BETTER Times Issue 23 - Summer 2026 - Enjoy

EXCEPTIONAL NATIONAL OUTCOMES ACROSS BOHUNT EDUCATION TRUST

BOHUNT EDUCATION TRUST IS PROUD TO SHARE A SET OF EXCEPTIONAL OUTCOMES

IN THIS YEAR’S NATIONAL PERFORMANCE DATA, PLACING THE TRUST AMONG THE VERY BEST IN THE COUNTRY.

Among England’s 20 largest multi ‑ academy trusts by Year 11 cohort, Bohunt Education Trust has achieved:

• 1st place for Attainment 8

• 2nd place for Basics 5+

With a community of over 12,500 students, these results reflect not only high performance, but also remarkable consistency across all Bohunt schools.

While these headline figures are a significant accomplishment, they tell only part of the story. Behind the data lies the daily dedication of staff and students, whose efforts extend far beyond the classroom.

This year alone, Bohunt students have collectively read over 400 million words, taken part in more than 15,000 nights under canvas, and achieved outcomes for disadvantaged students that are well above the national average.

These achievements highlight the Trust’s commitment to providing a rich, inclusive, and ambitious educational experience—one that supports every student to thrive academically and personally.

This is a moment of pride for the entire Bohunt community, and a testament to what can be achieved through shared purpose, hard work, and a belief in excellence for all.

TES MAT OF THE YEAR AND MAT EXCELLENCE AWARDS

WE ARE INCREDIBLY PROUD TO BE NOMINATED FOR TWO PRESTIGIOUS NATIONAL AWARDS: MAT OF THE YEAR IN BOTH THE TES AND MAT EXCELLENCE AWARDS.

This recognition truly reflects our ethos of ‘enjoy respect achieve’ and the passion and commitment we see every day from our students, staff, families and communities.

Providing an exceptional education grounded in high expectations, opportunity, innovation and care is at the heart of everything we do. To have that recognised nationally means a great deal.

Thank you to everyone who makes BET such a special place to learn and grow.

WELCOME FROM CHAIR OF TRUSTEES

As the academic year enters its final term, this edition of Better Times provides a great opportunity to reflect on a year of significant achievement across the Bohunt Education Trust. It is a celebration not just of strong performance, but of shared values and collective ambition that underpin our work every day.

Across the Trust, our schools continue to deliver exceptional educational outcomes for our students. It is heartening to see from national performance data, that Bohunt Education Trust is first for Attainment 8 and second for Basics 5+ among the largest multiacademy trusts in the country. This really is outstanding and reflects the consistent quality of teaching and leadership across our schools, as well as the commitment, resilience and aspirations of our students. Further recognition comes through our shortlisting for MAT of the Year in the MAT Excellence Awards, an acknowledgement of the strength of our Trust-wide collaboration and shared expectations.

However, as this edition clearly demonstrates, a Bohunt education is about much more than attainment and exams outcomes alone. A lovely feature of this edition highlights the rich programme of trips and enrichment opportunities offered across our schools. From Iceland, Boston and Krakow to the Azores and beyond, these experiences bring learning to life, develop independence and confidence, and broaden horizons. They play a vital role in supporting character education and help our students to understand the wider world in which we live.

This edition also captures the distinctive work taking place within our individual schools. You will read about climate leadership and sustainability initiatives at The Costello School, reflections on the BW6 curriculum shared through student and teacher perspectives, and some student and staff spotlights that illustrate leadership, creativity and professionalism. Expressive arts is very strong with superb performances such as Oliver! at Bohunt Horsham and Dance Live! at The Priory School, alongside notable moments including Science Week, World Book Day and a whole variety of cultural events.

achievement and student voice are central to our ethos, and both are strongly represented in this issue. Highlights include an inspiring Oxford rugby success story from Bohunt School in Liphook, innovative student leadership initiatives at SGS, and powerful written work by students exploring themes of identity, equality and history. These contributions underline the confidence, thoughtfulness and awareness that we strive to cultivate.

Alongside our educational successes, the Trust continues to invest in its future. The £1 million site transformation at Bohunt School, Liphook, together with continued development of facilities and community partnerships across our schools, reflects our long-term commitment to creating high-quality learning environments that serve both students and local communities. We had an excellent board awayday and it was great to review our strategic development and witness such commitment from staff and trustees alike.

I feel that this summer edition of Better Times captures the breadth of achievement across the Bohunt Education Trust and we can take pride in what has been achieved and can look ahead with confidence to the year to come.

Chair of the Trustees

WELCOME FROM THE TRUST LEADER

Dear Colleagues,

I hope the Easter break afforded you moments of rest, renewal and, perhaps, some of those precious pauses that so often elude us in the rhythm of school life. Spring, with its quiet insistence on growth and possibility, arrives as a timely metaphor for what lies before us. After the long arc of winter, there is light, there is energy, and there is the unmistakable sense that we are entering a consequential season.

And consequential it is.

Across our schools, the coming weeks carry particular significance for those young people preparing to sit GCSE and A Level examinations, together with diverse equivalencies. For many, these assessments represent far more than examinations. They are threshold measures; moments of transition shaped not only by what students know, but by the confidence, resilience and character they have built over time.

It is worth reminding ourselves, amidst revision timetables, intervention sessions and the practical demands of the term, that our work at this point matters profoundly. A quiet word of reassurance before an exam. An extra explanation after school. The careful noticing of a student whose anxiety is beginning to overwhelm their preparation. These are not marginal acts; they are often the very things remembered.

The Roman philosopher Seneca wrote, “Luck is what happens when preparation meets opportunity.” There is wisdom in that for our students, but also for us. For months - indeed years - we

have been helping to build the preparation. The opportunity now presents itself. Our task in these coming weeks is to sustain belief, hold standards, and help our young people meet the moment. There is, too, something fitting about this work following Easter. Whether understood through Christian faith as resurrection and hope, or more broadly as a season of renewal, Easter reminds us that periods of challenge often carry within them the possibility of transformation. In education, we know this truth intimately. Growth is often hard won. Confidence can emerge from struggle. Achievement is frequently the product of persistence rather than ease.

As ever, I am struck by the extraordinary professionalism and care that define our community. At this time of year, those qualities come into especially sharp relief. Across classrooms, corridors and staffrooms, I know colleagues are giving generously of expertise, patience and emotional energy. It does not go unnoticed, and it matters deeply.

In Middlemarch, George Eliot observed that, “What do we live for, if it is not to make life less difficult for each other?” It is a line that has always seemed to me to capture something essential about education. In these weeks ahead, as we support our students through one of the most important passages of their young lives, it feels especially apt.

Thank you for all that you do, and continue to do. May this term be one of calm purpose, collective encouragement and, ultimately, success for the young people we serve.

With every good wish for the weeks ahead,

NEIL STROWGER

Trust Leader of BET

TAKING LEARNING FAR BEYOND THE CLASSROOM

THE SCHOOLS ACROSS THE BOHUNT TRUST OFFER STUDENTS AN INCREDIBLE RANGE OF TRIPS THAT OPEN THEIR EYES TO THE WORLD AND REFLECT OUR BELIEF THAT EVERY CHILD DESERVES THE SAME CHANCE

These experiences are a powerful example of how we transform lives through education, giving students opportunities that build confidence, independence and ambition.

Whether it’s exploring volcanic landscapes in the Azores, taking part in national competitions or visiting universities, each trip helps develop game-changers through high expectations and real-world learning. As one school, ten campuses, we’re stronger together, and our shared ethos of ‘enjoy respect achieve’ underpins every adventure. These moments beyond the classroom stay with students for life, shaping them into well rounded, curious and motivated young people. Here is a snapshot of some of the trips our students have had the opportunity to go on across the trust this year so far. You’ll find even more in the pages that follow…

SCHOOL HIGHLIGHT…

CLIMATE LEADERSHIP IN ACTION - COSTELLO STUDENTS AT THE BASINGSTOKE AND DEANE CLIMATE CONFERENCE 2026

Twelve students from The Costello School demonstrated exceptional environmental leadership when they represented the school at the Basingstoke and Deane Climate Conference 2026, hosted at Queen Mary’s College and organised by The Vyne School Eco Club. Their participation showcased not only a growing passion for sustainability but also the confidence, curiosity and sense of responsibility that define our students across the #CostelloCommunity.

The conference brought together young people from across the borough for a day of learning, collaboration and inspiration. Designed to deepen understanding of climate change, sustainability and environmental responsibility, the programme offered students the opportunity to engage with realworld challenges through a mix of scientific investigation, creative expression and expert insight.

From Global Conservation to Personal Action

One of the most powerful moments of the day came during a presentation by the Lead Educator from the David Shepherd Wildlife Foundation. Students explored global wildlife conservation efforts and examined how individuals, communities and future leaders can play a meaningful role in protecting vulnerable ecosystems.

The session brought global environmental challenges into sharp focus while emphasising something equally important: the power of informed action. Students left with a clear understanding that positive change begins with the choices individuals make every day.

Climate Literacy in Practice

Students also participated in a climate literacy workshop examining everyday carbon emissions. The session challenged them to think critically about the environmental impact of common products and behaviours.

One particularly striking statistic captured the room’s attention:

“the manufacture of a single pair of jeans produces approximately 7kg of CO2”

Moments like this sparked thoughtful discussion about consumption, sustainability and the role young people can play in shaping more responsible futures.

Science in Action: Investigating Costello’s Soil

The conference also included a hands-on laboratory investigation where students analysed soil samples collected directly from The Costello School site.

Working like environmental scientists, they tested:

• Soil composition

• pH levels

• Environmental health indicators

This practical experience allowed students to apply scientific enquiry skills while connecting climate issues directly to their own school environment.

Turning Eco-Anxiety into Hope

Creativity formed another powerful thread throughout the day. In an eco-art workshop, students were challenged with a thoughtprovoking prompt:

“How can your artwork show the shift from eco-anxiety to hope and action for wildlife?”

The resulting canvases were striking, imaginative and deeply reflective. Through colour, symbolism and visual storytelling, students expressed not only concern for the natural world but also optimism and determination to protect it.

Their work demonstrated how creativity can become a powerful tool for environmental awareness and advocacy.

Proud Representatives of Costello

Throughout the conference, Costello students represented the school with enthusiasm, maturity and confidence. They engaged thoughtfully with peers from other schools, asked insightful questions and embraced every opportunity to contribute to discussions about the future of our planet.

Their participation was a powerful reminder that young people are not just learning about sustainability - they are ready to lead it.

The Next Step: Student Leadership at Costello

This inspiring experience is already helping to shape the next stage of Costello’s sustainability journey. The school will shortly be launching a Costello Eco Club and Committee giving students a dedicated platform to lead environmental initiatives, develop sustainability projects and promote eco-friendly practices across the school community. This initiative will ensure that the enthusiasm and ideas sparked at the conference translate into lasting impact within our school and beyond.

Developing the Citizens of Tomorrow Events like the Basingstoke and Deane Climate Conference embody what education within the Trust strives to achieve: developing informed, responsible and proactive young Game Changers who understand the challenges facing our world and feel empowered to make a difference.

We are immensely proud of the students who represented Costello so brilliantlyand excited to see how their leadership will help shape a more sustainable future for our school community.

The future is not something our students will simply inherit. It is something they are already helping to build.

BET YOU DIDN’T KNOW…

AN INTERVIEW WITH MR HARTE, LEADER OF APOLLO PROVISION & TRANSITION CO-ORDINATOR

What inspired you to become a teacher?

I had always wanted to work in a school, but it took a little longer for me to follow that path. When I met my wife in 2012, she had just completed her teacher training. Hearing her speak so passionately about teaching and the opportunities it offered inspired me to pursue the profession myself.

If you weren’t a teacher, what would you be?

After university, I pursued a career in acting. It required a lot of hard work, balancing part-time jobs with auditions and dealing with plenty of rejection along the way. Highlights included appearances in The Bill, The Golden Compass, The Bourne Ultimatum, and the BBC’s The Impressions Show with Jon Culshaw and Debra Stephenson. One of my most memorable experiences was working as a body double for Daniel Radcliffe in Harry Potter and the Half-Blood Prince and The Deathly Hallows - riding a broomstick and wearing the famous cape is something I’ll never forget.

What’s the best part of your job?

Knowing that I can make a difference to young people’s lives. I enjoy teaching a range of subjects within Apollo Nurture, which allows students to discover areas where they can thrive, whether that’s English, Geography or Drama.

Who are your heroes?

My grandad, Harry. He taught me my first French words, shared his love of gardening, introduced me to garden bowls and inspired my lifelong involvement in Scouting.

Why did you choose The Costello School?

The opportunity to take on the role of Primary Specialist (now Apollo Provision Lead) was particularly appealing as it was a new position within the school. I saw it as a chance to help shape the provision and support students during their transition into secondary education. I had also heard very positive things about the Bohunt Education Trust from families at a previous school I worked at near Bohunt Wokingham.

Tell us about a teacher who inspired you.

My Geography teacher from Years 7–11, Mr Anderson, had a lasting impact on me. He set high standards while keeping lessons engaging and relevant. The large number of students and colleagues who attended his funeral reflected just how much he meant to the school community.

What is one teaching method you enjoy using?

Showbie’s assessment tools for retrieval practice have transformed the way I check students’ understanding. They allow me to quickly identify misconceptions and adapt my teaching accordingly.

What are your thoughts on education today?

Since starting in education in 2014 as a Learning Support Assistant, I’ve seen a clear shift towards a more holistic approach. Education today is about far more than exams - it’s about developing confident, capable young people who are prepared for life beyond school.

Transition to Secondary School

What is the most common worry for Year 6 students?

Making friends, understanding homework expectations, and navigating the school site between lessons.

What usually surprises students most?

The range of co-curricular opportunities available and the variety of options in the school canteen.

What’s one thing students can look forward to at Costello?

Outdoor Learning. It’s a fantastic opportunity for students to develop practical life skills and learn in a different environment - something many have not experienced before.

SCHOOL HIGHLIGHT…

THE FAB FACTOR 2026: A NIGHT OF UNFORGETTABLE TALENT

On Friday 13th March, the stage came alive with music, energy, and unforgettable performances as the FAB Factor 2026 showcased the incredible talent of 16 finalists. The packed audience was treated to a dazzling variety of acts, from vocal solos and duets to a drum solo, a band performance, and even a clarinet and violin duet, along with stirring piano performances.

The evening was expertly hosted by Mr Bridle, whose humour and enthusiasm kept the audience engaged between acts. Meanwhile, the judging panel – Mrs Loch, Mr Gurung, Mrs Hawkes, and Mr Compton - faced the challenging task of selecting winners from such a high calibre of performances.

Highlights of the night included a variety of both upper school and lower school students showcasing their musical talents. Duets and solo vocal performances filled the auditorium with emotion, energy, and sheer talent, proving that the FAB Factor stage is no place for the faint-hearted.

The atmosphere was fantastic, with staff, families and friends coming together to support every performer. A huge well done to all the students who had the courage to step onto the stage – the standard was incredibly high and the judges certainly had a difficult job!

After much deliberation, the judges crowned Lilly as the FAB Factor 2026 Champion, delivering a performance that moved the audience to tears - ending the programme on a high. The audience erupted in cheers as the winner received their welldeserved trophy, marking the culmination of a night filled with passion, creativity, and musical brilliance.

The FAB Factor continues to be a celebration of both talent and community spirit, leaving everyone in attendance inspired and eagerly anticipating next year’s performances.

SCHOOL HIGHLIGHT…

EXPLORING, EXPERIMENTING, EXCELLING: SCIENCE WEEK IN ACTION

Before Easter, Bohunt Farnborough was buzzing with excitement as we celebrated Science Week. Students had the opportunity to take part in a wide variety of engaging and interactive activities designed to spark curiosity and inspire discovery.

From hands-on experiments to thought-provoking investigations, it’s been fantastic to see so many students actively involved, asking questions, exploring ideas, and developing a deeper understanding of the world around them.

Adding to the fun, our teachers got into the spirit of the week by dressing up as different elements from the periodic table, bringing science to life in a creative and memorable way!

A huge well done to all the students for their enthusiasm and inquisitive spirit, and a special thank you to the dedicated science team for organising such an inspiring and enriching week.

We hope this experience has ignited a lasting interest in science and encouraged students to continue exploring, questioning, and thinking like scientists.

BET YOU DIDN’T KNOW…

60 SECONDS WITH HUGH GRIFFIN, CURRICULUM LEAD FOR PE & SPORTS STUDIES, BOHUNT HORSHAM

What inspired you to be a teacher? Loved sport, working with people and it’s in the blood

If you weren’t a teacher, what would you be? In an industry that means I can work with people and have wonderful interactions everyday

What three words describe your job? Fun, inspiring, rushed

Who is your favourite sporting figure? Christian Cullen

Why did you choose to teach at Bohunt? Ethos, vision, feel

Which is your favourite sport and why? Rugby, I played this to a decent level

Do you have any weird hobbies? Not really

Who do you think should win Sports Personality of the Year?

Ben Stokes

What is your greatest sporting achievement? Playing for England when I was 16

What would you say to somebody who wanted to be a PE teacher? Do it!!!!

SCHOOL HIGHLIGHT…

BUILDING CONFIDENCE, CRAFT AND COMMUNITY THROUGH OLIVER!

The curtain had fallen on the school’s production of Oliver! and the sense of pride surrounding it lingered long after the final applause.

What began seven months earlier as a group of enthusiastic students stepping into their first rehearsals had grown into a confident, cohesive company capable of transporting audiences straight into the heart of Victorian London. At the centre of this achievement were two exceptional young performers: Oliver, played with remarkable sensitivity by Oliver himself and the Artful Dodger, brought to life with charisma and confidence by Caoimhe. Oliver, already recognised for his distinction in a LAMDA examination the previous year, gave the story a powerful emotional core through his instinctive understanding of the role. Caoimhe, fresh from being named Student of the Year at Razzamatazz Drama School, added flair and experience to the production having previously played Fagin in a student showcase at the Shaftesbury Theatre in London’s West End. Both students continued working towards their RSL performance awards while leading the cast, demonstrating impressive commitment to their craft.

While the leads anchored the narrative, the true strength of the production lay in the ensemble. Over months of rehearsals, the cast developed not only their performance skills but also their confidence, resilience and sense of community. They supported one another through challenging choreography, complex harmonies and the inevitable moments of self- doubt that accompany any creative endeavour. By opening night, they had become a unified company, each performer contributing to a world they had built together. Their final performance radiated joy, energy and shared pride earning the affectionate description “Glorious!” from the cast themselves. It stood as the strongest production yet not because it was flawless but because it was full of heart.

Behind the scenes, a dedicated team of staff worked tirelessly to bring the vision to life. Their creativity, guidance and attention to detail ensured that every costume, prop and technical cue was ready for the spotlight. Special thanks go to Mrs Brown, Ms Davies, Mr Mundy, Mr L Harris, Mr O’Neil, Mr Kinrade, Mr Adams, Mrs Gal - Bukolyi and Ms Thorn whose support allowed the students to shine as brightly as they did and whose contribution formed an essential part of the production’s success.

Reflecting on the journey of Oliver! highlights the enduring value of school productions. They build confidence, nurture talent, strengthen friendships and create memories that stay with young people long after the final bow. This cast demonstrated what can be achieved when students are encouraged to take risks, collaborate and believe in their own potential. The legacy of this production will be felt for years to come inspiring the next generation of performers preparing to step into the spotlight.

Mrs Griffin

Operations Manager (and Director)

SCHOOL HIGHLIGHT…

MY PATH TO OXFORD RUGBY SUCCESS BY IZZY HEDGES

My rugby journey started in 2019 when I joined Petersfield Rugby Club. With the encouragement from my father and Bohunt, I began to fall in love with the sport. During Year 10 and Year 11, I was pushed to develop and put myself out there as a rugby player. Mr Hayes, my PE teacher, put me forward for county trials. Whilst I was not successful, it was such an incredible opportunity to improve my skills and challenged me to play with girls more advanced than myself. I was also invited to a two-day summer training camp by Mr Hayes; despite being one of just two girls present, it was an invaluable opportunity to play alongside boys who had far more experience and to learn from them. It further boosted my confidence and helped me to recognise girls and women are welcome in the rugby world.

As I moved on to Bohunt Sixth Form, I also switched clubs from Petersfield to Havant, a much larger, more competitive club with a wide range of experienced coaches. Here, I was able to play full 15-a-side games as a winger. I decided I wanted to encourage more girls to play rugby and hope to break down this male stereotype associated with rugby. With the help of another PE teacher, I had the pleasure of creating a girls rugby team at Sixth Form. We ran

morning sessions, taught the basic skills and sought to build their confidence in playing rugby. Unfortunately, it did not take off but nevertheless was a lovely thing to be involved in.

I decided to take a break from rugby in year 13 until I started studying history at the University of Oxford in October 2024. Oxford University Rugby Football Club (OURFC) has been and continues to be a very significant part of my university experience. I have had the privilege of going through such an amazing program full of various opportunities. I started playing at second row for our second team, the Panthers, where I fell back in love with the sport. In November, I was called up to the first team, the blues, and have been in this team ever since. Week in week out we play BUCS matches across the South of England against other universities. The 2025-2026 season has been intensely competitive, with fixtures against Hartpury 2s, Surrey 1s and Bristol — all linked to Premiership Women’s Rugby teams— providing critical opportunities for our development as a team.

The highest sporting achievement one can attain at Oxford is a blue. For rugby union this requires you playing in the Varsity match against Cambridge. I have had the honour and privilege of representing Oxford both in the 2025 Varsity and 2026 Varsity at StoneX in London. In the 2025 Varsity match, I came on as a substitute and was overjoyed to earn my first Blue as a first-year. Just last week I started at number 5 in the 2026 Varsity — a proud milestone that culminated in an overwhelming 52–8 victory. I am excited to continue playing and developing as an OURFC player.

I would like to take this opportunity to sincerely thank everyone who has supported me in achieving my Blue. I would not be where I am today without the encouragement and belief shown to me at Bohunt. From Mr Hayes, who helped me realise that rugby is not a scary sport just for men, to Lucy Hunter, whose exceptional support guided me through the Oxford application process, I am deeply grateful. Bohunt is an exceptional school and sixth form that consistently strives to help students reach their potential and I am proud to say I am a testament to that commitment.

SCHOOL HIGHLIGHT…

TRANSFORMING BOHUNT SCHOOL, LIPHOOK: £1 MILLION INVESTMENT ENHANCES SCHOOL AND COMMUNITY FACILITIES

There has been nearly £1 million investment in Bohunt School, Liphook’s site from Bohunt Education Trust in the last 12 months and the work is now complete.

They have a wonderful indoor dining space, which allows the students somewhere to sit and eat their lunch. It has also proved a fantastic performing space for music and dance, as well as a new venue for break out classroom sessions.

All toilets have been renovated giving 5 brand new blocks to complement I and J block and there is a new food and ‘hang out’ zone for Year 11, which has proven incredibly popular.

The students are delighted by the improvements to the site.

In addition, East Hampshire District Council has invested £800,000 of developer contributions into a full-size, floodlit 3G artificial grass pitch at Bohunt which is a major boost for both community sport and local education facilities. The pitch is available to residents, clubs and community groups – alongside school use – ensuring that the investment benefits both educational infrastructure and wider community wellbeing.

Randall Jull, Head of School, said “We are indebted to The Council for supporting such a significant investment into community facilities that will benefit not only Bohunt students, but our wider community. Alongside our great relationship with our partner clubs, to be able to have this resource, complementing an already fantastic offering from the school, this means we continue to be the hub of our local area, promoting health and wellbeing, alongside our first-class educational provision. The students and footballers are delighted, as are we.”

SCHOOL HIGHLIGHT…

DANCE LIVE! 2026 – A TRULY EPIC PERFORMANCE BY PRIORY SCHOOL DANCERS LANDS THEM 3RD PLACE IN THIS YEARS COMPETITION

Priory School’s Dance Live! entry this year based on the novel ‘1984’, delivered a striking and thoughtprovoking performance inspired by the themes of surveillance, control, and rebellion. The concept followed citizens living in a rigid, monitored society where individuals are forced to conform under the rule of Enforcers.

As the piece developed, a group of Rebels emerged, challenging the system and sparking conflict that ultimately led to chaos. The routine ended with a haunting question about truth, freedom, and who holds power in society.

Year 7 dancer Skye said, “Dance Live! was so exciting to be part of. It was a really great opportunity to perform on a big stage and work with students from other year groups.”

Year 10 dancer Lillian added, “We all worked incredibly hard in rehearsals and it was amazing to see everything come together on the night.”

Students were encouraged to contribute creatively to the performance. Dancers helped develop sections of choreography and offered ideas for costume details, helping to shape the final piece. This collaborative approach meant that everyone felt part of the creative process.

The judges described the concept as strong and relevant, praising the creative choreography, powerful lifts and effective use of multimedia. The final ending left a lasting impression on the audience. Year 11 student Sukie earned an award for her design of the LED background visuals, having been awarded the highest marks. The judges praised how effectively the screen content worked alongside the lighting and movement to create an immersive atmosphere on stage.

Priory dancers and support team should be extremely proud of their powerful and memorable performance achieving 3rd place overall.

SCHOOL HIGHLIGHT…

PRIORY SCHOOL, MINERVA THEATRE, AND A HISTORY OF COURAGEOUS WOMEN WRITTEN BY GRACIE S, YEAR 10

As part of Chichester’s annual Holocaust Memorial Day events, groups of students gathered at the Minerva Theatre to hear the often-unheard stories of courageous women. The talk, delivered by renowned author Kate Mosse, was a way to showcase the women who history forgot. Chichester has hosted Holocaust Memorial Day events since 2015, with education at their core. Speaking to the Minerva Theatre, Clare Apel, chair of Holocaust Memorial Day in Chichester, emphasised that only through education can the appalling horrors of the past be confronted and remembered. This message rings ever true, especially in a climate such as our own as of now.

Kate Mosse is a multi-award winning novelist, historian, playwright, campaigner and performer. As well as having written 14 novels, 5 non- fiction works, a memoir and 4 plays, she now holds her first Young Adult (YA) book to her name, entitled “a feminist history for every day of the year.” This book is full to the brim with women of every background, every profession, and every time, with one thing linking them: the ability to stand up to what they do not believe in, and fight for what they do. Every woman has the ability to find herself somewhere in those pages, an apt reminder that no matter where we are from or who we are, we do not have to make ourselves fit into history, because it is perfectly capable of fitting around us.

The talk itself was beautiful, informative and respectful. It was full of stories of quiet acts of courage, as well as women who gave up life and family for what they believed in. All were important, a reminder that “sometimes, courage is as simple as looking straightforward.” Mosse told the stories of mothers and sisters, daughters and classmates. I think every girl and woman in that room found a part of herself in at least one of the stories told. I know for a fact that I did. Among them, was the tale of a young German girl, Sophie Scholl who with a group of her friends, Scholl founded ‘the white rose’, an anti-nazi group and propaganda campaign. The group dropped leaflets all over Germany, highlighting the horror going on behind a thin veil of ‘practical politics’. They completed 6 successful drops, before being discovered. Scholl was executed by guillotine, at only 22 years old. Her story stuck with me especially, and Mosse had everyone in that theatre in awe with the way she retold the lives of this woman and many others. The stories were so diverse, many of the women being people I had never heard of, let alone gotten the chance to study.

Mosse also talked to us about the importance of hope. In the world we are living in, it can be hard at times, but if the women in history have taught us anything, it’s that hope can and will prevail.

SCHOOL HIGHLIGHT…

A WONDERFUL WORLD OF WORDS AT RUSPER – CELEBRATING WORLD BOOK DAY

Rusper Primary School was buzzing with excitement as pupils and staff came together to celebrate World Book Day with our special theme: “The Wonderful World of Words.” It was a joyful day filled with creativity, imagination and a celebration of the powerful role that words play in our lives.

Children arrived at school dressed as their favourite word. Instead of traditional book characters, pupils chose words that meant something to them, from brave, kind and sparkle to adventure, magic and dream. The creativity and effort that went into the costumes was incredible, and it was wonderful to see the children proudly sharing the meaning behind the words they had chosen.

Throughout the day, classes took part in a range of activities designed to explore how words can shape our thoughts, express our ideas and connect us with others. Pupils created poems, artwork and displays celebrating the power of language, while also reflecting on how the words we choose can show kindness, build friendships and inspire confidence.

One of the highlights of the day was the Rusper Word Scavenger Hunt, which had children eagerly searching around the school for hidden words and clues. The excitement was contagious as pupils worked together to solve the clues and discover the hidden messages. It was fantastic to see such enthusiasm and teamwork as children explored language in a fun and active way.

The day also linked beautifully with our school values of Play, Care and Grow. Children talked about how caring words can make people feel safe and included, how playful words can spark imagination and creativity, and how powerful words can help us learn, question and grow.

World Book Day at Rusper was a wonderful reminder that reading is not just about books, it is about the words that help us understand the world and express who we are.

It was a brilliant celebration of language, imagination and community and a day our Rusper readers will remember for a long time.

SCHOOL HIGHLIGHT…

RESPECT, IDENTITY AND POWERFUL WORDS – WRITTEN BY VERITY, YEAR 6

Verity, a Year 6 pupil in Redwood Class, reflects on learning about LGBTQ+ history through art and literature, and why words and creativity can help people stand up for equality.

Our class has been learning about an inspirational non-fiction book called Stonewall: A Building, An Uprising, A Revolution. It tells a nailbiting but heart-warming story about the important history of the Stonewall Inn. The book explains the terrible events of the 1969 uprising, when members of the LGBTQ+ community were arrested and forced to show identification. Because of this, people were not allowed to express who they truly were.

I honestly think this was completely unacceptable because everyone should be able to be themselves. Whether someone loves the same gender or a different gender, people deserve to feel safe and proud of who they are. Today, the Stonewall Inn is known as a place of pride and safety, where people can feel comfortable and accepted without judgement. Sadly, in some parts of the world people’s rights are still not respected. That is why Stonewall remains not only a powerful building, but also an important moment in history.

Keith Haring

The artist Keith Haring really inspired me because his artwork links closely to what we have been learning. He was a proud gay artist from America who used bright colours and bold drawings to represent pride, identity and community. His artwork communicated powerful messages through simple shapes and energetic designs.

Keith Haring once said, “Art is for everybody.” I think this quote shows how strongly he believed that everyone deserves to feel seen and represented. His work helped people think differently and made the LGBTQ+ community feel more visible and respected in mainstream culture. Because of this, he has left a lasting legacy that still inspires people today.

The Power of Words

Words are powerful and they must be used carefully. They can make people feel supported and valued, but they can also cause harm. Racist, homophobic or sexist language can hurt people deeply and stop them from living happily and freely.

That is why the work of Rob Sanders, the author of Stonewall, and Keith Haring inspired me so much. Through writing and art, they used their voices to challenge unfair treatment and encourage acceptance. Their work reminds us that words and creativity can bring people together.

This project helped me realise something important: words and art have the power to change how people think. When we use our voices for kindness, respect and equality, we can help make the world a better place.

By Verity, Year 6 – Redwood Class

BET YOU DIDN’T KNOW…

MEET THE HOUSEPARENTS WHO MAKE BOARDING FEEL LIKE HOME

TANIEL HAMMOND

What gets you out of bed in the morning?

Aside from my new puppy Bodhi or the occasional early morning message from a student, it’s the energy of a new day in the boarding house. No day is the same here, one day you will be singing karaoke and the next day you will be helping a student get a spider out of their room!

How would you describe your job to a student?

We’re like “Home-away-from-home parents “ to all boarding students. We make sure everyone is happy and safe. Whether students are sick, need something yummy to eat or have had a bad day then we will be there for them.

When does your day as a houseparent start and end?

The day starts at around 7:00 AM to get students out of bed and fed breakfast. We then make sure they get to school on time. They then head to bed in the evening, our day usually winds down once the final “good nights” are said and the house is quiet, often around 10:30 PM or 11:00 PM. However, being a houseparent means being “on call” for those midnight emergencies.

What does a typical day look like?

Morning consists of wake-up knocks (sometimes several), making sure everyone has a good breakfast and then making sure they depart for school. Houseparents will then catch up on emails, prep for the evening or do meetings with various teams. When students return from school, we are there to greet them and ask them how their day was, usually with a snack (which we call ‘SLOGS’ in boarding). We then run extra clubs in boarding such as baking and model clubs before we eat dinner together then it is onto Home Learning or homework time.

“There’s nothing quite like seeing a student who arrived shy and homesick become head girl or boy.” — Taniel

“One day you will be singing karaoke and the next day you will be helping a student get a spider out of their room!” — Taniel

What are the most rewarding aspects of your role?

Watching the students grow into independent adults. There’s nothing quite like seeing a student who arrived shy and homesick to becoming head girl or boy, or conquering their fears at Thorpe Park. Boarding allows for so many opportunities and growth for our students so it is so rewarding to assist in this process.

And the most challenging?

My home is on-site, so sometimes it is hard to ‘switch off’ or to make the difference between work and personal time. However, I absolutely love my home and wouldn’t change my ‘neighbours’ for the world.

In what ways do you think our students benefit from the boarding experience?

We allow for a lot of independence such as using cooking equipment to cook their own meals or going into Brighton shopping for the day. They are also able to connect with boarding students from all around the world. They make friendships to last a lifetime and gather key life skills.

What previous jobs have you done and did they help to prepare you for what you do now?

My background has always been about young people. I trained as a teacher, which taught me how students learn, and worked as an Au-pair, which was the perfect ‘bootcamp’ for the domestic side of boarding. Combining classroom structure with the nurturing role of an Au-pair means I’m prepared for both the homework help and the bedtime chats!

What do you like to do in your spare time?

Being born in South Africa, I love being outdoors and in the sunshine; this includes going on countryside walks with my husband and dogs. Another favourite hobby of mine is Pilates!

SARAH OLIVER

What gets you out of bed in the morning?

Houseparent duties! I tend to do the 7:30am wake-up knocks. On my day off I try to get out in nature and get some early morning sunlight.

How would you describe your job to a student?

I am their mum at school! I care for the children and genuinely interact every day as their parents would do were they living at home. This means making sure they are safe and fed, getting enough sleep, cajoling if necessary, ensuring homework is kept on top of, and advocating for them when they need support or guidance.

When does your day as a houseparent start and end?

It can be a long day! I start at 7:30am when I do wake-up knocks and some evenings I am also doing the bedtimes- ensuring lights out and everyone settled across the whole house- 11pm for the Sixth Formers.

“I get a real sense of satisfaction helping young people grow into themselves and blossom.” — Sarah

What does a typical day look like?

There tends to be no ‘typical’ day as we are dynamic and responding to needs. But there will always be some wake ups or bedtimes, some admin and planning (we love to do trips and activities which take a lot of planning), interaction with students, interactions with parents and teachers and help to run clubs or activities. I currently run a baking club once a week.

What are the most rewarding aspects of your role?

I think I am a natural caregiver so I get a real sense of satisfaction helping young people grow into themselves and blossom. My approach is always about building relationships and taking time to get to know everyone. My house ‘Bolton’ has just enough students that I can give everyone my attention and join them on their journey navigating the highs and the lows of teenage life!

It is so interesting learning about all the different backgrounds people come from. This academic year, we have had 3 students arrive from the Falklands of which I knew very little about. My mind has been blown learning about Falkland Island life.

And the most challenging?

I would say the long days. I have to be strict with myself and have boundaries otherwise I could probably work 24/7 as there is always something to do. However, the rewards clearly outweigh the challenges and I love the boarding life.

In what ways do you think our students benefit from the boarding experience?

Boarders are resilient. They learn how to interact with different people, build tolerance of others, manage their own time independently, become confident travelling to different places, and pushing themselves out of their comfort zone. As a stepping stone to university, it’s perfect.

What previous jobs have you done and did they help to prepare you for what you do now?

I left school after my GCSEs because I actually didn’t enjoy school. I trained as a hairdresser for a while but soon realised that could not be my forever job. When I was in my early 20s I lived and worked overseas for IKEA’s ‘Pilot Store’ and Business College in the Netherlands. I then moved back to the UK and worked in PR for Aldi supermarket.

When I became a mum I realised something I never thought I would - I quite like kids! So I trained as a primary school teacher but was soon drawn to teaching older students and young people who needed more emotional support. This led me to being based 5 years in a Secondary School Pupil Referral Unit, a special school for students who are at risk of or who have been excluded from school, I then ran a youth work project for a charity within a school which was facing many challenges. My remit was to provide respite, raise aspirations, supporting mental health and well being, building resilience and life skills. These 2 jobs involved many residentials, clubs and trying new activities. My role before SGS was in another boarding school in the girls boarding house as well as looking after all the students who were on bursaries.

I love to keep learning so I have also trained as a yoga teacher, I have an RHS qualification in horticulture. I am a Mental Health First Aider, I have taught in a school farm, ran Young Carers & LGBTQ support groups, volunteered on residentials for children of parents in the armed forces in the Army Welfare Service, worked in music festivals in the summer holidays and probably the biggest learning curve has been the job of being a mum myself.

What do you like to do in your spare time?

I love the outdoors, nature and gardening and lately I have gotten into reformer Pilates. When Mrs Hammond and I aren’t working togetherwe can be found at a pilates class together!

SCHOOL HIGHLIGHT…

STUDENTS DRIVING CHANGE AT SGS THROUGH LEADERSHIP PROJECT

Students at SGS are using their voice to shape the learning experience in school through an exciting leadership project.

In Autumn 2023 SGS set up a Learning Improvement Team, made up of students from Year 7 to 13 with the aim of giving them an important opportunity to develop ideas about how to improve learning.

Two years on, their work has directly contributed to positive changes in the school, including staff training on monitoring iPads, and a new conduct curriculum for students on how to use iPads, in Year 7.

Every half term the students work with Assistant Headteacher, Naomi Hursthouse, discussing and researching different aspects of learning. So far they have looked into what makes learning enjoyable, the use of technology in the school and are now starting a project on feedback.

Naomi said: “Through their participation in the team, students have grown in confidence, improved their ability to see things from other people’s perspective and developed their public speaking and research skills. The students have acted as excellent ambassadors to the school, working with visiting teachers, parents and other schools.”

The students went through a tough process to be appointed. After completing an application, they had to deliver a presentation and interview to an interview panel, including members of the senior leadership team.

Here is what two students had to say about their involvement with the Learning Improvement Team.

Emilia (Year 8): “I have been on the team since the beginning of Year 7. I wanted to be a part of it to make our school better for years to come. If I could make one big change at our school it would be to change the lesson times to a bit earlier as I have noticed kids at SGS complaining about lunch being late and I think we would benefit from having it earlier.

I’m extremely proud of how last year we managed to get the staff re-trained in the iPads so our school wouldn’t misuse them. I think the biggest challenge students face is the amount of homework due every week. I have heard first hand how much kids are struggling from the jump from primary to secondary and my advice to Year 7s would be to do your homework the day it’s set.”

Maddie (Year 10): “I have been in the Learning Improvement Team since Year 8 and I wanted to get involved to help make a difference in the school and be a student voice. I think our biggest success so far has been to help the iPads become better for the school. We went into lessons and monitored the use of iPads. We then fed back to Mrs Hursthouse and she implemented some things for iPads like, she made sure all the teachers put up all the lessons onto Showbie and she banned some websites and apps.

I think the biggest challenges facing students at the moment is mental health and I would like to focus on that.”

SCHOOL HIGHLIGHT…

TPS DANCE LIVE! PERFORMANCE EARNS TOP AWARDS

The Petersfield School (TPS) were thrilled to take part in this year’s Dance Live! - an event that continues to inspire creativity, teamwork, and a real passion for the performing arts. Our 2026 piece, A Celebration of David Attenborough: The Final Chapter Is Ours to Write, explored the beauty and fragility of the natural world through dance and vibrant visual storytelling.

This ambitious performance brought together more than 70 students from Years 8–11, all of whom dedicated weeks of rehearsals, planning, and preparation to bring the piece to life. Travelling to the Portsmouth Guildhall was a truly exciting moment for the students, and the atmosphere on the day was brilliant. From the morning technical rehearsals to the final performance, they approached every stage with fantastic energy, maturity, and enthusiasm.

We were immensely proud of how our students conducted themselves throughout the entire experience. Their professionalism backstage, their support for one another, and their commitment to the project reflected everything we value in the arts at TPS. Their hard work shone through on stage, and the group delivered a powerful, beautifully coordinated performance that captured the audience’s imagination. We were delighted that their talent and dedication were recognised with several awards, including the Video Journey Award , Costume Award , and the coveted People’s Choice Award — a true testament to their creativity and teamwork.

A huge well done to every student involved, and our thanks to the staff and families who supported the journey.

SCHOOL HIGHLIGHT…

TPS TAKES LEARNING GLOBAL OVER HALF-TERM

TPS were fortunate to have three overseas trips running over February half term. Our Geography students visited the volcanic Azores, MFL students enjoyed exploring Malaga and RE students toured Rome. Three students who were lucky to attend these trips have given us a great taste of each of these very different locations.

THE AZORES BY ISLA W

This trip was aimed at helping our understanding of tectonics, as the Azores experiences a lot of volcanic activity. On the first day on the island, we went to a beautiful viewpoint overlooking much of the North side of São Miguel Island, before going to a local tea plantation and trying some great tea. In the afternoon, we visited an area with many hot springs and geysers. This really helped our geography knowledge as we are now able to visualise these natural wonders. On our second day in the Azores, we visited a small, locally run pineapple plantation where we were able to taste the fresh pineapples and even try pineapple ice cream! Later, we hiked along a dramatic coastline and passed through lovely villages. On Monday, we walked to two stunning and unusual beaches. The first was very

rocky and was actually a solidified lava flow! The second was calm and in a secluded bay but had grey sand, like all the sandy beaches in the Azores. This phenomenon is caused by the country’s rich volcanic activity. On our final day, we looked down on two pretty lakes from a mountain viewpoint and visited a large underground system of lava tunnels. These tunnels were incredible: we could even see where the lava dripped from the ceiling of the caves! The most enjoyable moment of the trip for me was in a picturesque botanical garden we visited. We got to run across a chain of stepping stones in a pond which was very fun and also funny! Overall, I thoroughly enjoyed the Azores trip as we visited amazing sites, I was never bored, and I found the food delicious.

BY MILLIE D

Year 9 Spanish students went to Malaga to practice our Spanish speaking skills and learn more about the rich culture of Spain. We got the opportunity to do many incredible activities including a paella making course, a trip to the zoo, a visit to the video game museum and so much more, while also getting some free time to explore Malaga and enjoy time with friends. One of my favourite moments from the trip was getting to go to a tapas restaurant where we tried loads of authentic Spanish dishes.

I loved the Malaga trip as I got to try so many new things that I hadn’t before, and I felt like I learnt a lot and got many chances to practice my Spanish speaking skills.

The purpose of the trip was to learn about Christianity and Ancient Romans. On the trip we went to many different cathedrals including the largest in the world, and famous landmarks like the Sistine Chapel and the Colosseum. Every day was full of places to go and things to do. We went to a different restaurant every evening and the food was delicious. My favourite part was either going to the Colosseum or when we got to make our own pizzas. I thought the trip was incredibly fun and a great experience.

SCHOOL HIGHLIGHT…

A DAY BEYOND THE CLASSROOM: SPRING TRIP DAY AT BOHUNT WOKINGHAM

On 6 March, students and staff at Bohunt Wokingham came together to enjoy our inaugural Spring Trip Day. The event was developed by the school’s Heads of Faculty as a way to provide students in Years 7–10 with a wider range of unparalleled opportunities beyond the classroom.

Each faculty took responsibility for planning experiences for a particular year group. For example, the Communications Faculty organised the programme for Year 7, enabling staff to share their expertise and design engaging activities for students to enjoy. By offering such a diverse range of experiences, the day aimed to enrich students’ learning and further develop the cultural capital of our school community.

Our Year 7 students took part in a variety of literature-inspired activities. Some travelled to London for a Harry Potter walking tour, while others enjoyed a themed Hogwarts experience at school. Additional options included an Oxford Literature tour or a Greek myth-inspired day on site.

The Creative and Performing Arts Faculty organised an exciting programme for Year 8. Students could choose between thrilling offsite visits to Go Ape or the Paradox Museum, or remain in school to compete in the energetic and creative Alternative Olympics.

For Year 9, the day focused on sustainability, with activities led by the Humanities and STEM faculties. One group visited the Natural History Museum to explore the inspiring Fixing Our Broken Planet gallery. Meanwhile, students in school investigated topics such as Sustainable Fashion and the School Ecosystem. Another group travelled to Silverstone Circuit, where they learned about the history and innovation behind British motor racing.

Finally, Year 10 students were led by the Maths, Business and Computing Faculty. Most visited the Science Museum, where they explored exhibitions linked to mathematics, technology and computing. Students who remained on site took part in workshops on Shape, Nature and Art or Maths and the World of Work.

The day was a great success, with very positive feedback from both staff and students. It was wonderful to see students enjoy such a wide variety of experiences while representing the school with respect and maturity during their visits. We look forward to gathering further feedback so that we can continue to develop and enhance Spring Trip Day, ensuring even more unparalleled opportunities for students in the years to come.

by Thom Bartlett, Head of Humanities and Trip Days Lead

SIGN-OFF FROM INTERIM HEADTEACHER, DAVID BIBBY

It has been a fantastic term for our Gamechanger students at Bohunt Wokingham. Students have continued to demonstrate excellent engagement in lessons alongside strong participation in our co-curricular programme, including clubs, sporting fixtures and a wide range of trips and enrichment opportunities. We are also excited by the continued progress of our new sixth form, BW6, with the building development moving forward well. Early indications suggest we are on track to welcome an inaugural cohort of between 130–150 Year 12 students in September, which is a wonderful milestone for the school.

As my time as Interim Headteacher at Bohunt Wokingham comes to an end, I would like to thank the entire BET community for the warm welcome and support I have received. It has been a privilege to work alongside colleagues across the trust. I am confident that the school and the trust will continue to thrive and that our students will go on to achieve great success.

From David Bibby, Headteacher

A note from all at BET – We would like to express our sincere thanks to David Bibby for his leadership as Headteacher over the past year while Jen Comber was on maternity leave. We are also absolutely delighted to welcome Jen Comber back!

STUDENT/TEACHER INTERVIEW

CREATING SOMETHING NEW: BW6 THROUGH STUDENT AND TEACHER EYES

What excites you most about being part of a brand-new sixth form?

Miss Stacey: I’m really excited about the challenge of being part of something completely new and helping to create new opportunities for our students. In particular, I’m looking forward to teaching English at A Level and exploring the subject in much greater depth with students who are passionate about literature.

Abi G: It’s exciting to be able to help shape what the sixth form will become. Because it’s new, we’ll have the chance to build the culture together and have a real say in how things develop.

How do you think Bohunt Wokingham Sixth will be different from other sixth forms?

Miss Stacey: I think there will be a wider range of opportunities available to students. We’re hoping to offer more trips, visits to universities and even opportunities abroad. The building itself has been designed with lecture-style learning spaces, which will help students transition towards university-style study.

Abi G: I think it will feel more like a community because it will be smaller and everyone will be starting at the same time. We’ll all be new together, which will make it easier to support one another.

Miss Stacey: Many students will also already be familiar with the Bohunt values and know each other, which will help create a strong and supportive environment from the start.

“It’s exciting to be able to help shape what the sixth form will become.” ‑ Abi G

“Everyone - both students and teachers - will be starting this new sixth form together, which is really special.”‑ Miss Stacey

What kind of culture are you hoping we build here in our first few years?

Abi G: I hope it’s a hardworking and motivated environment where students really want to do well.

Miss Stacey: Independence will be really important. Sixth form is very different from lower school because students have more directed study time, and learning how to use that time effectively makes a huge difference. Developing good study habits and learning to work independently will be key.

Abi G: I’m also excited about the library and study spaces where students can sit and focus on their work. It will be great to have a good balance between studying and relaxing, with spaces like the café as well.

What do you enjoy most about teaching A Level compared to younger year groups?

Miss Stacey: I enjoy teaching at a higher level and having more in-depth discussions about English literature. At A Level, lessons often feel like genuine conversations where students can share ideas and challenge different interpretations. It’s exciting to work with students who are enthusiastic about the subject and to see them go on to their next steps, whether that’s university, careers or other opportunities.

How is A Level study different from GCSE in your subject?

Miss Stacey: The structure of lessons is quite different because students take much more responsibility for their own learning. There is a big step up in terms of the depth of study and the amount of wider reading required. Discussions are more analytical and students are expected to explore ideas in greater detail.

Abi G: A Level lessons will be more collaborative, with lots of group discussions where students can share ideas and develop their analytical skills together.

What kind of student thrives in your A Level class?

Miss Stacey: Students who are engaged, enthusiastic and motivated tend to do very well. It’s also important to be a critical thinker—someone who is willing to question ideas and challenge interpretations rather than simply accepting things at face value.

What skills do you hope students will develop in your subject by the end of Year 13?

Miss Stacey: Confidence is one of the most important skills students will gain. Alongside that, they will develop strong revision and research skills, learning how to gather information effectively, identify reliable sources and decide which ideas are most important.

How does your subject prepare students for university or careers?

Abi G: Studying English helps develop empathy and a deeper understanding of different perspectives. It encourages you to think about both sides of an argument and understand people and their experiences.

Miss Stacey: It also develops many transferable skills that are valuable in the workplace, such as analysing situations, communicating ideas clearly and understanding different viewpoints.

What advice would you give to students choosing your A Level?

Miss Stacey: Read as much as you can. Reading around the subject and completing any pre-reading will make a huge difference. For example, being able to read several chapters in a week should feel manageable, and the more you read, the stronger your understanding of the core texts will become.

Abi G: It’s helpful if you enjoy making connections between different texts. Many authors link to each other in interesting ways, and recognising those links can really deepen your understanding.

What opportunities do you hope Bohunt Wokingham Sixth will give students that they might not get elsewhere?

Abi G: The opportunity to be taught by Miss Stacey!

Miss Stacey: Everyone—both students and teachers—will be starting this new sixth form together, which is really special. Students will have the chance to influence decisions and shape the direction of the sixth form from the beginning. Classes will also be smaller, and students will be taught by teachers who are passionate about their subjects.

Abi G: Because everyone will be new, it should feel more collaborative. There won’t be pressure to be perfect straight away— we’ll all be learning and growing together.

What has been your proudest moment as a teacher so far?

Miss Stacey: There are small moments every day that make me proud as a teacher. It might be watching a student perform in a school production or seeing a student who hasn’t spoken in class for months finally share their ideas. The Year 11 leavers’ assembly is always a particularly emotional moment—it’s lovely to see everyone together, relaxed after finishing their exams, reflecting on everything they’ve achieved.

If you could give one piece of advice to our first sixth form students, what would it be?

Miss Stacey: Start as you mean to go on. If you develop good habits and discipline early on, it will prevent things from building up and becoming stressful later. Most importantly, remember that you chose your subjects because you enjoy them—so embrace the opportunity to explore them in depth.

“Start as you mean to go on… remember that you chose your subjects because you enjoy them - so embrace the opportunity to explore them in depth.”

‑ Miss Stacey

SCHOOL HIGHLIGHT…

A COLOURFUL CELEBRATION OF CULTURE WEEK

As part of Culture Week, Year 9 students enthusiastically took part in celebrating the vibrant festival of Holi. The event was a wonderful opportunity for students to learn about and experience different cultural traditions in an engaging and meaningful way.

Holi is widely known as the Festival of Colours, celebrated in India and around the world. It marks the arrival of spring and symbolises joy, unity, and the triumph of good over evil. During the festival, people traditionally throw coloured powders, dance, and celebrate together, breaking down social barriers and spreading happiness. The bright colours represent positivity, new beginnings, and the diversity of life.

One of the key activities was Holika Dahan, a traditional ritual symbolising the victory of good over evil. Students participated by writing down their negative thoughts and worries, then symbolically “burning” them in a safe and supervised setting. This activity encouraged reflection, positivity, and a fresh start.

The celebration also included a traditional game called Lagori, where students worked in teams to knock down and rebuild a stack of stones while avoiding being tagged by the opposing team. The game brought lots of energy, laughter, and teamwork.

As part of the wider Culture Week activities, students also explored Japanese art. They had the opportunity to try traditional techniques, creating their own artwork inspired by Japanese styles. This hands-on experience allowed students to appreciate the precision, creativity, and cultural significance behind the art form.

In addition, students enjoyed tasting and learning about foods from around the world, including dishes from Sweden, South Korea, South Africa, the USA, and Paraguay. This gave them a chance to explore different flavours and understand how food reflects culture, traditions, and daily life in different countries.

BET YOU DIDN’T KNOW…

INTRODUCING LOUIS KAHN, GEOGRAPHY TEACHER

What inspired you to be a teacher?

My teachers at school and sixth form who persevered with my behaviour inspired me to be a teacher. They were some of the only positive role models I had in my life, inspiring me to be a better person and change my attitude. Secondly, during a trip to Sri Lanka I did a Workaway at an English Institute set up by a guy named Mahesh. He ran cheap English language sessions for local people spearheaded with the ethos of equipping young people with the valuable skill of another language.

If you weren’t a teacher, what would you be?

I’d be a chef or sommelier. I was a chef/pizza chef for about 5-6 years before training to teach. I also am fascinated with wine and was either going to study my WSET Level 2 or train to teach, gladly I chose to teach.

What’s the best part of your job?

Never a dull moment, everyday brings new challenges and learning and getting to know and understand the pupils.

Who are your heroes?

Julian Assange, Simon Reeves and Harry Hill

Why did you choose to teach at Worthing?

The ethos of enjoyment was attractive as kids should leave school with fond memories and not pure hatred. It was also attractive to have the opportunity to work in a tech focused school which offered pupils a holistic, pupil centred approach to education.

Tell me a little about a teacher that inspired you. Mr Rhead and Mr Chotai. Both were incredibly understanding teachers who took my background and upbringing into consideration when dealing with me. So supportive, strict and warm.

What is one exciting teaching method you use?

Ipads have changed the game for me. But, I also love getting pupils to teach by letting them explain concepts and processes to the class like a teacher. They seem to love getting involved with that.

What are your thoughts on education today?

Education provisions and considerations of pupils’ background have come a long way since I was at school. Pupils are always put first and the standards of teaching have become more inclusive.