GROW Magazine 2022-23

W I M B L E D O N

H I G H

S C H O O L

Encouraging students to flourish and thrive

Civil Discourse

- and intellectual resilience

Diversity and Inclusion – more than buzz words

Novel scientific research - here in SW19

Contents 05 Welcome

Fionnuala Kennedy

06 Civil Discourse - inculcating intellectual resilience Ben Turner

08 Novel scientific research - here in SW19 Dr Clare Roper

10 Diversity and inclusion – more than buzz words Chrystal Cunningham

12 Project Flip – embracing difference Isabelle Alexander

14 Enjoying the room Fionnuala Kennedy

16 Care - Share - Repair

Rachel Evans and Sasha Burina-Ling

19 Building skills for the future Dr Sheela Sharma

20 The impact of partnerships Jenny Cox

22 Hatching

Sophia Austin

23 Transitions in life can offer opportunities for discovery Alexa Cutteridge

24 Teens, party culture and staying safe online Ben Turner

25 Our co-curricular programme 26 Our pastoral team G ROW / 3

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“Feeling well, thinking well, performing well and being well are all absolutely interlinked, and so our pastoral care is interwoven into everything we do.”

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FIONNUALA KENNEDY

Head

Welcome to Wimbledon High’s Grow publication, which will highlight to you key areas of our approach when it comes to our students’ development.

or form times or any other of the aspects of traditional approaches in schools as distinct from one another, but rather, we refer to the whole development of our students as the Grow programme, ranging from 1:1 sessions with tutors about personal motivation, all the way to enriching and stimulating super-curricular lectures and seminars.

Pastoral care at Wimbledon High is internationally renowned. We are known for our innovative, fit-for-purpose and imaginative approach to ensuring the most capable young people – our students – develop the toolkit they will need to live flourishing, fulfilling lives in every sense. And so we have every aspect of pastoral care you might expect: an experienced and empathetic pastoral team, full time medical nurses, inhouse counselling, well-trained form tutors and a warm and approachable staff body.

We believe in care through challenge, and look for our students to develop for themselves the independent skills of self-care, relationship building and personal efficacy which we know they will need when they stride out from our school.

But pastoral care is not an adjunct to what happens for our students intellectually: rather we know feeling well, thinking well, performing well and being well are all absolutely interlinked, and so our pastoral care is interwoven into everything we do.

This is why we don’t refer to PSHE (personal, social and health education), or assemblies,

So whether they are engaging in our Civil Discourse programme, solving a complex mathematical problem, learning about navigating adolescence or working in the local community, the Grow programme will encourage students to learn about themselves, others and the world around them in order to flourish and thrive throughout their time at school and beyond.

CIVIL DISCOURSE

BEN TURNER

Deputy Head Pastoral

CIVIL DISCOURSE:

Inculcating intellectual resilience “Any time you get two people in a room who disagree about anything there is a scene to be written.

That’s what I look for.”

It has been my life’s ambition to be a reallife Josh Lyman, not to be ‘the guy’, but the guy the guy counts on.

If that reference means nothing to you, I am sorry, we can’t be friends... I am kidding, of course, but those words are from the famed screenwriter Aaron Sorkin, of A Few Good Men and West Wing fame (creator of Josh Lyman and the infamous Chief of Staff / President dynamic). Sorkin is praised as a master of dialogue, and his walkand-talk scenes and epic confrontations are legendary. He wrote the infamous courtroom scene between Jack Nicholson and Tom Cruise. While ultimately, Cruise could “handle the truth”, we could question whether our teens are increasingly occupying a space where the ‘truth’ has 6 / G ROW

become distorted. Is our society in danger of not inculcating an intellectual resilience in them, where they are able to debate and hear what the truth actually is?

This is why we turned our focus very specifically to civil discourse at WHS, introducing it into the curriculum.

For at the heart of Civil Discourse is not necessarily the person doing the speaking, or even the most erudite of verbal jousting, but instead, an encouragement for us to listen more purposefully, more intently, and for everyone to feel heard.

Civil Discourse is not just a scholastic tool, or purely an academic discipline, designed

CIVIL DISCOURSE

Civil Discourse.. is a way of looking at the world, and replacing rigidity and certainty with curiosity and intellectual resilience. to make better debaters, orators, historians, or scientists. It is a way of looking at the world, and replacing rigidity and certainty with curiosity and intellectual resilience.

Instead of seeing people as opponents, or ‘others’, they are, to borrow from Leon Trotsky, ‘fellow travellers’ who can be learnt from, and collaborated with, to gain greater understanding.

tackle the tough questions!

The spine of our GROW programme is designed around UNESCO’s guidance and key concepts concerning positive relationships, gender-based violence and staying safe (see the Teen and Party Culture article later in this magazine). We embed different discourse questions to help layer understanding and challenge preconceptions.

Adolescence has always been about questioning. Questions about identity, inherited beliefs, societal and community norms. The internal turbulence is still there, those of us here involved in supporting the mental health of young people will know that all too well. Yet the hardening of opinion, thanks to the blunt instrument of social media, has led to some brittle thinking (amongst adults too!), far removed from the playfulness of the junior and primary school years. Teenagers have perhaps lost an intellectual playfulness that would more readily equip them for some of life’s challenges.

When discussing relationships, for example, we might also ask our Lower School (Years 7 and 8) students: ‘what is tolerance?’; while tackling the issue of violence and personal safety, we might ask our Middle School (Years 9, 10 and 11) ‘Does the right to sexual autonomy include the right to buy, use & create pornography?’, and for our Sixth Form, when examining gender, we might ask ‘Is sex more important than gender?’. Our discussions build year on year, in an age appropriate way.

How can our students listen, and be heard, if they are already certain of the answer

These questions are not without controversy – and that’s the point. Any programme for children aged 11-13 would look to tackle the nature of friendships, inclusion and empathy.

While doing so, however, why not tackle the bigger questions: what does it mean to be tolerant? how do we push our students’ understanding of that concept?

Socrates is reported to have said, “I cannot teach anyone anything, I can only make them think”. The Socratic method is essential to our students’ self-efficacy, Our GROW pastoral programme therefore emotional self-regulation, and strives to look at typical interactions. Asking ‘why?’, teenage issues with more repeatedly, promotes dexterity of depth, not only through an thought and inculcates resilience, evidence-based approach to CIVIL DISCOURSE but it also demands more of us, themes like relationship and and our students, as individuals. sex education and mental Let us From questioning comes health, but also by asking disagree well curiosity, and from curiosity come increasingly challenging in order to questions, beginning a cycle of questions as students progress agree more. dialogue where students can feel through school about heard and where we all learn to multidimensional issues such create a fundamentally inclusive as sustainability and human environment. rights. We are not afraid to The W H S C U R R I C U LU M

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N OV E L S C I E N T I F I C R E S E A RC H

DR CLARE ROPER

D i r e c t o r o f S c i e n c e , Te c h n o l o g y a n d E n g i n e e r i n g

Novel scientific research Happening here at Wimbledon High

Most people thinking of what an accomplished research scientist looks like would not be conjuring up images of a student in a school environment.

Thankfully, however, original (‘novel’) research that is subject to a peer review process before publication in international journals is anonymised to avoid any bias.

This means that when a manuscript is submitted, the author’s details are withheld from the peer reviewer. You can imagine the surprise when readers see our school address under an author’s name, published in an article alongside those from famous universities around the world… But this what is happening, and it is not a one-off. More and more Wimbledon High students are conducting and publishing novel research on the world stage.

The world needs innovative and creative scientists like never before. Not only does science hold the solutions to a wide array of challenges such as global warming, pandemics and extinctions, and extends our horizons through developments in artificial intelligence and space exploration. But at WHS we are breaking the mould that these endeavours can only be realised after years of study by top academics. The expansion of publicly available big data has meant that there is far more

One of the most valuable skills of a scientist is observation 8 / G ROW

information to analyse than there are scientists with time to interrogate it. Investigations are no longer limited by the resources and technical expertise available in school as we can access data on a huge variety of topics and use video conferencing to consult experts.

One of the most valuable skills of a scientist is observation; looking for patterns and having the confidence to pursue something that appears out of place. Well-trained academics have expectations about what the data ‘should look like’, but young people do not have these preconceived ideas and their fresh perspective is an advantage. As part of our co-curricular programme and Open Minds for Year 12, WHS students are given the

N OV E L S C I E N T I F I C R E S E A RC H

Young people do not have preconceived ideas - their fresh perspective is an advantage. opportunity to pose their own original research questions and experience the excitement of true scientific discovery rather than plodding through established protocols where the results are already known. Because they have not yet narrowed their studies to only one part of one subject, and the opportunity to delve into interdisciplinary research is proving to be a recipe for success. They are calling on the Computer Science department for ideas in how to organise their data and their English teachers for guidance in communicating their findings that they have formulated with the help of subject specialists from science and humanities.

The quest to discover something new as well as the genuine purpose of contributing to the body of scientific knowledge has meant there is considerable motivation to persevere and to learn new skills, with the added advantage that their research has also deepened their own understanding of topics that are already part of our subject curricula.

National and international orchestras, sports teams and theatre production companies have long provided opportunities for young people to hone their craft and achieve recognition in their chosen fields, but until now, teenagers with a passion for science have not been given the opportunities to find their niche until well after leaving school.

It has been a dream come true to be able to provide a platform for our talented and industrious young scientists to pursue their ambitions and pique their interest in following careers in science. It started here at WHS!

DIVERSITY AND INCLUSION

C H R Y S TA L C U N N I N G H A M

Assistant Head Pastoral

The Pew Research Centre has called to attention that countries globally are becoming more diverse. Schools are educating an increasingly diversified pool of students who come from an array of backgrounds.

Hence, the need is pressing to find innovative ways to meet the varying needs of students.

At Wimbledon High School we embrace diversity and actively seek to improve ours so that we become a school that more closely mirrors the demographic of our local community. We know that diversity brings new perspectives and experiences, which can lead to better problem solving and promote creativity.

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We also know as the world we live in becomes increasingly diverse, it is imperative that our students learn to see things through different lenses so that they can meet the demands of society beyond school.

The aim to become more diverse inevitably leads us to consider how we can create and maintain an inclusive school culture.

If our school community is to become more diverse, it is imperative that we turn our attention to what we are doing to ensure all members of our community feel valued, empowered, and experience a true sense of belonging. Moreover, we know schools play a critical role in shaping students and, psychological science highlights the role inclusive practices play in improving quality of life outcomes and supporting healthy relationships. For us, developing an inclusive school culture requires that we identify and remove any potential barriers. This includes, but is not limited to, reviewing how and what we teach, existing policies, student admissions and staff recruitment.

A central part of this has been trying to ensure all voices are heard through engaging with parents, staff, and students about their experiences within our school community.

These conversations alongside surveys have allowed us to collect, collate, and evaluate evidence so that we can make meaningful and long-lasting changes. Some examples of how Wimbledon High School is working to promote greater diversity and inclusion include:

DIVERSITY AND INCLUSION

Curriculum

Staff

• In our academic subjects, a core team have set about identifying and challenging the ways in which colonialism has impacted upon teaching. This is an ongoing process which allows us to open the learning experience to reflect alternative sources of knowledge, philosophies, and perspectives.

• As part of our pastoral strategy, we have begun a new Tutor Specialism Programme which allows our staff to ‘upskill’ their knowledge on diversity and inclusion. As part of this programme, we have partnered with leaders in the field such as Dr Shola Apena-Rogers and Dr Ama Collison.

This programme provides opportunities for teachers to explore strategies to increase visibility, create belonging and most importantly take ownership of their learning to not place the burden of education on any minority within our community.

• In our GROW curriculum, we have scaffolded the learning surrounding the nine protected characteristics. Firstly, students are equipped with historical knowledge. Secondly, students use this knowledge to contextualise lived experiences and media reports. Finally, students are supported in thinking critically about helping to address situations which arise within and outside of Wimbledon High School.

Students • Student voice has led us to launch a new wellbeing initiative with Dr Ama Collison, an educational and child psychologist. Dr Ama Collison uses approaches underpinned by psychological frameworks to develop students’ sense of belonging, inclusion, and overall enjoyment of their time at Wimbledon High School.

Ramadhan

Diversity and Inclusion

At Wimbledon High School, we very much acknowledge that improving diversity and inclusion is an iterative process which must consider all individualities and intersections.

We fully embrace that this is a never-ending commitment and we endeavour to use our position of privilege to help remove barriers and open opportunities for all.

By Safa Hussain (Year 11 when written)

I see food but I do not eat.

My soul isn't hungry.

I've fed it with the festivity Of this month which repays tenfold what it lacks in food with life.

Ramadhan. I spell it with an h.

It is not the month of counting down the days until Eid comes, It is the month of waking to a pitch black sky with prayer on our tongues.

So don't pity me for what I do gladly.

This is Ramadhan, the month of tranquility.

Safa recited her poem to the WHS community during a multi-faith ceremony.

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P RO J E C T F L I P

ISABELLE ALEXANDER

Head of Neurodiversity and Hidden Differences

Improved awareness and knowledge of neurodivergent conditions have resulted in an increasing number of students at Wimbledon High School being identified as being neurodivergent or having ‘hidden differences’. This is not surprising, as around 18% of the working population consider themselves disabled and the student body at our school is representative of this.

As you’ve read in the previous article, one of the aims of our school is to build an inclusive community. We promote inclusion and collaboration within our community so that every student can access the teaching approaches and resources they need to achieve their potential.

A place where all are seen and treated as equals, and all have equal opportunities to thrive.

Our Neurodiversity and Hidden Differences team works closely with students, parents, pastoral leaders, and individual subject teachers to ensure that the right support is put in place for

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students, but during our last academic year, Project Flip took things further.

Project Flip set out to increase understanding and acceptance of neurodiversity and hidden differences in the wider community and to adapt how we approach teaching, learning and socialisation. By addressing these areas in the school setting, adopting teaching approaches that can reach all students and by making the environment more flexible and adaptable, we were looking to initiate change in our society as a whole.

The students’ voices had to be at the heart of the project and listening to how our neurodivergent and hidden difference students felt about their educational experience was essential.

We did not set out with any fixed goals or outcomes in mind, as we hoped that they would develop and emerge organically and indeed they did.

Over a series of weeks, a representative group of hidden difference and neurodivergent students

P RO J E C T F L I P

met and agreed some key areas of discussion. As a result, their voices gave the whole community an understanding of how life feels for them – they educated us.

The first thing the students concluded was that for change to happen, people needed to care and empathise. We created a video sharing their day-to-day experiences and presented it in an assembly to the senior school. This proved to be extremely powerful and made fellow students and teachers much more aware of what others were experiencing in school and life more generally.

The next step was for them to present the project to the Senior Leadership Team.

They wanted to discuss their shared thoughts, how they felt and what actions they would like to see as a result. This included practical advice for teachers such as the pacing of lessons, ensuring that instructions were written as well as spoken, not drawing attention to their difference, and letting them know when we (the teachers) were going off track!

Suggestions were made about signage in the school and furnishings the classrooms.

They also asked for a dedicated space where they could find some peace in the day or go to meet. In addition, there was total consensus that when a PHSE session is planned to deal with neurodiversity and hidden differences, there should be selfadvocacy and they wanted to be directly involved.

The impact of this project has already been seen in several ways - not least our being invited to address the International Coalition of Girls’ Schools conference in the US, to inspire others. But most importantly, here in school:

WE HAVE ALSO WITNESSED AN INCREASE IN CONFIDENCE IN OUR NEURODIVERGENT AND HIDDEN DIFFERENCES STUDENTS

WHERE ALL ARE SEEN AND TREATED AS EQUALS, AND ALL HAVE EQUAL OPPORTUNITIES TO THRIVE. • During one of our parent forums, parents started spontaneously talking about the impact our video had had on their children. It had prompted conversations in homes – change was starting to happen.

• Our PHSE sessions have changed; we invited a mother and daughter both with ADHD (Attention Deficit Hyperactivity Disorder) to speak about their experiences. They were with us for the entire day, delivering a session to students, a training talk to teachers and finally an ‘in conversation’ information talk to parents that evening.

• During Autism Awareness Month, two young professional working women visited us and described what their life was like living with autism.

• Perhaps most effective of all, our Year 9 dyslexic students delivered a talk on dyslexia to their Year 7 peers.

• We have also held a “Question Time” where a panel of students with hidden differences candidly answered questions that had been sent in advance to a packed audience of teachers.

They tackled questions such as: How can teachers make your school experience

better? What is the one thing that teachers do that annoys you the most? How can we make the help subtle? How do you feel about going to university or the workplace with a hidden difference?

• One of the outcomes that we had not anticipated was the camaraderie that developed within the group.

For some, it was the first time that they had not felt alone in their difference.

With this in mind, the Neurodiversity and Hidden Differences team will be starting a weekly lunchtime club where students can go informally to chat amongst themselves or for advice.

We have also witnessed an increase in confidence our neurodivergent and hidden differences students, as their voices are being heard, awareness is increasing, and perceptions are changing.

This project was only possible because of trust and relationships. It would not have worked had we employed someone to run it or if the students had felt that nothing would be done as a result of it.

We are only on the start of our journey of increasing awareness, understanding and acceptance and look forward to contuining on this path.

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E N J OY I N G T H E RO O M

FIONNUALA KENNEDY

Head

Enjoying the

Room

There is much rhetoric in modern times around the notion of raising girls up, encouraging them to take up space, use their voice, and own the room.

Campaigns such as #thisgirlcan are created to inspire girls and young women, reminding them of their capability and power, and encouraging them – ultimately – to get out into the world and be the change they want to see. This might be in participating more in engineering and design, tackling climate change in the process; it might be in developing truly authentic, compassionate leadership which allows a culture of genuine inclusivity, whatever the workplace; it might be in unabashedly following unorthodox and gender-challenging routes through life, professional and personal, allowing via example other girls and young women to feel less fettered by societal expectation; or it might be in entering maledominated arena and knowing they have the skills and tools they need to be entirely comfortable.

And of course, as educators of girls, we too champion

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them to be courageous and live their lives boldly and, dare I say it, rebelliously, so that society changes for the better, and changes for good. No small task ahead of us – and them – you might think.

However, it has struck me recently and perhaps especially in the wake of the Everyone’s Invited campaign, that this pressure on girls and young women to scythe through societal problems and solve inequality was perhaps more burdensome than inspiring. Indeed, why should the onus be on girls to be the voice for positive change, to fix all of the issues? At times it feels overwhelming in the face of the hugeness of the proposition, and the relentlessness of the messaging to get out there and ‘own it’.

This feeling was further compounded when I went to a recent Girls’ Schools

E N J OY I N G T H E RO O M

Association conference in Manchester. Being in the locale meant that, halfway through the trip, I fulfilled something of a career-long ambition and visited, along with three fellow Heads, Chetham’s School in Manchester. Chetham’s is the UK’s largest specialist music school, and sits nestled against the Cathedral: so as a former choral scholar myself I took particular joy in being there, especially when some teenagers sauntered into the darkened quad, effortlessly singing in six-part harmony whilst kicking about a football and chuckling about something that happened in rehearsal; that’s happiness for me, right there.

At one point in the tour we entered one of the stunning auditoria, and a boy was playing the piano. He was – as you might expect – superb in his musicianship, and I closed my eyes and felt (as I so often do in this incredible job) enormously lucky to be there. When the final notes had died, his Head asked him what he was preparing the piece for.

Our mantra is that we take ourselves seriously, but hold ourselves lightly.

‘Nothing’, he said; ‘I was just enjoying the room’.

The four of us who were lucky enough to be there have talked about this a lot: it resonated hugely.

Nothing. I was just enjoying the room.

There was no goal in mind, no deadline, no pressure, no anxiety about what was to come; he was just enjoying the room.

And thus our emphasis at WHS on play: on tinkering, imagination, curiosity and whimsy.

Our mantra is that we take ourselves seriously, but hold ourselves lightly. We know that life is to be enjoyed and that childhood in particular should have fun right at its heart. Whether it’s at our comedy night or happiness festival, or in the non-examined elements of our learning such as our PPE and civil discourse programmes: we want every girl at Wimbledon High, whoever she is and whatever she is like, just to enjoy the room; to know that she has everything she needs, in that moment, to relax and pursue the pleasure of being a unique and talented young person.

She doesn’t always have to own it, she doesn’t always have to use her voice, or woman up, or take up space. She can just enjoy it. And that will ensure she is, authentically and without feeling overwhelmed, a voice for positive change.

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C A R E - S H A R E - R E PA I R

PROJECT

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EVE T R GREEN

CARE - REPAIR- SHARE : New ways of thinking about sustainability

With the climate emergency a key challenge for our times, students and staff worked on a new Sustainability Strategy - published in 2022.

Wimbledon High aims to prepare our students to shape the society in which they live and work, and what better way than giving them voice and agency in our school response to this crisis? Community Action is

central– we aspire to create space for discussions, activities and campaigns to support us all in becoming more mindful consumers.

This change isn’t easy, and so we resolved that our approach would be free of judgement and focus on encouragement and positivity.

Our mantra of Care-Repair-Share was born.

CARE

REPAIR

SHARE

We will consume with care using the 5R principles – Refuse, Reduce, Reuse, Repair, Recycle. We care about reducing our carbon footprint, personally and collectively. We care for ourselves, our community and the planet.

Everyone in our community will understand the value of repair for sustainability and will be able to learn the skills to repair our own belongings.

We will share equipment, objects, and knowledge, helping us to step away from a consumer lifestyle to a more sustainable way of living.

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C A R E - S H A R E - R E PA I R

PROJECT

EVER GREEN

Rachel Evans, Director of Digital Learning & Innovation, and Sasha Burina-Ling, Editor of Unconquered Peaks, our school magazine and Evergreen, our eco blog, discussed Care - Repair - Share...

Mrs Evans

I’ve been thinking a lot about the words we’ve chosen to shape our approach – Care, Repair, Share – and what they mean in the context of our feelings about tackling climate emergency. You’d said in one of our steering group meetings that we needed to find a way to approach the issue of personal choice without students feeling that the whole goal of solving climate change is on their shoulders.

Sasha

I like the approach of Care-Repair-Share because it doesn’t feel like it’s my entire responsibility - I’m not driving the change alone. It feels like something that everyone can contribute to in the way that they want to, as far as they want to, and as far as they can. Students, especially in the younger years, don’t necessarily have the option of changing decisions in their home lives. So it’s no good putting pressure on them and making them feel guilty, for example, for driving to school, if they’re not the ones making that decision – it’s just demoralising.

Mrs Evans

What we want to do is create a supportive community where we genuinely make decisions together about what’s important and what we want to try to do. And then everyone can take those ideas forward.

Sasha

I think this relates closely to civil discourse.

If you allow and empower the students to start having these conversations with their teachers and parents now, when they’re older they will be able to drive the change we need to see. So it’s leaving a legacy by showing people how you can empower others, as opposed to making them feel bad.

Mrs Evans

Oh, I so agree with you! And we need to take actions that are purposeful. My idea is a Love Your Plastic campaign...

Sasha

...Yes! You see it on social media all the time, that people decide to live a sustainable life.

They throw out all their plastic Tupperware and they buy really beautiful glass jars for their kitchen. But what you’ve done is that you’ve taken this plastic that was perfectly serviceable and wasn’t doing anyone any harm, because it had already been made.

And now you’re going to throw it away into the waste stream and probably most of it is going to go to landfill and you’re going to buy a really heavy glass jar that’s going to be transported to you - probably in an Amazon box, delivered by van to your door! It’s just completely counter to what we actually need to be doing, which is being mindful and caring about our belongings, trying to make things last and trying to fix things if they’re broken.

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C A R E - S H A R E - R E PA I R

Mrs Evans

Yes, not some kind of Instagram-ready, beautifully curated, aesthetically appealing lifestyle. It’s about having a kitchen drawer full of takeaway boxes!

Sasha

It’s such a such a cultural change for us.

Can my shoe be mended? Can I sew up my trousers? Or fix a hole in my sock?

These are useful skills that everyone should have. And it feels counterintuitive to the way culture and media right now wants to present sustainability, as being fashionable. I’ve just been reading about convenience, that we’ve traded away our ability to be self-sufficient and a bit creative. We’ve swapped that for the thrill of having new stuff, and this consumer culture and the convenience of being able to outsource every problem to somebody else.

Mrs Evans

Is this something that, as students, you want to take action to change?

Sasha

Yes, we did this in a tangible way when we were planning how we would make decorations for Pride Month. We could have bought bunting from Amazon but instead we had a conversation about how we could make it collaborative but also sustainable, creating decorations from fabric scraps and in a way that students could be involved. You’re not just not buying plastic but making it more meaningful. That bunting that we made can be added to as the years go by - it builds a legacy.

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Mrs Evans

I love it - it reminds me of banners from the early days of the trade union movement or of quilting circles – they are lovely examples of how sharing a creative space builds a community bond.

Sasha

And it ties into our theme of care - when you bring people together to make something or fix something, you are actually appreciating and celebrating people’s skills and the way they share them. We can appreciate the fact that we have a diverse student body, because you have people starting to say ‘Oh, I can do that’ or ‘how about …’ - they look at the challenge from different perspective.

Mrs Evans

This is all subversive, radical stuff because we’re saying we’re not happy with this global consumer capitalist culture that we’re living in, and we’d like to find new and different ways to live.

Sasha

This is such a global issue. We’re all very focused on our country or the USA but we will be insulated from the worst effects of climate change. I think that was addressed by some of the delegations at COP26, particularly from countries in the Pacific which are basically going to be underwater by the time we get to 1.5 degrees. When we talk about sharing, we’re also talking about sharing knowledge and ideas.

There are lots of discussions about sharing sustainable technology widely to raise living standards worldwide. I quite like the idea that care-repair-share has small meanings for us - love your plastic or fix your socks - but there’s a bigger philosophical underpinning to them. I quite like the idea that we can pack all of that into three words and call for action on it.

FUTURES

DR SHEELA SHARMA

Head of Enterprise, Entrepreneurship and Employability

Building skills for the future What are the skills needed in tomorrow’s workplace? How do we encourage an enterprising mindset that allows young people to have a go, take risks and pick themselves up from setbacks?

With all these questions in mind, I recently joined the Futures team at Wimbledon High School as our first Head of Enterprise, Entrepreneurship and Employability (what a title!).

Futures is a key branch of our GROW philosophy, sparking ideas and inspiration for life beyond SW19 and equipping students not just with the knowledge about industries and professions, but with the attributes they need to forge their own path as they navigate their studies and enter the workplace.

My career experiences in the corporate and start-up sectors have left me determined to look at new ways of exposing our students to the multitude of career opportunities available to them and to examine how entrepreneurial skills are key to thriving in all workplaces. To this end, I am passionate about instilling both the confidence and skills in young women needed to help them navigate their careers and reach their full potential. According to the Rose Review into female entrepreneurship, only one in three entrepreneurs in the UK are women and closing this gender gap could add £250bn in gross value to the UK economy. Imposter syndrome, which stops us taking risks for fear of failure, likely plays a major part in the gender inequality among entrepreneurs.

So, I’ve been delighted to see an ‘It’s OK to fail’ GROW day celebrated in Year 12 – where students were encouraged to acknowledge things they couldn’t yet do and to try something new, without fear of failure. This fear can be crippling for young women with perfectionist tendencies in particular and we know it can stifle creativity, so the more we can continue to talk about failure being a path to success, the better!

While not everyone wants to go into business, the skills of entrepreneurship will stand all students in good stead as they continue life’s journey.

From effective communication, calculated risktaking and creative thinking, to financial acumen, problem-solving and adaptability to mention a few – entrepreneurial skills become increasingly relevant as our careers progress, as well as in other aspects of our lives.

Futures is a key branch of our GROW philosophy.

But how do we promote the development of these skills at an early stage? I believe that work experience and networking opportunities are key. These can provide invaluable entrepreneurial opportunities to build confidence and develop the qualities needed by our students to deal with the jobs and industries of the future - through exposure to new experiences.

Entrepreneurship is a mindset and requires thinking and doing things differently, which in turn requires practice. So, the more experiences we can create in which to practise, blunder and practise again, the better – learning from failures and moving forward.

The ultimate entrepreneurial skill, at least for me, is leadership – the ability not only to manage others effectively, but to do so with compassion and authenticity. And who wouldn’t want to work for an entrepreneur with those traits?

‘It’s OK to fail’ G ROW / 1 9

JENNY COX

D i r e c t o r o f C o - c u r r i c u l a r, P a r t n e r s h i p s & P h i l a n t h r o p y

PA RT N E R S H I P S AT W I M B L E D O N H I G H S C H O O L

The GDST was founded in January 1873 with the aim of an education being made accessible to able girls, whatever their background.

Partnerships THE IMPACT OF

To this day, in common with many other schools in the independent sector, Wimbledon High School offers bursaries at 11+ of up to 100% of fees, as well as covering the extra costs of schooling: uniform, lunches, travel, etc.

However, our ambitions for widening access start well before the 11+ process, and focus on making opportunities available to as many local children as possible, through our partnerships

programme. This programme touches the lives of approximately 300 external students, 200 WHS students and 25 staff on a weekly basis.

We start with Year 4 Saturday SHINE - 10 weeks of activities for pupils who may be struggling at home or at school, giving them the chance to buddy up with a Year 11 or Sixth Form mentor. From exploring the moon using Virtual Reality headsets, to Reaching for the Stars via dance (Yes, S-Club 7!) these are aimed at enhancing self-efficacy, self-confidence and raising aspirations.

Moving into Year 5, STRIVE works with 50 high-achieving students from economically disadvantaged backgrounds, to provide mentorship and opportunities beyond the

‘Small actions can have more impact than you think. Just talking and socialising with people can help create a stronger community.’

Y12 WHS student

CIVIL DISCOURSE

curriculum via Coding, Science, English and Maths. STRIVE aims to raise the aspirations and build the confidence in families to consider a range of secondary school options.

‘Working with a school less privileged has just changed the way I look at things: my mentee has helped me to develop The Year 6 THRIVE programme welcomes 130 new perspectives, and students weekly to take part in a carousel of fun also just appreciate the activities which explore and address the potential opportunities I have.’

‘It is this engagement and the ‘fun factor’ that has made a difference to their acquisition of knowledge and skills but also crucially pupil attendance at our school.’

Partner school Head

anxieties of moving into secondary school.

What lies at the core of Wimbledon High’s partnerships is an acknowledgement of the mutual benefit they bring - the shared understanding between people from different walks of life. Bringing students from diverse backgrounds together over a sustained period is what we have found to be most impactful: students from some of the most disadvantaged areas of the country, working hand in hand with those from the most affluent areas, sharing experiences in a safe, fun, educational environment. Those involved begin to appreciate their similarities and differences, their hopes and dreams; genuine bonds are forged between students of all ages.

Y11 WHS student

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C R E AT I V E W R I T I N G

Hatching Sophia Austin (Year 7 when written)

I was born a few days ago. Into the bright, loud, chaos of the world. Mother kept me warm and dry, and I grew quickly. My siblings and I kept mother busy. We cried and wailed and begged for food. When we got it, we were content for a bit, before needing more. After a few weeks, we got our first glimpse of the world. It was huge. Loud.

Cold. Harsh. Terrifying. We nestled against mother, her warmth providing a wall from the outside.

Later mother disappeared. It was chaos.

We were panicking, running around, crying.

Scared she wouldn’t come back. She did though.

She proved us wrong.

She told us that she would always be here for us when we needed her. Then she told us something else. Soon we wouldn’t need her any more. We looked up at her with big, round eyes. We were certain that day would never come.

But it did. Of course it did. She was right.

She always was.

It felt like something was tugging at my heart, pulling me out. I jumped.

Heart racing, legs shaking, tail quaking. I flapped and flapped and flapped. Then I realised I was flying. I was flying! I was free!

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TRANSITIONS

ALEXA CUTTERIDGE

Head of Student Induction & Transition

“Transitions in life can offer opportunities for discovery”

Starting a new school or transitioning into a new year group is an exciting time providing opportunity, adventure, and growth, as this quotation (by Robbie Shell) suggests, but it can also be a little daunting. As students step into Wimbledon High School and move through the years, in line with our key aim, we endeavour to help each individual feel known, supported, confident and able to shine.

We achieve this through a robust induction strategy before students join us and a focus on wellbeing once in school, giving students space to explore and to build a toolkit for managing and embracing change Getting to know students It is a community team effort to welcome and support new students, as well as those moving into their next stage in the school.

Getting to know incoming students is a crucial part of the induction process: alongside the highly experienced staff on our pastoral and teaching teams, student leaders and buddies also play an active role in helping students find their feet at Senior School.

We have a series of induction events that happen in the Summer Term and at the start of the Autumn Term to ensure all new students are supported to have a positive and confident start.

Additionally, Year 7 (and in fact Year 12) embark on a ‘Night under the stars’ at the very start of term where they enjoy team building and getting to know one another amongst nature.

Positive Psychology and Motivational Maps We use positive psychology to focus on an individual’s strengths and to help inform our student wellbeing sessions during key transitions. Motivational Maps is a tool allowing students, with a mentor, to delve into their personal motivations (in their academic work as well as more generally) and to set goals according to their individual report. We recommend having a look at: www.thinkingmatters. com/motivational-mapsmotivation to find out more.

Co-Curricular Programme and Houses: Co-curricular activities are important in the settling in process, giving students the chance to learn different skills, build friendships, and find themselves in a state of ‘flow’.

We often use this term in education - the time when you

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are so absorbed in an activity, you become unaware of the passing of time. We have an extensive range of clubs on offer and the programme is a perfect way for students to make an active choice about how they spend their free time as part of the wider school community.

Similarly, every student belongs to one of the four Houses where they can make vertical connections with their older peers in fun inter-House competitions, as well as in their fortnightly House Form sessions.

The Parent-Student-School Triangle: While Senior School is all about students finding independence, there is no doubt that strong communication and teamwork between parents, students and the school is vital during times of transition. We maintain regular contact with parents in a plethora of ways, and enjoy welcoming parents into the school for various events, including talks from pastoral experts, throughout the year. We understand that parents need to feel part of the community too, and to know that their daughter is in safe hands.

“So far, I have enjoyed meeting so many lovely teachers and making new friends. I have also loved getting involved in new activities and challenging myself with new skills.”

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T E E N S , PA RT Y C U L T U R E A N D S TAY I N G S A F E O N L I N E

BEN TURNER

Deputy Head Pastoral

Teens, party culture and staying safe online

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Risky behaviour: alcohol and parrots. Perennial topics for parents of teens are alcohol, party culture, and the questions about ‘when’ or ‘whether’ to serve alcohol to their children and their friends.

Here are a few key takeaways from our experts, Fiona SpargoMabbs, Alicia Drummond and Charlie Easmon, whom we assembled for our Charter parent event, Making Informed Choices...

Candid conversations

Boundaries equal love

Control is an illusion (don’t panic!) The more one seeks to control the behaviour of teenagers, the more one runs the risk of them encountering dangers and not seeking the help they may need. Our panel instead advocated for candid conversations, with reciprocal and mutually agreed boundaries. We often refer to the term ‘elastic parenting’ (from Alicia’s must-read book, How to Train Your Parrot), by which we mean that our teens understand the freedom and autonomy we are giving them, but in return they also understand that when (it is not ‘if ’) they make mistakes, we will reel in those boundaries.

Teens will tell you, perhaps time and again, that they do not want the boundaries that you are placing ‘upon’ them. First, reframe that narrative, and work with them to set those boundaries.

Second, our experts are unequivocal in the necessity of those boundaries for teens, and their want for them. Your concern is a show of love, support and care. Whether they verbalise it, or not, your teen needs to see you put them in place, as a demonstration of your love.

Keep yourself informed

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As parents, accept that you are going to often be ‘embarrassing’. Keep yourself as informed as possible. This means phoning other parents who are offering to host parties involving your children.

Ask questions about alcohol and trade contact details. Do not be afraid of a negative reaction - this is inevitable, and ultimately unavoidable, but acts as part of the informed freedom and autonomy that you are giving your teenager and will ultimately help build trust.

Be consistent

With all of the above, don’t change the goal posts.

If something happens, talk about it and reframe, but otherwise set the boundaries and keep them

T E E N S , PA RT Y C U L T U R E A N D S TAY I N G S A F E O N L I N E

in place. Changing your expectations, without communication and agreement, will only lead to challenge and conflict.

decision making, and ultimately enjoying consensual, loving relationships.

What is appropriate? Age, stage, consent and pornography

WhatsApp & one-upmanship

The other major topic of the evening was consent and the effects of pornography on our young people. This is an issue that strikes at the heart of Wimbledon’s Charter of understanding with King’s College School, and it is something we will continue to work on together to ensure we are leading the conversations in both our communities.

Starting earlier

It is vital that we do away with the misconception of what is, and isn’t, appropriate. Relationship & Sex Education (RSE) is always based on evidence-based research in both our schools. Our own evidence clearly shows that our children are being exposed to themes, images, and conversations much earlier than we might naturally assume as adults. Talking about consent with 10 & 11 year olds, or even four year olds, is not about placing blame or responsibility on any particular individual or gender. It is about protecting individual children, allowing them autonomy over

There is significant, independent data, as well as anecdotal evidence from our own schools, that a significant percentage of Year 7 students have seen an ‘indecent’ image upon entering senior school. We need to ensure that our children are informed about online groups, know where the dangers are, and when to leave. The panel talked about the dangers of children sending images over social media and become enthralled in a spiral of one-upmanship, where posts were made of increasing severity.

Avoiding ‘the conversation’

Sex needs to be talked about, as does masturbation, sexting, and other possible teenage interactions. Schools will continue to address the important issues, informing but not instructing. Gone, however, are the days of one conversation or the passing of a book to a teen asking questions. Our panel were clear: in order for our children to be informed, and make autonomous and free decisions about their bodies and interactions with others, they need a space to freely discuss Artwork

by Joyce Wei (Class of 2022 )

O U R C O - C U R R I C U L A R P RO G R A M M E

Our Co-curricular Programme Clubs afford the opportunity for students to move away from academic pursuits, pursue individual passions and develop new interests and talents.

Crucially, they offer socialisation within and across year groups, which is so vital for wellbeing.

In Drama, the school puts on numerous plays and musicals across year groups, as well as allowing students the opportunity to stage-manage, make props, organise costumes, and run lighting and sound for performance.

In Sport, students can participate in Hockey, Netball, Swimming, Tennis, Cricket, Rowing, Football... The list goes on, and spans both the performance side as well as just learning new skills and having a go at sport for recreation, fun and as part of a healthy and active lifestyle.

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Students enjoy a vast range of co-curricular activities, with talented WHS students performing and excelling in areas such as sport, music, drama, and public speaking.

However, the co-curricular programme is designed not just for students to excel, but to encourage participation and foster the sense of being part of something bigger than them, building friendships, delighting in shared experiences, working together, leading, and inspiring yourself as well as others.

Committing to a regular series of activities is essential, routine helps give a sense of calm and familiarity, which is a stepping stone to building resilience.

In Music, larger groups include A Cappella and Canto choirs and Symphony Orchestra, with musicians working towards set piece events such as our Festival of Nine Lessons and Carols and a Spring Concert at St John’s Smith Square. Smaller ensembles include Sinfonia, Baroque Ensemble, and a host of chamber groups.

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Specific clubs vary from year to year - from coding, chess and Myths and Monsters to 3D printing, origami, Mandarin, Debating and book club... For the full spectrum of co-curricular activity, please see our Imagine guide, available on our website.

T H E P E O P L E B E H I N D G ROW

The people behind

While pastoral care is woven through the fabric of Wimbledon High life and thus is the concern of everyone here at the school, there is a dedicated team of professionals looking out for our students.

Form tutors

School Nurses

Peer Counsellors

The tutorial system allows the holistic academic and pastoral wellbeing of individual students to lie with form tutors.

These members of staff, supported by co-tutors, are the first port of call for both students and parents. Tutors meet with their forms daily; they deliver a significant part of the GROW programme and meet one-to-one with girls as part of our termly Review & Reflection sessions.

In Sixth Form, tutorial support is key as students explore options for life after school, including university applications.

Our nurses play a key role in supporting students and communicating with the pastoral team about individuals. They also provide support and information on for staff and parents when students have particular conditions, which require specific knowledge or awareness.

A Peer Counsellor from the Sixth Form is assigned to each form group, providing another source of advice and a less formal listening ear for any student who would like to use that route of support.

Peer counsellors are trained by the School Counsellors and the Deputy Head Pastoral and know how to differentiate between small, solvable problems and more significant issues which need to be passed on.

Heads of Year

Heads of Year lead the pastoral care of their year group and have an overview of each student’s academic performance.

They are trained in supporting students with more serious wellbeing concerns and issues. They are supported by Assistant Heads of Year and as a team, meet regularly with the Deputy Head Pastoral.

Neurodiversity and Hidden Differences team

Our Neurodiversity and Hidden Differences team is here to support students who require extra or differentiated approaches to their learning, as well as to ensure staff have all they need to teach those students in their lessons. There is 1:1 and small group support. (And see our Project Flip article for details of how are students are at the centre of how we structure this support.)

School Counselling team

Counselling at WHS provides the students with a place to talk that is private and confidential. We know how important it is to be able to offer this space and to engineer a feeling of security and autonomy within the Pastoral Team.

The option of counselling is available to any individual within the school who feels they might want to explore their feelings and gain further support, and within this team we are able to offer our expertise for students to gain the best therapeutic support.

And finally... Maddie, our pastoral dog! Maddie has been a brilliant addition to the pasotal team, often seen on walks, or in Mr Turner’s office...

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W I M B L E D O N

H I G H

S C H O O L

Mansel Road, London SW19 4AB wimbledonhigh.gdst.net The Girls’ Day School Trust is a Limited Company.

Registered in England No. 6400. Registered Charity No. 306983.