School Blog

Eleanor Roosevelt once famously said, ‘Do one thing every day that scares you.’ These words carry a profound truth about the human experience and the potential for personal growth. While fear often holds us back, stepping out of our comfort zones and embracing the unknown can lead to extraordinary accomplishments on an individual and personal level, and provide us with a lifetime of fulfilment.

Our comfort zones are important and by definition, when we are in them we feel comfortable and secure. While they provide a sense of familiarity and stability, they can also serve as a prison, restricting our growth and limiting our potential. I’m sure that by this point in the academic year, you will be familiar with Dr Lee’s motto of the year, ‘Be 10% braver’. Whilst phrases such as this may be interpreted as trite by some, in reality their sentiment has enormous value. By consciously putting ourselves out there and being open to challenge, we can push our own boundaries and discover hidden talents or abilities that we did not think were within our capabilities. This gradual expansion opens doors to new opportunities and develops an inner confidence to keep trying new things. 

At this point, I should point out that I do believe Eleanor Roosevelt intended her statement to be taken with a pinch of salt. Fear and anxieties have played and continue to play an important role in evolution and in ensuring that we keep ourselves safe, and I am certainly not suggesting that we should be putting ourselves into perilous situations to force self improvement. We must recognise the difference between recklessness and bravery. They are not the same. It is also important to note that bravery, in every form, is subjective and can vary enormously from one person to another. What one individual considers to be a challenge, may seem easy for someone else. We, therefore, do not all need to throw ourselves out of aeroplanes or take up other high adrenaline sports to develop bravery and challenge ourselves. Bravery is deeply rooted in our personal values and principles and each of us must decide where to draw the line. I also think that every day might be a bit much. Some days I relish having very little in the way of challenge and an opportunity to relax and unwind is just as important as those motivating elements that help us to progress. 

That said, this is all about getting the right balance. One viewpoint may be that fear is a powerful emotion which can hinder our progress and hold us back from pursuing our goals. When confronted with fears, if we can be brave and face them head on, we can learn resilience and gain a sense of empowerment. Each time we step into the unknown and try something new, we build courage and increase our confidence to face new challenges further down the track. 

Engaging with situations that challenge us regularly, cultivate resilience and adaptability. By willingly engaging in these experiences, we become more adept at handling unexpected obstacles that come our way. Here at the High School, one of our core values is ‘Risk Taking’. By this, we mean educational risk taking rather than anything more sinister. Providing our students with opportunities to push their limits and explore the unknown in a safe environment, provides them with the skills they will need to venture forth into the unknown of the wider world. This practice also allows our students to develop a mindset that embraces change and see setbacks as opportunities to learn and grow. Over time, we are able to better navigate life’s challenges and become more capable of thriving in a dynamic world. If we allow routine and familiarity to be our only form of functioning, we may become complacent and overlook the opportunities in front of us. We are also significantly less likely to be able to cope when a curve ball is thrown our way. Exploring uncharted territories can be daunting, and even scary, but the possibilities that doing so can unlock, may allow us to tap into hidden potential that may otherwise remain dormant and undiscovered.

So why bring this up now, right at the end of year when things are winding down and the season for academic challenge draws to a close until September? The reason I am addressing this now is because the holidays provide an excellent opportunity for students to challenge themselves and engage in activities that foster personal growth and development. I have taken the liberty of suggesting a few potential challenges that students may like to set themselves over the next 2 months, and you as parents may well wish to join in:

1. Engage in volunteer work – volunteering not only helps others and is a fabulous thing to do, but it also helps us to gain valuable practical skills as well as develop empathy and compassion. Whether it is serving meals at a soup kitchen, organising charitable giving or cleaning up your local environment, volunteering can serve as a really meaningful challenge.
2. Learn a new hobby – take up a new sport, learn a musical instrument or explore some creative writing. Whatever skills you develop now can be put to the test from September when you will have a chance to show off these new skills in school. 
3. Engage in independent research – you may choose to learn about something new by engaging in some research. Those students in the older year groups may well be looking towards starting or completing an Extended Project Qualification (EPQ) and some research can really help to get the ball rolling, or simply offer you a new perspective on some new knowledge. 
4. Take an online course – the power of the internet gives us access to vast quantities of information at the click of a button. Some of the more useful information can be found via online learning opportunities. MOOCs are a great way to spend some time learning something new. 
5. Engage in physical challenge – this might include trying something new, or progressing with something you already do. Challenge does not have to always be an addition, it could simply be to dedicate some time to practising something you are already doing. However, the summer holidays give us lots of time to explore our options and perhaps take on something a little different to the norm.
6. Practise mindfulness – mindfulness and meditation can help us become more self aware. They can also reduce stress, improve focus and develop concentration. There are lots of guided meditation apps that you can download and use for free, as well as a range of online resources. Establishing a daily mindfulness routine over the holidays is a great way to rest and recharge and foster healthy habits for a fresh start back in September. Taking time for yourself is a vital part of positive personal growth. 
7. Read more – this has been a personal challenge for me this year. I am not great at enjoying reading and tend to see it as a bit of a chore, or an activity to be undertaken only on a sun lounger. However, I have forced myself to read for pleasure more this year and can honestly say that it has made a positive difference to me. I am actually enjoying it and would go as far as to say that I have firmly cemented consuming a good book into my daily routine. 
8. Get creative – this last one covers so many possibilities that it is hard to imagine that we couldn’t all have a go at this. From painting, to baking to writing and more, getting creative is a fantastic way to challenge ourselves and see what we are capable of!

If you are attempting to set challenges for yourself over the summer, try to set specific and achievable goals. Be ambitious and push yourself, but don’t overdo it and don’t be too hard on yourself if you don’t quite achieve what you set out to. Any and all progress should be celebrated. Setting goals and working towards them can also give us a sense of pride and help us to develop discipline and perseverance. Remember, the summer holiday should also include time for relaxation, rejuvenation and spending quality time with family and friends where possible. It has been an exceptionally busy year for everyone and we all deserve the break. I have been immensely proud of the achievements that we have accomplished as a community, but also of the individual achievements of students and staff, no matter the size or significance. Celebrating every win is one of the best parts of my job and I look forward to celebrating these wins formally on Speech Day in the last week of term. I hope many of you will join me on the 12th July to celebrate and to look to the future of our students as they continue on their journey of self discovery. 

Bravery and facing challenges come in many forms, from taking part in a new sport for sports day, to answering a question in class when you are not fully sure of the correct answer. Taking that risk can pay off in a positive way, regardless of the actual outcome. If the answer you volunteer is wrong, you have still learnt something, and being wrong wasn’t all that bad anyway. This week the students, and staff, involved in the Wizard of Oz have been brave. They have stood on stage in front of an audience and put themselves out there. The year 11’s have been brave, facing the horrors of Alton Towers’ most ferocious roller coasters, while I and my fellow colleagues on that trip sat on a bench, not so bravely, with a coffee! Next week, year 7 and year 9 will be brave, engaging in a range of physical activities, possibly for the first time, or staying away from home and the familiarity of their normal routine. Facing these challenges, head on, will continue to help them develop resilience and perseverance for the next adventure or challenge. 

So, embracing Eleanor Roosevelt’s advice to do something every day that scares you,. Or at least challenges you, is a powerful approach to personal growth. By considering stepping outside of our comfort zones, we confront our fears, cultivate resilience and tap into our hidden potential. The practice of facing our fears daily becomes a transformative journey, empowering us to opus past limitations and celebrate our achievements. Whilst I sincerely hope that my students do not experience genuine fear too frequently, I am in the lucky position of being able to witness bravery on a daily basis. I wish you all a lovely final fortnight of the school year, and a really wonderful Summer Holiday when it arrives, and I can’t wait to hear about all the adventures and challenges that our students have been involved with when we return to school in September.

Mrs Kneen
Deputy Head Pastoral

It all began last academic year with the arrival of Jeffrey and Jeremy the spider plants…and now my classroom is also home to a money plant named Jess, and 11 African Violets propagated from leaf cuttings by Year 5 earlier this year.

So, what is so great about plants?  

I put this question to my class recently and their comments included telling me that plants: ‘give us food from crops’, ‘generate oxygen’, ‘filter water’ and ‘provide homes for little critters’. All of these things are true, of course, but perhaps we don’t fully appreciate how much our everyday lives depend on plants – from food to wood products, medicines to clothing, rubber to cosmetics and so on.  

There are endless research papers, online articles and television programmes which suggest a whole host of benefits to people who spend time around plants. Some claim plants can boost productivity at work, improve memory and sharpen attention span, whilst others focus on how plants can complement interior design and create positive feng shui in a room.

Our new monarch, King Charles III, has been honest and outspoken in the past about his love of plants, admitting that he regularly talks to them and believes that they respond. Each time he plants a tree, he wishes it well by giving a branch a friendly shake. He is known to have a passion for gardening and is keenly involved in the development of the gardens at all his royal residences.

It is often said that we are ‘a nation of gardeners’ but even if you have no desire to get outside and start planting, you may enjoying nurturing house plants, and most of us turn to plants as gifts at some point in our lives – to say thank you, as a housewarming present, when offering sympathy, to celebrate an achievement or as a romantic gesture. 

There are numerous reported benefits to our health and wellbeing from being a ‘plant parent’ but I believe these can be summarised by one overarching statement from a member of my current class: 

“Plants make you happy when you are around them.”

Junior School Science Coordinator

I LOVE SPORTS DAY! In fact, this was very nearly the title for this weeks’ blog. It is my absolute favourite day of the academic calendar and I regularly rearrange things to ensure I can be out on the field all day enjoying every moment. Now, I fully appreciate that I probably enjoy it in part because I am not the one organising it, and I must therefore take a moment to thank and praise the sports faculty once again for the tremendous amount of work that they put into the planning and delivery of sports day each and every year. This year was no exception! 

However, my message this week is a little broader than just sports day. I want to talk about being young, and how wonderful that really is. The biggest reason I love sports day is that it reminds me of being young. I have hugely fond memories of sports day when I was at school and it all comes rushing back when we hold one here at the High School. The camaraderie, the sportsmanship (or sportswomanship!), the laughter and the celebration make me incredibly nostalgic and also incredibly proud when I see this in our students. 

In our fast paced world, there is a tendency to accelerate the process of growing up for children. Perhaps it’s the fear of ensuring that they are fully prepared for the world around them that pushes us to hurry them along, or perhaps our expectations of children have changed over time. I sometimes worry that as a society, we are encouraging them to abandon their innocence and embrace adulthood prematurely. I worry that the influence of social media and the seemingly limitless access to the internet is exacerbating this further still. And I worry that sometimes we forget the beauty and value of childhood, for it is a period when young souls can thrive, explore and find boundless joy. Do we, the adults in the room, therefore need to take a breath and resist the urge to push them into adulthood too soon?

Childhood is a time when imagination knows no bounds. Young minds possess an ability to create, be it their use of vibrant vocabulary or their use of colour in their art work. Younger children have magical adventures, far away from the confines of adult reality, they make potions and dens in Forest School, or fly on magic carpets across the playground, or lose themselves in musical or theatrical composition. They think beyond convention. By encouraging children to retain their innocence, we provide them with the freedom to nurture their creativity and fully explore the limits of their imagination. It is through imaginative play that children develop problem solving skills, learn to express themselves and cultivate a lifelong love for learning. 

Children also possess an insatiable thirst for knowledge. This is good news for me and my fellow teachers! They also often have an unyielding sense of wonder about the world around them…. A double bonus for me as a Geography teacher!! By allowing them to remain in the realm of childhood, we nurture their innate curiosity, encouraging them to ask questions, seek answers and explore the world with enthusiasm. This sense of wonder often lays the foundations for learning, critical thinking and an appreciation for the complexity of life in general. If that is taken away from them too early, the implications for our future generations are perhaps a little bleak. 

As pastoral lead, it would be remiss of me to not mention wellbeing as part of this. The pressure to grow up too quickly can have detrimental effects on a child’s emotional wellbeing and mental health. Childhood offers an escape from the pressures of reality and the responsibilities of adulthood.By allowing them to savour their youth, we offer the a protective bubble where they can develop emotionally at their own pace and gain experience of the world and all it’s demands whilst ensuring the safety net will catch them when they inevitably fall at some of the hurdles or challenges that they face. As they move through their school years, these challenges become greater and of course culminate in the public examinations of GCSE and A Level. Successful students are often the ones who have been given room to gain independence, whilst also being encouraged not to rush to the finish line.

Childhood friendships are also extremely important for well-rounded social development and long term happiness and often form the basis for life long success in forming positive connections. If you have ever heard me talk about the complexities of girl’s friendships, you will have heard me say just how vital they are for girls to be happy. I am sure the same is also true for boys, but the importance for girls to feel secure, and accepted amongst their peers outweighs almost all other factors and often drives them to behave in ways that might be less than ideal (a topic for another time perhaps). By encouraging children to embrace their youth and innocence, we can create environments that foster genuine relationships that are authentic and offer a genuine source of pleasure. In turn, these bonds help children navigate challenges, build empathy and learn valuable lessons in social etiquette. Rushing this process, or the negative impacts of social media in the mix of navigating the tricky, and often turbulent, waters of friendships, may hinder the formation of deep and meaningful connections that could last a lifetime. 

Childhood is synonymous with playfulness.Preserving childhood allows children to engage in unstructured play, linking back to the fostering of creativity, problem solving, emotional development, etc. On the last day of the half term a few short weeks ago, we organised discos for the students for the first time ever in this way. I have to admit that I was a little nervous that this might not really be their thing, despite it being a direct request from the Student Council. The pastoral team mulled over this for several weeks before agreeing to organise it. We worried that perhaps it would be a bit ‘lame’ or maybe wouldn’t meet their expectations. It is, afterall, a long time since any of us went to a teenagers disco or party! However, I needn’t have worried. I was delighted at just how delighted they were. They danced, they sang, and best of all, they played. They were inclusive and they were kind. They showed every possible positive characteristic that I have come to expect of a High School student in those few short hours and I could not have been more pleased. 

Childhood is a fleeting and precious time in one’s life. It is a phase filled with innocence, playfulness, and endless possibilities. Resisting the rush to grow up too quickly allows children to savour the joy of being young, nurturing their emotional wellbeing, building lasting relationships, and promoting their dreams. Let us embrace and protect the magic of childhood, because I truly believe that childhood is where the foundations of a happy and fulfilling life are laid. By allowing children to be children, we gift them the priceless opportunity to grow into well-rounded individuals who carry the spirit of youth in their hearts, even as they embark on the journey of adulthood. Events like the discos, or sports days, or the multiple and wonderful House events that they take part in, are constant reminders of the value of youth. We must, and do, treasure that at this school. So I must finish by thanking all of you, our parents, for encouraging and fostering that sense of youth at home. It really is a collaborative effort and as a result, our students make me proud every day.

Mrs Kneen
Assistant Head Pastoral

A relative quiet has fallen on the High School over the last week, as Years 11 and 13 are sitting their public exams and Years 10 and 12 are in the midst of their summer assessments.

Summer assessments are a fixture of the educational calendar in the UK and have been since the nineteenth century. Much has changed since the introduction of the first public school exams in 1858 and our girls are unlikely to be asked to list in order the wives and children of Henry VIII or to state the “three ways [in which] our Lord [was] tempted in the wilderness”. I understand that these days – in Geography – there is even remarkably little need for colouring pens. But in some ways the system has proved remarkably resilient and our students’ experience today will look and feel much like that of these boys in 1940 Queensland (image courtesy of State Library of Queensland).

The High School’s students have been, and are, working hard. These exams matter, the girls know it and they have been preparing diligently for them. Over the years, we have all read pieces that tell us that exams aren’t fit for purpose and don’t help students prepare for the future. I always feel that this is a somewhat disheartening message for our young people to hear, even if it is well-intentioned (high-stakes exams are too pressurised, etc.). But, despite the drawbacks of the current system, are our students being prepared well? One way to approach the question is through the lens of the skills that employers think will be needed in the future. The World Economic Forum’s Future of Jobs Report (PDF) is a useful piece of research to consider.

According to the WEF’s 2023 report, the two most important skills for employees to develop and evidence are analytical thinking and creative thinking. Both the GCSE and A Level curriculums naturally demand students hone their analytical thinking skills, while creative thinking must be showcased not only in the more obviously creative subjects, such as Drama or Textiles, but also in Biology or History, where the ability to make insightful inferences and links between topics requires a creative mental agility. These two cognitive skills are joined by three sets of “self-efficacy” skills: resilience, flexibility & agility; motivation & self-awareness; and curiosity & lifelong learning. In all three cases, it seems clear to me that successfully studying for and being examined across multiple subjects lends itself to the development of such personal skills.

But when we look at the wider skillset that employers deem crucial, it’s noticeable how important our school’s wider, expanded curriculum is. For employers, technological literacy ranks sixth, followed by dependability & attention to detail, empathy & active listening, and leadership & social influence. Undoubtedly, some of these skills are learned through the core curriculum, but even more so through the wider opportunities offered by the High School. For example, girls in all year groups demonstrate and develop leadership and active listening, whether they are part of the Student Senior Leadership Team or a form group’s Student Council Representative, a sports leader or a performer in the school’s musical.

The summer exams matter and I wish our girls all the very best over the coming weeks. At least as important as the results, however, are the skills that they have developed at school throughout their educational journey. To the Year 13 students who are leaving us at the end of this term: you are ready for the future and we can’t wait to hear about your next steps.

Mr Viesel
Director of Sixth Form

As beginnings go, last weekend’s Coronation of King Charles III proved to be quite a beginning – an immaculately rehearsed public spectacle on an international stage – they don’t come much bigger than that. Steeped in history, a re-enactment and remembrance of ancient traditions and events, the ceremonies and pageantry, with their centuries-old carriages, crowns and jewels, served to re-establish a link to the past, yet herald the beginning of a new era.

Watched by 20.4 million people worldwide as the King was crowned, viewers bore witness to the first moments of the formal Carolean era, last seen in the seventeenth century. But strong beginnings rely on strong endings.

It is not often you can say you witnessed the end of an era. But by definition, the second Elizabethan age ended with the death and subsequent funeral of Queen Elizabeth II, which was meticulously managed and undeniably moving. It was – as the odd but accurate phrase has it – a good funeral. Not least because it was in recognition of a genuine good. Whatever your view of the monarchy and the institution as a whole, it is hard to deny that Elizabeth II loyally served right to the end.

In school this week, on a somewhat smaller scale, Year 13 students marked the end of an era with a full week of costume planning, final lessons, yearbook receiving and signing, culminating in the Sixth Form Celebration event on Thursday evening. Year 13 students assembled with their parents to mark the end of their High School education, making way for study leave and final preparations for their A Level exams.

During the same week, our Year 6 pupils travelled with their teachers to Osmington Bay on the south coast for a week of fun-filled challenges and activities with their friends, cementing life-long relationships ahead of their transition to Senior School, signalling the approaching close of their primary education journey.

At the time of writing, Year 13’s final celebration assembly looms large – a chance for the students to dress up in their themed costumes, joined by the Senior School staff, to watch the Leavers’ film, and say final ‘thank yous’, creating a memorable close to the girls’ experience at Northampton High.

American poet Henry Wadsworth Longfellow, whose over life-size white marble bust has stood in Poets’ Corner Westminster Abbey since 1884, quoted ‘Great is the art of beginning, but greater the art is of ending’. How apt.

As parents of Preschool, Year 6, and Year 11 pupils will know well and feel acutely, the transition ahead to the next important stage of school life – to Reception, Senior School, Sixth Form respectively – brings heightened anticipation, emotion, and perhaps a sense of nervousness. For the parents of Year 13 students, who have, in some cases, been bringing their daughters to Northampton High for the last 15 years, the next steps for their daughters will be understandably daunting, yet keenly anticipated.

What is crucial for this time of uncertainty is that the ‘endings’ for our students who are nearing the next liminal stage of their education are the best they can be, making way for positive new beginnings.

Good endings matter. The hoodies, the year books, the new plans, the celebratory events and the transition sessions are all part of making sure the culmination of the ‘lasts’ at that stage of school life make way for the myriad expectant ‘firsts’ to come.

Our Year 11 students will now prepare for their summer GCSE exams as they start their study leave. Our Year 13s leave us to prepare for their A Level exams, and the page is turning, ready for them to start their next chapter. We wish them everything of the best for the period ahead, and genuinely wish them ‘good beginnings’ for the next stage of their adventures.

Mrs Wilmot
Director of Marketing & Admissions

 

Emblems and mottos, more than just pictures and words?

Northampton High School is celebrating its 145th birthday this year, a remarkable milestone that highlights the school’s long-standing reputation as a leading institution in girls-only education. Since its founding in 1878, the High School has nurtured generations of bright and ambitious young women, empowering them to achieve personal success and make a positive impact in the world. In this article we take a look at the history of the school and at how the images and words we associate with it play their part in bringing our ethos and values to life.

Northampton High School dates back to the late 19th Century, when a group of visionary women led by Miss Mary Pearson came together with a mission to provide quality education for girls in Northamptonshire. They opened the school in a small premises on Abington Street with under 20 pupils and just a handful of teachers.

Over the years, the school has grown in size and reputation, moving to several locations in Northampton, most notably the buildings in Derngate and Cliftonville, before settling in its current site on Newport Pagnell Road in Hardingstone in 1992. Today, the school is a thriving institution with over 500 pupils from ages 2 to 18, offering a broad and rigorous curriculum that prepares girls for success in a rapidly changing world.

Research has shown that girls-only schools offer many advantages over mixed-gender schools, including higher academic achievement, greater self-confidence and leadership skills, and a more inclusive and supportive learning environment. Girls in single-sex schools are more likely to study STEM subjects and pursue careers in traditionally male-dominated fields, such as engineering, technology, and finance.

Northampton High School’s commitment to girls-only education has been a fundamental part of its ethos since its founding. This approach recognises that girls have unique needs and challenges that can be best addressed in an environment that is designed specifically for them. Teachers who understand and buy into this ethos complete the picture; indeed any school is only as good as the professionals who bring the curriculum to life. We are grateful to have a highly-qualified and experienced teacher body whose high expectations, commitment and belief help our girls develop the confidence to fulfil their potential and achieve their ambitions.

When the beautiful cherry in Derngate courtyard comes into blossom, I know that we will soon be celebrating another year in this remarkable school’s journey. It is my favourite time to be in school. We all love the birthday assembly tradition, when the school’s oldest and youngest pupils cut the cake and we come together as one to celebrate our vibrant community.

Of course, anniversaries and birthdays are important milestones for any community. They allow us to pause and reflect on our shared history, to acknowledge our achievements and our challenges, and to renew our commitment to our core values and mission. The celebration of Northampton High School’s 145th birthday is an opportunity to reflect on the school’s rich history and legacy, as well as its ongoing commitment to providing a world-class education for girls.

One part of our legacy is seen in the imagery and words we have chosen to represent the school over time. In particular, we are often asked about the school crest, its design, history and meaning. It is perhaps worth reflecting on this, along with our mottos, as representing a kind of shorthand for our values and our place in the community. Of course, they also speak to our ambitions for the young people whose early experiences of the world are ours to guide, nurture and enhance.

Miss Alice Straker, who led the school for 21 years from December 1890, introduced the school’s original motto ‘The Utmost for the Highest’. The school also became known as Northampton High School for Girls under her tenure. While the words ‘for girls’ were removed in the latter part of the 20th Century (largely to avoid confusion with a newly renamed local school!), we are still known by this longer name by many people. However, for most, the school is simply known as the High School and thus retains this link to Miss Straker’s vision for a school that would stop at nothing to champion and inspire young women to reach higher and achieve their ambitions.

In the original crest we see symbols for the county and the town through the Northamptonshire rose and the castle that is featured in the town’s coat of arms. The castle is said to have rivalled many of the most imposing structures of the time and was destroyed following the Restoration as a punishment for the town’s support of the Parliamentarians in the Civil War. The school’s original links with the church are seen in the other half of the crest. The keys on the right represent the Diocese of Peterborough, while the symbol with 4 crosses on the left remains something of a mystery and any local historians who might know more about its significance are warmly invited to get in touch.

When Dr Helen Stringer joined the school in the mid 2010’s the school logo and motto were renewed. In the modern crest we celebrate the school’s link to the town and its former home in Derngate via a representation of the artwork on the door of 78 Derngate. This house was formerly used as Sixth Form classrooms by the school and was famously designed and remodelled by Charles Rennie Mackintosh. Now, of course, it is the centrepiece of Northampton’s most popular visitor attraction, celebrating the renowned architect’s last major commission. 

Our current location in Hardingstone is also referenced in the new crest, represented by the Queen Eleanor Cross, only a few hundred metres from the school and possibly Northampton’s most important historical monument. It is one of the only remaining crosses erected by Edward I along the route of the funeral procession of his late queen, Eleanor of Castile. Eleanor’s life was fascinating and this podcast offers an intriguing insight into the story of one of our lesser known queens.

We retain a tribute to the school’s historical status as a church school in the current crest, via the Dioscian keys. Of course, since the school joined the GDST in the early 2000s, we are now non-denominational as reflected in our diverse and vibrant student and staff body. However, the universal Christian values of kindness, charity and service remain at the heart of our ethos and these are marked out in the daily lives of everyone in school. The rose, as well as being the emblem of the county, also represents our girls themselves. As such, it is used as the symbol for our alumnae, every student leaving the Sixth Form being given a yellow rose to represent her time at the school and the flourishing future that awaits her. 

Northampton High School’s 145th birthday is a cause for celebration and reflection. As we mark this milestone, we honour the school’s rich history and the thousands of young women who have passed through its doors, and we look forward to a future of continued excellence in girls’ education. Through the school’s modern motto, ‘We believe in our girls and they believe in themselves’, we hope that we remain true to the original spirit and ethos of the school. A school that proudly puts girls first and helps them to ride high and confidently meet the challenges of life.

To finish I would like to quote from an article I found while researching this piece. I’ve not been able to trace the writer, so if anyone knows who penned this, please do let us know. I hope this former pupil will not mind my using her lines, though, as I think they are in a spirit that is as true of the school today as when she attended Derngate herself in the 1960s. I heartily recommend reading the whole blog if you have a moment to spare. 

For me school was a safe, protected and predictable environment at a time when my home life was dominated by worry and uncertainty. A lot was expected of us but I think that was a good thing for me, I probably needed to be pushed in order to do my best, but school wasn’t just about results. I did better than anyone expected in my exams but more importantly I left school with a wealth of poetry in my head, passion for history, a love of art, a desire to read and a need to write, and all those things have remained with me ever since.

 

Mr Rickman
Deputy Head – Academics

The use of calculators in Primary Schools has been debated for years now, with critics citing that they make children lazy, complacent and reliant on them, for even basic calculations.

Ministers banned the use of calculators in national maths tests for 11-year-olds in England from 2014.

Prior to this, pupils were freely allowed to use calculators from the age of 7 but the government felt children’s ‘dependence’ on calculators for basic maths was preventing them from gaining a true mastery of addition, subtraction, multiplication and division.

The National Curriculum states, “Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced near the end of key stage 2 to support pupils’ conceptual understanding and exploration of more complex number problems, if written and mental arithmetic are secure.”

It is important for pupils to understand that the calculator cannot replace their own understanding of calculation structures or their ability to estimate. Without understanding of calculation structure, it would be difficult to know what to ask a calculator to work out. Without good estimation skills, judging whether the answer it produces is reasonable in the context of the problem, would also be difficult.

However, the calculator can give pupils opportunities to explore more complicated numbers, real life situations, try examples with much larger numbers and decimals which they might find hard to handle with mental or written methods, and to get through more calculations in a shorter time. This allows pupils to gather evidence to support reasoning and to test out hypotheses and generalisations.

There is evidence to show that the use of calculators can benefit children’s learning. Calculators In Primary Mathematics (1994) by Kaye Stacey and Susie Groves suggests their ‘use provides a rich mathematical environment for children to explore and promotes the development of number sense’.

David Boorman in his 2015 report Should Primary School Children Be ‘Calculator Aware’ Or ‘Calculator Beware’? states, ‘they can develop conceptual understanding, support and improve mental and written methods, be a stimulus for dialogic talk, provide instant feedback and help to develop key mathematical ideas’.

As with any approach it matters how teachers and pupils use calculators and thinking about when, where and why to use a calculator is a key skill that teachers can build into lessons. In primary school the use of calculators is maybe beneficial when taught alongside other methods in order to deepen understanding, test ideas, refine thinking and tackle mathematical problems in new ways.

(If you type 372215 on your calculator and flip it upside down, you get the word ‘sizzle’, a calculator word that is both an ambigram and an onomatopoeia! What numbers do you need to write ‘hello’?)

Mrs Shaw
Class Teacher Reception

Each week, girls in our Nursery and Reception classes enjoy a cooking session; which is very hands on for our school’s youngest students. Over the course of this term, we have followed various recipes including fruit kebabs, five bean salads and banana muffins.

Our older students from Years 3 to 6 have the opportunity to join a Cookery Club once a week after school, as part of an extracurricular activity. Here, pupils enjoy shopping at the weekend for their ingredients with parents, which helps them to prepare to create that week’s dish. Members of this club have made a variety of dishes from Singapore noodles and vegetable rice, to sweet treats like rocky road and marshmallow snacks. During these sessions, girls learn a variety of skills such as how to use knives and cut food correctly and the importance of clean hands and surfaces; whilst not only taking pride in their creations but also in clearing away their work space and leaving it prepared for the next class.

Bringing children into the kitchen environment has many wider benefits. It teaches children to be aware of potential hazards and, by spotting these together as a group, they learn how to avoid accidents and stay safe in the kitchen whilst still having fun. There are many important lessons children learn from cooking that will set them ahead for the future. Creating a meal from scratch gives children a sense of accomplishment which builds their self-esteem, boosts confidence and self-reliance. Cooking will encourage children to be more responsible and prepared for adulthood. Cooking alongside adults expands a child’s vocabulary whilst also covering mathematic and scientific concepts such as measuring and changes in food. These are all important characteristics that cookery promotes and enhances, and it is a joy to watch our school’s youngest people learn and develop whilst enjoying this essential life skill.

Miss Page
Junior School Assistant

The Rowan tree outside my classroom has just started to show signs of life. It is not the first tree to blossom in the spring but it is one of my favourites because they have, what garden centres nationwide would describe as, “Three seasons of interest!”. It sits next to another tree which I think (having trawled multiple dendrological websites), is a Northern Capalta, more commonly known as an Indian Bean Tree, which also offers an impressive floral display in late spring and follows this up with the production of abundant slender seed pods which look like runner beans. I have grown particularly fond of these two individual trees because they have framed the view from my classroom for the last 11 years. The bright green buds that burst forth from the Rowan at this time of year, are a sure sign that spring has officially sprung and warmer climes are on their way. Today, as I write this, there is not a cloud in the sky and the hopeful, watery warmth from the March sun promises a very different outlook on this season from the sudden and somewhat aggressive flurries of snow that hit us a fortnight ago.

As a keen gardener, I love this time of year. The reappearance of daffodils with their hopeful yellow glow, or feathery shoots from the peonies reassuring us that they have survived another cold and wet winter are wonderfully affirming that new life is on its way. For many of my students however, this time of year is not as joyful. The looming exams that will start in earnest after the Easter break are a hurdle that must be faced head on for all our GCSE and A Level pupils. A certain level of concern, and even anxiety, is natural and to be expected at this time of year as they prepare for these important assessments. However, there are things that can be done to alleviate some of this worry.

Getting outside and reconnecting with nature is an effective and easy method of reducing some of the anxiety associated with exams. There is a reason that GPs and other medical professionals are starting to prescribe time outside to their patients. Not only for physical exercise and fresh air, but also for positive mental health and wellbeing. You do not have to be particularly green fingered to enjoy the positive impact of getting outside and even sitting in the garden for half an hour can be hugely calming and rewarding.

There is plenty of available research around the positive impacts of plants on our wellbeing. Horticultural therapy, sometimes referred to as ‘Plant Therapy’, is a technique that relies on plants and gardening to help people overcome health issues such as high blood pressure and memory disorders. It can also greatly help those battling depression, anxiety, addiction, and for survivors of abuse. This form of therapy is connected to the concept of ‘biophilia’, which is the idea that people are genetically connected to nature and plant life. The goal of horticultural therapy, or ‘Plant Therapy’, is to help patients build self-confidence, social connections, increase compassion, and get out into nature more frequently. Watching the latest David Attenborough series, which focuses on the British Isles, I am reminded of the beauty that is on our doorstep and would actively encourage anyone to get outside and explore and enjoy the benefits of reconnecting with our natural environment.

Many studies have been conducted to prove that plants have therapeutic effects on people. One clinical study in particular found that people who care for plants tend to be more compassionate and empathetic towards those around them. Additionally, further research by George Berreto (et al, 2017) published with the National Library of Medicine, reinforces that this form of therapy has a positive impact on anxiety and can improve overall mental health and wellness. Some universities, such as the University of North Carolina at Chapel Hill, continue to see positive results in research that gardening is a productive way to improve mental and emotional health.

Engaging with nature outside of the house has other benefits. As humans, we are not designed to be cooped up inside all day. We need natural light and fresh air. Movement offers us an opportunity to refuel our brains with oxygen and the sunlight helps our bodies to absorb key vitamins that are essential for both physical and mental wellness. 

For those of you with children who are sitting public exams this year, talk to them about their revision timetables. Check in with them that as well as having a sufficiently rigorous grasp on their revision for each subject, they are also scheduling regular and meaningful breaks. Some of these should be outside, away from their screens, away from social media and away from the noise of continuous online interaction. Take a moment to stop and breathe with them outside. Slow the pace completely and reset before the next round of revision kicks in. Not only will this provide them a much needed mental recharge, boost their mood and restore some positivity, it will also make them significantly more effective as learners and ensure that the revision they are completing is high quality and impactful. 

For those of you with children in other year groups, who can perhaps enjoy a more relaxed pace to the Easter holidays and the changing seasons more generally, what activities will you be planning that are outside? They do not need to be extravagant or expensive. A simple walk can do wonders for the soul and offer opportunities for discussion and reconnection with each other, as well as with nature. Encouraging them to learn a new skill outdoors, like gardening, can be incredibly rewarding and offers ongoing activity and interest as we move into the summer months. 

Now, as a Geographer, I am painfully aware that our British weather is not always conducive to enjoying the outdoors. Whilst I would always still encourage donning your wellies and tromping through the puddles on a brisk, if a little soggy, walk, I appreciate that this is not for everyone. If you can’t get outside, or the garden is not an accessible or practical option for you, bring the outdoors indoors. House plants can be an inexpensive but effective way of experiencing similar benefits to being outside. Certainly the popular trend of biophilic design in modern day living, looks as though it is here to stay and again, the research supporting this is wide and compelling. Caring for any living thing, flora or fauna, that will develop and flourish over time provides us with a great sense of achievement and teaches responsibility. Whilst a pet may be impractical for many reasons, a plant that relies on you for survival is a great way to teach children responsibility, without the same impact if things go slightly pear shaped. Even the smallest amounts of plant care, with specimens that are simple to look after and require very little fuss, can help children to appreciate nature, develop compassion and strengthen their skills in empathy. There is no feeling like seeing a new shoot from recently planted seeds, or a fresh leaf from a propagated succulent, or the bright flash of colour from the first flower, because at that point you are rewarded for all the love and hard work that you have put into it. 

Plant Therapy, by Dr Katie Cooper, talks about  why being surrounded by house plants can naturally boost your wellbeing, no matter what your environment. Living in a world full of technology and the ever increasing pace of modern life, tending to and caring for plants, both in and out of the house can offer an escape from the pressures of the daily routine and offer us a deep rooted connection to nature. The mindful nature of caring for house plans or tending to our gardens has also been compared to meditation. The process of focusing the mind on another task and being present in that moment can be wonderfully distracting from anxieties and offer us a much needed break from our screens or our textbooks.

For me, the Easter holidays offer these same moments of peace, tranquillity and reward in the garden. In between the moments of waging a war on the slugs that persistently attack my beloved hostas, I know I will take great pleasure in the methodical and rhythmic actions of weeding, re-planting and general tidying as well as enjoying the mood boosting explosions of colour from the cherry trees and spring flowers that come into their own at this time of year. 

I wish you all a wonderful break over the Easter period, when it comes at the end of next week, and I hope that it offers you all a chance to recharge after a busy and high energy term. Very best of luck to those preparing for exams and I hope that as part of that preparation you are able to get outside, or reconnect with nature in your own way so that you are your best selves for the GCSEs and A levels when they start in May.

Mrs Kneen
Deputy Head Pastoral