Mathematics Department
Welcome to our annual Mathematics Department Report. This academic year has been truly remarkable, marked by a vibrant blend of curiosity, creativity, and achievement. From the very first term to the final weeks, our students have embraced every opportunity to deepen their understanding of mathematics, challenge themselves through problem-solving, and discover the subject's powerful relevance to the world around them.
Through a rich variety of events, trips, competitions, and collaborative activities, we have not only celebrated the beauty and logic of mathematics but also fostered a strong sense of community and shared purpose. Whether exploring advanced mathematical ideas, applying concepts in real-world settings, or simply enjoying the thrill of solving a tough puzzle, our students have grown in confidence, resilience, and enthusiasm.
This report highlights the many moments that made this year so special and showcases the incredible talent and dedication of our students and staff.
In December 2024, our Year 12 and select Year 13 students had the opportunity to attend the inspiring Maths in Action event at the Emmanuel Centre in London. The journey into the capital by tube was an adventure in itself, filled with excitement and a great sense of camaraderie among the students.
Upon arrival, students were immersed in a dynamic series of lectures delivered by leading mathematicians and industry professionals. Each talk offered a unique insight into the beauty, depth, and real-world relevance of mathematics from cutting-edge scientific research to everyday applications in technology, finance, and engineering.
The event was carefully designed to broaden students’ horizons and spark a deeper interest in STEM (Science, Technology, Engineering, and Mathematics) fields, particularly as they begin to consider university and career pathways. The day proved to be both educational and inspirational, leaving students energised, engaged, and eager to pursue the many exciting opportunities that a solid mathematical foundation can unlock.
Pi Day was once again a much-anticipated, school-wide celebration that brought together students from all year groups in a joyful exploration of mathematics. Held annually on March 14th in honour of the mathematical constant π (Pi), the day was filled with fun, creativity, and hands-on learning experiences designed to deepen students’ understanding of mathematical concepts in a memorable way.
One of the highlights of the day was the activity for our Year 8 students, who investigated the relationship between the circumference and diameter of circles. This is an essential concept in understanding Pi. Using biscuits as their circular objects and strawberry lace sweets as measuring tools, students brought a delicious and tactile element to their learning. This hands-on approach not only reinforced key mathematical principles but also added a sense of excitement and novelty to the lesson.
Our weekly lunchtime Chess Club has continued to thrive this year, proving to be one of the most popular and engaging extracurricular activities within the school. Open to students from all year groups, the club has become a lively hub of intellectual challenge, strategic thinking, and friendly competition. Each session sees students eagerly gathering to test their skills, learn new tactics, and enjoy the timeless game of chess in a relaxed and supportive environment.
The club has played a key role in developing students’ critical thinking, concentration, and problem-solving abilities — skills that are not only essential in mathematics but also widely transferable across all areas of
learning. For many students, it has become a valuable opportunity to build confidence, patience, and resilience as they take on opponents, learn from mistakes, and steadily improve their game.
A particularly heartwarming aspect of the Chess Club’s success has been the enthusiastic participation of staff members. Teachers from various departments regularly join in, either to play a game or to offer guidance and encouragement. This has helped to create a unique atmosphere of teamwork, where students and staff connect through a shared passion for strategy and learning.
Another standout moment of the year was the annual Maths Escape Box event—an inter-house competition that brings together students from Years 6, 7, 8, and 9 in the Senior Hall. This high-energy activity was a fusion of education and entertainment, thoughtfully designed to challenge students’ mathematical reasoning and collaborative problem-solving skills in an engaging and interactive format. It reinforces mathematical confidence, and provides meaningful and authentic challenges. Working in their house teams, students faced a series of timed challenges that included cracking codes, deciphering riddles, and solving a variety of logic-based puzzles. With each successfully completed task, teams unlocked the next stage of the competition, building a sense of anticipation and teamwork throughout the hall. The dynamic format created an atmosphere of excitement, friendly rivalry, and shared achievement, where every participant had a chance to shine.
Student feedback highlighted just how impactful the event was. A Year 6 reflected, “I really enjoyed working in teams and my friends,” while a Year 7 shared, “I enjoyed the maths challenges.” Their comments capture the spirit of the day — a celebration of cooperation, critical thinking, and the joy of mathematics beyond the classroom.
The Maths Escape Box has firmly established itself as a highlight of our annual calendar, reinforcing mathematical confidence, encouraging teamwork, and proving that learning can be both meaningful and immensely fun.
In February 2025, the Mathematics Department partnered with the Media Department for an unforgettable joint trip to New York City. This cross-curricular experience blended mathematical exploration with media and cultural enrichment, and offered students the opportunity to see mathematics in action beyond the classroom while experiencing one of the world’s most iconic cities. A key highlight of the trip was our visit to the National Museum of Mathematics (MoMath), the only museum in North America dedicated solely to the wonders of mathematics. Students were captivated by the museum’s interactive exhibits, which brought abstract concepts to life through hands-on activities, engaging puzzles, and digital installations. From exploring symmetry and patterns to investigating motion and geometry, the museum showcased the beauty, creativity, and real-world relevance of mathematics in exciting and accessible ways.
Beyond MoMath, the itinerary included visits to several of New York’s most renowned landmarks and cultural institutions. Students enjoyed breathtaking views from the Empire State Building, and walked through the buzzing streets of Times Square. The blend of mathematical discovery and media-focused activities’ such as documenting the trip, creating photo essays, and analysing architecture and design this gave students rich opportunities to connect learning across subjects in meaningful ways.
The Year 9 Windsor Maths Trail was once again a tremendous success this year, made even more enjoyable by the beautiful sunshine that accompanied us throughout the day. This event provided students with the perfect opportunity to apply their mathematical knowledge in a real-world setting, while also experiencing the rich history and scenic beauty of Windsor.
Students worked in small groups as they navigated a specially designed trail through the town, solving a variety of mathematical challenges and puzzles at key locations along the way. These tasks encouraged them
to think critically, use estimation and measurement skills, interpret data, and collaborate effectively with their peers. Whether calculating angles from architectural features or estimating distances along the riverside, each activity reinforced key mathematical concepts in a dynamic, hands-on way.
As we look back on the past year, we are filled with pride in our students’ accomplishments and their growing passion for mathematics. Their enthusiasm, curiosity, and willingness to embrace challenges have been at the heart of everything. From engaging events and enriching trips to collaborative projects and cross-curricular initiatives, this year’s activities have not only deepened mathematical understanding but also highlighted the many ways in which maths connects to the wider world.
These experiences have shown our students that mathematics is more than numbers on a page, it is a powerful, practical, and creative discipline that shapes the world around us. Whether solving real-life problems, exploring abstract ideas, or discovering new applications, our students have embraced every opportunity with energy and determination.
Looking ahead, we remain committed to nurturing a love for mathematics and providing meaningful, inspiring experiences that extend beyond the classroom. With the continued support of our dedicated staff, engaged students, and supportive parents, we are excited to embark on another year filled with discovery, innovation, and academic excellence.
Here’s to another fantastic year in the Mathematics Department!
Mrs M Degan Head of Mathematics
Science Department
The Science Department has continued it’s excellent work, inspiring students across the school to think like scientists, understanding the world around them and develop enquiring minds.
We are fortunate in the Science Department of St Mary’s to retain subject specialists in Biology, Chemistry and Physics which provides the students with a wealth of subject passion and expertise. Mrs Mighty joined the department as Chemistry teacher and Miss Warburton was appointed as the Head of Chemistry, alongside her pastoral role. We are looking forward to welcoming Dr Wait to the department as an experienced full-time teacher from September. She will be teaching Chemistry at A level and GCSE.
In the summer we enjoyed some very positive public examination results across the Science Department with many individual success stories. The A Level results saw all students making excellent progress with a number achieving A* or A grade. At A level, our students all achieved the results required to move onto their next stage of education and a number have gone to study STEM courses at university. The GCSE results continue to be strong with many excellent results across all science qualifications sat, including several students who achieved Grade 9s. The majority of results were a strong pass or higher, representing significant success for many students and enabling them to progress onto their chosen courses.
British Science Week in March had the national theme of ‘adapt and change’. Students had an assembly discussing the way the world has changed over time and how it may change in the future. Students were encouraged to reflect on skills needed to successfully adapt including the inaugural St Marys Bush tucker trial, where students were invited to try eating a selection of more sustainable foods such as locusts and mealworm. So popular was this challenge that at one point the queue was out the door! Students could also take part in the House Science Challenge which involved devising a method to play Happy Birthday using test
tubes and coloured water. Everyone worked so well in mixed year group teams to adapt their method to play each note. Well done to the winners, Butler House.
The Science Department aims to provide a range of enrichment opportunities. This year, students had the chance to participate in national and international competitions. Students in Year 10 entered the Biology Challenge, a competition run by the Royal Society of Biology and a number of St Mary’s students achieved medal place certificates for their performance. A Level students took part in the Biology and Chemistry Olympiads run by the Royal Society for each and we await the results which will be published in a few weeks. Some A Level girls have also participated in national scientific essay competitions to broaden their interests in preparation for further education. Students also had the opportunity to take part in the National Scientific Thinking Challenge. This is a relatively new competition open to schools across the globe and some of our students performed in the top 20%. Congratulations to all students who took part in the competitions. Science club for Year 7, 8 and 9 has been a popular lunchtime activity; students have had fun doing a range of hands-on experiments across the year. This provides a chance to meet new friends and get to know the department, whilst enthusiastically making rocket fuel or creating chemical magic!
Year 8 visited the National Space centre as part of their Physics topic about Space and took part in a fascinating Rocket Science workshop. Year 10 visited the Science Museum as part of their Futures Week, with a workshop on STEM careers.
Our aim, as always, is to develop a love of science and critical thinking skills to support citizens and scientists of the future.
Mrs N Cooke Head of Science
Modern Foreign Languages Department
It has been a busy and successful year for the Languages Department, marked by both academic achievement and cultural enrichment. As a team, we have taken great pride in delivering high-quality language teaching underpinned by evidence-informed practice, while maintaining our commitment to fostering excellence in all areas of learning.
The Languages Department has provided several exciting opportunities for our pupils this year, and we were delighted to offer a range of trips and co-curricular experiences in order to enrich our pupils’ learning. As always, the Department has worked tirelessly to offer an engaging curriculum across three languages –French, German and Spanish and has strived to ensure our pupils fulfil their potential in the language(s) they have been studying, whilst also broadening their cultural understanding and global awareness, ensuring learning extends well beyond the classroom.
This year, we proudly celebrated International Mother Language Day in February — a global initiative which emphasises the value of linguistic diversity and the importance of multilingualism in fostering inclusion and understanding. The event aimed to highlight the crucial role that mother languages play in promoting cultural identity, unity, and meaningful communication within diverse communities. To mark the occasion, Duru and Madison in Year 10 gave a memorable performance at the start of a whole-school assembly, singing Les Champs-Élysées and I Want It That Way in French. Their performance was a joyful and engaging way to showcase the richness of language learning in our school. During the assembly, we also took time to recognise and celebrate the many members of our school community - both staff and students - who speak languages other than English at home or who are multilingual. This encouraged reflection on the linguistic heritage present within our own school. In addition to the assembly, we hosted a number of events to mark
the day. The canteen offered a special themed menu featuring international dishes, which was warmly received by students and staff alike. A particular highlight was a language taster session led by Mrs Degan, who introduced pupils to Punjabi, Gujarati, and Hindi - an engaging and eye-opening experience that many thoroughly enjoyed. Overall, the celebration was a meaningful opportunity to deepen cultural appreciation and reinforce the value of languages in our world.
In German, Year 9 pupils took part in the much-anticipated annual Brotpudding baking activity with Mrs Glenister - a hands-on and engaging way to reinforce their understanding of food-related vocabulary and the use of imperatives in context. As they followed the authentic German recipe step-by-step, students practised giving and responding to instructions in German, developing both their linguistic skills and cultural awareness. The activity not only brought the language to life in a practical setting but also created a memorable and enjoyable learning experience for all involved!
This year, a number of enthusiastic students from Key Stage 3 regularly attended Italian Club with Miss Tarbert, where they were introduced to the fundamentals of the Italian language in a fun and engaging environment. Throughout the year, pupils learnt how to introduce themselves, use numbers, identify colours, talk about places in town, and discuss food—all key elements of beginner language acquisition. Lessons were interactive and often included games such as Uno! to help reinforce vocabulary and pronunciation in a playful, memorable way. The club not only gave pupils a valuable head start in learning a new language but also offered an enjoyable opportunity to explore aspects of Italian culture, sparking curiosity and enthusiasm for further language study.
In January, Year 9 French students attended a cross-curricular French and History workshop at the British Film Institute. The workshop coincided with Holocaust Memorial Day and allowed students to develop their language skills whilst deepening their knowledge of the Holocaust and World War II. The workshop was conducted largely in French, and it was wonderful to see such a high level of engagement from our students. After an introduction to the historical background, students spent the morning analysing clips of the film with the new vocabulary that had been introduced to them. They then enjoyed a full-length cinema screening of the film ‘Le Voyage De Fanny’ which was incredibly moving, and gave the students a clear understanding of what life was like in France during the Second World War.
In March, Year 10 GCSE Spanish students attended a KS4 Spanish study day at the British Film Institute once again. Conducted in Spanish and led by a native speaker, the study day involved a morning workshop which used short films to explore themes of identity and culture. Students were guided through a number of activities in which they were able to practise and develop their skills of speaking, listening, reading and writing in the target language. Students were exposed to lots of new vocabulary and even learnt some key phrases in Spanish for analysing different film shot types. The Media department would have been proud! In the afternoon, the students enjoyed a screening of the 2022 Spanish comedy film Llenos de Gracia, an uplifting story based on true events.
Towards the end of March, pupils had the opportunity to enter the Anthea Bell Prize for Young Translators. This competition for schools was launched in 2020 by the Translation Exchange at The Queen’s College, Oxford and had over 16,000 participants in 2024. The competition is inspired by the work of the translator Anthea Bell OBE (1936–2018), one of the finest and most influential literary translators of the 20th and 21st centuries. This year, there were over 22,000 pupils who participated from a range of schools in England. In May, we received fantastic news that Bo’s (Year 8) submission to the competition was selected as a winning entry! The judges also commented on the very high standard of entries this year and remarked that it was extremely hard to choose winners, so this was a brilliant achievement. We very much look forward to our pupils entering this competition next year.
As a department we would like to express our gratitude to our two wonderful language assistants, Ms Teresa Posse, and Mrs Virginie Penney. Over the course of the year, they have provided invaluable support to our
exam classes, working closely with pupils to help them prepare for their speaking examinations. These sessions offer students a unique and highly beneficial opportunity to practise their spoken language skills with a native speaker, building both confidence and fluency. Their expertise and dedication have played a key role in ensuring our pupils feel well-prepared and supported. We are incredibly grateful for their contributions and look forward to continuing our collaboration with them in September.
I would like to take this opportunity to extend my sincere thanks to the members of the Languages Department for their professionalism, enthusiasm, and collegiality throughout the year. Their collaborative approach and dedication to our shared vision have made a significant impact on the success of the department. I am especially grateful for the support they have shown me during my first year at St Mary’s. It has been a privilege to lead such a committed and talented team.
I would also like to thank three valued colleagues whose contributions have greatly enriched our department. We bid a fond farewell to Miss Tarbert and Miss Croft, who are moving on from St Mary’s - we wish you every success in the future and thank you for the positive difference you have made to students’ learning and experience at St Mary’s. We also extend our congratulations to Mrs Glenister, who is embarking on an exciting new chapter, specialising in SEND education and personal development coaching. Your passion and commitment to making a difference are truly inspiring, and we look forward to seeing the incredible impact you will undoubtedly make in your new role, alongside continuing to teach our Key Stage Four pupils at St Mary’s next year.
Miss C Martin Head of Languages
Art & Textile Design Department
This year has flown by and again it has been another exciting and vibrant year in the Art & Design Department. My heartfelt thanks go to the staff in the department who bring their expertise, professional knowledge, and enthusiasm regarding the world of creativity, into the classroom. Whilst there are a plethora of Art and Textile Design books to seek reference from, we are extremely fortunate that as creative teachers we have the privilege to teach our subject in a very unique way, drawing upon our individual specialisms which in turn provides the ideal opportunity to learn from each other as professionals. In September 2024 we welcomed Mrs Saunders into the department as our new Art and Textiles technician. She is an extremely experienced practitioner of Textiles and Design and Technology and a member of the Society of Designer Craftspeople. With her immeasurable enthusiasm and the wealth of expertise and knowledge she brings to the department, she plays an integral part in lessons assisting the girls and supporting them in attaining their personal best.
We commenced the year with excellent A Level results; and over the last three years I am incredibly pleased to note 50% of all Fine Art students have attained grade A*- B. In 2024 100% of students attained a grade A, 63% higher than the national average, whilst 50% of GCE Textiles students have attained grade B and above. This has been a testament to the high quality of teaching by departmental staff and the dedication of our students; many spent additional time in the department at the end of the school day completing coursework and preparing for their examinations. Similarly, our GCSE results were pleasing with 12.5% of students achieving a level 9 in Fine Art, 7% above the national average and a total of 94% attaining levels 9 – 4 which was 17% above the national average. In Textiles Design 75% of grades were between level 6 – 4, 32% above the national average. We extend our best wishes to all St Mary’s students in their academic, professional, and personal endeavours beyond their time with us. We are confident that their hard work and tenacity, character virtues, dedication, and passion will lead to continued accomplishments in the future.
As the year has progressed, we as a department continuously adapt and refine the curriculum with the mindset of progressing learning, not only from the students’ point-of-view, but also that of our own, encouraging curiosity, fostering empathy and building on the SMS Take Care Values. Following a successful review of the Year 7 and 8 curriculum last academic year, this year our focus has been on Year 9. In Art we introduced an additional unit of work within the Year 9 Architecture Project to bridge the gap between Key Stage 3 and GCSE Art. The work fostered curiosity and resilience within the students to try alternative methods of recording employing continuous line and monoprinting. Both of which can have outcomes that are unpredictable and are a refreshing departure away from the notion that all Art must be perceived as ‘being perfect’, that is so prevalent amongst students’ personal views as to what constitutes successful work.
Year 8 have experienced three-dimensional sculpture and mixed media work as they have explored Medieval Gargoyles and Grotesques, whilst Year 7 have experimented with composition and colour reduction printing techniques. In Textile Design the Year 9 students have enjoyed completing the Icons Project and explored stitched portraits through a variety of embroidery on the sewing machines. The overall enthusiasm for Textile Design has grown over recent years and we look set to have two groups at GCSE for the first time next year which is extremely pleasing. Year 7 have constructed a large textile piece that appropriates the ‘The Unicorn Rests in a Garden’ (from the medieval Unicorn Tapestries that hang in the Metropolitan Museum in New York). The girls have explored the different interpretations of these enigmatic tapestries, and each worked on a section of the larger image which was joined to produce a collaborative outcome. The girls experimented with fabric paints, a range of embroidery stitches, applique, and embellishments. Year 8 have been creating tie-dye and applique cushions, developing their technical skills in machine and hand embroidery. In Year 12 Textiles Design we have had a busy year exploring the Project of Landscapes through a variety of techniques such as felting, embellishing and Batik with stunning outcomes.
Since September last year, the Art and Design Department have arranged trips to galleries and places of interest. It is well-known that some things are meant to be experienced first-hand. However, in a world where everything is at our fingertips with the click or press of a button, it is easier said than done. Some applications even allow the viewer to do virtual tours of numerous notable museums and galleries, so is it strictly necessary for the student to leave the classroom? ‘Pictures are worth a thousand words’ (Frederick R Barnard 1921) but in St Mary’s Art and Design Department’s view, seeing a picture in person is worth a million. The digital images of artwork serve a purpose and enable all to access the wealth of creativity in the world, but as good as the image may be, there is something important that always becomes lost in translation. Therefore, apart from class trips to galleries our students are encouraged to see the work of other artists, craftspeople, and designers for themselves. In the Michaelmas Term Year 10 and 12 Fine Artists went on the yearly trip to the amazing botanical gardens of Kew in southwest London. Not only did they gain confidence in recording ideas within a public setting, but the visit was an opportunity for the students to record and view the magnificent natural forms and structures housing the flora and fauna that illustrates the adaptability of plants in sync with our diverse climate. Later in the year, to prepare for their final examination the Year 11 and 13 Fine Art, students went to the Tate Britain to gain inspiration from the general collection and to view the 2024 Turner Prize collection. In Textiles, Year 10 and 12 students have had the opportunity to participate in a range of webinars to explore the work of different practitioners. In A Level History of Art, the students are currently preparing for their upcoming trip to Florence in Rome this coming October half term through their study of the Italian Renaissance 1420 - 1520. They have focused on two specified areas; the sculpture of Michelangelo and the paintings of Raphael, and have developed the skills to analyse and discuss previously unseen paintings, sculptures, and buildings in terms of their formal and contextual elements so that they can confidently discuss these works in a range of settings.
The girls at St Mary’s are an absolute pleasure to teach and have embraced every opportunity to get involved in the creative life of the school. From the beautiful individual canvasses, the Art Scholars have produced to represent the SMS Character Values, to the individual acrylic and expressive charcoal pieces created from Key Stage Art Club, the girls have demonstrated their wide-ranging abilities and artistic flair.
During the Lent term it was wonderful to see so many entries for the annual House Photography Competition, with over 50 entries from Senior House, the competition is increasing in popularity every year. The theme was ‘Reflections’ and the girls have captured this through unique, creative, and thoughtprovoking photography.
As we reflect on the past year and this academic year draws to a close, the numbers of students opting to GCSE Art and Textiles Design continues to grow. Next year we are incredibly excited to have two groups for GCSE Art and Textiles for the first time. It is anticipated in 2025 that the creative industries will contribute £132.1 billion in Gross Value Added (GVA) to the UK economy so this is good news indeed that the students’ option to study Art and Textiles Design is on the increase. On Speech Day we look forward to celebrating the work of our GCE and GCSE Fine Art and Textiles Design students, together with work from the Prep Department. St Mary’s artists have worked incredibly hard this year and as their teachers it has been an incredible privilege to be part of their creative journey.
Mrs R Brown Head of Art & Textile Design
Business and Economics Department
It has been a busy and exciting year for the Business and Economics Department, with many students thoroughly enjoying our courses and co-curricular activities.
This year, we have maintained a strong focus on our core teaching principles, including metacognition, to help students become more independent and reflective learners. Our GCSE and A Level students have worked incredibly hard in preparation for their exams, and we are proud of the dedication and resilience they have shown. Many of our Year 13 students are now set to pursue related degrees at university, including Business Management, Economics, and Business with Law.
A particular highlight of the year was the participation of our Year 9 students in the Tycoon Enterprise Competition, run by the Peter Jones Foundation. The girls were challenged to develop a business plan and run a small business over a 10-week period. This included making and selling products, as well as taking full responsibility for marketing and financial management. With eight teams taking part, they generated a combined revenue of £2,264.85 and an impressive total profit of £1,410.78 — an outstanding achievement! One team even finished top of the leaderboard for their Key Stage out of all the schools that took part, and we now eagerly await news on whether they will progress to the national final in October.
We also delivered a number of Enterprise Days for Key Stage 3, encouraging our budding entrepreneurs to showcase their creativity, leadership, and problem-solving skills. These events are designed to introduce students to the world of business while helping them develop essential skills such as communication, teamwork, and conflict resolution. They also build confidence through presenting and pitching ideas.
This year’s Year 7 Enterprise Day took on an ‘Apprentice’-style challenge where students were asked to design a new subscription box company. After conducting market research to identify trends and gaps, they developed a product with a clear unique selling point. Students then created trade stands to promote their products at a lunchtime trade show before delivering a final sales pitch to a panel of judges. Meanwhile, Year 8 students focused on developing a business plan in preparation for their entry into the Tycoon Competition in October.
Another major event this year was our educational visit to the BMW Mini Factory in Oxford for both A Level and GCSE Business students. The trip provided students with a valuable opportunity to see business theory in practice, particularly in areas such as lean production, automation, supply chain management, and quality
control. During the guided tour, students observed the production line in action and gained insight into how the factory applies Just-In-Time (JIT) production and continuous improvement strategies to maintain efficiency and reduce waste. The visit also supported classroom learning on topics like globalisation and the role of innovation in maintaining competitiveness. Overall, it was an engaging and informative experience that helped deepen students’ understanding of key business concepts in a real-world context. We’re excited to build on this next year with the return of our biennial Cadbury World trip. Always a student favourite, the trip includes a tour of the chocolate production process, a talk on international marketing, and a look into the brand’s rich history.
Our Year 12 students once again took part in the Girls Schools Association GAIN Investment Challenge, a unique initiative aimed at giving girls hands-on experience in finance, investment, and entrepreneurship. The challenge helped students develop informed financial decision-making and investment strategy skills. This year, three teams researched and analysed Tesco, Sainsbury’s, and Ocado. While they didn’t place in the final rankings, the students found the experience incredibly rewarding and inspirational for their future career aspirations.
In Key Stage 4 Business, we explored how entrepreneurs identify and respond to business opportunities by spotting gaps in the market and adapting to customer needs. Students also considered the impact of emerging technologies such as AI, robotics, and self-driving vehicles—recognising both the opportunities these create and the potential for disruption across industries. It has been a pleasure to see high level of engagement, with many continuing these important conversations about current business trends and innovation at home.
Overall, it has been a highly successful and enriching year for the department. We are immensely proud of our students and all they have achieved, and we look forward to the new challenges and opportunities the next academic year will bring. We wish our Year 11 and Year 13 students the very best of luck for their results in August.
We are looking forward to welcoming a new member of staff to the department in September. Miss Gill is an Economics specialist and will teach alongside Mr Griffiths in Year 12 and Year 13.
Mrs L Milmine Head of Business and Economics
Expressive Arts Faculty
This year has been another vibrant and eventful one for the Expressive Arts Faculty, which encompasses Art, Drama, Food and Nutrition, Textiles, Dance and Music.
We were delighted to welcome Mrs D Saunders and Mrs L Adams to the team as technicians supporting the Textiles, Art and Food departments. Their contributions have already made a fantastic impact.
Each department has had its own highlights, which you'll read more about, but collaboration remains at the heart of everything we do. In the Michaelmas term, Mrs Phillips led an Expressive Arts trip to Lake Garda, Italy. Students visited Verona, Sirmione and Venice, where they sang in a concert, took part in a dance workshop, and created stunning Venetian masks.
November brought the spectacular school production of Oliver! a showcase of incredible student talent that left us all in awe. In February, our Year 10 Expressive Arts Celebration Evening gave students the chance to
shine through dance, music, visual art, textiles and culinary creations. Their energy and creativity truly impressed the audience, as did the delicious food!
More recently, our Drama and Music scholars performed for the residents of Austenwood Care Home and again at the Expressive Arts Scholars’ Recital, both events full of heart and talent.
We invite you to enjoy the beautiful Art and Textiles work featured in our annual Art Exhibition held for Speech Day. GCSE and A level pieces are on display in the Senior Hall, while work from our younger students can be viewed in the Dining Room.
On a sadder note, we wish all the very best to Mrs Lasocki who will be leaving us this summer to take on a new role. We have loved having her in the faculty and will really miss her positive energy and enthusiasm for the Arts. Good luck Mrs Lasocki! In September, we will be welcoming Mrs O’Brien as Teacher in Charge of Dance
So, we all wish you a joyful and relaxing summer and may it include a spark of creativity shared with your family.
Mrs J Phillips
Head of Expressive Arts Faculty and Director of Music
Dance
Dance continues to be a thriving and dynamic part of life at St Mary’s, with students in both the Prep and Senior School participating in a wide range of curricular, co-curricular, and peripatetic activities that nurture their technical ability, performance skills, creativity, and expressive potential. Our GCSE and A Level Dance students have worked with great commitment this year, not only developing their practical abilities but also engaging in critical analysis, interpretation, and evaluation of professional repertoire and their own choreographic work.
A highlight of the year was the Expressive Arts Evening in February, where students from Years 10, 11, and 13 showcased selected pieces from their examination work. The evening opened with a group piece by our Year 10 dancers inspired by Emancipation of Expressionism by Kenrick Sandy, blending hip-hop and contemporary movement to explore individuality and unity. It was followed by a duet, performed by a GCSE and A Level dancer, exploring themes of empowerment and self-discovery, inspired by Emeli Sandé’s Read All About It. Two A Level works followed: one, a group choreography based on the persecution of women accused of witchcraft; the other, a quartet depicting the emotional journey of migrants and refugees. The evening closed with a lively group performance based on A Linha Curva by Itzik Galili, capturing the joy and energy of Brazilian carnival. Following their GCSE and A Level external practical exams, dancers presented their work again in a lunchtime showcase in March, and Year 10 students also performed some of their group performance pieces at the SMS Give Evening in June.
This year saw the opening of our brand new Dance Studio in the Michaelmas term. This purpose-built facility has had a transformative impact on Dance at St Mary’s, providing an inspiring space for students to train, rehearse and create. GCSE and A Level dancers were among the first to use it, rehearsing for their performance events and practical examinations. The studio has quickly become a central hub for dance across the school.
Another exciting development this academic year was the opportunity for our Year 10 dancers to lead workshops for Prep students as part of their Sports Leaders Award. Working in small teams, they planned
and delivered engaging sessions introducing younger pupils to key dance techniques and creative tasks. The experience developed their leadership, communication and confidence, while also strengthening links between the Senior and Prep schools and fostering a shared passion for dance.
As part of our enrichment programme, students had the opportunity to attend several exciting trips this year, including Matthew Bourne’s Swan Lake, the West End production of Oliver!, and Move It, the UK’s largest dance exhibition at the Excel Centre. At Move It, students took workshops with professionals, explored careers in dance, and watched outstanding performances from industry and vocational colleges. These trips greatly enhanced students’ cultural awareness and brought their classroom learning to life.
We also hosted a specialist workshop led by an industry professional, focusing on the style of Bob Fosse, whose choreography has significantly shaped jazz and musical theatre. The workshop deepened understanding of stylistic performance and enhanced artistic growth through hands-on experience, directly supporting the A Level course content.
Our peripatetic dance provision expanded significantly this year, with 23 students taking part in a mix of oneto-one and shared lessons across contemporary, ballet, and modern styles. Nine students successfully completed iPath Grade 1 Contemporary exams, and four undertook RAD Ballet exams at Grades 1 to 4 in June. Two students are also preparing for ISTD Modern exams in the Michaelmas term. One of our dancers, Vienna in Year 10, also achieved success competing in lyrical solo categories at the Hounslow and Richmond dance competitions (affiliated with All England Dance) and at the Stars of Tomorrow competition. This growing programme reflects the strength and appeal of dance across the school.
We also launched our first Prep Elite Dance Group, with students from Years 4 to 6 selected via audition. They train every Friday morning and are currently preparing a group piece for next year’s Gym and Dance Show, with support from Year 10 students from the Senior Elite Dance Group. In the Trinity term, they watched a short performance by some of the GCSE and Senior Elite dancers, which was both inspirational and motivational. We hope to take this group to competitions in the future alongside our Senior Elite dancers.
Alongside this, the Year 3 to 6 Dance Club continues to run and has welcomed new students each term, providing an introduction to dance and a pathway into further training. Many students who began in the club have progressed to peripatetic lessons. This term, the Dance Club have been working with some of our Year 8 dance students on choreography for next year’s Gym and Dance Show. Meanwhile, our Year 1 and 2 Ballet Club continues to provide a strong introduction to ballet, preparing students for future RAD exams, and has been a popular option.
Co-curricular and academic dance in the Senior House continues to flourish. The Elite Dance Group for students in Y7 to 13 played a key role in the school production of Oliver! in November, contributing creative and polished choreography that added a professional quality to the show. They also brought joy to some of our local care home residents in December by visiting to deliver Christmas presents and perform for them.
In the Trinity term, we held our fifth annual St Mary’s House Dance Competition. Students from Years 8 to 10 choreographed and performed their own pieces in a range of styles including ballet, street, and contemporary. The judges were impressed with the creativity, technical skill, and expressive quality on display. This event continues to offer a platform for students to develop their choreographic voice and showcase their talents.
Preparations are now well underway for the return of our biennial Gym and Dance Show next year. Students across the school have already begun creating and rehearsing material in both clubs and lessons. New co-
curricular clubs will launch in the Michaelmas term to support the development of content for the show, open to students of all ages and experience levels.
As we look ahead to another exciting year for Dance at St Mary’s, I would like to express what a privilege it has been to lead and develop the department over the past five years. I have thoroughly enjoyed working with such talented and passionate students, and I am incredibly proud of all we have achieved together. The Gym and Dance Show has become a prominent highlight on the school calendar for both Prep and Senior students, involving more of the school community than any other event. GCSE Dance has also been successfully introduced and is now a popular option that provides a strong foundation for the A Level Dance course we offer in the Sixth Form. I am especially proud of the growth of our peripatetic dance programme, which has evolved significantly since its introduction when I joined five years ago, as well as the increase in performance opportunities and enrichment trips related to the subject. As I prepare to leave the school this summer, I am pleased to be handing over to Mrs O’Brien, who already works closely with many of our dancers. I am confident that Dance at St Mary’s will continue to flourish under her leadership.
Miss K Lasocki Director of Co-Curricular and Outreach / Teacher in charge of Dance
Drama Department
The Drama Department has had another exciting and rewarding year with students showing dedication and creativity both in and out of the classroom. There have been many outstanding performances this year and I am extremely proud of everything our students have achieved.
We continue to develop Drama in Key Stage 3 and students have once again showcased their imaginative skills in writing, recording, and performing their own Radio Plays. This is a truly unique opportunity where students can develop their vocal skills and create new characters. Year 8 Drama includes the exploration of Staging and Scripts, where students accessed various scripts and explored how to perform them in different staging configurations. One firm favourite was the performance of The Maze where students used a Promenade configuration and showcased their work at different venues around the school. We continue to explore plays in Year 9 with an introduction to a GCSE set text Blood Brothers by Willy Russell. This is an engaging text that explores the dangers of inequality and injustice.
Our examination groups have excelled in their devised performance projects. Both GCSE and A level students demonstrated maturity and creativity as they researched, wrote and performed original pieces. Year 10 students worked effectively in groups by responding to diverse stimuli such as poetry and newspaper articles. They created compelling characters and thought-provoking storylines. Year 12 students created an extremely powerful piece using Artaud as their key practitioner. They chose the Witch Trials as their stimulus and demonstrated their characters with a chilling intensity whilst showcasing brilliant costume design from our technical student.
At St Mary’s we believe that it is important for students to experience live theatre regularly, as it exposes them to a range of performance techniques and helps them develop their own dramatic skills. Beyond the classroom, students have experienced a variety of live performances. Highlights include the well-renowned musicals of Oliver! and Hadestown. Students have also had the opportunity to view performances online such as The National Theatre’s Frankenstein, A Streetcar Named Desire, Ibsen’s Hedda Gabler and Billy Elliot to name but a few. These performances have captivated and suitably inspired students to write their own live theatre evaluations and to develop their own performance skills.
Our weekly Drama Scholars’ Breakfast remains a valuable part of our co-curricular programme. It has given students the space to develop their skills and seek out various performance opportunities. The majority of Drama scholars performed key roles in our annual production of Oliver! in November, and they continue to support the Drama department by leading clubs and acting as role models for students lower down the school. In May, Drama Scholars, plus some talented volunteers, performed at the Maidenhead Drama Festival. They performed two 20-minute plays; firstly, The Disappeared, a stylised play that deals with the issue of the disappeared people in Argentina, and secondly DNA, which explored themes such as bullying, gang membership and social responsibility. Both performances were brilliant and reflected the incredible talent we have here at St Mary’s. The students rehearsed for many months to create exceptional performances of the highest standard and the feedback was very encouraging. We look forward to taking part in the festival again next year. Our Drama Scholars also visited a local care home to perform a selection of monologues and duologues to the residents. This was a very uplifting and joyful experience. They also completed the year with their annual Expressive Arts Scholars’ Recital. The performances were truly exceptional, and we look forward to seeing what they will produce next year.
LAMDA continues to be a cornerstone of Drama at St Mary’s, with over 45 students taking lessons weekly. We were thrilled with our March exam results — an incredible 98% of students achieved Distinction. We really look forward to celebrating their results soon. I wish to thank Mrs Moignard, who continues to work tirelessly to support the students throughout their LAMDA journey.
One of this year’s dramatic highlights was our musical production of Oliver! performed by a truly outstanding cast and crew of over 50 girls. The performance captured the audience’s imagination from start to finish. The cast delivered their roles with confidence, recreating the classic story with energy and commitment. The singing and choreography were also outstanding and contributed to the professional and engaging experience for everyone who was lucky enough to watch it. A great deal of hard work went into making the show such a success and we are so proud of each and every student involved. A special mention must go to our year 13 students who performed so brilliantly in their final school production at St Mary’s. We wish them every success as they embark on their future studies.
For our final performance of the year, a group of actors from Year 7 staged an outdoor production of The King’s New Clothes performed on Cedar Lawn. This event allowed our enthusiastic and budding actors to take ownership of their own production. The piece was hilarious and imaginative and reflected the students’ growing confidence on stage. They also shared the performance with our prospective Year 7 students who will be joining us in September, and I am looking forward to seeing them at Drama Club!
I am very much looking forward to the next academic year and cannot wait to see what our talented students will accomplish.
Mrs A Birkett Director of Drama
Music Department
The Music Department has enjoyed yet another fantastic year filled with exciting opportunities and exceptional performances.
The musical calendar began with a concert trip, swiftly followed by our own Autumn Concert, featuring more than 50 talented performers. The evening showcased impressive solos from our enthusiastic new Year 7 students, as well as stunning contributions from our more experienced performers. Highlights included the Senior Choir’s moving a cappella rendition of Amazing Grace, and Chamber Choir’s vibrant performance of
Rather Be, also a cappella. The evening ended on a high note with the Singing Scholars’ comical and entertaining Fugue for Tin Horns, complete with props and choreography.
Soon after, Mrs Phillips led an Expressive Arts trip to Lake Garda, Italy. One of the memorable moments was the girls' performance at St George’s Church in Venice – truly a standout experience.
Back at school, preparations quickly began for the school production of Oliver! This year’s talented cast delivered a powerful and heartfelt interpretation of the classic tale, full of energy and emotion.
In December, choir members visited the Austenwood care home to perform for residents – always a meaningful and rewarding tradition for both students and audience.
The term ended with festive spirit at the Christmas Open Mic and our Carol Service. The service opened with a beautiful solo of Once in Royal David’s City by Melody in Year 7. Senior Choir impressed with their spirited rendition of Britten’s This Little Babe, a challenging piece that they tackled with confidence. The Parent, Staff and Governor Choir joined the Senior Choir and Year 6 pupils for a joyful performance of Ding Dong Merrily on High. This year, we were treated to the combined Prep and Senior Orchestras, who added great warmth and depth to the congregational carols.
During the Lent Term, in February, our Year 10 Expressive Arts Evening provided a platform for GCSE Music students to present both solo and ensemble pieces, showcasing the creativity and talent of this gifted cohort. On 1 March, Chamber Choir combined with the newly formed Prep Chamber Choir, to perform in Gerrards Cross at the Mayor’s Civic Ceremony. They represented St Mary’s brilliantly and sang beautifully.
Later in the Lent term, the Spring Concert delivered yet another series of remarkable performances. Among the highlights were Junior Chamber Choir’s heartfelt You’ll Be in My Heart and the Singing Scholars’ humorous Alto’s Lament. A particularly emotional moment came with the Year 13 students' final performance at St Mary’s. Their surprise farewell song, Thank You for the Music, was a moving tribute to their journey in the department and the school as a whole. The evening closed with a rousing group rendition of I’m Still Standing, leaving the audience uplifted.
So many students volunteered for solo performances at the Spring Concert that Mrs Phillips organised an additional concert dedicated to soloists. This informal event celebrated the breadth of musical talent and the dedication of our students.
Throughout the year, the Music Department entered students into competitions hosted by the Independent Schools Association. Our Chamber Choir once again narrowly missed first place in the ISA A Cappella competition – by just one point – but we’re proud to share that their video performance is featured on the ISA website. Additionally, we have just heard that the Chamber Choir were highly commended in the GSA Choir of the Year competition. Both awards are outstanding achievements for these singers, all of whom have worked so hard together this year to reach such a high standard.
In addition to performances in concerts, assemblies, Open Morning etc, our Music Scholars performed twice this term, once at Austenwood Care Home and at the Expressive Arts Scholars’ Recital evening, where each scholar presented a ten-minute programme of music. Congratulations to all our Music and Drama Scholars for their continued excellence.
Finally, heartfelt thanks to Miss Guy and all our dedicated peripatetic music teachers for their unwavering support and enthusiasm. This team delivers almost 200 lessons a week and their contributions are ‘instrumental’ in making the Music Department such a vibrant and valued part of life at St Mary’s.
Mrs Phillips Head of the Expressive Arts Faculty and Director of Music
Food and Nutrition Department
As another academic year draws to a close, we reflect on the many memorable moments that have taken place both in and beyond the classroom. In a world where food plays such a vital role in health and sustainability, one of the aims of the Food and Nutrition curriculum has been to ignite a genuine curiosity in students about: what they eat, where it comes from, and how it impacts their lives and the world around them. We are constantly looking at the labels of the ingredients brought into Food and Nutrition practical lessons, whether it be exploring Food Standards logos in Year 7, how our meat has been reared in Year 8 or the origins of our fruit and vegetables in Year 9 and 10; this practice always sparks great curiosity and debate.
We hope that at some point over the past year, you have asked the question ‘How was your day?’ and have been told about an up and coming new recipe, have had the nutritional value of a meal explained to you, have been asked thoughtful questions about your food choices or asked about sustainability. These conversations are powerful. They not only strengthen the home-school connection but also empower our future generations to take ownership of their learning, encouraging them to think critically, make informed decisions, and take pride in their developing knowledge and expertise.
We welcomed a new member of staff to the department, Mrs Louise Adams. She is settling in to her role as Food and Textiles Technician well, her previous career as a primary school teacher has clearly put her in good stead! We are still blessed with the lovely Mrs Nicholls; this is a perfect opportunity to publicly thank Mrs Nicholls for her support in and out of lessons. The students are so grateful for their knowledge and expertise of both our technicians, and I know they feel well looked after. Mrs Hattam continued to teach Year 7 and 8 this year, thank you for all your hard work, Mrs Hattam.
Throughout the year, we have encouraged teamwork in the classroom, as students collaborated to plan, prepare, make and evaluate a wide variety of dishes. This has helped them develop essential communication and organisational skills while boosting their confidence and independence. Their ambition to improve has been evident in their willingness to take on challenge, whether that be mastering new cooking techniques or understanding complex dietary needs. In response to previous student voice surveys, we have incorporated into the curriculum, opportunities for students to source their own recipes with great success. Teamwork has been particularly evident in the Sixth Form and our, now traditional, annual ‘Walk, Eat, Talk, Eat’ tour was superb. The inspiration gained from the trip was clear in the results of their practical exams.
Above all, it has been the students’ enthusiasm that has brought real energy to lessons. Whether tasting something new, experimenting with flavours, or analysing food labels, students have demonstrated a passion for learning that we know will serve them well far beyond the school environment. In striving for excellence, they have not only refined their practical skills but also deepened their understanding of nutrition, sustainability, and the wider social and environmental issues linked to food.
We place a huge emphasis on Student Voice and have welcomed opinions and feedback, including those from parents. The food waste bins continue to be a huge success and have been a great source of discussion: did you know that if food waste was a country, it would be the third highest country in carbon emissions?
Mrs Hattam’s ducks and various guinea pigs have enjoyed carrot peel, tops of peppers, broccoli stalks and strawberry tops, further reducing food waste. You may have seen in one of the newsletters this year, a photo of local goats enjoying banana peels after Year 7 made banana bread muffins.
We have been proud to host ex-student Layla who has volunteered in the department as part of her GAP year. Layla is studying a BSc in Food Science at Reading University and has been doing a range of activities in the department but mostly supporting the students in their practical endeavours.
We wish our Year 11, Year 12 and Year 13 students all the best for the results days in August, but in the meantime enjoy a restful summer break – and keep cooking!
Mrs L Jenkinson Head of Food and Nutrition
Geography Department
As we approach the end of another productive academic year, it is always a pleasure to reflect upon the girl’s achievements. In August the girls received their grades for their GCSE and A Level courses; there were many happy girls and some fantastic personal success stories, with two girls going on to study Geography at university. The other highlight being the excellent value-added results at GCSE, almost every girl attained a final result above their Yellis grade. Over 50% of the cohort achieved two grades or higher than their baseline data suggested, this indicates both their super attitude to their studies and highlights the excellent teaching they received.
Throughout this academic year, the department has completely embraced the ‘metacognitive’ approach to learning. There has been a great emphasis to develop the girls in becoming independent and confident learners – using the plan, monitor and evaluate strategies to personalise their learning. The Accolade scheme has gone from strength to strength with many girls attaining their awards this year. As part of the Accolade work girls participated in the Royal Geographical Society ‘Young Geographer of the Year’ competition.
The Geography department has taken the GCSE and A Level girls on fieldtrips, including a hugely successful overseas ‘awe and wonder’ trip to Iceland. It was immensely enjoyable and they even saw the lava flows and visited Grindavik which had been recently affected. I am sure the girls realise how lucky they were, as this was Mrs Jobson’s seventh trip to Iceland and this was the first time that she had seen them.
The Year 9 girls had an enjoyable the trip to Kew Gardens where they learnt how plants have adapted to survive in many of the different ecosystems around the world. With a focus on hot deserts and tropical rainforests which supported their learning back in school.
The Geography department believes in offering the girls a bespoke curriculum at KS3, they are taught about topical issues and how previous world events have an impact on us and the decisions we make today. Throughout the year, girls have been encouraged to offer opinions supported by evidence and make personalised judgements upon a range of different topical issues. Many are now mastering the use of the principles of social, economic and environmental geography. The girls remain a pleasure to teach, particularly because of their desire to ask questions to further their understanding in a range of topics across the curriculum.
As a department we have read some excellent work. A couple of amazing pieces include for example a piece of coursework from a student in Year 13 where hazard response models were applied to their research of
the Saddleworth Moor fire (2018) and including an investigation into how communities have adapted and the mitigation strategies they now employ to reduce future risks. In addition, some superb pieces at Year 9 investigating and presenting in novel ways to explain the ‘Importance of education, especially for girls’.
At the end of another year for the Geography department, I would personally like to thank Mrs Jobson for being a wonderful colleague and also Mrs McNally supporting us in implementing and adapting our teaching to use the ‘metacognitive’ approach. Finally, it has been a pleasure to see the girls work not just on their Geography but also continue to develop their character traits, many praise points have been awarded by the department across all eight of these.
I hope everyone has an enjoyable summer break and returns in September with new stories and adventures to share, as we continue to study and learn about the planet we live on – Earth!
As a department we aim to inspire adventure and a curiosity about the world and its people that will help your daughters succeed in their lives. So, if you have not already had a discussion with your daughter about the world, set yourself a target over the summer break to talk to her about the world around them, this could be during a car journey, after watching the news or even after you have visited somewhere new!
Mr J Heath Head of Geography
History Department
In the academic year 2024/5 History was taught by Mr Oliva Head of Department, Mr Cox, Miss Clifford and Mr Hill. Throughout the year, students led on delivering assemblies on the Remembrance Day and VE Day.
Year 7 students delved into the Medieval Period, exploring significant events such as the Norman Invasion, the Magna Carta, and the Black Death. They constructed castles out of cake and plaster and worked on independent learning projects about the English Civil War. The year began with an exciting visit to Warwick Castle, where they discovered how a medieval castle operated, navigated the intricate maze, and witnessed a thrilling jousting competition. Throughout the year, the curriculum emphasised writing coaching and selfdirected learning to build confidence in fundamental historical skills, such as research, problem-solving, and teamwork.
Year 8 students, taught by Mr Cox, studied dramatic periods of British history, including The First World War, The Rise of Dictators, and The Second World War. They engaged with various technologies to enhance their learning and many students participated in a poignant trip to the battlefields of Belgium and France, gaining first-hand experience of life during the First World War. As the summer term approached, they examined the turning points of the Second World War.
Year 9 students began the GCSE History course, studying Medicine in Britain from 1250 to the present. This course introduced students to the rigour of GCSE History by exploring the development of medical ideas and the factors that influenced this progress. By starting the GCSE course early in Year 9, students were given a taste of what the subject entails and the opportunity to consider whether to continue it as a full course in Years 10 and 11. Furthermore, those who chose to continue into Year 10 now have more time to explore the other topics in greater depth.
Year 10 students embarked on the Edexcel GCSE Specification, covering Germany from 1918 to 1939, Elizabethan England, and The Cold War. They improved their written and evaluative skills and enjoyed an
educational visit to Hampton Court Palace. Year 11 students completed their study of the course and were taught effective revision strategies to prepare for the final exams.
At A Level, Year 12 students began their study of Change and Conformity in the USA from 1955 to 1992. After the Christmas break, they moved on to Industrial and Social Change from 1768 to 1928. In this fascinating course, students undertook a breadth study on changing working patterns and the evolving position of children over time. They also carried out a depth study, learning how to analyse historical sources and evaluate the contributions of significant individuals, such as Isambard Kingdom Brunel. Similarly, Year 13 students studied this course and completed their coursework.
Mr A Oliva Head of History
Computer Science Department
As the Head of the Computer Science Department, I am delighted to present an illuminating account of the remarkable progress and transformative learning experiences our students have embraced during the 20242025 academic year. This report highlights our commitment to delivering a dynamic and forward-thinking curriculum, designed to equip our students with essential 21st-century skills across Key Stage 3 and the IGCSE Computer Science in Key Stage 4.
Our pedagogical approach is firmly rooted in fostering computational thinking – a vital problem-solving methodology encompassing decomposition (breaking down complex problems), pattern recognition (identifying similarities and trends), abstraction (focusing on essential information), and algorithmic thinking (developing step-by-step solutions). This year, we have intentionally cultivated environments where students are empowered to analyse, design, and implement solutions. They are actively engaged in applying their understanding of computer systems and software to real-world challenges, preparing them to be proactive creators in an increasingly digital world.
A significant emphasis has been placed on developing digital literacy and applied computing skills. Students are consistently engaged in using and applying a diverse range of digital tools and platforms, including Google Apps for Education. This practical engagement extends to critical skills such as resource management (sharing, importing, and exporting resources), task management, and efficient device management. These aren't simply academic exercises; they are authentic, real-life skills, mirroring the demands of modern professional and personal environments, thereby preparing our students for their lives ahead.
This year, Key Stage 3 students embarked on a productive journey, laying robust foundations and deepening their expertise in computational thinking, programming, and cutting-edge technologies. Students engaged with computational thinking challenges from the Australian Olympiad, fostering collaboration and applying problem-solving strategies in dynamic, competitive environments.
A significant focus has been on programming mastery, progressing from introductory concepts to more sophisticated applications. Students immersed themselves in graphics programming using JavaScript with p5.js, where they not only mastered defining and applying functions but also leveraged geometric and algebraic principles to create intricate patterns. Their understanding was further enhanced by exploring colour representation in binary and hexadecimal. Beyond graphics, students gained a thorough understanding of fundamental Java programming concepts, including data types, expressions, input/process/output models, and the critical importance of syntax, compilation, and debugging. They learned to modularise code and create user-defined functions to perform specific tasks, demonstrating principles of efficient software design.
This year witnessed a pioneering introduction to and a deeper engagement with Artificial Intelligence (AI). Students began by designing web applications using "Jive coding" with Large Language Models (LLMs), a revolutionary approach enabling them to decompose complex app ideas and iteratively build full applications through careful prompt engineering. This process honed their ability to articulate precise instructions, manage AI limitations, and engage in continuous testing. They progressed to building AIpowered applications with LLMs, and applied advanced decomposition techniques and refined prompt engineering, fostering a nuanced understanding of AI's capabilities, ethical considerations, and acceptable usage for academic and future professional contexts. Their creative journey included AI music generation, where they explored prompt engineering to describe desired musical compositions and participated in engaging class competitions.
The introduction and continuation of robotics with Arduino has seen students successfully building circuits and engaging in programming challenges to control physical systems, such as traffic lights, police lights, and Morse code signals, directly linking theoretical knowledge to tangible outcomes. The ability of students to develop full, functional applications using AI and control physical systems through code were significant achievements.
The Year 10 IGCSE Computer Science cohort is meticulously preparing for the Cambridge 0478 syllabus, with a primary focus on developing the advanced computational thinking and programming skills required for Paper 2. Students have demonstrated exceptional progress in mastering a comprehensive range of programming constructs, including: Data Structures: Strings and arrays; Control Flow: Conditionals (including nested conditionals), various iteration structures (top-driven, bottom-driven, nested loops); Algorithmic Understanding: Including sorting algorithms like Bubble Sort; Modular Programming: Defining and utilising functions, understanding scope, and proficiently passing parameters to function signatures.
This rigorous curriculum is specifically designed to cultivate the depth of understanding and practical application necessary for success in their IGCSE examinations at the culmination of Year 11, equipping them with a robust foundation for higher-level computer science studies.
This academic year has been a period of profound progress and innovation for the Computing Department at St Mary's School. Our commitment to enquiry-based learning, hands-on practical activities, and the integration of cutting-edge technologies has enhanced student engagement and also ensured a deep and practical understanding of computing principles. As we look forward to the next academic year, we are enthusiastic about building upon this foundation.
Mr J Manders-Jones Head of Computer Science
Media Studies Department
The study of media holds immense significance in today's society. Media, in its various forms, has become an integral part of our lives, influencing our thoughts, opinions, and actions. By engaging with Media Studies, students gain a deep understanding of how media shapes our perceptions and influence our understanding of the world. Furthermore, Media Studies provides valuable insights into the presence of political bias in news reporting, empowering students to critically analyse media content and fostering an informed understanding of how media influences us.
For their Non-Examined Assessment (NEA), the GCSE and A Level students focused on music videos or magazines, according to their individual preferences. This coursework challenged them to highlight their creative and technical skills in music production, video editing, scriptwriting, and magazine production. The
students displayed excellent dedication throughout the process, resulting in high quality media productions. As part of their NEA, they also developed websites associated with their products.
The A level Media Studies course offers students an engaging curriculum that delves deep into the world of media. Students explore a range of topics and concepts that shape our contemporary media landscape. Some key areas covered in the course include:
Media Language and Representation:
• Analysis of media forms, including print, television, film, and digital media.
• Understanding the language and techniques used in media production.
• Examination of representation in media, including discussions on gender, ethnicity, and age.
Media Industries and Audiences:
• Exploration of the structures and operations of media industries.
• Investigating the relationship between media institutions and audiences.
• Analysis of media ownership and the impact of conglomerates on media production.
Media Forms and Products:
• Critical analysis of media forms, including television dramas, magazines, and websites.
• Study of media products, such as films, music videos, and advertising campaigns.
• Examination of the impact of media convergence on content creation and distribution.
GCSE Media Studies continues to expand, with more students signing up for the academic year. This growing interest reflects the recognition of the importance of media literacy and the appeal of practical media skills. The OCR Media Studies GCSE content offers students a comprehensive exploration of media texts, industries, and audiences. Students explore topics such as advertising, newspapers, TV, and film, while critically examining issues like the power of conglomerates, representations of gender, ethnicity, and age, political/ideological bias, and audience participation in media texts. The inclusion of various theoretical frameworks, including narrative, genre, Marxism, feminism, and industry regulation, ensures a robust academic foundation alongside practical media production.
Key Stage 3 Media Club has served as a platform for students to enhance their skills in film production. Our Adobe Creative Cloud software allows students to explore a range of creative possibilities and develop their media production abilities. Additionally, the department has established a Film Club, offering students an opportunity to further engage with the world of film. The Film Club provides a space for film enthusiasts to discuss and appreciate a range of films, further enriching their understanding of the medium.
The department organised several enriching activities and trips throughout the year, aimed at deepening students' understanding of media production and analysis. These included:
- A trip to Harry Potter Studios, Leavesden. This immersive experience allowed students to explore the iconic sets, props, and behind-the-scenes magic of the beloved film franchise. The trip provided a real-world context for their media studies, fostering a deeper appreciation for media production.
- Study Days at the British Film Institute (BFI). A level students revised the 'Newspapers' units for OCR A level and OCR GCSE Media Studies. This experience allowed students to deepen their understanding of media theories and practices related to newspapers, news ownership and how the news industry has changed.
- A February half-term trip to New York in collaboration with the Maths Department. Students visited many of the city’s iconic landmarks with the Museum of the Moving Image in Queens a particular highlight, offering a fascinating insight into the history, technology, and culture of film and television.
- The Pinewood Futures Festival in February. This exciting and inspiring event gave students a valuable glimpse into careers in the creative industries, with opportunities to engage with professionals from film, television, animation, and game design. We look forward to attending again in 2026.
As we conclude another successful academic year, the Media Department remains committed to providing outstanding media education and empowering students to become critical consumers and creators of media content.
Mr T Evans Head of Media Studies
Physical Education Department
Physical Education and sport at St Mary’s School have continued to thrive and evolve throughout this academic year. As a department, our mission is to inspire every student through a broad, dynamic, and inclusive curriculum, one that fosters not only skill development but also a lifelong love of sport and physical activity and of course, competitive spirit. Our extensive co-curricular programme has seen exceptional levels of participation across the school, reflecting the enthusiasm of our students. This provision has continued to grow in both the Prep and Senior Houses, with the addition of external facilities further enriching the opportunities available and enabling students to experience a wide variety of sporting environments.
House events have remained a vibrant and integral part of school life, providing every student with the opportunity to participate in a wide range of competitions, including House Netball, Rounders, Tennis, Badminton, Football, and of course, Sports Day. The House system plays a vital role in fostering not only participation, but also the many personal qualities sport helps develop, including teamwork, communication, decision-making, and resilience. Our students consistently demonstrate exceptional House spirit, competing with enthusiasm and integrity. They approach every event with respect for their peers and a shared enjoyment of friendly competition, showcasing outstanding sportsmanship throughout.
Our Sport Scholars have continued to benefit from a range of unique and enriching opportunities designed to challenge, inspire, and support their development. These experiences are intentionally demanding, encouraging our scholars to demonstrate resilience, adaptability, and leadership. This year’s highlights included a specialist football workshop led by former Premier League player Dave Kitson, which provided a valuable and enjoyable experience. In addition, they enjoyed an exhilarating visit to Ninja Warrior, where students tested their agility, strength, and determination in a dynamic environment. The Scholars meet fortnightly, and the group’s cohesion and camaraderie have gone from strength to strength. We are proud of the maturity and commitment shown by our Sport Scholars, and we are excited to continue offering innovative, high-impact experiences that help them thrive both on and off the field.
The Sports Leader’s Programme has continued to flourish this year, with 21 of our Year 10 students undertaking the Level 2 Sport and the Community Award. This programme has provided them with the opportunity to develop valuable leadership skills, gain hands-on experience, and contribute meaningfully to the wider school and local community. As part of their assessment, Sports Leaders successfully planned and delivered two outstanding events: A Year 5 and 6 Netball Festival and a Key Stage 1 Multi-Skills Festival, welcoming students from local schools. These events were not only a celebration of sport, but also a showcase of our students' organisational ability, teamwork, and maturity. They demonstrated the values of kindness, ambition, and true SMS spirit throughout. Our Sports Leaders have also been instrumental in
supporting our Prep co-curricular clubs throughout the year, acting as enthusiastic mentors and role models to our younger students. Their commitment has enhanced the experience of many and helped build a strong sense of continuity between Prep and Senior House. We are also grateful to the additional Senior House students who have generously given their time to assist with our co-curricular provision. Their support ensures that our extensive programme runs smoothly and inclusively. We are incredibly proud to have such a passionate and dedicated group of young leaders within our community. Their contribution has been invaluable, and their impact long-lasting.
Netball has continued to thrive this year with another season of strong performances and positive development across all age groups. Our students competed in the Chiltern Netball League, played friendly fixtures, and represented the school at regional events hosted by the Independent Schools Association (ISA). Regular league fixtures provided valuable match experience, and we ended the season on a high with the annual District Tournaments. All our ‘A’ teams competed confidently in the Gold League, achieving commendable results. A special mention must go to our phenomenal Year 8A team, who had an outstanding season. They won the Plate competition at the Chiltern league end of season tournament. In addition, they qualified for Nationals after placing third in the regional ISA competition. Nationals was a memorable experience, giving the team the opportunity to challenge themselves against tougher opposition while representing St Mary’s with pride and resilience. Both our Year 7 and Year 9 teams also had a strong season, each finishing 2nd overall in their respective leagues. Our Sixth Form team capped off their final season in style, finishing 3rd at their end-of-season tournament. Their teamwork, spirit, and enjoyment were truly commendable. It was a fantastic way to celebrate their last matches together.
In March, 20 students from Years 7 and 8 attended the JCA Netball Tour to Condover Hall, where they demonstrated excellent sportsmanship and made impressive progress over the weekend. It was a fantastic opportunity to build teamwork and compete against a variety of schools. The students showed dedication throughout the year and thoroughly deserved the success they achieved. Looking ahead, we’re excited about our upcoming Netball Tour to La Manga in October. This is a brilliant opportunity we know the students are eagerly anticipating. We were also fortunate to benefit from continued staff training, which has strengthened our netball provision. In addition, we have built successful links with local clubs to encourage more students to play netball outside of school.
Our Cross-Country teams also enjoyed a successful year, performing well at both ISA and Bucks Schools competitions. Several Year 8 and 9 students placed in the top 10 and qualified for Nationals which is a fantastic achievement. Next year, we plan to build on this momentum by expanding our participation into Biathlon and Triathlon events.
We have worked closely with other schools to enhance the performance of our GCSE students, providing them with valuable enrichment opportunities. A highlight was attending an AQA seminar led by Ross Howitt, the Chief Examiner. This session was incredibly insightful for both staff and students, and key takeaways have been effectively embedded into our teaching practices.
We continued to participate in and host GCSE moderation events, allowing our students to collaborate with peers from other AQA schools and refine their practical performance. Additionally, students took part in a Rock-Climbing course, where they developed technical skills and refined their technique to prepare for their GCSE assessments. We have already started to train up the next cohort of students in Rock Climbing, which is a great way for students to improve and embed their leadership skills.
We also continued to offer Peripatetic Gymnastics lessons across both Prep and Senior House, offering oneto-one specialist coaching for all abilities. These sessions support routine development, skill progression, and exploration of new techniques. Our Gymnastics programme continues to grow from strength to strength. At the Sports Acro Regional Competition in Southampton, we were thrilled to have three pairs competing.
Gabriella (Year 7) and Maci (Year 8) delivered an outstanding performance, winning the Pairs competition. What a phenomenal achievement!
The Senior House Gymnasts have once again demonstrated that success comes through hard work and resilience. At the Milano Competition, our U13 team placed 6th overall. In the BSGA Floor and Vault competition, our U14 gymnast narrowly missed out on Nationals qualification, finishing 3rd with a beautiful and well-executed routine. At the ISA Nationals, our Over 11s team finished 2nd overall, with Gabriella placing 3rd individually and Rosabella being crowned National Champion.
In November, we proudly hosted our second Regional ISA Gymnastics event, building on the success of last year. The event was well-attended, and we were praised for its welcoming, supportive atmosphere. Our students performed superbly, coming second in the U9, third in U11 categories, and finishing first in the U13 division. This competition included set floor and vault routines, as well as an optional group routine. Kaira (Year 4) placing 1st and Melina (Year 4) 3rd individually. Darcey (Year 9) finishing 3rd and Betsy (Year 8) winning the individual title. We are incredibly proud of all our gymnasts and are looking forward to building on these successes next year, including plans for a larger group routine entry in future competitions.
We hosted another successful Rowing competition this year, working in partnership with British Rowing to deliver an engaging indoor rowing event. Students from Years 7 to 10 took part in individual races, year group relays, and mixed-year group team relays. British Rowing provided state-of-the-art technology that allowed students to race head-to-head while watching real-time results on screen. The atmosphere was electric, and the students showed incredible sportsmanship, pushing themselves to their limits.
Inspired by the continued success of the Lionesses, Football is flourishing at St Mary’s. We have significantly increased the number of fixtures and seen excellent weekly attendance at Football Club. This year, we entered teams into the English Schools Football Association Cup at both U13 and U15 levels. While both teams narrowly missed out on progressing to the next round, their performances were promising, and we are optimistic about next season.
A highlight for all our footballers was a workshop led by ex-Premier League player Dave Kitson, who delivered a fun, high-energy session full of tips and inspiration. Looking ahead, we are thrilled to be taking students to a live events next season to watch elite women’s football, a fantastic opportunity to inspire the next generation.
The Equestrian Team has had success in British Showjumping Just for Schools competitions, held at Snowball Farm. Farrah (Year 9), competing with her horse, Butleigh Tara recently won the 70cm class in a round of just 28 seconds, and came 8th in the 80cm class. Farrah will be representing St Mary’s again at the 61st Hurst College National Schools Jumping Championships, held at The All England Jumping Course, Hicksted in late June. We hope that more students will take part in local and national competitions in the coming year.
Our commitment to inclusive sport continues to grow. This year, we attended the Inclusive Sports Festival run by the charity Power2Inspire, which promotes access to sport for students with Special Educational Needs (SEN). We took three teams to this uplifting event, where students participated in adapted sports such as Boccia, Goalball, and Sitting Volleyball. The students thrived in this supportive environment, demonstrating kindness, respect, and joy throughout. It was heartening to see their confidence and enthusiasm grow through inclusive sport, and we are delighted to confirm this festival will become a regular fixture in our calendar.
Athletics Club has remained well attended throughout the year. The season ended on a high at the annual Buckinghamshire Schools’ Event, where our athletes competed in a full day of track and field. Students showed great commitment, skill, and sportsmanship. In Year 8, the girls’ relay team won 1st place: Bo, Alice,
Grace, and Betsy. Bo also placed 1st in the 100m, 2nd in High Jump, and 1st in the 4x100m. Alice came 2nd in Long Jump and 3rd in the 200m. In Year 9, the relay team placed 2nd: Cayelin, Emilia, Natalija, and Hannah. Emilia came 1st in Long Jump and 2nd in the 1500m. Natalija placed 2nd in High Jump and 4th in the 800m. Hannah finished 3rd in the 200m. Well done to all students for their dedication, teamwork, and excellent performances.
Tennis remains a popular club, with daily open sessions allowing students to play recreationally with friends, and occasionally staff. Weekly lessons, delivered in partnership with Bull Lane Tennis Club, have continued throughout the year to help to consolidate their individual skill level. For the first time in several years, we entered the Buckinghamshire League, with students in Years 7 to 10 competing in regular singles and doubles matches against local schools. Special mention goes to Hannah (Year 9) for a series of strong singles performances.
Students have continued to take part in both Rounders and Cricket this year. Rounders Club remains popular, with each year group participating in the final Buckinghamshire tournaments. All teams played well, showing strong progress and excellent sportsmanship. Cricket has also been a highlight, with increasing engagement, particularly in girls’ school cricket. We are hopeful that soft ball cricket leagues will launch next year to further support this growth within the local area. A special mention goes to our Year 9 Sports Leaders, who successfully supported a KS1 and KS2 cricket festival and their communication and encouragement were praised by other schools. They were fantastic and a true credit to St Mary’s.
In Sixth Form PE, students took part in an exciting new partnership with Wexham Park Golf Club, led by professional coach Phil Howson. Weekly lessons provided opportunity to refine technique, with a particular focus on driving and putting. Both Phil and Adam were outstanding in their support, helping students improve their accuracy, power, and confidence on the course. A special mention goes to Rehna (Year 13), who was awarded ‘Most Improved Golfer’, and Megan (Year 13), who took home the ‘Longest Yard’ award. The students thoroughly enjoyed this opportunity, and we are already looking forward to returning for more golf next year.
As part of our enrichment programme, the Michaelmas Term saw our annual festive trip to Windsor-on-Ice, a much-loved and enjoyable event. In the Trinity Term, we took on the high ropes challenge at Go Ape in Black Park. It was an exhilarating experience that encouraged teamwork, resilience, and plenty of laughter. it was especially enjoyable to see the students support each other.
We are also continuing to grow the visibility of sport at St Mary’s through increased use of social media, celebrating student achievements and promoting the breadth of opportunities available.
Finally, we are proud to announce Freya as our new Senior House Games Captain. She has already shown great enthusiasm and initiative, getting involved in the department and supporting events. Freya’s proactive approach promises to make a real impact on sport across the school, and we look forward to watching her leadership flourish in the year ahead.
Mrs R Webster Head of Physical Education
Politics Department
The Politics Department at St Mary’s continues to thrive, with another busy and exciting year of academic achievement, lively debate and growing interest in the subject. We were delighted with the fabulous A-Level results achieved last summer with several of our students securing top grades and going on to study
International Relations. Their enthusiasm and hard work were a real inspiration to the current cohort, and their success speaks volumes about the strength of our Politics programme.
This year, Year 13 focused on US Politics, exploring the key institutions, electoral systems and constitutional principles that underpin American democracy. In parallel, Year 12 elected to study Feminism. Their discussions have been rich, nuanced and sometimes provocatively challenging. As part of this we have tackled the topical issues of gender identity, the evolution of feminist theory, and its relevance to modern social and political movements.
We have also overhauled the way we teach political ideas, introducing a brand-new textbook and a fresh approach to the content. The impact has been transformative Year 13 students now feel far more confident in spaces tackling complex ideological material and we are anticipating some impressive results in this area in the A Level examination.
Among the most thought-provoking debates this year were those surrounding the recent UK Supreme Court ruling on transgender rights and the ongoing discussion around the rise of Reform UK. Students were engaged, informed, and often impressively critical in evaluating the media narratives and legal reasoning behind these developments.
A highlight of the year was our joint trip with the Sociology department to both the UK Parliament and the Supreme Court. Students explored the House of Commons and the Lords, soaking up the atmosphere of the very places they’ve studied in class — and were thrilled when the Prime Minister drove past us during the visit! This sort of hands-on political experience is invaluable and always brings the subject to life in a way that no textbook ever could.
We were also pleased to welcome a range of political guests across the school this year. The Mayor of Gerrards Cross led a Senior House assembly, giving students a fascinating insight into the responsibilities of local government. Sixth Formers also had the chance to hear from Sarah Green, our local Liberal Democrat MP, who shared her experiences of life in Parliament and answered questions on everything from party politics to climate change policy.
Next year, we are looking forward to another exciting event — our biannual Politics Conference. This promises to be a real showstopper, with speakers from across the political spectrum including Nigel Farage, Michael Gove, Jess Phillips and representatives from the SNP, Green Party and Liberal Democrats. We expect some lively discussion, and perhaps even a little controversy — exactly what a good Politics education should include.
Looking ahead, we are already preparing to welcome new Year 12 students in September. We had a fantastic response to recent taster lessons, with many Year 11 girls joining to explore key political questions and dip their toes into the sort of debates they will be encountering next year. Their energy, ideas and curiosity were brilliant to see.
All in all, it has been a rich and rewarding year. Politics continues to be one of the most dynamic and relevant subjects on offer at St Mary’s, and I am so proud of the girls’ growing confidence, analytical skills, and willingness to challenge ideas. We are not just teaching them about the world — they’re getting ready to shape it.
Mr S Cox Head of Politics and Director of Digital Strategy
Religious Studies Department
This academic year has been one of vibrant learning, spiritual exploration, and community building for the Religious Studies Department at St Mary’s School. Through engaging lessons, meaningful trips, themed workshop, and challenging discussions, our students have continued to develop not only academically, but personally and ethically as well. Religious Studies continues to be a cornerstone of our school’s spiritual, moral, social and cultural (SMSC) provision, and plays a vital role in promoting our TAKE CARE character virtues, especially curiosity, kindness, resilience and excellence.
Key Stage 3: Encounter, Understanding and Reflection
Year 7 students engaged in a rich study of Judaism, Christianity and Islam this year, developing an understanding of key beliefs, practices and sacred texts. In the Lent Term, students attended a Gideons Assembly where they learned about the New Testament and were given the option to take home a copy. Most did, demonstrating an open and thoughtful approach to learning about faith. The year culminated in a visit to Maidenhead Mosque where students asked insightful questions and behaved with great maturity and respect. A special mention also to the Year 7 students who spoke confidently in our Ramadan and Eid Assembly – they did themselves proud.
Year 8 continued their exploration of world religions, turning to Eastern traditions such as Hinduism, Sikhism and Buddhism. A highlight was the trip to the Gurdwara in Slough where students not only observed Sikh worship in action but also experienced Langar, the Sikh tradition of equality and community through a shared meal. It was a powerful moment of experiential learning.
Key Stage 3 Accolades again showcased our students’ creativity and commitment. From synagogue models and reflective diary entries to festive food and artistic interpretations of pilgrimage, students demonstrated how learning extends well beyond the classroom.
Year 9: Strengthening Foundations and Introducing GCSE
This year we made a strategic curriculum change in Year 9, choosing to focus on Christian Beliefs and Teachings from the AQA GCSE course from January onwards, rather than the usual Philosophy of Religion unit. This move has helped prepare students more robustly for GCSE study and has given them earlier confidence in tackling key content and terminology. The Year 9 cohort approached this with real maturity, engaging thoughtfully with topics such as resurrection, salvation and the nature of God. We look forward to offering an enriching trip for next year’s Year 9s to further enhance their understanding outside the classroom.
GCSE and A Level: Challenge, Dialogue and Growth
This year’s Candle Conference at Bloomsbury Baptist Church was a major highlight for our GCSE students, who joined peers from across the country in a day of rigorous ethical and philosophical discussion. Topics included:
The morality of war and peace
Justice and human rights
Medical ethics including abortion and euthanasia
The role of religious and secular ethics in decision-making
Our students participated enthusiastically and represented St Mary’s with insight and eloquence. A Level students also attended their own Candle Conference where they explored:
Kantian ethics and deontology
Utilitarianism (Bentham and Mill) and contrasts with religious ethics
Evaluating the credibility of religious experiences
The concept of the soul and the rationality of belief in life after death
A particular highlight was Paige (Year 10), who joined the A Level group as part of her stretch and challenge programme in RS. Paige held her own admirably, asking excellent questions and engaging fully with the material – well done!
Year 11 students deserve high praise for their dedication this year. Many attended additional support sessions in the lead-up to their exams and consistently demonstrated determination, curiosity and mutual support. They have been a pleasure to teach. A special mention also goes to our sole Year 13 A Level student, Sophie, who has worked diligently throughout the year, balancing her academic studies with the responsibilities of being Head Girl. She has truly come into her own this year and we wish her every success in the next chapter of her journey.
The Spiritual Hub: A New Chapter
A major development this year was the official launch of the Spiritual Hub, a newly refurbished space formerly known as the school chapel. With support from Mrs McNally and the Site Team, the space has been transformed last year into a calm and inclusive environment for reflection and celebration. Throughout the year, we hosted themed workshops linked to major religious festivals:
Diwali – students created colourful rangoli patterns using sand and enjoyed traditional Indian sweets
Easter – we reflected on renewal and growth, while planting seeds of hope and sharing hot cross buns
Hanukkah – students made symbolic candles and learned about the miracle of light These workshops fostered a sense of belonging, curiosity and celebration. We look forward to expanding this programme next year along with continuing our work on assemblies that honour the diversity of our school community.
RS, Innovation and the Future
Religious Studies continues to be a space for innovation. This year, we explored the use of Nearpod to enhance engagement, as well as retrieval and questioning in lessons, and we will soon be trialling our new 3D camera to bring immersive experiences to our trips and events. We have also used WordWall to support interactive revision and recap activities, helping to boost student memory and recall. As part of the school’s wider digital strategy, we are working with students to ensure they use AI tools responsibly and safely to support their learning and revision.
RS plays a key role in developing the skills needed for the 21st century. For example: critical thinking, problem solving, ethical reasoning and collaboration, and we remain committed to keeping our curriculum fresh, relevant and responsive to the world our students are growing into.
Staffing and Looking Ahead
I would like to extend my sincere thanks to Mrs Bradley, whose support with trips and the Gideons’ Assembly this year has been invaluable. Her subject knowledge, calm presence and dedication have made a real impact. I am thrilled to announce that Mrs Bradley will be taking over as Head of Religious Studies from September 2025. The department will continue to thrive under her leadership. Looking ahead, we are excited to: continue delivering workshops in the Spiritual Hub, run more student-led and celebratory assemblies, introduce a new trip for Year 9 students, further embed digital tools to support innovative teaching and support discussions about a potential cross-curricular India trip in 2027 (to be confirmed).
This year has once again demonstrated the power of Religious Studies to shape thoughtful, empathetic and engaged learners. It has been a pleasure and a privilege to lead this department. Thank you to our students, staff and families for making 2024 – 2025 a year to remember!
Ms S Kelly Head of Religious Studies Head of Section (Key Stage 4) and Director of Innovation
The Sixth Form
This academic year saw the exciting launch of our Ignite! Programme, which reimagines the Sixth Form experience through six key pillars. Designed to offer flexibility and personalisation, the programme empowers students to shape their journey in a way that aligns with their individual aspirations and goals. Within this innovative framework, our Year 12 and 13 students have continued to excel, offering outstanding support to the wider school community and serving as exemplary role models.
Under the inspiring leadership of Head Girl, Sophie, the Head Girl Team has led the School Council with energy and purpose, working closely with student representatives from across all year groups to ensure that the Student Voice remains central to school development. A particular highlight has been the development of the Praise Points Shop, which now allows Senior House students to redeem their points for items such as pens, pencils, and even SMS teddy bears.
The Head Girl Team has also represented the school with confidence and eloquence at key events, including assemblies, Open Day, and the Sixth Form Information Evening. Our Transition Prefects have provided ongoing support to new students well beyond the start of the academic year, while House Captains have led an impressive calendar of House activities. Special thanks go to Charities Prefects Sophia, Karan, and Jaya, whose commitment and organisation ensured the success of this year’s Christmas Shoebox Appeal - a heartwarming project that saw contributions from across the whole school.
Academically, our Sixth Form students have approached their A level preparations with diligence and resilience. Cedar House has remained a calm, positive space throughout the exam period, thanks in large part to the caring and supportive ethos fostered by the students themselves. Our sincere thanks go to the Sixth Form tutor team and the wider teaching staff for their unwavering support during this crucial time.
Beyond the classroom, students have grown intellectually and personally, often drawing meaningful connections between their academic subjects and the world around them. Of particular note, Year 13 students Niamh, Ava, and Natalie completed impressive Extended Project Qualifications to complement their A level studies.
This year’s pastoral programme focused on developing strong study habits, positive mindsets, and healthy routines to help students navigate the pressures of Sixth Form life. Through thoughtfully delivered assemblies and tutor time activities, students were supported in making small but impactful changes to enhance both their wellbeing and academic performance.
A standout moment of the year was Year 13’s end-of-Michaelmas-term pantomime - a brilliant and nostalgic reprise of The Lion King, their original Year 7 production. With Jess at the helm as director and lead performer, and Natalie managing lighting and background visuals, the show was polished, memorable, and thoroughly entertaining - setting a high bar for future Christmas pantos.
Our weekly Enrichment Programme continues to be a highlight, offering students exposure to a wide range of speakers from fields such as journalism, finance, architecture, and diplomacy. These sessions have provided invaluable insights and inspired students to explore diverse career pathways.
Year 12 students embraced leadership roles as Form Prefects, supporting younger students throughout the year. Meanwhile, many students across both year groups have dedicated their time to running co-curricular clubs, mentoring younger peers in sport, science, performing arts, and guiding prospective families around the school. Their commitment and generosity have greatly enriched the school community, and we are deeply grateful for their contributions.
As we bid farewell to our Year 13 students, we do so with immense pride and gratitude. They leave behind a strong legacy and will be truly missed. Their chosen university courses span a wide range of disciplines- Law, Biomedical Sciences, Mathematics, Media and Communications, Business Management, Psychology, Liberal Arts, Filmmaking, and Sociology - reflecting the breadth of their interests and talents. We wish them every success in the future.
In late June, Year 12 began the next stage of their academic journey with our UCAS Application Day. A particular highlight was the personal statement workshop led by Jane Marshall of Optimising Futures, which offered valuable insights and guidance. Around the same time, Year 10 students enjoyed a taste of Sixth Form life during their Taster Day at Cedar House, sampling a variety of A level subjects to help inform their future choices.
Finally, a heartfelt thank you to the Sixth Form team - Mrs Birkett, Assistant Head of Sixth Form; Mrs Callaghan, Director of Futures; and of course, our tutors for their tireless dedication, wisdom, and support throughout the year.
Mrs A Francisco Head of Sixth Form
Psychology
Department
We are proud to have provided a stimulating and enriching learning experience that combined the development of academic knowledge and examination skills with innovative and enjoyable learning activities. Student numbers have remained high in Psychology and our students consistently impress us with their enthusiasm and attitude to learning. We are delighted that, since the return to ‘normal’ public examinations, 77% of our students have achieved Grades A*-B in their Psychology A Level in the last three years. The A Level syllabus provides a broad range of topics for students to explore in order to understand, explain and sometimes predict, human behaviour. Favourites include the study of social influence – the effect of others on our behaviours, attitudes and beliefs – and the study of clinical psychology, particularly a deep analysis of schizophrenia. The course supports the development of critical thinking, essay writing and mathematical and scientific research skills.
Year 13 students have been exceptional in their attitude and application: they have demonstrated their SMS Spirit through their absolute commitment to achieving their personal best. Clearly ambitious, attendance at the weekly essay practice lunchtime sessions has been high through the year, and the two-day Research Methods Revision Course in the Easter holidays was attended by the whole class. Student resilience when overcoming the challenges of a rigorous scientific A Level has been impressive, and they have been a real team as they have worked collaboratively in the classroom, discussing topics, building on each other’s ideas, and working on authentic group activities including designing a treatment programme for a patient with schizophrenia, drawing on biological and psychological explanations and treatments for the disorder. We are
so proud of them and wish them well-deserved success in their A Level examinations. Three students from Year 13 will be going on to study Psychology at university.
In Year 12, students have enjoyed enriching their learning beyond the curriculum by entering essay competitions: Simran entered the national Northeastern University, London, essay competition, answering the question, “What are the psychological effects of bullying on adolescents, and how can they be mitigated?”, whilst Grace entered the international essay competition run by Sidgwick Prize, Cambridge, answering the question, “Does the Subconscious Exist?”. We await to hear results but congratulate both students for their ambition and hard work. In June, we joined students at the Royal Grammar School, High Wycombe, this year for our biennial Brain Day, run by neuroscientist Dr Guy Sutton, who once again provided a stimulating exploration into the brain and genes through series of lectures and discussions on neuroplasticity and brain damage to name but two. This fascinating day really extends students’ knowledge beyond the syllabus and includes the most up-to-date research in the field of neuroscience. The highlight for students is always the dissection and examination of a sheep’s brain, and this year was no exception! Year 12 students have designed and conducted questionnaire research on the importance of sleep, writing a scientific report based on their findings. They now look forward to visiting Whipsnade Zoo in September, where they will conduct observational research, and analyse the data using inferential statistics to determine differences between the behaviour of different primates.
Mrs K Cork Head of Psychology and Deputy Head
LEAPS - Learning Support
This year has been a period of significant growth and development for the department. We have made strategic additions to the LEAPS Team to better support our learners and enhance the quality of education and assistance we provide. This expansion has contributed positively to our overall effectiveness and impact.
Recognising the need to strengthen support for our younger learners, we welcomed a new Learning Support Teacher, Mrs Wober, who works with KS1 through to KS3. This addition has enabled us to provide more targeted and effective support at the early educational stages, ensuring that learners receive the foundation they need to thrive academically and socially.
We have also appointed a dedicated SEND Administrator, Mrs Templeton. This role has been instrumental in supporting the department as a whole, especially in relation to coordinating the provision offered through external agencies; managing the EHCP process, including facilitating Annual Reviews; and ensuring evidential compliance for public examinations.
Furthermore, to enhance our capacity to support learners with additional needs, we have recruited parttime new Learning Support Assistants, Mrs Kaill, Mrs Marshall and Mrs Russell. These team members work closely with specific learners, as well as with the wider group, which facilitates better learning outcomes and promotes inclusion within the classroom.
This year also marked the end of our long-standing collaboration with Jess Blake of the Autism Teaching Company. The learners that worked with Jess benefitted from her insight, professionalism, and unwavering commitment to inclusive education. Since Jess’s departure, we have been pleased to establish a valuable new partnership with Neuroharmony, an organisation who provide specialist advice and support to develop a deeper, more personalised understanding of autism, ADHD and anxiety underpinned by the Polyvagel Theory of Dr Stephen Porges.
Learners have continued to benefit from a wide range of interventions to support their progress including some new initiatives such as: sensory circuits, Magic Link handwriting, Apples and Pears spelling; and Speechlink. In our continued efforts to enhance accessibility, we trialled the use of reading pens with selected learners. Whilst the pens offered some benefits, feedback indicated a preference for our existing computer reader software, which was found to be more intuitive and more suited to our learners’ needs.
In light of the recent updates to the definition of Dyslexia, we remain dedicated to ensuring that our current practice and support provision continues to reflect the dynamic nature of teaching and learning in the field of SEND. In addition, as a whole team, we have undertaken training which has deepened our awareness of the diverse ways Autism can present and the specific challenges associated with Pathological Demand Avoidance, equipping staff with practical strategies to support our learners more effectively.
The continued development of our team – both in staffing and skills – reflects our ongoing commitment to ensuring that every learner receives the support they need to thrive. We are proud of what has been achieved this year and excited to build on this progress further in the year to come.
Mrs B Taylor
Mrs G Sugrue Head of Support for Learning Director of Learning Support | Deputy DSL (LEAPS) Prep and Transition (Y7&8)
Personal, Social, Health, Citizenship and Economic Education
Personal, Social, Health, Citizenship and Economic Education (PSHCEE) is an integral part of the school curriculum for all students at St Mary’s. In Senior House this year, we have delivered topics that fall under four broad headings: Physical Health and Wellbeing, Mental Health, Relationships and Sex Education, and Living in the Wider World. The curriculum is carefully designed so that these themes spiral through from Year 7 to 13, and lessons build on previously learned knowledge in an age-appropriate way.
All year groups took part in the Mencap Merry Disco and Mencap Christmas tree decoration for Disability Awareness Month, and took part in a series of activities for World Aids Day. Years 7-11 also had lessons on character strengths and the school’s TAKE CARE values, emphasising kindness.
In Year 7, students explored mental health awareness and online communication, followed by an examination of social media risks, bullying, self-esteem, discrimination, and stereotypes. In the Lent Term, the curriculum shifted to future aspirations and financial literacy, incorporating Unifrog's career resources and virtual first aid sessions with the British Red Cross. Relationship education commenced in the latter part of the year, covering topics such as family dynamics, boundaries, consent, puberty, romantic relationships, and human reproduction.
In Year 8, students examined self-esteem and the influence of social pressures. Post-half term, the curriculum turned to health education, comparing the risks of vaping and smoking, exploring the impact of alcohol and discussing access to health services and vaccinations. The Lent Term included lessons on boundaries and consent, financial education delivered in collaboration with the Bank of England, and career exploration. Students also addressed puberty-related changes, mental health conditions, and gender stereotyping, supplemented by British Red Cross workshops on first aid and migration. The Trinity Term focused on relationships and sex education, covering assumptions, female hygiene, and respectful interaction.
Year 9 PSHCEE began with a timely session on mob mentality following national unrest over the summer. Anti-bullying lessons were integrated before and after half term, culminating in a student-led school assembly. The curriculum progressed to themes of future planning and mindset development via the VESPA model, and participation in the Tycoon Business competition. In the Lent Term, students explored career readiness, studied the impact of youth unemployment through media, and engaged with Stacey Dooley’s ‘95’ documentary. Health and wellbeing were the focus after half term, including stress management strategies, substance abuse education, and initial discussions on drugs. The 'Metacognition Penguin' tracker was trialled as a monitoring tool. The Trinity Term introduced relationship and sex education, highlighting the influence of media and online content.
In response to national incidents over the summer, Year 10 PSHCEE also began with a session addressing these events. The term concluded with mental health awareness, highlighting various conditions and coping strategies. After half term, students engaged with career-focused content using Unifrog resources, exploring their interests and future opportunities. In the Lent Term, relationship and sex education was prioritised, addressing intimacy, the influence of pornography, pressure, and consent, with case studies including Gisele Pelicot and Georgia Harrison’s documentary. Following half term, the programme continued with topics such as contraception, STIs, and legal aspects of consent. The Trinity Term introduced issues related to county lines and discrimination, and included a guest workshop from Gamcare.
The Year 11 PSHCEE curriculum began with a reflection on previous learning and the reinforcement of a supportive learning environment. Students also prepared for mock interviews and revisited substance misuse education. Prior to Christmas, lessons revisited sexual health topics, including consent, anatomy, and sexual pressure, alongside whole-school awareness events. In response to student and staff feedback, postChristmas PSHCEE adopted a more visual and documentary-led format, covering diverse topics first aid. The second half of the Lent Term involved collective sessions focusing on feminism, fake news, and social media influence, supported by documentaries and campaigns such as ‘This Ends Now’. The term concluded with a practical first aid training session delivered by the school nurse.
In Year 12, the PSHCEE programme is designed to support students as they transition into Sixth Form, focusing on personal development and preparation for future pathways. The curriculum includes guidance on UCAS applications and apprenticeships, encouraging students to explore various post-18 options. Students engaged in discussions on topics such as sexism and the dangers of texting while driving, promoting awareness of societal issues and personal responsibility. Additionally, the programme offers sessions on selfesteem, sleep hygiene, sexual health, and digital safety, aiming to equip students with the knowledge and skills necessary for adult life.
The Year 13 PSHCEE curriculum builds upon the foundations laid in Year 12, with a continued emphasis on preparing students for life beyond school. Students receive further support with UCAS applications and explore next steps, including student finance and study skills essential for higher education. The programme addresses critical issues such as alcohol awareness and workplace bullying, fostering a sense of social responsibility.
Miss L Clark Head of PSHCEE
Co-Curricular and Outreach
At St Mary’s, we place great value on the holistic development of our students, and this is reflected in the breadth and depth of our co-curricular programme. Each week, students commit time during lunchtimes, before and after school, and even on weekends to explore interests beyond the classroom. With over 60 clubs offered weekly across the year from sport and creative arts to STEM, debating, and performing arts,
our provision ensures that all areas of the curriculum are represented. Research continues to highlight the benefits of co-curricular involvement in building resilience, confidence, and emotional wellbeing, and we strongly encourage every student to take part in at least two clubs each week.
Student participation this year has been strong. Embracing new experiences, our students have forged friendships across year groups and developed skills that extend beyond academic learning. Our Senior School production of Oliver! was a highlight and a particularly powerful example of this collaborative spirit, showcasing vertical integration at its best. Students from multiple year groups worked side by side both on stage and behind the scenes, forming lasting connections and demonstrating the strength of our cocurricular community. A multitude of enriching day and residential trips, organised by staff, have also broadened students’ horizons and brought learning to life in memorable ways. Furthermore, the school has celebrated creativity, with numerous music, drama, and dance performances throughout the year showcasing the enthusiasm and talents of pupils across all ages.
In response to student feedback, new clubs introduced this year included Kickboxing, a Red Cross-focused group, Innovation, and Public Speaking, to name just a few. Our Senior House students continue to impress us with their commitment, leadership, and service. Many have taken on responsibilities through club leadership or volunteering to support our outreach work, such as visiting our local care homes, and their achievements will be recognised during our final Mark Readings and end-of-year celebrations. We are proud of the example they have set, particularly in fostering a strong co-curricular and service culture across the school.
Our popular House events programme has once again been a vibrant part of school life. These events promote healthy competition, teamwork, and community spirit. Students have showcased exceptional talent in House competitions across Filmmaking, Creative Writing, Music, Dance, Drama, Maths, Science, Debating, Photography, and Sport. This year also saw the return of Bake Off and Textiles competitions, both met with great enthusiasm and creativity. The Christmas House Quiz and our annual Sports Day also continue to be highlights in the school calendar.
Charitable initiatives remain at the heart of our ethos at St Mary’s. This year’s House Charity Day was a resounding success, with students raising money and awareness for four causes close to their hearts: RSPCA, Dogs Trust, Cancer Research UK, and the Alzheimer’s Society. Led by our House Captains, the day featured a variety of student-run stalls during the lunch break, including bake and sweet sales, henna painting and craft activities amongst other things, contributing to a festive and purposeful atmosphere.
Beyond this, our school community has supported several national and local charities through dress-down days, cake sales, collections and creative fundraising events. These included Macmillan, Slough Food Bank, the Poppy Appeal for the Royal British Legion, Children in Need, Terence Higgins Trust, Age UK, and Crisis. The generosity shown by our students and families has helped us raise an impressive amount of money for these good causes this academic year.
Our Year 10 students also continued their involvement in the SMS Give Project, selecting charities meaningful to them and leading their own fundraising events. This initiative not only raised funds but deepened students’ understanding of social issues and strengthened their sense of civic responsibility.
Another exciting initiative launched this year was the Key Stage 3 Charity Challenge: Miles & Moves for Smiles, a sponsored movement challenge in support of the British Red Cross. Over four weeks in the Trinity term, students logged movement miles through walking, running, cycling, dancing, and other physical activities. Each student set a personal goal, tracked their progress, and collected sponsorships, with tutor encouragement and visible class trackers helping to maintain motivation. Highlights included a lunchtime Dance Marathon hosted by the Dance Department and additional active events led by Form Tutors and
Heads of Year. The challenge promoted physical wellbeing, empathy, collaboration, and greater awareness of the vital work that The British Red Cross do. Achievements were celebrated in forms and year groups, with awards for top fundraisers and most miles moved.
Beyond financial contributions, our students have also given back by fostering meaningful connections with the local community. For the fourth consecutive year, we delivered over 100 Christmas gifts to residents of nearby care homes, with students from both Prep and Senior House visiting to sing carols and spread festive cheer. Throughout the year, small groups of Prep and Senior students, including our Music and Drama Scholars, returned to perform, chat with residents, and take part in intergenerational activities offering moments of companionship and joy. We look forward to continuing and strengthening this connection in the year ahead.
As we reflect on the remarkable co-curricular and charitable achievements of the past year, we remain incredibly proud of our students’ spirit, compassion, and drive. These experiences form an essential part of life at St Mary’s and help shape our students into well-rounded, engaged, and thoughtful young people.
As I prepare to step down from my role, I have also been reflecting on the past five years leading CoCurricular and Outreach at St Mary’s. It has been a true privilege to help shape this part of school life and to witness the growth of a culture rooted in service and community. Highlights for me include launching the Christmas Gifts project for local care homes, a tradition that has brought joy to residents and deep connection for our students, and introducing the biennial Make a Difference Day, a powerful whole-school initiative celebrating empathy and action. This year’s Key Stage 3 Charity Challenge has also been a highlight, further strengthening our students’ awareness and impact, and has been excellent preparation for the superb Y10 SMS Give project, so brilliantly led by Ms Kelly. I have immense pride in all that has been achieved and every confidence that this spirit will continue to flourish at the heart of St Mary’s.
Miss K Lasocki Director of Co-Curricular and Outreach / Teacher in charge of Dance
The Academic Scholarship Programme
With the launch of the Academic Scholars’ first magazine last year, Scholars have continued to explore areas of interest, demonstrating their curiosity, ambition and drive for excellence.
Students’ wide-ranging interests have meant that topics of research have been diverse, engaging all readers and spectators. Students from Year 9 up have had opportunities to attend lectures through Cambridge University in Archaeology, Veterinary Medicine, and the Secret Histories series has also included topics such as Women in Science in World War 1. While voluntary, attendance at these lectures enables scholars to listen to experts in their field and be inspired by current research and thinking.
Year 8 students embraced the topic of Artificial Intelligence, seizing the chance to put AI to a challenge by exploring not only its efficacy in responding to prompts but also its reliability in comparison with another AI. When comparing commonly used AI resources such as SnapChat AI and ChatGPT it became quickly evident that the platform of each AI influenced the style of responses that one would receive. One platform attempted to ‘mimic’ a student’s social interest taking their hobbies and preferences to create a friendly response that would intrigue and enthral. This quickly called into question the purpose of the platform and the need for vigilance and academic scrutiny when using them. Girls recorded a podcast demonstrating their findings and showcasing the advantages and disadvantages of AI. They have also continued to explore these exciting platforms further.
Scholars in Year 7 were able to show their curiosity and interests as they took on the challenge of teaching Years 1 and 2. Girls were asked to teach a topic that would intrigue and help the Prep School children to understand more about the world in which we live. Daria and Lola opted to lead a session on international festivals and flags, Mehar and Avya taught the children about climate change and environmental factors linked to increases in pollution, and Jessica led a session on the hidden powers of the jellyfish. Scholars decided on an individual question on each topic that they set the classes to understand through their teaching. They prepared the presentation of their topics and organised activities to help the younger children to understand their learning in an active and practical way. Scholars embraced this wonderful opportunity and really showcased their passion for their individual subjects as well as their kindness and teamwork in helping all children to understand the topic and be able to answer the questions. It was lovely to see the way in which Years 1 and 2 responded to the Scholars’ teaching and how pleased they were to have such engaging teachers for the session. We look forward to more opportunities like this next year.
The Trinity Term brought the Space Store to St Mary’s and the chance for students to explore space through the technology of virtual reality. Professionals from the space industry brought space exploration into St Mary’s Senior hall providing scholars with the opportunity to learn through exploration, simulating what it is like to be in space. The VR headsets offered students the chance to experience life as an astronaut soaring through space and seeing the different planets. A VR trip onto the International Space Station and the chance to ‘walk’ on the Moon and in space helped the Scholars to understand what life is like for astronauts. Whilst being hugely exciting for our students, this workshop showed the ability of technology in being able to help us understand things that seem beyond our physical grasp. With technology and AI having an increasingly important role to play in society, our Academic Scholars are keeping abreast of the opportunities and information and are poised to embrace and lead the possibilities.
Ms J Croft Deputy Head Academic
EPQ
The Extended Project Qualification is a stand-alone qualification which provides Sixth Form students with the valuable opportunity to broaden their academic experience beyond their A-level courses. Students select a topic of personal interest and must design and carry out an in-depth research project, which culminates in a written report and presentation. It is well respected by universities and contributes to a student’s UCAS points. Additionally, it serves as strong content for university interviews, particularly when the chosen topic aligns with prospective areas of study.
To guide them through the project process, students are assigned a supervisor who will work with them, probing and challenging their ideas and offering advice. Students also follow a taught skills programme which covers a range of skills such as research methods, time management, presentation skills, academic writing, and evaluating information and sources. This year, we kicked off this programme with a dedicated EPQ Skills day. Back in October our EPQ students had a day off-timetable and took part in a variety of workshops from different teachers who shared their expertise in different elements of research design and methods. Thank you to Mrs Cork for her informative session on Primary Research, and Mrs Callaghan who introduced students to the importance of evaluating their secondary sources. It has been great to see such a wide range of different topics selected by students this year, covering topics related to sport, music, theatre and even Motorsport! We look forward to some fascinating presentations from our Year 12 students in the upcoming weeks.
I would like to express my sincere thanks to all staff members who have generously dedicated time from their busy teaching schedules to act as supervisors for our students. Both the students and I are incredibly grateful for their expert guidance and consistent support which have enabled the girls to flourish.
Miss A Tarbert EPQ Co-ordinator
Duke of Edinburgh
The Duke of Edinburgh’s Award (DofE) has continued to flourish at St Mary’s this academic year. We are extremely proud to note that in total there have been 53 girls undertaking their award this year an impressive 20% increase from last year. This includes six Gold, 12 Silver, and 35 Bronze participants.
Our Bronze and Silver participants successfully undertook their practice expeditions in the Chiltern Hills during the last weekend of April. The girls were fortunate to enjoy beautiful weather, which made for an enjoyable and productive experience. They embraced the challenges of the training expedition and worked exceptionally well in their teams, demonstrating resilience, determination, and strong collaboration. The expedition built on the skills introduced during their March training day, and gained valuable insights to help them prepare for their qualifying expeditions.
The Silver group, many of whom progressed from Bronze last year, faced more challenging routes that required more complex navigational skills. Their expedition also included an extra night of camping and an additional day of hiking. Despite the physical demands, the girls showed great spirit—setting up camp, cooking meals, and even finding time and energy to enjoy some fun, games and laughter at the campsite in the evening.
The Bronze and Silver groups both successfully completed their Qualifying Expeditions that took place at the beginning of June. The Bronze groups navigated the Chiltern Hills whilst the Silver group navigated more unfamiliar territory in the Marlborough Downs. Despite some very bad weather and lots of torrential downpours the girls remained in good spirits and demonstrated excellent resilience and perseverance to achieve the qualifying expedition aims and pass the expedition section of their DofE awards.
Among our Gold participants, Chloe has already made excellent progress. She completed her Residential Section during the October half term at a history camp in Shropshire, and her Training Expedition took place in the Black Mountains over the Easter holidays. Her Assessed Expedition is scheduled for this summer in the stunning Brecon Beacons. The remaining five Gold participants are set to complete their Training Expedition in July, followed by their Qualifying Expedition in August, also in the Brecon Beacons. Meanwhile, Katherine is eagerly anticipating her Residential Section this summer, which she’ll be completing at a watersport’s activity camp along the beautiful Jurassic Coast. We wish all our participants the very best of luck and can’t wait to hear about their incredible adventures when they return in September!
It has been wonderful to see the incredible range of activities our participants have chosen for their Skill, Physical, and Volunteering sections. For their skills, girls have been learning climbing techniques, cooking, crocheting, developing their art, video editing, playing chess, aquarium keeping, taking part in leadership programmes, singing, preparing for LAMDA, and learning musical instruments such as the saxophone, guitar, and flute. Physical activities have included cycling, tennis, netball, football, horse riding, gym workouts, martial arts, swimming, walking, jazz and ballet dance, badminton, cheerleading, climbing, trampolining, ice skating, rowing, and water polo. For their volunteering, participants have supported the Red Cross, care homes, museums, places of worship, food banks, and local sports and activity clubs including Girl Guiding, Park Run, and RDA — making a meaningful contribution to our local community.
We are especially proud of Layla, one of our former pupils, who completed her Gold Award this year and was invited to Buckingham Palace to celebrate her achievement at the Gold DofE Award Ceremony. Congratulations, Layla—this is a truly outstanding accomplishment. Layla has continued her volunteering journey that she started through completing her DofE Bronze, Silver and Gold Awards by coming back to St Mary’s to complete work experience during her university gap year in the Food and Nutrition department.
Lily and Kaia, two of our Year 13 students, completed their back-to-back Gold Expedition last summer, undertaking both their training and qualifying expeditions over the course of a single week. This was a significant challenge that required great determination and resilience. Both girls have shown exceptional commitment to completing the various sections of the Gold Award and are on track to finish in the coming months. They will be invited to attend next summer’s celebration at Buckingham Palace.
The DofE Award is invaluable for so many reasons. It empowers young people develop essential life and work skills such as resilience, problem-solving, teamwork, communication, self-belief, and confidence. It fosters new friendships, encourages leadership, and helps participants discover their strengths. The benefits are truly lifelong.
Mrs R Micallef
Mrs J Jobson DofE Manager DofE Team Leader
