Queen's Today Michaelmas and Lent Terms 2021-22

Queen’s Today

Michaelmas and Lent Terms 2021-22

Queen’s Staff Hellos & Goodbyes

Hello to:

Ms Sara McGeever Teacher of English

After graduating from Cardiff University with a BA in English Literature, I completed an MA in Creative Writing at City University, London. I began my teaching career at Brampton Manor Academy in East London in 2017. Queen’s will be my first teaching role in the independent sector, and I’m excited to join a school with such a rich history of empowering young women.

And farewell to:

Mrs Emily Azis Teacher of English

Mr Brendan Benson Temporary Teacher of Drama

Initially qualifying as a Drama Teacher, I followed a three year professional Acting Course at The Royal School of Speech & Drama. Following twenty years as an actor, with some success – but not enough! – I returned to teaching. People sometimes ask ‘what’s the biggest show you’ve ever done?’. It was speaking a poem in the centre of the arena in the Royal Albert Hall, before politicians, the Royal Family, countless dignitaries from many countries and a live TV audience of 24 million, at the Remembrance Service 2001. That was something to remember!

“I started teaching 42 years ago, when most of you weren’t born, and I got my first job on the day that Shirley Williams lost hers, as Minister for Education, later to be replaced by Margaret Thatcher. Some of you may have heard of her. An increasing number of people on my interview day were in tears, which added a surreal element, as I had no idea why.

I taught at Queen’s between 1984 and 1990 and found it the greatest possible fun and very productive – not least because I had two daughters during brief spells of maternity leave. I shall never forget the sight of Matilda (now the mother of two) – sliding along the entrance corridor on her bottom.

Sixteen years later, having taken on the tenancy of an ancient and wonderful National Trust house near Bradford on Avon, taught at three Bath schools and had a son, I decided to take a maternity cover job back at Queen’s in 2006. This somehow lasted 15 years.

You are all so lucky to teach here and I know how incredibly hard you work at it. I hope many of you will rack up 42 years in total too. Some of you may be feeling that you have done so some time ago, but that’ll wear off over the holidays. I am so very grateful to all the students and to you for your immeasurable patience and tolerance over the years.”

We wish we had space to reproduce Mrs Azis’ goodbye speech in full, but here is a short extract to commemorate the long career at Queen’s (twice!) of this unforgettable colleague:

Foreword

A famous Old Queen

Oliver!

9

5 17

7 19 21 22

The Dance Show

Old Queens Series: Danielle Newnham, Tech Podcaster

13 11 10

Tough Mudder: 175th Anniversary Bursary Appeal

My School, Your School: Engineering

We all Need a bit of Support Sometimes

Diversity Week, 2022

Focus on the Prep school

Queen’s Caters / Meet the Prep Staff

Stories from the Archive: Queen’s Pioneering Medics

Prize Crossword

The Development Office, Queen’s College, London, 43-49 Harley Street, W1G 8BT 020 7291 7000 development@qcl.org.uk www.qcl.org.uk www.qcps.org.uk

Please send stories for Queen’s Today to Mrs Josie Baker, Editor, jbaker@qcl.org.uk

Queen’s College, London is a registered charity No.312726

Design by Morango Creative LTD, ananda@morangocreative.co.uk

FRONT COVER PHOTO CREDIT: photo © Rob Pinney of Amelia, C2, as Oliver, and Natasha, IIS, as Fagin, in Queen’s production of ‘Oliver!’, Michaelmas Term 2021. Dance show

©

Nicholson. Portrait

© Simon

.

photos pages 7-8

Tom

photo of Danielle Newnham on page 10,

Buck

Photos on pages 1 (Sara McGeever, Brendan Benson), 11-12, 13-14, 15-16 (sensory room) and 19-20 © Abdurrahman Pérez, Queen’s Head of Geography.

Foreword

The theme of this edition can be summed up as ‘everyone needs a little support’. Here at Queen’s we pride ourselves on our supportive and inclusive ethos where every pupil hopefully feels able to be true to themselves, comfortable in their own skins and therefore – crucially – unafraid to try new things and push themselves beyond their comfort zone. This issue includes interviews with valued members of our community who provide very obvious support services: for instance, our Learning Support Co-ordinator (page 14), who ensures our neuro-diverse pupils thrive, as well as one of our three School Counsellors (page 13). It also highlights, however, some of the ‘support’ that we can all take for granted – for instance, our editor’s interview with our wonderful catering manager, Jamie Costelloe (page 19), shows the scale of the considerable operation that underpins the delicious and nutritious school food served across both our sites every day.

Your Principal has almost never felt more supported – or prouder – of this fantastic community than when I participated in our whole College production of ‘Oliver!’ last term, alongside performers, musicians and a technical support team featuring pupils from every year group in the College, as well as many teaching colleagues. It was a truly remarkable feat to stage such an outstanding production, involving all our year groups, at such a difficult time in the pandemic. (I can only apologise for the couple of duff notes I played on the ‘cello!) Read more about it on pages 5 and 6.

Finally, a plea for a different kind of support altogether! Just a few days after this magazine is published we will both be leading teams of teachers from the College and Prep School respectively as we battle to complete a collective 175 km of a Tough Mudder course, in order to raise money for our 175th Anniversary Appeal (see page 10). As dedicated ‘non-runners’ we are, quite frankly, absolutely dreading this experience (not to mention the obstacle enticingly entitled ‘Arctic Enema’…) but it is all in aid of a wonderful cause – widening access to a Queen’s education to pupils from disadvantaged backgrounds. Any donations you can give in support of either team would be enormously appreciated!

Richard

Tillett and Laura Hall

Mr Richard Tillett, Principal, Queen’s College, London

Mrs Laura Hall, Headmistress of Queen’s College Preparatory School

Sally Ann Howes, Old Queen: Obituary

20th July 1930 to 19th December 2021

Sally Ann Howes was an actor and singer whose career spanned six decades. She was described by Richard Rodgers as “the greatest singer who ever sang on the American musical stage.”

Most famous now for her memorable performance as Truly Scrumptious in 1968 classic children’s film, ‘Chitty Chitty Bang Bang’, Sally Ann Howes preferred performing on stage to making films. “I would have liked a film career, but I didn’t pursue it – I just loved connecting with an audience… The theatre is a drug. The problem is that to be remembered, you have to do films.”

Born in St John’s Wood to a famous theatrical family, Howes was a pupil here at Queen’s from 1937 until her family relocated to Hertfordshire during the Second World War. At the age of just 13, she appeared with Stewart Granger in her first film, called ‘Thursday’s Child’. When she was 20 she starred with her father, Bobby Howes, in a West End production of ‘Paint Your Wagon’ which ran for 18 months.

Howes made her Broadway debut playing Eliza Doolittle in ‘My Fair Lady’ in 1958 (replacing Julie Andrews and commanding a higher salary than her predecessor). ‘My Fair Lady’ made Howes a huge star in the United States, where her performance – playing Eliza “as coarse and dirty-necked as I can” – drew rave reviews. In 1962 she starred in a revival of the musical ‘Brigadoon’ at the New York City Opera and received a Tony nomination; the first performer ever to be nominated for a revival performance. She recreated the role in a private White House performance at the invitation of President and Mrs Kennedy. She went on to recreate her role in ‘Brigadoon’ in a TV production that won seven Emmys.

In all, Howes acted in over 140 stage productions. In 2007, half a century after her triumph on Broadway as Eliza Doolittle, Cameron Mackintosh persuaded her to tour the United States in ‘My Fair Lady’ – this time playing Mrs Higgins, the mother of Professor Higgins. It was 64 years since her first professional appearance.

Howes died at her home in Florida on December 19th 2021, at the age of 91. Obituaries were published in multiple publications including The Times, The Guardian, The Washington Post and New York Times.

WRITTEN BY ALEXANDRA HORNER

“The greatest singer who ever sang on the American musical stage” Richard Rodgers

Queen’s Production of ‘Oliver!’

3rd – 5th November 2021

Queen’s puts on a musical every two years and this year’s ‘Oliver!’ was one of the few school shows anywhere in the UK last autumn. The two years since 2020’s ‘Beauty and the Beast’ have put many constraints on rehearsing a musical. Firstly, the rehearsal period had to be intense to avoid Covid disrupting the performances and even then, two year groups had to rehearse separately during an outbreak. All seven year groups at the College were involved, meaning auditions and casting for Class 3 took place while they were still at primary school. Even the auditions took place remotely. But the show went on! Speaking to audience members each night, there was a sense of relief, joy even, at just being able to watch live acting and to listen to live music again, to be able to celebrate the talent of young people and witness the community spirit of Queen’s in person. It was a truly uplifting experience for so many of us involved; a sign maybe that we can feel we may actually be on our way back to some sort of normality.

There were 54 pupils involved in the cast, the band and the backstage team: around 15% of the entire College. The show was directed and produced by Ms Beckie Mills, Acting Director of Drama and conducted by Mr Kieran Hughes, Director of Music.

“There was a sense of relief and joy at just being able to watch live acting and to listen to live music again”

Queen’s Dance Show

3rd - 4th February 2022

Every pupil in Class 3, 2 and 1 is involved in the annual Queen’s Dance Show, alongside those studying Dance and the members of the Dance Company in the Junior and Senior College, working together in a totally collaborative, non-competitive way. Everyone plays their part and contributes to the whole, making this a particularly powerful event to witness.

“I loved the Dance Show so much! I am in 3T so I was dancing to ‘Twist & Shout’ by the Beatles. The costumes were fun and interesting. Backstage everyone was nervous but excited. It was a blast and something I will never forget.”

Kitty, Class 3

For many of the audience, it was their first experience of a live event at Queen’s as parents; for some it was even the first time they had set foot in the College. After so many cancellations and postponements, we were able to go ahead in person again, and enjoy something of the community spirit that makes our school so special. For many of the pupils too, of course, it was their first performance in front of a live audience since they joined the College.

Our two extraordinary Dance teachers, Miss Becky Edwards and Miss Kiarnah Rait-McDonald, masterminded the entire thing. Their energy, creativity and passion is simply outstanding. Even more remarkably, Becky was isolating with Covid during the week of the show, leaving Kiarnah to put the finishing touches on her own. It was a triumph, and huge thanks to them both.

“The Dance Show was so much fun! It brought my class and year together because we collaborated and used teamwork to perform. The styles varied from musical theatre to commercial dance. I really enjoyed taking part in it all. The one thing that made it a truly amazing night was the costumes and getting to perform with my friends.”

Rosanna, Class 2

Interview with Danielle Newnham

OQ 1989-1996

Who has been the most interesting person you’ve interviewed?

There have been so many – all of them are heroes of mine but I think Alvy Ray Smith, the co-founder of Pixar, has to be one of my favourites. I learned so much about the history of computer graphics from Alvy. He shared lessons from his book which traces the origins of the pixel, as well as eye-opening stories about Steve Jobs (Pixar investor).

What led you to start The Junto Network?

It’s a community where founders can come together for dinners to discuss their experiences and seek help from each other when needed. This interaction was missing in my start-up days: combining people from different backgrounds and areas of expertise is extremely inspiring. The first ever Junto Network dinner included someone working on lunar settlement, another who was developing a way for blind children to learn to code, and a successful teenage entrepreneur, among others.

What are your memories of Queen’s?

WRITTEN BY EMILIE SITLANI

Danielle is a writer, podcaster and founder with a focus on tech and innovation. Her work concentrates on sharing the back-stories of tech founders and innovators in the hope that it will inspire others. She shares these stories in as many accessible formats as possible, including via a podcast reaching over 100,000 people every week, which she launched during the pandemic.

Can you tell us about your journey from Queen’s to hosting your own podcast?

After a degree in PR, I started my career in the music industry and had a dalliance in fashion, before landing at my first start-up in 2006. At the time, we were known as a “new media” company. Three of us then went off to found a mobile apps agency which coincided with the launch of the iPhone and App Store. That company was later acquired by Havas, a global communications group, and I had a baby, which gave me some time to contemplate what I wanted to do next. I’d realised few people knew who was behind the apps they used every day, so I started researching this. That, in turn, led me down my current path.

I absolutely loved my time at Queen’s! The school was instrumental in teaching us that we could be whatever we wanted to be. Its rich feminist history was everpresent, so it was an empowering environment to learn in. I think that’s also why so many Old Queens went on to forge amazing careers, such as Emma Freud, Liberty Ross and Anu Omideyi. I made lifelong friends there and am forever grateful that I went to a school where we could truly be ourselves.

175 km of Tough Mudder for our 175th Anniversary Bursary Appeal

Queen’s College v. Queen’s College Prep School

Tough Mudder is advertised as “a series of obstacles and mud runs that will push your physical and mental limits”. Mr Tillett and Mrs Hall (both self-confessed ‘non-runners’) will be leading teams of teachers from the College and the Prep School respectively to see if they can run a collective 175 km of the Tough Mudder course on the last day of the Lent Term, in order to raise money for our 175th Anniversary Bursary Appeal. Some of the obstacles our teams need to overcome include ‘Arctic Enema’ (a giant ice bath); ‘Mudderhorn’ (which, at three stories high, is the tallest course obstacle ever to be erected); ‘Hero Carry’ (where they will need a piggy-back ride from a fellow

team member); and ‘Everest’ (Tough Mudder’s version of the Ninja Warrior wall!)

The College and Prep teams have been engaging in some friendly rivalry to see which team can complete the course in the quickest time and, of course, which team can raise the most money. Please do sponsor your team on www.oqconnect.com/pages/ tough-mudder

Every donation, however large or small, will be greatly appreciated and will help us widen access to a Queen’s education to young people from disadvantaged backgrounds.

Good luck to both teams – we can’t wait to see the muddy pictures and videos!

“A series of obstacles and mud runs that will push your physical and mental limits.”

My School, Your School

Genevieve Weston and Tahmineh, I Senior,

Genevieve is a Graduate Engineer at Canadian multinational WSP, one of the world’s leading engineering professional services consulting firms, while Tahmineh is in her final year at Queen’s, studying A-levels in Maths, Further Maths, Biology and Physics.

WRITTEN BY JOSIE BAKER

Genevieve: I went to Durham after Queen’s, to read General Engineering. For my other choices I’d picked Civil Engineering, but in my course I got to do electrical, mechanical, civil – it was so broad, which I enjoyed. What type are you interested in most?

Tahmineh: I think bioengineering. I did an internship where you could try each type – I like the teamwork and collaboration of biotech projects such as Crispr and the Human Genome project. I’ve applied to universities in the US and here. In the UK I’ve applied to Imperial for two courses, Manchester, King’s and Queen Mary’s.

Genevieve: My Dad went to Imperial. He loved it! But I wanted to get away from London, hence Durham. I wanted to go far away for the whole uni experience.

Tahmineh: All the US schools I’ve applied to are in big cities – New York, Chicago, Boston and Atlanta. I went to visit the campus at Columbia this summer. In America for the first two years you don’t specialise. I thought that was really appealing as it’s good to have a well-rounded education and study some Humanities as well.

Genevieve: With Engineering, you can do whatever you want. The engineers I knew at uni are all in different fields now – data analysis, software design, finance. Finance firms love STEM people. But I wanted to stick with Engineering, although I’ve found it highly male oriented. But Queen’s sets you up well because you gain confidence to take ownership of what you’re doing.

Tahmineh: I’ve never confronted that situation where it’s nearly all men. I think it’s good to go in with that confidence.

Genevieve: There are eight graduates in my team and one woman (me). Two women in senior management and that’s about it. I find the gender imbalance is never anything pointed. It’s subtle. ‘You don’t look like an engineer…’

Tahmineh: What’s an engineer meant to look like?!

Genevieve: I’m hoping to do a talk to the year 7s and 8s. Students need role models and to see a female doing that sort of stuff.

Tahmineh: My dad is the science-y one in my family and he works in AI (Artificial Intelligence). He’s always encouraged me not to be scared of pursuing anything. My sister is doing Further Maths GCSE, so more people will be inclined to go further.

“Queen’s will teach your daughter to be amazing academically and she’ll make friends for life.”

in conversation

3 months. I didn’t speak a word to start with. The experience of living abroad and having no network at all is character building.

Tahmineh: My family is in Colombia and I’ve been here at Queen’s since year 7. I wasn’t great at Maths in the beginning but I got interested in year 9. I became motivated then.

Genevieve: I did have imposter syndrome a bit to start with at uni. When we arrived there were Maths classes to see where we were. It was souldestroying. I felt: ‘I don’t know any of this!’ But the older engineers were so lovely – so helpful. We had workshops at the end of the first year to use machinery like milling machines and hydraulics. I’m always really nice to technicians! Soft skills are so important. You can take those into any job.

Tahmineh: My advice to younger ones would be to not be scared; be passionate about what you like.

Genevieve: I’d say ask questions of teachers and ask why?

Tahmineh: This is why I love our Maths teachers because you always find out why.

Genevieve: AI can be used to mitigate risk in engineering and learn e.g. what causes injuries at work, such as workers falling from height. So everything is pre-cast in large sections now with barriers already integrated.

Tahmineh: What do you do in your job?

Genevieve: WSP is a massive engineering consultancy with 50,000 people globally. I’m in transport infrastructure – highways, developments, planning, marine, defence, green energy. I’m doing bridges at the moment. I love seeing things being built. Big companies have so many people to check your work, which is good when you are dealing with a bridge. Engineering is global: you can work all over the place.

Tahmineh: I was going to take a gap year until recently, to learn Mandarin in Shanghai. It will be a useful language to know in the future. I may do it between my undergrad and my masters.

Genevieve: My graduate job got cancelled due to Covid, a month before I started. So I au paired in Germany for

Genevieve: I cannot enjoy something until I really understand how it works. I spent so much time in that Maths office. I was up and down those stairs so many times.

Tahmineh: Going from GCSE to A-level is a big step up. At A-level there are sometimes things I don’t get but you have to ask why is it this way?

Genevieve: Learning to fail is so important and you learn from it. Some failures in Engineering are what you learn from. Don’t give up sport and your other passions like music to be ‘good at school’.

Tahmineh: I play the violin and I’m happy I never dropped that as I’ll be able to do it at uni.

Genevieve: I have running and swimming.

Tahmineh: Regardless of what someone is good at, there is something for everyone at Queen’s. Someone who likes languages, drama, humanities, sport, there’s something for that.

Genevieve: Queen’s teaches you to be amazing academically and you’ll make friends for life!

We all Need a bit of Support Sometimes

WRITTEN BY JOSIE BAKER

What is counselling?

I think of it as a safe, confidential space for students to explore and work on anything they might be having issues with, or when they need a trusted person to listen to what might be troubling them. Counselling is confidential, although of course safeguarding issues are reported. It’s not fixing problems, so much as helping students find their own way to resolve their problems.

How can students access it?

They can self-refer if they want, by emailing me, or email any teacher, their form tutor, head of year or Dr Abbott, our Deputy Head (Pastoral). I also get referrals from Dr Abbott, parents and teachers. I have a drop in at break and lunch on a Monday and a Tuesday where students can come without an appointment. Finally, there’s a general email, worry@qcl.org.uk.

What kind of problems or issues does counselling help with?

at Queen’s

How long have you worked at Queen’s and what did you do before?

I’ve been here since September. Previously, I worked part time at another school, and I was a support worker at an inpatient mental health unit for teenagers. Before that I was a teaching assistant.

What was your first impression of Queen’s?

When I came for interview, everybody was really into the pastoral side of the school and was friendly and welcoming. I could tell that there was a big emphasis on students’ mental health and that it was seen as a priority for them to flourish in education. I liked the vibe here. And the building’s amazing.

Anything and everything – a lot of what I see is anxiety and academic worries, exam stress, feeling insecure, self-esteem, low mood, problems with family relationships such as divorces, trauma, grief, bereavement, Covid-related stuff. Students may come with one initial problem and then others emerge. Exploring sexuality. They decide what they want to use the sessions for.

Finally, what do you think everyone should know about mental health?

It’s normal that your mental health will fluctuate, but that doesn’t mean there’s anything “wrong with you” and it’s ok if you’re struggling, to get support. And it doesn’t mean that you’re weak or a failure and there’s no stigma attached. The other thing to say, is that you often don’t know what someone else is going through. They might seem happy and outgoing, but never assume their outward behaviour is representing their inward struggles.

Miss Katie Smith-Allen, Counsellor

“Counselling is a safe confidential space for students to explore and work on anything they might be having issues with.”

SENCo (Special Educational Needs Co-ordinator)

What does a SENCO do, especially in these times?

I look after the needs of all of the students with special educational needs and disabilities, including their access arrangements in exams, and any help that they need day to day. During the lockdown there was innovation. Some students with SEN actually found lockdown easier because it removed some everyday demands. We found, surprisingly, that dyslexia lessons work really well online with our fantastic laptops with the pens; spelling that way is so easy and fun, plus you can save everything. So, lockdown was overall quite successful, and we are keeping some helpful new ways of working.

What is your team’s particular focus at the moment?

Our focus is on neurodiversity and supporting students with conditions such as dyslexia, dyspraxia, ADHD and ASD. Some examples of support are preparing for exams and specialist dyslexia teaching – we’ve got three specialist teachers now, including me, working one-to-one with students. We work with them on writing

skills and reading strategies, exam practice, content mapping, vocabulary support, developing spoken language, social and communication skills, study skills, especially for sixth form. Students here are all able, but in recent years the understanding of how neurodiversity in girls and women presents has changed, and students who’ve previously struggled can now be identified more easily and better supported.

What do students and parents need to know?

There’s no need for students to have a diagnosis to be supported: it’s based on their needs. The purpose of the Learning Support department is to be fully integrated into the school and anyone who needs support can access it. We also carry out specialist testing for specific learning difficulties and can then help students and classroom teachers to make any necessary adjustments, so that students can achieve to their full ability.

Is there anything else you’d like to add?

I’m so proud of everything that our neurodiverse pupils at Queen’s achieve every day! They go on to top universities to study a wide range of subjects – for instance, one recent former student with dyslexia is now studying Languages at Oxford University – and then embark on successful and varied careers. They certainly aren’t held back by their neurodiversity, but instead learn to celebrate it as a strength.

“I’m so proud of everything that our neurodiverse pupils at Queen’s achieve every day! They go on to top universities to study a wide range of subjects – for instance, one recent former student with dyslexia is now studying Languages at Oxford University – and then embark on successful and varied careers. They certainly aren’t held back by their neurodiversity but instead learn to celebrate it as a strength.”

Ms Caroline Curtis:

Queen’s Diversity Week 2022: Diversity, Inclusion and Belonging

every school to show we need to have different cultures in our society.”

“I have enjoyed Diversity Week because I enjoyed seeing all the posters around the school and learning about some different cultures. I enjoyed the maps, and the prayers assembly. I’m excited for Odd Socks Day!”

“Diversity Week made me feel included and happy and I learnt new things.”

Richard Tillett, Principal, writes:

“We have always been proud of the diversity of the College. I want it to be a reflection of modern central London as much as possible, and find it fantastic that our pupils speak 38 languages between them at the last count. We have long promoted feminism, of course, and have taken great strides over recent years in increasing our socio-economic diversity too. But I am particularly pleased that the focus of Diversity Week was equally on other, perhaps less-explored elements of diversity.

Queen’s Diversity Action Group was set up in the aftermath of the murder of George Floyd in order to provide long-term, meaningful action in this crucial area. The group, consisting of a governor, parents, alumnae, staff and pupils, will meet later this term to specifically consider ideas put forward by our pupils during Diversity Week, in terms of enhancing what we already do at Queen’s across the various aspects of Diversity and Inclusion.”

Here is what some Class 3 students have to say about the week:

“I have enjoyed people being more open about their experiences. I think Diversity Week helps us to learn more about others. I hope that a Diversity Week happens at

Rebecca Stewart, Director of Pastoral Education,

writes:

“Diversity Week came from pupils in the Diversity Action Group suggesting a themed week. The main focus of the week was pupils exploring different diversity themes in their form times and creating suggestions to make the College more inclusive. These themes were deliberately broad, including not just what many people think of as ‘diversity’ but also encompassing socio-economic status and neurodiversity.

Ensuring that Queen’s is a place where everyone can feel comfortable regardless of their background, identity or beliefs

“Diversity Week made me feel included and happy and I learnt new things.”

Another aspect of the Diversity Week was to give higher profile to our new Sensory Room. This was an idea from Ms Caroline Curtis, our SENCo and Ms Freya Mallard, our Learning Support Assistant. They’d noticed a need for quiet spaces where students can regulate and worked very hard to make it a reality. It’s well supplied with soft lighting, cushions and other sensory equipment.

I feel that my own education had huge gaps in terms of essential life skills and emotional literacy, so I feel

passionate about improving the offer for young people today. I am fortunate that Queen’s is a place that really prioritises these, even recently adding ‘Thrive’ as a formal part of the curriculum (Truth, Kindness and Resilience in Class 3, and Diversity, Life Skills and Politics and Campaigning in Class 2). 88% of parents surveyed said that ‘Thrive’ lessons had improved their daughter’s mental well-being. This formal part of the curriculum is supported by our student-led initiatives, including peer mentoring and our Anti-Bullying Ambassadors.”

Staff were invited to share stories of any prejudice and discrimination they had faced because of who they are. A selection of these was displayed along the main corridor each day for all to see. According to the student survey carried out afterwards, this was the most popular aspect of Diversity Week.

The giant map was for students and staff to mark the part of the world their family comes from. As you can see, we are very global, and closer to home, a teacher and student discovered their mutual origins in Bridgend, South Wales!

Odd sock day celebrates differences in a practical way. It looks like someone was kind enough to share her pair.

Students had the chance to browse through and buy books from a diverse range of authors and themes, supplied by Daunt’s in Marylebone.

Focus on: Queen’s College Preparatory School

Carol Concert

This year’s Carol Concert was all about bringing joy and peace (with a bit of sparkle thrown in), something we can agree was needed at the end of last year. It was another stellar performance from all the pupils and especially under the circumstances, as our Head of Music had to conduct the concert from home. We started with a bang and filled the church with joyful songs. The pupils took us on a delightful Christmas journey, finishing with a song to bring us peace, before we said our goodbyes for the holidays.

Harvest

This year’s Harvest theme was ‘Protect The Planet’, a topic our pupils are passionate about. They portrayed this beautifully through songs and readings inspired by ecology. We enjoyed brilliant performances of ‘We’ve Got the Whole World in Our Hands’ and ‘We’re Better Together’ as well as some lovely prose.

Nativity

Well done to all of Pre-Prep for their fantastic performances in The Nativity. Reception performed clearly and with humour, their poem ‘My Snowman’ made us all roar with laughter. Form I should be very proud of their eloquent and joyful recital of ‘Dear Santa’. Finally, Form II enlightened us all with the performance of our Nativity story ‘A Bundle of Joy’, where we discovered how a grumpy donkey, Grumble, learnt the true joy of the birth of the baby Jesus. Congratulations to every one of the girls for the energy and enthusiasm they brought to the performance!

“My favourite part of the Nativity was the angels and their singing”

Noa

Reception Forest School

We are excited to have integrated Forest School into the Reception curriculum. During each session, the girls learn to be independent, resilient, and improve their thinking skills. They also learn a huge amount about nature. So far, they’ve learnt to carry logs safely, created dens, made birds’ nests in a group, using materials found on the forest floor and have played a variety of listening games. Finally, they made their own stories using story stones and created their very own stick man.

Abigail

Form VI Fundraiser for Little Village

In December, Form VI organised and ran a Christmas fundraiser for a charity called Little Village. Little Village is a charity based in Camden, which helps families who need support by donating items for their babies and children under 5. Everyone came into school wearing a creative Christmas headpiece and brought in a small donation. To get into the festive spirit, Form VI then helped the younger pupils decorate their own gingerbread cookies. We all had a lot of fun and raised an amazing £800! The morning was a real blast and we can’t wait to organise another charity event.

By Mable, Meela

“I loved going to QCL to do our rehearsals.”

and Ana S, Form VI

“I love going to Forest School because Mr Pete makes it FUN!”

Violet “Forest school is FUN, and I really liked making my stick girl and playing hibernating hedgehogs.” Darcey

Jamie Costelloe, Catering Manager Interview with...

WRITTEN BY JOSIE BAKER

What is a typical day like at Queen’s?

Every day is different, but first I make sure deliveries have arrived and ask is my stock all here, do I need to alter the menu, are my team okay? I check the hospitality schedule: Queen’s hosts a lot of events. It might be pastries for a SLT meeting or cookies for an open event, or planning the Parents’ Association Curry and Quiz night.

We prepare for breakfast, then breaktime, then at 11.45am there’s a service briefing – what’s in all the dishes e.g., allergens etc, before service starts at 12.00pm. We have lunch together as a team at 1.30pm, before cleaning the kitchens and preparing for the next day.

How is school food changing and how do the students get input?

The Conscious Canteen is a Chartwell initiative in partnership with Quorn, aimed at carbon reduction. Dishes include fishless tacos, chickenless wraps and a buttermilk style chicken-free burger. It’s extremely important that the students get a voice and that their voice is listened to. We work with the School Parliament to update the menu

but we can season our food a little, have access to a larger product range and work to different costings, so we have more flexibility than state schools. We’ve got to be competitive as well and I challenge you to find a better Katsu chicken for £2.50! I’m very proud of the food and my chef here.

Which dish are you most proud of?

It’s the chicken shawarma and other dishes with grilled veg and flatbreads as it’s a bit different.

every half term, and we take feedback and then make tweaks. It’s not always a ‘yes’ to all student requests, but I will always investigate. We’ve recently added a range of halal sandwiches, for instance, as well as new soft drinks. Hummus is a house made product so we can guarantee there’s no sesame or tahini in it. We’re working on how we can re-introduce sushi when we can be sure it’s free of sesame. We have quite a few students who need a special diet, so we work with the nurse to make that happen.

In the grand scheme of things, how important is lunch?

Our pupils have a lot of academic work to do, so lunch can be a source of sanctuary. They can switch off with their friends. We do have our treats, but we try to make sure it’s as good as it can be. We follow Government guidelines,

What’s your favourite meal? (it doesn’t have to be a school one!)

Probably a carbonara – a proper classic one, pasta, parmesan, raw eggs and some seasoning, maybe a bit of pancetta. Simple, tasty and filling. I love food and can eat it at any time of the day.

For a longer version of this interview, visit https://www. qcl.org.uk/about-us/dining

“I’m very proud of the food and my chef here.”

Focus on Prep Staff Interview with...

Miss Laura Edwards

What is/are your special subject(s) and skills?

Coming from a mathematical background, it would have to be Maths. I like the subject because in a broad way it contributes to every person’s life whether that person (or child) actually becomes a mathematician or not.

What do you like about working at the Prep?

I like the day to day variety of the job, the people I work with and of course the girls! It’s really satisfying to see them progress both academically and nonacademically as rounded people and future citizens.

What has surprised you about the Prep?

Probably how easy it is to get lost. Its deceptively bigger than it looks and when I joined I regularly took the long route (not on purpose) to get where I needed to go. It’s impressive how well Reception and Year 1 girls navigate the building.

Where would your dream holiday be?

I feel very lucky to have travelled extensively and also to have lived in Asia. A dream holiday for me would probably be somewhere hot that I haven’t been to, such as the French Polynesian Islands. They look stunning.

What’s your favourite sweet treat?

Chocolate or a macaron.

Mrs Charlotte Edels

What is/are your special subject(s) and skills?

Subjects I love to teach are English and Humanities. However, our new creative curriculum is ensuring that I have practised my face painting, warrior and art skills with my class this year!

What do you like about working at the Prep? When I first came to QCPS, I was drawn to the warmth and friendliness of the staff, but also the inquisitive nature of the pupils.

What has surprised you about the Prep? No surprises yet….. Besides the ISI inspection!

Where would your dream holiday be?

I have a bucket list of holiday destinations! The next one is Japan.

What’s your favourite sweet treat? I would have to say a fig roll.

Stories from the Archive

Two of the First British Women to Qualify as Doctors

Generations of pupils at Queen’s have studied science in the JexBlake and Bovell-Sturge labs in the College, but not everyone knows the fascinating story of how these two pioneering alumnae fought for women’s rights to access higher education and qualify as doctors.

WRITTEN BY ARABELLA GREENWOOD, I SENIOR, QCL

Sophia Jex-Blake (1840-1912) enrolled at Queen’s College in 1858, despite strong opposition from her parents, and excelled. In 1859, while still a student, she also became a Maths tutor, however, her parents did not permit her to accept a salary. Emily BovellSturge (1841-1885) followed a similar path, also becoming a Maths tutor here after her time as a pupil at Queen’s, although she had the support of her family.

Their paths crossed again in 1869 as members of the ‘Edinburgh Seven’, a group of women who campaigned for the right to study Medicine at the University of Edinburgh. Jex-Blake had originally been rejected so the University did not have to adapt ‘in the interests of one lady’. Jex-Blake refused to accept this, returned later that year with six other woman applicants, and reapplied. On this occasion, her application, and those of the other women, was accepted on condition they passed the matriculation examination; which they did, four with very high scores.

Jex-Blake remarked, “It is a grand thing to enter the very first British University ever opened to women, isn’t it?”. But the experience was challenging. The women were met with hostility and bitterness. Professors spoke against them and fellow students were offensive, shouting abuse as they passed. This peaked at the Surgeons’ Hall Riot in 1870 when the Seven arrived to sit an exam and were met by crowds hurling mud, rubbish and derogatory phrases. Despite this, they persisted and slowly gained support for women in Medicine. However, in 1873, the University refused to allow them to formally graduate.

This insult merely added impetus to their campaign and in 1876, new legislation opened medical degrees to women, with Jex-Blake also contributing to setting up a new London School of Medicine for Women. The Edinburgh Seven were finally awarded posthumous degrees by Edinburgh University in 2019.

Both Jex-Blake and Bovell-Sturge gained their medical degrees abroad and Jex-Blake set up her own practice back in Edinburgh. Her eventful life is documented in a biography written by her long-term female partner, another doctor. Bovell-Sturge set up a practice in Wimpole Street in 1877, just around the corner from Queen’s. Being so close to the school, she was a frequent

Plaque commemorating the ‘Edinburgh Seven’ at the site of the ‘Surgeons’ Hall Riot’ of 1870.

“Queen’s students should be proud to study science in labs dedicated to these clever, determined and innovative female pioneers.”

visitor, lecturing on physiology, hygiene and giving first aid classes. Her husband, neurologist William Sturge, donated the lab to Queen’s in her name. The British Medical Journal wrote on her death:

“Nobody who knew Mrs Sturge could withhold his admiration for her thirst for knowledge and her energy of character.”

I feel today’s Queen’s students should be proud to study science in labs dedicated to these clever, determined and innovative female pioneers, who did so much to open up access to higher education for women in this country, as well as the medical profession.

Spring prize crossword

ACROSS

8 N.B. in full (4,4)

9 Detest (6)

10 Places for experiments; dogs (abbr) (4)

11 Book of maps (5)

12 Basin built for ships (4)

13 Knocking senseless; extraordinarily impressive (8)

16 Author of Samson Agonistes (6)

18 Annoyingly self-satisfied (4)

20 Fit pipes for water etc (5)

21 Widely held belief that is false (4)

22 Musical featuring The Artful Dodger (6)

23 Designer or builder of e.g. bridges (8)

26 Russian emperor (4)

28 Of or for the nose (5)

30 Prison (4)

31 Light-sensitive tissue in the eye (6)

32 Analysis of metre in verse (8)

DOWN

1 Metallic element (symbol Co) (6)

2 Raised platform in a room (4)

3 One from Kathmandu (6)

4 Smallest functional unit of an organism; monk’s room (4)

5 Group of performers assembling impromptu in public (5,3)

6 Magician’s rod (4)

7 Supermarket pay desk (8)

14 Desert in southern Israel (5)

15 Distance between rails on railway track (5)

17 Pale yellow (5)

19 Thick dark treacle (8)

20 South American river fish that bite hard (8)

24 City and county in western Ireland (6)

25 US inventor of light bulb (6)

27 Rapid surprise attack (4)

29 Neither good nor bad, okay (2-2)

30 Joke (4)

Many thanks (again) to Robert Maclean, grandfather of Edie in II Seniors, for this splendid crossword. If you have been reading the magazine carefully, you may be able to find clues to a few of the answers. The first three correct entries emailed to the Development Office by 20th April on development@qcl.org.uk, will receive their choice of a QCL teddy bear, or a tote bag printed with the William Morris design of our entry hall wallpaper.

Sophia Jex-Blake. Photograph by Swaine, Wellcome Collection

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KATHERINE, PARENT OF STUDENTS AT QUEEN'S COLLEGE, LONDON

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TALISA, QCL STUDENT

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"We all smile in the same language" Find out how we can help yours www.elineorthodontics.com +44(0)20 7467 5700 Info@elineorthodontics.co.uk 21

FRONT COVER PHOTO CREDIT: photo © Rob Pinney of Rosa and Vivian C3, QCL Sports Day, Finsbury Park, London