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The Confidence to Grow

By Mrs Howe, Head of Junior School

I have recently been reflecting on how we can support our pupils in developing more confidence in themselves and it brought me back to thinking about growth mindsets and how this powerful philosophy can shape how our pupils’ approach learning, tackle challenges and, crucially, build self-confidence.

The concept of growth mindset, popularised by Stanford psychologist Carol Dweck, distinguishes between two attitudes to learning. In a fixed mindset, students believe their abilities are innate and unchangeable while in contrast, a growth mindset embraces the idea that talents and intelligence can be developed through effort, feedback and perseverance.

This belief, that we are all capable of progress, has profound implications for self-esteem. When children see mistakes not as failures, but as an essential part of the learning journey, they are far less likely to fear getting things wrong. Instead, they develop the resilience and self-assurance to keep trying, to reflect, and to grow.

The idea of growth mindsets has been around in education for many years now and is something we have always championed in the Junior School.  We praise effort, celebrate resilience, and recognise that learning is about the process, not just the end result. But what makes an authentic approach to growth mindsets is embedding it into our everyday practice. 

In the Junior School, we have done exactly that. We have taken a thoughtful, whole-school approach to building a growth mindset culture that aligns with our core values. It is not an initiative, it is who we are.

We encourage our girls to see themselves as active participants in their learning. Through our unique IB Primary Years Programme that centres on student-led inquiry through transdisciplinary themes, our pupils have voice, choice, and agency in their learning with built-in opportunities to challenge themselves. They reflect on their own progress rather than comparing themselves to others, and in doing so, develop an inner confidence that is grounded in self-awareness and effort.

Alongside the IB Learner Profile every classroom has a visual display of The Learning Pit, and together these help our pupils understand that learning isn’t always easy. The ‘Learning Pit’ becomes a visual and conceptual metaphor for the struggles and breakthroughs of learning. We show our children that grappling with uncertainty is not a shortcoming, but a path to deeper understanding.

Importantly, we don’t shy away from fixed mindsets when we see them. We know that even the most confident learner can have moments of doubt. What matters is helping children recognise when they are stuck in fixed thinking and giving them the tools and support to move forward. That in itself is a powerful lesson in emotional resilience.

So how does this all help build confidence? Confidence does not come from always getting things right. It comes from knowing you have the tools to try again, to persist, and to learn from setbacks. A growth mindset gives children that foundation. It helps them redefine what success looks like and builds their belief in their ability to overcome obstacles.

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Building Confidence and Friendships

By Mrs Howe, Head of Junior School

This week in the Junior School, we’ve been buzzing with excitement as we celebrated Children’s Mental Health Week. Now in its tenth year, this special week run by the inspirational charity Place2Be is all about raising awareness of children’s mental well-being. This year’s theme, Know Yourself, Grow Yourself, encouraged our pupils to embrace self-awareness and personal growth.

Initiated by our Wellbeing Champion, Mrs Thomas, the celebrations began on Monday with Positive Playground, where the children covered the terrace in uplifting affirmations and feel-good messages written in chalk. The week continued with mindful activities, from hand massage to Move and Groove dance sessions and a special Know Yourself, Grow Yourself yoga workshop.

Outstanding pastoral care is the foundation of an exceptional education. From the moment our pupils join us until they transition to the Senior School at the end of Year 6, we provide a supportive environment that allows them to grow in confidence, develop meaningful friendships, and navigate challenges with resilience.

Our dedicated class teachers ensure each pupil feels valued and supported, providing both academic guidance and emotional support. Daily interactions and regular one to one check-ins mean that each pupil has a trusted adult who knows them well and can offer reassurance and encouragement.

As an IB PYP school, we are committed to fostering the qualities of the Learner Profile, ensuring that our pupils grow into balanced, thoughtful, and principled individuals. The Who We Are curriculum unit helps our pupils understand themselves and others, encouraging self-reflection and personal development. Alongside our PSHE curriculum, which covers emotional resilience and responsible decision making, our pupils develop essential life skills.

For those needing additional support, our year group Nurture Groups provide a welcoming space where pupils can express their thoughts and feelings. Led by Heads of Year and Class Teachers, these small group sessions focus on building self-esteem, managing emotions, and developing positive relationships.

One of the most beloved members of our school community is Winnie, our Pets as Therapy dog. With her gentle nature and calming presence, Winnie provides invaluable support to our pupils, offering comfort, motivation, and companionship.

This term we have embarked upon our second round of Peer Mentoring, pairing Junior School pupils with Sixth Form mentors who provide guidance and support. These positive role models help younger pupils build confidence and navigate friendships while fostering a strong sense of community.

We are also proud to implement Girls on Board, a unique programme designed to help pupils understand friendships and support each other through difficulties. Through guided discussions and self-reflection, pupils develop empathy, resilience, and the skills to manage friendship dynamics constructively.

Pastoral care at our Junior School is about equipping pupils with the emotional intelligence, self-assurance, and interpersonal skills they need for life. By fostering a nurturing and compassionate environment, we ensure that every pupil feels safe, valued, and ready to embrace all the opportunities ahead.

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A Magical Week of Christmas 

By Mrs Howe, Head of Junior School

This time of year is often called “the most magical time of the year,” and that magic has certainly been alive in our Junior School this week. From breathtaking musical performances to heartwarming plays and our lively house talent show, our pupils have truly brought the season to life with their creativity, courage, and festive cheer!

Monday’s Junior School Christmas Music Concert was the perfect way to kick off the week. Pupils performed solos, played in ensembles, and joined forces in larger groups such as the Junior Choir and Orchestra. The talent on display was nothing short of magnificent, but what stood out most was how these performances embodied so many attributes of the Learner Profile. Watching our young musicians take to the stage with confidence and collaboration was a testament to their creativity and willingness to step out of their comfort zones. 

As the week unfolded, the excitement continued to build. On Thursday, the school buzzed with energy for the House Talent Show finale. After a week of lunchtime auditions, it was time for the big moment, and the atmosphere was electric. From the youngest pupils to the oldest, the courage on display was inspiring.

The performances ranged from songs and dances to ventriloquism, gymnastics, jokes, sketches and even hula-hooping! House Talent is always a highlight of the year, and it’s wonderful to see how it encourages our pupils to take risks, explore their creative sides, and grow in confidence. Some of the most memorable moments came when performers felt the support of their audience, clapping, cheering, and swaying along. Watching their smiles grow and their movements become bolder as they realised they had the audience’s backing was simply magical.

The grand finale of the week, of course, belonged to the Year 3 Christmas Production, Gimme, Gimme Gimme! Our youngest pupils took to the stage with a heartwarming story, lively songs, and some wonderful dance moves. Their enthusiasm and energy were infectious, and it was clear that they had poured their hearts into every moment. The production beautifully showcased our school values of being bold, imaginative and reflective - a true sprinkling of Christmas magic to close the week.

As I reflect on this incredible week, I am reminded of just how much these events contribute to the development of our pupils, not only as performers but as learners and risk-takers. The courage it takes to step onto a stage, the creativity to bring a performance to life, and the collaboration needed to work together all make these experiences so valuable.

A huge thank you to all the pupils, staff and parents who made this week possible. The Junior School has been buzzing with festive joy, and I couldn’t be prouder of everyone involved. 

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Curiosity in the age of AI

By Mrs Howe, Head of Junior School

As a school leader, my role often feels like a balancing act. Each day, we are committed to delivering the highest quality education possible for our students right now, while simultaneously keeping an eye on what’s ahead. We want to ensure our children are not only equipped with essential knowledge and skills but are also prepared to thrive in a future that is changing faster than ever before, largely due to technological advancements.

Last month, I had the privilege of attending the International Baccalaureate (IB) Global Conference in Budapest. The theme, Inspiring Learners, Realising Potential highlighted the incredible opportunities technology and innovation can offer in education. Among the most inspiring speakers was Charles Fadel, a visionary in educational thought and the author of Education for the Age of AI. His talk challenged us to rethink how we prepare students for a world where artificial intelligence is quickly becoming a part of everyday life.

In one thought-provoking moment we were shown an image from an old series of illustrations called En L’An 2000, created for the 1900 Paris World Exhibition. The illustrations depict a 19th Century optimistic view of how they believed machines could automate tasks and chores 100 years into their future. Artists of their time were asked to imagine the possibilities that scientific inventions could bring to everyday life. My favourite illustration has to be the one I have chosen for this blog, where pupils sit tuned into headphones. Next to them, the teachers feed textbooks into a machine that then distributes the content to the children individually through headphones. 

This particular quaint illustration struck a chord with me, as it captured the same optimism and curiosity we need now. In the 21st century, our students already engage with content through interactive technologies, cloud platforms, and immersive tools that personalise their learning in ways we couldn’t have imagined even a few decades ago. Although we may not be “feeding books into machines,” teachers are finding creative ways to guide students in using technology to enhance their learning experiences. Education has come a long way since those days, and the future promises even more exciting transformations.

But what role does AI play in this future? Charles Fadel emphasised that our educational approach needs to evolve in meaningful ways to prepare students for the Age of AI. While powerful, AI lacks human traits like purpose, values, and agency. Education must bridge the gap: our curriculum should inspire students to make real-world connections and well-reasoned decisions using the data that AI provides. Fadel’s insights reminded us that while AI can analyse, it cannot truly imagine. As a result, nurturing our students’ imaginative skills is more important than ever in order to fuel inspiration and originality.

To prepare our children, our focus must shift towards fostering skills like decision-making, imagination, and empathy. We want to ensure that our students grow up with a strong sense of agency, able to use AI as a tool to enhance their problem-solving abilities, creativity, and original thinking.

The conference in Budapest reinforced that as an IB School, our work in education is not simply about keeping up with change but about harnessing it in ways that empower our children. We’re excited about the road ahead and committed to adapting our PYP curriculum and teaching methods to help young children develop the skills they will need to flourish in a future where technology and human ingenuity work hand in hand.

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Igniting Curiosity

By Mrs Howe, Head of Junior School

The first few weeks of term always generate great excitement as we welcome new pupils and returning pupils to another year of learning and growing at our school. As Head of the Junior School, it fills me with joy to see our classrooms buzzing with energy, enthusiasm, and an eagerness to explore the world around us through the unique lens of the International Baccalaureate Primary Years Programme (PYP).

From the moment the children step through the doors, they are greeted by an environment designed to ignite their curiosity and inspire them to think independently. Our teachers have been hard at work, planning and creating thought-provoking provocations that will set the scene for each new unit of inquiry. These provocations are carefully curated experiences, artefacts, stories, or visual stimuli that invite our pupils to ask questions, make connections, and dive deep into the topics we explore.

Imagine walking into a classroom and finding a banana duct-taped to the display board—a peculiar sight, to say the least! This isn’t just a quirky decoration but a carefully chosen provocation inspired by Maurizio Cattelan’s artwork, “The Comedian.” It immediately grabs the children’s attention and stirs a myriad of responses: Is it art? Why a banana? What could it mean? This single object has the power to spark lively discussions, encourage critical thinking, and lead our young inquirers to explore concepts of value, perception, and creativity. It’s these moments of wonder and puzzlement that we cherish, as they lay the foundation for deeper learning and understanding.

In every classroom, similar scenarios are unfolding. Provocations are breathing life into our new units, filling the air with questions and excitement. Whether it’s a mysterious package, a thought-provoking story, or an intriguing piece of art, these starting points encourage our pupils to draw upon their prior knowledge, voice their ideas, and collaborate with their peers in a vibrant learning community. It’s this process that transforms our classrooms into spaces where curiosity and exploration thrive, and every child, regardless of their previous experience with PYP, finds a place to engage and contribute.

The beauty of the PYP lies in its ability to engage every student, whether they are new to the programme or seasoned explorers. There is no repetition, no dry revisiting of old material—only fresh opportunities to wonder, discover, and grow. Each unit offers a new adventure, packed with potential for inquiry and learning. Our pupils are encouraged to think critically, reflect on their understanding, and take action based on their discoveries. This dynamic approach not only nurtures a love of learning but also equips them with the skills and mindset needed to navigate an ever-changing world.

Here’s to a year filled with endless possibilities and a love for learning that knows no bounds!

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Celebrating Year 6

By Mrs Howe, Head of Junior School

As the sun sets on another academic year and we prepare for our special Year 6 Exhibition and Celebration evening, I look forward to an event filled with nostalgia, pride, and anticipation for the future. It is a moment to reflect on the incredible journey our Year 6 pupils have undertaken and to look forward to the exciting adventures that await them in Senior School.

The transition from Junior to Senior School marks a pivotal point in our students’ lives. It is a time when they begin to move away from childhood and start envisioning their future. Over the coming years, they will embark on a journey of self-discovery, carving out their identities and uncovering what makes each of them unique and special. Exciting times indeed lie ahead!

At times like these, it is fitting to recall the wisdom of Aristotle, the great Greek philosopher. His words, "Educating the mind without educating the heart is no education at all," resonate deeply with our own school values and the underlying principles of our IB Primary Years Programme.

As they step into this new chapter, we ponder not just on the knowledge and skills each pupil has acquired but also how they have grown on the inside; how their ‘hearts’ have been educated and we think about what values they will carry forward from their Junior School experience. I sometimes draw the analogy of the Junior School equipping the pupils with an imaginary rucksack, filled with essential wisdom and affirmations to guide them through the years ahead. What wisdom, values and affirmations are packed inside?  My top suggestions would be:

Be brave and be Positive, be Risk Takers

Show curiosity and be Inquirers

Be Independent, Open-Minded, and Principled

Go outside your comfort zone!

Know yourself –  be reflective and always be true to yourself 

Be responsible – Care for yourself, for others, for the world.

Yet, our girls don’t need an imaginary rucksack. These qualities are already within them, nurtured through their experiences in Junior School. They have grown into impressive individuals, taking on responsibilities and displaying maturity beyond their years.

As they prepare to move into Year 7, their excitement is palpable. They are ready for the fresh challenges that lie ahead, equipped with the lessons learned and the values instilled during their time in Junior School. Remembering their "secret rucksack," they will look forward, aim high, and embrace the future with confidence.

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Unleashing Creativity in Education

By Mrs Howe, Head of Junior School

Last week, I was honoured to be invited to take part in a panel discussion at the Independent Schools Partnership Network Conference (ISPN) in Manchester. The panel was asked to discuss a topic close to my heart – the indispensable role of creativity in education. As an IB Primary Years Programme (IB PYP) School, it was a wonderful opportunity for me to share  how this approach to learning is transformation for our younger students.

One of the questions posed to the panel was: which is more important, knowledge or creativity? Some might argue that creativity and knowledge are at odds with each other, but I firmly believe that knowledge is not the enemy of creativity, and should go hand in hand. For me a creative curriculum allows the student to gain knowledge in an authentic and more compelling way. Through the IB PYP, each transdisciplinary Unit of Inquiry is carefully planned so that subject knowledge is contextualised through the inquiry process. Units of Inquiry are based on a roadmap of subject-specific knowledge spanning Years 3 to Year 6 and this knowledge is sequenced based on the theme and its relevance to the central idea. 

By organising learning in this way, we are not sidelining knowledge; rather, we're presenting it within broad overarching themes, transcending subject boundaries, and fostering connections across disciplines, using creative thinking as building blocks to connections. When students are empowered to ask their own questions and pursue their curiosities, knowledge becomes more than just facts; it becomes a tool for exploration and understanding. It becomes relevant and all-engaging. 

What I love about the IB PYP curriculum is that it does not confine pupils to a rigid structure but instead places them at the very heart of their learning journey. For me, this defines a creative curriculum. It fosters an environment where students have the autonomy to have voice and choice, take ownership of their learning, and infuse their innate creativity into every aspect of their education. It gives them the space so that emergent and unexpected ideas can take seed and it encourages them to respond with their own thoughts and ideas.

It acknowledges that learning isn't a solitary endeavour but a social activity and that our younger learners are at their best when their curriculum is authentic, purposeful and linked to real-world issues or problems.

Our students have benefited from learning through the IB PYP Curriculum for five years and we've seen firsthand the transformative impact of this approach Take, for example, our How We Organise Ourselves project in Year 5, where students used subject knowledge in PSHE, Geography, Maths, and DT to design vehicles serving community needs. Or our Year 6 Who We Are project, culminating in leaflets that showcase students' understanding of self and society. These projects are not just about academic achievement; they're about nurturing creativity, critical thinking, communications and collaboration. Our students are developing the skills they need to thrive in an ever-changing world.

In our recent ISI inspection, the inspectors commented how “in the Junior School, the use of varied and engaging teaching and learning strategies ignites a passion for learning in pupils.”

Creativity is the cornerstone of education, not just for the sake of artistic expression but as a catalyst for empowerment, innovation and lifelong learning. The IB PYP allows us to unleash the full potential of our students and pave the way for a brighter, more creative future. It makes our Junior School a very special place to learn.

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It’s the Most Wonderful Time of the Year!

By Mrs Howe, Head of Junior School

When you step inside the Junior School at this time of year, you'll be greeted not only by the hustle and bustle of pupils learning in their classrooms, but also by an infectious sense of excitement and joy. It's that time of the year when the air is infused with the unmistakable magic of Christmas, and our school begins to buzz with festive cheer. 

There was an abundance of festive cheer last Friday when the Junior School Girls’ Leadership Group stayed late to help decorate the school.  Fortified with hot chocolate and a gingerbread man, like little elves, they created some Christmas magic of their own, putting up the decorations around the building and  hanging baubles, lights and tinsel on the trees. 

Meanwhile, over in the Senior school we had our very own group of grown up PTA elves preparing for our annual BGS Christmas Fayre, setting up rooms and creating the spirit of Christmas in the corridors.  From the moment you set foot in our school, it's impossible to ignore the transformation that has taken place. Decorations adorn every corner, from twinkling lights and garlands to baubles, sacks and presents. 

For me, the Christmas Fayre marks the start of the Christmas season.  With Christmas music filling the rooms, the sound of the choir singing Christmas songs, Santa’s Grotto, ‘Elfridges and the Girls’ Room full of festive games we were all swept away by the Christmas spirit. 

No Christmas season in our school is complete without the much-anticipated performances. The Randle Hall came alive this week with our youngest pupils performing Bethlehem B & B where we were treated to the sounds of songs, the twirling dances and some very talented acting. These performances not only showcase the incredible talents of our pupils but also foster a sense of togetherness and shared celebration.

And as we end our first week of December, there is still so much to look forward to! The annual tradition of Christmas Jumper Day is met with both excitement and a touch of competitive spirit. Children and teachers alike can’t wait to don their most festive, bedazzled outfits, turning each classroom into a colourful spectacle.  We are also counting down the days to our Christmas Music Concert and our Christmas Carol Service, Christmas Lunch, the Year 3 and 4 Pantomime trip to Bedford School, and Class Parties.  Laughter will fill the school as everyone embraces the lighthearted fun that this season brings. 

As we wrap up our festive end to the term, it's evident that Christmas isn't just a date on the calendar; it's a magical experience that transforms our learning environment: the excitement is palpable, the joy is contagious, and the memories created during this season become cherished moments that will be remembered long after the last jingle of the bells fades away. It’s a time where the community comes together and where all our pupils, whether they celebrate Christmas or not, find that each day is filled with the spirit of goodwill, togetherness and pure joy!  There really isn’t a better time to be in the Junior School!

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Belonging: The Heartbeat of Our School Community

By Mrs Howe, Head of Junior School

I was reminded at our recent Whole School Open Morning just how extremely proud I am of our young ambassadors and tour guides as they showed prospective parents around our Junior School.  It is a truly special moment seeing our pupils, some of whom have only recently joined the school, talking with such enthusiasm and confidence to our visitors.  But I have come to the realisation that this confidence and enthusiasm is the surface of something that lies far deeper. It is something that makes our school environment so wonderful and enriching. What lies beneath the surface I believe is that the children feel like they belong to a community.

The Junior School is a place where our pupils are welcomed with open arms, where they feel seen and heard, and where they know that they are an essential part of everything we do.

Why is it so important for our children to feel like they belong? 

Feeling like you belong is powerful. Belonging is more than just a warm, fuzzy feeling. It's a fundamental human need, something that feeds our souls and nurtures our growth. When we belong, we're more likely to thrive, both personally and academically.

Belonging is a way of providing support and encouragement: In the Junior School, children are surrounded by people  who genuinely care about their well-being. Friends, teachers, and classmates are part of a wide support network. They are always on hand to celebrate successes and provide a shoulder to lean on during the tough times.

Feeling like we belong is a real confidence boost: When you feel like you belong you have the confidence to express your ideas and opinions. When you know you're a valued member of the community, you're more likely to participate in discussions, share your thoughts, and take on leadership roles.

Feeling like we belong celebrates our diversity: We have a wonderfully diverse school community with pupils from many cultures, backgrounds, and perspectives. Embracing this diversity not only enriches our experiences but also teaches us open-mindedness, empathy, and understanding.

Feeling like we belong opens up learning opportunities: Belonging often leads to collaboration and teamwork. Working with peers on projects or participating in group activities enhances problem-solving skills, adaptability, and communication.

We also need to keep working and help our pupils strengthen their sense of belonging in the Junior School community.  We can do this in so many ways.  We encourage the girls to get involved: joining clubs, teams, or any of the fun co-curricular activities that interest them is an excellent way to meet like-minded people and make new friends who share the same passions.  We encourage all our pupils to be inclusive and reach out to others who may be feeling left out. Small acts of kindness can make a big difference; we help the pupils invite someone to join a game, encourage them to sit with a new classmate at lunch, or simply offer a friendly smile in the corridor.  We encourage our pupils (and parents) to participate in school events, especially those run by our PTA: these gatherings provide opportunities for both children and parents to connect with peers and teachers outside the classroom setting.  And finally, we ensure that we celebrate achievements. By acknowledging and celebrating the achievements and contributions of fellow pupils we are recognising the value each person brings to the community which in turn fosters a culture of appreciation and respect.

Mae Jemison, former NASA astronaut and the first African American woman to become an astronaut once said “The really wonderful thing that happened to me when I was in space was this feeling of belonging to the entire universe.” 

I can’t promise the entire universe, but I think that making sure our girls feel that they all belong to the Junior School community is an excellent place to start!

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Learning to Speaking Up

By Mrs Howe, Head of the Junior School

I have been spending time with our Year 6 Junior Leadership Group. As they enter their final term in the Junior School we have been discussing issues that they feel strongly about.  

It is vitally important that we allow girls the opportunity to speak up and that we listen. I am passionate about giving our girls in the Junior School the opportunity to speak up, make suggestions, and express their views free from judgement. If girls aren’t encouraged to use their voices, they grow up believing that what they think and feel does not matter. Speaking up is key to building a solid personal foundation and we need our girls to be strong, independent thinkers who are unafraid to stand up for their beliefs and values.

Girls can be at a disadvantage even in their early years: there is a significant absence of women's voices around them:  in politics and the media (a much smaller proportion of characters on TV and in film are female); in school curriculums women can be hugely under-represented through subjects such as History, English Literature and even images in science textbooks. Fortunately, for our pupils, this is something we continually challenge.

All this has reminded me of Professor Steve Peters book The Chimp Paradox and his idea of the Chimp Model.  I have been thinking particularly about how our Inner Chimp can be used in helping define our principles and standing up for what we believe in. It has reminded me of how important it is to help our pupils understand and develop their Inner Chimp so they have both the confidence and skills to eloquently express their ideas without fear of being judged or dismissed.  

Professor Steve Peters’ work outlines a simplified model of neuroscience whereby areas of the brain are consolidated into three simple parts:  the Inner Chimp (the limbic brain), the Human system (part of the frontal lobe) and the Computer system (the parietal lobe).  Our Inner Chimp is the primitive part of the brain – it is emotionally driven, impulsive and quick to react.  It’s the part of the brain that is with us from the moment we are born. As adults our chimp brain might make us reach for the delicious looking pastry at the counter in Costa, even though we only came in for a small cappuccino. The Human brain starts to advance in our early years as it develops the ability to make decisions.  This is why young toddlers have so many questions – they are quite literally gaining facts upon which they will go on to base decisions. This Human system in our brain becomes the conscious thinking part of the brain; it helps us to consider the options and rationalise our thoughts before deciding on a course of action.  Finally, the ‘computer’ part of our brains doesn’t think at all, it stores our previous experiences, learned behaviours and beliefs ready to be tapped into for future reference. Going back to that counter at Costa, the human brain will tell you that you really don’t need that pastry, you have had breakfast already and you only came in for the coffee, while your computer brain will perhaps remind you that the last time you ate a pastry with your coffee you actually weren’t that hungry and ended up leaving half of it. 

Prof Steve Peters encourages us to understand our ‘Inner Chimp’, to nurture it, not to suppress it, let it speak but at the same time he highlights how we can train our brains to go straight to the ‘computer’ brain which will remind us of the our values and our beliefs and works in conjunction with our Inner Chimp to refine our emotional thoughts within the context of our guiding principles.    

As educators we are helping to provide experiences that develop our young students to have a foundation of principles upon which to build their own systems of values and beliefs.

There are many things that our Year 6 pupils feel passionate about in school and they are keen to speak out, as I listened I could hear plenty of Inner Chimps! Our role is to nurture these Chimp thoughts but through questioning and discussion help the pupils develop their computer brain so that they begin to give eloquent, well-constructed justifications for their ideas.  Finding this balance will aid them as they become the change-makers of tomorrow.

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Knowledge is Power?

By Mrs Howe, Head of the Junior School

I am sure that everyone has heard the saying ‘knowledge is power.’  Originally attributed to 16th century philosopher Francis Bacon, this statement has been quoted for time immemorial and is certainly something I remember my own teachers saying at school.  However, when I was at school knowledge and how we acquired it was so far removed from the classrooms of today.  Knowledge was something that was imparted to us children by someone much more knowledgeable than ourselves - and this someone was always an adult.  In fact when I was a child (which I admit was a very long time ago) I’m pretty sure that adults genuinely believed our minds were empty vessels waiting to be filled.  How times have changed.

An underlying principle for learning in the Primary Years Programme is that our children construct knowledge by building on prior learning and experiences.  Acquiring knowledge takes place when a pupil incorporates new information into their pre-existing knowledge (or schemas).  This understanding of how students learn is foundational to the inquiry-based and concept-driven transdisciplinary model of learning and teaching that we employ in the Junior School.

Because knowledge cannot be directly imparted to students, the goal of teaching is to provide experiences that facilitate the construction of knowledge and in the Junior School the teachers consider how best to provide experiences that build knowledge in their Junior School lessons.  On daily trips around the Junior School I have taken huge delight in seeing children being challenged to evaluate and reflect on their current level of knowledge and understanding in preparation for new learning.  In one lesson, I was enthralled as the pupils in Year 6 began using a Knowledge Wheel as a starting point in their Unit of Inquiry to explore the central idea The changes people experience at different stages of their lives affect their evolving sense of self.  When they came to think about puberty, a giant wheel was spun with questions to capture prior knowledge.  With an idea based on a TV show game show, this lesson was never going to be anything but fun and engaging! Every single child was involved and enjoying themselves while they were tasked with recalling and organising their prior knowledge and quickly writing their answers on post-it notes which were hastily secured to the wheel before it spun again.  It was almost as if they were being tricked into learning.  But what about the teacher?  This activity was only a quick starter for the lesson, but it gave the teacher the opportunity to gauge an understanding of the children’s prior knowledge so that she could skilfully build upon this throughout the lesson.

In another Year 6 lesson recently, while working on the same topic, there were squeals of delight and giggles as I opened the door to a classroom.  This time the pupils were involved in a Blank Paper exercise.  In groups they had drawn a life-size outline of the human body and were eagerly drawing and labelling everything (and it was quite literally everything) they knew about the body. It was wonderful to see them so relaxed talking, working collaboratively and enjoying themselves. Meanwhile, I noticed the teacher working around the groups, evaluating the vocabulary the children were using, noting down which scientific words they knew and which needed to be introduced as well as assessing their level of understanding about the human body. 

So back to Francis Bacon and my school days.  Should knowledge still be considered power today?  I’m more inclined to think that instead, knowledge is powerful.  Through the Learner Profile, we aspire for our children to be knowledgeable and for me, knowledge does not have a final destination, it is something that grows with us as we make sense of new ideas, allowing us to progress from one level of understanding to the next.  Personally, I prefer this quote from Kofi Annan, Ghanaian Diplomat and former Secretary General of the United Nations.  He said: “Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family.”

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Kindness Matter

By Mrs Howe, Head of Junior School

I was treated to a random act of kindness that 17 years on still fills my heart with joy.  It wasn’t long after I had returned to work after maternity leave and I was navigating the demands of the headship of a Pre-Prep and a sixth month baby.  My husband often was away on business and getting out of the house for 7am was an operation of military precision.  Anyone who has lived in London will be familiar with the treck from front door to car and this was no easy feat with a Maxicosi baby carrier, baby bag and laptop bag over my shoulder.  Not every day, but a couple of times a week, I would pass a lady who was out with her west highland terrier. We would smile and say good morning while her dog barked madly at me and my son.  She would apologise profusely for her dog - I would say it wasn’t a problem, please don’t worry, and then I would get on my way.  These were fleeting conversations as I rushed to get to the car.  Some months into this routine, as I opened my door to leave the house, I stumbled over a Sainsbury’s bag on our doorstep.  I put the baby carrier down and took a look to see what it was.  Inside the bag was a beautiful hand knitted pale blue cardigan.  As I looked up, the lady with her westie was across the road.  She smiled and waved to me. I’m not particularly sentimental about keeping items of baby clothes, but I still have the blue cardigan tucked away in a cupboard - and if I think about it, I’m sure I’ve hung onto the cardigan because of what it represents - a pure and simple act of generosity, thoughtfulness and kindness.  This is a story I have shared with the children in an assembly a few years ago and it’s one I have been thinking of especially this week as it was National Kindness Day on Sunday 13th November.

We’ve adopted the theme of kindness this half term for our assemblies and form time programme and as it is also Anti-Bullying Week this week, kindness is very much at the top of the agenda.  We've been thinking really carefully about how to be kind and what effect kindness can have on us.  Starting with Carol McCloud’s book Have You Filled a Bucket Today? A Guide to Daily Happiness for Kids we looked at how everyone has an invisible ‘bucket’ that needs to be filled with kindness.  We then had a lovely assembly from Mrs Hooley who is an Assistant Head in the Senior School who talked to the pupils about the many different ways to be kind, including being kind to yourself; a trait women find particularly hard sometimes.

In preparing for our kindness theme, I’ve become quite fascinated with the idea of kindness and how such a seemingly simple concept is multifaceted.  Broadcaster and 1989 Dame Alice Harpur School Alumna, Claudia Hammond, has recently published a new book, The Keys to Kindness, How to be Kind to Yourself, Others and the World. In her book she suggests that as a society we do not value kindness enough and that we should try to: “notice and treasure the humbler virtue of kindness more than we sometimes do.”  I couldn’t agree more! 

I was particularly interested in how Claudia Hammond explores the psychological research that has identified how kindness and empathy are critical to child development, which in turn shape the way adults deal with relationships and challenges throughout their lives. As educators it is critical therefore for us to get the building blocks in place in the Junior School and ensure that we value and help pupils develop their skills in kindness at all times.  I feel so proud to lead a Junior School where we define success by the whole person, recognising achievement beyond the academic. In the Junior School we use vernacular of the IB Learner Profile to acknowledge the growth of the whole child. There are three key IB Learner Profile attributes that spring to mind when we think about kindness: to be caring, principled and open-minded. These are attributes we highly value and as we presented Year 5 pupils with their Eagle Awards today it was lovely to see so much kindness on display.  

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Outdoor Learning and Adventure

By Mrs Howe, Head of Junior School

Last week I found myself, rather unexpectedly due to staff illness, accompanying the Year 6 pupils and teachers on their residential visit to Preston Montford.  I actually couldn’t believe my luck when I found out I would be going -  the opportunity to spend three days away from school with the children in a more informal setting was incredibly exciting especially as this is the first time we have been away since 2019.

We plan our programme of residential trips carefully in order to build skills and experiences throughout the Junior School years which link  to the broader aspects of the Units of Inquiry.  But what I really love is to see the application of the IB Learner Profile attributes taking place in the wider world and in real life situations; watching the children transpose the skills they have developed in the classroom into different settings.

In just three days away, I saw so much!  Giggling in bedrooms, helping each other get organised, sitting on each other’s cases to zip them up were all prime examples of how they each cared for one another.  They were also risk takers in so many different ways.  For some, spending a night away from home, especially post-pandemic was a huge step.  While for others they have had to step out of their comfort zones when catching insects and bugs or hesitantly stepping into the pond to do some pond dipping.  For me, I had to face my fears at the sight of a field vole captured by one of the groups in their humane traps!  We challenged the girls to collaborate with girls  they may not have had the chance to work with back in school and  I was so impressed by the way they pulled together in different teams in order to achieve their goals using communication and inquiry skills to work effectively. 

At the end of the last session, the girls took part in a reflective activity.  I really enjoyed finding out how knowledgeable they had become about the environment, working in the field with different specialist equipment and map-reading.  They also wrote about how they were better organised, more independent and how much they enjoyed teamwork. But one comment summed it all up:  In response to the question ‘What can you do now that you couldn’t at the start of the trip?’  One of the girls answered: ‘I used to be scared to get involved and now I realise that asking questions is good’

The value of extending opportunities and offering new experiences can never be underestimated and what a joy it is to be back outside of the classroom. 

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Together for Peace

As the international crisis in Ukraine continues, it can be particularly hard knowing how to talk to children about this conflict. Head of Junior School, Mrs Howe, provides an insight into  ways to support our younger children through these difficult times. 

I was new to Deputy Headship in September 2001 and one of the first assemblies I ever had to take was in the wake of the 9/11 Twin Towers attack in New York.  Finding ways to talk to young children about difficult and complex world events is never easy but it is paramount that we create opportunities for children to talk about distressing news stories. 

As adults when we watch the news we feel worry and fear when we see conflict and human suffering unfolding on the screens before our eyes.  It’s important to remember that our children will be feeling the same way but they won’t have the same level of understanding.  They may see or absorb images and pictures or they may mis-interpret some of the information in the reports they hear.  Sometimes it’s understandable to be tempted to shield children from the news in order to preserve their childhood innocence and protect them.  But this isn’t necessarily always the right course of action. We need to be mindful that they will be hearing it from somewhere else.  ‘Somewhere else’ could be overhearing snippets of an adult conversation, talk in the playground or, for older children, stumbling across the story or a version of the news online.  So what are we doing in the Junior School to help our young children make sense of these complex news stories and what else can be done at home?

At school, we are well placed to have these conversations though our assembly or form time programmes where we can establish the facts, answer questions and give reassurance in a way that our young pupils understand.  We find the CBBC Newsround resources are often invaluable in presenting the news at an age sensitive level and they also provide some excellent support for pupils who may be worried about the news.  We are also fortunate that as an International Baccalaureate Primary Years Programme School (PYP) we have already begun equipping our pupils through this forward-thinking curriculum.  The PYP’s six transdisciplinary themes capture human commonalities that are significant and relevant across cultures, geographic regions and are adapted to suit the different stages of learning.  It is particularly poignant that our Year 6 pupils recently spent time in one of their Units of Inquiry exploring the idea  ‘human experience of migration is a response to challenges, risks and opportunities.’  This has given them an invaluable insight into the devastating impact that war and conflict can have on people around the world.

At home, it’s often harder for parents to know what to say or do in these situations. Experts tell us that we should watch the news with our children and be open to questions as they arise.  Children tend to be curious and will often ask questions, but it is also true that some may not show an interest and may not want to talk  - this is ok too.  When we talk to young children, our conversations should avoid normalising distressing news.  We should aim to validate any feelings of fear or anxiety but also reassure children that they are safe.  Sometimes it helps to focus on taking meaningful action, perhaps through charities supporting those affected, such as UNHRC or Save the Children.  And finally, the experts say that children should continue to have balance in their lives.  They should know that it is ok to still be a child and have fun and that if they feel sad or worried, doing things that make them feel happy will make them feel better.

For more help if your child is worried about the news, please visit BBC Newsround here.

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Learning for a new generation

By Mrs Howe, Head of Junior School

With BGS now entering its 10th year, now seems like a good time to reflect on the school that we have become. In relative terms, BGS is a new school and as we start to commemorate our first decade, later this year we are taking time to look back and celebrate the traditions and heritage from our two founding schools, Dame Alice Harpur and Bedford High School for Girls.  One of the things I love about being part of the BGS community is talking to parents who attended these schools and hearing about their own personal experiences.  And that’s the interesting thing about education – we have all been through it, we’ve all experienced it in some way or another and we more than likely have strong emotional ties to these experiences.  I wonder what your education was like?  What did you learn and possibly more importantly how did you learn?

The other thing about education is that it never stands still.  Research into cognition (the mental processes involved in acquiring knowledge and understanding) has developed, as has the theory of metacognition (the processes we use to plan, monitor and assess our own learning) during our 10 years as a School.  Educators have a responsibility to reflect on research and consider how new findings impact  approaches to learning in the classroom.  We also have a responsibility to understand how childhood has changed and how each new generation brings with it a new set of opportunities.

Our Junior School pupils are regarded by futurologists and social commentators as belonging to a whole new generation – Generation Alpha.  Gen Alpha refers to the group of children born between 2010 and 2025 and we are told to brace ourselves for a whirlwind of change!  This new generation will, of course, be tech savvy but for Gen Alpha the difference is their technology will be completely mobile and touch-screen based.  They won’t see technology as a tool to work with, technology will be an integral part of their lives.  Gen Alpha be more attuned to cultural diversity and individuality. Perhaps this is something to do with the changing attitudes taking place now as they are growing up, but labels will be a thing of the past for them.  Ethics and moral purpose will be of greatest importance to them when choosing careers. Futurologists think that this will force more companies to openly demonstrate that they have a social conscience in order to attract Alphas as employees and consumers. With instant online global connections, Alphas will be able to easily find out if this is the case or not. Perhaps then, as a society, thanks to Gen Alpha we will see bigger and bolder steps being taken towards equality and tackling of global issues.

I’m excited for our Junior School pupils and what the world will be like for them.  But I also know that we need to be providing an educational experience that is modern and forward thinking so that our very own Gen Alphas are well-prepared for what lies ahead of them.

In our first decade, BGS has forged ahead to create a new, modern, forward-thinking education that is fit for the 21st Century and this week I was delighted to speak to our parents about how and why the International Baccalaureate’s Primary Years Programme and the IB Learner Profile are at the heart of our philosophy.  The Learner Profile describes a broad range of human capacities and responsibilities that contribute to but also go beyond academic success.  The ten attributes aim to nurture active, compassionate and lifelong learners. At BGS we have embedded our philosophy, ethos and values in order to help us shape a truly unique education for our pupils.  I often wonder how our children will describe their education when they are adults themselves?

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Curiosity and Inquiry Learning

By Mrs Howe, Head of Junior School

As a parent, I am sure you remember the days when your pre-school child continually asked the question ‘why?’.   I certainly remember those days myself! The simplest request was so often met with ‘why?’  And my child’s response to the answer was, as I’m sure you remember as well, yet again another ‘why?’

Pre-schoolers ask questions as they try to make sense of the world. At around the age of three, a child’s experience of the world is only just beginning, but they are continually in a state of awe and wonder about everything around them. To a three year old, their world is exciting, fascinating and interesting. They ask questions to let you know that something they have seen or something you have said is interesting to them. They are curious, they want to know more and they want to explore.   Ask any Early Years practitioner and they will tell you the importance of developing curiosity in children: curiosity helps children learn effectively, it helps them deal with uncertainty and helps them make sense of the abundance of information that they come across as they develop in early childhood.   

As they grow older, children can be at risk of losing this curiosity and inquisitiveness. Once in school, if they experience a narrow, content-filled curriculum then opportunities for asking those all- important questions, developing curiosity and inquiry can soon disappear.  All too often, classrooms can become places where children are told what to do: to sit down, to listen, to answer the teacher’s questions rather than their own. Inquiry and curiosity quickly fade and children begin to lose their intrinsic natural desire to find out more in a quest to reach new understandings. Our children are born into a world where as they grow up information is so easily available. They can find out anything at the click of a button or by tapping on a touch screen. Today, more than ever, children need to have a voice, they need choice and they need to develop agency in their learning.  This is why in the Junior School we are so committed to developing inquiry in our classrooms. Inquiry in learning keeps our pupils motivated to find out more, it keeps them interested and it brings value and purpose to learning. By learning through inquiry, our Junior School pupils are learning how to develop the skills and dispositions that will help them make sense of information and also to help them know what to do when they don't know   

Inquiry learning underpins the philosophy of the IB Primary Years Programme. It is wonderful  to see inquiry in action and the rich engagement of the Junior School pupils in their lessons. Each week, I take a tour around the school and drop into classrooms to see the pupils in action. While I’m visiting each class, I ask questions to discover how they are engaging in their learning and to find out about what they have learnt. But I’m not the only one who asks the questions. What I really want to know is what questions do the pupils have about their learning.  I want to know what they are curious about. Being able to ask their own questions also tells me that the pupils are feeling emotionally safe in their classrooms – there is a certain element of risk in asking provocative questions and also a vulnerability in admitting there are things we don’t understand yet. And I’m never disappointed by the questions the pupils have! 

In Year 5, while the pupils were finding out about different explorers, one young person was curious to find out what motivated explorers and wanted to know if explorers throughout time were only interested in fame. While in Year 6, when looking at reasons people migrate and identifying ‘push’ and ‘pull’ factors, one of the pupils wanted to know ‘why do these terrible things happen in the first place?’ The questions our Junior School pupils are asking have moved on, they are far more sophisticated than the ‘why’s’ they bombarded their parents at the age of three; but the great thing is that even though our children are discovering that the world is a complex place, they are still curious, they are eager to inquire and inspired to learn more about it.  

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Bold Beginnings

By Mrs Howe, Head of Junior School

At BGS we are BOLD:

We are brave

We use our voices, intellect and actions to create positive change

 We seek to be independent learners

We aim to be authentic and develop self-confidence

We step out of our comfort zones and take risks

Being Bold is one of our school values and we have been thinking about what this means to us in the Junior School as we start the academic year.  

Have you ever been in a situation where you are the lone voice, perhaps seeing something from a different perspective or thinking an answer is different to those around you? In a recent assembly, we decided to carry out a very simple and rudimental inquiry with the Junior School pupils to find out how this feels and how easy or difficult it is to be that lone voice. The pupils were shown identical pictures of elephants and asked how many differences they could spot. They were then asked to identify those differences. Of course, there were no differences, but were any of our pupils bold enough to say so?  

Well, as to be expected many of the pupils ‘saw’ differences that they thought were there, most likely through a strong sense of trust in the adults around them; we are adults - teachers no less - we would never try to trick them!  But quite a few of our older pupils spoke out and said that they did not think there were any differences. It was interesting that it was our older pupils. The strength to stand up and give a different answer takes confidence which takes time to evolve. Our Year 6 pupils have been with us longer and have grown up in a culture of learning that encourages and empowers them to challenge ideas and take risks in their learning. Naturally we went on to talk about how those pupils who answered differently from the crowd had shown they were bold, they were independent learners who had stepped out of their comfort zones and taken a risk.

Staying on the elephant theme from the pictures at the beginning of assembly, we took a step back in time and indulged ourselves by reading Elmer by David McKee. An all-time favourite (the book was greeted by a hiss of “yesssss”) this story is nuanced and multi-layered, weaving through themes of identity, diversity and acceptance. Desperate to fit in and be like the rest of the herd, Elmer disguises his famous patchwork colours to be more like everyone else. We thought about how the story of Elmer linked to our value of being bold and in particular the statement that ‘we aim to be authentic and develop self-confidence’.

Establishing self-confidence takes time and it is something we continually strive to develop in our pupils. There are many factors in developing this attribute: accepting who you are and not comparing yourself with others, taking care of yourself in both mind and body, practising positive self-talk and facing your fears all help in developing a belief in your own abilities. If only Elmer had been a pupil at BGS … but then generations of children would have been robbed of this heart-warming and uplifting story!