Cranford Review 2017

The “Cranford Review” © is a publication of Cranford Community College. Is an annual high standard produced magazine which provides an archive document highlighting various aspects of the life of the academy, its staff, students and community from each academic year. It is a wonderful read and a useful historical document which, with its termly sister publications and occasional special editions, also serves to describe the values of the academy and support the aspirations of the academy, its staff, students and wider community. A colorful layout with a wide range of topics comprising events, extracurricular activities, recognition awards, initiatives, trips and excursions among many others. Hard copies are provided to stakeholders including families, staff, partners, visitors, prospective parents/students, prospective employees and others with an interest or stake in the academy and its students. Headteacher & Director: Kevin Prunty / Editor-in-chief: Jessica Joyce / Graphic Design: Enzo Gianvittorio Danese (Enzo GD) / Printed by: Springfieldpapers.com

The “Cranford Review” © is a publication of Cranford Community College. Is an annual high standard produced magazine which provides an archive document highlighting various aspects of the life of the academy, its staff, students and community from each academic year.
It is a wonderful read and a useful historical document which, with its termly sister publications and occasional special editions, also serves to describe the values of the academy and support the aspirations of the academy, its staff, students and wider community. A colorful layout with a wide range of topics comprising events, extracurricular activities, recognition awards, initiatives, trips and excursions among many others. Hard copies are provided to stakeholders including families, staff, partners, visitors, prospective parents/students, prospective employees and others with an interest or stake in the academy and its students.
Headteacher & Director: Kevin Prunty / Editor-in-chief: Jessica Joyce / Graphic Design: Enzo Gianvittorio Danese (Enzo GD) / Printed by: Springfieldpapers.com


Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

2016 / <strong>2017</strong>

Editorial 2016 / <strong>2017</strong><br />

This<br />

has<br />

examination results remain strong<br />

been a great year for <strong>Cranford</strong><br />

on so many different fronts. Our<br />

despite the new tougher grading system brought in<br />

this summer at GCSE. The attainment of our students<br />

remains significantly above average as does their<br />

progress when examining the new ‘Progress 8’ score.<br />

We are delighted that so many of our Sixth form students<br />

have scored very highly at A level and are going on to<br />

study at the most prestigious Russell Group universities<br />

in the UK including the London School of Economics,<br />

Kings College London, Warwick University and Bristol<br />

University to name but a few.<br />

In addition to outstanding teaching and achievement,<br />

our students continue to benefit from a vast range of<br />

additional enrichment opportunities and activities such<br />

as the Eton University Summer School. This year, we<br />

hosted the Duke of Edinburgh awards at <strong>Cranford</strong> for<br />

the first time and the uptake of this programme among<br />

our students goes from strength to strength.<br />

We remain immensely proud of our international links<br />

with schools in the best performing systems across<br />

the Globe including China, Brazil, Thailand, Korea,<br />

Japan, Finland, and the United States. These are unique<br />

opportunities open to students at <strong>Cranford</strong> and the<br />

breadth of experience gained from these experiences<br />

is of immense value.<br />

Students at <strong>Cranford</strong> continue to develop as leaders<br />

within the school and beyond. This year we hosted<br />

a Student Leadership Conference and many of our<br />

students took up the opportunity to be involved in<br />

politics through events held at the Houses of Parliament<br />

as well as direct experience of the General Election<br />

campaign in June <strong>2017</strong>.<br />

Our partnership with Berkeley Primary School<br />

continues to flourish and we are delighted that this<br />

year, Berkeley has had its best results ever at every<br />

Key Stage. The school is truly a great place and is now<br />

hugely oversubscribed. This is a great transformation<br />

over a short period of time.<br />

Despite changes to how examination subjects are rated<br />

in the school performance tables, the Arts at <strong>Cranford</strong><br />

remain incredibly strong as you will see through the<br />

many stunning art, drama and music activities taking<br />

place in the school. Whilst we promote academic<br />

excellence at every opportunity we also have a deep<br />

commitment to develop the ‘whole person’. I am<br />

therefore immensely proud of the many awards our<br />

students achieve as for example with the Jack Petchey<br />

awards where we recognise excellent contributions to<br />

the school community and beyond, and our students<br />

winning the EU Commission poetry competition.<br />

This review provides you with a flavour of the extensive<br />

range of opportunities available to students at <strong>Cranford</strong>.<br />

I hope that you enjoy reading it.<br />

Kevin Prunty<br />

(Executive Headteacher, National Leader of Education)<br />

2<br />

<strong>Cranford</strong> <strong>Review</strong> 2016-<strong>2017</strong><br />

Executive editor: Jessica Joyce | Assistant editor: Philip Dobison | Graphic design: Enzo Gianvittorio<br />

Printed by: Cleverbox.co.uk | Copyright © <strong>Cranford</strong> Community College - <strong>2017</strong>

Student<br />

Leadership<br />

Conference <strong>2017</strong><br />

<strong>Cranford</strong>’s Student Leadership conference on Wednesday 8th<br />

March <strong>2017</strong> with over 400 staff and students attending in a full<br />

day of collegiate activities focused on team-building, creative<br />

brainstorming and blue-sky thinking about ideas for future innovations in<br />

the school based around the core theme of Student Leadership.<br />

The day, began with a keynote address from Executive Headteacher Mr<br />

Kevin Prunty and focused on the importance and future of education both at<br />

<strong>Cranford</strong> and worldwide. Participants worked in four strands based around<br />

key values of the school: Pride, Respect, Learning and Aspiration. Much of<br />

the creative thinking and strategising came from smaller working groups of<br />

staff and students who focused on school improvement and student leadership.<br />

There were a number of light-hearted but interesting ideas presented and<br />

already practical changes have been implemented to build student leadership<br />

and responsibility and ensure students have a voice. The positive<br />

atmosphere generated by the day was a key outcome and an action plan<br />

is being completed considering short, medium and long term change.<br />

Significant alterations to the spaces available for students at social<br />

times, both to learn, exercise and relax, have been put into place and a<br />

new cycle of registration activities has been implemented with the aim<br />

of building on this positivity and generating the ‘family’ environment<br />

the pastoral team believe form classes must embody. Additionally,<br />

within form time, tutors are beginning to pilot a ‘shout out’ space<br />

for students to praise the achievements of their classmates. These<br />

positive messages of reinforcement also feed into the outcomes on<br />

mental health, a key area highlighted by the conference. Work in this<br />

important area has begun with form time reflection activities, the school councillor’s<br />

drop in sessions including how to cope with exam stress. It also provided a launch<br />

platform for the peer-mentoring programme which is running alongside the Hounslow<br />

Promise mentoring scheme.<br />

The conference was successful and the involvement of prefects and year group<br />

councils in its planning and delivery was a very good example of student<br />

leadership in action. This was only the first stage in the process of<br />

building student leadership in across the school. Medium term priorities<br />

include more specific leadership roles for students including subject<br />

specialists, further support for mental health, the school marking policy,<br />

development of the PSHCE, Period 0 and WFactor programmes.<br />

Kevin Biggs (Senior Teacher)<br />


When<br />

“Face Value”<br />

An Arts Intergenerational Project<br />

I was approached about this project in December 2016, I<br />

wasn’t quite sure what shape it was going to take. What I<br />

loved about it was its organic nature, where the artists Marion Pike, Frances<br />

Rifkin and Nikki Rolls took what the students gave them and created artistic<br />

moments through this. Augusto Boal’s style of theatre is very much about<br />

changing the human condition and helping us to see things differently, and<br />

this is what “Face Value” did as a visual and theatre arts project.<br />

Participants consisted of students, young community members and elders<br />

from the local area working both independently and with the older people<br />

involved from Hounslow Seniors Trust to explore their perceptions of each<br />

other. In the first session they worked with visual artist Nikki Rolls to create<br />

a painting based on perceptions young people have of older people and vice<br />

versa. These perceptions were also recorded so that we were exploring other<br />

senses to make us aware of each other. Nicki Rolls works with film, painting, drawing<br />

and installation to produce works which explore cinematic and virtual worlds and the<br />

tension which arises between the natural world and its appropriation by technological<br />

process. She seeks to interrupt and break down this process, attempting to wrest the<br />

image from the grasp of technology. Nicki is a London based artist. She graduated<br />

from Central Saint Martin’s College of Art and Design in 2005 with a BA (Hons.) Fine<br />

Art and in 2011 she completed her MA in Fine Art at London Institute, Wimbledon<br />

College of Art.<br />

The following sessions used Boal’s Theatre of the Oppressed techniques with Frances<br />

Rifkin, to explore the relationships young people have with older people and the lack of connections<br />

that exist. But the focus soon shifted to explore the common ground and finding solutions in<br />

relationships to create a more harmonious family, society, individual so we as humans can<br />

create a better world. Frances founder and lead practitioner at UtopiaArts knows her stuff.<br />

She gained her experience working at the coal face of political theatre recording stories<br />

on the picket lines of the miners strike. She has written papers and led academic classes<br />

examining participatory ethics within the arts, social and welfare sectors. The focus of her<br />

work is taking forum theatre and Theatre of the Oppressed techniques into the community<br />

to health and wellbeing professionals and its service users.<br />

During the sharing on 28th March <strong>2017</strong> a parent of one the students at <strong>Cranford</strong> also<br />

participated in the performance, which she thoroughly enjoyed. She acted<br />

alongside her daughter where her daughter was playing the mother…roles reversed<br />

to help them see the situation from another perspective.<br />

In the last few sessions participants created their second visual art piece to see<br />

if their perceptions had changed of each other through the drama sessions. The<br />

project culminated in an event at Chiswick Town Hall on Friday 31st March<br />

<strong>2017</strong>, where the participants performed their work to a very diverse audience of<br />

families, councillors and artists. They watched older people do a Bollywood dance<br />

and some contemporary dance with Ballet Rambert. It was an event where people<br />

shared conversation, shared an arts experience and had fun The focus was not<br />

on the outcome of the project but much more on the journey for the participants<br />

in understating each other and being transformed deeply as part of the process.<br />

2<br />

Seema Sethi (Head of Drama, School and Community Arts Development)

Zeroplus<br />

Theatre<br />

Teachers<br />

Preview<br />

“<br />

Theatre in education is a powerful tool to engage students both in theatre and the issues<br />

they are faced with and the need to reflect on to bring about social change”<br />

Our<br />

resident theatre in education<br />

company, Zeroplus Theatre,<br />

based here at <strong>Cranford</strong> Community<br />

College, held a teachers’ preview for<br />

both primary and secondary schools in<br />

Hounslow on Tuesday 10th January <strong>2017</strong>.<br />

Teachers had the opportunity to watch and<br />

hear some extracts from the performances<br />

to give them a flavour of the work that<br />

Zeroplus Theatre are currently touring, all<br />

of which have been available throughout<br />

this academic year.<br />

They performed scenes from:<br />

The Maharajah and the Kohinoor<br />

- showcasing British Asian heritage -<br />

key stages 1, 2 and 3 - history, English,<br />

geography and drama.<br />

Agent - address the plight of refugees<br />

and economic migrants - key stage 4 -<br />

PSHCE, RE, history and English.<br />

And readings from:<br />

My Grandad and I - faith symbolism<br />

- key stages 2, 3 and 4 - RE, PSHCE,<br />

English<br />

All Our Heroes - 1914 WW1 -<br />

South Asian and overseas soldiers’<br />

contribution to WW1 - history, PSHCE,<br />

RE and geography.<br />

The evening was a great success and gave<br />

us a chance to sample some of the work,<br />

look at the resource material and speak<br />

with the workshop leaders.<br />

Seema Sethi (Head of Drama, School and<br />

Community Arts Development)<br />


Targeted<br />

Intervention<br />

Days <strong>2017</strong><br />

Personal Development Day<br />

On<br />

Tuesday 17th January <strong>2017</strong> the school collapsed the timetable<br />

and we spent time developing our understanding of personal,<br />

social, health and citizenship education. This year saw a big focus on<br />

mental health with all students working completing a mental health<br />

workshop looking at mental and emotional<br />

health and strategies to manage it. The school<br />

also spent time looking at drugs education and finding out about the risks of<br />

drugs. There was a bespoke programme for each year group that supported<br />

students including year 7 students managing loss including bereavement,<br />

separation and divorce. Year 8 students looked into the impact of cancer,<br />

the developmental of physical health and explored relationships. The year 9<br />

cohort developed their understanding of self-esteem and dealing with criticism<br />

and looked at the impact of gambling and its consequences. Students in year 10<br />

spent the rest of the day looking at health and wellbeing linked to relationships,<br />

including working with nurses on sexual health. They also found out about<br />

being pregnant and a parent and the impact this has on their lives. Year 11<br />

students spent time looking and managing loss and failure as well as making<br />

informed decisions about their life, whilst exploring the impact of media on<br />

their lifestyle. Students in year 12 developed their understanding of consent, parenthood,<br />

adoption and fostering and sexual health. Finally, year 13 students spent time looking at preparing<br />

for the future considering personal finance and living on their own with various external organisation<br />

and thinking about the impact of leaving school and starting the next steps of their lives.<br />

Careers TI Day<br />

On<br />

Tuesday 7th February <strong>2017</strong> the whole school took part in a targeted<br />

intervention day that focused on careers, jobs and enterprise. Each year<br />

group worked on a bespoke programme that helped them look to the future and<br />

further their thinking on which path they will take. Year 7 students spent time visiting<br />

different parts of London researching different job sectors and understanding the<br />

types of organisation that gravitate together in different areas such as the creative<br />

arts, financial district, retail and media. Students in year 8 visited a number of<br />

employers to explore different job roles and and meet employees to find out the types<br />

of jobs they do, the skills they need and the routes they took on their own career<br />

paths. Year 9, 10 and 11 students had the opportunity to visit a careers fair where they<br />

talked with various employers from all major sectors. Year 9 and 10 students faced<br />

the Zombie Apocalypse during which they spent time exploring different higher<br />

education opportunities and the requirements needed for a society to function as<br />

well as completing an activity with the Royal Navy to build a wheelbarrow to move<br />

water, building team skills as part of the STEM project.<br />

Year 11 students looked at skills and in particular spent time looking at the transition<br />

from GCSEs to A Levels and continued to upskill themselves ready for their up<br />

and coming exams.<br />

Year 12 Careers and Higher Education Day – Year 12 students looked into their plans<br />

after A Levels and spent time exploring the different options available to them. They<br />

spent time exploring how UCAS works, apprenticeships, student finance and looked<br />

into alternative options such a taking a gap year or volunteering. Students in year<br />

13 spent time working with key groups of teachers on bespoke subject intervention<br />

to ensure they are ready for their up and coming exams. A number of students spent<br />

time working with apprenticeship providers and staff to prepare for their future after year 13.<br />

Kevin Biggs (Senior Teacher)<br />


Year 7 - TI Days<br />

On<br />

the Tuesday 7th February <strong>2017</strong>, year 7 students embarked on their own exhilarating journeys<br />

to London for a careers day. On the train, we did a great job in representing <strong>Cranford</strong><br />

Community College and many members of the public were asking which school we were from and<br />

where we were going.<br />

Our form, 7W, made its way to East London Tech City first. We managed to catch a quick glimpse of<br />

the iconic skyscraper ‘The Gherkin’ which is a famous landmark in London where ‘The Apprentice’<br />

and many other television shows were filmed.<br />

Whilst we were walking through Tech City, we were fortunate enough to see a number of different<br />

careers. We saw estate agents, restaurants and retail outlets. The extra businesses and shops around<br />

East London meant we got to see how adults work differently and how their jobs are a major part of<br />

their lives.<br />

Next, we went to Spitalfields Market which had a mix of different types of jobs. There were people<br />

selling food, clothes and accessories such as sunglasses and handbags. The market helped us learn<br />

how different people come to their jobs every day. The market’s food stalls were very different to<br />

the restaurants in Tech City because the market stalls handed out food samples outside whilst the<br />

restaurants did not.<br />

Last but not least, we visited The Geffrye Museum of The Home. This gave us an insight<br />

to what our bedrooms and houses in general will look like in the future, what they look<br />

like in the present and what they looked like in the past. Sadly, we only visited the teenage<br />

bedroom display at the museum because we were running of time but the visit<br />

was definitely worthwhile.<br />

Ria Dhaliwal (year 7)<br />


On<br />

Wednesday 15th March <strong>2017</strong>, <strong>Cranford</strong><br />

Community College played host to the<br />

borough Duke of Edinburgh Awards Evening<br />

where students and young adults from various schools and open award centres across the borough,<br />

came together to celebrate their achievement at Bronze, Silver and Gold Level.<br />

This high profile event was attended by a number of dignitaries including: Peter Fleet, Director of<br />

Duke of Edinburgh London Region, Maria Pedro, Hounslow’s Deputy Lieutenant, Councillor Ed<br />

Mayne, Ambassador for the Award, London Borough of Hounslow and Ajmer Grewal, Mayor of<br />

Hounslow. <strong>Cranford</strong> Community College is the first school in Hounslow to host this prestigious event.<br />

Kevin Prunty, Executive Headteacher, opened the proceedings, welcoming parents, teachers, young<br />

people from nine centres of excellence and invited guests to celebrate 50 years of the Duke of<br />

Edinburgh scheme and promised an evening of inspiration, in true <strong>Cranford</strong> style. In addition, he<br />

spoke with great fondness about the wonderful work of Dot Hasslet who has led the borough DofE<br />

initiative for over 25 years and presented her with flowers on behalf of the school.<br />

The evening saw performances from various groups including Shubhdeep Sethi, Marco Paoli, Teodor<br />

Jevtic from <strong>Cranford</strong> and a Duke of Edinburgh Award group ‘signing’ to music, a skill they had learnt<br />

as part of the award programme. The evening saw over 500 Bronze and Silver Awards presented<br />

including a Gold Award presented by the Mayor.<br />

Kevin Biggs (Senior teacher – DofE Co-ordinator)<br />

<strong>Cranford</strong> Hosts the<br />

Duke of Edinburgh<br />

Awards Evening <strong>2017</strong><br />


Duke of Edinburgh Expeditions <strong>2017</strong><br />

The<br />

Duke of Edinburgh Award Scheme continues to<br />

be a popular and well-attended programme run<br />

by staff for students at <strong>Cranford</strong>. Each year more and more<br />

students from year 9 upwards want to take on the challenges<br />

and rewards the course has to offer and to gain either a Bronze,<br />

Silver or Gold Award. This year was no exception and a group<br />

of likeminded and determined young people embarked on the<br />

ever-challenging expedition at the start of the summer term and<br />

all returned triumphant having completed the required elements.<br />

Thank you to all the staff who supported the expeditions and<br />

well down to the DofE students <strong>2017</strong>.<br />

Kevin Biggs (Senior Teacher - DofE Co-ordinator)<br />

“Throughout my DofE experience, my happiness levels were high,<br />

however, there were many points when I was aching and just<br />

wanted to get to the campsite. Despite this, I managed to soldier<br />

through and I didn’t complain during the walks. One thing that<br />

kept me going throughout the walk was a text from my mother I<br />

received early on in the walk. I’m not exactly sure why it did but<br />

I believe it may have been the idea of seeing my family once I<br />

had completed this walk that had allowed me to walk on. I felt<br />

as if I was a motherly figure towards the other girls as I tried my<br />

hardest to make sure that they were okay”.<br />

We left our home with fears and hopes<br />

Wondering what mysteries lie ahead.<br />

Our rucksacks were packed and ready to<br />

go,<br />

Yet we remained optimistic about what the<br />

future held.<br />

Day 1 was scary, anticipating, challenging<br />

and frustrating.We powered through the<br />

day,<br />

And ended with our ‘not-so-cosy’ tents.<br />

Day 2 was fun. With bodies rested and<br />

minds alert, maps ready and compasses set,<br />

We were ready to face the world.<br />

This experience is one we’ll never forget,<br />

All our walks and all our talks,<br />

All our mistakes and all our achievements,<br />

Finally paid off.<br />

Jaineet Gulabzada, Dua Zehra, Anjali<br />

Bhambra, Manleen Arora (year 9)<br />

Kimran Virk (year 9)<br />

“DofE, where do I begin? It was one of the best experiences in my<br />

life, it was hard but fun at the same time. I had an amazing group<br />

who kept me safe and my partner constantly made me laugh. I<br />

will never forget this experience or the memories I made. DofE<br />

brought me closer to my friends and others who I wasn’t as close<br />

to before”.<br />

Arsida Dukaj (year 9)<br />

“My experience of Duke of Edinburgh was something that I know<br />

that I will always remember. I think it definitely took me out of<br />

my comfort zone but sometimes you need to be taken out of your<br />

comfort zone to be able to open up and try new things, hence<br />

my applying for DofE an embarking on this amazing journey.<br />

This also gave me the opportunity to meet and talk to people I<br />

don’t usually talk to. This broadened my knowledge of others and<br />

my surroundings. I think that the real perk in this award is the<br />

volunteering as it extends my social skills and gave me a real<br />

insight to the world of work”.<br />

Nimra Anjum (year 9)<br />


St Mary’s University Gymnastic Workshop<br />

On<br />

Friday 24th March <strong>2017</strong>, the PE<br />

department took 12 year 8 boys to<br />

take part in a gymnastic workshop at St Mary’s<br />

University. The purpose of the visit was to show PE<br />

university students how to teach a gymnastic lesson<br />

so they understand about health and safety, the set<br />

up and how to work with students and be able to<br />

do some micro teaching/coaching with students<br />

themselves.<br />

The workshop was extremely successful and<br />

enjoyed by both students and our year 8 boys who<br />

demonstrated what talented gymnasts they are.<br />

Here is an account of one student’s experience of<br />

the day.<br />

Hamesh Rattu (Head of Year 8 and PE Teacher)<br />

The atmosphere on the mini-bus was<br />

electric. There was a buzz in the air in<br />

anticipation of how much fun the trip<br />

was going to be and the chance to go<br />

to a university and see the facilities.<br />

When we arrived at St Mary’s we<br />

were organised into two groups and<br />

we demonstrated our jumps to some<br />

students who are potential P.E teachers<br />

or coaches. If we completed the jumps to<br />

the high standards of Mr. Notley and Mr.<br />

Rattu (which were extremely high) then<br />

we would proceed to a more complex<br />

jump. The jumps we did were straight<br />

jumps, tuck jump, pike jump and straddle<br />

jump.<br />

After a short break we were arranged<br />

into three groups where we demonstrated<br />

our jumps to the students who then gave<br />

us feedback to better our jumps. They<br />

were extremely helpful and kind and<br />

motivational which helped us to improve<br />

our jumps significantly. Rather than<br />

giving us general tips, they took their<br />

time to give us personal and individual<br />

advice and techniques.<br />

Fortunately we had time to have a<br />

competition amongst my group. We had<br />

to perform 5 different jumps. We were<br />

rated by our peers on a scale of 1-10;<br />

1 being the lowest and 10 being the<br />

highest. It was great fun. Not to brag I<br />

came in the top 3.<br />

I am extremely fortunate and thankful<br />

to have had a great opportunity like<br />

this to represent <strong>Cranford</strong> Community<br />

College. This trip was really fun and I<br />

wouldn’t hesitate to do it again if I had<br />

the chance. Thank you Mr. Notley and<br />

Mr. Rattu for not only selecting me but<br />

organising this great trip.<br />

Ibrahim Hersi (year 8)<br />


Modern World Languages Department - TATE Modern trip<br />

On<br />

Thursday<br />

9th March <strong>2017</strong>, the Modern World Languages Department organised a trip<br />

to the Tate Modern gallery in London with fifteen students studying German, Spanish,<br />

Urdu or Panjabi.<br />

The Tate Modern is a modern art gallery located in London holding art from 1900 to the present day. It<br />

is based in the former Bankside Power Station, on the South Bank.<br />

We had the chance to walk across the famous Millennium Bridge from which we caught a glimpse of<br />

several London landmarks before reaching the gallery and spending time immersing ourselves in the<br />

world of stunning contemporary art.<br />

During the visit students were involved in a range of engaging and culturally-stimulating activities. They<br />

carried out tasks such as seeking specific works of art including by Salvador Dali and Max Ernst or<br />

collecting information about a particular topic such as the Spanish Civil War or Joseph Beuys’ intriguing<br />

creations. The activities were carried out on language-specific worksheets that were later handed in to<br />

their teachers. Students were also given some time to walk freely around the gallery and admire some<br />

other interesting pieces of art from other collections.<br />

This is the second combined trip and its success has led its coordinator and the MWL Department to think<br />

about future days out involving an even greater number of students.<br />

Uxio Seijas and Kevin Scalia (Modern World Languages Department)<br />

Languages fun to start the Week<br />

Every Monday morning throughout this academic year, the Modern<br />

World Languages Department opened its doors to a group of faithful<br />

and enthusiastic year 7 gamers. We played various games including,<br />

dominoes, cards, monopoly, “Guess Who” and snakes and ladders,<br />

all in Spanish. Some students joined at the start just to get out of the<br />

cold in winter but loved it so much they carried on until summer,<br />

having fun and improving their language skills at the same time.<br />

The club soon caught on and students who studied German even<br />

turned up, and they learned Spanish along the way. Due to<br />

the success of the club and everyone having so much fun this<br />

will be something the MWL department will continue next<br />

year and open to all key Stage 3 students in both Spanish<br />

and German.<br />

Matthew Nation-Tellery (Modern World Languages Department)<br />


<strong>Cranford</strong> celebrates World Book Day and Book Week <strong>2017</strong><br />

It<br />

was that time of year again. We were ready<br />

for a week of much-loved and anticipated<br />

fun. Students were eagerly waiting for the start<br />

to this action-packed week: a workshop, a poet,<br />

an author, a creative writing workshop to “The<br />

London Eye”, various competitions, a book shop<br />

and a treasure hunt. It could only be World Book<br />

Day and Book Week <strong>2017</strong>.<br />

It was a pleasure to put together an exciting<br />

programme to capture and harness students’<br />

excitement for these literacy initiatives. It is<br />

always a challenge to come up with new ways<br />

to make it better and more exciting than the<br />

previous year; however, it all came together and<br />

students were quick to get involved, even more<br />

so when they found out the prizes that were on<br />

offer.<br />

Alex Scarrow is a bestselling junior science<br />

fiction author. His first series TimeRiders has 9<br />

books and tells of a team of three teenagers who<br />

use time travel to tamper with history to prevent<br />

tragedies. Two year 7 classes were lucky enough<br />

to meet Alex and the rest of the students were<br />

invited to a talk in the LRC after school. Alex<br />

said; “The best part of my job is coming out to<br />

meet students like these. It’s a joy to present and<br />

read to such focused and well-behaved students”.<br />

Molly Case is a spoken word artist, writer and<br />

nurse born and brought up in south London She<br />

achieved national recognition after performing<br />

her poem “Nursing the Nation” at the Royal<br />

College of Nursing, gaining over 350,000<br />

views on YouTube in just a few months. Her<br />

debut collection of poetry, “Underneath the<br />

Roses Where I Remembered Everything” is out<br />

this year with Burning Eye Books. Molly is a<br />

multiple slam winner who was honoured to meet<br />

the Queen at Buckingham Palace as part of the<br />

Contemporary British Poetry celebrations. Molly<br />

gave a talk to a year 12 English class and met<br />

lots of students after school in the LRC for a<br />

Spoken Word Workshop. Molly said “I had such<br />

a fantastic time; the poetry the young people<br />

created really blew me away”.<br />

The following articles capture the amazing things<br />

that took place and the enjoyment students from<br />

the experience.<br />

Mahavir Ladva (Library and Study Centres Manager)<br />

10<br />

The Alex<br />

Scarrow<br />

Visit<br />

Alex Scarrow is an inspirational<br />

author, who has written an awardwinning<br />

series of books entitled<br />

TimeRiders. TimeRiders does not only<br />

show us the history of mankind, but<br />

also the history that could’ve been.<br />

Time lines are altered with just a few<br />

words, which completely changes the<br />

present, leading to alternative realities,<br />

where say Hitler won WWII. What<br />

would have happened then? Places like<br />

London and New York most certainly<br />

would not be the same.<br />

The books are set in a universe where<br />

time travel has already been invented in<br />

the future, a machine that allows time<br />

waves of change to occur. To stop this<br />

small groups working independently<br />

are recruited throughout history and<br />

time to keep the timeline as it is.<br />

This captivating series follows the<br />

adventures of one of the groups.<br />

Alex Scarrow, visited <strong>Cranford</strong> on<br />

Tuesday 7th March <strong>2017</strong> and gave a<br />

wonderful presentation. Even in the<br />

short time he was there he excited the<br />

entire room with witty jokes and an<br />

amazing story. Everyone enjoyed his<br />

reading and it was fantastic to be there.<br />

Mohsin Ahmed (year 10)

Manga Workshop<br />

for students<br />

I<br />

was asked by Mr Ladva to run a workshop during Book Week. He knows about<br />

my talent as a Manga artist so I was really pleased to be asked. I have never<br />

spoken in front of a large group like this so I was nervous. I created a PowerPoint<br />

presentation. It included what Manga art is, the basics, famous Manga artists and<br />

also some of my own art.<br />

On the day I was happy to see there were lots of students who attended. I showed<br />

them my drawings and we learnt how to draw a person step by step. Students were<br />

amazed to see what they were capable of and the 6th form students did so too. I’m<br />

glad I could share my passion with everyone. It was a wonderful experience.<br />

Zahra Sadiq (year 10)<br />

to pursue my dreams. The memory of her words<br />

are still as vivid as the day I met her.<br />

We also got to see her after school as she was<br />

running a workshop. I learnt a lot about poetry<br />

and how easy it is to structure a poem to make it<br />

sound amazing. She gave us some examples from<br />

people such as Eminem and gave us many points<br />

on what good poems have and how you don’t<br />

have to make poems rhyme. Hearing this from an<br />

actual poet who does this for a living made me<br />

feel more confident to write in this way.<br />

The Molly Case Visit<br />

When<br />

I first walked into the LRC I<br />

was shocked to see Molly Case<br />

and I immediately bought her book “Underneath<br />

the Roses Where I Remembered Everything” and<br />

got it signed. I got to talk to her about many things,<br />

such as what inspired her to become a poet. She<br />

gave me advice about my own writing and how<br />

to work your way up the ladder of success. She<br />

was a very nice person and loved to talk with<br />

us. She said her poems were all about personal<br />

experiences and that you should try to write from<br />

the heart. Her words of knowledge were very<br />

inspiring and gripping. She has encouraged me<br />

Molly set us a task to write our own poems about<br />

our best day ever and she flew round the LRC<br />

like an angel lending us some of her vast amount<br />

of wisdom to help us with our own poems. It<br />

was much easier writing a poem from one’s own<br />

experiences.<br />

I felt very privileged to have the opportunity of<br />

meeting a famous poet and getting to talk to her.<br />

I personally loved the visit and hope the school<br />

has more visits from famous people as I believe it<br />

helps students to get advice from someone who’s<br />

actually been on the rollercoaster of becoming<br />

what they are today. I enjoyed the visit very<br />

much especially when we were allowed to take<br />

a picture with her.<br />

Isra Jadoon (year 7)<br />


Creative Writing Workshop<br />

to the London Eye<br />

On<br />

Thursday 9th March <strong>2017</strong>, a warm spring day<br />

in Hounslow 25 fortunate students prepared<br />

themselves for a day at the London Eye, Jubilee<br />

Gardens and an exhilarating four dimensional experience.<br />

Before leaving, Mr Ladva, Ms Giga and Ms Ghazi had ensured all students had finished<br />

reading an amazing children’s novel, “The London Eye Mystery” written by Siobhan<br />

Dowd. The story is about a young boy named Ted who has autism. The book allows<br />

us to see how Ted sees the world from a different perspective with his incredible<br />

thinking. Ted’s cousin Salim comes to stay en-route to New York where he is moving<br />

to with his mum. Salim gets a ticket to go on The London Eye, boards a capsule but<br />

never comes back down.<br />

At the start of the day each student was given their own booklet to fill out at various<br />

places in London. It involved things like fun facts about each character, writing a<br />

story in the same style as “The London Eye Mystery” and much more.<br />

We took the tube to The Jubilee Gardens and spent around forty-five minutes soaking up the sun as<br />

we completed some activities in our booklets and a storyboard about the most significant events in<br />

the story. We then walked through a half-empty corridor, we were handed some black glasses. We<br />

were ready for our 4D experience. We had front row seats to really capture the moment. Lights faded,<br />

the noise of the busy city was drowned out, music began to play and before we knew it everyone<br />

was waving their hands around in an attempt to capture the white seagulls floating in the open space<br />

around us. We were amazed by the effects of the experience, snow, wind, fire and rain all in a video<br />

about The London Eye.<br />

After the excitement of the 4D experience, we made our way to the London Eye with a personal<br />

London Eye assistant. She guided and shared fun facts with us whilst she pointed out the icons on the<br />

London skyline. As we rose into the sky in a capsule, we started exploring the wonders of London.<br />

We noted the Google headquarters which, in our opinion were the best set of buildings we saw. The<br />

four buildings which were connected were all the colours of the Google logo and they stood out like<br />

a sore thumb but in a good way. The assistant told us that in Google, employees use slides instead of<br />

stairs to begin their day. We also saw Buckingham Palace, St. Paul’s Cathedral, The Shard and many<br />

more exciting skyscrapers such as the Walkie-Talkie and the Gherkin. It was simply phenomenal, an<br />

experience that we will never forget.<br />

12<br />

Ria Dhaliwal and Ayesha Kaur (year 7)

Playing the Critic at the National Theatre<br />

“Beauty is but skin deep, ugly lies the bone; beauty dies and fades away, but ugly holds its own”.<br />

I<br />

was privileged to watch the prestigious premier of “Ugly Lies The<br />

Bone” at the National Theatre on the South Bank in March <strong>2017</strong>. This<br />

opportunity arose after completing a critique of another play through the<br />

MouseTrap Critics project undertaken by year 11 drama GCSE students<br />

in the autumn. I was chosen from the group to take up this opportunity.<br />

At first I felt out of place next to so many professional critics sitting<br />

silently analysing the play. This was truly the most elite audience I’ve<br />

ever sat alongside: people who write for the Metro, The Times and the<br />

Daily Mail. I, on the other hand, had only written theatre reviews for<br />

my drama coursework.<br />

After the spectacular performance I discussed the key themes of society<br />

imposing views of beauty upon women with the other critics and many<br />

interesting points were raised. I thought to myself that this is what<br />

theatre is truly about: discussing and understanding key problems in<br />

our society. This is something I’ve never discussed so much and this<br />

experience has clearly proven that drama is essential for the younger generation, as it is the only<br />

subject that creatively challenges nearly every problem in society. This is important as many people<br />

don’t understand key problems such as racism and sexism. To conclude, I am truly grateful to Ms<br />

Sethi for providing me with such an opportunity.<br />

Haashim Nisar (year 11)<br />

“The Kite Runner” at the Wyndham’s Theatre<br />

On<br />

Monday 23rd January <strong>2017</strong> the Drama Department took students from key stages 3 and 4 to<br />

see “The Kite Runner” at the Wyndham’s Theatre in the West End. This production, based<br />

on the internationally-renowned novel and award-winning film, tells the story of Amir and Hassan<br />

who are inseparable friends growing up in Kabul. As an adult Amir, now living in California, remains<br />

haunted by a childhood incident in which he betrayed Hassan’s trust. When he learns that the Taliban<br />

has murdered Hassan and wife, Amir returns to his homeland to learn the fate of the couple’s son.<br />

Here is a review by two year 10 drama students who attended the production:<br />

“The Kite Runner” was an amazing piece of theatre. It was a shocking and emotional tale told us through the power of<br />

the actors’ portrayal so we shared their experience. We have never been so moved by a piece of theatre to the point that<br />

our eyes were welling up with tears as we empathised fully with Hassan’s character and the whole rollercoaster of his<br />

emotions. It made us gasp, made us giggle, made us cry, made us clench our fists in anger, made us hide our eyes behind<br />

our shaking hands. We loved the cultural vibe you get from the very beginning and the way it is never lost throughout the<br />

whole play was impressive. “The Kite Runner” in a way is also an eye-opening performance that shows how things like<br />

this still happen in today’s modern day society and we can’t and shouldn’t be oblivious to it. Overall the play enabled us<br />

to go home and think about all of the things that are happening around the world and to give us just one moment to really<br />

appreciate the things we have and open our eyes to the real world we live in. “The Kite Runner” was an awe-inspiring<br />

play filled with many emotions and lots of culture. We were speechless at the end of it”.<br />

Shanan Bhamra and Maisie Mullen (year 10)<br />


Arts and Culture Evening - A place for deep thought and<br />

<strong>Cranford</strong>’s annual Arts and Culture Evening was<br />

held on Wednesday 12th July <strong>2017</strong> and was<br />

attended by students, staff, parents and guests,<br />

all of whom had come along to enjoy and celebrate the<br />

stunning ADT exhibition, our First Story anthology<br />

readings and hear music performed by our talented<br />

music students.<br />

Because of the turbulent times we live in and the<br />

uncertainty of where the arts stand in schools, it is now<br />

more than ever we need the arts in our schools, in our<br />

communities and in our world. We are experiencing<br />

challenging times, when we all need to express what we<br />

feel and what better way to do so than through the arts:<br />

visual and performing. We need the arts to give young<br />

people the forum for expression, and a safe place for<br />

deep thought and reflection.<br />

Our evening this year was about that expression: of<br />

joy, of fear, of celebration, of devastation and of hope.<br />

Sometimes our expressions may not be complete, may<br />

not be fully formed or developed, but the fact that we<br />

can express and imagine is what makes us human and it<br />

is this that will bring about community cohesion.<br />

Completely Incomplete Thoughts is an anthology of new writing<br />

by the First Story students at <strong>Cranford</strong> Community College<br />

who took part in creative-writing workshops led by writerin-residence<br />

Ross Raisin. First Story believes there is dignity<br />

and power in every person’s story, and here you’ll find young<br />

people expressing themselves in their own unique voices.<br />

We hope you enjoy this collection.<br />

Featuring writing by:<br />

Changing lives through writing<br />

<strong>Cranford</strong> Community College Completely Incomplete Thoughts<br />

Faisa Ali • Halima Elmi • Selma Essadok • Prabhleen Ghattoray<br />

Navneet Ghttora • Manriat Gill • Jaijiten Hundal<br />

Ria Kalia • Ajeet Khela • Ishika Mehra • Calia Mohamed<br />

'First Story is a very exciting idea –<br />

writing can liberate and strengthen<br />

young people’s sense of themselves<br />

as almost nothing else can.'<br />


Author of His Dark Materials<br />

Cover illustration by Eloise Oui<br />

Cover design by Euan Monaghan<br />

Typesetting by Avon DataSet Ltd<br />

<strong>2017</strong>0516 First Story <strong>Cranford</strong>-v2.indd All Pages<br />


www.firststory.co.uk £10.00<br />

In this time of fast-paced technological advancement<br />

and young people bombarded with so much visual<br />

imagery, a quiet experience of an art form can help us<br />

to feel safe and connected. To connect with ourselves<br />

and who we are as part of the whole picture and what<br />

our responsibilities are within that picture.<br />

Mr Kevin Prunty, Executive Headteacher, talked about<br />

the need for innovation and imagination with the arts<br />

in school and how <strong>Cranford</strong> was leading the way with<br />

some inspirational new approaches to arts in September<br />

<strong>2017</strong>, to keep them live and meaningful for our students.<br />

It is events like this that make us feel part of the bigger<br />

community, where people come together and talk about<br />

what they have seen, heard and experienced. Events<br />

like this are not just a celebration of the immense talent<br />

and skills but an opportunity to connect. The writing<br />

although some of it dark celebrated the maturity and the<br />

imagination of our students. They gave voice to their<br />

thoughts, their desires, their feelings and their fears and<br />

they emerged strong. The art and design work echoed<br />

these feelings and the presentation of the Tracy Fletcher<br />

Award gave credence to the talented and hard work of<br />

the students. It was truly a wonderful evening, where<br />

the arts came together and celebrated that voice.<br />

Seema Sethi (Head of Drama, School and Community Arts)<br />


eflection<br />

Completely<br />

Incomplete<br />

Thoughts<br />

An Anthology by the First Story Group at<br />

<strong>Cranford</strong> Community College<br />

Edited and Introduced by Ross Raisin<br />

30/05/<strong>2017</strong> 11:22:34<br />


National Science and Engineering Week <strong>2017</strong><br />

National Science and Engineering Week, 13th-17th March <strong>2017</strong>, focused on the theme of interactive<br />

STEM activities. This is the fourth year <strong>Cranford</strong>’s Science Department has hosted the event<br />

and once again it proved to be a popular and inspiring week for our young scientists. The many<br />

exciting and varied activities included a challenge a day, a science fair, year 7 assembly (by year 11<br />

students), key stage 3 lessons and STEM ambassador visits. Thank you to all those many students<br />

who took part in the Science Week and congratulations to all the amazing prize winners.<br />

Assembly<br />

The<br />

week began with an assembly to<br />

year 7 by year 11 students, Majid<br />

Anjum (11Z), Hana Khan (11V), Davinder<br />

Gill (11U) and Navneet Brar (11Z) who<br />

worked really hard to prepare and deliver<br />

an assembly for the year 7 cohort on the<br />

challenging science topic of osmosis. They<br />

invented their own demos and executed the<br />

assembly with real skill and confidence.<br />

“The assembly was on diffusion and I<br />

enjoyed it because they did a practical<br />

to show us how it worked. They also<br />

interacted with us by asking questions”.<br />

16<br />

Muskaan Sanghera (year 7)

Key stage 3 science lessons<br />

Year 7 and 8 classes had special science week<br />

themed lessons that required them to develop<br />

a ‘lander’ that would be able to protect their ‘rover’<br />

when landing on Mars. They had to make a model of<br />

their lander and their rover was an egg.<br />

They spent a couple of<br />

lessons trying to build their<br />

landers out of cardboard,<br />

straws, string, plastic bags,<br />

sellotape and cups working<br />

to a budget of 100 credits.<br />

During the third lesson<br />

they tested their landers to<br />

see which group protected<br />

their egg the best whilst spending the least amount<br />

of credits on material. Some groups even were even<br />

able to build their own rover as well as lander.<br />

“It was a great lesson learning about<br />

rovers and landers. We have had so<br />

much fun in making the project. It was<br />

an excellent way of communicating<br />

and working as a team. Our design<br />

was a cardboard box with cotton<br />

balls underneath to give it a smoother<br />

landing and also to protect the egg from<br />

cracking. We added a polystyrene cup,<br />

which held the egg in place. We added<br />

cardboard walls so the cup doesn’t fall<br />

out. This was a successful design, as the<br />

egg didn’t crack”.<br />

Maryam Ayub (year 8)<br />

“We started off designing<br />

the lander and the rover.<br />

I didn’t even know what<br />

a rover was up until<br />

this lesson. For our<br />

parachute, Maryam and I<br />

were thinking about using<br />

tissue paper, but when we<br />

tried to put it on, it was<br />

very thin and we knew it<br />

would rip easily. We then<br />

decided to use the balloon<br />

because it can carry<br />

weight without breaking.<br />

Our design wasn’t the best<br />

as some of it fell apart in<br />

the air but it kept the egg<br />

unbroken”.<br />

Sumaya Elmi (year 8)<br />


Challenge a Day<br />

Throughout the week, we<br />

abandoned our morning<br />

experiments and created<br />

a set of interactive activities<br />

entitled ‘Challenge a Day’.<br />

This included challenges such<br />

as making a tower from dry<br />

spaghetti, marshmallows that<br />

can support an egg, making<br />

floating gardens and the<br />

students conducted various new<br />

experiments that had a wow<br />

factor. Thursday was National<br />

Demo day. The science staff<br />

demonstrated how to not pop a<br />

balloon, canon fire and the Van<br />

de Graf generator.<br />

Riddles were also given to the<br />

students to solve including:<br />

1. ‘You have to measure exactly<br />

4 litres of water, but you only<br />

have a 3-litre bottle and a 5-litre<br />

bottle. How do you do it?<br />

2. ‘When I’m young I’m tall<br />

When I’m old I’m short<br />

When I’m alive I glow<br />

Because of your breath I die<br />

What am I?’<br />

Well done to Amy Agboola<br />

(10T), who was award a prize<br />

for demonstrating enthusiasm<br />

in science, as well as really<br />

helping and teaching the<br />

younger year groups.<br />

“I took part in science<br />

week with year 7 students<br />

helping them to understand<br />

the experiments we were<br />

carrying out. One of the<br />

challenges that we did was<br />

using balloons, hot water,<br />

cold water and a bottle.<br />

We used them to test if<br />

heat expanded the balloon.<br />

This challenge helped us to<br />

understand how convection<br />

worked”.<br />

Amy Agboola (year 10)<br />


Science Fair<br />

On<br />

Wednesday 15th March <strong>2017</strong><br />

between 3:30-4:30, students<br />

hosted a science fair. All students who<br />

attend the STEM club took part in the<br />

science fair, demonstrating experiments<br />

of their choice. Other students volunteered<br />

and came along with their own homemade<br />

inventions, whilst others manned<br />

stalls that had been invented/created by<br />

Ms Foale and the technicians.<br />

STEM Ambassador Visits<br />

The<br />

year 12 & 13 physicists and chemists were<br />

given the opportunity to listen to two<br />

STEM ambassadors. The first speaker Chris Haley is<br />

a hedge fund capital investor. He gave the students an<br />

insight into the new STEM advancements as well as a<br />

glimpse of how the finance industry operates. It was<br />

so encouraging to see the year 12 students take a keen<br />

interest in all he had to say.<br />

Chris Haley said; “I have spent the last several years<br />

working with and investing in technology businesses.<br />

I specialise in selecting, mentoring and investing in<br />

businesses with cutting edge technology as the basis for<br />

their offering. Although it’s not my expertise area I have<br />

been coding myself for over 15 years and I am a strong<br />

advocate of encouraging more kids into the STEM<br />

fields, in particular girls into the field of technology.”<br />

The second speaker, Cyril Molony, is an engineer with<br />

special educational needs and is on the autistic spectrum.<br />

His speech was focused on changing the perceptions of<br />

what engineering is, as well as promoting a growth<br />

mindset by sharing his story. The students were visibly<br />

inspired by his speech.<br />

Kristy Foale (Science Department)<br />

All the stalls at the fair were manned<br />

by students who were experts in their<br />

chosen science field. The Science<br />

Museum literally came to <strong>Cranford</strong> and<br />

students who attended left having had an<br />

interactive experience as well as feeling<br />

inspired by their peer’s achievements.<br />

Prizes were awarded for the best<br />

inventions which included: joint winners -<br />

Angel Manchanda 12V with Taqdees Tahir<br />

12X (dry ice experiments) and Armeen<br />

Junaid 12Y runner up (heart dissection).<br />

There were also a model car with a motor<br />

(made out of a bottle), an electrocuting<br />

kit, Michelson’s interferometer, a<br />

gold leaf demo, a cloud chamber, an<br />

erupting volcano (every science fair<br />

has to have this), a lava lamp, projectile<br />

motion taught by year 12 students, a<br />

standing wave demonstration, Chladni<br />

plates demonstration, supersaturation<br />

experiments, marble runs, blue bottle<br />

experiments, glow in the dark slime,<br />

an electromagnet demonstration and a<br />

structure of the Earth model.<br />

“The Science Fair was fantastic. Seeing<br />

children having fun made me happy. The<br />

different experiments that were going on made<br />

me want to learn about science even more”.<br />

Janat Ahmed (year 10)<br />

“The engineer who came was very inspiring, he gave me a<br />

new perspective on the career path I’m aiming towards”.<br />

Raul Plahe (year 12)<br />

“The STEM ambassador’s visit was extremely helpful and<br />

interesting and allowed us to see how physics and technology<br />

can work hand in hand to create a successful business”.<br />

Onkardeep Sahota (year 13)<br />

“The science fair was the best time I have ever<br />

had at <strong>Cranford</strong>, and being someone who made<br />

an actual science invention was an honour. I<br />

showed my homemade car with a real working<br />

turbine with the help of the science technicians.<br />

Everyone admired my invention. I saw so many<br />

different and unique science inventions from<br />

year 7 students all the way up to the 6th form.I<br />

cannot wait till the next year”.<br />

Naffay Azaan Mahmood (year 7)<br />


ENO<br />

National Saturday Art and Design Club<br />

There<br />

are so many facets to the National Saturday Art and<br />

Design Club at <strong>Cranford</strong> Community College which<br />

deserve to be celebrated, and it’s difficult to address them all. The most<br />

prominent project of the year ran over three months spanning six weeks<br />

altogether with Ruth Paton and the English National Opera. This project<br />

culminated in the display of a large 3D scaled version of The Winter’s<br />

Tale ‘Sicilia-meets-Bohemia’ sculptural landscape.<br />

For this project, club members worked across an array of art forms, media<br />

and techniques which has culminated in the dramatic model set shown at<br />

the exhibition evening and the End of Summer Show.<br />

As a part of the project, we were invited to attend the private show for The Winter’s Tale at the ENO<br />

Coliseum. Together with this fantastic opportunity and the theatre set design techniques Ruth imparted,<br />

we aimed to encourage a dialogue and critique concerning the play to comment upon the set design, the<br />

themes and concepts of the play, the costume design, the sculptural elements and the performing arts<br />

techniques involved (delivered by the artists themselves). In addition to nurturing each club member’s<br />

creativity, informing them of the pathways available within the creative industries, exploring how a<br />

production is created and who works behind the scenes, each club member was encouraged to discuss<br />

their experience as an audience member and as an artist. The club members’ responses<br />


were inspired and documented through their design work of creating 3D mood-boards in support of<br />

their collaboration with the entire club to create the scaled landscape of ‘Sicilia-meets-Bohemia’. The<br />

club members thrived under a three-month deadline to produce such outstanding designs mimicking<br />

the landscape of the ENO’s version of The Winter’s Tale.<br />

In addition to the English National Opera project, we were joined by BioArtist Mellisa Fisher during<br />

the end of the year. Mellisa’s “Design Your Own Microbiome” workshop encouraged club members<br />

to learn about the invisible world on their skin. The workshop allowed club members to engage with<br />

the invisible world through sculptural and painting techniques, alongside collage.<br />

The most memorable moment for the club was definitely the logo design workshop I created in support<br />

of a visit from local MP Seema Malhotra. Seema Malhotra MP set a competition for the club to design<br />

the new logo for Hounslow Promise, a new initiative based on the belief that all children are capable of<br />

learning and thriving and the whole community shares a responsibility to help young people succeed.<br />

We were incredibly proud to learn that two of our club members’ design had been chosen to feature<br />

as the prominent logo for the programme.<br />

Throughout this year, the club members have consistently shown their incredible potential and<br />

enthusiasm regarding the creative arts. I congratulate all club members for such a beautiful End<br />

of Year show at Somerset House last month and I am incredibly proud to have been<br />

a part of this fantastic club and support such talented, creative and<br />

articulate individuals who I am certain will flourish in<br />

whatever path they decide to take in life.<br />

By Aminder Virdee (Saturday Art Club tutor)<br />


Spark! @Youth Talk <strong>2017</strong><br />

Spark! @Youth Talk <strong>2017</strong>, formerly known as TedTalks was held<br />

on Wednesday 1st March <strong>2017</strong> at West Thames College. The event<br />

is an opportunity for young people to have a voice and talk about<br />

a topic or theme about which they are passionate. Two of our year<br />

12 students, Lucy Tirahan and Kulbir Maras represented <strong>Cranford</strong><br />

at this event and spoke eloquently about their chosen topics.<br />

The following pieces outline why they chose the topic and an extract from their speeches. If you would<br />

like to hear their speeches in full, go to the YouTube link to access both speeches.<br />

“The Power of Storytelling”<br />

The topic I chose to speak about was “The Power of Storytelling”. I wanted to reach out to as many<br />

people as possible on how important storytelling is. Its effect is subtle yet powerful. The feedback<br />

I’ve received has been overwhelming and I hope they’ve learned that storytelling is important because<br />

of its undeniable power to change lives. Here is an extract from my speech.<br />

Link: https://youtu.be/oznQpfar_L4<br />

“What is storytelling? Storytelling, in its simplest form, is to tell or write<br />

stories. They are stories that could be true or fictional. Storytelling is<br />

such a valuable form of human expression, an expression that, to me,<br />

gets overlooked because in life we tell stories all the time, it just goes<br />

undetected and underappreciated. We have conversations all the time, but<br />

you know what consists in our conversations? Stories. People’s stories.<br />

Our own stories. No matter how small the talk is or how entertaining it<br />

is, we’re sharing stories, we tend to care because there’s a point to them.<br />

There’s something we’re trying to get across... ...Storytelling is important<br />

because it bonds us to our humanity. It shows us where we came from,<br />

and tell us where we going in the future. It gives us a meaning to our<br />

lives because our lives like stories, have a beginning, middle and end.<br />

We need storytellers, we need them now more than ever. They make us human beings. Storytelling makes us emotionally<br />

feel what other human beings haven’t felt and feelings they have felt. It can inspire a generation, it can entertain, teach,<br />

predict and convey splendour. Everyone’s story is unique... ...That is the power of storytelling”.<br />

“Refugees in Crisis”<br />

Kulbir Maras (year 12)<br />

I was really grateful to take part in the Spark @Youth Talk event to speak about ‘The Future of<br />

Refugees’. When given the theme ‘Youth Voices’ and ‘The Future’ I wanted to steer away from the<br />

technology route and speak about a crisis that we are becoming desensitised to through our media. It<br />

was an incredible experience to give the speech alongside other students delivering equally powerful<br />

messages; I hope through my speech I have inspired people to pay more attention to our refugee crisis<br />

as this is a problem we can no longer afford to ignore. Here are some extracts from my speech.<br />

Link: https://youtu.be/kZKTTJ6wvP4 :<br />

“What is the future of refugees who have had their future stolen?<br />

...According to UNHCR just over 60 million people have been forced to<br />

flee their homes... ...Is liking a Facebook video really enough to show<br />

your support of refugees? ...If you’re an adult, challenge your peers when<br />

they make generalised comments. If you’re a journalist, start using your<br />

platform for people who no longer have a voice. And if you’re human,<br />

volunteer once a fortnight at your local refugee shelter – they are there,<br />

you just need to find the time... ...How are we going to use our voices<br />

and our future to ensure that, even though refugees may have had their<br />

future stolen, they do not have to remain victims of theft?”<br />

Lucy Tirahan (year 12)<br />


National Theatre “Twelfth Night” Student Conference<br />

On<br />

Tuesday 21st<br />

March <strong>2017</strong> the<br />

year 10 drama<br />

GCSE group attended a Student<br />

Conference for ‘Twelfth Night’<br />

at the National Theatre in<br />

London’s Waterloo. ‘Twelfth<br />

Night’ is on the drama GCSE<br />

specification as a set text so<br />

this was a perfect opportunity<br />

for students to explore the play further with input<br />

from industry professionals.<br />

On arrival we were greeted by the friendly NT<br />

Education Team and took our seats in the Olivier<br />

Theatre ready for the first session. Dr Nick Walton<br />

from ‘Shakespeare’s Birthplace Trust’ gave an exciting<br />

and in-depth study of what life would have been like<br />

in Shakespeare’s times. This was then followed by a<br />

panel discussion led by Jane Ball and members of the<br />

NT Creative Teams. Here we got to listen to Soutra<br />

Gilmour, set designer for Twelfth Night, explaining<br />

her vision for the show and the process that designers<br />

go through to bring a play to life.<br />

After lunch we were introduced to some of the cast of<br />

‘Twelfth Night’ and took part in a workshop exploring<br />

the 1st scene of the play. Tamara Lawrance, who<br />

played Viola, spoke to us about how she approached<br />

the character of Viola.<br />

In-between the conference and the show<br />

in the evening we took a walk to the Tate<br />

Modern and immersed ourselves in the<br />

‘Anywhen’ exhibition by Philippe Parreno<br />

commissioned by Hyundai. ‘Anywhen’ is<br />

a site-specific exhibition that continuously<br />

changed with moving elements, light<br />

configurations and sound environments.<br />

Having spent a day enjoying arts and culture,<br />

we were pretty hungry, luckily for us there<br />

was a Nando’s and Wagamama’s nearby<br />

who were happy to host 16 students from<br />

Hounslow.<br />

The last thing on the agenda was to watch<br />

‘Twelfth Night’ with Tamsin Grieg. This is<br />

what some of our students had to say about<br />

the production: “Theatre trips in support of<br />

the study of a Shakespeare text are essential<br />

to student understanding and to their ability<br />

to realise that something written hundreds<br />

of years before can still be relevant today.<br />

Meeting and working with professional<br />

actors, designers and directors enhance their<br />

confidence to be creative in the way they<br />

interpret text and take a play from page to<br />

stage and their ability to write as an expert<br />

when answering exam questions”.<br />

Deepak Bahra (Drama Department)<br />

“Twelfth Night’ was honestly one of the best performances I have<br />

watched. It was light-hearted and funny. The gender blind casting was a<br />

very interesting take on the characters in the play. Overall, it was a fun,<br />

colourful and modern twist on a traditional Shakespearean text”.<br />

Maisie Mullen (year 10)<br />

“I have no words; the play was absolutely mind blowing. Before the play,<br />

we had been invited to a student conference joining many other schools.<br />

It was a chance of a lifetime as we were able to explore Shakespeare’s<br />

traditional play, work with cast members and observe all the creativity<br />

that took place backstage. Overall, the trip was phenomenal”.<br />

Nabeeha Ali (year 10)<br />


National Writing Day Poetry Competition<br />

This<br />

Grey Carpet Glitz<br />

year, First Story ran the first ever National Writing Day in the U.K.<br />

and <strong>Cranford</strong> students were fortunate enough to take part. We ran<br />

two poetry competitions in school and another national competition lead by the<br />

Young Writers Association. One<br />

competition task was to write a<br />

poem which could be said in one<br />

breath. This meant writers had to<br />

avoid using punctuation and say<br />

the poem aloud without running<br />

out of breath. There were some<br />

lovely poems submitted. Thank<br />

you to those who entered.<br />

Another poetry competition<br />

asked students to write a ‘Thank<br />

You’ poem to something/<br />

someone that they do not<br />

usually say thank you to,<br />

however, there was a catch.<br />

Students were not allowed to make clear who the<br />

poem was saying thank you to; the listeners and readers<br />

had to work this out by listening to the clues given in<br />

the poem. Again, these poems were brilliant. Thank you<br />

to those who entered this competition too.<br />

e want ever yone, ever ywhere to get writing!<br />

www.nationalwritingday.org.uk<br />

A collaborative campaign from<br />

First Stor y and partners across the UK.<br />

The winner for both poetry competitions was Ayesha<br />

Kaur in 7Y. Well done to her. She is an avid reader and<br />

since great readers make great writers, she was given the<br />

opportunity to select a book of her choice to take away<br />

as a prize. Here are her poems for you to enjoy.<br />

Sahrish Shaikh (English Department and<br />

First Story Lead)<br />

Immortal<br />

Tick tock tick tock poof and<br />

I’m in Alton towers in the queue to<br />

Empower the smiler to<br />

Empower the longest<br />

Ride in the world exactly a hundred and<br />

Eighty-four seconds and the record<br />

For the most amount of<br />

Loops in the world<br />

And a record for a bone<br />

Shattering ruthless accident but<br />

Hey no big deal and I’m pretty<br />

sure I’ll make it back in one<br />

Piece of a decapitated body which<br />

Is the best I could wish<br />

For and slowly the queue keeps<br />

Snipping off as the evil<br />

Smiler clown cuts us apart to<br />

Drag our bodies into the arena of<br />

Savage death as smiler spirals hypnotise<br />

Me I find myself in the front row clenching<br />

Onto the ride as the monster ejects<br />

Into the sky for the<br />

Dip and then we pierce through<br />

The air like a bullet as my<br />

Flesh clings onto me<br />

Being sucked back but somehow<br />

I have made it to the end and now<br />

I can say<br />

I conquered the smiler<br />

Ayesha Kaur (year 7)<br />

Birds poo on you every day,<br />

Cigarettes squished on you that decay<br />

Chewing gums splattered like dots of paint<br />

That’s something you don’t deserve<br />

because you are the foundation of the world<br />

I want to say thank you to you today<br />

for accepting our feet anyway<br />

You reduce the friction on our cars<br />

Regardless of how dirty they are<br />

Yet we punish you with arrogance<br />

And taint your so complex designs.<br />

People rebuke you for the cracks you have<br />

but little do they know<br />

the intricate beauty of yours<br />

So elegantly you form grey velvet Carpets for us<br />

As we venture the world with a fuss.<br />

Ayesha Kaur (year7)<br />

A Match Made In Heaven<br />

My gratitude is beyond words,<br />

Because your deeds are so priceless,<br />

That anything else would be an underestimation<br />

And saying that would be absurd.<br />

I live only because of you<br />

And inhale your wholeheartedly gifted air.<br />

I exhale your return gift,<br />

Keeping you alive,<br />

Gifting you back with air.<br />

You are my lolly to my pop.<br />

My cup to my cake.<br />

My pop to my corn.<br />

You rule my garden,<br />

Your friends and cousins are in every branch of the world<br />

Also ruling the empire from which you belong.<br />

A thank you from the heart.<br />

Ayesha Kaur (year 7)<br />


Ex <strong>Cranford</strong> student returns to<br />

run a workshop with year 10<br />

Nida<br />

Mazen Sarfraz (some of you may<br />

know her as Nida Bhatti), is not<br />

only an ex-student, but she is also an established<br />

young author. As part of the National Writing Day<br />

initiative this year, she kindly offered to come to<br />

<strong>Cranford</strong> to run a writing workshop and discuss<br />

her novel with year 10 students. Her novel, ‘A<br />

Tale Of Two Lands’, has recently been published<br />

and this was something that was of great interest<br />

to the students. Nida explained what inspired<br />

her to write her novel and asked the students<br />

to use a variety of the same materials that she<br />

found inspirational to write their own short<br />

pieces. It quickly became an intense competition<br />

too. There were 3 prizes to be won and the winners were judged by<br />

Ms Brooks and Nida herself. There was a wide range of story lines<br />

developed from all the materials given, ranging from something<br />

mystical and magical to something as poignant and relevant such as<br />

being a refugee.<br />

1st prize went to Waleed Ali (10Y), 2nd prize went to Sanna Rafiq<br />

(10W) and 3rd prize was awarded to Hunerdeep Sidhu (10Z). It was<br />

a great workshop which the students thoroughly enjoyed; some even<br />

left the classroom saying ‘I think I might write a book of my own<br />

now’. Each winning student won either a signed and dedicated copy<br />

of the novel or other signed and dedicated merchandise.<br />

Nida also ran a small WFactor session with some keen year 9 students.<br />

They too produced some amazing writing and won some signed copies<br />

of the book.<br />

Sahrish Shaikh (English Department)<br />

“You’re safe.<br />

No one will find you”<br />

The words of reassurance rang out from<br />

across the claustrophobic lorry as dozens<br />

of half-starved, exhausted yet hopeful<br />

people struggled to find a spot where no one<br />

could find them. These people had given up<br />

everything to finally reach their destination.<br />

They walked, swam and ran halfway across<br />

the world just to be in this lorry. No one was<br />

going to fail now.<br />

“Just be quiet and when we start moving,<br />

don’t make a sound,” Yusef whispered to<br />

his little brother Ishmaeel. Yusef knew that<br />

they could not afford to be caught; they had<br />

lost too much and the fear of failure would<br />

hopefully silence Ishmaeel.<br />

Yusef heard of the stories of what happened<br />

to people who had been caught and he was<br />

determined to not let Ishmaeel be denied a<br />

future.<br />

Waleed Ali (year 10)<br />

A Tale of Two Lands<br />

On<br />

Wednesday 21st June <strong>2017</strong>, a workshop was<br />

organised for a year 10 English class, with<br />

N.M. Sarfraz, author of ‘A Tale of Two Lands’. Firstly,<br />

she introduced herself and spoke about her book and<br />

her journey to becoming a writer. She then read her<br />

prologue which had an interesting storyline. We were<br />

asked to create a piece of writing about an image<br />

which was given to us. She was very encouraging and<br />

gave us tips to include in our writing. We were then<br />

given examples of songs and poems which led to the<br />

next task where we had to produce a two-sided A4<br />

page of writing from our favourite from the examples<br />

given. There were three prizes which were awarded<br />

to the winners. First and second prizes were a signed<br />

copy of N.M. Sarfraz’s book and third prize was also<br />

a signed notebook from her. Overall it was a very<br />

inspiring session which we all enjoyed.<br />

Prabhleen Ghattoray (year 10)<br />


On<br />

Jack Petchey Awards <strong>2017</strong><br />

Wednesday 24th May <strong>2017</strong> the annual awards evening for the Jack Petchey prize winners was<br />

held at Brentford Watermans Centre. The evening, attended by prize winners, parents, staff and<br />

dignitaries from the Jack Petchey Foundation and Hounslow borough, was a wonderful celebration of young<br />

people who were being recognised for achieving something outstanding or for going beyond the expected.<br />

Each winner receives £250 to spend on an area of interest or need for their school. It was a truly inspirational<br />

event and one in which <strong>Cranford</strong> students continue to shine.<br />

Kevin Biggs (Senior Teacher)<br />

Haroon Lukka (13 y/o) - Haroon has been nominated because of his extensive contribution to the local community<br />

through the Heston West Big Local. He has worked on numerous projects and supported various media projects and<br />

school events. He has been recognised for his independent learning style, including learning of the piano.<br />

Spent money on: Maths revision books for students who cannot afford them.<br />

Jessica Atouguia (16 y/o) - Jessica has been nominated for her contribution to drama, supporting productions,<br />

directing performances and running the production group for WFactor. She has been a teaching assistant in drama<br />

and has led period 0 sessions. Jessica has participated in many charity events to help raise awareness for cancer<br />

and poverty in Africa.<br />

Spent money on: <strong>Cranford</strong> Park Nature project.<br />

Teodor Jevtic (16 y/o) - Teodor has been nominated for his contributions to the music department, for numerous<br />

performances and supporting the running of such events. He has supported students with their learning and his<br />

amazing piano playing is admired.<br />

Spent money on: music department.<br />

Haashim Nisar (16 y/o) - Haashim has been nominated for his contributions to drama and representing the school<br />

at external events such as UCL Urban Scholars programme and ‘The Battle of Ideas’. Haashim is very interested<br />

in science and has taken part in numerous science projects. He successfully completed his work experience with<br />

Mayfair Solicitors, as he wants to be a barrister. Haashim was elected as the class representative in year 7 and he<br />

has kept this role throughout the years. This year he is part of the Prom Committee.<br />

Spent money on: Shakespeare in Schools Project.<br />

Gurshaan Ghattoray (13 y/o) - Gurshaan has been nominated for his contributions to sport and extra-curricular<br />

activities. Gurshaan was an ambassador at the Junior Citizenship event and took part in <strong>Cranford</strong>’s Got Science<br />

Talent event. Gurshaan helps at open evenings, participates in charity events such as the Big Local; he plays an<br />

Indian instrument and is in the cricket and rugby team.<br />

Spent money on: PE sports and geography department.<br />

Arjun Sandhu (14 y/o) - Arjun has spent his free time for the last 2 ½ years with the ASD Centre. He has used<br />

the ethos of the Centre “always showing kindness and respect” to embody these principles and guide the incoming<br />

students in years 7 and 8 to follow these axioms. He is a solid and dependable role model and has helped a new year<br />

7 student to set up a highly popular WFactor activity for which his passion has remained undented over this whole<br />

academic year. The boys in the Centre view his continued friendship to be that of a “brother”.<br />

26<br />

Spent money on: Train Club and Picasso Centre.

ICT & Computing News<br />

In<br />

ICT & Computing we have been experimenting this year with independent<br />

learning projects. Year 9 students have been allowed to choose, plan<br />

and follow a topic of interest for them to support their interests or career<br />

plans. Students have chosen to pursue software skills in programs such as<br />

Adobe PhotoShop and PremierePro or even to undertake online programs of<br />

learning in a wide range of topics from an Introduction to Psychology to Business<br />

Accounting Fundamentals. Students have achieved fantastic results this year. Year<br />

9 grades are higher than ever and we are very proud of their accomplishments. They<br />

produced some outstanding work along with evidence of learning through diaries<br />

and presentations.<br />

Barbara Lodge (Head of ICT & Computing)<br />

“The Independent Learning Project in ICT was<br />

absolutely amazing, as we were given the freedom<br />

to learn anything we wanted to. This project helped<br />

us build up our research and design skills, as<br />

well as helping us to become more independent in<br />

general. For the past year, I have really wanted to<br />

learn Python, which is a programming language;<br />

when I found out that we had this opportunity, I<br />

was ecstatic. This project also helped people like<br />

me, who want to do Computer Science as a GCSE<br />

subject. I learned enough program skills<br />

to be able to program a<br />

chatbot that could hold<br />

conversations. I was<br />

really proud of my final<br />

product and I am really<br />

excited to learn more<br />

next year”.<br />

Brahmnoor Brar (year 9)<br />

“Participating in the Independent Learning Project<br />

allowed me to broaden my horizons and enhance my skill<br />

set. For my Independent Learning Project, I decided to<br />

complete a variety of First Aid courses as I think First<br />

Aid is an essential skill for life and can be utilised to<br />

help others. My aim was to learn something new which<br />

I can then implement usefully into real life to give back<br />

to the community around me. I completed five different<br />

courses; Basic First Aid Course, Advanced First Aid<br />

Course, Anaphylaxis Course, CPR Course and<br />

a Paediatric Course. After completing each<br />

course, I received a certificate to certify my<br />

achievement. Overall, I think the Independent<br />

Learning Project was an amazing opportunity<br />

and should be incorporated into the school<br />

curriculum more as it allows pupils to excel<br />

and learn something new whilst boosting<br />

their independence and knowledge”.<br />

Rajvir Sran (year 9)<br />

“In ICT, I chose to do a topic related to what I see<br />

myself doing in the future, accounting and finance. I<br />

completed an online course, on a site recommended by<br />

my teacher, called Accounting Foundations. This course<br />

gave me a great insight into my career path and I believe<br />

that the project was a very good way to expand my<br />

knowledge of topics outside IT whilst still using the skills<br />

that we have learnt in years 7 and 8 on report writing<br />

and formal document skills”.<br />

Prabhdeep Nijjar (year 9)<br />

“In ICT this year we spent half a term on an Independent<br />

Learning Project. I found this a really exciting opportunity<br />

as I have always wanted to learn how to use PhotoShop<br />

to edit and manipulate digital images. I loved learning<br />

different techniques and my favourite was learning how<br />

to combine different fonts with images to produce text<br />

made out of different backgrounds. I really enjoyed being<br />

responsible for myself and being allowed to choose the<br />

techniques I wanted to learn”.<br />

Zaafar Ahmed (year 9)<br />


European Commission Commemoration Day in Brussels<br />

28<br />

In<br />

February <strong>2017</strong>, we were approached by the European<br />

Commission to be involved in the 13th European<br />

Remembrance Day Victims of Terrorism service, to be held in<br />

Brussels on Friday 10th March <strong>2017</strong>. In response to this invitation<br />

we organised a poetry competition. We received numerous pieces<br />

for our consideration and after a lengthy shortlisting process, the<br />

winning poem “Boxes” by Lucy Tirahan (year 12), chosen by the<br />

EU, was read during the service. Lucy and Ms Shaikh represented<br />

<strong>Cranford</strong> and attended the day.<br />

Alan Fraser (Assistant Headteacher - Community)<br />

Boxes<br />

When I was five<br />

You took a box<br />

And from it you made a car<br />

When I was eight<br />

I fell during our water fight<br />

And on my elbow formed a scar<br />

When I was eleven<br />

We slept in our den<br />

And our last words were goodnight<br />

But when I was twelve<br />

I had to carry you in a box<br />

That you would forever lie<br />

And when we lay it down<br />

The water was no longer in the gun<br />

But spilling from my eyes<br />

Because this gun was more fatal<br />

And in my heart, lives a scar<br />

That forever asks why<br />

Because this is no longer child’s play<br />

And to half of me<br />

I had to say goodbye<br />

Lucy Tirahan (year 12)<br />

“Going to Brussels to read<br />

my poem for the European<br />

Commission was an incredible<br />

experience that I am really<br />

grateful for. It was the 13th<br />

Annual Day for Commemorating<br />

Victims of Terrorism around<br />

the world and whilst the<br />

survivors’ testimonies were<br />

distressing, it was also inspiring<br />

to see their strength and how<br />

communities had coped with<br />

a devastating event. It was<br />

a privilege to attend and be<br />

given the opportunity to share<br />

my work at that level - it is<br />

definitely an experience I<br />

will never forget. I also got<br />

to meet the EU Commissioner<br />

who was incredibly kind and<br />

supportive of my work as well<br />

as many other members of<br />

the European Parliament. As<br />

well as testimonies, there were<br />

also psychologists delivering<br />

research conducted on the<br />

aftermath of a terrorist attack<br />

and political leaders who were<br />

to discuss new plans to cope<br />

with attacks. Being there made<br />

me realise how important it is<br />

to discuss terrorism on a global<br />

level to ensure that countries<br />

can work together, rather<br />

than letting these events divide<br />

them. I hope they continue<br />

to hold these annual days of<br />

commemoration as they are<br />

essential in ensuring safety<br />

amongst a population. I would<br />

like to thank the European<br />

Commission for inviting me, Mr<br />

Fraser for his correspondence<br />

and organising our travel and<br />

Miss Shaikh for taking me – you<br />

all enabled me to take part in a<br />

moving experience and for that I<br />

am very grateful”.<br />

Lucy Tirahan (year 12)

Lucy Tirahan represents <strong>Cranford</strong> in Brussels Victims<br />

of Terrorism Remembrance Day Service<br />

Being invited to visit Brussels and accompany Lucy to the EU Commission was an opportunity<br />

that I did not want to miss. The entire trip and occasion are things that I will not forget. Not<br />

only was it an opportunity to visit a new place and support Lucy in her task of reading out her<br />

poem at the EU Commission, but it was also an opportunity to understand the first-hand experiences<br />

of those affected by terrorism, to be able to comprehend what local European governments were doing<br />

about such attacks and how they were changing their policies to adapt to the support needed by the<br />

victims of terrorism. Many of the stories and experiences that were shared were by the family members<br />

of those who were killed by terrorist attacks; it was a very sobering and humbling experience and<br />

reminded me of how important it is to come together as a community and to support one another in<br />

the good times and the bad. Everything that was said and felt came from the heart – very much like<br />

Lucy’s own poem. It’s full of emotion and was perfectly suited to match the occasion. As a teacher,<br />

it was a very proud moment to see Lucy take the stand and share her words with the world but it was<br />

even more amazing to hear the praise that she received from the European delegates, officials and<br />

from those who were there to share their experiences of terrorism. It was truly a great opportunity.<br />

Sahrish Shaikh (English teacher)<br />

Dear Alan,<br />

Lucy was great. I think she is a very<br />

inspiring young woman and I am sure<br />

she has a very bright future ahead of her.<br />

Thank you so much for the arrangements,<br />

I hope she and her mentor enjoyed it.<br />

We appreciate all the efforts from your<br />

side and hope to continue working<br />

together.<br />

Warm regards,<br />

Ms. Pomme Woltman | RAN Centre of<br />

Excellence<br />


On<br />

Thursday 26th January <strong>2017</strong>, another group<br />

of beaming youngsters embarked on their first<br />

and most definitely not last visit to the US Embassy to<br />

attend a “Media Minded” event, run in collaboration with<br />

Shout Out UK.<br />

The event started with an informal mingling activity<br />

centred around various snippets of news headlines or<br />

tweets about real events; students discussed whether they<br />

liked or disliked the headline and whether would share<br />

it online, some of the students were amazed that some of the headlines were actually real news, for<br />

instance: “Is 18 legged killer squid being weaponised by Putin?”<br />

A welcome session by the founder and director of Shout Out UK made use of the familiar clickers to<br />

get an immediate survey of crowd habits, including how many current events did you discuss today/<br />

share online today. The power of the media was highlighted as an older problem than perhaps assumed<br />

by our youngsters. In particular, attention was drawn to The Sun front page the day after the 1992<br />

election result, proclaiming “It’s the Sun wot won it” as the Tories won an election many thought<br />

would be a Labour victory.<br />

The following break out sessions allowed <strong>Cranford</strong> students to share their ideas on the Russia and<br />

Ukraine conflict; students worked in smaller groups on different news stories to discuss the bias,<br />

intention and sentiments that could be behind different news. All 12 students were assuredly confident<br />

when presenting their findings to the rest of their group in an articulate and persuasive manner.<br />

It was Lucy Tirahan who was selected to represent <strong>Cranford</strong> in the whole group feedback and though<br />

I myself maybe accused of bias, I felt Lucy’s summation of the findings of her overall group was the<br />

best on the day. She was eloquent with her words and demeanour, as she seemingly effortlessly picked<br />

out the most pertinent points that all the mini-teams within her group had made in the previous 45<br />

minutes. She was the first up on stage but this did not phase her and I, along with the entire audience,<br />

was extremely impressed by her poise.<br />

Mehmoona Yousaf (Senior Teacher - Cultural Diversity)<br />

Media Minded Event<br />

“The media have persisted to be the most well-defined platform championing issues since the age of the printing press<br />

and, for just as long, has been at the forefront of doubt, i.e. regarding poor critique portrayed as a consequence of<br />

political agenda, spin and censorship pertaining to contemporary issues.<br />

Our trip to the U.S Embassy shed light on such issues, giving us the necessary tools, information and skills to identify such<br />

mechanisms, in turn accentuating them and preventing the spread of misinformation through the media - essentially curing<br />

the “Mass Zombification of Ukraine” along with taming Russia’s “Killer Octopus” through the simple understanding of<br />

sensationalism, exaggeration, triangulation and, of course, “a pinch of salt”.<br />

Al-Enzeli Ramji (year 12)<br />

“This opportunity was really useful as it enabled me to further increase my knowledge of the variety<br />

of factors that impacted on the US Election result. We were a part of a workshop which required us to<br />

analyse different newspaper articles and how they may influence a person’s opinion on certain media<br />

reports, talked philosophically concerning what the ‘truth’ really is and how we can independently<br />

distinguish what these media organisations are really trying to sell us. It was a tremendous experience<br />

thus increasing my interest in politics and its importance in the world we live in”.<br />

Maarya Zaabar (year 12)<br />

“Being given the opportunity to visit the US Embassy in London was an experience I will not<br />

forget as it enabled me to talk with other students who share the same interest as me particularly<br />

the US Presidential Election and Brexit. It was really informative as a vast plethora of ideas was<br />

articulated and shared by students from a number of schools around the country. While we were at<br />

the Embassy, it gave me an insight into others views on the different ways subjects are portrayed in<br />

the media, deepening my understanding on the varying interpretations in the media”.<br />

30<br />

Carmen Gaur (year 12)

<strong>Cranford</strong> Students Promoting Democracy<br />

During this academic year, <strong>Cranford</strong> students having<br />

been working alongside Seema Malhotra, MP for <strong>Cranford</strong><br />

and Heston, in various events, to understand and engage with the<br />

democratic process. This included their participation in the local election campaign in the recent<br />

general election on Thursday 8th June <strong>2017</strong>.<br />

“Campaigning with Seema Malhotra (and the Labour Party), the MP for our constituency, has allowed<br />

me to gain a lot more knowledge in how politics actually works. It has allowed me to learn the<br />

procedures of how different political parties bring together unique strategies to ensure they keep the<br />

voters they have had in the past but also swing more voters towards their party.<br />

A lot of time has to be put in and there are many tasks that anyone can get involved in within<br />

campaigning politically. It is essential everyone is aware of what they are voting for and being able<br />

to portray and spread the messages for political parties such as Labour has boosted my confidence in<br />

politics, in which I have a keen interest in. I hope to get more young people involved with politics on<br />

a local and national scale in the near future as the steps the governments take on a daily basis effect<br />

everyone, but more so effect the young population in our community”.<br />

From Aadil Awan (year 12)<br />


discussions and share their opinions, views, concerns<br />

and questions challenging topics, including issues<br />

related to terrorism, extremism and radicalisation. It<br />

is through this need the “Hear Our Voices” project<br />

evolved. It provides young people of school age a<br />

safe place to consider such challenging topics and<br />

questions and allows them to not only share their<br />

opinions but aims to educate these young adults<br />

about the dangers and consequences of extremism<br />

and radicalisation.<br />

Project<br />

In<br />

January this year, <strong>Cranford</strong><br />

embarked on a major project<br />

working with the Home Office in<br />

support of its agenda of tackling extremism<br />

and radicalisation of young people.<br />

Schools have a duty to protect their children<br />

from the dangers of radicalisation. Over the<br />

past few years <strong>Cranford</strong> has commissioned<br />

projects to shore up students’ defences to<br />

those who would seek to draw them into<br />

terrorism. One of the projects we use is the<br />

Institute for Strategic Dialogues Extreme<br />

Dialogue programme. This programme uses<br />

high quality video and teaching resources<br />

to develop young people’s critical thinking<br />

skills. A group of <strong>Cranford</strong> students who<br />

participated in the Extreme Dialogue<br />

programme wanted to challenge the<br />

difference between their school world and<br />

the world beyond the school gates. They were<br />

convinced that something should be done<br />

to promote the shared values of the school<br />

community with the world outside. They felt<br />

the need to go out into the community to<br />

promote common values and in particular<br />

those of respect and tolerance.<br />

“Hear our Voices” aimed at giving children<br />

a voice and to demonstrate to schools that<br />

this can be done in a non-threatening way,<br />

equipping children with the resilience<br />

needed to combat any future radicalisation<br />

threat. The world around us is a fast-paced,<br />

turbulent and scary place for the ‘children’<br />

of today. The newspapers are filled with<br />

headlines aimed to shock yet inform.<br />

However we often forget that it isn’t just<br />

the adult population that is reading these<br />

articles. There is an urgent need to allow the<br />

children of today to have a safe and open<br />

forum where they can engage in honest<br />

The project aimed to provide both primary and<br />

secondary schools with some simple tools and<br />

resources to enable them to fulfil this duty in a<br />

non-threatening way. Through the use of drama<br />

and creative writing students explored the topic of<br />

extremism and radicalisation. The performance in<br />

front of parents and teachers enabled both to start<br />

having a dialogue with their children on this difficult<br />

topic.<br />

The three pieces are based around different briefs;<br />

The Ripple Effect, Social Networks and The Open<br />

Brief.<br />

The Ripple Effect mixes live action with filmed news<br />

bulletins reporting on a fictional suicide bombing of<br />

Kings Cross by a young man from Hounslow. The<br />

play explores the ‘ripple effect’ of his actions on<br />

those who know him. Actors play a friend, teacher,<br />

girlfriend, work colleague, football coach, aunt and<br />

mother. The play explores not only the devastation to<br />

those killed by the terrorist act but those who knew<br />

him. The mother makes a plea to parents to talk to<br />

their children. The key question is how well do you<br />

really know someone?<br />

The Social Network play deals with a young boy<br />

who is being bullied at school. His mother and<br />

father separate and the only constant in his life is his<br />

computer games. He is befriended by another online<br />

gamer who initially we think is another child but<br />

as their conversation progresses we start to wonder<br />

who this person is. He advises the boy to stand up<br />

for his beliefs. When the boy asks his mother about<br />

his beliefs and his identity she ignores him. In the<br />

next scene buoyed by his new beliefs he challenges<br />

his bullies and feels good about the experience. Our<br />

mystery gamer tells him that people will try and<br />

turn him from his beliefs but he must be strong. In<br />

the last scene his mother is seen as a distant figure<br />

slowly withdrawing from his life. The boy picks up<br />

his school bag then picks up a suitcase throwing down<br />

his school bag and walks off. The key question is how<br />

did he become so alienated?<br />


The Open Brief explores putting your family at<br />

risk by your actions. The story is told through the<br />

lives of a grandmother, mother and two daughters.<br />

It is a loving family where each generation has<br />

a daughter becoming pregnant at 16. The mother<br />

has a boyfriend who persuades her to look after<br />

a mysterious box contain cash and a gun. Her<br />

actions put her family at risk until one day the<br />

boyfriend comes looking for the box and one of<br />

the daughters discovers it. The family confronts<br />

the mother and casts her out. She pleads with her<br />

boyfriend to take it away and when he refuses she<br />

calls the police. This action resurrects her family<br />

and the mother makes a pledge to her family to<br />

never put them in danger again. The key question<br />

is should you put your family through this?<br />

Through this project the Prevent message was<br />

delivered to a diverse audience of nearly 1,000<br />

children, parents and teachers. The 28 secondary<br />

students developed a very good understanding<br />

of issues surrounding violent extremism with<br />

the 14 who went on to deliver the plays having<br />

a very deep understanding of Prevent and<br />

violent extremism. The 14 are very committed<br />

to the project and have taken great pride in<br />

their contribution to the Prevent agenda and<br />

feel they have made a difference to children’s<br />

understanding of this subject.<br />

Parents were overwhelmingly supportive of the<br />

project and felt it was important for their tenyear-old<br />

children to have an understanding of<br />

this sometimes difficult topic. The project has<br />

given parents a safe referencing point to discuss<br />

Prevent and what their children should do if they<br />

have concerns.<br />

The workshops on British Values reminded the<br />

children and teachers the importance of these<br />

values and the need to protect them. The poetry,<br />

often funny, conveyed the strong message of<br />

what we value and that it is a shared value. In<br />

particular, they focused on tolerance and respect<br />

which are probably easier for the children to<br />

conceptualise. A website has been developed<br />

which will have all the resources available for<br />

schools and methodology. A film has been created<br />

which explains the project and why it important<br />

to engage in the Prevent agenda.<br />

Alan Fraser (Assistant Headteacher - Community)<br />

Thought Wednesday was brilliant - really insightful. The ladies running<br />

the workshop were BRILLIANT. They approached the Manchester attack<br />

really sensitively, and in a way that opened up a forum for the children<br />

to speak about it freely. It was then dealt with in a really positive way,<br />

promoting British Values in a way I hadn’t thought of before.<br />

Primary School Teacher comment<br />

“When I left the drama production by <strong>Cranford</strong> Community<br />

College and year 5 students yesterday I was in two minds,<br />

unsure if I wanted my innocent child exposed to such terror.<br />

I remained unsure until this morning when I heard of the horror<br />

that had taken the lives and injured innocent children at last<br />

night’s concert.<br />

I wanted to thank you for identifying the need and addressing<br />

this sensitive subject with year 5 students. The production was<br />

a great way of educating both parents and children on ways<br />

in which we can tackle this issue together and protect one<br />

another”.<br />

“The experience was really positive for Year 5 and<br />

they thoroughly enjoyed working with the theatre<br />

company ‘Bounce’ and learnt a great deal from the<br />

plays performed by the older students. It was also really<br />

fulfilling to work alongside a local school on such a<br />

powerful project”<br />

Deputy Headteacher Hounslow Primary School<br />

Parent comment<br />



From Osterley to Oslo, Hounslow to Helsinki, Bedfont to Beijing, T<br />

World Class School Quality Mark (WCSQM)<br />

<strong>Cranford</strong> Community College was designated a World Class<br />

School in November 2015 and by a year later was providing<br />

student assessors and a staff assessor for the new cohort of<br />

would-be world class schools. <strong>Cranford</strong> is once again at the forefront of<br />

international developments and is about to start trialling the International<br />

Accreditation Programme for WCSQM with some of our partner schools.<br />

2016-17 has been a magical academic year, roll on <strong>2017</strong>-18.<br />

Philip Dobison (Assistant Head of School, International Relations)<br />

China<br />

Korea<br />

34<br />

The year began early in the autumn term with the annual visit<br />

by the delegation from Tianjin College of Commerce, which we<br />

reciprocated in October 2016. 17 <strong>Cranford</strong> students, accompanied<br />

by 5 members of staff visited the sights of Tianjin, the Forbidden<br />

City and Temple of Heaven in Beijing as well as clambering up<br />

the Great Wall of China. This trip is a real experience and eyeopener<br />

on the dizzying growth of China and its economy. It is an<br />

opportunity not to be missed and I am delighted to say that this<br />

October, some 30 students from year 12 will be following in their<br />

footsteps.<br />

Our link with the South Dong Chang Middle School in Shanghai<br />

goes from strength to strength and once again, we welcomed<br />

students and staff from our partner school. The students visited<br />

lessons from drama to science and all said how wonderful the<br />

lessons were. One member of the Shanghai staff<br />

commented: “You could feel the passion<br />

with which the teacher spoke about her<br />

subject”. That is all part of what makes<br />

<strong>Cranford</strong> beyond outstanding.<br />

Our links with<br />

the Korean<br />

Education<br />

Ministry and<br />

Embassy are<br />

now very strong.<br />

The Education<br />

Department of the Embassy<br />

has been sponsoring a Korean<br />

teacher at <strong>Cranford</strong> and there<br />

are currently 29 students<br />

enrolled on the course.<br />

<strong>Cranford</strong> is just one of a<br />

handful of schools that offer<br />

Korean and we are proud to<br />

do so. The school has also had<br />

requests for support from the<br />

Embassy for various activities<br />

involving educationalists from<br />

South Korea, which itself is an<br />

outstanding education system.<br />

One of our students has been<br />

very lucky to be accepted as<br />

only one out of two from the<br />

whole of the UK to participate in<br />

a programme in Korea organised<br />

by the Korean Government. The<br />

student will spend 10 days in<br />

Korea with all expenses paid,<br />

experiencing Korean culture<br />

first hand, visiting schools and<br />

businesses, places of interest<br />

and most importantly taking the<br />

opportunity to speak Korean in<br />

a real context. More news of this<br />


ISM 2016-<strong>2017</strong><br />

wickenham to Tokyo, Southall to Seoul, everyone knows <strong>Cranford</strong><br />

Thailand<br />

Japan<br />

As part of<br />

<strong>Cranford</strong>’s continuing look<br />

at the world, we have developed<br />

exciting links with a group of schools<br />

in Thailand, Princess Chulabhorn’s<br />

College group of schools, whose<br />

focus is unashamedly on science<br />

and technology. The school we are<br />

particularly linked with is about 50<br />

minutes from Central Bangkok and<br />

offers students a calm and peaceful<br />

location for learning. This is a brand<br />

new link and is set for greater things.<br />

Our links with Keio University<br />

(one of the most prestigious<br />

university in Japan) located<br />

in Central Tokyo began last<br />

February (2016) and have<br />

blossomed since then. This August<br />

(<strong>2017</strong>), 10 <strong>Cranford</strong> students from<br />

years 9 and 10, plus 2 year 12<br />

student leaders will join their<br />

Japanese counterparts from the<br />

Keio University Junior High<br />

School for a week long activity<br />

centre stay in the New Forest. It<br />

is the stay of a lifetime and in<br />

preparation. Before the summer<br />

school, <strong>Cranford</strong> students will<br />

take a crash course in basic Japanese. Activities<br />

include kayaking, swimming, rope walks, archery<br />

as well as visits to the local sights and Lulworth<br />

Cove. We also have strong links with Joto Senior<br />

High School in Okayama who were introduced to<br />

<strong>Cranford</strong> by a former teacher at <strong>Cranford</strong>, Mr Baxter, who<br />

now teaches at Okayama Joto Senior High School. Year 12<br />

students worked with 10 students from Joto for the day,<br />

challenging their knowledge of the UK and<br />

Japan. In the end, the challenge came as a<br />

draw with both sides pulling the punches<br />

when needed. Students from both schools<br />

really enjoyed the experience. As one<br />

<strong>Cranford</strong> student said: “It was not only<br />

fun being in a mixed team of <strong>Cranford</strong><br />

and Joto students, but we also got to<br />

know so much about each other in such<br />

a short time. I cannot wait for the next<br />

opportunity like this to come my way”.<br />


Finland<br />

<strong>Cranford</strong> hosted a group from the Etelä Tapiola<br />

School in Espoo, Finland. 13 students from<br />

our partner school joined <strong>Cranford</strong> students in<br />

their lessons (economics, English, physics and<br />

psychology). This was yet another chance for<br />

<strong>Cranford</strong> to open its gates to the world and help<br />

our students become real global citizens.<br />

Kazakhstan<br />

Our work with the British<br />

Council continues and we<br />

welcomed a group of 5 prize<br />

winners from Kazakhstan,<br />

who came to visit <strong>Cranford</strong><br />

as part of their award<br />

for submitting STEM<br />

projects which were judged<br />

outstanding. The 5 students<br />

came from 4 different schools<br />

across Kazakhstan and<br />

enjoyed time with students<br />

from <strong>Cranford</strong>’s own STEM<br />

club, run by Ms Foale. They<br />

also visited lessons in chemistry and biology and<br />

engaged with year 12 <strong>Cranford</strong> students in their<br />

experiments.<br />

Brazil<br />

Brazil too was on our agenda and we hosted a<br />

visit by 6 science and mathematics teachers from<br />

secondary schools in Rio de Janeiro, Barra and<br />

Rio Claro. The Brazilian teachers visited classes<br />

in the Science and Maths Departments and were<br />

delighted with what they saw. Jessica Atouguia<br />

(year 12) said afterwards: “I would so like to<br />

thank you for the amazing opportunity, it was<br />

great fun and the visitors loved our school”.<br />

US Diplomats visit <strong>Cranford</strong><br />

We<br />

arrived at CR4 and were welcomed<br />

by Diplomats from the US Embassy.<br />

They first introduced themselves and gave a<br />

background of the US through an interactive<br />

quiz. This showed the cultural differences<br />

between the UK and the US as it was highlighted<br />

what the average US citizen would answer and<br />

some questions showed the clear difference in<br />

views we held. We were then asked to write on<br />

the front and back of a card, what we liked about<br />

the US and something we either didn’t like or<br />

were confused about. After doing so, there was<br />

a discussion about the issues that some of us<br />

had raised such as gun crime. When explaining<br />

the US gun laws the diplomat tried to give some<br />

context to why the laws are not as strict as the<br />

UK, though we weren’t all easily convinced.<br />

We were joined by other members of the local<br />

community, some much older than us, and<br />

the question and answer opportunity really<br />

demonstrated the differences between us, not<br />

least when Donald Trump was raised. We were<br />

slightly shocked to find some support for Donald<br />

Trump in our community and didn’t expect that<br />

people would feel he was justified in some of<br />

his more controversial views and pledges. This<br />

was interesting as I previously thought the<br />

vast majority of people were like-minded on<br />

the topic of Donald Trump, but this conference<br />

showed this to be incorrect. We finished by<br />

discussing the positives about the US such as<br />

tourism, Disney World and New York.<br />

Ahmed Fadhluddin (year 12)<br />


Election<br />

Night<br />

at the<br />

US Embassy<br />

in London<br />

On<br />

Tuesday 8th November 2016, Mr Fraser and I were invited to an Election Night at the<br />

US Embassy in London. There was a real party atmosphere from the outset with many<br />

notable media personalities and national and international politicians in attendance. The invitation<br />

was extended to us in recognition of our continued special relationship with the people of the United<br />

States and the US Embassy. This was one of the last formal engagements of Matthew Barzon the<br />

US Ambassador to London who had been a good friend to <strong>Cranford</strong> during his tenure, Whatever the<br />

outcome of the election he was returning to the US and we wish him well.<br />

The event was in full swing at midnight with election results slowly trickling in and all seemed well.<br />

The highlight of the evening for me was when I literally bumped into one of my favourite political<br />

commentators Andrew Marr. The optimistic atmosphere continued until around 1:30 a.m. in the<br />

morning when some of pollsters were predicting a much closer call than everyone had imagined. The<br />

mood in the auditorium shifted from one of fun and enjoyment to rather more gloomy; the change was<br />

palpable as the worried expressions of the vast majority of people seemed to ask the same question:<br />

“Could the unthinkable happen?” By about 3:00 a.m. in the morning it seemed so and with so called<br />

swing states declared as Republican and with our shoulders slumped, one by one people began exiting.<br />

When we woke up for work the next morning the political landscape of the world had changed once<br />

more; and however shocked we were by the result, we can say that on the night it happened, we<br />

were in one of the key places witnessing the drama unfold alongside some key names in British and<br />

international politics.<br />

Mehmoona Yousaf (Senior Teacher – Cultural Diversity)<br />


<strong>Cranford</strong> working with<br />

our American partners<br />

European School Leaders Programme to the United States<br />

38<br />

In<br />

October half term 2016, I was fortunate<br />

enough to be selected for a US government<br />

funded trip to Washington and Minnesota. The trip<br />

participants were European school leaders from<br />

the UK, Germany, France, the Netherlands and<br />

Sweden and the focus was educational provision<br />

for immigrant and refugee communities in the<br />

United States.<br />

The trip commenced in Washington DC with a<br />

series of lectures and workshops on US policy<br />

and practice. There was also the opportunity to<br />

meet members of different ethnic communities<br />

and visit schools in Washington and Maryland.<br />

We had time to see some of the great sights in<br />

the American capital city. The timing of our<br />

visit was just before the American Presidential<br />

election and this explained the added vibrant<br />

buzz palpable throughout the city.<br />

The second part of the trip took us to the Midwest<br />

state of Minnesota where we engaged in a further<br />

study programme with a particular focus on the<br />

educational achievement of Somali communities<br />

as well as other immigrant groups such as the<br />

Hmong (from Laos), Vietnamese and Latino<br />

students. I discovered that Minnesota has the<br />

largest Somali community in the United States<br />

and there are many links between Somali families<br />

in London and Minnesota.<br />

The trip was a fascinating opportunity for<br />

European school leaders to meet US teachers,<br />

students and academics and also spend time with<br />

the different immigrant communities. We were<br />

able to meet some inspirational teachers and<br />

also hear from many students of their different<br />

experiences adjusting to life in the US. We met<br />

many young people who had overcome significant<br />

barriers to learning and are now achieving great<br />

results. In addition to meeting American school<br />

leaders, this was also a superb opportunity to<br />

spend time with other European Headteachers to<br />

share and learn from our different experiences<br />

and challenges.<br />

This trip has become the start of an ongoing link<br />

with the University of Minnesota with whom<br />

we have embarked upon collaborative research<br />

work into the educational experiences of Somali<br />

students in Europe and the United States.<br />

A follow up trip then took place in January <strong>2017</strong><br />

to Paris and Poitiers in France. This trip continued<br />

the focus on immigrant and refugee communities<br />

but this time in France. This provided a further<br />

opportunity for this team of school leaders to<br />

work together and will be the springboard for<br />

ongoing collaborative work with new US and<br />

European partners.<br />

Peter Stumpf (Associate Headteacher)

Minnesota comes to <strong>Cranford</strong><br />

In<br />

June <strong>2017</strong>, <strong>Cranford</strong> Community<br />

College welcomed Marina Aleixo<br />

and Nimo Abdi from the College of<br />

Education and Human Development,<br />

University of Minnesota, USA. Both<br />

Nimo and Marina met Peter Stumpf when<br />

he visited the US as part of a conference<br />

delving into the educational experiences<br />

of students from immigrant communities<br />

in Western countries. Marina and Nimo<br />

are conducting academic research into the<br />

educational experiences, attainment and<br />

integration of Somali students in different<br />

western contexts.<br />

The purpose of this visit, in light of their<br />

entire study, was to look at the good<br />

practice in the UK, specifically in <strong>Cranford</strong><br />

Community College, in comparison with<br />

other countries in Europe, including the<br />

Netherlands and Sweden. Whilst here,<br />

Nimo and Marina conducted various<br />

focus groups with staff and parents and<br />

explored the perceptions, views and most<br />

importantly the experiences of students<br />

themselves. They also gave us an insight<br />

into the systems in the US, which gave<br />

the term “postcode lottery” a whole new<br />

meaning as we learnt how vastly different<br />

the educational experiences of American<br />

students were depending on which<br />

neighbourhood they belonged to.<br />

The study will explore school structures<br />

and national policies and consider the<br />

impact these have on the school experience<br />

of students and will be examining whether<br />

these differed according to the different<br />

countries. A thematic interpretive analysis<br />

of all the data will be done. Alongside<br />

this, the study will attempt to provide<br />

in-depth analysis of national policies<br />

regarding immigrant student integration.<br />

Implications for research, policy and<br />

practice will be highlighted once the<br />

study concludes – which won’t be for a<br />

while. This is to be a longitudinal study<br />

and so this is not an isolated visit and we<br />

look forward to welcoming both Nimo<br />

and Marina back to <strong>Cranford</strong> in the future.<br />

The students were extremely grateful and enthusiastic to<br />

share their experiences and they summed up their meetings<br />

with Nimo and Marina thus:<br />

“The discussion we covered with Dr Abdi was incredibly educational<br />

and fun. We were able to explore the different views of our Somali<br />

peers and their aspirations for change in society.”<br />

Calia Mohamed (year 10)<br />

“Our discussion with Dr Abdi was enlightening as we learnt about<br />

experiences of students in the US and we were able to share our<br />

personal experiences with her, which as a young Somali felt both<br />

refreshing and necessary.”<br />

Faisa Ali (year 10)<br />

“The session with Dr Abdi was extremely significant, because it felt<br />

good to have someone explore the opportunities open to people from<br />

ethnic minorities.”<br />

Halima Elmi (year 10)<br />

“I really liked the interview with Dr Abdi; it let me express my feelings<br />

about life at school as a Muslim Somali student. It was valuable as I<br />

felt she was truly interested in what we had to say. It was a good thing<br />

that I got to share my experiences because I felt like I have made a<br />

massive improvement since year 7 and I wanted to show Somali kids<br />

and teenagers do very well at school and that everyone can change<br />

and overcome challenges. It allowed me to reflect that my parents<br />

raised me in the right way, which is something I am proud of.”<br />

Abdihakeem Ali (year 9)<br />

“I thoroughly enjoyed the experience because we discussed and<br />

evaluated the many reasons why some Somali students and indeed those<br />

from other ethnic minorities don’t do as well in education and gained<br />

a greater understanding as to how we can stop this from becoming<br />

a recurring global pattern. We also explored ways in which we, as<br />

Somali students, can actively break stereotypes. We also discussed<br />

the main factors that can cause barriers in the educational success of<br />

immigrant communities such as teachers’ expectations, culture, peer<br />

pressure and dealing with issues surrounding dual identity.”<br />

Amirah Jama (year 12)<br />

Mehmoona Yousaf<br />

(Senior Teacher – Cultural Diversity)<br />


When<br />

we went on the trip to the London Symphony<br />

Orchestra, I had the time of my life. It was<br />

amazing. Gary from the LSO taught us so many things such as how<br />

to use a variety of different things on an app called GarageBand,<br />

which has many different instruments to choose from ranging from<br />

a recorder to a guitar. After he taught us the basics of the app he<br />

then let us create our own piece of music. I know it may sound hard but it really wasn’t as all of the<br />

instruments had many clips of them playing a part of a song. There must have been over 150 types of<br />

guitars which absolutely blew my mind; I never even knew there was that many types of guitars, I only<br />

thought there was 3 types of guitars: electric, bass and acoustic. After we had created our simple piece<br />

of music he then taught us more complicated things such as how to fade out a piece and start another<br />

piece straight after the one I just faded out. I was really amazed by all of the things Gary taught us<br />

as I had only ever used GarageBand once. By going on this trip I think it has really helped me in my<br />

learning as it has taught me a numerous amount of new features and instruments and has improved<br />

my knowledge technology and instruments. I certainly think this trip should be set again whether or<br />

not it is for my year or another year. Thank you, it is an experience I will never forget.<br />

By Robert Keeley (year 7)<br />

Trip to the London Symphony Orchestra<br />

Remix the Orchestra Workshop at the<br />

<strong>Cranford</strong> Music Department has a longstanding<br />

partnership with the London<br />

Symphony Orchestra (LSO) and has for the<br />

past 5 years been working alongside them in their<br />

workshops and attending various concerts.<br />

High-achieving music students in year 7 were<br />

invited to take part in the ‘Remix the Orchestra’<br />

workshop at the LSO. This was an opportunity for<br />

them to build on the fantastic work they have been<br />

doing throughout the year in class on topics such<br />

as composition, theme and variation as well as<br />

renaissance and sonata music.<br />


<strong>Cranford</strong> is fast becoming the new Hollywood of<br />

Hounslow. Over the past year there have been six<br />

major campaigns filmed at <strong>Cranford</strong> and numerous<br />

smaller social media campaigns shot using <strong>Cranford</strong>’s<br />

fantastic facilities. Film companies choose <strong>Cranford</strong> because<br />

of our unique facilities and the helpful staff and students.<br />

On arrival students were given<br />

a tour of the venue, where they<br />

watched musicians rehearsing for<br />

a concert and had the opportunity<br />

to speak to professional recording<br />

artists. At the workshop students<br />

were given an overview of a<br />

professional recording studio and<br />

how it has changed over the last<br />

30 years. They had the opportunity<br />

to create their own compositions<br />

using professionally recorded<br />

samples, as well as collaborating<br />

with the music producers delivering<br />

the workshop which inspired them<br />

greatly. Ayman Goudari (7T) said<br />

of the experience; “I didn’t realise<br />

how easy it was to make music and<br />

how much fun it was. I want to set<br />

up a studio at home”.<br />

Mr Paoli (music teacher) said the<br />

students’ music is “Fantastico. I<br />

always knew they had so much<br />

creativity in them and it’s so<br />

pleasing to see and hear it here. The<br />

joy, happiness and concentration<br />

in their eyes really inspire and I<br />

hope we open this opportunity up<br />

to more students as this will help<br />

build a legacy”.<br />

All the students received a copy of<br />

their music on a CD.<br />

Mo Wasiq (Head of Music Department)<br />

Last summer saw the <strong>Cranford</strong> SuperDome used as a location<br />

for motion capture for a new football computer game. This was<br />

the biggest shoot ever for a computer game involving building<br />

a rig with over 250 cameras each capturing the movements<br />

of ten freestyle footballers. The aim is to make the game as<br />

real as possible with the final game being released next year.<br />

In December 2016 our sports hall and rugby pitch were<br />

used for Sport England’s award-winning campaign This Girl<br />

Can. The sports hall was transformed into a multi-coloured<br />

arena with over 150 women who had participated in the film<br />

coming together for the grand finale.<br />

In January <strong>2017</strong> it was the turn of Adidas to film international<br />

rugby stars including Sam Warbutton, Connor Murry and<br />

Maro Itoje. The three-day shoot primarily took place in the<br />

<strong>Cranford</strong> SuperDome and on the rugby pitch. The international<br />

campaign was launched during the recent British and Irish<br />

Lions tour of New Zealand.<br />

In March <strong>2017</strong> it was the footballers turn with New Balance<br />

shooting a new campaign. We had various Premier League<br />

players coming to <strong>Cranford</strong> for the shoot including Aaron<br />

Ramsey, Jesus Navas and Casper Schmeichel. Indeed, they<br />

loved our facilities so much so they decided to have the launch<br />

event in the <strong>Cranford</strong> SuperDome in August <strong>2017</strong>.<br />

March <strong>2017</strong> also saw Alexis Sanchez spend a day at <strong>Cranford</strong><br />

shooting an advert for Gatorade, Chile.<br />

Perhaps the most unusual film request was to have a horse in<br />

our Leadership and Management Centre. This was for a new<br />

advert for Skittles to promote their limited edition new white<br />

skittles. The white horse behaved itself very well and the film<br />

crew left behind a bucket full of skittles which were enjoyed<br />

by staff over the rest of the week.<br />

Together with smaller shoots for the likes of McDonalds<br />

we think this makes <strong>Cranford</strong> Community College the most<br />

popular location for filming in Hounslow.<br />

Alan Fraser (Assistant Headteacher- Community)<br />


This<br />

National Writing Competition 2016-<strong>2017</strong> run by First Story was a competition for aspiring writers in<br />

year 7. Students were asked to produce a short story or poem of a maximum of 850 words inspired<br />

by the theme of ‘Footprints.’ This theme could be interpreted in many ways and that is exactly what the students<br />

did; poems and short stories that were submitted ranged from the detective and mystery genre to writing about<br />

memories of friends and families. The work submitted was of an amazing standard and it was brilliant to see<br />

that so many year 7 students were keen to participate. Three entries were allowed to be submitted for <strong>Cranford</strong><br />

Community College. Once submitted, First Story judged the winner and identified the representative for the school;<br />

that winner’s entry was then submitted for the next round of judging whereby they would be up against entrants<br />

from all over the country. The overall winner would have the opportunity to go to the Arvon Writing Festival where<br />

they could also take their friends or family and enjoy a range of workshops with established writers. Although<br />

<strong>Cranford</strong> did not necessarily have the winner of the whole competition selected from its entrants, Ayesha Kaur<br />

(7Y) had her work selected and short-listed for the digital anthology which is published on the competition website<br />

in the summer of <strong>2017</strong>. Well done to Ayesha. You can read her poem here.<br />

Sahrish Shaikh (First Story)<br />

The<br />

sweet, luring aroma of ginger wafted through my numb nose,<br />

My ample cheeks were ruby-red and frigid like a frozen rose,<br />

Refreshing sensations of joy and pleasure was what I was dwelling on,<br />

Bells jingled and jangled whilst elegant reindeers pounced and bounced under the enchanting blanket of black,<br />

The gleaming diamonds in the realm of darkness affectionately watched down on me,<br />

The crisp, blustery winter breeze kissed my rosy cheeks,<br />

Crystalline, sparkling snowflakes began to dance down majestically,<br />

My tongue tingled for the sweet taste of lush, intoxicating cinnamon pretzels<br />

that were sprinkled with the finest of sugars,<br />

My red, glossy lips formed into an endearing smile,<br />

I plunged my cushioned leather boots in the white, pristine and untouched duvet of snow,<br />

And then I gaped in awe at Christmas standing in many rows …<br />

Oversized seasonal candy sugarcanes shot out of the ground like luscious bountiful trees,<br />

Surrounding the detectable canes of richness and magnificence,<br />

Were petite, ornate, chocolate cottages of flamboyance,<br />

The toiling chimneys chugged up laughter and Christmas spirit,<br />

Spreading it to the world every minute.<br />

Marshmallows were doorbells,<br />

The wall of the cottages were neatly assembled together with mouth-watering, white chocolate shells.<br />

Beside the doorstep mints were thoughtfully placed in a jar for guests,<br />

Making the hunt for sweets no longer a quest!<br />

Amaranthine, floral and exquisite were the wreaths upon doors,<br />

And behind those doors I could hear hush little snores,<br />

Delight and tenderness instantly filled my heart,<br />

As the snores were so calming, setting all my worries apart.<br />


Ayesha Kaur<br />

I diverted my attention,<br />

And set my eyes upon,<br />

Something that made my eyes widen,<br />

Something I had to keep my eyes on.<br />

Stood solely in the middle,<br />

Was a festive lavish Christmas tree,<br />

Embellished with ornate ornaments,<br />

All one-of-a-kind,<br />

Each branch of perfection<br />

With a twinkling angelic golden star at the top,<br />

It added the cherry to a cupcake,<br />

And the sprinkles to an ice cream,<br />

Nestled in the limelight,<br />

It was perceived from further than far,<br />

Like shepherds trying to find Jesus<br />

with a glistening star.<br />

I pinch myself repeatedly,<br />

Blinking and blinking, bedazzled,<br />

Then I squint my eyes in utter disbelief<br />

As I see a peeking smile<br />

From behind the tree of wonders,<br />

A mysterious face cheekily peeps out,<br />

I scratch my head curiously,<br />

Which had cleared all the doubt!<br />

Excitement bubbled inside me,<br />

As I realised who it was,<br />

He was the one and only,<br />

The one there only was!<br />

I giggled at the hysterical face he was making,<br />

And followed him around<br />

To where he was standing,<br />

To where the tree unbound.<br />

He welcomed me with open arms,<br />

And cuddled me to the core,<br />

Then lifted a present from under the tree<br />

and gifted me a Christmas well and galore.<br />

His eyes were green gleaming emeralds,<br />

His smile was the cave leading to happiness,<br />

His boots were black and long,<br />

And he sang his merry old song<br />

He was indeed the man,<br />

With the beard and the “HO!HO!HO!”<br />

With the well-known red clothes,<br />

He was Father Christmas for sure!<br />

The footprints we left in the snow that day,<br />

Will never ever go away,<br />

For memories remain deep in the heart,<br />

And nothing take them far apart.<br />

I still re-live that footprint until now,<br />

Because it’s the footprints that count anyhow …<br />

By Ayesha Kaur (year 7)<br />


Personal, Social, Health and Citizenship Education<br />

PSHCE is always a lesson that everyone looks forward to; PSHCE helps us to understand<br />

ourselves physically, emotionally and socially as we talk about topics that are not<br />

generally talked about in other lessons. In PSHCE, we talk about topics that we can<br />

connect with emotionally and discover more about the world around us,<br />

PSHCE deals with real life issues that affect us all and being able to discuss these issues helps<br />

us become better and more mature people because we discuss issues that can<br />

be quite difficult to talk about like bullying. PSHCE helps us to develop a<br />

level of maturity in order to be able to fully understand the subject and this<br />

gives us the understanding we need throughout our whole lives.<br />

This year we have discussed various topics such as human rights, girls’<br />

education, mental health and terrorism. Personally, my favourite topic was<br />

human rights as I found it extremely interesting because human rights play<br />

an essential role in our lives. Without human rights, the world would be<br />

likely to be in chaos and there would be conflict all around the world. Every<br />

day, we are protected by these human rights, even though we do not realise<br />

this and tend to take them for granted.<br />

PSHCE helps us to realise how fortunate we are and how we should appreciate<br />

things more by discussing topics like human rights and girl’s education as<br />

there are countries where neither are enforced. An example of this is North<br />

Korea. Human rights in North Korea are severely limited with many human<br />

rights being violated and North Koreans being denied many rights which we<br />

have access to at all times. PSHCE is about sharing our opinions and thoughts,<br />

whilst learning and being educated about important issues.<br />

Jaineet Gulabzada (year 9)<br />

<strong>Cranford</strong>’s year 9 students have had a great year in PSHCE. To<br />

reward the students who have done exceptionally well, the<br />

school took us to the Apollo Theatre on Wednesday 3rd May<br />

<strong>2017</strong> to see “Wicked” the Musical, the retold story of the Wizard of<br />

Oz, now from the perspective of the Wicked Witch of the West.<br />

For some of the students, this was their first experience of going to<br />

the theatre, but it left a great impression on all of us. We had our first<br />

mock exams on that day, so the trip was a very enjoyable way to take<br />

our minds off the tests. It was a rather rainy day, so we weren’t in<br />

the greatest spirits during the journey. However, that turned around<br />

immediately when we got to the theatre. We were introduced to<br />

Elphaba Thropp, a socially awkward and younger version of the<br />

Wicked Witch. It was interesting to see how the story unfolded from<br />

the point of view of the villain, to get to the final stage of the story<br />

that we are all familiar with.<br />

We particularly enjoyed the witty humour integrated in an otherwise<br />

serious story line; the writer of the play expressed humour through<br />

the character of Glinda, the Good Witch of the South, though in this<br />

version her character is an egotistical, dim-witted girl who becomes<br />

Elphaba’s best friend despite their differences.<br />

Overall, the experience was one of the great examples of how <strong>Cranford</strong><br />

rewards the students who try their hardest in school.<br />

44<br />

Guy Boonyarakyotin and Brahmnoor Brar (year 9)

MADE in HESTON WEST Film Making Project<br />

Made<br />

in Heston West is a community filmmaking project designed for young people (11-<br />

18yrs) living and studying in our Big Local area. The project is in collaboration with<br />

MADE (Make A Difference Entertainment) and Heston West Big Local. During the sessions young<br />

people learn the art of filmmaking and community work. In the last year they have filmed and edited<br />

Big Local community events, interviews (with our MP Seema Malhotra and the Deputy Lieutenant of<br />

Hounslow Borough Maria Pedro) and campaign films, such as: community clean up, tackling gender<br />

identity and body image issues. The sessions are an opportunity to learn leadership, communication<br />

and creative skills in a safe, friendly, family orientated environment. Our Community Clean Up Day<br />

film was recently featured in the Local Trust Film Festival at the University of Birmingham. Although<br />

the project is aimed for young people we also have had parents and film experts volunteer their time<br />

to support the project and help our young crew. By getting involved with our project young people<br />

will have unique access to the film industry, an opportunity to network, visit film studios and festivals<br />

and also get involved with other exciting Big Local projects aimed to help our young people gain new<br />

skills and work experience.<br />

We are always looking for more potential film makers to join our project and help make a real<br />

difference in our community. If you would like to get involved or would like more information please<br />

visit: www.hestonwest.org/made-in-heston-west<br />

The sessions run Sundays 10.30 a.m. to 5 p.m. at <strong>Cranford</strong> Community College throughout the year<br />

with additional sessions during the school holidays.<br />

Taz Virdee (Community Project Manager Heston West Big Local)<br />

“MADE in HESTON WEST is a community film project<br />

where young people get to explore and learn new and<br />

exciting things while creating amazing videos for the<br />

world to see. It has helped me to grow my confidence<br />

and do things I could never imagine myself doing<br />

such as going out and interviewing people and being<br />

in front of the camera without being scare”.<br />

Serena Lola (15 years old)<br />

“The film club has helped me learn camera, sound<br />

and editing skills and made me a better filmmaker.<br />

I am also a keen photographer, thanks to the MIHW<br />

film club sessions teaching me about how the camera<br />

functions work and different compositional techniques<br />

I can use in my own photography. MIHW is the main<br />

reason I got my own camera last Christmas, although<br />

it is only a compact camera. I am now hoping to<br />

get a DSLR bundle this year. My favourite part<br />

of filmmaking is the camerawork itself, e.g. using<br />

manual mode, altering settings to improve the look of<br />

my filming, and overall taking more control over the<br />

camera and getting out of the habit of always using<br />

auto mode”.<br />

Haroon Lukka (13 years old)<br />

“MADE in HESTON<br />

WEST club is a group of<br />

people who make videos<br />

for the community. It<br />

has made me realise<br />

that there is more in<br />

life for those who take<br />

the opportunity to do<br />

things. What I enjoyed the most was<br />

the recent fall prevention project<br />

working with local GPs”.<br />

Cammeron Jones (13 years old)<br />

“MADE in HESTON WEST Film<br />

Club has improved and developed<br />

my editing skills using Final Cut<br />

Pro that has helped me with my own<br />

YouTube channel McPigmenPlayz”.<br />

Leo Payne (13 years old)<br />

“What I really like about the MADE in HESTON WEST sessions is<br />

that you learn different things including how to use a camera and<br />

how to interview people. I like the fact that we are one big family,<br />

we all stick together and we help each other. My confidence has<br />

grown within a year and I am now comfortable being in front of<br />

the camera and working in teams. These sessions are simply the<br />

best and I now look forward to my Sundays”.<br />

Anjali Parmar (13 years old)<br />

“The MADE in HESTON WEST club has inspired me to do more<br />

working on filming I enjoy teaching others how to use the camera,<br />

sound equipment and tripod. I really enjoy these sessions and I<br />

look forward to coming every week”.<br />

Callum Willis (13 years old)<br />


At<br />

Easter, Keven Prunty, Executive<br />

Headteacher, Seema Malhotra MP for<br />

<strong>Cranford</strong> and Heston and myself were invited<br />

to attend the 20th Anniversary Celebrations of<br />

America’s Promise in New York. America’s<br />

Promise was started by General Colin Powel<br />

and his wife Alma. He enlisted the support of<br />

all the living US Presidents to launch this major<br />

initiative. The declaration signed by President<br />

Jimmy Carter, President George Bush, Nancy<br />

Reagan (Ronald was too ill to travel) and<br />

President Bill Clinton stated:<br />

“The collective work of the Alliance involves<br />

keeping Five Promises to children and youth that<br />

form the conditions they need to achieve adult<br />

success.<br />

We promise to young Americans that they<br />

will grow up with the help and guidance of<br />

caring adult relationships, healthy childhoods,<br />

safe surroundings, effective education and<br />

opportunities to serve others”.<br />

Subsequent to its foundation the declaration has<br />

been signed by President George W. Bush and<br />

President Barack Obama.<br />

The event was about re-committing that pledge<br />

to young people and was a truly inspirational<br />

America’s Promise<br />

time. The programme was made up of a series of<br />

panel interviews, performances and films with a<br />

key note speech from President Clinton. One of<br />

the highlights was the twenty minutes we spent<br />

with General Colin Powel and Alma discussing<br />

the similarities and differences between young<br />

people in the US and UK. We were delighted<br />

when in his closing speech he said that one<br />

of his highlights was meeting the<br />

delegation from the UK and that<br />

he had passed on our details to Bill<br />

Clinton.<br />

The event looked at some of the<br />

challenges that face young people<br />

in society today but underpinning<br />

everything said was the message of<br />

hope. We all learned so much from<br />

our time in New York that will inform<br />

what we do at <strong>Cranford</strong> and beyond<br />

in the future. Indeed, many of the<br />

messages are already informing<br />

what we are doing such as the HOPE<br />

Movement but watch that space as<br />

there is a lot more to come.<br />

Alan Fraser (Assistant Headteacher -<br />

Community)<br />


Hounslow’s Promise is an initiative devoted<br />

to creating the conditions for success for<br />

all young people in Hounslow, inspired<br />

by the successful America’s Promise, and is<br />

centred on a vision of Five Pledges to be made and<br />

kept to the young people of Hounslow. It is based<br />

on the view that in building our social capital<br />

around our education system, we can help grow<br />

and share prosperity. It is based on the belief that<br />

all children are capable of learning and thriving<br />

and that every individual, organisation and sector<br />

shares a responsibility to help young people<br />

succeed. It sends a simple message of aspiration<br />

– that every young person is valued and no young<br />

person should be left behind, and that we all have<br />

a part to play in the success of the next generation.<br />

It literally takes a village to raise a child.<br />

The Five Pledges are:<br />

Promise 1: A network of caring adults<br />

We need a network of caring adults<br />

and mentors around our young people.<br />

​Parents are at the centre of caring for children<br />

and need our support, but young people also need<br />

caring adults in all aspects of their life, including<br />

in school and in the community, extended families,<br />

teachers, neighbours, coaches and mentors.<br />

Promise 2: Safe spaces and facilities<br />

For our young people to develop intellectually<br />

and emotionally, they need to be – and to feel –<br />

safe wherever they are. ​This means safety in the<br />

physical sense, but also in the emotional sense,<br />

where they feel free to explore and grow without<br />

fear and stress, online and offline<br />

Promise 3: Support OUR Teachers<br />

Hounslow’s 1200 teachers work incredibly hard<br />

and are becoming even more stretched. They need<br />

the support of the community behind them to be<br />

able to do.<br />

Promise 4: A healthy start<br />

Our children need a healthy start, ensuring the<br />

food, nutrition and well-being they need to get a<br />

fair start in life and to alleviate poverty that too<br />

many children in Hounslow suffer.<br />

Promise 5: Youth Leadership<br />

We want to provide our young people with<br />

opportunities to help others, to grow up to be<br />

leaders, proud citizens who have been supported<br />

by their communities and in turn give something<br />

back. We want our young people to be empowered<br />

to feel that they are in control of their own destiny<br />

and with that, to care for others.<br />

Since Hounslow’s Promise launched in early <strong>2017</strong>,<br />

<strong>Cranford</strong> has been actively working to fulfil these<br />

five pledges through various activities in school<br />

and links with the local community, primarily<br />

Heston West Big Local.<br />

Alan Fraser (Assistant Headteacher – Community)<br />


<strong>Cranford</strong> Charity Fund Raising 2016-<strong>2017</strong><br />

<strong>Cranford</strong>’s students and staff once again undertook to support a number of charity initiatives this<br />

year and continued to raise money for those less fortunate than themselves, including Comic<br />

Relief and most notably the victims of the dreadful Grenfell Tower disaster. The target was<br />

to raise £1150 and we set up various activities to raise money on Friday 23rd June <strong>2017</strong>. In addition<br />

year groups have continued to run fund-raising activities to add to the monies already raised. All<br />

money raised will support the families who have been affected by the tragic fire. Well done <strong>Cranford</strong><br />

for raising £3165.55. You did yourselves proud.<br />

Rita Berndt (Joint Head of School)<br />

£3165.55<br />

Red Nose Day<br />

As<br />

always, <strong>Cranford</strong> students and staff took part in<br />

the fund raising event for Red Nose Day <strong>2017</strong><br />

with great enthusiasm. Students and staff were invited<br />

to wear silly socks. This fundraising idea originated at the<br />

Student Leadership Conference held in March <strong>2017</strong> and we<br />

are delighted that is raised £450. Thank you to everyone who<br />

donated money and participated in the event.<br />

On<br />

Friday 23rd June <strong>2017</strong>, an immensely catastrophic<br />

disaster occurred, the Grenfell Tower fire. Many<br />

people lost their lives and others were critically injured. In<br />

this difficult time, the school came together to host a charity<br />

fundraiser with games, a £1 bring and buy sale, a cake sale,<br />

a picnic and general gate donations. The fundraising event<br />

was an incredible success as we surpassed our goal of<br />

£1150 and reached £3165.55. I am so proud of our school<br />

for acting together to raise this money to help the victims<br />

of the fire, and a special thank you to all those people<br />

that donated or helped to run the activities.<br />

At the gates, willing students including myself, volunteered to collect donations<br />

early in the morning from passing staff and students with massive smiles on our faces and<br />

sympathy for the victims. Later in the day during break 1 we had our ‘bring and buy’ sale where<br />

generous students with big hearts donated different items to be sold at the sale for others to buy. There<br />

was also a mouth-watering bake sale with so many scrumptious treats for people to buy. During break<br />

2 active students could play either dodgeball or capture the flag; these were a great way to have an<br />

amazing time with friends. Overall the fundraising was a massive success and all donations received<br />

will be given to those affected by the horrific tragedy. We hope the families can use this money to<br />

help their current situation and start to rebuild their lives.<br />

Manav Vivek (year 7)<br />

Grenfell Tower<br />


Community BBQ<br />

brings everyone<br />

together<br />

<strong>Cranford</strong> Community College and the Heston West Big Local Traveller’s BBQ held on<br />

Tuesday 18th July <strong>2017</strong> was a huge success with local groups and over 200 local residents<br />

attending. The weather was spectacular reaching highs of 24 degrees. The event was<br />

organised by <strong>Cranford</strong> staff, students involved with WFactor and the Big Local team.<br />

There was a wide range of fun activities for everyone to get involved in, from face painting, arts and<br />

crafts, to multi-sports and a live classical Indian Ghungroo dance performance. We were also treated<br />

to cupcakes and candyfloss! It was great to see the event unite so many members<br />

of our community. The Big Local Youth Action Team - an army of 15<br />

dedicated volunteers - was hard at<br />

work helping run all the activities<br />

while the <strong>Cranford</strong> staff and Big<br />

Local parent volunteers were on<br />

the BBQ serving our community<br />

members. The event was a great<br />

achievement in helping unite the<br />

community and helped reach<br />

the Big Local mission to offer<br />

opportunities, create happier, and<br />

healthier lives for everyone.<br />

Taz Virdee (Community Project<br />

Manager Heston West Big Local)<br />


Year 11 - GCSE Drama - Looking Back, Looking Forward<br />

This<br />

year’s drama group was amazing<br />

to work with. There has been a<br />

rollercoaster of emotions over the two years, but<br />

what amazes me is the resilience of the students<br />

and their huge commitment and passion for the<br />

subject.<br />

The brief from the exam board this year<br />

“Looking Back, Looking Forward” was one<br />

that the students were very excited about, with<br />

lots of potential. But the initial response soon<br />

turned into confusion. Each group wanting to<br />

experiment with lots of different ideas, forms and<br />

styles. Because of their commitment they were<br />

able to journey the last part of it with a belief that<br />

the final outcome would be great. And it was.<br />

As always the students produced thoughtprovoking<br />

challenging theatre, exploring issues<br />

that are often difficult to discuss, but they<br />

emerged strong and because of their belief in<br />

their ideas they produced some stunning, highly<br />

imaginative pieces.<br />

Seema Sethi<br />

(Head of Drama – Community Arts)<br />

“I was astonished by the genuine realness of<br />

the effects created - it was almost hard to<br />

believe it was not real. After this workshop<br />

it has persuaded me to potentially further<br />

the art of stage make-up and even<br />

pursue it as a career”.<br />

Lia Kamboh (year 10)<br />


I<br />

really loved the sfx<br />

makeup course that<br />

we did in our GCSE<br />

drama class. It was<br />

informative, fun and<br />

interactive. At the<br />

beginning, we were<br />

introduced to a woman<br />

called Kate who was a<br />

professionally-trained<br />

makeup artist. She has been<br />

in the business for 15 years and<br />

worked in movies such as “Logan”.<br />

During the first part part of the course, Kate<br />

explained to us the difference between theatre<br />

and television makeup; television makeup is<br />

a lot more skin-like compared to heavy theatre<br />

makeup. She went on to tell us about the different<br />

companies and types of makeup she used. Kate<br />

also told us how to make things like pus, blood<br />

clots, vomit and wax for the special effect.<br />

Special<br />

Effect<br />

Makeup<br />

Master<br />

Class<br />

After she explained everything, she brought<br />

up 2 of my classmates and did a demonstration<br />

on them. She showed us how to make bruises<br />

(different stages of bruising), a cut from a shard<br />

of glass and a severed finger. Personally, this part<br />

of the masterclass made me feel quite uneasy as<br />

it looked extremely realistic and therefore quite<br />

terrifying.<br />

Then, it was onto us. We were paired up with a<br />

partner and we applied the makeup to them; most<br />

people applied cuts. In my opinion,<br />

my favourite part of this was<br />

applying the fake blood<br />

as it really pulled the<br />

whole piece together.<br />

I also enjoyed<br />

applying the bruise<br />

because it was so<br />

realistic.<br />

Overall, I really<br />

liked the masterclass<br />

as we learned a key skill<br />

for when we perform theatre<br />

performances and we were given<br />

really useful information and techniques<br />

if any of us wanted to go into a career path of<br />

makeup artistry. As well as this, I liked how<br />

this class taught that makeup isn’t just used<br />

for beautifying someone; it can make you look<br />

gruesome, dead and ugly.<br />

Maisie Mullen (year 10)<br />

Geography trip to<br />

Osmington Bay<br />

As<br />

a part of our geography coursework,<br />

year 12 geographers are required to<br />

take part in a field trip and we can honestly say<br />

that the trip to Osmington Bay between 9th-<br />

11th June <strong>2017</strong> was one of the most enjoyable<br />

trips we’ve been on. During our three-day stay,<br />

a continuous supply of effort was essential from<br />

all students as a result of the intense workload<br />

throughout the day, however many rewards and<br />

activities awaited us after the completion of the<br />

tasks.<br />

The trip began with a visit to Studland in Swanage<br />

where we examined cliff profiles and visited a<br />

local sand dune ecosystem. After arriving at our<br />

accommodation, the PGL centre, a tour was given<br />

shortly before heading to dinner, and later we<br />

were treated to a campfire where we peacefully<br />

roasted marshmallows and relaxed with music.<br />

The following day had a number of tasks in store<br />

for us – we commenced with a drive to Durdle<br />

Door where we were provided with insightful<br />

information regarding the rock type, any forms of<br />

management which were occurring and how the<br />

area was affected by erosional processes. Once all<br />

information was gathered, we conducted various<br />

types of field work including beach profiles,<br />

measuring longshore drift and wave counts,<br />

where one of our classmates decided to take an<br />

unintentional trip into the sea! Then, all groups<br />

travelled uphill towards Lulworth Cove where we<br />

enjoyed lunch and conducted an environmental<br />

quality assessment, questionnaires and land use<br />

maps. As the final day approached us, we set<br />

off to Lyme Regis and Chesil Beach to view<br />

the numerous management schemes in place to<br />

contribute towards the protection of the area,<br />

whilst also being rewarded by many amazing<br />

sights.<br />

Overall, our trip to Osmington Bay was extremely<br />

entertaining with lots of food and music, but most<br />

importantly, hard work.<br />

Ilmeet Khaneja & Divan Odedra (year 12)<br />


History<br />

Trip to<br />

Battle<br />

Abbey,<br />

site<br />

of the<br />

Battle of<br />

Hastings,<br />

1066<br />

15<br />

students made the trip with Mr. Rich and Ms.<br />

Wrigley to the Sussex coast on Tuesday 11th<br />

July <strong>2017</strong>, to take in a number of sites of historical<br />

interest to A-level historians who are studying ‘Anglo-<br />

Saxon England and the Norman Conquest’ in year 12.<br />

Battle Abbey, the remains of which are still more than<br />

evident at the site, was commissioned and built by<br />

William ‘the Conqueror’ to celebrate his famous victory<br />

over the Anglo-Saxons and King Harold II in 1066 at the<br />

Battle of Hastings. The Pope ordered King William I to<br />

build an abbey to pay penance for spilling so much blood<br />

on that day in October 1066. It was, and is still, such an<br />

impressive building that it took 24 years to build and<br />

wasn’t finished and consecrated as a religious site until<br />

his son William ‘Rufus’ II was king. Today it is a grade<br />

1 listed historical site operated by English Heritage.<br />

Markedly improved by successive kings of England we were<br />

immediately impressed by the formidable gatehouse, built in the<br />

1500’s, which leads to the grounds of the early medieval remains of<br />

Battle Abbey. We walked the circumference of the Hastings battlefield<br />

itself, enjoying the figures erected by English Heritage to celebrate<br />

the 950th anniversary of the Battle of Hastings last year.<br />

The remains of Battle Abbey were by far the most impressive part<br />

of our tour and it was incredible to discover, despite Henry VIII’s<br />

dissolution of the monasteries from 1536 – 1541, how much of the<br />

original early building remained.<br />

Once we had finished touring the abbey and battlefield we drove to<br />

Pevensey Bay on the Sussex coast where William landed with his<br />

invasion force from France in late September, 1066.<br />

Did you know? The site of the ‘Battle of Hastings’ is actually 23<br />

miles from the town of Hastings in what is now the town of Battle – so-called<br />

after the enormous clash of armies that fought there on the 14th October 1066.<br />

Having landed at Pevensey Bay, William led his army inland from the coast to<br />

hunt down the Anglo-Saxon army and this just happened to be the place where<br />

he met the Anglo-Saxon army which had marched from London to defend King<br />

Harold II’s crown and the country from invasion.<br />

Tom Rich (Head of Humanities Department)<br />


The Jamie’s Farm experience<br />

Again<br />

this year I was very lucky<br />

to be able to organise two<br />

trips to Jamie’s Farm, a working animal farm as<br />

well as an organic fruit and vegetable garden in<br />

Ditteridge, Wiltshire.<br />

I take twelve students and two members of staff<br />

with me on each trip and they all benefit from<br />

living as a family in a calm, peaceful atmosphere.<br />

Often when I first invite the students to come<br />

to the farm I am met with reluctance to go<br />

and sometimes a flat refusal. However, with<br />

persistence and usually asking previous Jamie’s<br />

farmers (all of whom would go back to the farm<br />

in a flash) to speak to them they agree to go.<br />

There are strict rules regarding no junk food or<br />

sugary snacks or mobile phones which initially<br />

causes a panic, but this usually disappears very<br />

quickly once we are there.<br />

In November 2016 we saw some lambs being<br />

born, helped with the movement of sheep through<br />

villages to new pastures, milked the jersey<br />

cows, and generally worked very hard to look<br />

after the land and animals. Every day we go on<br />

long, hilly walks armed with torches and highvis<br />

jackets; the students and staff alike all love<br />

the adventure of climbing<br />

hills, wading through<br />

mud and scrambling over gates and fences. It<br />

is fabulous to watch and listen to the students<br />

interacting and supporting each other on these<br />

walks.<br />

In May <strong>2017</strong> we had a few pet lambs which needed<br />

bottle feeding and there was never a shortage of<br />

volunteers; the students made butter and cheese<br />

with the milk from the lovely, friendly Jersey<br />

cows. We helped with shearing sheep as well as<br />

weighing them to see if they were the right size<br />

to go to market. The students all love moving<br />

sheep through villages and along the roads and<br />

in the warmer weather we incorporate a dip in the<br />

river into the afternoon walks which is absolutely<br />

freezing but again something the students love<br />

to do.<br />

One of the most important parts of the day is meal<br />

times. Not only because we get to eat delicious<br />

food prepared by the students (who all take a turn<br />

with the cooking) alongside experienced chefs,<br />

but coming together as a family and share our<br />

feelings is a very special part of every meal.<br />

Every student would love to go to Jamie’s Farm<br />

again and how they aspire to do well at school<br />

with the hope that they may be able<br />

to return as a student mentor.<br />

Vanessa Tutt (Jamie’s Farm co-ordinator)<br />

“At the farm I was more confident. At school I’m not that<br />

confident and I would usually give up very easily, but on<br />

the farm I was very confident and I wouldn’t give up, I<br />

tried my hardest to get stuff completed”.<br />

Clayton Sinclair (year 7)<br />

“The impact the farm had on me was really good to be honest<br />

because I feel like I’ve changed a lot and I deal with situations<br />

differently. The feedback I received from the farm made me realise<br />

I am a better person than I thought and this encouraged me to be<br />

more confident in myself”.<br />

Ronit Sawira (year 10)<br />


Junior Citizenship <strong>2017</strong><br />

<strong>Cranford</strong> hosted the<br />

third Hounslow Junior<br />

Citizenship Scheme from<br />

Monday 3rd to Friday 14th July<br />

<strong>2017</strong>. This year the two-week<br />

event took place in the <strong>Cranford</strong><br />

SuperDome. We decided the<br />

<strong>Cranford</strong> SuperDome would<br />

be a great venue because of<br />

its inspiring nature and offer<br />

greater protection from the<br />

rain we had experienced in<br />

previous years. The Junior<br />

Citizenship Scheme teaches<br />

year 6 students about becoming<br />

more independent and some of<br />

the dangers they may face. It<br />

encourages the children to make<br />

right choices and covered 13<br />

different scenarios including<br />

the dangers of water, fire safety<br />

in the home, healthy lifestyles<br />

and the dangers of violent<br />

extremism. Over the two<br />

weeks 2500 children took part<br />

from over 30 Hounslow primary<br />

schools and the feedback has<br />

been wholly positive from all<br />

who attended. On Wednesday<br />

12th July <strong>2017</strong> we had a VIP<br />

day attended by the Mayor,<br />

Hounslow Councillors and<br />

senior fire and police officers.<br />

<strong>Cranford</strong> Community College<br />

continues to be proud to host this<br />

event and its role in engaging<br />

young people in learning<br />

how to stay safe and become<br />

independent young adults.<br />

Alan Fraser<br />

(Assistant Headteacher – Community)<br />

54<br />

Native American visit in celebrating Pocahontas<br />

In<br />

March <strong>2017</strong> <strong>Cranford</strong> played host to<br />

two Native American chiefs from the<br />

Chickahominy tribe. The two chiefs were here<br />

as part of the commemoration events for the<br />

400th anniversary of the death of Pocahontas. The<br />

real story is that Pocahontas married an<br />

Englishman and spent part of her life living in<br />

Isleworth. She died suddenly at the age of 21 on<br />

a ship returning to America and is now buried in<br />

Gravesend, Kent.<br />

The chiefs gave a special assembly to year 7<br />

students about their culture both now and at<br />

the time when Pocahontas was alive. This was<br />

followed by a tour of the school where the chiefs<br />

commented on how happy and studious the<br />

students were. Later that day they attended the<br />

unveiling of a plaque commemorating the life of<br />

Pocahontas with the Duke of Gloucester.<br />

Alan Fraser (Assistant Headteacher - Community)

Mathematicians with<br />

Distinction<br />

There<br />

have been many successes<br />

over this fantastic year<br />

for our budding mathematicians at <strong>Cranford</strong><br />

Community College. Students across all year<br />

groups managed to obtain a grand total of 5<br />

gold, 25 silver and 42 bronze awards in the<br />

various levels of the UK Maths Challenge.<br />

A special mention must go out to Haroon<br />

Lukka (year 9), whose results in the Senior<br />

category were in the top 2000 students in<br />

the whole country, qualifying him for the<br />

next round of competition. Haroon now has<br />

Gold awards in the Junior, Intermediate and<br />

Senior categories. Shargeel Hussain, Rohan<br />

Kapoor, Awo Igaal and Ahmed Ali (year 8)<br />

were amongst the top scorers of the Junior<br />

competition, and have also qualified for<br />

another round at this level.<br />

Saranian Thiagalingham (year 13), Baljinder<br />

Padda, Ahmed Fadhluddin (year 12) and<br />

Teodor Jevtic (year 11) accompanied<br />

Mr Zramalval to the Senior Team Maths<br />

Challenge event in Barnes. They came 11th<br />

out of 30 schools, which is an incredible<br />

achievement as they were up against some of<br />

the top state and private schools in London.<br />

Haroon Lukka, Ahmed Ali, Rajvir Sran and<br />

Harit Boonyarakyotin (year 9) accompanied<br />

Ms Patel to the Junior Team Maths Challenge<br />

event at Haberdashers’ Boys’ School. They<br />

improved significantly from the previous<br />

year, going from 10th place to 4th. This<br />

fantastic position was a real triumph,<br />

competing against other fantastic state and<br />

private schools.<br />

In July the Maths Department ran an excursion<br />

to Bolingbroke Academy for the Timetable<br />

Rock Star London Championship. 35 schools<br />

and over 120 students attended the event.<br />

Jaslina and Manmit Singh and Ayesha Kaur<br />

(year 7) represented <strong>Cranford</strong> and put in<br />

performances that were well ahead of most<br />

of the students.<br />

Overall, we have been extremely proud of all<br />

our young mathematicians, and are thrilled to<br />

celebrate everything they have accomplished<br />

throughout this academic year.<br />

Sarah Brackley (Head of Maths Department)<br />

Times Table Rock Star<br />

Rock Wrangle<br />

On<br />

Saturday 8th July <strong>2017</strong> I, Jaslina<br />

and Manmit Singh (year 7) went to<br />

Bolingbroke Academy for the Times Table Rock<br />

Star Rock Wrangle. It was an incredibly long train<br />

journey so we were fortunate enough to experience<br />

the picturesque sightings<br />

of London followed by a<br />

walk with nature to our<br />

final destination. The<br />

first round consisted<br />

of twelve sub rounds<br />

which tested our speed<br />

against the clock for<br />

each time table up to<br />

12. It was challenging but the three of us tried<br />

our best encouraging one another. Afterwards, we<br />

enthusiastically sat down in the puzzle room playing<br />

a tense game of Sets which we all really enjoyed.<br />

Then we went to strike a stunning rock pose with<br />

our trendy tattoos, flamboyant pink wigs, stylish<br />

glasses and sassy boom boxes for our rock band<br />

photograph. We nailed it- especially Mr Andrews.<br />

Before the finalist rounds we had an air guitar<br />

competition where I<br />

participated and totally<br />

rocked out with the other<br />

children. Next it was<br />

results time; who was<br />

going to compete in the<br />

quarter finals? Manmit<br />

was one of the top<br />

sixteen to compete in the<br />

quarter finals and it was really thrilling as it was<br />

the first time our school came this far. Manmit<br />

and the other competitors typed like robots- they<br />

were unstoppable and nothing would alter their<br />

concentration. Manmit did awfully well but didn’t<br />

make it to the next round; being in the quarter finals<br />

was definitely something to be very proud of. It was<br />

a spectacular day leaving us a lot to learn from.<br />

Ayesha Kaur (year 7)<br />


By<br />

raising awareness of all strands of diversity<br />

we hope to help eliminate discrimination<br />

and promote equality. This cross curricular project<br />

involved all elements of the school curriculum in an<br />

exciting way that maximises efficiency and celebrate<br />

all elements of our school community.<br />

Activities took place in the afternoons where<br />

students worked on STEM, the arts, sports, equlaity<br />

and diversity. The programme was challenging and<br />

pushed students views on topics such as race, gender,<br />

religion and ability.<br />

STEM<br />

Gender imbalance in the current STEM Workforce was<br />

discussed. Why do they think there is one and what<br />

we can do about gender stereotyping, unconscious<br />

bias etc. Then there was a quiz on the stats of STEM<br />

careers, followed by a presentation on how a fantastic<br />

female engineer called Eleanor Stride has engineered<br />

nano bubbles to try to cure cancer. Students then had a<br />

research activity to make their own model of a chosen<br />

nanoparticle and argue its value to society. The class<br />

then voted on the best project..<br />

Arts and Creative<br />

Activities<br />

Theme: Equality, Diversity and Unity<br />

Students watched a performance of ‘Hear our Voices’<br />

which looked at diversity and the impact of extremism<br />

through three short plays. The different arts groups<br />

which students opted moved into working on various<br />

projects including:<br />

Music – Exploring the life and impact of Bob<br />

Marley.<br />

Drama – Developing a response to the ‘Hear our<br />

Voices’ project and collecting responses from<br />

students.<br />

Art – Weaving and threading project. Large scale<br />

artwork in both 2D and 3D form.<br />

Sports – Students took part in traditional sports<br />

day activities and sporting activities that had been<br />

adapted for people with different abilities such as<br />

seated volleyball.<br />

Kevin Biggs<br />

(Senior Teacher - Activities Week)<br />


Week <strong>2017</strong><br />

“The year 12 charities project was<br />

good, it was fun to organise our own<br />

event and run it. It was good to be<br />

challenged in a different way”.<br />

“I enjoyed the weaving which<br />

is something I have never<br />

done before”.<br />

“The STEM project was interesting.<br />

I learnt about nanotechnology and<br />

how it can solve problems. I created<br />

a model of a nanotechnology”.<br />

“I really enjoyed the sports afternoon, it<br />

was fun to do adapted sports and work with<br />

my friends on completing team sports”.<br />


Annual Borough 6th Form<br />

RE Conference<br />

<strong>Cranford</strong> Community College was delighted to host the annual Borough 6th Form RE Conference<br />

for the 3rd consecutive year on Friday 16th June <strong>2017</strong>. This year saw 6th form students from<br />

<strong>Cranford</strong> as well as teachers and students from Lampton School and The Green School, think,<br />

discuss, debate and reflect on the theme of “Should religion play a role in identity?”<br />

Students were able to actively engage in big questions about identity and consider what their identity<br />

is made up of. The day involved students visiting various workshops run by teachers from the Institute<br />

of Education, Roehampton as well as <strong>Cranford</strong> staff. They were then able to participate in a Q&A<br />

session where they had an opportunity to question a variety of speakers. Speakers included:<br />

Billy McCurrie who was 12 years old when his father was killed by the IRA. Consumed with anger,<br />

Billy joined the Ulster Volunteer Force (UVF) at 16, and a year later was ordered to kill. Sentenced<br />

to life at 17, Billy spent 10 years in the Maze Prison and it was there that a Christmas Eve reading of<br />

the crucifixion story changed his life. Feeling guilt for his crime for the first time, Billy repented and<br />

rediscovered God, becoming one of the first prisoners to renounce violence before eventually being<br />

released. Bharti Taylor (Secretary General of the Hindu Forum of Britain) made history by becoming<br />

the first female to be elected to the post of Secretary General of the Hindu Forum of Britain. She is the<br />

first woman to lead a faith organisation in the UK and was joined by John Leeson from the Humanist<br />

Society, Basil Mann and Charanjit Singh from the Hounslow Friends of Faith and Najeeb Ahmed a<br />

Prevent Coordinator.<br />

The conference was really well received and promoted some excellent debate.<br />

Avneet Kang (Head of RE Department)<br />

58<br />

“I enjoyed the workshops; as a young Muslim myself it was interesting to see<br />

how identity is shaped by such a wide variety of factors”.<br />

Zainab Rahman (year 12)<br />

“My favourite part of the conference during the panel discussion, in particular<br />

listening to Najeeb’s views on Islamaphobia and being a British Muslim”.<br />

Jaspreet Mann (year 12)<br />

“An interesting speech was given by Najeeb, a member of the Muslim community.<br />

He spoke about different beliefs and aspects of religion and how these influence<br />

identity”.<br />

Imaan Haque (year 12)<br />

“I really enjoyed Ms Birdi’s<br />

workshop; she questioned our<br />

beliefs and ideas and by the end<br />

of the workshop I was thinking<br />

about my identity”.<br />

Kumail Abbas (year 12)

Dream Rewards Day <strong>2017</strong><br />

The<br />

annual DREAM Rewards Day on Thursday 20th July <strong>2017</strong><br />

saw over 1000 students partake in various events across<br />

the South East of England. This year there was more choice than ever<br />

with up to thirteen activities on offer ranging from a training day with<br />

the Royal Navy, swimming, a trip to Brighton, to the hugely popular<br />

trips to Thorpe Park and Chessington World of Adventures. Year 12<br />

students embarked on the annual Monopoly Challenge around London,<br />

all competing to win the prize of being first back to school having<br />

completed all the competition tasks. Thank you to all the staff and<br />

students who took part and made the day such fun for everyone and<br />

to the admin team led by Ms Brown for the mammoth task of ensuring<br />

everyone got to the right activity. The day was a great success and most<br />

importantly everyone came back with a smile on their face.<br />

Matt Southern-Myers (Head of Pastoral - Senior Teacher)<br />

Year 12 Monopoly Challenge<br />

This<br />

year’s Monopoly Challenge was a great success with<br />

each team being highly competitive. For some students,<br />

this was the first time they had ventured into London and<br />

there was a definite air of excitement as they were briefed<br />

at the start of the day and an eagerness to get started. The<br />

winning team led by Mr Andrews had lunch on the go to<br />

avoid losing time and clearly it paid off. I was so proud<br />

of the way the year group took on the challenge. They<br />

showed great determination and enthusiasm in the way<br />

they approached the task and a real sense of healthy<br />

competitiveness when the winners were announced.<br />

Well done year 12. A great end to a very successful<br />

year.<br />

Sharandeep Saroya (Head of Year 12)<br />

Brighton<br />

Rewards Day<br />

Trip<br />

For<br />

Rewards Day, I<br />

went on the trip<br />

to Brighton. The journey<br />

down took approximately 1<br />

hour and 45 minutes, which<br />

is not bad at all. When we<br />

arrived in Brighton, we<br />

formed into groups of 3<br />

students. Each group would<br />

do what they want for the<br />

whole day. However, I<br />

was lucky enough as an<br />

ASD student to go with Mr<br />

Dobison into Brighton City<br />

Centre. There are many nice<br />

shops (as well as buses)<br />

in Brighton that I saw. In<br />

general, I would say that<br />

Brighton is a beautiful city.<br />

I had some fish and chips<br />

for lunch, but the food from<br />

the place wasn’t nice. I also<br />

had an ice cream that tasted<br />

good. We then went to look<br />

at the Pavilion Gardens<br />

which were beautiful. After<br />

that, we headed back to the<br />

beach and relaxed until it<br />

was time to go home.<br />

Daniel Ortega (year 8)<br />


News from Year 7<br />

What<br />

a brilliant first year at <strong>Cranford</strong> for year 7 who have been involved in so many<br />

wonderful events and activities whilst learning new skills and embracing every<br />

opportunity to do well academically. They finished off their year with a week-long charity fund raising<br />

initiative for the Grenfell Tower disaster fund raising an additional £446 to add to the whole school<br />

fund as reported on the Charities page. Well done year 7. Ms Jenkins and I are extremely proud of<br />

you and all you have achieved and look forward to year 8.<br />

Randeep Sidhu and Tammy Jenkins (Head of Year 7 and Year Manager)<br />

Grenfell Tower fundraising<br />

On<br />

Friday 23rd June <strong>2017</strong> I participated in raising money for the Grenfell<br />

Tower disaster. I chose to participate to help the families who had<br />

been affected by the tragedy. I helped collect donations at the gate where we<br />

held buckets, accepting donations. Some people were donating at the gate but a<br />

vast majority saved their money for activities or treats We worked shifts of 15<br />

minutes each. I started at 8 and finished at 9 a.m.<br />

60<br />

During the incident the tower was encased in a massive fire. I felt happy that I helped the less fortunate<br />

who lost those close to them. Our target was £1150 and we raised £1322. I was glad we raised an<br />

extra £172 to help people affected by the incident. There were activities you could participate in for<br />

£1. You could buy items, play dodgeball, buy cakes or play capture the flag. I spent my pound on<br />

a cake. Some people came in as early as 8 a.m. to accept donations from others. Other people gave<br />

things to the hatch which could be sold for a pound, some brought in cakes. Some people helped by<br />

assisting while selling the cakes or the various items. Many people brought more than the agreed £1<br />

contribution, this is the reason why we raised £1322.<br />

Harsimran Bath (year 7)

Bowling Rewards Trip<br />

On<br />

An Amazing Trip<br />

Wednesday 14th December 2016, four<br />

lucky children from each year 7 class<br />

were rewarded to a magnificent, extraordinary<br />

trip to go ice skating in Hampton Court Palace.<br />

The reason why these four people got chosen was<br />

because they worked hard to get the highest dream<br />

points in the class and they were good year 7 role<br />

models, but don’t worry the people who didn’t get<br />

to go, they have still got up to year 11 where they<br />

can work hard and get a huge reward for what they<br />

deserve.<br />

When we entered I was so shocked and surprised<br />

because, in front of me was a colossal palace. When<br />

we were getting ready to go ice skating, we had to<br />

give in our shoes so we could get our skates and<br />

have some fun.<br />

When we got out onto the ring I was confident in<br />

myself, but boy was I wrong. As soon as I put one<br />

foot down I was flying everywhere and bashing<br />

into the ring; it was so embarrassing and it was a<br />

nightmare. Half way round I fell on my back and<br />

then my knees so I thought I should take some time<br />

out because I was injuring myself one too many<br />

times.<br />

Then I thought to myself why did they have to call<br />

it ‘ice skating’ I mean why couldn’t they call it,<br />

‘How many times can you fall in an ice rink’ the<br />

person with the highest score wins, because surely<br />

I would have one that.<br />

Afterwards two good friends of mine called Robert<br />

and Ryan, told me to get back into the ring and try<br />

again. I thought to myself ‘Satnam don’t give up<br />

try your hardest and you’ll get the hang of it.’ So, I<br />

finally got up and guess what, I got the hang of it.<br />

So overall my experience of ice skating was great<br />

and a real learning experience.<br />

A big shout out to Ms Jenkins, Ms Sidhu and all<br />

the other teachers for organising this. Thank you.<br />

Satnam Curry (year 7)<br />

Producing hard work, showing positive<br />

behaviour around the school and overall<br />

being a good role model to their own<br />

forms: these are qualities 4 students from each<br />

form in year seven (including us) had shown to<br />

receive the award of going on an entertaining trip<br />

to airport bowls.<br />

As we approached Airport Bowls, there was a lot<br />

of excitement as we couldn’t wait to start playing.<br />

However, before we put all our energy into<br />

bowling, we’d purchased some delectable snacks<br />

and collected our shoes. After we’d eaten, we<br />

were split into five extremely competitive groups<br />

(including the teachers’ extremely competitive<br />

group as well). As we had filled our names into<br />

the bowling results chart, certain individuals<br />

were boasting about how they were going to<br />

win. During the first few courses of the game, it<br />

seemed like the bowling balls were<br />

dodging the pins and at one point,<br />

a girl in our team “accidentally”<br />

rolled the ball for a teacher who<br />

wasn’t very impressed when they<br />

found out.<br />

Saffiyaa Patankar in 7Z got the<br />

highest score of an amazing 105<br />

and Mr Nation-Tellery had the<br />

highest score out of the<br />

teachers with 96.<br />

We would like to<br />

thank Ms Sidhu,<br />

Ms Jenkins and Mr<br />

Nation-Tellery for<br />

organising and taking<br />

us on the trip.<br />

Shamaila Baig and<br />

Saffiyaa Patankar (year 7)<br />


This<br />

academic year has<br />

been nothing but<br />

eventful for year<br />

8 students. They have had an unlimited<br />

number of opportunities to develop<br />

themselves academically and as young<br />

adults learning core skills and values along<br />

the way.<br />

Year 8 - From Me to We<br />

Some of the opportunities students<br />

have included: the role models project,<br />

Shakespeare in School, the year 8 band,<br />

participating in sporting events and fixtures,<br />

Youth Sports Awards, and TI days.<br />

However, the year 8 project is probably the one that stands out the most. This was part of their new<br />

curriculum and was focused on core strands of community cohesion, communication, team work and<br />

respect. Year 8 students developed these four main strands whilst developing a legacy and a constant<br />

reminder for year 8 of what can be done if people work together effectively as a team.<br />

This challenging project has come along really well and I am very proud of the hard work the students<br />

and staff involved have put into the conservation area as now it will be more actively used by the whole<br />

school community. We talk a lot when we start school about the ‘legacy’ we leave behind, and while<br />

we hope this is achieved through excellent grades and further success, being involved in a project like<br />

this has already begun to create that legacy for our year 8 students.<br />

Well done to all involved and a special thank you to Mr Biggs for his support with the planning and<br />

organising of the project.<br />

Hamesh Rattu and Yas Ashfaq (Head of Year 8 and Year Manager)<br />

Year 8 Lego® project<br />

On<br />

Thursday 9th March <strong>2017</strong>, <strong>Cranford</strong> held a Personal<br />

Development Day where the normal school timetable<br />

was collapsed for bespoke work on activities and topics relevant<br />

to a year group.Year 8 students enjoyed the Lego Project challenge<br />

which required them to deal with various technical information,<br />

work in teams and compete against their peers in a final race. During<br />

the session, students were inspired by employees of Heathrow and<br />

had the opportunity to build a robot and programme it using LEGO®<br />

MINDSTORMS making it following complex commands. Once<br />

programmed the robots participated in the robot “race off”. It was<br />

a fun and engaging day where students learnt how to problem<br />

solve and work together in a<br />

business environment. Year<br />

8 students developed lots<br />

of employability skills and<br />

were challenged to solve<br />

problems.<br />

Kevin Biggs (Senior Teacher)<br />


WFactor and Period 0 - Enrichment at its best<br />

2016-<strong>2017</strong><br />

has seen continued<br />

development in the<br />

enrichment provision during WFactor and period 0.<br />

Student leadership of activities has become a major feature<br />

of the enrichment programme with students in key stage 5<br />

running sessions for students across the school in a variety of<br />

topics. These include running introductory language courses,<br />

sports and current affairs. In addition, students have been<br />

working with teachers to broaden horizons and have worked<br />

on topics including gothic literature projects, construction,<br />

music and drama production. <strong>Cranford</strong> has introduced its<br />

own horticultural society and train club. There has been a focus on healthy living with students having<br />

opportunities to improve their own health including fitness, dodgeball, swimming, rugby,<br />

athletics and cricket.<br />

Kevin Biggs (Senior Teacher - Enrichment)<br />


Year 11<br />

ROA and PROM <strong>2017</strong> - A Significant Milestone<br />

Wednesday 5th July <strong>2017</strong> marked a<br />

significant milestone in the lives of<br />

the year 11 class of <strong>2017</strong>, starting with the<br />

Record of Achievement event to celebrate<br />

their last five years at <strong>Cranford</strong>. The<br />

entire cohort worked very hard for their<br />

GCSEs, and the ROA helped recognise<br />

their achievements and drive in the run<br />

up to the examination. It started with an<br />

excellent performance by the year 11<br />

band who performed “New Divide” by<br />

Linkin Park followed by the awards, a<br />

staff performance of “Counting Stars” by<br />

One Republic and the year group video.<br />

The evening was amazing and thoroughly<br />

enjoyable for parents, carers, staff and<br />

students.<br />

The celebration continued with the Prom<br />

at the Riverside. The students looked very<br />

glamorous, were impeccable and really<br />

enjoyed themselves. There was a further<br />

award ceremony where tutors rewarded<br />

their tutees, Head of Year awards and<br />

awards voted by the students. Lewis<br />

Tirahan and Naomi Clelland<br />

won Prom King and<br />

Prom Queen.<br />

I would like to thank<br />

everyone who helped make<br />

the day a success especially<br />

Ms. Prunty, Mr. Biggs, Mr.<br />

Myers, the Prom Committee<br />

and Haashim Nisar for the<br />

leavers video.<br />

Shawn D’Sousa (Head of year 11)<br />


“It<br />

is truly an honour and privilege to be standing<br />

here addressing all of you on this momentous<br />

day. I have to say that I am very proud of the<br />

young men and women seated here today and I say men and<br />

women because it has been amazing to see you all mature and<br />

flourish into who you are today.<br />

July 2012, I was looking forward to the London Olympics, I was<br />

the head of year 13, just waved goodbye to my year group and<br />

preparing for the year 13 ROA and Prom. I was informed that<br />

I would be going to be head of year 7 and moving<br />

up through the years with a brand new year group.<br />

During my time at <strong>Cranford</strong> I had always been in<br />

the sixth form and the thought of having to start<br />

with a year 7 group was daunting.<br />

It was around this time of year that all of you<br />

turned up for your taster day and I got to meet<br />

you. Over the years a few have left and a few more<br />

have joined and all of you have been amazing. You<br />

were a year group of many firsts. First to wear the<br />

new <strong>Cranford</strong> smarter uniform looking very smart<br />

on that first day. You were one of the first groups<br />

to have a very strong male and female rugby team<br />

that went onto many competitions and successes.<br />

You were first to take on the challenge of the new<br />

1 – 9 GCSEs in English and maths, paving the way<br />

for all the year groups to follow.<br />

My friends and family who are not in teaching often ask me,<br />

how do you do it. How do you deal with teenagers? Why put<br />

yourself through the stress?<br />

Well I tell them that there isn’t single day in my life, as head<br />

of year that has been the same. Every day in this job I am<br />

surrounded by inspirational, motivated, enthusiastic, clever,<br />

talented and interesting young individuals. I am guaranteed<br />

to have a positive experience, guaranteed an interesting chat,<br />

guaranteed a challenge and guaranteed to have laugh.<br />

To the parents, carers and senior teachers here today, who gave me the<br />

opportunity to work with you over the last 5 years, I have to say thank<br />

you. Thank you for the opportunity to work with a<br />

bunch of phenomenal young people.<br />

Over the last few months I would park my bicycle<br />

in the memorial garden and make my way into<br />

the school. I witnessed the majority of you in<br />

school early, attending additional revision in<br />

period 0 and staying late after school even<br />

after period 6 would end. Weekends, end<br />

of term breaks. I have seen the effort that<br />

you have put in. So year 11, I hope that<br />

this summer will provide you with a set of<br />

exam results that you are proud of and will<br />

propel you into an amazing future.<br />

I say that I wouldn’t have been able to do this<br />

without an amazing team backing me. The<br />

tutor team over the years have been amazing;<br />

thank you. Also a massive thank you to all<br />

your teachers, I wouldn’t have been able to<br />

do it without all of them.<br />

And lastly after all the hard work over the<br />

last few months, the massive effort that you all made and all the<br />

preparation. I do hope your results are amazing this summer. Please give<br />

yourselves a massive round of applause”.<br />

Shawn D’Sousa (Head of year 11)<br />


Year 12<br />

<strong>Cranford</strong><br />

Youth<br />

Talks<br />

<strong>2017</strong><br />

On<br />

Thursday 18th, May <strong>2017</strong>, Lucy Tirahan<br />

and I had the lovely opportunity of hosting<br />

the inaugural <strong>Cranford</strong> Youth Talks event. The<br />

event consisted of students from year 12, who were<br />

given the chance to express themselves on a topic<br />

they felt passionate about. The topics varied from<br />

understanding technological advancement to the<br />

importance of self-worth. It was absolutely fascinating<br />

to hear all of the eleven students convey their zeal on the subjects/issues they discussed. One thing I was<br />

able to notice about the speakers, as they spoke, was their growth in confidence. You could feel the<br />

energy, the passion and the excitement as they imparted their wisdom to the audience. I felt so proud<br />

of all the speakers as for some it was the first time they had spoken in front of large audience and they<br />

handled their nerves to deliver heartfelt and thought-provoking speeches.<br />

I feel honoured that I had the opportunity to co-host this event, the first of its kind at <strong>Cranford</strong>. We<br />

need more people to express themselves and have their voices heard so they can find what they feel<br />

passionate about and hopefully inspire others to find their passion. This event was designed so anyone,<br />

regardless of race or background, could have the opportunity to have their voices heard. I’d like to<br />

say thank you to Ms Saroya for organising the event and a massive thank you to those who took part.<br />

We certainly look forward to next year’s Youth Talks, as we hope to hear new voices and discover<br />

hidden talents here at <strong>Cranford</strong>.<br />

Kulbir Maras (year 12)<br />


Eton University Summer School<br />

Attending the Eton University<br />

summer school was an<br />

incredible opportunity to<br />

experience English at degree level;<br />

I attended the summer school with Baljinder<br />

Padda who did double mathematics and Samiha<br />

Begum who did history of art. It was challenging<br />

but informative and allowed me to understand the<br />

UCAS process better. I was not only challenged<br />

academically, but also got to meet amazing people<br />

from all over the UK. It was a ten-day residential<br />

course, something I had never experienced<br />

before and encouraged me to become more<br />

independent. The academic side of the course<br />

included analysis of medieval literature and<br />

literary criticisms, whereas the recreational side<br />

of the course meant we also got to have a break by<br />

playing sport. On the weekend we were given a day<br />

off lessons and got to take part in special activities;<br />

I was lucky enough to be given a place on the<br />

silverwork course where I got to make my own<br />

ring. ​The lessons were mainly discussion based<br />

and working in small groups improved my ability<br />

to articulate myself. In addition to lessons, all<br />

courses were given the opportunity to have mock<br />

interviews and a question panel with Oxbridge professors which was insightful as we were educated<br />

on the application process. The English course specifically were given the chance to do an ELAT<br />

(English Literature Admissions Test); this was another example of how we prepared ourselves for<br />

university by doing activities which are not included on our school specification.<br />

I would like to thank the school for sponsoring us to go and the charity ‘Spark!’ for providing support<br />

during the application process. The charity held a period 0 session where they showed us previous<br />

applications which were successful,<br />

giving us an idea of how to make<br />

our own applications suitable. It<br />

was a competitive process and I<br />

feel incredibly privileged to have<br />

been chosen. I am grateful for the<br />

opportunity because it has reassured<br />

me that you are capable of getting<br />

into top universities if you work<br />

hard enough, regardless of what<br />

area your school is in. I would<br />

encourage anyone to take up this<br />

opportunity if it is offered to them,<br />

especially if there is a subject you<br />

are passionate about and know you<br />

want to pursue in the future, as it will<br />

give you a chance to explore depths<br />

unknown to you.<br />

Lucy Tirahan (year 12)<br />

Intensively studying mathematics for ten days was unlike anything I had<br />

previously been exposed to. We were introduced to topics beyond our<br />

specification with a prime focus on Oxbridge applications, for example:<br />

I learnt how to prove theorems I had previously taken for granted giving<br />

me a better understanding of the workings behind mathematics. We also<br />

focused on improving our problem-solving skills by tackling Cambridge<br />

examination questions.<br />

Baljinder Padda (year 12)<br />

Studying history of art at the Eton University Summer School for 10 days<br />

reinforced my desire to study architecture. The intensive course consisted<br />

of many trips to galleries to study the artworks on display- we visited the<br />

National Gallery, Tate Britain and the Wallace Collection. During my time<br />

at Eton I realised that I would thrive in a creative subject like architecture,<br />

and my teacher Mr Nolan motivated me to work hard to reach my goals.<br />

The support he provided made me realise that in order to succeed, I need to<br />

be proactive; we visited an architects’ firm where I organised some work<br />

experience over the summer. Overall, my experience at Eton was incredible,<br />

my peers and teachers all gave me a new enthusiasm for learning and<br />

motivated me to do the best that I can to succeed.<br />

Samiha Begum (year 12)<br />


Year 13 - Celebration Evening<br />

The<br />

Year 13 Celebration Evening took place on<br />

Thursday 25th May <strong>2017</strong> in the Concert Hall<br />

and Memorial Garden at <strong>Cranford</strong> Community College,<br />

which was attended by staff, students and parents. The evening was filled with speeches, entertainment,<br />

more speeches and finally a big farewell to our year 13 students 2016-<strong>2017</strong> in the Memorial Garden<br />

with a glass of prosecco or two.<br />

The evening started with the Leadership Quartet welcoming staff, students and parents and sharing their<br />

great memories of the last 7 years alongside their hopes for the future. Sahi and Hasan are<br />

truly an example of what any year group could ask<br />

for in a Head Boy and Girl: committed, confident,<br />

ambitious and most of all approachable. Mr Stumpf<br />

and Ms Gerber then took to the stage to congratulate<br />

students on their achievements so far and<br />

remind them that even though this<br />

chapter of their lives has come to a<br />

close the doors will always be open<br />

to them as <strong>Cranford</strong> Alumni.<br />

We were entertained with a fusion<br />

dance piece by Shafla Sharaz and<br />

Eliza Thapa who danced to a medley<br />

of songs ranging from Bollywood to<br />

modern pop. Following that Mr Cripps,<br />

Head of Sixth Form, spoke about his memories of the<br />

year group in the short amount of time he’d got to know them,<br />

how proud he was of every student and how he had high hopes for<br />

them in the future.<br />

Next up was Ziah Charles who sang a beautiful rendition of ‘Running’<br />

by Beyonce which captured the audience’s attention from start to finish.<br />

Ms Jenkins and Ms Kaher were invited on stage to impart their wisdom<br />

about the road ahead for year 13 students and share their wonderful<br />

moments together. Ms Kaher has been with this year group since they<br />

were in year 7 and her speech was filled with enjoyable moments from those 7 years.<br />

The final performance of the evening was a mash up dance performance by Jasveen Wadhwa who is<br />

also part of ‘Karan’s Bollywood masterclass and Kspark Entertainments’ which was then followed by<br />

me, Ms Bahra Head of Year 13 expressing how extremely proud I was to be Head of Year to a fantastic<br />

year group who had faced many hurdles in their journey to adulthood but as true stars came out the<br />

other side shining brighter than ever. These are students who never gave up their on dreams and have<br />

grown into fine young men and women who are ready to embark on the next chapter of their lives.<br />

It was then up to Shafla Sharaz to wow us with her farewell film which was received with lots of<br />

laughter, cheers and a few tears. Our Leadership Quartet then closed the formal part of the evening<br />

and did an amazing job at hosting, and as ever were dressed immaculately, spoke with conviction and<br />

did <strong>Cranford</strong> proud.<br />

Year 13 students were then invited to the Memorial Garden to say farewell to their peers and teachers<br />

in a more relaxed setting. The evening was a huge success and only achievable with the support from<br />

students, parents and staff.<br />

68<br />

Deepak Bahra (Head of year 13)


Introducing the Sixth Form Student Leadership Team <strong>2017</strong>-2018<br />

The<br />

annual Sixth Form Student Leadership election for <strong>2017</strong>-2018 took place in July<br />

<strong>2017</strong> and was hotly contested by a number of highly eligible and well-deserving<br />

applicants. We were overwhelmed by the quality of applications and were spoilt for choice when<br />

it came to shortlisting. Fortunately, we had the help of students from across the school to assist<br />

in the election process, scrutinising their manifestos and giving them tough panel interviews. This<br />

year we decided to extend the team to six to reflect the quality of candidates. Congratulations to<br />

Aadil Awan Head Boy, Jessica Atouguia Head Girl, Mustafa Ahmed and Kulbir Maras, Deputy<br />

Head Boy and Lucy Tirahan and Zala Amiri, Deputy Head Girl.<br />

Mark Cripps (Head of Sixth Form)<br />

“As I have progressed through the years at<br />

<strong>Cranford</strong> Community College all the way<br />

from year 7 to year 12, I have realised that<br />

the honourable and prestigious role of Head<br />

Boy is one that I want to pursue. This has<br />

all come from my passion for my school, the<br />

foundation it gives to students to prosper<br />

further in all aspects of their life and the opportunities<br />

<strong>Cranford</strong> has afforded me. I strongly believe that taking<br />

on the role of Head Boy would allow me to bring positive<br />

change to our school”.<br />

Aadil Awan (Head Boy)<br />

“I believe this school is an amazing place<br />

to learn, grow and enjoy. As a “beyond<br />

outstanding” school we require representatives<br />

that live up to that name. I believe I have the<br />

right qualifications and experience from my<br />

position as Regional Youth Board member to<br />

carry the mantel as Deputy Head Boy. I wish<br />

to bring a new viewpoint as well as leave a legacy at this<br />

wonderful school. This school has done a lot for me and I<br />

feel it is only fitting to repay the school by trying my best<br />

to improve it”.<br />

Mustafa Ahmed (Deputy Head Boy)<br />

70<br />

“I have always wanted to make a change, be<br />

it a physical change in the world or changing<br />

the mentality and the way people think. I have<br />

striven to bring myself closer to this goal<br />

every day and the role of Head Girl would<br />

be perfect to achieve this, a role of extreme<br />

importance that can help me continue to<br />

inspire those around me to be not only themselves, but the<br />

best version possible of themselves. It requires someone<br />

who is willing to take responsibility for their actions and<br />

will take on the role of a leader not only in school, but<br />

in the community. I aim to inspire myself through my<br />

motivation and the motivation of others”.<br />

Jessica Atouguia (Head Girl)<br />

“The opportunity of becoming Deputy Head<br />

Girl of <strong>Cranford</strong> Community College, has<br />

been a wish as well as a goal for me. I believe<br />

this opportunity is an exceptional way for me<br />

to gain numerous skills, which I can carry<br />

with me throughout my entire life. I would<br />

love to be able to use these skills I have<br />

learnt to contribute to our school and make our school<br />

an even greater educational place for students”.<br />

Zala Amiri, (Deputy Head Girl)<br />

“The position of Deputy Head Girl is a<br />

role I can passionately fulfil. Having been<br />

at <strong>Cranford</strong> since year seven, I have been<br />

provided with incredible opportunities to<br />

find myself as a person and would love to<br />

reciprocate this role for the younger years.<br />

Through my time at <strong>Cranford</strong> I feel that I have<br />

acquired the necessary skills for this position, for example,<br />

good leadership skills. I am dedicated to ensuring the<br />

school remains a safe, positive learning environment for<br />

everyone and would ensure that any schemes implemented<br />

would meet these criteria”.<br />

Lucy Tirahan (Deputy Head Girl)<br />

“During my six years at <strong>Cranford</strong>, I have striven<br />

to become a welcoming and recognisable<br />

figure to not only my peers and teachers, but<br />

around the school as a whole. This has greatly<br />

developed my interpersonal skills, enabling<br />

me to be a highly approachable individual,<br />

which I believe is a key quality that a Deputy<br />

Head Boy embodies. I am aware of the challenges that lie<br />

ahead and I fully embrace challenges as for me it is what<br />

brings the best out of people”.<br />

Kulbir Maras (Deputy Head Boy)

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!