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ROBERT LOBATTO

It is hard to believe that it is five years since the first Covid lockdown. Those times and the period since have been filled with dramatic change, and we are only now beginning to understand its impact on ourselves and society.

Whilst Black Lives Matter had been around since 2013, the issue of race burst into all aspects of society in the summer of 2020. It was quickly clear that the death of George Floyd and its aftermath was something which was going to lead to a profound shift. There was a new language to learn, policies to write, books to read, behaviours to change, curriculums to write, data to analyse, groups to engage with. Perhaps, most importantly, there was significant individual work – questioning inherited beliefs and assumptions and being prepared to embrace change.

Alongside this, the Climate Crisis accelerated.

A 2021 study found that 60% of people aged 16 to 25 were very worried about the climate and nearly half said the anxiety affected their daily functioning. How we respond is arguably the great existential issue of our times.

And then there is the complex role that Technology plays in all our lives. How do we deal with ubiquitous social media, especially accessed on smartphones, which all too quickly turns toxic and hurtful. Can we wean ourselves away from the ever-pinging notifications of the groups to which we all belong, and the way they amplify the more extreme views, often fuelling self-righteous outrage, and squeezing the room for balance and perspective. And how do we adapt to the rapid growth of AI - Chat GTP is in fact only 2 years old - how will it impact on the imperfect and messy, beautiful and soaring human dimensions within all of us?

Conflicts throughout the world have also hit hard. Although many thousands of miles away, they have directly impacted our community - through our hosting of refugees, through antisemitism and islamophobia, and through the emotional impact on families with connection to those directly affected. Social media has once again has played its part, polarising views, fermenting echo chambers, making it harder to listen to others and grapple with complexity.

If that is a lot for 5 years, then alongside we have seen an ongoing rise in the needs of children and young people.

As Jonathan Haidt has shown in his book The Anxious Generation,, the number of mental health challenges faced by children and young people has been building for some time. We have also seen a rapid increase in referrals and diagnoses for neurodiversity. These can take many forms – ADHD and Autism being the most visible. But these are essentially umbrella terms, under which there are many variations and nuances – no two neurodiverse people are the same. Of particular note is the greater awareness of these conditions within girls, who often learn the skill of masking at an early age.

The third big change has been the shifting relationships between families and the school.

One interesting dynamic has been the growth in working from home - a fundamental shift in our previous model of how work, life and society functions. There have been a couple of immediate visible impacts. Absence from schools on Mondays and Fridays across the country, for example, has risen significantly. Teacher recruitment and retention struggles have intensified - like other roles where you have to be present in the workplace, teaching has gone from being one of the most family friendly professions to one of the least.

Alongside this, over the past 5 years we have seen a very significant increase in financial pressures. This is a combination of inflation, which peaked at 11% in 2022, and the recent introduction of VAT by the Labour Government. These higher costs inevitably increase parental

Robert Lobatto

expectations which can be complex to manage alongside the rising needs already mentioned.

All schools rely on mutual understanding of expectations between them and their families - an unwritten ‘social contract’ alongside the formally signed one. As the 2023 Chief Inspector of Ofsted report noted, this social contract has become fractured since the pandemic. Parents across the country are less inclined to accept the authority of a school, less inclined to follow rules on matters such as attendance, less inclined to adhere to institutional policies.

So, with these three powerful developments - intense change on the global front, rising needs of young people, and added pressure on the social contract between families and school, how should we at KAS respond?

There is a useful paradigm in a book I read recently – Centennials by Professor Alex Hill. Given that many modern firms have a lifespan of a mere 15 years, he analyses 12 organisations that have thrived for over 100 years, such as ourselves.

At the heart of his analysis is the idea of ‘stable core, disruptive edge’. His image is the atom - think of the stable nucleus in the middle, and energetic particles rotating around it.

He would argue that our first response should be to double down on our core - staying true to our purpose, our ethos and our values.

• We are resolutely and proudly a human place

• Rather than short-term transactions, we believe in longdeveloped relationships

• Resting on strong academic foundations, we believe in holistic education that nurtures all parts of a child or young person

We value every individual, not ranking or ordering them by societally determined norms, but supporting everyone to fulfil their own potential, whatever that may be

We understand that young people grow and develop. They will get things wrong; they will make mistakes. These are part and parcel of, and indeed probably necessary, for growing up and we will support them through that process

• We are guided by Carl Rogers’ notion of unconditional positive regard. We see the drivers for good in everyone - all have something special and unique to offer, and it is our role to provide the space where that can be nurtured and thrive.

If the stable core is those beliefs, then the disruptive edge part is how we make that happen. That will of course, look different to the 1920s, the 1950s, the 1980s.

Firstly, we need to continue to develop our educational provision.

That includes the content of what we do, but also the quality. How do we ensure that the growing individual needs of all our young people are consistently met?

Secondly, we need to use data intelligently. We have become much more data-rich in recent years - whether on student progress, the achievements of different groups, finances, admissions, our sustainability. This has been significant, but we still have further to travel. We must avoid drawing simplistic conclusions from the numbers, but use them to support honest questioning, evaluation and reflection.

And thirdly, we need to apply the disruptive edge to leadership. What kind of leadership is required for the world as it is now?

As leaders, we too need a stable core and a disruptive edge, able to stay true to who we are whilst agile and creative, open and responsive. That is one of the reasons why I am so appreciative of the work that has been done to learn from others through our growing partnerships and networks. And it is no coincidence that this model of stable core, disruptive edge underpins our five-year plan which will take us to the end of this decade.

During the first lockdown I made a Spotify playlist. It starts with Virtual Insanity, goes on to The world turned upside down, and concludes with Under pressure. A few months later, on the suggestion of my wife, I cautiously added Here comes the Sun.

When I look back over the last five years it is undeniable that the pandemic and its aftermath presented real challenge for us allpersonally, professionally and institutionally. Yet, we have come through this with outstanding value-added exam results, healthy student numbers, genuine educational innovations, being a force of progressive development within the wider system as whole and increasingly regarded as one of the leading holistic schools in this country and beyond. Perhaps, it is because of the challenge that we have developed?

That experience gives me optimism as we navigate our next chapter. What we have at KAS is very precious. By staying true to our values, and by being adaptable, we can continue to successfully champion our philosophy of education and life, which is so close to all of our hearts.

LOWER SCHOOL

RECEPTION - Emma Neale, Leyla Revelle, Samantha Carrington, Krissy Green and Nina Soulsby

RECEPTION

During the first year of school life our students take huge personal strides socially, academically, emotionally and physically

Reception is where students first begin to see themselves as learners on a lifelong journey. As they build new friendships and develop their curiosity, courage and imagination, we also support them to become resilient and reflective individuals, increasingly able to articulate their emotions and feelings. We help them self-regulate and consider the needs of others as well as their own. We encourage them to challenge themselves in all areas, including literacy, creative expression, problem solving, listening, communication and exploring the world around them. Most importantly, they enjoy coming to school and understand what it means to be part of our KAS kind, aware, safe, community.

Let’s see how my handwriting has changed?

I created a storybox We made patterns

KAS Zoo showcase

We drew a storypath together

I love reading and finding things out

Kandinsky inspired concentric circles

Two pink marshmallow castles

Making scenery for our puppet show

Ahoy there!

Emma Neale, Leyla Revelle, Samantha Carrington, Krissy Green and Nina Soulsby - RECEPTION

I like your glasses. snap! Hello, how can I help you?

Superheroes unite

We worked it out together!

Speed testing

Addition fun

Counting with Numicon

Find the corners first

Don’t lift the whisk out!

I use my sounds to write to Santa’s Elves

Chinese Zodiac writing

I’m kind, safe, aware at home too

YEAR 1 - Jo Herman, Hally Patel, Kate Preston, Shireen Muhunthan, Reanna Simpson

YEAR 1

Through inquiry-based exploration, students crafted tales which were as unique as they are

STORYTELLING

For us, storytelling isn’t just about words – it’s about adventure! We used our wild imaginations to foster curiosity and make us authors of our own journeys. We embraced our imaginations through storytelling this year. From fairytales to adventures, our stories were filled with creativity and wonder!

1H Betsy and Arie creating their setting

1J Creating story mountains

1J Bibi drawing from nature

1J Isabella and Alex making in Enquiry

1H Wolfie and Oscar creating an ocean setting

1H Rowan creating a setting

1H Daniel creating a story setting

1H Leo and Alex creating their own story using puzzles

1J Marina in the author chair

1H Oscar, Arie and Allegra, creating an ocean setting

1J creating stories

1H Lara and Lila getting creative in storytelling

xxx 1J Gabriel and Alex story making

BURSTING WITH PRIDE

We were bursting with pride as we shared our final stories. We were excited to show our creative adventures that we’d imagined. It was amazing to see how proud we felt of our work, knowing our stories were all unique.

LEARNING OUTDOORS

This year, we’ve spent lots of time learning outside. Through outdoor experiences, we’ve developed curiosity, careful observation, teamwork, and the ability to make meaningful connections in our learning.

Jo Herman, Hally Patel, Kate Preston, Shireen Muhunthan, Reanna Simpson -

1J Anna made a shadow picture

IJ Ora with her wonderful shadow art

IJ Marion with her published story

1J Gabriel with his published story

1J Marian, Anna and Isabella making sand cupcakes

1H Ace, Allegra, Alex and Ruby putting on a puppet show

1J Easton and Alex making a puppet show

1H Ruby and Daniel creating shadows

1H Rowan, Imogen and Oscar putting on a show

1J Having fun in the outside kitchen

IJ Bibi making a house for our Community Project

YEAR

A great first year on Manor Wood!

UNIQUE ME!

Year 2 unpacked the concept of ‘culture’, through exploring the things which make them special. They collaborated and explained, as they organised different parts of culture onto an iceberg, thinking about what’s visible and not visible about a person. We recognised the ways we are the same and different to others and deep-dived into celebration as a way people express themselves. After learning about the variety of ways people celebrate, we embarked on a collaborative wreath-making project and designed our own winter-themed party for the end of term.

2 - Charlotte Leopold, Lisa Bellamy, Caitlin Bennett, Kasia Kita

Special adults came to help us with our wreath tying

Indi and Lucas sorting their cultural iceberg images

Anya, Bea, Freya and Ophira biscuit decorating at the Year 2 winter party

Rosa and Tilda collaborating on their wreath

2C children creating their ‘special moment’ artwork with Lisa

Clemmie’s cultural x-ray

Jeanne’s special moment - ‘Collecting Quincy’

TOY BOX TIME MACHINE

The children considered how play has stayed the same or changed over time. There were opportunities for them to share their special toys and learn about the kinds of toys their parents and grandparents enjoyed. This enquiry saw the children’s writing flourish, as they embarked on creating stories that were inspired by Traction Man and their own narratives which they imagined through play and visual art. A trip to the Museum of Childhood was enjoyed by all. A special part of our learning journey included making links about the teddy bear across time. We used this knowledge to create brilliant teddy bear sketches, collage and even our own stitched bears!

NATURE’S LITTLE HELPERS

As the sun began to shine, we discovered how humans can take action to support biodiversity in the natural world. After learning about the life cycle of plants and how insect populations and plants are interdependent on each other for survival, they applied these understandings and took action by designing a minibeast habitat which could be created at school. We promoted our designs across the school and created two prototypes to inspire other classes: a pollinator-friendly flower bed outside Year 2 and a decomposing log city for mini beasts.

Wyndham’s teddy bear collage

Jack imagines a story about dinosaurs

Artemis finds some dandelion seeds

Andreanna observes like a scientist

Oscar hunting for bugs

Spike goes seed hunting

Ruby and Waverly explain what they know and wonder about bugs

Neve’s photograph during the bug hunt

Jules discovers a snail during the ‘bug hunt’

Sara’s imaginative Traction Man artwork and narrative

Iris, Lucas and Maximus exploring the Toy Museum

Zylo and Adam play and create at the V&A Museum of Childhood Adam, Ailbhe and Teo conduct a science experiment to find out which materials sink or float

Ophira and Sunny play together to create a story

Anya and India learned the ‘under the sea’ clapping game

Shirley shared some of her childhood toys with us

Dean’s ‘Traction Man’ character

Gracie’s Zoro inspired ‘Traction Man.’

YEAR 3

Children have been exploring the art world, delving deep into ancient history, working as a professional team and becoming biodiversity champions

TEAM PLAYERS

Once we had wrapped up our learning on the Romans, we received an interesting letter! We were told that we had to form our own production company, apply for jobs we felt that we would be good at, and work as a team to produce a performance showcasing our Roman learning.

WHAT DID THE ROMANS EVER DO FOR US?

Our Roman Enquiry topic saw us visiting a real Roman town, heading deep into research on an area of Roman history that particularly interested us, then presented our findings to the rest of the year group at our historical conference.

YEAR 3 - Emily Tucker-Holmes, Jack Jones, Helena Oskarsson, Harriet Dell, Olivia Carrier, Carla Geogehan, Linsey Reilly

Chefs on stage in Callover

Cillian - Roman Bridge

Martin - Roman Civilisation

Roman Soldier

Roman coin making

Roman Workshop

Gladiators

Roman coin making

BIODIVERSITY MATTERS

In the Summer term, we focused our attention on the amazing ways living things depend on each other in an ecosystem. We chose an area of our school to concentrate on and became experts on the living things who make it their home. We studied the impacts plants and living things can have on each other and considered the role we all play in keeping the environment healthy!

ART SPEAKS!

We started the year with a fantastic Enquiry into the world of art. We visited the National Gallery, explored the lives and works of artists who inspired us, and used our learning to inspire our own incredible artworks. We even opened our own gallery!

Emily Tucker-Holmes, Jack Jones, Helena Oskarsson, Harriet Dell, Olivia Carrier, Carla Geogehan, Linsey Reilly - YEAR 3

Anastasia and Kiki

Amelie, Shaya - Flower Labelling

3E labelling a leaf

Flower Drawing Kobi and Alfie

Biologist at work!

3J Labelling a leaf

National Gallery Group Pic

A proud artist in our gallery!

Roman coin making

The National Gallery was inspirational

YEAR 4

Students have been busy entering the Dragons’ Den, immersing themselves in traditional tales, getting their hands messy in the name of Science and solving the mysteries of the universe in Maths

ENTER THE DRAGONS’ DEN!

From initial (problematic) ideas such as an edible nappy, to fully formed advertising campaigns we developed fantastic foodstuffs to be presented to this year’s panel of fearsome business Dragons! Starting with a fabulous visit to the Museum of Brands to kickstart our campaign planning, we showed teamwork, resilience, determination and creativity. Fortunately, all teams won the support of at least one Dragon.

A WORLD OF STORIES

In the Spring Term we headed around the world to find out about traditional tales from America to Zimbabwe, passing through Greece on the way! We used these stories to inspire our own and made beautiful hardback books to show them off.

YEAR 4 - Zachary Pollock, Sophie Cooper, Sarah Michael, Claire Robinson, Linsey Reilly, Paulina Wilczynska

A successful Dragons’ Den pitch

Year 4 at the Museum of Brands

Museum of Brands

Delivering pitches to the fearsome Dragons

Anban, Arran and Ben creating a roleplay scene in English

Lola, Isla and Libby with their books

Debating the pros and cons of living in ancient Athens or Sparta

Libby, Mila, Maya and Astrid creating a roleplay scene

Harris, Taylor and Zoe roleplay

Libby, Poppy and Milana in the Dragons’ Den

Harris, Charlie and Arran with their packaging

EXPLOSIVE SCIENCE

In Science, we’ve been learning about the inner workings of the human body, classification of organisms, changing states of matter and understanding how sounds work.

MARVELLOUS MATHS

We’ve focused on practical Maths, making use of the resources at our disposal to make the learning as meaningful and exciting as possible! We love Maths!

Taylor investigating the digestive system Taylor, Charlie, Max and Ben identifying different body parts Vasiliy researching snakes

Francesca, Jara and Milana taking photos of angles

Using addition and subtraction strategies to solve a heinous crime

4S playing a maths game introduced by Arran

Milana, Lola & Harris playing a maths game

4S working on sorting shapes

Ben, Hugo and Poppy playing maths games

Zachary Pollock, Sophie Cooper, Sarah Michael, Claire Robinson, Linsey Reilly, Paulina Wilczynska -

Simulating the digestive system

4S testing chemicals during fireworks science

Understanding the structure of the human skeleton

Using data loggers to make accurate sound measurements

Using different techniques to separate solids

Zoe and Gigi testing chemicals on a bunsen burner

Experimenting with oobleck, a non-Newtonian liquid

YEAR 5

This year has seen our students taking a closer look at the World around them

SCIENTIFIC INVESTIGATIONS

Students have been developing their scientific inquiry skills through handson investigations. We studied forces: gravity, friction, air resistance and upthrust, and applied this knowledge by designing land yachts to see how sails use air resistance for movement. We then focused on materials, testing the absorbency of different types of paper and learning how these properties suit different uses. We investigated how materials behave under different conditions.

We took a virtual journey through space in the Wonderdome, exploring Saturn’s rings and discussing future missions.

Science Week was exciting as we became CSI detectives in crime scenes, made parachutes to help us understand wind resistance and used engineering knowledge to build bridges.

YEAR 5 - Natalie Petzal, Martin Pearce, Frauke Ehmke, Hayley Sloane, Rocco Panaggio

5N making a scale model of the Solar System outside on the field

5N joining together to make the Sun at the centre of our Solar System model

Testing Land Yachts

Investigating how strong we can make a paper bridge

Forensics in 5N

Testing and improving paper helicopters

More blood spatter forensics

Investigating how blood splatters

Some final adjustments

OUR PHENOMENAL WORLD

To investigate Earth’s natural phenomena, we started by learning about its structure to better understand the causes of mountains, volcanoes, earthquakes and tsunamis. We built earthquake simulators using Lego WeDo, coding motors to create tremors and testing our Lego tower designs. We then read Lauren Tarshis’ Survived, which inspired us to write our own disaster stories. We illustrated them with printing and detailed drawings, experimenting with different pen lines and collage techniques to create artwork for the novellas.

MOVING STORIES

We looked at the pushes and pulls which lead people to migrate. We read The Arrival by Shaun Tan, which follows a man as he leaves his home and moves to a new country. We went to Golders Green to explore examples of migration in our local community, discovering a rich tapestry of diverse cultures reflected in the many shops, restaurants, and amenities.

The children interviewed a family member and used their notes to write well-structured biographies, focusing on key events, achievements, and personal stories. The Year 5 Migration Gallery and Migration Callover were wonderful moments to share our learning with the wider community.

Natalie Petzal, Martin Pearce, Frauke Ehmke, Hayley Sloane, Rocco Panaggio -

Trying out an Aztec diet... of BBQ’d crickets!

Biome research on the iPads

Coding for Earthquake simulators

Researching Aztec civilisation

Sharing our work with our families

Migration stories

Migration Gallery

Recreating the layers of the Earth’s crust

Using Google Earth to Volcano Hunt

YEAR 6 -

Adele Bridgwater, Shirley Sum, Nic Jansen, Roxana Idec

YEAR 6

Goodbye Lower School! We’ve loved every minute

We love an adventure in Year 6! This year, we’ve been lucky enough to kayak and build rafts at a watersports centre, hunt wilder beasts and make stone-age tools in snowy Chiltern, marvel at the paintings in the National Gallery... and of course enjoy our legendary Year 6 camp. We’ve had exciting visitors including author Penny Chimes, Hannah Swerling, who talked to us about her role as a journalist, and scientist Brendan who taught us about the heart - complete with a dissection (eeeew!)

World Book Day!

Booker and Kaya - Paddle boarding on watersports day

Kitty and Ruby - Creating Stone-Age shelters

Lottie’s mindful self-care kit

National Gallery visit

Noa tying up the rafts!

Ori - Stone Age communities - Mindmap

Science week workshop with Brendan!

Raft-building fun!

EXPLORATION

Year 6 have loved Explorations this year, where we have been able to dive deeper into our learning. Our favourite project was opening our Year 6 magazine office, where we managed to hit our deadline by producing six Crew magazines about How Experts Uncover the Truth. We worked so well collaboratively under pressure, with each Crew member having a job description they needed to fulfil!

YEAR 6 CREW

There were no passengers in any Crews this year, as all of Year 6 worked collaboratively to create amazing projects.

The Crew teams were called: Hamilton, Watson, Wake, Fox, Curie and Miyazaki. The members of each Crew have collaborated on our presentations inspired by Superkind, a platform which encourages social action and citizenship in schools. The topics chosen ranges from children’s mental health and plastic pollution to animals in need and dementia in the elderly.

Adele Bridgwater, Shirley Sum, Nic Jansen, Roxana Idec -

Suki - Community mindmap on Dharavi, India

Hamilton Crew - Flag presentation

Year 6 Crew 2025 Miyazaki Crew

Hamilton Crew Flag

Y6 Exploration - Researching and pulling information out

LOWER SCHOOL MUSIC

Hitting all the high notes in another extremely full, musical year

Years 3 and 4 performed Songs from Oliver! to a rapt audience. Featuring fabulous costumes and spirited singing, it left everyone wanting more!

Years 3 and 4 got out their ukuleles and raised £656 for the Noah’s Ark Children’s Hospice with some brilliant busking.

Lower School Music Teacher, Camilla said: “A huge thank-you to our brilliant peripatetic team here at KAS and to all the wonderful talented children it’s my privilege to teach.”

Young Voices at the O2 was a highlight, with Year 5 joining the world’s largest children’s choir for an exciting evening of song and dance.

The Year 6 choir performed a three-part version of Every Little Thing She Does is Magic and Julian Lennon’s Saltwater, at the Watford Festival Choral Competition, where they came second overall.

The Lower School Spring Concert showcased our very talented Lower School musicians. The LS Orchestra was a particular highlight, with Hannah Lang at the helm, doing a wonderful job!

Watford Choir 2025

Lower School Orchestra

LS Orchestra

LOWER SCHOOL MUSIC - Camilla Ovenden, Richard Wade, Hannah Lang

Oliver

Oliver Young voices

LOWER SCHOOL FRENCH

A year of fabulous French is always très bon

The French team believe in bringing learning to life through authentic experiences. From puppets, songs and games in Reception and Year 1 to events like the Year 5 cake sale and the Year 6 French exchange visit. You can see the learning in action right here.

A successful cafe morning

Festive gifts for families

Making identity cards

Year 6 waiters at work

Visit to the French Institute

Enjoying French food and drink

Following a French recipe

Exploring cafe culture through art

Exploring Paris landmarks

Year 6 French breakfast cafe

Bringing a painting to life

Young voices

Collaborative scriptwriting

Fun following French recipes

Enjoying French Festivals

Seasonal colours

Anna Kendall, Helen Kelly - LOWER SCHOOL

LOWER SCHOOL DESIGN TECHNOLOGY - Jill Salmon, Teresa Hales

LOWER SCHOOL DESIGN TECHNOLOGY

Small people have been delivering big projects in the workshops

RECEPTION

Reception have been courageous and curious in the workshop learning how to safely use a hammer, coping saw and mitre saw.

YEAR 1

Year 1 have been imaginative and reflective, making a ‘treasure’ house and thinking about what a box is and how to join materials together.

YEAR 2

The Year 2 students have had their first experience of using a vacuum former and making a link between DT, Maths (for measuring) and Science (friction, forces and motion) to make racing cars.

YEAR 3

In Year 3 we have been learning about wood joints, particularly a dowel joint, and have explored and investigated the meaning of our surnames in order to make a coat of arms bookend. They needed a lot of resilience to use a dovetail saw for the first time.

YEAR 4

Problem solving skills have been needed by Year 4 alongside knowledge of levers and mechanisms to make a character jump up. We had some very different and imaginative characters, and they had to work on their coping saw skills in cutting them out.

YEAR 5

Making a weathervane saw Year 5 students using lots of skills. They worked collaboratively to make a model and a recycled sheet of plastic. They designed their compass points and arrow and tail on 2D Design then used lots of tools, independently and responsibly, to put it all together.

YEAR 6

We chose to do a textile project with Year 6 and they made brilliant hobby horses. Once finished, we had our own mini-Olympics.

Jill Salmon, Teresa Hales - LOWER

LOWER SCHOOL ART

Keeping it colourful in the art room, we’ve been exploring an array of different artists and artistic techniques

RECEPTION

Inspired by the illustrations of Eric Carle (The Very Hungry Caterpillar), Reception children have been making up stories by cutting and collaging ready-made images.

YEAR 1

Children have begun to understand how to use a paint brush and a mixing palette as they use paints and inks to explore different colours.

YEAR 2

In Year 2, children have represented themselves as trees and in doing so, reflected on their skill and attributes as learners. The children enjoyed combining oil pastel and watercolour.

YEAR 3

After making sketchbooks from a single sheet of paper, students went on to use the sketchbook to make drawings of flora and fauna and developed a design for a felt work. The children learnt how to make a piece of felt from wool fleece.

SHOWING OFF

The Lower School Hall was transformed into an amazing art gallery for an exhibition of work by students from Years 2 to 6 on the theme of Growth Artist in residence, Kat, told us: “It’s about looking at things that grow, including ourselves. Students have tried a range of skills from felting to ceramics, printing and collage. They’ve learnt resilience and created some truly beautiful objects.”

YEAR 4

Students in Year 4 took a deep dive into the world of printing. They explored monoprint, gelli-printing and transferring imagery from magazines, and even invented their own styles of printing along the way.

YEAR 5

The children began by making observational drawings of flora and fauna and then went on to transform the drawings into 3D shapes by using papiermâché.

A fabulous display

Felting and flowers

Ceramics and sculpture

LOWER SCHOOL CO-CURRICULAR

Meeting outside in the woodland, excitement is in the air. The birds are chirping, the gentle wind sweeps through the trees, as wellington boots search for puddles

FOREST SCHOOL

Lower School’s inaugural Museum of Us was a huge success, with some who visited the exhibition moved to tears

THE MUSEUM OF US

The brief to students was simple: bring in a shoebox containing a representation of yourself and the things that are important to you. The results were a joyful celebration of individuality, personal passions and community.

Common themes included hobbies, special toys, favourite places, and much-loved family members and pets; one box even featured a personal music playlist that could be enjoyed via a Walkman!

“The creativity on show was fantastic,” said teacher Emily, who spearheaded the project. “The children really rose to the challenge. Everyone did an amazing job.”

LOWER SCHOOL CO-CURRICULAR

Fire up the kiln, it’s time to get creative with clay

CERAMICS

We’ve worked hard on collaborative pieces to enhance our outside and inside spaces. You can see new ceramics in the quiet garden, around the pond, inside and outside the staffroom, and you might even spot some of your favourite characters in the library! This is as well as creating a spectacular entry for this year’s RA Summer Exhibition and beginning our throwing journey by experiencing the new small wheels and the full-size electric wheels. Some of us are becoming quite expert!

Jara working on the electric wheel

Enrichment group working on the small wheels

Our monsters sitting happily by the pond!

Totem poles made during Enrichment sessions

Some of our creations from this year

Some of our cute monsters

Some of the pots made on the small wheels

Our entry for the Royal Academy Summer Exhibition

- Sophie Cooper & Sarah Michael, Adele Bridgewater

SCIENCE WEEK

This year the theme of science week was adaption and change. There was a host of interactive (and often messy!) workshops run by Hands on Science where students explored: animal adaptation and camouflage in Reception and Year 1, heart dissection and circulation in Year 6, the science of fireworks (featuring fun Bunsen burner experiments!) in Year 4, early flight engineering in Year 2, the importance of biological diversity in Year 3 and blood splatters & forensics in Year 5.

As part of this celebration of science, the school was filled with creatures as we opened up KAS Zoo. Teacher Rocco explained: “children were asked to make a model of either a real or imagined animal out of whatever material they chose – but it had to have a fact card with it explaining how it has adapted to live in its environment.”

The menagerie was marvellous!

LOWER SCHOOL SPORT - Aarun Woodhouse, Tom Franklin, Henrietta Farr, Callum Laddiman, Chelsea Sandford, Vicky Stewart, Claire Murphy

LOWER SCHOOL SPORT

Running, jumping, catching, throwing, scoring, shooting and saving their way to sporting success

SHOWCASING THEIR SKILLS

Year 3 & 4 have been focusing on strengthening their team-playing skills and developing their physical abilities. The PE team organised a showcase where parents were invited to attend lessons and watch their kids in action.

POSITIVE PLAYERS

Our Year 5 students have continued demonstrating a positive attitude in their PE and Games lessons and there have been some fabulous first forays into competitive sport.

This year we’ve had more children than ever wanting to take part in the school’s football team. Hopefully this passion for sports continues throughout the years.

A number of students bravely stepped up to race against other classmates and children in the Upper School in the Hereward House Cross Country event in March.

This year group has proved their ability to transform what they learnt in their PE lessons into valuable team playing skills and highquality gameplay, which they are always happy to use in competitions and the end-of-term sports events.

Showcasing football

Year 3 and 4 Sports Showcase

Year 5 boys football

Year 5 girls football

Showcasing netball

Year 3 and 4 co-curricular netball

YEAR 6 CONTINUE TO IMPRESS

The Year 6s have had many opportunities to represent the school this year.

A special mention to the Year 6 boys who successfully qualified through to Nationals, hosted at St George. And, to the Year 6 girls who made it through to a quarter final, round of 16, and finished second in their league!

The Year 6 girls got the opportunity to represent the school at the ISA Netball Tournament in Redbridge. Callum, who looked after the girls that day, said “Their enthusiasm and engagement was of the highest level, and it was a pleasure to have coached them in a competitive environment”. Our Year 6s also entered a 3v3 mini basketball tournament and played fantastically as a unit, representing the school in a very positive light.

ATHLETICS SUCCESS

Students from Years 5 & 6 attended the Barnet Partnership for Sport Athletics meet at Stone X stadium. Competing against nine other schools, they did incredibly well, with many podium finishes and clinching the trophy for overall winners in the field events!

Aarun Woodhouse, Tom Franklin, Henrietta Farr, Callum Laddiman, Chelsea Sandford, Vicky Stewart, Claire Murphy - LOWER SCHOOL SPORT

LOWER SCHOOL CAMPS

YEAR 5 CAMP

Year 5 built appreciation and respect for the natural environment on the Isle of Portland. Visiting a variety of landscapes from dramatic and rugged coastlines to secluded coves with fossil-rich beaches and towering limestone cliffs, they enjoyed awesome adventures.

LOWER SCHOOL CAMPS - Rocco Panaggio, Natalie Petzal, Martin Pearce, Roxy Idec, Kevin Tibble, Nic Jansen, Adele Bridgewater, Shirley Sum, Hayley Sloane

Sunset on Chesil Beach

Going on a giant stand-up paddle board

Visiting the D-Day museum

Enjoying nature on a hike

We made it!

Ready to take to the water

Abseiling down the cliff

Forging stronger friendships

YEAR 6 CAMP

A celebration as the end of Lower School nears, this camp is the perfect chance for students to build community and develop a sense of personal reliance. Setting up camp in a field in Norfolk for the week, they cook for each other on open fires, sleep in tents and explore the great outdoors.

Rocco Panaggio, Natalie Petzal, Martin Pearce, Roxy Idec, Kevin Tibble, Nic Jansen, Adele Bridgewater, Shirley Sum, Hayley Sloane - LOWER SCHOOL CAMPS

Getting buried in the sand

Mars tending the fire

Cooking breakfast on the fire

Flipping burgers for the group

Setting up a pea fair stall

Boat trip to Blakeney Point

Singing at the campfire

HEAD OF LOWER SCHOOL

As another school year draws to a close, I love looking through the memories that teachers have captured for this magazine. I marvel about what has been achieved – the exciting learning, the friendships, the camps and the trips. Science Week, Maths Fest, the Art Expo, the French Café, callovers, Big Sings, productions and a beautifully successful inspection from the ISI team. Our year is so full of rich and wonderful experiences, it sometimes takes my breath away.

Reflecting in this way also gives me time to press pause and reflect. What makes this school feel so special?

This year my reflections keep returning to the idea of the spaces in between: not just the lessons and events that fill our calendar, but the moments in the margins. This is where we see children noticing and taking action. Stepping in, speaking out and looking after one another. In these moments, I believe, we see the heart of our school. Often, the most significant growth isn’t found in the planned activity, but in the moment a child lingers to ask one more question, or quietly helps a friend tidy up without being asked.

This year I was moved to tears listening to the children talking to the visiting inspectors about their learning with such honesty, maturity and enthusiasm. Suffice to say, they were extremely impressed, and also a little tearful!

On duty recently I overheard some children talking at playtime. “Let’s not play our favourite game, let’s choose one that everyone can join in with.” That one sentence showed such thoughtfulness. They weren’t just problem-solving, they were people-thinking.

These aren’t the kinds of moments that fit neatly into a spreadsheet or curriculum tracker. They’re often quiet, fleeting, invisible unless you’re paying close attention. But they are the evidence of something profound: children being creative thinkers, communicators and collaborators. Not because they were told to, but because they felt they could.

The KAS community is made up of teachers and families who believe in the power of deeper learning. Our collective focus on presence, patience, and relationships creates the special feeling, giving children the freedom and trust to choose the kind thing, the right thing, the meaningful thing, even when no

one is watching.

Our staff — every one of them — curate the space for this kind of learning every day. I am forever grateful.

This year we say farewell to five treasured members of our team, each of whom has contributed in ways that have left a lasting mark. I wanted to take this moment to thank Clare, Juliette, Teresa and Leyla – we will really miss you. We have been so grateful for your skills, your commitment and the way you have made each child feel. The school will feel different without you here.

Here’s to another year lived not just in timetables and topics, but also in the spaces in between — where the magic happens!

Karen

Karen

Students enjoying the spaces KAS offers

UPPER SCHOOL

7

EXPLORATIONS: YEARS 7 & 8

These term-long, interdisciplinary enquiry projects integrate multiple subjects and encourage deep, connected learning

Y7 LIBERAL ARTS: SHOULD WE FEAR OR EMBRACE AI?

Students shared insights from their ‘Should we fear or embrace AI?’ Exploration at the Year 7 Liberal Arts Exhibition, presenting their understanding of the opportunities and challenges artificial intelligence brings to society.

Y7 LIBERAL ARTS: HOW SHOULD LONDON COMMEMORATE ITS SLAVE TRADING PAST?

Students visited Trafalgar Square to observe how historical events have been commemorated in public spaces and to reflect on the meaning and impact of remembrance.

Y7 STEM: WHAT DO HUMANS NEED TO SURVIVE AND THRIVE?

Students showcased the survival skills, map-creation abilities, and natural art and design techniques they had developed at an interactive exhibition for parents.

YEARS

& 8 - Dan Love, Alex Wahnon, Anna Harrison, Clara Cowan, Jo Tang, Jess Kolajo, Hannah Sheath, Judith Rice, Olly Cairns, Steve O’Byrne

The AI exhibition showed off student creativity

The trip to Trafalgar Square connected Y7 to the topic Water filtering in action

Displays included map-making and shelter design

Learning about island survival

Miles Berry came to talk about the benefits and problems with AI

Students presented their learning to parents

Y7 STEM: IS SPACE EXPLORATION ETHICAL?

Students learned how to code Mars rovers, gaining hands-on experience with the technology behind space missions while exploring the ethical implications of exploring beyond Earth.

Y8 EXPLORATION: WHY ARE GREEN SPACES IMPORTANT IN LONDON?

Students discovered the vital environmental and societal roles that wetlands play in supporting ecosystems, communities, and urban sustainability.

Y8 EXPLORATION: HOW CAN THE NATURAL BALANCE BE RESTORED?

Students explored how terrariums function as self-sustaining ecosystems, deepening their understanding of systems and ecological balance.

Y8 EXPLORATION: HOW CAN WE

TACKLE HEALTH INEQUALITY?

Students wrote a case study on the Cholera outbreak in Yemen, examining its causes, impacts, and the global response to deepen their understanding of health disparities.

EVERY EXPLORATION FOLLOWS A THREE-PHASE STRUCTURE:

1. CONNECT – Students begin with engaging activities designed to spark curiosity and connect them to the central enquiry question

2. CONSTRUCT – Students construct the knowledge needed to answer the enquiry question

3. CONTRIBUTE – Students apply their learning in a meaningful way through a final project e.g. animated films, debates, TED-style talks, artwork, case studies, science demonstrations, living museums, and 3D models

Dan Love, Alex Wahnon, Anna Harrison, Clara Cowan, Jo Tang, Jess Kolajo, Hannah Sheath, Judith Rice, Olly Cairns, Steve O’Byrne -

Coding their rovers to avoid objects

Testing their Mars rovers

The wetlands trip kicked off the Exploration

Building terrariums

A finished terrarium

ART

Making their mark and exploring through art

TESTING TIMES

As we write this, right in the middle of the Y13 and Y11 exam season, we are at our busiest: the studios are brimming with activity, students are staying late polishing up coursework, working on giant drawings of cemetery angels, rolling clay tiles inspired by hair braids, and pouring plaster of Paris over toy dolls. The art foyer gallery is an obstacle course of deconstructed garden sheds, hanging tents and mannequins adorned with jewellery inspired by Eddy Van Halen. For art teachers it doesn’t get better than this!

The Y11s signed off with a fabulous exhibition, displaying work that was often imaginative and brave, unafraid to take on challenges and investigate broad questions about identity, social injustice, family, environment. This was one of our biggest ever GCSE cohorts and we were very impressed with their engagement and ambition, their spirit and motivation over the last two years. They should be proud of their achievements and of how far they have progressed, not just in making beautiful things, but in asking questions, solving problems and articulating complicated ideas.

The Y13 art students are also taking risks and pushing personal boundaries. Five of them –Hank, Alice, Ella, Leila, and Lauren - are going on to Art Foundation courses in Kingston and UAL next September, and 3 of our CCS students – Georgia, Panama, and Clemmie - are hoping to pursue History of Art courses in Leeds, Manchester and NYC. Huge congratulations to all of them on their successful and impressive portfolios of work.

Scan here to follow the Art Department on Instagram

AROUND THE STUDIO

The Year 8s have been exploring portraiture, making fabulous work in a wide range of material approaches. In Year 9, projects on structures and abstraction led to some wonderful fashion costumes and, more recently, strange creative experiments with The Surreal.

YEAR 7

YEAR 8

YEAR 9

Will Lewer, Panagis Matsangouras, Nic Bevers, Anna Harrison, Rebecca Sainsot-Reynolds, Isabella Busoni - ART

Leon River

Eden Sofia

Hugo

Abstract Fashion group project

Vivienne

Eve

Group Project

Filippo

Abstract Fashion group project

ART

YEAR 10

ART - Will Lewer, Panagis Matsangouras, Nic Bevers, Anna Harrison, Rebecca Sainsot-Reynolds, Isabella Busoni

Alia

Georgia

Maia

Flynn

Nathaniel

Polly

Holly

Louise

Lily

YEAR 11

Will Lewer, Panagis Matsangouras, Nic Bevers, Anna Harrison, Rebecca Sainsot-Reynolds, Isabella Busoni

Eva Raffi

Alice

Sophie

Alice

Fauve

Alexia

Ari Circe

Fauve

Ranya

Matisse

ART

YEAR 12

Nell

Rose

ART - Will Lewer, Panagis Matsangouras, Nic Bevers, Anna Harrison, Rebecca Sainsot-Reynolds, Isabella Busoni

Flo

Paloma

Koko

Koko

Frankie Nell

Year 12 working outside

Mika

Rose

Will Lewer, Panagis Matsangouras, Nic Bevers, Anna Harrison, Rebecca Sainsot-Reynolds, Isabella Busoni

YEAR 13

Hank working in the studio

Leila

Heidi

Alice

Jake

Hank CCS Studies

Georgia

Georgia CCS Studies

Panama

Hank

Maya Clemmie

Lily working on her final piece ‘Spirals’

DRAMATIC ARTS

Inspiring, irreverent and full of ideas – our performance spaces have been busier than ever

BELGRADE BOUND

Year 10 students participated in the ISTA Drama Festival in Belgrade, where they engaged in collaborative workshops with peers from across Europe. Focusing on physical theatre, improvisation, and intercultural storytelling, the students created a devised performance centred around reclaiming spaces through the performing arts. A highlight of the trip was a visit to graffiti-covered silos, which served as creative inspiration. This experience broadened their artistic and global perspectives, deepening their appreciation of theatre as a tool for social commentary.

A LEVEL DRAMA

YEAR 11 UAL

As part of their studies level Drama students had the rare opportunity to meet acclaimed playwright Jez Butterworth and actress Laura Donnelly, who starred in his play, The Hills of California. Their reflections on the play’s development, both from a writing and performance perspective, provided invaluable insights into the professional theatre-making process.

Year 11 students staged a powerful performance of 100 by Christopher Heimann, where their creative and technical collaboration was key to the production’s success. The lighting, sound, makeup, and costume teams worked seamlessly together to enhance the storytelling, showcasing the students’ teamwork and technical prowess.

Year 10 students at the silos in Belgrade

The 100 set transformed the Black Box studio

Year 11 students perform 100

Jez Butterworth met A level students

DRAMATIC ARTS - Lucy Hall, Robert Messik, Lynne Sasson, Nell Buckingham, Frances Smith, Tammy Cornish, Matt Cargill

YEAR 10 UAL

Year 10 students performed The It by Vivienne Franzmann and Tuesday by Alison Carr, exploring the challenges young people face today. These plays gave students a chance to collaborate on staging and engage with audiences, allowing them to develop both their acting and production skills while addressing relevant social themes.

The It

Year 10 rehearsing

Year 10 performance of Tuesday

Lucy Hall, Robert Messik, Lynne Sasson, Nell Buckingham, Frances Smith, Tammy Cornish, Matt Cargill -

DRAMATIC ARTS - Lucy Hall, Robert Messik, Lynne Sasson, Nell Buckingham, Frances Smith, Tammy Cornish, Matt Cargill

DRAMATIC ARTS

UAL LEVEL 3 EXTENDED DIPLOMA IN PERFORMING & PRODUCTION ARTS

A NIGHT AT THE MUSICALS

A Night at the Musicals was a standout event, showcasing the students’ voice, dance and acting talents. The eclectic selection, including works by Stephen Sondheim, Bob Fosse, and Jason Robert Brown, highlighted their technical skill and emotional depth, celebrating musical theatre at its finest.

DEVISED PLAY:

IT’S COZ WE’RE WOMEN

In addition to musical performances, students devised an original play, It’s Coz We’re Women, addressing themes of female agency. This student-driven production fostered collaboration and creative expression and was performed at the intimate ETC Theatre to a male audience one night and female one the next. The play’s powerful exploration of empowerment resonated deeply with both audiences.

Rosy, who served as lead writer to bring together everyone’s ideas, explained: “We wanted to create a different experience for both us and the audience. It’s interesting to perform it to a group of men to see what they laugh at, see what they’re shocked at.”

Breathing Corpses by Laura Wade

Another highlight was Breathing Corpses by Laura Wade, a gripping exploration of life, death, and human complexity. The Year 12 UAL students embraced the play’s emotional intensity while respecting its moments of dark humour. Their commitment to the material made for a compelling and impactful performance.

WORKSHOPS

Students participated in several workshops with distinguished professionals:

• Shakespeare with Anne-Marie Duff: Anne-Marie led a workshop focused on Shakespearean monologues, helping students develop vocal dexterity and interpretive skills while preparing for auditions

• Audition Technique with Nikki Laurence: Nikki’s masterclass provided valuable insights into audition preparation for Drama Schools emphasising professionalism, confidence, and authenticity

• Musical Theatre with Sam Spiro: Sam worked with students on storytelling through song, teaching them how to connect emotionally with lyrics and deliver compelling performances. These workshops provided students with essential tools to refine their craft and deepen their understanding of theatre.

One-on-one advice is invaluable to our Sixth Form students

Anne-Marie Duff gave inspiring advice

The day before A Night at the Musicals - UAL students rehearsing

It’s Coz We’re Women rehearsal

Breathing Corpses

LAMDA GOLD MEDALS

Achieving a LAMDA Gold Medal at such a young age is exceptional and marks students out as articulate, thoughtful, and capable public speakers. These students often take on leadership roles within their schools, setting a high standard for others and highlighting the long-term value of strong communication skills.

YEAR 9 PUBLIC SPEAKING EXAMS

Year 9 students are achieving outstanding results in LAMDA Speaking in Public exams, demonstrating impressive confidence, clarity, and communication skills. LAMDA exams challenge students to write and deliver original speeches, structure arguments effectively, and engage audiences with conviction. Success at this level reflects not only technical skill but also maturity, independent thought, and personal commitment.

Year 9 LAMDA exams

Students prepared speeches on a topic of their choice

Lamda Gold Medal – Alex

Lamda Gold Medal – Alice

Lucy Hall, Robert Messik, Lynne Sasson, Nell Buckingham, Frances Smith, Tammy Cornish, Matt Cargill - DRAMATIC

THE BALLAD OF RAGGEDY ALICE

One of our proudest achievements this year was the creation and staging of The Ballad of Raggedy Alice, an original musical written by Robert Messik, Director of the Phoenix Theatre. This ambitious production explored themes of identity, loss, and resilience through a whimsical yet expressive narrative. With an original score composed in collaboration with Roy Raby, former Head of our Music Department, the show was a testament to interdisciplinary creativity. The dedication of the cast, led by Tabitha N-L as Alice and Ella F as Mayor Grimbledyke, brought the story to life. Their mastery of complex musical numbers and choreography elevated the production to a professional standard, supported by outstanding contributions from our design team: Nell B (Costume Design), Markos B (Sound Design), and expert stage manager Lily R.

SISTER ACT

“I’m just having so much fun!”

Ask anyone backstage at the recent Middle School Show what it was like taking part, and the word that came back loud and clear was ‘fun’.

With the help of our Year 12 UAL Performance and Production Arts students (who took on duties from choreography to backstage crew and costumes), the Drama Department pulled off a showstopping night starring over 60 students from Years 7 to 9.

Eila (Year 9) took on the role of Dolores, a nightclub singer hiding out in a convent from her murderous mobster ex. She was buzzing about the whole experience, saying, “I’ve waited since Year 7 to do this, and I love it. Everyone’s worked so hard and seeing it all come together is amazing. I think the thing I’m taking away from this is just a lot of joy and happiness.”

Year 12 student Tommy has enjoyed working with the younger students and gaining some first-hand production experience, “It’s been so fun because they are all so talented and fully committed. As a team we’ve really learnt how to manage a production and being part of all the hard work which goes into a show.”

One audience member declared “If I’d paid £80 to see that in the theatre, I wouldn’t have felt disappointed in the slightest. The performances were West End worthy!”

FILM STUDIES

Another year of excellence from our budding filmmakers

YEAR 13

Alongside two demanding written exams, our final year students have already completed a year-long practical unit to produce a 5-minute short film. From a slick, London-based thriller to an innovative horror short and a tense, psychological drama, the range of styles demonstrates understanding of film codes as well as their originality and technical prowess. Their work will be premiered at the London offices of DNEG at a screening for family, cast and crew.

THE HEAD OF CALLAHAN BY JAKE

STRIKE BY ISAAC

LAST MARK BY LUKE

A scene from Strike

Close-up camera work by Isaac Strike

A scene from The Head of Callahan

Symbolism in Jake’s film

Original title sequence

Luke’s short film - Last Mark

A close up from Jake’s film

A scene from Last Mark

London featuring prominently Luke in a scene from Last Mark

Lighting for genre

INDUSTRY SPECIALIST VISITS

We were excited to host several visits this year. Film and TV composer David Arnold talked to students about all aspects of music and sound in film. Old Alfredian Rhodri Beynon, who has just graduated from his film degree at NYU, popped in to demystify Film Studies at undergraduate level, and film producer Phil Hunt has been guiding students on the financial side of the film industry.

We hosted a film event as part of the Old Alfredians’ Connections talks series. The evening featured film industry stalwarts Teddy Leifer, David Arnold, Miranda Bowen, Clemente Lohr and Sonita Gale on the panel. It was well attended by current and former KAS students, some of whom are now working in film. Having industry practitioners at school brings the outside world and academia together.

YEAR 12

Our multi-skilled students are honing their mix of creative, technical and analytical skills. They’ve begun their own filmmaking process, presenting three story ideas and getting class feedback before developing the strongest one. They’re at the start of an exciting year ahead, and we cannot wait to see what they produce.

AWARDS SUCCESS

We were thrilled when Eva M (Year 13) won trophies for Best Director, Screenplay and Cinematography at this year’s London Schools Film Competition. KAS students were also shortlisted across all other categories, from music and sound editing to SFX/VFX. With Maeve and Jake representing the Year 14s and an enthusiastic entourage of Year 12 filmmakers in attendance, it was a memorable night to celebrate filmmaking at KAS.

David Arnold with Film Studies students outside their classroom

At the London School Film Competition

Film panel L-R Clemente, Miranda, Film Studies teacher Nuray, David, Teddy and Sonita

HISTORY

Outside the classroom students have been enjoying trips which bring the past into focus

NEW PERSPECTIVES ON WAR

Year 9 students spend two days visiting WW1 sites in Belgium as part of their History studies. The group visited Tyne Cot cemetery, experienced the trenches at the Sanctury Wood museum, attended the Last Post Ceremony at the Thiepval Memorial and walked through battle sites of the Somme.

Student Elliot found the trip challenged his viewpoint: “As I looked out at what had been no man’s land, I reflected on the huge tragedy that this war was. In just 24 hours, my idea of war had been changed, and it seemed no longer like a thing of glory and honor, but a thing that must be avoided. I don’t think I’ll forget this trip anytime soon.”

“The trip definitely changed my understanding of the war.”

Reading war poetry at the war memorial

Students visited Tyne Cot Cemetery

Experiencing war-time life at the Sanctury Wood Trench Museum

Reflecting on war at a battle site in the Somme

Visiting the Thiepval Memorial

Remembering the dead at Tyne Cot Cemetery

HISTORY - Leon Whitham, Emma Sevitt, Alex Wahnon, Chloe Collingwood

COLD WAR WALKING

Year 10 students visited landmarks including the Brandenburg Gate, Checkpoint Charlie and the Berlin Wall as part of their visit to the German capital.

With a transport strike in effect, they clocked up around 30,000 steps a day visiting the Stasi Museum and the German Spy Museum.

Exploring on foot had benefits, as Aima explained: “There was history everywhere we went. Leon (Head of History) would stop us and explain what happened in a particular spot. It was so helpful to see things we’d learnt about in lessons with our own eyes – it pulled everything together and brought the learning to life.”

When their flight home was delayed, they used their extra 24 hours in Berlin to explore significant World War II sites, including the city’s Holocaust Memorial.

History was all around in Berlin

Year 10 students in Berlin

Walking through Berlin at sunset

Leon Whitham, Emma Sevitt, Alex Wahnon, Chloe Collingwood - HISTORY

POLITICS

Keeping up with current affairs in a world of political change

SEAT OF POWER

Sixth Formers took a trip to the Houses of Parliament as part of their A level studies where they were given a tour of the building, as well as the opportunity to watch a debate take place within the House of Commons. They also participated in a fun workshop, which saw them split into groups and tasked with creating fictional political parties.

Year 12 student Evie P shared: “I found the opportunity to witness a debate in the House of Commons the most interesting aspect of the trip, as I was able to learn more about how politicians engage in discussions when they disagree on legislation decisions. It was also helpful in gaining a better understanding of the history of the building itself and the transition from a monarchy to a democracy.”

CONFERRING ON POLITICS

In the Autumn Term, students travelled to Westminster to attend a conference packed with politicians keen to answer questions. Politics teacher Takako said: “The main draw was Nigel Farage, the leader of Reform UK, who did not endear himself to the crowd, but students found it valuable to hear his perspective and to interrogate his policies firsthand. We

made it onto his TikTok feed, and his appearance at the conference was noted in Private Eye magazine. Our mini claim to fame! The best moment was the surprise appearance of the Speaker of the House, Lindsay Hoyle, who’s down-to-earth style and message of hope and optimism made him a firm favourite.”

- Leon Whitham, Takako Yeung, Chloe Collingwood

Visiting the Houses of Parliament

Workshopping new political parties

Would you vote for these people?

USA TRIP

Sixth Formers studying History and Politics headed to the American South to learn about the civil rights movement and its legacy in contemporary America

During the week-long trip to Alabama and Washington DC, students visited prominent sites, cities and museums and had the opportunity to talk with, and hear the stories of, people with first-hand experience of the movement. The students wrote a blog documenting their experiences, where they reflected on these meetings and what they’d learnt from them.

Their Selma tour guide, Barbara Barge, was 15 years old when Martin Luther King led the March across the Edmund Pettus Bridge in 1965. After meeting her, Year 12 student Markos said: “Her advice and encouragement about how we as young people can fight for justice was a trip highlight for me.”

“Learning about history through books and films is one thing but hearing it through the words of the people involved was a truly unforgettable experience.”

Students attended a service at the Mount Zion First African Baptist Church in Charlottesville, Virginia where the pastor, Dr Alvin Edwards, spoke about confronting injustice and racism. They were then invited to lunch by the congregation who “embraced us as if we were one of their own,” remembered Year 13 student, Xavier. “Their actions served as a reminder that we must try to show small acts of kindness and generosity whenever we can.”

On their last day they met with Benji Hyer, a British journalist based in Washington, D.C. Year 13 students Django and Yannik explained: “We talked about how Washington was built through slave labour and aligned with the South, and how – despite the abolition of Jim Crow and the progress made - we still see segregation throughout the city.”

Scan here to read the students’ blog about the trip

Meeting Ms Barbara Barge who inspired our students to fight injustice wherever they see it

Old Oak Cemetery, Selma, where students were shocked by a sea of Confederate flags and a memorial to a prominent KKK member

The trip brought together A level subjects History and Politics

Students were treated to a feast after attending a service at the Mount Zion First African Baptist Church – Charlottesville, Virginia

The National Memorial for Peace and Justice, Montgomery, showed the scale of racial violence between 1877 and 1950

Visiting the Lincoln Memorial where students read from Martin Luther King’s famous speech

Meeting journalist Benji on the roof of his office overlooking Washington DC

PHOTOGRAPHY

Digital or analogue, cyanotype or black & white, it’s all there in our photography students’ portfolios

GCSE

There is so much going in the Photography Department that can’t be contained on these pages – follow them on Instagram @king_alfred_photography for more.

Scan to follow on Instagram

PHOTOGRAPHY - Cliff Bevan, Clara Cowan, Nathan Valentine

Cliff Bevan, Clara Cowan, Nathan Valentine -

PHOTOGRAPHY

- Cliff Bevan, Clara Cowan, Nathan Valentine

Cliff Bevan, Clara Cowan, Nathan Valentine -

PHOTOGRAPHY

PHOTOGRAPHY - Cliff Bevan, Clara Cowan, Nathan Valentine

Cliff Bevan, Clara Cowan, Nathan Valentine -

MATHEMATICS - Jeff Harlow, Pany Kokotsi-Symeou, Kerry Randall, Sam Kirkwood, Tanvir Dharamsi, Bettina Robbin-Coker, Hannah Sheath, Fionn Kennedy

MATHEMATICS

Be there or be a regular quadrilateral

CHALLENGE ACCEPTED

In March Sam took a group of four students to take part in the UK Maths Trust (UKMT) Team Challenge, travelling to City of London School for a regional heat. With four rounds and 24 teams competing, the event put the students’ mathematical problem-solving

CUBIC CREATIONS

abilities to the test, whilst also developing their teamwork and communication skills.

We also continue to enter our students into the induvial UKMT challenges, right from Year 7 through to Year 13.

Maths club have been flexing their creative muscles helping Sam to create Rubik’s art which is then showcased in a display case made by Chris in DT.

The display is nine cubes wide by eight cubes tall. Images need to be 27 pixels wide, by 24 pixels tall, and comprising only the six colours found on a Rubik’s cube: yellow, white, red, orange, blue, green.

So far, we’ve had four designs, all by Sam, all beginning with S; Superman, Storm trooper, Santa, Sauron. There are rumours of Super Mario being next.

Want to see your design in there next? Sam is all ears (and has a handy template if you need it).

UKMT RESULTS

SENIOR UKMT CHALLENGE

• Year 13

Silver – Jonathan L (best in school), Huxley F

Bronze – Leila N, Zen K, Tony C, Caspar M, Luka N,

• Year 12

Silver – Alex L (best in year)

Bronze – Jemima R, Ella S

INTERMEDIATE UKMT CHALLENGE

• Year 11

Silver – Benj H (best in year)

Bronze – Ahaan G, Eva N, Bea J-A

• Year 10

Silver – Alfie S (best in year), Omar G, Maia M

Bronze – Matthew L, Lily W, Rowan G, Otto F, Silvie A, Polly H, Flynn A, Alia GB, Roshan G, Holly C

• Year 9

Silver – Reuben B (best in school), Elvis S, Sachdhian D

Bronze – Stellan Z, Frederick L, Walter M, Troy S, Emil B-A

JUNIOR UKMT CHALLENGE

• Year 8

Gold – Bo B (best in school)

Silver – Yousef A, Rufus C, Clara M

Bronze – Harry M-E, Hugo C, Remy C, Elijah B, Luke N, Rei YF, Marnie E-O, Lola W, Grace C, Phoebe C-H, Panos C, Zach W, Odin M, Bella L, Taisie M

• Year 7

Silver – Nadav S (best in year), Mylo C, Sebastian B-H

Bronze – Dan H, Rishan K, Arthur HC, Scarlett S, Lev F, Bonnie F, Marley S, Ludo M, Molly C, Lola L, Sabrina M, Astrid M, Martino WA, Alys H

Team Challenge mathletes

Santa

Sauron

Storm trooper Superman

SOCIOLOGY

Making sense of a society in flux, one question at a time

This year, our A level sociologists have tackled some of 2025’s most urgent social questions - from the disappearance of childhood to the ongoing debates regarding gender, and the cost-of-living crisis reshaping class divides. In a world facing environmental uncertainty, political polarisation, and rapid cultural change, our students have developed the tools to critically examine the structures, identities, and forces shaping the world they will help lead.

VISIONS OF THE FUTURE

This year’s theme of the Cambridge University Department of Sociology Photography Competition was Real Utopias. The phrase, coined by Erik Olin Wright, describes existing utopian projects and practices that have potential to transform society. Year 12 student Lily R entered the competition with a photo she took while walking home. Whilst social housing often receives significant criticism from sociologists, Lily challenges us to consider the glimmer of hope these estates may offer its residents: “This picture shows one of many council estates in Camden, London. Whilst this may at first seem like a building that belongs in a dystopian world, it may be a utopian ideal for those who are able to access housing because of it.”

MORE WORK, LESS SHOP

Our Year 13 Sociology students made the pilgrimage to Westfield Shopping Centre to attend an engaging revision workshop hosted by Tutor2u. Whilst expert guidance, exam strategies, and in-depth discussions on key sociological topics kept them engaged, the real motivator was the free Tutor2u merchandise! KAS Sociologists walked away with their heads held high, armed with stickers and pens for answering questions correctly. The session boosted both their confidence (and their stationery supplies) ahead of their summer exams.

VIP seats for the revision session

Homes of Hope – Building A Fairer London

ENGLISH

From

poetry and prose to analysis and adaptations, the English Department are putting it all on the page

KAS LIT

Our first cohort of KAS Literature students have wrapped up their studies having enjoyed two years of studying literature in a way that plays to individuals’ strengths and interests.

The course covers classic and modern texts and is assessed by students picking areas of writing in which they are personally interested. And instead of writing a conventional essay for their assessment on Anita and Me, they can even write an extra chapter or monologue based on the novel.

Here are some examples of the work students have produced this year:

The next morning, I woke with a splitting headache and a searing pain in my nose. The sheets around me looked like something from a horror movie, all covered in the dark red colour of blood. I could hear a commotion coming from outside and thought back to the events of the previous night. My heart skipped a beat as I remembered that the little girl could have died, and it might even have been my fault! The noise from outside only seemed to grow louder so I decided to peek out of the window to see what was going on. To my horror I saw news vans lining the roads for miles and miles. My heart dropped. She had to be dead, the only other time Tollington got this kind of media attention was when that other little girl drowned, in the very same pond!! I went outside to go and hear what had become of her and was almost instantly swarmed by a fancy news man in a million-pound suit and a short chubby camera man. He began asking if I had any information on, “the miracle girl who survived drowning”. I almost collapsed from relief; she was alive. Besides it probably wouldn’t have been my fault anyway. After all, she attacked me, and it was only reflex to dodge such a horrific thing.

BY TOM

The second quote: “I have almost forgotten the taste of fears; the time has been, my senses would have cooled to hear a night-shriek and my fell of hair would at a dismissal treatise rouse and stir as life were in’t”, brings Elizabethan ideals of masculinity to Macbeth. The two phrases, “Taste of fears” and “fell of hair,” are sensory images that indicate how Macbeth’s emotions have been dulled by violence. His initial fear and sensitivity have been replaced by emotional numbness, reflecting how an overemphasis on masculine toughness can erode one’s humanity. The idea of emotional numbness is still evident today in the modern quote ‘boys don’t cry,’ reflecting how masculinity has remained less of a biological factor and more of a state of mind. The past tense in the phrase “I have also forgotten,” suggests a gradual shift in Macbeth’s emotional state, including the toll that his violent actions have on taking his sensitivity and humanity.

BY BRUNO

My mum couldn’t care less about me. I know that now. I’ve always known. This just put the nail in the coffin. Every time she’s left before, a little bit of me chipped away. There was always a little part of me that wondered if she’s wasn’t gonna come back, she always did, but this time I know.(quieter) I know she’s not coming back. (composes self) Down-right selfish if you ask me. Leaving me alone with Tracey… and dad. It’s funny, Meena’s family have moved countries, away from their home, and yet they’re stuck together like glue. Meena’s never had worry of her family being split, because she knows that they’ll stick together no matter what. And yet…here I am.

Mum’s always been tricky.

BY POLLY

feelings in Anita & Me by Tom

Extract from an essay on masculinity in Macbeth by Bruno

Recreative essay on Anita & Me from Anita’s perspective by Polly

ENGLISH - Zoe Rawlings, Alex Marrion, Albie Sanders, Steven Fothergill, Carey Johnstone, Simona Camillo-Defries, Dan Love

Then suddenly the wolf came out of the bamboo staring down Alex, froth bubbling rounds the mouth, wet blood drooping from his harsh yellow teeth. Alex shouted, but by now the villagers had learned to tune them out. The sheep were hurt. The crisis was real. But worst of all Alex, who had been trying to help the village all along but was only overlooked, was ripped apart. Blood everywhere.

Afterward, the town held an emergency town hall meeting. They took responsibility for their failure to believe marginalized voices and pledged to prioritize community safety, dismantle systemic dismissal, and uplift truth in all its forms.

BY BEN

Interestingly, both poems end with newfound emotions for example, in ‘Morning Song’ Plath writes about a connection between mother and child, whereas ‘Lady Lazarus’ ends with the speaker re-empowering herself: “Out of the ash, I rise with my red hair, and I eat men like air.” The image of rising out of the ashes parallels the mythical Phoenix, suggesting despite experiencing devastation the speaker “rise[s]” anew, combined with “red hair” symbolising passion and anger. The closing simile, “I eat men like air” conveys Plath’s dominance and suggests that it is effortless or natural for her to exert control over others conveying the persona’s fierce emotions. Plath’s poetry can be understood within the context of the feminist movement of the time and her use of female empowerment can be seen as a response to the constraints placed on women in the patriarchal society of the 1950s and 1960s.

BY AHAAN

GETTING BEHIND THE BARD

KAS Sixth Formers had the opportunity to quiz actor Benedict Cumberbatch on his portrayal of Hamlet when he took questions from A level English students. He was quizzed on which production of the play he most admires, whether Hamlet really loves Ophelia, and whether he would do things differently if he were to take on the role again. Cumberbatch played the titular character in Lyndsey Turner’s 2015 production at The Barbican.

“It’s so helpful to get a critical perspective from someone who has played the part,” Year 13 student Lois shared afterwards. “We have to discuss interpretations in our essays, so it was interesting to hear how he understood the language.”

The closer I got, the stronger the smell

My tummy was rumbling, I was licking my lips

I was so excited, I let out a yell Grandma stew, with a side of chips I entered the house, as quiet as snakes

And I saw grandma, alone in the bed I ate her whole, no time to waste

Then I carefully put on her threads

BY LUKE

Extract from Little Red Riding Hood from the wolf’s perspective by Luke

A level Hamlet Q&A

Extract from The Boy Who Cried Wolf (woke version) by Ben

Extract of a discussion of Sylvia Plath’s presentation of an emotional journey in Morning Song and Lady Lazarus – by Ahaan

Zoe Rawlings, Alex Marrion, Albie Sanders, Steven Fothergill, Carey Johnstone, Simona Camillo-Defries, Dan Love - ENGLISH

ENGLISH

MEET THE ENGLISH DON

“I’m Isis, I am in year 12, and I’ve recently been appointed as the Don of English.

As a Don, I am hoping to encourage more students to read outside of the curriculum, as well as adding diverse display boards featuring the works of authors from different backgrounds and eras to the walls. I’ve also been discussing my experience of GCSE and A level English Literature with those in the younger year groups who are unsure of their subject choices.

I am excited to be working with the English Department as a Don and helping to create positive changes around the school. I look forward to meeting more of you over the coming year.”

Isis

PRESENTING THEIR WORK

As part of their reading of The Bone Sparrow, Year 7 undertook some independent research into hunger strikes and demonstrated their presentation writing.

ANIMAL INSTINCTS

Having studied the poetry of William Blake, Year 8 wrote their own poems about animals.

Nevo and Izzy’s presentation on hunger strikes

The Snake: Lewis

The Hawk: Luke

The Cheetah: Rei

The Fox: Remy

The Cat: Remy

The Whale: Poppy

The Leopard: Bella

ENGLISH - Zoe Rawlings, Alex Marrion, Albie Sanders, Steven Fothergill, Carey Johnstone, Simona Camillo-Defries, Dan Love

LONDON ON THE PAGE

Year 8 have written descriptions of London in modern times and Jacobean times as part of their studies of Shakespeare and the Romantic poets.

It’s rarer than not to walk a street without smelling bile, or cigarette smoke. The nauseous odor reaches down into your lungs and squeezes them tightly, making it hard to breathe without gagging. The fumes expelled from a car engine seem to fill your mouth and nose with dust, leaving you coughing and wheezing, the aftertaste bitter as if you had swallowed dirt. The smog from the factories and cars paint the sky gray, covering the guiding light of the stars at night, and the warmth of the all-seeing sun at day. Sometimes you’ll smell the otherworldly scent of fresh baked bread, at a bakery which to you is worth a thousand worlds, only for it to shut two weeks later.

BY BO

A JOURNEY TO THE GLOBE THEATRE

I heard from a friend, the flag at the globe had just shot up in the air, symbolising a performance was running at the famous theatre. I had been hoping to see a performance at the globe for months now. I had a penny for the entry fee and was excited to go! It was rumoured the play would be The Tempest. Escaping the chaotic streets of London, where the stench of faeces was unbearable and the threat of pick pockets stealing my penny for entry, I decided to take a water taxi. The taxi boat was crowded but it felt good to escape from the cold narrow streets of London.

I was excited to get a glimpse of the globe lit up with torches. The anticipation of seeing a play for the very first time was very overwhelming.

I handed over my penny for entry at the door. When I got inside of the globe it was an extremely busy performance with only a small space at the back of the pit to stand. I had to squeeze past hundreds of people to get to it.

After finally finding my space the play began. The crowd was loud they cheered as the performers walked onto the platform. Throughout the performance some members of the crowd were throwing objects at the performers but i didn’t care about them I was just happy to be able to see the performance. I was thrilled to finally get to see a great story come to life on stage.

BY ARTHUR

PICTURING SHAKESPEARE

Year 9 have studied Romeo and Juliet and explored the techniques Shakespeare uses to convey his ideas. These posters visually represent some of the vivid oxymorons in the play.

Describing present day London: Bo

Zoe Rawlings, Alex Marrion, Albie Sanders, Steven Fothergill, Carey Johnstone, Simona Camillo-Defries, Dan Love - ENGLISH

GEOGRAPHY

Bringing global issues to the table

GOING COASTAL

Year 9 students learnt about erosional processes and the landforms which are created as a result. To bring the learning to life, students used their creative skills to create 3D posters, using Play-Doh to model the landforms. This fun learning activity helped the students to remember the order in which the landforms occur.

EXPLORING THE GLOBE

Year 8 looked at the different ‘spheres’ of the Earth and how these interact to keep the planet in balance as part of their Exploration. They had to create a journey through time, looking at these spheres and what happens when the natural balance is upset by humans. Their exhibition, including impressive immersive rainforest and Arctic displays, was colourful and informative.

Model students

The Arctic

Shaping their studies

The amazon display up close

The Amazon

MAKING A CASE

In Autumn, Year 9 undertook the major task of studying climate change. They looked at the evidence of change, the natural and human causes and the impacts. They explored different management strategies, both mitigation and adaptation. This culminated in students writing a speech to address world leaders at COP29 which outlined the need for action and how collective action can be achieved. Students then delivered these speeches to the class – they were scientifically accurate, informative and inspiring.

HOMES OF THE FUTURE

“It’s not too late to stop climate change if we act now. We can prevent climate change by using renewable energy such as wind turbines and solar panels to replace fossil fuels.”

ARISSA “I think that afforestation is the most efficient mitigation strategy because it tackles multiple problems at once and it’s very simple. It gives back homes to the animals…whilst capturing the excessive carbon that we are constantly emitting.”

When looking at environmental sustainability, students learnt about different ways to minimise impacts on the environment. They implemented their understanding to design an eco-friendly home. The outcomes were creative, showing clear understanding of how small changes can make a big impact.

ALMA

FIELDWORK FORAY

Fieldwork is an essential part of Geography so it was great to be able to take Year 8 out ‘into the field’ to collect data as part of their Exploration on green spaces. Students planned their study and completed environmental quality assessments of different sites in the Golders Green area. Back at school they presented and analysed their data before drawing conclusions about their findings.

SCIENCE

The labs have been alive with discovery and delight

BRINGING SCIENCE TO LIFE

In celebration of British Science Week, KAS students were treated to some brilliant visitors (not all of them human!)

Zoolab visited Year 8 & 10 and brought in some incredible creatures for a hands-on lesson which explored how and why certain species evolved and adapted to a changing environment over millions of years. Special guests included Pip the Baby Tortoise, Tilly the Tarantula and Daphne the Corn Snake. ZooLab Ranger, Lottie, led an interactive, informative session where students bravely handled the animals and showed great curiosity!

The Year 9 students were treated to a show full of chemistry tricks by the Explorer Dome scientists, which utilised chemical reactions to put out candles with a jug of invisible ‘water’, colour change liquids, and create colourful explosions with balloons. The most used phrase was “no way!”

Students who are taking triple Science in Year 10 stepped inside the Explorer Dome to take a trip inside cells and look at their form and function up close.

CAR CLUB

Phil led Choice sessions teaching students how to build and fine tune radiocontrolled cars. Good manual dexterity and interpreting complex instructions were skills required for success.

Chemistry show pyrotechnics

Spider sense

Snake surprise Chemistry show pyrotechnics

SCIENCE - Philip Price, Steve O’Byrne, Jess Kolajo, Michael Leigh, Jo Tang, Ryan Godfrey, Peter Nickson

SPACED OUT

As part of their Exploration looking at the ethics of space exploration, Year 7 went to Greenwich Observatory to experience a planetarium show which took them on a tour of the Solar System. They saw some amazing astrophotography at the Astronomy Photographer of the Year exhibition and learnt about how sailors navigated using the stars when they visited the Maritime Museum.

ENERGETIC RESPONSES

Sixth Form physicists took a trip to the Culham Centre for Fusion Energy as part of their A level studies. Django explained: “It’s a centre where they test equipment, train staff and conduct research around nuclear energy.” They saw a decommissioned reactor and a model used for training purposes. Jimmy said: “I enjoyed seeing a huge mechanised robot arm which they use inside the reactor – it’s such an amazingly powerful tool.”

Year 7 students on the meridian line at Greenwich Observatory

Philip Price, Steve O’Byrne, Jess Kolajo, Michael Leigh, Jo Tang, Ryan Godfrey, Peter Nickson - SCIENCE

Visiting the Culham Centre for Fusion Energy

SCIENCE

RESEARCH REWARDS

Certificates were presented to students and staff in recognition of their contribution to biodiversity research during their summer expedition to Indonesia. The data they gathered on the trip will aid Operation Wallacea’s research objectives, written materials and long-term conservation goals.

Read all about the trip on the opposite page!

CSI X KAS

GLASS HOUSES

Steve led a very enjoyable session building terrariums with Year 8 as part of their Explorations work on systems. Pupils designed their own terrarium and filled them with soil, grit and sphagnum moss. Some of them are still growing well despite the lid having been kept closed since they were made.

Year 7 were tasked with solving a crime using their knowledge of forensic techniques as the culmination of their Forensic Science topic. Fingerprint analysis, microscopy of hair samples, footprint analysis, DNA fingerprints and chromatography were just some of the techniques used to work out who the culprit was.

Proudly displaying their Operation Wallacea certificates

Terrarium teaching

Microscopes at the ready

Fingerprint testing in action

SCIENCE - Philip Price, Steve O’Byrne, Jess Kolajo, Michael Leigh, Jo Tang, Ryan Godfrey, Peter Nickson

INDONESIA TRIP

Conducting ecological research on remote Indonesian islands taught these students valuable life lessons, too

After travelling to the Wallacea region in eastern Indonesia the six KAS students worked on projects alongside scientists from Operation Wallacea, an environmental research and conservation organisation.

On Buton Island they completed biodiversity surveys and at Hoga Island Marine Station the students took part in diving trips to assess the ocean’s community structure.

The KAS group worked alongside students from Taiwanese and Australian schools gathering data which will help to inform further research and support funding applications.

The trip also provided opportunities for deeper personal development. Resilience and adaptability were key learnings for KAS student Libby, who says: “There was no phone service, so we weren’t on our mobiles. It was scary to start with, as I couldn’t easily contact my parents. But then it forced me to communicate more with others on the trip, which helped us to bond.”

Connection was also a key takeaway for Ella, especially with the local people: “It was really eye-opening to see how people can live very simply and still be happy,” she says. “It made me realise that I don’t necessarily need lots of stuff to enjoy myself.”

She adds that the trip has given her the confidence to go travelling in the future: “I already knew that I wanted to travel, but it’s cemented that I can do it. It showed me I’m capable of packing a rucksack and going somewhere different or remote.”

Making connections

Local character - praying mantis

Students from Australia and Taiwan joned the KAS team

A beautiful visitor

Travelling from the forest to Hoga Island

On the road

GLOBAL CHALLENGES

Looking out at the world for learning

During this two-year School Directed Course, Year 10 students work on individual projects while Year 11 work on one big group project, developing their collaboration skills.

YEAR 10

Students pursue their particular interests, and develop a response to a Global Issue. We had projects on cyber-bullying, knife crime, homelessness, food waste, migration, prison injustices, ocean pollution, racism in sport, fake news, sustainable energy, period poverty, attachment theory, migration, climate change, and more. Outcomes were similarly varied: a dress, reports to senior management, presentations and lessons for younger students, a song, magazines, a collection campaign for homelessness and children’s books!

YEAR 11

Second year students undertook a remarkable collaboration with the Babylon Project, a group of asylum seekers and refugees who meet to participate in creative arts workshops. They designed and led a series of photography and belly dancing workshops for members of the Bablyon Project with each session ending with a communal meal. The opportunity to meet and talk to people from some of the most challenging contexts in the world was eye-opening. The creative activities helped everyone find areas of connection, and some special relationships were formed. A final celebration evening, featuring fabulous food, showcased the photography and dancing to an audience of parents, teachers, and other members of the Bablyon Project.

“I’ve learnt so much working with The Babylon Project, it’s really highlighted how we can share experiences with people regardless of their age or where they are from - it’s been a truly rewarding experience.”

Sophie, Year 11

A page from Esin’s Education a children’s book written and designed by Isla in Year 10

Belly dancing at the final celebration evening

Families enjoyed food from around the world with a backdrop of fabulous photographs

Year 11 students presenting on stage

LATIN & CLASSICAL CIVILISATION

CHOOSING CLASSICS

Classics is available as part of our Upper School co-curricular programme and a small group of Year 8 and 9 students have been spending their Friday afternoons creating a visual timeline of the Roman Republic. No easy task in the space of a single term!

Their comprehensive project included translating a host of Latin words, researching Roman governance, and charting the various Kings of Rome, starting with the mythical figures of Romulus and Remus, legendary founders of the city.

Art also played a pivotal role in their final display, including drawings of the various types of Roman armour with details of how each was used, and a series of sketches depicting Hannibal’s crossing of the Alps.

“I chose Classics Choice because I’ve always been interested in ancient cities,” said Inigo. “A lot of the myths are well known, so it’s been interesting to learn the truth behind them.”

IN THE CLASSROOM

At A level we have been perfecting language skills as well as reading original texts: one of the most famous and scandalous defence speeches from the Roman lawcourts and, in poetry, the exciting story of the fall of Troy. In Classical Civilisation the focus has been on the two great ancient epic poems, The Iliad and The Aeneid. GCSE students have studied ancient blood sacrifice, the stories of gods and heroes, and the ancient civilisation of ‘city of gold,’ Mycenae.

The Classics classroom board - a collage of images from our last trip to Greece mixed with student work

Classics choice

A collaborative display by our Classics Choice students

3D DESIGN

Designing and drawing, creating and crafting, making ideas come to life in our wonderful workshops

YEAR 7

Students had a great time building birdhouses and learned essential woodwork skills such as measuring, sawing, drilling, laser cutting, and final assembly. It was a hands-on experience that helped them develop both creative and technical skills!

3D DESIGN - Miranda Socratous, Adam Findlay, Chris Raymond, Pascoe Lintell, Felix Ronneberger

YEAR 8

The Asthma Project which our Year 8 students took on showcased some truly impressive prototypes. The students thoughtfully considered how to support infant asthma medication delivery through design, approaching the challenge with creativity and innovation.

Miranda Socratous, Adam Findlay, Chris Raymond, Pascoe Lintell, Felix Ronneberger - 3D DESIGN

3D DESIGN

SIXTH FORM TRIP

The Year 12 and 13 trip to Dutch Design Week in Eindhoven was an amazing opportunity to step outside the workshop and into the wider world of design. As one of the biggest design events in Europe, DDW features the work of over 2,600 designers across multiple venues, giving students a chance to experience the latest trends and innovations in design. It was a fantastic way for them to get inspired and see firsthand how design is pushing boundaries globally.

YEAR 11

We’re really proud of our GCSE designers! They’ve written their own briefs and shown great creativity, independence and resilience over the last two years. Their final pieces speak for themselves — thoughtful, original and genuinely impressive.

Fauve

Raffi

Oli

Raffi

Fauve

Edith

Ella

Mateo

Edith

Nils

3D DESIGN

A LEVEL

The Sixth Formers studying 3D Design have truly gone above and beyond. They’ve worked together, supported each other, and pushed one another to create some amazing final pieces. They should be incredibly proud of all they’ve achieved!

Alessandro

Daisy

Daisy

Daisy

Huxley

Isaac

Isaac

Jonathan

Huxley

Miranda Socratous, Adam Findlay, Chris Raymond -

Romilly

Rubens

Leila

Vera

Katy

Katy

Rubens

Thomas

Romilly

Vera

SPANISH

Students have been practicing their language skills both home and away

SAN SEBASTIÁN

Immersion in Spanish language was the goal for Year 10 & 12 students when they headed to the Basque Country in July 2024. Mornings were filled with cultural adventures, bringing the city to life. Highlights included a pintxos tour, surfing lessons on La Zurriola beach, electric bike city tour, a boat trip and swim at Isla de Santa Clara, and a fascinating visit to the Aquarium.

Afternoons consisted of fun but challenging Spanish lessons with native-speaking teachers. As Max said, “Lo pasé bomba dado que mejoré mi español mucho.”

San Sebastián is known as the gastronomic capital of

Spain, and Sofia couldn’t agree more: “La comida fue deliciosa y es el capital gastronómico de España.” Cyrus, Year 13, added, “Me encantaron las croquetas.”

Zen especially enjoyed the excitement of the World Cup: “Disfruté mucho viendo la final de la Copa del Mundo con mis amigos en la Parte Vieja,” he said, after watching the match in the buzzing Old Town with friends.

All in all, students described the trip as their favourite at King Alfred School—an inspiring mix of culture, language, food, and fun that they’ll never forget!

Students in San Sebastián

Bags at the ready

SPANISH - Camilla Parsons, Ander Fraser, Sandrine Rodrigues, Pauline Moloney, Irene Prago-Guerro, Véronique Bruel, Julian Reed

BFI TRIP

Year 12 and 13 Spanish students attended an enriching study day at the British Film Institute (BFI). The event focused on the life and works of renowned Spanish poet and playwright Federico García Lorca. Featuring expert panel discussions and a screening of La Casa de Bernarda Alba, a central A level text.

Romily in Year 13, reflected: “It was an unforgettable experience. Hearing expert insights and being immersed in the Spanish language helped us connect with Lorca’s work in a completely new way.”

A visit to the BFI for Spanish students

E-bike tour

Culture on a plate

Tasting the delights of San Sebastián

Learning the language

Camilla Parsons, Ander Fraser, Sandrine Rodrigues, Pauline Moloney, Irene Prago-Guerro, Véronique Bruel, Julian Reedv - SPANISH

FRENCH

FRENCH DRAMA FESTIVAL

The 10th instalment of our French Drama Festival saw students from 13 different schools perform extracts from French plays in front of parents, fellow students and the all-important jury.

Our A level French students took to the stage, with Luella (Year 12) awarded Best Individual Spoken French.

“We performed a piece from the French film La Rafle,” Luella shared. “It depicts the 1942 Velodrome Round-up in Paris, where over 13,000 Jews were arrested by French police and sent to concentration camps. The whole experience has built our confidence for the spoken part of the A level exam.”

Founder and organiser Pauline travelled to London especially for this year’s festival, having moved back to her native France earlier this year after stepping down from her role of 17 years.

“Creating the French Drama Festival has been my proudest professional achievement in the UK,” she shared. “It has become a renowned event that schools and students look forward to every year.”

Pauline on stage

KAS students performing in French

French A level students on stage

FRENCH - Camilla Parsons, Ander Fraser, Sandrine Rodrigues, Pauline Moloney, Irene Prago-Guerro, Véronique Bruel

ECONOMICS & PSYCHOLOGY

ECONOMICS

PSYCHOLOGY

This year in A Level Psychology, students delved deep into the workings of the human mind and had a few breakthroughs of their own along the way. Highlights of the year included planning and conducting their own experiments, including, a memory test inspired by cognitive psychology theories.

Social psychology came to life through structured debates on obedience, conformity, and the ethics of classic experiments like Milgram’s and Zimbardo’s. To explore psychopathology, students watched films and documentaries, followed by group discussions linking the content to diagnostic criteria and treatment methods.

As the year wraps up, the class leaves with more than just knowledge — they carry a new lens through which to view themselves and the world. For many, this subject has sparked an interest that goes far beyond the exam hall.

Students have been learning about the implications of ‘Trump’s tariffs’ for the global economy, as well as how it impacts us here in the UK. We have also had interesting conversations about the future of utilities in the UK and have explored whether fines for Water companies are effective or if the solution is to re-nationalise the industry. During discussions around moving to the carbon neutral target we’ve talked about on-shore vs off-shore wind farms, solar panels and the third runway at Heathrow.

Students have had the opportunity to expand their understanding of Economics outside of the classroom. In November, students had a day of Economics-based lectures with speakers including Ed Balls, former Chancellor of the Exchequer; Kate Raworth, author of Donut Economics and Hugh Pym, Health editor of the BBC. Year 13 students also had a day out in the City of London, including a visit to the Bank of England Museum.

“Psychology made me question things I took for granted — like how we form memories or why we follow rules.”

Year 13 student

“Learning about mental health has helped me understand my own experiences better and support friends more sensitively.”

Year 12 student

Ania Herbut, Phillipa Megitt, Victoria Harvey-Gibson - ECONOMICS &

A speaker at the Economics conference

Year 12 Economics students in their classroom

PHYSICAL EDUCATION

A triumphant year filled with sporting success, fitness and fun

LEADING THE WAY

The Sports Leaders qualification offers fantastic opportunities for our students to participate and lead. As students progress through Levels 1 and 2, the skills they learn prepare them to manage groups and activities. To support their coursework, they put their learning into practice, delivering sport sessions for Ivy House School.

“This year we’ve challenged our Sports Leaders more than ever. Whether it be to lead in unknown environments, such as at the ‘Barnet Bar No One’ disability event, or running sessions in a primary school, our students have shone with confidence, resilience, and adaptability.”

Vicky, PE teacher and Sports Leader Organiser

FLYING HIGH IN BASKETBALL

Enthusiasm for Basketball has spread like wildfire. Students take every opportunity to practice shooting hoops in the gym every morning, break, lunch and even after school. Basketball is like oxygen to some of our students, and we are supporting every pass and dribble.

Basketball coach Chris, had this to say: “Another fantastic season of basketball with Years 7,8 and 9 finishing with a just under 70% overall win record demonstrating that their hard work has really paid off. The highlight for the season was the Year 7/8 boys winning the ISA U13 tournament, beating local rivals Northbridge House in the finals 24-23.”

YEAR 8 RESULTS

Year 8 Sports Leaders

Interform basketball

Year 9 basketball team

Woodhouse, Tom Franklin, Henrietta Farr, Callum Laddiman, Chelsea Sandford, Vicky Stewart, Claire Murphy

NETBALL THROUGH THE YEARS

Head of PE Henri has drilled our KAS girls into a netball force to be reckoned with. From Year 6 up to Year 11, they are performing at a high level.

In Years 7 and 8 we have enough players to field two teams. The Year 7 team secured a very strong 2nd place in the regional league, putting on some dazzling displays of teamwork and individual prowess.

Through dedication, teamwork and some outstanding netball skills, our Year 8 A-team triumphed in their league! This pushed them through to the regional play-off finals, a tremendous achievement and a huge well done to them! The Year 8 B-team have also proved themselves to be tough opponents, commanding an 80% win-rate across their games this year.

SERVING UP FUN IN TABLE TENNIS

Kings School hosted another year of superbly run ISA table tennis tournaments. We entered students in every age bracket, giving as much opportunity to play as possible. This tournament gives students an opportunity to represent the school in a less traditional sport, and offers the opportunity to discover another sport they might fall in love with.

With representatives in the Under 11, Under 13, and Under 16, KAS took on some incredibly strong opposition and played with great passion.

Back on home turf, there is regular provision for table tennis within games lessons, and as two lunchtime clubs (one for Upper School, one for Lower School).

Netballers in action

Year 7 netball

Aarun Woodhouse, Tom Franklin, Henrietta Farr, Callum Laddiman, Chelsea Sandford, Vicky Stewart, Claire Murphy - PHYSICAL EDUCATION

EDUCATION

- xxx

PHYSICAL EDUCATION

TEAMWORK AND TROPHIES IN FOOTBALL

Tom, Aarun, Chelsea, and Vicky (with the help of professional, Jazzi) have coached the kids to some outstanding results this season.

We can’t talk about football and not discuss the incredible efforts of our Year 9 boys. They attended the ISA tournament in Nottingham and came second (yes…second!) out of 20 independent schools. They kept a clean sheet all the way up to the final. A fantastic day out and one seriously proud coach, Tom, who stated: “The boys played their hearts out and gave it their all, leaving everything on the pitch”.

This year, Tom and Callum hosted a boys’ football league for Independant Schools, providing regular gameplay for Years 7 to 11. With some very competitive teams in the league, KAS students of all ages performed well and demonstrated admirable team spirit and cohesion.

Drum roll please. Through excellent footballing ability, individual leadership and cooperation, the inaugural winners of both the Year 10 AND Year 11 leagues are....King Alfred School. A big well done to everyone who took part, and please look out for the trophies located in the cabinet in the Gym foyer.

Year 11 football league winners

Year 7 girls football

Year 10 football league winners

Year 9 ISA football tournament

Year 9 ISA football tournament

PHYSICAL

- Aarun Woodhouse, Tom Franklin, Henrietta Farr, Callum Laddiman, Chelsea Sandford, Vicky Stewart, Claire Murphy

ACING IT

Students from Years 7 to 10 headed to Acland Burghley School for a spot of league tennis.

With Luke in Year 8 winning 6-0 in singles and Year 7 competitor Martino, beating a Year 8 student 6-3 it was disappointing to lose 4-2 overall.

The Year 9 & 10 students won 2-1, with both Harry and Sam winning their single matches.

All boys played their best tennis and enjoyed the afternoon in the sunshine.

THEY’RE FOR THE HIGH JUMP

A trip to the ISA athletics competition in May proved to be a successful one.

Winners included:

Penny: Year 8 & 9 girls javelin - throwing over 20m and beating second place by at least 5m.

Emil: Year 8 & 9 shot putthrowing over 10m.

Mika: Year 6 Girls vortex throw - throwing 31.5m.

Luca: Year 6 boys relaycoming first in his 80m race to qualify for the national relay team.

Henry D: Year 8 & 9 boys high jump - clearing a very impressive 1.6m.

STATS REPORT

With sport being managed through the SOCS app – access to the stats has helped us highlight the success of our cocurricular sports clubs.

We could not be prouder of the participation levels coming from the Year 7s this year, who hit 95%! Within these figures, there are three students who’ve represented the school 16 times, across six different sports!

In Year 8 there is an 81% participation rate across six sports and three students have participated in 20 fixtures... EACH!

In Years 9 to 11 participation in school sports stays strong, even when GCSE studies start to take precedence. Despite looming exams, our Year 11 students have a participation rate of over 60%.

Year

7 boys relay

team

won their relay heat by an impressive distance.

The rest of the team performed brilliantly with Oscar missing out on first place in the Year 6 shot put by a mere 2cm, Mylo narrowly beaten into second in the Year 7 boys 100m and Ben narrowly missing out on the win in Year 7 high jump when it went to sudden death after a draw.

The students showed great resilience and fantastic support for each other throughout the day. Well done to all those involved!

Tennis team

Henry

Luca

Emil

Mika Oscar Penny

Aarun Woodhouse, Tom Franklin, Henrietta Farr, Callum Laddiman, Chelsea Sandford, Vicky Stewart, Claire Murphy - PHYSICAL EDUCATION

MUSIC & MUSIC TECH

Enjoy every note, beat, band, solo, melody, jam, jazz and concert

MUSICAL HIGHLIGHTS

The school year kicked off with electrifying performances at Axemonsters, setting a highenergy tone. The concert showcased both bands and soloists, captivating the audience with their dynamic presence. Similarly, Unplugged started 2025 with a bang, featuring a variety of talented musicians and maintaining the vibrant energy.

New this year was the Jazz at KAS evening. The Main Hall was transformed into an intimate jazz club, creating the perfect ambience for the jazz band’s 50-minute set. The performance was a testament to the versatility and skill of our suited and booted musicians: Lucas, Bruno, Walter, Sebastian, Reuben, Jacob, Tom, Toby, Gabriel, Max C. Mak, Dylan, Charlie and Max M. In the Upper School Show, The Ballad of Raggedy Alice, Jacob and Dylan played key roles alongside professional musicians.

The Christmas and Spring concerts featured large ensembles such as orchestra, chamber groups, jazz bands, combos, and choirs. Throughout the year, we held multiple soloist concerts, providing a platform for individuals to shine.

This year also saw two of our bands, The Souvenirs and The Curlies, enter a schools Battle of the Bands competition. Both bands performed exceptionally well, making it to the concert of finalists. The Souvenirs emerged victorious.

Aarons, Richard Wade

This year has been a remarkable journey for our Music Department, and next year we are thrilled to launch the UAL Music Performance and Production course! This diploma offers students an immersive experience in music performance and production, covering live performance, song writing, studio recording and mixing, contemporary composition, Music Technology and production. It’s designed to ignite passion and creativity in every aspiring musician.

A special thanks to our instrumental visiting music teachers:

Leo Richardson, Sam Warner, Rick Simpson, Jay Davies,

Axe Monsters: Aviv, Jacob, Juri, Lucas, Charlie and Bruno

Axe Monsters: Bonnie and Bruno

Axe Monsters: Isla, Markos, Rob and Neven

KAS Axe Monsters: Tierney, Keiran and Lucas

Battle of the Bands: The Souvenirs

The Curlies: Eila, Tierney, Sadie, Cara and Emil

Axe Monsters: Reuben and Max

Axe Monsters: Sadie

Axe Monsters: Thomas

Daniel Broad, Nell Buckingham, Sophia Russel Belgrave, Lydia Aoki, Joe McGrail, Nick Marangoni, Jack Baker, Robert Greenfield, David Quirke, Maciek Pysz, Sarah Carter, Christina Gill, Richard Wade, Hannah Lang, Helena Svigelj.

Jazz at KAS: Jazz Band

Jazz at KAS: Bruno

Jazz at KAS-Dylan

Jazz at KAS: Ale

Hosting the Spring Concert: Honey and Polly with the Orchestra Spring Concert: Hannah’s Chamber Group Spring Concert: Baby Bellas with Nell

Jazz at KAS: Toby taking a solo

Jazz at KAS: Lucas

Jazz at KAS: Walter taking a solo

Jazz at KAS: Mak, Bruno and Lucas

Neven Vangelov, Nell Buckingham, Dan Aarons, Richard Wade-

MUSIC & MUSIC TECHNOLOGY - Neven Vangelov, Nell Buckingham, Dan Aarons, Richard Wade

MUSIC & MUSIC TECH

Unplugged: Izzy and Ella

Unplugged: Yuri

Unplugged: Florence

Unplugged: Sabrina

Unplugged: Luke

Unplugged: Annie May, Tierney

Unplugged: Bonnie, Anoushka, Willa, Emma and Bruno

Unplugged: Liv

Unplugged: Max and Bruno

SING IT OUT!

This year has been an incredible one for vocal performance at KAS. Raggedy Alice was a true highlight, with students rising to the challenge of one of our most complex musicals to date.

Our vocal ensembles: Jazz Choir, KAS Bellas and Baby Bellas, continued to flourish, with a wave of new Year 7 recruits joining the ranks. Their concerts featured powerful harmonies and standout renditions of Run, Say Something, and Under Pressure, with soloists Daisy G, Ana G, Elise A, and Lily Rae D captivating audiences.

UAL singers performed a memorable Musical Theatre Showcase and also benefited from expert workshops with actress Samantha Spiro and musical director Nikki Laurence. The voices of Years 7 to 9 shone in Sister Act Jr. to round off the year.

Special congratulations to Kitty M (Year 9) for winning her class at the ISA Musical Theatre Final 2025.

Kitty with her ISA trophy

Unplugged: Ella and Maisie

Unplugged: Sarah

Unplugged: Lola and Alys

Unplugged: Polly, Honey and Rob

Neven Vangelov, Nell Buckingham, Dan Aarons, Richard Wade-

COMPUTER SCIENCE

Hacking the future with code and creativity

ONLINE VIGILANCE

Year 7 students learnt about the importance of staying safe online and created some very inspiring presentations to help teach others about e-safety. During an offtimetable day, they got to do a deep dive into Photoshop. Head of Computing, Saurabh, explained: “They looked at the brush tools, magic eraser and transform tools and how effects like blur can give a sense of motion and adjusting the levels in an image to create and enhance lighting effects. They also looked at setting up organised folders for their work and about different saving formats in order to be able to use their images.” They were then tasked with using their skills to create an image which illustrated how light and movement can be shown in nature.

CODING AND CREATIVITY

Year 8 unleashed their creativity as they too got to grips with tools and tricks in Photoshop and levelled up their coding game with Python skills.

PUTTING THEORY INTO PRACTICE

Our GCSE Computer Scientists have been working diligently by preparing for their upcoming blocks and actual GCSEs. They study the theory of Computing, mathematical computing and of course programming - the reason why most chose to study the subject!

THE CODE TO SUCCESS

Year 12 students have been preparing for their mock exams and working on their programming projects. Lots of fun has been had in deciding what programming language and project to choose.

Digital creativity workshop

Madeline’s Photoshop work

Anoushka’s Photoshop work

Y11 Coding

At work in the Computer Lab

Year 12 Coding

Year 7 photoshop creativity workshop

A visual presentation about online safety

CHOICE

FRIDAY AFTERNOONS REIMAGINED

Imagine a classroom at 3:30pm on a sweltering Friday afternoon. Even the most engaged students might find their concentration wavering. It’s a challenging time to keep young minds fully engaged, no matter how fascinating the subject, which is why Friday afternoons at KAS are all about Choice.

Choice is a vibrant programme of activities that students select themselves. They can dive deep into their passions, explore new interests, develop valuable new skills, and, importantly, connect with peers from different year groups. From coding clubs to creative writing workshops, sports squads to jewellery making, the range of options is designed to cater to a wide spectrum of interests. Choice sessions not only provide students with expert guidance, but also allows them to see their teachers in a different light, sharing their own passions.

Cooking

Sewing

Radio Controlled Cars

Teamwork in the forge

The Forge

Photography

Getting technical

THE VILLAGE

Creating a community in the grounds of the school brought independence and insight to our Year 8 students

Elvis: “Bushcraft was my favourite part. I got to learn how to make an axe for the first time. I never knew you had to use a flattener, but it’s important because you have to make it even – I’ll be taking that skill into the forge going forward!”

Kitty: “I really liked the independence of The Village – you got to forget what was going on outside and just focus on what was going on around you. You spend so much time with your friends and teachers and get to know everyone on a much deeper level. I think it’s really helped me appreciate the small things.”

Keiran: “I loved being with my friends. You might be in different huts, but you can spend as much time with them as you want. The Village has taught me some important skills – I would know how to start a fire if I needed to!”

Eve: “The atmosphere was awesome. It was really nice to see everyone together and experience all the different activities. I learned how to be resilient and to look after myself. I think it was good for teaching us to be fair amongst each other – like if someone cooks, then someone else cleans up. It’s all about making sure everyone plays their part.”

Thank you to Claire, Clara and Isabella for organising another fantastic village and to all those who made it such a special week for Year 8.

A morning circle

Hut life

Time for tea

Opening ceremony Freedom!

Whittling time At the fire pit

Relaxing in a hammock

Making axe handles

Building their own huts

Students could select to go sailing nearby

Japanese tea ceremony with Old Alfredian, Sam

TED x EVENT

Talking it out for a fifth fabulous year

The fifth iteration of TEDxKingAlfredSchool saw 15 speakers take to the Main Hall stage to share their thoughts and ideas.

The event is an opportunity for participants to push themselves out of their comfort zones, giving five-minute talks from memory on something they feel passionate about. Subjects ranged across science and sociology, personal passions and wry observations.

Audience member Sreeja summed it up saying: “The range of speakers was wonderful. Having parents, students, staff and Old Alfredians up there together really shows the community side of the school. I just enjoyed every bit of it.”

While the talks themselves were a fantastic finale, the speakers learnt a lot through the process of writing and rehearsing their talks in the weeks beforehand. Year 12 student Lily explained: “I want to be a film director when I’m older, so the skills I’ve learnt here will be useful for pitching ideas. Because the talk is only five minutes, you really have to refine what you want to say, it’s hard!”

Organiser Kara Conti presented all the speakers with the (now traditional) TEDx mug after the event, saying: “I was so impressed by the calm bravery of them all. All their hours of hard work, writing and memorising truly paid off.”

Host and Head, Robert said: “It was inspiring to see so many students taking to the stage with such confidence, supporting each other and engaging the audience on their chosen subjects.”

“TEDx isn’t just an opportunity to speak, it’s an opportunity to make connections.”

Teachers ready to talk L-R Hannah, Adam and Natalie

Bronwen, Year 11

Sophie on stage

Organisers Kara and Galia

TEDx 2025 team

The student speakers on stage

Alex, Year 12

Finley, Year 12

Flute teacher, Hannah played as part of her talk

NAMIBIA TRIP

Volunteering, trekking and sleeping

under the stars, the trip to southern Africa was memory-making stuff

A group of 16 Year 11 students and two KAS teachers journeyed to Namibia in June – a trip described as “one of the best experiences of my life” by one intrepid attendee.

KAS students have been making the trip to Dorob National Park in north-west Namibia for 20 years, working with the charity ElephantHuman Relations Aid (EHRA). There they volunteer at a school in a remote village, renovating a building each year so that the local children have a healthy and safe environment to learn in.

They also spend time walking through the desert, learning to read maps and identify animal tracks before a final 18km independent hike. With little phone signal, many students left their phones at home, so downtime was spent playing frisbee, cards and board games.

“The experience of falling asleep while looking at countless stars and the Milky Way is something indescribable,” shares Year 13 student, Alex.

“The memories from the trip will stay with me for life, along with the lessons I learned.”

SKI TRIP

A

tale of two trips as KAS hit the slopes of Val di Fiemme in the Dolomites

A STUDENT VIEW

Marnie (Year 8) writes…

“The ski trip was one of the most fun holidays I have ever been on! I had never been skiing before so it was a great introduction, and I can now confidently go down many slopes.

Every night we did an activity, from a treasure hunt to a room inspection. My personal favourite was the quiz, which my team should have won!

I got much closer to my friends on the trip and also gained some new ones. All the teachers were lovely and looked after us so well. Overall, the ski trip was my highlight of the year – and perhaps my whole KAS experience.”

A STAFF VIEW

Deputy Head Al McConville writes… Providence was at work for this year’s trip. It had snowed the week before, and then the sun came out. People were shedding layers, slapping on the factor 50, topping up their tans. The kids were delightful. Cheerful, positive, indefatigable. Honestly, a pleasure to be with.

The quiz was an obvious highlight. The kids knew a lot, and imparted some of their knowledge to us: who knew, for example, that King Alfred defeated current Head of Year 9 Alex Wahnon in the 10th Century, and that he couldn’t cut the cupcakes, or that Bolivia bordered Switzerland? One in five was able to correctly spell Head Teacher Robert’s surname. Maybe it was the altitude, but there’s room for growth…

Jeff strikes a pose

Al near some skis

OLD ALFREDIAN NEWS

Bringing the experience of our OAs into the current KAS community

CONNECTIONS FORUMS

The Connections programme hosted two forums this year. In November we explored working in film, and in April examined how AI is redefining careers.

Our panel of industry experts from the KAS community delved into each of these topics, creating the perfect space for audience engagement. Students, Old Alfredians, KAS parents and our partnership state schools had the opportunity to ask industry-related questions and connect with professionals at the top of their fields.

KASCONNECTED

KAS Connected can help find work experience, job opportunities and mentorship by connecting with other Old Alfredians, KAS parents and staff. If you haven’t already joined scan the QR code or visit www.kasconnected.org

You can also view recordings of our Connections Forums!

A Sixth Form student at the film event

AI Panel

Audience

Clemente Lohr, Miranda Bowen, Nuray Jemil, David Arnold, Teddy Leifer, & Sonita Gale2

KAS Students

Robert & students from Parliament Hill School

Daniel Hackett, Gus Waller, Sebastian Cody, and Fiona Hackett

CONNECTIONS TALKS

We hosted great Connections Talks supporting our Careers programme. Old Alfredians and parents came to Sixth Form to share their work experience and tips for life after KAS. Our speakers included:

Phil Hunt, KAS parent, independent film producer, and founder of both Head Gear Films and Bankside Films

• Preeyus Patel (OA 2009), professional in Environment and Sustainability, managing Environmental Impact Assessments

• Samuel Wright (colleague of Ali Kazimi, OA 1987), associate consultant at WTS Hansuke, who delivered a talk on Financial Services Consulting.

All our talks open up opportunities to connect with professionals. For example, Phil’s support led to a work experience opportunity for Eve Hobsbawm (OA 2022). Eve is now on Phil’s team at Head Gear Films - a great example of our KAS Connections coming full circle!

ALFREDIAN VOICES: WHAT I REALLY LEARNT AT SCHOOL

Tune-in to hear how KAS has impacted the lives and careers of Old Alfredians.

You can also watch the recordings of the interviews on YouTube.

REUNIONS

Phil and Sixth Form Students

Anthea Goldsmith at 1940s and 1950s Reunion

Diana Shelley, Lucy Moy-Thomas, Xenia Bowlby, Graham Samuel, Paul Davies, Angela Davis, Gillian Sonin, Diana Kornbrot at OA Day

Takako, Callum Drake, Sophia Niarchos, Ava Harris at Recent Leavers Drinks

OAs, Staff and Sixth Form Footballers at Annual Football Match

Eva Mitchell, Alicia Simai-Kral, Oona O’Brien, Charlotte Berry at A Level Certificate Presentation

Ulf Ehrenmark and John Bayes at 1940s and 1950s Reunion

Class of 2004 at OA Day

KASS Festive Tea- Stephen Morrall, Tom Bloch, Stephen De Brett, Kara Conti, Tamlyn

Louis Starkey, Noah Schneiderman, Jolyon Michael, Sonny Starkey, Liam Michaels and friends - OA Reunion at KAS Fireworks

Robert, Charlotte Maher, Tara Dobson Silverton and friend - OA Reunion at KAS Fireworks

Sebastian Cody, Mike Wood, Sheila D’Souza, Jonathan Saville, Lorrayn DePeyer, Robert, Daniel Albert, Peter York (Wallis), Annabel Cody at 1970s Reunion

Samuel Wright and Students

Preeyus and Students

KAS ARCHIVES

Preserving the fascinating history of our school from its founding in 1898 to today

HISTORY ON THE MOVE

The KAS Archives have a new home. To make space for an additional classroom in the Photography Department, the Archives migrated from one side of the Admin block to the other.

According to the original building plans from the late 1920s, the collection has relocated roughly from the ‘Girls Cloak Room’ to the ‘Boys Lavatories’. During the renovations, one of the bricked-in archways that once led to the ‘Open Courtyard’ was reclaimed with a glass panel – it’s a window in time reminding us of the rich architectural heritage that we inhabit at KAS.

Over 300 archival boxes plus artefacts, art and even the old goat rope, were packed up and shifted to custom-made shelves in the new room.

Sheila in the old room

NEW ACQUISITIONS

The KAS Archives are always grateful for donations. Here are some of our favourite new acquisitions.

Barnaby Bear

This charming chap lived in the Year 1 classroom from 2015-18. He had many wonderful adventures with the children who took him home on weekends. Sally Wall (LS SENDCo) dropped Barnaby off for us to take care of in the KAS Archives’ Home for Retired Bears. Did he visit your family? We’d love to hear your stories about Barnaby!

Copper Bellows

This set of copper embossed bellows was presented to Marie Willis in honour of her service as cook when KAS was evacuated to Royston during WWII. Her son Alfred Willis, who donated the bellows, has a special connection to KAS - he was born during the war and named after the school! That’s Alfie as a baby in the photo dated 1943.

KING ALFRED SCHOOL SOCIETY BADGES

A tantalising red velvet jewellery box in our collection holds a precious set of metal pre-WWI era badges. The KAS Archives, Design Technology Department and School Council collaborated on a project to make reproductions of these badges as retirement gifts for Kara Conti (40 years at KAS, KASS President 2000-2025) and Sarah Phillips (28 years service to governance, KASS Treasurer 2011-2025).

A letter accompanying the badges tells us a bit about their origin: They were donated to the Archives

in 1982 by Dick Mullins who attended KAS from 1912/13-1914 at the original Ellerdale Road site. He recalled paying a small fee for his badge and wearing it with pride.

Year 12 student Tommy

D, designed and crafted the brilliant reproductions with the guidance of Miranda, Head of DT. Kara commented: “I was overwhelmed by this thoughtful connection with the past. To have the design of one of KAS’s first students recrafted today by a Sixth Former was truly moving and to be treasured always.”

1977 Student Magazine

Old Alfredian Sue Reed (née Harris, OA 1983) donated a copy of a Year 8 magazine from 1977. We love that it is authentically student made in design, writing and spirit.

KAS HISTORY? Follow the KAS Archives on Instagram or X!

Original Badges in box, circa 1912-14

Replica Badges made by Tommy YR12, Photo credit Tommy D

Barnaby Bear

Alfred Willis at Flint Hall Farm as a baby, Easter 1943

Bellows

FAREWELLS

Wishing them well and missing them already

JULIETTE SCHNEIDERMAN

Juliette says: “King Alfred School has been a part of my life for as long as I can remember. My sister and cousin attended as children, and I began my own journey at KAS in 1994 as the Reception Class teacher. In those early days, children would nap at lunchtime on mattresses, we had free-roaming guinea pigs in the classroom and there was an abundance of joy and creativity. The goats, an iconic part of KAS life, were still around then, living right next to my classroom.

After taking time off to have my son, I retrained as a specialist teacher and returned to work in the Lower School Learning Support Department. I have been blessed to enjoy a truly fulfilling and rewarding career, collaborating with many talented colleagues, several of whom have become close friends.

All three of my children have attended KAS, from Reception through to Sixth Form, making the school an even more meaningful part of our family’s life. My time at KAS has given me countless memories that I will always treasure.

I will miss you all terribly. KAS will forever hold a special place in my heart. Thank you for having me as part of this extraordinary community for so many years.”

PAULINE MOLONEY

After nearly 17 years at KAS, Pauline left at the end of 2024 to move back to her home country, France.

Pauline showed great dedication, work ethic and motivation to ensure the best outcomes for all students. She is also well known for bringing language to life in the classroom - students often recall fondly their time making pancakes or waffles in lessons as well as making impressive displays like that of the Day of the Dead in Spanish.

Not only has she been an inspiring French and Spanish teacher, she’s gone above and beyond to support the extra-curricular life of the school. This has included organising the annual French Theatre Festival and even coming back to the UK to run its 10th anniversary iteration this year. She accompanied many French and Spanish trips which immersed students in new experiences, and was behind the design and creation of many costumes for the Middle and Upper school shows. Pauline also took on responsibility for organising staff social events - including some memorable Christmas parties and fabulous West End trips. For these, and so many other reasons, she will be missed by us all.

Camilla Parsons, Head of Modern Foreign Languages

ANIA HERBUT

After 11 years at KAS, we bid a fond farewell to Ania, a truly inspirational teacher, friend and colleague. As Head of Psychology, Ania brought insight, rigour, and boundless energy to her teaching. Her passion for the subject is infectious, possibly even diagnosable! Her ability to engage, challenge, and inspire her students became a trademark of her classroom. She believed in every pupil, and more importantly, pushed them to believe in themselves – often achieving outcomes far beyond their own expectations.

For six of those twelve years, Ania also was a dedicated Head of Sixth Form. In that role, she was a constant source of strength and calm in the whirlwind of Year 12 & 13 life. Her guidance helped shape not just academic journeys, but personal growth, and countless students owe much of their confidence and success to her steady support and constant belief in them.

With her commitment to understanding and helping others at the heart of everything she does, it comes as no surprise that she leaves KAS to become a Psychotherapist, a field in which she’s already proved to be outstanding in.

While we’re genuinely sad to see her go, we’re fairly sure Freud himself would give Ania his professional seal of approval. After all, she’s spent years unpicking the mysteries of the teenage psyche – emotional swings, ego clashes, and the occasional existential crisis – all before lunch. Now, she moves on to analyse minds in a more formal setting, though we suspect no future client will ever match the complexity of Year 13 during exam season.

Claire Murphy, Head of Year 7

TERESA HALES

Teresa says: “After 25 happy years at KAS, both as a parent and as a member of staff, I’ve made the difficult decision to leave at the end of the school year - I’m finding it increasingly hard to juggle work and my growing art commitments. I will miss the whole KAS community ENORMOUSLY. Au revoir but not goodbye.”

NIC BEVERS

The multi-talented Nic, is leaving KAS in order to travel and further her own artistic pursuits. She has been at KAS for 12 years, seven as our blacksmith and the last five as part of the Art Department. She has been a truly inspirational teacher for many over the last few years, transmitting her passion for the subject to students of all ages and finding ways to connect with so many. She has also been a fabulous colleague to work with, and will leave a big hole to fill. We thank her for all her amazing energy and wish her every happiness in the future.

Will Lewer, Head of Art

Portrait of Nic by Alice Salmon, Year 13

FAREWELLS

EILIDH MCNAUGHTON

Since joining in 2023, Eilidh has made a truly outstanding contribution to the Learning Support Department and the school more broadly. Ever efficient, hugely flexible and always upbeat, she has been such a pleasure to have as part of the team. It’s no surprise that she has been accepted on an educational psychology course in Exeter, where I’m sure she’ll be top of the class, we wish her the very best.

Dan Love, Assistant Head Personalised Learning (SENDCo)

LEYLA REVELLE

Leyla says: “I absolutely love working at KAS, the generous colleagues, supportive parents and majestic children who forgive you everything and uplift you all the time with an erudite insight, a sudden epiphany in their learning and even the gift of a chicken bone. I will miss the gentle wildness of each day, the barefoot thinking and warm, affectionate greetings at the door every morning. This is not goodbye but au revoir.

CHELSEA SANDFORD

“Chelsea has been a massive part of the recent developments in the PE Department and we will miss her bubbly, punchy, and all round wonderful attitude. The work she’s done with the girls’ football teams has exceeded expectations and their progression has been outstanding. Her work on the Sports Psychology A level has showcased her impressive and innovative teaching. She’s also been an integral part of upgrades we’ve made to both Upper and Lower school sports days. Her contribution to the whole school has been above and beyond, with an appearance at TEDx, Year 9 & 10 camps and ski trip, she has really thrown herself into KAS life and will be truly missed by all.”

Henrietta Farr, Head of PE

KATE PRESTON

Kate says: “Having the opportunity to work here for three years and being a part of the King Alfred community has been very special to me. I am so grateful to everyone that makes this school such a beautiful place. I have had the pleasure to work alongside some fantastic people that have taught me so much and have helped my confidence grow. Watching the children I have worked with grow into amazing people brings me so much joy and I adore every single one of them. I will truly miss this magical place.”

MICHAEL LEIGH

Michael leaves at the end of the year to take on a position in a Sixth Form College. We would like to thank him for his work in the Science Department particularly with some of the extracurricular activities and trips he organised over his time with us.

Philip Price, Head of Science

After previously convincing Fionn to stay with us for another year, Fionn is finally Fionn-ishing school (!) as he heads to the University of Texas, Austin, to undertake a PhD in Philosophy. We’d like to thank Fionn for everything he has done during his time here, going above and beyond in supporting his Maths students, raising awareness for blood cancers and blood disorders, and for picking up A level Philosophy teaching when called upon. He will be sorely missed by staff, students, and, in particular, the Maths team.

Jeff Harlow, Head of Maths

BENCE ANGYAL

Bence has done a fantastic job over the last couple of years supporting students in Years 7 & 8 with a mix of helpfulness and humour. He will be missed, especially by the group of lunchtime Dungeons & Dragons enthusiasts he summoned into existence.

Claire says: “I first walked through the gates of KAS on a rainy morning in January 2008, and despite the gloomy weather I instantly knew it was the place for me. The last 17 years have been a wonderful and fulfilling chapter of my life. The fun, the camaraderie and positive vibes have changed my outlook on life.

The children, staff and parents made it a privilege to be part of the KAS community, and I take with me so many wonderful memories. With the passing of a recent milestone birthday, I made the decision to say farewell to KAS. I’m sad that such a positive part of my life is coming to a conclusion, but I’m also excited about the future. With fondness, Claire.”

Dan Love, Assistant Head Personalised Learning (SENDCo)

CLAIRE ROBINSON

FIONN KENNEDY

Edited: Diane Leeming & Rocco Panaggio

www.kingalfred.org.uk

Tel: 020 8457 5200

Email: kas@kingalfred.org.uk

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