School Blog

The Greek philosopher Aristotle (384 BC) made significant and lasting contributions to nearly every aspect of human knowledge, from the intricacies of logic to the nuances of biology, ethics and aesthetics. At the core of Aristotle’s philosophical inquiry lies a fundamental question: what constitutes a good and fulfilling life? He observed that it entails the acquisition and cultivation of particular virtues of character.

Aristotle delineated virtues such as courage, patience, generosity, friendliness as important characteristics that would benefit not only an individual’s wellbeing, but society as a whole, epitomising the age-old adage that “the whole is greater than the sum of its parts”. The unification of the behaviour of disparate parts can be seen within our school community.

At Northampton High, we have designed a coherent approach to nurturing pupils’ academic and personal development, exemplified by our well-respected ‘Northampton High Approach’ Learn-Reach-Coach programmes. Across the whole school, our pupils know and can explain the educational ethos of this programme; collaboration, curiosity, perseverance, independence and risk taking, recognising these intellectual characteristics serve as guiding beacons, helping to keep them focused throughout their school career.

The ‘Northampton High Approach’ lies at the heart of much that we aim to do in our curriculum, classroom and culture. Here, our pupils develop their self-worth, self-confidence and self-knowledge, evidenced through active participation in competitive events, group participation (a shining example being the recent Year 3 and 4 ‘Ocean Commotion’ production) and by presenting to fellow pupils in assemblies.

However, Aristotle also recognised that we cannot change our behaviour just at the drop of a hat. But change is possible, eventually. Moral goodness, says Aristotle, is the result of habit. It takes time, consistent practice (like mastering a musical instrument), encouragement and good role models from whom to learn. Aligned with this philosophy, our ‘Northampton High Approach’ instils a set of dispositions and behaviours that empower our pupils to successfully approach problems and challenges in the classroom and everyday life. The overarching goal for the whole school is to ensure that these intellectual characteristics are developed. Thus, when pupils are faced with an answer that they do not immediately know, they display these characteristics in order to manage the situation intelligently.

Coupled with our emphasis on fostering intellectual characteristics, we also aim to develop pupils with a growth mindset. This is a mindset that we can grow and improve our abilities over time, the opposite of a fixed mindset which may stop us from even trying. If we have the belief that we can improve (which we can), we are more likely to put in the effort actually required to learn and grow. That does not mean that everyone has the potential to achieve top grades in everything with the right amount of effort (a damaging mindset), but that from whatever our initial skill level or starting point we can make meaningful steps forward in learning and our personal development.

This is of course good news! And it is also backed by science researcher and writer David Robson in his recent book ‘The Expectation Effect’. In this he makes a clear case for how expectations shape our experience in many aspects of life and can be self-fulling prophecies, for better or for worse depending on those expectations. We can bring about change, not through ‘magical’ thinking but by reframing our thoughts which change our habits and behaviours.

The challenge we all face is to develop a more ‘can do’ as opposed to a ‘can’t do’ attitude particularly in those areas we may find more personally challenging. If our young people at Northampton High can cultivate good habits of minds now, it really can make a difference to their ability to learn and develop greater resilience in an ever changing world.

As Carol Dweck aptly puts it, ‘People with a growth mindset know that it takes time for potential to flower’. It is not about immediate perfection but rather the steadfast commitment to confronting challenges and effectuating incremental progress. This philosophy resonates deeply with the enduring ethos of learning and growth that permeates every corner of life at Northampton High.

Dr Lee
Head

This year, Science Week has the theme of Time. I googled the word ‘time’ and there are so many different uses of the word, from ‘once upon a time’ to ‘time management’ and many philosophical concepts in between. I settled on a theme of ‘once upon a time’ for my whole school assembly and shared with the young audience my personal timeline that led me to this current moment.

Along the way I shared the choices I have made and the consequences, both good and bad that those choices had, but all came good in the end. Looking back at the timeline whilst writing the assembly made me think about all the good memories in my school days, both primary and secondary and how important it is to make the most of the time you have in school, taking all the opportunities on offer.

On Tuesday, I had the privilege of delivering a Science Week assembly to the Junior School, which is one of my favourite assemblies as the pupils are all so keen and focussed on your every word. The STEM Ambassadors in Junior School helped with the assembly, and we taught the girls how to make an egg float, tie dye some milk and stab a potato with a plastic straw – all practical experiments they can do at home in a short period of time. It has also been an absolute pleasure to spend time with Years 3 to 6 in my lab in Senior School this week, concocting Harry Potter science spells. The girls’ expressions of awe and wonder at interacting with chemistry were a joy to behold.

So far it is only Tuesday in my week and we have put time in a line, shared a timeline, thought about good times, made the most of time in school and used a short amount of time to show some awesome experiments. Many uses of the word time and many uses of time itself.

On Tuesday I had the pleasure to take some Year 13 students on their final trip with Northampton High, and we ventured to Cadbury World.  How is STEM related to Cadbury World, I hear you ask? Well, everywhere: In the manufacturing process, in the factory’s health and safety, in the psychology of the advertising and in the physics of the machinery needed to make a million Creme Eggs.  We were also treated to an interactive timeline of the development of the Cadbury factory and the movement to fair wages and a 5-day working week. Some of the girls were surprised this had not always been the case, and that ‘in the olden days’ you worked all day, every day. Who knows where the Year 13’s timelines will take them after their time at Northampton High?

There have been mini science experiments in the Junior School foyer on a daily basis, which have captivated parents and girls alike. Lots of challenging questions being asked about how long a boat can float and how we can make a Skittles colour wheel just from water and the brightly coloured sweets.

We concluded Science Week with talks led by students past and present. Alexa Dykes – who left 4 years ago – gave the Reach Lecture on her time at the High School and her lasting message to the current students was to reach for your goals and even if you do not make it at the first attempt, to keep trying and use your time here wisely, seeking support, taking the trips, participating in the clubs and preparing yourself for future challenges. On Friday morning, Senior School was treated to a student-led assembly on #Women in STEM and their pathways for the future, and how time management and having a good time fits into their plans.

In summary, we have ventured down the rabbit hole of time and had a wonderful time exploring!  We have investigated, trialled, explained and discovered many uses and meanings of time. I hope your daughter will be able to tell you about some of the Science Week-related experiences we have shared.

Mrs Hodgetts-Tate
Head of Science Faculty

As part of the wider support for the 25 schools in the GDST, the Trust has specialist teams offering training and advice on areas as diverse as health and safety and educational trips and visits. As you might expect, I work closely with the Innovation and Learning team directed by Dr Kevin Stannard, whose work (including ‘Why (and how) girls thrive in girls-only schools’) may be known to some of you already. 

You might consider this part of the GDST to be the ‘academic’ directorate, which would be correct, as they do maintain the overview of educational provision and achievement across our schools. However, the choice of words in the title ‘innovation and learning’, to me, speaks volumes about the priorities and values of the team working under Dr Stannard.

This week I attended a conference of other academic deputy heads and colleagues with responsibility for innovation and educational technology (edtech). There were two areas of focus; developments in public examinations incorporating digital technology, and artificial intelligence (AI) in schools, but with a focus on assessment specifically. We were joined by speakers from the main examination boards as well as experts from the wider assessment sector. 

You may have read that a number of exam boards are trialling digital assessments currently, with the AQA board initially planning to introduce a limited number of modern language GCSEs using on-screen technology in the next academic year. AQA has also developed an adaptive assessment for Maths that can help teachers save time when diagnosing learning gaps from earlier years. The OCR board too has come on board with this concept and has plans in place to make its Computer Science qualifications available online from 2025. Interestingly, though, some of these developments appear to have been pushed back by at least a year as the boards seek Ofqual approval for the changes.

The case for on-screen assessments has perhaps become clearer since the pandemic, but moves towards this as a principle go back many years, with exam boards initially setting up working parties in the 2000s. The benefits of the approach have been widely understood in the world of work and there are effective digital assessments taking place in many areas of professional life already. The technology is tried and tested in this respect. However, concerns about the viability of running digital assessments still prevail within the education sector.

This is in spite of the positive views students have of the potential for digital assessments to improve their experience of testing. AQA has conducted research specifically into this, leading to a report which points to 68% of students agreeing that increasing digital learning and assessment would be a beneficial move. Young people mention reasons such as this being truer to the digital world they are growing up in, the reduced risk of examiner bias based on handwriting ability, improvements in accessibility for SEND pupils and, tellingly, the environmental benefits of reducing paper use and avoiding the mass transportation of exams.

The role of Artificial Intelligence (AI) is also a hot topic in the world of assessment, as it is in many other areas of education. Currently exam boards put a huge amount of time and energy into the production of examinations for the range of subjects offered, and also place a high premium on the security and integrity of these papers. This is because the production of the papers is enormously time consuming and costly on a human resources level. However, AI can effectively create multiple versions of exams with minimal time and resources expended, so this becomes less of an issue and papers can be replaced as needed. We see this already in place in many areas, with the driving theory test, for example, existing in ever-changing versions so that it cannot effectively be rote learned. 

A further benefit of this approach is that exams can be administered in a more adaptive manner. Students do not need to take the paper at exactly the same time and the logistics of finding suitable spaces and resources to be provided simultaneously is less of an issue. Notably, SEND pupils can be given assessments that not only match their learning styles but operate in a way that supports their personal needs more effectively too.

While most examinations will still be paper based for the next few years at least, there is no doubt that a change will come. Ofqual has very reasonable demands of the assessment authorities to ensure that pupils are not put at a disadvantage and that the validity of examinations is not undermined by any changes. They are certainly not rushing into this. However, while this approach is understandable and honourable, it is equally important not to underestimate the value that a change could offer to many students. Our world will only become more digitally focused and young people will not thank us for holding them back.

Mr Rickman
Deputy Head Academic

https://www.schoolbus.co.uk/news/featured-article/digital-exams-to-be-rolled-out-for-some-subjects-from-2026-says-aqa/9872
https://www.twinkl.co.uk/news/largest-exam-board-announces-move-to-digital-assessment-in-some-subjects
https://filestore.aqa.org.uk/content/about-us/education-policy/AQA-DIGITAL-EXAMS-IN-ENGLAND-REPORT.PDF
https://www.aqa.org.uk/news/personalised-maths-test-to-transform-support-for-struggling-students
https://blog.rmresults.com/digital-assessment-v-traditional-assessment

International Women’s Day 2024

On this International Women’s Day, I would like to put the spotlight on female role models in a slightly different way. It is undeniably vital for young women to have positive female role models for a multitude of reasons, spanning personal development, societal progress, and the cultivation of a diverse and inclusive culture. First and foremost, positive female role models provide young women with tangible examples of success and achievement. These role models showcase that women can excel in various fields, from academia and business to sports and the arts. By seeing other women break barriers and reach new heights, young women are encouraged to aspire to greatness themselves, fostering ambition and self-confidence. Each year, pupils will recommend women who they look up to. Beyoncé Knowles, Michele Obama and Olivia Coleman being some of the most popular.

Positive female role models contribute to the creation of a more diverse and inclusive culture. By showcasing the richness and diversity of women’s experiences, these role models celebrate the unique talents, perspectives, and contributions of women from all backgrounds. This diversity not only enriches our collective understanding but also fosters empathy, understanding, and solidarity across communities. Dr. Lee’s recent assembly, where she highlighted the remarkable journey of Mercedes Gleitze, serves as a poignant reminder of the profound impact that positive female role models can have on young women.

Mercedes Gleitze’s story is one of perseverance, resilience, and triumph over failure. Born into a relatively modest background, daughter of a teacher and a baker, Mercedes did not have the privilege of huge wealth or social status. However, what she lacked in material resources, she made up for with sheer grit and determination. Despite facing numerous obstacles along the way, she remained steadfast in her pursuit of achieving her goals. Her unwavering resolve propelled her to achieve remarkable feats in swimming, setting multiple records in the sport of endurance and long distance swimming, and after 8 attempts, successfully swam the British channel on October 7, 1927. She became the first woman to complete this challenge and completed several other noteworthy swims, subsequently to this, including swimming the Straits of Gibraltar, the Northern channel (between Ireland and Scotland), conquered many other international bodies of water, and became the first person to swim to Robben Island and back to Cape Town. 

What makes Mercedes’ story so compelling is that she defied the odds stacked against her. When her trainer warned her about the cold sea and extreme fatigue, stating it was a challenge even for the strongest men, Mercedes responded, ‘Well, thank God I’m a woman’. She refused to be bound by societal norms or limitations, forging her own path to success and refused to give up after setbacks and failed attempts. When faced with claims that her success in the English Channel had been a hoax and her integrity was questioned, she remained determined to prove to the disbelievers that she was the real deal. Her journey serves as a beacon of hope for young women everywhere, showing them that greatness knows no boundaries and can overcome hurdles or barriers placed in their way. Regardless of background or circumstance, anyone can achieve their dreams with perseverance and determination.

Gleidze’s story is certainly one to remember, however, in a world where the media often glorifies celebrities and public figures, it is sometimes easy to overlook the everyday heroes, the women in our lives who quietly inspire us with their resilience, determination, and kindness. These unsung heroines, our mothers, grandmothers, aunts, sisters, cousins, teachers, coaches and friends, play a vital role in shaping our identities and aspirations. Their stories of triumph over adversity resonate deeply with us, providing a source of motivation and empowerment.

Miss Robinson’s initiative to encourage students to reflect on positive female role models in their own lives is a commendable one. It prompts us to look beyond the glitz and glamour of celebrity culture and recognise the unsung heroines who shape our daily lives. These women may not grace the covers of magazines or command millions of followers on social media, but their impact is immeasurable. They are the ones who quietly inspire us with their strength, compassion, and resilience.

In solidarity with this initiative, I would like to share my own example of a positive female role model: my friend, Laura Cooper-Wortley. I am blessed to have a number of inspiring females in my life, from whom I could choose. However, I have chosen Laura because, as well as being genuinely inspirational, she is significantly younger than me, a fact that often means we are less likely to recognise someone as a role model. 

Laura has worked in a number of roles for a variety of companies in the time that I have known her, but she has always worked. Her expertise is in the health care sector, and perhaps that is an indication of the type of person that she is. Alongside working in an industry that is challenging and requires long hours, over the last few years, Laura has been completing a history degree in her spare time. In addition, she has planned her own wedding (and the majority of mine!) and navigated the ups and downs of buying and renovating a house in the village where she grew up. She is the proud owner of two of the bounciest dogs you are ever likely to encounter, and they take up a good deal of her time. Last year she decided that this was not sufficient and took up golf, dedicating many hours to practise and quickly becoming proficient enough to keep pace with her husband who has been playing for the last 25 years! 

As if this combination of achievements were not enough of a demonstration of resilience and pushing for more, in 2022 Laura recognised a significant need in her local area and set up a registered charity to tackle period poverty. This venture has grown rapidly and her charity, A bag for Flo, now serves communities across Daventry, Northampton and Towcester, with the possibility of it moving to neighbouring counties in the coming months. It has developed to include maternity products for new mums and this is a current area for expansion. If you would like to know more about ‘A bag for Flo’, or would be interested in supporting them in any way, please follow this link to find out more – https://www.abagforflo.com/. 

On top of all of this, Laura also deals with her own health concerns, successfully managing an auto-immune disease that periodically forces her to drop everything and simply be for days at a time. How she manages to keep so many balls in the air at one time and manage her health and still have time for cups of tea, trips to the garden centre and dinners at the driving range with friends, I will never know. One thing I do know, however, is that she is an inspiration for me and many others and she is a fantastic role model for women in a huge number of different ways. 

So whoever they may be, family member, friend or celebrity, positive female role models serve as mentors and guides, offering valuable advice, support, and encouragement to young women navigating their own paths. These role models provide invaluable insight and guidance, helping young women overcome challenges and make informed decisions about their futures. Beyond individual growth, positive female role models play a crucial role in driving societal progress. By challenging stereotypes and defying traditional gender roles, these role models pave the way for greater gender equality and inclusivity. Their presence in leadership positions and influential roles sends a powerful message about the capabilities and contributions of women, inspiring broader societal change and breaking down barriers for future generations.

In conclusion, the importance of positive female role models cannot be overstated. They serve as beacons of hope and inspiration, guiding young women through life’s challenges and empowering them to realise their full potential. While celebrities may capture the spotlight, it is the everyday heroines, the women in our own lives, who truly make a difference. I look forward to seeing who our pupils choose to recognise as their own positive female role models over the coming weeks. So, let us celebrate their contributions and honour their legacies by striving to be positive role models ourselves. Together, we can create a world where every young woman feels empowered and supported to achieve her dreams.

Miss Kneen
Deputy Head Pastoral