The Kingsley School | 1884 Edition 08

THE MAGAZINE OF THE KINGSLEY SCHOOL, ROYAL LEAMINGTON SPA

Musings from the Head’s office

It was my privilege to join The Kingsley School as Headteacher in January and I am thoroughly enjoying my first year in this wonderful and unique educational establishment. Like a diamond, Kingsley is multifaceted, offering something impressive and fascinating from every angle. We are proud to bring you this edition of ‘1884’, our whole-school magazine, showcasing the myriad of adventures and endeavours that have taken place over the past year. There are contributions from all ages, covering Pre-school all the way through to our alumnae, and I hope you enjoy exploring them within the beautifully illustrated pages.

At Kingsley we understand that every moment matters; whether it is stepping out on stage to perform for the first time, learning to solve an equation in maths, or building life-long memories on a residential with friends. These are the moments that matter, the moments that build character, the moments that you never forget. They are the moments that give you the confidence and self-belief to push yourself harder, to reach that bit higher, to go the extra mile.

We are so proud of each and every one of our students at Kingsley. Particular mention must be given to our Year 11 and 13 students who achieved a string of excellent results in their public examinations this summer. An impressive 78% of the A-level and Cambridge Technical grades were A*-B, enabling 85% of our Year 13 students to go on to their firstchoice university or career pathway. Our GCSE results were also impressive, with 50% of all grades at level 7-9. Both cohorts obtained the highest proportion of top grades in recent years for Kingsley students - a particularly stellar achievement given that they have been through multiple lockdowns and periods of remote learning. This was also the first year of public examinations since 2019. Our students have shown great resilience and determination in the face of adversity and we are very proud of their results. We also acknowledge the tremendous support of our dedicated teaching staff and our students’ families.

As well as academic success, we have celebrated a plethora of co-curricular accolades this year, including sporting success at regional and national levels in a

wide variety of disciplines. Supported by our music and drama departments, we have enjoyed emotive and highly entertaining performances from students of all ages. Kingsley students have also been out in force roaming the countryside for their Duke of Edinburgh’s Award expeditions at Bronze, Silver and Gold levels, and a brave group of Year 11 and 12 students ventured to Costa Rica over the summer for a three-week conservation-focused World Challenge trip.

Kingsley’s Enrichment Programme has been evolving too over the past year, with different year groups working together on creative, charitable, academic and environmental activities. I love the fact that we provide time within our school day for students to explore things beyond the curriculum, offering rich new experiences and the development of a broader range of skills. Whilst grades and exams are to be taken seriously and provide an important passport for the next stage in one’s life, they are not the be-all and endall. Indeed, employers look beyond raw grades to find the best applicants when they are recruiting; they want individuals who can problem solve, think creatively and interact confidently. A Kingsley education enables students to develop all of these skills and more, and they go on to enjoy bright and successful futures. Our alumnae testify to this when they return to Kingsley to speak at careers events, support our Sixth Formers with higher education choices, and celebrate with us at our annual Prize Giving. The same sentiment is echoed by all - that a Kingsley education is one that holistically prepares you for whichever path you choose to take in life.

So please enjoy this collection of Kingsley moments. I am confident that you will get a strong sense of the magic that takes place within our community and makes it the inspiring and empowering experience we all cherish.

James Mercer-Kelly

ON THE FRONT COVER:

‘SERIOUS ART IS BORN FROM SERIOUS PLAY’

BY HELENA G (YEAR 8 WORK)

In this issue...

PREP SCHOOL 3-26

LEARNING IN THE GREAT OUTDOORS 3-6

TREE PLANTING 7-8

LIVING & GROWING (RECEPTION) 9-10

BESIDE THE SEASIDE (YEAR 2) 11-12

‘JOURNEY’ (YEAR 3) 13-14

CRANEDALE (YEAR 5) & THE PGL CENTRE (YEARS 4 & 6) 15-16

THE SECOND WORLD WAR (YEAR 6) 17-18

ON THE RIGHT TRACK 19-20

PREP SPORTS DAY 21-22

ROCKING ROMANS 23-24

YEAR 6 YEARBOOK PHOTOS 25-26

WHOLE SCHOOL 27-42

KINGSLEY’S BIG BIRTHDAY BASH 27-28

PLATINUM JUBILEE 29-30

MEET THE TEACHER 31-32

WHAT IS POETRY? 33-34

NON-FICTION READS 35-36

DIVERSITY, INCLUSION & RESPECT 37-38

EQUESTRIAN AT KINGSLEY 39-40

ART NEWS 41-42

SENIOR SCHOOL 43-64

YEAR 7 COLLABORATIVE ART 43-44

GCSE FINE ART 45-46

INSTA-TEACHERS 47-48

YEAR 8 SCIENTISTS TAKE CHARGE 49-50

THE PERUVIAN AMAZON 51-52

BONNE SANTE 53-54

FUTURES FAIR 55-56

MADE IN DAGENHAM 57-58

GOING FOR GOLD (THE DUKE OF EDINBURGH’S AWARD) 59-60

THE DIARY OF A COUNTY SWIMMER 61-62

SENIOR SCHOOL SPORTS DAY 63-64

SIXTH FORM 65-82

WORLD CHALLENGE 65-66

EN POINTE 67-68

A-LEVEL PHOTOGRAPHY 69-71

YEAR 11 PUT THEIR QUESTIONS TO SIXTH FORMERS 72

FEMINISM 73-74

THE EXTENDED PROJECT QUALIFICATION (EPQ) 75-76

WHAT A JOURNEY! 77-80

LIFE AFTER KINGSLEY 81-82

ALUMNAE 83-86

ONCE A KINGSLEY GIRL ALWAYS A KINGSLEY GIRL 83-84

ALUMNA KATIE MAXWELL ATTENDS SUMMER PRIZE GIVING 85-86

LEARNING IN THE GREAT OUTDOORS

By Mrs Norris, Year 3 Teacher

& Forest School Lead

We are extremely fortunate in Prep to have a large and resourceful outdoor area for our Forest School, situated within Kingsley’s 14-acre playing fields. The site is already well developed, with mature trees to climb, build dens beneath and swing from (the possibilities are endless!), a designated space for laying and lighting fires, covered outdoor seating (perfect for lunchtimes and taking shelter in the wet weather), areas of wild meadow, and lots of equipment to explore and inspire. We are in the process of developing the site further to make it an even better place for learning, and one which can be enjoyed by future generations of nature lovers.

My own love of nature stems from my first job post art school, working with the wonderful floral and nature-inspired fabrics at Liberty of London. I eventually trained as a teacher, working in primary schools for many years and then as a Deputy Head and Acting Head, but always felt frustrated by how prescriptive and results-driven the state sector was. I believe passionately that pupils should be educated in a more holistic way, focusing on the whole childincluding their moral, emotional, physical and spiritual development - as well as their academic achievements.

I also feel that pupils should spend more time outdoors, and that this shouldn’t be limited to sporting pursuits. Engaging in an activity outdoors - or simply being outdoors, breathing in the air and taking the time to notice what is around us - can work wonders for our psychological and spiritual wellbeing; there are many other benefits too (keep reading!). It was these experiences and beliefs that led me to complete my Level 3 Forest School Leader training and apply for the position of Forest School Lead and Year 3 Teacher at Kingsley.

Most primary settings have some level of Forest School provision, but many operate on a rotating basis, with pupils only attending once a fortnight or every other half-term. In other schools, outdoor learning takes place for a relatively short period of time - the equivalent of one or two lessons a week. At Kingsley, pupils in Early Years and Reception attend Forest School every Friday, from 10.30am until just before the end of the school day. Those in Years 1 to 4 continue to benefit from weekly sessions, spending a whole afternoon each week at Forest School. These longer and regular sessions give pupils the opportunity to get to know their surroundings, developing their

Continued on next page...

“I believe passionately that pupils should be educated in a more holistic way, focusing on the whole child - including their moral, emotional, physical and spiritual development - as well as their academic achievements.”

Making fire balls

confidence and self-esteem. They allow for ‘scaffolded experiences’ which are fundamental to internalising and building on the skills and knowledge acquired. They also allow for plenty of fresh air and exercise (come rain or shine!).

Forest School sessions are relaxed and child-led, but also safe (more on this below) and highly productive. All sessions start with a skills lesson. Pupils are given access to resources, but also the space and freedom to think creatively, often choosing to repeat ideas but then adapting and extending them from one week to the next. They are encouraged to work collaboratively and, through problem solving and exploring together, they develop, evaluate and often change their decisions. On one particularly blustery day, a group of children moved their den to a different spot having reached the conclusion that the wind was causing it to collapse. They worked together to carefully deconstruct and reconstruct the den in a more sheltered area where it was far more successful. What a great decision! Through supporting one another and teamwork, pupils begin to recognise that learning together promotes trust and builds relationships (which greatly benefits them in the classroom too).

Adults are key in enabling children to learn through many different channels, but giving them the freedom to ‘play’ and follow their own path of learning is vital in maintaining their motivation and enthusiasm. As Forest School Lead I - along with the other supporting adults - use my own knowledge and understanding to guide pupils where necessary, but I also know when to step back and allow them to explore and learn under their own steam.

Regular opportunities to work with children from other year groups add another dimension to learning. Pupils of different ages tend to look at the world differently, offering alternative viewpoints that others may not have considered. And it works both ways! Not only do younger pupils benefit from the knowledge and experience of their elders, but there have been plenty of examples of older pupils looking for complex solutions to problems when a much simpler one is staring them in the face - only to be pointed out by one of our youngest children in EYFS! Having opportunities such as these to share their knowledge and understanding of the world with others is truly empowering.

Pupils benefit from a broad range of Forest School experiences and skills sessions which are adapted and differentiated according to age and ability. Examples include: learning to tie knots (such as timber and clove hitches, and square lashes); using tools to saw and whittle; laying and lighting fires (and, of course, toasting marshmallows!); building shelters and obstacle courses; making bird seed balls and feeders; and discovering nature through treasure hunts and nature weaving. Crucially, pupils learn how to keep themselves safe, including how to assess which trees are suitable to use for zip lines and swings, and tie knots that are strong enough to hold their weight. They also learn about fire safety. Year 5 and 6 children enjoy special experience days linked to their topics, which offer fresh perspectives and help to bring them to life. Our Forest School has also provided the ideal setting for various community initiatives. Before the pandemic, residents from a local care home visited to take part in intergenerational outdoor activities and, in April, pupils were joined by parents, siblings and representatives from the Leamington Rotary Club to plant our ‘Jubilee Grove’ to commemorate the Queen’s Platinum Jubilee (more on the next page).

I recently asked some of our pupils to describe Forest School; ‘fun’, ‘beautiful’ and ‘adventurous’ were some of the words they used. One pupil said she felt ‘free’ and her classmates nodded in agreement. Over the course of the year, it has been wonderful to see children of all ages grow in independence, creativity and stamina, overcoming challenges and supporting their peers. Younger pupils have developed their fine and gross motor skills, agility, balance and coordination (and had so much fun in the process). Older pupils have become less self-conscious and more willing to step outside of their comfort zones, and shown true entrepreneurial spirit. Many of the children have developed a genuine love of nature, acquiring an impressive knowledge of different trees, plants, flowers and insects. This appreciation of and connection to the natural world encourages reflection and positive thinking, and helps pupils to find purpose and meaning in life. And whilst they won’t all go on to become David Attenboroughs of the future, they will hopefully value nature in their adult lives, and continue to immerse themselves in it and make positive choices to protect it.

“Pupils benefit from a broad range of Forest School experiences and skills sessions... learning to tie knots (such as timber and clove hitches, and square lashes); using tools to saw and whittle; laying and lighting fires (and, of course, toasting marshmallows!)...”

‘JUBILEE GROVE’ TREE PLANTING

In April, Prep pupils were joined at our Forest School by parents and representatives from the Leamington Rotary Club to plant Kingsley’s ‘Jubilee Grove’. 200 tree saplings were donated by the Woodland Trust. The Rotary Club also donated two saplings which will grow into beautiful oak and blackthorn trees for future generations of Kingsley pupils to enjoy.

Reception pupils enjoyed learning all about ‘Living and Growing’. The topic was brought well and truly to life (excuse the pun!) with the arrival of an incubator containing some very special eggs. The children monitored the eggs for signs of cracking and were delighted when the first little duckling, ‘Pip’, made an appearance. Pip was joined by the equally fluffy and adorable ‘Squeak’, who found his legs just in time for our Prep Easter Bonnet Parade. The pupils were fascinated to observe the newly hatched ducklings feeding and swimming around in a washing up bowl in a sunny corner of the garden. After learning how to handle them safely, they also enjoyed lots of cuddles. A wonderful start to their topic and something they will no doubt remember for a long time to come.

The ducklings weren’t the only visitors to the Reception classroom. Pupils also took delivery of some tadpole eggs - experiencing the life cycle of amphibians first hand - and a butterfly garden. By the end of May, the caterpillars had eaten their way through lots of food and transformed into chrysalides. As the children waited patiently for them to emerge as beautiful butterflies, they painted their own brightly coloured butterflies to display on the classroom walls. Some of the pupils were able to add their own labels for the eyes, thorax, antennae, abdomen and wings. The class also looked at butterfly markings to understand symmetry, making their own symmetrical patterns.

In science, the children looked at different habitats and why certain animals choose to live there, learning about the weather, camouflage and diets. They had lots of fun creating their own habitats, including a sea (in the water tray) filled with fish and other marine life and a sandy desert with some cleverly adapted animals. They also learned about plants and the conditions in which they grow. The children sowed sunflowers which they labelled with their names and looked after carefully to ensure they had enough light and water.

Having learned about animals and plants, the class moved on to look at human growth and healthy living, including the importance of having a good diet, doing plenty of exercise and looking after your teeth. They listened to stories such as ‘Oliver’s Fruit Salad’, ‘Oliver’s Vegetables’ (both by Vivian French) and ‘Peppa Pig’s Dentist Trip’, and enjoyed sharing their own experiences of visiting the dentist and talking about their favourite healthy foods. Other topic-related books included ‘The Very Hungry Caterpillar’ (of course!) and a range of non-fiction texts.

On Fridays, the pupils headed to our outdoor classroom where there were endless opportunities to extend their topic while enjoying plenty of fresh air and exercise. You can read more about outdoor learning on pages 3-6.

The tadpoles that emerged from the little green eggs were very wriggly and the children had fun trying to count them all! It takes between 6 and 8 weeks for the tadpoles to turn into froglets.

BUTTERFLIES

When we visited the Reception classroom, the caterpillars in the butterfly garden had turned into chrysalides. As the children waited for them to emerge as beautiful Painted Lady butterflies, they made their own colourful display of butterflies and added labels. Did you know that the thorax is the butterfly’s engine room, containing the muscles that power its wings? The children also enjoyed looking at butterfly markings and learning about symmetry.

ADORABLE

DUCKLINGS

Our adorable ducklings were, without doubt, the highlight of the term. The precious eggs hatched just in time for our Easter Bonnet Parade (scan the QR code to watch a video!). By the time the ducklings left the Prep School for their forever home, they had received LOTS of cuddles and were quite possibly the tamest ducklings in Warwickshire!

SUNFLOWERS

The children were very proud of their sunflowers as they began to grow, and rightly so! All of their watering paid off and they were able to take the thriving plants home with them to enjoy in their gardens.

Scan the QR code to watch a video

inspiration for their English creative writing. They were asked to write postcards to Mrs Gamble telling her about their holidays. Each pupil focused on different features of their chosen coastal resort, such as caves, lighthouses, piers and beaches. Mrs Gamble thoroughly enjoyed reading all of the postcards and found lots of inspiration for her next holiday! Here are just a few of the highlights...

Dear Mrs Gamble, I am in Cornwall at the beach. I am trying to find rock pools. I have found large and small ones. I found crabs and fish. I got into a rock pool and the water was cold. I got out straight away. The seagulls pecked the plastic bag that had my water shoes in. Luckily I already had my water shoes on!

From Rosie

Dear Mrs Gamble,

I have been to Germany and I went to really excitingplaces. I went in some caves and to a beach. The cavesare dark and wet and I saw many jellyfish. They were allwriggly. I went deeper in and it became even darker. Iwas scared and ran out. I saw the water dripping andthen I found light. I was out!

From Hannah

Dear Mrs Gamble,

I am in Nafplio in Greece. I am at the sea and it is very hot. I saw a lighthouse. It was tall and red and white, there were big stripes. We got a tour up the lighthouse and it was fun. We climbed a cliff and it was very scary. I went to the top of the cliff. We also had a picnic. It was very nice.

From Verity

Year 3 pupils took inspiration from Aaron Becker’s book ‘Journey’ for their writing and artwork. The beautifully illustrated wordless book is about a lonely girl who draws a magic door on her bedroom wall and escapes through it into a world of wonder, adventure and danger.

After learning about some of the key elements of character descriptions, the pupils wrote descriptions of the girl. They also learned about scene setting and produced some wonderful pieces of creative writing to describe one of the most magical scenes in the book - the beautiful forest the girl steps into when she first leaves her bedroom through the red door.

Alex’s description is below for you to enjoy. The painting is by Lily.

YEARS 4 & 6 AT THE PGL

It’s been a fabulous year for trips in the Prep School and, following the disruption of the pandemic, they have been most welcome. During our two residentials, Year 4, 5 and 6 pupils showed a brilliant sense of adventure, fully immersing themselves in a wide range of new experiences and having lots of fun! Here is a small selection of photos. Head to our Facebook page for more.

In Year 6, pupils learn about the Second World War, including how the war started and what life was like for men, women and children both during and after the war. This very effective chalk drawing by Flossy shows people inside an air raid shelter at night. Here is Poppy’s description of post-war Britain:

After the war, many of the men didn’t return home, so a lot of the women had to keep working to support their families. The government needed builders and engineers to rebuild the destroyed homes. This created new jobs and lots of people moved to the UK.

Every family was affected by the war. Unfortunately, a lot of people died which caused distress and mental health problems. The NHS provided mental health care and the government sent money and benefits to the families who had lost a lot.

ON THE RIGHT

Champion. She was named ‘Year 5 Best Sports Woman’ at Kingsley’s 2022 Summer and Winter Sports Awards and impressed spectators at the 2022 Prep Sports Day with outstanding performances in the 600m and the 100m sprint.

When you observe Year 6 pupil and talented sportsperson, Mariella, playing in netball fixtures and competing in athletics events, it’s exciting to see how far she has progressed during her time in Prep. Mariella moved from her local primary school to Kingsley Prep in September 2017. “The first time I played netball at Kingsley, I was scared when the ball came towards me!” she laughs.

With four hours of the weekly timetable dedicated to sport in Prep, it quickly became an integral and enjoyable part of school life for Mariella and, inspired by Kingsley’s specialist sports teachers and the camaraderie of her classmates, she became an active participant in sports lessons and threw herself into extra-curricular clubs and activities. “The sports teachers at Kingsley are great, and the small classes mean that every Prep pupil gets to play in fixtures,” explains Mariella. “The teachers are also good at spotting if you’re doing well. When I moved into Year 2, I was invited to swim for the school in my first aquathlon. I really enjoyed it and have competed in a few others since.” Mariella finished second in the 2019 Kenilworth Juniors Aquathalon and has also enjoyed competing in Kingsley Prep Swimming Galas alongside her classmates. “The galas are good fun,” says Mariella. “Our house, Loveday, came first in the last one!”

As well as becoming a strong swimmer, Mariella was growing in confidence in other sports. “Competitive swimming really helped improve my stamina,” reflects Mariella, “especially in athletics and running.” When she was in Key Sage 1, she was invited to join Kingsley’s Key Stage 2 cross country team, and towards the end of Year 2 she won a string of medals at the Prep School Sports Day, including Year 2 Sprint Champion and 400m

In 2018, Mariella joined the Leamington Athletics Club where she trains on Tuesdays, developing her skills across the full range of athletics events for her age group. On the same evening she takes part in Squad Training at school. She explains to us that she has to eat her tea in the car en-route to the Edmonscote athletics track: “Cold pasta from a tupperware doesn’t taste too bad when you’ve been doing lots of exercise!” she jokes.

When asked about her favourite event, Mariella replies without hesitation, “The 600m.” “Don’t you get out of breath?” we ask her. “I do!” she laughs. “Normally around 400m, but I tell myself there are only a couple of hundred metres to go. In our sports lessons in school we’ve been practising something called ‘percentage running’. A jog would be around 25% and an all-out sprint is 100%. It’s good to think about running like this because it helps with pacing.” Mariella used the technique for the 600m run in her first ever Quad Kids competition, consisting of four different events and competing against athletes from Leamington, Warwick and further afield. “I was the youngest person there and I was really nervous,” Mariella admits. “I was ‘neck and neck’ with another girl and the 600m was the last race. Everyone set off hard, but I went for a slower start and saved some energy for the end. It was the right thing to do; I finished second in my age group and came joint first with the other girl in the 600m [Mariella went on to place first in her age category in the Club Championships]. We stood on the podium together and had a nice chat. That’s what I like about athletics - even though you’re competing against other people, they’re all very friendly!”

Mariella’s achievements in team sports are equally, if not more, impressive. She’s currently in Kingsley’s netball, hockey and rounders teams and, outside of school, she has recently been offered a place in the Leamington Netball U12 Squad. “I had to do trials to qualify,” Mariella

"In sports lessons in school we've been practising something called percentage running. A jog would be around 25% and an all-out sprint is 100%."

TRACK!

explains. “These included different drills and we were observed in matches to see how we worked with the other players.” Most individuals invited to try out for the team are in Year 6, but Mariella was accepted in Year 5, proving just how much progress she’d made. “Earlier this year, my [older] sister played for Kingsley in the U12 Regional Tournament Final,” recalls Mariella. “They were a player down and the coach asked if I would step in. I was the only Year 5 girl playing and my opponent was a foot taller than me. I thought I was going to be in trouble but, at one point, she joked with me and asked me to slow down! Our team won the match and it was amazing. This experience helped me to get into the U12 team - it made me believe in myself and I knew I could do well in the trials.”

In 2021, Kingsley joined the Independent Schools Association (ISA) - a network of over 590 of the UK’s best independent schools - opening up many new opportunities to Kingsley students, including the chance to compete against a whole host of other independent schools in sports fixtures. “Our U10 netball team came second out of 12 schools in the 2022 ISA Competition,” says Mariella. “It was a brilliant game and we were really happy with the result. We were so exhausted afterwards that we all fell asleep on the way home. Miss Mason said it was the quietest bus journey ever!”

When asked what it takes to be a good sports person, Mariella says, “Your attitude is just as important as being fit. Some days you don’t feel like going to training, but you have to put the time in.” Mariella currently spends over ten hours a week training, in addition to competing and playing in sports fixtures. She has taken part in summer netball academies and other events, including training sessions with the Wasps, which have really helped her to up her game. At home, she spends lots of time in the garden running, jumping and practicing shooting. “In lockdown, I had my whole family outside in the rain doing mini-triathlons,” laughs Mariella. “We even made medals and had our own ceremony!”

It’s safe to say that now Mariella has found her love of sport she isn’t going to let it go! We’re excited to follow her journey as she progresses through Year 6 and into Senior School.

Mariella's Mum Says...

“Kingsley has opened our eyes to a whole world of sporting opportunities. The teachers are always looking to get the girls involved in different fixtures and events. They often phone me and say, “Can Mariella take part in ?” and my response is always, ‘absolutely!’ In addition to Squad Training, both my girls were recently invited to take part in ‘Super Six’ - a new Saturday morning event for Kingsley pupils in Years 6 to 10 who want to spend more time preparing for fixtures. It’s these opportunities that have given the girls the skills and confidence to enjoy so many sporting successes, and pursue opportunities outside of school.”

"Your attitude is just as importantas being fit. Sometimes you don'tfeel like going to training, butyou have to put the time in."

PREP SCHOOL SPORTS DAY

Our Prep School Sports Day on Friday 30th June was so much fun! Lots of amazing sporting achievements, including some fabulous running, and plenty of stickers and smiles.

Congratulations to the winning house, Milroy, and a huge well done to all of our individual medal winners (top right). Many thanks to all of the parents and significant others who joined us to cheer the pupils on.

In June, Year 6 pupils delivered two highly entertaining performances of ‘Rocking Romans!’ - a musical play by Michael Coleman based on his sketches for the BBC series ‘The Romans’, celebrating the time of the Romans in Britain. Many pupils took on several parts and they all delivered their lines with confidence and wit, creating plenty of laugh-out-loud moments. The cast also performed a number of dances and, supported by pupils in Years 3, 4 and 5, sang some brilliant songs about all things Roman - gods and goddesses, mosaics, togas, coins, chariots, Julius Caesar, Boudicca and more!

ROCKING ROMANS!

Year 6 enjoyed a fun photo shoot to mark the end of their time in Prep. All of the photographs have been printed in the pupils’ yearbooks along with their favourite memories, but we thought we’d share a selection here! We’re very proud of each and every one of them and wish them all the best as they move up to Year 7.

On Friday 17th September we were excited to be able to host our first non-virtual community event since the start of the pandemic. Students, staff, parents, governors, alumnae and extended families were all invited to ‘Kingsley’s Big Birthday Bash’ - a celebration of the school’s 137th birthday... and all of the other birthdays members of our community were unable to enjoy together during lockdown.

The outdoor event took place at the school playing fields off Sandy Lane. Students of all ages enjoyed party games and fun activities including a whole-school passthe-parcel, inflatable obstacle courses and silly sports. The Sixth Form Leadership Team set up traditional side-stalls for our younger pupils, including beanbag throwing, face painting and ‘guess the name of the teddy’, and food and ice cream vans were on site to provide refreshments and sweet treats.

During the evening, guests enjoyed musical performances from students and alumnae, including recording singer/song writer Bronte Clare, and fellow alumna Alex Meixner. Mrs McCullough gave a special birthday address; she spoke of the school’s founderRose Kingsley - and it’s 137-year history, the resilience shown by students and staff during an extremely challenging 18 months and, above all, the joy of bringing everyone back together again. Following a heartfelt rendition of ‘Happy Birthday’, Head Girl Molly was given the special task of cutting the birthday cake. The cake was decorated with Kingsley blue cornflowers which are featured on the school’s historic crest.

Happy birthday, Kingsley, and a very happy birthday to us all!

Scan the QR code to watch a video

Platinum Jubilee

Oh how we love a royal celebration at Kingsley! On Friday 27th May, our dedicated site team were up on the roof bright and early swapping the Kingsley flag for a Union Jack. Students and staff arrived at school dressed in red, white and blue, and were greeted by Her Majesty The Queen (who had arrived via Amazon

During morning registration, the Senior School was filled with cheering and laughter. Mrs Dempsey’s form kicked off their day with a Kahoot quiz, putting their knowledge of the longest serving British Monarch to the test.

In Prep, Pre-school, Reception and Year 1 children spent the day at Forest School. They made crowns and wands decorated with foraged items, and enjoyed a special lunchtime treat - delicious jubilee-themed cakes baked by our fabulous catering team. Year 3 and 4 pupils looked at a photo anthology of the Queen,

which included images of her as a girl before her father became King. This led to a discussion about what it might be like to find out your father is going to be King, making you next in line to the throne. The children wrote diary entries imagining they had been invited to attend the coronation at Westminster Abbey.

Schools are legally required to promote ‘fundamental British values’ such as democracy, the rule of law, individual liberty and respect for those with different faiths and beliefs. Educating children about the British Monarchy and its role in today’s society is an important part of this. The celebration prompted lots of questions and interesting conversations.

Students and staff finished afternoon lessons early to enjoy an ice cream in the garden and a good old singsong... “GOD SAVE OUR GRACIOUS QUEEN!...”

Sharing the love

In Art Club, students made jubilee-themed heart pendants for ‘Kissing it Better’ (https:// kissingitbetter.co.uk), a charity that builds links with the local community to provide gifts for the elderly, many of whom struggle with feelings of isolation. The pendants were delivered to Warwick Hospital and local care homes in time for the bank holiday weekend.

Scan the QR code to watch a video

Scan the QR code to watch a video

Red, white & blue

The school was awash with red, white and blue as students and staff came to school dressed in the colours of the Union Jack. Inspired by a recent school trip to the Daniel Lismore exhibition at the Herbert Art Gallery, Mrs Dempsey, textiles students and visitors to our Open Day worked on a fabulous project of their own entitled ‘Jubilee Jewels’. Scan the QR code on the right to watch a short video of Kingsley’s visit to the exhibition.

Sweet treats!

Our catering team can always be relied upon to produce a delicious dessert and their jubilee cakes were no exception. Students also enjoyed ice creams in the garden before home time.

Goodbye Mrs Parker

Whilst the day was a cause for celebration, it was bittersweet as we said goodbye to our much-loved Prep School secretary, Mrs Parker. After many years at Kingsley, we have become very attached to her and will miss her dearly. We wish her all the best in her retirement and look forward to welcoming her back to school for alumnae events and celebrations.

Scan the QR code to watch a video

MEET THE TEACHER MRS LAUBSCHER

Q: What subject(s) do you teach?

A: I teach maths to Years 6, 9 and 11. I have also managed Kingsley’s Duke of Edinburgh’s Award programme for the last six years.

Q: What qualifications do you have?

A: I grew up in South Africa. After completing my matriculation (final year of high school), I trained as a teacher with the Faculty of Education at the University of Pretoria. It took me four years to complete my trainingthen, when I moved to the UK in 1999, I had to re-qualify!

Q: Tell us more about your childhood in South Africa

A: I lived in Malelane - a small town on the southern border of the Kruger National Park. I went to my local primary school, where I was Deputy Head Girl, but then had to go to boarding school in Nelspruit as it was the nearest secondary school. I caught the bus at 5am on a Monday and couldn’t wait to get home at the end of the week. I was a keen long-distance runner. I trained on the sugar cane farms with my dad driving behind me as it was quite dangerous - it wasn’t unusual to have to jump into the car to avoid a buffalo or a baboon! At school I trained with the boys to challenge me. I competed at national level and held long-standing records for the 1500m and 3000m races.

Q: Why did you decide to become a maths teacher?

A: I always wanted to teach. I didn’t find maths easy at school, but teaching positions were hard to come by in South Africa unless you were a maths or science teacher. It might seem like a terrible foundation on which to become a maths teacher, but having developed strategies to learn and understand mathematical concepts myself, I’m in a good position to teach others.

Q: How did you feel when you visited Kingsley for the first time?

A: My first UK-based teaching position was at a large comprehensive school in Birmingham. It was on the verge of going into ‘special measures’ so it was an interesting start to my career in the UK. When I visited Kingsley for the first time I couldn’t believe a school like this existed. The prospect of being able to teach without the constant distraction of behavioural issues was very appealing. My interview day coincided with a member of staff turning 60 and she had promised the girls she would do a birthday handstand in the garden - which she did! When I was offered the job (in September 2005), I knew I was about to become part of something special.

Q: If you had to describe Kingsley in three words, what would they be?

A: Caring, family, high expectations. Sorry, that’s four!

Q: Can you tell me about your role as Duke of Edinburgh Manager?

A: It goes without saying that I enjoy camping and spending time outdoors, but DofE is about so much more than the expeditions; the girls take on a range of challenges and seeing how they grow as a result of these makes all of the hard work worthwhile. I have supported students through all three award levels, from Bronze to Silver to Gold. Interestingly, many of them say they found Bronze the most difficult. Although the awards get progressively harder, the girls become much better at preparing themselves for the expeditions, coping with setbacks, seeking out suitable volunteering opportunities and engaging with other aspects of the programme.

Q: What do you enjoy doing in your spare time?

A: I love walking with my little dog, Daisy - especially first thing in the morning when you can watch the sunrise. I also enjoy photography and sketching - and then there’s gardening. I can lose myself in the garden for hours! Growing my own vegetables has been great for my mental wellbeing. I’ve grown masses of lettuces, cucumbers, radishes, beetroots and chillies. My last crop of tomatoes got blight due to the wet weather and I was very upset! Now that my vegetable garden’s established, I’m hoping to have a bumper crop next year.

Q: What items are on your bucket list?

A: I want to take art classes and complete a photography course to learn to use my camera properly. I love travelling; New Zealand and Norway are on my wish list. Over the summer I accompanied the girls on their World Challenge expedition to Costa Rica, which was incredible (read more on page 65). I have previously accompanied trips to Namibia, Thailand/Laos/South China/Vietnam and India.

Q: What’s your favourite food?

A: I like a good steak (but it’s got to be rare!) and I enjoy seafood and salad. I missed my salad on World Challenge because it’s one of the foods you’re advised to avoid. In India we ate LOTS of curry including paneer for breakfast. After a month of curries I really didn’t want to see another one for a while. When my husband offered to treat me to a meal in an Indian restaurant shortly after arriving home, I told him I’d have to give it a miss!

Q: Do you have a favourite book or film?

A: I enjoy puzzles (killer sudoku, spider solitaire and blockduko) more than reading. However, two of my favourite books are ‘A Thousand Splendid Suns’ and ‘Kringe in die bos’ (a very famous Afrikaans book). I cried so much when I read these. I enjoy action films including the Mission Impossible and James Bond movies.

Written by Mrs Alton, Head of English

This is a question we often pose to students as we embark upon a new topic of learning about rhythm, rhyme schemes and extended metaphor. But is the answer changing with each generation and, perhaps more importantly, does it even matter?

I remember being taught about poetry through song lyrics. This now feels slightly passé. Our Gen Z students are exposed to language in poetic form through TikTok and Instagram in a much purer format. They will be familiar with the rising stars of poetry on social media through the written form or the oral nature of the poetic word, and they will have a strong sense of what poetry means in the digital age for them and for their digitised time. In fact, it is the age of technological advancement that is partially accountable for a resurgence in poetry consumption. Fans of ‘of the moment’ poems responding to current affairs also yearn for physical copies of their favourite Instapoets for prosperity. This has led to an upsurge of consumers (notably teenage girls and young women) of poetry books in both the UK and the US where sales increased by 12% and 21% respectively in 2019. The digital era is not killing off traditional literary forms as we might suppose, but rather promoting them.

Poets such as George the Poet and Kate Tempest may have reached their poetic notoriety through diverging either from music to poetry or from poetry to music, but it is through vlogs, podcasts, TikTok, YouTube and Instagram that artists find platforms to be heard. And being heard is the essential element. It is that purity of being exposed to poetry via the oral medium that can be largely significant. It is important to recognise that our students do not need to be ‘tricked’ into liking poetry if we present it as popular songs. They like poetry as poetry. They are familiar with it and it does not need to be wrapped in ‘relevant’ shiny paper to engage them. It is relevant just as it is. That’s not to say that it is not important to understand the evolution of poetry. Finding and tracing poetry’s heritage and visiting how it is constructed enables us to analyse poems, but also provides the key to play with language and create poetry for ourselves. Ultimately though, it exposes us to great literature and an ability to deepen a palate of appreciation of the English language.

MY BIG MOUTH

During lockdown, The Kingsley School English department chose to look at the poetic form of sonnets with Year 9 students. Shakespeare published these 154 poems during one of the many ‘lockdowns’ triggered by the outbreaks of plague in London which saw the closure of the theatres. The RSC recorded their actors at home performing the sonnets. Sir Patrick Stewart recorded himself reading a sonnet a day on his Instagram feed during lockdown. Solace was found in history and solace is often found in poetry. The performance of these sonnets set the foundation for our study. Students then went on to understand the poetic structure before writing their own. They made the poems relevant to their own interests and emotions and they were incredibly moving. Likewise, Year 7 students studied elements of Chaucer’s ‘The Canterbury Tales’ and created pilgrims of their own. The transferable skills of studying poetry of the past makes the poems relevant for today.

And that is my point: poetry is always relevant. Whether it is through the celebration of National Poetry Day, an introduction to Chaucer, Shakespeare’s sonnets, learning a poem and reciting it by heart or studying the GCSE poetry anthology, our students benefit from considering how language can be manipulated and curated to have maximum impact. And, let’s not forget, exposure to poetry can be just as important as the methodical analysis of the form. Ana Sampson published an anthology entitled ‘She is Fierce’ in 2018 full of ‘Brave, bold and beautiful poems by women’ and just sharing some of my favourites with students this year was incredibly worthwhile.

So, whether it is George the Poet, Brian Bilston or Emily Dickinson that enables you to connect to poetry, it doesn’t really matter. Having an answer to ‘what is poetry?’ perhaps doesn’t really matter either. Poetry is everywhere. Look for it, notice it and appreciate it. It can be a great place of solace and comfort, and solace and comfort are always relevant.

My big mouth was a terrible mouth, It chatted all the time. It weaved it’s way through people business, But for me it was not a crime.

I crunched up drama And munched up lies, Swallowed chatter And spat out porky pies. But somehow through all this mess That my mouth had created, I couldn’t see the damage I produced within people’s mind.

I carried on with my vicious life

As if I had done nothing wrong, But as soon as I walked to school Everyone fled and ran.

My life had turned into a disaster Because of my big mouth. Why didn’t my parents teach me Not to judge and not to shout?

As soon as I found out what was wrong I decided it was time, To change myself and be a good person To laugh and to be kind.

So now I have a good life, I play and I have friends. So this is a lesson to everyone To always make amends.

By Libby W (Year 10 work)

This poem, inspired by Steve Camden’s novel and produced during one of our REACH Higher homework weeks, was ‘Highly Commended’ in an Independent Schools Association competition.

“...it is through vlogs, podcasts, TikTok, YouTube and Instagram that artists find platforms to be heard. And being heard is the essential element.”

NON-FICTION READS

There are a huge number of good non-fiction books for adults, and for younger children, but there is a terrible lack of non-fiction aimed at older children and young adults. I don’t know whether it’s because this age group is genuinely not interested, or rather that it just doesn’t come their way very often. I enjoy non-fiction a lot, but didn’t really start reading it until after university, although I was reading fiction widely. I wonder now whether it was because my desire for information was being satisfied by my studies, and once they ended I started to seek out information in other places. So perhaps publishers are right and there isn’t a large market waiting to be discovered.

Nevertheless I find young people to be curious and interested about the world, so I’m offering some suggestions, having taken advice from our students about what they like to read. The first three books I’ve picked for children and young adults would be most appropriate for students in Years 6 to 9, though adults could enjoy browsing through them too. There is a small selection of non-fiction books that are not only aimed at teenagers, but best read at that age, ‘The Diary of Anne Frank’ and ‘I Am Malala’ being maybe the best known examples. I asked some of our students what they thought the right age was to read these books, and the general feeling was that you understand them most if you are a teenager, as the authors were when writing. Older students who are keen readers may of course enjoy adult nonfiction books, and I’d advise them to cast their eye over my two adult choices. Whatever your age, I hope you find something to tempt you here.

Ms Tudway, Learning Resource Centre

Children& young adult

THE HISTORY OF THE OLYMPIC GAMES: FASTER, HIGHER, STRONGER

I love this book! It tells you the greatest things about the Games and has everything from Sebastian Coe to Olga Korbut. The facts date back to 552 BC with the first ever Games, all the way up to Atlanta 1996. I would recommend it to all readers as it is very informative. The fact I found most interesting is that Nadia Comaneci was the first gymnast to win all 10 marks in the Olympics! Ayla K, Year 8

Read about Ayla swimming for the county on pages 61-62.

GREAT BRITONS

IMOGEN RUSSELL WILLIAMS & SARA MULVANNY

I loved this book when I first opened it and found a page about Malorie Blackman, followed by William Blake and then Boudicca. The 50 people featured have been ordered alphabetically, so you never quite know what’s coming next. We move from Elizabeth I to Olaudah Equiano, from Freddie Mercury to Isaac Newton, with pleasing randomness. There’s an exciting array of figures - pioneers, athletes, scientists, writers, artists and activists, each with a potted history and colour illustrations. The book doesn’t hide the fact that many of our great heroes were also deeply flawed, but encourages us to recognise their achievements and their faults alike with nuanced explanations. Ms Tudway

A HISTORY OF THE WORLD IN 25 CITIES

TRACEY TURNER, ANDREW DONKIN & LIBBY VANDER PLOEG

This beautifully illustrated book introduces 25 cities from around the globe and across the vast sweep of human history, from Jericho around 8500 BCE, to Tokyo today. Along the way it incorporates the sort of places you might feel you know - Venice, Sydney and New York City. It also introduces places we may find less familiar - Xianyang, Benin City and Tenochtitlan. Produced by the British Museum, there is a carefully researched map for each city and vibrant detailed artwork. It is brimming with engrossing historical detail and fascinating facts, bringing these places to life. Warning: reading this book will make you want to travel! Ms Tudway

THE DIARY OF ANNE FRANK

This outstanding book is a detailed insight into the mind and life of a young Jewish girl during the Second World War. The diary introduces the reader to the ‘Secret Annexe’, where Anne learns to adapt to the confined space. She explains the intense and constricted life she is reduced to and the suffering of hunger, isolation and the deafening fears of being caught. The reader develops a fond relationship with Anne and reading her diary is like talking with an old friend. The diary suddenly ends and we lose Anne, which is harrowing. This has no happy ending and we are forced to bid farewell to Anne. Annabelle W, Year 10

Anne Frank is an inspiring girl who wrote a diary about her daily life in school and at home during WW2. My Granny bought me the book for my birthday when I turned eleven and I decided to write a diary myself. When I look back at what I did, I think about Anne writing her diary. Hannah M, Year 8

FACTFULNESS

HANS ROSLING

It’s rare to come across a book that gives you hard facts and logical reasons to feel more optimistic about the state of the world, but it’s certainly welcome! There’s a short multiple choice test at the start of this book, which you will almost certainly score very poorly in, but you’re in the company of Nobel laureates, investment bankers, university lecturers and many more. Most of us are surprisingly uninformed about global trends relating to poverty, healthcare, education and the like. Hans Rosling gives us some much needed clarity about some of these issues, and deconstructs why we’re so prone to making these kinds of mistakes. He breaks it down into ten instincts, and explains how they lead us astray, giving us some guidelines to help us think more clearly in the future. Ms Tudway

THE DARKENING AGE

CATHERINE NIXEY

This book caused me to laugh, cry and think furiously about philosophy and religion. It’s about the destruction of the classical world - art, architecture, science - by rising Christianity. We’re familiar with tales of Christians being persecuted by the Romans, but what happened after they gained legitimacy? We tend to assume we don’t have more beautiful statues and books from the ancient world because it was a very long time ago, but, sadly, they were destroyed by people who despised anything which could possibly challenge their world view. Sobering parallels are drawn between ancient destruction by Christians, and more recent vandalism. Included in the book is a photo of a statue of Athena which was decapitated and mutilated by Christians in the fourth century. After being beautifully and painstakingly restored by archaeologists, it was decapitated and mutilated again by ISIS in 2016. However, this is not a miserable read, but a fascinating story told by an engaging writer, who deftly brings out humour where it can be found. I defy anyone not to smile while reading her account of St Antony’s repeated temptations by Satan, in various guises. This is an absolute gem of a read. Ms Tudway

Diversity, Inclusion

Written by Sophie C, Year 13

In November, Krystal N (current Year 11) and I gave a presentation to the governors, headteachers and a handful of students within the Warwick Foundation about diversity and inclusion at Kingsley. We talked about the importance of diversity, not only within school but also in the wider world. As someone who is passionate about this topic, having the opportunity to present to senior members of the Foundation about what Kingsley is doing to be more inclusive is something I am incredibly grateful for.

As a school, it is so important to raise awareness of the issues that we unfortunately still face in society. Our presentation touched on the Black Lives Matter movement, the LGBTQIA+ community, neurodiversity and hidden disabilities, the Equality Act and the gender pay gap. It is important to realise that diversity doesn’t just include communities that are talked about a lot, but rather everybody. With freedom and diversity come a need to respect difference and to educate people of all ages. We discussed what Kingsley is already doing and our plans for the future, including our diversity group which launched after Christmas. It was interesting to see other students from King’s High and Warwick present and hear about the different approaches being taken to tackle the topic of diversity. Our presentation was really well received and it was a lovely introduction into the Foundation for Krystal and I.

The launch of Kingsley’s diversity and inclusion group has been very successful, gaining more members almost every week. The group runs during Thursday enrichment sessions and gives students the opportunity to get involved with a wide range of school diversity topics. During the first meeting we discussed the areas we wanted to cover over the coming sessions and what we can do to raise awareness among both students and staff. We have members from all areas of interests, meaning that students within the group have also

Wellbeing Ambassadors

been learning from each other and hearing different perspectives during our sessions. We are planning to create a diversity board in Senior School to accompany the one made by Year 12 students in Sixth Form. We have also been working behind the scenes with competition launches and preparation for the diversity assemblies that have been presented since the group was launched. Following the hugely popular diversity badge designing competition, the entries have been shortlisted and the final badge is currently in production. Overall, the group has provided a beneficial experience for all members and we are starting to make positive changes in school.

I have also been appointed as Kingsley’s diversity representative within the Warwick Foundation and have delivered a number of assemblies with Dr Smith, our diversity lead, to mark national and international awareness events. The most recent assembly was for LGBT History Month. I discussed methods students and staff can use to educate themselves about historical events and figures in the LGBT community, along with activities they could carry out during National Diversity Week over the summer. I help run the weekly diversity group meetings and, in the future, I hope to attend Foundation-wide meetings on behalf of Kingsley. I have also led two PSHE sessions for Sixth Formers with the aim of educating students about the subject of diversity as a whole. I know the school will provide me with plenty of other opportunities to promote diversity throughout my time left in Sixth Form, and hope to make a positive difference within the Kingsley community.

Sophie studied art at GCSE and chose to tackle some of the issues surrounding diversity and gender stereotypes in her work. She produced some thought-provoking paintings for her final project, including the self-portrait on the opposite page.

In April, ten of our students trained as Wellbeing Ambassadors alongside students from King’s High, Warwick School and other local schools. The training was provided by The Diana Award charity, set up in memory of Princess Diana. The Ambassadors will play an important role in promoting equality, anti-bullying and wellbeing within their schools and our Kingsley Ambassadors are already making a difference. They delivered an informative assembly to Senior School students on bullying, outlining the different types of bullying, sharing statistics and giving details of the support available both in and out of school. With lots of positive initiatives planned, we’re looking forward to seeing the difference they make during the 2022-23 academic year.

& Respect

“With freedom and diversity come a need to respect difference...”

Equestrian at Kingsley

Following the disruption and uncertainty of the pandemic, it is wonderful to be able to report that we once again have a thriving riding squad at Kingsley!

Our monthly dressage and show jumping training sessions are led by Kingsley alumnae Beccy and Keri Bates of Ekko Equestrian and Stephanie Faulkner at Valley Farm Equestrian. It is satisfying to see the progress our riders are making with their very able coaches. Girls are already competing in NSEA competitions and other national events and we have been able to order more of our splendid Kingsley blue and silver numnahs. We are planning to introduce cross-country training in the near future, and also hope to arrange a pony trekking holiday at our favourite centre in the Brecon Beacons for July 2023. Watch this space!

Our new Riding Captain, Georgia R (now in Year 12), took part in her first ever two-day event at Princethorpe College at the end of May. Georgia and her horse Maizie did an excellent dressage test, gaining a personal best score and coming second in their section. Unfortunately, Maizie so enjoyed her role as a dressage diva that she decided not to commit fully to her show jumping round (usually one of her favourite disciplines) and was eliminated! Having seen the determination with which Georgia was riding her at a recent show jumping training session, we doubt Maizie will make that decision again! Georgia is already looking forward to next year’s event.

On Saturday 11th and Sunday 12th June, members of the Kingsley riding squad had a very successful weekend. Riding Captain, Georgia R, followed her personal best dressage score at the Princethorpe twoday event with a win in her section at Onley Grounds, bringing her closer to her goal of qualifying for the British Dressage Petplan Equine Summer Area Festival at Onley.

Ottie M, Amelia M and Francesca B (now in Years 10, 8 and 7 respectively) represented Kingsley in an NSEA show jumping event at Rectory Farm, Ottie and Amelia riding for school for the first time. Ottie had two excellent clear rounds at 70 and 80cms, and Amelia came 5th in the 60cms class and qualified to jump at Hickstead in August. Francesca, who has already represented Kingsley on many occasions, came 8th in the 1.05m class and qualified for the NSEA Show Jumping Finals in October.

At the Princethorpe Schools’ Dressage Event, Georgia R won both her classes. She also successfully qualified for the Area Dressage Championships. Prep pupil Belle H came first in both of her classes and her younger sister, Dottie, came second, so it was a great day for Kingsley!

Our thanks, as always, to our wonderful parents for their invaluable support, to Ekko Equestrian and to Valley Farm Equestrian. Last but not least, a huge thank you to Mrs Jessett who has looked after Kingsley’s riding squad for many years, and whose enthusiasm and commitment never wane.

We are always happy to welcome new members to the squad and are nearly always looking for people (girls or parents) to help at events. Please don’t hesitate to contact Sue Jessett via the School Office if you would like any further information.

ABOVE: Riding Captain Georgia R and Maizie at the two-day event at Princethorpe (courtesy of emmpix.co.uk)

OPPOSITE PAGE: Georgia’s horse, Maizie, has been the subject of several of her GCSE Fine Art paintings. We love this one of her splashing in the sea!

Art news... KEW! KINGSLEY LOVES

SUMMER ART

EXHIBITION

Year 9 artists had a very successful day at Kew Gardens finding inspiration for their projects. They explored the extensive glass houses, visited the Marianne North Gallery and enjoyed a picnic in the sunshine. We felt especially privileged to visit Kew on the day it entered the Guinness World Records for having the largest living plant collection at a single site! The beautiful Kewinspired art on the left is by Daisy B.

In July, we were delighted to welcome visitors to our annual Summer Art Exhibition. It was spectacular to see so many pieces of art and textiles on display from students of all ages. Well done Kingsley artists and a huge thank you to Mr Lax, Mrs Dempsey and everyone else who made it happen.

A CREATIVE RESPONSE

TO CLIMATE CHANGE

Students across Warwickshire were invited to take part in an art competition on the theme of ‘A Creative Response to Climate Change’, run by the Warwickshire Climate Alliance and Warwickshire Open Studios. Community initiatives such as this are hugely important in increasing awareness of the devastation caused by climate change, and with many interesting and varied entries from Kingsley students we were proud to send them all off to be judged. We returned from our Easter break to the exciting news that our students had won 11 of the 12 prizes! The winning entries were displayed in the Leamington Library, where certificates and prizes (of up to £100) were presented by the Mayor of Leamington Spa, Councillor Susan Rasmussen. Kingsley also won the overall school prize of £1000, which Mr Lax has used to purchase a glass fusing kiln for the Art Room.

Our thanks to David Mond from the Warwickshire Climate Alliance, Don Mason from Warwickshire Open Studios and all of the judges for making the competition happen. To find out more about these organisations and their invaluable work, visit www.warwickshireclimatealliance.org and www.warwickshireopenstudios.org

We can’t wait to see what Kingsley art students produce in our new glass fusing kiln, purchased with the £1,000 prize money!

Scan the QR code to watch a video

Scan the QR code to watch a video

Painting by Cerys J, Year 9 winner and winner of the 2021 Kingsley Art Prize

ROUND SQUARE

COLLABORATION

In Art Club, students enjoyed working on a study of David Hockney’s Grand Canyon painting as part of a Round Square collaboration with several other schools, including schools in India and Pakistan. Each pupil worked on a section of the painting, then all the sections were joined together to create a very large and impressive piece of art. Kingsley’s colourful contribution is pictured on the left. Our thanks to Wycliffe Preparatory School in Gloucestershire for organising the project.

PLAY!

Our art competition on the theme of ‘Play’ received well over 100 entries featuring everything from toys and computer games to sports, music and drama. Mr Lax gave a special assembly to announce the winners. He talked about the importance of play in learning and how creative companies encourage their employees to play as a means of developing their ideas. Our winners can be incredibly proud of their accomplishments. Congratulations to Prep pupils Daya, Harriet and Mariella, and Senior School students Aimee, Helena and Annabelle. Annabelle was also the overall competition winner (painting above). A huge well done to everyone who took part! There were so many brilliant entries and we’re extremely proud of the creativity that exists within our school.

GALLERY LEAMINGTON’S SMALLEST

When the Friends of Christchurch Gardens invited us to turn an old BT phone box into a small but perfectly formed art gallery, we jumped at the chance! We initially used the space to share photographs taken by Kingsley students during lockdown, giving us time to create some custom-sized pieces designed to fit perfectly into each window. Inspired by the colourful and expressive paintings of American artist Jim Musil, our Year 8s rose to the challenge and produced some fabulous oil pastel pieces. They stood out really well and created a talking point within the community.

Congratulations to Imogen B, Karina B and Bo C who were all winners in the ISA’s annual art competition. Imogen was awarded second place in the KS5 photography category of the Midlands round (more on pages 69-70). Karina and Bo were both placed first, Karina in the KS5 textiles category and Bo in the KS1 art category. Congratulations also to Isabel B and Charlotte K who were highly commended for their art submissions.

EXHIBITION ALUMNAE

In October, Kingsley alumnae Katie, Libby and Charlotte exhibited their A-level Fine Art work at Leamington’s community café and art gallery, ‘Temperance’. We were excited to go along for a coffee and a browse and it didn’t disappoint! Scan the QR code for a quick video tour of the exhibition. The painting below is by Katie.

Scan the QR code to watch a video

Scan the QR code to watch a video

YEAR 7 COLLABORATIVE ART

After studying tone intensively and experimenting with drawing various objects, Year 7 pupils were set the challenge of working in their form groups to produce a group drawing. They were able to achieve impressive results in a relatively short space of time by dividing the drawing up into sections. The project really put their skills to the test and they were encouraged to observe and replicate variations of lights and darks, avoiding the temptation to simplify what they were drawing. Although they worked on their sections independently, they came together frequently to share tips and, most importantly, to make sure the different sections of the drawing aligned. They were very proud of the finished pieces and learned a valuable lesson - that you can achieve great things when you work together as a team! The drawing on the opposite page is by 7BM and the one above is by 7MT.

GCSE Fine Art: Ella W (this page), Megan S (opposite page)

INSTA-TEACHERS

@thekingsleyschoolhistory

On Holocaust Memorial Day we commemorate and honour the victims and survivors of the Holocaust and of recent genocides. Tomorrow we look forward to an assembly led by Miss Bubb and Mrs Mahé on the Holocaust.

@thekingsleyschoolhistory

We will remember them.

thekingsleyschoolhistory

Ralph Bunche was the first African American to be awarded the Nobel Peace Prize. He received it for having arranged a cease-fire between Israelis and Arabs during the war which followed the creation of the state of Israel in 1948. Find out more at nobelprize.org. Who is your black British hero? #blackhistorymonth2020

Year

Women

week’s

Maths

to Ada Lovelace.

thekingsleyschoolmaths

Better than mathematical ties?! #newuniform

thekingsleyschoolmaths

A nice graphic linking to our Netflix project in the first of our Reach Higher homeworks. The next instalment comes out next week! Looking forward to seeing what we can produce!

thekingsleyschoolchem

Disaster has struck! Someone has stolen the element Tungsten (W) from the periodic table in the chemistry lab. A white powder and a splash of ink were left at the crime site. Years 8 and 9 will be trying to find out #whodunnit in their science lessons this week. Stay posted for updates. #britishscienceweek #salterschemistry #science #chemistry

thekingsleyschoolchem

Year 9 will be watching a lecture from the Royal Institution. The theme for the 2020 lectures was ‘Planet Earth: A User’s Guide’ and the last lecture ‘Up in the Air’ really breathes life into their current topic of the atmosphere (no pun intended). Packed full of amazing facts, mind-blowing demonstrations and a surprise visit from a bake-off contestant, students are in for a treat! #theatmosphere #ourplanet #royalinstitution

thekingsleyschoolphilosophy

this one??

MRS BAINS

@thekingsleyschoolchem

Scan the QR code to watch a video

YEAR 8 SCIENTISTS TAKE CHARGE

In June, our Year 8 scientists took part in global experiment called ‘Take Charge’. Run by the Royal Society of Chemistry, the project aims to educate students about the science behind batteries and the huge potential they have as a tool in the transition to more sustainable energy sources.

Participating schools were asked to choose from one of two investigations, either building a battery or comparing coin batteries made from different materials. At Kingsley we chose to focus on the latter, as did lots of other schools around the world who all uploaded their results to the Royal Society of Chemistry’s (RSC) website for comparison.

Before commencing the experiment, students watched a video outlining why batteries are such an important part of our ‘bright energy future’. To tackle the growing climate crisis we need to move away from fossil fuels and embrace electrification. A crucial part of this journey is the development of bigger and better batteries; we need them to be a sustainable storage solution to ease our energy transition.

Students also learned about the science behind batteries. Here’s a quick summary!... Batteries are made of one or more cells. Each cell has two electrodes made of different materials, usually dissimilar metals. One metal forms the positive electrode and the other the negative electrode. Between these electrodes is an electrolyte - a liquid (or gel) that allows charged particles to move through it freely. A chemical reaction takes place at each electrode providing the ‘push’ of energy that keeps the charged particles in motion.

Method...

Students began by soaking a coin-sized cardboard disk in an electrolyte. To make the first cell, they stacked the cardboard disk on top of a copper coin (the negative electrode) and placed a disk of aluminium foil (the positive electrode) on top. They connected the cell to a voltmeter and recorded the potential difference. Students added more cells to their batteries (up to a maximum of ten) and, each time, they were asked to predict what impact this would have on performance. The same experiment was carried out with five different electrolytes - deionised water, saline solution, sodium hydroxide, vinegar and sulfuric acidand the results recorded.

Results...

Our students results showed unanimously that sodium hydroxide is by far the best conductor. We were excited to upload them to the RSC website and compare them with the findings of other schools. To date, 8,382 students have participated in the experiment - including from schools in China, Malaysia, Australia and Brazil - with an impressive 4,516 batteries made! The collective results confirmed that sodium hydroxide is the best conductor. This is because it causes the chemical reactions inside the cell to happen at the fastest rate, creating a bigger ‘push’ of current around the circuit. Furthermore, the potential difference (in volts) increases as the number of cells increase as, again, this creates a bigger ‘push’. Vinegar was the worst performing electrolyte as it neutralises the chemical reaction inside the cell.

Working towards net zero...

The experiment got us all fired up at Kingsley! It was exciting making our own batteries and seeing the effect of the different electrolytes, and it made us realise just how important scientific research is in developing solutions to help tackle the climate crisis. The RSC is encouraging us all to get involved in working towards a net zero world by signing up to one or more of their energy commitments. Visit their website to find out more: https://edu.rsc.org/globalexperiment/make-a-commitment

Did you know?

• The first working battery was developed by Italian scientist Alessandro Volta in around 1800.

• Batteries ‘run out’ when one of the chemicals taking part in the reaction has fully reacted and is no longer available.

• When rechargeable batteries are connected to a charger, the chemical reactions are reversed, causing them to regain their charge. How clever is that?!

THE PERUVIAN AMAZON

The Peruvian Amazon is the third largest rainforest in the world, covering 60% of Peru. Only 5% of Peruvians actually live in this area. It is one of the most diverse biomes in the world and habitat to 44% of all bird species and 63% of all mammals, meaning it is extremely important that this biome is protected. It is a very fragile ecosystem as there is a complex relationship between abiotic and biotic factors. If something were to be changed, the whole ecosystem could be affected. Charities such as the WWF (Worldwide Fund for Nature) are working with the Peruvian government to help create a sustainable management plan for the conservation of wildlife in the forest. One such plan is the Purus-Manu Conservation Corridor. Located in the southeast of Peru, it is a protected area of land that supports long-term biodiversity and protects indigenous communities that live in the forest. It is an area of over 10 million hectares and the largest preserved area in the Amazon. Native communities rely on the forest for food, water, clothing and shelter. When illegal activities happen, such as logging and ranching, these communities are forced out of their homes. The large space of protected land means that there is a safe space for native communities to live. Environmentally, it protects the biodiversity of the rainforest. This is

'Native communities rely on the forest for food, water, clothing and shelter.'

Are we doing enough to manage the threats to biodiversity?

An essay by GCSE geographer Ella W

extremely significant as a lot of the animals and plants are endangered or only native to the Amazon rainforest. Without this protection the biodiversity would be damaged. It is also positive economically because charity initiatives help to preserve the forest. This also encourages tourism and helps the Peruvian economy which is putting money towards preserving the rainforest.

Unfortunately, attempts to protect the biodiversity haven’t been very successful because there are still many illegal activities happening in the rainforest. The Peruvian Amazon is gigantic and, even though there are troops guarding the forest, it is impossible to prevent people from entering. Because of the dense layers of vegetation, it is even impossible to see any illegal activity from a helicopter. There is a huge road, the Transatlantic Highway, that travels through the Peruvian Amazon and into the Brazilian Amazon. This is extremely dangerous to the rainforest as it makes it more accessible to criminals who are illegally logging and mining in the forest. Mining is especially threatening to the biodiversity of the forest because huge machines and mercury are used to extract gold and minerals.

Mercury is highly toxic and, once used, it goes into the soil and kills any plants. The government now

requires management for any harvesting activities that take place, so that people harvest goods in the most sustainable way. However, this plan, which was put in place in 2000, has many flaws as the Amazon is such a difficult place to police.

To conclude, the management plans do protect a large area of the Peruvian Amazon, but the area is so large that there is no way to police it effectively. This causes problems as it is easy to illegally log, mine and harvest goods, damaging the biodiversity of the rainforest and hurting native communities. Overall, it is very difficult to manage the rainforest and more needs to be done to protect it.

'(The Peruvian Amazon is) one of themost diverse biomes in the world andhabitat to 44% of all bird species and 63%of all mammals...'

'... even though there aretroops guarding the forest,it is impossible to stoppeople from entering.'

Bonne santé!

Isabel...

“En général, je pense que j’ai un mode de vie sain parce que je mange beaucoup de légumes et de repas équilibrés. Par exemple, hier j’ai mangé du poisson et des haricots verts car c’est délicieux. Cependant, je ne dors pas assez. Mon frère dort toujours huit heures, mais je dors tard parce que j’envoie des textos!”

Year 10 French students were asked to write about their lifestyles and what they can do to become more healthy.

"... je dors tard parce que j'envoie des textos!"

Amelia...

“J’ai un mode de vie sain parce que je mange des légumes at des fruits. Cependant, je ne fais pas assez de sport. Mon père souvent va à la salle de sport mais je n’aime pas ça alors je reste à la maison. Quand j’étais petite, je faisais de la natation et de la danse moderne, mais j’ai arrêté. Donc, à mon avis je suis en moins bonne santé qu’avant. J’aimerais faire de la natation plus souvent avec ma famille.”

Ellie...“Pour être en bonne santé il ne faut pas manger beaucoup de sucreries. Alors, je voudrais manger moins de bonbons. Aussi, pour avoir une meilleure santé, on ne doit pas fumer. Je ne bois jamais d’alcool et je ne vais jamais fumer. Enfin, je vais faire du vélo au lieu de conduire quand c’est possible.”

"Quand j'étais petite, je faisais de lanatation et de la danse moderne..."

"... je voudrais mangermoins de bonbons."

November we

This important event in the school calendar saw the hall transformed into a bustling careers fair with stands hosted by representatives from 27 different organisations and 18 universities. Students from Years 9 to 13 took full advantage of the chance to chat to the representatives and learn about a whole host of industries, courses and opportunities to help prepare them for life after Kingsley. The fair extended into the garden, where the team from Aston Martin Lagonda were on hand to talk to the girls about the exciting range of careers in the motor industry. The car they had brought with them - an Aston Martin Vantageattracted lots of attention!

During the event, students were invited to attend a series of careers-related talks. Stephen Gray from The University of Warwick gave his top tips on applying to competitive universities, and those interested in apprenticeships were able to hear from Ella Bicknell, a Project ASK Ambassador from All About Apprenticeships. Alumna and barrister Charlotte Wheeler-Smith’s talk, entitled ‘how to fail’, included some very powerful messages about learning from mistakes and developing a growth mindset, and we were delighted that our new Headteacher, Mr MercerKelly, was able to join us virtually. His talk on the importance of careers education and being brave and bold when taking those next steps was really engaging.

“I would like to thank all of the businesses and organisations for working in partnership with us to deliver such an exciting and action-packed careers event. The diversity of opportunities available to our students is enormous and, as a school, we celebrate and embrace their future career aspirations. The girls certainly made the most of the day, navigating the careers fair stands with enthusiasm and asking some really great questions.”

Sarah Bennett, Head of Careers

A BIG THANK YOU TO EVERYONE WHO SUPPORTED US!

All About Apprenticeships

Aston Martin Lagonda

Band Hatton Button

Bath Spa University

Caking & Baking

Complete Building Control

Corstorphine + Wright Architects

Coventry Building Society

Coventry University Edge Hill University

Edward Gardner Surveys

Falmouth University

Harper Adams University InvestIn Education Leigh Christou Ltd

Loughborough University Mallory Court Hotel

Michael Gray Associates Middlemarch Environmental Midlands Truck and Van Motionhouse National Grid Newcastle University Newman University NHS South Warwickshire NHS Norland College

Oracle Oxford Brookes University Oxford Media & Business School Pearson College London

An autonomous future...

In June, Year 10 students gained a fascinating insight into the world of self-driving vehicles during a visit from Oxford-based firm Oxbotica. Four members of the team delivered a highly engaging presentation on the company’s exciting journey to becoming the global leader in autonomous vehicle software for businesses. As well as learning about the science, technology, engineering and ethics behind selfdriving vehicles, the girls heard about the steps Oxbotica and other technology firms are taking to inspire more women to take up careers in STEM. Following the presentation, students headed to the garden where there was a fully kitted out self-driving vehicle for them to explore. A HUGE thank you to the team at Oxbotica for taking the time to visit us - it was truly inspirational!

Priors House Care Home

Ricardo Siemens Energy Staffordshire University

The British Army

The Royal Air Force

The Royal Navy

The University of Law UCFB

University of Plymouth University of Sheffield University of Warwick Warwickshire County Council Warwickshire Police Wright Hassall LLP

Senior School students staged an outstanding production of ‘Made in Dagenham’ to packed out audiences and standing ovations. The uplifting musical comedy is based on the 2010 film of the same name, which in turn was based on the real events of the Ford sewing machinist strike of 1968. The play music is by David Arnold, with lyrics by Richard Thomas.

The cast featured girls of all ages in lead roles, with Ellie D playing the part of Rita O’Grady and Lulu R her husband, Eddie O’Grady. Songs included ‘This Is What We Want’, ‘Everybody Out’ and, most notably, ‘Stand Up’, which the girls performed with such power and emotion that on the final night the entire audience stood up in solidarity. They were accompanied by a live band, conducted by Musical Director, Mr Smith.

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. When we interviewed Antony for the July 2021 issue of 1884 magazine, we asked him why he had chosen ‘Made in Dagenham’ for Kingsley:

“I think it just fits the Kingsley remit so well with its strong female role models. The story of the women of Ford Motor Company fighting for the right to equal pay. Interestingly, we might note today how little things have actually changed. The show offers super ensemble opportunities together with strong lead roles, so there’s plenty for everyone to get involved with. It’s a story of unity, the struggles of day-to-day family life, and the challenges of traditional gender roles.” Antony Law

MADE IN

The girls' top tips...

1. Don’t be afraid to give DofE a go - put yourself out there and try new things.

2. Make mistakes and learn from them - that’s what the practice expeditions are for.

3. Keep doing your sections every week so the work doesn’t pile up.

4. Believe in yourself - if we can do it then you can too!

Going for Gold!

PHOTOS: Getting ready to set off on the Gold qualifying expedition

Sixth Formers Morgan B, Sophie C, Georgina B and Grace G are well on their way to completing their Gold Duke of Edinburgh’s Award. Here they reflect on their experiences of taking part in the scheme and what they have learned along the way.

There was a feeling of excitement in the air when the Duke of Edinburgh’s Award was launched to us in Year 10. Many of us had heard of DofE, but we were keen to find out more. We soon realised it was an amazing opportunity to develop important life skills, whilst enjoying shared experiences with both friends and people we didn’t normally spend time with. The idea of navigating our way around the countryside (and making video diaries of our adventures) was also very appealing!

For each award level - Bronze, Silver and Gold - you have to complete three sections in addition to the expeditions: ‘skill’, ‘volunteering’ and ‘physical’. For the Gold Award, you also have to go on a residential, undertaking a shared activity or course with people you don’t know, away from home and in an unfamiliar environment. We have all successfully completed our Bronze and Silver Awards and are currently working towards our Gold. Completing the Gold Award will help us stand out in our university applications, and develop some of the key skills required to succeed in competitive job markets.

As Sixth Formers we have become more savvy when choosing our DofE options, incorporating some of the activities we are already doing in our busy lives. For example, some of us have chosen learning to drive as our skill. Morgan is doing ballet as her physical activity, as she has done this for many years outside of school (read more on pages 67-68), and Sophie, who already enjoyed going to the Sixth Form fitness suite, has continued with her workouts. Grace and Georgina have both taken up yoga, which has improved their physical health and general wellbeing.

For their volunteering activity, Grace, Sophie and Georgina have been taking part in an online database project via a platform called ‘Zooniverse’. It offers an array of different projects covering the arts, biology, climate issues, history, languages, literature, medicine, nature, physics, social science and more. Each project has a simple training module to complete which includes all of the specifics you need to know. You are then given a data set to classify and send to the project researchers. Georgina has been helping with a conservation project in Grumeti, identifying and classifying different species of animals. The project aims to maintain the dynamics of Grumeti’s unique ecosystem. Sophie has been busy organising data for the superWASP project (run by the University of Warwick) to support the search for black holes; she has also been involved in a project called GalaxyZoo, classifying images of galaxies from the Victor Blanco telescope in Chile. The work has developed her analytical thinking and ICT skills, as well as her passion

for STEM and particle physics, and ties in with her post18 study plans.

When you mention DofE, the first thing people often think of are the expeditions. These increase in length and become more challenging as you move from Bronze to Silver to Gold, demanding higher levels of commitment and skill. The Gold expedition, which takes place over four days and three nights, gives you the amazing opportunity to complete a wild camp, and you have to use bearings when navigating your routes. This might sound challenging, but you have lots of useful skills to draw upon from your Bronze and Silver expeditions. By the time you reach your Gold, you know how to pack efficiently, which meals to cook, and how to delegate effectively within your team.

There’s a real sense of team spirit during the expeditions and on training days. On our Silver qualifying expedition our instructor came up with hilarious nicknames for us all, which we still use now! Georgina will never forget the strange tasting carrots someone added to our noodles, making for an interesting camp meal (but Grace made us feel better by chiselling sticks and toasting marshmallows for pudding!). Morgan was removed from teatowel drying duties after leaving one (our only one!) ‘drying’ on top of the tent all night; by the time she got up in the morning it had rained heavily and was soaking wet again!

If you’re reading this and have been wondering whether to do DofE, we hope we have persuaded you to give it a try. It develops your confidence and leadership skills, and gives you bags of determination for your future endeavours. It can also be the start of unexpected friendships. And finally, if you make it to the end of your DofE journey, a member of the Royal Family will present you with your hard-earned Gold Award!

The diary of a County swimmer

SATURDAY 5TH FEBRUARY

ROUND TWO OF WARWICKSHIRE COUNTY CHAMPIONSHIPS

This morning I woke up to my mum shouting, “Get up, quick!” There was I thinking it was an emergency when, actually, we were just going to walk the dogs - my Mum’s plan for a calm morning ahead of the County Championships!

To swim in the County Championships you need to achieve qualifying times throughout the year. This year I got twelve times by concentrating on my strongest events to get the best rankings I could. I’m a distance swimmer, rather than a sprinter, with the 200m freestyle being my preferred event.

My first race of the day was the 100m breaststroke. Even though this isn’t my favourite stroke or race, I’d been working hard on my technique with my dad, so I knew I had a good chance of improving my personal best.

When I got to the pool side my friends Olivia, Ysabella and Gracie were already there. Ysabella helped me with my hat. I have worked hard on my pre-race routine. I always race in two hats (one under and one over my goggles), I wear my tracksuit and sliders up to the blocks so I don’t get cold, and I stretch in the holding area to keep myself warm and calm my nerves.

As I climbed onto the blocks I saw my biggest competitor, Chloe. With breaststroke there are lots of ways you can be disqualified, so I had to stay focused. Also, I have a habit of going out too slowly and then having to come back quicker on the second length, so I needed to make sure that didn’t happen. The beeper went and I dived in and swam for my life. I didn’t beat Chloe, but I did finish ahead of two strong competitors (sisters from Birmingham) and one of my team mates. I achieved a two-second personal best, just missing out on the Regional qualifying time.

The 200m IM was almost straight afterwards, with only one boys’ race in between. I had been ready for this for a long time, having worked on my backstroke with my mum and breaststroke and butterfly with my dad. I should probably explain now that my parents are both Paralympians. Their experience of competing in multiple games means I’m surrounded by knowledge... but with this comes high expectations!

The 200m IM consists of 50m butterfly, 50m backstroke, 50m breaststroke and 50m front crawl. It’s my best race after the 200m and 400m freestyles. As I got onto the blocks I was shaking but I dived in and gave it my all! On the backstroke my aim was not to slow down after the gruelling fly. It worked! I got another personal best and, again, I was just off the Regional qualifying time.

SATURDAY 12TH FEBRUARY

GINGER NORTH RELAY GALA

This morning was mostly consumed by my violin lesson. I don’t usually swim on Saturdays, but today we had the Ginger North Relay Gala against local clubs at our home pool, Newbold Comyn. This year both my sister, Selen, and I were selected to swim. My parents came to watch and we were all very excited.

When I walked into the pool there was a buzz of excitement. The nice thing about relay galas is that you’re there for your club, racing with your team mates. The evening was amazing! We all swam well, I sprinted faster than ever and Selen finished ahead of some very

SUNDAY 6TH FEBRUARY

50M AND 200M FREESTYLE

The 50m freestyle was always an event I’d tried hard at but never done particularly well in, but my land training with my dad has made me stronger and more powerful so I was excited to see what I could do! I also beat my personal best in the County Relay a few weeks ago and wanted to equal that time in an individual.

The 200m freestyle is my best event and I was now racing for a regional time - my biggest goal. Mum and I had agreed that I needed to go out on a 1.17 for the first 100m, then work the third 50m (where I’ve previously dropped time) and finish hard on the last 50m. I knew she was watching, but made her promise not to shout until I’d dived in! When you’re pushing your body to the max it hurts. With distance swimming it hurts for longer, but to be the best you have to push through it.

As I touched the wall I was disappointed to see I was a second outside of the Regional time. As I walked up to my mum she had a massive smile on her face and said, “You did it!” I thought the person telling her the times (she is visually impaired) had read out the wrong one, but she explained that the Regional times are done on races in 25m pools. Those swam in 50m pools are slightly slower as there are less turns so, actually, I had got it by over a second! I’M GOING TO THE REGIONALS!

WEDNESDAY 9TH FEBRUARY

This morning I woke up feeling like I’d been hit by a bus! I went to school but skipped my 6am music practice. After school I had hockey with Miss Windsor, then I was back in the pool for 7pm. This is always a tough training session ending in sprints. I didn’t get home until 9pm and had my post-training snack (five Wheetabix!).

THURSDAY 10TH FEBRUARY

A rest day (from swimming!). An early start to practice my music and, after school, an hour and a quarter of netball with Miss Mason.

FRIDAY 11TH FEBRUARY

Today I swam twice - in the morning with my mum (6.30am-7.30am) and with my club in the evening (6.30pm-8.30pm). The session with my mum was tough pace work (such as 10x200m) sticking to a set time. I got home at 7.45am and my bus came for school at 8.10am, so I had less than half an hour to get ready and eat my breakfast! My after school training lasted two hours and mostly focused on sprints and short sets.

good swimmers. And Leamington WON!!! The crowd was screaming and my parents had the biggest smiles on their faces. That’s what all of the training is for - all those hours in the pool and the lack of sleep!

After the gala, Selen went to McDonalds to celebrate with one of her squad mates. I went home, enjoyed a bar of white chocolate and curled up on the sofa with my mum, as the next morning I was back in the pool for another two-hour session!

WellGrace!done,

In the April 2019 issue of 1884 magazine we featured Prep swimmer, Grace, who had enjoyed some amazing successes. Now in Year 9, her swimming has gone from strength-to-strength.

In January, Grace swam in the Warwickshire County Championships, qualifying for five races in the West Midlands Regional Championships. She swam against 30-50 girls in her age category and made the finals for the 50 and 200m, finishing 7th in both.

Grace’s club qualified for the National Arena League final, finishing in the top 20 of more than 400 clubs. Grace was in the team that went to Cardiff for the final and she had a brilliant experience.

In March, Grace swam at a gala at the International Pool in Sheffield. Despite being at a higher level and therefore a tough meet, she still got some personal bests. In the Coventry and District Meet, she won a gold medal in 200m breaststroke, silver in the 100m breaststroke and bronze medals in 50m breaststroke and 100m freestyle.

A huge well done, Grace, on all your accomplishments!

Grace’s personal bests in her best strokes: 50m breast - 39.00, 100m breast - 1.25.72, 200m breast3.00.99, 50m free - 30.46, 100m free - 1.06.65

SENIOR SCHOOL SPORTS DAY

On Friday 1st July we headed to Edmondscote for our Senior School Sports Day - a fantastic afternoon of sporting successes, camaraderie and smashing of personal and Kingsley bests! Congratulations to the winning house, Huckwell, and to all of our individual medal and trophy winners. At the end of the event, we said an emotional goodbye to Miss Windsor, Head of PE.

WORLD CHALLENGE COSTA RICA

Costa Rica was the destination for nine of our Year 11 and 12 students this summer. Following months of planning and anticipation, the World Challenge expedition more than fulfilled its promise as our students immersed themselves in the wealth of opportunities offered by the jam-packed three-week itinerary. Highlights included a series of treks, culminating in a 3000m high-altitude trek in the South Pacific’s Cerro Ena, theatre and art gallery visits and, notably, a wide variety of conservation tasks involving wildlife, reforestation and path maintenance. The girls fully embraced Costa Rica’s culture of sustainability and eco-management, and their efforts were rewarded with a huge sense of satisfaction and amazing memories that will last a lifetime! Here are just a few of the many photos taken during the trip...

En Pointe

Kingsley Sixth Former and scholar, Morgan, took up ballet at the age of five. Her commitment and training over the years have really paid off and she’s keen to share the benefits with others.

When asked who has inspired her journey as a ballerina so far, Morgan, replies: “Darcey Bussell, one hundred percent! I gave a presentation on her as part of my Sixth Form scholarship application. She’s such a strong and determined woman, and she’s proven that dance can take you anywhere - from the stage to being a judge on Strictly! I’ve seen so many of her performances and, although she’s very elegant, she’s also original and, at times, unconventional.”

Like other accomplished dancers, Morgan’s dedication to ballet sees her spending anywhere between three and five hours a week training. However, in contrast to many of the individuals she dances with, she doesn’t aspire to become a professional ballerina, with her sights set on a very different career. “I’m studying maths, physics and geography at A-level,” says Morgan, “and my dream is to become a meteorologist. Ballet is very much a hobby for me, but it gives me so much pleasure. I plan to continue with it alongside my degree at university. Not only does it help me to relax and unwind, but it’s really improved my memory. I’m dyslexic so my short term memory isn’t great, but ballet has taught me that, with practice, I can successfully learn and remember complex dances.”

Morgan attended her first ballet lesson at Love Ballet - one of the leading dance schools in Warwickshire and Northamptonshire - at the age of five. She started in Baby Ballet and progressed all the way through to Inter Foundation with the British Ballet Organisation (BBO), a vocational level embarked on by individuals with the talent and commitment to make it past Grade 5, including those who wish to teach ballet. Morgan currently has three lessons a week with Miss Sharon, an ex-professional dancer, lasting an hour and a quarter each. She attends additional sessions in the

"Ballet is very much a hobby for me, but it gives me so much pleasure. Not only does it help me to relax and unwind, but it's really improved my memory."

"Going over to Prep is one of my favouritetimes of the week.“Teaching the childrenhow to plié, and the difference between'good toes' and 'naughty toes', takes me rightback to when I was a child and learningeverything for the first time."

run up to exams and productions. “In the first couple of training sessions for any production you think, ‘Am I ever going to get this?!’… but then you do and it’s such a great feeling!”

Morgan enjoys performing on stage. “I get butterflies in my stomach,” she says, “but as soon as the music starts I forget everyone’s there.” She recalls one of her most memorable performances when she was chosen to represent her dance company at the Royal Albert Hall. “It was in 2020, just before lockdown. Our dance was based on the theme of Harry Potter and combined modern, commercial and ballet dancers, so it was dynamic and really impressive. The stage was amazing too - circular with the audience wrapped all the way around us. We were the only ballet school with pointe dancers, so we got a huge applause at the end!”

Our conversation turns to ballerinas going ‘en pointe’. “I think it’s every young ballerina’s dream,” Morgan says with a smile, “but it places the ankles under a lot of stress, so it shouldn’t be attempted too early. At my ballet school you don’t go en pointe until the end of Grade 5. Traditionally only female ballerinas went en pointe, with males being portrayed as strong rather than dainty… but lots of male ballerinas are going en pointe these days, which is great to see.” Morgan pulls her ballet shoes from her bag. “These are Russian pointe shoes. They’re pretty uncomfortable, especially after a full hour! I have all sorts of cushioning in mine to help my poor toes - see!” Morgan explains that it’s not just about strength, but also flexibility. “Most people have strong ankles or flexible feet, but not both, so you have to work hard at one or the other. I try to do 10 minutes of core a day, usually before bedtime. I also have a free period on a Wednesday afternoon, so I often go to the Drama Studio and practice then. It’s

a great way of destressing and forgetting about my A-levels for an hour.”

It was during one these sessions that Mrs McCullough saw Morgan and had a brilliant idea. “She asked me if I’d ever considered teaching ballet in Prep,” says Morgan. “I hadn’t, but I was excited by the idea!”

Morgan approached Miss Fennell, who coordinates the Prep School’s Enrichment Programme, and arrangements were put in place for her to offer ballet lessons on Thursdays. The lessons have proved extremely popular, and, when we called into the Prep School to see the pupils in action, they were excited to show us their moves! “Going over to Prep is one of my favourite times of the week,” says Morgan. “Teaching the children how to plié, and the difference between ‘good toes’ and ‘naughty toes’, takes me right back to when I was a child and learning everything for the first time. It’s magical and the children are so sweet. They all want to bring in their favourite ballet outfits, so I think their days of doing ballet in uniform are numbered!”

Morgan’s passion for ballet is a wonderful example of how a hobby or sport can enrich someone’s lifeimproving both their physical and mental wellbeing - and the lives of others. Bravo, Morgan! Keep on dancing!

"Traditionally only female ballerinas wenten pointe, with males being portrayed asstrong rather than dainty... but lots of maleballerinas are going en pointe these days,which is great to see."

A-LEVEL PHOTOGRAPHY

For her personal project, Imogen chose to focus on how people’s perceptions of themselves can be distorted, exploring creative ways to represent this through her photography.

The image on the opposite page was created by experimenting with multiple exposures to give a sense of movement or restlessness. This effect could represent insomnia or the idea that people hide from the world when they feel anxious about their appearance. The photograph secured Imogen second place in the Midlands round of the ISA Awards.

The photograph above was part of a series of images Imogen produced to portray the lengths people go to to conceal their true appearance. The images were inspired by the work of photographer Cerise Doucéde who is known for creating elaborate scenes by hanging objects from the ceiling.

Turn the page for more of Imogen’s work...

A-level Photography, Imogen B

Year 11 put their questions to our Sixth Formers...

Year 11 ask...

Have you made new friends in the Sixth Form? Do new people join?

Paige says...

Yes, I was one of the new ones! I have made some amazing friends. The teachers are amazing too - they treat you like an adult and they're always there if you need help with anything.

Year 11 ask...

How do you find the class sizes?

Amy says...

The small classes are great as you're able to get more involved in class discussions. You also get lots of help from your teachers. Student-teacher relationships are really good.

Year 11 ask...

Do you enjoy not having to wear school uniform? Are piercings allowed?

Kitty says...

Yes! You can wear outfits that show your personality, as long as they're smart and in line with the dress code. Piercings are allowed, but not on your face.

Year 11 ask...

How many lessons do youhave in a day?

Sasha says...

There are five periods in a day,plus enrichment. I'm studyingfour subjects and usually haveone study period a day,sometimes two.

Year 11 ask...

How do Year 12 and 13students get on?

Matilda says...

We all get on well. We areobviously closer to some peoplethan others, but everyone isfriends which I didn't expect!

Year 11 ask...

What's the best thing aboutthe Sixth Form?

Abi says...

The friendly and welcomingatmosphere, how much theteachers know and understandyour individual learning needs,and the freedom you have.There are also exciting trips,including to NYC!

To what extent do feminists have a common view of human nature?

An essay by Sixth Former Alex H

Feminism is characterised by the belief that gender is the most significant division in society, and that women face a disadvantage due to their sex. In feminism, ‘sex’ reflects biological differences between men and women whereas ‘gender’ refers to cultural and social distinctions. A consideration of the biological and cultural dimension casts light upon a major point of departure within feminist ideology. Whereas all feminists seek the emancipation of women from the shackles of a patriarchal society, there is considerable disagreement on the human nature of women and as to the proper means to secure change. Most notably, equality feminists argue for men and women to be treated equally in society. They argue that the differences of sex between men and woman are irrelevant, and that men and women are capable of performing the same roles within society. They provide the idea that human nature should be androgynous and gender roles should be dismissed as social constructs. This is in complete contrast with that of so-called difference feminists or ‘essentialist feminists’, who instead argue that men and women have fundamentally different natures, stemming from biology, and should therefore be treated accordingly by society. Thus we should be ascribed different gender roles as human nature is the root cause of gender distinction. These converse views by feminists on human nature exemplify the high levels of disagreement between them. The extent of disagreement can, however, be questioned, because equality feminists are in the overwhelming majority. In this essay this idea will be explored further and a conclusion will be made as to the extent of whether feminists hold a common view of human nature.

A vast majority of feminists can be described as equality feminists: those who acknowledge the obvious natural physical differences between men and women as sexes but argue that these are inconsequential when understanding the innate behavioural qualities of gender characteristics. Gender characteristics are therefore artificially constructed within society by patriarchy. Early feminist thinkers Simone de Beauvoir and Charlotte Perkins Gilman heavily influenced the feminist movement with their ideas on sex and gender. De Beauvoir argued that the sex of

an individual does not determine gender roles, rather patriarchy does. Women are socialised into gender roles such as motherhood. Gilman’s ideas echo this as she argued against gender stereotyping in childhood. These ideas heavily influenced liberal and radical feminism. Liberal feminist Betty Friedan argued that artificially constructed gender roles are so powerful and pervasive that society perceives them as normal and not artificial. Radical feminists such as Kate Millett argued that gender roles were constructed by the family and mirrored by society. Socialist feminism and post-modern feminism expand the debate on sex and gender. Sheila Rowbotham argues that patriarchy and economics are interlinked. In the past, exploitative economic systems, such as feudalism and capitalism, helped to determine subservient gender roles for women. Bell Hooks agrees with Gilman that gender roles are socialised from a very young age.

The main disagreement within feminism over sex and gender concerns a minority group of feminists called difference feminists who, unlike equality feminists, argue that biological differences are consequential and do determine gender differences. Equality feminists are very critical of difference feminists as they feel that the latter’s rebuttal of society determining gender roles undermines both feminist history and women’s continuing struggle against patriarchy.

‘Liberal feminist Betty Friedan argued that artificially constructed gender roles are so powerful and pervasive that society perceives them as normal and not artificial.’

Difference feminists maintain that men’s and women’s biological distinctness makes their gender characteristics fundamentally different. It is the biological difference between the sexes that explains patriarchy and women’s lower status in society, as males have sought to dominate females and this has determined society’s gender roles. Moreover, difference feminists like Carol Gilligan have criticised equality feminism for encouraging women to replicate male behaviour, which has had the unintended consequence of alienating women from their own gender distinctiveness.

The most extreme aspect of difference feminism is a sub-strand called cultural feminism. Rather than seeking the societal parity that an equality feminist would advocate, cultural feminists challenge the dominance of male values in society and argue that ‘women’s values’ should be promoted as they are superior. Post-modern feminist Kimberlé Crenshaw’s intersectionality challenges the notion that gender is the most important factor in understanding women’s lives. Bell Hooks argues that race was as important as gender in understanding oppression of black women in the USA in the early 1980s. Equality feminists disagree on solutions to gender stereotypes. Liberal feminists like Friedan argue for reform within the public sphere

of society. Radical feminists argue that the ‘personal is political’ and that private family life must also be addressed. Unlike liberal feminism, radical feminism argues that patriarchy is too pervasive to reform and has a plethora of diverse revolutionary solutions to transform society, as argued by the likes of Millett and Rowbotham, to name but two of many. Despite all feminists agreeing that men are not superior to women, and all feminists recognising a difference between sex and gender, disagreement between feminists over the nature of men and women is significant. This is because it leads to contrasting goals or ideal societies, and conflicting views on how these should be achieved. Difference feminists criticise equality feminists for encouraging women to replicate men’s nature and deny their own, which only alienates women from themselves. However, difference feminists have been criticised by many feminists groups for suggesting that women have a distinct, passive, nurturing, caring nature. They argue that this takes women back hundreds of years and undermines the progress the women’s movement has made in improving equality between men and women. Equality feminists argue that acknowledgement of difference automatically leads to inequality and if there is inequality it is inevitable that men will benefit. For them, there must be equality, and male superiority must be destroyed.

In conclusion, it is highly evident that feminists may hold different views of human nature, as difference feminists argue that biological sexual differences influence important and innate gender characteristics, which conflicts with equality feminism which argues that gender characteristics in the main are constructed by a patriarchal society. This is a schism in feminist thought that cannot be reconciled. However, it must be remembered that the vast majority of the four waves of feminism are equality feminists, who broadly agree that patriarchal society and not sexual biology constructs gender characteristics. Nevertheless, there is debate among equality feminists on exactly how gender characteristics are constructed, while postmodern feminist intersectionality theory questions the prominence of patriarchy in understanding the gender roles of women. Overall, it is evident that whilst the majority of feminists are equality feminists and they may hold the overarching similar view of human nature, feminist thought can not be defined by a singular belief. Therefore it can be concluded that the extent of a shared belief is apparent, despite a vocal and passionate minority of difference, essentialist, cultural and postmodern feminists.

EThe EPQ (Extended Project Qualification) is a free-standing qualification offering students the opportunity to produce an extended piece of work either in an area they are studying or in which they have a particular interest. Students plan, research, evaluate and present an independent project, equipping them with the research, reflection and independent study skills they will need to succeed at university. Worth UCAS points equivalent to an AS-level, it can often result in a lower university offer as it demonstrates an ability to study beyond the expectations of the A-level curriculum. Year 12 students are introduced to the EPQ during enrichment and we encourage them all to begin the process, with about 70% of students going on to complete a project. Even if the project is not completed, students still benefit from the taught research skills sessions. The EPQ is another way in which students can stand out to employers and admissions tutors.

Saarah

HOscar Wilde: appearance versus reality

For my EPQ I have chosen to create an art textiles piece analysing and showcasing the themes of Oscar Wilde’s novel, ‘The Picture of Dorian Gray’. I am currently studying English literature and I took textiles at GCSE, so I decided to centre my EPQ around a stimulus incorporating skills from both subjects.

For the research phase of my project I looked into the themes and symbolism within the novel, the wider context of 19th century values, and the ‘aestheticism’ and ‘decadence’ movements in which Wilde played a key part and heavily influenced his work. I also researched typical men’s fashion during the late 19th century when the book was set, and later, once I had decided which type of garment I wanted to make, I did some further research into 1890s men’s waistcoats. I collated all of my research in a sketchbook that I could refer back to when completing my designs.

Through completing my research, I decided that I wanted to create two waistcoats to symbolise one of the major themes of the novel: appearance versus reality. One waistcoat will represent Dorian’s false facade of youth, beauty and moral purity, whilst the other will represent his decaying soul and complete lack of morality, just like the painting does in the novel.

After finishing the first set of designs, I began to create samples to test out some of the ideas I had come up with, such as sublimation printing onto different fabrics, bleaching velvet, free-machining and looking at different ways to embroider maggots! I then wrote up and evaluated all of my samples in my sketchbook, and used what I had learned to complete another set of designs. Once I was happy with my final designs I could begin sewing - which is the part I am at now. I have almost finished my first waistcoat, which represents Dorian’s moral appearance, and next week I am aiming to move onto the second.

So far, the EPQ has taught me how manage a project with minimal assistance. I have learned how to manage my time and plan out my next steps in order to ensure I finish within the deadline. I have also learned how to research a subject in depth and only use select information that is relevant and useful.

"I began to create samples to test out some of the ideas I had come up with, such as sublimation printing onto different fabrics, bleaching velvet, freemachining and looking at different ways to embroider maggots!

"

A close-up of Saarah’s stunning embroidery

Sasha G

I wanted my EPQ to join my A-level subjects - PE, economics, business and maths - together into one project. As I decided on my topic, it just so happened that the delayed Tokyo Olympics were finishing, so I decided to analyse the finances of the Olympic Games.

I was shocked to find that every Olympics since 1960 has run over budget, with an average overspend of 172%. As examples, the City of Montreal, which hosted the 1976 Olympics, took three decades to pay off their debt, and in 2016 (just two months before the opening ceremony!) Rio’s Governor declared a state of emergency to avoid bankruptcy after spending more than £14BN. Not surprisingly, some economists have described hosting the Olympics as ‘the winner’s curse’, the paradox where the winning city is actually worse off than it would have been had it lost the bid.

This led me to ask why, given that the Olympic Games (Summer and Winter) have been held more than 50 times, host nations keep getting their costs so wrong. My research so far has identified six key themes of reoccurring financial misjudgements by host cities. Firstly, there is the irreversibility of winning, meaning the hosts must deliver by a set date at whatever cost. Secondly, the demanding requirements set by the IOC (International Olympic Committee) and sporting governing bodies means there is less scope to reduce costs as you might with other large projects, such as infrastructure projects. Thirdly, the long planning cycle of the Olympics (as much as 11 years) increases the likelihood of a so-called ‘black swan’ event occurring, such as an economic decline or external shock. The

"...the bidding process itself results ineveryone trying to out-do each other, leadingto unrealistic targets relating to everythingfrom opening ceremonies to stadiums."

obvious example here is the Covid-19 pandemic, which delayed the Tokyo Games at a cost of £2.8BN. There is also inevitably some degree of poor management and inexperience by the hosts, sometimes called the ‘eternal beginner’s syndrome’, but which also extends to the IOC. Human failings of politicians and leaders appear to play a part too, their judgement clouded by them wanting their place in history. Finally, the bidding process itself results in everyone trying to out-do each other, leading to unrealistic targets relating to everything from opening ceremonies to stadiums.

As things currently stand, few countries want to take the risk of staging the Games. This raises the questions of what can be done to make the Games more financially viable in the future?

Several options could be considered, from having a permanent home of the Games, to regional collaboration (more than one host city), better advice and guidance for the hosts, stronger management and involvement from the IOC and limits on expenditure. I personally think it would be a shame not to stage the Olympics at different venues around the globe, but accept that the Games may have become too expensive to be a one-off event. Perhaps by allowing cities to bid to hold the Games twice (for example the 2032 AND the 2040 Games), the infrastructure costs would be more manageable and make it more feasible for developing nations to host.

Sasha, who is a keen sports woman, chose to focus her EPQ on a topic linked to her A-level in PE, but also one that tied in with her other A-level subjects: economics, business and maths.

The winner’s curse: why do host cities badly underestimate the financial costs of staging the Olympics and what can be done to make them more financially viable in the future?

WHAT A JOURNEY!

Head Girls Emily M and Molly H gave an outstanding final speech at our Senior School Open Day in May, sharing some of the many highlights of their Kingsley journeys from Prep through to Sixth Form. Here is a copy of their speech in print for you to enjoy.

Molly: I started my Kingsley journey in the Prep School in 2008, at the age of four.

Emily: And I started mine 11 years ago, also in the Prep School - a place where I felt supported, cared for and valued as an individual, and grew in confidence (but not in height - I managed to wear the same blazer the whole time!).

Molly: Going back to 2014, I was in your shoes and trying to make the same decision as you. I didn’t think Senior School could be anywhere near as exciting as Prep, but I was wrong. The trips, the teachers and the experiences I had in Senior School are ones I will never forget. I honestly wish I could go back and re-live it all again, even the exams!

Emily: I remember looking forward to being in Year 7, but also thought the transition would be a challenging one. However, it was much easier than I had anticipated. In the September, the entire year group went to the Pioneer Centre for a week of team building activities and outdoor pursuits. It was an exciting start to the year and helped us to bond with each other and our teachers.

Molly: Starting Senior School can definitely feel quite daunting, with new peers, new classrooms and new teachers. Kingsley operates a ‘buddy system’, pairing Year 7 pupils with pupils in Year 8. My buddy really helped me to settle in and find my way around.

Emily: The Key Stage 3 curriculum is broad and offered me the chance to experience a wide range of subjects. This is supported by Kingsley’s varied extra-curricular programme, which includes many different clubs and activities. Students also have the opportunity

to take part in some brilliant productions. Our latest production, Made in Dagenham, was a huge success. I have particularly enjoyed competing in sports fixtures, including netball, hockey, rounders and athletics. We had a fabulous weekend away playing netball at Condover Hall.

Molly: I have also enjoyed competing in sports, including county rounders and hockey matches. In enrichment, ‘Just Dance’ is great fun and a firm favourite amongst students and staff! I have been rock climbing on many occasions for the physical section of my Duke of Edinburgh’s Award. Taking part in DofE was an incredible experience and one I would highly recommend (read more on pages 59-60).

Emily: Outside of school I trained as a rhythmic gymnast, competing both nationally and internationally. I spent many hours a week training to compete at this elite level. The support I received from the school and staff enabled me to excel in my academic studies too. I also enjoy dance and train with the Motionhouse Dance Company, where I’m a member of the Youth Board working to promote events and develop the company.

Molly: Kingsley offers a small, nurturing environment and supports students to gain the best grades possible. In the summer of 2020, I completed nine GCSEs, achieving no less than a B grade. I also obtained my Latin qualification in Year 9.

Emily: During my GCSEs, my teachers stretched my academic abilities further than I had thought possible, but they still made the lessons exciting and enjoyable. I achieved ten GCSE’s - three grade 9s, three grade 8s and four grade 7s.

Molly Emily

“Outside of school I trained as a rhythmic gymnast, competing both nationally and internationally. The support I received from the school and staff enabled me to excel in my academic studies too.”

Molly: In October 2019, Emily and I were invited to attend the Round Square International Conference in India. It was a life-changing experience. Along with six other Kingsley girls, and accompanied by our Headteacher and Assistant Head, we travelled to the Emerald Heights International School in Indore where we were joined by individuals from 200 other schools from across the world. During the conference we heard from well-known and respected speakers, completed a mini-marathon with a famous Indian blade runner, and took part in a community project at a local cancer hospital. This was a fantastic experience for both of us that really helped us to grow in confidence and better understand our place in the world as global citizens. Students of all ages have the opportunity to take part in events and activities through Kingsley’s Round Square membership, and our Round Square Coordinator, Mrs Rogers, encourages everyone to get involved.

Emily: Not only did our trip to India help us to grow in independence and confidence, but we got to learn more about each other - particularly during the eight-

hour flight together! We really bonded as a group and one of the highlights of the conference was performing the Spice Girls’ ‘Wannabe’ in front of 2,000 students and teachers! During our time at Kingsley, there have been many other opportunities to take part in international trips, including skiing and water sports trips, awe and wonder trips (to countries such as Iceland) and World Challenge expeditions (read more on page 65).

Molly: We both decided to stay at Kingsley for Sixth Form. I am currently studying Economics, Politics and PER (Philosophy, Ethics and Religion) at A-level, and achieved A grades in all three subjects at AS level. I am very lucky to have spent my whole childhood at Kingsley and couldn’t have imagined being anywhere else. I have grown within the school’s happy and supportive community, but Kingsley has also grown with me, offering me new challenges and the chance for me to spread my wings at every stage of my education. The school is amazing at adapting and changing to the future of learning, whilst still holding its roots and its core values close to its heart.

“Emily and I were invited to attend in the Round Square International Conference in India. It was a life-changing experience... we heard from well-known and respected speakers, completed a mini-marathon with a famous Indian blade runner, and took part in a community project at a local cancer hospital.”

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Emily: The Sixth Form teachers have an open-door policy, so you can pop into the staff room whenever you have a question or need a chat. Student-staff relationships are excellent in Senior School and this doesn’t change in the Sixth Form. The teachers have a genuine desire to support you and they go out of their way to help you achieve your goals. I am now in Year 13 and studying Geography, Psychology and Physical Education at A-level, having achieved A grades in all three subjects at AS Level. Kingsley has undoubtedly brought out the best in me and I am looking forward to what the future holds.

Molly: I am currently revising for my A-level exams. I’m also in the process of applying to be an Air Operations Control Sergeant in the Royal Air Force. Kingsley has always had a strong careers education programme and prepared students well for life after Kingsley. There are many workshops throughout Senior School and Sixth Form. At our Futures Fair (read more on pages 55-56) I was able to talk to representatives from the RAF faceto-face and find out lots of useful information about the application process.

Emily: I am hoping to study Sports Psychology at Loughborough University, and plan to go on to do a

Masters. As I come to the end of my Kingsley journey, I have spent a lot of time reflecting on what I will miss the most. For me, Kingsley has always been a home away from home, with supportive staff and a unique atmosphere that has allowed me to challenge myself beyond what I had ever thought possible. I will miss my Kingsley family and all of the smiles.

Molly: Over the years, Kingsley has enabled us to flourish through a careful balance of supporting us and challenging us to succeed and achieve our goals. The teachers want you to be the best version of yourself and are right there with you every step of the way.

Our Heads of School for the 2022-23 academic year are Sophie C and Saarah H. They will be supported by our new Sixth Form Leadership Team - Abi L, Morgan B, Georgina B, Matilda M, Sasha G, Kelly T, Amy B, Grace G and Charlotte G. We wish the girls all the best in their new roles.

“Kingsley has always been a home away from home, with supportive staff and a unique atmosphere that has allowed me to challenge myself beyond what I had ever thought possible.”

Lifekingsleyafter

PREPARING FOR THE NEXT CHAPTER

By Dawn Morgan, Head of Sixth Form

Preparation for life after Kingsley begins in Senior School with enrichment sessions delivered by Sixth Form staff on subjects such as personal finance and business enterprise. As soon as our students start their Sixth Form journeys we turn our attention once again to the reality of what we are preparing them for. The 18 months spent at Sixth Form is a short time in which to prepare for the toughest academic tests students are yet to face and at the same time contemplate their futures. Getting to know our students, either as new entrants or as existing Kingsley students, is a priority, and it is this insight that allows the team to deliver a bespoke service that enables all our students, whatever their strengths and passions, to strive to achieve their goals.

Prior to joining the Sixth Form, students enjoy an off-site bonding trip with staff and current Sixth Formers, getting to know each other and finding out about what to expect when term starts. In September, students are placed in vertical forms and their tutor begins the process of finding out their ambitions and what drives them. Later in this term, we visit a UK university and apprenticeship search fair to expose students to the many choices available to them and to open conversations about future possibilities. A range of PHSEE and tutor group sessions focus on future choices, and this is developed in enrichment time when we invite various professionals in to talk about their careers. We follow the A-level Mindset programme developed by Oakes and Griffin. In Year 12 this involves looking at study habits and breaking down barriers to success by identifying future aspirations and developing ‘pull goals’ that inspire students to decide what they are working towards (rather than ‘push goals’ that are imposed on us by others).

Students are encouraged to add to their achievements by completing an Extended Project Qualification (read more on pages 73-74) or enrolling on Massive Open Online Courses (MOOCS): free, certified courses in

a huge range of subject areas from footwear design to marine biology. Participating in a MOOC shows potential employers and university admissions tutors that a student is excited about making the most of their opportunities and going beyond what is expected of them. In an increasingly competitive arena, students must set themselves apart and move out of their comfort zones.

Leadership skills are developed in Year 12 with the early opportunity to join the Sixth Form Leadership Team (SFLT) as Assistant House Prefects. This exposure to the demands of leadership alongside rigorous academic study helps students to identify their strongest qualities in preparation for the next stage of their lives. Later in Year 12 students are invited to apply for a role on the next SFLT by submitting a formal written application and, if shortlisted, being put through a realistic and challenging selection process. The team consists of Heads and Deputy Heads of School along with Prefect roles in Prep School, Key Stages 3 and 4, sports, performing arts, communication and charities. The team assumes a great deal of responsibility including speaking at school events, organising fundraising for their chosen charities, undertaking work in the local community and attending conferences with their counterparts across the Foundation schools and further afield.

Our Higher Education and Next Steps evening in the spring term brings together representatives from UK universities and apprenticeship providers to advise students and parents on requirements for entering specific fields, careers and institutions. We also try to demystify the student finance process and how to apply for university accommodation with that all-important en-suite bathroom! Specific advice for Oxbridge applications is available along with applications for medicine, dentistry and veterinary science, all of which must be submitted early in the cycle.

Our annual Next Steps event for Year 12 students takes place in June once AS-levels (if taken) are complete and we turn our attention to applications for university, apprenticeships or employment. Students hear from guest speakers about the process of applying to university or for apprenticeships, the benefits of a well-spent gap year, the value of work experience and what it is like to study abroad. The most uplifting part of this event is the return of alumnae to tell their stories of life after Kingsley, what happens after school, what to expect from university, work or travel and, crucially, how to survive if plans go awry and things don’t work out in the way you hoped. This June we welcomed back doctors, solicitors, ward sisters, marketeers, HGV drivers, civil service staff, fashion students, musicians and managers to share their experiences and top tips for life after school. Following on from this invaluable advice and inspiration we introduce Year 12 students to the practical process of making applications and writing their all-important personal statements. The summer is spent on work experience placements and visiting university open days, and evaluating choices ready for applications to begin in earnest as soon as Year 13 begins.

When term starts we immediately re-focus and spend time during enrichment advising students on choices that suit their interests and match their likely attainment. Subject teachers have by now submitted references and predicted grades so we are able to direct students to choose a combination of aspirational

and insurance options. An allocated UCAS/ apprenticeship tutor guides each student through their applications, all of which go through many quality checks to ensure excellence. We use the award winning Unifrog platform alongside the UCAS Hub to direct students to advice and tips for making applications. While we await outcomes, Year 13 students take part in a mock interviews event in which local business people give freely of their time to stage interviews and put students through their paces as if the situation was real. Feedback is delivered over tea and biscuits and we are always immensely grateful to the parents, friends and alumnae who make this real world exposure possible.

In addition to preparing for academic next steps, we are keen to equip our students with some of the practical skills they will require as they leave us. In Year 13 Moving On Week we teach essential life skills such as how to work a washing machine, basic cooking skills, basic car maintenance and living on a budget. Fun sessions reinforce the importance of these skills and complement skills imparted by friends and family.

Studying at Kingsley’s Sixth Form is a special experience. Relationships are based on mutual respect and students are expected to work hard on their studies as well as embracing the many co-curricular and enrichment opportunities that are available to them. We work in partnership with staff, students and parents to provide the best possible experience while ensuring that when the time comes to move on, students are not only ready but raring to go!

Recent successes include apprenticeships at Siemens, Boots and Harrods, degree apprenticeships at Newcastle University and places to study music and modern foreign languages at Cambridge University. We are very proud of all our Sixth Form students and look forward to welcoming many of them back to impart their wisdom to the next generation of aspiring leaders and change makers.

Written by Mrs Morgan, Head of Sixth Form

'In Year 13 Moving On week we teach essential life skills such as how to work a washing machine, basic cooking skills, basic car maintenance and living on a budget.'

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ABOVE: Alumna and barrister Charlotte WheelerSmith talks to Sixth Formers at our Next Steps event

Once a Kingsley Girl ALWAYS a Kingsley Girl

When alumna Jayne Dale (née Colkin) returned to school for a reunion in November 2021, the memories she shared of her time as a Kingsley Girl and the profound impact her education has had on her life really struck a chord with us. We asked Jayne if we could interview her for 1884 magazine and, to our delight, she said, “Yes!” Here’s her story…

Jayne was a pupil at Kingsley from the mid-60s to late 70s - at a time when there were boarders (housed at The Cedars and Dilke House) and girls wore regulation school shoes and ‘big grey gymnastics pants’. Fortunately the latter didn’t spoil her love of sport; she was an active member of the hockey, netball, rounders and tennis teams, and her passion for sport (as both a participant and a spectator) has stayed with her. “My PE teacher at school was Miss Haddow,” remembers Jayne. “Thanks to her encouragement, I spent three years playing for the Warwickshire U18 hockey team - the final year as Captain. I also played for Lillington Ladies and went on to play for Worcester College, Winchester and, later, Weston-super-Mare.” Jayne’s three daughters are also keen sports women - her youngest, Charlotte, is now a PE teacher and has also worked for England Hockey. The family have enjoyed days out together to Wimbledon, pro-league hockey matches and the 2012 Olympics, and are very much looking forward to the Commonwealth Games in Birmingham this summer.

“[Miss Franklin] was a wonderful teacher. Kind but firm... Her teaching and her respect for pupils inspired me to want to teach.”

Jayne’s Kingsley journey began in Kindergarten in 1965. Her earliest memories of school include reading ‘Janet and John’ books, drawing and colouring in shapes, handwriting lessons, crafting (including mat weaving), cartons of milk at break times and post-lunch naps on ‘little black mats’ (which the children also sat on during assemblies). “Our teacher, Miss Franklin, always had a coffee and a dark chocolate Club biscuit whilst we drank our milk,” Jayne laughs. “She was a wonderful teacher. Kind but firm - everyone knew the rules. She always had the room set up ready for us in the mornings, and we were never without something to do - as soon as we had finished one activity we were onto the next.” Jayne remembers going home at the end of the day and playing ‘teachers’, pretending to be Miss Franklin and chalking on her bedroom window! “I kept in touch with Miss Franklin for many years until her death,” says Jayne. “Her teaching and her respect for pupils inspired me to want to teach.”

As she progressed into Senior School, Jayne became increasingly creative. “Our art teacher, Miss Davidge, introduced us to lots of different art forms, including book binding, weaving, clay work and calligraphy,” says Jayne. “I was very good at calligraphy. When the ‘Lords Prayer’ and ‘Grace’ became worn and tatty in the school prayer book, I was given the task of replacing them. The book was carried into assembly every day.” Jayne also enjoyed studying Home Economics and Geography. Her memories of Senior School include arranging fresh flowers in the ‘flower lobby’, lining up on the stairs to go into the dining room (now the library), walking to the playing fields and public baths in school hats (felt in winter, straw in summer), passing out during a worm dissection in the science lab, carol services and concerts with Head of Music Mr Jaques (Jayne sang in the choir and played the piano and clarinet), and saying goodbye to Headteacher Miss Jones at the end of term (which always involved a hand shake). “I never did manage to get my ‘posture badge’,” jokes Jayne, “despite trying really hard!” Jayne took part in the Duke of Edinburgh’s Award Schemecompleting her Bronze, Silver and Gold awards - and enjoyed various trips, including to Romania in 1971. “It was the first year that schools were allowed behind the iron curtain,” recalls Jayne. “There were strict rules about what we could and couldn’t photograph.”

Jayne stayed at Kingsley for Sixth Form, which was housed on the top corridor of Beauchamp Hall (now home to Year 11) and came with new privileges such as being allowed into town during lunchtimes! She studied English Literature, Art and Geography at A-level and went on to train as a teacher at Worcester College, specialising in Home Economics and PE. Jayne’s teaching career spanned four decades and saw her teach in primary and secondary settings, both locally and further afield. In 1988 she moved to Westonsuper-Mare with her two daughters and her husband who had taken a deputy headship there. Following the birth of their son, Joseph, Jayne became Chair of Governors at her children’s school before taking on a permanent teaching position again. Her final post was at Ashcombe Primary School in Weston-superMare. “Ironically, I spent the last years of my career teaching Reception,” says Jayne, becoming tearful. “I get quite emotional when I think about it; it had been my ambition to teach from the age of five, inspired by the wonderful Miss Franklin, and to end my career teaching children of the same age was remarkable. I always thought about her as I set up the classroom in the mornings.”

Jayne wasn’t the first member of her family to benefit from a Kingsley education; her mother was

a pupil during the Second World War. These years are poorly documented in the school archives, but Jayne’s mother (who sadly passed away in 2020) spoke of her school days often and with great fondness. “School was one of our favourite topics of conversation,” says Jayne. “It was something we shared that was very special. The school hymn has been played at every family occasion including weddings and, of course, at Mum’s funeral.”

Now retired, Jayne lives in Teignmouth with her husband and Golden Retriever. She relocated there to be near to her parents and now cares for her father. She enjoys spending time with her three children and granddaughter, and her hobbies include sewing, cake decorating, badminton and going for runs and walks on the beach. Jayne has always remained in contact with her closest school friend, Elizabeth Guest (née Ball); they were bridesmaids at each other’s weddings. In recent years she has reconnected with other classmates through WhatsApp. “Modern technology has made it so much easier to stay in touch,” says Jayne. “Our WhatsApp group has kept us all going during the pandemic; we’ve lifted each others’ spirits by sharing news and photographs.”

Jayne returned to Kingsley with her mother for a number of celebratory events. Her latest visit to the school, without her mother, was an emotional one. “The happy memories as I walked through the door were overwhelming,” says Jayne, “and the tears flowed! It was a day of reminiscing and renewed friendships. As we toured the school and met students and staff, it was evident that the same caring, respectful and happy atmosphere exists. I still felt a part of it, all these years on. Once a Kingsley Girl ALWAYS a Kingsley Girl!”

OPPOSITE PAGE: Jayne at the reunion in November, pictured in the school library and holding a photograph of her class with the inspirational Miss Franklin (2021). TOP: Jayne aged 10 wearing the regulation school shoes and straw hat (1970)

BOTTOM: The Upper 5th Hockey Team and Miss Haddow, with Jayne front right (1975)

Alumna Katie Maxwell attends Summer Prize Giving as Guest of Honour

It was an absolute pleasure to welcome back alumna Katie Maxwell as our Guest of Honour at this year’s Summer Prize Giving. After completing her A-levels at Kingsley in 2015, achieving two A* grades and a B, Katie studied business and marketing at the University of Surrey, graduating with a First Class Honours degree. She has since held various marketing, operations and project management roles, and currently works for TriNetX, a global network of healthcare organisations and life sciences companies driving real-world research to accelerate the development of new therapies. She is also in the process of completing an MBA in Healthcare Management.

The Prize Giving ceremony, which took place at the Royal Spa Centre, was attended by students and their families in Years 5 to 13, as well as staff, governors and VIP guests, including The Mayor of Royal Leamington Spa, Councillor Nick Wilkins. Katie (pictured above) gave an inspirational address reflecting on her time as a Kingsley pupil and her life experience. She had some brilliant words of advice including, of course, ‘Esse quam videri’ (our school motto).

Before the prizes were handed out, there were outstanding performances from talented musicians Selen K (Prep School) and Amelie H (Senior School), and the Year 5 and 6 Prep School Choir sang Crossley’s ‘We’re Better Together’. Our new Heads of School, Sophie C and Sarah H, delivered a warm welcome and the vote of thanks, and the ceremony finished with a very special oboe performance of Colin’s ‘1st Solos de Concours Opus 33’ from Sixth Former Jess E. Jess, who was featured in the December 2019 issue of 1884 magazine, has just secured a place to study music at Cambridge.

Prize winners and their families were invited back to Senior School for afternoon tea in the garden. The sun shone and it was a lovely end to the celebrations.

Many thanks to everyone who joined us, especially to Katie, and congratulations to all of our prize winners. Hard work pays off and we are immensely proud of each and every one of you!

Our final week of the Summer Term was packed with events and celebrations, and also saw two (very!) long-serving members of staff retire: Mrs Ball, School Nurse, whose hard work and dedication over the last 21 years - including through the challenges of the Covid-19 pandemic - has been unwavering; and Mrs Adair, Year 5 Teacher, who has been an invaluable member of the Prep Team for an incredible 26 years. We will miss them dearly, but welcome them both to The Kingsley School Alumnae with open arms!

print by Avani D (Year

Artwork and Design by the Marketing Team at The Kingsley School, 2022