of the academic year. Named after Abbé Louis Lafosse, who founded the Order of Religious Education who later set up Farnborough Hill, the Lafosse Centre will be a hub for the Sixth Form. With both social and study spaces, and glorious views over the Hill, the Classes of 2023 and 2024 cannot wait to begin using it.

The Right Reverand Dom Cuthbert Brogan OSB, Abbot of Farnborough, blessed the graves of the RCE Sisters in a special ceremony attended by a small number of pupils and staff

Sister Elizabeth McCormack RCE addressed the pupils in a special assembly

Pupils gathered on the Hill in their Houses before entering the Chapel for Mass

There is an ethos of kindness and social awareness that percolates through the school. This successfully encourages pupils to respond positively to need, accept and fulfil responsibility, and understand others’ needs in society and the wider world.

Pupils demonstrate maturity in their decisionmaking and have high personal standards.

Pupils have a highly developed appreciation of the non-material aspects of life.”

ISI Inspection

Farnborough Hill has once again received top marks for both the academic achievement and development of its pupils, and for their personal development, following the School’s recent Independent Schools Inspectorate (ISI) inspection.

The School earned the highest possible gradings of ‘excellent’ for educational quality, both academic and personal, following the full inspection which took place in mid-March 2022. It was a robust process in which every aspect of school life was reviewed. Evidence was obtained from pupils, parents and staff and from widespread first-hand observations by the ISI inspection team, appointed by the Department for Education to monitor standards in the independent schools sector. In addition to its ‘excellent’ educational ratings, Farnborough Hill also met all the required standards following its Regulatory Compliance Inspection.

Alexandra Callaghan, Head, commented: “I am absolutely delighted that the inspectors witnessed and reflected what we see every day: that our young people are quite simply thriving through our accompaniment, and can be, and achieve, the very best version of themselves at Farnborough Hill.”

“We are extremely proud of the hard work, motivation and commitment of our pupils, staff and families in providing the best possible environment and opportunities for the girls to flourish and succeed, no matter their gifts and passions.”

Pupils are highly confident and aware of their strengths, approaching their studies with resilience and self-discipline.

Across the school, [pupils] display a thirst for knowledge that is contagious. Pupils aim high and work hard to achieve their ambitions. They know how to improve their learning and are determined to excel. They support each other well.

Pupils’ achievement in a wide range of curricular and cocurricular activities is excellent.

Pupils of all ages demonstrate outstanding communication skills. They are articulate and enjoy communicating with each other and adults. There is a real desire to get involved in lessons, share ideas and listen to the views of others.

Pupils have very positive attitudes to learning. They are highly motivated, keen to do well and delight in others’ achievements.

Pupils are highly conscientious and display an excellent work ethic. They approach their studies with energy and determination, relishing the opportunities to work collaboratively.

Garden of Hope

Hope is such a powerful thing that we are lucky to experience, as is reflection and being able to say thanks. The School Chaplain, Mrs Nelle Dalton says: “Hope helps us look ahead to the future, to our ultimate goal, and overcome difficult moments in our life. Reflection is key to processing and gaining insight into our experiences. The greatest prayer of all is to say ‘thank you.’”

On Thursday 5 May 2022, the whole School came together for a wonderful Service of Hope, Reflection and Thanksgiving. The idea of this Service came about during the challenging days of COVID-19 lockdowns. In the most isolated moments, we knew we needed a shared hope for the future and that hope, it was decided, would be for an afternoon for our community to congregate, to savour togetherness, to reflect on this historic period and honour all of those whose efforts have helped us emerge from the pandemic. The Service involved pupils from every Year Group, as well as staff and we were honoured and grateful to have been joined by Sr Elizabeth McCormack, RCE, Sr Rosemary O’Looney, RCE, Mrs Julie Micklethwaite, who is a governor and former parent, Ms Stephanie Dobbin, President of the Old Girls’ Association, and Mrs Tanya Cinelli, Chair of the Farnborough Hill Friends and current parent.

Following the Service and lunch, there was a gathering to unveil our new Garden of Hope. It has been established as a beautiful memorial

at Farnborough Hill to mark the challenging times we all faced during the pandemic. In the courtyard outside the Chapel Corridor, we planted six rose bushes representing pupils, staff, parents, sisters, governors and Old Girls. In addition to the roses, we buried two time capsules with items relevant to the last two years; our Farnborough Hill Book of Hope, letters to parents and staff from the School, a face mask with bees on it, sheets of music of songs that we have played on virtual recordings, a cross, a COVID-19 testing kit, a school badge and a letter from Ms Alexandra Callaghan, as custodian of our school now, writing to a future custodian of Farnborough Hill. When these capsules are opened some time in the future, these items might give a glimpse of our experience of the pandemic. It is our wish that the Garden of Hope will continue to serve as a symbol of light and beauty throughout the years, especially when pupils or staff are in need.

Ms Callaghan described the day as “a moving yet incredibly happy one; it felt so light, so positive as we look to the future and see those dark clouds, that are still just a little bit on the horizon, are moving away.”

Custodianship. What an honour; but it is only temporary. We are part of a journey, and this School will go on long beyond any of us. That is a wonderful thing to have been gifted.

Alexandra Callaghan, Head

Selling 300 doughnuts in 16 minutes was an occasion to remember

Farnborough Hill Friends

This year the Friends’ committee enjoyed its biggest year yet! We welcomed many new members, and said goodbye to some of our old members, as their daughters left this wonderful school community to join various universities across the country.

Our most exciting membership additions, however, were the two new positions of Sixth Form Committee Representatives. Caterina Cinelli and Cristina Brown from the Lower Sixth became the link between the School administration, the parents and the pupils’ voices. Having pupils on the committee has added a whole new dimension to our team. Our events are more relevant with direct feedback from our pupils, and their in-school marketing increased our ticket sales substantially. Caterina and Cristina worked every event they could, from setting up to packing up and everything in between. We say goodbye to our sensational current pupil representatives as they move on to Upper Sixth, and interviews will take place for their successors for 2022 - 2023. Thank you both.

The Friends had an outstanding year financially, and these funds were put back into enhancing pupil life at school. Following COVID-19, it was important to get the girls out into the fresh air, so after a walk around the grounds, new outdoor furniture was purchased for the pupils and staff to sit on and enjoy the grounds. In addition, we purchased three branded gazebos and, most excitingly, wrote a cheque for £4,000 to purchase a race car. Yes, a race car! Mr Alan Rees sent an exciting proposal for a new initiative for our pupils to build and race their own ecofriendly racing car. Shortly, the Green Car Club will be launched – we really can do anything at Farnborough Hill!

Some other highlights were selling 300 doughnuts in 16 minutes, starting a Second Chance Uniform store, branding our Christmas puddings with stunning and original artwork by Mrs Rosemary Byrne, Head of Art, and of course our very first ‘Cinema on the Hill’ event. This incredible evening saw around 700 guests join us for the most perfect summer event. A 10-metre screen was erected, picnics were laid, and Mamma Mia! was shown under the stars. If you joined us, I am sure you would have also been highly moved, as Dancing Queen came on, and one by one hundreds of our girls spontaneously stood up and ran down the hill to sing and dance together in sheer joy. One after the other, after the other…after the other…. Farnborough Hill - pupils, staff, parents, friends, community. Thank you for supporting us!

Tanya Cinelli Chair of Farnborough Hill Friends and Events Lead

The inaugural Cinema on the Hill was a truly special evening and one which we hope to repeat each summer

The Wider World

NATIONAL POETRY DAY

Thursday 7 October 2021 was National Poetry Day and Farnborough Hill joined in the national celebrations by asking the staff to contribute a spine poem. Stacking books to reveal the titles and forming them into a poem. This proved quite popular and really got the creative juices flowing. Staff chose books from the Library or home to make their creations. Mrs Katherine Bell’s emailed poem (delivered at 10.30 pm!) about the joys of early years parenting raised quite a few knowing looks and smiles. Frau Christina Balsom’s spine poetry in German was a great addition to our collective. The translations are just as lovely too. Our Drama Department went into overdrive with their poetry, Mr Erik Anders went through the drama books in their office to come up with their numerous spine poems.

Library lessons for some classes from Years 7 and 8 saw pupils creating 12-minute poetry from a box of inspiration, a shoe box of intriguing items and, of course, the Shakespeare duck got involved too. They had 12 minutes to come up with a poem and then we had each pair read their poetry creation and show their inspiration. This was a lot of

fun in class and the quality of poems that were written in such a short amount of time was very impressive. All sorts of different styles of poetry resulted, from rhymes to limericks, free verse to haiku, and narrative poetry, and an almost sonnet.

During lunchtime the Farnborough Hill Mobile Library went out on the Hill with lots of Poetry books and a spontaneous poetry slam ensued. Year 7 had Mrs Nelle Dalton’s help with the dramatic readings, with lots of flourishes as the girls read their poems aloud to the Shakespeare duck and the wider audience. Year 9 had an impromptu time on the Millennium

Lawn steps. A crowd gathered to listen and help perform poems that they found in the books supplied. There are some excellent speech-makers and budding actors in the making as a result of the performances.

Ms Cathrin Woods, Librarian

EUROPEAN DAY OF LANGUAGES

PI DAY

14 March (3/14 in American terms) marks Pi Day, the mathematicians’ favourite day of the year. This year, Years 9 - 11, were tasked with helping to solve the mystery of Mrs Pippa Sutton’s missing pecan pie.

Armed with nothing but an iPad, the girls set off around the School to help find the culprit (for whom, according to Mrs Sutton, no mercy will be shown!). It is hard to say which Year Group was the most competitive, but all joined in with enthusiasm and smiles. The most successful groups were those who allocated tasks according to personal strengths. The athletes were dispatched around the School to find and collect QR codes, whilst others set about solving puzzles, the solution to which would unlock the QR codes and reveal a clue.

The pie thief was caught by several teams and Mrs Sutton’s afternoon treat was restored to the plate beside her coffee cup.

European Day of Languages is celebrated every year on 26 September, and the Modern Foreign Languages Department took the opportunity in 2021 to present two language assemblies. In Junior Assembly, the Years 7 and 8 were presented with idioms from different languages and they enjoyed a quiz, guessing the meaning of different idiomatic phrases. In Senior Assembly, pupils were taught about British sheep-counting dialects, proving that you do not need to go abroad to find different languages.

INTERNATIONAL DAY OF EDUCATION

Monday 24 January 2022 marked the International Day of Education. Formal education is something many of us take for granted: we wake up, go to school, learn – rinse and repeat for 14 years at a minimum. It is only when you reach the end of this cycle that you realise just how valuable education is, and when you have the choice to continue it for your own personal growth many Farnborough Hill pupils will take that option. They will go on to university or to an apprenticeship, and then out into the wider world, where they will realise education never stops. They will also realise just how fortunate they were, especially as young women, to have had the opportunity for such a brilliant education.

To mark the occasion, we reached out to past pupil Isabella Embleton (Class of 2017), who shared her journey into teaching.

Mrs Olivia Brophy -

a privilege and joy in helping to unlock someone’s understanding of a concept they previously found difficult. It’s finding the right key.”

WORLD TEACHER DAY

Tuesday 5 October 2021 was World Teacher Day. At Farnborough Hill we recognise our teachers for their commitment to educating the whole person, so to honour this day and our teachers, our pupils expressed thanks to the many who inspire and guide them. We also heard from some of our fantastic staff who expressed why they love to teach, as well as which teachers they remember from their time in education.

“‘Teacher’ is defined as ‘a person who educates.’ It seems, at face value, a perfectly sufficient definition. It is, however, for any person who has been blessed with a talented teacher, a perfectly inadequate definition. Its inadequacy is due to its attempt to reduce ‘teacher’ to mean only one role.

It would not be a stretch to say that my time at Farnborough Hill was what provided me with the foundations that motivated my becoming a teacher. It was, other than my home, the place where I spent most of my time; especially staying to complete my A levels, which meant I interacted in small groups with the same teachers every day. They were, second to my parents, the most influential adult role models I was exposed to.

Upon leaving Farnborough Hill, I completed a degree and am now a teacher on the Teach First Programme. Teachers on this programme support pupils who are in the poorest areas in England and work exclusively with children from low socio-economic backgrounds. Literacy levels are low and the interest in my chosen subject, English, is minimal. It must be said, my working environment is far from the experience of my own schooling. Often, I am proud of students for turning up at school in the morning. Despite the difficulties, I am always honoured to be part of the effort to educate the next generation of children. There is a lot to be said for environments that nurture the voices of young women. It is not to be said of everywhere. My own schooling moulded me into someone who is confident enough to stand in front of a class of 30 as their role model. I have always been prepared to speak up. Sometimes, this was appreciated. Sometimes, it landed me in trouble. Regardless, it is this attribute that has driven me to take the road into teaching that I have.

Since becoming a teacher myself, I often feel the weight of such an important role. Teachers have the power to define not only a subject but an entire perspective towards education.

I chose this path as I had, and still have, an outrage that there are so many who do not have a positive experience during the ‘14 years’ they attend school. It is certainly true, if I did not look upon my own time at school with such fondness, then I would not have nearly as much motivation for my role now. My passion for supporting the next generation to value the opportunity of education and make a difference is deep rooted. The safe, inspiring environment that was my time at school is the foundation of my desire to provide that same feeling to the most impoverished communities in England.”

“It’s

Mr Daniel Emery –

“Every

day is different; the best part is learning from the girls.”

Mr Aaron McGuire –“I love the lightbulb moments.”

The Wider World

WORLD MENTAL HEALTH DAY

Be Active

It is well documented that physical activity, whether it be as simple as a walk or something more competitive, provides positive health benefits, both physically and mentally.

Keep Learning

A key aim at Farnborough Hill is to develop a love of learning; academically, and about oneself and the world at large.

The School’s extensive co-curricular programme offers a multitude of opportunities to broaden horizons through Music, Sport, Art, Drama and much more beyond. No matter what a pupil’s passions are, or whether they have yet to be discovered, they will find something of interest to engage with, give them space and allow them to grow.

Give

Sport is an integral part of life at Farnborough Hill, and the School offers a huge range of sporting activities and clubs for those who want to participate right through to those who want to compete at the top of their game. Not only does sport promote a healthy lifestyle, but it also builds and strengthens connections and promotes teamwork, resilience and problem-solving.

F’Hill’s Four Ways to aid Well-Being

It feels good when we give, whether giving kindness, time, money or expertise.

Farnborough Hill provides pupils with opportunities to work for the betterment of others and to become compassionate leaders. Our pupils demonstrate a willingness to give their time and effort to benefit other individuals or groups, without expectation of reward or return. That could be through charitable fundraising, helping with sports coaching or clubs, or offering time and a voice by assisting with the School Council or as a Form Captain, Prefect or a member of the Junior Leadership Team.

Connect

Humans are social creatures and need meaningful connections in their lives and to have a sense of belonging. Our pupils never need to feel alone. Everyone in school shares the responsibility to care for one another and support pupils’ well-being. Form Groups are the core of this support, with Houses also essentially family units where pupils find their place and older pupils care for and support the younger ones.

The School’s Mobile Phone Policy also ensures age-appropriate devicefree time which further strengthens connections and allows valuable face to face discussion between both pupils and staff.

Amidst the challenges of the past two years, discussion around good mental health has been brought to the fore. For World Mental Health Day on Sunday 10 October 2021, we shone a spotlight on the importance of good mental health and how Farnborough Hill supports its pupils to develop self-awareness, resilience and the mindset and tools to embrace life’s challenges. The World Health Organisation (WHO) defines mental health as a state of well-being in which every individual achieves their potential, copes with the normal stresses of life, works productively and fruitfully, and is able to make a contribution to their community.

Mental health affects how we think, feel and ultimately act.

Good mental health is vital in helping children and young adults to grow and thrive, to learn and explore the world, to express and manage their emotions, to form and maintain good relationships with others and to effectively manage change or uncertain situations that they come across in their everyday lives.

At Farnborough Hill, these themes are regularly explored and discussed through PSHEE lessons, Assemblies, Form Time, Retreats, prayer and reflections. The School’s ethos centres around ‘Educating the Whole Person’ and pupils are actively encouraged to take time to engage in activities which feed their souls as well as their minds through our co-curricular programme.

As part of its extensive pastoral network, Farnborough Hill offers a confidential counselling service with Mrs Michele Blockley, available to all pupils from Year 7 through to the Upper Sixth (the School Counselling Policy provides further details). Sometimes, outside of these sessions, it can be that a pupil is having a difficult week and needs someone to talk to but does not necessarily need a full set of counselling sessions. To assist with this, Mrs Blockley offers a drop-in service every Friday lunchtime. No appointments are needed, pupils can just call in to St Raphael’s Well-Being Centre for a chat.

INTERNATIONAL NURSES’ DAY

During the first lockdown from March 2020, on Thursdays at 8.00 pm, we would gingerly leave the safety of our homes to clap, bang on saucepans with wooden spoons, ring bells, blow whistles and cheer for key workers, especially those in the NHS working on the front lines of the COVID-19 crisis. This continued like clockwork every week for around two months and inevitably, as is the nature of such trends, dwindled down. Meanwhile, nurses were still wearing extensive layers of PPE for the entirety of their 13-hour shifts, some were living apart from loved ones in order to prevent the spread of the virus and others returned to the profession to add support. Following the first wave of the pandemic, a study was taken using a survey assessing indications of Post-Traumatic Stress Disorder. It became evident that 30 to 40% of nurses and midwives were suffering from probable PTSD as a direct result of the challenges they faced due to COVID-19.

International Nurses’ Day in May is an opportunity to recognise the demanding, ever-changing and varied role of nurses in the community. Like many key workers in the pandemic, the career of nursing is vocational – it is a calling. Whilst it may not be the most glamorous job, it offers the opportunity to play a role in people’s lives when they are at their most vulnerable. I have been lucky enough to be accepted onto a dual qualification, Adult and Child Nursing MNurs at the University of Southampton, starting in September 2022. The dual qualification course is a fairly recent addition available at select universities. Being qualified in more than one field of nursing will give future nurses a greater breadth of knowledge which will be instrumental in providing rounded care to suit the unique needs of every individual. Nurses may choose to specialise in particular fields and to use their expertise, knowledge and shared experiences with patients to conduct academic research. Many nurses will continue their studies and achieve a doctorate; evidence-based practice with a real focus on patient values is invaluable for research projects.

WORLD GRATITUDE DAY

For World Gratitude Day in September 2021, pupils created a gratitude book to note things they were thankful for.

The 12 of May is not only International Nurses’ Day, but also the birthday of the famous ‘Lady with the Lamp’ Florence Nightingale. Whilst many know her name, the sum of her achievements is often overlooked. Ms Nightingale was a pioneer. During the Crimean War, she managed and trained nurses as well as tending to the wounded soldiers. She was fundamental in establishing nursing as a professional career as she founded the first secular nursing school in the world ‘St Thomas’ Hospital’ (now part of King’s College London).

Ms Nightingale is also a particularly fitting role model for Farnborough Hill as she was an active intersectional feminist, social reformer and early pioneer for women in STEM. Against the adversity of the time she reformed healthcare for everyone, including those in poverty who previously would not have had access to it; they would not have had access to what we now consider our right as British citizens. She also helped to abolish laws on prostitution which were unjustly harsh on women, she even advocated for better hunger relief in India. This one woman improved uncountable lives, her influence is felt internationally. It is often difficult to ‘dream big’ and to have the belief in yourself that you, one person, could create so much good for the world. Women still face adversity, even in today’s culture, for speaking up for their rights. Ms Nightingale is, without a doubt, an incredible and inspiring woman who proves how hard work, diligence and a passion for care can reach so far.

The nurses who worked during the pandemic have also touched so many lives across the United Kingdom and through their actions have inspired many to pursue this career. The future is bright for those working in healthcare, with many new courses, roles in management and ever-advancing scientific research –the opportunities to make a difference are vast.

Amélie Prevost-Snell (Upper Sixth)

Royal Connections

The Platinum Jubilee of Queen Elizabeth II in June 2022 led me to reflect on our own Royal associations and the many famous visitors that have walked the same corridors as us during Empress Eugénie’s time at Farnborough Hill. The outbreak of COVID-19 put paid to plans to commemorate the centenary of the Empress Eugénie’s death which fell on 11 July 2020. This was a shame as we are incredibly proud of our association with this fascinating woman whose life spanned almost a century of remarkable change, rather like our own monarch.

As Head of History and Politics at Farnborough Hill, I genuinely love showing off our school; I always enjoy the surprise that so many people display on discovering the gem that is Farnborough Hill, somewhat hidden away in the trees. Year 7 begin their History lessons at Farnborough Hill with a study of the School and building’s history. One of my favourite activities to do with new Year 7 classes is a ‘history mystery’ centred around the question, ‘Why did the Empress have such a tragic life?’ Sadly, there are many answers to that question.

The Empress was Spanish by birth and, rather like the fictional Anne of Green Gables, was called ‘carrots’ by her school mates for her red hair; apparently she was so unhappy at school in Bristol that she planned to run away to India. She caught the eye of Napoleon (later III) at a reception at the Élysée Palace, and they were married at Notre-Dame Cathedral in 1853. After the incredibly difficult birth of her only son and heir, the Prince Imperial, doctors advised against any further children. Her husband’s philandering was notorious and drove her to jealous rages. After the Battle of Sedan, Eugénie was exiled from the country that she had made her home. In 1870, she wrote to a friend ‘The events through which we are living have broken my heart. I cannot get used to the idea of France being in ruins and miserable, even less to the idea that in her day of trial I am not there.’ She arrived in England, uncertain about the reception that she would receive. She was already an acquaintance of Queen Victoria, but during the next phase of her life the relationship would develop into a warm friendship that would bring much comfort to them both.

Nothing that Eugénie had experienced so far would compare to the great tragedy of her life that was to come in 1879 and inadvertently, it was this great tragedy that would bring the

Empress to Farnborough and ultimately alter the course of this school’s history. When the Anglo-Zulu War broke out, the Prince Imperial’s regiment was stationed at Aldershot but he was determined to see active service at the front. He pestered Queen Victoria and the Duke of Cambridge to let him travel to South Africa. The Prince Imperial set sail for South Africa from Southampton in 1879; Eugénie travelled with him to the coast to wish him goodbye, not knowing that would be the last time she saw her son.

It was whilst on a reconnaissance mission that the Prince was attacked and killed. Queen Victoria received a telegram informing her of the death of the Prince Imperial. She sent Lord Sydney to break the news to the Empress. For over a month she sat in a darkened bedroom, refusing even to go into the garden and would wear black for the rest of her life. The Empress had been living in Chislehurst, Kent since the Imperial family came to England but the death of her son led her to Farnborough as she was unable to build a suitable mausoleum, for her husband (who had died in 1873) and her son, where she was currently living. Queen Victoria noted in her diary on 28 September 1880 that the Empress is ‘buying for £50,000 the property of Farnborough Hill, quite close to the Farnborough station and Aldershot with a good new house, hot houses, stables etc – fine grounds 257 acres and a fine position, on high ground. I am so glad of this’.

There are many lessons we can learn from the life of the Empress, not least resilience in the face of what could seem like insurmountable tragedy. It seems to me that Eugénie was able to find purpose in life by being active and busy and generally attempting to do good in the world. She was a great benefactress visiting patients at Broadmoor Asylum and throwing parties for poor children from Farnborough Village and the Aldershot Camp. During the First World War she gave liberally to the Red Cross, always stipulating that her gifts remain anonymous.

Her association with the School began almost as soon as the School was established in Farnborough in 1889. Then located at Hillside on the Farnborough Road, Eugénie was the guest of honour at Hillside’s Prize Giving. Having sat through many Farnborough Hill Prize Giving rehearsals myself and watched our own pupils worry about coordinating walking, shaking hands with the guest of honour and receiving their prize, I have often

Empress Eugénie outside Farnborough Hill, 1920s

wondered what they would make of the need to add a curtsey and then kiss the Imperial hand.

One boarder recalled a Bank Holiday in 1895 when the girls had been invited to play in the park opposite the house when the Empress herself, whilst walking in the grounds, came across the group of girls rather worse for wear, ‘Now after a day spent in paddling and making mud-pies on the edge of a lake, our appearance can be better imagined than described!’. I love this anecdote for several reasons, firstly because even in 1895, when we might imagine ‘Hillside’ to be a rather stuffy institution, Farnborough Hill girls were getting their hands dirty, and also, that the Empress was not phased by this one bit. It seems that she loved to be surrounded by young people. The same Old Girl quoted above added ‘If the gods had told us then, that in so many years this [ie Farnborough Hill] would be Hillside, who would have had faith to believe it?’.

With the outbreak of World War I, Eugénie was determined to do her bit for the war effort, and rather like the fictional Downton Abbey, Farnborough Hill would become a military hospital for British officers, presided over by Lady Haig, wife of General Sir Douglas Haig. King George V and Queen Mary both came here to visit the Empress and her hospital and in 1919 the King sent his two eldest sons, Edward VIII and George VI to Farnborough Hill to invest the Empress with the insignia of a Dame Grand Cross of the British Empire.

By 1920 the Empress was a very old lady in her nineties and she died whilst on holiday in her native Spain. Her body was brought back to Farnborough in great state and it must have seemed fantastical to the ordinary people of Farnborough to have crowned heads of Europe descend on the town for her funeral at Saint Michael’s Abbey.

I know that in the hustle and bustle of daily school life it is easy to forget what a privilege it is to work and learn in such a beautiful and special place. Therefore, I was particularly delighted to read the dissertation written by Old Girl Emily Wright (2019) on the evolution of depictions of the Empress Eugénie. Emily is in her final year reading History at the University of Southampton. It is a pleasure to think that the Empress continues to inspire the School community to this day.

Mrs Katherine Bell, Head of History and Politics

Jubilee Celebrations

On Wednesday 25 May 2022, the Farnborough Hill community came together to celebrate the Queen’s Platinum Jubilee, a monumental time as Queen Elizabeth II became the first monarch to celebrate 70 years of service.

The School was decorated with bunting and balloons and pupils donned their House shirts and PE kits ready for an afternoon of fun. We headed down to the athletics field where pupils from each House competed in a range of traditional ‘Sports Day’ activities, including egg and spoon races and a team relay. Worn out by the running, jumping and cheering, we then gathered on the Millennium Lawn where we sat in our Houses to listen to the festive music performed by the Wind Band.

It seemed rather fitting that at a historic time in British history we were gifted the typical and unpredictable British weather conditions as it began to rain. A back-up plan saved the day as we went inside and enjoyed cake and ice cream, before each pupil was gifted with a forgetme-not seed pot, an eco-friendly way to commemorate this incredible occasion.

As part of the Platinum Jubilee celebrations, the School Council planted an oak tree to form Farnborough Hill’s own part of the Queen’s Green Canopy.

The Wider World: Climate

At the beginning of November 2021, the Geography Department hosted a Climate Awareness Week to acknowledge the issues of climate change. This week’s theme was reflective of the 2021 United Nations Climate Change Conference (COP26), which took place in Glasgow from 31 October – 12 November 2021.

The Department ran various activities throughout the week which had pupils engaging in the statement ‘the Earth in crisis’. The Climate Bake Off saw creative portrayals of climate change, depicting various dilemmas such as melting ice sheets and glaciers, and deforestation. During the week, all years participated in the Save the Polar Bears activity which involved creating clay sculptures of the bears and placing them on ice to see how long they would float until the ice melted. The topic of climate change actively got us thinking about the ways in which we are sustainable as individuals and as a community. One of our aims around the School is to reduce waste and recycle as much as possible and we do this with various items such as paper, food, oil, light bulbs and IT equipment. Additionally, over the summer a great effort went into changing 985 light bulbs around the School to LED which are considerably more energy efficient. It will equate to a reduction, in the School’s carbon emissions for lighting, of around 33 tonnes of CO2 per year or the carbon sequestration of 1,581 trees. Our Grounds Team also helps protect our School’s wilderness areas through re-wilding; a process that allows nature to take its course and enable natural processes to shape the grounds and assist the ecosystem. The addition of bees in June 2022 has been welcome as part of this process.

COP26

As world leaders came together in Glasgow, Scotland, to accelerate action towards the goals of the Paris Agreement and the UN Framework Convention on Climate Change, the Farnborough Hill community was ‘extraordinarily proud’ to be represented at this ‘vitally important global event’ by one of its own students.

Sixth former Renee Orleans-Lindsay travelled to Glasgow to recite her poem ‘a united solution’ during the 26th United Nations Climate Change Conference of the Parties (COP26).

Renee’s poem was commended at the international competition ‘Poems to Solve the Climate Crisis Challenge’, the fourth partnership between The Poetry Society’s global Young Poets Network and People Need Nature. The Challenge asked young poets to respond to the UK’s COP26 Presidency Theme of Nature.

Renee described her participation in the event as “an exciting opportunity” to speak out against climate injustice and to add her voice to the discussions. She hopes that her poem will encourage people to think about how climate change ‘affects people disproportionately’ around the world.

Renee asserted: “Awareness has been raised, but we need to see immediate change. Climate change is an imminent threat and there are things we can do really quickly. The theme of this poetry competition really resonated with me.”

Renee has always enjoyed writing but her love for poetry emerged as she began studying towards English Literature at GCSE. Praising her teachers, Renee commented: “There is a great English Department at Farnborough Hill, and the teachers have encouraged my love of poetry. They are always willing and available to have any conversation about literature.”

Farnborough Hill Head, Ms Alexandra Callaghan, paid tribute to Renee saying: “We are extraordinarily proud of Renee’s achievement. We are thrilled that she earned this tremendous opportunity to add her voice to the crucial discussions which took place during this vitally important global event.”

“Awareness has been raised, but we need to see immediate change. Climate change is an imminent threat...”

‘a united solution’

the solution isn’t ‘go green’. rather, it’s quite a marshy brown; all the colours on the spectrum thrust together, pulled into braided harmony. might the sagging glaciers of the himalayas, dribbling into the yangtze and the indus, be nourished with kitschy korean neoprene? those gutsy, ebullient women divers; grasping cold abalone. the waning coral reefs crumbling into chroma before your eyes –your child’s eyes might they be galvanized by ghanaian manganese, buzzing phone-chip’s life and breath?

it’s coalition we need; london’s taxis fueling lima’s arid faucets, china’s offal coursing through phones rather than waters, tit-for-tat, recycling, redistribution –and if everyone made some contribution today’s teetering future might be solid, stuck

here’s a prayer for humanity and good luck.

Renee Orleans-Lindsay (Upper Sixth)

What’s the Buzz all About?

When you stop to buy honey in your local supermarket, how often do you think about the diligence it takes a honey bee to produce? It takes a hive of bees to travel 55,000 miles to produce 453.5g of honey, with each honey bee producing about 1/12 of a teaspoon in its lifetime.

Honey bees are one of Science’s notable enigmas as they have remained unchanged for 20 million years. So, why is this winged insect so important to human life? These ever so small eusocial creatures are valuable for their pollination services which are vital for ecological balance, making food production possible.

At Farnborough Hill, the Beehive Initiative has been born for this very purpose. Soon to beekeepers (pun intended!) are Mrs Sarah Oscroft, Mrs Madeline Greene Lally, Mr Jakke Tyrrell and Sr Elizabeth McCormack. We invited the Fleet and District Beekeepers’ Association, the largest beekeeping association in Hampshire, to survey our grounds which were deemed a suitable environment for the honey bees. The Association has aided in the training of Mrs Greene Lally, Mr Tyrrell and Sr McCormack, whilst Mrs Oscroft undertook her training with South Chilterns Beekeepers’ Association. Thornes of Windsor have been very accommodating, helping to supply us with our large beekeeping equipment order, with

special thanks to Bob and Gill for our discount. Whilst beekeeping is a great chance to connect with nature and be extremely beneficial on the surrounding environment, the initiative has a deeper connection with the School. Empress Eugénie, widow of Emperor Napoleon III of France and who formerly resided at Farnborough Hill, incorporated the bee within the architecture of the School as the bee was the Napoleonic imperial emblem, representing immortality and regeneration. The bee is a motif full of meanings. Due to its industrious nature the bee has come to symbolise hard work and diligence. The emblem can be found in various places in the School, with the Refectory being the first place to look. To this end, the bee became a more prominent emblem in the School logo during its rebrand in 2019.

Farnborough Hill will also be working closely with Saint Michael’s Abbey in Farnborough who will share their own joys of beekeeping and give valuable advice on best practice. The Beehive Initiative also springs hope for a new Enrichment club for Sixth Form in 2023, to give pupils a chance to learn about what it takes to construct the hive’s frameworks.

With the successful installation of the Jubilee Hive, standard weekly hive inspections are essential to getting to know our bees as the weeks pass by. Experts have informed our

beekeepers that no inspection is a normal inspection and they should expect anything. In the first week of inspecting the bees, a key task was to find and mark the Queen. This makes her easier to spot in future. To mark a Queen you must capture her in a special container and use a bee friendly marker pen on her thorax (the bit between the head and abdomen). This year bees are being marked with a yellow pen, each year there is a different colour (white, yellow, red, green and blue). This means if you capture a swarm with a marked Queen you will know how old she is. We are feeling very proud that the Queen was marked and put back into the hive.

The following week the hive was opened again. The feed container was carefully removed which was empty of the syrup that was fed to the bees when they first arrived. This was put to one side not realising that our Queen was on it. Looking inside everything was as expected; honey stores, nectar, sealed brood cells, larvae and many bees. Our beekeepers spotted what they thought was our Queen only to realise they had carefully marked a drone. Drones are male bees and these are larger than the female workers; it is an easy mistake for beginners to make. Mrs Oscroft was quite surprised not to find the Queen when the inspection was finished. She noticed there were still a few bees hanging around the

feed container and on closer inspection, then spotted the unmarked Queen. After capturing her in the special trap, they slowly moved the foam into place so that she was kept still and the team were able to mark her. The hive was reopened and our Queen was put safely back inside.

The next inspection went very smoothly, we are pleased that the bees have been working hard to draw out all of the wax to make cells big enough to lay eggs. Lots of the tiny eggs have been spotted, in many of the prepared cells. The bees still have plenty of space as they work hard to fill up the frames but there may, in time, be the need to add another box on top of the brood box so that the colony can continue to grow. It has been really lovely to see so many honey bees on the glorious lavender that surrounds the Millennium Lawn in the summer sunshine, some of these bees must surely come from our hive.

Miss Ella Federico, Honorary Beekeeper and Mrs Sarah Oscroft, Beekeeper

Beekeepers Mrs Madeleine Greene Lally and Sister Elizabeth McCormack inspect a frame

Beekeeper Mrs Sarah Oscroft and Sixth Form student Lili Flitcroft photograph the hive

Sister Elizabeth McCormack calms the bees with the smoker

A big moment for the Beekeeprsmarking the Queen!

A worker bee creates honeycomb

Inspirational Women

and discrimination

The words above were given centre stage by this year’s International Women’s Day campaign, the theme of which was ‘Break the Bias’. It is always uplifting to see our pupils throw themselves into a range of opportunities at school, without being constrained by doubts related to gender bias, and seeing them challenge bias where they think it exists. The pages of this magazine are filled with numerous inspirational pupils; they are very much part of the movement of young women who are re-imagining and influencing the world around them.

As part of the School’s reflection on both International Women’s Day and Women’s History Month, pupils were encouraged to let us know which women inspire them. The fabulous response highlighted staff, other pupils, Old Girls, our sisters and women in the public eye; women as diverse as racing driver Susie Wolff, activists Rosa Parks and Malala Yousafzai, Artemis, Goddess of the Hunt, scientist Marie Curie, YouTuber Lucy Edwards and the first black woman in space, Mae C Jemison. These suggestions were accompanied by a cascade of beautifully explained reasons as to why the pupils’ own mums are inspirational women too. Two pupils in particular, Annabel Manicom (Year 11) and Chloe Holden (Year 10) marked the occasion with wonderfully crafted articles on the importance of celebrating women.

March 2022 saw us celebrate Women’s History Month, an important reminder of the impact of women in history, as well as a tribute to the work and achievements of women all over the world today. From my position of relative privilege in a forward-thinking independent girls’ school, where women are encouraged to chase their ambitions on a daily basis, I have spent the month researching and furthering my knowledge of the subject and I have asked myself the following: ‘why is it important to celebrate women, this month and always?’ By and large, the world would not be the same today without the work of remarkable females such as Rosa Parks, who invigorated the struggle for racial equality, and Emmeline Pankhurst, for her leading role in helping to win women the right to vote in 1918 Britain. These women, each with a fearless mind and a hunger for equality, created an environment that most of us can currently live safely in and achieve whatever career we dream of. However, there is still work to be done.

A continuing struggle for women and a discourse that continues in today’s society is the gender pay gap. Although, through the years, the pay gap is narrowing, currently women worldwide make 77% of the amount paid to men, according to a report from the United Nation’s International Labour Organisation. This model of female oppression is unfortunately also influenced by demographic, with black and Latina women experiencing the pay gap at an even more strenuous rate. Did you know that black women must work 19 months to make what white men will receive in a year? Furthermore, Latina women make 57 cents for every US dollar made by a white man. Many women today have been granted access to the career paths of their dreams but one might agree that this form of oppression almost takes away from these successes. When a man is offered more opportunity in an industry that also pays them more simply because of their gender, it allows the stigma of inequality to

linger around for longer than we had hoped.

Another example of current female oppression is the lack of female education. Although at Farnborough Hill, and almost every other school within the UK, girls are able to access a fair and beneficial education, many countries do not provide the same opportunities. For example, in South Sudan, not only do 73% of girls not attend primary school, only 2.6% of the government’s total budget is spent on education. Moreover, only 17% of girls and women are literate in Niger, which is a shocking figure. Globally, there are 130 million girls who are not currently enrolled in school. I know you will agree that these numbers are alarming and their significance certainly great in considering the changes that need to be made to make a difference for women worldwide. Factors such as child marriage, poverty, and period stigma are stopping girls from reaching their full potential and stealing away many opportunities to learn. When girls receive quality educations, they see the benefits in all aspects of their lives. For instance, women who complete secondary education are less likely to experience domestic violence and they report higher levels of psychological well-being. They go on to make higher incomes and their children are healthier. Putting an end to oppression within female education now will show significant improvement in the future generations.

This month, and always, it is essential for us to celebrate women by remembering the work of those before us and fighting against inequality. Educating yourself on the underrepresentation of women, gender bias and stereotypes and raising your voice in the face of female oppression are simply the first steps in making a difference.

Chloe Holden (Year 10)

‘Imagine a gender equal world

A world free of bias, stereotypes,

A world that is diverse, equitable, and inclusive A world where difference is valued and celebrated’

“Behind every successful man, there is a woman.” This proverb, that may have an allegorical message behind its odd appearance, has literal meanings. It can imply that a woman plays a significant role when a man succeeds, can bring forward a great man and is just as powerful. I write this not as a feminist – as all genders should be celebrated equally – but as a person who is constantly astounded by the resourcefulness and strength of those women who have been instrumental in history, despite a repressive world.

International Women’s Day falls on 8 March each year across the world. It is a day to recognise female achievement and encourage everyone to stand up for women’s rights and gender equality. This means that regardless of gender, everyone should be granted the same rights, privileges and opportunities as everyone else. Throughout history, women have had to fight for the freedom and rights we enjoy today. The discrimination women have faced is profound; women were unable to serve on a jury or as a magistrate, control their own money, become an accountant or lawyer, sit in the House of Lords or report marital rape – among other limitations and disadvantages. The fight for equality still continues today, with the aspiration for women to have the same opportunities as men and receive equal pay.

So why celebrate women? The idea ‘to celebrate’ something is to honour, give praise and recognition. If we start with basic biology, even today with scientific boundaries being broken and new lifechanging medical discoveries, we cannot replace the wonders of the female body nurturing a life growing inside her from conception to birth. With over 130 million babies born in the world per year, that is 130 million amazing women. The influence of women in a family unit has always been at the forefront of a woman’s importance, and despite its historical limitations, it is something that should be celebrated. A woman is someone who contributes significantly to a family or individual’s well-being – particularly empathetically, whether it be caring for someone or holding the family unit together throughout life’s challenges. Effortless multitasking is a skill learnt quickly for survival in this challenging world and a woman’s energy and adaptability in this competency is insurmountable. As aforementioned, a woman’s worth cannot only be measured by her value in the home but also in the great achievements she can accomplish when given opportunities. To fully celebrate women, we need to understand the journey of women. Historically, women were made to stay at home with the family or conduct jobs of lesser standing but despite the challenges of societal norms, many great women have made a fundamental difference in our world. Within our School community, in the early 1800s, Marie-Anne Dutertre fought for the right to be educated and became one of the founding sisters of the Religious of Christian Education, who went on to open Farnborough Hill in 1889. To have to fight for an education is unthinkable in our society today. In 1860, Florence Nightingale established the first secular nursing school and helped to improve healthcare in the United Kingdom; in 1903, Marie Curie was the first woman to win the Nobel Prize with her pioneering work in radioactivity; Ada Lovelace was the first person on record to acknowledge the capability of computers and provide the first example of computer programming; Marie Stopes founded the first birth control clinic in the UK and Mother Teresa is considered one of the greatest humanitarians of the twentieth century. The list of influential women goes on. If it were not for the suffragettes over 100 years ago we may

not be voting in the UK today. With only half the population being able to vote, this meant all the political decisions, including those affecting women, were made by men. In 1903, Emmeline Pankhurst formed the Women’s Social and Political Union which organised the UK suffragette movement and helped women win the right to vote. There were years of protests, rallies and strikes with many women arrested, jailed and injured. In response to the First World War, the suffragettes shifted their campaign to encourage women’s involvement in the war effort. Women took on jobs that they were previously excluded from, like working as mechanics and drivers, and in 1928, women over 21 were able to vote and achieved the same voting rights as men. Once women were given the right to vote, a more gender balanced world began to evolve. It was and is the immense bravery of women that stood up to this inequality that we should celebrate. Despite great strides made in international rights movements over many years, the sad fact still remains that gender bias creates huge barriers for women across the world who are not given the same opportunities to go to work, attend university or even to vote.

Even now we have to constantly challenge those traditional views of women and fight inequalities in the workplace such as the gender pay gap. Also access to job opportunities traditionally taken by men. In 1928 Amelia Earhart was the first female aviator to fly across the Atlantic Ocean alone and yet, in 2022, of 11,000 pilots in the US Air Force today, only 6% are women. It is still far too few women that have jobs in strategic military positions and government, with (at the time of writing) only two female prime ministers in UK history.

Today we are fortunate to live in a time and place where everyone is entitled to an education, healthcare and to get a job. However, inequality still exists and plays out in our everyday life through stereotype. Let us celebrate everyone who makes, or has made, a difference in this world and are doing everything they can to accelerate gender parity.

Annabel Manicom (Year 11)

Mother Bickford sledging down the hill Sister Rennie administering injections

Drama

This year saw the re-emergence and celebration of talent, hope and creativity through an explosion of song, dance and the spoken word. Actors, stage crew and designers all came together for the whole School production of My Fair Lady which sold out over four evenings to packed houses. We were delighted again with the uptake of Drama at GCSE and A level and have shared the highlights of their outstanding work through a short explanation of their devising, and scripted performances, here. In selfexpression and in finding meaning in scripts we appreciate that drama takes hours of dedication to make, to think, to process and prepare for on-stage performance and back-stage organisation with high levels of meticulous attention and skill.

Mrs Helen de Mattos, Director of Drama

Page to Stage

PRIVATE PEACEFUL

Our Year 9 Drama pupils visited the Yvonne Arnaud theatre in Guilford to see a theatre adaptation of Michael Morpurgo’s novel Private Peaceful. Set in wartime 1915, it is the story of Private Tommo Peaceful who has been sentenced to death for cowardice in the face of the enemy. This enigmatic production looked back over his life through a series of flashbacks. The girls were intrigued to see how the director managed to make the same set convey many different times and places, sometimes using the actors to set a scene in front of our eyes. For example, by pulling out a table and chair from under a ‘log’, assembling them dexterously, and sitting down to convey the family dining room. Lighting was used to good effect transforming the multipurpose set and creating fascinating illusions of depth, of time and of place. The director used a cast of six actors to represent all the various roles in the story; sometimes we could see the role shifts taking place, sometimes we did not.

WORK ON A ROLE

Geoff Colman, renowned Actor Trainer, provided a dynamic and explorative two-hour masterclass for the GCSE Year 11 Drama pupils. Colman has extensive experience in theatre and film and explored deeper levels of script and meaning. Exercises were designed to work with imagination where some had to describe their corner shop in detail or their family house on Christmas Eve. Hesitations in natural speech were ironed out and the young actors were encouraged to become aware of a meta level of thinking. The meta level is that through which the actor can watch and witness. Pupils also had time to explore their scripts through analysis and detail, with emphasis on the sub-text and given circumstances.

An exercise that drew most interest was the ‘WHAT IF’ exercise asking the pupils to imagine what if they were, for instance, a tree. Supported by music, this was a meditative exercise conducted through the power of imagination and use of repetition. What if you were a tree, and I know you are not a tree, but what IF you were a tree what kind of tree would you be? The final analysis of this resulted in some moving accounts from the pupils in which they were a tree with small, young, children playing underneath, or they were a large oak tree standing by a brook with someone reading in its shade.

FRANTIC ASSEMBLY

Frantic Assembly offered a whole day devising and a physical theatre workshop to our 10 GCSE Drama pupils earlier this year. Steve Kirkham (Movement Director) led physically demanding sessions with a thorough aerobic warm-up to upbeat high energy dance music. The girls were then taken through a development process that enabled them to take a string of simple movements and body shapes and use them as building blocks to begin to tell a story on stage. They then combined the stage pictures created by different groups, again using high energy dance music, into a truly impressive ensemble physical theatre performance.

We were thrilled to showcase our A level Drama and Theatre students this year who realised an extract of Jim Cartwright’s renowned play The Rise and Fall of Little Voice. This striking play, also known as Little Voice (Film ’98), recounts the story of a young adolescent girl living in Northern England during the 1980s with her dissolute and abusive mother, Mari. Our intrepid and hardworking students, Parami (Mari) and Lily (Little Voice), performed a short extract incorporating the practice of Katie Mitchell (a notable female director) in which they applied rigorous rehearsal approaches with a high level of naturalism and a variety of acting styles through media and sound.

Devising at its Best

A level Drama students, Parami and Lily, chose a stimulus from the Old English epic poem, Beowulf, to begin their creative journey. They were fascinated by the way the protagonist of the poem develops by meeting in battle challenges of Earth, Water and Fire, and gaining rewards of weapons, treasure and status in society. Here they developed an original piece of drama using the techniques and methodologies of the Polish theatre practitioner Jerzy Grotowski. This involved a disciplined physical and spiritual approach to creating drama, using a ritual form to frame the action as a significant event. Their piece took place in a mythical interstitial place, where past and present are one and the characters can examine the choices by which they fashioned themselves - their own Hero’s Journey. The piece reached an intense climax with the otherworldly protagonists rising quietly in perfect unison in the half-light, pausing and drawing the breath of Life and sharing the spark through a meeting glance, affirming their right to Be, together.

The Year 11 GCSE pupils were inspired by a famous image of the 20th century, Edward Hopper’s Nighthawks. From this sprang tales of loneliness, of missed opportunities, but also of hope, and of light shining in the darkness. Others explored contemporary themes of social media and secrets, using elusive plays of light and shadow, and whispers in the dark, to evoke an atmosphere of sinister mystery.

In contrast, the audience was also invited to consider issues of female empowerment, set in the deprivation of Northern England under the then Prime Minister, Margaret Thatcher - a serious topic given a deceptively cheerful treatment. The Specials’ anthem ‘Ghost Town’ provided inspiration for this group.

The final presentation was a story which owed its origin also to online media but chose to explore the duality of personality created by the cyber/real world. Their virtual reality was personified, in a darkly allegorical style, as they realised on stage the inner reality of an unsettling character, and asked us to consider: is she more sinned against than sinning?

Despite the difficulties of the times we live in, all the girls gave passionate and inspiring performances which wholeheartedly affirmed that, indeed, “we are such stuff as dreams are made on”.

Year 10 GCSE girls presented their work which was inspired by stimuli as varied as the famous photo of ‘The Cottingley Fairies’ and the novel Wonder by RJ Palacio. The performances were a wonderful demonstration of flights of the imagination - made real by the skills of the theatre.

Wasn’t it ‘Loverly’?

Yes, that is the spelling of ‘lovely’ in Eliza’s beautiful song ‘Wouldn’t it Be Loverly’, that was sung exquisitely by both Isabella Dovey and Amélie Prevost-Snell in the principle role of Eliza Doolittle, with their respective casts. It was an amazing feat to have two casts, on different performances. This allowed so many pupils to not only tread the boards that have been bare for so long due to restrictions caused by the pandemic, but also gave over 50 pupils the opportunity to work backstage as members of the crew in the creation of a magnificent set that rivalled any West End production. The set was created so superbly by Mrs Rosemary Byrne and the Art and Design Department, with the incredible structure made possible by Mr Chris Wilson and his company at WLX Productions. Lighting and properties were delightful with wonderful costume, overseen by Mrs Keren Butler and Ms Cathrin Woods, and hair and make-up by Mrs Zoe Ireland and Ms Charlotte Clifford. Indeed, the atmosphere backstage was as exciting and encouraging as from the audience in the front of stage. The performance was televised on a big screen back stage and pupils from both casts cheered and clapped as their fellow actors returned for a costume change. The intricacies of the set changes were remarkable, with stagehands expertly managed by Miss Polly White, while Mrs Ludivine Fitzwater collated a fabulous collection of props to enhance each scene. The stage transformed from a marketplace in Covent Garden, to Higgins’ study, Ascot races and a garden setting with aplomb, amid cascades of dancers all choreographed by Mrs Jessica Hocking.

Indeed, as the Artistic Director, Mrs Helen de Mattos, said in her final words at the end of the last performance “the whole theme was of transformation”: Eliza from market flower-seller to a refined young woman fit for a ball; a true Cinderella transformation. Mrs de Mattos developed this theme through the metamorphosis of the set and production, underpinned by the magnificence of the orchestral accompaniment so brilliantly performed and expertly orchestrated by Musical Director, Dr Ian Taylor, who also ensured the choral as well as soloists’ singing was sublime.

The stage had begun as a small mock-up on the Artistic Director’s Drama table and took on Noah’s Ark proportions when built on the stage but, as Mrs de Mattos said, it was also the transformation of the older pupils in their roles that reminded us all of their own transformations, from when they were in Year 7 to becoming such convincing and consummate actors in the upper Year Groups, as Higgins (Charlotte Butler and Lyla Warner), Pickering (Keira Fowler and Lily Suchet), Doolittle (Emily Browne and Georgia Friend), and the long suffering mother of Henry Higgins (Amelia Finn and Madeline Shell), to name a few of the key stars. Here was a cast – on whichever night we saw the performance – to transport us to its origin of Bernard Shaw’s ‘Pygmalion’, among laughter, pathos and charm, so much charm, as well as glitter, so much glitter, and with the inspirational Alan Jay Lerner’s masterpiece of lyrical joy that is My Fair Lady combined with the perfect musical score of Frederick Loewe. All was produced by the innovative industry of Mrs Laura Evans-Jones and ticket sales were, understandably, sold out but ‘with a little bit of luck’ you were able to see this most memorable performance.

Mrs Lori Winch-Johnson, Teacher of English

An incredible, high-end production to rival the West End show. Bravo!

THE PRODUCTION OF A PRODUCTION

We checked in with the cast and crew of My Fair Lady in the six-month run up to opening night. Here are the big moments:

Six months to go...

‘I Could Have Danced All Night…’

The long wait is over and it is with great delight that the Drama and Music Departments are coming together to launch this year’s Whole School production of Lerner and Lowe’s well-known and enchanting musical My Fair Lady. Auditions are now open!

Eight weeks to go…

In Costumes Club, we made patterns for and sewed cravats. We then went on to cut out and sew white sleeves for the parasols that are needed for one of the scenes. By covering coloured parasols in white it has meant that we have been able to utilise more parasols. Two girls then took the parasols home, armed with some black sequins on elastic to hand sew the detail onto them. It was a joy to see the sense of achievement shown by the girls who had never used a sewing machine before.

Six weeks to go…

We are delighted to unveil the poster for the Whole School Production of My Fair Lady! The box office opens in two weeks and, after two years of restrictions on the Creative and Performing Arts, we are thoroughly enjoying seeing the show take shape, scene by scene. Lines are being learnt and choreography finalised, and the Props Team and Wardrobe Mistresses (all three of them!) are working non-stop to get everything together.

Three weeks to go…

Emilie Bixby and Olivia Thomas (Year 9) have been busy in Props Club creating a short ‘brass’ double bed from the frame of a single wooden bed.

My Fair Lady

Two weeks to go…

As the excitement around the School Production built, we spoke to some of our leading cast members to find out a bit more about them. Introducing Isabella Dovey (Eliza Doolittle), Charlotte Butler and Lyla Warner (Henry Higgins) and Keira Fowler and Lily Suchet (Colonel Pickering).

Why did you want to get involved in the School Production?

Lily: The shows are always handled by the crew and staff so professionally – it is such a fun taste of theatre that allows everyone the opportunity to shine, because anyone and everyone can get involved with the show, whether that is in the ensemble, the crew or as the leads.

Lyla: I find the School Productions are the best way to get involved and make bonds with pupils across all Year Groups. It brings people together, as well as being an extremely enjoyable project to work on. The memories made during the productions are the ones I will keep forever.

What is the best thing about being part of the cast?

Charlotte: Every year the cast is filled with such a talented and enthusiastic bunch who are all dedicated to giving the best performance possible. We are all bonded immediately by our love of the stage, so it is not long before we all strike up new friendships. Some of my closest friends now are people I met in the cast of Beauty and the Beast back in March 2020.

Keira: Making new friends is 100% the best part. I have met so many people from different years due to being in various casts and I am so glad to have met all of them.

Isabella: I have particularly enjoyed being able to work with people from a range of other Year Groups. With all the time the cast and crew end up rehearsing together, everyone ends up being more close-knit by the end of it, and because everyone is so supportive of each other you feel more at ease than you might otherwise do when contributing to a task such as this.

What have you learnt during your time doing productions at Farnborough Hill?

Keira: I have learnt that putting together a production is a lot of hard work, but so worth it. The number of hours that go into planning and rehearsing seems gruelling at the time, but once you have the first performance with a real audience, the satisfaction of a job well done is amazing.

Isabella: I have come to appreciate how much work goes on behind the scenes to give a memorable performance. There are so many different teams working for months to get the show together (wardrobe, technical, set creators just to name a few), and they are all vital to make sure everything goes smoothly on the night. You would not necessarily get to see them all when going to watch a production, and it is interesting to learn how these teams are all interdependent on each other in some way.

Lily: In my time doing productions at Farnborough Hill, I have learnt that theatre is not just about the final performance being perfect but also about the fun along the way in rehearsals and the satisfaction of seeing a show start to come together.

What advice would you give to the younger years about getting involved in productions?

Lyla: Go for it! In my first production, I had never made more friends in the space of a few hours. Many of the fondest memories I have of Farnborough Hill were made with the casts of the productions, so I cannot recommend getting involved enough.

Keira: Get involved! Even if you do not like acting, you can do hair and makeup, backstage or even running the lighting cues whilst getting to wear a cool headset.

Charlotte: If you are even the slightest bit interested in being a part of the production, I would strongly encourage you to go for it. There is a role to suit anyone, whether you would prefer to be onstage or backstage.

What would be your dream musical to be part of, and why?

Lily: I would have to say ‘Les Misérables’ or ‘Into the Woods’. The reason I would pick these two is because the sense of ensemble is essential.

Isabella: I would love to do ‘Les Misérables’, simply because it has so much great music and an intriguing overlap of stories within the main plot, not to mention being very emotional to watch.

Charlie: Honestly, if you had asked me this question this time last year My Fair Lady would have been one of my answers, so it is brilliant to tick that one off the theatre bucket list!

A VIEW FROM THE STAGE

The week’s performances of Lerner and Loewe’s My Fair Lady were ‘an immense achievement’ (as Colonel Pickering might say!).

The entire cast worked incredibly hard in order to bring the audience an entertaining and polished show every night. It was fun not only being in the main, busy scenes, but also being part of much smaller group scenes, with only Year 10 and the leads. Furthermore, as part of the cast we were fabulously supported, not only by the teachers, helping us with our cues, but also the amazing backstage and technical crew, assisting us during quick costume changes and with our microphones. The music team worked exceedingly hard, allowing us to perform to our best abilities; we were particularly grateful to Dr Taylor, who gave us many subtle cues, from the side of the stage. Judging by the audience’s applause every night, the show was a resounding success.

Emma Freeman (Year 10)

Post-Show Glow

BACKSTAGE REFLECTIONS

When I was working backstage I had the best time. I loved watching the play grow into the amazing work we did every night at shows. It was tiring, but in the end it was worth it. In spite of COVID-19, performing the first show made it feel like everything was slowly getting back to normal in the Farnborough Hill community and the world. I would highly encourage anyone hoping to be a part of a production to join the backstage crew, there are many benefits and most importantly it builds teamwork skills and you play a key role in the play.

Even though I was not on stage performing to the crowd, I still had a role to play in something special.

Jessica Hill (Year 8)

THE TECHNICALITIES

Every year I look forward to being a part of our School Production and this year I was excited to join the tech team in the tribune. A normal show for us started by turning on all the equipment and checking that every light, microphone and comms headset worked. Then we held our sound check, which was lead by Emma Wilson (Year 9) and Ella MacDougall (Year 10), to make sure that casts’ microphones were fitted properly and that the audience would be able to hear everyone. After a cast warm-up, which the team often joined in with, we all settled in our seats ready for the audience to start arriving. As Deputy Stage Manager, my seat was in front of two screens: one displaying Dr Taylor and the other the stage. Using these and comms to communicate with the team in the tribune, Erin Watson (Year 10) and Alisha Ghani (Year 10) backstage, who were in charge of microphones, and with Dr Taylor, I would coordinate the show.

Generally, the show ran smoothly. I would give Eleanor Baxter (Year 11), Natalia Somerville (Year 11) and Abigail Crowdy (Lower Sixth) lighting, sound and spot cues respectively over comms. This would involve closely following the script, watching Dr Taylor’s conducting to determine if the music was ending soon or watching the infrared feed of the stage to see when a scene change was complete.

That is not to say things did not go wrong occasionally. We had lost microphones, rogue lights, missing sound effects and such amazing performances from our friends that we sometimes found ourselves forgetting we were not audience members. Although that may sound stressful, I can honestly say that I enjoyed every minute of it and I am so proud of what our team has accomplished. We were fortunate enough to have the guidance of Mr Chris Wilson, from WLX Productions, as our Production Manager. Mr Wilson taught us about the world of technical theatre and how the equipment worked, while we taught him different ways to braid his daughter’s hair.

Isabella Broxis (Lower Sixth)

Music on the Hill

One of the joys of the past academic year has been the return of co-curricular musical activity and, even more particularly, the mixing of Year Groups across our various choirs, ensembles and orchestras. With this has come not only some outstanding music making – not least at the vibrant Easter Concert held in the School Hall in March – but also renewed opportunities for creativity, confidence, and friendships. Emily Browne’s report (overleaf) on the Senior Choir Tour to Dorset, which took place in July, attests not only to some brilliant singing in some beautiful venues, but to the creation of musical memories that will last a lifetime.

Those for whom the tour marked the conclusion of their time at Farnborough Hill contributed to one of the other highlights of the year in a poignant Leavers’ Concert in the Choir Room in May. Here, solo performances and duets from some of the School’s most experienced performers, combined with the premiere performance of three remarkably sophisticated compositions written by our A level musicians, and favourites from the Senior Choir repertoire. Other notable soirées, included a programme of music for flute and piano provided by the pupils of Mr Nick Cartledge – himself marking 25 years as a peripatetic teacher here at Farnborough Hill – and an eclectic programme offered by the Year 10 GCSE candidates. The Choir Room also played host to a masterclass delivered by renowned concert pianist James Lisney; an inspiring event from which all in attendance emerged with a new perspective on the art of performance.

Just days before the end of the Summer Term, Year 7 created their own shared musical experience as they came together to rehearse and perform a semi-staged version of the musical Rats! Begun in class and brought together in a matter of just days under the watchful and endlessly creative eye of Miss Lucy Warwick, the production featured some assured and mature singing from the Pied Piper, Rat Leaders, Mayor, Aldermen and other leads, some neatly executed choreography, and choral singing of commitment and warmth,

all accompanied by a band of professional musicians drawn from our talented team of peripatetic staff, alongside selected Year 7 instrumentalists.

We have, of course, continued to see some outstanding individual success stories, in Music examinations, primarily with the ABRSM but also with Trinity and other boards. Alongside those girls achieving their Grade 8 exams, this year saw the first Farnborough Hill girls complete the challenging and prestigious ARSM: this is a post-Grade 8 qualification which requires the performance of a 30-minute recital. Leading the way, singer Isabella Dovey completed the qualification (with Merit) in the Easter Term, before Naomi Mason (flute, Merit) and Amélie Prevost-Snell (voice) followed suit in the summer, the latter passing with a quite remarkable Distinction.

Thanks must go to everyone who has been involved in music in some way this year, including our outgoing Music Captains, Emily Browne and Livia Sullivan. The Department continues to be a vibrant, varied and welcoming place to be thanks to the staff and pupils who continue to give their all.

Dr Ian Taylor, Director of Music

Senior Choir sang for the open-air Mass of the Holy Spirit

GCSE and A level musicians perform for the first Musical Soirée of the year in St Cecilia’s

A Concert of Music for Flute and Piano, marking 25 years of service to Farnborough Hill from Mr Nick Cartledge

The Upper Sixth brought many years of commitment to the Music Department to a close with a Leavers’ Concert in St Cecilia’s

Renowned concert pianist James Lisney delivered an inspiring masterclass, working with five of our top pianists

Year 10 musicians took to the stage for another Musical Soirée

The Easter Concert was the first large-scale concert of the year, featuring all of the choirs and ensembles

The traditional Advent Carol Service returned to the glorious acoustics of the Chapel

Dorset Tour 2022 Rats! The Musical

I really enjoyed the opportunity to sing in some stunning places and also having fun and making new friends with people from different Year Groups

Annabel Soegaard

Thursday 7 July marked the end of the School year for most at Farnborough Hill. However, a cohort of girls returned to school the next day to depart for the Senior Choir Tour to Dorset. After the pandemic halted plans for a Choir Tour in 2021, there was such an overwhelming feeling of gratitude from the pupils, and especially the Upper Sixth, that we were able to go and sing at some beautiful places right here in the UK, making some life-long memories. It was certainly so much fun, and I enjoyed every second!

On Wednesday 6 July 2022, Year 7 pupils performed Rats! the Musical, telling the story of the Pied Piper and the rat infestation of Hamelin. I have been lending a hand, backstage, over the past week and very much enjoyed seeing the girls have fun, working together as they celebrate the end of their first year on the Hill. It was such an amazing show, and the audience could certainly see the hard work each and every performer put in. From acting to singing, to playing the flute or hand bells, I absolutely loved seeing the showmanship and stage presence that many individuals had.

A huge thanks must go to Dr Ian Taylor on the piano, the peripatetic music teachers; Mr Tom Vincent, Mr Richard Veitch whom played their instruments, and especially Miss Lucy Warwick, who directed the entire show with creative aplomb.

To stand up and perform in front of an audience is truly commendable and I can definitely tell that Farnborough Hill has some very talented performers who I am excited to see take part in future productions.

Emily Browne, Music Captain

On Friday 8 July we gathered at school. The Dorset 2022 Choir Hoodies many of us had with us were swiftly taken off: the weather was absolutely glorious throughout the entire trip. After a coach journey to Canford School, we arrived at the boarding house. Shortly after getting settled in, we walked across the grounds over to the music school to rehearse. Our surroundings were stunning, from the main school building formerly being the home of Lord Wimborne, to the acres of nature all around. We certainly made the most of our environment; on Friday we had a barbeque in a courtyard and went on to have a couple of spirited games of rounders.

The next day, we woke buzzing with excitement over the day’s plans. We walked over to the main school to have a delicious breakfast before packing our bags for a trip to Swanage. I very much enjoyed taking a steam train through the Great British Countryside, living out childhood memories of reading The Railway Children and many Enid Blyton novels. As we arrived at Swanage, the sun blazing down, we sat to have lunch and explore the seaside town. Some went in search of quaint bookshops, whilst others paddled in the sea (getting rather excited about hermit crabs), and we all ate lots of ice cream! In the afternoon, we sang our first recital at St James’ Church in Kingston, with instrumental interludes from me playing Aria by Bozza and Madeleine Perryman playing Tune for Joey by Hampton, both on the saxophone. It was simply wonderful to be able to sing as a choir again outside of school after so long – there was a smile on my face

As it was Upper Sixth’s last tour and more importantly the last time we would sing in the choir, it was amazing yet bittersweet. I have loved every second of Choir since I joined in Year 7, and to be able to finish off my school experience in Upper Sixth with a Choir Tour was fantastic. The laughs around the ping pong table, singing on the bus and most importantly performing in these beautiful places will forever hold a special place in my heart, and I wouldn’t change it for the world”

Abigail Wright

Dorset was an incredible experience – the venues we sang at were beautiful and had lovely acoustics which were a treat to perform in. I gained so many awesome friendships and the camaraderie between the choir made the trip an absolute joy – I loved every minute!

Gemma Stevens

throughout! To end such a lovely day, we went on a boat trip around the Dorset coastline, taking in the sea air and eating fish and chips. On the Sunday, we had three opportunities to sing at Wimborne Minster. The first was in the morning, for morning Eucharist. We then were able to explore the town and visit the Model Town and Gardens of Wimborne. It was fun to see both the model Minster (where inside, a tiny model wedding was taking place) and the actual Minster! After attempting to complete a scavenger hunt, peering in all the little windows and getting lost over tiny street names, most of us decided to take shelter from the heat and reward our efforts with an ice cream before heading back to Canford School. After lunch, swimming and another rehearsal, we headed back to Wimborne to sing Evensong. It has been years since the Upper Sixth sung Evensong, so it was amazing to be able to experience it one last time before leaving, and it also would have been a very new experience for Years 10 and 11; I could see and hear that their participation was executed with great confidence and ease. After Evensong, we performed a more informal recital, singing some old favourites. Gemma Stevens also performed Poulenc’s Cantilena from Sonata for flute, a very impressive piece. It was so lovely to see friends, family and teachers in the audience! After a busy day it was nice to relax

over pizza and pasta, laughing and smiling over the memories of the past days.

Monday 11 July, was our last full day in Dorset, but I think the best was saved for last. Sherborne Abbey was simply stunning and has been my favourite place to sing and play my saxophone in over my entire musical journey at Farnborough Hill. From the beautiful stained glass all around, to the architecture varying from Saxon and Norman to Old English and Victorian restorations, it really was a beautiful place to be. Isabella Dovey sung Die Mainacht by Brahms beautifully. The concert was wonderful to be a part of, and although it was bittersweet for the Upper Sixth, we were all so happy that we were just able to sing together one last time (although, the concert held on the coach on the way home proves that you can take the girl out of Senior Choir, but you cannot take Senior Choir out of the girl!)

Playing one of my A level saxophone pieces for the last time (with Farnborough Hill) at such a wonderful venue was simply amazing – I am so thankful for the opportunity!

After exploring the Abbey and basking in the sun eating more ice cream, it was time to head back. We played a final game of rounders to end the evening and left Canford School the next day with cherished memories. Overall, I loved seeing all Year Groups having fun together. It was lovely to see potential future Music Captains and know that many talented musicians are returning to Farnborough Hill in September to continue making music thrive.

Emily Browne, Music Captain

Over the Hill... ... and Far Away

CHESSINGTON SPY SCHOOL

In the first week of September 2021, the whole of the Sixth Form took a teambuilding trip to Chessington World of Adventures. Once we arrived at the park, we were sorted into teams and began the teambuilding scavenger hunt titled ‘Spy School: In The Field’. This involved using an app on our phones that acted as a GPS and showed both our location in the park and the location of numerous tasks. In our groups we had to find these tasks, and once we found them, a task would pop up on our phone for us to complete. We were given 90 minutes to explore the park and complete as many tasks as possible. There was a great range of tasks, from breaking codes and cyphers, to questions about Geography so there was something that appealed to everyone’s strengths. Perhaps the most fun was had with the photo and video tasks, where teams were instructed to create spy-related scenes, depicting things such as passing secret codes, or fighting a dramatic final showdown, with points awarded for humour and creativity. This treasurehunt style of gameplay was combined with a ‘whodunnit’ mystery: each team was given the pictures of 12 different suspects that were eliminated one by one as various clues were revealed when teams reached a certain amount of points. Once the 90 minutes were up, the results were announced and it was revealed that ‘The Safari Gals’ triumphed by a margin of almost 100 points.

After lunch, we were free to explore the park for ourselves. Blessed with pleasant weather and short queueing times, we had the chance to go on lots of thrilling rides and visit the beautiful animals. Chessington has a hand in a great deal of environmental conservation programmes, looking after the welfare of endangered species. For example, they are part of a global breeding programme to help increase the population of the Scimitar Horned Oryx, which at this point are extinct in the wild. Overall, the trip was a great morale boost among the Sixth Form and rounded off an exciting first week of term.

Charlotte Butler (Lower Sixth)

HOCKEY PREMIER LEAGUE

A group of Years 9, 10 and 11 pupils travelled to the Copper Box in January 2022 to watch the finals of the Indoor Hockey Premier League.

BATH

Year 9 classicists had a fabulous day out in Bath in February 2022, enjoying both a tour of the baths and a workshop in which they spent some time looking at Roman artefacts and a variety of sources to help them answer the question, ‘Was Aquae Sulis (the Roman name for Bath) similar to an ordinary Roman town?’. Investigating this question was fascinating, and they all had very mixed opinions by the end, some of them certain that Aquae Sulis was truly unique, and others who believed that it was not.

Eleonora Bracke (Year 9) commented: “I loved seeing the Roman coins that were all around the museum, each one giving us a different view into what life was like at the time. We also learnt about Aquae Sulis (which translates to the waters of Sulis) and how the Romans believed that the water was heated by the goddess Sulis Minerva.”

SIXTH FORM CLASSICS

Sixth Form classicists were treated to several ‘outings’ to enhance their learning inside the classroom.

On a cold January afternoon, they gathered on the beanbags in St Luke’s to watch Euripides’ Bacchae, performed by the Warwick Classics Society. It was a valuable chance for the Upper Sixth to revise the play they read last year, and a useful insight for the Lower Sixth into what they are currently studying. It was made all the better by the fact it was directed by Old Girl Jessica Johnson (2017) and featured Old Girl Caitlin Wilkins (2021), who played one of the Bacchic women.

A few weeks later the Upper Sixth classicists were online again, this time participating in a conference on ‘The World of the Hero’. They watched scholars including Edith Hall, Paul Cartledge, Helen Eastman and Richard Jenkins covering subjects such as Virgil and Augustus, Religion in Virgilian and Homeric epic and the question of ‘What makes a hero?’ When they asked Edith Hall who her favourite hero is, she said “Odysseus. Completely mortal. Loves his wife for her brains.” They completed their trio of classics ‘trips’ with an actual outing to London to watch University College London’s (UCL) performance of Euripides’ Electra, a continuation of the story of Aeschylus’ play, Agamemnon. It follows the life of Electra as she struggles to adapt to a simplistic life in the countryside of Argos after being disowned by her mother, Clytemnestra and her lover, Aegisthus. Despite the heavy, tragic content of the play, UCL’s version injected some comedy through witty one-liners and comedic acts by the chorus which lightened the mood and made Electra’s unlikeable character all the more prominent.

GEOGRAPHY IN ACTION

HOLOCAUST EXHIBITION

Upper Sixth historians visited the new Holocaust Exhibition at the Imperial War Museum in March 2022.

This visit was an opportunity for the students to enrich and develop their understanding of the content covered in Key Issue 5, The Racial State. They have spent half a term studying this topic which forms a fifth of the examined material from Component 2 of the AQA A level History course.

CLIMBING

Year 10 pupils had great fun climbing various routes for their GCSE Physical Education Climbing Assessment in the Autumn Term and had a cracking two days in East Grinstead. They continued to learn how to tie the ropes and climb in pairs on various routes, learning the basics of correct climbing techniques.

TEENTECH

Ten Year 8 scientists attended SatroFest in March 2022, a STEM event organised to promote careers in STEM subjects. With over 20 different companies represented, the girls toured their stalls before taking part in team workshops and challenges. Their highlight was learning about making hydrogen-powered cars using electrolysis to make the hydrogen from water.

The Sixth Form geographers were treated to a day of talks from some great speakers at the ‘Geography in Action’ conference in London in November 2021, a conference aimed specifically at A level students.

First up was Dr Alisdair Pinkerton, a geopolitics lecturer from Royal Holloway University of London. He charted the rise in the superpowers and the emergence of new superpowers and the impact they have in disrupting world order as we know it. Food for thought.

One of the key topics within the A level syllabus related to globalisation. It was fascinating to see a range of maps presented by Danny Dorling from the University of Oxford. These maps were those we see on a globe, but with the countries resized according to different subjects. They highlighted the inequalities in the world and challenged our thinking.

There are 800 million people living near an active volcano. Every day they live with the hazards that eruptions can create. Jenni Barclay from the University of East Anglia, explored those hazards and the way in which communities cope with these risks; another directly relevant talk for our A level course, as was the next talk by Geraldine Wharton of Queen Mary University of London. She looked at the changes in water and carbon cycles and talked about the role that nature-based climate solutions can have in helping to achieve the goal of net zero carbon emissions.

The day closed with a talk from adventurer and filmmaker, Alex Bescoby. He shared his story of recreating ‘The First Overland’ expedition in 1955. He travelled the 19,000 miles from Singapore to the UK in 111 days in a 65 year old car, calling it the “greatest road trip, ever”. His experiences and film footage captivated the audience.

Grace Dabrowski (Upper Sixth)

WAKEHURST

Year 7s first ever Farnborough Hill school trip was to Wakehurst in West Sussex, where we carried out four brilliant art-based activities. The first one was photographing intricate plants in as much detail as possible, which we started doing inside the old mansion, with plants that the staff had laid out for us. With our phone cameras, we held up a white board behind the plant to focus in on it as much as we could, then switched the colour to black and white like old plant photographers in the nineteenth and twentieth century would have done. Afterwards, we were allowed to trek outside on the paths and take pictures of the beautiful foliage that was growing in their winter garden.

Just as it started to rain, we were led to a room decked out with microscopes. There was a selection of several plant clippings in a pot, and we were asked to choose one. Then, we had to draw what we saw with our naked eye – no microscope for this one. When we had finished that drawing, we were asked to change the microscope setting to the lowest magnification, and draw what we saw there. We completed our triptych of pictures by sketching the plant on the highest magnification, with lots of small details.

After lunch, we were shown different pictures and artwork by Andy Goldsworthy. He had used natural materials and plants to create abstract pieces of art, and we used his distinctive style as inspiration to create our own pieces. We then moved on to the last and final activity: a tour of the seed bank. We learned how everything was prepared, and stored underground in case of plant extinction. We were then shown to a layout of multiple different sizes of seeds; from dust-like orchid seeds to huge coconut seeds. We sketched out the seeds with chalk on some black paper before sprinting through the downpour to reach the buses. It was a fantastic first trip.

Thea MacDougall (Year 7)

Over the Hill... ... and Far Away

WINCHESTER CATHEDRAL’S SACRED GEOMETRY

Year 7 were treated to a Mathematics-based visit to Winchester Cathedral. Our first activity was a Geometry Workshop. We sharpened our compass skills by drawing geometric religious patterns that could be found around the Cathedral. One of these patterns was called the rose window.

In our next activity, we did press printing. In this task, we used polystyrene and paint to replicate the medieval tiles found in the Cathedral. Firstly, we traced the tile pattern onto the polystyrene and then put paint on it so that we could print it onto our final pieces of paper.

To finish off the day, we went to the Cathedral for a tour. As well as doing some Mathematics-based activities like estimating the number of chairs in the nave, we also learnt a lot about the history of the Cathedral. We really enjoyed this ‘sacred geometry’ Mathematics trip.

Olimpia Lopez-Perulan and Isabel Fung (Year 7)

GEOGRAPHY FIELDWORK

Year 10 GCSE Geography pupils went to Stratford, Westfield and the Queen Elizabeth Olympic Park for our fieldwork to review the success of the regeneration of Stratford. We completed a survey looking at categories of shops in Stratford and Westfield. This included counting the number of people going in and out of shops as well as a visitor survey, where we had to ask local Londoners questions, such as the purpose of their visit and how long they were intending to stay. Luckily, we also had time to do some quick shopping at Westfield. Afterwards, we walked to the Olympic Park where we took part in an environmental quality assessment, a facilities survey and a visitor count. We repeated these surveys for the Aquatic Centre and for a play park. This was a really good experience and I particularly enjoyed seeing the Olympic Stadium up close.

Megan Bailey (Year

10)

MARWELL ZOO

The Sixth Form biologists visited Marwell Zoo to attend a Wildlife Conservation Conference. When we arrived, our first stop was the Wild Explorers exhibit where we discussed Marwell Wildlife’s role in conservation work. We spoke about the International Union for Conservation of Nature (IUCN) and their work to classify the vulnerability of animals. We also had the chance to talk about and see the Grévy’s Zebras, Scimitar-horned Oryx and Southern White Rhinos.

Later on, we went to the Science and Learning Lecture Theatre where we participated in two sessions. One was called ‘Sex for Survival’ where we spoke about their breeding programmes and how they can re-introduce animals to the wild. It was particularly interesting to hear about the use of studbooks containing all information about every animal including its registration number, birthdate and the identity of its parents; information used to prevent inbreeding. The other session was about Snow Leopard conservation. We discussed how they are adapted to their environment, for example, they can grow their fur to 10 cm in the colder months to ensure they stay warm. They also have extremely long tails, which can be up to one metre in length, which they use for balance and also to wrap themselves up in the cold. I was interested to learn how to identify a Snow Leopard by the markings on its face and tail; this also provides the perfect camouflage for their rocky habitat, allowing them to stalk their prey.

Our final session was on Classification where we spoke about the different levels that organisms are classified into; kingdom, phylum, class, order, family, genus and species. The scientific name of an organism comes from their genus and species following the binomial naming system. In this session we even had the chance to stroke a snake.

COASTAL EXPLORATION

After learning about the coast in our Geography lessons, we were given the opportunity to visit a local coastline to see what we had learnt in the classroom in real life.

Whilst there, not only did we get to enjoy the beautiful sandy beaches but we also carried out fieldworks such as: exploring the techniques for coastal protection; field sketches and a few fieldwork measurements.

Our first destination was Barton-on-Sea, where we saw how coastal erosion has affected this area, and learned about the different permeable and impermeable layers of the cliffs here.

Then, after stopping at Highcliffe for lunch with a spectacular view of Barton and the sea, we arrived at our concluding destination, Hengistbury Head. We took a nice relaxing walk along the headland and at the top of a steep hill we could see - just barely - the needles of the Isle of Wight. We got a clear view over Mudeford Spit and drew field sketches. We then walked down to the Spit where we conducted our final tasks such as counting the waves. It was a great trip which brought our lessons to life.

Preeti Chauhan (Lower Sixth)

Charlotte Lee and Emilia Mateja (Year 8)

Over the Hill... ... and Far Away

ACTION AND ADVENTURE

Just before Easter, after nearly two years of restrictions and cancelled trips, we were able to go on an action-packed trip to Fort Purbrook.

Activities included archery, string trail, initiative tests, assault course, climbing, and problem solving - all of which helped to develop our teamwork skills and senses.

The string trail involved a maze where pupils were guided through by a rope, wearing blacked-out goggles under the supervision of instructors. During the trail, we were faced with a tyre course, navigating our way under and over tyres to then be faced with foam cubes. This was one of the hardest obstacles faced during the trail, with everyone falling over at least 87 times. We were then guided back into another tunnel, where we were scared by the banging of a drum, to which our instructor said “that must be the loudest scream we have heard all day.” This activity was great fun and depended on our listening skills and working with each other to fully trust our friends as we could not trust our eyes.

WINCHESTER SCIENCE CENTRE

We were excited to visit Winchester Science Centre as part of our Science studies, where we viewed many exhibits, took part in a rocket workshop and also visited the planetarium.

Personally, my favourite part was the rocket workshop. We had a race with bottles intended to resemble rockets; each bottle contained a purple liquid called Methylated Spirit. When the bottles were shaken, the liquid turned into vapour, so when the rockets were hung on string, we could see which bottles travelled furthest.

At the Planetarium, we learned about constellations in our galaxy, such as the Big Dipper (part of Ursa Major) and the Little Bear (Ursa Minor). We also discussed the planets in our solar system and, in particular, why Pluto is no longer classified as a planet any more but as a ‘dwarf planet’.

It was a fun and enjoyable day, as well as being educational. Science in action is exciting!

Addison Faux (Year 7)

The intuition test was also interesting as it allowed us to think outside the box, use strategies and find a new way of thinking. Archery was challenging but great fun: we were split into groups of three and were rotated around, with each of us having five arrows. Climbing was exhilarating, we went into a room full of colourful rocks and slanted walls. We completed a range of activities such as sea shore, and climbed up the wall using only certain coloured rocks. There were different levels that we completed - some contained triangular rocks, which were difficult to get by, and some with extremely slanted walls. At the end of this session, we went onto an outdoorstyle climbing wall. It was extremely challenging and very few even made it onto the wall. Many essential life skills were developed within these sessions such as leadership, confidence and communication skills. Some of these skills came harder than others – with one group struggling with effectively communicating to others during the string trail but by the end they overcame these struggles and improvised more efficient ways of passing directions onto others by the end of the session. Throughout the visit, we were encouraged to step out of our comfort zones which was slightly unsettling at first, but by the end of the visit, everyone realised that it is fine to make mistakes or not understand a concept at first. This skill of confidence and being able to step out of our comfort zones is crucial to progressing in learning; there were many skills and lessons developed or learnt which we can take back with us and apply in lessons at school.

Elizabeth Kaiser, Ella Morris, Chloe Griggs, Eleanor Lichtenhein (Year 8)

BRIGHTON

Year 11 spent a sunny day in Brighton to celebrate the end of their GCSE examinations.

SCIENCE LIVE

Year 10 had the incredible opportunity to attend GCSE Science Live in Oxford, where they heard many speakers discuss their favourite parts of Science and how they use Science in their careers.

HARRY POTTER WORLD

As Dumbledore once famously said “It does not do well to dwell on dreams and forget to live”.

Since we booked this trip back in February 2022, the genuine thrill and excitement from the girls (not to mention Mr Emanuele Maccherini) was palpable at Farnborough Hill. When the day finally arrived, on entering the newly updated Warner Bros Film Studios, it was easy to see why. After going through the security gate, it was possible to detect an uneasy atmosphere which was accompanied by low deep chord/sounds and this helped to create a genuine air of excitement. Suspended around four metres above our heads the majestic Dragon produced gasps of thrill and delight from the girls with the journey hardly underway.

The Harry Potter World tour takes us onto the original film set, from its inception to the completion, of all seven award-winning films. The Harry Potter World is about imagination, make-believe, and magic on a huge scale which is truly inspirational. Tension and majesty are slowly built starting with the oak doors into the Great Hall. The Forbidden Forest, with its dry ice mystique and scary sound effects, produced some rather loud screams from some of the girls, to the delight of some of the accompanying public, as we proceeded round to Aragog’s Lair. Gringotts Bank standing tall with marble columns and huge glass chandeliers was an experience in itself, only to be followed by its epic destruction by the dragon guarding the Hufflepuff Cup.

BUTSER ANCIENT FARM

Year 8 went on a school trip to Butser Ancient Farm to further understand our Classics topic: Roman Britain.

First, we gathered around a fire in a British roundhouse where the staff members from Butser told us all about how it was made and how they know almost exactly what a roundhouse would have looked like because of remains of wood that had rotted and left marks in the soil or chalk, which resulted in archaeologists knowing the exact layout of these fascinating structures.

Next, my group had the chance to spin Manx Loaghtan wool, wool from an ancient breed of sheep. We also learned about how the British used to make clothes from the wool and other materials before machines and how they used plant fibres like nettles in their materials.

We were then taken on a tour of a Roman villa which included seeing the extravagant mosaics and how the underfloor heating used to work. After this we gathered around the fire in the

The Harry Potter trip provides the girls with an education into a working community of professionals working at the highest standards possible. Thousands of costumes artists, set designers, visual and special effects, with designs providing intricate detail to the smallest degree is truly astounding. We hope that the girls took away that even though an idea can be the size of a mustard seed, great things can grow way beyond what anyone thought was possible. I think we met Dumbledore’s expectation and lived our dreams.

Mrs Helen de Mattos, Director of Drama

roundhouse to eat our lunch before a tour of a Saxon house in Britain.

We looked at different materials and objects used in the everyday life of people at this time such as pieces of pottery and tesserae (the individual pieces of a mosaic), we even got to see what a dress would have looked like at the time.

Finally, we tried jewellery making in a roundhouse. We were given a piece of metal and we twisted it round into spirals then fitted it to our finger to make a ring. It made a lovely memento of the day.

Rachel Fisher (Year 8)

NurturingOur Spirit

WHAT IS A RETREAT?

As we get older and responsibilities and obligations become many, we can sometimes feel a little depleted. Life can be rushed and busy and so it is important for well-being that we make time to take a step back from our routines. In the Gospels, we hear numerous accounts of how Jesus ‘went up the mountain to pray’ (Luke 6:12, Matthew 14:23, Mark 6:4546, Mark 9:2, John 6:15, etc). This idea of ascending above the routine of daily life and leaving behind our busy activities in order to pray and reconnect with God, ourselves and one another is the foundation of our Retreat Days.

This is why we believe Retreat Days at Farnborough Hill are so significant for pupils, as part of our approach to educate the whole person. You cannot fully appreciate the beauty of a piece of art up close, but rather when you take a step back. The same can be said with water that has been disturbed and your reflection in it contorted; things will only become clear when the water is still.

Retreats reinforce the bonds between members of the Farnborough Hill community; each Retreat has a different theme which reflects stages of the Year Groups:

Year 7 – We are many parts, but all one body (1 Corinthians 12:12)

Year 8 – Uniquely and wonderfully made (Psalm 139)

Year 9 – Choices and changes (Jer 29:11-14 and Mark 1:16-20)

Year 10 – Dance, dance, you’re not alone (Matthew 28:18-20)

Year 11 – Nothing is impossible with God (Luke 1:37)

LVI – Questions: Reflecting upon who we are, Who God calls us to be and how to prayerfully undertake a discernment process (Matthew 16:15-17)

UVI – Journey: Reflecting upon our journey so far and looking ahead (Luke 24:13-35)

Each theme considers where our pupils are in their journey both here at school and personally in their life experiences –whether pupils have just started here at Farnborough Hill or they are preparing for A levels and life beyond Sixth Form. These days are typically filled with quiet reflection, teambuilding activities that connect to the theme, laughter, fun treats to keep us going on retreats, outside speakers and culminate in the Chapel with a liturgy that the pupils prepare and deliver themselves. It is rare for a retreat not to include laughter and singing, especially our Farnborough Hill favourite, ‘Shine, Jesus Shine.’

Year 10 enjoying togetherness under the theme of ‘Dance, dance, you’re not alone’.

STAFF RETREAT

In November 2021, the staff community had the opportunity to take part in a Retreat on the theme Salt, Light and Leaven: what each staff member brings to Farnborough Hill (based on Matthew 5:13-16). Wonderfully led by Mrs Nelle Dalton, our Chaplain, this provided us with the chance to consider what we each bring to Farnborough Hill and to think about how this contributes to our mission to educate the whole person. As part of the reflection, we were presented with the words of William Butler Yeats that ‘education is not the filling of a pail but the lighting of a fire’. Whilst this might seem a timely reminder to us as teachers, there is a broader message here about how we all view our life and work as a school. It is important, of course, to keep our eyes firmly focused on the pursuit facts, knowledge and ultimately grades, but our purpose here is not simply to collect these like the falling conkers but to use the contents of our pail to move beyond and discover our own interests and passions; to light the flame of curiosity. In the words of Martin Luther King, ‘intelligence plus character; that is the goal of a true education’.

Dr Ian Taylor, Senior Teacher

Mrs Nelle Dalton, Chaplain

Year 7 pupils exploring the Retreat theme of ‘One Body, Many Parts’.

For this year’s altar cloth, each pupil and member of staff had an opportunity to commit themselves to caring for the environment in a specific way: Conserve (water and electricity), Reduce, Reuse, Recycle or Shop Wisely by placing a colourful leaf onto one of three trees to represent our commitment to these areas. The altar cloth is a bright and joyful reminder of this commitment and has words from St Francis of Assisi’s Canticle, or sung prayer, praising God for Creation.

The Advent Carol Service was a beautiful way to begin the festive season. The already splendid Chapel was made even more beautiful by stunning lighting, symbolically looking forward to welcoming the coming of a King. The candle bearers enhanced the atmosphere as they processed down the aisle in a sea of flickering light while the Senior Choir was incredible as it led favourites including Tomorrow Shall Be My Dancing Day, O Holy Night and A Christmas Blessing. The congregation was invited to sing along with various other festive carols including O Little Town of Bethlehem and Once in Royal David’s City. The traditional five readings, confidently read by pupils of the School, reminded all of the reason for celebrating in this time-honoured and reflective way.

At the beginning of each academic year, we celebrate Mass of the Holy Spirit, dedicating ourselves and our work to the Lord. We ask for blessings on our entire School community, including pupils past and present, staff, families, governors and our founding RCE Sisters. Each Form Captain brought their Form Prayer forward during the Mass, after which the prayers are displayed in each Form Room for the year, and we include one Form Prayer each week in the weekly prayers for Registration. We feel truly blessed that we were able to come together as a Farnborough Hill community for a beautiful Eucharistic celebration outdoors.

Ash Wednesday Mass celebrated the beginning of the season of Lent - the 40 days during which Christians prepare for Easter through fasting, prayer and almsgiving. We were reminded that ‘fasting’ is not always about completely giving something up, it is about moderation and reorienting ourselves. During this time of Lent, we are called to reflect upon what obstacles keep us from loving God, loving our neighbour and making changes accordingly, knowing that God always loves us and forgives us if we have gone astray.

Pope Francis invited Catholics and non-Catholics alike, to make Ash Wednesday a special day of prayer for Ukraine. Although people can be divided by beliefs, politics, religion, borders and different languages, as Catholics, we believe that all people are brothers and sisters, created by God.

During our last period of the Spring Term, we came together as a School Community in our Chapel for our Easter Liturgy

The Senior Choir helped us raise our voices in song, as we heard Lower Sixth students read from the Gospel of Mark and reflect upon Jesus’ last days, suffering and death. Our final reading described the women who went to the empty tomb to find that Jesus’ body was no longer there. Rather than retreating and remaining puzzled about Jesus’ resurrection, these women went out to tell others. They used their voices and took action. Just as these women went out, we took to our beautiful grounds to walk around the School as a community and reflect upon how we can put our faith into action. We ended our Liturgy on the Millennium Lawn in prayer and song.

On their last day before study leave, the whole School gathered to celebrate the achievements of the Upper Sixth students and bless them as they prepare to leave Farnborough Hill for their examinations and beyond. The Mass readings, music, bidding prayers and flowers were all chosen, organised and delivered by the Upper Sixth, which reflected beautifully their unique and varied gifts. Following Communion, Abigail Wright read her beautifully written reflection and Imogen Honey passed the Head Girl’s Book to our new Head Girl, Charlotte Butler. The entire School Community extended their hands to bless the Upper Sixth as they prepared to leave to take A level examinations, and we reminded the Upper Sixth that they remain a part of our Farnborough Hill community even when they are not physically with us. We concluded our Eucharistic celebration with our favourite Farnborough Hill hymn, Shine, Jesus, Shine, which was very appropriate as the Upper Sixth students take Christ’s light and love out into the world.

Charity Focus

In just four short, busy but heart-warming weeks during the Lenten season, the School community helped ten different charities by raising an outstanding total of over £11,400 plus, they packed up a mountain of teddies for the Teddy Trust. The charities benefiting included Comic Relief, The Disasters Emergency Committee’s Ukraine Appeal and Rape Crisis England and Wales.

SIXTH FORM CHARITY WEEK

Every year, Upper Sixth students plan a week of events to raise money for charity and, this year, the girls outdid themselves, raising more money for their chosen charities than ever before. Kicking off the week was a Blue and Yellow non-uniform day, which saw pupils dress in the colours of the Ukraine flag to show solidarity for their fellow humans suffering the effects of war. The next day, the magicians among us showed off their skills, and revealed a few secrets, in a magic workshop. On Wednesday, the traditional Cake Sale was held and, as always, goods sold out as the School’s sweet tooth was satisfied. Thursday brought the absolute highlight of the week: The Masked Singer. Seven teachers disguised head to toe sang on stage with the aim of the audience trying to guess who was behind the masks. Every single teacher put their all into the performance, overcoming their nerves and everyone in the audience loved it. The Hall was filled with awe and joy while some teachers revealed hidden talents and others showed that even if the talent is not quite so hot, taking part is still a huge amount of fun. The week finished with Lower Sixth volunteers taking on the task of valeting staff cars… that was money hard earned!

The money raised during Sixth Form Charity Week was split evenly between two charities: Disasters Emergency Committee, Ukraine Humanitarian Appeal and Rape Crisis, England and Wales.

UKRAINE MARKET

The Hall was filled with happy shoppers just before Easter 2022 as they browsed the goods on offer at the charity market. With stands selling sunflower seeds, candles, ribbon pins, a bustling teddy tombola and the ever-popular cake and sweet stalls, it was a vibrant event to raise money for the DEC’s Ukraine Humanitarian Appeal. Over £400 was raised – thank you to all the shoppers, and an even bigger thank you to the stallholders.

24-HOUR ENDURANCE CHALLENGE

On Friday 18 March 2022, members of the sport community in Year 11 took part in a 24-hour Endurance Challenge, where we continuously kept a bike and cross trainer going in groups of five to six, from 9.00 am on Friday to 9.00 am on Saturday.

The day started off with high energy and excitement from all members as we set off to complete this challenge. We were all pumped and in high spirits after watching a video the Physical Education Department had put together which included short clips of many sporting influencers and players such as Joe Wicks, Charlotte Edwards, Joe Marchant and Jade Konkel, all wishing us luck and advice for the very long day ahead.

All the girls were so supportive of each other. We all cheered each other on throughout every session, and our commitment and determination never faltered. We made sure to keep ourselves occupied when we were not cycling or cross training, with many different activities such as Just Dance, yoga, walks around the School, playing mini cricket and basketball games. It is fair to say we were never bored.

During the rest of the School’s lunch period, we organised some fun activities for our fellow pupils to do in return for small donations to boost our fundraising total. There were activities such as throwing bean bag balls into hoops and even karaoke - a really successful moment within the 24-hour challenge. We could not forget the added support of teachers from various departments coming down during lunch, who even took small shifts on the bikes and cross trainers. We were all very grateful for their support and enthusiasm for the event.

Another lovely moment was when our parents were able to come to the School at around 7.30 pm to cheer us all on and get updated on all that had happened. So many smiles, laughs and long chats between the parents and their daughters were captured. It definitely gave us all a boost of energy to carry on into our night shift; it was going to be a long night.

As it began to get dark, naturally our energy levels dropped and, even though we were still joking, our legs were aching. At around midnight, we began to sleep between shifts on the machines. Any sleep was precious as all of us were now exhausted, and our moods began to drop. Taking our turns on our bikes began to feel more difficult and the 30 minute bouts of exercise felt so much longer, probably because 2.00 am is not normally a time for exercising. Through the early hours of the morning, small groups of girls took themselves somewhere quiet to rest. After some 5.00 am karaoke, our spirits were lifted once again and the end was coming nearer. The shifts from 6.00 am onwards were challenging as our bodies were aching and sore, but the money we had raised, the fun we were having, and watching the sunrise from the Hill, kept us going. Then at 8.15 am, parents and some staff began to arrive just in time to see us finish our big challenge. For the final time five of us got onto our bikes and now with more gratitude than ever, we cycled with the giggling and chatting around us giving us motivation. As we counted down the end, both parents, teachers and each of us were very proud of what we had just achieved. Finally, before we left for a well-deserved sleep, Mr Emery gave us a parting speech and thanked us for our efforts.

We will never forget this incredible experience, and the fact we raised a total of £7,200, £5,000 of which went to Comic Relief and the remainder to the rest of the House charities. Well done girls, we smashed it.

Liliane Goyon-Thorne and Robyn Singleton (Year 11)

CHARITY CLOTHING DRIVE

With winter in full swing, the Farnborough Hill community showed its care and compassion once again by pulling together to contribute to a winter clothes collection for refugees and those most in need. A mountain of bags filled with clothes was donated to The Cowshed in Reading, a charity which provides support to people of all backgrounds in a time of personal crisis.

FARNBOROUGH FOODBANK

CAFOD Young Leaders organised several food bank collections throughout the School year, all of which was donated to the Farnborough Foodbank, part of the Trussell Trust’s UK-wide foodbank network.

BREAST AWARENESS MONTH

Year 8 pupils Alice Ridge, Chloe Griggs, Hannah Kempston-Gulliver, Anna Perry, Sophie Perry and Alannah Brunton, masterminded by Raphaelle Aubertin, raised £251 for breast cancer charity Walk the Walk by selling bracelets and pin badges, and organising some games with prizes and chocolate (of course!), for their peers during October 2021, Breast Awareness Month.

CHARITY CHRISTMAS BAZAAR

The House Reps organised their Houses once again to lay on fantastic charity stalls at the Christmas Bazaar. Roantree supported Yes-J with a sell-out bottle tombola, McCormack’s sweet and Christmas card stand in aid of Treloar’s was as popular as ever, while Dutertre had the noble task of rehoming cuddly toys and, perhaps, the easier sell of cakes and hot chocolate, all in aid of Naomi House. Bickford’s hamper raffle offered attendees the chance to win one of many generously stuffed hamper boxes in return for a donation to Cancer Research UK and, finally, Mostyn had its annual bric-a-brac stall, where eagle-eyed shoppers could bag a bargain with proceeds going to both MIND and Walk the Walk.

The House Bazaar raised over £2,300 for the Houses’ nominated charities; a big thank you to everyone who contributed and bought items.

PENALTY SHOOT-OUT

Mr Scott Temple organised a fun lunchtime penalty shootout competition, where pupils could attempt to score past the teacher goalkeeper. Over £100 was raised for the House charities. (pictured above)

MY FAIR LADY: SUPPORTING SHELTER

Given the theme of homelessness explored within this year’s school musical, My Fair Lady, we were delighted to support the homeless charity, Shelter, by donating £2.50 from every programme sold to support their work. Donation tins were also available on the performance nights and, together, almost £475 was raised.

Project Qualifications

Year 9 Project Titles

‘Would it be beneficial for primary schools in the UK to be bilingual?’ (Radhika Shah)

‘Does high-performance swimming have a positive impact on the well-being of teenage athletes’ (Sophie McGuire)

‘What is more detrimental to the Low Income Countries, the social or environmental impact of fast fashion?’

(Nathalie Prevost-Snell)

‘Is the progress made in space exploration worth it from an environmental point of view?’ (Rosa Spencer)

EPQ Titles 2021-2022

‘Assess the significance of recent developments into the link between dysbiosis of the gut and mental health’

(Imogen Honey)

‘To what extent is it possible to demonstrate a link between air pollution and high levels of incidence of COPD and asthma in the urban environment in the UK?’ (Kari Ballard)

‘To what extent is Athenian Democracy the basis for modern British democracy?’

(Annabel Brydon)

The claim that the programme of Project Qualifications is now firmly embedded across Farnborough Hill was confirmed this year, not only in the recognition provided by the team of ISI Inspectors that visited in March, but in the fact that the first cohort of girls to have undertaken a Foundation Project Qualification (FPQ) when in Year 9, successfully completed their Extended Project Qualification (EPQ) at the start of their Upper Sixth. The benefits of this experience were evident, as impressive results for all 20 of the EPQ candidates included 12 A*s and a further 4 A grades. A wide range of interests led to some remarkable varied but insightful titles, including projects which considered the most significant pressures on GPs, the potential for nuclear fusion to be the future of energy, and the role of women in Ancient Rome.

The level of engagement with the FPQ remains extremely strong, with over two-thirds of Year 9 opting to complete the qualification in 2021-2022. Indeed, such was the passion and commitment of some girls that they were able to be entered for the Higher Project Qualification (HPQ) and, as a result to provide a 2,000 word essay, in addition to the other components of the course. Results were outstanding, with 47% of the cohort securing an A* and 86% securing either A* or A, and the topics wide ranging. The link between academic success and involvement in high-level sport, music and/or dance was a common theme, as was the impact of such involvement on aspects of mental health. Other notable topics considered the benefits of bi-lingual primary schools, the environmental impact of space exploration and the ethical nature of fast fashion.

Project Qualifications, across the three levels, require the production of a Written Report, the completion of a Research Journal – via the on-line ProjectQ platform – and the delivery of

a formal spoken presentation. Based on a topic of their own choice, candidates are required not only to identify and locate relevant source material but to carefully analyse, evaluate and synthesise this information to produce a response to their question based on their careful consideration of the evidence available to them. Many of these skills are introduced in the Taught Sessions – delivered in Form Time for Year 9 and as part of the timetable in the Lower Sixth – and then cultivated in oneto-one meetings with a personal supervisor, where candidates are also encouraged to reflect on the strengths and weakness of their work and to make decisions as to the direction of their research journey. Given the range of skills required, the results at both Year 9 and in the Upper Sixth are remarkable and are surely a key part in the academic success enjoyed by Farnborough Hill girls more generally.

It is always the passion with which the girls engage with their topic that is the most striking, however, and it is wonderful not only to see Sixth Form students picking up their Year 9 topics for further development at EPQ level, but to hear of undergraduate dissertations being written on issues first considered as a project.

Renewed congratulations of course go to all the girls who take on the challenge of a project and complete it with such tenacity, focus and flair. Thanks must also go to all those staff, most notably the team of dedicated supervisors, who support the Project Qualification with such dedication and skills, allowing the girls the opportunity to add this strand to their learning. Indeed, the staff more generally have been contributing their own project ideas, some of which are listed on the left, demonstrating that the research bug is alive and well at Farnborough Hill.

Dr Ian Taylor, Project Co-Ordinator

Clubs

EQUESTRIAN CLUB

Our equine lovers enjoyed the chance to compete for the School on several occasions this year, including at the National Schools Equestrian Association Competitions in October and November.

Ask any Sixth Form student for a piece of advice for a pupil joining Farnborough Hill and, 90% of the time, they will say ‘take every opportunity you are given’. The extensive number of clubs on offer present the best opportunity to try something new, or even to found a club yourself! Here are just some of the fantastic co-curricular offerings from this year.

DUOLINGO CLUB

Year 7 Duolingo Club has brought together a group of keen linguists learning French, Spanish, Welsh, Czech, Latin and Japanese.

JUNIOR SCIENCE CLUB

PSYCHOLOGY CLUB

Sixth Form psychologists and Mr Simon Haddock have been running a Year 9 and 10 Introduction to Psychology Club. They enjoyed sessions on memory, Clinical Psychology and social influence, discussing how we are affected by conformity and obedience in everyday life.

CREATIVE WRITING

The junior scientists have enjoyed some hair-raising sessions with their club, including making balloon-powered rockets, chemical rainbows and giant bubbles.

SIGN LANGUAGE

The girls spent the first term learning the alphabet and key phrases, doing fun, interactive activities to help them memorise hand gestures.

English Prefect Amelia Finn (UVI) wanted to introduce a Creative Writing Club, she said: ‘I believe creative writing is magical, every girl should have the opportunity to express herself creatively, and I am excited to encourage the girls to develop their writing skills and imaginations.’

YEAR 8 NETBALL

Almost half the Year Group turned out in the Autumn Term for the Year 8 Netball Club. Great commitment!

F’HILL WATCH

CROCHET CLUB

Pupils have enjoyed some mindful activities as part of their club offering, including Year 10 Crochet Club where they have made beautiful little animals.

At F’Hill Watch, Farnborough Hill’s Wildlife Club, pupils have been observing the wildlife here in the grounds and have completed projects to encourage even more wildlife. They have set up a bird feeding station, have built a bug dormitory to encourage more insects and even dissected owl pellets to find out what barn owls had eaten. They were all surprised by the number of tiny bones of mice and other animals they could identify in the pellets that have been regurgitated by the barn owls. They also set up cameras to observe the bird feeding station and another one to discover what larger mammals such as foxes and badgers that roam around the grounds at night.

LEGO COLOSSEUM

Rome wasn’t built in a day…

The Lego Colosseum construction in the Library continues at a pace. Mr Emanuele Maccherini and his Years 7 and 8 team of builders have been busy constructing over the past year – there is still a way to go!

ULTIMATE FRISBEE

A new club for the Summer Term was Ultimate Frisbee. This sport, which promotes gender equality, self-officiating and self-control, is growing across the world and proved a very popular choice among the Year Groups. After learning different throws and catching with confidence, the girls put these skills to the test in the sport which combines American Football endzones with Netball pivoting, all while using a disc or frisbee.

Young Enterprise

The Young Enterprise Scheme runs every year at Farnborough Hill, under the expert guidance of Head of Business and Economics Miss Lucy Miller. We spoke with Miss Miller and two Year 10 pupils, Eesha Kaur, Managing Director of Lazy Mountain, and Gabriella Becerra, Managing Director of Aura, to learn more about the entrepreneurial scheme.

Please tell us about what the Young Enterprise scheme involves…

Gabriella: In essence, the Young Enterprise scheme is all about setting up and running your own company. This means you need to work as a team, everyone with different roles such as marketing, finance, human resources, operations, managing director.

Miss Miller: Each member of the team will be a company director but also has the opportunity to become a shareholder and therefore become both an owner and employee of the company. They choose what to sell, where to sell, how to market their products and motivate the team, they are responsible for financial control, operations and reporting directly to all stakeholders.

Do you have guidance from any industry experts?

Eesha: Yes, each Young Enterprise group has a business advisor to guide them through the journey and they are very helpful in steering us in the right direction.

Gabriella: The team’s advisor will attend our weekly team meetings, and offer advice based on their experience.

Miss Miller: The mentors are people from industry who have a wealth of experience and expertise and are willing to volunteer their time and energy to lend support, offer direction and act as a sounding board for the newly formed companies. They help to coach the teams as they face all the typical problems and challenges that any new business faces but they do not hold a director or shareholder position. The running of the company and the ownership is very much under the direction of the pupils. We are very fortunate to have some incredible business mentors who have supported Young Enterprise at Farnborough Hill for some time and have been unwavering in maintaining their contact and support of the companies.

How do you come up with your products? Are there any rules you have to follow with regards to product selection?

Miss Miller: This varies and some teams are very much product led whilst others are more market led. Often the product ideas will evolve and pupils can offer either a tangible good or a service. There are endless opportunities and options. Initial meetings have lots of idea generation and can evolve from discussions on their travels, personal experiences, products they feel could be improved upon, gaps in markets and sometimes the discovery of completely new markets altogether. We have had businesses formed by recognising and seeking to utilise the talents of company members and it is not unusual for pupils to start Young Enterprise with numerous business ideas which they have had marinating in their minds over the years. Entrepreneurship can begin at a very early age!

Gabriella: Due to food laws and the time it takes to earn a trading licence for food, it is better to not have a company based around food if you only plan to run the company for a year. Other than that, there really are no limits and the product does not always need to be a physical product such as candles or tote bags or invention. It could also be offering a service; one year a group trained to be waitresses and they waited at different events. Sometimes product ideas just come out of the blue, or to spread awareness, or to provide something in demand. Perhaps when people are consciously thinking about any problems they see in everyday life and often a product can be to try and solve this problem. No matter how the product is decided, research is key: you need to know about the market, the competition with similar products, prices, costs, logistics and more!

How do you sell your products?

Gabriella: It is up to the company, and what the product isthere are no limits! You can sell at school events, you could sell at markets. If you contact enough places, you could even get your product in a shop, where the buyers pay a wholesale price for a large quantity. Young Enterprise organises some places to sell; for example, Old Spitalfields Market in London this year (which was amazing!), however the selling opportunities do not stop there.

Eesha: For many Young Enterprise businesses in Farnborough Hill, their first selling opportunity is the Christmas Bazaar at school. That is a great starting point and gives us a boost to apply for stalls at other local markets. We, for example, sold at our Primary Schools’ Summer Fairs. There is also a website known as ‘Trading Station’ where all Young Enterprise companies can set up their store online and organise deliveries too – it is like eBay, for Young Enterprise companies.

Miss Miller: Selling opportunities are varied and teams must decide on the avenues and pathways that are most suitable to their product. A recent company that sold subscription packages for pets found that partnering with dog groomers worked well. Many of our businesses sell directly online and a team selling a range of beeswax and honey-based products found that linking up with a local Co-Op store was a successful distribution opportunity.

Are there any constraints on how you can market your business? What is a typical marketing mix?

Miss Miller: The pupils are quick to learn that all the features that influence the consumers’ decision to buy their product need to ‘fit’. The price, product, promotional methods and place where the product is sold need to complement one another.

Gabriella: There are not any considerable restraints; social media is a popular marketing tool, as well as flyers, posters, and

giveaways to draw attention.

Eesha: We found the best way to advertise was either on the s School website or through word of mouth, which does spread fairly quickly.

How much of a time commitment is there?

Miss Miller: Each company has a weekly meeting lasting an hour. It is led by the company managing director and all members attend. This meeting follows an agenda and often problems and opportunities are discussed, priorities identified, tasks allocated and updates from each functional area are shared. Each company can choose how to run and typically a democratic approach is favoured with meetings often including voting on key decisions and options.

Outside of these meetings the time commitment can vary and at different stages may require additional input from different departments. At pinch points directors often recognise that everyone needs to roll up their sleeves and muck in! It is not unusual to hear that someone’s family garage was occupied by a Young Enterprise company operating an intense flow line production schedule over a weekend to build up stock levels!

Eesha: In our company, ‘Lazy Mountain’, we met up after school and in the half term to make our products and ensure we made each product with precision. However, this time was spent with friends, therefore did not really feel like a ‘business’ but rather a meet-up with a purpose. We had a lot of fun while being productive!

What happens to your profits? And what happens if you fail to recoup your costs?

Miss Miller: Financial control is fundamental and the finance director has a critical role in updating the team on the financial position of each company, they will open the bank account, set up the debit card and cheque book and take responsibility for managing the online banking transactions. We are lucky that HSBC support the Young Enterprise programme and along with the business mentors, each team is guided through the process of setting up and managing a business bank account.

An accounting software is used within the Young Enterprise programme to help each team track their incomings and outgoings and profit estimates are tracked against profit targets. The profit and loss statement and balance sheet are presented at the AGM at the end of the year. Profits, after tax, are distributed to shareholders and often each company also chooses to make a donation of post tax profits to charity. Returns have been incredible, last year some shareholders received a 400% return on their investment. The pupils have a remarkable ability to turn start up capital into profits and whilst the role of the Finance Director is fundamental, achieving a profit is usually always a whole team effort!

How did you appoint the various roles within the company?

Miss Miller:

The link teacher will give an overview of each of the director roles and a description of the suitable characteristics for the person who will eventually fill that role, almost like a job

description and person specification.

Gabriella: Everyone says which role they are interested in, and roles are assigned based on this. Normally the Managing Director has several candidates, however there can only be one. This is usually decided with a pitch from each candidate, and everyone votes.

Eesha: Different roles suit different personalities: for example, if you are a very strong leader and like putting your own ideas forward and taking responsibility, then the Managing Director role is perfect for you. However, if you enjoy the ethics and keeping everything and everyone in line as well as being the ‘morale of the company’ then perhaps a role such as Human Resources or Corporate Social Responsibility would be suited for you.

Please tell us about the competition element of the Young Enterprise scheme…

Miss Miller: There are numerous trade events where pupils can compete in terms of generating the highest sales, having the best presented trade stand or delivering the superior level of customer service. Young Enterprise also run competitions for the best advertisement, teamwork awards and prizes for innovation.

There are various Young Enterprise competitions throughout the year and winners will go through to the next round – there is a local, regional and national competition whereby pupils deliver presentations on their company, field questions from judges and pitch their trade stand. There is a Dragons’ Den competition where they can pitch for funding to help bolster their start-up capital.

Eesha: Each Young Enterprise company has the opportunity to enter the ‘Company of the Year’ competition which consists of making a presentation about the Young Enterprise journey; filling out a form articulating this journey and having an interview with some of the experts. The first round is the local award, followed by regional and finally national. Each round winners receive prizes, usually funds to invest in the company. The competition element creates motivation for the company to do well and is a very fun thing to experience.

Gabriella: The competitions are also a great opportunity to see what other Young Enterprise companies are doing throughout the country.

Finally, once the scheme is over, do you have to fold your company, or can you keep running it?

Miss Miller:

We typically do fold the company, particularly for pupils going into Year 11 as their focus will be their academic studies and their pending GCSE examinations. We have had pupils become inspired by the scheme and go on to set up their own businesses and, in some instances, pupils have continued the business idea / product by buying all the closing stock from the company when it is wound up and then pursuing the business idea independently with permission from their fellow shareholders and directors. In fact, we have some Young Enterprise product ideas and businesses still in operation amongst our alumni.

The Duke of Edinburgh’s Award

It is quite incredible how we find ourselves at the end of yet another school year. It already seems a long time ago that we had to be in masks, keeping our distance and wondering when we could run Expeditions in ways that we used to. Lockdown certainly had an impact, we found that a number of girls were much more anxious about staying away from home, so this produced an extra challenge for them. Mr Scott Temple, the Silver Co-ordinator, and the girls in Year 11 found themselves in expedition season right at the beginning of September, with the spectre of social distancing still hanging over us. Their Expeditions had been postponed from the previous summer so we wanted to complete them before they would impact on the girls’ studies, leading to socially distanced walking and the plan for the girls to sleep in separate tents. This meant we were more concerned about their safety at night so Henry (an external leader) and I took it in turns to stay awake in the night watching over the camp like meerkats. I do not know if you have tried to stay awake between 2.00 am and 6.00 am in the dark for two nights running – I did find that a challenge. Thanks to the reliability of the leaders, I was able to catnap during the day when I was not needed. Unlike previous Silver Expeditions, these had to be run closer to home so they took place in the North Downs and the New Forest, both beautiful locations. On the Assessed Expedition we found ourselves camping in a large field with a herd of deer in the adjacent field. As the sun went down, the mist rose from the ground, making it quite eerie but beautiful with the moon peering through. The barks of the deer in the dark implied they had got considerably closer so not wishing to encounter any stags, we settled down for the night. Although it poured with rain as the girls approached their final destination the following day, they arrived full of cheer and camaraderie, appropriately proud of their achievements.

Mrs Hazel Burrows was in charge of coordinating our huge Year 9 Bronze cohort who were split between our in-house team and Hampshire Outdoors. This seems to work well and enables the girls to have a proper Expedition experience following their own route and not following another group - with so many groups now it would be impossible to

facilitate this if we tried to run it with all the groups. I had to miss the Assessed Expedition due to COVID but was able to relax knowing I have an excellent team and a very efficient Bronze co-ordinator in Mrs Burrows. Mrs Burrows also organised a Bronze presentation evening as an opportunity for the girls to present their Expedition aims to their parents and for those who had completed their Award to collect their badge and certificate. It was quite amusing to hear how so many of them had struggled up ‘gigantic’ hills… they have yet to see gigantic hills! I was quite surprised when so many of them signed up for the Silver Award; the hills will be so much bigger and there will be far more of them as we venture into ‘wild’ country.

Our Year 10 Silver Expeditions, run by Mr Temple, started with Practice Expeditions in the New Forest. The groups were enthusiastic and well prepared, however the weekend was not without incident. The perils of climbing over a fence were realised by one team when one of them fell, knocking her head and sustaining concussion. Another team were enjoying themselves chatting so much that they forgot to navigate, and one participant had to leave early with suspected appendicitis. Then, as they approved the final leg of the Expedition another team decided to follow each other into a bog and plough ahead despite the fact it was getting progressively deeper – not a wise choice, and a mistake they will not forget in a hurry.

I would like to say that their Assessed Expedition was less eventful, but we did have one broken ankle. Other than that, it was a nice opportunity to explore the Purbecks, an area I have not been to before. It was pretty and there were hills, but it is not as dramatic as the Peak District, Dartmoor or Exmoor. The Duke of Edinburgh’s Award expeditions do

Expeditions

Although I have focused on the Expedition aspect, that is only a small part of the commitment required to complete the Award, but the one that the DofE staff are most involved with. All participants must also fulfil the required timescales for the Volunteering, Physical and Skill sections with the addition of a residential section at Gold.

Many of the girls complete these sections through activities outside of school, but some participate in Young Enterprise run by Miss Lucy Miller, CAFOD Young Leaders run by Mrs Nelle Dalton, sign language with Mr Erik Anders, sporting, music, craft and other clubs in school.

The diversity of the section choices and the skills that the girls acquire are unbounded, the more they put in, the more they get out of it.

not stop for the holidays, indeed it was during the holidays that we ran the Gold Expeditions. In early April, we found ourselves in cold, wet weather for the five day walking training and practice in the Dark Peaks. The weather was unrelenting and the girls used all of the spare fleeces, coats and gloves I had taken whilst training as the constant rain penetrated all layers. We had insulated the tents with additional roll mats, fleece blankets and sleeping bags – this seemed to work as we did not freeze at night, on the contrary it was, to my relief, reasonably comfortable. The five strong team were good navigators and appeared to relish the challenge of battling the elements, impressing their leader and myself throughout. They are clearly made of tough stuff.

The weather on their Assessed Expedition at the start of the summer holidays was also extreme but this time due to a heatwave. Having chosen wild camps every night, they had absolutely no facilities at camp except for streams nearby so they filtered stream water to replenish their water supply when we could not get to them. Again, they appeared to be in their element, motivating each other through the remote countryside and over the biggest mountains in the Brecon Beacons. Narrowly avoiding heatstroke on one day, they then did their best to shelter in the heat of the day. With legs covered in insect bites or feet truly blistered, they completed their four day Expedition wondering what challenges they could do next… perhaps some may carry on to train as mountain leaders. They are also coming with me to Borneo on the Sixth Form Expedition in summer 2023 – the jungle will be another challenge but with their positive attitude they will be no burden!

A couple of weeks later David Earles and Keren Butler took the canoeing group towards Witney in Oxfordshire ready to start their

Expedition. Having been well trained at the National Water Sports Centre in Nottingham during their Practice Expedition in April, the girls were left to navigate the waters and we met them at certain points along their route. They all completed the Expedition successfully, albeit with aching shoulders and a case of wobbly land legs!

Our motto of ‘educating the whole person’ still holds true at Farnborough Hill, and I believe participation in the DofE Award further supports this. Congratulations to all those who have completed their Awards, and I encourage those who have started but are yet to complete theirs to do so. It is not easy to manage one’s time when you are studying, it is another skill well worth developing if you can. We always look forward to the girls completing their Awards and collecting their certificates and badges from the Palace and feel very honoured when past pupils get in touch to share photos of themselves receiving their Gold Award. We are so proud of them and hope they have gained skills that will prove useful through life beyond Farnborough Hill. Thanks to all those who supported the Award this year giving up their time checking progress on eDofE (the online recording portal), planning, checking kit, dealing with paperwork, launching the Award and finding solutions whenever needed. Also huge thanks to those who supported the Expeditions by transporting, training and leading the participants, and supporting each other whilst constantly dynamically risk assessing and problem solving. DofE keeps us on our feet and allows us to celebrate the progress of those in our care.

Mrs Georgina Brocklehurst, DofE Co-ordinator

House News

The House system continues to foster friendly competition and a sense of shared accomplishment. Regular Assemblies and shared themes and goals foster community within community to give a strong sense of identity and belonging, all while supporting charity.

The House competitions are a highlight of each term and this year four were squeezed into a busy post-COVID-19 schedule.

The first competition of the year was the celebratory House Quiz. Taking place just before the Christmas holidays, the girls were in high spirits as they battled it out across rounds including ‘Name that Tune’ and ‘Scenes’. After a tense wait over the Christmas holidays, Dutertre were thrilled to learn they had won.

New for this year was the Inter-House Speaking Competition, the brainchild of Mrs Lori Winch-Johnson (Head of McCormack and former Chair of the English Speaking Union) and Amelia Finn (Upper Sixth English Prefect). Amelia and Mrs Winch-Johnson had held a weekly Public Speaking Club to teach pupils in the Lower School how to be an excellent public speaker, as well as all the nuances and etiquette within formal public speaking. On the day of the competition, pupils from Years 7 to 9 assembled to watch the competitors for each House speak on subjects including the importance of kindness; the need to share free hygiene products; quiet in libraries; effects of deforestation; and cyberbullying. It was a wonderful display of oratory skills and all participants spoke with confidence, conviction and consideration.

The competitors were judged by the Houses’ sixth formers, who relished the opportunity to hear younger pupils at work, overseen by presiding judge, Dr Jo Russell, former Head of English at Farnborough Hill and a judge from the English Speaking Union. In the end, Dutertre claimed another victory.

The next competition was one for the cooks and bakers: House MasterChef. Volunteers from Years 7 - 10 had two cooking challenges: a technical, where they had to produce a swiss roll, and a creative, where they had to prepare a pasta dish. Our judges this year were former Deputy Head, Mrs Anne Griffiths and former Head of Food Technology, Mrs Anne Goddard.

Mrs Griffiths and Mrs Goddard commented:

“We were very impressed with the quality of the dishes, including preparation and cooking. Girls were very enthusiastic and worked very well together.”

Girls had lots of fun making the dishes and deciding on the best House was extremely difficult, with entries being judged on cooking skills, presentation, level of difficulty and taste. In the end, McCormack took the trophy.

The final competition of the year was Sports Day. The afternoon started with Lucy’s Loop; an 8 x 170m race in memory of Old Girl, Lucy Pygott. Then the track and field events began, competitions such as the 800 metre race, javelin and high jump are just some examples of what could be seen. The amazing DJ-ing skills and questionable dancing was thanks to both the Upper and Lower Sixth running the announcements. A special thanks goes out to Miss Naomi Lynch for creating such a good playlist.

There were also stalls run by The Farnborough Hill Friends and the CAFOD Young Leaders, and the appearance from the Sir Whippy ice cream van proved very popular as the queue grew to quite a considerable length. The day finished with the staff and Sixth Form relay and the announcement of the House winner... Mostyn!

Finally, running throughout the year was the House tokens system, where pupils could earn House tokens for good deeds. This initiative certainly bolstered some of the House points totals.

At the end of the year, the House Cup winners were… Dutertre! Their two early wins in competitions gave them a big boost, and Mrs Susana Camprubí-Reches’ competitive streak certainly helps with House spirit. Mostyn came in second, McCormack third, Roantree fourth and Bickford fifth. Congratulations to all the Houses and every one who participated in events. House spirit, let’s hear it!

from theHead Girl

I will always remember the first time I heard about Farnborough Hill. My parents and I were looking at potential senior schools and they showed me some photos of a number of different school uniforms, including at the time, Farnborough Hill’s iconic green and purple stripy blazer. I was not sure initially if the watermelon look was my thing, but writing this now after the most amazing seven years, I know for a fact that Farnborough Hill was absolutely the school for me; I even grew to love the uniform (though, I must admit, the tweed blazer is rather more fetching!). Farnborough Hill has been much more than just a place to study, it has provided an incredible amount of opportunities, support and guidance, and helped shape who I am today.

Becoming Head Girl at the end of Lower Sixth was something 11-year-old me in Year 7 would never have imagined, but I think this highlights how much confidence I have gained since being at the School. Through taking part in school plays and musicals, performing in the annual Gym and Dance Display and completing Duke of Edinburgh’s Award, I have had the chance to build up my confidence in many areas. Even during the midst of the pandemic, the opportunities to get involved in school life did not cease, and the encouragement and support from teachers was ever present.

I remember in Year 7 looking up to Amelia Freeman, who was the Head Girl at the time and a fantastic role model, but never once did I think I would have the confidence to apply for Head Girl myself. Then, in Lower Sixth, after reflecting on my time at the School I realised just how much Farnborough Hill had done for me, so I wanted to apply for Head Girl in the hope of giving something back. I am so glad I did. This past year has been a highlight of my seven years and I am pleased to have made my own contribution to the School. I have had the opportunity to get to know the younger years and experience the buzz and excitement they generate as they begin their own Farnborough Hill journey. From helping out with Busy Bees,

when many Year 5 pupils visited the School for the first time, to attending the Year 7 Retreat Day, which was a chance for the girls to get to know their Year Group better and spend some time in reflection. I cannot believe how long it has been since I was in their position, yet it feels like no time has passed at all. Although I am sad to have reached the end of my Farnborough Hill journey, I feel that the School has prepared me well for life beyond the Hill. If I could give some advice to anyone just starting at the School, it would be to make the most of every opportunity. Try something new, take risks and challenge yourself, because the more you get involved in, the more you will learn and ultimately the more fun you will have along the way. The co-curricular activities are extensive and there really is something for everyone.

Above everything, the thing I treasure most about my time at the School is the friends that I have made. I did not start at Farnborough Hill until the January of Year 7 as I had been living abroad, but I was made to feel instantly welcome and part of the class by everyone. I am still very close with many of my friends from Year 7 and as I have progressed up through the School and been involved in different activities, I have met more people from different years. I have also felt a closeness with my teachers; they are so approachable, and due to the small class sizes, especially at A level, you get to know your class teachers very well. I felt emotional saying goodbye to my teachers at the end of this year, as they too have been a huge part of my time at the School. Of course, though, Farnborough Hill has an incredible Old Girls’ Association so I will no doubt keep in contact for years to come. I wish all of the current pupils and those about to join Farnborough Hill the very best for the future.

Imogen Honey, Head Girl (2021–2022)

Above everything, the thing I treasure most about my time at the School is the friends that I have made.

Making the Hill Your Home

Settling into life on the Hill can seem a little daunting at first; the thought of how to find your way around, how to remember everyone’s name and making those all-important first friends at senior school are concerns that every new pupil shares. As experienced staff, we know that it will all be OK in the end, but a few well-timed mixers can really help to alleviate those first day nerves.

BUSY BEES

The Sixth Form Beekeepers were buzzing with excitement as they welcomed over 150 Year 5 pupils across two sunny June 2022 days for the now legendary Farnborough Hill Busy Bees Taster Days.

Running for over 20 years, the Busy Bees Taster Days allow Year 5 pupils to spend a day in the life of a Farnborough Hill girl, trying out different lessons and enjoying playtime on the Hill. The Sixth Form are truly excellent guides for the day, assisting with delivering the lessons and guiding the Bees as they navigate the School, making friends, developing knowledge and discovering passions. Particular highlights this year included a Mathematics relay and a Modern Foreign Languages treasure hunt and, of course, rolling races down the Hill at lunchtime. This is the first friendship-making event offered to girls interested in becoming part of the Farnborough Hill community, allowing them to dip a toe into Farnborough Hill life. Safe to say, the majority leave feeling ready to dive in headfirst!

THE F’HILL CHALLENGE

The first ever F’Hill Challenge for prospective Year 7 pupils took place in January this year. Whilst their parents were enjoying a drinks reception hosted by our lovely Heads of Department and Senior Leadership Team, all the girls who had been offered a place for September 2022 enjoyed their own event with our volunteer Year 9s and sixth formers. Each of the Year 9 pupils was in charge of an activity and the sixth formers became pseudo parents to a group of excited girls.

Pirouetting down hallways, they were led to the different activities and had fun solving puzzles and number conundrums, making Lego cars, and seeing how many words they can make out of ‘wholeheartedly’ – 883 if you would like to know! One of the girls said that her favourite bit of the evening was playing with the ‘older girls’, and the Spot the Difference, which was a photo of the Old House that had a few interesting extras to try to find.

The girls were rewarded for their hard work with cookies and hot chocolate, while the winning team received the extra gift of a Farnborough Hill teddy bear each, and all left full of enthusiasm for their potential new home and, more importantly, new friends.

YEAR 7 INTRODUCTION DAY

At the end of June 2022, we were thrilled to welcome the incoming Year 7 pupils for their Introduction Day. Ms Alexandra Callaghan and Mr Emanuele Maccherini welcomed them to the community, encouraging them to make the most out of every opportunity that will come their way and to embrace the Farnborough Hill family wholeheartedly. Mr Maccherini prompted a few puzzled faces when he asked the girls to take off one of their shoes and swap it with their neighbour. He then carried on to swap his own shoe with me, which created a very funny picture. Why did he do that? The pupils quickly figured out that not every shoe fits all. We are all different and should not try to fit one mould, but should aim to develop our strengths and personalities. Like in our mission: ‘educating the whole person’.

The girls then contributed to our new altar cloth. They all received a cloth hexagon and after listening to the prayer of Francis of Assisi they all wrote one word that was inspired by this prayer on their hexagon. These hexagons will be joined with the hexagons of all the members of our school to make the final altar cloth for next year and the girls will be able to spot their hexagons the first time they enter the Chapel, already a part of the fabric that makes our community.

The Form Tutors took over proceedings and got to know their new classes before the girls enjoyed their first break out on the Hill with snacks and a drink. This was followed by lessons in English and Geography, plus their first hymn practice. They were in fine voice.

The girls then met up with their current Year 7 buddies in their Houses, where they played some games and had a chance to ask all the questions only other Farnborough Hill girls can answer.

It was lovely to see so many new bonds forming. Where there were gaps in the seats between new girls in the morning, there were none by the end of the day. All the girls left with a smile on their face and the lovely chatter of happiness echoed down the Hill as they filled their parents in on their day.

THE SETTLING IN WEEKS

The Year 7s have a deliberately full and busy start to life at Farnborough Hill: jumping in headfirst certainly assists with alleviating any nervousness and hastens the natural process of making friends. Their first two weeks are filled with fun activities including meeting their Year 8 buddies during Form Time and then, during lunchtimes, they are involved in various fun activities such as Pétanque with the Modern Foreign Languages Department, a Nature Walk with Science, a quiz in the Library with Ms Cathrin Woods, our Librarian, and a Year Group sporting activity.

Each year, it is a joy to see the Year Group settling in well and approaching every new experience with positivity and an abundance of enthusiasm. It is never long before they feel wholeheartedly part of the community and are throwing themselves into life on the Hill with an energy we can only dream of!

Looking Forward

As an aspiring actress, Farnborough Hill has been instrumental in my journey towards my next steps in a career that requires a wide range of skills. I would say that my best memories from Farnborough Hill are that of the productions. I have partaken in a production every year since Year 7 as there is always a show that is available to the girls, no matter the age. Especially since this year’s musical My Fair Lady took on the task of featuring a whole-school cast, ranging from the street urchins being played by the Year 7s, the Ascot punters in Year 11 or the leads in the Sixth Form, everyone has a chance to perform. The Senior Production alternates between a musical and a play each year and has always taken every girl to audition into its cast. Due to this inclusive nature everyone, regardless of experience, can try their hand at performance. However, I feel that the School especially helped to prepare me for my career as the staff have always taken such a professional approach, trusting the performers with microphones, professional lighting, set and direction which emulates that of a West End theatre. I feel so blessed to have performed in 2019’s play Blue Stockings, 2020’s musical Beauty and the Beast, this year’s musical My Fair Lady and even my very first production: 2016’s The Wind in the Willows in which I played a baby otter, and more!

Furthermore, there have always been fantastic co-curricular activities on offer at Farnborough Hill, one of which was a Public Speaking Club that I joined in Year 9. I had not intended on joining this club, but my English teacher approached me and two friends and encouraged us to join the public speaking team as he saw potential when we read Shakespeare’s ‘Macbeth’ aloud in class. I am so grateful that our teacher saw this potential and took time to help us grow in our public speaking skills; we went on to spend the year travelling around the country, winning each round until we made it to the ‘Youth Speaks’ 2018 national final in Devon. As an avid public speaker now, I have always been blessed with opportunities like this one, as well as many other occasions to speak in Mass, Assemblies, Open Afternoons and even a public speaking competition run online from our homes! Since speaking is such an integral part of my chosen career, Farnborough Hill has been invaluable in preparing me in that respect. Naturally, my studies in Drama over the years have also been fundamental in preparing me for my career in

performance. Starting in Years 7 and 8, every girl takes Drama, allowing us the opportunity to come out of our shells and find the fun in performance. When we come to Year 9, we are given the choice to take Drama as it steps into a more academic realm. Year 9 introduces the skills of devising, analysing live theatre (with many fun trips!) and script-work – a wide range of dramatic skills which all come in to play at GCSE and A level. At GCSE, we were given immense amounts of support in our performances and academic work, preparing every little detail for our examinations, both written and performed. Naturally, at A level, things started to get a little more difficult, with a large portion of Lower Sixth (for me) spent in online learning. However, even during these times, we were given lots of opportunities to grow as practitioners, in meetings with notable academics such as Dr Lisa Peck, and by watching plenty of online theatre. A large portion of the Drama and Theatre Studies A level includes choice: choosing a practitioner to work under and choosing a stimulus to devise from. These choices allowed me to deepen my understanding of academic content that would come up in my degree, preparing me for my next steps at university.

As for my very next steps, at the time of writing this, I have firmed an offer to study Theatre and Performance at the University of Bristol. Farnborough Hill is so unique in its UCAS process as the small Sixth Form size allows for significant face-to-face time with our subject specialists, who helped us to cultivate the perfect personal statements. Our teachers have written references that truly speak to our true character, showing just how well they know us. At Farnborough Hill, you can truly tell how much the staff care and are dedicated to ensuring we move on to our next steps ready and prepared.

I am so sad to say goodbye to my home for the past seven years, but I take heart in knowing that my time here has turned me into the young woman I am today and prepared me for anything my future may throw at me, on stage and off! I have a unique career path ahead but I know my peers will echo my sentiments regardless of the industry they are aiming for: the medics, classicists, economists, linguists and so on, would all agree that their teachers have been just as supportive and dedicated to ensuring they achieve their dreams.

Lily Suchet (Upper Sixth)

Looking Back

I have been fortunate to have been at Farnborough Hill for seven years, from Year 7 to Upper Sixth. It is safe to say that these past seven years, whilst not all plain sailing, have been the best years of my life. My very first impression of the School was back when I was in Year 5 when I attended Busy Bees. It was a great way for me to get a taste of what life is like at Farnborough Hill. As I helped at Busy Bees post-A levels this Summer Term, it felt quite poignant sensing that my time on the Hill had come full circle. I remember on my very first school tour taking around a notepad, busily rating everything out of ten so that I could compare Farnborough Hill with other schools I was visiting. Apparently, I rated Farnborough Hill 10 out 10 for the quality of the toilets, higher than every other school; I have no idea why I rated bathroom facilities on my tours, but clearly they won me over! My memories of the entrance examination remain clear to me today, but not for the obvious reasons. Rather, I remember being told about all the cake sales, which are always well loved; in fact, I was recently reminded by my mum that, when I came home from the entrance examination and was asked how the day had gone, my immediate response was “yeah it was great, we got given a really big cookie!”. To this day, it is these cookies that I consider a highlight of my time at Farnborough Hill, enjoying one every Friday break in Sixth Form. My peers will attest to this!

Some of my favourite moments of my school life have to be the Music and Drama events. In Year 7, we did Wind in the Willows where I played a little mouse and had three lines; I personally think these were the best three lines of the play but not everyone would agree. Without doubt, it was the musicals that I loved the most. I relished the quality of both the stage and music production, from watching the seniors in Barnum in Year 7 through to hamming it up as Madam De La Grande Bouche, aka The Wardrobe, in all my 18th century fashion finery when we performed Beauty and the Beast when I was in Year 11. What I loved so much about our productions – and where I have my fondest memories from - is the mix up of the Year Groups and the teamwork, the camaraderie in the final rehearsal week, along with all the action backstage. This year, for my final production at the School, we put on My Fair Lady. It was such a privilege to be involved in a whole school

musical, which included over 150 girls from across the Year Groups.

Sixth Form has been, without doubt, the crowning years of my time at Farnborough Hill. Our whole year were one big family and we all got on so well. One of my fondest memories of the flats is early on in Lower Sixth, when we all sat together in the corridor outside our flats snuggling under blankets. We also did this for Secret Santa. Whilst A level preparation, UCAS applications and EPQ submissions were the hardest things I have done so far in my life, I have made such amazing friends and I know I will look back over this time with great happiness.

It is time now to look to the future, to a life beyond Farnborough Hill. And yet it is one that my time here has well prepared me for. In the meantime, post A levels, I have found myself still coming into school. There has been no need to with examinations complete and lessons long finished and yet I have not been able to stay away. I have still been welcomed every day with a smile (and maybe an eye roll or two from members of staff who have possibly had their fill of me these past seven years) but it is these visits that have made me realise how much of a community Farnborough Hill really is.

I know I will miss life on the Hill so much, even though I realise it is now time to move on. Farnborough Hill is a place I will always gravitate toward, be that physically, visiting just for the sake of it, or in my mind, when I recall memories and moments of friendship and fun and love from my time as a pupil. I am sure I will be back when I can and am confident I will be welcomed back with warm arms, wholeheartedly. Because that is the special culture of Farnborough Hill.

Emily Power (Upper Sixth)

All Girls’ Education

As I revised for my A levels, I often situated myself on the pink sofas of St Cecilia’s. As I was revising one morning, a prospective parent, who was being toured around the School, asked me whether I believed that I had ‘missed out’ on anything by being in an all-girls school. I thought for a moment and realised that I could not think of anything that I had missed out on. I have had an incredible education surrounded by supportive friends with a plethora of subjects available to me, I have had opportunities in Sports, Music, Drama and adventure and, believe it or not, I even have male friends. In fact, I believe there have been many opportunities available to me that would not have been open at a mixed school, such as playing Freddy, the male love interest of Eliza in the iconic My Fair Lady School Production of March 2022. Two years prior, I had played Chip, the scooter-riding teacup in Beauty and the Beast. Playing the opposite sex also felt very fitting, mirroring how girls and women were not allowed to be actresses and perform on stage before the 17th century, and I felt glad to turn that notion on its head.

At Farnborough Hill, we are not sheltered from the ‘real’ world of men and women working and studying together. Through Assemblies and PSHEE sessions, we learn of gender disparities in the world and workplace without having those issues affect our education and our confidence to break the glass ceiling as we grow into independent young women. In a single-sex school, girls can develop the knowledge and skills required to reject and overcome the gender stereotypes that attempt to define them.

Joining Farnborough Hill’s Sixth Form in 2020, one student had concerns that the sporting environment at school would be artificial in comparison with the ‘real world’. However, she came to realise that more and more programmes are being created that target girls only; a girls-only society within school is not far off from the modern world of sport.

An Australian study conducted by Dr Nicole Archard exploring the leadership attitudes of girls attending single-sex schools has found that they have a clear understanding of the ways in which confidence, competition and failure may significantly impact on their capacity as leaders and in their pursuit of leadership roles. Girls taking part in the study believed that their single-sex school was teaching them to be a strong, independent leader and predicted that their confidence would be worse in a mixedsex environment where they may or may not be encouraged to pursue leadership roles. In an environment where boys and girls learn together, it a common theme that boys are seen as ’leaders’ whereas the girls are simply being ‘bossy’.

Today, where the UN states that only 21% of government ministers are women and that only 25% of all national parliamentarians are women, encouragement within education to pursue leadership roles is vital in ensuring more female representation in workplace and governmental leadership positions. At Farnborough Hill, there are so many opportunities for pupils to take up various responsibilities that make an impact on school life. The Junior Leadership Team is made up of a select few young women in their last year of secondary education who discuss issues and make positive change in their own education that is long lasting for generations to come. Looking back on my time as a member of the Junior Leadership Team, I have certainly benefitted from being able to plan charity events, new school traditions and the public speaking involved in my role.

Applying to read Classical Studies at university, I have met a good friend who went to a mixed Sixth Form, and she noticed that all the STEM classes were dominated by boys, and girls filled her humanities classes. Stereotypical notions that boys are better suited to Mathematics, Technology, Sciences and Sports, while girls are suited to Arts and Humanities, can lead to underrepresentation of girls in STEM fields: something that must change. Girls at single-sex schools are 85% more likely to take advanced Mathematics, 79% more likely to study Chemistry and 47% more likely to study Physics. At Farnborough Hill, students can choose to study any subject they want without the pressure of it being a male dominated field; they can follow any aspiration – academic or otherwise – with confidence and conviction. Even in my humanities classes, I was able to speak my mind in debating Philosophy, asking questions about Bach or expressing my love of Greek theatre more than I feel I would have done in a mixed sex school as I knew that I would always be taken seriously as an academic by my peers around me.

Above all, the beauty of Farnborough Hill and other girls’ schools is that the loyalties and ties of friendships are deep and long-lasting. In today’s fast-paced, high-pressured world, such close friendships are everything. The friends I have made in class, through music clubs and co-curricular events / activities like the School Production are life-long. A school friend of mine understands that we are guided to venture outside of our comfort zone, and with the help of the teachers and other pupils, confidence can flourish. The specialised support and environment allows us to become the people we are today, ready to face the wider world. I will be forever grateful for my time at Farnborough Hill.

Emily Browne (Upper Sixth)

Art Exhibition

Artists and designers took the opportunity to showcase their incredible work at the annual St Anne’s Exhibition in July 2022.

Sport Stars

As I move into my fourth year at Farnborough Hill, it is a good opportunity to look back on the first three years and take stock of all we have achieved, celebrate the successes, and consolidate what has been learnt. I am often asked about the vision for Sport and PE at Farnborough Hill, and to put it very simply, it is to create an environment where every girl feels like they have the opportunity to improve and succeed. No matter where their starting point may be, our job is to add value to every girl by providing opportunities for those that want to compete and perform; those that want to participate and be active; and everything in between. Success looks different for everyone, however I often use the words of John Wooden (seven-times National College Basketball Coach of the Year), to best describe the concept: “success is peace of mind, which is a direct result of self-satisfaction in knowing you did your best to become the best you are capable of becoming.”

At Farnborough Hill, we want all girls to feel success, and to help each and every pupil discover their own unique gifts and talents. Sport and PE is not just for the “sporty” girls, it is for everyone. It is about generating positive attitudes towards being active and developing skills and knowledge that will hopefully last long after their time at Farnborough Hill comes to an end. We aim to provide a curriculum and co-curricular offering that does just that, and there is plenty of evidence from the last twelve months that we are moving ever closer to that aim.

After one of the most fragmented and disrupted periods of school sport that I have ever known, it was more than a relief to return to a full co-curricular and competition calendar, and for girls to have the opportunity to participate in clubs and compete for Farnborough Hill once more. With more than 350 fixtures across ten different sports, 311 pupils represented the school in at least one fixture over the course of the academic year 2021-2022, with 42% of all pupils attending at least one PE co-curricular activity. As a result of the hard work and commitment of pupils and staff, we experienced individual and team success at district, county, regional and national level; as well as providing opportunities to more girls than we have ever done before.

Mr Daniel Emery, Director of Sport

NETBALL

During 2021-2022, we increased the number of fixtures from the previous year by 50, with a significant increase in fixtures for our ‘C’ and ‘D’ teams. With an average of 45 girls attending after school netball sessions per Year Group, this meant that nearly every girl that attended had the opportunity to represent Farnborough Hill. It was an absolute joy to see so many evenings with the Netball courts full and so many girls participating.

At District level, our U12, U13, U14, U15 and U16 teams were league winners, with the U13 and U16 teams also capturing the District Tournament title. Our U12 team also went on to win the County tournament as well.

For the first time, we entered the National ISA competitions, winning two titles at U13 and U16 level, with the U14 team taking 3rd place in their tournament. Further to this, Lily Boden was named Player of the Tournament at the U13 event – an outstanding achievement!

Netball continues to thrive at Farnborough Hill, and the prospects for more success in 20222023 are very good indeed.

HOCKEY

Hockey continues to grow and develop at Farnborough Hill, with an increase of 53 more fixtures across all age groups when compared to previous years. During 2021-2022, we were able to field ‘A’, ‘B’ and ‘C’ teams at U12 and U14 level, as well as ‘A’ and ‘B’ teams at U16 level. We have also expanded the number and range of schools that we compete against, in order to make sure that we are providing well matched competitive opportunities for our teams.

Within the District leagues, our U16A team won the league and were unbeaten throughout, only conceding two goals across the entire campaign. At U14 level, our U14A team finished runners up in their league. Not to be outdone, the U12A team also won their District league. Each age group also performed well at County level: the U16 and U12 teams finished runners up in the County Plate tournament, with the U14 team going one better and winning their County Plate competition.

The success continued at regional and national level. The U13A team won the ISA National Plate competition, with Jessica Dickinson being awarded the prestigious Player of the Tournament on the day. At U16 level, we created history by fielding our very first indoor team. Despite having very little experience of the indoor game, the girls qualified for the regional finals and were a credit to the school. Hopefully, indoor Hockey is here to stay at Farnborough Hill.

CRICKET

Cricket continues to develop at Farnborough Hill, with the summer of 2022 seeing 25 Cricket fixtures across Year 7 to Year 10, the highest number of Cricket fixtures we have ever had, and up to 40 girls participating in after school practice sessions. Continuing the theme of breaking barriers, this summer also saw us compete in our first ever hard ball fixtures both at home and away, with our U13A team travelling to Charterhouse (winning by eight wickets), and our U15 reaching the latter stages of the County Schools Cup, eventually losing to a strong Churcher’s College team.

Over the winter, we continued our involvement in indoor Cricket, fielding four teams in the U13 and U15 Hampshire Indoor Cricket Cup. The U13A team progressed to the semi finals, placing them in the top four schools in the county. The Grounds Team have been hard at work on the Cricket square already, in preparation for even more hard ball Cricket fixtures in the summer of 2023.

I am often asked about the vision for Sport and PE at Farnborough Hill, and to put it very simply, it is to create an environment where every girl feels like they have the opportunity to improve and succeed.

ATHLETICS

The summer of 2022 was a truly fantastic time for Athletics at Farnborough Hill. Following on from the outstanding success of our Cross Country teams over the winter, there was yet another clean sweep of District titles with our U13 (Year 7), U14 (Year 8), U15 (Year 8/9) and U17 (Year 10) teams becoming District Track and Field champions. On an individual level, there was even more success, with the following pupils winning the District title in their event:

U13:

Callista Cumberland - Long Jump

U14:

Zara Addo-Antoine - 100m

Alice Ridge - 200m & Long Jump

Lily Boden - 70 Hurdles & High Jump

U15:

Zara Addo-Antoine - 100m

Alice Ridge - 300m & Long Jump

Lottie Quinn - 1500m (including a new championship record, breaking the previous record set in 1982)

Oziohun Obadaki - 75m Hurdles

Lauren Grice - High Jump

Megan Hancock - Javelin

U17:

Tamsin Wheeler - 800m

Sophie Etherington - 80m hurdles & High Jump

Chinwe Ilombu - Triple jump

Isabella Harrison – Javelin

Our Junior (Year 8) and Intermediate (Years 9/10) teams also entered the English School’s Track and Field Cup. The Intermediate team came 1st in the County round, qualifying for the Regional round where they finished 5th. The Junior team went one better, qualifying in 1st place in the County round, finishing 2nd in the Regional to qualify for the National finals. The girls put in a phenomenal team performance to finish 6th in the country – an amazing achievement!

In addition to all of these fantastic achievements, the following also deserve a mention:

• Junior Badminton team – District winners and 2nd place in Hampshire Schools Competition

• First ever Farnborough Hill Football fixtures completed

• Farnborough Hill Ski Team formed and took part in first competition

• New Ultimate Frisbee Club

Summer Term

started during the

Despite such a successful year, there is always room for improvement! For 2022-2023 we can look forward to the following:

• U13 and U16 Football League

• First ever Netball and Hockey 1st teams and fixtures

• More ISA National Competitions entered

• Improved co-curricular offer to ensure opportunities to compete and participate are provided

All of which will help us to move towards our stated aim of creating an environment where every girl feels like they have the opportunity to improve and succeed, no matter where their starting point may be.