Issue 6 | December 2020
THE MAGAZINE OF THE KINGSLEY SCHOOL, ROYAL LEAMINGTON SPA
Musings from the Head’s office By Christina McCullough, Acting Headteacher
As Ms Owens sat writing her musings a year ago for the December 2019 issue of 1884, little did any of us realise what life had in store. It is hard to know where to start. One thing I know for sure, as I write this now, is that we must never take anything for granted. We must live every day to the fullest. Last year I experienced my first ‘Kingsley Christmas’ and it didn’t disappoint. The school looked stunning decked in beautiful decorations, the choirs reduced me to tears, and Prep’s annual trip to the panto (which I was lucky enough to accompany them to - there was even ice cream!) was so much fun. Prep’s own performance of ‘A Midwife Crisis’ - a modern take on the Christmas nativity - made me cry with laughter... and last but by no means least I featured in my first whole school Christmas video. Kingsley really can do Christmas and this year our new Head of Prep, Mrs Gamble, will experience it too (read Year 5’s interview with Mrs Gamble on pages 4-5). After a week of outstanding performances of ‘The Sound of Music’ from our Senior School girls (pages 58-61), Kingsley closed its physical doors on Friday 20th March 2020 as part of the Government’s response to the global pandemic. In a matter of days, our dedicated teachers went from classroom-based to remote teaching and our amazing pupils, supported by their parents, quickly got to grips with home learning. We all had to dig deep to reinvent ourselves and find a new normal. Sir Tom lifted our spirits when he completed the 100th lap of his garden, raising millions of pounds for the NHS (our Year 6 pupils are in the process of writing to him to say ‘thank you’), and on Thursdays we lined the streets to ‘clap for carers’. On Tuesday 2nd June 2019 we were delighted to welcome our Prep pupils back into school. Never in my teaching career had I felt so emotional as I did that week. Hearing the laughter of the children, Year 6 playing their ukuleles, and reading stories to EYFS with Ms Owens are all things I will never forget. When Ms Owens and I decided on last year’s mantra, ‘Be Positive’, we were completely unaware of how much we were going to rely on those words. We have all had to miss out on travel this year but have found new ways to connect virtually. Thanks to our Round Square membership and the endless zest our students have to learn and reach out, we have visited schools in Japan, Canada, America (and ‘hosted’ other Round Square schools at Kingsley too) and shared ‘postcards’ about where we live
and learn. Technology has undoubtedly become a more prominent feature in our everyday lives. All of our open days and parents’ evenings have gone virtual and, while many of us adults have been placed outside of our comfort zones, our students have embraced this new digital age. Year 11 artists, Georgia and Sophie, have produced some stunning pieces of digital artwork (pages 18-19) and our fabulous Sixth Form Leadership Team now run our Student Voice meetings on Teams (you can read about some of their work on page 28). In fact, despite all that is happening in the world, Kingsley is still very much ‘business as usual’, with Year 2’s Arctic adventures (pages 6-7), the appointment of an excellent Prep School Leadership Team (pages 14-15), some outstanding pieces of extended writing on current topics (pages 30-31, 44-45 and 48-49), and so much more. This issue of 1884 also contains some wonderful book recommendations (pages 12-13 and 22-23), and I have one of my own to add: ‘The Boy, the Mole, the Fox and the Horse’ by Charlie Mackesy. This heart-warming book is filled with beautiful illustrations and wise words. This year’s mantra, ‘Be the Difference’, aims to encourage us all to be the difference - to ourselves, to our school and to our communities. Pages 20-21 highlight some examples of this, and pages 16-17 and 28-29 show how our school community also focuses on larger current and global issues - the Black Lives Matter movement and protecting the environment. We are living in challenging times, but we must find some time for ourselves and for those around us; together we will navigate through this. Just like moons and like stars, With the certainty of tides, Just like hopes springing high, Still I’ll rise. Maya Angelou
ON THE FRONT COVER: MEET THE ARTISTS GOING DIGITAL
COVER IMAGE BY GEORGIA R, YEAR 11
In this issue..
4-5 6-7 8-9 10-11 12-13 14-15
16-43 16-17 18-19 20-21 22-23 24-25 26 27 28-29 30-31 32-33 34-35 36-37 38-39 40-41 42-43
44-51 44-45 46-47 48-49 50-51
4 16 40 48
52-55 52-53 54-55
56-63 56-59 60-61 62-63
64-71 64-65 66-69 70-71
AN INTERVIEW WITH
Year 5 pupils put their questions to Mrs Gamble, Head of Prep...
Q: (Francesca) Do you have any siblings? A: (Mrs Gamble) Yes, I have an older sister called Gill
who currently lives in Scotland. She has just moved back from New York so it’s really nice to have her and her family closer again.
Q: (Rosa) What holiday?
has been your favourite
A: (Mrs Gamble) I think my favourite holiday was to
Mexico. Not only is it a beautiful country with gorgeous beaches, but it’s full of history and culture.
Q: (Luana) What’s your favourite animal and your favourite food?
Q: (Miki) Where would you like to travel to in the future?
I think they’re such beautiful animals, but I love smaller animals, like dogs, too. My favourite food would probably be Italian. I love a good spaghetti bolognaise.
lot in my life. I was born in Argentina and by the time I was two I had travelled to many countries. However, I have never been to Italy (yet!) and would love to go to Rome, Venice, Tuscany, Milan… the list goes on!
Q: (Boe) What’s
Q: (Aisha) Which
A: (Mrs Gamble) That’s tricky… I love horses because
your favourite style of
A: (Mrs Gamble) I like many styles of music depending on the mood I’m in. I guess my era would be ‘past pop’. I enjoy listening to Robbie Williams and Take That.
Q: (Flossy) When
is your birthday? Do you like cats? What do you do during break and lunchtimes?
A: (Mrs Gamble) My birthday is 5th February which makes me an Aquarian.
I do like cats very much, but unfortunately I’m allergic to them. During break and lunchtimes I usually work - making phone calls, attending meetings, reading emails and writing up documents (not very exciting!). The best breaks are when I receive visits from pupils. My days are always very busy but I really enjoy assemblies and getting into class to see you all.
Q: (Poppy) What’s your favourite book? A: (Mrs Gamble) I’d say the book I have loved for the
longest is ‘The Lion, the Witch and the Wardrobe’ by C.S. Lewis. It’s the first book I read as a young girl that made me cry. And then as an adult, I cried again as I read it to my class! It is a wonderful book full of adventure and excitement, and beautifully written. .
A: (Mrs Gamble) I’m very lucky to have travelled quite a
schools did you teach at before Kingsley?
A: (Mrs Gamble) The last school I taught at was
Welford-on-Avon and before that I was at Snitterfield Primary School in Stratford. I have spent most of my career in primary education, but I originally trained as a secondary school teacher. I have taught in further and higher education settings, private academies abroad and delivered training to adults across the region and further afield. My passion remains at prep (primary) level, from age 3 right through to 11. I’m blessed to be part of such a wonderful profession.
Q: (Tara) What’s
your favourite subject and why? What’s your favourite colour? How long have you been a teacher for?
A: (Mrs Gamble) I love teaching English, but I love
maths as well. I also enjoy teaching Spanish and, of course, music can be used to teach so many things. I find history fascinating too… so actually, I couldn’t say! I love learning anything new. My favourite colour is red. I have been a teacher for 28 years.
Q: (Grace) Do you have any pets? A: (Mrs Gamble) I have a Cockapoo called ‘Lulu’ who will be three in January. She is small but feisty!
Year 2 pupils had a fabulous time exploring the Arctic Circle as part of their ‘Fire and Ice’ topic. They learned about the different countries within the Arctic Circle and the climate, animals and cultural customs. They also enjoyed learning about some famous Arctic explorers and the history of the Inuit people. This exciting topic was incorporated into many lessons. In English, pupils learned how to read and write information pages as part of their unit on nonfiction texts. They researched lots of exciting facts about Arctic animals - including snowy owls, narwhals, walruses and polar bears - and watched factual videos from National Geographic. The children produced their own factual pages, making a wonderful display along the main staircase for others to enjoy. In science lessons, the class investigated how the animal and plant habitats found in the Arctic have adapted to their environments. They learned about migration, hibernation and insulation, and designed posters explaining how different animals survive in the harsh conditions. In geography, pupils studied the physical features of the Arctic lands, including icy mountains, sea ice, icebergs, glaciers and snow covered hills. They created some beautiful pieces of artwork, imagining what the Arctic landscape, reflections and colours might look like in the moonlight. They incorporated some of the geographical features they had learned about into their artwork, and experimented with silhouette and collage effects, using glitter and metallic pens to add colour, texture and detail.
The class also learned about the Northern Lights (or ‘Aurora Borealis’) including how they are created and where they can be seen. Miss Clark found some fabulous photos and videos showing the extraordinary colours and patterns, and the children enjoyed recreating these in their artwork. They used oil pastels, chalk and crayons, and smudging techniques to blend and create the different layers of colour. Following a fun-filled half-term of learning, the children concluded their topic with an Arctic-themed day. They came to school dressed as Arctic explorers and were given golden tickets to board the Arctic Express. When they arrived in the Arctic Circle, they constructed model igloos to protect them from the cold, using a combination of marshmallows and sugar cubes to ensure the walls were solid enough to withstand the strong Arctic winds. The next stop on their journey was Lapland, where they discovered that poor Santa was in need of a new sleigh. Our clever Year 2s set to work designing one. They also learned lots of interesting facts about reindeer, put their knowledge to the test in a quiz, and enjoyed an Arctic scavenger hunt in the garden. The activities continued into the afternoon and, following their long journey across the Arctic, the children were ready for a well-deserved rest with some winter-inspired music and Arctic-themed treats. The perfect way to end an action-packed half-term of learning!
HOW DO ANIMALS SURVIVE IN THE FREEZING COLD?
ARCTIC EXPLORERS Year 2 ended their topic will an Arctic-themed day. Dressed as Arctic explorers, they boarded the Arctic Express and enjoyed a whole host of activities including an Arctic scavenger hunt (pictured above) and quiz, a trip to Lapland to see Santa and igloo building (pictured below).
It’s hard to imagine how animals survive in the harsh Arctic conditions, but with some clever adaptations they do! Take walruses, for example. The fat or blubber under their thick skin provides the energy they need to keep warm and protects them from the cold. Year 2 pupils investigated this further during one of their science lessons... The children began by preparing a bowl of freezing cold water using lots of ice cubes. They placed a hand into the water to check the temperature... brrr! Next, they covered their hand in a thick layer of lard to simulate animal blubber. When the class compared the temperature of the water with and without the lard, the results were unanimous - the lard made the freezing water more bearable.
ARCTIC INSPIRED ARTWORK Pupils created some beautiful pieces of artwork, imagining what the Arctic landscape might look like in the moonlight, and recreating the Northern Lights using oil pastels, chalk and crayons. This colourful picture is by Olivia.
DID YOU KNOW? The Inuit word ‘iglu’ (plural ‘igluit’) can be used describe a house made of any material, but we normally associate it with snow houses. Snow is used because the air pockets trapped inside make it a good insulator. With an outside temperature of -45°C, the temperature inside an igloo can reach 16°C when warmed by body heat alone. The curved shape of the igloo gives it stability and prevents it from collapsing as the snow ages and compresses.
ABOVE: ‘Poseidon’ by Timothy L (Year 3) OPPOSITE: Giraffe by India H (Year 6)
g n i s a h C s m a e r D
When the indigenous people of Australia first began using acrylic paints, their permanent nature meant that any sacred knowledge, which had previously only been displayed in temporary artworks, could remain on view. Dots were used to mask this knowledge, and the visual effect had such a strong aesthetic appeal that the technique evolved to become a characteristic feature of modern Aboriginal art. Dot painting by Elizabeth
Year 4 pupils have been busy ‘Chasing Dreams’! As part of this inspirational topic, they shared their own dreams for the future, including dreams of becoming a designer, an author and a rugby player, to name but a few. They learned about the ‘Dreamtime’ the period when, according to Australian Aboriginal beliefs, life was created. The children were given the choice of working either independently or collaboratively to write their own Dreamtime stories explaining, through animal characters, how something came to be - such as how the kangaroo got her pouch. There were some really creative ideas and it was lovely to share these as a class. The pupils made dream jars and colourful dreamcatchers to decorate their classroom. They enjoyed learning about Aboriginal art and the meaning behind some of the shapes featured in traditional paintings. They were interested to discover that some of the earliest forms of art were created using natural media (by smoothing over and drawing sacred designs in the sand, for example). Paints were also made from natural substances, such as earth from the Australian desert, creating rich hues of oranges and reds. The children produced vibrant ‘dot paintings’ and some beautiful pebble art using acrylic paints.
Dreamcatchers were traditionally hung over cradles to protect sleeping infants from negative dreams. It was believed that pleasant dreams would slip through the hole in the centre and glide down the feathers to the sleeping infant. Any negative dreams would get caught up in the web and be destroyed by the sun’s morning rays. Pupils had fun making their own colourful dreamcatchers which looked beautiful hanging in their classroom.
Pebble art by Tabea
The children created their own dream jars, similar to those featured in Roald Dahl’s ‘The BFG’. Kaiya’s dream (below) sounds absolutely delicious!
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A collaborative Dreamtime story by Zoe, Isabel, Charlie, Charlotte, Elizabeth, Mariella & Annabelle
Lose yourself in a good book!
Six Prep pupils share their favourite reads... STANLEY, AGE 3
EFFIE, AGE 4
HARRIET, AGE 7
SHIFTY MCGIFTY AND SLIPPERY SAM: THE CAT BURGLAR
HEATHER THE VIOLET FAIRY
ZOE’S RESCUE ZOO: THE PESKY POLAR BEAR
BY DAISY MEADOWS
BY SOPHY WILLIAMS
BY TRACEY CORDEROY
I chose this book because it has Jack Frost in it and he is funny. He’s made of ice and not very nice. He has green goblins and they wear blue underpants. Jack Frost gets sucked into a snow dome. My favourite part of the book is when he is stuck in a bubble and goes ‘AARRGH!’. I would recommend this book to my friends because there are fairies in it. There’s Heather the violet fairy, Ruby the red fairy and Saffron the yellow fairy.
I decided to read this book because I love animals and the blurb on the back sounded amazing. It’s about a girl called Zoe who lives and works at a rescue zoo. When Great Uncle Horace returns from his travels with homeless animals, Zoe and her mum (the zoo vet) must settle them into their new homes. Zoe is good at this because she can understand what the animals say and talk to them. But it’s a secret. My favourite part of the book is when Great Uncle Horace comes home with the polar bear - it’s so cute! I would recommend this book because the animals have amazing adventures. Also, there are lots of other books in the series to read if you enjoy this one.
I chose to read this book because I like the cat. There are two dogs who are bakers and there’s a treasure chest and Kitty le Claw wants to steal the treasure. My favourite part of the book is the golden treasure and the robber, Kitty le Claw. I think my friends would like this book because they like stories about robbers too.
“It’s the books you read when you’re
GRACE, AGE 9
LUANA, AGE 10
AMY, AGE 10
THE FAMOUS FIVE
BY JACQUELINE WILSON
BY ENID BLYTON
I noticed this book on the shelf because it had a neon pink cover with cookies all over it. It took me a while to get into it but then I couldn’t put it down. Beauty Cookson isn’t very beautiful - she’s plain and timid, and the other girls at school are super confident and a bit mean. They think her name is ridiculous and come up with a new one for her - ‘Ugly’. Beauty doesn’t want to go to school any more. My favourite part of the book is when Beauty’s dad almost loses his temper at her birthday party and she and her mum try to find a more magical life. The book has an amazing twist and the cover might make you a little hungry!
I was given this book as a present and didn’t think I was going to like it, but when I started reading it I found it really interesting. It’s about three siblings who go on holiday to see their cousin, their nice aunt and their grumpy uncle. The children don’t get on with their cousin at first, but then they go on an adventure together. My favourite part of the book is when they are in the little boat going to the cousin’s castle. I would recommend this book because it’s entertaining and filled with adventure.
ATTACK OF THE DEMON DINNER LADIES BY PAMELA BUTCHART I decided to read this book because I’d read another of the author’s books and enjoyed it. Also, the cover is very bold and bright. The book is about four friends who hate school lunches. Something strange seems to be happening to the dinner ladies and they’re very mysterious. My favourite part of the book is when the four friends go snooping around the kitchen; it’s not long before they find out the dinner ladies’ secret! I would recommend this book because the author is very creative and it has a good storyline.
young that live with you forever.” J.K. Rowling
ANGELINA Deputy Head Girl
MEET T HE PREP LEADERSHIP T EAM
AMY Head Girl
Each year, our oldest pupils in Prep are encouraged to apply for leadership positions, giving them the opportunity to take on specific areas of responsibility, develop valuable life skills and act as role models for younger members of the school. To apply for the positions, our current Year 6 pupils were asked to write formal letters to Mrs Gamble explaining a bit about themselves, the role(s) they wished to apply for and why they felt they should be considered. They carefully planned and drafted their letters with the support of their class teachers, Miss Knight-Adams and Mrs Adair, before producing their final, neat copies. The class had just finished learning about persuasive writing techniques in English, so they were able to put their newly acquired skills to good use! The letters were sent to Mrs Gamble who read and discussed them with Mrs McCullough and Ms Owens. Staff across the Prep School were also consulted. The awarding of the leadership roles is one of the highlights and the school year and a real cause for celebration. Decisions were announced during a class assembly, which was filmed and sent to parents to watch at home, and Mrs Parker was on hand give out the badges. Mrs Gamble says: “Well done to all of our Year 6 pupils for approaching the application process with such professionalism and enthusiasm. Their letters were so well written and persuasive that I had to read them more than once! The girls should feel very proud of themselves and we are delighted to have them on the Prep Leadership Team. I know they will all do a superb job.” The pupils are already making a difference. On Armistice Day, Amy (Head Girl) and Angelina (Deputy Head Girl) joined the Senior Head Girls at the Leamington cenotaph to privately lay a wreath from the Kingsley community. Angelina has also been busy giving virtual tours of the Prep School to prospective pupils and parents, supported by Georgia (House Captain for Milroy). Ayla (Sports Captain) is keen to introduce ‘Sports Star of the Week’ to WOW assemblies, and House Captains Georgia, India, Ruby and Emily enjoyed delivering an assembly. Evie (Charity Rep) has been collecting money for the many great causes supported by the Prep School; she is also organising a ‘cutest pet competition’ to raise money for the RSPCA... watch this space!
AYLA Sports Captain
EMILY House Captain Gadesden
RUBY House Captain Loveday
GEORGIA House Captain Milroy
EVIE Charity Rep
‘ALL LIVES MATTER’
HEAD OF PER, MISS BUBB, EXPLAINS WHY THIS PHRASE IS UNHELPFUL DURING THE CURRENT ANTI-RACISM DEMONSTRATIONS. As a philosophy, ethics and religion (PER) teacher it is my prerogative to teach children that all lives matter. Throughout the Key Stage 3 and 4 curriculums there are ample opportunities for students to discuss and consider the need to treat everyone with the respect and dignity they deserve. However, in light of the recent anti-racism demonstrations and the increased media coverage of the Black Lives Matter (BLM) movement, it is imperative that we consider our stance and reflect on why it is now important to proclaim ‘black lives matter’. An analogy of two houses can be used to explain how the phrase ‘all lives matter’ can be unhelpful during the current anti-racism demonstrations: One house is on fire and a neighbour comes to see what is happening. Another person, who has made an emergency phone call to the fire brigade, explains that there is a house on fire and the emergency services have been called to come and help. The neighbour quickly asks, “But what about my house?” to which the other person responds, “Is your house on fire too?” Taken aback, the neighbour curtly replies, “No, but my
house still matters! All houses matter.” The second person calmly replies, “Of course all houses matter. But right now THIS house matters. We have a situation that has become out of control and we need to focus on this house right now.” This analogy perfectly highlights that whilst, yes, all lives matter, the phrase is unhelpful at a time when the black community needs our support and solidarity. The phrase ‘black lives matter’ does not mean ‘only black lives matter’ (and to ‘matter’ is the absolute minimum expectation of a person in civilised society). Within the PER curriculum, students investigate multiculturalism and diversity in Year 7. In Year 9, they study the topic ‘Are we all equal?’: a ten-lesson topic covering current and historical examples of inequality both in the UK and across the globe, including anti-Semitism, sexism, homophobia and the Apartheid. Students learn about the American Civil Rights Movement and the tireless work of individuals such as Desmond Tutu and Martin Luther King Jr. The course not only covers the discrimination experienced by these groups, but gives students the opportunity to consider why it occurs and how we as individuals can stand together to eradicate discrimination and ensure history doesn’t repeat itself. This philosophical perspective complements the history curriculum. Although, for some, racial discrimination may appear to be a historical event that has ended, it is becoming more and more evident that this is not the case. It is imperative to understand that racism is still as present today as it was in the time of Martin Luther King Jr (and long, long before), and it’s our duty as human beings to show solidarity to all. As Martin Luther King said, “Injustice anywhere is a threat to justice everywhere.” This sums up the importance of standing up to racism and proclaiming that ‘BLACK LIVES MATTER’.
WHOLE SCHOOL 17
YEAR 9 WORK
TOP LEFT & RIGHT: Canvases by Maddie G highlighting white privilege and the names of some of the individuals who have lost their lives as a result of racism. MIDDLE RIGHT: Collage by Scarlett M exploring different religious perspectives on racism. BOTTOM: Drawings by Isabella B highlighting the political issues she feels are prevalent in USA - also, that people should not be labelled and every individual has a life.
Meet the Artists Going
Georgia based this piece of digital art on a photograph she found on Pinterest. It took her around 13 hours to complete and is one of her favourite pieces.
Digital... GEORGIA (YEAR 10) Digital art is a great alternative to traditional art. When you’re feeling creative, you don’t have to spend loads of time gathering materials and setting up equipment - all you need is the screen in front of you. There are unlimited colours, brushes, effects and canvas sizes and, unlike a physical paint pallette, a digital pallette never becomes full. Most software allows you to ‘undo’, ‘redo’ and go back over brush strokes and, for me, this is the game changer; you can be bold and experiment without running the risk of ruining your work. You can also save different versions of your work for comparison (providing you have enough storage space on your device). I use an Apple Pencil and an iPad along with an app called ‘Procreate’. I used to use Adobe Photoshop and Lightroom on my laptop, but the Apple Pencil works a lot better for me as I find it easier than using a mouse. Procreate comes in two forms: a pocket version for iPhones and androids (priced at £5.99), and the full version for iPads (priced at £10.99). It’s 100% worth the money as, unlike some of the free apps, there are no advertisements and very few bugs. Procreate has pressure sensitivity when used in conjunction with an Apple Pencil, which is one of my favourite features. It means you can draw almost exactly as you would on paper and it’s ideal for sketching, calligraphy, drawing hair - and anything else really! The app also allows you to create colour palettes and I find this is so useful when I’m making a piece of art that needs to have a certain mood, as I can stick to the same colours with just a few taps. If you’re thinking about giving digital art a go then you should! Whilst having the right equipment helps, you can make a start on any device and begin with a free app. It might take a bit of getting used to but my advice would be to stick with it. My first attempts at digital art weren’t great because I was unfamiliar with the software. However, there are so many great YouTube tutorials out there to help you find your way around the different features and improve your skill level. If your digital artwork doesn’t look quite right then one of my top tips it to flip your canvas horizontally. This inverts the artwork and, in my experience, makes any errors stand out. If you need any help with getting started with your digital art then feel free to come and find me in school I’d be happy to have a chat! Georgia’s festive picture of a girl and a fox in the snow is featured on the front cover.
WHOLE SCHOOL 19
'You don't have to spend lots money... I used my phone an of free drawing app for around d a t w o years...'
o t u o y s w o ll a e 'Most softwarand go back over 'undo', 'redo' and, for me, this is brush strokesame changer...' the g
SOPHIE (YEAR 11) With traditional art, I prefer painting over drawing and tend to produce quite realistic pieces. Digital art has allowed me to adopt a more illustrative style and improve my drawing skills. I normally put the composition together in my head, rather than following an exact reference image, and I tend to be less of a perfectionist than I am with traditional art. I use a Huion drawing tablet, which I highly recommend - it only took me a couple of hours to get used to it. I have tried various pieces of software but my favourite, and the one I currently use, is ‘Krita’. It’s free and easy to navigate and comes with hundreds of brush presets. You can also create your own brushes, and there’s a blending mode for anything you could ever need. The software comes with an in-depth user manual and there are lots of YouTube tutorials available.
Sophie has enjoyed adopting a more illustrative style since taking up digital art.
My advice would be not go into digital art expecting your work to look the same. The process is very different to traditional art and drawing without looking at your hand is bound to give you different results. You don’t have to spend lots of money to begin with. While it’s definitely a lot easier to use a drawing tablet, I used my phone and a free drawing app for around two years before purchasing a tablet. On the subject of tablets, I don’t own a display tablet (one with a built in screen); I find that using a cheaper pen tablet (without a screen) plugged into my laptop works just as well.
Be e c n e r e f Dif the
Students and staff have been busy putting this year’s mantra into practice... Kaiya (Year 4)
Crystal W-W (Year 8)
Kaiya organised an Autumnthemed virtual coffee morning for family and friends, raising an impressive £100 for Macmillan Cancer Support. She designed her own invitation for the event, managed communications on a WhatsApp group, made a plan for baking and decorating the cakes, and entertained her guests with jokes and a poem.
Crystal is always on hand to politely assist Mrs Vallance with finding students around the school. She shows real thoughtfulness in her LAMDA lessons too, ‘pitching in’ and supporting her partner by offering helpful suggestions.
WHOLE SCHOOL 21
Elli M (Year 10)
Alex H (Sixth Form)
Elli joined us from Germany in September for a term’s cultural exchange experience. She quickly immersed herself in school life, participating in lessons and Enrichment activities, making friends and taking every opportunity to improve her English language skills. She is polite, keen to learn and an excellent team player, and it has been a pleasure to have her in our community.
Alex is petitioning for the government to adopt and fund the Housing First Model - a proven method for ending homelessness. Each month in the UK, there are 280,000 rough sleepers, with thousands more at risk of becoming homeless due to COVID-19. To find out more about Alex’s petition visit: https://petition. parliament.uk/petitions/331268.
Ms Lismore & Dr Martin
All students & staff
Mrs Freeman gave up her time during October half-term to completely reorganise the Prep School library. Thanks to her hard work, the space has never looked so tidy and the girls and boys are enjoying spending quality time in there.
A huge thank you to students and staff who made donations to the ‘Smalls for All’ campaign, which collects and distributes underwear to adults and children in both Africa and the UK. Your donations really will make a difference. Thank you, also, to Mrs Bennett for organising the collection.
Our wonderful lab technicians, Ms Lismore and Dr Martin, have been working tirelessly to ensure that practical science lessons can be delivered in a COVID-safe way. Everyone in the science team would like to say a BIG thank you.
Toula PG & Charlie P (Sixth Form) Toula and Charlie have both produced amazing folders for their Applied Science course. Mrs Baker is extremely proud of them and says they always go above and beyond. Well done, girls!
READS Hello, I’m Ms Tudway - Kingsley’s new LRC Assistant... I grew up reading and loving books, and it’s a passion that’s continued all my life. After getting my degree in Philosophy from Lancaster University I worked in a number of fields, briefly in publishing, and for several years in bookshops. As a keen reader I discovered the joys of adult fiction fairly early on, but I always continued reading young adult fiction as well. I find this genre full of originality and imagination, the authors often approaching stories and themes in fresh and unexpected ways.
THE SCREAMING STAIRCASE BY JONATHAN STROUD Recommended for: Year 7/8 (ish)
I enjoy few things so much as talking about and sharing books, so when the position at Kingsley came along it seemed a match made in heaven - and it hasn’t disappointed! The LRC is a beautiful space to work in, the students are bright and engaged, and I have the freedom to promote books and literacy in as many ways as I can come up with. At the moment I’m enjoying running a book group for the Warwickshire Year 9 Book Awards, and I’m looking forward to doing the same in the New Year for the Warwickshire Senior Book Awards, for Years 7 and 8. I’ve also got the assistance of some wonderfully enthusiastic Year 7s as Student Librarians, helping with the daily running of the LRC. I’ve been thrilled to find so many students who genuinely love reading, and hope to inspire those who are more reluctant readers. I firmly believe almost nothing can so enrich a life as a wide variety of books - they have always been a source of wonder, inspiration and comfort to me. Fluency and familiarity with language is an invaluable help in most aspects of life, and almost any career, and reading is one of the best and most enjoyable ways to achieve that. It’s hard to imagine a job more fulfilling than passing on that source of joy and knowledge to the next generation. We learn far more from books than we realise in the moment of reading - they expand our emotions, our minds and our horizons. Here are three good reads.... Why not give them a try and let me know what you think?
CONCLAVE BY ROBERT HARRIS Recommended for: Sixth Form/Adult
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In an alternate version of our world ghosts are real and can be extremely dangerous, so if you have one in your house you call on the services of a psychic investigation agency to despatch it. Although ghosts can attack and kill anyone they can only be seen and heard by children, so children and adolescents have to fight them. Our narrator, the brave and capable Lucy Carlyle, is the newest employee of the smallest agency - Lockwood & Co. Along with the charismatic and enigmatic Anthony Lockwood, and scruffy but highly intelligent George Cubbins, she tackles this difficult and perilous job. This book is part adventure story, part mystery, with characters all the more likable for being realistically imperfect. It’s also got genuinely scary ghosts, though it stops short of keeping you awake at night. It’s the first of a series, with an increasingly intriguing plot over five books and a properly satisfying denouement at the end.
GOING POSTAL BY TERRY PRATCHETT Recommended for: Year 10/11 (ish)
Everyone should try Pratchett, most end up glad they did. This is one of my favourites, and a good place to start if you’re new to the Discworld series. Moist von Lipwig is the new and extremely reluctant Postmaster General. It’s a job no one wants, the Post Office is barely functioning, and setting it to rights will be difficult to say the least. Moist is only here because he’s been given a choice between taking the job or facing execution for his many crimes. He is aided, or at least accompanied, by the ancient postman Mr Groat, the obsessive Stanley, and the unstoppable golem Mr Pump. Much has been said about Terry Pratchett’s writing, but it really is superb. He creates a fully realised fantastical world and brilliantly individual characters. He tells a story with perfectly crafted humour, but he is never merely frivolous, and he has something serious to say in his writing if you care to find it.
The Vatican exerts a strange fascination for many people, whether religious or not. The tradition, the secrecy, the intricate rituals. And nothing is more secret or intricate than the process of conclave, in which the entire college of cardinals gather from around the world to elect the next Pope. Robert Harris takes us inside this strange and private world for a gripping tale of political intrigue and ambition. He subtly portrays the tension between the humility and piety expected of men holding such high positions in the Church, and the inevitable, very earthly, manoeuvring. There are also some interesting observations about the position of women within Catholicism, despite it being a book mostly populated by male characters. We follow the entire process full of unexpected revelations, leading to a final shocking twist. Robert Harris is better known for his sweeping historical novels, but this entrancing and suspenseful story is definitely worth a look.
h s i l g n E e v o l I Why on t l A s r By M
While we are alive we always contain a future of multifarious possibility. So let’s be kind to the people in our own existence. Let’s occasionally look up from the spot in which we are because, wherever we happen to be standing, the sky above goes on for ever.
THE MIDNIGHT LIBRARY BY MATT HAIG
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HEAD OF ENGLISH, MRS ALTON, EXPLAINS WHY SHE LOVES ENGLISH AND HOW STUDYING THE SUBJECT FOSTERS A DEEPER UNDERSTANDING OF THE WORLD. I love reading. But you know that. I talk about reading all the time and am constantly encouraging you all to read as much as possible. But reading isn’t why I love my subject. In fact, it is the other way around. I love my subject because it allows me to read. It allows me to read in a different kind of way; an analytical and questioning way. It is because of studying English that I love reading. And I’m not just talking about reading literature… which, of course, I do love as well! I mean the world around me from the news to advertisements, to podcasts, to staff meetings, to daily political briefings, to the way my latest Netflix obsession is scripted. It is through studying English that I have learned to consider and interpret everything I am presented with and why I am so passionate that everyone should pursue this type of critical thinking for as long as they can. In a world where misinformation and fake news indiscriminately trickles into our everyday lives via social media, it is more important than ever to have confidence that you can question what you read. This is exactly what the intention is in English lessons at Kingsley. The Kingsley English Department follows a ‘learning journey’ (we do love a metaphor!) through the curriculum from Year 7 up until GCSE to get students ready to become literary experts and linguists beyond Year 11. Each year we build upon the skills needed to love literature and appreciate the power of language. Yes, we want to enable excellent GCSE qualifications, but we also want to provide the building blocks (more metaphor!) to allow confident communicators to emerge. We know that beyond GCSE the study of literature and linguistics really opens up for our A-level students: the courses are wide-ranging and allow students to pursue personal preferences within the subject. There are so many exciting academic approaches to the subject that we can help facilitate and we love being able to open those doors earlier on in the studying of English to help this preparation for A-level and beyond. Take the Year 10 study of ‘Animal Farm’. Yes we look at the techniques of Orwell (his use of allegory, anthropomorphism and omniscient narrator) but we also look further into the politics Orwell was questioning by investigating the Russian revolution; we look at the linguistic links to Aristotelian rhetoric in the use of propaganda by Squealer as he quotes ‘the science’ to establish why the pigs deserve the milk and apples, as well as the big over-arching social question of the novella: can there ever be true democracy in any political system? The discussion is endless and illuminating! We endeavour to emulate this type of critical thinking through our approach to every topic
studied from Year 7 onwards and can take it so much further once in Sixth Form. So, I suppose what I am trying to say is that you do not have to love reading to love English. You just have to love having a deeper understanding of the world around you. The study of English allows access to all types of knowledge, whatever your interest. I always feel so proud to hear that my students have sat around the dinner table and had the confidence to voice an opinion (political or otherwise) because they have had that discussion already in their English class and know what they think because of it. And, as a bonus, you do get to read some amazing literature! This half term I started to read Daphne Du Maurier’s ‘Rebecca’ ahead of the Netflix adaption being released. The first page was just astounding:
The drive was a ribbon now, a thread of its former self, with gravel surface gone, and choked with grass and moss. The trees had thrown out low branches, making an impediment to progress; the gnarled roots looked like skeleton claws. Scattered here and again amongst the jungle growth I would recognise shrubs that had been landmarks in our time, things of culture and grace, hydrangeas whose blue heads had been famous. No hand had checked their progress, and they had gone native now, rearing to monster height without a bloom, black and ugly as the nameless parasites that grew beside them. (Chapter 1, ‘Rebecca’ by Daphne Du Maurier)
The gothic atmosphere of the natural metaphors is so haunting and gripping. As nature takes hold of the setting of the narrator’s past, the encroaching imagery grips us and creates a sense of claustrophobia and suffocation for the reader as well. I just loved it. Would I have read it if wasn’t for my subject being English? Maybe not. But look at what I would have missed. I also read ‘The Midnight Library’ by Matt Haig and learned a lot about myself. See, the deeper understanding can even lend itself to ourselves as well! What can’t this subject do?! The words on the opposite page have stayed with me in particular. With such a multifarious range of possibility out there, I know that the study of English puts our students in an excellent position to combat whatever comes their way. If you ever want to discuss why I love English with me, please find or contact me. I can guarantee, I always want to discuss it!
A problem shared... Head of Year 8, Dr Smith, reflects on the success of Kingsley’s new Pastoral Room. Ever feel like you’re living inside a movie? Global pandemic, political upheaval, crazy weather AND too much homework. Welcome to 2020! Fortunately, we can now offer a solution to at least some of these problems. Step inside Kingsley’s new Pastoral Room… The Pastoral Room was planned simply as a way of gathering all the Heads of Year together in one place, making us easier for students to find. Coincidentally, but very fortunately, this happened just as the world completely lost track of the plan for a new golden age, went slightly off the rails, and then onto Microsoft Teams. Even though it now feels like we’ve always lived there, Kingsley’s new Pastoral Room opened on 3rd September - just 10 short weeks ago. Before flinging open the doors, we five Heads of Year were a little worried. We’d all been used to working in rooms with our subject colleagues, so what if we didn’t get on? What if students were too shy to visit? What if one of us (you know who you are) ate all the chocolate? What if someone rearranged Miss Bubb’s highlighters? These worries didn’t come true (except for the highlighters!). From the first day, lots of girls popped in to see the new space. Then they came back for a chat. Then they brought their friends along for a chat. By the end of the first week, the room was so popular that we had to make a rota to ensure at least one of us was always there!
What used to be a rather underwhelming, slightly too small classroom - known simply as ‘Room 7’ - has now metamorphosed into a never quiet, bustling shared space. Neither staffroom nor classroom nor common room, the Pastoral Room is a perfect blend of all of these and so much more. It’s a place to come for advice on issues large and small - a place of sympathy, cups of tea, friendship bracelets, and distractions from dayto-day worries and concerns - and most of all, a place where you will always find a listening ear, or two. The door is always open - before school, during break and lunchtimes, and for those who need a little time out from lessons to talk through concerns about school, home or online. We are the bridge between students, teachers and parents, easing those tricky conversations about a late homework, helping with major life events, and most of all, listening. Sometimes, talking is a great way to calm a troubled situation; at other times, sitting quietly and not talking is what’s needed. We’re very good at both. Outstanding pastoral care has always been at the heart of a Kingsley education and this new arrangement only strengthens our offer. What may have started as a way of making things a little more convenient is now most definitely a permanent Kingsley feature at the heart of our pastoral care system. Sadly for me, my chocolate never seems to last very long these days.
CLOCKWISE FROM TOP: Mitzi C, Poppy D, May S
YEAR 8 MARINE ART WHOLE SCHOOL
KINGSLEY BLUE Green
Students of all ages have been working hard to ‘be the difference’, improving their knowledge and understanding of environmental issues.
STUDENT VOICE Our school council, Student Voice, has been consulting with students across Prep, Senior School and Sixth Form on a wide range of topics. It’s great to know that environmental issues are high on the agenda and many important changes have already been implemented, including the introduction of reusable (and BPA-free) water bottles in place of single-use bottles and cups. This year’s team is headed up by Sixth Form prefects Gemma and Maia and we have every confidence they will provide strong leadership and continue the good work.
During Enrichment chemists from Years 7, 8 and 9 have been taking on Practical Action’s (www.practicalaction. org) ‘Plastics Challenge’ - an exciting new challenge for pupils aged 8-14 years to develop solutions to the problems caused by plastic waste globally. As part of their research, the girls have been learning about the properties of different types of plastics and how recyclable they are, including those used for everyday items such as food packaging and toys. Do you know your poly(1- chloroethylene) from your poly(1phenylethylene)? Ask one of the girls and they should be able to help you!
PLANTING TREES WITH THE WOODLAND TRUST
Prep pupils had great fun planting 105 trees provided by the Woodland Trust’s ‘Free Trees for Schools’ programme. The mixed saplings - including rowan, dogwood, hazel, wild cherry, silver birch and hawthorn - were planted in a quiet corner of the Sports Fields adjacent to the Forest School. Once matured, they will support pollinating insects, birds and small mammals, and contribute to better air quality - essential for tackling climate change. The tree planting also supports Warwick District Council’s pledge to plant 160,000 trees - one for every resident - over the coming years. Before reaching for their trowels, the girls and boys learned about the importance of trees for the planet, for biodiversity and for their own health and wellbeing. They were very excited to be ‘Earth Heroes’ for the day and to be leaving a legacy for future generations. The event was organised by Groundskeeper, Jerry Bastock, and Jo Harper (pictured right) - a Warwickshire Tree Warden. “It’s great to get young people involved in planting trees,” says Jo. “Research has shown that connecting children to nature raises levels of happiness and nurtures more sustainable behaviour in the future.”
RAISING AWARENESS THROUGH ART
Show some love for those bugs!
Year 9 pupils have been putting their enrichment time to excellent use designing and building a bug hotel. Girls who opted to join Mrs Dempsey’s ‘Eco Club’ were set the challenge of producing 5* accommodation with something to suit everyone, from sunny spots for honey bees to shady areas for invertebrates that prefer cool, damp conditions. Once completed, they will find a suitable location in the Senior School garden for the bug hotel - hopefully away from where the girls eat their lunch as nobody likes extra ‘protein’ in their sandwiches!
ENVIRONMENTALLYFRIENDLY SURFING Want to feel less guilty about the time you spend surfing the internet? Try swapping your usual search engine for an environmentally-friendly one such as info.ecosia.org/what, which uses the profit made from your searches to plant trees where they are needed most. Many thanks to Mr Stickels for the recommendation. Come on, Kingsley - let’s get searching!
This year’s Art Competition invites students to produce a drawing or painting based on the theme of ‘Climate Change’. Engagement with science is key in finding solutions to climate change, but art has an important role to play in raising awareness and encouraging a much needed cultural shift. We’re excited to see what students of all ages produce.
FRACKING OR WIND FARMS? Which has a greater impact on the environment and ecosystems?
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An essay by GCSE geographer, Abi L (Year 11) This essay intends to examine whether fracking has more of an impact on the environment and ecosystems than wind farms. Wind farms are a renewable energy source that use wind turbines, on land or in the sea, to generate electricity. Fracking involves pumping a high-pressure mixture of water, sand and chemicals into deep shale rocks to split them apart and force gas and oil to the surface. The environment is characterized by abiotic factors and the impact on water supply, pollution and senses will all be considerations. When commenting on the impact on an ecosystem it is a reference to the entire mixture of abiotic and biotic factors and their interdependence. Fracking has some positive effects on the environment and ecosystems. It uses less water than coal power stations and emits fewer greenhouse gases. The process of fracking and burning natural gas releases half the carbon dioxide emissions of mining and burning coal. Fracking allows more gas to be collected from areas which were once impossible to reach. On the other hand, fracking can be detrimental to the environment. Groundwater and soil can become contaminated with bromide, diesel, methane, lead and hydrochloric acid due to the fracking fluid remaining in the ground. Some people also claim the process leads to seismic activity. Micro-quakes have been reported in the north-east associated with fracking in Preston, Lancashire. The pressure of the hydraulic fracturing process is so immense that it causes the rocks to judder. In order to retrieve the shale gas, large quantities of water and chemicals must be injected underground. In areas where water is scarce, the water must be transported and this transportation releases emissions, speeding up global warming. The main UK shale gas reserves are in Northern England - in Lancashire, Yorkshire and Nottinghamshire. Currently, 44% of the UK’s gas comes from these regions but shale gas can also be found in the North Sea. Fracking also negatively impacts ecosystems. When the chemicals used are mixed with water, it creates a very toxic substance called ‘frack fluid’. Frack fluid can affect the water quality in the area, killing wild animals and affecting the food chain. A large amount of space is required to store the water needed for fracking and creating a ‘well pad’ (freshwater reservoir) can lead to the destruction of habitats. Wind farms are an alternative way of supplying energy. Wind power is a renewable energy source meaning it is not depleted when used. There has been a 36% reduction in carbon dioxide emissions since 2017, supposedly due to an increase in the use of wind power.
However, wind farms can also negatively impact our environment. The wind turbines can be unsightly and affect the beauty and value of the landscape. In Avonmouth in Bristol there are several wind farms; some say they are unattractive, whilst others say in an already industrial area they have less of an impact. In Coldham in Cambridgeshire, some people think the land should be conserved and that the wind turbines visually pollute the rural landscape. Traditional turbines are noisy. However, more modern models are less so. Transporting and manufacturing wind turbines exacerbates the emission of greenhouse gases. Wind farms can also have a negative impact on ecosystems. They have the potential to degrade the habitats of wildlife and plants when they are installed. Spinning turbines may pose a threat to flying birds and bats; around 450,000 birds and bats are killed by turbines every year. Offshore wind farms, in particular, may disturb the migration patterns of birds. To a large extent I agree with the statement that ‘fracking has more of an impact on the environment and ecosystems than wind farms’. Although fracking is somewhat effective, it has several detrimental impacts on both the environment and ecosystems. Contaminated water and toxic soil have biotic and abiotic consequences. There is also the seismic activity, as shown in Preston, and the issue of transportation releasing carbon dioxide. Despite wind farms also having some negatives for the environment and ecosystems, overall the process seems more positive. This renewable energy source poses less of a threat to the environment and ecosystems than fracking.
MRS PARTRIDGE @thekingsleyschoolhistory
@thekingsleyschoolhistory This week our Year 9 girls have been learning about two of the founding members of the NAACP (The National Association for the Advancement of Coloured People). Ida B WellsBarnett was born into slavery and worked as a teacher and later a journalist campaigning for racial justice. Mary White-Ovington was born in New York to parents who were supporters of womenâ€™s rights and had been involved in the anti-slavery movement. She was a socialist, suffragette, unitarian and journalist who campaigned tirelessly for a fairer society.
thekingsleyschoolhistory This is very exciting!! The creator of Horrible Histories, Greg Jenner, has started a NEW history podcast. I think youâ€™ll love it! The first episode is on The Restoration and there is a new episode out every Monday. Download the BBC Sounds app and give it a listen, or follow this link: https://www.bbc.co.uk/programmes/m000hmmf. #history
thekingsleyschoolmaths With the start of the new term approaching I could not help but share my love of maps especially when they link to maths! #nextstopschool [credit: @missacmathspulse]
MR SPILLANE @thekingsleyschoolmaths thekingsleyschoolmaths A bit of weekend baking and I could only think of making one shape... #newprofilepic #baking #pi
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MRS BAINS @thekingsleyschoolchem
thekingsleyschoolchem Just in case anyone is wondering what to have for a snack today, courtesy of @compoundchem.
thekingsleyschoolchem 10E got their head in the game today when Zac Efron made a special appearance in their chemistry lesson to talk about nanoparticles. #downtoearth #zacefron #darinolien #nanoparticles
thekingsleyschoolchem One for Year 11 after todayâ€™s lesson. Why can I use the jug for heating things in the microwave but not the drinking glass? Answers on a postcard... or maybe just type them below!
thekingsleyschoolphysics If you fancy some light reading over the weekend or holidays, this book is a fascinating (and mathsfree) discussion of modern physics and string theory.
MRS HAWTHORN @thekingsleyschoolphysics
thekingsleyschoolphysics The fourth and final supermoon of the year will take place on Thursday. A supermoon occurs when there is a full moon and the moon is closest to the Earth in its orbit.
thekingsleyschoolphysics Story at 9pm from the International Space Station! @astro_christina
Also on Instagram: @thekingsleyschool | @thekingsleyschoolearlyyears | @thekingsleyschoolsixthform | @thekingsleyschoolart | @thekingsleyschoolenglish | @thekingsleyschoolbusiness | @thekingsleyschoolpsychology | @thekingsleyschoolphilosophy | @thekingsleyschoolamnesty | @thekingsleyschoolleadership (Sixth Form Leadership Team)
YEAR 7 ART
ABOVE: Collaborative drawing of an elephant. Each pupil in the class was given a different section to draw. OPPOSITE: Imogen B
GCSE FINE ART
THE FUTURE OF WORK HOW MIGHT COVID AFFECT YOUR DAUGHTERâ€™S CAREER CHOICES?
PHOTO: Ella O (Year 13)
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Head of Careers, Mrs Bennett, describes the impact COVID-19 has had on the workplace and how young people’s career choices might be affected. The pandemic has impacted the world of work dramatically, with many organisations having adapted rapidly and sometimes seamlessly to their ‘new normal’. Before the onset of COVID-19, about 5% of people worked from home but this picture was transformed in 2020. The Bank of England’s chief economist said the number rose to 50% earlier this year with around one in three people now working from home.* Technologies that have been around for years became widespread, quickly. Whilst there are many benefits to remote working it is not without its challenges and is impacting people in different ways, both positively and negatively. The pandemic is forcing companies to examine their working practices and, for many, permanent change to a distributed workspace is likely. As the CEO of Shopify tweeted, ‘office centricity is over’.
the pandemic). Businesses with a strong social purpose have thus become more appealing to young people over the last year with research from employer branding specialist UniversumGlobal suggesting COVID-19 has dramatically shifted priorities towards more sociallyconscious employers. Many young people aspire to work abroad. And a crucial issue is the environment. Climate change was a major source of concern for respondents in the Deloitte survey, suggesting jobs relating to protecting the planet are of particular appeal. Facing unprecedented health and economic disruption as a result of the pandemic, Millennials and Gen Zs seem determined not to adapt to a ‘new normal’ but to build a ‘better normal’.
So what are the jobs of the future? Plotting a career path in today’s fast-paced, post-COVID world is a real challenge, whatever industry teenagers are Undoubtedly the longer-term economic impact of COVID-19, such as the anticipated job losses and contemplating. Some analysts suggest around 65% restructuring programmes, have not yet been fully of the jobs of the future don’t even exist yet. But with challenge always comes opportunity! realised; according to a recent report “I can’t see a way by McKinsey, the pandemic has put Our students as future employees around a quarter of European jobs at through,” said the boy. will need to be creative, resilient and adaptable - skills we’ve all had the risk, whilst in the UK alone, it has hit “Can you see your next opportunity to develop further in 2020. every sector of the economy, with The World Economic Forum states that the worst-hit industries being aviation, step?” hospitality, retail, entertainment and the by 2030 there will be huge demand for “Yes” arts. What does all this mean for our higher cognitive skills such as creativity, critical thinking and decision making, so young people on the brink of entering “Just take that,” said the keep supporting the development of the workplace? these skills. Success At School suggest horse. For those still in education seeking jobs which involve these skills and also fit Extract from ‘The Boy, the Mole, work experience opportunities, these the Fox and the Horse’ by Charlie into the broader trends explored above, have mostly dried up, although some and additionally have an environmental Mackesy businesses have adapted to offer virtual benefit (which is likely to increase their work experiences online (check out appeal to young people) include roles such as Green Springpod and Barclays Life Skills). Whilst these cannot Building Designer, Global Health Educator, Mental replace the experience of being in an actual workplace, Health Counsellor, Renewable Energy Engineer and we would recommend them as the next best thing in Sustainability Consultant. Futurelearn go one step further these difficult times, especially in the absence of partsuggesting the top degree choices for what they see time/voluntary work at present. For our current Sixth as the jobs of the future; it’s no surprise, I’m sure, that Form students looking to enter the workplace via a the majority are tech based, with predicted growth in Degree Apprenticeship, opportunities are reduced but roles such as Blockchain Developer, Big Data Analyst and there are still plenty to be had, with online assessment Augmented Reality Developer. centres, video interviews and subsequent remote Given the unprecedented challenges of 2020, students working now the norm. For those heading to university, what might the workplace look like for them once may be feeling deflated and unmotivated, and scared about the future and whether there will be jobs for they graduate around 2024/2025? The Fourth Industrial them when they finish their education. It can be hard Revolution was already impacting the world of work, forcing rapid change over recent years with data, to stay positive. Plans and dreams for the future should be encouraged and can be both helpful and healthy, technology and automation playing an increasingly important role; throw COVID-19 into the mix and the but maybe don’t set too many goals too far ahead - just take it one step at a time. Also, remember that there is workplace in 5 years’ time may be unrecognisable. no point worrying about stuff that is out of your control. At the start of the pandemic, Deloitte surveyed Focus on what is in your control. Eat well, exercise, keep Millennials and members of Generation Z (those born developing your skills, make your physical surroundings between 1996 and 2010). Wanting to continue the trend work well for you, inject some fun into life, get enough of homeworking (or at least a blended version of home/ sleep and be kind to yourself. office working) to support a better work/life balance, *www.theguardian.com/business/2020/oct/26/working-fromand a desire to live outside of cities was key, with a high home-is-proving-to-be-a-revolution-in-our-way-of-life proportion wanting to work for social good (with many having supported their communities at the height of
The DofE Journey:
A Parent’s Reflections
ABOVE: Lily during her Silver practice expedition in March 2018 (one of the coldest Marches on record).
“The school really prepares the girls for their expeditions with planning days and practice runs. They are well equipped and, by the time they reach the Gold expedition, have their packing of essentials down to a fine art.”
The Duke of Edinburgh’s Award scheme is a fantastic opportunity for young people to develop life skills, push the boundaries and experience opportunities they might never have dreamed of. Dr Janet Williamson, whose daughter, Lily, completed her Bronze, Silver and Gold awards during her time at Kingsley, reflects on the scheme as a parent... I encouraged Lily to participate in the DofE scheme because of the opportunities it presented to practice so many of the skills required in the modern workplace, and for life in general. Setting personal goals, challenging yourself to achieve more, communication skills, teamwork and being well organised are all key, and it is so important for these skills to be developed from a young age. The scheme also encourages young people to think about their physical and mental health. Through volunteering, the girls learn the importance of giving to others and reap the rewards of making a difference by working with charities and other organisations. Importantly, it’s about continuous learning and having fun through new experiences.
WHOLE SCHOOL 39 Lily has completed over 600 hours of volunteering, raising £1,600 for ‘Warwickshire Air Ambulance’ and ‘Taking the Reins’ - a charity that offers pony riding experiences to disadvantaged children.
Throughout Lily’s DofE journey I have given her the encouragement to have a go and try new things. Of course, there is also the purchasing of equipment (the cost of which does add up!), but my advice would be to ensure from the beginning that you buy a pair of comfortable walking boots and socks. There is nothing worse than blisters, which seriously impact on the experience. Likewise, a correctly fitting rucksack is key. Lily borrowed her first rucksack from her six-foot cousin, which nearly toppled her over once she had packed it to the top and lasted all of one night before it split down the side. These items will be a good investment and should last from Bronze to Gold and beyond.
scheme don’t have to be complex as your daughter can choose activities linked to her favourite sport, pastime or something she has always wanted to do. The opportunities are endless and there is something for everyone. I have seen Lily grow and mature into a confident and responsible individual. The life and survival skills gained through the DofE scheme stood her in excellent stead for her World Challenge experience; nothing fazed Lily about her month in Malaysia. She was so enthused by her DofE journey that she really didn’t want it to end. She became a DofE mentor, supporting other girls in school with their Bronze awards - a role which was recognised when she went for her university interviews. Universities love to see the Gold award on applicants’ CVs as it sets them apart from others, proving they have determination, motivation and energy; employers feel the same too.
The school really prepares the girls for their expeditions with planning days and practice runs. They are well equipped and, by the time they reach the Gold expedition, have their packing of essentials down to a fine art. The support team take safety Juggling the DofE scheme and GCSEs/ very seriously and so I never worried “I have seen Lily grow A-levels can be challenging. However, that Lily would be in any danger. When and mature into a it also gives the girls the opportunity she did her Silver practice expedition confident and responsible to focus on something other than their in the Peak District it was one of the studies, making for a richer experience individual. She feels coldest Marches on record and, very and a healthier attitude towards so privileged to have sensibly, the girls were advised to take explored some of the learning. I really believe this is a life extra clothing and duvets for warmth, experience that shouldn’t be missed, which were transported for them. Lily most beautiful areas of and if your daughters want to have a was so well-prepared and excited England and Wales.’’ go then my advice would be to support for her Gold expedition that she them. The school provides a fantastic threw herself into the five-day experience. She feels so opportunity with enthusiastic teachers who foster privileged to have explored some of the most beautiful a real commitment to the scheme. Mrs Laubscher is areas of England and Wales, including the Peak District, wonderfully supportive and really does support every the Lake District, Snowdonia and Rutland. girl to succeed AND have fun. Through the DofE scheme Lily has completed over Lily should have gone to Buckingham Palace on 11th 600 hours of volunteering. She has raised £1,600 for May to receive her Gold award - it would have been ‘Warwickshire Air Ambulance’ and ‘Taking the Reins’ a double celebration as it was also her birthday. Alas, (a charity for disadvantaged children who enjoy riding) COVID-19 means that this will now take place at a by helping to organise and run a very successful later date, but Lily is very much looking forward to it. riding competition through her local pony club. For her Once she had completed the Bronze and Silver awards, physical activity, Lily competed as part of the Kingsley there was no question about her doing her Gold - she Ski Squad for over three years, consistently improving had her sights firmly set on going to the palace and her race times and securing third place in the Under 19 meeting the Royal Family! Midland Ski Club Championships. Her skill focussed on Through her DofE journey, Lily has developed a improving her horsemanship skills and achieving her love of adventure that I believe will stay with her Pony Club B test for care. These elements of the DofE throughout her life.
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CLUB Mr Lax’s Photography Club proved extremely popular during lockdown, with both students and staff reaching for their cameras to take part in a series of fun weekly challenges. Here is just a small selection of the many images submitted.
g in k a t or f s p i t x Si be tter photos...
1. Spend time planning your shots and aim for
quality over quantity - it’s easy to become ‘trigger happy’ with a digital camera!
2. Look for a contrasting background to make your subject ‘pop’.
3. Don’t automatically shoot at eye-level or with
your subject in the centre of the frame - consider alternative angles and compositions.
4. Get to know your camera’s settings and
experiment with using different apertures, shutter speeds and focal lengths.
5. Avoid taking photographs with the sun directly behind you as your images will appear flat and lifeless.
6. Shooting indoors or in low light? Before
switching to flash, try increasing your camera’s ISO setting to pick up more of the ambient light.
THIS PAGE (from top): Nanako O (Year 11) ‘Rain’, Mr Farrington-Smith ‘Silverware’, Sienna C (Year 9) ‘Animals’ OPPOSITE PAGE (clockwise from top): Mrs Gardner ‘Alphabet Photography’, Charlie P (Year 12) ‘Happy’, Bella G (Year 9) ‘Rain’, Toula P-G (Year 12) ‘Looking Through’, Emily M (Year 9) ‘Refraction’, Team Baker ‘Making Shapes’, Molly H (Year 12) ‘Wildlife’
GCSE FASHION TEXTILES
By Charlie P (GCSE work)
WHOLE SCHOOL 43
‘LAUGHING STOCK OF ENGLAND’ King Henry VIII might be remembered most for his six wives, but A-level historian, Georgie, takes a closer look at his foreign policy objectives (1509-1547). Henry VIII’s foreign policy objectives were distinctly different from those of previous English monarchs; his aggressive intentions were unlike his father’s and instead inspired by his ancestor Henry V. His great grandfather had won two successful campaigns in France, making him a paragon of wartime ruthlessness - a title Henry VIII would aspire to achieve. Henry VIII’s main foreign policy objective was to conquer foreign land to promote his international prestige, centred on gaining control of land in France. This essay will debate the extent to which he successfully achieved his foreign policy objectives between 1509 and 1547.
of Cambrai was established in 1517 between the Holy Roman Empire and France. This peace treaty left Henry universally excluded from international affairs, and England vulnerable to full-scale attacks from the combined powers of the two most powerful countries. According to J.J. Scarsbrick, Henry felt humiliated and embarrassed and England was named the ‘laughing stock of Europe’. It was crucial for Henry to establish secure relations with at least one major European counterpart, but the treaty meant that he was diplomatically isolated, putting an end to all previous Anglo-French and Anglo-Imperial relations.
The Amicable Grant of 1525 was ordered by Wolsey in the hope of raising £800,000 for the proposed wars in France. In theory, it was to be a freely given gift but in reality it was a heavy taxation, levied without parliament’s approval. Protestors planned to march 50 miles from Lavenham to London to confront Wolsey with their complaints. Henry realised the widespread discontent his methods were causing and consequently halved the rate of taxation. Despite this, there were reports of mass gatherings in Essex, Kent, Warwickshire, Norfolk and Suffolk. Henry wanted to use the funds to mount a French invasion, whilst Francis I of France had been captured by the Holy Roman Emperor, Charles V, in the Battle of Pavia. He also wanted to reclaim the French throne, like his ancestor Henry V, by conquering territory in France. However, the failed use of the Amicable Grant led to the signing of the Treaty of the More in August 1525 - a peace treaty between the two countries. This was a major failure for Henry whose foreign policy was centred on winning battles in France.
On the other hand, there were several other peace treaties which established secure Anglo-European relations. The most significant was the Treaty of London, which placed England at the epicentre of international affairs by signing separate treaties with 24 other European countries. This was a major step forward for Henry, placing him on the international stage with some of Europe’s leading monarchs. It also proved essential on the road to Henry being named ‘defender of the faith’ by Pope Leo X in the Assertio Septum of October 1521. However, Henry’s success was short-lived as future conflicts between the countries undermined the importance of the treaty and all that it stood for.
Henry VIII’s foreign policy objectives were also threatened by international peace treaties. The Treaty
In the early years of Henry’s reign, he sent troops to Northern France in the Battle of the Spurs (1513) and successfully secured the land of Tournai and Thérouanne. These areas had little value to England, but were exaggerated through propaganda to allude to the strength of the English troops. As stated by Geoffrey Elton, the battle was nothing more than a futile sideshow. Despite the reinstating of the French pension (an annual sum of 745,000 crowns directly to the
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king), this was overshadowed by the total cost of the expedition - £800,000 - and the time and effort spent in gaining these ‘soft targets’. In the end, both areas were lost by England, with Thérouanne being given to Maximillian almost immediately and Tournai being given back to France in 1518. In short, the battle was pointless and Henry lost more money than he gained. The same can be said for Henry’s involvement in the Siege of Boulogne in 1544. He personally visited the area of Boulogne in Northern France and managed to capture it from the French. However, Henry spent £2 million seizing this small town - a high price for his final and vain pursuit of glory. He was unable to fund the war through extraordinary revenue and so had to sell much of the crown estate, borrow large sums of money and debase the coinage for little in return. Henry recognised the importance of marriage treaties in establishing solid, long-lasting connections between countries. The Treaty of Greenwich was established in 1543 in an attempt to unite both kingdoms after the battle of Solway Moss in 1542. Part of this treaty was the arranged marriage between Henry’s son, Edward, and Mary, daughter of James V. This was a strategic move by Henry to secure alliances with other international leaders through a connection which couldn’t easily be broken. Similarly, due to the ‘auld alliance’, Henry was in a dangerous position as he was geographically trapped between two countries with an extremely strong relationship through previous marriages. It was therefore important for Henry to establish a connection with either Scotland or France; as his foreign policy was centred on gaining land in France, the connection with Scotland would prove essential. Tense relations with France were further emphasised by the ‘Field of the
Cloth of Gold’ in June 1520 (depicted above) - a meeting between Henry and Francis I near Calais, aimed at re-establishing relations between the two countries. The event had limited success and, after Francis won a wrestling match against Henry, it lost even more of its attraction! In conclusion, Henry’s approach to foreign policy seemed inconsistent and unpredictable. His battles against other European countries were often successful. However, little was gained from them and so much of the land he conquered was given back as it proved too difficult to maintain peace and order. Henry’s grand plans to promote his country were rarely shared by the population who resented the increased taxation to fund his battles. Furthermore, his actions alienated other monarchs and lost large sums of money.
AS FINE ART
By Katie J (Year 12)
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Can genetics be used as a defence for violence or murder? An essay by A-level psychologist, Sophie M
“Genetic evidence plays an increasingly important role in the criminal justice system, but people often perceive genetic information in biased ways,” said Benjamin Cheung, a doctoral candidate in psychology at the University of British Columbia. “If we believe genes lie at the heart of criminal behaviour then we may think the defendant had no control over his actions, even if that isn’t true.” The MAOA gene (also known as the ‘warrior gene’, although this was considered unethical by Poa in 2006) codes for the production of the enzyme monoamine oxidase A (MAOA) which is involved in breaking down neurotransmitters in the synapse, especially serotonin. Aggressive people with variants of this gene produce lower levels of the enzyme, causing certain neurotransmitters to remain in the synapse for longer and leading to brain dysfunction. Analysis of data from several studies indicates that the strongest link between genetic variation and aggression comes from MAOA. The importance of genes is illustrated by twin studies. Coccaro et al. (1997) compared monozygotic versus dizygotic twin pairs. Twin pairs were examined for the concordance of criminal behaviour in both twins. In cases of monozygotic (identical) twins, the siblings are genetically identical (sharing 100% of the same genes) whereas in dizygotic (fraternal) twins, the siblings are only genetically similar (sharing 50% of the same genes). The monozygotic twin pairs were found to have a 50% concordance, whereas dizygotic twins were only 19%. This research supports the role of genetics in aggression as the twins that were genetically identical were more likely to both display criminal behaviour than the twins that only shared 50% of the same genes. However, this study could lack validity as it may have been based on appearance, rather than DNA testing. Additionally, as most of the twins would have been reared in the same environment, concordance rates may be due to shared learning experiences rather than genetics. It is therefore a confounding variable.
Furthermore, Crowe (1972) found that adopted children who had a biological parent with a criminal record were 50% more likely to have a criminal record themselves by the age of 18. Those whose biological parents did not have a criminal record only had a 5% risk. However, some of these adopted children may have experienced late adoption and spent more time with their biological parents - in which case it could have been the social influence of the biological parents that led to the child’s criminal behaviour. The link between the MAOA gene and aggression was discovered by researchers studying a Dutch family. Brunner et al. (1993) studied an extended family in the Netherlands, where several male family members showed patterns of behaviour involving impulsive aggression, including violent crime. They identified a fault in the MAOA gene of the individuals who showed impulsive aggression that wasn’t present in other male family members. The individuals with this fault were deficient in MAOA. Studies on mice have found a similar relationship between the MAOA gene and aggression. Cases et al. (1995) conducted a knockout study in which they found that adult male mice who were missing the MAOA-producing gene had specific behaviour patterns including heightened aggression. However, unlike the Interactionist Approach, these studies ignore social and environmental factors that may also explain aggression. Caspi et al. (2002) found that men with a ‘low MAOA activity’ gene were not significantly more likely to engage in anti-social behaviour (including violence). However, there was a significant effect in men who had been maltreated as children. This suggests that genetics interact with environmental factors to influence aggression levels. Therefore, we cannot say that genetics alone explain aggression and anti-social behaviour and, as a result, genetics should not be used as a defence against violent behaviour and murder. In 2006, police were called to a disturbance in Tennessee involving Davis Bradley Waldroup Jr.
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He was attacking his estranged wife when the police arrived and the body of Leslie Bradshaw, a friend of his wife, was also found at the scene. Waldroup was collecting his children from his wife’s house when the attack took place, meaning the children were present at the time. It is believed the attack was premeditated and reports state it was committed in a calm and methodical manner. Waldroup was arrested and charged with murder and attempted murder. His defence argued that he was not culpable for these crimes as he had the shortened version of the MAOA gene. The expert defence witness, Dr William Bernet, found a match with the gene from a blood sample processed at Vanderbilt University’s DNA lab and stated that its presence, combined with the abuse Waldroup had suffered as a child, increased his chance of a violent offence by 400%. The jury found that Waldroup was predisposed to violent behaviour and the charge was reduced from murder to manslaughter. He avoided the death penalty and instead received 32 years in prison. This case has far-reaching implications for the legal system. Bernet said, “A person does not choose to have this particular gene… a person does not choose to be abused as a child. So, I think that should be taken into consideration when we’re talking about criminal responsibility.” Members of the jury later said that the genetics influenced their decision to find Waldroup guilty of voluntary manslaughter rather than murder. Stephen ‘Tony’ Mobley had all the attributes of a natural born killer. However, nobody could blame his upbringing as he came from an affluent, middle-class American family and was not abused or mistreated as a child. As he grew up he became increasingly violent. At the age of 25 he walked into a pizza shop and casually shot the manager in the neck after robbing the till and joking that he would apply for the manager’s job when he was dead. Mobley was executed by lethal injection in 2005. However, his execution was delayed by legal appeals right up to the last moment. His last chance of a reprieve was a plea from his lawyer that the murder
was not the evil result of free-will but the tragic consequence of a genetic predisposition. The genes of Tony Mobley, his lawyers argued, meant that he was born to kill. The chief witness for the defence was Mobley’s aunt, Joyce Childers, who testified that various members of the Mobley family over the past four generations were inexplicably violent, aggressive and criminal, although most of them ‘mellowed’ in middle age. The notion that criminals are born rather than made has been evident repeatedly over the past century in the continuing debate over nature versus nurture. If it can be proved that the criminal urge can be traced to genes then crime would no longer be blamed on parents, society, unemployment, or anything else that is capable of improvement; it would simply be a fact of life. The deterministic view argues that our aggression is pre-programmed and ignores the human characteristic of free-will. This can have serious implications for the justice system as people may not take responsibility for their actions and blame it on their biology. Without any serious repercussions for violent actions, criminals would be free to commit more crimes without the negative consequences to deter them. The reductionist view tends to overlook the effects of socialisation and other environmental issues, such as environmental stressors. Genetic factors do not work in isolation but interact with environmental factors as well. It is argued that, even if there is evidence to suggest that individuals with the MAOA gene are predisposed to violence, the legal system is interested in whether the individual understands the difference between right and wrong, and if they take pleasure in committing a crime they know is against the law. I do not, therefore, believe that genetics can solely be used as a defence for violent behaviour and murder.
Year 13 are busy planning their next steps and they’re determined not to let the pandemic stand in their way. Five students share their exciting plans for the future...
"The courses I've applied for can be extended to four years, with the option of spending a year abroad."
"I want to follow in my Dad's footsteps and go into business."
I’m taking English, geography and music at A-level and hope to do a combined English and music degree at university. I have applied to Leeds, Royal Holloway, Edinburgh and Durham. Leeds and Royal Holloway both offer joint-honours courses and my brother studied at Leeds so I have been there a number of times. Durham is considered to be one of the best universities for music, and the course at Edinburgh enables you to study up to three subjects in your first year. All of the courses I’ve applied for can be extended to four years, with the option of spending a year abroad. I’m keen to take this option and go to Spain, Germany or Italy. I drafted my UCAS application and personal statement over the summer and Mrs Morgan (my UCAS supervisor) gave me some really good advice on how to refine and improve it. I made some changes and then submitted my application before October half-term well before the deadline, but I was keen to get it out of the way. I would eventually like to become a journalist, specialising in music or travel journalism.
I’m currently studying business, ICT and textiles. I also did an AS in psychology last year. I want to follow in my Dad’s footsteps and go into business, as he’s always enjoyed it and been very successful. I’m considering either a Degree Apprenticeship or a full-time business degree course combined with management or ICT. Loughborough University particularly appeals to me as everything is on one campus and there’s a real sense of community. I enjoyed studying science in the Senior School and like the idea of eventually working in a business linked to the medical industry. I’m also quite interested in marketing. I have been at Kingsley since Reception and will feel really sad to leave as it’s been a big part of my life for so many years. However, I’m also excited for the next chapter.
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"I'd really like to live in a city, so that's definitely influenced my (university) choices."
"I 'm planning to take a gap year and travel to South America."
"I have applied to study music at Oxford."
I’m currently taking A-levels in French, Spanish and psychology and would like to read French and Spanish at university. When you study a language you learn so much more than the language itself; my A-level courses have enabled me to learn about the geography, history and politics of France and Spain, and I’m looking forward to expanding my knowledge further at university. The universities I have applied to are Durham, Bath, Bristol, Exeter and Royal Holloway. I’d really like to live in a city, so that’s definitely influenced my choices. It also needs to be a place where I feel safe. I have visited some of the cities before and, although many of the university open days have been cancelled due to the pandemic, I have been able to have virtual tours and find out more about the universities online. My ultimate goal is to become a teacher, so I might be lucky enough to come back and teach at Kingsley one day!”
Following my A-levels (I’m studying geography, psychology and economics), I’m planning to take a gap year and travel to South America. Taking part in last year’s World Challenge expedition to Malaysia made me realise I want to experience more of the world. I’m in the process of applying for a deferred place at university and am considering Cardiff, Bath, Nottingham, Warwick and Chichester. I have visited Cardiff, Bath and Warwick in person and was impressed with all three universities. I would like to become a psychologist and my UCAS supervisor, Mrs Mace, has been really helpful, encouraging me to consider a range of courses leading to different qualifications. I would eventually like to work with teens, or in the field of adoption trauma. I’m quite nervous about leaving school as it’s a big change but I’m looking forward to my gap year.
I’m studying music, politics and history at A-level. I have applied to read music - a subject I have loved ever since I was a young child - at Oxford University. I’ve had to submit two essays as part of my application and record and submit a five-minute instrumental performance. Mr Smith’s support has been invaluable, particularly with my harmonization, and Mrs Morgan gave me some excellent advice on my application. I have also applied to study music/music combined with philosophy at Durham, Royal Holloway, Kings College London and Edinburgh. Durham is one of the top universities for music and the London universities are surrounded by a great music scene. At Kings College, instrumental lessons for Grade 8 and above take place at the Royal College of Music, which would be incredible. After my degree, I would like to do a law conversion course and train to become a barrister.
N I S I A R
R A B E H GT
Year 12 student, Alys, doesn’t believe in keeping her feet on the ground. Three years ago she took up pole vaulting and, following many hours of training, she now competes at county level. In this interview she describes how this demanding and varied sport challenges her both physically and mentally, and why her Grandma doesn’t enjoy watching her compete!
Q: When did you begin pole vaulting? A: I began pole vaulting three years ago. My local
athletics club had all of the equipment and it wasn’t being used, so the coach asked me if I wanted to give it a try so I did and I loved it!
Q: Can you explain a bit about the sport? A: It’s a track and field event that involves vaulting over a high bar with the aid of a long, flexible pole. During competitions, you choose an opening height and have three attempts to clear the bar. Once cleared, the bar continues to be raised until you are no longer able to clear it within the three attempts.
Q: It sounds challenging! A: It is! It’s physically challenging, but also mentally.
No matter how physically fit and prepared you are for a competition, the weather, how you’re feeling on the day and how the warm-up goes can all affect your confidence levels. When you’re standing at the end of the runway looking up at the bar, it always seems so high! The trick is to choose your opening height carefully and try to remain calm.
Q: What makes a good pole vaulter? A: You have to be physically fit in order to run
fast enough, jump high enough and turn in the air. Commitment to training all year round is really important. It may be a spring/summer sport, but there’s a strict autumn/winter training schedule too focused on improving core strength and arm strength.
Q: What do you enjoy most about the sport? A: I like the way it challenges my body physically. That
feeling of being tired and achy after a competition is really satisfying as you know you’ve worked hard. There are lots of different elements to the sport, so it’s varied and there’s always something to work on. Even though it’s not a team sport it’s very sociable. Through training and competitions, you get to know the other athletes and there’s a really supportive culture. The focus is very much on being the best you can be as an individual, rather than your overall ranking, and everyone helps each other out.
Q: How has school supported and encouraged you? A: Miss Windsor is so enthusiastic and encourages me to keep going when I’ve had a tough training session or competition. Throughout my time in the Senior School there have been lots of opportunities to get involved in athletics events, which are great for developing a competitive mindset.
Q: What do your friends and family think about your pole vaulting?
A: They find it fascinating. It’s quite a unique sport
and a real talking point. I think my Grandma worries about me. Someone’s pole split in half during one of the competitions, which she didn’t like at all!
Q: What are your hopes and plans for the future? A: To continue pole vaulting for as long as I can.
I’m hoping to compete in The English Schools Championships, which is the next step up in terms of competitions. My current personal best is 2.8m, and you need a personal best of around 3.1m to qualify.
Q: How much time do you spend training? A: I train with the Midlands Vaulting Academy, spending Q: What advice would you give to someone who is four hours a week (on Tuesdays and Sundays) at the Alexandra Stadium in Birmingham. I also do conditioning training three times a week (on Mondays, Thursdays and Saturdays).
Q: How often do you compete? A: During the spring and summer I compete most
weekends. I compete all over the UK - in locations such as Manchester, Cardiff and London - as well as taking part in local competitions. I have represented both the district and the county, competing against athletes from across the UK and making it through to the final stage. The most recent competition I entered was a club competition just after the first lockdown had lifted. I was really worried as I hadn’t been able to vault for four months, but I managed to improve my personal best by 20cm!
interested in having a go at pole vaulting?
A: Find an athletics club that is willing to support you
and give it a try. It might seem daunting compared to some other sports, but the first time I vaulted it felt surprisingly natural. With the exception of spikes for your training shoes, you don’t need to invest in any special clothing - you can just wear your normal athletics gear. There are so many skills and techniques to learn that you’ll never be bored!
Despite DespiteCOVID-19 COVID-19 disruption, disruption, Kingsley Kingsley netballers netballersare are flying flying high. high. Emily Emily (Year (Year 12) 12) has almost reached the level of professional professional netball, netball, gaining gaining aa highly highly coveted covetedplace placewith with the theLoughborough Loughborough Lightning Lightning U17 U17Netball NetballAcademy Academywho who currently currently compete compete in the Vitality Vitality Netball Superleague. Superleague. May May (Year (Year 8) and and Uchenna Uchenna (Year 10) 10) have have secured secured places places in in the the Warwickshire Warwickshire County County Netball Netball teams teams for their age groups, groups, and Megan Megan and and Azra Azra (Year 10) also also trialled. trialled. We We couldn’t couldn’t be prouder prouder of of them them all all for for putting putting themselves themselves out out there. there.
Q: What is your greatest achievement to date? A: Successfully trialling for, and being offered
a place at the Loughborough Lightning Netball Academy. Also, being named ‘player of the season’ at the Leamington Netball Club last season.
Q: How does the school support and encourage you with your netball?
EMILY E (YEAR 12)...
Q: When did you begin playing netball? A: I started playing netball nine years ago when I was 7 years old.
Q: What do you enjoy most about the sport? A: I have always been passionate about sport and
loved netball ever since I first played. When I’m on the court, I forget about any worries I have. I have met lots of people through netball and made new friends. It has taught me about teamwork and given me the opportunity to play competitively.
Q: How long do you spend training? A: I spend around 8 hours a week training. I play for
the school netball team, the Leamington Netball Club’s U19 regional team, and the Loughborough Lightning Netball Academy’s U17s.
Q: How often do you compete? A: I normally have two matches a week, either
at my netball club or at an away venue such as the Excel Centre at Warwick University. My most recent competition was the Coventry and Warwickshire league netball tournament at the Excel. My team won all of its 7 matches and became Coventry and Warwickshire champions.
A: School has given me the opportunity to improve
my coaching skills by allowing me to help coach Year 7 and 8 students after school. The PE department gives me constant support, helping me to progress.
Q: What are your plans for the future? A: To continue to develop as a competitive netball player and improve my match play. To play netball at the highest level I can and continue to play at university and beyond.
Q: What advice would you give to younger pupils who are just starting to play netball?
A: Everyone improves at different rates, so just try to enjoy it and just have fun.
UCHENNA N (YEAR 10)...
Q: When did you begin playing netball? A: I began playing 5 years ago, at the age of 9. Q: What do you enjoy most about the sport? A: I’m a competitive person, so I enjoy the
competitive side of netball. I also like being part of a team - it’s very sociable and a great way of making new friends.
Q: How long do you spend training? A: I’m a member of the school netball team and the Leamington Netball Club as well as playing for the County, so I spend quite a lot of time training each week - around 5.5 hours.
Q: How often do you compete? A: Before the pandemic I was competing in matches every week.
Q: What is your greatest achievement to date? A: Making it into the Warwickshire Country Netball team three times. Also, winning the league.
Q: How does the school support and encourage you with your netball?
MAY S (YEAR 8)
Q: When did you begin playing netball? A: I started playing netball at school when I was in Year 4, so I was 9.
Q: What do you enjoy most about the sport? A: It’s a fun sport and I enjoy playing in a team. It is also really easy to pick up a netball and throw it against a wall or practice some shooting.
Q: How long do you spend training? A: I train with the Leamington Netball Club, the
County team and the school team. I also attend a village netball club with my mum. I play for around 6 or 7 hours a week in total. However, due to the lockdown, my official training hours have reduced and I spend some of this time practising at home.
Q: How often do you compete? A: In the winter (game season) I play every Sunday until the league finishes. My team won last year’s league, but we’ve been unable to collect the award due to the pandemic.
Q: What is your greatest achievement to date? A: Achieving a Warwickshire Netball place.
A: Being part of the school team really benefits me
There were two hubs - one in Coventry and one in Birmingham - and around 80 players. The trials lasted for five weeks and included a skills section, matches and virtual sessions with the coaches. They even sent me some activities to do in my garden!
Q: What are your plans for the future? A: To continue playing netball! I also do rowing
Q: How does the school support and encourage
as it gives me extra training and helps with fitness. It’s also a great platform for focusing on different aspects of my game and trying out new positions.
and have to juggle my time between the two sports, but I would like to continue with both for as long as possible.
Q: What advice would you give to younger pupils who are just starting to play netball?
A: To enjoy it. It’s a great way of taking your mind off your school work. Also, don’t just focus on one position - try them all.
you with your netball?
A: My sports teachers at school help me to improve and always ask how my matches have gone.
Q: What are your plans for the future? A: I would like to play for the Wasps and the
England netball team. I would also love to play in the Commonwealth Games.
Q: What advice would you give to younger pupils who are just starting to play netball?
A: Keep practising and don’t give up.
PERFORMING ARTS 57
The hills well and truly came alive over three nights in March in three spectacular, special performances of The Sound of Music. The cast of girls from Years 6 to 13 brought the beloved musical to life, which featured Honour Keil as Maria and Gemma Hotchkiss as Captain Von Trapp. The talented cast rose to the challenge of performing the challenging and much loved film and musical songs, including the titular ‘Sound of Music’, ‘Sixteen Going on Seventeen’, ‘Do-Re-Mi’ and ‘Edelweiss’. The performances were made all the more poignant as they took place just a short time before the country went into lockdown. The dedication, support and passion from every member of the cast and production team was a real privilege to witness. The whole cast benefited enormously from the experience of working with professional actor and director, Antony Law, who has directed over 100 shows and showcases around the country. Many thanks to Mr Venn and Mrs Gardner for the superb photos!
THE SOUND OF MUSIC
PERFORMING ARTS 59
PERFORMING ARTS 61
‘MOVE OVER DAISY’ For many years, students at Kingsley have been taking LAMDA (the London Academy of Music and Dramatic Art) exams and discovering the benefits of becoming more confident speakers. LAMDA qualifications have continued to evolve since they were first introduced in the 1980s. Students can go solo or take their exams with friends, and choose from of a wide range of performance, communication and musical theatre options. For Shakespeare fans there’s even a suite of exams dedicated to the Bard. Inspired by the children she has taught over the years, Katherine Buckingham - who heads up the LAMDA department at Kingsley - has recently published a book. Entitled ‘Cobweb Drama: Acting Scenes for Children’, the book contains tried and tested monologues, duologues and small group scenes that take young actors to imaginative and colourful worlds where they can develop their performance skills as well as have fun. The book is illustrated by Katherine’s daughter, Florence Crawshaw, and on the back of the book Katherine writes: ‘I would like to thank all the children I have taught over the years who have responded so positively when I have given them my scenes to perform. It is only when the text is staged and spoken aloud that the final adjustments can be made in order to truly allow the characters to come to life.’ Current Year 7 students, Grace and Charlotte (pictured left), have participated in LAMDA since they were in the Prep School, and one of the scenes in the book was written specifically for them. ‘Move Over Daisy’ is about two girls who perform in a local pantomime and bond over the experience. “My favourite part is when we have to be the pantomime cow at the end,” laughs Grace. “We do a little dance and it’s so funny!” “Participating in LAMDA has really improved my speaking and performance skills,” says Charlotte. “I used to get really nervous about speaking in front of people, or even reading in class, but I’m much more confident now.” Katherine’s book, ‘Cobweb Drama’, is available to purchase on Amazon. To find out more about the LAMDA provision at Kingsley please visit the school website: www.thekingsleyschool.co.uk.
Congratulations to Jessica (Year 12) who finished in joint first place in the Senior section of The Bromsgrove International Musicians Competition in October. Since this prestigious competition was originally founded in 1980, it has seen many talented young musicians take part, with winners and finalists going on to enjoy national and international success. Jessica was featured in the December 2019 issue of 1884 magazine in an in-depth article exploring her love of music, her successes to date (including making it into the Junior Royal Academy of Music and her participation in the BBC Young Musician competition) and her plans to become a professional oboist. We couldn’t be prouder of her for all she has achieved and are blessed to have such a exceptional musician in the Kingsley community.
essica... Congratulations to J
Issue 5 | December 2019
THE MAGAZINE OF THE KINGSLEY SCHOOL, ROYAL LEAMINGTON SPA
135 years ~ since
g n i t t Hi all the right notes
Lili B, Year 8
I have been playing the piano for around four years. Although I took grades when I was younger, I decided to stop these and play for fun. My main passion is singing. I have singing lessons both in and out of school and have passed my Grade 4. I enjoy performing. In 2018 I was asked to sing at the Whitnash Christmas lights switch-on. I also love acting. I was due to play the role of Annie with the Stratford Musical Theatre Company last March, but the production was cancelled due to the pandemic. Fortunately, I have successfully landed the same role with the All Stars in Tamworth. If you’re considering learning an instrument or taking up singing then I would say to have fun and enjoy it, but also make sure you’re committed and practice a few times a week.
Selen K, Year 4
I have reached Grade 4 on the violin and the clarinet, and have just started learning the piano. I practice for 45 minutes before school every day. The clarinet is probably my favouite instrument because I love jazz music. I have been performing since the age of four. When I lived in London I was a member of an orchestra, and last Christmas I was asked to perform a solo in my school’s carol concert at the Holy Trinity Church (which was packed!). I was invited to join Senior Strings when I started at Kingsley and really enjoy playing alongside other students. If you’re considering learning an instrument then I would say two things: practice makes perfect, and you can always do it if you believe in yourself!
Naomi M, Year 1 1
I have played the flute since I was in Year 1 and I’m currently working towards my Grade 8, which I plan to take in December. I have lessons outside of school, although my flute teacher also teaches at Kingsley. During the week I spend 45 minutes a day practising and I believe this is key to becoming a good musician. I particularly enjoy playing French 18th, 19th and 20th century music, but also like the eclectic mix of pieces played by the school’s Swing Band which I’m a member of. During lockdown we formed an orchestra where I live and even gave a concert. My flute lessons moved online for a while, but now take place at ‘The Band Factory’ in Leamington. I enjoy playing there as the acoustics are much better than they are at home.
PERFORMING ARTS 63
Ayla K, Year 6
Celia D, Year 8
I currently play the flute (Grade 5), piano (Grade 5) and violin (Grade 4). I used to play the clarinet and oboe too. The violin was the first instrument I played and how I discoved my love of music. I learned to play using the ‘Suzuki Method’, which encourages performing from an early age, and I have been performing since I was three-and-a-half years old. I’m a member of the school’s Senior Strings and hope to audition for the National Children’s Orchestra. My favourite musician is Vanessa-Mae - I love how quickly she plays the violin, and her piece called ‘Storm’ is amazing. I learn the flute in school with Mr Hobbs and he makes the lessons really fun. My advice to other students learning to play an instrument would be to practice hard and enjoy it.
I started playing the piano three years ago and I’m currently working towards my Grade 2. I have piano lessons at school with Mr Langdown and enjoy playing pop music, as well as learning the pieces required for my exams. I began playing the guitar during lockdown, as I had always wanted to play and suddenly had plenty of time on my hands. I also enjoy singing. I’m a member of the Senior School Choir and have performed in a number of school concerts. Until recently, I was also a member of St Mary’s Choir in Warwick, which really stretched my vocals and helped my voice to grow. For me, being a musician is all about enjoying the music you make and having fun.
Isabella L, Year 12
Gemma H, Year 13
I have loved singing since I was young and I’m currently working towards my Diploma. The voice is a wonderful instrument - you always have it with you! Singing with a band is a real art form and Mr Smith has encouraged me to push myself and tackle some challenging pieces in Swing Band. I’m also a member of Cantus Amoris and Mrs Morley provides excellent vocal direction on group singing. I have enjoyed performing in school concerts, and at open days and other events. I’m learning to play the piano (to help with composing) and the violin in school. I’m currently working towards Grade 6 violin. My teachers, Mr Langdown and Mrs O’Reilly, are very supportive and Mr Langdown always makes time to accompany me. All of these opportunities have inspired me to do a music degree and pursue a career in singing.
As a very young child, my parents taught me the basics of piano and I started having lessons at the age of five. I have piano, trumpet and singing lessons in school (plus extra piano lessons outside of school) and I’m working towards my Grade 8 in all three. I spend around 10 hours a week practising and find it very relaxing to sit and play the piano at home. My favourite composer is Chopin and I learned several of his nocturnes during lockdown. There are many opportunities to perform in school and I enjoy taking part in the different music groups. I have also performed in concerts at Coventry Cathedral and at weddings. I particularly enjoy performing on the trumpet as I can play both solo pieces, such as the ‘Haydn Trumpet Concerto’, and as part of an ensemble. I have applied to read music at Oxford University.
RUN LIKE A Kingsley GIRL Kingsley alumna, Lauren Gregory (née Young), is something of a heroine in the Warwick and Leamington areas. In 2015, she decided to share her passion for running with others, founding an all-female running group - named ‘Run Like a Girl’ - that quickly became a 3,000 strong community.
“Being a Kingsley Girl gave me stability and helped me to discover who I was.”
Lauren began running following the birth of her son in 2010, recognising the importance of keeping fit and having some much needed time away from being a mum. “Prior to having my son, I was very active,” explains Lauren. “I originally trained as a graphic designer but, in my early 20s, my kick-boxing hobby drove me to take my personal trainer qualification.” Lauren quickly became a running convert, progressing from 10Ks to marathons and even an ultra-marathon, covering an incredible distance of 100K. Her fitness level soared, but it wasn’t just the physical benefits she enjoyed: “Women tend to be their own worst critics when it comes to body image and I found running to be one of the best remedies,” she says. ‘It taught me just how much my body is capable of, and this is what motivated me to establish Run Like a Girl - to inspire other women to challenge themselves, to reach their personal goals and to feel empowered.” When 22 ladies turned up for the first session, Lauren was thrilled. As the weeks went on, word of Run Like a Girl spread and numbers boomed. Aimed at complete beginners, the group bases its training sessions around the ‘Couch to 5K’ programme. All women are welcome - regardless of their age, size or fitness level - and there is a strict ‘no one is left at the back’ policy, which Lauren believes has been key to the group’s success. “Everyone has to start somewhere and we all know how daunting it can be,” she remarks. When asked about some of the women who have benefitted most from Run Like a Girl, Lauren becomes tearful, recounting the story of a woman who had been in an abusive relationship and joined the group as a way of making new friends and regaining her confidence. “To see her flourish within the safety of our close-knit community was wonderful,” recalls Lauren. “She even live-streamed her first solo 5K run - a real milestone for someone who, at one time, had struggled to leave the house - and so many women went online to watch and support her. It was a very special moment.”
This is just one of numerous heart-warming stories. Over the past five years, Run Like a Girl has touched the lives of many, helping women of all ages to achieve impressive weight-loss goals, overcome debilitating mental health problems, and reach the fitness levels required to compete in full marathons. Not surprisingly, the group has received lots of media attention. In 2016, it was named ‘Best Running Group in the West Midlands’, sparking a string of newspaper, radio and magazine interviews, including an article for national magazine, ‘Runner’s World’. Lauren was also named a ‘Top Ten Mover’ by Lucozade Sport and the icing on the cake was her nomination, along with Co-founder Rebecca Chumun, for The Sunday Times ‘Sports Woman of the Year’. Despite all she has achieved, Lauren remains incredibly humble, saying, “To be nominated for such a prestigious award was mind blowing. Attending the awards evening in London and being in the same room as some of Britain’s top female athletes, including Jessica Ennis-Hill and Katherine Grainger, was surreal.” Lauren was a pupil at Kingsley in the 90s. When asked whether she was sporty at school, she laughs and replies: “Not at all! My favourite subject was art with Mr Gaskin. He was such an inspirational teacher and one of those people you couldn’t help but like.” Lauren also speaks fondly of her old school friends, who she describes as ‘friends for life’. “We all have busy lives and are spread across the country, but we make a concerted effort to meet up at least once a year,” she says. Lauren explains that she was in a difficult place when she joined Kingsley at the age of eleven. She had just moved from Spain to the UK following her parents’ divorce and was battling an eating disorder. “My whole world had changed,” recalls Lauren, “and being a Kingsley Girl gave me stability and helped me to discover who I was.” To find out more about Run Like a Girl, visit www.runlikeagirl.org.uk.
g in d ar o B f o s 100 Year ie on Toast
g o O & s e k a C d an S - Pink By Rebecca Dyson
THIS PAGE: Junior boarders ‘relax’ for the camera (1935) OPPOSITE PAGE: The Cedars (mid-1930s) ‘10 Dorm’ in the Cedars (1957) The three boarding houses: rear view of the Cedars (1950s), Dilke House (1957) which now forms part of the Prep School, Milverton Lodge (1950s)
Scan the QR code to watch our Founder’s Day video and learn more about the history of the school
Starting a school to provide a serious academic education for girls in Leamington Spa was a bold step in 1884 and it soon began to attract girls from beyond the town. In the days when fast transport meant trains or urban trams, it became clear that there was a demand for boarding places. At first this was just a few rooms at the top of the school at No.19 the Parade but by 1890 it had become necessary to find a bigger space and a lease was taken on Arnold Lodge, a substantial house on Kenilworth Road, which Helen Abell recalled from 1903, had only one bathroom and two lavatories for 20 girls! So for the next hundred years the school had boarders. By 1919 the school needed more room and moved to The Cedars on Warwick Place and in 1946 a second senior boarding house was opened at Milverton Lodge and a year later Dilke House for juniors, opposite Beauchamp Hall. There were weekly boarders at Milverton and termly boarders at Cedars and for all of them school was a place to live, not just to learn. It is an enduring phenomenon in books for young people that the parents are absent. From Angela Brazil to J.K. Rowling, the boarding school, whether for girls or aspiring wizards, provides the perfect environment for ‘jolly japes’ and awesome adventures. Indeed, Brazil lived in Coventry and sat on the trains to Leamington listening to the latest slang our students used such as, “What a blossomy idea!”, so the students of her fictional school, The Quadrant, could sound authentic. In ‘A Popular Schoolgirl’ published in 1920, The Quadrant even played Leamington High School (The Kingsley School) at hockey. Helen Abell remembered a large room at Arnold Lodge having curtains to create cubicles for the older girls but Cedars had smaller rooms accommodating from four to eight girls. In Cedars only the girl who was Head of House had a single room. Although there were more bathrooms, we can see in the photo of 10 Dorm, the individual basin by each bed; the 1950s version of en suite? The appropriately named Betty Frost remembers the water in the bowls freezing in winter and that the junior girls always had the end of the room furthest from the heat.
ABOVE: Junior boarders enjoying a picnic (1955) RIGHT: Birthday tea and party frocks (1960s) Hanging out in the garden (circa 1977]
en h w y a d e h t o s l a 'Sunday waussages for breakfast and there were sad have five sweets rather you cou l om the tuck shop after than four fr lunch.' Food often provides some of the strongest memories in the archives. Sisters Aline and Elizabeth Tillard (1924-32) recall a favourite Sunday supper, “of baked beans, always asked for as a birthday treat!” Molly Price-Smith (1932-38) remembers Sunday was also the day when there were sausages for breakfast and you could have five sweets rather than four from the tuck shop after lunch. We can see in some of the later photos that birthdays and festivals were marked with special teas and plenty of cake. Less appetisingly Peggy de Hamel (1932-35) tells us about the horror on the face of the Cedars’ Housemistress, Miss Thomas, “when she discovered an unwashed, raw potato in the rice pudding and sent for cook who calmly commented that she wondered where it had gone!” Perhaps the strangest dish Peggy remembered was Oogie, consisting of tomatoes cooked in a white sauce. It was named after the house cat, a ginger tom; delicacy, dear reader, prevents me from explaining why. Even nights in the cellars of Cedars during wartime air raids were memorable for the comforting cups of cocoa, a boarding school classic.
f o s o ot h p e h t in 'Pip can be iscesenand outings with many picn eggs and lashings of hard boiled Lucozade.' Evenings, and for termly boarders weekends, needed filling with activity once homework was completed. In the early days entertainment was fairly simple. Kathleen Howgate (1912-23) describes walks or paper chases over the fields to Guys Cliffe in Warwick and, “Saturday evenings dancing in the Common Room whilst someone played the piano and two or three afternoons of games a week.” In the 1920s, Nan Garbutt says, “senior boarders attended lectures and musical events at the Town Hall, taking their knitting with them!” We have plenty of evidence of creative activity with numerous programmes in the archives, mostly hand drawn, for plays, fetes, musical evenings and garden parties. There were regular activities like sports, Guides and Brownies, letter writing to parents, Saturday mornings spending pocket money, possibly on the purchase of pink sand cakes, and always church on Sundays, sometimes twice! Then there were the special events such as Ascension Day picnics, pottery classes, and outings to farms and zoos. Staff created a huge range of time-fillers to keep the boarders out of mischief, for example there is a typed treasure hunt from January 1956. It covers two pages and sends girls all round North Leamington, counting traffic lights on The Parade, the number of silver birch trees on Woodcote Road, finding out how many window boxes the Head, Miss Sweet, had at her house and then bringing back five objects beginning with ‘C’!
Life lived in the boarding houses provides some of the most vivid memories of school life we have in the archives. There are stories of close and enduring friendships and fondness for the staff who ran the houses. Miss Phillips, who oversaw the foundation and twenty year existence of Milverton Lodge, “was kind but firm” according to Peggy Ann Field (1945-49). ‘Pip’ can be seen in the photos of many picnics and outings with hard boiled eggs and lashings of Lucozade. The legendary ‘Tom’ (Miss Thomas) may have sometimes called her naughty boarders, “you horrible little toads” but as Jean Clifford (1943-46) says, “We had a feeling of security and contentment due entirely to the discipline, humour and absolute fairness metered out by Tom.” Then when it came time to leave, Kathleen Howgate remembered, “I had a sudden feeling of panic, so many ties had been cut and I was technically alone in the vast, frightening adult world.”
'Staff created a huge range of activities to keep the boarders out of mischief.' TOP: Miss Phillips with her hard boiled egg and Lucozade box (circa 1960) Borders at Victoria Park (1975) LEFT: Playing schools (1976) RIGHT: ‘Dilkers’ exploring a fire engine (1975) Dorm in the ‘new’ Cedars (late 1980s)
THE KINGSLEY GIRLS WHO COULDN’T KEEP AWAY! BY ALUMNA ANNA GARDNER (NÉE JONES) It’s often said: ‘Once a Kingsley Girl, always a Kingsley Girl’. Ask any one of our alumnae and they will almost certainly agree. Many choose a Kingsley education for their own children, with several generations of some families passing through the school’s doors. My own Kingsley journey started in 1995. I was fourteen years old and, following a bumpy couple of years at a local secondary school, my parents moved me to Kingsley. My mum (Mrs Jones - Head of IT) was a teacher at the school and knew I would thrive there, but it was still a big financial commitment. Fortunately, it was money well invested; I quickly settled into my new surroundings and, within no time, I felt as though I’d always been there. I stayed all the way through to Sixth Form and, thanks to an amazing support network of teachers and friends, I left with the confidence and A-level grades I needed to secure one of just four places on a degree apprenticeship programme with a global car manufacturer. Fast forward 17 years and, after a long stint in industry and becoming a mum, I decided to look for a part-time role that would allow me to use my creative skills. When I discovered there was a vacancy in Kingsley’s marketing department it felt like fate. On the day of my interview any nerves I had were quickly replaced with excitement and, as I toured the Senior School with two polite and enthusiastic pupils, I fell in love with Kingsley all over again. I was ecstatic to be offered the job, and still have to pinch myself each time I walk up the main staircase
(which was against the rules when I was a student!). I’m also now a Kingsley parent as my daughter attends the Prep School. It turns out I’m not the only Kingsley Girl who couldn’t keep away. In fact, there are eight (yes, eight!) of us who have returned as members of staff, including Claire Hunt (née Staples) with whom I am lucky enough to share an office (Claire’s daughter, Molly, attends the Sixth Form), and Catherine Shephard who was in the year below me at school and teaches food science. Natalie Lismore was a pupil from 1999 to 2004. “As a shy girl with a crippling stammer, I needed a nurturing environment,” says Natalie. “Kingsley supported me to become a more confident person and provided me with so many opportunities to expand my horizons. Taking part in World Challenge really gave me the travel bug and inspired me to take a gap year; I spent three months in Kenya and two months in South America doing volunteer work.” Natalie’s favourite subject at school was biology and she successfully completed a degree in Marine and Freshwater Biology at the University of Essex. Following a number of years working in environmental and conservation roles, she applied to join Kingsley’s science department as a lab technician. “I saw the job advertised and thought it would be a lovely place to work - and it is! I enjoy supporting teachers with the delivery of practical science lessons and helping the girls to develop their skills in a field I’m passionate about.”
FROM LEFT: Anna Gardner (née Jones), Natalie Lismore, Catherine Shephard (circa 1998), Melissa Knight-Adams & Camilla Weaver-Harris (née Harris) at Camilla’s wedding, Melissa as a student, Ravinder Bhangal (née Birk), Emma Smith (née Hoyle) on Climate Day (2019) and as ‘Jesus’ in ‘Godspell’ (1998).
Melissa Knight-Adams was a pupil from 1999 to 2006. “Dr Robertson was one of my favourite teachers,” she remembers. “His lessons were inspirational and he had such a great way of explaining things.” Melissa was also taught by Mrs Hughes-O’Sullivan who, she remarks, ‘had the patience of a saint’! “I wasn’t a natural cook but, thanks to her encouragement and enthusiasm, I received one of the top Food Technology A-level marks in the country and went on to read Nutrition and Food Science at Reading.” Melissa graduated with a first-class degree and completed her PGCE at The University of Manchester before returning to Kingsley to teach in the Prep School. “One of the first classrooms I taught in was my old form room,” says Melissa. “It was very surreal, but great to be back in the Kingsley community. The pupils and staff are fantastic and it’s a happy place to work.” Also working in the Prep School are Camilla WeaverHarris (née Harris) and Ravinder Bhangal (née Birk). Camilla, who teaches in Reception, was in the same year group as Melissa at school and they have remained good friends - such good friends, in fact, that Melissa was one of the small number of guests invited to Camilla’s wedding in October (due to the pandemic, Camilla and her husband were allowed just 15 guests). Ravinder was a pupil at Kingsley from 1990 to 1995 and returned as a teaching assistant in 2018. Reflecting on her time as a student she says, “Kingsley taught me to embrace new experiences and that anything is possible if you believe in yourself. Whilst the school has moved with the times, its ethos and values remain the same.
There’s still an emphasis on ensuring every pupil feels happy and safe so that they can make the most of the many wonderful opportunities on offer.” Emma Smith (née Hoyle) has been a valued member of the Kingsley team for a number of years, bringing her enthusiasm for drama to many a school production. One of her favourite memories from her time as a student is playing the role of ‘Jesus’ in ‘Godspell’ in 1998 (photo above). After leaving Kingsley, Emma attended drama school in Birmingham and pursued a career in theatre, spending several years performing nationally with touring theatre companies. She also ran a whole host of educational workshops in schools, and helped to establish The Academy of Performing Arts in Henley-inArden where she directed shows for children aged 4-17. “Throughout my acting career I have always enjoyed working with young people,” says Emma. “Returning to Kingsley to teach drama - a passion that began at Kingsley and has shaped my whole life - has been a hugely rewarding experience.” Earlier today, I was interviewing a Sixth Former about her plans for the future (for the feature on page ?). She said she wanted to become a teacher and joked, “I might be lucky enough to come back and teach at Kingsley one day!” And so it goes on - a school held in such high regard by its alumnae that they just can’t keep away. To pinch the words of Mrs Gamble (current parent and Head of Prep) from her recent Open Day speech, “There really is no place like Kingsley!”
Artwork and Design by the Marketing Team at The Kingsley School, 2020