Cranford Review 2018

cranfordcommunitycollege

The “Cranford Review” © is a publication of Cranford Community College. The annual edition is a 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It is a wonderful read and a useful historical document which, with its termly sister publications and occasional special editions, also serves to describe the values of the academy and support the aspirations of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, projects, trips and excursions among many others. Traditionally, hard copies of the "Cranford Review" and its family of publications 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.

Editor-in-chief: Jessica Joyce / Graphic design: Enzo Gianvittorio / Printed by: Cleverbox.co.uk

This

has been a great year for Cranford,

recipient of both the World Class

Schools Quality Mark re-accreditation as well as

the International School Award 2018-2021. Our

examination results remain strong despite the new

tougher grading system and new specifications

at GCSE. The attainment of our students remains

significantly above average as does their progress

when examining the new ‘Progress 8’ score and

Cranford received the prestigious SSAT Award for

exceptional student progress. We are delighted that

so many of our Sixth form students have scored

very highly at A level and are going on to study

at the most prestigious Russell Group universities

in the UK including Oxford University, Imperial

College and King’s College London, Warwick

University and Exeter University to name but a

few.

In addition to outstanding teaching and achievement,

our students continue to benefit from astonishing

opportunities such as the masterclass with Lord

Neuberger, former President of the Supreme Court.

Cranford was the first UK school to welcome the

newly appointed US Ambassador Robert Wood

Johnson who gave a talk to students about his life

journey and took part in a lively debate, prompting

him to say that he “really enjoyed meeting all of

the impressive students” and offering to become a

mentor. Students at Cranford continue to develop

as leaders within the school and beyond with many

participating in a Seeds of Peace seminar focused

on creating positive change within communities

and large numbers running activities as part of the

Cranbury Festival 2018.

We remain immensely proud of our international

links with schools in the best performing systems

across the Globe including China, Australia, New

Editorial 2017 / 2018

Zealand, Thailand, Korea, Japan, Sweden, and

the United States. These are unique opportunities

open to students at Cranford and the breadth of

experience gained from these experiences is of

immense value.

Our partnership with Berkeley continues to

flourish. The school converted to academy status

this year and set up Advantage Multi Academy

Trust. We are very pleased that our other partner

Berkeley Pre-School was graded outstanding

following an Ofsted inspection in November 2017.

This means that children in the local community

receive outstanding education from the age of 2

to 19. As a Lead School for Teacher Training we

are delighted that Teaching London, our Teacher

Training provider, was also graded outstanding by

Ofsted this year.

Despite changes to how examination subjects are

rated in the school performance tables, the Arts at

Cranford remain incredibly strong as you will see

through the many stunning art, drama and music

activities taking place in the school including our

partnerships with ArtUK and the English National

Opera. Whilst we promote academic excellence at

every opportunity we also have a deep commitment

to develop the ‘whole person’. I am therefore

immensely proud of the many awards our students

achieve as for example with the Jack Petchey

awards where we recognise excellent contributions

to the school community and beyond.

This review provides you with a flavour of the

range of opportunities available to students at

Cranford which makes it such a special place. I

hope you enjoy reading it.

Kevin Prunty

(Executive Headteacher, National Leader of Education)


Cranford Community College remains truly

OUTSTANDING !

Cranford Community College is one of only a few schools in the country to receive the SSAT

Educational Outcomes Award 2017 for Exceptional Student Progress. Pritesh Mistry from the

School, Students and Teachers Network presented Executive Headteacher Kevin Prunty with

the plaque personally. He congratulated the school on its achievements and spoke of the myriad ways

it stands out from the crowd, contributing best practice articles in the Leading Edge publication and

leading many initiatives on several fronts such as international partnerships, community transformation,

curriculum innovation and inclusion.

SSAT is the largest and longest standing network of schools in England. It has extensive partnerships

with 34 countries and brings together leading educationalists, thinkers, researchers and practitioners

from all over the world.

Veronique Gerber (Associate Headteacher)

1


World Class School

again and now

recognised

internationally

Cranford Community College

has been re-accredited with the

prestigious World Class School

Quality Mark until 2021. This is the second occasion on which Cranford has been accredited with

this student-led award and we are very proud of our students. The re-accreditation process involved

reciprocal visits with another London school and the students involved found the whole process very

rewarding and revealing about how good each other’s schools are. However, Cranford Community

College, judged by Ofsted as an outstanding academy didn’t stop there. Cranford’s long-lasting

partnership with its sister school, Ocheon Senior High School in Pohang, South Korea, gave students

the ideal opportunity to work towards the international accreditation of the World Class School

Quality Mark. On Monday 9th July 2018, Cranford Community College and Ocheon Senior High

School became the first schools ever to be presented with this top-level international accreditation. A

group of students and staff from Ocheon Senior High School arrived in Cranford on 10th July 2018.

Mr Prunty, Executive Headteacher, Cranford Community College presented the award on behalf of

WCSQM to Mr Yohan Ju and Mr Hyunsang An from Ocheon Senior High School, Republic of Korea.

We are all very proud of our students both at Cranford Community College and Ocheon Senior High

School.

Our partner school for re-accreditation said:

“The students from Cranford Community College were exemplary in their conduct during

their visit. They were gracious and courteous at all times whilst extracting evidence from

our school... Thank you”.

2


International School Award Re-Accreditation

We are delighted to

announce we have received

re-accreditation of the

International Schools Award

for 2018 - 2021.

The

assessor said about Cranford

Community College: the

international dimension is clearly an integral

part of your curriculum and whole-school

ethos, promoting citizenship and celebrating

cultural diversity across the school and

wider community. You have active links

with an impressive number of schools in a

wide range of other countries and continents,

which provide rich learning opportunities

for your students and staff. Of your fifteen

submitted international activities, seven fulfil the International School Award programme criteria, in that

they involve your students learning about other countries and cultures in a curriculum-based context.

This means that your application is successful, as the requisite three activities of the eligible seven

also involve active and reciprocal collaboration with international partner schools. Two of the seven

activities also involve the required element of foreign language learning which includes an element of

intercultural understanding. That being said, all of your fifteen activities are very clearly beneficial

in providing many different international opportunities for students and staff, as you indicate in your

Impact Evaluation. The overall impression is of a truly international school, and this is recognised and

reinforced by your International World Class School Quality Mark award. Your international work

dovetails neatly with your Global Learning Programme work, and your role as a GLP Expert Centre has

provided an excellent opportunity for ambassadorial work in promoting and supporting international

links and opportunities in other local schools, as well as showcasing your own activities and learning

outcomes. Your Impact Evaluation is detailed and insightful. You recognise the benefits of international

links for staff professional development, enabling your teachers to share good practice at an international

level and to learn about other countries’ education systems. You recognise the benefits for your students

in terms not only of increased knowledge of other countries and cultures, but also new international

friendships and extended life skills - in short, the acquisition of citizenship skills and attributes. Activities

such as “Generation Global” also enable your students to address issues in a motivating and real context,

in dialogue with peers from other countries. You also acknowledge the involvement and benefits for

local community members. Congratulations! The international dimension is prominent and dynamic at

Cranford Community College. We wish you success and enjoyment with your ongoing international work.

Philip Dobison (Consultant - Internationalism)

3


Over

the past year students from Cranford Community

College have taken part in eight video conferences

as part of the Generation Global programme. We have had

dialogue with schools from USA, Israel, Egypt, Italy, Colombia

and Indonesia.

Perhaps the highlight was a video conference where we had a

guest speaker, Dave Fortier who was a survivor of the Boston

Marathon bombing. Dave told his story and what he had been

doing since the bombing. Dave is a co-founder of an organisation

called One World Strong which aims to support victims (or as

Dave calls them survivors) of terrorist attacks across the world.

He has worked with groups in many countries including France,

UK and Somalia. He was truly inspirational and the students

gained a lot from his words and charismatic personality.

“I was honoured to be part of the video conference regarding hate

speech. The contribution Dave Fortier made in this video conference

was absolutely amazing; it made this conference the best one I have

experienced to date. The personal story Dave delivered to everyone at the beginning of the conference was

incredibly inspirational; it made me view life from a completely different perspective, but most importantly it has

made me grateful for what I have in life. Due to the fact that Dave was brave enough to talk about such a lifechanging

experience I felt more confident and motivated to share a story I had experienced. I am glad I did so,

because I received various responses which really helped me. Overall I would say that this video conference and

Dave’s important contribution have made me realise the importance of life and supporting other people in life”.

“The video conference with Dave through Generation Global was quite inspirational to me personally because

it allowed me to talk to a victim of a terror attack for the first time and see how it feels from their perspective. It

was inspirational to see the work Dave does and how he reaches out to people not only in the developed countries

but also emerging nations. There are many people in the world who are affected by such tragedies and through

One World Strong victims can talk to one another to rebuild their lives and have a better future than they may

have initially thought. It was a very interesting conference and I learnt a lot from it including changing my views

on how victims are rehabilitated”.

Dave ended the conference with two challenges for the students. The first was to gather stories of where

people had experienced hate speech, how it had made them feel and how they had dealt with it. The

second challenge was to take part in a ‘virtual marathon’ next year. This is a very exciting global event

with Cranford working with Dave to get schools and community organisations in the UK and across the

world to engage in this project. More about this in the near future.

Alan Fraser (Assistant Headteacher - Director of Community Development)

4

For

three years

Cranford

Community College

has used the Extreme

Dialogue programme

with its students

to develop critical

thinking skills and to

build resilience within

students. The programme is delivered by both

teachers and students.

The peer-to-peer model of delivery has been

pioneered by Cranford and created a lot of interest

in the European Union when presented at a meeting

in Madrid. In May 2018 a new cohort of eight

year 12 students was trained to deliver Extreme

Dialogue to their fellow students something they

will be doing from September 2018 onwards.

In another pioneering move the plan is that those

trained students will then go to other Hounslow

schools and deliver the programme.

If you would like to find out more about

Extreme Dialogue please visit the ED website

extremedialogue.org. You will find on the website

information about the programme and interviews

with our students and staff.

Alan Fraser (Assistant Headteacher – Director of

Community Development)


Cranford Community College,

London

and

Princess Chulabhorn College,

Thailand

In May 2018, Kevin Prunty, the Executive Headteacher of

Cranford Community College and Philip Dobison visited

Princess Chulabhorn’s College, Pathumthani (PCCP),

Thailand with the aim of securing our relationship and

expanding it further. PCCP is part of a chain of 12 schools

focussing on science and technology, founded by Princess

Chulabhorn in 1993. It is a mixed boarding school for

students aged 12 to 18. Both schools are really excited by

the opportunities this partnership offers and we are seeking

to develop exchanges of staff and students in the future.

Cranford is looking to welcome a group of staff and students

from PCCP this coming autumn. Watch this space.

Philip Dobison (Consultant - Internationalism)

5


This

year I took two groups of students to Jamie’s Farm in Ditteridge, Wiltshire. Both groups

consisted of twelve students and three members of staff. Jamie’s Farm is a working farm

with both dairy and beef cows, sheep, horses, chickens, dogs, ducks and a donkey. There are always

many (often challenging) jobs to do at the farm and it is really inspiring to watch the students really put

100% effort into everything that is asked of them: herding sheep and lambs through country lanes, to

cleaning the pigs out to chopping wood for the wood fired boiler. It is always heart-warming to watch

them reclaim their childhood, rolling down hills, getting muddy, swimming in the river and generally

just having fun – having left their troubles at school.

Whilst at the farm students have no access to mobile phones or any other electrical

device – this information can often cause problems whilst convincing the students

to agree to go on the trip however once there they genuinely do not even think

about them. A good night’s sleep is vital at the farm. Often the children will

say that they will be unable to get to sleep at the farm because they always go

to bed with their phone, iPad or Xbox. However they don’t bank on how tired

they will be at the end of every action-packed day and they are always asleep

pretty much as soon as they get into bed. Upon their return home, I encourage

them to continue sleep without being attached to their electrical devices.

They are also given hearty freshly produced food with no sugar and very few

additives. The students love seeing how food is produced and grown, picking

fruit and vegetables from the farm garden and then preparing and cooking

for everyone. It is really interesting watching fussy eaters who say they only

eat burgers and chips at home tuck into food that they would never usually eat

and then going up for seconds because they like it so much.

A large part of time at the farm is thinking about how they are at school, and

reflecting upon this. We spend time around the huge table and have meetings whereby the students

give shouts out (compliments) to each other and also to staff. It is lovely listening to them give well

thought out, constructive feedback to each other and also hearing and absorbing what is said about them

the students always leave Jamie’s Farm with a renewed sense of wellbeing, newfound confidence and a

determination to be the best they can be.

Jamie’s Farm’s moto is cultivating change and it really does do that.

Vanessa Tutt (Jamie’s Farm Trip Leader)

The Jamie’s farm Experience

Cultivating Change

6


I just wanted to say...

Thank

you so much for all your

hard work in organising the

Jamie’s farm trip and for inviting me along. It was

a thoroughly inspirational experience and it was

as challenging as it was enjoyable.

I found that the trip heightened already positive

relationships with students, and turned what were

once difficult relationships into positive and

fruitful ones, within about an hour of being on the

farm. It gave students with difficult backgrounds,

low self-esteem, depression and language barriers

among other things, the chance to experience a

totally and utterly different reality to their daily

lives. By the end of the week every student on the

trip had flourished in their rural environment and

overcome their own personal challenges.

I was really impressed by how they made their

beds every morning, cooked as a team and fed and

cared for animals before even having breakfast.

They got on with hard farm labour with smiles

on their faces, and any reluctance was combatted

immediately by someone else’s enthusiasm. They

also sat around a table and had three meals of

sugarless food together every day, which to many

is a completely alien concept. This became routine

and I noticed almost immediately the constructive

impact this had on the

children through the way

they interacted with me,

Jamie’s Farm staff and

each other. This was

remarkable to witness

because in school, at home

and in an urban setting,

so many of these students

are often easily caught up

in negative lifestyles and

habits often through no

fault of their own.

Their mobile phones were taken away from them

and I don’t think I heard them mentioned until

they were given back a week later. This resulted in

improving interpersonal skills and it was lovely to

see them telling riddles, jokes, listening to stories,

playing chess and connect4, and enjoying each

other’s company in an increasingly dehumanising

society. Long country walks through rough terrain

in the evenings were highlights of their days,

whereas in their home lives lots of teenagers

are used to staring at screens or have to fend for

themselves, so hearing them give and receive

heartfelt shouts out was often very emotional.

Having seen this transformation in students first

hand has had a huge impact on my outlook as

a teacher. It has confirmed to me that students’

negative behaviour does not define them and that

they are products of their environments and there

is always more we can do to reach out to them and

engage with them. This trip has further informed

me on how I will plan and deliver lessons and how

I approach students who are displaying concerning

behaviour.

Since returning to school and seeing the students

who were on this trip I

am optimistic that the

impact the farm had

on them will last. I

have already seen

vast improvements

in certain students’

composure in and

around school and

would love to be

involved in any follow-up strategies that you

may implement.

Thanks again for a once in a lifetime experience”.

Matthew Nation-Tellery (Head of Year 7)

7


Duke of Edinburgh Award

Expedition July 2018

Another

year and another Duke of Edinburgh

Award Expedition ventured out

in July 2018 with more students than ever: 60 silver award

students from year 10 and 22 bronze award students from year

9. We braved the wilds (and heat) of the South Downs over two

consecutive weekends. Students performed amazingly on their

assessed expedition successfully navigating each day into camp

and preparing a cooked meal on their stoves, they continued to

show off their exceptional camp craft skills and were a credit

to Cranford Community College as several other campers on

the site commented on how well behaved they were.

Spirits were high as was the temperature which set

its own challenge both on the practice and assessed

expedition. Students took on board feedback from the

practice expedition and showed a massive improvement on

the assessed weekend in their navigation skills and resilience,

taking on the challenge of finding their way and rerouting

themselves when losing their way.

The staff supporting the expedition did exceptionally well at

motivating and challenging students to achieve a successful

outcome on both the practice and assessed expedition. This is a good reminder to all

of the time, commitment and energy they have put into support students beyond the

conventional curriculum. A massive thank you from all the students on expedition

and me to Mr Venancio Ferreira, Ms Lodge, Mr Sohi, Ms Shaikh, Mr Barrett, Mr

Southern-Myers, Mr Guyett, Mr Bussue, Ms Ridgeon, Ms Ledlie and to Ms Prunty, Ms Brown and

Ms Gladysz for supporting the logistical and administration side of the expedition.

Kevin Biggs (Assistant Headteacher – Duke of Edinburgh Lead)

8


On

Wednesday 4th July 2018 we were delighted to host two opera workshops by the English

National Opera (ENO) and welcome into the school Hannah Conway, composer, Karen

Gillingham, director, Abigail Kelly, soprano, Katherine Wilde, ENO Baylis Producer and Leanne Sedin,

a workshop leader.

More than 40 students from years 9-12 were selected to take part in the workshops which involved

creating the first part of their own opera. It is not often students get a chance to work with professional

artists in this way drawing upon their skills and talents creating lyrics and music from scratch. It was so

inspiring watching how our students engaged with the process, grew in confidence in singing and create

something really amazing in just two hours. Some students decided they would like to be involved further

and have taken up the opportunity to join a Summer School project at the ENO in London.

One of the most magical moments was when Abigail sang Suzanna’s aria from “Cosi Fan Tutte” by

Mozart. Our students were spellbound. Some students said they were “speechless” and one girl cried at

the beauty of her voice.

This workshop is just the first of many new opportunities open to Cranford students over the forthcoming

year. They will be able to get involved with a year-long opera project with the ENO to be stage at

Cranford, summer 2019. A very exciting year ahead.

Jess Joyce (Consultant – Creative Arts)

Opera Workshop: An inspiring experience

Hi Jess,

Thank you so much for your support today, we were

made to feel so welcome and were blown away by

the young people we worked with. Both groups were

incredibly creative and brave, and a complete delight

to work with. We would love to have all of them take

part in our youth projects.

If you have facility to email the groups, they can visit

www.eno.org/youthmailinglist in order to register their

contact details so that we can let them know about

upcoming opportunities to get involved.

Thank you once again for having us, you are clearly

achieving amazing things at the school. I shall look

forward to seeing you for Opera Squad next year, if

not before.

All best wishes,

Katherine Wilde (ENO Baylis Producer)

On Wednesday the 4th July 2018 I was able to take

part in an amazing workshop from the people of the

ENO opera foundation. It was an amazing experience

and although normally I would have never signed up

for it myself but after taking part and knowing the true

meaning of opera it was really fun and I will definitely

want to carry on doing something like that for the

future. I learnt a lot more things such as gaining

confidence to have with new people and that opera

is like a story that someone is telling you and is so

peaceful to hear. I am very grateful to have been part

of the workshop and hopefully I am able to go forward

with something like that.

Layba Nisar (year 9)

9


On

US Ambassador Visits Cranford

17th May 2018 Cranford Community College welcomed the US

Ambassador Robert Wood Johnson. This was the Ambassador’s

first visit and talk to a UK school since presenting his credentials to the Queen

last year. The US Embassy chose Cranford to host the first visit because of

the strength of our relationship with the US Embassy and the American people

and they knew that Cranford would ensure a high quality visit.

The Ambassador’s views and ideas prompted a lively discussion in the room.

It is important for students to experience views different from theirs and also

have the opportunity to challenge those views in a constructive manner.

The Ambassador gave a talk to fifty year 10 and year 12 students on his life

journey with the emphasis on his role as owner of the New York Jets American

Football team. He used the record-breaking Superbowl comeback of the New

England Patriots as an inspiring story of overcoming adversity. He then

went on to discuss how you should not be put off by bad things and used the

analogy of bumps in the road. His advice to the students was that you should

not focus on the bumps in the road but on the destination. He thought that

while American and British people have much in common a difference was

that British people tend to focus on the bumps in the road whereas Americans

focus on the destination.

Following the talk, the Ambassador then took questions from the students.

Topics discussed included the environment and locating the US Embassy in

Jerusalem. For the last question one of our students stood up shook his hand

and told the Ambassador how much he admired the work he had done both as

a businessman and for the charities he supports. He then asked the Ambassador

whether he would mentor him. To the delight of the audience the Ambassador

said yes.

The Ambassador then spent the next 15 minutes engaged in informal discussion

on a one-to-one basis with our students. He was clearly enjoying himself as

the Embassy staff had to remind him three times that it was time to go.

For the last part of the visit the Ambassador went to the Cranford SuperDome.

He was amazed that a school would have such a fantastic facility and thought

our students and wider community were very lucky to have access to such a

great facility.

All round a very successful visit perhaps best summed up by one of our

students, “Regardless of whether or not we had polar views on certain topics,

it was still very interesting to hear what Mr Johnson had to say”.

10

Alan Fraser (Assistant Headteacher – Director of Community Development)


Dear Colleagues

A big thank you to everyone for helping

to make the visit of the US Ambassador to

the UK Ambassador Johnson a resounding

success this morning.

The US Embassy chose Cranford as the

venue for the Ambassador’s first visit to a

UK school because they knew they could

rely on us to do a great job.

The Ambassador gave an interesting

talk to a group of 50 students from

years 10 and 12 followed by a Q&A

session. Our students asked probing

questions on topics ranging from global

warming to the opening of the US

Embassy in Jerusalem. At the end of the

Q&A session one of our students asked

if the Ambassador would be a mentor to

him and he readily agreed. If you don’t ask

you don’t get. The Ambassador then spent

a further 15 minutes talking individually to

students and was clearly enjoying himself

so much that his visit overran. His parting

comment was ‘Great day here. Really

enjoyed meeting all of your impressive

students’.

The site looked stunning, our students

were stunning and the fantastic support

of staff made the visit seamless.

I have no doubt that this visit will lead

to further opportunities for both staff and

students.

Kevin Prunty - Executive Headteacher

11


Browns Book Bus visits Cranford

“I just wanted to say a massive thank you for hosting

the book bus on its first ever outing in London.

From start to finish, the whole afternoon was a huge

success. It was great to see so many members of

teaching staff on board and engaging with their

textbooks, non-fiction and fiction. In my opinion,

this is exactly why we designed the bus, and I

couldn’t have been happier with how the day went

– our driver actually commented that this was the

largest turnout of teaching staff he’d seen so far.

It was also great to see how much you enjoyed the

day, a point proven by how much your baskets came

to. Until next year”.

James Baker (Browns Books for the Students –

Area Sales Manager)

Cranford Community College was the first

school to host the Browns Books for Students

(BBFS) Book Bus on its inaugural visit to London.

Browns Books for Students is a book supplier

based in Hull; the school has been using them to

supply books for over ten years. They recently

created a purpose-built Book Bus which stocks

4000+ exciting and key books. The Book Bus is

so big it has a meeting room and kitchen too.

As a school, we heavily invest in resources

to support the students’ needs. I am lucky the

budget allows me to stock text books; they are

very expensive but are so valuable to support

students’ studies. I had arranged for all Heads of

Departments to come on-board and explore. They

were asked to have a look at their subject areas

and make recommendations to me for the Library.

I spent 3 hours in the bus looking at the new

books that were available. Normally books are

selected through ‘BBFS’ website but it is much

easier and fascinating to look at the wide variety

of books available when they are at hand. The

Book Bus had a wide selection of books; there

were books about Lego, manga books, fiction

books, textbooks, dictionaries and so much more.

It gave me a good opportunity to look at the books

we didn’t have and buy them for the Library and

Supervised Study Centres.

It was a very valuable and beneficial experience.

Mahavir Ladva (Library and Study Centres Manager)

12


ArtUK Your

Sculpture project

at Dorich House

Cranford Community College was

approached by ArtUK to take part in a

Heritage Lottery funded scheme called

Your Sculpture. The project will make a number

of films about sculpture as seen through the eyes

of young people. These films will be made with

and for young people and will also have teachers’

resources linked to the National Curriculum. The

audience is able to view these films via ArtUK

and the Culture Street websites, as well as through

associated YouTube channels. The filming is

taking place at 25 locations across the UK and

Cranford was asked to represent the London area.

The filming with six year 8 Cranford students took

place on Tuesday 12th June 2018 at Dorich House.

Dorich House is the former studio home of the

Russian sculptor Dora Gordine and her husband

the Hon. Richard Hare, a scholar of Russian art

and literature. Now Grade II listed, the building

was completed in 1936, to Gordine’s design, and is

an exceptional example of a modern studio house

created by and for a female artist. In the spirit of

Gordine’s exemplary life and career, the Museum

operates as an international centre to promote

and support women creative practitioners. The

Museum holds the world’s largest collection of

Gordine’s work, which spans her artistic career.

Our students thoroughly enjoyed the experience

and were outstanding in the way they worked with

the camera crew to create the finished film. They

were intrigued and surprised by the dedication and

time given to create the sculptures.

Here is a link to the ArtUK website:

www.artuk.org

Alan Fraser (Assistant Headteacher – Director of

Community Development)

13


Osmington Bay Trip 2018

As

part of our annual fieldtrip we set off for Osmington Bay once again. During our three-day stay,

a continuous supply of effort was essential from all students as a result of the intense workload

throughout the day, however many rewards and activities awaited us after the completion of the tasks.

Watching our year 12 students complete the maps around the world challenge and compete against some

year 6 students showed their competitive nature and their desire to beat everyone, no matter how small.

The trip began with our customary visit to “Old Harry Rocks”, from where we completed a number of

dune transects along Studland Bay. A well-deserved ice cream was enjoyed at the end. After arriving at

our accommodation, the PGL centre, a tour was given shortly before heading to dinner. We then watched

our year 12 students complete our geography-orientated maps around the world activity. The following

day had a number of tasks in store for us – we commenced with a drive to Durdle Door where we were

provided with insightful information regarding the rock type, forms of management which were occurring

and how the area was affected by erosional processes. Once all information was gathered,

we conducted various types of field work including beach

profiles, measuring longshore drift and wave counts,

which resulted in Mr Lee taking an

unintentional plunge into the sea

for wave height measurement.

We spent the afternoon in

Lulworth Cove completing

similar activities to

Durdle Door. This again

resulted in a welldeserved

ice cream

break. That was

not the end of

the work as we

spent Saturday

night in a two-hour computer room session completing our statistical analysis.

Our final day was spent in the idyllic Lyme Regis, again completing similar activities to the previous

day. The scenery on the drive was rewarding before we set off for Cranford.

Overall, our trip to Osmington Bay was found to be extremely entertaining with lots of food and music,

but most importantly, hard work.

Gerry Lee (Head of Geography Department)

14


History Trip to Battle Abbey, site of the Battle of Hastings, 1066

15 students

made the

trip with Mr. Rich

and Mr. Watton to

the Sussex coast in

July 2018 to take in

a number of sites of historical interest to A-level

historians who are studying ‘Anglo-Saxon England

and the Norman Conquest’ in year 12.

Battle Abbey, the remains of which are still more

than evident at the site, was commissioned and

built by William ‘the Conqueror’ to celebrate his

famous victory over the Anglo-Saxons and King

Harold II in 1066 at the Battle of Hastings. The

Pope ordered King William I to build an abbey to

pay penance for spilling so much blood on that

day in October 1066. It was, and is still, such an

impressive building that it took 24 years to build

and wasn’t finished and consecrated as a religious

site until his son William ‘Rufus’ II was king.

Today it is a Grade I listed historical site operated

by English Heritage.

Markedly improved by successive kings of

England we were immediately impressed by the

formidable early 16th century gatehouse which

leads to the grounds of the early mediaeval remains

of Battle Abbey. We walked the circumference

of the Hastings battlefield itself, enjoying the

figures erected by English Heritage to

celebrate the 950th anniversary of the

Battle of Hastings.

The remains of Battle Abbey were by

far the most impressive part of our

tour and it was incredible to discover,

despite Henry VIII’s dissolution of the

monasteries from 1536 - 1541, how much

of the original 11th century building

remained.

Once we had finished touring the abbey

and battlefield we drove to Pevensey

Bay on the Sussex coast where William

landed with his invasion force from

France in late September 1066.

Did you know? The site of the ‘Battle

of Hastings’ is actually 23 miles from

the town of Hastings in what is now

the town of Battle – so-called after the

enormous clash of armies that fought

there on 14th October, 1066. Having landed

at Pevensey Bay, William led his army inland from

the coast to hunt down the Anglo-Saxon army and

this just happened to be the place where he met

the Anglo-Saxon army which had marched from

London to defend King Harold II’s crown and the

country from invasion.

Tom Rich (Head of History Department)

15


16

Modern World Languages

The

Modern World Languages

Department has had a busy year

with an educational trip to Germany, a Spanish

cooking project, teaching Portuguese, Urdu and

Romanian to Norwood Green Primary school

children and the Foreign Language Spelling

Bee to name but a few things.

In December 2017, a group of seventeen year 9

and year 10 students explored the city of Cologne,

Germany and its many beautiful Christmas

Markets, where they sampled local food,

practised their German skills and explored

the old city. Everyone had a great time and

brought back lots of chocolate, even more

selfies and wonderful memories.

Over Easter, our year 7 and year 8 students

studying Spanish competed for the best

Spanish Junior Chef accolade – following

a recipe of Bolones De Verde – a savoury

dish made with plantain. Although recipes

weren’t always followed to the letter, the

children made a massive effort and enjoyed some

authentic South American cuisine.

In May 2018, three very excited year 7 students

won in the Foreign Language Spelling Bee

school competition and went to the regional

London Semi-finals for Spanish and

German. Our three Semi-Finalists

spelled up to 32 words correctly in

one minute – in Spanish and German

respectively, after initially translating

the word from English. An amazing

achievement as they were better than

9637 of their peers. Congratulations

for your outstanding achievement to

Nancy Harkous, Alia Samad and Josiah

Rodrigues.

Alexandra Manole (MWL department)

German Exchange student

In

June 2018, we were

delighted to welcome

an exchange student from

Hürth, Germany. Kyara

Landgraf, who is 15 years old,

spent five weeks as a year 10

student at Cranford, where she

took part in everyday school

life at Cranford. She prepared

a presentation about her home

town for her English class,

took part in sports day during

which she won points for her

form 10T (pictured first left,

second row) and learned all

about school in the UK.

Not only did Kyara have the

chance to improve her English

and experience a different

culture, but her presence also

encouraged Cranford students

learning German to practise

and improve their German

as well as learn more about

a different culture. The visit

was an all-round success for

everyone.

Kyara returned to Germany at

the end of term with wonderful

memories of great teachers and

the lovely students she has

made friends with, interesting

lessons (school and life

lessons) and an invaluable

experience of other cultures.

Kyara has been very

complimentary about the

quality of teaching and the

welcome she has received from

teachers, staff and students alike

during her time at Cranford.

I am very grateful to you for

making this possible for her.

Alexandra Manole

(MWL Department)


European Administrators

Trip to Germany

In

April 2018, I had the

opportunity to meet

up again with the principals

of European schools to look at

the provision made for refugee

children in German schools. This

was the third visit for our group

which started in the USA in 2016,

and then met in Paris in 2017.

This trip focused on Bavaria, the

southernmost state in Germany. In

2016, Germany took in over 1 million

refugees from Syria, Afghanistan

and other countries in the Middle East and

Africa. A massive challenge for German schools

has been how they adapt their curriculum and

teach German to this large number of newcomer

students.

We visited both primary and secondary schools

and met with teachers and students, many of

whom had recently arrived in Germany. What

was particularly impressive was the dedication

and hard work of the teachers who wanted to

ensure that these new arrivals, many of whom

had experienced traumatic war situations, settled

into the country and school as soon as possible.

We also focused on the provision of vocational

education and visited a very impressive vocational

school where students were learning skills in

order to become bakers, hairdressers, beauty

technicians for example. This is particularly

relevant as Cranford has been designated as one

of the first schools to run the new Technical Level

qualifications in 2020.

Our network has been together now for 2 years

and we look forward to hosting the school leaders

at Cranford and Berkeley in 2019.

Peter Stumpf (Associate Headteacher)

17


Antipodean

In

our pursuit of the very best teachers for Cranford Community

College, and our interest in learning about education systems

around the world, we found ourselves on a plane to Australia and

New Zealand in the Easter holidays of April 2018. Cranford had previously

recruited excellent teachers from the other side of the world through teaching agencies in England,

such as Paul Foden and Diane Marston who worked in PE, and our intention was to explore how we

could recruit exceptional teachers directly from Australia and New Zealand. From our experiences of

antipodean teachers we know that they have a desire to travel, explore and experience England and teach

in English schools. We therefore got in touch with some ex-Cranford teachers who are now teaching in

Australia or New Zealand, such as Catherine Goodwill who was an RE teacher and a Head of Year here,

Mick Andrews who had recently returned to Australia to teach mathematics and Gareth Munroe from

the Science Department with his wife Maitreyi Basu who was a teaching assistant, so we visited their

schools and met their headteachers. It became apparent from those visits that there was, in most cases, a

surplus of teachers and therefore a strategic approach to recruitment in Australia and New Zealand could

reap rewards for Cranford. In addition, we met representatives from universities to discuss recruitment

opportunities through their Careers Hubs and recruitment events. We are confident that these partnerships

with schools and universities in Australia and New Zealand will contribute to the recruitment of high

quality teachers for Cranford.

Another very interesting part of the trip was to visit a primary school just outside Sydney and secondary

school in Melbourne. Both were like a scene from Home and Away or Neighbours with the girls in

checked dresses and the boys in shorts and short sleeved shirts. It was very interesting to see how they

had embraced ‘bring your own devices’ to school and the use of technology in the classroom. The primary

18


Adventures

2018

school also had an open plan learning environment

in years 5 and 6, where 90 students were taught in a

large space which had break-out rooms, a variety of

different furniture and teachers that supported all the

students with their learning. It was amazing to see the

independent learning that was taking place and the

students could all articulate what they were learning

and why they liked this approach to their learning.

In the secondary school they also have a focus on the

use and application of technology in the classroom

through personal notebook computer programmes.

This provides students with ‘24/7’ learning

opportunities, anywhere in the world. Very interestingly all their world maps show Australia in the centre,

unlike the maps we are used to seeing. Their enrichment programme is varied and, as you would expect,

includes surf lifesaving and a multitude of sports as well as aviation, architecture, ceramics, costume

design, sculpture, music, languages and much more. All students are encouraged to develop their skills

and experiences through the programmes – just as we do here at Cranford.

We look forward to continuing to strengthen our relationships with schools, universities and teachers

in Australia and New Zealand and look forward to welcoming teachers from “down under” in the new

academic year.

Rita Berndt (Head of School) and Maria Bramhall (Deputy Head of School)

19


-ENGLISH-

Hamlet

Globe

Theatre

Trip

On

Wednesday 6th June

2018, I went with my

English class and my English

teacher Ms Brooks to the Globe

Theatre to watch RSC Hamlet

(2018) in production. Previously,

we had watched film productions

of Hamlet in class such as Doran’s

2009 and Robert Icke’s Hamlet

(2017). This production of Hamlet

was directed by Michelle Terry,

who also played the lead role of

Hamlet.

What interested me was the concept of gender

roles being subverted, as the character of Hamlet

is traditionally played by men, however in this

production Hamlet was played by a woman (Michelle

Terry). Other characters had “gender blind” casting:

the character of Ophelia was played by a man

(Shubham Sharaf), Laertes played by a woman

(Bettrys Jones) and the soldiers in the beginning of

the play were played by women. This suggested that

the play’s central theme is based on performance and

how gender can be argued to be a performance. They

also included a diverse range of actors from different

ethnic minorities, which promoted the idea of

cultural inclusion. Another interesting perspective of

the play included sign language as a form of speech,

as the character of Guildenstern was mute and

Rosencrantz translated what Guildenstern was saying

suggesting that their

bodies are one.

I was surprised by

the way Hamlet was

performed as they

had involved the

audience by giving

them flowers or

talking to them as

a part of the play’s performance and the way they

were interacting with them. They also appealed

to a modern audience in terms of the use of the

costume as Hamlet was wearing a black hoodie and

a hat. Another interesting perspective was the use

of excessive makeup, which suggested the ideas of

pretence, artifice and hypocrisy that are seen in the

play.

During the interval, (the play being 3 hours long),

we discussed our views of the production by sharing

interesting points on the performance and comparing

it with the other productions; it was so interesting

that the American tourists behind us got involved

in the lesson too. At the end of 3 hours, the cast

members ended the play with a dance with no

talking; it was choreographed suggesting the concept

of teamwork. The trip was really worthwhile, as I

can now comment on some of the director’s choices

in my essays and can compare productions and it

was really interesting to see the play in its original

staging.

“Does culture influence religion more

than religion influences culture?”

The

Samia Qureshi (year 12)

‘Annual Borough Sixth Form RE Conference’

was hosted by Cranford Community College for

the 4th consecutive year. Students from Hounslow Borough

sixth forms were able to discuss, debate and reflect on the

theme of: “Does culture influence religion more than religion

influences culture?”

The day consisted of interactive workshops run by students from the Institute of Education (IOE)

and Roehampton University. Students visited a variety of different workshops which ranged

from ‘Can you be an atheist Jew?’, ‘Can religion be fashionable?’ to ‘Should we change religion

or should religion change us?’ Once students had an opportunity to discuss these questions in

small groups, they were then invited to participate in a Q&A session with expert panellists.

The panellists represented the major world faiths and students were able to gain an insight on religious

views on questions such as ‘Can you be religious and homosexual?’, ‘Does sexism stem from religion

or culture?’ and ‘Has religion been taken over by culture?’

20

Students left the conference positive and having enjoyed a day where they could reflect on some of the

bigger questions.

Avneet Kang (Head of RE Department)


Swedish visit

During May half term, Ms Green, Head of English and Literacy,

and Ms Gerber, Associate Headteacher, visited Karlbergs

Primary School and Vasa Real Secondary School, two highperforming

schools in Stockholm, Sweden. They spent a day in each school, meeting with staff and

students and observing lessons. Discussions with Principals Carina Rennermalm and Ulrica Colliander

focused on opportunities to share best practice in teaching English and further visits for staff and students.

Ms Gerber commented: “We were really impressed with the Swedish schools’ emphasis on meeting the

needs of all students and the way they develop and promote student independence from an early age”.

Ms Green added: “All Swedish students learn English from the start of primary school (age 7) and they

show great enthusiasm in practising it with us. The curriculum is very student-centred with few formal

examinations”.

The staff and students could not have been more welcoming

and are very keen to learn from the outstanding practice at

Cranford Community College and Berkeley Academy.

Ms Veronique Gerber (Associate Headteacher)

21


On

Wednesday 23rd May 2018,

ZeroPlus, our partner Theatre

Company presented their production

of “My Grandad & I” in the Concert

Hall for students, staff, parents and

members of the local Community

“My Grandad and I”... is a moving and

touching story told through the eyes of a

eleven year old Sikh boy called Tarsem,

who has a passion to play football,

but gets teased and intimidated for

wearing the patka (children’s turban).

While practising football on his own outside

school, Tarsem befriends Tahila, a burqawearing

Somali girl from his class. She

provokes him to chart the experience of his

Grandad and inspires him to face up his own

‘fight’ against the teasing/bullying.

My Grandad & I ...

“The play was very well acted and followed

by a fascinating Q&A session highlighting

the importance and relevance of showcasing

these issues in today’s world”.

Veronique Gerber (Associate Headteacher)

“I was surprised by the storyline. I didn’t

know these things happened back then”.

Juhi Kumra (year 12)

“Many, many, years ago, when the Sikhs first came to our

country, they had to cut off their hair to get a job...

I didn’t know that!

My Grandad and I... is a TIE play about the experience

of first generation different faith based migrant

communities to the UK, who faced difficult attitudes

from the British public...

The play juxtaposes historical context with modern and

current attitudes to faith based symbolism..

The production is about the experience of

the first generation different faith-based

ethnic migrant communities to the UK, who

faced difficult attitudes from the British

public, despite being brought over by

www.zeroplustheatre.co.uk/my-grandad-i

their government from the commonwealth

23rd May - 4pm

countries to fill the labour shortages in factories, mills and other manual jobs.The Sikhs, particularly

Cranford Community College

with their unshorn hair and wearing of turbans,

presented

confronted

in associattion

the most hostile

with

attitudes

Heston West

as they

Big

found

Local

themselves having to cut their hair in order to mix into the work situations. It was only after the defiant

and exhaustive stand by a few individuals who took their fight to the House of Lords, that attitudes

changed.

“Many, many, years ago, when the Sikhs first came to our country, they had to cut off their hair to get

a job... I didn’t know that. One of them was my grandad, who had got himself a job driving buses, but

when he turned up on his first day, he was asked to take his turban off and cut his hair...Poor Grandad.

He of course refused. So his employers wouldn’t let him work. My Grandad had no choice but to

take the bus company to court, and won his right to wear a turban by forcing British law to change.

The historical context is juxtaposed with modern and current attitudes to faith-based symbolism.

Hardial Rai (Creative Director ZeroPlus)

22


Masterclasses

The

second new initiative of Hounslow’s Promise which Cranford is helping to lead together with

Seema Malhotra MP was launched in May 2018 with a Masterclass from Lord Neuberger,

former President of the Supreme Court. Over 100 young people from Hounslow were able to listen to

and question Lord Neuberger on careers in law and the challenges facing the judicial system.

The Masterclass programme brings leaders and experts in a range of disciplines together with the young

people of Hounslow. The programme consist of five Masterclass events, three held locally with guest

speakers and two external events aiming to inspire and increase aspirations within the young people of

Hounslow. The programme is designed to provide young people with opportunities they are unlikely to

experience elsewhere. An important aspect of the Masterclass is that it provides an opportunity for the

young people to demonstrate their leadership skills and develop their networking skills.

The second cohort of Cranford students being mentored by members

of the local community is also underway with 15 year 12 students

participating and benefitting with regular meetings with their mentors.

Alan Fraser (Assistant Headteacher – Director of Community Development)

23


Inked Dreams is an anthology of new writing

by the First Story students at Cranford

Community College who took part

in creative-writing workshops led

by writer-in-residence Ross Raisin.

First Story believes there is dignity

and power in every person’s story,

and here you’ll find young people

expressing themselves in their

own unique voices. We hope

you enjoy this collection.

Featuring writing by:

Ahoura Bakhtiari

Akashdeep Kundal

Ayisha Mahmood • Chloe Mills

Cristiana Eftenoiu

Huzayma Khamis

Jaineet Gulabzada

Maeve D’Souza • Mahira Butt

Manjot Bains • Namra Ansar

Nurah Mahamud • Sabrina Akter

Sankavi Sivaharan

Sanskriti Doerga Tanaja

Suman Kaur Tonaja • Syed Jaffery

Warda Khalif • Zena Rehman

Cranford Community College Inked Dreams

First Story 2018

Launch Event.

Celebrating

10 Years

Changing lives through writing

'First Story is a very exciting idea –

writing can liberate and strengthen

young people’s sense of themselves

as almost nothing else can.'

PHILIP PULLMAN

Author of His Dark Materials

Front cover design by Nizelle Soares

Back cover design by Hamdan Khanzada

Typesetting by Avon DataSet Ltd

This

FIRST STORY

www.firststory.co.uk £10.00

year, at Cranford Community

College, we are celebrating 10

years of First Story. This was the place where

it all started: the creative juices of our students

were finally given a national outlet and were to be

rewarded with publications of their ideas. This is a

tradition that we at Cranford Community College

are proud to have continued for a decade and will

endeavour to continue in the future.

The cohort for this year was made up of year 12

and year 10 students – all of whom brought their

own personalities to the sessions and to their

writing. Every year we, as staff, hope that the

anthology produced by the students will be less

macabre and less dark than the previous year…

however, this year was no different. The pieces

produced by these ingenious and creative minds

were still just as gloomy and just as eloquent as

they have been in the past. You can read some

snippets of what they have written here.

An Anthology by the First Story Group at

Cranford Community College

Edited and Introduced by Ross Raisin

Story, we produced a montage video of student

readings from previous anthologies which was

shared with parents, staff and the young writers

at the sophisticated launch event. The talented

young writers had the opportunity to share their

writing with all in the audience and were given

certificates to celebrate and commemorate their

amazing achievement. To complete the event and

to uphold the sentiments of what First Story is and

the talents of our school, we had two performances

in which three year 8 students shared their

originally-written and composed songs. It was

truly mesmerising to witness the talent that the

students of Cranford Community College have.

Thank you to all students, staff and parents who

helped to mark this special event. And a special

thank you to Ross Raisin for continuing to be an

inspiration to our young writers.

Sahrish Shaikh (First Story Lead Teacher)

24

The cover design for this year’s anthology was

also created by our artists in this year’s W-factor

sessions. All the young writers gave as a prompt

was the title: ‘Inked Dreams’ and voilà. An amazing

design came into existence. Ross Raisin (the

writer-in-residence at Cranford) and myself were

thoroughly impressed and excited by this – it just

goes to show how much talent our students have

and that we should continue to nurture, support

and share their talent with the wider community.

To celebrate this year’s anthology ‘Inked Dreams’

and our long-standing friendship with First

“The evening was a great opportunity to showcase

our hard work over this year. Additionally, it also

gave us a chance to read each other’s work and

knowing the stories behind their words helped us to

realise the true value of writing”.

Ayisha Mahmood 10Z

“First story was a wonderful exciting experience,

a way to express our feelings and emotions through

creativity. Writing my own anthology feels like an

amazing accomplishment and we were all able to

present how we truly feel in our writing”.

Chloe Mills (year 10)


The Perfect Panic Attack

Huzayma Khamis

It is like walking down the stairs and

Missing

The bottom step…

That mini heart-attack feeling.

But it stays with you all day.Every day.

It is as if I am holding my breath underwater;

When I try to resurface

I cannot.

I continue to struggle to breathe.

Once I do resurface though

I finally get some air

But it is still not nearly enough.

When I feel like a bag of bees

I know a panic attack is coming on.

I become restless,

I cannot concentrate

I become itchy.

It is as if I have no skin.

And then comes the shortness of breath.

Sometimes I cry,

Sometimes I appear impassive

But inside I am screaming

And dreading death.

It is like having a heart attack

While trapped in quicksand:

The more you fight

The quicker you sink.

No one can reach in to save you.

Eventually you lay back and surrender yourself

To fate.

And just like heart attacks and quicksand,

You never know when you’ll get ensnared

By either one.

The Broken Bride

Zena Rehman

Smudged eyeliner,

clumped mascara,

Bleeding lipstick

And an abandoned soul;

A broken bride.

I remember the day like it was yesterday:

You picked me up and threw me across the room.

No remorse and no feeling;

I was like a rag doll

To you.

I trusted you,

I gave myself to you,

And on that last day

I turned around one last time,

And told you I loved you.

But today I look back at that memory,

And know that was not love.

It was fear of the unknown.

I walked away with nothing.

I lost myself.

I lost hope in humankind.

I lost faith in love.

But today I stand up high and strong,

Because I fear not the unknown.

I am stronger than I ever was.

I am wiser than I ever was.

And for that I thank you.

My best mistake,

My best teacher.

25


Never Give Up!

Suman Kaur Tonaja

Never give up:

you will be a

blissful person forever.

Never give up:

you will ace

all your exams.

Never give up:

you won’t have anxiety

when it comes to your

university interview and

your personal statement.

Never give up:

you will get

your acceptance letter to

that dream university.

Never give up:

you are going to the

top university

and will gain a

Bachelor’s degree

along with a

Master’s degree.

Never give up:

you will go into a

top career and

help others get to

the same place.

Never give up:

you are accomplishing

in life and will be

a joyful person forever.

But again,

just remember to

Never Give Up – because

this is how astonishing

you have been and will be.

(You have seen the marvellous results already).

Never Give Up!

Before I Go to Sleep

Sankavi Sivaharan

I fell asleep for a thousand years. There was water from my eyes from emotional

nightmares, as the trail of my dress flowed like the circulation of blood in my

wrist. I remember that I always hoped for that one perfect day, when I would

wake up to the iridescent, golden flakes of the sun sitting on my face, and the

birds singing a sweet symphony. And my pale skin would feel as soft as the fresh

grass that hasn’t been touched for weeks.

But I wonder when this fantasy will ever come to an end – as for now I’m stuck

in this recurring nightmare.

I wish I could see the world and the precious creatures within it, though here I

have been doomed with an eternal curse. The cause for the curse: jealousy. But

no matter what, I am determined that one day I will meet my star-crossed lover.

Even though I am still waiting, I will have to be patient with both myself and

this curse even if it is for an eternity.

It has already been two days and there is no sound of footsteps coming up the

stairs of the tower and again I feel hopeless and heartbroken as no one wants to

save me. Am I that dangerous to approach? Am I that horrible? What is wrong

with me? But, however the day goes by, at night I will always have the shiny

reflection of the bright stars on the lids of my eyes. Then, all of a sudden,

everything goes dark and I can’t see anything. Everything is gone: my dreams,

my hopes, my imagination and the heart that was just pumping out of my breast,

have now stopped.

26


Ocheon comes to Cranford

Korean visitors

For

the fourth year running, Cranford welcomed students and staff

from Ocheon Senior High School, Pohang, South Korea. This

has become an annual visit and Cranford is delighted to be sending a group

of 32 students and 3 members of staff in October 2018 to visit Seoul and

Pohang. This is the first time a group from Cranford has gone to Korea but

we hope this is just the beginning. While the Ocheon group was here, they

spent some time in lessons with Cranford students and particularly enjoyed

visiting the creative arts lessons with key stage 3 students. The Korean

students were impressed with the teaching and learning in all lessons they

visited in all year groups. They got involved in the food preparations for

the Cranbury Festival with year 8 and shared time in business and sociology

in year 12. They gave presentations on a variety of topics about Korea to

a group of year 12 students, all of whom are part of the group going in

October 2018. The Korean students were also able to take in 3 musicals

and many of the sights and sounds of London and Oxford and were blessed

with the amazing weather this summer has on offer.

Philip Dobison (Consultant Internationalism)

27


UK-US Dialogue Seminar 2018

www.seedsofpeace.org

“Treaties are negotiated by governments.

Peace is made by people.

Seeds of Peace is doing what no government can”

From Friday 4th

to Monday 7th

May 2018, we

embarked on a journey

to a Seeds of Peace

Seminar in Kent

where we participated

in dialogues (talks

where we can safely

and truthfully communicate

our views to people we have never met before.)

This required huge amounts of trust built up from

group-bonding exercises which have created

everlasting friendships between us.

Having met new people from different walks of

life, we had begun our insightful journey with

Seeds of Peace with a small introductory session

into what was meant by dialogue. We explored

different aspects of problems and political views

that affect people such as identity. We took part

in a small yet powerful exercise which helped us

understand the responsibility that weighs down

the reality of your identity being threatened. This

particular group activity helped us acknowledge

how identity was valuable when we were told to

throw away key features that made us who we were.

Following this intense session, we had engaged in

our first dialogue in which we directed common

stereotypes and stigmas towards specific groups

that made up our society. Moving further into this

powerful dialogue, many of us had experienced an

awakening in which homophobic and extremist

views came to life.

Once we had experienced dialogue, we were then

trained on how to facilitate our own dialogues.

The training had provided us with a means of

facilitating discussions that will target conflicts

affecting the world around us. Having enjoyed

the values we had learnt from the first day, we

were eager to learn how to spark dialogues within

Cranford. With professional training and sheer

passion to create change within our community,

we are going to run our own dialogue sessions to

follow up the lessons learned with Seeds of Peace.

Overall, working with Seeds of Peace was a

fantastic opportunity we will never forget and

forever cherish.

Guy Boonyarakyotin (year 10)

“Having been personally confronted as a “terrorist” as

a Muslim and” cheap labour” as a south Asian during

the identity dialogue, took me out of my comfort zone and

helped me realise how people have conflicting views and

that it is up to me to make a change”.

Ayisha Mahmood (year 10)

“Seeds of Peace has been an eye-opening experience for

me; I have learnt how to tackle and facilitate dialogue on

the controversial issues that exist in the world today and I

hope to carry these skills with me into the future”.

Anjali Bhambra (year 10)

“I have learnt to do things I never thought I would do, built

new friendships and learnt the values behind my personal

opinions and those surrounding me”.

Guy Boonyarakyotin (year 10)

“This experience is one I will never forget and I hope to

apply my newly-learnt skills wherever I go”.

28

Abdulahi Awal (year 10)


Sathnam Sanghera Journalist and Writer visits Cranford

On

Friday 6th July 2018, famous writer and

journalist Sathnam Sanghera visited

Cranford Community College for a talk to our

students organised in collaboration with the Royal

Society for Literature. He told the touching story

(which has been made into a film by the BBC -

The Boy with The Top Knot) of his childhood and

the challenges he felt being raised in a traditional

Sikh family growing up in Wolverhampton. The

conflicting cultures which Sathnam experienced

is something many of our students could relate to

all too well. They listened attentively as Sathnam

described his childhood, working in a factory

as did many in his family. He spoke also of the

challenges of having family members with mental

illness and the painful re-visitation of events in his

life in order to write a book, which was motivated

by the desire to explain to his family why he wasn’t

conforming to traditional expectations.

Students listened attentively as Sathnam provided

them with key bits of advice, some of which

include:

1. Anyone can be a writer.

2. Oxbridge might not be something you think is for

you, but don’t write it off – it opens so many doors.

(He mentioned that he can’t watch TV for more than

15 minutes without seeing someone he attended

Cambridge with).

3. Don’t be afraid of being different – hold on to

what makes you different

4. You are 15, you might be working until 2093, so

it might as well be spent doing something you enjoy

doing.

5. Don’t misinterpret confidence for talent, some

people are good at faking it.

Every now and then we have guest speakers who

can clearly evidence that they believe in what

they do, and see the importance of trying to make

an impact on youngsters by sharing their stories

and their advice. Naturally this makes students

feel connected in a way that makes them want to

follow the afore-mentioned advice. Sathnam in

one such guest. Our students are lucky he made

the time to visit them, and the honesty with which

he shared his life experiences moved everyone. As

he said, he is the son of immigrant parents, with

a schizophrenic father who couldn’t work and a

mum who couldn’t speak English. He went on to

graduate from Cambridge with a first class degree

in English langauge and literature and is now a

member of the Royal Society for Literature and

so in his own words this shows that “anything is

possible”.

Thanks go to the Royal Society for Literature and

two former Cranford students who enabled this

talk to happen; Jay Bhadricha, who now works

as the Editorial and Content Manager for First

Story, approached us and mentioned that the Royal

Society for Literature has a writer for us and our

very own Ms Shaikh in the English department

who got it organised at this end.

The objective for such events is always to inspire

and nurture students in whatever path they choose;

on this day, it was clear to see that Sathnam had

that very impact. I am confident that there were

some very inspired and motivated young people

who left that hall genuinely wanting to pursue a

career in Literature and writing.

Mehmoona Yousaf (Senior Teacher - SMSC)

29


The National Saturday Art and Design Club

The

National Saturday Art and Design

Club at Cranford Community College

has thrived, developed and grown in numbers each

year. Now, at the end of the fourth year, we look

back on many defining moments of this year.

30

One of the most significant moments of the

year is the National Saturday Club’s welcome

exhibition at Central St Martin’s that occurs

at the start of each academic year. This year,

the students have had first-hand experience

creating, and exhibiting work at Central St

Martin’s – a triumph in its own right. For the

exhibition work, we combined artistic media –

black and white photography and colour monoprinting

– to create unique, juxtaposing

and bold selfportraits.

After

the exhibition,

we attended the

Whitechapel Gallery

for the Thomas Ruff

photography exhibit.

This was a moment

not to be missed for

some of the students

as their first experience at an art exhibit. This event

was vital to building the students’ confidence,

motivation and enthusiasm for the year – it enabled

the students to understand the curation involved

within exhibitions, the creativity, research and

workload concerned and empowered a sense of

achievement surrounding their own creations.

The event also emphasised the importance of

individual artistic study outside of the Saturday

Art Club – bringing to them an awareness of all

the galleries and museums on their doorstep.

Over the year, the Saturday Art and Design Club

runs sessions and workshops covering various

areas of the arts; we have explored the diverse

drawing techniques of renaissance masters,

experimented with mono-prints, collage,

expressive painting (and its link to colour,

emotions and sound), impressionistic painting

and abstract expressionism (studying the artists

involved within the artistic movements and the

painting techniques), performance art and gestural

art, clay and sculpture, graphic design and recycled

art, comic book design and character building,

amongst many others. Additionally, we intersperse

the sessions with critical theory, artistic techniques

and processes, and art history; this takes the form

of presentations, group debates and project work.

This year, a particular discussion surrounding

contemporary art and politics underpinned one

of our final pieces for the Protest Art division

of the end of summer show. We discussed how,

what and why contemporary artists used particular

media to explore the cultural, political, social and

historical associations in their art and how that

pertained to their personal lives. We spoke about

how our own associations with politics, society

and personal history can amplify our artwork and

provide another layer and meaning to our work.

The students became actively passionate about

current politics (and its effect on their lives) and

channeled this into fueling thought-provoking

protest art.

During the year, we participated in at least

two Masterclasses run by artists and designers

within the creative industry. This year we had the

opportunity to visit Thomas Matthews, an ecosustainable

graphic design company, and partake in

an all-day workshop with comic book artist Richy

K. Chandler. These masterclasses influenced and


Saturday Science and

Engineering Club

This was

Cranford’s first

year running

the Science and

Engineering

Club, and despite

melted rubber

sticky-tape cuts and egg disasters –it was

a great success. The year started with a

space theme but quickly branched out into

chemistry. The highly-motivated members

were delighted to work hard for the CREST

award and especially enjoyed any sessions

that involved dissection or setting things

on fire.

steered our art work

for the Summer

Show at Somerset

House. The masterclasses are

integral for the students to learn

additional artistic techniques

and forms within the arts, in

addition to understanding the

process and endurance needed

for a job in the creative industry. These

masterclasses have opened their eyes to the range

of media and artistic processes the world has to

offer and has enabled them to become aware of

the necessary qualifications and work needed to

pursue a career within the arts. The students have

grown in confidence, and do not hesitate to try

new things. It is wonderful to witness my students’

early arrival to the group on a Saturday morning

with the excitement to learn, and motivation to

explore. It has been a pleasure to watch as each

student develop their own distinct style and follow

their interests outside of the Club. Each year, with

each group, we create such wonderful memories,

and this year is no different – I will cherish the

memories of the Saturday Art and Design Club

group 2017/18 and wish them luck in all future

endeavours.

Aminder Virdee (Teacher – Saturday Art Club)

Over the course of the year they made

pH indicators from fruit and vegetables,

plotted titration curves, dissected

kidneys and sardines, investigated how

to protect an astronaut during re-entry

to earth’s atmosphere and looked at

the energy contained within different

fuels.

Further highlights included trips to

the University of West London to

tour its Ealing campus and visit the

Heathrow archive and exhibition and

to Imperial College’s science fair. The

Club fosters deep friendship resulting

from working together on projects. All

members had the opportunity to learn new

skills and pursue scientific investigations

which has inspired them to go on to Higher

Education.

My own personal highlight was working

with the Royal Astronomical Society

on mapping the lunar landscape and recreating

it on canvas.

Running the CREST award has allowed

members to explore their own research

initiatives. By setting a target and guiding

them towards their goal they have improved

their own practical skills tenfold and taken

their first steps into the world of scientific

research.

Sam Barrett (Saturday Science and

Engineering Club)

31


Masterclass at the Studios of Thomas Matthews

On

Saturday 21st April 2018 the Art and Stem Clubs had a fantastic Masterclass at the Studios

of Thomas Matthews. Thomas Matthews is an award-winning communication design agency

creating work that has sustainability at its heart. The experience was open to 25 club members from

different schools in the borough who participate in the Saturday club initiative. Sophie Thomas, one of

the Trusts founding members warmly welcomed us into their creative space. Surrounded by brutalist

architecture, Sophie helped the students give life to their own campaigns against the overproduction

and waste of non-biodegradable plastics. From a nightmarish Ariel, the little mermaid, with deformed

plastic hair to straight-up, no nonsense facts about how badly we’re damaging the planet and its aquatic

life, Sophie was able to get the best ideas and designs from everyone involved. It was an invaluable

experience for students to work with industry specialists, designers and engineers.

Pam Hunt and Sam Barrett (Saturday Art and STEM Club teachers)

32

“I am writing this to tell you how

much I enjoyed this trip at Thomas

Mathews where I was able to meet

Sophie Thomas and that gave

us the opportunity to talk about the

biggest problems of plastics and

how they pollute our world. After

we had discussed the matter we were

able to create our own ideas of how

we can prevent this mass pollution

of plastics and make London a more

sustainable place. Another reason I

really liked this trip is because it gave

me the opportunity to ask for work experience for

graphic design since this is what I want to do in

the future”.

Atanas Aleksandrov

“I attended the Thomas Matthews trip where we

learnt about sustainability and we created new

ways to make our society more

sustainable. This trip was really

enjoyable; the way they told us how

we are polluting our world made

me realise that I should be more

careful about my surroundings”.

Gergo Boros Gyevi

“Thomas Matthews ran a workshop

which allowed us to think outside-thebox

to solve the global problem of plastic

consumption, a project which concerns

the future of every organism on the

planet. We had the opportunity to let

our minds run wild and come up with

cost-efficient and imaginative ways of

reducing our reliance on plastic as well

as deter the population from throwing

it away rather than recycling it, most

of which ends up in marine ecosystems,

endangering the lives of its inhabitants.

We were told many eye-opening facts, one

of which was that by 2050, the oceans

will contain more weight in plastic than

fish, truly a reminder that this is a global

responsibility.

Art and science came together and

resulted in solutions such as designing

a presentation of a dinner table, with

plastics on the plate instead of food.

It genuinely was an unforgettable

experience”. ​

Harit Boonyarakyotin, Brahmnoor Brar

and Adam El-Kosbi (year 10)


In Memory of

Jagdip Randhawa

Six years on

and the Jagdip Randhawa memorial

football tournament continues to resonate

with the local community and draws former students and staff to participate

in it. It is always a little bittersweet, as some of us can’t help but think about

what Jagdip could and should have been doing as his peers reach different

milestones in their lives.

Jagdip was always a sports enthusiast; his friend

Jagdeep Budwal recalls that he was a good footballer,

started off as a goal keeper and then discovered

his hidden talents on the pitch too. He was an avid

Manchester United fan. So the idea, initially suggested

by Inderpal Sembhi was that it would be a good way

to honour his memory by doing something within the

local community. He spoke to Jagdip’s family and

friends and together they organised the first memorial

football tournament in the summer of 2012.

As Jagdip’s friends and peers enter a new phase in

their lives, by getting married, starting families,

establishing themselves in different careers, they still

all come together to ensure that this event in the annual

calendar is always a success. Those who participated in the tournament, were

busily catching up in the midst of playing in the various knock out rounds.

Others enjoyed a more relaxing approach, cheering from the side-lines and

eating ice creams, provided by the business of another former student.

This event was a great opportunity to hear all about their busy lives and beam

with pride when listening to all that these wonderful individuals have achieved

since leaving school. I noted down the contact details of all former students to

add to our fast growing Cranford Community College Alumni. The enthusiasm

of these students when told we wanted them to be involved with our current

students was extremely encouraging and gives me great confidence that they

will contribute to making our future Alumni events a huge success like the

inaugural one earlier this year.

This year’s winners namely “Peter Cech Yourself” beat “CF Cranford” on

penalties. In keeping with the spirit of the event the £400 goes to charity. We

all look forward to next year’s event which will no doubt continue to make

everyone associated with it very proud.

Mehmoona Yousaf (Senior Teacher –SMSC)

“We thought a football

tournament would be the

best thing to do to remember

Jagz, we saw it as an

amazing opportunity to

get everyone together and

raise money for charity. It

was something we wanted

to do for Jagz’ family, to

make them feel we are all

with them and will always

keep Jagz in our hearts and

memories.

We are just so grateful to

have the support of everyone

at Cranford Community

College to help with this

tournament, Ms Joyce who

we initially approached

to hold the event free of

charge, which means we

can give a substantial sum

of money to charity every

year and offer a significant

cash prize. We need to thank

Ms Ashfaq who arranges the

pitches and classrooms and

the caretakers for always

being on hand and helping

us with anything we need.

Finally, to former staff

who come to support us

and especially those who

have given up their time

to referee over the years,

namely Dr Ranvir Singh, Mr

Andrew Chauhan, Mr Mark

Cripps and Mr Vivek Behl.

We are also amazed with

the generosity of former

students who have supported

the event, whether it’s Djing,

providing an ice cream

van, refereeing or First

Aid. Others have helped by

handing out water, taking

donations for food or just

being part of the audience.

The Randhawa family would

like to say a huge thank you

to Jagz’ friends and former

teachers who put in so

much hard work each year

to make this day a success.

He would be very proud that

they have organised this

football tournament as it is

a positive inclusive and fun

event. We are very grateful

for their help and support

over the years”.

Jagdeep Budwal and

Inderpal Sembhi

33


The Heston West

Big Local Building a

united community

The

Heston West Big Local is a successful

community partnership helping to

build a stronger community in our area. We are just

end our third year with a summer programme jampacked

with activities and events ranging from a

production of Romeo and Juliet on the Redwood

Estate to a four-week summer school.

But Heston West Big Local is more than just a series

of fantastic activities and events it is about you

and supporting you to have a healthier and happier

life in Heston West. HWBL aims to build a united

community where everyone feels welcome in a happy and safe environment. To do this we need to build

a culture of giving back through volunteer programmes such as our Youth Action Team and being a good

neighbour. We would be delighted to hear from you if you are interested in becoming a volunteer or in

some other way contributing to our community.

The community partnership board is currently looking at the vision and direction of the Heston West Big

Local and will be consulting with you over the coming year on what you think our community should

look like and feel like. The coming year is going to be a very exciting one as HWBL look to become

their own separate charity which will enable it to spread its outstanding work beyond the narrow area it

already works in.

If you would like to know more about the Heston West Big Local or would like to volunteer please visit

our web site www.hestonwest.org or contact Taz Virdee on 07840047771 or t.virdee@berkeleyacademy.

org.uk.

Alan Fraser Chair (Heston West Big Local & Director of Community Development, Cranford Community College)

Romeo and Juliet

Joint Community Arts

Production Project

On

Sunday 15th July 2018, the Redwood Estate became

Shakespeare’s Globe for our outdoor performance of

Romeo & Juliet. The play was directed by young Heston West

Big Local volunteers and Cranford Community College students

Juhi Kumra and Huzayma Khamis. We had Emaan Saleem as

the delicate but strong-minded Juliet, Hana Sharif as the cool

and charismatic Romeo, Callum Wills as the determined and

dedicated Tybalt and Layba Nisar as the powerful and persistent

Lady Capulet. We were also joined by Iman Jaura as the masterful

Mercutio, Brooke Smith as the legendary Lord Montague, Anjali

Parmar as the supportive Nurse, Haris Sethi as charming Paris

and Mario Zapata as the mischievous Apothecary.

Romeo & Juliet was a production from Heston West Big Local’s Theatre in Education project in partnership

with ZeroPlus Theatre. The project gave the opportunity for young people to take ownership, be creative

and to enhance their leadership and communication skills.

Taz Virdee, Project Manager at Heston West Big Local said: “The young people have worked incredibly

hard over the past 6 months to put together this amazing performance. It’s not easy coming in every

Sunday, and although we had our challenges, I am proud of everyone’s effort. It was brilliant seeing the

young people perform on the Redwood Estate and hopefully we will see more of these performance in the

future. I also would like to thank ZeroPlus Theatre for their support during the programme, it was great

to have experienced practitioners from the industry inspire our young people.”

Big thanks to the Arts Council England, Cranford Community College, Local Trust and Make A Difference

Entertainment. Photos credit: Haroon Lukka.

Taz Virdee (Project Manager Heston West Big Local)

34


“It was a lovely day for all. All the

children really enjoyed themselves”.

Taz Virdee

“It was nice to see the children enjoy

their day out, some have not been to

the zoo or this part of London before.

It was a great day for everyone

involved”.

Claire Smith (parent)

Cranford Hosts the Big Local

Commonwealth Big Lunch

On

21st April 2018 at the Big Local

Commonwealth Big Lunch event held at

Cranford Community College we raised a total of £500

to the Jayden Powell was led by Claire Smith and the

local traveller community and the Heston West Big

Local Youth Action Team. Jayden,17 years old, who

has been diagnosed with a glioblastoma tumour (an

aggressive form of cancer) requires ongoing treatment

and support and the money raised will go towards this

help.

A delighted Claire Smith said: “I cannot thank everyone

enough for their kindness, generosity and support.

I am overwhelmed by how much help came from

the community. It meant so much to us and Jayden’s

family”.

Ms Cannon added: “It was great to see how many

people contributed for the cause, The generosity and

support was amazing”.

Taz Virdee, Project Manager for Heston West Big Local

said of the event: “It was great to see the community

unite together to support Jayden and his family.

We are proud of the effort from our local Traveller

community and our young amazing volunteers”.

Since the event, we have continued to support the

Heston West Big Local in weekly activities aimed at

the Travellers families such as: Flower Arranging,

Jewellery making, storytelling and a trip to London

Zoo on 17th July 2018 which all the families enjoyed.

Cara Cannon (TA- Travellers Support)

35


Cranbury Festival 2018

On

a very hot sunny day, Saturday 14th July 2018 Cranford opened its

doors to the school and community to enjoy the Cranbury Festival.

The festival was a celebration of arts, storytelling and sports,

the first for four years and was the combined initiative between the Creative Arts

Department, PE, Community Sports, the Heston West Big Local, Bounce Theatre

and ZeroPlus theatre company. It took its name from a combination of Cran(ford)

and (Glaston)bury.

WATCH IT LIVE ON BIG SCREE

CRANBURY

During the day visitors were entertained by student bands, singers performing a

catalogue of original songs and dancers on the live stage, storytelling in various

“pods” around the site and were welcomed by the characters from Alice in Wonderland

to join the Mad Hatter’s Tea Party to decorate cakes and meet the characters. In

addition, a range of sports workshops and taster sessions were on offer run by various

community sports groups and Cranford Sports Leaders helped to manage the signing

up. Sports on offer included a number of activities provided by QPR including: UV

dodgeball, soft archery, and football challenges. London Welsh offered touch rugby,

Spidernets Badminton Club ran taster sessions as did the Kendo Club and the Boxing

club set up their ring outside on the playground where they ran demonstrations and

offered visitors to step inside the ring and have a go. The Heston West Big Local offered

cooking sessions, film making sessions and the volunteers ran the

popcorn and candyfloss stall and BBQ.

F E S

MUSIC SPORTS

SATURDAY

1

CRANFORD CO

There were a number of school and community stalls selling various

crafts, foods and activities. Face painting and henna proved very

popular as did the curry stall run by our wonderful Chartwells staff

led by Lettie. In addition, we gave samples of various foods from

our stunning food stories recipe book created by the students in

creative arts alongside jewellery, badges and T shirts all made by the

students. Other stalls included a First Story writing workshop, an Alumni

stall recruiting former students to join our school alumni and the local army

cadets offered first aid support whist running an obstacle course.

A main thread of the arts at the festival was storytelling. Students in creative

arts have been working all term on various story performances ranging from

a re-creation of a traditional tale like Jack and Beanstalk to sensory stimulate

stories made up or retold from their culture. Zero Plus theatre also retold cultural

stories and ran workshops for anyone who had a desire to take part.

36


N! We were delighted to include in the event the annual Jagdip Randhawa memorial

football tournament in memory of a former student who died suddenly in 2011. It

was so lovely seeing so many of our former students participating in this event and

joining us at the festival.

£1 ENTRY (U5’s FREE)

T I V A L

ART DANCE COOKING

14TH JULY 2018

2 TO 5PM

MMUNITY COLLEGE

There were so many wonderful moments during the day but one of the highlights

must be the Mad Hatter’s Tea party where children joined the tea party, met the

characters of Alice, the Cheshire cat, Mad Hatter and the Red Queen and shared

in their storytelling whilst decorating cupcakes. Some of the children were so

enthralled they kept coming back.

Events like these take a huge amount of organising and good will on behalf of its

participants. Thanks must go to all those staff and students, community and sports

providers for making the day such a success and to the various sponsors including

CATO and Back Stage Academy for the live stage, Heathrow Communities

Together and Arts Council who helped fund this event. Finally, thanks must go

to all those visitors who came to the festival and made it such a happy, memorable

community event.

Jessica Joyce (Creative Arts - Festival Organiser)

37


It

Jack Petchey Awards 2017-2018

has been yet another year of inspirational students receiving the Jack Petchey Award at the

celebration evening attended by the Mayor of Hounslow. As with previous years we have received

a fantastic range of nominees which has made the task of shortlisting the actual prize winners more

difficult than ever. In addition, Milton Venancio Ferreira received the adult Award.

I am sure you will agree when you read the citations for each of the recipients they are worthy winners.

Kevin Biggs (Assistant Headteacher – Jack Petchey)

Callum Wills (year 9)

Callum is always available to support others and has

grown in confidence in the past 18 months. He is a

valuable asset for our youth action team and has been

involved with a number of community projects and

activities including: Youth Film Club, Healthy Cooking

for Families, Kids Fun Club and Walking Football

to name a few. Callum loves helping out, especially

with the elderly and disabled. He has demonstrated

exceptional attitude and we are really proud to see him

grow into a polite and hardworking young man. Callum

is known throughout our community for his fantastic

smile and dedication to volunteering.

Serena Lola (year 11)

Serena is a talented young person who has contributed

immensely to the Big Local in the past 14 months.

She has a top rate attitude and is always helpful and

supportive of others. She cares about the community

and has been ever present in our Youth Film Club and

Youth Action Team. Serena has created media content

for the Big Local which has reached over 8,000

views on YouTube - this has helped us promote our

community project via social media. Serena has also

organised and planned a number of community events

including: Community Clean Up Days, Family Fun

Days and Maria Pedro (the Royal Deputy Lieutenant

of Hounslow) visit to our community. Serena also

interview Maria Pedro - the interview can be found

here: https://www.youtube.com/watch?v=_ZUuM6-

f0o0 The interview was uploaded onto the Greater

Lieutenancy website. Serena has also been developing

our Heston West Magazine and she completed a 2 week

work placement with the Big Local during the summer

2017 and was involved with our Politics and Life Skills

Campaign and presented in Parliament with our Youth

Action Team to a group of MPs. The magazine will

be published at Christmas and will aim to reach 4,000

residents. Serena was also the official journalist for the

Local Trust Young People Making A Difference Event

in September and her article was uploaded onto the

Local Trust website. Serena is a shining star for our

community and we are very proud to have her involved

with our community programme.

38


Layba Nisar (year 9)

Layba joined the Big Local and has been an amazing

and influential youth action team member. Layba is

always positive and ready to help others. She is clearly

passionate about volunteering and has demonstrated

first class attitude. Layba has also started her own dance

sessions for children at Berkeley Primary School and

recently received £1000 funding from the Big Local

for her Debates projects. She was also instrumental in

our summer projects including painting the Brabazon

Community Centre and coming to our Parliament trip.

Sharanjit Kaur (year 9)

Sharanjit has been a great role model for other young

people involved with our youth action team. She

has been involved with our Politics and Life Skills

campaign and spoke in Parliament. Recently, she has

been working on developing a project to promote the

Sciences and Life Skills to our community (working

alongside Sharanjit Kaur). The project was funded

£500 by our committee and will commence in January

2018. Sharanjit has also supported us at our events

including our Traveller’s BBQ, Family Fun Day and

Community Fun Palace events and has helped organise

our awards evening. Sharanjit has also been involved

with our BFI project and has recently started dance

sessions for young children at Berkeley Primary School.

Sharanjit also helped us paint the Brabazon Community

Centre during the summer and ran side activities for

the children during the intervals She has also helped

create a number of short film productions, notably our

introduction film for the Heston West website and our

NHS prevention film.

Juhi Kumra (year 12)

Juhi has been incredible this year, she is always

enthusiastic and positive. Juhi helped organise a

number of community events this year including:

Christmas Fundraiser, Comic Relief (https://www.

youtube.com/watch?v=BrJiNtXUhaA), Family Fun

Day, Community Clean Up Day (https://www.youtube.

com/watch?v=xyYZNcbHmak) and the Great Get

Together with NCS. The Community Clean Up Day

film was showcased the Big Local Film Festival at

the University of Birmingham. Juhi represented us

at the Local Trust Young People Make A Difference

Event and presented at the event. Juhi also starred

in our Body Image campaign film: https://www.

youtube.com/watch?v=2S9QHe8REXI and presented

the Family Fun Day film: https://www.youtube.com/

watch?v=Hu53J7ah8bY. Juhi completed her work

experience with Bounce Theatre during the summer

and received glowing reviews about her work ethic and

performance. Juhi was recently nominated and awarded

the Brian Clark Young Community Leader Award 2017.

Megha Dahdrai (year 12)

Megha is passionate about community and also about

global affairs. She has demonstrated excellent leadership

and communication skills and has helped organise a

number of community events including our Christmas

Fundraiser, Comic Relief, Cranford Fun Day and is

currently working on her Natural Disaster Awareness

campaign and helping us plan our Awards evening.

Megha also represented us at the Local Trust Young

People Make A Difference event in Essex and presented

to an audience about the benefits of volunteering.

Megha also secured summer paid work experience

with Bounce Theatre at our Big Local Summer School.

Megha is always coming up with ideas to help benefit

the community and has improved her confidence and

public speaking since started volunteering with us

nearly 20 months ago.

Geetanjali Kumar (year 12)

Anjali is always smiling and eager to help. Anjali is

passionate about helping others and has played an

important role in developing our youth action team.

Anjali has also been involved with a number of events

and has helped organise and deliver them. Anjali

represented us at the Local Trust Young People Make A

Difference event in Essex and presented to an audience

about the benefits of volunteering. Anjali also helped

us paint the Brabazon Community Centre during the

summer and ran side activities for the children during

the intervals. Anjali is an amazing person with lots of

energy and enthusiasm and has been an invaluable asset

to the Big Local.

Kavleen Auroa (year 9)

Kavleen has volunteered in drama productions as an

Assistant Director. In this role she has taken on large

responsibilities helping shape the artistic vision of the

production and planning and delivering appropriate

tasks in order to nurture skills in other students.

Harpreet Kaur ( year 12)

Harpreet has gone above and beyond a normal student

and has shown dedication not only to the subject area

but to the community as a whole. Harpreet was a

successful applicant and was chosen to take part in the

UAL spring school. She also volunteers and participates

weekly in helping the Heston West Big Local giving a

lot of her time to help others. Here she has helped to

run and plan events and also has run art sessions for

younger children in the community. She is also setting

up a sewing class that will run on a Sunday and will be

working with young people to promote ethical clothing.

39


Maths News 2018

Cranford has had great success this year in the United

Kingdom Mathematics Trust challenges. In November

2017, 24 sixth form students completed the Senior

Maths Challenge, winning two Gold Awards, 3 Silver Awards

and 12 Bronze Awards. Particular congratulations go to

Teodor Jevtic (year 12) and Baljinder Padda (year 13) who

both achieved Gold Awards and also qualified for the Senior

Kangaroo which is one of the follow-on competitions for high

scorers.

In February 2018 it was the turn of year 9,10 and 11 students

with the Intermediate Maths Challenge. We received a

staggering two Gold Awards, Ria Kalia (year 11) and Haroon

Lukka (year 10), 9 Silver Awards and 39 Bronze Awards.

We were delighted to see Ria Kalia, Awo Igaal (year 9) and

Ahmed Ali (year 9) qualify for the Intermediate Kangaroo and

are incredibly proud of Haroon Lukka who qualified for and

receive a Certificate of Merit in the Intermediate Mathematical

Olympiad, which is a competition only open to the top five

hundred high scorers across the country.

A group of year 7 and 8 students completed the Junior

Maths Challenge in April 2018, with Marjaan Aman (year 8)

receiving a Gold Award, 11 students gaining a Silver Award

and 13 getting a Bronze Award.

Cranford also entered two teams for the UKMT team Maths

challenges.

On 3rd December 2017, Baljinder Padda, Teodor Jevtic and

Haroon Lukka along with Karan Kumar (year 12) competed

in the Senior Team Maths challenge at St. Paul’s School in

Barnes. They worked wonderfully as a team and held their

own against teams from quite a mixture schools from across

London, including many independent and grammar schools.

Their excellent attitude and superb mathematical ability led

them to securing third place.

On 14th March 2018, the Junior Team, consisting of Marjaan

Aman, Ayesha Kaur, Ria Dhaliwal and Manav Vivek (all year

8) went to the West London Free School, in Hammersmith to

compete in their team challenge. They put in an admirable

performance and although they did not make the top three, they

gained a great deal of experience and enjoyed the challenge.

Both teams showed a great deal of commitment in attending

weeks of period zero preparation sessions and were model

students when representing the school in these competitions.

The Maths Department is very proud of them. We would also

like to thank Mr Ennis and Ms Jones, for taking them to their

competitions, and Ms Gupta for working with them to prepare

beforehand.

Sarah Brackley (Head of Maths Department)

40


The

UKMT Senior Mathematical Team Challenge is an

event in which students from many schools, typically

in years 12 and 13, come to one school and compete to see who is

the best team at solving interesting mathematical problems. Rather

than focusing on using complex mathematics, the questions focus

on using many simple, logical methods to come to the correct

answer. Therefore, it took a large amount of training to ensure we

scored the highest we could.

On the day of the TMC (Team Mathematical Challenge), we

travelled to St. Paul’s School in Barnes, South West London.

The first activity that we completed was the Cross-Number. In

this round, the team of four split into two pairs and we had a

crossword sheet, that we needed to fill with the digits from 0-9.

There are about 60 squares and we get a point for each correctly

filled square. However, one pair did across and the other did down,

and some of the answer clues required other values for the other

rows. Moreover, we were unable to communicate with the other

pair; this is so the whole team contribute to the challenge.

Secondly, we had the Group Round, which consisted of ten

demanding questions where we all had to complete. The questions

required the most creative thinking and good problem solving

ability. We could be given either 0 marks or 6 marks depending on

the answer, so it was important not to rush the questions.

The Shuttle Round followed the Group Round; this round required

the team to split into pairs. This round consists of sixteen questions,

grouped into sets of four (A, B, C, D), and the question number (1-

4). Each pair was given two questions in each set. One pair received

the odd numbers and the other pair received even questions. To

make it harder, the answer to the previous question is needed to

answer the next question (e.g. the answer from A1 was needed to

solve A2). We are given three points for each correct answer, plus

3 marks for each set completed within the time limit. This round

was, arguably, the most challenging round since we were unable

to answer the question until the other pair had done so.

Finally, we had the Relay Round. This round also works in pairs

and we have to go to a teacher to receive the question, and return

to answer it, then give it back to the teacher to check the answer.

Then the teacher will give us another question and we must give

it to the other pair. There are 30 questions, in two sets (A and B),

so we could get 2 marks per correctly answered question. In the

TMC, we scored 6th out of approximately 30 schools. This is an

outstanding result.

Overall, I would like to thank the Mathematics Department for

allowing us to take part in activities like this, and I feel proud to

represent Cranford Community College by participating in many

different educational activities, trips and opportunities.

Haroon Lukka (year 10)

Maths Team Challenge

41


What

Creative Arts

do you do when you are faced with a difficult decision?

Well if you are Kevin Prunty, Executive Headteacher and

you are passionate about providing young people with a broad and balance

curriculum, you see a challenge as an opportunity and you find a solution.

The school, like many schools across the country, was facing a huge

challenge in 2017 with the EBac agenda and the current education cuts

effecting the delivery of non-EBac subjects including the arts. Many schools

have made the decision not to continue to provide subjects like art, drama

and music, but not Cranford. An innovative and exciting new programme of

creative arts was introduced in September 2017 which has not only served

to maintain Kevin Prunty’s vision for a broad and balance curriculum but

has opened up amazing opportunities for the students.

The vision for this initiative was twofold. Firstly, with the ever-increasing

stresses on young people to meet targets and

raise attainment, the arts would provide a

different approach through a combined arts

curriculum, delivered by a team of dynamic

arts practitioners and teachers, offering

students the opportunity to learn new

skills and techniques through a variety arts

experiences whilst nurturing their talents

and enabling the joy of the arts to be at the

centre of their learning. The focus was on

key stage 3 in the first instance. Secondly,

to enable those professionals to bring their

wealth of knowledge and experience of

the arts industries, so students can see the

career possibilities should they wish to

pursue that direction. Above all it had to

be fun.

It didn’t take us long to get the ball rolling.

Students worked towards a Christmas

event, “The Light and Dark Experience”

where they performed and shared with

parents and guests the work they had been

doing, including some amazing animation

work. This was followed by the “Mad

Hatter’s Tea Party” at the end of the spring

term based around the topic of mental

health. The year culminated with the

“Cranbury Festival” with storytelling and

live performances in drama and music. In

addition, students took part in a number

of extra-curricular opportunities including

two drama productions: “Twelfth Night”

for the Shakespeare in Schools Festival

and “Tale of the Unknown Island” in

March 2018.

42


A Year of Innovation,

Collaboration and Inspiration

Many of these additional enrichment activities and opportunities were

enhanced by the additional resources given to the department. The Music

Department was transformed into an amazing area with the creation of a

music technology room for students to write their own music, a live room

with large stage area for bands to rehearse and the practice rooms were

given a makeover. Students in every year group created their own bands

and began to write and perform new work. Most recently a recording studio

has been installed and students are now recording their own tracks using

up-to-date technology and this is proving really popular.

Arts professionals joined us during the year to aid learning. We hosted a

visit from an enormous tour bus from Back Stage Academy where students

learnt about what it would be like to work in the music industry and go on

tour. Tom Hovey, illustrator for the Great British Bake Off worked with

students in art to use his techniques in bringing to life the food stories

cookbook and recipes created through the

lessons. Bounce Theatre and ZeroPlus

theatre company worked with students on

the storytelling project for the festival.

Looking back, what has been achieved

has more than exceeded our expectations

and our hopes for the students. There is

no doubt that this way of working can

only serve to enrich the lives of students

because of what they have experienced and

the wealth of knowledge and expertise of

the arts practitioners. With the multiple

opportunities in the year ahead, not

just in the lessons (RSL Music is being

introduced at key stage 4) but in the extra

curriculum including, “King Lear” with the

Shakespeare in School Foundation, the new

National Theatre Connexions production,

a planned Christmas concert, tickets to

see “Warhorse” at the National Theatre

and a school visit by the actor playing the

lead role of Albert, the ENO Opera Squad

project to put on our own opera, gallery

trips and artist workshops, Battle of The

Bands and animation project and so much

more, proves the arts at Cranford are very

much alive and a thriving important part of

the curriculum. It just goes to show what

can be achieved with vision, determination

and collaboration.

Jessica Joyce

(Consultant - Creative Arts)

43


National Writing Day is a First Story initiative which is in its

second year. To celebrate this event, we decided that at Cranford

Community College we would run an inter-form competition

on Wednesday 27th June 2018 and a 7 minute independent free-writing

activity for all students to be involved in. The theme for this year was

‘freedom’ and the poems that have been submitted by some form groups

were lovely to read and quite eye opening. These poems and this competition enabled form groups to

come together as a team and share their thoughts and feelings with the rest of the school. It was also an

opportunity for them to express their creative ideas and reflect on themselves – what does freedom mean

to them? As an adult, particularly as a teacher (an English teacher to be precise), it’s always enlightening

and interesting to see what the younger generation has to say about something as broad as freedom and

some of these poems really do demonstrate that there is more to these young individuals than social

media, video games and sports. I hope you enjoy reading these poems as much as the students enjoyed

writing them.

Here is just a sample of the work they produced.

Sahrish Shaikh (English Department)

National Writing Day at Cranford

Freedom

by 8X

Poem

by 10V

I feel most free when I’m alone,

Letting my emotions flow,

No one telling me where and why to go.

I feel most free when I’m alone,

No one to pause my thoughts,

And question why I feel this type of way.

I feel most free when my ideas are

arguable to be dwelled on,

And I can share my curiosity with those

who are willing to listen.

I feel most free when my inner thoughts

have the ability to conquer the outside

world.

I feel most free when I depart the worries

of my surroundings to enter a brand new

world full of fascination.

I feel most free when I put effort in to

achieve the essential, proving that I have

the potential.

I feel most free when I am not bound by

any responsibilities.

I feel most free when the gates of

education are open for us to succeed.

My freedom has no taste.

My freedom has no sound.

My freedom had no scent.

Because freedom is abstract and cannot

be seen.

It has a different meaning for everyone:

Some feel free when having fun,

Others feel free when with their mum.

Life is equal – spread your love -

Just know love’s never done.

I feel most free when no one’s in charge of me,

That is when I feel most free.

In life, people act like puppets waiting to be played with

But rules and laws give us reason to live.

I feel most free when I am listening to music

And no one is interrupting me.

I feel most free when I am with my mum

When she gives me a kiss.

No racism for anyone -

Seeing no one alone.

So pick up the phone,

And make everyone your own!

Think about what freedom means to you.

In today’s society we have boundaries

Stopping us from spreading our wings.

Some feel free when birds sing –

Others feel free at the sight of nature.

Why do events that shake the ground

Beneath our feet finally knock some

Sense into us, when the smaller

Events are overlooked?

Freedom.

It might be a right, but

You need to know its true meaning

To appreciate it to its fullest extent.

Freedom, freedom means to be free:

The word has different meanings for everyone.

44


Poem about Freedom

by 8Z

I feel most free when I draw the world on paper

When the pen swishes from the speed

And where reality isn’t meant to be

Emotions and memories told through lines

Yet open enough for all to interpret

Feeling satisfied when eating ice cream

And dropping my bag and lying in bed

I feel most free when I am acting on stage

Free like a bird, Free like the wind

Letting go of all the dirt

All of it’s been binned

I feel the most free when I do wheelies

on my bike

I feel free when I play fortnite

The ones that believe they have the right

to cherish freedom

I feel most free when I dream

Why? Because I’m free

I feel most free when I watch the sunset

It’s the most beautiful serene sight

Which shows you how small you are

And how much there is left to explode

The colours vibrate like an exploding firework

Keep me alive

I feel most free when I play sports

When Portugal win their football matches

in the World Cup!

I feel most free when everything is calm

When everywhere is quiet

Not a single care in sight

I feel free when I play football

When I am playing a game with my brothers

I feel most free when I listen to music

Listening to the sound of the melody and the

meaning of the lyrics

I feel most free when I am acting on stage

I feel most free when I am singing

I feel free when I am dancing and learning

something new

Dancing is a way of communicating

It takes your mind off all the stress

you are going through

The jokes and the laughs

Makes your mood happier

I feel most free when I can be myself

in front of people

When I do not have to pretend

A lightbulb popping above my head

I feel most free when I laugh

I feel most free when I play sports

I feel most free when I am with friends

When I am socialising

I feel most free when I am around people

that I love Friends.

Happy. Family. Love. Sports. Excited.

Free…

When 9X Feels Free

I feel most free when I am cooking

because it feels so great when my

emotions and passions blend into

something wonderful; the different

flavours play a beautiful harmony in

your mouth,

I feel most free when I’m home alone,

free from others’ judgement, trapped with

nothing but my conscience,

I feel most free when I am sleeping as I

can dream of driving foreign cars, living

with all the mandem,

I feel most free when there’s a breeze

flowing through my clean duvets,

I feel most free when I go on adventures

around areas I have never been to,

I feel most free when I hear nothing but

the wind blowing and the birds singing,

I feel most free when I am walking

by myself with only my own thoughts,

allowing me to create the best ideas,

I feel most free when I am by myself.

When it’s a good sunny day with no

troubles to think about,

I feel most free when I am around

positive people,

I feel most free when I’m playing or

listening to music. You can let your

creativity run wild and write about

whatever you want,

I feel most free when I am listening to

music as the drum and exotic music

makes me feel like I’m on a beach with

the sun gazing upon me,

I feel most free when I perform for others

as I love to see the smiles on their faces,

I feel most free when I am able to express

my thoughts and feelings,

I feel most free when I go home from

school – it feels like nothing, peaceful

and calm; it feels like being yourself all

the time,

I feel most free when I go free running

– the breeze that hits your face as you

vault over blocks and walls,

I feel most free when I am munching

on Nandos, the tender chicken and the

sizzling hot sauce, endless combinations

to taste,

I feel most free when I see other people

free, people have been trapped and

locked away throughout history. I will

feel free when everyone in the world is

free. No, let’s not talk about me being

free, let’s talk about freedom.

45


PSHCE

has grown this year with more students accessing information, advice and

guidance on Personal, Social, Health, Citizenship and Economic education. We

are going from strength to strength with students gaining the opportunity to explore challenging topics

that fast young people in the world today from politics and democracy to relationships and sex education.

Cranford Community College is equipping young people to be successful in the future in the world of

work but also in life. This year we have relaunched our drug education programme and developed our

work with year 8 students on risk and how to manage it in different situations. All year 8 students have

completed a First Aid course and the Be Internet Citizen Course. This is yet another first for Cranford.

Google and The Institute for Strategic Dialogue invited Cranford to be the first school in the country to

run Google’s new flagship resource to teach young people on the safe use of the internet and social media.

Cranford has developed an internationally-recognised programme for teaching young people about the

safe use of the internet and social media. The new resource enhances the existing programme and will

help to ensure our students are equipped for the world we live in. Our year 9 programme continued to

challenge students’ thinking on equality, equity and diversity and has students exploring themes based

around human rights. Below is a flavour of student responses.

Kevin Biggs (Assistant Headteacher PSHCE)

I have learnt what scapegoating, emotional manipulation, filter

bubbles, hate speech, free speech are and how to handle them

when they hurt your feelings. Also, how to tell the difference

between the categories. The way you can handle the situations

is by flagging or reporting and blocking that person. If you

don’t feel comfortable, you can speak to somebody about your

situation and get a help talk from a trusted person. If I could

change anything differently, I would be careful about what I

post or say on the internet and social media. Also, I would help

people who are feeling bad about the hate speech they get by

reporting it.

Student year 8

PSHCE has taught me a lot. Some of these things included

relationships, drugs and abuse, first aid, finance and other

things related to that. I believe that learning about all these

different aspects of life, which we eventually will come across

and learning about these things early on, will open up our eyes

to how we view the world, and how we handle our future. I’ve

found out that there are a lot of different help lines and sources

for anything that you’re going through. In relationships, I learnt

the importance of qualities such as loyalty, trust and love, and

how without simple things like these, any relationship, whether

platonic, family, or romantic, can’t flourish. Boundaries and

learning how to deal with different problems and things like

rejection are important things for anybody, in order to develop

more as a person. Moreover, I found out the different types

46


of abuse, some more common than

others, such as emotional, physical,

mental, financial and how important it

is not to overlook these things, which

unfortunately, happen a lot in this

society. An example for that is people

who believe that only women fall

as victims under sexual or physical

abuse, and often, men don’t speak out,

or if they do, they are often criticised

for it. I’ve learnt how damaging

drugs and gambling can be towards

families or possible connections that

you have. Both can lead to serious

problems, like compulsive gambling,

drug addictions, which come with side

effects on your health. However, there

are multiple hotlines, such as “Talk to

Frank”, which can educate you on the

dangers and effects of drugs. I also now understand first aid clearly and believe I will know what to do in a circumstance

where it is needed, and hopefully be able to save a life if needed, I realise that mistakes during first aid can be fatal

at times. I also understand how to be appropriate on the internet, and be wary about expressing my own opinions and

if others will see it as hate speech or offensive, or simply free speech. A lot of ignorant people exist, hence why things

like scapegoating takes place.

Student year 8

I do not often think about where the things I buy come from, unless I am directly reminded about it, such as seeing the

FairTrade logo. But it seems that these logos aren’t often on materials. Nearly all things we buy will be made in poor

conditions and the people who make them will be paid very little to do so. This happens even in the UK, whether it’s

slavery or not, just look at people working in Tesco or in office buildings, these people won’t be paid very much, however

those in slavery will be paid nothing. Lots of the things we buy often say Made in China​but because of China’s major

overpopulation problems employers can afford to pay their workers buttons because there is such major competition

for jobs, even the lowest paid ones. When people think of slavery they think of people slaving away in dank conditions

with people with guns watching over them, slavery can happen right out in the open, even if it isn’t considered slavery

by the strict definition, huge employers make poor people work in factories for nothing when they can travel the world

at any point.

Student in Year 9

Risk is the chance of something bad happening to you after doing something. People can assess risk by thinking about

what could happen to them. The risks involved with being near or on the road are the chance of you being hit by a

car or if you are driving crashing into something or someone. These risks can be amplified by not paying attention

by watching a mobile device and they can be decreased by paying attention to the road and if you’re driving paying

attention to people crossing the road. The responsibilities for someone who is crossing the road are looking at the road

and listening out for beeping or cars when crossing because if you are not looking at the road a car could be running

at you at full speed and it would hit you hard. Also, if you are listening to songs you can’t hear a car that is right about

to take a corner and crash into you causing injuries or death. You can keep yourself safe by looking at the road and not

listening to music, videos etc. The key points to the Green Cross Code are: Think, Stop, Look and Listen, Wait, Look

and Listen again and arrive alive.

Student in Year 9

We have learnt about young women having the same freedom to get their education. I think education should be free

for everyone in the world and gender shouldn’t stop people from learning. I think I’m using my education well but

other people sometimes waste their education and don’t use it to its fullest. ISIS and other organisations like ISIS are

destroying the name of Islam because Islam is about peace. I think we should make education free for everyone in the

world, this means everyone in country can be smarter and the knowledge of young people will help us discover more

things and live in a better world.

Student in Year 9

From the 4 weeks I’ve worked on this project I’ve discovered how bitter sweet society is. In my PowerPoint I’ve included

my opinion for majority of slides which I thought was essential. LGBT+ is a topic I personally am really passionate

about because I’ve realised that love is beautiful, whether it’s romantic love or your love for hobbies. It’s stupid how

people want to ruin something so amazing because of invalid reasons, if someone who is still in the closet were to read

this, I hope this gives them some support and courage to really love themselves and possibly to change someone else’s

opinion on LGBT. This certainly has been a journey for me.

Student year 8

47


The thing I have learnt about relationships

is that you have to make sure that it is a

healthy relationship. Without a healthy

relationship, you would start to feel sad

and angry, and you will need a friend at

this time. When your relationship starts,

you need to take some time away from your

partner, so if something goes wrong, you

have somebody who can help you, and make

them feel better. The second thing I learnt

is that you have to make sure that you are

ready to do something, like if your partner

wants to take it to the next level, and you’re

not ready, you have to make sure that your

partner knows that you are not ready. If

your partner is still trying to force you to

do something you don’t want to, you have

to go and talk to someone who you trust,

like a family member or a friend. Sometimes

the best thing to do is break up with your

partner. Today I have learnt that I get to

choose where my boundaries are and that

if my partner wants me to do something

which is out of my boundaries I should say

no unless there is a proper reason for it. I

get to choose whether I say “I love you,” If

I am not ready for it I should not say it just

to make the other person happy you should

not have sex with your partner just because

other people are doing it. I will spend some

time with her as long as I still have time

for my friends. I will not force her to do,

or have anything that she doesn’t want to

have. I will not have sex, or anything else

just because other people are having it

because I am different to other people, so

I will make my own choices as long as my

choices are ok with my partner.

Student year 8

The most significant thing I have learnt and caught onto is: Not to rush into a relationship when you know your

partner isn’t ready which could ruin your connection with your partner as you are putting your heart and soul into a

relationship but your partner isn’t on your level of love and compassion that you have towards her/him. I have also

learnt that you shouldn’t force or put pressure on your partner to do something for you when you know they aren’t

particularly comfortable with it because this will make them feel like they don’t have a choice in the relationship and

you will eventually drive them away which is why communication and respect are some of the most important qualities

for a long-lasting and loving relationship. The other important fact that I have learnt is that you should always assume

the best and trust your partner if they have friends of the opposite gender or are doing something out of the ordinary

because at the end of the day your partner invested time and love into this relationship because he/she loves you and

you trust them and think that they are mature enough to not go behind your back and cheat. If you have this quality in a

relationship it will make you much more relaxed and stress free and gives the pair of you freedom in your relationship

that both of you have put your heart and soul into. When I myself get into a relationship I will move into it and not

rush too fast into the relationship. I will trust them and always assume the best if something goes wrong. I will support

them in their endeavours and adventures and make sure that they excel as a human being in terms of honesty, loyalty

and respect whilst I am by their side.

Student year 8

“Seeing the teacher’s way of presenting every week, really has made me more confident in speaking in front of people

as her way of teaching people is different to other teachers and I will definitely miss her teaching me. Even though she

won’t teach me in year 10 I will definitely come to her sometimes as her room has become my safe place after giving

me such good advice in life for the future, that I will keep with me for the rest of my life.”

Student year 9

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On

Wednesday 27th June 2018, 30 year 9 students were lucky enough

to attend the new musical ‘Everybody’s Talking About Jamie’, at

the Apollo Theatre, as a PSHCE rewards trip. It was a great experience and

is something the students will remember for years to come.

Throughout the play, many issues and topics we commonly discuss in PSHCE

lessons were explored in great detail, from many different perspectives. A

main theme throughout the play was sexuality and other topics linked to

it (such as coming out and gender identity). The play allows you to delve

into the minds of people who have different views on these issues: you get

to see through the eyes of Jamie himself, as a person who identifies as gay

and wants to be a drag queen, but also through the eyes of Dean, a boy who

bullies Jamie because of his sexuality, and his views on the topic.

The play also sheds light on issues people have with religion and race (as

shown through Jamie’s friend Pritti - a British Muslim who wears a hijab.

The play sheds light on how religion can be negatively viewed in the public

eye and compares it to what the message actually preaches.), family issues

(like divorced parents and trying to keep a ‘broken’ family together) and

bullying and peer pressure.

“The play was brilliant: they

tackled a lot of issues in a deep

yet comical way. I would definitely

recommend it”.

“My favourite part was being able

to meet some of the actors after the

play and take pictures with them

- they are such talented people”.

The wide array of topics tackled in the musical was truly amazing, and I

personally believe it helped start many conversations on the topics and

helped people acknowledge and understand them more.

Not only was the play’s general message great, the general quality of the

musical was also amazing. There were brilliant, catchy songs, dances and

comical jokes which kept the audience laughing all throughout the play

and the mood light, making the musical more engaging. It was very well

done and made the audience feel interested and amazed at the talents of

the actors.

Overall, going to the Apollo Theatre to watch this musical was an extremely

enjoyable experience that explores many issues we face today and ways to

overcome them. I would highly suggest going to see the play- you won’t

regret it.

It was just great to meet the cast afterwards and so lovely how they were

happy to spend time with us.

Zehra Hasan (year 9)

49


W Factor 2018

Factor continues to provide students with a range of enrichment

W activities. Activities on offer included: jewellery and badge making,

construction, STEM club, dance, storytelling, drama workshop, watercolour

painting and the DofE training for the expedition. In addition, the ever

popular sports activities were on offer.

Two productions came to Cranford both dealing with safety on the road. Year

7 students were entertained by a performance by “Riot Act” and year 8 students

saw a production called “Traffic”. Road incidents are a major cause of

injury and death for young people across the UK. As young people get

older and move from primary to secondary school, making more and more

independent journeys, they become more at risk of being involved in a road incident. Adolescents between the ages of 12

- 16 are in one of the most vulnerable groups of road users accounting for 51% of all child road casualties (0 - 16 years).

Making young people aware of the risks and providing them with strategies to take positive actions to remain safer is an

important part of their development. Walking and cycling should always be encouraged amongst young people as sustainable

travel is an important part of staying healthy and active; teaching road safety alongside this helps them to become safer

and more confident independent travellers as well. The plays were well received and students took key messages about

keeping themselves safe whilst travelling.

Kevin Biggs (Assistant Headteacher - WFactor)

STEM WFactor

This

year WFactor lessons have been designed

around developing our students’ inquiry and

communication skills as part of the wider STEM (Science

Technology Engineering and Mathematics) curriculum.

Currently WFactor students are working on integrating

their classroom knowledge of circuits to design and build

toy solar cars. Each group has been expected to create an

aerodynamic design against specific criteria. They have

been provided with basic circuitry that includes motors,

solar panels and wires as well as a range of household

items to build their unique design. Students will be testing

their models at the end of the term and will be able take

them home.

Students have also had the opportunity to design and build

egg parachutes, incorporating their existing knowledge and

research to ensure they produced a product that allowed

their egg to stay intact. They were asked to test a range of

designs and materials in order to determine which design

elements delivered the best results. Designs were given

names –‘Eggwin’- and students tested them by dropping

their parachutes from outside the music department. This

allowed them to quantitatively measure the effect of their

parachute.

WFactor also encourages students to incorporate sustainable

design ideas – a concept that is increasingly informing

engineering practices in the workplace. Students were

given recycled items and asked to repurpose them to create

an effective football. Groups varied the size and density of

their footballs and took great pleasure in testing them out

on the football pitch – in windy and wet conditions.

“In general WFactor was really fun as we got to build

our own parachutes and solar cars and test them

out. The lesson which I enjoyed the most was when I

dissected the heart because that was my first proper

dissection of anything.”

Ehsan Ayobi (year 9)

50


Outside of structured activities students have had

an opportunity to participate and observe other fun

experiments. The Non-Newtonian fluid Oobleck, proved to

be a particular favourite. Students combined corn flour and

water to produce a substance that was neither completely

solid nor liquid. Applying any type of stress/mechanical

pressure resulted in the liquid instantaneously transforming

into a solid. A few students bravely volunteered to ‘walk

on the Oobleck water’. The experiment was loud, messy

and fun with students repeatedly asking for the chance to

do it again.

However, the chance to dissect a heart resulted in a more

polarised opinion. After the initial shock had worn off,

students observed dissection techniques and

were able to identify landmark features on the specimen.

Before long they were sticking fingers into the aorta and

pulmonary artery to understand their origin and visualise

the journey of a red blood cell.

“It was a very fun experience. I enjoyed doing

Oobleck even though it was messy. The dissection of

the heart was disgusting, but I shouldn’t complain

because it’s inside all of us!”

Inderveer Brar (year 9)

We look forward to seeing how WFactor can continue to

inspire our students to pursue STEM pathways.

Bradley King (Science Department)

Step into Dance

“The WFactor I did this term was Duke

of Edinburgh. In this WFactor, I enjoyed

learning different things about Duke of

Edinburgh and learning different life skills

like first aid (e.g. CPR) as well as: Camp

craft, equipment and hygiene for Duke of

Edinburgh. For example, we learnt how to use

a trangia, build a tent and read a map. I found

the Duke of Edinburgh WFactor educational

and helping us complete the expedition.

Overall, we have learnt many facts and skills

from the Duke of Edinburgh WFactor such as

teamwork, leadership, communication skills

and more as well as having fun while we were

on the expedition”.

Year 9 Student

Street dance was an amazing opportunity to try a new type of dance which I had never done before, it

was extremely fun. Since September 2017 we have been practising and learning a 2-minute routine

during WFactor, which was then performed at St Mary’s School in Hammersmith during the summer

term. The performance was an unforgettable experience since some of us were able to get over our fear

of stage fright and break out of our shell. In addition,

“A new and exciting experience”- Iman Javed

it was a way to meet new people and see other types

of dances and how equally as hard other schools were

“Given me a new opportunity”- Samira Wardhere

working on their dance (we even got ‘step into dance’

“It was very inspirational” - Maria Alves

shirts) Our dance teacher Maria was honestly the

“I learnt new things” - Vanisha Maugi

best and we can’t thank her enough

“The teacher was amazing” - Kereena Gurwal

for helping us try out a new thing.

“It was really fun” - Samhita Damerashetti

The programme was called ‘Step

Into Dance’ which is also supported

“The whole experience was very friendly” - Kacey Childs

by the Jack Petchey Foundation;

they were wonderful and made

us feel extremely welcoming. We

had worked extremely hard on

our performances and had great

fun learning and performing a

new dance. It was incredibly

inspirational and a fun experience.

Kavleen Arora (year 9)

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On

Tuesday 1th July 2018, year 12 performed their A level devised piece based on the characters

and storyline of Tennessee WIlliams’ “A Streetcar Named Desire”. The performance was

the culmination of ten weeks’ work researching the original context of the play, drawing out the

themes and creating a 40-minute performance which would engage a young audience. Fortunately,

some of the group have also been studying the play in English which helped them to find their way

through a challenging storyline and the outcome was clearly a success and will set them up for the

main exam in year 13.

Jessica Joyce (Consultant – Creative Arts/A level Drama)

Having read and taught ‘A Street Car

Named Desire’ and then being invited to

watch a year 12 drama adaptation of it had

me intrigued - before entering the drama studio

and having been greeted by Mitch and Stanley at

the door, I was already curious to learn how the

sensitive issues of rape and mental health would be

explored in a student production of the play. How

would they show Blanche’s plight and conflicting

emotions? How will they present Stanley to be

the macho overbearing man that we understand

him to be? How would they demonstrate the

fragile and complex relationship between Stella

and her elder sister? All of these questions were

eloquently and maturely addressed leaving me not

only amazed by the talent of these students but

also in awe and appreciative of their ability to

empathise with the characters and acknowledge

the complexities of relationships. The audience

became a part of the performance when Blanche

was seen to be caught in a web of lies; the change

in setting was demonstrated through the characters

themselves who became the setting using their

voices to build tension and replicate the sounds

of a train; the shift in time and use of flashbacks

was cleverly presented allowing those who hadn’t

read or seen the play before to clearly comprehend

each character’s motives and behaviour. The

character, and

actor(s), that stood

out to me the most

was Blanche, played

by both Cristiana

Efteniou and Aria

Cundall in turn.

They did a fantastic

job in showing her

breakdown and

the intricacies of

communicating with

the outside world

when internally

you are suffering.

The tears, the

ballet-like movements and

the raw emotions on their faces were undeniably

moving. The role of Stanley was as it should be:

intimidating, unkind and masculine. The slow

and powerful steps of Timmy around the circular

stage with his intense staring at the audience was

enough to make you want to hide with fear. It

was a fantastic performance for me, as an English

teacher who has taught the text, to watch. It was

creative, sensitive and mature - everything that the

play deserves to be when staged.

Sahrish Shaikh (English Department)

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Powerful, profound

and professional

is how I would

describe last night’s A Level

dark gothic adaptation of

‘A Streetcar Named Desire’.

The eerie and wonderful

opening captivated the

audience’s attention right

from the word go. We were

thrown into the chaotic,

crazy and charming world

as we transformed across

the Atlantic into the

1950s.

Every character played

a pivotal role in alluring

and mesmerising the audience. I especially

enjoyed the spider web dance; it was hypnotic

and spellbinding. The New Orleans/Mississippi

accents were spot on – especially Cristiana

and Aria. Cristiana’s ‘Blanche’ excellent vocal

variety, eye contact and body movement made her

performance a memorable one. Timmy brought

an even darker and rebellious edge to ‘Stanley’

through his controlled silence, imposing and

powerful presence. Aria’s excellent audience

interaction and playfulness of her character

captured the essence of the performance. Juhi was

simply terrific in character, I felt her roller-coaster

emotions and could see joy and terror in her eyes

as she flowed from scene to scene. Haashim’s

character evolved throughout the play, at first,

so innocent and kind but his demons started to

surface, every movement carefully calculated.

Although all actors were superb, in my opinion

the standout performer was Harveer – cool, calm

and composed throughout the entire performance.

Quietly hovering in the background, she looked

as if she had just fallen from the 1950s. I felt

the pain in her eyes, the frustrations and angst in

her character. Through her stunning voice, facial

expression and body language, she was the glue

that held the performance together.

A Streetcar Named Desire is one of the world’s

most influential, thought-provoking and famous

plays and I believe yesterday’s performance is

one of the best adaptations I have ever seen. It

was of very high standard, not your typical A

Level or even University performance, I enjoyed

the audience interaction too. I would have paid to

see this performance; it was that good. I firmly

believe the students involved with this play will

go on and have a successful career within the arts.

Well done to all the students involved with this

production and staff. Outstanding.

Taz Virdee (Project Manager Heston West Big Local)

53


Careers Education 2018

An

extensive and varied programme of careers learning in 2018 has served

to provide students with a range of support and information to aid

decision-making around careers and aspiration delivered through whole class,

small group and individual sessions and TI day activities. All students had access

to on line careers support such as :Icould, Futurestart, Fasttomato, Milkround.

Year 7

Enterprise Challenge and careers week

activities. Careers walks exploring in London.

Year 8

Risks linked to employment in PSHCE, careers

week activities, Industry /institution Visits -

including talk on career progression of professional,

career advice and skills/qualities exploration.

Enterprise Challenge, Job Explorer Careers

Activity. 1-2-1 guidance meetings as requested.

Year 9

Careers Week Activities, Future Focus Evening,

Employer and Further Education Engagement (TI

Day). Careers Activities - Skills and future planning

(TI Day), Alumni Careers event, Enterprise

Challenge. 1-2-1 guidance meetings as requested.

Year 10

Form time Career Planning, Careers Week

Activities, Careers Activities - Skills and

future planning. Tutor mentor meeting (TI

Day), Work placements and Summer School

Placements offered. Alumni Careers event,

Enterprise Challenge, 1-2-1 guidance meetings

as requested. Targeted Work Experience.

Year 11

Form time career planning, Careers Week Activities,

Future Focus Interview, Future Focus Evening,

Work placements and Summer School Placements

offered. PSHCE Future planning session, Alumni

Careers event, NCS Programme. 1-2-1 guidance

meetings as requested, Targeted Work Experience.

Year 12

Careers Week Activities, Work placements and

Summer School Placements offered. Form time

career planning and UCAS prep, Careers and

Higher Education Day - University, employers,

skills, apprenticeships, UCAS and Application

support, Enterprise education activity, Alumni

Careers event, NCS Programme, Form time career

planning and UCAS preparation. 1-2-1 guidance

meetings as requested, Targeted Work Experience.

Year 13

Form time career planning and UCAS preparation,

Careers Week Activities, Alumni Careers event,

1-2-1 guidance meetings as requested, Targeted

Work Experience.

54


Thames Tideway Careers Trip

The trip to Thames Tideway was most definitely worth the arduous

journey to get there. The students found the day most fascinating

and worthwhile as the company is building a tunnel underneath

the whole of London in order to ensure sewage does not keep

contaminating the River Thames. They showed us models of the

Tunnel Boring Machine (TBM) as well as offered the chance for us

to see the real thing. The day was extremely insightful and gave the

students the opportunity to meet different personnel in the company

ranging from several different engineers to the office scientists

who were constantly analysing the cross section of the Earth where

the proposed tunnel will be. New technology was shown to the

students such as virtual reality and 3D apps. The students found

them most exciting to use and extremely interesting. Students like

Leo Payne, Emma Kinahan, Valeed Ali and Freddie Taylor (year

8) asked insightful questions continuously throughout the visit.

On the way home Freddie who was most impressed said; “When I

am older I want to be an engineer and work there”. Leo said of the trip; “The trip to Thames Tideway

was really fun. I met a real tunnel engineer and finally found out how tunnels are made under the sea”

and Emma said; “I had a really good time and enjoyed seeing the TBM machine. I never realised there

were so many different ways to build tunnels”.

Careers Trip to Constain Skanskia

Constain Skanskia was a great opportunity for year 8 students to visit a major construction site that has

planned and help deliver the Cross Rail to the UK. During the visit student met engineers, apprentices

and employees and found out about their jobs and the challenges of working on this massive project.

Students spent time planning and finding a solution to real problems that they face such as deciding the

route of the rail and its impact on individuals, groups and the environment.

Kevin Biggs (Assistant Headteacher – Careers)

“It was great meeting somebody who does a real job

especially the engineers. It was interesting finding out

about their jobs and how they got to their jobs”.

Careers Help and Support

• www.icould.com

For information and careers videos.

• www.nationalcareersservice.direct.gov.uk

For careers and skills information.

“I enjoyed the group work the best. It was nice finding

out how a project like this would affect different people

and the environment and see how a business plans for

the impact of a project. We learnt about planning and

organisation as well as the technical skills required by

an engineer”.

• www.prospects.ac.uk

Careers information and quiz to help give students ideas about what to be in the future.

• www.milkround.com

Information on current jobs and advice on applying for and getting jobs.

• www.getingofar.gov.uk

Government apprenticeships website.

• www.gov.uk/apply-apprenticeship

Government apprenticeships website.

55


Parent Advice

This

parent page has been created to provide parents and carers with useful information and

links to aid with supporting your child. In this ever changing world it is always helpful

to know where to go to find out the right information to support young inquiring minds. We hope you

find this information useful.

Kevin Biggs (Assistant Headteacher – PSHCE)

Useful Websites

• Childline – www.childline.org.uk

• The Mix – www.themix.org.uk

• Youth Access – www.youthaccess.org.uk

• Relate – www.relate.org.uk (Help for children and young people section)

• Samaritans – www.samaritans.org (England, Scotland, Wales)

• Thinkuknow – www.thinkuknow.co.uk

• UK Safer Internet Centre – www.saferinternet.org.uk/advice-entre/parents-and-carers

• CEOP – www.ceop.police.uk/safety-centre/

• Common Sense Media – www.commonsensemedia.org/

• Internet Matters – www.internetmatters.org/advice/social-media/

• Break – www.brake.org.uk

Safety online

• Help your kids stay safe online by using TEAM:

• Talk to your kids about being safe online.

• Explore their online world together.

• Agree rules about what’s ok and what is not.

• Manage your family’s profile, settings and controls.

• If you are unsure that to do ask for help there are loads of websites out there that will support you,

talk to your child’s Tutor or Head of Year for more help and support.

Safety on the roads - Brake

Your child’s risk of being injured on foot or on a bicycle increases as they gain independence – far more

teens are knocked down and hurt than younger children. Peer pressure can also cause children to behave

unsafely. Keep talking about road safety with your child, ensure they know the importance of continuing

to take great care when crossing including putting their phone away and taking earphones out, and help

them plan the safest possible routes in your area.

Mental Health - Relate

Mood swings are normal in teenagers but if your teen is coping with something more serious here’s our

advice on how to spot signs of depression, anxiety, obsessive behaviour or self-harm and what you can

do to help.

For Single Parents:

• www.gingerbread.org.uk

• www.grandparentsplus.org.uk

56


Talking about Drugs – Relate

If you’re worried that your teenager is taking drugs it can be hard to know what to do. You may just

have a feeling that something is wrong and suspect that drugs are involved, or you may have evidence

that they are using drugs. We can help. A change in a young person’s appearance, mood and behaviour

may indicate that they’re taking something. On the other hand, lots of young people are moody and

uncommunicative during adolescence. They may often become secretive or private as a way of trying to

establish their independence from you, but that doesn’t necessarily mean they’re taking drugs. Here’s

our advice for how you can tackle suspected drug use:

Get Informed. Get as much knowledge as possible, the unknown for parents can be scary and may

cause you to panic and overreact.

How to spot drug taking. Try not to be overly suspicious. Often the signs of drug taking are the normal

signs of growing up. Signs can include:

• Sudden and regular mood changes

• Unusual aggression

• Loss of appetite

• Gradual drowsiness or tiredness

• Lying and secretive behaviour

• Unusual stains, marks or smells on the body or around the house

• Looking “drunk”

• Money being spent with no visible evidence of what it’s being spent on

Eating Disorders

Supporting your child if you think they have an eating disorder:

• www.youngminds.org.uk/find-help/feelings-and-symptoms/eating-problems

• www.stem4.org.uk/eating-disorders/identification

LGBT advice

Supporting your child if they are or you think they are Lesbian, Gay, Bisexual, Transgender or Queer

+ - Stonewall.

Until your child comes and tells you that they are, or might be lesbian, gay, bi or trans you can’t know.

Try not to make assumptions and let them come and tell you in their own time. Create a positive

environment where your child feels able to talk to you about their sexual orientation or gender

identity, for example, say positive things about LGBT people when they’re on TV and don’t allow

people to say negative things under your roof. Stonewall has extensive

information about various gay/lesbian/bisexual issues, as well as details about local services.

One thing you can do is give them the information they need to make good decisions. LGBT young

people often lack access to information about their rights, where to access support, sex and staying safe

so, even if you feel like you can’t talk about it personally, you should at least be able to point them in

the direction of the information they need. You can contact Stonewalls Information Service for pointers.

RU Coming Out has stories about coming out from people worldwide.

Families and Friends of Lesbians and Gays .

London Lesbian and Gay switchboard is open every day and can provide support

and advice.

• www.familylives.org.uk

• www.youngminds.org.uk/find-help/for-parents/parents-helpline

• www.parenting.co.uk

57


Science News

Year 8 STEM Week

Earlier this year, year 8 classes took part in a unique STEM

week project looking at ‘Engineering through the Ages’ focusing

specifically on both historical engineering marvels (how did

Ancient Egyptians build the pyramids without the aid of

electricity?) to the cutting edge technologies that are allowing

skyscraper architects to ‘Race to Space’. Our students threw

themselves into the tasks and came up with some of their own

ingenious models of pyramids and skyscrapers, explaining how

these would be built using the technologies of the time. To

conclude both sets of activities, students presented their models

back to their class in context, either as an advisor to the fictional

pharaoh Nehemitep, or an architect, with winners selected based on the design’s resourcefulness, quality

and usefulness.

Thursday P0 STEM Club

Our popular period 0 STEM Club has been as busy as ever with unique, new

activities being held every week. Throughout the course of the term students have

taken part in a variety of activities that they very rarely get to carry out in lessons.

Picks of the bunch are researching and carrying out their own heart dissection

and making their own unique types of slime (glow in the dark and magnetic

slimes being the particular highlights). A walk through the Science Department

on a Thursday morning would currently offer you the opportunity to see students

focused on building their own hydraulically-powered hands and vending machines,

purely out of cardboard, some syringes, and rubber tubes. Our regular attendees

really value their time spent at STEM club, so much

so that they’re currently researching and creating

potential project ideas to complete next year. Well

done to Nihal Kang 7T, Harsimran Bath 8U, Neha

Khendria 8U, Manav Vivek 8U and Nehchal Singh

8T for their continuous attendance and enthusiasm

for everything to do with STEM this year.

Active Learning - National Grid

Science is a subject in which you study the ways of the world around you

– therefore what better way to learn than getting hands on and practical at

every opportunity. Active, practical opportunities and tasks are embedded

into our curriculum at every possible opportunity and these frequently offer

spectacular outcomes. Take a look at some models made by our year 9

students for a half term project for a prime example of this.

Jack Petchey Donations

A massive thank you to Serena Lola, year 11, for donating her Jack Petchey prize money to fund a brand

new colorimeter for the Science Department. The A- Level biology students and the members of the

STEM club have benefited greatly from this donation. A massive thank you also to Geetanjali Kumar,

year 12, for donating her Jack Petchey prize money to fund new A-Level biology books. The students

learning experience in A-Level biology will be greatly improved with these new resources.

58


Year 12 Taster Day Experiences

My taster day at Queen Mary’s was a great opportunity to experience a day as a university student, learn more about the

biomedical course they offer, and to explore the Mile End campus, and get advice on preparing your UCAS application.

It helped me find the perfect course which suited my interests and abilities, whilst enabling me to develop my existing

knowledge and gain new skills. For example, the lecturer discussed the course elements such as biotechnology,

which develop technologies and products to improve our health, this

increased my passion to study the course as I would like to be part of

the system that supports such a major organisation such as the NHS

to provide care.

Muna Aden (year 12)

I attended a four day ‘DentView’ course which included a clinical

placement at Kings College during the February holiday. We were

given access to the Dental Institute at Guys Hospital to see the

dental students in different years of the course and in this short

time, my interest in dentistry had increased as seeing all the dental

students working in their areas explaining to me the different types

of procedures they need to carry out before even starting with a

patient. This made me realise that being a dentist is more than just

teeth and it includes the relationships you build with your patients

and the safest ways to carry out procedures. During the placement we

were put in scrub uniforms to look the part and the nurses explained

the importance of uniform and the correct uniform to wear and it

all linked back to health and safety. I had the privilege to shadow dentists/orthodontists during their work and was a

helping hand by handing them utensils for example. I asked questions as to why they

did certain things such as wrapping the dentist chair and the light with aluminium for

each patient. These four days helped me finalise my decision into becoming a dentist

and I was fortunate enough to be able to attend.

Hamdi Herse (year 12)

Taster day at City University. On Thursday 24th May I went to City University for

an optometry taster course. I learnt so much and it did truly give me an insight into

optometry. I wasn’t really sure about what course to choose at university and after

going to this taster course I made my mind up about optometry. The staff and students

were extremely helpful and they didn’t mind us asking a lot of questions. Even though

it was only for a day, it really taught me a lot.

Kirthiga Thangeswaran (year 12)

VESPA In Science

Cranford’s Science Department has always looked to be innovative in

its practice; this year the teachers seized the opportunities given by the

new linear courses to change the way we teach A Level Biology. This

year students took part in specialised activities to teach them different

methods of writing up their notes and actively teaching them how to

revise. Students could be seen trying Cornell note taking for the first

time and discovering the Leitner technique for flashcards. Students new

to Cranford commented that for some of them it was the first time that

they had been taught how to study effectively. Staff took the challenge

further and introduced concepts such as Growth Mindset by Dweck and

marginal gains as practised by the successful Team Sky in the Tour de

France. This encouraged students to make small but successful changes

in their activities to help them achieve. Although in its early stages we

are looking forward to building on this next year. ​

Bradley King (Science Department)

59


Targeted

Intervention

Days 2018

Targeted intervention (TI) days have continued to

provide a range of opportunities for students to

enrich their learning and venture out of school and

experience opportunities beyond the timetabled curriculum.

Each activity is designed to add extended learning

opportunities appropriate to each year group.

TI days have continued to be popular with both staff and

students in providing very specific targeted learning that

supports students’ success.

Targeted Intervention Day 2 - Careers and Targeted Intervention

On 9th January 2018 we had another exciting targeted intervention day that saw our students

learning from a huge variety of activities. Year 9 and year 12 students had a day focusing

on careers where they worked with employers, apprenticeship providers and universities

to help formulate their understanding of where they are aiming for. Year 9 students

completed work on planning for their options process and moving into their GCSE studies.

Year 12 students completed work with Royal Holloway University, Queen Mary University, Brunel

University and worked on exploring different options for the end of their time at Cranford. This

included looking into interview skills, apprenticeships, life as a university student, student finance,

taking a gap year and choosing a university, volunteering opportunities, building confidence,

preparation for work and employability skills, CV writing and writing a personal statement

Year 9 students spent time working with Cisco, NHS, British Airways, Richmond College, St. Mary’s

University, Dell, GSK, Media Freelance worker, Hawk, IT Consultants, Bam Construction, Babcock,

Allianz and Morgan Sindall. The students had access to these institutions and employers and found out

through networking meetings about the types of roles that would be available to them in the future, the

types of skills employers want and need and the types of activities employees do on a day to day basis.

Universities shared what university life is like and were able to talk to current undergraduate students

Year 13 students spent time working with class teachers and targeted key areas for development within subject

areas to prepare for their summer examinations. Subject teachers put on a variety of sessions from reviewing

and reflecting mock examinations, essay writing skills, skills sessions in maths and knowledge gathering.

Year 7 students spent the day completing exciting activities working with a variety of departments. Activities

included creating a motte and bailey castle in humanities, bespoke skills based sessions in English, languages

skills in Spanish. The Performing Arts team worked with a large group of students developing a performance

piece for sharing. The PE Department worked with students on developing the sporting and team working skills.

Year 8, 10 and 11 students worked with tutors on developing skills to improve their attitude to

learning. This was done via small group work that targeted individual students needs to ensure they are

able to approach education with a better understanding of skills.

Targeted Intervention Day 3 & 4

Wednesday 28th and Thursday 29th March 2018 were subject focussed. Subject areas offered over 60

different intervention activities on these days where students worked with a variety of departments to

ensure they are successful. Activities included trips to the Bank of England to find out about how it works,

Bletchley Park, the Science Museum and Design Museum. In addition they completed a huge variety of

tasks including walking talking mocks for examination groups, coursework sessions, extension of the

more able workshops, workshops prepping Russel Group Universities, practical experiments in science,

philosophy and ethic essay writing, research methods and action planning and stretching the more able.

60


Targeted Intervention Day 5

Students had a variety of opportunities to get out of school and see the world in which we live. Some year

7 students went into London to explore different career sectors. Some year 8 students went on industry

visits to two major organisations in the construction industry, Thames Tideway and Constain Skanskia.

On-site activities included students meeting industry professionals working in journalism and research.

In addition, students were challenged in an enterprise activity to celebrate Pride. Through the enterprise

activity students were able to develop their awareness of employability skills and entrepreneurial skills

which culminated in a design presentation.

Kevin Biggs (Assistant Headteacher – TI days)

Enterprise Project - Celebrating Pride

This year students in year 8 were faced with an enterprise project that looked at students planning a

project to celebrate London Pride 2018. Students learnt about Pride and what it stands for and then

created a bid for the school to celebrate it at Cranford Community College. The project developed lots

of skills from financial planning to team work and project management. Students then had to pitch their

ideas to win the prize.

“I really enjoyed the planning and design element of the project. It really taught me team work as we got

to work with other tutor groups”.

“I learnt about profit and loss and making decisions that affect the finance of a project. It was a fun

experience and I really enjoyed the advertising of the Pride Festival we designed. My team made

merchandise for the Pride event that included sliders and tee shirts”.

61


Sport News

The

2017/18 academic year has

been momentous in the PE

Department at Cranford. There has been

a huge amount going on. We started the

national pilot scheme of the Youth Sport Award. Only 15 schools around the UK were chosen to trial this

scheme. Alongside this, we built stronger links with Brunel University and St. Mary’s University. Brunel

have enabled us to focus on getting more girls into an Active Healthy Lifestyle and developing leadership

skills through the Girls Active programme. We have helped develop future teachers from St. Mary’s

University; they have been invaluable in promoting sport and bringing new ideas to our own teaching

and learning. Queen Park Rangers continue to work closely with the department. Part of their education

programme we deliver, has been recognised as one of the strongest Football Education Programmes in

the country. Throughout the year form groups have been fiercely competing for the Interform Cup. This

has spread across different sporting disciplines, from dodgeball to 4 x 100m relay races. Students have

also had plenty of sporting success. The year 9 and 10 cricket teams and the year 7, 8 and 9 rounders

teams have all gained wins from around the borough. The most notable success comes from Szymon

Gora, who won two gold medals in shotput and javelin at the Hounslow Borough Athletics competition,

and was selected to represent the borough at the London Youth Games.

The year concluded with the sports contribution to the Cranbury Fetsival and a highly competitive sports

day event. Students in each year competed as a form group in track events. The form tutors certainly

did their bit to cheer on their competitors. We are looking forward to 2018/19 which we are sure will be

another exciting year for Cranford Sport.

Rob Notley (Director of Community Sport)

“I really enjoyed sports day as it brings out the competitive

side of Cranford. There were the 400,300,200 and 100m races; I

really enjoyed them but what I enjoyed the most was the relay as

it involved teamwork and my form like to work together. (That’s

why we won). It was so hot on the day reaching the scorching

temperatures of 27 degrees but we still ran and had a good time.

But this just shows how outstanding the school is giving everyone

a chance to show their competitive side. There was a lot of banter

and it was all fun. We shook hands at the end and my form had a

mini party. It was so tasty; I really enjoy Cranford’s sports day.

Best time of the year if you ask me”.

Adewole Agboola (year 9)

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School

Games

This

year we increased the participation

in our competitions with more

children and schools taking part, alongside the

other School Games Organiser’s for the Hillingdon

Borough we did 49 Inter-School events.

A few events were hosted at Cranford. In the

autumn term we had the Sports Hall Athletics, one

of the most popular competitions in Hillingdon

with over 25 Schools (250 children) participating

over 6 days, all in different locations. For this day

we had 15 Young Leaders from Cranford helping

and officiating the event.

This competition leads to the London Youth Games

Finals. This was won by a Hillingdon team -

Whiteheath Junior School.

The other events were hosted in the Cranford

SuperDome. The first event was the Tri-Golf

years 5 and 6 competition with 4 primary schools

participating and 40 children involved. For this

competition a group of 16 Young Leaders from

Cranford were involved in the setup, as well as

explaining each game to the young students

participating, taking scores and helping with the

rotation of the teams.

The last event was an inclusive festival for key

stage 2 &3. Thirty children were involved where

20 Young Leaders supported all the activities.

From the autumn term we had the years 3 and

4 Mega Fest Tag Rugby hosted by the Ruislip

Rugby Club with five schools taking part and over

50 children involved. In addition, there was an

inclusive Boccia for Special School and six key

stage 2 primary schools took part and over 35

children were involved.

A basketball competition was a really well attended

completion with 30 teams involved from over 20

schools in a total of 150 children playing basketball

at the Uxbridge College.

Finally, QuadKids Athletics hosted at the

Hillingdon Leisure Centre took place with a high

popularity among the schools in Hillingdon with

12 Schools taking part and around 120 children

involved. 12 Young Leaders from Cranford were

invovled in this competition.

Ricardo Ramos Alheiro (Youth Sports coordinator)

63


School

Games

Organiser

and Sports

Leaders

Cranford has a strong tradition of innovation

and pioneering so when we were approached

by the Youth Sports Trust to run the School

Games Organiser role for Hillingdon we said yes.

The Youth Sports Trust had struggled to get any

secondary school in Hillingdon to take up the role

and felt Cranford had the expertise, experience of

community sports and the fantastic facilities to be

able to deliver a quality programme.

64

“On Wednesday 11th July

2018 I was called up to be

part of the team that was

going to play Scotland in a

cup final in Headingly. I was

told to meet the team at Lords,

where we departed as a team

on the coach. The match was

a 50 over game (one day)

between 1pm to 8pm and

this was rather tiring as the

weather was really hot and

humid. The end result was a

win but was contested till the

last over where we won by 10

runs. By winning the trophy I

also got a finalist medal and a

team photo. My performance

in the final was 10 overs- 3

for 45 runs. At the end I felt

really privileged to be part of

the team and receive a finalist

medal which I will remember

for a long time to come”.

Sahib Kumar (year 12)

Since May 2017 the newly appointed Ricardo Ramos

Alheiro has been working with primary schools in

South Hillingdon to get engagement and improve

the delivery of sport and games in South Hillingdon

schools. When he started only 5 schools out of 24

were engaging and in a year he has managed to get

engagement in 21 out of 24 schools.

A key to this success has been the Cranford Sports

Leadership programme. The Leadership programme

is recognised by Youth Sports Trust as an example

of best practice and is a very important and valuable

quality and at Cranford. We have with nearly 100

13 to 15 year olds developing leadership skills and

then putting them into practice at a variety of events

across Hounslow and South Hillingdon,

The programme has been so successful that Brentford FC Community Trust

have been recruiting some of the leaders to run their summer programme

across the borough.

Pete Lamas, Sports Impact Event Coordinator best sums up the work of the

leaders. Sports Impact ran three major Primary events at Cranford in the

Cranford SuperDome this year.

The quality of the ‘Sports Leaders’ who have supported me at these events

has been extremely high; over 50 of your young people have supported the

teams during the year and all have demonstrated initiative, high quality

organisational skills and above all, an understanding of the needs of the

1500+ children who have attended during the year. Thanks to Rob Notley

for organising the Leaders and helping them with their ‘initial’ training.

I would like to specifically mention two of the leaders who supported me

today. Lizzie acted as the ‘team leader’, organising her peers and ensuring

that everything was set up for each event, In addition, she successfully

undertook the difficult scoring role during the afternoon, showing great

confidence. The star of today was undoubtedly Abdanuur. He worked with

the children from Lindon Bennett special school and throughout the day

he demonstrated amazing empathy, enthusiasm and understanding of their

needs and he alone made this a very special day to remember for them.

Many colleagues from other primary schools have praised him highly for

his efforts and I also thank him for his contribution in making the day a

great success.

Congratulations to all Sports Leaders for their outstanding contribution to

promoting healthier lives in Hounslow and beyond.


Girls Active

Girls

Active is an initiative that supports schools to motivate girls to take part in physical

activity. Developed by the Youth Sports Trust, Girls Active aims to address the decline in

activity levels of girls as they transition into and progress in secondary school, helping them to achieve

the government’s recommendation of a minimum of 60 minutes of physical activity per day.

Barriers that girls face to participation such as negative attitudes towards body image, improving attitudes

towards PE, Sport and Physical activity are addressed with the aim of making sport relevant to girls’ lives.

This has been our inaugural year in the Girls Active campaign which began in March with the recruitment

of 6 girls to take a leading role. Isra Jadoon, Areeba Ali, Sanjana Bhola, Nikola Szczawinska, Lizandra

Pereira and Shenon Dias attended a day at Brunel University in which they explored the challenges

girls face and the strategies they can implement at Cranford to motivate and inspire girls from across

the school to get more active.

They have since met with the PE Department and made suggestions about what can be done to improve

girls’ attitudes towards PE lessons, requested new extra-curricular activities that might appeal more to

girls, assisted in the running of sports events and extra-curricular activities and started making a longterm

plan about how to engage more girls in physical activity at Cranford.

Amiri Brothers Going for Gold

I

Lucy Ridgeon (PE Department)

first started doing Taekwondo when I was

9 years old and my brother (Nesaar) was 7.

Our dad encouraged us to take up the sport as

used to do it when he was younger and told us it

was great fun. We have learnt respect, discipline,

built up strength and confidence in self-defence.

I train two times per week but when it is

competition time I have to train 4 times

per week. I am really dedicated and would

love to represent team GB in the Olympics

one day with my brother on the same team.

So far we have entered many tournaments and

been successful. I (Yasser) have 4 golds, 3

silvers and 2 bronze medals. Nesaar my younger

brother has 2 golds, 4 silvers and 3 bronze medals. Recently I won silver at an international tournament

in Sheffield and hope next time to get gold. The aim is to keep training, working hard and listening to

my coaches. I have learnt a lot and it helps me with my studies such as focusing, being determined to

get good grades just like a gold medal. I am also very happy that Mr Rattu (Head of Year) and Mr Notley

(Director of Sport) are interested and supportive of our journey.

Yaseer Amiri (year 9 )

65


Year 8

It

has been a busy year for year 8 with lots of exciting opportunities for them to enjoy. Here are

just two examples of what year 8 have been getting up to this year.

The year 8 reward trip in the spring term to Laser Quest in Watford was awarded to students with

the highest ATL’s and DREAM points and in April 2018 we also went to Thorpe Park to a STEM

Careers Fair Event which was being run by West Middlesex University. We had a focus on careers

and students had to apply for their position on the trip as they would apply for a job. Students were

given a criteria of things they needed to address in their application. The Fair was interactive; it

consisted of talks about the science behind roller coasters and lots of cool gadgets which

students got to work with and operate.

Randeep Sidhu (Head of Year 8)

Myself and other students were able to go on the trip to Laser Quest as we were the top 15%

of students to be given dream points in our year, and were the most well behaved. I felt very

glad, and proud of myself as there are over 200 students in our year and I was one of the many

students that got go. I was also excited as my friends also got to go and my favourite teachers.

We watched a video the taught us how to play and the rules and had a health and safety

presentation about what to do and what not to do whilst being in the maze. Then We then got

separated into a red and green team. After that we wore our packs with our laser

guns and went to our stations and started the game. We played two sessions. My

Most memorable moment was the worker announced that my team (the green

team) had won both rounds, and that player 8 had got the most kills.

Rahma Suleiman (year 8)

On Thursday 26th April 2018 15 students were chosen from year 8 to go to a

wonderful trip Thorpe Park to learn more about STEM and obviously to enjoy

yourself and have fun.

We entered Thorpe Park and quickly left made our way to the STEM room.

Then Ms Sidhu told us to explore everything in the STEM room and to enjoy

ourselves. The first game we came across was a dice/robot game, the rules were

very simple, and you had to control the dice by an Xbox controller, overall, I

came second place in that game and got beaten by Sanjana. After that we sat down to watch a funny show

about science and I personally loved it. When that ended Sanjana, Isra, Harsimran and I walked around

to look at new things and then decided to go to the virtual reality set and I decided to go on first. Now

this was the part that I got most terrified on because I hate heights and I am literally afraid of being on

roller coasters or something that goes high, so even though it was fake I still got scared and started to

shiver but let’s not talk about that part and let’s move on. After we all had out turn we sat down to listen

to an important speech about Thorpe Park and the science behind it.

66

Forty-five minutes later, the speech ended. Ms Sidhu then allowed us to go off onto some rides and have

fun. So, while Sanjana, Isra and Harsimran went on the ride (swarm.) I just decide to sit down and chill

while they were gone. When they came back they got pictures and then we made our way to tidal wave and

surprisingly I went on that ride. Then we had a bit of fun and went on the angry bird climbing ladder ride.

After that, we went on ghost train and had to wait a long time but overall it was worth it. Overall my day

at Thorpe Park was incredible and I enjoyed every single part of it.

Satnam Curry (year 8)


Year 10

Fund Raising Week

Despite it being the final week of

term, when energy is low and

thoughts have already turned to

home, a group of year 10 students managed

to find the time and energy to raise funds

for a local charity: Speak Out in Hounslow.

Three days of activities including, a cracker

eating competition, a bake sale and a guess

the number of sweets in the jar saw the

group raise over £150 for the charity. Led

by the ever enthusiastic and kind-hearted

Nurah Mahamud, the group gave up their

mornings and both breaks to ensure the

activities went well; showing excellent

team work, commendable maturity and

excellent sales patter, the group hustled and bustled their way to an impressive sum of money and did

themselves, the year group and the charity proud. Sadly, no one managed to eat the targeted 5 crackers,

despite some epic attempts; Veronique Gerber managed to win the jar of sweets with her impressive

guess of 260 the closest to the actual number of 267.

Big thanks to all the students involved in the findraising inclusing, Simleen Shdana, Khadija Mohamed,

Mahira Butt, Shanza Rashid, Manlen Aurora, Zobia Ali, Rinky Matta, Keyley Smith and Aniya Gill.

Aaron Sohi (Head of Year 10)

Royal Academy Trip

On

Friday 29th June 2018 the year 10 art and

design group visited The Royal Academy to

see their current exhibition of work. The purpose of the

visit was to help the students to understand the range of

media that can be used to inspire them in their own work.

Ruby Quresshi (Art and Design)

“The exhibition was eye-opening and gave everyone an

insight into what the real world of art is like. It was a very

inspirational trip, as everyone left the exhibition with new

ideas to apply to their own work to get to the next level”.

Mahira Butt (year 10)

“I found the art trip very interesting and amazing to see

different and unique art which inspired me. I know that this

experience has helped me with my art work as it has given

me so many ideas to add to my own artwork in the future”.

Harsimran Rayit (year 10)

67


Year 11 - Celebration Evening and Prom

Thursday 5th July 2018 marked the celebration of the end of GCSEs and the beginning of A

Levels for year 11 students with a formal celebration at Cranford followed by the Prom at the

Riverside Conferencing Venue. Students were dressed in their finest and grandest attire and the

mood was celebratory as students were presented with their Record of Achievement folders in front of

their parents, staff and peers. Performances by Shanan Bhamra and Daniella Bic provided entertainment

for the 450 strong audience, Shanan sang ‘This is me’ from the Greatest Showman and Daniella sang

‘Ripetide’ by Vance Joy. The evening was opened by a warming speech by one of the Heads of School,

Rita Berndt and a fun and energetic performance by the year 11 dhol drummers: Prabhleen Ghattoray,

Harpal Gill, Mehir Singh and Hunerdeep Sidhu.

A quick change after the formalities at school and everyone made their way to The Riverside. The prom

was again another fantastic success with many students looking even more glamorous as they

hit the dance floor and stayed there until carriages at midnight. A fantastic

way to celebrate the right of passage from year 11 to year 12

and finishing GCSE examinations.

Thanks must go to all the year 11 tutors,

to subject staff and the parents for their

wonderful support and encouragement to get

the year 11 to this point in their education.

They couldn’t have done it without you.

Kevin Biggs

(Assistant Headteacher – Head of Year 11)

68


Year 12

Rewards Day - Monopoly Challenge 2018

Year 12 Rewards Day – Monopoly Challenge on Friday 6th

July 2018, Forty year 12 students won the award for best

average attitude to learning (ATL), achievement, best attendance and

outstanding behaviour. The cohort was split into groups of ten and

the challenge was to visit as many of the sites on the personalised

monopoly board as possible,

photographing themselves at each

location. The team that visited the

most locations would be the winner.

The winning team on the day included

Amandeep Ballay, Keanu Grewal,

Tavleen Bumrah, Navneet Brar, Rhea

Rana, Simranjeet Arora, Davinder Gill,

Jay Sihota, Ryan Aujla, Lewis Tirahan.

Well done to all the students who

took part in the challenge. They really

demonstrated a positive team spirit

although the competition was fierce.

Shawn D’Souza (Head of year 12)

69


Year 13

Celebration Evening 2018

The

annual Celebration Evening for year 13 was an event where the sheer determination,

resilience and success of the current year 13 cohort were celebrated by staff and pupils

alike. Along the night, the Student Leadership Team did a brilliant job of making sure the evening

ran as seamlessly as possible, despite some very high heels and sunglasses indoors. The concert hall

was brimming with families and friends and as such, it was a truly special moment to see every face

carrying an expression of admiration and pride. This was especially evident from the faces of the year

13 pastoral team made up of Mr. Cripps, Ms. Birdi and Ms. Ledlie, who were only too happy to offer

pearls of wisdom to the pupils about to embark on the next phase of life, along with Mr. Ind and Ms.

Berndt, Heads of School.

The evening began with performances from the year 13 band, aptly named “Not a Band” and their

outstanding performances were followed by heartfelt speeches from Head Boy – Aadil Awan and Head

Girl – Jessica Atouguia, who both took us back to the days of Duke of Edinburgh and the Monopoly

Challenge. The Student Leadership Team also offered their sincere thanks to the year 13 tutor team who

beamed brightly for their tutor group photographs with their bouquets of flowers offered by the pupils

as a gesture of thanks and appreciation.

Mr. Ind and Ms. Berndt also addressed the cohort to congratulate the pupils on their successes and their

achievements where Mr. Ind took the opportunity to remind the Class of 2018 that they will also have a

family at Cranford Community College. Mr. Cripps recapped the importance of mental well-being and

staying calm during the stresses of life, followed by Ms. Ledlie who took the cohort back down memory

lane with stories of them being in year 11. Ms. Birdi finished by motivating the pupils to model the

stunning standards of the staff at Cranford Community College by working hard and never giving up

whilst also keeping to tradition by telling some bad jokes.

70


During the presentation of certificates, the

tutors addressed each pupil whilst a superb

list of the future aspirations of the cohort

appeared as the backdrop. It was a pleasure for

all attendees to see a range of high aspirations

– from doctors, lawyers and midwives to

architects and business developers, the

cohort impressed everyone with their level

of determination.

The evening ended with nibbles and drinks in

the Memorial Garden and it was clear to see

the atmosphere of calm and content amongst

the students as they grouped together

for photographs and to recall memories that they have all made during their time here.

Mr. Myers took on the role of photographer and as the cohort gathered for one final

group photograph, there were tears of both joy and sorrow – embarking on a new journey

in life is often bittersweet but we have no doubt that the Class of 2018 will thrive in the

community and the greater world.

We all wish the Class of 2018 much happiness, well-earned success and personal strength to

carry them through the adventures of life and will be delighted to see them join the Cranford

Alumni in the near future.

Jasmeet Birdi (Head of Year 13)

Celebration Evening Speech

our time has been short and sweet but memorable.

Year 13, You have taught me resilience but also patience.

You have made me laugh on our best days and our worst days.

But that’s exactly what life is about, it becomes about celebrating the best

days and learning from the worst days and so, you must always remember

that everyday becomes the mind-set that you meet it with. So, let go of the

negative and always embrace the positive.

Learn from the staff at Cranford who have helped you along your journey,

take their ethos of sheer determination and stunningly high standards

and be the best versions of yourselves.

Find hope in your hard work and take courage in your upcoming

examination period knowing that the universe rewards those who deserve

success by recognising individuals that put in hard work

and never give up. So do just that, work hard and don’t

ever give up.

From my heart, I wish you happiness and good times

and always remember, like I tell you every week in every

assembly – I believe in you.

71


Sixth Form Leaders

Geetanjali Kumar (Head Girl)

My six years at Cranford have enabled me to make exceptional

progress; I am truly grateful for the opportunities that the school has

provided me with. By working closely with students and staff, I aim

to strengthen and maintain an optimistic working environment where

students can strive for and achieve their full potential. I am privileged

to be taking on the role of Head Girl which will require a great deal

of dedication and hard work that will inspire and create opportunities

for both current and future students.

Sameer Verma (Deputy Head Boy)

As Deputy Head Boy I aim to give back to a school that has provided me with so

many opportunities over the years. I hope to help other students achieve the best they

can and be a positive role model for others. Taking on this role will help widen and

improve my skill set, making me a better equipped person for the future. Overall,

as Deputy Head Boy I will be giving support where needed around the school.

Najma Aden Mohammed (Deputy Head Girl)

The opportunity of becoming Deputy Head Girl is something I am very excited

about and I am looking forward to passionately dedicating my time to. I have

been given tremendous support by teachers and peers and hope that my skills

as a member of the leadership team can influence the years below me. I hope

that the skills I develop in this role allow me to make positive impact to our

school in the future, and to make sure that the school remains a building block

to help students to prosper further in all aspects of life.

Abdirasak Hersi (Deputy Head Boy)

The position of Deputy Head Boy will provide me with the platform that I require

to voice the opinions of the students that attend Cranford Community College.

I am incredibly excited by this opportunity which will enable me to make a

difference within the school. Furthermore, I believe I have the right qualities

and characteristics to represent the diverse student body here at Cranford.

72


hip Team 2018-2019

Davinder Gill (Head Boy)

I consider it a great honour to have been successful in the Head Boy

selection process. I know Cranford to be a friendly environment where

students have a wealth of opportunities. In my time at the school

I have participated in the Duke of Edinburgh award scheme, have

gone on multiple trips such as a visit last year to Tianjin College of

Commerce in China. I hope to be a positive role model for the school

who is approachable and able to offer advice and guidance to the

younger students.

Harpreet Kaur (Deputy Head Girl)

Having studied in this school since year 7, I can unarguably say that throughout

the years this school has provided me with skills and knowledge I require as

Deputy Head Girl. Therefore, with this role I hope to create an inspiring and

motivating environment for every student in this school from year 7 to 13. I am

prepared to take on challenges and willing to put my responsibility and passion

into helping the school and pushing all students to the best of their abilities.

Haashim Nisar (Deputy Head Boy)

As Deputy Head Boy I hope to not only be a role model to the younger students,

but use my knowledge on university personal statements and applications to

advise younger sixth form students on career choices and opportunities. I also

want to encourage a greater student voice here at Cranford and work to the best

of my ability to represent the student body.

Navneet Brar (Deputy Head Girl)

Becoming Deputy Head Girl of Cranford Community College has been an

amazing opportunity for me, which I have always wished for. Having been

at Cranford since year 7, I have been fortunate enough to have been provided

with incredible opportunities, allowing me to prosper as an individual and

enabling me to develop upon my interpersonal skills. As Deputy Head Girl, I

will definitely endeavour to use these skills and key qualities that I have learnt,

in order to showcase a positive change and continue to present this school in a

positive light.

73


English National Opera Millinery Experience

On

Thursday 14th June 2018, 30 year 8 students had an exciting experience at

the studios of English National Opera. They had an introduction and a tour

of the studios and were able to meet the milliner. The experience was amazing and

the students were able to get feedback on their individual hat designs which really

helped them to visualise how they could approach their own work. Students also had

a tour of the costume department and were able to see how costumes were made from

concept to garment. It was a great opportunity

for students to gain a valuable insight into

professional practice.

Pirmjeet Hunt (Creative Arts – Art)

“The London Studio experience at the

ENO was full of different creators and

artists and they were very talented; they

made a lot of different costumes and hats.

What I also loved is how we were able to

get involved, the lady first showed us how

to do it and let us make a plan for a hat”.

Fadumo Mohamed (year 8)

“Going on the trip made me realise that a

lot of work goes into art and designing. It

was very interesting and I really enjoyed

finding out the little things about designing

hats and clothes. They showed us around

and taught us how props and clothes were

made. We really enjoyed the experience

and would love to go on more trips like this

and learn new things”.

Huda Sharif, Urina Paudyal, Deborah

Adebowale (year 8)

End of Year Assembly 2018

Our

annual end of year assembly on Friday 20th July 2018 was a fitting celebration of a very busy

and exciting year. Music was provided by Band name Odyssey - Kavlin Arora year 9, and

Adewole Agboola and Emanuelle Adebowale year 9 who performed two original raps which certainly got

the audience involved. In addition, the Step in to Dance group performed their street dance piece.

Achievement awards were presented as were sports day cups by Rita Berndt, Head of School. The newly

appointed Head Girl Geetanjali Kumar and Head Boy Davinder Gill introduced themselves to the school

community and shared some of their hopes for the year ahead. They also presented a

number of sixth form medals.

Although this was a time of celebration it was also a time for goodbyes to various staff.

Kevin Biggs (Assistant Headteacher)

74

Cranford Review” is a regular printed publication either available to download in digital format at www.cranford.hounslow.sch.uk/newsletters-publications

Editor-in-chief: Jessica Joyce | Graphic design: Enzo Gianvittorio | Printed by: Cleverbox.co.uk | Copyright © Cranford Community College - 2018

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