Cranford Review 2018

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 It is a wonderful read and a useful historical document which, with its termly sister publications and occasional special editions, also serves to describe the values of the academy and support the aspirations of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

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It is a wonderful read and a useful historical document which, with its termly sister publications and occasional special editions, also serves to describe the values of the academy and support the aspirations of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


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This<br />

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

recipient of both the World Class<br />

Schools Quality Mark re-accreditation as well as<br />

the International School Award <strong>2018</strong>-2021. Our<br />

examination results remain strong despite the new<br />

tougher grading system and new specifications<br />

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

significantly above average as does their progress<br />

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

<strong>Cranford</strong> received the prestigious SSAT Award for<br />

exceptional student progress. We are delighted that<br />

so many of our Sixth form students have scored<br />

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

at the most prestigious Russell Group universities<br />

in the UK including Oxford University, Imperial<br />

College and King’s College London, Warwick<br />

University and Exeter University to name but a<br />

few.<br />

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

our students continue to benefit from astonishing<br />

opportunities such as the masterclass with Lord<br />

Neuberger, former President of the Supreme Court.<br />

<strong>Cranford</strong> was the first UK school to welcome the<br />

newly appointed US Ambassador Robert Wood<br />

Johnson who gave a talk to students about his life<br />

journey and took part in a lively debate, prompting<br />

him to say that he “really enjoyed meeting all of<br />

the impressive students” and offering to become a<br />

mentor. Students at <strong>Cranford</strong> continue to develop<br />

as leaders within the school and beyond with many<br />

participating in a Seeds of Peace seminar focused<br />

on creating positive change within communities<br />

and large numbers running activities as part of the<br />

Cranbury Festival <strong>2018</strong>.<br />

We remain immensely proud of our international<br />

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

across the Globe including China, Australia, New<br />

Editorial 2017 / <strong>2018</strong><br />

Zealand, Thailand, Korea, Japan, Sweden, and<br />

the United States. These are unique opportunities<br />

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

experience gained from these experiences is of<br />

immense value.<br />

Our partnership with Berkeley continues to<br />

flourish. The school converted to academy status<br />

this year and set up Advantage Multi Academy<br />

Trust. We are very pleased that our other partner<br />

Berkeley Pre-School was graded outstanding<br />

following an Ofsted inspection in November 2017.<br />

This means that children in the local community<br />

receive outstanding education from the age of 2<br />

to 19. As a Lead School for Teacher Training we<br />

are delighted that Teaching London, our Teacher<br />

Training provider, was also graded outstanding by<br />

Ofsted this year.<br />

Despite changes to how examination subjects are<br />

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

<strong>Cranford</strong> remain incredibly strong as you will see<br />

through the many stunning art, drama and music<br />

activities taking place in the school including our<br />

partnerships with ArtUK and the English National<br />

Opera. Whilst we promote academic excellence at<br />

every opportunity we also have a deep commitment<br />

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

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

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

awards where we recognise excellent contributions<br />

to the school community and beyond.<br />

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

range of opportunities available to students at<br />

<strong>Cranford</strong> which makes it such a special place. I<br />

hope you enjoy reading it.<br />

Kevin Prunty<br />

(Executive Headteacher, National Leader of Education)

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


<strong>Cranford</strong> Community College is one of only a few schools in the country to receive the SSAT<br />

Educational Outcomes Award 2017 for Exceptional Student Progress. Pritesh Mistry from the<br />

School, Students and Teachers Network presented Executive Headteacher Kevin Prunty with<br />

the plaque personally. He congratulated the school on its achievements and spoke of the myriad ways<br />

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

leading many initiatives on several fronts such as international partnerships, community transformation,<br />

curriculum innovation and inclusion.<br />

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

with 34 countries and brings together leading educationalists, thinkers, researchers and practitioners<br />

from all over the world.<br />

Veronique Gerber (Associate Headteacher)<br />


World Class School<br />

again and now<br />

recognised<br />

internationally<br />

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

has been re-accredited with the<br />

prestigious World Class School<br />

Quality Mark until 2021. This is the second occasion on which <strong>Cranford</strong> has been accredited with<br />

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

reciprocal visits with another London school and the students involved found the whole process very<br />

rewarding and revealing about how good each other’s schools are. However, <strong>Cranford</strong> Community<br />

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

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

the ideal opportunity to work towards the international accreditation of the World Class School<br />

Quality Mark. On Monday 9th July <strong>2018</strong>, <strong>Cranford</strong> Community College and Ocheon Senior High<br />

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

group of students and staff from Ocheon Senior High School arrived in <strong>Cranford</strong> on 10th July <strong>2018</strong>.<br />

Mr Prunty, Executive Headteacher, <strong>Cranford</strong> Community College presented the award on behalf of<br />

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

We are all very proud of our students both at <strong>Cranford</strong> Community College and Ocheon Senior High<br />

School.<br />

Our partner school for re-accreditation said:<br />

“The students from <strong>Cranford</strong> Community College were exemplary in their conduct during<br />

their visit. They were gracious and courteous at all times whilst extracting evidence from<br />

our school... Thank you”.<br />


International School Award Re-Accreditation<br />

We are delighted to<br />

announce we have received<br />

re-accreditation of the<br />

International Schools Award<br />

for <strong>2018</strong> - 2021.<br />

The<br />

assessor said about <strong>Cranford</strong><br />

Community College: the<br />

international dimension is clearly an integral<br />

part of your curriculum and whole-school<br />

ethos, promoting citizenship and celebrating<br />

cultural diversity across the school and<br />

wider community. You have active links<br />

with an impressive number of schools in a<br />

wide range of other countries and continents,<br />

which provide rich learning opportunities<br />

for your students and staff. Of your fifteen<br />

submitted international activities, seven fulfil the International School Award programme criteria, in that<br />

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

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

also involve active and reciprocal collaboration with international partner schools. Two of the seven<br />

activities also involve the required element of foreign language learning which includes an element of<br />

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

in providing many different international opportunities for students and staff, as you indicate in your<br />

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

reinforced by your International World Class School Quality Mark award. Your international work<br />

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

provided an excellent opportunity for ambassadorial work in promoting and supporting international<br />

links and opportunities in other local schools, as well as showcasing your own activities and learning<br />

outcomes. Your Impact Evaluation is detailed and insightful. You recognise the benefits of international<br />

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

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

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

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

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

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

local community members. Congratulations! The international dimension is prominent and dynamic at<br />

<strong>Cranford</strong> Community College. We wish you success and enjoyment with your ongoing international work.<br />

Philip Dobison (Consultant - Internationalism)<br />


Over<br />

the past year students from <strong>Cranford</strong> Community<br />

College have taken part in eight video conferences<br />

as part of the Generation Global programme. We have had<br />

dialogue with schools from USA, Israel, Egypt, Italy, Colombia<br />

and Indonesia.<br />

Perhaps the highlight was a video conference where we had a<br />

guest speaker, Dave Fortier who was a survivor of the Boston<br />

Marathon bombing. Dave told his story and what he had been<br />

doing since the bombing. Dave is a co-founder of an organisation<br />

called One World Strong which aims to support victims (or as<br />

Dave calls them survivors) of terrorist attacks across the world.<br />

He has worked with groups in many countries including France,<br />

UK and Somalia. He was truly inspirational and the students<br />

gained a lot from his words and charismatic personality.<br />

“I was honoured to be part of the video conference regarding hate<br />

speech. The contribution Dave Fortier made in this video conference<br />

was absolutely amazing; it made this conference the best one I have<br />

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

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

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

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

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

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

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

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<br />

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

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

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

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

on how victims are rehabilitated”.<br />

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

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

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

with <strong>Cranford</strong> working with Dave to get schools and community organisations in the UK and across the<br />

world to engage in this project. More about this in the near future.<br />

Alan Fraser (Assistant Headteacher - Director of Community Development)<br />

4<br />

For<br />

three years<br />

<strong>Cranford</strong><br />

Community College<br />

has used the Extreme<br />

Dialogue programme<br />

with its students<br />

to develop critical<br />

thinking skills and to<br />

build resilience within<br />

students. The programme is delivered by both<br />

teachers and students.<br />

The peer-to-peer model of delivery has been<br />

pioneered by <strong>Cranford</strong> and created a lot of interest<br />

in the European Union when presented at a meeting<br />

in Madrid. In May <strong>2018</strong> a new cohort of eight<br />

year 12 students was trained to deliver Extreme<br />

Dialogue to their fellow students something they<br />

will be doing from September <strong>2018</strong> onwards.<br />

In another pioneering move the plan is that those<br />

trained students will then go to other Hounslow<br />

schools and deliver the programme.<br />

If you would like to find out more about<br />

Extreme Dialogue please visit the ED website<br />

extremedialogue.org. You will find on the website<br />

information about the programme and interviews<br />

with our students and staff.<br />

Alan Fraser (Assistant Headteacher – Director of<br />

Community Development)

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

London<br />

and<br />

Princess Chulabhorn College,<br />

Thailand<br />

In May <strong>2018</strong>, Kevin Prunty, the Executive Headteacher of<br />

<strong>Cranford</strong> Community College and Philip Dobison visited<br />

Princess Chulabhorn’s College, Pathumthani (PCCP),<br />

Thailand with the aim of securing our relationship and<br />

expanding it further. PCCP is part of a chain of 12 schools<br />

focussing on science and technology, founded by Princess<br />

Chulabhorn in 1993. It is a mixed boarding school for<br />

students aged 12 to 18. Both schools are really excited by<br />

the opportunities this partnership offers and we are seeking<br />

to develop exchanges of staff and students in the future.<br />

<strong>Cranford</strong> is looking to welcome a group of staff and students<br />

from PCCP this coming autumn. Watch this space.<br />

Philip Dobison (Consultant - Internationalism)<br />


This<br />

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

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

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

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

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

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

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

just having fun – having left their troubles at school.<br />

Whilst at the farm students have no access to mobile phones or any other electrical<br />

device – this information can often cause problems whilst convincing the students<br />

to agree to go on the trip however once there they genuinely do not even think<br />

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

say that they will be unable to get to sleep at the farm because they always go<br />

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

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

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

them to continue sleep without being attached to their electrical devices.<br />

They are also given hearty freshly produced food with no sugar and very few<br />

additives. The students love seeing how food is produced and grown, picking<br />

fruit and vegetables from the farm garden and then preparing and cooking<br />

for everyone. It is really interesting watching fussy eaters who say they only<br />

eat burgers and chips at home tuck into food that they would never usually eat<br />

and then going up for seconds because they like it so much.<br />

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

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

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

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

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

determination to be the best they can be.<br />

Jamie’s Farm’s moto is cultivating change and it really does do that.<br />

Vanessa Tutt (Jamie’s Farm Trip Leader)<br />

The Jamie’s farm Experience<br />

Cultivating Change<br />


I just wanted to say...<br />

Thank<br />

you so much for all your<br />

hard work in organising the<br />

Jamie’s farm trip and for inviting me along. It was<br />

a thoroughly inspirational experience and it was<br />

as challenging as it was enjoyable.<br />

I found that the trip heightened already positive<br />

relationships with students, and turned what were<br />

once difficult relationships into positive and<br />

fruitful ones, within about an hour of being on the<br />

farm. It gave students with difficult backgrounds,<br />

low self-esteem, depression and language barriers<br />

among other things, the chance to experience a<br />

totally and utterly different reality to their daily<br />

lives. By the end of the week every student on the<br />

trip had flourished in their rural environment and<br />

overcome their own personal challenges.<br />

I was really impressed by how they made their<br />

beds every morning, cooked as a team and fed and<br />

cared for animals before even having breakfast.<br />

They got on with hard farm labour with smiles<br />

on their faces, and any reluctance was combatted<br />

immediately by someone else’s enthusiasm. They<br />

also sat around a table and had three meals of<br />

sugarless food together every day, which to many<br />

is a completely alien concept. This became routine<br />

and I noticed almost immediately the constructive<br />

impact this had on the<br />

children through the way<br />

they interacted with me,<br />

Jamie’s Farm staff and<br />

each other. This was<br />

remarkable to witness<br />

because in school, at home<br />

and in an urban setting,<br />

so many of these students<br />

are often easily caught up<br />

in negative lifestyles and<br />

habits often through no<br />

fault of their own.<br />

Their mobile phones were taken away from them<br />

and I don’t think I heard them mentioned until<br />

they were given back a week later. This resulted in<br />

improving interpersonal skills and it was lovely to<br />

see them telling riddles, jokes, listening to stories,<br />

playing chess and connect4, and enjoying each<br />

other’s company in an increasingly dehumanising<br />

society. Long country walks through rough terrain<br />

in the evenings were highlights of their days,<br />

whereas in their home lives lots of teenagers<br />

are used to staring at screens or have to fend for<br />

themselves, so hearing them give and receive<br />

heartfelt shouts out was often very emotional.<br />

Having seen this transformation in students first<br />

hand has had a huge impact on my outlook as<br />

a teacher. It has confirmed to me that students’<br />

negative behaviour does not define them and that<br />

they are products of their environments and there<br />

is always more we can do to reach out to them and<br />

engage with them. This trip has further informed<br />

me on how I will plan and deliver lessons and how<br />

I approach students who are displaying concerning<br />

behaviour.<br />

Since returning to school and seeing the students<br />

who were on this trip I<br />

am optimistic that the<br />

impact the farm had<br />

on them will last. I<br />

have already seen<br />

vast improvements<br />

in certain students’<br />

composure in and<br />

around school and<br />

would love to be<br />

involved in any follow-up strategies that you<br />

may implement.<br />

Thanks again for a once in a lifetime experience”.<br />

Matthew Nation-Tellery (Head of Year 7)<br />


Duke of Edinburgh Award<br />

Expedition July <strong>2018</strong><br />

Another<br />

year and another Duke of Edinburgh<br />

Award Expedition ventured out<br />

in July <strong>2018</strong> with more students than ever: 60 silver award<br />

students from year 10 and 22 bronze award students from year<br />

9. We braved the wilds (and heat) of the South Downs over two<br />

consecutive weekends. Students performed amazingly on their<br />

assessed expedition successfully navigating each day into camp<br />

and preparing a cooked meal on their stoves, they continued to<br />

show off their exceptional camp craft skills and were a credit<br />

to <strong>Cranford</strong> Community College as several other campers on<br />

the site commented on how well behaved they were.<br />

Spirits were high as was the temperature which set<br />

its own challenge both on the practice and assessed<br />

expedition. Students took on board feedback from the<br />

practice expedition and showed a massive improvement on<br />

the assessed weekend in their navigation skills and resilience,<br />

taking on the challenge of finding their way and rerouting<br />

themselves when losing their way.<br />

The staff supporting the expedition did exceptionally well at<br />

motivating and challenging students to achieve a successful<br />

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

of the time, commitment and energy they have put into support students beyond the<br />

conventional curriculum. A massive thank you from all the students on expedition<br />

and me to Mr Venancio Ferreira, Ms Lodge, Mr Sohi, Ms Shaikh, Mr Barrett, Mr<br />

Southern-Myers, Mr Guyett, Mr Bussue, Ms Ridgeon, Ms Ledlie and to Ms Prunty, Ms Brown and<br />

Ms Gladysz for supporting the logistical and administration side of the expedition.<br />

Kevin Biggs (Assistant Headteacher – Duke of Edinburgh Lead)<br />


On<br />

Wednesday 4th July <strong>2018</strong> we were delighted to host two opera workshops by the English<br />

National Opera (ENO) and welcome into the school Hannah Conway, composer, Karen<br />

Gillingham, director, Abigail Kelly, soprano, Katherine Wilde, ENO Baylis Producer and Leanne Sedin,<br />

a workshop leader.<br />

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

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

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

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

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

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

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

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

the beauty of her voice.<br />

This workshop is just the first of many new opportunities open to <strong>Cranford</strong> students over the forthcoming<br />

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

<strong>Cranford</strong>, summer 2019. A very exciting year ahead.<br />

Jess Joyce (Consultant – Creative Arts)<br />

Opera Workshop: An inspiring experience<br />

Hi Jess,<br />

Thank you so much for your support today, we were<br />

made to feel so welcome and were blown away by<br />

the young people we worked with. Both groups were<br />

incredibly creative and brave, and a complete delight<br />

to work with. We would love to have all of them take<br />

part in our youth projects.<br />

If you have facility to email the groups, they can visit<br />

www.eno.org/youthmailinglist in order to register their<br />

contact details so that we can let them know about<br />

upcoming opportunities to get involved.<br />

Thank you once again for having us, you are clearly<br />

achieving amazing things at the school. I shall look<br />

forward to seeing you for Opera Squad next year, if<br />

not before.<br />

All best wishes,<br />

Katherine Wilde (ENO Baylis Producer)<br />

On Wednesday the 4th July <strong>2018</strong> I was able to take<br />

part in an amazing workshop from the people of the<br />

ENO opera foundation. It was an amazing experience<br />

and although normally I would have never signed up<br />

for it myself but after taking part and knowing the true<br />

meaning of opera it was really fun and I will definitely<br />

want to carry on doing something like that for the<br />

future. I learnt a lot more things such as gaining<br />

confidence to have with new people and that opera<br />

is like a story that someone is telling you and is so<br />

peaceful to hear. I am very grateful to have been part<br />

of the workshop and hopefully I am able to go forward<br />

with something like that.<br />

Layba Nisar (year 9)<br />


On<br />

US Ambassador Visits <strong>Cranford</strong><br />

17th May <strong>2018</strong> <strong>Cranford</strong> Community College welcomed the US<br />

Ambassador Robert Wood Johnson. This was the Ambassador’s<br />

first visit and talk to a UK school since presenting his credentials to the Queen<br />

last year. The US Embassy chose <strong>Cranford</strong> to host the first visit because of<br />

the strength of our relationship with the US Embassy and the American people<br />

and they knew that <strong>Cranford</strong> would ensure a high quality visit.<br />

The Ambassador’s views and ideas prompted a lively discussion in the room.<br />

It is important for students to experience views different from theirs and also<br />

have the opportunity to challenge those views in a constructive manner.<br />

The Ambassador gave a talk to fifty year 10 and year 12 students on his life<br />

journey with the emphasis on his role as owner of the New York Jets American<br />

Football team. He used the record-breaking Superbowl comeback of the New<br />

England Patriots as an inspiring story of overcoming adversity. He then<br />

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

analogy of bumps in the road. His advice to the students was that you should<br />

not focus on the bumps in the road but on the destination. He thought that<br />

while American and British people have much in common a difference was<br />

that British people tend to focus on the bumps in the road whereas Americans<br />

focus on the destination.<br />

Following the talk, the Ambassador then took questions from the students.<br />

Topics discussed included the environment and locating the US Embassy in<br />

Jerusalem. For the last question one of our students stood up shook his hand<br />

and told the Ambassador how much he admired the work he had done both as<br />

a businessman and for the charities he supports. He then asked the Ambassador<br />

whether he would mentor him. To the delight of the audience the Ambassador<br />

said yes.<br />

The Ambassador then spent the next 15 minutes engaged in informal discussion<br />

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

the Embassy staff had to remind him three times that it was time to go.<br />

For the last part of the visit the Ambassador went to the <strong>Cranford</strong> SuperDome.<br />

He was amazed that a school would have such a fantastic facility and thought<br />

our students and wider community were very lucky to have access to such a<br />

great facility.<br />

All round a very successful visit perhaps best summed up by one of our<br />

students, “Regardless of whether or not we had polar views on certain topics,<br />

it was still very interesting to hear what Mr Johnson had to say”.<br />

10<br />

Alan Fraser (Assistant Headteacher – Director of Community Development)

Dear Colleagues<br />

A big thank you to everyone for helping<br />

to make the visit of the US Ambassador to<br />

the UK Ambassador Johnson a resounding<br />

success this morning.<br />

The US Embassy chose <strong>Cranford</strong> as the<br />

venue for the Ambassador’s first visit to a<br />

UK school because they knew they could<br />

rely on us to do a great job.<br />

The Ambassador gave an interesting<br />

talk to a group of 50 students from<br />

years 10 and 12 followed by a Q&A<br />

session. Our students asked probing<br />

questions on topics ranging from global<br />

warming to the opening of the US<br />

Embassy in Jerusalem. At the end of the<br />

Q&A session one of our students asked<br />

if the Ambassador would be a mentor to<br />

him and he readily agreed. If you don’t ask<br />

you don’t get. The Ambassador then spent<br />

a further 15 minutes talking individually to<br />

students and was clearly enjoying himself<br />

so much that his visit overran. His parting<br />

comment was ‘Great day here. Really<br />

enjoyed meeting all of your impressive<br />

students’.<br />

The site looked stunning, our students<br />

were stunning and the fantastic support<br />

of staff made the visit seamless.<br />

I have no doubt that this visit will lead<br />

to further opportunities for both staff and<br />

students.<br />

Kevin Prunty - Executive Headteacher<br />


Browns Book Bus visits <strong>Cranford</strong><br />

“I just wanted to say a massive thank you for hosting<br />

the book bus on its first ever outing in London.<br />

From start to finish, the whole afternoon was a huge<br />

success. It was great to see so many members of<br />

teaching staff on board and engaging with their<br />

textbooks, non-fiction and fiction. In my opinion,<br />

this is exactly why we designed the bus, and I<br />

couldn’t have been happier with how the day went<br />

– our driver actually commented that this was the<br />

largest turnout of teaching staff he’d seen so far.<br />

It was also great to see how much you enjoyed the<br />

day, a point proven by how much your baskets came<br />

to. Until next year”.<br />

James Baker (Browns Books for the Students –<br />

Area Sales Manager)<br />

<strong>Cranford</strong> Community College was the first<br />

school to host the Browns Books for Students<br />

(BBFS) Book Bus on its inaugural visit to London.<br />

Browns Books for Students is a book supplier<br />

based in Hull; the school has been using them to<br />

supply books for over ten years. They recently<br />

created a purpose-built Book Bus which stocks<br />

4000+ exciting and key books. The Book Bus is<br />

so big it has a meeting room and kitchen too.<br />

As a school, we heavily invest in resources<br />

to support the students’ needs. I am lucky the<br />

budget allows me to stock text books; they are<br />

very expensive but are so valuable to support<br />

students’ studies. I had arranged for all Heads of<br />

Departments to come on-board and explore. They<br />

were asked to have a look at their subject areas<br />

and make recommendations to me for the Library.<br />

I spent 3 hours in the bus looking at the new<br />

books that were available. Normally books are<br />

selected through ‘BBFS’ website but it is much<br />

easier and fascinating to look at the wide variety<br />

of books available when they are at hand. The<br />

Book Bus had a wide selection of books; there<br />

were books about Lego, manga books, fiction<br />

books, textbooks, dictionaries and so much more.<br />

It gave me a good opportunity to look at the books<br />

we didn’t have and buy them for the Library and<br />

Supervised Study Centres.<br />

It was a very valuable and beneficial experience.<br />

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


ArtUK Your<br />

Sculpture project<br />

at Dorich House<br />

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

approached by ArtUK to take part in a<br />

Heritage Lottery funded scheme called<br />

Your Sculpture. The project will make a number<br />

of films about sculpture as seen through the eyes<br />

of young people. These films will be made with<br />

and for young people and will also have teachers’<br />

resources linked to the National Curriculum. The<br />

audience is able to view these films via ArtUK<br />

and the Culture Street websites, as well as through<br />

associated YouTube channels. The filming is<br />

taking place at 25 locations across the UK and<br />

<strong>Cranford</strong> was asked to represent the London area.<br />

The filming with six year 8 <strong>Cranford</strong> students took<br />

place on Tuesday 12th June <strong>2018</strong> at Dorich House.<br />

Dorich House is the former studio home of the<br />

Russian sculptor Dora Gordine and her husband<br />

the Hon. Richard Hare, a scholar of Russian art<br />

and literature. Now Grade II listed, the building<br />

was completed in 1936, to Gordine’s design, and is<br />

an exceptional example of a modern studio house<br />

created by and for a female artist. In the spirit of<br />

Gordine’s exemplary life and career, the Museum<br />

operates as an international centre to promote<br />

and support women creative practitioners. The<br />

Museum holds the world’s largest collection of<br />

Gordine’s work, which spans her artistic career.<br />

Our students thoroughly enjoyed the experience<br />

and were outstanding in the way they worked with<br />

the camera crew to create the finished film. They<br />

were intrigued and surprised by the dedication and<br />

time given to create the sculptures.<br />

Here is a link to the ArtUK website:<br />

www.artuk.org<br />

Alan Fraser (Assistant Headteacher – Director of<br />

Community Development)<br />


Osmington Bay Trip <strong>2018</strong><br />

As<br />

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

a continuous supply of effort was essential from all students as a result of the intense workload<br />

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

Watching our year 12 students complete the maps around the world challenge and compete against some<br />

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

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

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

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

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

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

provided with insightful information regarding the rock type, forms of management which were occurring<br />

and how the area was affected by erosional processes. Once all information was gathered,<br />

we conducted various types of field work including beach<br />

profiles, measuring longshore drift and wave counts,<br />

which resulted in Mr Lee taking an<br />

unintentional plunge into the sea<br />

for wave height measurement.<br />

We spent the afternoon in<br />

Lulworth Cove completing<br />

similar activities to<br />

Durdle Door. This again<br />

resulted in a welldeserved<br />

ice cream<br />

break. That was<br />

not the end of<br />

the work as we<br />

spent Saturday<br />

night in a two-hour computer room session completing our statistical analysis.<br />

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

day. The scenery on the drive was rewarding before we set off for <strong>Cranford</strong>.<br />

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

but most importantly, hard work.<br />

Gerry Lee (Head of Geography Department)<br />


History Trip to Battle Abbey, site of the Battle of Hastings, 1066<br />

15 students<br />

made the<br />

trip with Mr. Rich<br />

and Mr. Watton to<br />

the Sussex coast in<br />

July <strong>2018</strong> to take in<br />

a number of sites of historical interest to A-level<br />

historians who are studying ‘Anglo-Saxon England<br />

and the Norman Conquest’ in year 12.<br />

Battle Abbey, the remains of which are still more<br />

than evident at the site, was commissioned and<br />

built by William ‘the Conqueror’ to celebrate his<br />

famous victory over the Anglo-Saxons and King<br />

Harold II in 1066 at the Battle of Hastings. The<br />

Pope ordered King William I to build an abbey to<br />

pay penance for spilling so much blood on that<br />

day in October 1066. It was, and is still, such an<br />

impressive building that it took 24 years to build<br />

and wasn’t finished and consecrated as a religious<br />

site until his son William ‘Rufus’ II was king.<br />

Today it is a Grade I listed historical site operated<br />

by English Heritage.<br />

Markedly improved by successive kings of<br />

England we were immediately impressed by the<br />

formidable early 16th century gatehouse which<br />

leads to the grounds of the early mediaeval remains<br />

of Battle Abbey. We walked the circumference<br />

of the Hastings battlefield itself, enjoying the<br />

figures erected by English Heritage to<br />

celebrate the 950th anniversary of the<br />

Battle of Hastings.<br />

The remains of Battle Abbey were by<br />

far the most impressive part of our<br />

tour and it was incredible to discover,<br />

despite Henry VIII’s dissolution of the<br />

monasteries from 1536 - 1541, how much<br />

of the original 11th century building<br />

remained.<br />

Once we had finished touring the abbey<br />

and battlefield we drove to Pevensey<br />

Bay on the Sussex coast where William<br />

landed with his invasion force from<br />

France in late September 1066.<br />

Did you know? The site of the ‘Battle<br />

of Hastings’ is actually 23 miles from<br />

the town of Hastings in what is now<br />

the town of Battle – so-called after the<br />

enormous clash of armies that fought<br />

there on 14th October, 1066. Having landed<br />

at Pevensey Bay, William led his army inland from<br />

the coast to hunt down the Anglo-Saxon army and<br />

this just happened to be the place where he met<br />

the Anglo-Saxon army which had marched from<br />

London to defend King Harold II’s crown and the<br />

country from invasion.<br />

Tom Rich (Head of History Department)<br />


16<br />

Modern World Languages<br />

The<br />

Modern World Languages<br />

Department has had a busy year<br />

with an educational trip to Germany, a Spanish<br />

cooking project, teaching Portuguese, Urdu and<br />

Romanian to Norwood Green Primary school<br />

children and the Foreign Language Spelling<br />

Bee to name but a few things.<br />

In December 2017, a group of seventeen year 9<br />

and year 10 students explored the city of Cologne,<br />

Germany and its many beautiful Christmas<br />

Markets, where they sampled local food,<br />

practised their German skills and explored<br />

the old city. Everyone had a great time and<br />

brought back lots of chocolate, even more<br />

selfies and wonderful memories.<br />

Over Easter, our year 7 and year 8 students<br />

studying Spanish competed for the best<br />

Spanish Junior Chef accolade – following<br />

a recipe of Bolones De Verde – a savoury<br />

dish made with plantain. Although recipes<br />

weren’t always followed to the letter, the<br />

children made a massive effort and enjoyed some<br />

authentic South American cuisine.<br />

In May <strong>2018</strong>, three very excited year 7 students<br />

won in the Foreign Language Spelling Bee<br />

school competition and went to the regional<br />

London Semi-finals for Spanish and<br />

German. Our three Semi-Finalists<br />

spelled up to 32 words correctly in<br />

one minute – in Spanish and German<br />

respectively, after initially translating<br />

the word from English. An amazing<br />

achievement as they were better than<br />

9637 of their peers. Congratulations<br />

for your outstanding achievement to<br />

Nancy Harkous, Alia Samad and Josiah<br />

Rodrigues.<br />

Alexandra Manole (MWL department)<br />

German Exchange student<br />

In<br />

June <strong>2018</strong>, we were<br />

delighted to welcome<br />

an exchange student from<br />

Hürth, Germany. Kyara<br />

Landgraf, who is 15 years old,<br />

spent five weeks as a year 10<br />

student at <strong>Cranford</strong>, where she<br />

took part in everyday school<br />

life at <strong>Cranford</strong>. She prepared<br />

a presentation about her home<br />

town for her English class,<br />

took part in sports day during<br />

which she won points for her<br />

form 10T (pictured first left,<br />

second row) and learned all<br />

about school in the UK.<br />

Not only did Kyara have the<br />

chance to improve her English<br />

and experience a different<br />

culture, but her presence also<br />

encouraged <strong>Cranford</strong> students<br />

learning German to practise<br />

and improve their German<br />

as well as learn more about<br />

a different culture. The visit<br />

was an all-round success for<br />

everyone.<br />

Kyara returned to Germany at<br />

the end of term with wonderful<br />

memories of great teachers and<br />

the lovely students she has<br />

made friends with, interesting<br />

lessons (school and life<br />

lessons) and an invaluable<br />

experience of other cultures.<br />

Kyara has been very<br />

complimentary about the<br />

quality of teaching and the<br />

welcome she has received from<br />

teachers, staff and students alike<br />

during her time at <strong>Cranford</strong>.<br />

I am very grateful to you for<br />

making this possible for her.<br />

Alexandra Manole<br />

(MWL Department)

European Administrators<br />

Trip to Germany<br />

In<br />

April <strong>2018</strong>, I had the<br />

opportunity to meet<br />

up again with the principals<br />

of European schools to look at<br />

the provision made for refugee<br />

children in German schools. This<br />

was the third visit for our group<br />

which started in the USA in 2016,<br />

and then met in Paris in 2017.<br />

This trip focused on Bavaria, the<br />

southernmost state in Germany. In<br />

2016, Germany took in over 1 million<br />

refugees from Syria, Afghanistan<br />

and other countries in the Middle East and<br />

Africa. A massive challenge for German schools<br />

has been how they adapt their curriculum and<br />

teach German to this large number of newcomer<br />

students.<br />

We visited both primary and secondary schools<br />

and met with teachers and students, many of<br />

whom had recently arrived in Germany. What<br />

was particularly impressive was the dedication<br />

and hard work of the teachers who wanted to<br />

ensure that these new arrivals, many of whom<br />

had experienced traumatic war situations, settled<br />

into the country and school as soon as possible.<br />

We also focused on the provision of vocational<br />

education and visited a very impressive vocational<br />

school where students were learning skills in<br />

order to become bakers, hairdressers, beauty<br />

technicians for example. This is particularly<br />

relevant as <strong>Cranford</strong> has been designated as one<br />

of the first schools to run the new Technical Level<br />

qualifications in 2020.<br />

Our network has been together now for 2 years<br />

and we look forward to hosting the school leaders<br />

at <strong>Cranford</strong> and Berkeley in 2019.<br />

Peter Stumpf (Associate Headteacher)<br />


Antipodean<br />

In<br />

our pursuit of the very best teachers for <strong>Cranford</strong> Community<br />

College, and our interest in learning about education systems<br />

around the world, we found ourselves on a plane to Australia and<br />

New Zealand in the Easter holidays of April <strong>2018</strong>. <strong>Cranford</strong> had previously<br />

recruited excellent teachers from the other side of the world through teaching agencies in England,<br />

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

could recruit exceptional teachers directly from Australia and New Zealand. From our experiences of<br />

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

in English schools. We therefore got in touch with some ex-<strong>Cranford</strong> teachers who are now teaching in<br />

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

Mick Andrews who had recently returned to Australia to teach mathematics and Gareth Munroe from<br />

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

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

surplus of teachers and therefore a strategic approach to recruitment in Australia and New Zealand could<br />

reap rewards for <strong>Cranford</strong>. In addition, we met representatives from universities to discuss recruitment<br />

opportunities through their Careers Hubs and recruitment events. We are confident that these partnerships<br />

with schools and universities in Australia and New Zealand will contribute to the recruitment of high<br />

quality teachers for <strong>Cranford</strong>.<br />

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

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

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

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


Adventures<br />

<strong>2018</strong><br />

school also had an open plan learning environment<br />

in years 5 and 6, where 90 students were taught in a<br />

large space which had break-out rooms, a variety of<br />

different furniture and teachers that supported all the<br />

students with their learning. It was amazing to see the<br />

independent learning that was taking place and the<br />

students could all articulate what they were learning<br />

and why they liked this approach to their learning.<br />

In the secondary school they also have a focus on the<br />

use and application of technology in the classroom<br />

through personal notebook computer programmes.<br />

This provides students with ‘24/7’ learning<br />

opportunities, anywhere in the world. Very interestingly all their world maps show Australia in the centre,<br />

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

includes surf lifesaving and a multitude of sports as well as aviation, architecture, ceramics, costume<br />

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

and experiences through the programmes – just as we do here at <strong>Cranford</strong>.<br />

We look forward to continuing to strengthen our relationships with schools, universities and teachers<br />

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

academic year.<br />

Rita Berndt (Head of School) and Maria Bramhall (Deputy Head of School)<br />


-ENGLISH-<br />

Hamlet<br />

Globe<br />

Theatre<br />

Trip<br />

On<br />

Wednesday 6th June<br />

<strong>2018</strong>, I went with my<br />

English class and my English<br />

teacher Ms Brooks to the Globe<br />

Theatre to watch RSC Hamlet<br />

(<strong>2018</strong>) in production. Previously,<br />

we had watched film productions<br />

of Hamlet in class such as Doran’s<br />

2009 and Robert Icke’s Hamlet<br />

(2017). This production of Hamlet<br />

was directed by Michelle Terry,<br />

who also played the lead role of<br />

Hamlet.<br />

What interested me was the concept of gender<br />

roles being subverted, as the character of Hamlet<br />

is traditionally played by men, however in this<br />

production Hamlet was played by a woman (Michelle<br />

Terry). Other characters had “gender blind” casting:<br />

the character of Ophelia was played by a man<br />

(Shubham Sharaf), Laertes played by a woman<br />

(Bettrys Jones) and the soldiers in the beginning of<br />

the play were played by women. This suggested that<br />

the play’s central theme is based on performance and<br />

how gender can be argued to be a performance. They<br />

also included a diverse range of actors from different<br />

ethnic minorities, which promoted the idea of<br />

cultural inclusion. Another interesting perspective of<br />

the play included sign language as a form of speech,<br />

as the character of Guildenstern was mute and<br />

Rosencrantz translated what Guildenstern was saying<br />

suggesting that their<br />

bodies are one.<br />

I was surprised by<br />

the way Hamlet was<br />

performed as they<br />

had involved the<br />

audience by giving<br />

them flowers or<br />

talking to them as<br />

a part of the play’s performance and the way they<br />

were interacting with them. They also appealed<br />

to a modern audience in terms of the use of the<br />

costume as Hamlet was wearing a black hoodie and<br />

a hat. Another interesting perspective was the use<br />

of excessive makeup, which suggested the ideas of<br />

pretence, artifice and hypocrisy that are seen in the<br />

play.<br />

During the interval, (the play being 3 hours long),<br />

we discussed our views of the production by sharing<br />

interesting points on the performance and comparing<br />

it with the other productions; it was so interesting<br />

that the American tourists behind us got involved<br />

in the lesson too. At the end of 3 hours, the cast<br />

members ended the play with a dance with no<br />

talking; it was choreographed suggesting the concept<br />

of teamwork. The trip was really worthwhile, as I<br />

can now comment on some of the director’s choices<br />

in my essays and can compare productions and it<br />

was really interesting to see the play in its original<br />

staging.<br />

“Does culture influence religion more<br />

than religion influences culture?”<br />

The<br />

Samia Qureshi (year 12)<br />

‘Annual Borough Sixth Form RE Conference’<br />

was hosted by <strong>Cranford</strong> Community College for<br />

the 4th consecutive year. Students from Hounslow Borough<br />

sixth forms were able to discuss, debate and reflect on the<br />

theme of: “Does culture influence religion more than religion<br />

influences culture?”<br />

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

and Roehampton University. Students visited a variety of different workshops which ranged<br />

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

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

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

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

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

or culture?’ and ‘Has religion been taken over by culture?’<br />

20<br />

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

bigger questions.<br />

Avneet Kang (Head of RE Department)

Swedish visit<br />

During May half term, Ms Green, Head of English and Literacy,<br />

and Ms Gerber, Associate Headteacher, visited Karlbergs<br />

Primary School and Vasa Real Secondary School, two highperforming<br />

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

students and observing lessons. Discussions with Principals Carina Rennermalm and Ulrica Colliander<br />

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

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

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

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

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

examinations”.<br />

The staff and students could not have been more welcoming<br />

and are very keen to learn from the outstanding practice at<br />

<strong>Cranford</strong> Community College and Berkeley Academy.<br />

Ms Veronique Gerber (Associate Headteacher)<br />


On<br />

Wednesday 23rd May <strong>2018</strong>,<br />

ZeroPlus, our partner Theatre<br />

Company presented their production<br />

of “My Grandad & I” in the Concert<br />

Hall for students, staff, parents and<br />

members of the local Community<br />

“My Grandad and I”... is a moving and<br />

touching story told through the eyes of a<br />

eleven year old Sikh boy called Tarsem,<br />

who has a passion to play football,<br />

but gets teased and intimidated for<br />

wearing the patka (children’s turban).<br />

While practising football on his own outside<br />

school, Tarsem befriends Tahila, a burqawearing<br />

Somali girl from his class. She<br />

provokes him to chart the experience of his<br />

Grandad and inspires him to face up his own<br />

‘fight’ against the teasing/bullying.<br />

My Grandad & I ...<br />

“The play was very well acted and followed<br />

by a fascinating Q&A session highlighting<br />

the importance and relevance of showcasing<br />

these issues in today’s world”.<br />

Veronique Gerber (Associate Headteacher)<br />

“I was surprised by the storyline. I didn’t<br />

know these things happened back then”.<br />

Juhi Kumra (year 12)<br />

“Many, many, years ago, when the Sikhs first came to our<br />

country, they had to cut off their hair to get a job...<br />

I didn’t know that!<br />

My Grandad and I... is a TIE play about the experience<br />

of first generation different faith based migrant<br />

communities to the UK, who faced difficult attitudes<br />

from the British public...<br />

The play juxtaposes historical context with modern and<br />

current attitudes to faith based symbolism..<br />

The production is about the experience of<br />

the first generation different faith-based<br />

ethnic migrant communities to the UK, who<br />

faced difficult attitudes from the British<br />

public, despite being brought over by<br />

www.zeroplustheatre.co.uk/my-grandad-i<br />

their government from the commonwealth<br />

23rd May - 4pm<br />

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

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

with their unshorn hair and wearing of turbans,<br />

presented<br />

confronted<br />

in associattion<br />

the most hostile<br />

with<br />

attitudes<br />

Heston West<br />

as they<br />

Big<br />

found<br />

Local<br />

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

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

changed.<br />

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

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

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

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

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

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

Hardial Rai (Creative Director ZeroPlus)<br />


Masterclasses<br />

The<br />

second new initiative of Hounslow’s Promise which <strong>Cranford</strong> is helping to lead together with<br />

Seema Malhotra MP was launched in May <strong>2018</strong> with a Masterclass from Lord Neuberger,<br />

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

and question Lord Neuberger on careers in law and the challenges facing the judicial system.<br />

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

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

speakers and two external events aiming to inspire and increase aspirations within the young people of<br />

Hounslow. The programme is designed to provide young people with opportunities they are unlikely to<br />

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

young people to demonstrate their leadership skills and develop their networking skills.<br />

The second cohort of <strong>Cranford</strong> students being mentored by members<br />

of the local community is also underway with 15 year 12 students<br />

participating and benefitting with regular meetings with their mentors.<br />

Alan Fraser (Assistant Headteacher – Director of Community Development)<br />


Inked Dreams is an anthology of new writing<br />

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

Community College who took part<br />

in creative-writing workshops led<br />

by writer-in-residence Ross Raisin.<br />

First Story believes there is dignity<br />

and power in every person’s story,<br />

and here you’ll find young people<br />

expressing themselves in their<br />

own unique voices. We hope<br />

you enjoy this collection.<br />

Featuring writing by:<br />

Ahoura Bakhtiari<br />

Akashdeep Kundal<br />

Ayisha Mahmood • Chloe Mills<br />

Cristiana Eftenoiu<br />

Huzayma Khamis<br />

Jaineet Gulabzada<br />

Maeve D’Souza • Mahira Butt<br />

Manjot Bains • Namra Ansar<br />

Nurah Mahamud • Sabrina Akter<br />

Sankavi Sivaharan<br />

Sanskriti Doerga Tanaja<br />

Suman Kaur Tonaja • Syed Jaffery<br />

Warda Khalif • Zena Rehman<br />

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

First Story <strong>2018</strong><br />

Launch Event.<br />

Celebrating<br />

10 Years<br />

Changing lives through writing<br />

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

writing can liberate and strengthen<br />

young people’s sense of themselves<br />

as almost nothing else can.'<br />


Author of His Dark Materials<br />

Front cover design by Nizelle Soares<br />

Back cover design by Hamdan Khanzada<br />

Typesetting by Avon DataSet Ltd<br />

This<br />


www.firststory.co.uk £10.00<br />

year, at <strong>Cranford</strong> Community<br />

College, we are celebrating 10<br />

years of First Story. This was the place where<br />

it all started: the creative juices of our students<br />

were finally given a national outlet and were to be<br />

rewarded with publications of their ideas. This is a<br />

tradition that we at <strong>Cranford</strong> Community College<br />

are proud to have continued for a decade and will<br />

endeavour to continue in the future.<br />

The cohort for this year was made up of year 12<br />

and year 10 students – all of whom brought their<br />

own personalities to the sessions and to their<br />

writing. Every year we, as staff, hope that the<br />

anthology produced by the students will be less<br />

macabre and less dark than the previous year…<br />

however, this year was no different. The pieces<br />

produced by these ingenious and creative minds<br />

were still just as gloomy and just as eloquent as<br />

they have been in the past. You can read some<br />

snippets of what they have written here.<br />

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

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

Edited and Introduced by Ross Raisin<br />

Story, we produced a montage video of student<br />

readings from previous anthologies which was<br />

shared with parents, staff and the young writers<br />

at the sophisticated launch event. The talented<br />

young writers had the opportunity to share their<br />

writing with all in the audience and were given<br />

certificates to celebrate and commemorate their<br />

amazing achievement. To complete the event and<br />

to uphold the sentiments of what First Story is and<br />

the talents of our school, we had two performances<br />

in which three year 8 students shared their<br />

originally-written and composed songs. It was<br />

truly mesmerising to witness the talent that the<br />

students of <strong>Cranford</strong> Community College have.<br />

Thank you to all students, staff and parents who<br />

helped to mark this special event. And a special<br />

thank you to Ross Raisin for continuing to be an<br />

inspiration to our young writers.<br />

Sahrish Shaikh (First Story Lead Teacher)<br />

24<br />

The cover design for this year’s anthology was<br />

also created by our artists in this year’s W-factor<br />

sessions. All the young writers gave as a prompt<br />

was the title: ‘Inked Dreams’ and voilà. An amazing<br />

design came into existence. Ross Raisin (the<br />

writer-in-residence at <strong>Cranford</strong>) and myself were<br />

thoroughly impressed and excited by this – it just<br />

goes to show how much talent our students have<br />

and that we should continue to nurture, support<br />

and share their talent with the wider community.<br />

To celebrate this year’s anthology ‘Inked Dreams’<br />

and our long-standing friendship with First<br />

“The evening was a great opportunity to showcase<br />

our hard work over this year. Additionally, it also<br />

gave us a chance to read each other’s work and<br />

knowing the stories behind their words helped us to<br />

realise the true value of writing”.<br />

Ayisha Mahmood 10Z<br />

“First story was a wonderful exciting experience,<br />

a way to express our feelings and emotions through<br />

creativity. Writing my own anthology feels like an<br />

amazing accomplishment and we were all able to<br />

present how we truly feel in our writing”.<br />

Chloe Mills (year 10)

The Perfect Panic Attack<br />

Huzayma Khamis<br />

It is like walking down the stairs and<br />

Missing<br />

The bottom step…<br />

That mini heart-attack feeling.<br />

But it stays with you all day.Every day.<br />

It is as if I am holding my breath underwater;<br />

When I try to resurface<br />

I cannot.<br />

I continue to struggle to breathe.<br />

Once I do resurface though<br />

I finally get some air<br />

But it is still not nearly enough.<br />

When I feel like a bag of bees<br />

I know a panic attack is coming on.<br />

I become restless,<br />

I cannot concentrate<br />

I become itchy.<br />

It is as if I have no skin.<br />

And then comes the shortness of breath.<br />

Sometimes I cry,<br />

Sometimes I appear impassive<br />

But inside I am screaming<br />

And dreading death.<br />

It is like having a heart attack<br />

While trapped in quicksand:<br />

The more you fight<br />

The quicker you sink.<br />

No one can reach in to save you.<br />

Eventually you lay back and surrender yourself<br />

To fate.<br />

And just like heart attacks and quicksand,<br />

You never know when you’ll get ensnared<br />

By either one.<br />

The Broken Bride<br />

Zena Rehman<br />

Smudged eyeliner,<br />

clumped mascara,<br />

Bleeding lipstick<br />

And an abandoned soul;<br />

A broken bride.<br />

I remember the day like it was yesterday:<br />

You picked me up and threw me across the room.<br />

No remorse and no feeling;<br />

I was like a rag doll<br />

To you.<br />

I trusted you,<br />

I gave myself to you,<br />

And on that last day<br />

I turned around one last time,<br />

And told you I loved you.<br />

But today I look back at that memory,<br />

And know that was not love.<br />

It was fear of the unknown.<br />

I walked away with nothing.<br />

I lost myself.<br />

I lost hope in humankind.<br />

I lost faith in love.<br />

But today I stand up high and strong,<br />

Because I fear not the unknown.<br />

I am stronger than I ever was.<br />

I am wiser than I ever was.<br />

And for that I thank you.<br />

My best mistake,<br />

My best teacher.<br />


Never Give Up!<br />

Suman Kaur Tonaja<br />

Never give up:<br />

you will be a<br />

blissful person forever.<br />

Never give up:<br />

you will ace<br />

all your exams.<br />

Never give up:<br />

you won’t have anxiety<br />

when it comes to your<br />

university interview and<br />

your personal statement.<br />

Never give up:<br />

you will get<br />

your acceptance letter to<br />

that dream university.<br />

Never give up:<br />

you are going to the<br />

top university<br />

and will gain a<br />

Bachelor’s degree<br />

along with a<br />

Master’s degree.<br />

Never give up:<br />

you will go into a<br />

top career and<br />

help others get to<br />

the same place.<br />

Never give up:<br />

you are accomplishing<br />

in life and will be<br />

a joyful person forever.<br />

But again,<br />

just remember to<br />

Never Give Up – because<br />

this is how astonishing<br />

you have been and will be.<br />

(You have seen the marvellous results already).<br />

Never Give Up!<br />

Before I Go to Sleep<br />

Sankavi Sivaharan<br />

I fell asleep for a thousand years. There was water from my eyes from emotional<br />

nightmares, as the trail of my dress flowed like the circulation of blood in my<br />

wrist. I remember that I always hoped for that one perfect day, when I would<br />

wake up to the iridescent, golden flakes of the sun sitting on my face, and the<br />

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

grass that hasn’t been touched for weeks.<br />

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

in this recurring nightmare.<br />

I wish I could see the world and the precious creatures within it, though here I<br />

have been doomed with an eternal curse. The cause for the curse: jealousy. But<br />

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

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

this curse even if it is for an eternity.<br />

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

stairs of the tower and again I feel hopeless and heartbroken as no one wants to<br />

save me. Am I that dangerous to approach? Am I that horrible? What is wrong<br />

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

reflection of the bright stars on the lids of my eyes. Then, all of a sudden,<br />

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

my hopes, my imagination and the heart that was just pumping out of my breast,<br />

have now stopped.<br />


Ocheon comes to <strong>Cranford</strong><br />

Korean visitors<br />

For<br />

the fourth year running, <strong>Cranford</strong> welcomed students and staff<br />

from Ocheon Senior High School, Pohang, South Korea. This<br />

has become an annual visit and <strong>Cranford</strong> is delighted to be sending a group<br />

of 32 students and 3 members of staff in October <strong>2018</strong> to visit Seoul and<br />

Pohang. This is the first time a group from <strong>Cranford</strong> has gone to Korea but<br />

we hope this is just the beginning. While the Ocheon group was here, they<br />

spent some time in lessons with <strong>Cranford</strong> students and particularly enjoyed<br />

visiting the creative arts lessons with key stage 3 students. The Korean<br />

students were impressed with the teaching and learning in all lessons they<br />

visited in all year groups. They got involved in the food preparations for<br />

the Cranbury Festival with year 8 and shared time in business and sociology<br />

in year 12. They gave presentations on a variety of topics about Korea to<br />

a group of year 12 students, all of whom are part of the group going in<br />

October <strong>2018</strong>. The Korean students were also able to take in 3 musicals<br />

and many of the sights and sounds of London and Oxford and were blessed<br />

with the amazing weather this summer has on offer.<br />

Philip Dobison (Consultant Internationalism)<br />


UK-US Dialogue Seminar <strong>2018</strong><br />

www.seedsofpeace.org<br />

“Treaties are negotiated by governments.<br />

Peace is made by people.<br />

Seeds of Peace is doing what no government can”<br />

From Friday 4th<br />

to Monday 7th<br />

May <strong>2018</strong>, we<br />

embarked on a journey<br />

to a Seeds of Peace<br />

Seminar in Kent<br />

where we participated<br />

in dialogues (talks<br />

where we can safely<br />

and truthfully communicate<br />

our views to people we have never met before.)<br />

This required huge amounts of trust built up from<br />

group-bonding exercises which have created<br />

everlasting friendships between us.<br />

Having met new people from different walks of<br />

life, we had begun our insightful journey with<br />

Seeds of Peace with a small introductory session<br />

into what was meant by dialogue. We explored<br />

different aspects of problems and political views<br />

that affect people such as identity. We took part<br />

in a small yet powerful exercise which helped us<br />

understand the responsibility that weighs down<br />

the reality of your identity being threatened. This<br />

particular group activity helped us acknowledge<br />

how identity was valuable when we were told to<br />

throw away key features that made us who we were.<br />

Following this intense session, we had engaged in<br />

our first dialogue in which we directed common<br />

stereotypes and stigmas towards specific groups<br />

that made up our society. Moving further into this<br />

powerful dialogue, many of us had experienced an<br />

awakening in which homophobic and extremist<br />

views came to life.<br />

Once we had experienced dialogue, we were then<br />

trained on how to facilitate our own dialogues.<br />

The training had provided us with a means of<br />

facilitating discussions that will target conflicts<br />

affecting the world around us. Having enjoyed<br />

the values we had learnt from the first day, we<br />

were eager to learn how to spark dialogues within<br />

<strong>Cranford</strong>. With professional training and sheer<br />

passion to create change within our community,<br />

we are going to run our own dialogue sessions to<br />

follow up the lessons learned with Seeds of Peace.<br />

Overall, working with Seeds of Peace was a<br />

fantastic opportunity we will never forget and<br />

forever cherish.<br />

Guy Boonyarakyotin (year 10)<br />

“Having been personally confronted as a “terrorist” as<br />

a Muslim and” cheap labour” as a south Asian during<br />

the identity dialogue, took me out of my comfort zone and<br />

helped me realise how people have conflicting views and<br />

that it is up to me to make a change”.<br />

Ayisha Mahmood (year 10)<br />

“Seeds of Peace has been an eye-opening experience for<br />

me; I have learnt how to tackle and facilitate dialogue on<br />

the controversial issues that exist in the world today and I<br />

hope to carry these skills with me into the future”.<br />

Anjali Bhambra (year 10)<br />

“I have learnt to do things I never thought I would do, built<br />

new friendships and learnt the values behind my personal<br />

opinions and those surrounding me”.<br />

Guy Boonyarakyotin (year 10)<br />

“This experience is one I will never forget and I hope to<br />

apply my newly-learnt skills wherever I go”.<br />

28<br />

Abdulahi Awal (year 10)

Sathnam Sanghera Journalist and Writer visits <strong>Cranford</strong><br />

On<br />

Friday 6th July <strong>2018</strong>, famous writer and<br />

journalist Sathnam Sanghera visited<br />

<strong>Cranford</strong> Community College for a talk to our<br />

students organised in collaboration with the Royal<br />

Society for Literature. He told the touching story<br />

(which has been made into a film by the BBC -<br />

The Boy with The Top Knot) of his childhood and<br />

the challenges he felt being raised in a traditional<br />

Sikh family growing up in Wolverhampton. The<br />

conflicting cultures which Sathnam experienced<br />

is something many of our students could relate to<br />

all too well. They listened attentively as Sathnam<br />

described his childhood, working in a factory<br />

as did many in his family. He spoke also of the<br />

challenges of having family members with mental<br />

illness and the painful re-visitation of events in his<br />

life in order to write a book, which was motivated<br />

by the desire to explain to his family why he wasn’t<br />

conforming to traditional expectations.<br />

Students listened attentively as Sathnam provided<br />

them with key bits of advice, some of which<br />

include:<br />

1. Anyone can be a writer.<br />

2. Oxbridge might not be something you think is for<br />

you, but don’t write it off – it opens so many doors.<br />

(He mentioned that he can’t watch TV for more than<br />

15 minutes without seeing someone he attended<br />

Cambridge with).<br />

3. Don’t be afraid of being different – hold on to<br />

what makes you different<br />

4. You are 15, you might be working until 2093, so<br />

it might as well be spent doing something you enjoy<br />

doing.<br />

5. Don’t misinterpret confidence for talent, some<br />

people are good at faking it.<br />

Every now and then we have guest speakers who<br />

can clearly evidence that they believe in what<br />

they do, and see the importance of trying to make<br />

an impact on youngsters by sharing their stories<br />

and their advice. Naturally this makes students<br />

feel connected in a way that makes them want to<br />

follow the afore-mentioned advice. Sathnam in<br />

one such guest. Our students are lucky he made<br />

the time to visit them, and the honesty with which<br />

he shared his life experiences moved everyone. As<br />

he said, he is the son of immigrant parents, with<br />

a schizophrenic father who couldn’t work and a<br />

mum who couldn’t speak English. He went on to<br />

graduate from Cambridge with a first class degree<br />

in English langauge and literature and is now a<br />

member of the Royal Society for Literature and<br />

so in his own words this shows that “anything is<br />

possible”.<br />

Thanks go to the Royal Society for Literature and<br />

two former <strong>Cranford</strong> students who enabled this<br />

talk to happen; Jay Bhadricha, who now works<br />

as the Editorial and Content Manager for First<br />

Story, approached us and mentioned that the Royal<br />

Society for Literature has a writer for us and our<br />

very own Ms Shaikh in the English department<br />

who got it organised at this end.<br />

The objective for such events is always to inspire<br />

and nurture students in whatever path they choose;<br />

on this day, it was clear to see that Sathnam had<br />

that very impact. I am confident that there were<br />

some very inspired and motivated young people<br />

who left that hall genuinely wanting to pursue a<br />

career in Literature and writing.<br />

Mehmoona Yousaf (Senior Teacher - SMSC)<br />


The National Saturday Art and Design Club<br />

The<br />

National Saturday Art and Design<br />

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

has thrived, developed and grown in numbers each<br />

year. Now, at the end of the fourth year, we look<br />

back on many defining moments of this year.<br />

30<br />

One of the most significant moments of the<br />

year is the National Saturday Club’s welcome<br />

exhibition at Central St Martin’s that occurs<br />

at the start of each academic year. This year,<br />

the students have had first-hand experience<br />

creating, and exhibiting work at Central St<br />

Martin’s – a triumph in its own right. For the<br />

exhibition work, we combined artistic media –<br />

black and white photography and colour monoprinting<br />

– to create unique, juxtaposing<br />

and bold selfportraits.<br />

After<br />

the exhibition,<br />

we attended the<br />

Whitechapel Gallery<br />

for the Thomas Ruff<br />

photography exhibit.<br />

This was a moment<br />

not to be missed for<br />

some of the students<br />

as their first experience at an art exhibit. This event<br />

was vital to building the students’ confidence,<br />

motivation and enthusiasm for the year – it enabled<br />

the students to understand the curation involved<br />

within exhibitions, the creativity, research and<br />

workload concerned and empowered a sense of<br />

achievement surrounding their own creations.<br />

The event also emphasised the importance of<br />

individual artistic study outside of the Saturday<br />

Art Club – bringing to them an awareness of all<br />

the galleries and museums on their doorstep.<br />

Over the year, the Saturday Art and Design Club<br />

runs sessions and workshops covering various<br />

areas of the arts; we have explored the diverse<br />

drawing techniques of renaissance masters,<br />

experimented with mono-prints, collage,<br />

expressive painting (and its link to colour,<br />

emotions and sound), impressionistic painting<br />

and abstract expressionism (studying the artists<br />

involved within the artistic movements and the<br />

painting techniques), performance art and gestural<br />

art, clay and sculpture, graphic design and recycled<br />

art, comic book design and character building,<br />

amongst many others. Additionally, we intersperse<br />

the sessions with critical theory, artistic techniques<br />

and processes, and art history; this takes the form<br />

of presentations, group debates and project work.<br />

This year, a particular discussion surrounding<br />

contemporary art and politics underpinned one<br />

of our final pieces for the Protest Art division<br />

of the end of summer show. We discussed how,<br />

what and why contemporary artists used particular<br />

media to explore the cultural, political, social and<br />

historical associations in their art and how that<br />

pertained to their personal lives. We spoke about<br />

how our own associations with politics, society<br />

and personal history can amplify our artwork and<br />

provide another layer and meaning to our work.<br />

The students became actively passionate about<br />

current politics (and its effect on their lives) and<br />

channeled this into fueling thought-provoking<br />

protest art.<br />

During the year, we participated in at least<br />

two Masterclasses run by artists and designers<br />

within the creative industry. This year we had the<br />

opportunity to visit Thomas Matthews, an ecosustainable<br />

graphic design company, and partake in<br />

an all-day workshop with comic book artist Richy<br />

K. Chandler. These masterclasses influenced and

Saturday Science and<br />

Engineering Club<br />

This was<br />

<strong>Cranford</strong>’s first<br />

year running<br />

the Science and<br />

Engineering<br />

Club, and despite<br />

melted rubber<br />

sticky-tape cuts and egg disasters –it was<br />

a great success. The year started with a<br />

space theme but quickly branched out into<br />

chemistry. The highly-motivated members<br />

were delighted to work hard for the CREST<br />

award and especially enjoyed any sessions<br />

that involved dissection or setting things<br />

on fire.<br />

steered our art work<br />

for the Summer<br />

Show at Somerset<br />

House. The masterclasses are<br />

integral for the students to learn<br />

additional artistic techniques<br />

and forms within the arts, in<br />

addition to understanding the<br />

process and endurance needed<br />

for a job in the creative industry. These<br />

masterclasses have opened their eyes to the range<br />

of media and artistic processes the world has to<br />

offer and has enabled them to become aware of<br />

the necessary qualifications and work needed to<br />

pursue a career within the arts. The students have<br />

grown in confidence, and do not hesitate to try<br />

new things. It is wonderful to witness my students’<br />

early arrival to the group on a Saturday morning<br />

with the excitement to learn, and motivation to<br />

explore. It has been a pleasure to watch as each<br />

student develop their own distinct style and follow<br />

their interests outside of the Club. Each year, with<br />

each group, we create such wonderful memories,<br />

and this year is no different – I will cherish the<br />

memories of the Saturday Art and Design Club<br />

group 2017/18 and wish them luck in all future<br />

endeavours.<br />

Aminder Virdee (Teacher – Saturday Art Club)<br />

Over the course of the year they made<br />

pH indicators from fruit and vegetables,<br />

plotted titration curves, dissected<br />

kidneys and sardines, investigated how<br />

to protect an astronaut during re-entry<br />

to earth’s atmosphere and looked at<br />

the energy contained within different<br />

fuels.<br />

Further highlights included trips to<br />

the University of West London to<br />

tour its Ealing campus and visit the<br />

Heathrow archive and exhibition and<br />

to Imperial College’s science fair. The<br />

Club fosters deep friendship resulting<br />

from working together on projects. All<br />

members had the opportunity to learn new<br />

skills and pursue scientific investigations<br />

which has inspired them to go on to Higher<br />

Education.<br />

My own personal highlight was working<br />

with the Royal Astronomical Society<br />

on mapping the lunar landscape and recreating<br />

it on canvas.<br />

Running the CREST award has allowed<br />

members to explore their own research<br />

initiatives. By setting a target and guiding<br />

them towards their goal they have improved<br />

their own practical skills tenfold and taken<br />

their first steps into the world of scientific<br />

research.<br />

Sam Barrett (Saturday Science and<br />

Engineering Club)<br />


Masterclass at the Studios of Thomas Matthews<br />

On<br />

Saturday 21st April <strong>2018</strong> the Art and Stem Clubs had a fantastic Masterclass at the Studios<br />

of Thomas Matthews. Thomas Matthews is an award-winning communication design agency<br />

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

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

the Trusts founding members warmly welcomed us into their creative space. Surrounded by brutalist<br />

architecture, Sophie helped the students give life to their own campaigns against the overproduction<br />

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

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

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

experience for students to work with industry specialists, designers and engineers.<br />

Pam Hunt and Sam Barrett (Saturday Art and STEM Club teachers)<br />

32<br />

“I am writing this to tell you how<br />

much I enjoyed this trip at Thomas<br />

Mathews where I was able to meet<br />

Sophie Thomas and that gave<br />

us the opportunity to talk about the<br />

biggest problems of plastics and<br />

how they pollute our world. After<br />

we had discussed the matter we were<br />

able to create our own ideas of how<br />

we can prevent this mass pollution<br />

of plastics and make London a more<br />

sustainable place. Another reason I<br />

really liked this trip is because it gave<br />

me the opportunity to ask for work experience for<br />

graphic design since this is what I want to do in<br />

the future”.<br />

Atanas Aleksandrov<br />

“I attended the Thomas Matthews trip where we<br />

learnt about sustainability and we created new<br />

ways to make our society more<br />

sustainable. This trip was really<br />

enjoyable; the way they told us how<br />

we are polluting our world made<br />

me realise that I should be more<br />

careful about my surroundings”.<br />

Gergo Boros Gyevi<br />

“Thomas Matthews ran a workshop<br />

which allowed us to think outside-thebox<br />

to solve the global problem of plastic<br />

consumption, a project which concerns<br />

the future of every organism on the<br />

planet. We had the opportunity to let<br />

our minds run wild and come up with<br />

cost-efficient and imaginative ways of<br />

reducing our reliance on plastic as well<br />

as deter the population from throwing<br />

it away rather than recycling it, most<br />

of which ends up in marine ecosystems,<br />

endangering the lives of its inhabitants.<br />

We were told many eye-opening facts, one<br />

of which was that by 2050, the oceans<br />

will contain more weight in plastic than<br />

fish, truly a reminder that this is a global<br />

responsibility.<br />

Art and science came together and<br />

resulted in solutions such as designing<br />

a presentation of a dinner table, with<br />

plastics on the plate instead of food.<br />

It genuinely was an unforgettable<br />

experience”. ​<br />

Harit Boonyarakyotin, Brahmnoor Brar<br />

and Adam El-Kosbi (year 10)

In Memory of<br />

Jagdip Randhawa<br />

Six years on<br />

and the Jagdip Randhawa memorial<br />

football tournament continues to resonate<br />

with the local community and draws former students and staff to participate<br />

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

what Jagdip could and should have been doing as his peers reach different<br />

milestones in their lives.<br />

Jagdip was always a sports enthusiast; his friend<br />

Jagdeep Budwal recalls that he was a good footballer,<br />

started off as a goal keeper and then discovered<br />

his hidden talents on the pitch too. He was an avid<br />

Manchester United fan. So the idea, initially suggested<br />

by Inderpal Sembhi was that it would be a good way<br />

to honour his memory by doing something within the<br />

local community. He spoke to Jagdip’s family and<br />

friends and together they organised the first memorial<br />

football tournament in the summer of 2012.<br />

As Jagdip’s friends and peers enter a new phase in<br />

their lives, by getting married, starting families,<br />

establishing themselves in different careers, they still<br />

all come together to ensure that this event in the annual<br />

calendar is always a success. Those who participated in the tournament, were<br />

busily catching up in the midst of playing in the various knock out rounds.<br />

Others enjoyed a more relaxing approach, cheering from the side-lines and<br />

eating ice creams, provided by the business of another former student.<br />

This event was a great opportunity to hear all about their busy lives and beam<br />

with pride when listening to all that these wonderful individuals have achieved<br />

since leaving school. I noted down the contact details of all former students to<br />

add to our fast growing <strong>Cranford</strong> Community College Alumni. The enthusiasm<br />

of these students when told we wanted them to be involved with our current<br />

students was extremely encouraging and gives me great confidence that they<br />

will contribute to making our future Alumni events a huge success like the<br />

inaugural one earlier this year.<br />

This year’s winners namely “Peter Cech Yourself” beat “CF <strong>Cranford</strong>” on<br />

penalties. In keeping with the spirit of the event the £400 goes to charity. We<br />

all look forward to next year’s event which will no doubt continue to make<br />

everyone associated with it very proud.<br />

Mehmoona Yousaf (Senior Teacher –SMSC)<br />

“We thought a football<br />

tournament would be the<br />

best thing to do to remember<br />

Jagz, we saw it as an<br />

amazing opportunity to<br />

get everyone together and<br />

raise money for charity. It<br />

was something we wanted<br />

to do for Jagz’ family, to<br />

make them feel we are all<br />

with them and will always<br />

keep Jagz in our hearts and<br />

memories.<br />

We are just so grateful to<br />

have the support of everyone<br />

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

College to help with this<br />

tournament, Ms Joyce who<br />

we initially approached<br />

to hold the event free of<br />

charge, which means we<br />

can give a substantial sum<br />

of money to charity every<br />

year and offer a significant<br />

cash prize. We need to thank<br />

Ms Ashfaq who arranges the<br />

pitches and classrooms and<br />

the caretakers for always<br />

being on hand and helping<br />

us with anything we need.<br />

Finally, to former staff<br />

who come to support us<br />

and especially those who<br />

have given up their time<br />

to referee over the years,<br />

namely Dr Ranvir Singh, Mr<br />

Andrew Chauhan, Mr Mark<br />

Cripps and Mr Vivek Behl.<br />

We are also amazed with<br />

the generosity of former<br />

students who have supported<br />

the event, whether it’s Djing,<br />

providing an ice cream<br />

van, refereeing or First<br />

Aid. Others have helped by<br />

handing out water, taking<br />

donations for food or just<br />

being part of the audience.<br />

The Randhawa family would<br />

like to say a huge thank you<br />

to Jagz’ friends and former<br />

teachers who put in so<br />

much hard work each year<br />

to make this day a success.<br />

He would be very proud that<br />

they have organised this<br />

football tournament as it is<br />

a positive inclusive and fun<br />

event. We are very grateful<br />

for their help and support<br />

over the years”.<br />

Jagdeep Budwal and<br />

Inderpal Sembhi<br />


The Heston West<br />

Big Local Building a<br />

united community<br />

The<br />

Heston West Big Local is a successful<br />

community partnership helping to<br />

build a stronger community in our area. We are just<br />

end our third year with a summer programme jampacked<br />

with activities and events ranging from a<br />

production of Romeo and Juliet on the Redwood<br />

Estate to a four-week summer school.<br />

But Heston West Big Local is more than just a series<br />

of fantastic activities and events it is about you<br />

and supporting you to have a healthier and happier<br />

life in Heston West. HWBL aims to build a united<br />

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

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

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

some other way contributing to our community.<br />

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

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

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

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

already works in.<br />

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

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

org.uk.<br />

Alan Fraser Chair (Heston West Big Local & Director of Community Development, <strong>Cranford</strong> Community College)<br />

Romeo and Juliet<br />

Joint Community Arts<br />

Production Project<br />

On<br />

Sunday 15th July <strong>2018</strong>, the Redwood Estate became<br />

Shakespeare’s Globe for our outdoor performance of<br />

Romeo & Juliet. The play was directed by young Heston West<br />

Big Local volunteers and <strong>Cranford</strong> Community College students<br />

Juhi Kumra and Huzayma Khamis. We had Emaan Saleem as<br />

the delicate but strong-minded Juliet, Hana Sharif as the cool<br />

and charismatic Romeo, Callum Wills as the determined and<br />

dedicated Tybalt and Layba Nisar as the powerful and persistent<br />

Lady Capulet. We were also joined by Iman Jaura as the masterful<br />

Mercutio, Brooke Smith as the legendary Lord Montague, Anjali<br />

Parmar as the supportive Nurse, Haris Sethi as charming Paris<br />

and Mario Zapata as the mischievous Apothecary.<br />

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

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

and to enhance their leadership and communication skills.<br />

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

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

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

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

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

to have experienced practitioners from the industry inspire our young people.”<br />

Big thanks to the Arts Council England, <strong>Cranford</strong> Community College, Local Trust and Make A Difference<br />

Entertainment. Photos credit: Haroon Lukka.<br />

Taz Virdee (Project Manager Heston West Big Local)<br />


“It was a lovely day for all. All the<br />

children really enjoyed themselves”.<br />

Taz Virdee<br />

“It was nice to see the children enjoy<br />

their day out, some have not been to<br />

the zoo or this part of London before.<br />

It was a great day for everyone<br />

involved”.<br />

Claire Smith (parent)<br />

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

Commonwealth Big Lunch<br />

On<br />

21st April <strong>2018</strong> at the Big Local<br />

Commonwealth Big Lunch event held at<br />

<strong>Cranford</strong> Community College we raised a total of £500<br />

to the Jayden Powell was led by Claire Smith and the<br />

local traveller community and the Heston West Big<br />

Local Youth Action Team. Jayden,17 years old, who<br />

has been diagnosed with a glioblastoma tumour (an<br />

aggressive form of cancer) requires ongoing treatment<br />

and support and the money raised will go towards this<br />

help.<br />

A delighted Claire Smith said: “I cannot thank everyone<br />

enough for their kindness, generosity and support.<br />

I am overwhelmed by how much help came from<br />

the community. It meant so much to us and Jayden’s<br />

family”.<br />

Ms Cannon added: “It was great to see how many<br />

people contributed for the cause, The generosity and<br />

support was amazing”.<br />

Taz Virdee, Project Manager for Heston West Big Local<br />

said of the event: “It was great to see the community<br />

unite together to support Jayden and his family.<br />

We are proud of the effort from our local Traveller<br />

community and our young amazing volunteers”.<br />

Since the event, we have continued to support the<br />

Heston West Big Local in weekly activities aimed at<br />

the Travellers families such as: Flower Arranging,<br />

Jewellery making, storytelling and a trip to London<br />

Zoo on 17th July <strong>2018</strong> which all the families enjoyed.<br />

Cara Cannon (TA- Travellers Support)<br />


Cranbury Festival <strong>2018</strong><br />

On<br />

a very hot sunny day, Saturday 14th July <strong>2018</strong> <strong>Cranford</strong> opened its<br />

doors to the school and community to enjoy the Cranbury Festival.<br />

The festival was a celebration of arts, storytelling and sports,<br />

the first for four years and was the combined initiative between the Creative Arts<br />

Department, PE, Community Sports, the Heston West Big Local, Bounce Theatre<br />

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

and (Glaston)bury.<br />



During the day visitors were entertained by student bands, singers performing a<br />

catalogue of original songs and dancers on the live stage, storytelling in various<br />

“pods” around the site and were welcomed by the characters from Alice in Wonderland<br />

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

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

community sports groups and <strong>Cranford</strong> Sports Leaders helped to manage the signing<br />

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

dodgeball, soft archery, and football challenges. London Welsh offered touch rugby,<br />

Spidernets Badminton Club ran taster sessions as did the Kendo Club and the Boxing<br />

club set up their ring outside on the playground where they ran demonstrations and<br />

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

cooking sessions, film making sessions and the volunteers ran the<br />

popcorn and candyfloss stall and BBQ.<br />

F E S<br />



1<br />


There were a number of school and community stalls selling various<br />

crafts, foods and activities. Face painting and henna proved very<br />

popular as did the curry stall run by our wonderful Chartwells staff<br />

led by Lettie. In addition, we gave samples of various foods from<br />

our stunning food stories recipe book created by the students in<br />

creative arts alongside jewellery, badges and T shirts all made by the<br />

students. Other stalls included a First Story writing workshop, an Alumni<br />

stall recruiting former students to join our school alumni and the local army<br />

cadets offered first aid support whist running an obstacle course.<br />

A main thread of the arts at the festival was storytelling. Students in creative<br />

arts have been working all term on various story performances ranging from<br />

a re-creation of a traditional tale like Jack and Beanstalk to sensory stimulate<br />

stories made up or retold from their culture. Zero Plus theatre also retold cultural<br />

stories and ran workshops for anyone who had a desire to take part.<br />


N! We were delighted to include in the event the annual Jagdip Randhawa memorial<br />

football tournament in memory of a former student who died suddenly in 2011. It<br />

was so lovely seeing so many of our former students participating in this event and<br />

joining us at the festival.<br />

£1 ENTRY (U5’s FREE)<br />

T I V A L<br />


14TH JULY <strong>2018</strong><br />

2 TO 5PM<br />


There were so many wonderful moments during the day but one of the highlights<br />

must be the Mad Hatter’s Tea party where children joined the tea party, met the<br />

characters of Alice, the Cheshire cat, Mad Hatter and the Red Queen and shared<br />

in their storytelling whilst decorating cupcakes. Some of the children were so<br />

enthralled they kept coming back.<br />

Events like these take a huge amount of organising and good will on behalf of its<br />

participants. Thanks must go to all those staff and students, community and sports<br />

providers for making the day such a success and to the various sponsors including<br />

CATO and Back Stage Academy for the live stage, Heathrow Communities<br />

Together and Arts Council who helped fund this event. Finally, thanks must go<br />

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

community event.<br />

Jessica Joyce (Creative Arts - Festival Organiser)<br />


It<br />

Jack Petchey Awards 2017-<strong>2018</strong><br />

has been yet another year of inspirational students receiving the Jack Petchey Award at the<br />

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

a fantastic range of nominees which has made the task of shortlisting the actual prize winners more<br />

difficult than ever. In addition, Milton Venancio Ferreira received the adult Award.<br />

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

Kevin Biggs (Assistant Headteacher – Jack Petchey)<br />

Callum Wills (year 9)<br />

Callum is always available to support others and has<br />

grown in confidence in the past 18 months. He is a<br />

valuable asset for our youth action team and has been<br />

involved with a number of community projects and<br />

activities including: Youth Film Club, Healthy Cooking<br />

for Families, Kids Fun Club and Walking Football<br />

to name a few. Callum loves helping out, especially<br />

with the elderly and disabled. He has demonstrated<br />

exceptional attitude and we are really proud to see him<br />

grow into a polite and hardworking young man. Callum<br />

is known throughout our community for his fantastic<br />

smile and dedication to volunteering.<br />

Serena Lola (year 11)<br />

Serena is a talented young person who has contributed<br />

immensely to the Big Local in the past 14 months.<br />

She has a top rate attitude and is always helpful and<br />

supportive of others. She cares about the community<br />

and has been ever present in our Youth Film Club and<br />

Youth Action Team. Serena has created media content<br />

for the Big Local which has reached over 8,000<br />

views on YouTube - this has helped us promote our<br />

community project via social media. Serena has also<br />

organised and planned a number of community events<br />

including: Community Clean Up Days, Family Fun<br />

Days and Maria Pedro (the Royal Deputy Lieutenant<br />

of Hounslow) visit to our community. Serena also<br />

interview Maria Pedro - the interview can be found<br />

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

f0o0 The interview was uploaded onto the Greater<br />

Lieutenancy website. Serena has also been developing<br />

our Heston West Magazine and she completed a 2 week<br />

work placement with the Big Local during the summer<br />

2017 and was involved with our Politics and Life Skills<br />

Campaign and presented in Parliament with our Youth<br />

Action Team to a group of MPs. The magazine will<br />

be published at Christmas and will aim to reach 4,000<br />

residents. Serena was also the official journalist for the<br />

Local Trust Young People Making A Difference Event<br />

in September and her article was uploaded onto the<br />

Local Trust website. Serena is a shining star for our<br />

community and we are very proud to have her involved<br />

with our community programme.<br />


Layba Nisar (year 9)<br />

Layba joined the Big Local and has been an amazing<br />

and influential youth action team member. Layba is<br />

always positive and ready to help others. She is clearly<br />

passionate about volunteering and has demonstrated<br />

first class attitude. Layba has also started her own dance<br />

sessions for children at Berkeley Primary School and<br />

recently received £1000 funding from the Big Local<br />

for her Debates projects. She was also instrumental in<br />

our summer projects including painting the Brabazon<br />

Community Centre and coming to our Parliament trip.<br />

Sharanjit Kaur (year 9)<br />

Sharanjit has been a great role model for other young<br />

people involved with our youth action team. She<br />

has been involved with our Politics and Life Skills<br />

campaign and spoke in Parliament. Recently, she has<br />

been working on developing a project to promote the<br />

Sciences and Life Skills to our community (working<br />

alongside Sharanjit Kaur). The project was funded<br />

£500 by our committee and will commence in January<br />

<strong>2018</strong>. Sharanjit has also supported us at our events<br />

including our Traveller’s BBQ, Family Fun Day and<br />

Community Fun Palace events and has helped organise<br />

our awards evening. Sharanjit has also been involved<br />

with our BFI project and has recently started dance<br />

sessions for young children at Berkeley Primary School.<br />

Sharanjit also helped us paint the Brabazon Community<br />

Centre during the summer and ran side activities for<br />

the children during the intervals She has also helped<br />

create a number of short film productions, notably our<br />

introduction film for the Heston West website and our<br />

NHS prevention film.<br />

Juhi Kumra (year 12)<br />

Juhi has been incredible this year, she is always<br />

enthusiastic and positive. Juhi helped organise a<br />

number of community events this year including:<br />

Christmas Fundraiser, Comic Relief (https://www.<br />

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

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

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

Together with NCS. The Community Clean Up Day<br />

film was showcased the Big Local Film Festival at<br />

the University of Birmingham. Juhi represented us<br />

at the Local Trust Young People Make A Difference<br />

Event and presented at the event. Juhi also starred<br />

in our Body Image campaign film: https://www.<br />

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

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

watch?v=Hu53J7ah8bY. Juhi completed her work<br />

experience with Bounce Theatre during the summer<br />

and received glowing reviews about her work ethic and<br />

performance. Juhi was recently nominated and awarded<br />

the Brian Clark Young Community Leader Award 2017.<br />

Megha Dahdrai (year 12)<br />

Megha is passionate about community and also about<br />

global affairs. She has demonstrated excellent leadership<br />

and communication skills and has helped organise a<br />

number of community events including our Christmas<br />

Fundraiser, Comic Relief, <strong>Cranford</strong> Fun Day and is<br />

currently working on her Natural Disaster Awareness<br />

campaign and helping us plan our Awards evening.<br />

Megha also represented us at the Local Trust Young<br />

People Make A Difference event in Essex and presented<br />

to an audience about the benefits of volunteering.<br />

Megha also secured summer paid work experience<br />

with Bounce Theatre at our Big Local Summer School.<br />

Megha is always coming up with ideas to help benefit<br />

the community and has improved her confidence and<br />

public speaking since started volunteering with us<br />

nearly 20 months ago.<br />

Geetanjali Kumar (year 12)<br />

Anjali is always smiling and eager to help. Anjali is<br />

passionate about helping others and has played an<br />

important role in developing our youth action team.<br />

Anjali has also been involved with a number of events<br />

and has helped organise and deliver them. Anjali<br />

represented us at the Local Trust Young People Make A<br />

Difference event in Essex and presented to an audience<br />

about the benefits of volunteering. Anjali also helped<br />

us paint the Brabazon Community Centre during the<br />

summer and ran side activities for the children during<br />

the intervals. Anjali is an amazing person with lots of<br />

energy and enthusiasm and has been an invaluable asset<br />

to the Big Local.<br />

Kavleen Auroa (year 9)<br />

Kavleen has volunteered in drama productions as an<br />

Assistant Director. In this role she has taken on large<br />

responsibilities helping shape the artistic vision of the<br />

production and planning and delivering appropriate<br />

tasks in order to nurture skills in other students.<br />

Harpreet Kaur ( year 12)<br />

Harpreet has gone above and beyond a normal student<br />

and has shown dedication not only to the subject area<br />

but to the community as a whole. Harpreet was a<br />

successful applicant and was chosen to take part in the<br />

UAL spring school. She also volunteers and participates<br />

weekly in helping the Heston West Big Local giving a<br />

lot of her time to help others. Here she has helped to<br />

run and plan events and also has run art sessions for<br />

younger children in the community. She is also setting<br />

up a sewing class that will run on a Sunday and will be<br />

working with young people to promote ethical clothing.<br />


Maths News <strong>2018</strong><br />

<strong>Cranford</strong> has had great success this year in the United<br />

Kingdom Mathematics Trust challenges. In November<br />

2017, 24 sixth form students completed the Senior<br />

Maths Challenge, winning two Gold Awards, 3 Silver Awards<br />

and 12 Bronze Awards. Particular congratulations go to<br />

Teodor Jevtic (year 12) and Baljinder Padda (year 13) who<br />

both achieved Gold Awards and also qualified for the Senior<br />

Kangaroo which is one of the follow-on competitions for high<br />

scorers.<br />

In February <strong>2018</strong> it was the turn of year 9,10 and 11 students<br />

with the Intermediate Maths Challenge. We received a<br />

staggering two Gold Awards, Ria Kalia (year 11) and Haroon<br />

Lukka (year 10), 9 Silver Awards and 39 Bronze Awards.<br />

We were delighted to see Ria Kalia, Awo Igaal (year 9) and<br />

Ahmed Ali (year 9) qualify for the Intermediate Kangaroo and<br />

are incredibly proud of Haroon Lukka who qualified for and<br />

receive a Certificate of Merit in the Intermediate Mathematical<br />

Olympiad, which is a competition only open to the top five<br />

hundred high scorers across the country.<br />

A group of year 7 and 8 students completed the Junior<br />

Maths Challenge in April <strong>2018</strong>, with Marjaan Aman (year 8)<br />

receiving a Gold Award, 11 students gaining a Silver Award<br />

and 13 getting a Bronze Award.<br />

<strong>Cranford</strong> also entered two teams for the UKMT team Maths<br />

challenges.<br />

On 3rd December 2017, Baljinder Padda, Teodor Jevtic and<br />

Haroon Lukka along with Karan Kumar (year 12) competed<br />

in the Senior Team Maths challenge at St. Paul’s School in<br />

Barnes. They worked wonderfully as a team and held their<br />

own against teams from quite a mixture schools from across<br />

London, including many independent and grammar schools.<br />

Their excellent attitude and superb mathematical ability led<br />

them to securing third place.<br />

On 14th March <strong>2018</strong>, the Junior Team, consisting of Marjaan<br />

Aman, Ayesha Kaur, Ria Dhaliwal and Manav Vivek (all year<br />

8) went to the West London Free School, in Hammersmith to<br />

compete in their team challenge. They put in an admirable<br />

performance and although they did not make the top three, they<br />

gained a great deal of experience and enjoyed the challenge.<br />

Both teams showed a great deal of commitment in attending<br />

weeks of period zero preparation sessions and were model<br />

students when representing the school in these competitions.<br />

The Maths Department is very proud of them. We would also<br />

like to thank Mr Ennis and Ms Jones, for taking them to their<br />

competitions, and Ms Gupta for working with them to prepare<br />

beforehand.<br />

Sarah Brackley (Head of Maths Department)<br />


The<br />

UKMT Senior Mathematical Team Challenge is an<br />

event in which students from many schools, typically<br />

in years 12 and 13, come to one school and compete to see who is<br />

the best team at solving interesting mathematical problems. Rather<br />

than focusing on using complex mathematics, the questions focus<br />

on using many simple, logical methods to come to the correct<br />

answer. Therefore, it took a large amount of training to ensure we<br />

scored the highest we could.<br />

On the day of the TMC (Team Mathematical Challenge), we<br />

travelled to St. Paul’s School in Barnes, South West London.<br />

The first activity that we completed was the Cross-Number. In<br />

this round, the team of four split into two pairs and we had a<br />

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

There are about 60 squares and we get a point for each correctly<br />

filled square. However, one pair did across and the other did down,<br />

and some of the answer clues required other values for the other<br />

rows. Moreover, we were unable to communicate with the other<br />

pair; this is so the whole team contribute to the challenge.<br />

Secondly, we had the Group Round, which consisted of ten<br />

demanding questions where we all had to complete. The questions<br />

required the most creative thinking and good problem solving<br />

ability. We could be given either 0 marks or 6 marks depending on<br />

the answer, so it was important not to rush the questions.<br />

The Shuttle Round followed the Group Round; this round required<br />

the team to split into pairs. This round consists of sixteen questions,<br />

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

4). Each pair was given two questions in each set. One pair received<br />

the odd numbers and the other pair received even questions. To<br />

make it harder, the answer to the previous question is needed to<br />

answer the next question (e.g. the answer from A1 was needed to<br />

solve A2). We are given three points for each correct answer, plus<br />

3 marks for each set completed within the time limit. This round<br />

was, arguably, the most challenging round since we were unable<br />

to answer the question until the other pair had done so.<br />

Finally, we had the Relay Round. This round also works in pairs<br />

and we have to go to a teacher to receive the question, and return<br />

to answer it, then give it back to the teacher to check the answer.<br />

Then the teacher will give us another question and we must give<br />

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

so we could get 2 marks per correctly answered question. In the<br />

TMC, we scored 6th out of approximately 30 schools. This is an<br />

outstanding result.<br />

Overall, I would like to thank the Mathematics Department for<br />

allowing us to take part in activities like this, and I feel proud to<br />

represent <strong>Cranford</strong> Community College by participating in many<br />

different educational activities, trips and opportunities.<br />

Haroon Lukka (year 10)<br />

Maths Team Challenge<br />


What<br />

Creative Arts<br />

do you do when you are faced with a difficult decision?<br />

Well if you are Kevin Prunty, Executive Headteacher and<br />

you are passionate about providing young people with a broad and balance<br />

curriculum, you see a challenge as an opportunity and you find a solution.<br />

The school, like many schools across the country, was facing a huge<br />

challenge in 2017 with the EBac agenda and the current education cuts<br />

effecting the delivery of non-EBac subjects including the arts. Many schools<br />

have made the decision not to continue to provide subjects like art, drama<br />

and music, but not <strong>Cranford</strong>. An innovative and exciting new programme of<br />

creative arts was introduced in September 2017 which has not only served<br />

to maintain Kevin Prunty’s vision for a broad and balance curriculum but<br />

has opened up amazing opportunities for the students.<br />

The vision for this initiative was twofold. Firstly, with the ever-increasing<br />

stresses on young people to meet targets and<br />

raise attainment, the arts would provide a<br />

different approach through a combined arts<br />

curriculum, delivered by a team of dynamic<br />

arts practitioners and teachers, offering<br />

students the opportunity to learn new<br />

skills and techniques through a variety arts<br />

experiences whilst nurturing their talents<br />

and enabling the joy of the arts to be at the<br />

centre of their learning. The focus was on<br />

key stage 3 in the first instance. Secondly,<br />

to enable those professionals to bring their<br />

wealth of knowledge and experience of<br />

the arts industries, so students can see the<br />

career possibilities should they wish to<br />

pursue that direction. Above all it had to<br />

be fun.<br />

It didn’t take us long to get the ball rolling.<br />

Students worked towards a Christmas<br />

event, “The Light and Dark Experience”<br />

where they performed and shared with<br />

parents and guests the work they had been<br />

doing, including some amazing animation<br />

work. This was followed by the “Mad<br />

Hatter’s Tea Party” at the end of the spring<br />

term based around the topic of mental<br />

health. The year culminated with the<br />

“Cranbury Festival” with storytelling and<br />

live performances in drama and music. In<br />

addition, students took part in a number<br />

of extra-curricular opportunities including<br />

two drama productions: “Twelfth Night”<br />

for the Shakespeare in Schools Festival<br />

and “Tale of the Unknown Island” in<br />

March <strong>2018</strong>.<br />


A Year of Innovation,<br />

Collaboration and Inspiration<br />

Many of these additional enrichment activities and opportunities were<br />

enhanced by the additional resources given to the department. The Music<br />

Department was transformed into an amazing area with the creation of a<br />

music technology room for students to write their own music, a live room<br />

with large stage area for bands to rehearse and the practice rooms were<br />

given a makeover. Students in every year group created their own bands<br />

and began to write and perform new work. Most recently a recording studio<br />

has been installed and students are now recording their own tracks using<br />

up-to-date technology and this is proving really popular.<br />

Arts professionals joined us during the year to aid learning. We hosted a<br />

visit from an enormous tour bus from Back Stage Academy where students<br />

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

tour. Tom Hovey, illustrator for the Great British Bake Off worked with<br />

students in art to use his techniques in bringing to life the food stories<br />

cookbook and recipes created through the<br />

lessons. Bounce Theatre and ZeroPlus<br />

theatre company worked with students on<br />

the storytelling project for the festival.<br />

Looking back, what has been achieved<br />

has more than exceeded our expectations<br />

and our hopes for the students. There is<br />

no doubt that this way of working can<br />

only serve to enrich the lives of students<br />

because of what they have experienced and<br />

the wealth of knowledge and expertise of<br />

the arts practitioners. With the multiple<br />

opportunities in the year ahead, not<br />

just in the lessons (RSL Music is being<br />

introduced at key stage 4) but in the extra<br />

curriculum including, “King Lear” with the<br />

Shakespeare in School Foundation, the new<br />

National Theatre Connexions production,<br />

a planned Christmas concert, tickets to<br />

see “Warhorse” at the National Theatre<br />

and a school visit by the actor playing the<br />

lead role of Albert, the ENO Opera Squad<br />

project to put on our own opera, gallery<br />

trips and artist workshops, Battle of The<br />

Bands and animation project and so much<br />

more, proves the arts at <strong>Cranford</strong> are very<br />

much alive and a thriving important part of<br />

the curriculum. It just goes to show what<br />

can be achieved with vision, determination<br />

and collaboration.<br />

Jessica Joyce<br />

(Consultant - Creative Arts)<br />


National Writing Day is a First Story initiative which is in its<br />

second year. To celebrate this event, we decided that at <strong>Cranford</strong><br />

Community College we would run an inter-form competition<br />

on Wednesday 27th June <strong>2018</strong> and a 7 minute independent free-writing<br />

activity for all students to be involved in. The theme for this year was<br />

‘freedom’ and the poems that have been submitted by some form groups<br />

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

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

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

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

and interesting to see what the younger generation has to say about something as broad as freedom and<br />

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

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

writing them.<br />

Here is just a sample of the work they produced.<br />

Sahrish Shaikh (English Department)<br />

National Writing Day at <strong>Cranford</strong><br />

Freedom<br />

by 8X<br />

Poem<br />

by 10V<br />

I feel most free when I’m alone,<br />

Letting my emotions flow,<br />

No one telling me where and why to go.<br />

I feel most free when I’m alone,<br />

No one to pause my thoughts,<br />

And question why I feel this type of way.<br />

I feel most free when my ideas are<br />

arguable to be dwelled on,<br />

And I can share my curiosity with those<br />

who are willing to listen.<br />

I feel most free when my inner thoughts<br />

have the ability to conquer the outside<br />

world.<br />

I feel most free when I depart the worries<br />

of my surroundings to enter a brand new<br />

world full of fascination.<br />

I feel most free when I put effort in to<br />

achieve the essential, proving that I have<br />

the potential.<br />

I feel most free when I am not bound by<br />

any responsibilities.<br />

I feel most free when the gates of<br />

education are open for us to succeed.<br />

My freedom has no taste.<br />

My freedom has no sound.<br />

My freedom had no scent.<br />

Because freedom is abstract and cannot<br />

be seen.<br />

It has a different meaning for everyone:<br />

Some feel free when having fun,<br />

Others feel free when with their mum.<br />

Life is equal – spread your love -<br />

Just know love’s never done.<br />

I feel most free when no one’s in charge of me,<br />

That is when I feel most free.<br />

In life, people act like puppets waiting to be played with<br />

But rules and laws give us reason to live.<br />

I feel most free when I am listening to music<br />

And no one is interrupting me.<br />

I feel most free when I am with my mum<br />

When she gives me a kiss.<br />

No racism for anyone -<br />

Seeing no one alone.<br />

So pick up the phone,<br />

And make everyone your own!<br />

Think about what freedom means to you.<br />

In today’s society we have boundaries<br />

Stopping us from spreading our wings.<br />

Some feel free when birds sing –<br />

Others feel free at the sight of nature.<br />

Why do events that shake the ground<br />

Beneath our feet finally knock some<br />

Sense into us, when the smaller<br />

Events are overlooked?<br />

Freedom.<br />

It might be a right, but<br />

You need to know its true meaning<br />

To appreciate it to its fullest extent.<br />

Freedom, freedom means to be free:<br />

The word has different meanings for everyone.<br />


Poem about Freedom<br />

by 8Z<br />

I feel most free when I draw the world on paper<br />

When the pen swishes from the speed<br />

And where reality isn’t meant to be<br />

Emotions and memories told through lines<br />

Yet open enough for all to interpret<br />

Feeling satisfied when eating ice cream<br />

And dropping my bag and lying in bed<br />

I feel most free when I am acting on stage<br />

Free like a bird, Free like the wind<br />

Letting go of all the dirt<br />

All of it’s been binned<br />

I feel the most free when I do wheelies<br />

on my bike<br />

I feel free when I play fortnite<br />

The ones that believe they have the right<br />

to cherish freedom<br />

I feel most free when I dream<br />

Why? Because I’m free<br />

I feel most free when I watch the sunset<br />

It’s the most beautiful serene sight<br />

Which shows you how small you are<br />

And how much there is left to explode<br />

The colours vibrate like an exploding firework<br />

Keep me alive<br />

I feel most free when I play sports<br />

When Portugal win their football matches<br />

in the World Cup!<br />

I feel most free when everything is calm<br />

When everywhere is quiet<br />

Not a single care in sight<br />

I feel free when I play football<br />

When I am playing a game with my brothers<br />

I feel most free when I listen to music<br />

Listening to the sound of the melody and the<br />

meaning of the lyrics<br />

I feel most free when I am acting on stage<br />

I feel most free when I am singing<br />

I feel free when I am dancing and learning<br />

something new<br />

Dancing is a way of communicating<br />

It takes your mind off all the stress<br />

you are going through<br />

The jokes and the laughs<br />

Makes your mood happier<br />

I feel most free when I can be myself<br />

in front of people<br />

When I do not have to pretend<br />

A lightbulb popping above my head<br />

I feel most free when I laugh<br />

I feel most free when I play sports<br />

I feel most free when I am with friends<br />

When I am socialising<br />

I feel most free when I am around people<br />

that I love Friends.<br />

Happy. Family. Love. Sports. Excited.<br />

Free…<br />

When 9X Feels Free<br />

I feel most free when I am cooking<br />

because it feels so great when my<br />

emotions and passions blend into<br />

something wonderful; the different<br />

flavours play a beautiful harmony in<br />

your mouth,<br />

I feel most free when I’m home alone,<br />

free from others’ judgement, trapped with<br />

nothing but my conscience,<br />

I feel most free when I am sleeping as I<br />

can dream of driving foreign cars, living<br />

with all the mandem,<br />

I feel most free when there’s a breeze<br />

flowing through my clean duvets,<br />

I feel most free when I go on adventures<br />

around areas I have never been to,<br />

I feel most free when I hear nothing but<br />

the wind blowing and the birds singing,<br />

I feel most free when I am walking<br />

by myself with only my own thoughts,<br />

allowing me to create the best ideas,<br />

I feel most free when I am by myself.<br />

When it’s a good sunny day with no<br />

troubles to think about,<br />

I feel most free when I am around<br />

positive people,<br />

I feel most free when I’m playing or<br />

listening to music. You can let your<br />

creativity run wild and write about<br />

whatever you want,<br />

I feel most free when I am listening to<br />

music as the drum and exotic music<br />

makes me feel like I’m on a beach with<br />

the sun gazing upon me,<br />

I feel most free when I perform for others<br />

as I love to see the smiles on their faces,<br />

I feel most free when I am able to express<br />

my thoughts and feelings,<br />

I feel most free when I go home from<br />

school – it feels like nothing, peaceful<br />

and calm; it feels like being yourself all<br />

the time,<br />

I feel most free when I go free running<br />

– the breeze that hits your face as you<br />

vault over blocks and walls,<br />

I feel most free when I am munching<br />

on Nandos, the tender chicken and the<br />

sizzling hot sauce, endless combinations<br />

to taste,<br />

I feel most free when I see other people<br />

free, people have been trapped and<br />

locked away throughout history. I will<br />

feel free when everyone in the world is<br />

free. No, let’s not talk about me being<br />

free, let’s talk about freedom.<br />


PSHCE<br />

has grown this year with more students accessing information, advice and<br />

guidance on Personal, Social, Health, Citizenship and Economic education. We<br />

are going from strength to strength with students gaining the opportunity to explore challenging topics<br />

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

<strong>Cranford</strong> Community College is equipping young people to be successful in the future in the world of<br />

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

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

completed a First Aid course and the Be Internet Citizen Course. This is yet another first for <strong>Cranford</strong>.<br />

Google and The Institute for Strategic Dialogue invited <strong>Cranford</strong> to be the first school in the country to<br />

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

<strong>Cranford</strong> has developed an internationally-recognised programme for teaching young people about the<br />

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

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

challenge students’ thinking on equality, equity and diversity and has students exploring themes based<br />

around human rights. Below is a flavour of student responses.<br />

Kevin Biggs (Assistant Headteacher PSHCE)<br />

I have learnt what scapegoating, emotional manipulation, filter<br />

bubbles, hate speech, free speech are and how to handle them<br />

when they hurt your feelings. Also, how to tell the difference<br />

between the categories. The way you can handle the situations<br />

is by flagging or reporting and blocking that person. If you<br />

don’t feel comfortable, you can speak to somebody about your<br />

situation and get a help talk from a trusted person. If I could<br />

change anything differently, I would be careful about what I<br />

post or say on the internet and social media. Also, I would help<br />

people who are feeling bad about the hate speech they get by<br />

reporting it.<br />

Student year 8<br />

PSHCE has taught me a lot. Some of these things included<br />

relationships, drugs and abuse, first aid, finance and other<br />

things related to that. I believe that learning about all these<br />

different aspects of life, which we eventually will come across<br />

and learning about these things early on, will open up our eyes<br />

to how we view the world, and how we handle our future. I’ve<br />

found out that there are a lot of different help lines and sources<br />

for anything that you’re going through. In relationships, I learnt<br />

the importance of qualities such as loyalty, trust and love, and<br />

how without simple things like these, any relationship, whether<br />

platonic, family, or romantic, can’t flourish. Boundaries and<br />

learning how to deal with different problems and things like<br />

rejection are important things for anybody, in order to develop<br />

more as a person. Moreover, I found out the different types<br />


of abuse, some more common than<br />

others, such as emotional, physical,<br />

mental, financial and how important it<br />

is not to overlook these things, which<br />

unfortunately, happen a lot in this<br />

society. An example for that is people<br />

who believe that only women fall<br />

as victims under sexual or physical<br />

abuse, and often, men don’t speak out,<br />

or if they do, they are often criticised<br />

for it. I’ve learnt how damaging<br />

drugs and gambling can be towards<br />

families or possible connections that<br />

you have. Both can lead to serious<br />

problems, like compulsive gambling,<br />

drug addictions, which come with side<br />

effects on your health. However, there<br />

are multiple hotlines, such as “Talk to<br />

Frank”, which can educate you on the<br />

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

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

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

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

like scapegoating takes place.<br />

Student year 8<br />

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

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

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

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

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

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

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

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

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

at any point.<br />

Student in Year 9<br />

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

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

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

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

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

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

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<br />

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

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

and Listen again and arrive alive.<br />

Student in Year 9<br />

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

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

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

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

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

things and live in a better world.<br />

Student in Year 9<br />

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

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

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

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

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

opinion on LGBT. This certainly has been a journey for me.<br />

Student year 8<br />


The thing I have learnt about relationships<br />

is that you have to make sure that it is a<br />

healthy relationship. Without a healthy<br />

relationship, you would start to feel sad<br />

and angry, and you will need a friend at<br />

this time. When your relationship starts,<br />

you need to take some time away from your<br />

partner, so if something goes wrong, you<br />

have somebody who can help you, and make<br />

them feel better. The second thing I learnt<br />

is that you have to make sure that you are<br />

ready to do something, like if your partner<br />

wants to take it to the next level, and you’re<br />

not ready, you have to make sure that your<br />

partner knows that you are not ready. If<br />

your partner is still trying to force you to<br />

do something you don’t want to, you have<br />

to go and talk to someone who you trust,<br />

like a family member or a friend. Sometimes<br />

the best thing to do is break up with your<br />

partner. Today I have learnt that I get to<br />

choose where my boundaries are and that<br />

if my partner wants me to do something<br />

which is out of my boundaries I should say<br />

no unless there is a proper reason for it. I<br />

get to choose whether I say “I love you,” If<br />

I am not ready for it I should not say it just<br />

to make the other person happy you should<br />

not have sex with your partner just because<br />

other people are doing it. I will spend some<br />

time with her as long as I still have time<br />

for my friends. I will not force her to do,<br />

or have anything that she doesn’t want to<br />

have. I will not have sex, or anything else<br />

just because other people are having it<br />

because I am different to other people, so<br />

I will make my own choices as long as my<br />

choices are ok with my partner.<br />

Student year 8<br />

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

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

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

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

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

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

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

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

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

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<br />

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

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<br />

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

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

and respect whilst I am by their side.<br />

Student year 8<br />

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

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

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

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

Student year 9<br />


On<br />

Wednesday 27th June <strong>2018</strong>, 30 year 9 students were lucky enough<br />

to attend the new musical ‘Everybody’s Talking About Jamie’, at<br />

the Apollo Theatre, as a PSHCE rewards trip. It was a great experience and<br />

is something the students will remember for years to come.<br />

Throughout the play, many issues and topics we commonly discuss in PSHCE<br />

lessons were explored in great detail, from many different perspectives. A<br />

main theme throughout the play was sexuality and other topics linked to<br />

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

into the minds of people who have different views on these issues: you get<br />

to see through the eyes of Jamie himself, as a person who identifies as gay<br />

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

bullies Jamie because of his sexuality, and his views on the topic.<br />

The play also sheds light on issues people have with religion and race (as<br />

shown through Jamie’s friend Pritti - a British Muslim who wears a hijab.<br />

The play sheds light on how religion can be negatively viewed in the public<br />

eye and compares it to what the message actually preaches.), family issues<br />

(like divorced parents and trying to keep a ‘broken’ family together) and<br />

bullying and peer pressure.<br />

“The play was brilliant: they<br />

tackled a lot of issues in a deep<br />

yet comical way. I would definitely<br />

recommend it”.<br />

“My favourite part was being able<br />

to meet some of the actors after the<br />

play and take pictures with them<br />

- they are such talented people”.<br />

The wide array of topics tackled in the musical was truly amazing, and I<br />

personally believe it helped start many conversations on the topics and<br />

helped people acknowledge and understand them more.<br />

Not only was the play’s general message great, the general quality of the<br />

musical was also amazing. There were brilliant, catchy songs, dances and<br />

comical jokes which kept the audience laughing all throughout the play<br />

and the mood light, making the musical more engaging. It was very well<br />

done and made the audience feel interested and amazed at the talents of<br />

the actors.<br />

Overall, going to the Apollo Theatre to watch this musical was an extremely<br />

enjoyable experience that explores many issues we face today and ways to<br />

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

regret it.<br />

It was just great to meet the cast afterwards and so lovely how they were<br />

happy to spend time with us.<br />

Zehra Hasan (year 9)<br />


W Factor <strong>2018</strong><br />

Factor continues to provide students with a range of enrichment<br />

W activities. Activities on offer included: jewellery and badge making,<br />

construction, STEM club, dance, storytelling, drama workshop, watercolour<br />

painting and the DofE training for the expedition. In addition, the ever<br />

popular sports activities were on offer.<br />

Two productions came to <strong>Cranford</strong> both dealing with safety on the road. Year<br />

7 students were entertained by a performance by “Riot Act” and year 8 students<br />

saw a production called “Traffic”. Road incidents are a major cause of<br />

injury and death for young people across the UK. As young people get<br />

older and move from primary to secondary school, making more and more<br />

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

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

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

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

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

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

keeping themselves safe whilst travelling.<br />

Kevin Biggs (Assistant Headteacher - WFactor)<br />

STEM WFactor<br />

This<br />

year WFactor lessons have been designed<br />

around developing our students’ inquiry and<br />

communication skills as part of the wider STEM (Science<br />

Technology Engineering and Mathematics) curriculum.<br />

Currently WFactor students are working on integrating<br />

their classroom knowledge of circuits to design and build<br />

toy solar cars. Each group has been expected to create an<br />

aerodynamic design against specific criteria. They have<br />

been provided with basic circuitry that includes motors,<br />

solar panels and wires as well as a range of household<br />

items to build their unique design. Students will be testing<br />

their models at the end of the term and will be able take<br />

them home.<br />

Students have also had the opportunity to design and build<br />

egg parachutes, incorporating their existing knowledge and<br />

research to ensure they produced a product that allowed<br />

their egg to stay intact. They were asked to test a range of<br />

designs and materials in order to determine which design<br />

elements delivered the best results. Designs were given<br />

names –‘Eggwin’- and students tested them by dropping<br />

their parachutes from outside the music department. This<br />

allowed them to quantitatively measure the effect of their<br />

parachute.<br />

WFactor also encourages students to incorporate sustainable<br />

design ideas – a concept that is increasingly informing<br />

engineering practices in the workplace. Students were<br />

given recycled items and asked to repurpose them to create<br />

an effective football. Groups varied the size and density of<br />

their footballs and took great pleasure in testing them out<br />

on the football pitch – in windy and wet conditions.<br />

“In general WFactor was really fun as we got to build<br />

our own parachutes and solar cars and test them<br />

out. The lesson which I enjoyed the most was when I<br />

dissected the heart because that was my first proper<br />

dissection of anything.”<br />

Ehsan Ayobi (year 9)<br />


Outside of structured activities students have had<br />

an opportunity to participate and observe other fun<br />

experiments. The Non-Newtonian fluid Oobleck, proved to<br />

be a particular favourite. Students combined corn flour and<br />

water to produce a substance that was neither completely<br />

solid nor liquid. Applying any type of stress/mechanical<br />

pressure resulted in the liquid instantaneously transforming<br />

into a solid. A few students bravely volunteered to ‘walk<br />

on the Oobleck water’. The experiment was loud, messy<br />

and fun with students repeatedly asking for the chance to<br />

do it again.<br />

However, the chance to dissect a heart resulted in a more<br />

polarised opinion. After the initial shock had worn off,<br />

students observed dissection techniques and<br />

were able to identify landmark features on the specimen.<br />

Before long they were sticking fingers into the aorta and<br />

pulmonary artery to understand their origin and visualise<br />

the journey of a red blood cell.<br />

“It was a very fun experience. I enjoyed doing<br />

Oobleck even though it was messy. The dissection of<br />

the heart was disgusting, but I shouldn’t complain<br />

because it’s inside all of us!”<br />

Inderveer Brar (year 9)<br />

We look forward to seeing how WFactor can continue to<br />

inspire our students to pursue STEM pathways.<br />

Bradley King (Science Department)<br />

Step into Dance<br />

“The WFactor I did this term was Duke<br />

of Edinburgh. In this WFactor, I enjoyed<br />

learning different things about Duke of<br />

Edinburgh and learning different life skills<br />

like first aid (e.g. CPR) as well as: Camp<br />

craft, equipment and hygiene for Duke of<br />

Edinburgh. For example, we learnt how to use<br />

a trangia, build a tent and read a map. I found<br />

the Duke of Edinburgh WFactor educational<br />

and helping us complete the expedition.<br />

Overall, we have learnt many facts and skills<br />

from the Duke of Edinburgh WFactor such as<br />

teamwork, leadership, communication skills<br />

and more as well as having fun while we were<br />

on the expedition”.<br />

Year 9 Student<br />

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

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

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

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

of stage fright and break out of our shell. In addition,<br />

“A new and exciting experience”- Iman Javed<br />

it was a way to meet new people and see other types<br />

of dances and how equally as hard other schools were<br />

“Given me a new opportunity”- Samira Wardhere<br />

working on their dance (we even got ‘step into dance’<br />

“It was very inspirational” - Maria Alves<br />

shirts) Our dance teacher Maria was honestly the<br />

“I learnt new things” - Vanisha Maugi<br />

best and we can’t thank her enough<br />

“The teacher was amazing” - Kereena Gurwal<br />

for helping us try out a new thing.<br />

“It was really fun” - Samhita Damerashetti<br />

The programme was called ‘Step<br />

Into Dance’ which is also supported<br />

“The whole experience was very friendly” - Kacey Childs<br />

by the Jack Petchey Foundation;<br />

they were wonderful and made<br />

us feel extremely welcoming. We<br />

had worked extremely hard on<br />

our performances and had great<br />

fun learning and performing a<br />

new dance. It was incredibly<br />

inspirational and a fun experience.<br />

Kavleen Arora (year 9)<br />


On<br />

Tuesday 1th July <strong>2018</strong>, year 12 performed their A level devised piece based on the characters<br />

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

the culmination of ten weeks’ work researching the original context of the play, drawing out the<br />

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

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

through a challenging storyline and the outcome was clearly a success and will set them up for the<br />

main exam in year 13.<br />

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

Having read and taught ‘A Street Car<br />

Named Desire’ and then being invited to<br />

watch a year 12 drama adaptation of it had<br />

me intrigued - before entering the drama studio<br />

and having been greeted by Mitch and Stanley at<br />

the door, I was already curious to learn how the<br />

sensitive issues of rape and mental health would be<br />

explored in a student production of the play. How<br />

would they show Blanche’s plight and conflicting<br />

emotions? How will they present Stanley to be<br />

the macho overbearing man that we understand<br />

him to be? How would they demonstrate the<br />

fragile and complex relationship between Stella<br />

and her elder sister? All of these questions were<br />

eloquently and maturely addressed leaving me not<br />

only amazed by the talent of these students but<br />

also in awe and appreciative of their ability to<br />

empathise with the characters and acknowledge<br />

the complexities of relationships. The audience<br />

became a part of the performance when Blanche<br />

was seen to be caught in a web of lies; the change<br />

in setting was demonstrated through the characters<br />

themselves who became the setting using their<br />

voices to build tension and replicate the sounds<br />

of a train; the shift in time and use of flashbacks<br />

was cleverly presented allowing those who hadn’t<br />

read or seen the play before to clearly comprehend<br />

each character’s motives and behaviour. The<br />

character, and<br />

actor(s), that stood<br />

out to me the most<br />

was Blanche, played<br />

by both Cristiana<br />

Efteniou and Aria<br />

Cundall in turn.<br />

They did a fantastic<br />

job in showing her<br />

breakdown and<br />

the intricacies of<br />

communicating with<br />

the outside world<br />

when internally<br />

you are suffering.<br />

The tears, the<br />

ballet-like movements and<br />

the raw emotions on their faces were undeniably<br />

moving. The role of Stanley was as it should be:<br />

intimidating, unkind and masculine. The slow<br />

and powerful steps of Timmy around the circular<br />

stage with his intense staring at the audience was<br />

enough to make you want to hide with fear. It<br />

was a fantastic performance for me, as an English<br />

teacher who has taught the text, to watch. It was<br />

creative, sensitive and mature - everything that the<br />

play deserves to be when staged.<br />

Sahrish Shaikh (English Department)<br />


Powerful, profound<br />

and professional<br />

is how I would<br />

describe last night’s A Level<br />

dark gothic adaptation of<br />

‘A Streetcar Named Desire’.<br />

The eerie and wonderful<br />

opening captivated the<br />

audience’s attention right<br />

from the word go. We were<br />

thrown into the chaotic,<br />

crazy and charming world<br />

as we transformed across<br />

the Atlantic into the<br />

1950s.<br />

Every character played<br />

a pivotal role in alluring<br />

and mesmerising the audience. I especially<br />

enjoyed the spider web dance; it was hypnotic<br />

and spellbinding. The New Orleans/Mississippi<br />

accents were spot on – especially Cristiana<br />

and Aria. Cristiana’s ‘Blanche’ excellent vocal<br />

variety, eye contact and body movement made her<br />

performance a memorable one. Timmy brought<br />

an even darker and rebellious edge to ‘Stanley’<br />

through his controlled silence, imposing and<br />

powerful presence. Aria’s excellent audience<br />

interaction and playfulness of her character<br />

captured the essence of the performance. Juhi was<br />

simply terrific in character, I felt her roller-coaster<br />

emotions and could see joy and terror in her eyes<br />

as she flowed from scene to scene. Haashim’s<br />

character evolved throughout the play, at first,<br />

so innocent and kind but his demons started to<br />

surface, every movement carefully calculated.<br />

Although all actors were superb, in my opinion<br />

the standout performer was Harveer – cool, calm<br />

and composed throughout the entire performance.<br />

Quietly hovering in the background, she looked<br />

as if she had just fallen from the 1950s. I felt<br />

the pain in her eyes, the frustrations and angst in<br />

her character. Through her stunning voice, facial<br />

expression and body language, she was the glue<br />

that held the performance together.<br />

A Streetcar Named Desire is one of the world’s<br />

most influential, thought-provoking and famous<br />

plays and I believe yesterday’s performance is<br />

one of the best adaptations I have ever seen. It<br />

was of very high standard, not your typical A<br />

Level or even University performance, I enjoyed<br />

the audience interaction too. I would have paid to<br />

see this performance; it was that good. I firmly<br />

believe the students involved with this play will<br />

go on and have a successful career within the arts.<br />

Well done to all the students involved with this<br />

production and staff. Outstanding.<br />

Taz Virdee (Project Manager Heston West Big Local)<br />


Careers Education <strong>2018</strong><br />

An<br />

extensive and varied programme of careers learning in <strong>2018</strong> has served<br />

to provide students with a range of support and information to aid<br />

decision-making around careers and aspiration delivered through whole class,<br />

small group and individual sessions and TI day activities. All students had access<br />

to on line careers support such as :Icould, Futurestart, Fasttomato, Milkround.<br />

Year 7<br />

Enterprise Challenge and careers week<br />

activities. Careers walks exploring in London.<br />

Year 8<br />

Risks linked to employment in PSHCE, careers<br />

week activities, Industry /institution Visits -<br />

including talk on career progression of professional,<br />

career advice and skills/qualities exploration.<br />

Enterprise Challenge, Job Explorer Careers<br />

Activity. 1-2-1 guidance meetings as requested.<br />

Year 9<br />

Careers Week Activities, Future Focus Evening,<br />

Employer and Further Education Engagement (TI<br />

Day). Careers Activities - Skills and future planning<br />

(TI Day), Alumni Careers event, Enterprise<br />

Challenge. 1-2-1 guidance meetings as requested.<br />

Year 10<br />

Form time Career Planning, Careers Week<br />

Activities, Careers Activities - Skills and<br />

future planning. Tutor mentor meeting (TI<br />

Day), Work placements and Summer School<br />

Placements offered. Alumni Careers event,<br />

Enterprise Challenge, 1-2-1 guidance meetings<br />

as requested. Targeted Work Experience.<br />

Year 11<br />

Form time career planning, Careers Week Activities,<br />

Future Focus Interview, Future Focus Evening,<br />

Work placements and Summer School Placements<br />

offered. PSHCE Future planning session, Alumni<br />

Careers event, NCS Programme. 1-2-1 guidance<br />

meetings as requested, Targeted Work Experience.<br />

Year 12<br />

Careers Week Activities, Work placements and<br />

Summer School Placements offered. Form time<br />

career planning and UCAS prep, Careers and<br />

Higher Education Day - University, employers,<br />

skills, apprenticeships, UCAS and Application<br />

support, Enterprise education activity, Alumni<br />

Careers event, NCS Programme, Form time career<br />

planning and UCAS preparation. 1-2-1 guidance<br />

meetings as requested, Targeted Work Experience.<br />

Year 13<br />

Form time career planning and UCAS preparation,<br />

Careers Week Activities, Alumni Careers event,<br />

1-2-1 guidance meetings as requested, Targeted<br />

Work Experience.<br />


Thames Tideway Careers Trip<br />

The trip to Thames Tideway was most definitely worth the arduous<br />

journey to get there. The students found the day most fascinating<br />

and worthwhile as the company is building a tunnel underneath<br />

the whole of London in order to ensure sewage does not keep<br />

contaminating the River Thames. They showed us models of the<br />

Tunnel Boring Machine (TBM) as well as offered the chance for us<br />

to see the real thing. The day was extremely insightful and gave the<br />

students the opportunity to meet different personnel in the company<br />

ranging from several different engineers to the office scientists<br />

who were constantly analysing the cross section of the Earth where<br />

the proposed tunnel will be. New technology was shown to the<br />

students such as virtual reality and 3D apps. The students found<br />

them most exciting to use and extremely interesting. Students like<br />

Leo Payne, Emma Kinahan, Valeed Ali and Freddie Taylor (year<br />

8) asked insightful questions continuously throughout the visit.<br />

On the way home Freddie who was most impressed said; “When I<br />

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

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

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

were so many different ways to build tunnels”.<br />

Careers Trip to Constain Skanskia<br />

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

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

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

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

route of the rail and its impact on individuals, groups and the environment.<br />

Kevin Biggs (Assistant Headteacher – Careers)<br />

“It was great meeting somebody who does a real job<br />

especially the engineers. It was interesting finding out<br />

about their jobs and how they got to their jobs”.<br />

Careers Help and Support<br />

• www.icould.com<br />

For information and careers videos.<br />

• www.nationalcareersservice.direct.gov.uk<br />

For careers and skills information.<br />

“I enjoyed the group work the best. It was nice finding<br />

out how a project like this would affect different people<br />

and the environment and see how a business plans for<br />

the impact of a project. We learnt about planning and<br />

organisation as well as the technical skills required by<br />

an engineer”.<br />

• www.prospects.ac.uk<br />

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

• www.milkround.com<br />

Information on current jobs and advice on applying for and getting jobs.<br />

• www.getingofar.gov.uk<br />

Government apprenticeships website.<br />

• www.gov.uk/apply-apprenticeship<br />

Government apprenticeships website.<br />


Parent Advice<br />

This<br />

parent page has been created to provide parents and carers with useful information and<br />

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

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

find this information useful.<br />

Kevin Biggs (Assistant Headteacher – PSHCE)<br />

Useful Websites<br />

• Childline – www.childline.org.uk<br />

• The Mix – www.themix.org.uk<br />

• Youth Access – www.youthaccess.org.uk<br />

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

• Samaritans – www.samaritans.org (England, Scotland, Wales)<br />

• Thinkuknow – www.thinkuknow.co.uk<br />

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

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

• Common Sense Media – www.commonsensemedia.org/<br />

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

• Break – www.brake.org.uk<br />

Safety online<br />

• Help your kids stay safe online by using TEAM:<br />

• Talk to your kids about being safe online.<br />

• Explore their online world together.<br />

• Agree rules about what’s ok and what is not.<br />

• Manage your family’s profile, settings and controls.<br />

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

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

Safety on the roads - Brake<br />

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

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

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

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

them plan the safest possible routes in your area.<br />

Mental Health - Relate<br />

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

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

do to help.<br />

For Single Parents:<br />

• www.gingerbread.org.uk<br />

• www.grandparentsplus.org.uk<br />


Talking about Drugs – Relate<br />

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

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

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

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

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

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

our advice for how you can tackle suspected drug use:<br />

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

cause you to panic and overreact.<br />

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

signs of growing up. Signs can include:<br />

• Sudden and regular mood changes<br />

• Unusual aggression<br />

• Loss of appetite<br />

• Gradual drowsiness or tiredness<br />

• Lying and secretive behaviour<br />

• Unusual stains, marks or smells on the body or around the house<br />

• Looking “drunk”<br />

• Money being spent with no visible evidence of what it’s being spent on<br />

Eating Disorders<br />

Supporting your child if you think they have an eating disorder:<br />

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

• www.stem4.org.uk/eating-disorders/identification<br />

LGBT advice<br />

Supporting your child if they are or you think they are Lesbian, Gay, Bisexual, Transgender or Queer<br />

+ - Stonewall.<br />

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

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

environment where your child feels able to talk to you about their sexual orientation or gender<br />

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

people to say negative things under your roof. Stonewall has extensive<br />

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

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

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

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

the direction of the information they need. You can contact Stonewalls Information Service for pointers.<br />

RU Coming Out has stories about coming out from people worldwide.<br />

Families and Friends of Lesbians and Gays .<br />

London Lesbian and Gay switchboard is open every day and can provide support<br />

and advice.<br />

• www.familylives.org.uk<br />

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

• www.parenting.co.uk<br />


Science News<br />

Year 8 STEM Week<br />

Earlier this year, year 8 classes took part in a unique STEM<br />

week project looking at ‘Engineering through the Ages’ focusing<br />

specifically on both historical engineering marvels (how did<br />

Ancient Egyptians build the pyramids without the aid of<br />

electricity?) to the cutting edge technologies that are allowing<br />

skyscraper architects to ‘Race to Space’. Our students threw<br />

themselves into the tasks and came up with some of their own<br />

ingenious models of pyramids and skyscrapers, explaining how<br />

these would be built using the technologies of the time. To<br />

conclude both sets of activities, students presented their models<br />

back to their class in context, either as an advisor to the fictional<br />

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

and usefulness.<br />

Thursday P0 STEM Club<br />

Our popular period 0 STEM Club has been as busy as ever with unique, new<br />

activities being held every week. Throughout the course of the term students have<br />

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

Picks of the bunch are researching and carrying out their own heart dissection<br />

and making their own unique types of slime (glow in the dark and magnetic<br />

slimes being the particular highlights). A walk through the Science Department<br />

on a Thursday morning would currently offer you the opportunity to see students<br />

focused on building their own hydraulically-powered hands and vending machines,<br />

purely out of cardboard, some syringes, and rubber tubes. Our regular attendees<br />

really value their time spent at STEM club, so much<br />

so that they’re currently researching and creating<br />

potential project ideas to complete next year. Well<br />

done to Nihal Kang 7T, Harsimran Bath 8U, Neha<br />

Khendria 8U, Manav Vivek 8U and Nehchal Singh<br />

8T for their continuous attendance and enthusiasm<br />

for everything to do with STEM this year.<br />

Active Learning - National Grid<br />

Science is a subject in which you study the ways of the world around you<br />

– therefore what better way to learn than getting hands on and practical at<br />

every opportunity. Active, practical opportunities and tasks are embedded<br />

into our curriculum at every possible opportunity and these frequently offer<br />

spectacular outcomes. Take a look at some models made by our year 9<br />

students for a half term project for a prime example of this.<br />

Jack Petchey Donations<br />

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

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

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

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

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


Year 12 Taster Day Experiences<br />

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

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

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

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

which develop technologies and products to improve our health, this<br />

increased my passion to study the course as I would like to be part of<br />

the system that supports such a major organisation such as the NHS<br />

to provide care.<br />

Muna Aden (year 12)<br />

I attended a four day ‘DentView’ course which included a clinical<br />

placement at Kings College during the February holiday. We were<br />

given access to the Dental Institute at Guys Hospital to see the<br />

dental students in different years of the course and in this short<br />

time, my interest in dentistry had increased as seeing all the dental<br />

students working in their areas explaining to me the different types<br />

of procedures they need to carry out before even starting with a<br />

patient. This made me realise that being a dentist is more than just<br />

teeth and it includes the relationships you build with your patients<br />

and the safest ways to carry out procedures. During the placement we<br />

were put in scrub uniforms to look the part and the nurses explained<br />

the importance of uniform and the correct uniform to wear and it<br />

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

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

did certain things such as wrapping the dentist chair and the light with aluminium for<br />

each patient. These four days helped me finalise my decision into becoming a dentist<br />

and I was fortunate enough to be able to attend.<br />

Hamdi Herse (year 12)<br />

Taster day at City University. On Thursday 24th May I went to City University for<br />

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

optometry. I wasn’t really sure about what course to choose at university and after<br />

going to this taster course I made my mind up about optometry. The staff and students<br />

were extremely helpful and they didn’t mind us asking a lot of questions. Even though<br />

it was only for a day, it really taught me a lot.<br />

Kirthiga Thangeswaran (year 12)<br />

VESPA In Science<br />

<strong>Cranford</strong>’s Science Department has always looked to be innovative in<br />

its practice; this year the teachers seized the opportunities given by the<br />

new linear courses to change the way we teach A Level Biology. This<br />

year students took part in specialised activities to teach them different<br />

methods of writing up their notes and actively teaching them how to<br />

revise. Students could be seen trying Cornell note taking for the first<br />

time and discovering the Leitner technique for flashcards. Students new<br />

to <strong>Cranford</strong> commented that for some of them it was the first time that<br />

they had been taught how to study effectively. Staff took the challenge<br />

further and introduced concepts such as Growth Mindset by Dweck and<br />

marginal gains as practised by the successful Team Sky in the Tour de<br />

France. This encouraged students to make small but successful changes<br />

in their activities to help them achieve. Although in its early stages we<br />

are looking forward to building on this next year. ​<br />

Bradley King (Science Department)<br />


Targeted<br />

Intervention<br />

Days <strong>2018</strong><br />

Targeted intervention (TI) days have continued to<br />

provide a range of opportunities for students to<br />

enrich their learning and venture out of school and<br />

experience opportunities beyond the timetabled curriculum.<br />

Each activity is designed to add extended learning<br />

opportunities appropriate to each year group.<br />

TI days have continued to be popular with both staff and<br />

students in providing very specific targeted learning that<br />

supports students’ success.<br />

Targeted Intervention Day 2 - Careers and Targeted Intervention<br />

On 9th January <strong>2018</strong> we had another exciting targeted intervention day that saw our students<br />

learning from a huge variety of activities. Year 9 and year 12 students had a day focusing<br />

on careers where they worked with employers, apprenticeship providers and universities<br />

to help formulate their understanding of where they are aiming for. Year 9 students<br />

completed work on planning for their options process and moving into their GCSE studies.<br />

Year 12 students completed work with Royal Holloway University, Queen Mary University, Brunel<br />

University and worked on exploring different options for the end of their time at <strong>Cranford</strong>. This<br />

included looking into interview skills, apprenticeships, life as a university student, student finance,<br />

taking a gap year and choosing a university, volunteering opportunities, building confidence,<br />

preparation for work and employability skills, CV writing and writing a personal statement<br />

Year 9 students spent time working with Cisco, NHS, British Airways, Richmond College, St. Mary’s<br />

University, Dell, GSK, Media Freelance worker, Hawk, IT Consultants, Bam Construction, Babcock,<br />

Allianz and Morgan Sindall. The students had access to these institutions and employers and found out<br />

through networking meetings about the types of roles that would be available to them in the future, the<br />

types of skills employers want and need and the types of activities employees do on a day to day basis.<br />

Universities shared what university life is like and were able to talk to current undergraduate students<br />

Year 13 students spent time working with class teachers and targeted key areas for development within subject<br />

areas to prepare for their summer examinations. Subject teachers put on a variety of sessions from reviewing<br />

and reflecting mock examinations, essay writing skills, skills sessions in maths and knowledge gathering.<br />

Year 7 students spent the day completing exciting activities working with a variety of departments. Activities<br />

included creating a motte and bailey castle in humanities, bespoke skills based sessions in English, languages<br />

skills in Spanish. The Performing Arts team worked with a large group of students developing a performance<br />

piece for sharing. The PE Department worked with students on developing the sporting and team working skills.<br />

Year 8, 10 and 11 students worked with tutors on developing skills to improve their attitude to<br />

learning. This was done via small group work that targeted individual students needs to ensure they are<br />

able to approach education with a better understanding of skills.<br />

Targeted Intervention Day 3 & 4<br />

Wednesday 28th and Thursday 29th March <strong>2018</strong> were subject focussed. Subject areas offered over 60<br />

different intervention activities on these days where students worked with a variety of departments to<br />

ensure they are successful. Activities included trips to the Bank of England to find out about how it works,<br />

Bletchley Park, the Science Museum and Design Museum. In addition they completed a huge variety of<br />

tasks including walking talking mocks for examination groups, coursework sessions, extension of the<br />

more able workshops, workshops prepping Russel Group Universities, practical experiments in science,<br />

philosophy and ethic essay writing, research methods and action planning and stretching the more able.<br />


Targeted Intervention Day 5<br />

Students had a variety of opportunities to get out of school and see the world in which we live. Some year<br />

7 students went into London to explore different career sectors. Some year 8 students went on industry<br />

visits to two major organisations in the construction industry, Thames Tideway and Constain Skanskia.<br />

On-site activities included students meeting industry professionals working in journalism and research.<br />

In addition, students were challenged in an enterprise activity to celebrate Pride. Through the enterprise<br />

activity students were able to develop their awareness of employability skills and entrepreneurial skills<br />

which culminated in a design presentation.<br />

Kevin Biggs (Assistant Headteacher – TI days)<br />

Enterprise Project - Celebrating Pride<br />

This year students in year 8 were faced with an enterprise project that looked at students planning a<br />

project to celebrate London Pride <strong>2018</strong>. Students learnt about Pride and what it stands for and then<br />

created a bid for the school to celebrate it at <strong>Cranford</strong> Community College. The project developed lots<br />

of skills from financial planning to team work and project management. Students then had to pitch their<br />

ideas to win the prize.<br />

“I really enjoyed the planning and design element of the project. It really taught me team work as we got<br />

to work with other tutor groups”.<br />

“I learnt about profit and loss and making decisions that affect the finance of a project. It was a fun<br />

experience and I really enjoyed the advertising of the Pride Festival we designed. My team made<br />

merchandise for the Pride event that included sliders and tee shirts”.<br />


Sport News<br />

The<br />

2017/18 academic year has<br />

been momentous in the PE<br />

Department at <strong>Cranford</strong>. There has been<br />

a huge amount going on. We started the<br />

national pilot scheme of the Youth Sport Award. Only 15 schools around the UK were chosen to trial this<br />

scheme. Alongside this, we built stronger links with Brunel University and St. Mary’s University. Brunel<br />

have enabled us to focus on getting more girls into an Active Healthy Lifestyle and developing leadership<br />

skills through the Girls Active programme. We have helped develop future teachers from St. Mary’s<br />

University; they have been invaluable in promoting sport and bringing new ideas to our own teaching<br />

and learning. Queen Park Rangers continue to work closely with the department. Part of their education<br />

programme we deliver, has been recognised as one of the strongest Football Education Programmes in<br />

the country. Throughout the year form groups have been fiercely competing for the Interform Cup. This<br />

has spread across different sporting disciplines, from dodgeball to 4 x 100m relay races. Students have<br />

also had plenty of sporting success. The year 9 and 10 cricket teams and the year 7, 8 and 9 rounders<br />

teams have all gained wins from around the borough. The most notable success comes from Szymon<br />

Gora, who won two gold medals in shotput and javelin at the Hounslow Borough Athletics competition,<br />

and was selected to represent the borough at the London Youth Games.<br />

The year concluded with the sports contribution to the Cranbury Fetsival and a highly competitive sports<br />

day event. Students in each year competed as a form group in track events. The form tutors certainly<br />

did their bit to cheer on their competitors. We are looking forward to <strong>2018</strong>/19 which we are sure will be<br />

another exciting year for <strong>Cranford</strong> Sport.<br />

Rob Notley (Director of Community Sport)<br />

“I really enjoyed sports day as it brings out the competitive<br />

side of <strong>Cranford</strong>. There were the 400,300,200 and 100m races; I<br />

really enjoyed them but what I enjoyed the most was the relay as<br />

it involved teamwork and my form like to work together. (That’s<br />

why we won). It was so hot on the day reaching the scorching<br />

temperatures of 27 degrees but we still ran and had a good time.<br />

But this just shows how outstanding the school is giving everyone<br />

a chance to show their competitive side. There was a lot of banter<br />

and it was all fun. We shook hands at the end and my form had a<br />

mini party. It was so tasty; I really enjoy <strong>Cranford</strong>’s sports day.<br />

Best time of the year if you ask me”.<br />

Adewole Agboola (year 9)<br />


School<br />

Games<br />

This<br />

year we increased the participation<br />

in our competitions with more<br />

children and schools taking part, alongside the<br />

other School Games Organiser’s for the Hillingdon<br />

Borough we did 49 Inter-School events.<br />

A few events were hosted at <strong>Cranford</strong>. In the<br />

autumn term we had the Sports Hall Athletics, one<br />

of the most popular competitions in Hillingdon<br />

with over 25 Schools (250 children) participating<br />

over 6 days, all in different locations. For this day<br />

we had 15 Young Leaders from <strong>Cranford</strong> helping<br />

and officiating the event.<br />

This competition leads to the London Youth Games<br />

Finals. This was won by a Hillingdon team -<br />

Whiteheath Junior School.<br />

The other events were hosted in the <strong>Cranford</strong><br />

SuperDome. The first event was the Tri-Golf<br />

years 5 and 6 competition with 4 primary schools<br />

participating and 40 children involved. For this<br />

competition a group of 16 Young Leaders from<br />

<strong>Cranford</strong> were involved in the setup, as well as<br />

explaining each game to the young students<br />

participating, taking scores and helping with the<br />

rotation of the teams.<br />

The last event was an inclusive festival for key<br />

stage 2 &3. Thirty children were involved where<br />

20 Young Leaders supported all the activities.<br />

From the autumn term we had the years 3 and<br />

4 Mega Fest Tag Rugby hosted by the Ruislip<br />

Rugby Club with five schools taking part and over<br />

50 children involved. In addition, there was an<br />

inclusive Boccia for Special School and six key<br />

stage 2 primary schools took part and over 35<br />

children were involved.<br />

A basketball competition was a really well attended<br />

completion with 30 teams involved from over 20<br />

schools in a total of 150 children playing basketball<br />

at the Uxbridge College.<br />

Finally, QuadKids Athletics hosted at the<br />

Hillingdon Leisure Centre took place with a high<br />

popularity among the schools in Hillingdon with<br />

12 Schools taking part and around 120 children<br />

involved. 12 Young Leaders from <strong>Cranford</strong> were<br />

invovled in this competition.<br />

Ricardo Ramos Alheiro (Youth Sports coordinator)<br />


School<br />

Games<br />

Organiser<br />

and Sports<br />

Leaders<br />

<strong>Cranford</strong> has a strong tradition of innovation<br />

and pioneering so when we were approached<br />

by the Youth Sports Trust to run the School<br />

Games Organiser role for Hillingdon we said yes.<br />

The Youth Sports Trust had struggled to get any<br />

secondary school in Hillingdon to take up the role<br />

and felt <strong>Cranford</strong> had the expertise, experience of<br />

community sports and the fantastic facilities to be<br />

able to deliver a quality programme.<br />

64<br />

“On Wednesday 11th July<br />

<strong>2018</strong> I was called up to be<br />

part of the team that was<br />

going to play Scotland in a<br />

cup final in Headingly. I was<br />

told to meet the team at Lords,<br />

where we departed as a team<br />

on the coach. The match was<br />

a 50 over game (one day)<br />

between 1pm to 8pm and<br />

this was rather tiring as the<br />

weather was really hot and<br />

humid. The end result was a<br />

win but was contested till the<br />

last over where we won by 10<br />

runs. By winning the trophy I<br />

also got a finalist medal and a<br />

team photo. My performance<br />

in the final was 10 overs- 3<br />

for 45 runs. At the end I felt<br />

really privileged to be part of<br />

the team and receive a finalist<br />

medal which I will remember<br />

for a long time to come”.<br />

Sahib Kumar (year 12)<br />

Since May 2017 the newly appointed Ricardo Ramos<br />

Alheiro has been working with primary schools in<br />

South Hillingdon to get engagement and improve<br />

the delivery of sport and games in South Hillingdon<br />

schools. When he started only 5 schools out of 24<br />

were engaging and in a year he has managed to get<br />

engagement in 21 out of 24 schools.<br />

A key to this success has been the <strong>Cranford</strong> Sports<br />

Leadership programme. The Leadership programme<br />

is recognised by Youth Sports Trust as an example<br />

of best practice and is a very important and valuable<br />

quality and at <strong>Cranford</strong>. We have with nearly 100<br />

13 to 15 year olds developing leadership skills and<br />

then putting them into practice at a variety of events<br />

across Hounslow and South Hillingdon,<br />

The programme has been so successful that Brentford FC Community Trust<br />

have been recruiting some of the leaders to run their summer programme<br />

across the borough.<br />

Pete Lamas, Sports Impact Event Coordinator best sums up the work of the<br />

leaders. Sports Impact ran three major Primary events at <strong>Cranford</strong> in the<br />

<strong>Cranford</strong> SuperDome this year.<br />

The quality of the ‘Sports Leaders’ who have supported me at these events<br />

has been extremely high; over 50 of your young people have supported the<br />

teams during the year and all have demonstrated initiative, high quality<br />

organisational skills and above all, an understanding of the needs of the<br />

1500+ children who have attended during the year. Thanks to Rob Notley<br />

for organising the Leaders and helping them with their ‘initial’ training.<br />

I would like to specifically mention two of the leaders who supported me<br />

today. Lizzie acted as the ‘team leader’, organising her peers and ensuring<br />

that everything was set up for each event, In addition, she successfully<br />

undertook the difficult scoring role during the afternoon, showing great<br />

confidence. The star of today was undoubtedly Abdanuur. He worked with<br />

the children from Lindon Bennett special school and throughout the day<br />

he demonstrated amazing empathy, enthusiasm and understanding of their<br />

needs and he alone made this a very special day to remember for them.<br />

Many colleagues from other primary schools have praised him highly for<br />

his efforts and I also thank him for his contribution in making the day a<br />

great success.<br />

Congratulations to all Sports Leaders for their outstanding contribution to<br />

promoting healthier lives in Hounslow and beyond.

Girls Active<br />

Girls<br />

Active is an initiative that supports schools to motivate girls to take part in physical<br />

activity. Developed by the Youth Sports Trust, Girls Active aims to address the decline in<br />

activity levels of girls as they transition into and progress in secondary school, helping them to achieve<br />

the government’s recommendation of a minimum of 60 minutes of physical activity per day.<br />

Barriers that girls face to participation such as negative attitudes towards body image, improving attitudes<br />

towards PE, Sport and Physical activity are addressed with the aim of making sport relevant to girls’ lives.<br />

This has been our inaugural year in the Girls Active campaign which began in March with the recruitment<br />

of 6 girls to take a leading role. Isra Jadoon, Areeba Ali, Sanjana Bhola, Nikola Szczawinska, Lizandra<br />

Pereira and Shenon Dias attended a day at Brunel University in which they explored the challenges<br />

girls face and the strategies they can implement at <strong>Cranford</strong> to motivate and inspire girls from across<br />

the school to get more active.<br />

They have since met with the PE Department and made suggestions about what can be done to improve<br />

girls’ attitudes towards PE lessons, requested new extra-curricular activities that might appeal more to<br />

girls, assisted in the running of sports events and extra-curricular activities and started making a longterm<br />

plan about how to engage more girls in physical activity at <strong>Cranford</strong>.<br />

Amiri Brothers Going for Gold<br />

I<br />

Lucy Ridgeon (PE Department)<br />

first started doing Taekwondo when I was<br />

9 years old and my brother (Nesaar) was 7.<br />

Our dad encouraged us to take up the sport as<br />

used to do it when he was younger and told us it<br />

was great fun. We have learnt respect, discipline,<br />

built up strength and confidence in self-defence.<br />

I train two times per week but when it is<br />

competition time I have to train 4 times<br />

per week. I am really dedicated and would<br />

love to represent team GB in the Olympics<br />

one day with my brother on the same team.<br />

So far we have entered many tournaments and<br />

been successful. I (Yasser) have 4 golds, 3<br />

silvers and 2 bronze medals. Nesaar my younger<br />

brother has 2 golds, 4 silvers and 3 bronze medals. Recently I won silver at an international tournament<br />

in Sheffield and hope next time to get gold. The aim is to keep training, working hard and listening to<br />

my coaches. I have learnt a lot and it helps me with my studies such as focusing, being determined to<br />

get good grades just like a gold medal. I am also very happy that Mr Rattu (Head of Year) and Mr Notley<br />

(Director of Sport) are interested and supportive of our journey.<br />

Yaseer Amiri (year 9 )<br />


Year 8<br />

It<br />

has been a busy year for year 8 with lots of exciting opportunities for them to enjoy. Here are<br />

just two examples of what year 8 have been getting up to this year.<br />

The year 8 reward trip in the spring term to Laser Quest in Watford was awarded to students with<br />

the highest ATL’s and DREAM points and in April <strong>2018</strong> we also went to Thorpe Park to a STEM<br />

Careers Fair Event which was being run by West Middlesex University. We had a focus on careers<br />

and students had to apply for their position on the trip as they would apply for a job. Students were<br />

given a criteria of things they needed to address in their application. The Fair was interactive; it<br />

consisted of talks about the science behind roller coasters and lots of cool gadgets which<br />

students got to work with and operate.<br />

Randeep Sidhu (Head of Year 8)<br />

Myself and other students were able to go on the trip to Laser Quest as we were the top 15%<br />

of students to be given dream points in our year, and were the most well behaved. I felt very<br />

glad, and proud of myself as there are over 200 students in our year and I was one of the many<br />

students that got go. I was also excited as my friends also got to go and my favourite teachers.<br />

We watched a video the taught us how to play and the rules and had a health and safety<br />

presentation about what to do and what not to do whilst being in the maze. Then We then got<br />

separated into a red and green team. After that we wore our packs with our laser<br />

guns and went to our stations and started the game. We played two sessions. My<br />

Most memorable moment was the worker announced that my team (the green<br />

team) had won both rounds, and that player 8 had got the most kills.<br />

Rahma Suleiman (year 8)<br />

On Thursday 26th April <strong>2018</strong> 15 students were chosen from year 8 to go to a<br />

wonderful trip Thorpe Park to learn more about STEM and obviously to enjoy<br />

yourself and have fun.<br />

We entered Thorpe Park and quickly left made our way to the STEM room.<br />

Then Ms Sidhu told us to explore everything in the STEM room and to enjoy<br />

ourselves. The first game we came across was a dice/robot game, the rules were<br />

very simple, and you had to control the dice by an Xbox controller, overall, I<br />

came second place in that game and got beaten by Sanjana. After that we sat down to watch a funny show<br />

about science and I personally loved it. When that ended Sanjana, Isra, Harsimran and I walked around<br />

to look at new things and then decided to go to the virtual reality set and I decided to go on first. Now<br />

this was the part that I got most terrified on because I hate heights and I am literally afraid of being on<br />

roller coasters or something that goes high, so even though it was fake I still got scared and started to<br />

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<br />

to an important speech about Thorpe Park and the science behind it.<br />

66<br />

Forty-five minutes later, the speech ended. Ms Sidhu then allowed us to go off onto some rides and have<br />

fun. So, while Sanjana, Isra and Harsimran went on the ride (swarm.) I just decide to sit down and chill<br />

while they were gone. When they came back they got pictures and then we made our way to tidal wave and<br />

surprisingly I went on that ride. Then we had a bit of fun and went on the angry bird climbing ladder ride.<br />

After that, we went on ghost train and had to wait a long time but overall it was worth it. Overall my day<br />

at Thorpe Park was incredible and I enjoyed every single part of it.<br />

Satnam Curry (year 8)

Year 10<br />

Fund Raising Week<br />

Despite it being the final week of<br />

term, when energy is low and<br />

thoughts have already turned to<br />

home, a group of year 10 students managed<br />

to find the time and energy to raise funds<br />

for a local charity: Speak Out in Hounslow.<br />

Three days of activities including, a cracker<br />

eating competition, a bake sale and a guess<br />

the number of sweets in the jar saw the<br />

group raise over £150 for the charity. Led<br />

by the ever enthusiastic and kind-hearted<br />

Nurah Mahamud, the group gave up their<br />

mornings and both breaks to ensure the<br />

activities went well; showing excellent<br />

team work, commendable maturity and<br />

excellent sales patter, the group hustled and bustled their way to an impressive sum of money and did<br />

themselves, the year group and the charity proud. Sadly, no one managed to eat the targeted 5 crackers,<br />

despite some epic attempts; Veronique Gerber managed to win the jar of sweets with her impressive<br />

guess of 260 the closest to the actual number of 267.<br />

Big thanks to all the students involved in the findraising inclusing, Simleen Shdana, Khadija Mohamed,<br />

Mahira Butt, Shanza Rashid, Manlen Aurora, Zobia Ali, Rinky Matta, Keyley Smith and Aniya Gill.<br />

Aaron Sohi (Head of Year 10)<br />

Royal Academy Trip<br />

On<br />

Friday 29th June <strong>2018</strong> the year 10 art and<br />

design group visited The Royal Academy to<br />

see their current exhibition of work. The purpose of the<br />

visit was to help the students to understand the range of<br />

media that can be used to inspire them in their own work.<br />

Ruby Quresshi (Art and Design)<br />

“The exhibition was eye-opening and gave everyone an<br />

insight into what the real world of art is like. It was a very<br />

inspirational trip, as everyone left the exhibition with new<br />

ideas to apply to their own work to get to the next level”.<br />

Mahira Butt (year 10)<br />

“I found the art trip very interesting and amazing to see<br />

different and unique art which inspired me. I know that this<br />

experience has helped me with my art work as it has given<br />

me so many ideas to add to my own artwork in the future”.<br />

Harsimran Rayit (year 10)<br />


Year 11 - Celebration Evening and Prom<br />

Thursday 5th July <strong>2018</strong> marked the celebration of the end of GCSEs and the beginning of A<br />

Levels for year 11 students with a formal celebration at <strong>Cranford</strong> followed by the Prom at the<br />

Riverside Conferencing Venue. Students were dressed in their finest and grandest attire and the<br />

mood was celebratory as students were presented with their Record of Achievement folders in front of<br />

their parents, staff and peers. Performances by Shanan Bhamra and Daniella Bic provided entertainment<br />

for the 450 strong audience, Shanan sang ‘This is me’ from the Greatest Showman and Daniella sang<br />

‘Ripetide’ by Vance Joy. The evening was opened by a warming speech by one of the Heads of School,<br />

Rita Berndt and a fun and energetic performance by the year 11 dhol drummers: Prabhleen Ghattoray,<br />

Harpal Gill, Mehir Singh and Hunerdeep Sidhu.<br />

A quick change after the formalities at school and everyone made their way to The Riverside. The prom<br />

was again another fantastic success with many students looking even more glamorous as they<br />

hit the dance floor and stayed there until carriages at midnight. A fantastic<br />

way to celebrate the right of passage from year 11 to year 12<br />

and finishing GCSE examinations.<br />

Thanks must go to all the year 11 tutors,<br />

to subject staff and the parents for their<br />

wonderful support and encouragement to get<br />

the year 11 to this point in their education.<br />

They couldn’t have done it without you.<br />

Kevin Biggs<br />

(Assistant Headteacher – Head of Year 11)<br />


Year 12<br />

Rewards Day - Monopoly Challenge <strong>2018</strong><br />

Year 12 Rewards Day – Monopoly Challenge on Friday 6th<br />

July <strong>2018</strong>, Forty year 12 students won the award for best<br />

average attitude to learning (ATL), achievement, best attendance and<br />

outstanding behaviour. The cohort was split into groups of ten and<br />

the challenge was to visit as many of the sites on the personalised<br />

monopoly board as possible,<br />

photographing themselves at each<br />

location. The team that visited the<br />

most locations would be the winner.<br />

The winning team on the day included<br />

Amandeep Ballay, Keanu Grewal,<br />

Tavleen Bumrah, Navneet Brar, Rhea<br />

Rana, Simranjeet Arora, Davinder Gill,<br />

Jay Sihota, Ryan Aujla, Lewis Tirahan.<br />

Well done to all the students who<br />

took part in the challenge. They really<br />

demonstrated a positive team spirit<br />

although the competition was fierce.<br />

Shawn D’Souza (Head of year 12)<br />


Year 13<br />

Celebration Evening <strong>2018</strong><br />

The<br />

annual Celebration Evening for year 13 was an event where the sheer determination,<br />

resilience and success of the current year 13 cohort were celebrated by staff and pupils<br />

alike. Along the night, the Student Leadership Team did a brilliant job of making sure the evening<br />

ran as seamlessly as possible, despite some very high heels and sunglasses indoors. The concert hall<br />

was brimming with families and friends and as such, it was a truly special moment to see every face<br />

carrying an expression of admiration and pride. This was especially evident from the faces of the year<br />

13 pastoral team made up of Mr. Cripps, Ms. Birdi and Ms. Ledlie, who were only too happy to offer<br />

pearls of wisdom to the pupils about to embark on the next phase of life, along with Mr. Ind and Ms.<br />

Berndt, Heads of School.<br />

The evening began with performances from the year 13 band, aptly named “Not a Band” and their<br />

outstanding performances were followed by heartfelt speeches from Head Boy – Aadil Awan and Head<br />

Girl – Jessica Atouguia, who both took us back to the days of Duke of Edinburgh and the Monopoly<br />

Challenge. The Student Leadership Team also offered their sincere thanks to the year 13 tutor team who<br />

beamed brightly for their tutor group photographs with their bouquets of flowers offered by the pupils<br />

as a gesture of thanks and appreciation.<br />

Mr. Ind and Ms. Berndt also addressed the cohort to congratulate the pupils on their successes and their<br />

achievements where Mr. Ind took the opportunity to remind the Class of <strong>2018</strong> that they will also have a<br />

family at <strong>Cranford</strong> Community College. Mr. Cripps recapped the importance of mental well-being and<br />

staying calm during the stresses of life, followed by Ms. Ledlie who took the cohort back down memory<br />

lane with stories of them being in year 11. Ms. Birdi finished by motivating the pupils to model the<br />

stunning standards of the staff at <strong>Cranford</strong> Community College by working hard and never giving up<br />

whilst also keeping to tradition by telling some bad jokes.<br />


During the presentation of certificates, the<br />

tutors addressed each pupil whilst a superb<br />

list of the future aspirations of the cohort<br />

appeared as the backdrop. It was a pleasure for<br />

all attendees to see a range of high aspirations<br />

– from doctors, lawyers and midwives to<br />

architects and business developers, the<br />

cohort impressed everyone with their level<br />

of determination.<br />

The evening ended with nibbles and drinks in<br />

the Memorial Garden and it was clear to see<br />

the atmosphere of calm and content amongst<br />

the students as they grouped together<br />

for photographs and to recall memories that they have all made during their time here.<br />

Mr. Myers took on the role of photographer and as the cohort gathered for one final<br />

group photograph, there were tears of both joy and sorrow – embarking on a new journey<br />

in life is often bittersweet but we have no doubt that the Class of <strong>2018</strong> will thrive in the<br />

community and the greater world.<br />

We all wish the Class of <strong>2018</strong> much happiness, well-earned success and personal strength to<br />

carry them through the adventures of life and will be delighted to see them join the <strong>Cranford</strong><br />

Alumni in the near future.<br />

Jasmeet Birdi (Head of Year 13)<br />

Celebration Evening Speech<br />

our time has been short and sweet but memorable.<br />

Year 13, You have taught me resilience but also patience.<br />

You have made me laugh on our best days and our worst days.<br />

But that’s exactly what life is about, it becomes about celebrating the best<br />

days and learning from the worst days and so, you must always remember<br />

that everyday becomes the mind-set that you meet it with. So, let go of the<br />

negative and always embrace the positive.<br />

Learn from the staff at <strong>Cranford</strong> who have helped you along your journey,<br />

take their ethos of sheer determination and stunningly high standards<br />

and be the best versions of yourselves.<br />

Find hope in your hard work and take courage in your upcoming<br />

examination period knowing that the universe rewards those who deserve<br />

success by recognising individuals that put in hard work<br />

and never give up. So do just that, work hard and don’t<br />

ever give up.<br />

From my heart, I wish you happiness and good times<br />

and always remember, like I tell you every week in every<br />

assembly – I believe in you.<br />


Sixth Form Leaders<br />

Geetanjali Kumar (Head Girl)<br />

My six years at <strong>Cranford</strong> have enabled me to make exceptional<br />

progress; I am truly grateful for the opportunities that the school has<br />

provided me with. By working closely with students and staff, I aim<br />

to strengthen and maintain an optimistic working environment where<br />

students can strive for and achieve their full potential. I am privileged<br />

to be taking on the role of Head Girl which will require a great deal<br />

of dedication and hard work that will inspire and create opportunities<br />

for both current and future students.<br />

Sameer Verma (Deputy Head Boy)<br />

As Deputy Head Boy I aim to give back to a school that has provided me with so<br />

many opportunities over the years. I hope to help other students achieve the best they<br />

can and be a positive role model for others. Taking on this role will help widen and<br />

improve my skill set, making me a better equipped person for the future. Overall,<br />

as Deputy Head Boy I will be giving support where needed around the school.<br />

Najma Aden Mohammed (Deputy Head Girl)<br />

The opportunity of becoming Deputy Head Girl is something I am very excited<br />

about and I am looking forward to passionately dedicating my time to. I have<br />

been given tremendous support by teachers and peers and hope that my skills<br />

as a member of the leadership team can influence the years below me. I hope<br />

that the skills I develop in this role allow me to make positive impact to our<br />

school in the future, and to make sure that the school remains a building block<br />

to help students to prosper further in all aspects of life.<br />

Abdirasak Hersi (Deputy Head Boy)<br />

The position of Deputy Head Boy will provide me with the platform that I require<br />

to voice the opinions of the students that attend <strong>Cranford</strong> Community College.<br />

I am incredibly excited by this opportunity which will enable me to make a<br />

difference within the school. Furthermore, I believe I have the right qualities<br />

and characteristics to represent the diverse student body here at <strong>Cranford</strong>.<br />


hip Team <strong>2018</strong>-2019<br />

Davinder Gill (Head Boy)<br />

I consider it a great honour to have been successful in the Head Boy<br />

selection process. I know <strong>Cranford</strong> to be a friendly environment where<br />

students have a wealth of opportunities. In my time at the school<br />

I have participated in the Duke of Edinburgh award scheme, have<br />

gone on multiple trips such as a visit last year to Tianjin College of<br />

Commerce in China. I hope to be a positive role model for the school<br />

who is approachable and able to offer advice and guidance to the<br />

younger students.<br />

Harpreet Kaur (Deputy Head Girl)<br />

Having studied in this school since year 7, I can unarguably say that throughout<br />

the years this school has provided me with skills and knowledge I require as<br />

Deputy Head Girl. Therefore, with this role I hope to create an inspiring and<br />

motivating environment for every student in this school from year 7 to 13. I am<br />

prepared to take on challenges and willing to put my responsibility and passion<br />

into helping the school and pushing all students to the best of their abilities.<br />

Haashim Nisar (Deputy Head Boy)<br />

As Deputy Head Boy I hope to not only be a role model to the younger students,<br />

but use my knowledge on university personal statements and applications to<br />

advise younger sixth form students on career choices and opportunities. I also<br />

want to encourage a greater student voice here at <strong>Cranford</strong> and work to the best<br />

of my ability to represent the student body.<br />

Navneet Brar (Deputy Head Girl)<br />

Becoming Deputy Head Girl of <strong>Cranford</strong> Community College has been an<br />

amazing opportunity for me, which I have always wished for. Having been<br />

at <strong>Cranford</strong> since year 7, I have been fortunate enough to have been provided<br />

with incredible opportunities, allowing me to prosper as an individual and<br />

enabling me to develop upon my interpersonal skills. As Deputy Head Girl, I<br />

will definitely endeavour to use these skills and key qualities that I have learnt,<br />

in order to showcase a positive change and continue to present this school in a<br />

positive light.<br />


English National Opera Millinery Experience<br />

On<br />

Thursday 14th June <strong>2018</strong>, 30 year 8 students had an exciting experience at<br />

the studios of English National Opera. They had an introduction and a tour<br />

of the studios and were able to meet the milliner. The experience was amazing and<br />

the students were able to get feedback on their individual hat designs which really<br />

helped them to visualise how they could approach their own work. Students also had<br />

a tour of the costume department and were able to see how costumes were made from<br />

concept to garment. It was a great opportunity<br />

for students to gain a valuable insight into<br />

professional practice.<br />

Pirmjeet Hunt (Creative Arts – Art)<br />

“The London Studio experience at the<br />

ENO was full of different creators and<br />

artists and they were very talented; they<br />

made a lot of different costumes and hats.<br />

What I also loved is how we were able to<br />

get involved, the lady first showed us how<br />

to do it and let us make a plan for a hat”.<br />

Fadumo Mohamed (year 8)<br />

“Going on the trip made me realise that a<br />

lot of work goes into art and designing. It<br />

was very interesting and I really enjoyed<br />

finding out the little things about designing<br />

hats and clothes. They showed us around<br />

and taught us how props and clothes were<br />

made. We really enjoyed the experience<br />

and would love to go on more trips like this<br />

and learn new things”.<br />

Huda Sharif, Urina Paudyal, Deborah<br />

Adebowale (year 8)<br />

End of Year Assembly <strong>2018</strong><br />

Our<br />

annual end of year assembly on Friday 20th July <strong>2018</strong> was a fitting celebration of a very busy<br />

and exciting year. Music was provided by Band name Odyssey - Kavlin Arora year 9, and<br />

Adewole Agboola and Emanuelle Adebowale year 9 who performed two original raps which certainly got<br />

the audience involved. In addition, the Step in to Dance group performed their street dance piece.<br />

Achievement awards were presented as were sports day cups by Rita Berndt, Head of School. The newly<br />

appointed Head Girl Geetanjali Kumar and Head Boy Davinder Gill introduced themselves to the school<br />

community and shared some of their hopes for the year ahead. They also presented a<br />

number of sixth form medals.<br />

Although this was a time of celebration it was also a time for goodbyes to various staff.<br />

Kevin Biggs (Assistant Headteacher)<br />

74<br />

“<strong>Cranford</strong> <strong>Review</strong>” is a regular printed publication either available to download in digital format at www.cranford.hounslow.sch.uk/newsletters-publications<br />

Editor-in-chief: Jessica Joyce | Graphic design: Enzo Gianvittorio | Printed by: Cleverbox.co.uk | Copyright © <strong>Cranford</strong> Community College - <strong>2018</strong>

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