Cranford Review 2019

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 It is a wonderful read and a useful historical document which, with its termly sister publications and occasional special editions, also serves to describe the values of the academy and support the aspirations of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It is a wonderful read and a useful historical document which, with its termly sister publications and occasional special editions, also serves to describe the values of the academy and support the aspirations of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


You also want an ePaper? Increase the reach of your titles

YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.

I<br />

am delighted that you<br />

are now reading our<br />

annual publication of the<br />

<strong>Cranford</strong> <strong>Review</strong>. Whatever<br />

the political and economic<br />

climate at <strong>Cranford</strong> we will always ensure that we<br />

continue to support all the amazing opportunities for<br />

students and staff which are exemplified in this year’s<br />

bumper 120 page <strong>Cranford</strong> <strong>Review</strong>, the longest ever<br />

in its 15th year of publication. The <strong>Review</strong> celebrates<br />

our values, as well as the excellence, the community<br />

and international dimensions of our unique academy,<br />

and the enormous breadth of curricular and extracurricular<br />

provision which is virtually unrivalled, in<br />

the state and private sectors.<br />

Editorial<br />

This summer was another hugely successful year for<br />

Year 11. Every performance measure improved even<br />

above last year’s terrific record-breaking outcomes<br />

and testify that <strong>Cranford</strong> remains outstanding in all<br />

areas. We also celebrate the success of our Sixth<br />

Form students who once again have gone on to study<br />

at some of the most prestigious universities in the UK<br />

including the Russell Group. I am immensely proud<br />

of the academic success of all our students which<br />

makes <strong>Cranford</strong> so popular across West London.<br />

One key theme of this publication is ‘Partnerships’<br />

and the list of international links continues to grow.<br />

You will see the amazing number of visits and<br />

exchanges <strong>Cranford</strong> staff and students took part<br />

in this year involving many schools and education<br />

professionals from around the globe including China,<br />

Thailand, Korea, Norway and the United States. In<br />

October I was delighted to join our inaugural student<br />

trip to our partner school in South Korea which will<br />

now become an annual event in addition to the other<br />

international opportunities we already offer.<br />

Another key theme for many years has been our<br />

commitment to transforming the community. We are<br />

a founding member of Hounslow’s Promise and chair<br />

the Heston West Big Local, two major organisations<br />

which focus on improving the life chances of<br />

our young people through exciting community<br />

improvement programmes. In this <strong>Review</strong> you will<br />

see the difference our student volunteers and Sixth<br />

Form committees make to their social and physical<br />

environment through the many projects they lead.<br />

<strong>Cranford</strong> <strong>Review</strong> 2018 / <strong>2019</strong><br />

The astonishing range of wider curriculum<br />

opportunities also includes specific projects which<br />

deepen and enhance students’ learning experience<br />

through performances, challenges, masterclasses,<br />

debates, conferences and competitions as well as<br />

clubs, trips, visits and lectures. Both the PSHCE<br />

and Creative Arts programme were applauded by<br />

the Leading Edge Assessor as examples of Best<br />

Practice nationally. <strong>Cranford</strong> was also designated one<br />

of the first national providers for the new T Levels<br />

(Technical) qualifications being launched next year<br />

in recognition of its outstanding track record.<br />

This year showcased our first ever <strong>Cranford</strong> Opera<br />

inspired by our partner the English National Opera.<br />

On the sporting front, <strong>Cranford</strong> participated in the<br />

first ever ‘One World Marathon’ an event launched by<br />

Boston Marathon survivor Dave Fortier who visited<br />

<strong>Cranford</strong> in the Autumn of 2018. The marathon<br />

theme of ‘Bringing the World Together’ sums up the<br />

cohesive ethos of the diverse community that makes<br />

up <strong>Cranford</strong>, a perfect example of students from<br />

different religious and ethnic backgrounds learning<br />

side by side in harmony. Our careers programme has<br />

again grown in size and quality with events such<br />

as the UNIQ access residential programme run<br />

by Oxford University, the University of the Arts<br />

Insights initiative, the Eton College Summer School,<br />

the Social Mobility Programme and University of<br />

Cambridge Science Lecture to name but a few.<br />

As a lead school for Teacher Training we are proud<br />

of the increasing number of highly qualified former<br />

<strong>Cranford</strong> students choosing to train with us in<br />

order to become teachers at our school. Like me,<br />

these Alumni want to give something back to the<br />

community where they grew up.<br />

This is my 18th year as Head Teacher at <strong>Cranford</strong><br />

Community College and I can wholeheartedly say<br />

that each year, the school goes from strength to<br />

strength. I am constantly energised by the sheer scale<br />

of our staff and students’ achievements and I hope<br />

you too can get a flavour of these when you read this<br />

<strong>Review</strong>.<br />

Kevin Prunty<br />

(Executive Headteacher and<br />

National Leader of Education)<br />

“<strong>Cranford</strong> <strong>Review</strong>” is a publication of <strong>Cranford</strong> Community College © <strong>2019</strong>, available in digital format at www.cranford.hounslow.sch.uk/newsletters-publications<br />

<strong>Cranford</strong> Community College is a charitable company limited by guarantee registered in England and Wales under company registration number 7559818 at<br />

High St, <strong>Cranford</strong>, Middlesex TW5 9PD | Editor-in-chief: Jessica Joyce | Graphic design: Enzo Gianvittorio | Printed by: Springfieldpapers.com

the schools, students<br />

and teachers network<br />

<strong>Cranford</strong> Community College wins Award from<br />

the National High-performing Schools Network<br />

<strong>Cranford</strong> Community College has been recognised<br />

Once again, for its outstanding level of performance by Leading<br />

Edge, a national network of exclusively high-performing secondary and special schools.<br />

Leading Edge supports schools working in partnership to raise achievement, develop<br />

innovative practice within and beyond the network.<br />

Run by the Schools, Students and Teachers network (SSAT), Leading Edge is made up<br />

of schools who have demonstrated statistically significant levels of progress because<br />

their students perform well above the national average.<br />

SSAT’s Chief Executive Sue Williamson said “We are delighted with <strong>Cranford</strong><br />

Community College’s membership of our Leading Edge network. It is a credit to the<br />

hard work of all of their staff and students that they have been recognised as one of<br />

the most high-performing schools nationally”.<br />

In January <strong>2019</strong> members of the Senior Leadership Team attended a thought provoking<br />

SSAT Masterclass in Leadership led by Astronaut Dr Michael Foale who works at<br />

NASA on the Shuttle-Mir programme and carried out repairs on the Hubble space<br />

station on several occasions.<br />

The day was inspirational and covered these themes:<br />

• How to Succeed in a Different Culture<br />

• Leadership and Followership<br />

• Benefits of taking on difficulties<br />

• Practice for crisis management<br />

• Effectiveness over Efficiency<br />

• Successful teams stick together under duress<br />

Veronique Gerber (Associate Headteacher)<br />


the schools, students<br />

and teachers network<br />

Recognition for <strong>Cranford</strong>’s<br />

Leading Edge Creative Arts and PSHCE Curriculum<br />

On<br />

29th March <strong>2019</strong><br />

Angelina Idun visited<br />

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

look at excellence in Creative Arts<br />

and PSHCE. She was extremely<br />

impressed by the innovative work<br />

to further enhance and develop<br />

the curriculum offer for our<br />

students.<br />

She was fascinated to hear how<br />

Luke Joyce’s experience and<br />

connections in the music industry<br />

as a member of a rock band has<br />

brought new life and energy to the<br />

music department. The tour of the<br />

music area gave her a good insight<br />

into how the department has been<br />

transformed into an inspirational<br />

learning environment that is well<br />

used by students. The discussion<br />

with Luke Joyce and Rory<br />

O’Hare highlighted the focus on<br />

helping students acquire some<br />

of the skills the industry needs,<br />

on giving students a real and<br />

relevant learning experience and<br />

an opportunity if they wished to<br />

achieve alternative qualifications.<br />

The student compositions were of<br />

a very high quality and showed<br />

the extent to which through this<br />

subject students are being given<br />

a voice and a chance to be totally<br />

creative, writing lyrics for songs<br />

and expressing themselves on the<br />

issues that matter to them.<br />

Angelina also spent time with<br />

Barbara Lodge to take a detailed<br />

look at the “real and gritty”<br />

key stage 3 PSHCE curriculum<br />

that she has designed and the<br />

stimulating resources that have<br />

been built up promoting active<br />

learning, quality discussion,<br />

independence and collaboration.<br />

She was fortunate to see a<br />

PSHCE lesson in action when<br />

she visited with the delegation<br />

from Colombia in November<br />

2018 seeing a First Aid lesson<br />

in process and witnessed firsthand<br />

the buzz of the PSHCE<br />

classroom. She also had a chance<br />

to read some of the reflective<br />

emails that students write at the<br />

end of a session which powerfully<br />

demonstrate the impact of the<br />

PSHCE curriculum on students’<br />

ability to keep themselves safe<br />

and to address any concerns they<br />

may have.<br />

Other schools and academies<br />

in the SSAT and Leading Edge<br />

networks will be able to learn<br />

about <strong>Cranford</strong>’s approach to the<br />

creative curriculum and PSHCE<br />

as well as other aspects of<br />

excellent practice through blogs<br />

and journal pieces.<br />

Veronique Gerber<br />

(Associate Headteacher)<br />

2<br />

“I really enjoy being able to<br />

discuss important things, I have<br />

learned how to listen to other<br />

people even when I don’t agree<br />

with them”. (year 8 student)<br />

“I think that PSHCE is very<br />

important to learn all the<br />

skills we need through our lives<br />

and not just for passing exams”.<br />

(year 8 student)<br />

“My favourite topic was equality,<br />

I was shocked to see that there<br />

are still so many inequalities<br />

between men and women”.<br />

(year 9 student)<br />

“I feel that I can be more open about<br />

being an LGBTQ+ ally in the world”.<br />

(year 9 student)<br />

“I like the chance we have to reflect<br />

privately and ask Miss if we have<br />

any questions we didn’t want to ask<br />

in front of the class”. (year 9 student)<br />

RSL overall has been an amazing experience. It offered<br />

me opportunities to improve as a musician. Mr Joyce’s<br />

expertise was highly appreciated and his wonderful<br />

teaching helped substantially and inspired me to begin to<br />

write my own music at home in my spare time. The facilities<br />

available are amazing; The two studios, each fitted out<br />

with professional software, the computer room and the live<br />

drum kit has enabled, not just me but everyone around to<br />

find their inner musician.<br />

Zayia Berum (year 10)<br />

RSL this year is an amazing experience and the teachers<br />

and facilities they provided me with are extremely helpful<br />

in allowing me to improve my musical skills. I’m thankful<br />

for the support and help they have given me and I feel<br />

I’ve grown more experienced because of it. I’ve been<br />

given the opportunity to perform in front of the school<br />

and for summer events which substantially improved my<br />

confidence in front of an audience and allowed me to get<br />

more creative with my own work. I’m extremely proud of<br />

how far I’ve come since the start of the year and strive to<br />

improve more next year.<br />

Corben Smith (year 10)

“Just wanted to say how<br />

amazing it was to see the<br />

year 7s in action with<br />

Creative Arts yesterday.<br />

It truly was a breath of<br />

fresh air. Thank you. Your<br />

great relationships with the<br />

cohort have obviously made<br />

an impact on the passion<br />

that they have for the arts.<br />

Long may it continue”.<br />

Year 7<br />

Creative Arts Event:<br />

Acceptance<br />

Jasmeet Birdi<br />

(Head of Year 7)<br />

On<br />

Wednesday 27th March <strong>2019</strong> the<br />

Creative Arts team hosted an event<br />

with year 7 on the theme of “Acceptance”,<br />

celebrating their work in creative arts during<br />

the spring term.<br />

Guests including parents, staff, students and their<br />

siblings were invited to watch performances and<br />

take part in a carousel of music, animation, art<br />

and drama workshops alongside year 7. During<br />

the event the audience undertook a promenade<br />

style experience, escorted by the year 12 Arts<br />

and Culture committee through the different<br />

creative arts spaces to see the work year 7 have<br />

been doing in creative arts. This included; Pivot<br />

animation with Art backgrounds including<br />

Tracey Emin style textile work, Flipbooks;<br />

Drama performances based on acceptance and<br />

storytelling and a range of music performances,<br />

including 3 original compositions and one<br />

solo performance, and finally a stripped back<br />

performance in the drama studio with animation.<br />

“Please pass on my congratulations<br />

and thanks to the Year 7s and your<br />

Creative Arts team for a wonderful<br />

event yesterday. The year 7<br />

students were fantastic, giving<br />

amazing performances. The<br />

activities in Art were great and I<br />

spoke to some of the parents who<br />

were enjoying the “therapeutic”<br />

glass painting and were so chuffed to be<br />

taking their pieces home. The Sixth Form<br />

helpers were such good ambassadors for<br />

the school and the Creative Arts team and<br />

it was lovely to see them there too. Many<br />

thanks and well done to all”.<br />

Maria Bramhall<br />

(Assistant Head of School)<br />

The event was well attended and the performances<br />

were really well received. Parents in particular<br />

enjoyed the opportunity to take part in the<br />

art based workshops working alongside their<br />

children and learning various techniques. They<br />

said they welcomed more events like this as it<br />

really highlighted what can be achieved and the<br />

range of arts opportunities available to nurture<br />

the talent and hard work of year 7 in their first<br />

year at <strong>Cranford</strong>.<br />

Jessica Joyce (Consultant - Creative Arts)<br />


<strong>2019</strong><br />

When<br />

I think of the<br />

First Story <strong>2019</strong><br />

cohort the first few words that come<br />

to mind are creativity, trust and most<br />

importantly, laughter. This was all<br />

present every Thursday after-school<br />

in A108 as a group of 14 budding<br />

writers – inspired by author Ross<br />

Raisin and each other – put pen to paper to create<br />

the wonderful ‘Word Runway’. It’s a title which<br />

connotes a sense of direction, a limitless future<br />

grounded in the foundations of what is important<br />

to us – our community and ultimately, this is what<br />

First Story became for all of us – a community. It<br />

was an opportunity to turn up to A108 and forget<br />

the challenges of the day. Lessons (both learnt<br />

and taught) which didn’t quite go to plan, PE kits<br />

forgotten and friends not quite getting on were<br />

all forgotten as soon as Ross was picked up from<br />

reception and the creative juices began to flow.<br />

All this hard work accumulated for the launch of<br />

the anthology at our <strong>2019</strong> First Story Launch Event<br />

on Wednesday 26th June <strong>2019</strong>. It was a lovely<br />

evening; attended by Executive Headteacher Kevin<br />

Prunty and staff, invited guests from First Story,<br />

parents, students and our visiting Shanghai student<br />

and teachers delegation all there to celebrate the<br />

wonderful achievements of this year’s cohort. We<br />

heard all the students read their pieces aloud, ate<br />

delicious snacks and wrote a collective ‘Mexican<br />

Wave’ poem – led by Ross Raisin, our resident<br />

writer – which definitely left everyone with a smile<br />

on their face. The evening was enjoyed thoroughly<br />

by all who attended.<br />

If you are in year 10 or year 12 and want to take<br />

part in next year’s First Story cohort – contact Miss<br />

McConville for more information.<br />

Aisling McConville (First Story Lead Teacher)<br />

I Come From<br />

I come from the dusty pink sky<br />

that stares at me while I sleep.<br />

I come from my wildest dreams<br />

that carry me to another world<br />

in my past, present and future.<br />

I come from kindness.<br />

I come from politeness.<br />

I come from happiness.<br />

I come from the ground that saw me fall<br />

and helped me up again,<br />

that taught me to walk,<br />

yet put so many barriers in my way.<br />

I come from my mistakes.<br />

Simran Sanghera (year 10)<br />

Corroding to Dust<br />

I stretch out, hoping to break free of my prison, my shackles; my roots<br />

dislocate, as I yearn to be free. I see the ravens in their flocks, yet I am forced<br />

to be grounded below the sky. What is my existence? What is my meaning?<br />

The clouds make a mockery of me, they are free from this life of chains. My<br />

only solemn wish is to be set free. If only I could grasp and hold on to my<br />

wish and make it a reality. But this battle that I face only has one conclusion:<br />

impossible.<br />

The sun comes and goes, like feelings of the heart. Stealing then evanescence.<br />

Life drenched from the sky, cosseting her in scars, tearing her up, never to<br />

be mended again. The stars cry as I watch them corrode to dust. The moon’s<br />

beam now extinguished, allowing crimson blood to overflow. Gunshots like<br />

lightning bolts strike my branches, tearing and slashing them.<br />

I can feel the ricochet of fallen planets as they pass into oblivion, for ever,<br />

ceasing to exist. If only I could run, fly, sink even, six feet under.<br />

4<br />

Shahneen Ramji (year 10)

The Thoughts Don’t Stop<br />

The thoughts don’t stop in my head.<br />

It’s like the traffic lights are consistently green.<br />

No time to stop, think or reflect – thoughts forever<br />

invading my space, zooming around in my head, causing<br />

me insomnia.<br />

I hear voices talking in my head.<br />

There’s no space for quiet, no space for peace,<br />

continuously speaking in my head – no space for<br />

calmness.<br />

A continuous battlefield in my mind.<br />

I need peace, I need a calm and quiet place.<br />

Words floating in my head – sad, depressed, stressed,<br />

anxious,<br />

nervous.<br />

My thoughts are like a steam train not stopping at any<br />

station.<br />

Full steam ahead.<br />

I need a calm and quiet space.<br />

Gurshaan Ghattoray (year 10)<br />

Life?<br />

Some carve their path<br />

whilst others stay in their lane.<br />

Kids yearn for toys and wonder, ‘which one should I play<br />

with today?’<br />

Adults moan about work<br />

and teens complain about their worth<br />

whilst university students are slapped in the face with too<br />

much<br />

coursework.<br />

Life is a never-ending story, always changing for each<br />

being.<br />

Some complain and some groan,<br />

but at least we all have shelter…<br />

Oh, wait, some don’t.<br />

Some are fortunate and some not so fortunate.<br />

We should be grateful for everything life has given us.<br />

Lerin Bejaj (year 10)<br />

Drifting<br />

The Sun smiles warmly at the Moon and beams brightly at Earth, orbiting her alongside her seven other beloved planets.<br />

I am left to embrace my hydrogen and rock, unable to sustain any life form;<br />

no one to orbit me, beam at me or keep me warm. I have to lie here forgotten by the population of Earth, the robots of Mars,<br />

the rings of Saturn and even the large mass of Jupiter.<br />

They call me Pluto. I’m nothing but a dwarf planet, stripped of the title, no longer part of the Solar System – and drifting<br />

further away to this day. Envy washes over me in shades of deep indigo and bright violet as I watch Earth’s twenty-four<br />

hours of day while I’m stuck with my one hundred and fifty-three. Earth’s beauty lies nine and a half light years away but<br />

every morning I can see his beautiful grey winds, changing seasons, vast oceans and green lands, and every morning I think<br />

about how much of me I would give away to be a part of that.<br />

They call me Pluto: the no-longer recognised dwarf planet, stripped of the title, no longer part of the Solar System – and<br />

drifting further away to this day.<br />

Asha Egal (year 10)<br />


In<br />

Memory<br />

of<br />

Hamza<br />

Hussain<br />

Students and staff at <strong>Cranford</strong> Community College were<br />

shocked and deeply saddened by the sudden passing of<br />

Hamza Hussain (year 12) in February <strong>2019</strong>.<br />

Hamza joined had <strong>Cranford</strong> in year 9 and it wasn’t long before<br />

he was very much part of the <strong>Cranford</strong> family, establishing<br />

firm friendships with many of the students in his year group.<br />

A pleasant, upbeat and caring individual, Hamza was<br />

respected by staff and students alike.<br />

A memorial service took place at<br />

<strong>Cranford</strong> in the Memorial Garden,<br />

during the last week of the Spring<br />

term, to celebrate his life and time at<br />

the school. A bench was dedicated and<br />

inscribed in his honour. The downpour<br />

that ensued during the memorial,<br />

perfectly captured the mood of all<br />

those present, although it did little<br />

to hide the tears. A special thanks to<br />

Hamza’s friends and his father who<br />

epitomise courage and stoicism.<br />

Hamza would have been proud.<br />

Mark Cripps (Head of Post 16)<br />

A Level Trip to Osmington Bay <strong>2019</strong><br />

Friday 7th – Sunday 9th June <strong>2019</strong> saw the annual A level trip to<br />

Osmington Bay. Seven year 12 Geographers completed a 3-day<br />

fieldwork collection at Lyme Regis, Weymouth and Chesil Beach.<br />

Despite the blustery conditions, 990 primary school children dancing<br />

to ‘Baby Shark’ and some reluctant questionnaire participants, the<br />

students worked amazingly as a group to collect data for their research<br />

projects, as well as for each other’s. They measured the success of<br />

coastal management strategies along this historic coastline, as well<br />

as deepening their understanding of the natural processes of erosion<br />

occurring and the impacts of tourists on local residence. Time was<br />

also made to sample the local bakeries.<br />

A great team effort which no doubt will result in some fantastic<br />

pieces of original research and great outcomes.<br />

6<br />

Ruth Ewing (Head of Geography Department)

• What if you<br />

challenged yourself<br />

every single day for<br />

five days?<br />

The Jamie’s Farm experience<br />

2018/19<br />

• What if you stepped<br />

out of your comfort<br />

zone on a daily basis?<br />

• What if you gave up<br />

your phone for five<br />

days?<br />

• And chocolate?<br />

• What if you were not<br />

allowed to be in touch<br />

with your loved ones?<br />

• Would you dare?<br />

That’s what 24 of our students did in November<br />

2018 and June <strong>2019</strong>. They dared.<br />

They took a leap of faith and were welcomed by<br />

the fantastic team at Jamie’s Farm. Jamie’s Farm<br />

is a working farm with both dairy and beef cows,<br />

sheep, horses, chickens, dogs, ducks and a donkey.<br />

It uniquely combines farming, family and therapy<br />

into a 5-day residential with a focus on giving<br />

children time to reflect, to renew and determine a<br />

new path for themselves.<br />

Our students (and staff) challenged themselves<br />

on a daily basis. They worked outside in fresh air,<br />

cooked for everyone, milked cows, collected eggs,<br />

sawed wood, sang songs<br />

around the fire, herded sheep, worked with<br />

horses, helped delivering lambs, cleaned out the<br />

pigsty, developed leadership skills, cared for the<br />

animals as well as each other and grew up along<br />

the way. The bonds our students made with the<br />

staff at Jamie’s Farm, with each other and with<br />

the accompanying teachers and TAs are a great<br />

reminder of how important it is to step out of your<br />

comfort zone every now and then.<br />

It was a great privilege to be part of the journey they<br />

decided to embark upon.<br />

Alexandra Manole (Lead Teacher - Jamie’s Farm)<br />


Cricket<br />

at<br />

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

Community<br />

College <strong>2019</strong><br />

Another<br />

year where <strong>Cranford</strong> were a<br />

part of the U15 McKenzie<br />

&CO Cricket competition competing against schools<br />

in the region. This year we entered both the boys and<br />

girls for the hardball tournament. The competitions<br />

were held at Barn Elms Cricket pitches.<br />

The boys were up first and again displayed their great cricket skills winning games including a victory over<br />

West London Free Academy. This led to a semi-final game against Christ School which was an exciting<br />

game that included some big hitting. Overall the boys finished 3rd but missed out on a place in the county<br />

finals. However they will be back next year to win.<br />

The girls were keen to follow the boys’ success and did one better, reaching<br />

the County Finals. On the day they had to play 4 games with 3 wins required to<br />

guarantee a place in the county finals. This is exactly what the girls delivered<br />

with victories over local rivals Heston, Hammersmith Academy and William<br />

Perkins. Overall all girls were outstanding both on and off the field but there<br />

were some stand out performances from Avneet Bagri 10T with both bat and<br />

bowl, Amneet Sangha 10Z as wicketkeeper with her catches and quick run outs,<br />

and finally Areeba Ali 9U in Year 9 taking a hat trick against Hammersmith<br />

ensuring our 2nd place finish.<br />

Cricket with Wycombe House CC<br />

This year our students were able to benefit from some professional cricket<br />

coaching and player development. The coaches came from Wycombe House<br />

Cricket Club who alongside the Eshaki Foundation were supporting the<br />

development of both boys’ and girls’cricket in our local area. Students engaged<br />

in fun, dynamic and creative training sessions learning techniques and skills<br />

such as bowling, fielding and power hitting.<br />

The coaches Prashant and Deepal were full of praise for our students, and<br />

our students were full of praise for them and their knowledge, experience and<br />

innovative sessions. Wycombe House CC is a local cricket club to <strong>Cranford</strong><br />

and it will be great to see more of our students both boys and girls joining<br />

local clubs, taking their game to the next level.<br />

And The Final Over...<br />

In the final week of the summer term the year 7&8 cricket team played Rivers<br />

Academy. They required 1 run on the final ball to win their league and are<br />

now League Champions. The year 10 boys cricket team won their league and<br />

will go onto play the final Hounslow League in September <strong>2019</strong>.<br />

Well done from all in the PE department and for keeping the <strong>Cranford</strong> name<br />

held high on the cricket circuit.<br />

Hamesh Rattu (PE Department)<br />

“This year the girls in<br />

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

College received fantastic<br />

opportunities to play cricket.<br />

Through our hard work,<br />

dedication and amazing<br />

teamwork we were able to<br />

qualify to the Middlesex<br />

county finals. We had regular<br />

training but before each<br />

competition we trained<br />

every-day for a week.<br />

Our hard work payed off as<br />

we came 2nd in the regional<br />

tournament and finished 4th<br />

in the whole of Middlesex<br />

County. We could not have<br />

done his without the amazing<br />

Mr Rattu as he was very<br />

organised and determined<br />

to train us to be the best.<br />

We enjoyed our cricket<br />

sessions and were also lucky<br />

Sir arranged to have a U21<br />

Middlesex cricket player<br />

come join us for a session to<br />

help with our bowling skills.<br />

We hope the girls in Year 9 and<br />

below keep the girls’ cricket<br />

team going from strength to<br />

strength next year. Some of<br />

us have been nominated and<br />

invited for country trials to<br />

play girls hardball cricket<br />

which we are very excited<br />

about”.<br />

Karolina Mucko<br />

(year 10 - on behalf of the<br />

U15 Girls team)<br />


Duke of Edinburgh<br />

Award Expedition - July <strong>2019</strong><br />

On<br />

the weekend of the 5th and 6th July <strong>2019</strong> 44 year 9 students embarked on<br />

their Duke of Edinburgh Bronze award expedition to Chalfont Heights.<br />

Using all of their map reading, team work and navigation skills they tackled a<br />

challenging 24km hike over two days, encountering a range of challenges as they<br />

did so! From tackling difficult terrain to dealing with the terrifying threat of horses,<br />

all students worked incredibly well in their teams to support and motivate each<br />

other. Weeks of classroom training were suddenly made very real when faced with<br />

the outdoors, a map and a compass to get you back to the safety of the campsite.<br />

After a challenging first day which included getting lost, many stinging nettles<br />

and a horse rescue mission from Mrs Brooks, students showed off their well-honed<br />

camp skills: putting up tents, cooking over their stoves and supporting each other as<br />

they relaxed after a long day. Day two, and the teams had learnt from the mistakes<br />

of day one and managed their day much more carefully; everyone managed to<br />

get to the end point on time and achieved the aims of their expedition. Particular<br />

congratulations go to group 1 – Angel, Nadra, Kinza, Amandeep, Aja and Isra –<br />

who were the first to reach camp on day one and complete the whole route on<br />

day two entirely independently. They showed incredible team work, supporting<br />

each other through some very difficult moments, and were an absolute credit to<br />

themselves and the school.<br />

Massive thanks also go to the staff who gave up their time to support the students<br />

in a number of ways, going well beyond the normal demands of the classroom<br />

and demonstrating the dedication to the students which makes the <strong>Cranford</strong> staff<br />

so special: Mr Venancio Ferreira, Ms Shaikh, Mr Bussue and Mr Lennon for<br />

accompanying, assessing and supporting students throughout the expedition. Ms<br />

Ledlie, Mr Dhokia and Mr Nation-Tellery for their help in the training process<br />

(particularly accompanying the very wet training hike!) and Ms Bendix, Mr<br />

Fraser, Ms Prunty, Ms Gladysz and Ms Brown for supporting the logistical and<br />

administration side of the expedition.<br />

Evelyn Brooks (2nd in English – Duke of Edinburgh Trip Leader)<br />


1927 presents… “It was a really lovely trip - thank you<br />

for arranging. Pupils were really taken<br />

aback by the themes of the production,<br />

particularly frustrated at the idea that<br />

those living on the estate would never<br />

leave the estate even though some had<br />

high aspirations to do so. There were<br />

lots of conversations about how they<br />

would direct the ending if they had the<br />

chance to do so”.<br />

On<br />

Wednesday 6th<br />

March <strong>2019</strong> we<br />

were privileged and fortunate<br />

to be in invited to the Lyric<br />

Theatre Hammersmith to see<br />

an interesting new play. This<br />

play promised to be different<br />

combining animation with<br />

stage production. The year<br />

7 students who have been studying animation and drama in their<br />

creative arts lessons took a swift commute to Hammersmith where we<br />

joined an audience made of more schools and enjoyed this inventive<br />

production.<br />

The story took place in a cabaret style Russian inspired town where<br />

the inhabitants lived in fear of the animals and children that lived<br />

on the streets. We followed several characters who lived in the run<br />

down city as they dreamt of escaping. It was beautiful to watch as<br />

the actors brought large, odd characters to life and then inhabited the<br />

strange setting. The whole play took place in front of a screen upon<br />

which the city and elements were projected. For example; When a<br />

character swept animated dust would blow in the background and<br />

later the actors were chased by cartoon creatures.<br />

Everyone left with different interpretations of the story and strong<br />

opinions of what they did and didn’t like. It was amazing to hear the<br />

discussions from year 7 about what bits were the best and why.<br />

Dan Ramsden (Creative Arts – Drama & Animation)<br />

Jasmeet Birdi (Head of Year 7)<br />

“This performance was amazing. The<br />

acting was really good and the audience<br />

could interact a lot throughout the play.<br />

The actors were funny and I feel like<br />

everyone interacted and was able to<br />

laugh and have fun. The scenes were<br />

well structured. You could clearly see<br />

the different scenes throughout the<br />

play. I really enjoyed the experience<br />

and I loved the whole concept of the<br />

production as well as it being well<br />

performed it was well rehearsed and<br />

all the crew was friendly”.<br />

Caitlin Pyatt (year 7)<br />

“When I went to watch the play I thought<br />

was going to be a lot more ‘childfriendly’<br />

but I soon came to know that<br />

it was a lot more ‘exposing’ than what<br />

I expected, and a good play overall.<br />

The play was about a town which was<br />

corrupt with a woman making a sweet<br />

that poisoned them and kidnapped them<br />

for child labour. It was really thrilling<br />

as I was surrounded by hundreds of<br />

other people and school children”.<br />

Ashwin Baiju (year 7)<br />

“I found the play really interesting<br />

because there was only one actor<br />

playing loads of different characters.<br />

This made the play really funny and<br />

the people were dressed up and looked<br />

really good. The cast were very friendly<br />

and they were giving sweets to the<br />

audience which was cool”.<br />

Amy Moore (year 7)<br />

10<br />

Theatre<br />

“The Lyric Theatre performance<br />

was the full package of laughter,<br />

feelings, entertainment and<br />

of course sweets. For my first<br />

ever time seeing a live theatre<br />

performance I would rate it 10<br />

out of 10 as every scene had a sort<br />

of interaction with the audience<br />

that made it more interesting<br />

than just sitting there quietly.<br />

I would totally recommend this<br />

performance and definitely all my<br />

class mates agreed that this was<br />

an amazing treat organised by the<br />

creative arts department”.<br />

Alana Freitas (year 7)

On<br />

the afternoon of Wednesday 5th<br />

June <strong>2019</strong>, we welcomed the<br />

Freshwater Theatre Company to perform a<br />

version of Don Quixote for and with our<br />

year 7 Spanish students. The students got<br />

to understand the story by playing different<br />

parts, such as other characters in the play<br />

and even objects like windmills.<br />

The story of Don Quixote is not straight<br />

forward. He is a middle-aged gentleman<br />

from the region of La Mancha in central<br />

Spain. He is obsessed with the chivalrous<br />

ideals touted in books he has read, so he<br />

decides to take up his lance and sword to<br />

defend the helpless and destroy the wicked.<br />

“When life itself seems<br />

lunatic, who knows where<br />

madness lies? Perhaps to be<br />

too practical is madness. To<br />

surrender dreams - this may be<br />

madness. Too much sanity may<br />

be madness - and maddest<br />

of all: to see life as it is,<br />

and not as it should be”.<br />

Miguel de Cervantes<br />

Saavedra, “Don Quixote”<br />

Jayveer Singh 7Y said: “I liked the play<br />

because it was funny and it allowed us to<br />

actually watch a live play. I also got some<br />

knowledge about the story”.<br />

This production certainly brought to life<br />

the complicated and complex story of Don<br />

Quixote<br />

Alexandra Manole (Head of German)<br />


The Social Mobility Foundation is a charity which provides opportunities and<br />

networks of support for young people from low-income backgrounds. Depending<br />

on what programme you choose, they promise to help students until they get a job<br />

after graduation. They provide students with mentors in the first year and throughout this<br />

programme they also give young people an opportunity to do internships with the top<br />

companies in the UK. The Social Mobility Foundation has organised meeting spots in central London for<br />

big companies such as “White and Case” as it educates students to learn what different companies look for<br />

and what you should wear to look professional and smart. This helps to make students feel comfortable in<br />

business environments and make the best impression where they will be working in the future.<br />

We are delighted to have secured twelve places on the SMF programmes, with the Sutton Trust and with<br />

the Social Mobility Foundation. Here is a list of the students’ names and programmes they are on and a<br />

selection of students’ accounts outlining their personal experience.<br />

Mahavir Ladva<br />

(Supervised Study Centre Manager / School Improvement Team)<br />

I am participating in the Aspiring<br />

Professionals Programme (APP), in<br />

which I am given support and guidance<br />

(via a personal mentor). Their goal is to help young<br />

people, who do not currently have the means or the<br />

networks to do so, to access professions in the sector they<br />

are interested in. Internships, Open Day university visits<br />

and many meetings in which they help refine your skills<br />

in your potential profession are a few of the numerous<br />

activities they offer you, free of charge.<br />

I am currently enrolled in the Engineering & Physics<br />

sector. So far, they have offered me visits to many different<br />

University Open Days, and have given me the opportunity<br />

to attend Engineering and Physics futures days at which I<br />

will able to meet employers from the sector to get an idea<br />

of the careers on offer. They have assigned me a personal<br />

mentor who is in physics/engineering and has a plethora<br />

of advice they can give me to further help me develop as a<br />

person and get further involved in my chosen profession.<br />

The mentors can also help you out with your transition<br />

into university by offering you help with your personal<br />

statements and clear up any confusion you have with the<br />

whole process.<br />

Perhaps one of the best support they provide you with is<br />

offering you internships in your chosen sector. This means<br />

you get work experience in your chosen sector with top<br />

companies which can be extremely difficult to obtain in<br />

many professions e.g. engineering and physics.<br />

Overall, the experience is nothing short of amazing and<br />

helped me immensely to get a grasp on the profession<br />

in which I am interested. Also, I’ve received help with<br />

my application to universities as well as developed vital<br />

professional skills.<br />

Saugat Dharel (year 12)<br />

The Social Mobility Programme for Year 12<br />

Saugat Dharel<br />

(Physics / Social<br />

Mobility Foundation)<br />

I am currently on the Social Mobility<br />

Foundation programme and I find myself<br />

lucky to have this opportunity as it has<br />

not only helped me to build up my soft and hard skills but<br />

also given me an insight into accountancy and banking &<br />

finance sector. When I was applying for this programme<br />

I was sure that I wouldn’t get accepted because many<br />

people were applying and the interview questions were<br />

quite tricky and required critical thinking. I found out that<br />

the interview questions were used to see what the students<br />

thought and what mentor would be more suitable for them<br />

in the future. They also help you to have a good mentee and<br />

mentor relationship. Your mentor works in the sector which<br />

the student wants to work in and they can offer you the<br />

best information and resources that they have. I am really<br />

excited to meet my mentor as my mentor can help me with my<br />

personal statement and make it more relevant to my career<br />

sector. This programme has given me the opportunity to<br />

open up and understand the working lifestyle better as well<br />

as how you can make more networking connections that will<br />

help you after university.<br />

We have attended a few sessions outside of school because<br />

this programme makes sure that we don’t miss any school<br />

days. We had a welcoming session, where we learnt about<br />

the programme and what we would do in the future. This<br />

allowed us to get together and make networking connections.<br />

The next session was an accountancy future day at KPMG,<br />

where we met different people from the accountancy sector<br />

but also people who worked in KPMG. We met an ex-student<br />

who worked with SMF and took an apprenticeship route<br />

and we met another ex-student who went to university and<br />

graduated who works there now. It helped us understand the<br />

different routes we can take to get into accountancy but it<br />

also made us familiar with real life experiences. They don’t<br />

only offer you information and future days about your sector<br />

but also about other career sectors that they cover. In the<br />

upcoming weeks, most of us will be placed at a company<br />

and do internships. This will give us an insight into work<br />

life and how it differs from school.<br />

Sajneet Bagga (year 12)<br />

Sanjeet Bagga<br />

(Accounting / Social<br />

Mobility Foundation)<br />


Mehardeep Singh<br />

(Physics/ Social<br />

Mobility Foundation)<br />

Amrit Rai<br />

(Roehampton/Law/<br />

Sutton Trust)<br />

Shariq Ahmed<br />

(Digital/ Social<br />

Mobility Foundation)<br />

Maisie Mullens<br />

(Roehampton/Law/<br />

Sutton Trust)<br />

Iqra Nadeem<br />

(Roehampton/Law/<br />

Sutton Trust)<br />

Deeq Hersi<br />

(Roehampton/Law/<br />

Sutton Trust)<br />

Aditya Kumar<br />

(Accounting/Social<br />

Mobility Foundation)<br />

Kabir Johal<br />

(LSE/Law/<br />

Sutton Trust)<br />

Aryan Sethi<br />

(Roehampton/ Banking<br />

and Finance/Sutton Trust)<br />

Yusef Deria<br />

(Roehampton/Law/<br />

Sutton Trust)<br />

Pathways to Law is a programme run by the Sutton Trust<br />

(Social Mobility Foundation) involving students around<br />

London with the aim to educate students about the different<br />

sectors of Law, as well as the different pathways into Law.<br />

Pathways has organised trips to universities to attend lessons<br />

on the different sectors of law, the skills needed in Law. They<br />

also organise trips to the Royal Courts and interviews with<br />

various people in the law sector.<br />

My experience with Pathways to Law has been informative<br />

and enjoyable. I regularly attend seminars at Roehampton<br />

University and have been given various opportunities to fuel<br />

my interests in Law such as a trip to the Inner Temple and the<br />

Royal Bailey. I also completed a week of work experience with<br />

the prestigious corporate Law firm Linklaters, where I have<br />

learnt about the various skills needed to go into law as well<br />

as actively applying my skills in a pitch to a panel of lawyers.<br />

I would recommend Pathways to Law to students, as it<br />

enables you to learn about a potential future career as well<br />

as educating students on the different Pathways into Law and<br />

it contributes to UCAS and personal statement which will be<br />

vital in the future years. ​<br />

Initially I applied to this programme as I wanted to<br />

enhance my knowledge of law to see if it was definitely<br />

something I wanted to pursue as a career - it was. We<br />

were given sessions and lectures by Law Professionals<br />

at Roehampton University. In the very first session we<br />

went to the Inner Temple which is one of the four Inns<br />

of the court. There were three parts to this session,<br />

in the first part we were given information about<br />

what the difference was between a solicitor and a<br />

barrister and the pathways to each career, we learnt<br />

about the disadvantages and advantages about being<br />

a barrister or a solicitor. In the second part I got the<br />

opportunity to talk to some barristers and solicitors<br />

who explained what they did on a daily-basis which<br />

was very interesting. I initially thought that barristers<br />

were mostly at Court but in reality, I found out that<br />

60% of the time barristers are working with clients in<br />

this firm and that only 40% of the time would be spent<br />

in Court. The third part was my favourite part as we<br />

got a taster of what kind of things lawyers deal with<br />

and looked at a case study. We had to work in groups of<br />

6 and discuss how we would deal with this case study<br />

and our share views about this case.<br />

Another session that particularly stands out was the<br />

session where all the Pathways to Law programmes in<br />

the UK attended Queen Mary’s University of London.<br />

This session involved public speaking tips, networking<br />

and talking to other firms. At this session there was a<br />

woman who spoke about public speaking and gave tips<br />

on how to do this well. Then we were encouraged to<br />

talk to other people in the Law programme. Personally<br />

this was a big milestone as it helped me improve my<br />

confidence and interpersonal skills. Before I did this<br />

law programme even the thought of speaking in front<br />

of people made me feel nervous and anxious but this<br />

programme helped me in terms of opening up and<br />

giving my opinion. In addition, I got the opportunity<br />

to talk to other firms such as Macfarlanes and Cooley<br />

about the types of Law they cover and what their firm<br />

deals with. This was useful as in a few months I will be<br />

doing my Law work placement with one of these firms<br />

so it helped me prepare effectively.<br />

In addition, there was recently a session on Personal<br />

Branding and Corporate Law. Whilst I knew from<br />

the beginning that I was interested in Criminal Law,<br />

Human Rights and Family Law I found that I quite<br />

enjoyed Corporate Law. This programme has given me<br />

the amazing opportunity to explore the different types<br />

of laws and develop a profound interest in Corporate<br />

Law. Overall, I would say that this programme enhances<br />

not only your knowledge of the law but it also develops<br />

your personal growth in terms of your confidence,<br />

public speaking, interpersonal skills and forming<br />

your own opinions. In addition, this programme offers<br />

something called the National Conference which takes<br />

place at the University of Warwick in July and you get<br />

an insight into studying Law at university which is<br />

very beneficial, I would personally recommend this to<br />

anyone who is interested in pursuing a career in Law,<br />

to take part in an extraordinary programme like this<br />

as it really does show you in-depth how amazing the<br />

world of Law is.<br />

Amrit Rai (year 12)<br />

Yusef Deria (year 12)<br />


A Visit to<br />

Number 10<br />

On<br />

Sunday 14th April <strong>2019</strong> we were invited to No10 Downing Street with BAFSA<br />

(British Armed Forces Sikh Association) as a part of the Vaisakhi celebrations<br />

(the birthday of Khalsa). One of our year 11 students, Jasdev Chana who is a cadet got to<br />

meet with the then Prime Minister Theresa May.<br />

Priscilla Ledlie (Assistant to Senior Teacher)<br />

“I was lucky enough to visit 10 Downing Street as part of the Vaisakhi celebrations this year and it was<br />

quite an experience. The day started with a rigorous security check before entry to Number 10 including<br />

a search, passport checks and also certification of our invitations. Sadly, I was required to hand in my<br />

phone so I was unable to take photos but the experience will stay in my memory. The building itself<br />

was amazing. There were paintings, ornaments and beautiful objects everywhere. It looked more like<br />

an incredible museum than a governmental building.<br />

We went to the third floor where we were served food and drinks; I couldn’t believe it when the waiters<br />

came out carrying Pakoras, Samosa and Gulabjaman from Brilliant restaurant in Southall. After we’d<br />

finished, Theresa May came out and shook our hands, said hello then gave a speech about Vaisakhi.<br />

The day was unbelievable and I feel incredibly lucky that we cadets were able to see 10 Downing Street<br />

first hand. The building and the experience itself were unreal and if I ever want to relive the experience<br />

then I just pop down to Brilliant restaurant in Southall.<br />

14<br />

Jasdev Chana (year 11)

Annual Borough Sixth Form RE Conference<br />

“The RE Conference was an interesting, fun<br />

and thought provoking day. I enjoyed listening<br />

to different viewpoints on current issues and it<br />

helped me increase my understanding of ethical<br />

issues”.<br />

Maisie Mullen (year 12)<br />

“It was enlightening in terms of experiencing the cohesion of<br />

different faiths as it is quite a contrast to what you see in the<br />

media, which can be rather biassed. Through the conference<br />

we could better understand different faiths through real like<br />

experience.”<br />

Ali Dhanani (year 12)<br />

<strong>Cranford</strong> Community College is recognised for its outstanding delivery of Religious<br />

Education and works closely with SACRE and the University of London Institute<br />

of Education to organise this annual event for Post 16 students across the Authority.<br />

The ‘Annual Borough Sixth Form RE Conference’ was hosted by CCC for the 5th consecutive<br />

year. Students from Hounslow Borough Sixth forms were able to discuss, debate and reflect<br />

on the theme of: “Religion: oppressive or liberating?”<br />

The day consisted of interactive workshops run by students from the IOE and Roehampton<br />

University. Students were able visit a variety of different workshops which ranged from ‘’<br />

Is tolerance an oppressive force?’, ‘Is atheism as oppressive as they say religion is?’ and<br />

‘Is religious upbringing indoctrination? Once students had an opportunity to discuss these<br />

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

panellists.<br />

The day concluded with a themed panel discussion in the Concert<br />

Hall with community representatives from various faith<br />

backgrounds. The panellists represented the<br />

major world faiths, including<br />

Judaism, Islam, Sikhism,<br />

Christianity, and Hinduism<br />

and students were able to gain<br />

an insight on religious views<br />

on questions such as ‘Why does<br />

God send people to hell’, ‘How<br />

can you know you are in the ‘right’<br />

religion?’ and ‘Is God sexist?’<br />

Students left the conference positive<br />

and having enjoyed a day where they<br />

could reflect on some of the bigger<br />

questions.<br />

Avneet Kang (Head of RE Department)<br />


Avon Tyrrell<br />

Summer School<br />

August 2018<br />

For<br />

the second year running, <strong>Cranford</strong><br />

students joined their peers from Keio<br />

University Junior High School in Tokyo, Japan<br />

and from the County Upper School in Bury St<br />

Edmunds for a week of outdoor activities, games,<br />

quizzes and challenges. The summer school is<br />

set in the magnificent house and grounds of the<br />

present manor house, which was built in 1891<br />

and located in the New Forest. The fairly remote<br />

location makes Avon Tyrrell the perfect setting<br />

and along with the glorious summer weather we<br />

enjoyed last year proved to be a highly successful<br />

week. <strong>Cranford</strong> students worked alongside their<br />

Japanese and Norfolk counterparts with alacrity,<br />

working out how to cope with the low ropes and then the high ropes,<br />

meeting the challenge of building a raft from blue barrels, planks<br />

and rope and trust walks. All the students have to “muck in” when it<br />

come to clearing up and keeping their rooms tidy; rooms which are<br />

shared by Japanese and English students. Meals are taken together<br />

and with all the activity going on, all the students eat heartily. The<br />

week included excursions to Durdle Door and a long walk down<br />

to Lulworth Cove, which is always a delight, as well as a visit to<br />

Salisbury and its amazing cathedral.<br />

Inevitably when it became time to leave, there were tears at the departure followed<br />

swiftly by sleep as the minibus made its way back to London. Our sincere thanks<br />

go as always to Keio University Junior High School for the invitation.<br />

Philip Dobison (Consultant – Internationalism)<br />

Joto Senior High School<br />

(A Global School), Ookayama, Japan<br />

It<br />

is now the 4th time that <strong>Cranford</strong><br />

Community College has hosted a visit<br />

by Joto Senior High School from Okayama,<br />

Japan. These visits included a day when the<br />

Joto students had the opportunity for a great<br />

level of collaboration with <strong>Cranford</strong> students.<br />

It started with “speed dating” between the<br />

two sets of students, so that they could get to<br />

know each other quickly. Joto students gave a<br />

presentation on a topic dear to their heart such<br />

as the environment, youth culture amongst other<br />

topics. The groups then combined to tackle a quiz<br />

on Japan and the UK, with Joto students paired<br />

with <strong>Cranford</strong> students, followed by riddles<br />

and language games for all. As usual, a great<br />

deal of learning took place. After each activity<br />

the winning students were presented with medals. The Japanese<br />

group was delighted with the tour of the school’s facilities and could<br />

only look on in envy at the amazing site that <strong>Cranford</strong> enjoys – this<br />

reminds us always how fortunate <strong>Cranford</strong> is to have a sports field<br />

and of course the <strong>Cranford</strong> SuperDome at our finger tips. All too soon<br />

the group returned to their base, but everyone agreed it had been an<br />

amazing day.<br />

16<br />

Philip Dobison (Consultant – Internationalism)

<strong>Cranford</strong>’s research<br />

into high performing<br />

educations systems around<br />

the world continued in<br />

December 2018 with<br />

Kevin Prunty, Executive<br />

Headteacher, and Rob<br />

Ind, Joint Head of School,<br />

visiting Norway. <strong>Cranford</strong><br />

was selected in January<br />

2018 by the Minister of State for Apprenticeships and<br />

Skills Anne Milton MP, to be one of the first providers<br />

of the new T-level vocational qualifications at Post 16,<br />

and the purpose of the trip was to visit Technical and<br />

Vocational colleges and Upper Secondary Schools in the<br />

Scandinavian country widely regarded as having one of<br />

the best technical education systems in the world.<br />

We visited the capital Oslo, the industrial ‘Oil Capital’<br />

Stavangar (Norway’s third largest city), the northern<br />

municipality of Tromsø inside the Arctic Circle and were<br />

welcomed into 4 different schools and colleges. With the<br />

support of the British Council, we were lucky enough to<br />

meet a range of students, teachers and education leaders<br />

and learn about their approach to post-16 education and<br />

the value they place on local industry partnerships and<br />

technical competencies. The colleges were particularly<br />

well equipped and investment in technical education has<br />

clearly paid off in Norway.<br />

Despite the darkness in Tromsø where it is only light for<br />

an hour a day in December, the relationships between<br />

staff and students were warm and positive and we were<br />

impressed by the confidence of the students showing us<br />

<strong>Cranford</strong> in the Arctic Circle<br />

around, their independent learning skills and<br />

the esteem in which technical education and<br />

indeed teachers in general were held.<br />

There was also an opportunity to take in<br />

the aurora borealis but just as inspirational<br />

were the things that chimed with <strong>Cranford</strong>’s<br />

core values: the work Norway puts into<br />

the rehabilitation of offenders, their focus<br />

on immigration and integration and their<br />

determination to ensure all students progress<br />

to full employment.<br />

We look forward to continuing our partnerships<br />

with the educators we met and submitted an<br />

Erasmus Plus bid to continue working with<br />

them.<br />

In August <strong>2019</strong> we were delighted to have<br />

been awarded over 60,000 euros through<br />

an Erasmus Plus grant (far in excess of our<br />

previous record of around 40,000 euros) to<br />

support a project which will see us continue<br />

working with Kvaløya Videregående Skole in<br />

Tromsø, alongside a regional college in the<br />

Netherlands Stichting Regionaal Onderwijs<br />

Centrum’s Hertogenbosch, on technical and<br />

vocational education within the context of<br />

a changing European landscape. <strong>Cranford</strong>’s<br />

outward-facing international dimension<br />

continues to grow and strengthen as does<br />

our unwavering commitment to high quality<br />

vocational as well as academic education.<br />

Rob Ind (Head of School)<br />

Teachers from Bogota, Colombia<br />

On<br />

22nd November 2018, <strong>Cranford</strong> Community<br />

College welcomed a delegation of 13<br />

teachers from Bogota, Colombia, who were in the UK<br />

on a trip organised by the British Council and the SSAT<br />

(the Schools, Students and Teachers network), to gain<br />

a better understanding of the English Education system<br />

in action. Their visit allowed us to showcase some<br />

of the unique features of teaching, learning and the<br />

curriculum at <strong>Cranford</strong>. The group wanted to engage<br />

with senior and middle leaders to talk about their<br />

strategic and operational roles, explore<br />

how the school has led and sustained<br />

successful improvement and importantly<br />

gather students’ views about their learning and school<br />

experiences. The group met members of the student<br />

body, both formally and as their tour guides. The<br />

delegation was very impressed and commented: “do<br />

let the year 13 students who led the tour of the school<br />

and spoke so confidently, eloquently and proudly about<br />

life at <strong>Cranford</strong> how impressed everyone was by them”.<br />

Philip Dobison (Consultant – Internationalism)<br />


Trip to Korea<br />

2018<br />

In<br />

October 2018, 32 students, Kevin Prunty Executive<br />

Headteacher and 3 other members of staff set out on<br />

an epic, one-in-a-lifetime journey to visit our partner school,<br />

Ocheon Senior High School in Pohang South Korea to enjoy<br />

the sights, sounds and sensations of Seoul, the capital of the<br />

Republic of South Korea. Flying via Doha with a short transfer<br />

time, meant the journey was lengthy but proved to be totally worthwhile.<br />

The group was greeted in Seoul by Ocheon English teacher Marco who had<br />

travelled from Pohang to support the group on this inaugural visit in Seoul.<br />

In the capital, we experienced the palaces and the changing of the guard,<br />

enjoyed Korean food including kimchee (a traditional side dish made from<br />

salted and fermented vegetables which may not have been to everyone’s<br />

taste), a Korean buffet organised by the Korean Tourism Organisation and<br />

the amazing production “Nanta”. We travelled the length of South Korea on<br />

the very exciting KTX (Korea Train Express - the high speed train service)<br />

from Seoul to Pohang, where <strong>Cranford</strong> students and staff were delighted<br />

to meet their friends and colleagues from Ocheon Senior High School in<br />

Pohang, whom they had already met in July 2018. Accommodation was home<br />

stay which gave everyone (staff included) first-hand experience<br />

of real Korean home life. It is almost impossible to say what<br />

the highlights were. There was the visit to the Demilitarised<br />

Zone (DMZ) between North and South Korea and a walk down<br />

the third tunnel, discovered on 17th October 1978 and dug by<br />

North Koreans as a potential way of invading the South. The<br />

welcome ceremony at Pohang was also amazing when the group<br />

was treated to the most professional drumming performance<br />

by Ocheon students, followed by joint learning and sporting<br />

activities. There was the joint trip for both schools to Gyeongju,<br />

known as the museum without walls, which is an area with<br />

so many things to see: the Dongung Palace and Wolji Pond,<br />

Cheomsongdae Observatory, the Bulguksa Temple, the Cheonmachong Tomb and the list goes on. The<br />

trip also gave the opportunity for Mr Prunty, Executive Headteacher and Mr Park, Principal of Ocheon to<br />

discuss the path forward for both schools in terms of future collaborative work, also a successful outcome.<br />

The school is grateful to the British Korean Society and the Korean Tourism Organisation for their<br />

support for this trip. Perhaps the trip and its success is best summed up by the words of two of the student<br />

participants.<br />

18<br />

Philip Dobison (Consultant – Internationalism)

“Knowing we were in a new country<br />

that had a different culture to ours,<br />

it was important for us to learn and<br />

try new things like their food; the<br />

meal provided for us at the buffet<br />

in Seoul was a chance for us to<br />

try the local delicacies and their<br />

traditional foods. Though it was very<br />

different to what we would normally<br />

have in London, we found that we<br />

enjoyed the food we had tried such<br />

as the Tteok-bokki (spicy rice cakes)<br />

kimchee (often called the national<br />

food of Korea) and bulgogi (grilled<br />

beef)”.<br />

Manriat Gill (year 13)<br />

“During my visit to Korea I was extremely fortunate to watch the<br />

spectacular ‘NANTA’. As someone who studies A level Drama and has<br />

seen many West End productions I was stunned by the performance.<br />

Initially the idea of a ‘mimed foreign comedy about chefs’ didn’t sound<br />

very appealing, and I was not sure what to expect. It was soon clear<br />

that the performance was to be an amalgamation of many hilarious<br />

sketches relating to a team of chefs, linked together and forming an<br />

over-arching narrative of a new worker who is desperately trying<br />

to fit in. The characters spoke in gibberish, relying on the universal<br />

language of facial expressions and physicality. The musical segments<br />

were phenomenal, with music could made simply from cooking food<br />

using kitchen utensils - inventive and unique. I have never seen a<br />

performance that combines acrobatic stunts worthy of Cirque De Soleil,<br />

non-verbal comedy reminiscent of Charlie Chaplin and drum beats you<br />

would expect to see in a West End musical. As an avid spectator of<br />

theatre I can genuinely say I have never enjoyed a performance this<br />

much”.<br />

Haashim Nasir (year 13)<br />


Recognition<br />

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

recognised as a World Class School<br />

for many years and what makes<br />

it special is the students who are judged<br />

in this particular award, a level they have<br />

achieved consistently. Last year, for example,<br />

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

with Ocheon Senior High School, Pohang,<br />

Korea, to become the first two schools ever<br />

to be awarded the International World Class<br />

School Quality Mark. As further proof of this,<br />

at an Award ceremony in December 2018,<br />

two of <strong>Cranford</strong>’s students, Kinza Butt and<br />

Harit Boonyarakyotin, were nominated for<br />

the World Class School Achievement Award.<br />

Many congratulations to them both.<br />

Philip Dobison (Consultant – Internationalism)<br />

Jack Petchey Speak Out Challenge<br />

On the 8th February <strong>2019</strong>, thirty year 10 students, Mr Watton and<br />

Ms Ledlie took part in the Jack Petchey Speak Out Challenge.<br />

Expertly led by Carl we attended a fantastic work shop that<br />

lasted the whole day and ended in a close-fought public speaking<br />

challenge.<br />

During the day we learned not only how to speak confidently in public but also how to present an argument<br />

that was well structured and compelling. Everyone got the opportunity to practise in small groups, honing<br />

their skills and getting used to the idea of talking about a topic to an audience. Then it was time to prepare<br />

for the big speeches.<br />

The competition was intense and there were some really excellent speeches from Layba Nisar, Kavleen<br />

Aurora, Alex Hickey, Adi Asskoumi and an interesting one from Romeo Selamawi. In the end there was a<br />

clear winner, Iman Jaura, whose speech on female empowerment was amazing. Iman then took her speech<br />

to the regional final held at Heston Community School on the 7th March <strong>2019</strong>. Although she did not win she<br />

did the school and year group proud and we were all privileged to hear her speak powerfully in Assembly.<br />

20<br />

Simon Watton (Head of Year 10)

<strong>Cranford</strong> Hosts National Sporting and Arts Organisations<br />

Over<br />

the past year <strong>Cranford</strong> has played<br />

host to several national sporting and<br />

arts events. In December 2018 <strong>Cranford</strong> was used<br />

by the National Children’s Orchestra for rehearsals<br />

before performing<br />

at Queen Elizabeth<br />

Hall. The NCO supports<br />

young musicians aged 7<br />

to 14 and include in their<br />

alumni winners of the<br />

BBC Young Musician of<br />

the Year Competition,<br />

Guy Johnston (2000)<br />

and Nicola Benedetti MBE (2004). Indeed, the<br />

current cohort were delighted when Nicola Benedetti<br />

came to <strong>Cranford</strong> and played for them before setting<br />

off for their own performance. In the past NCO had<br />

used <strong>Cranford</strong> for rehearsal prior to performing for<br />

the Queen.<br />

In January and<br />

February <strong>2019</strong><br />

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

the England Touch<br />

Rugby squads who<br />

held team selection<br />

trials and training<br />

sessions prior to taking part in the World Cup in<br />

Malaysia. Touch Rugby is a fast growing sport<br />

played in men’s, women’s and mixed gender teams.<br />

England Touch Rugby’s current focus is very much<br />

on supporting increased participation at all levels<br />

but with a particular emphasis on youth participation<br />

and development.<br />

<strong>Cranford</strong> is also host to UK Ultimate Frisbee who<br />

hold their indoor championships in the <strong>Cranford</strong><br />

SuperDome. Like Touch Rugby, Ultimate Frisbee<br />

is a fast growing sport very popular with university<br />

students and played in men’s, women’s and mixed<br />

gender teams. Ultimate Frisbee is a fast-moving<br />

team sport enjoyed by millions of players the world<br />

over. Although it is frequently compared to sports<br />

like football the difference is there are no referees.<br />

<strong>Cranford</strong> is proud of its partnerships with these<br />

national organisations.<br />

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

Community Partnerships)<br />

For over<br />

three years <strong>Cranford</strong> has had representation on the<br />

European Union’s Radicalisation Awareness Network<br />

(RAN). The education part of RAN looks at the role education can play in reducing<br />

the risk of radicalisation and <strong>Cranford</strong> is recognised as an international model of<br />

best practice in this area. This role led recently to me being asked to represent<br />

the EU at a meeting with Amanda Spielman, Chief Inspector of Education,<br />

Children’s Services and Skills. meeting had an international dimension with<br />

contributors from around the world plus the Home Office and Department for<br />

Education.<br />

RAN appointed <strong>Cranford</strong> to mentor some of their London based Young Ambassadors in a flagship pilot<br />

scheme launched this year.<br />

With the uncertainty around the UK position on Brexit, <strong>Cranford</strong>’s involvement in RAN is likely to come<br />

to an end officially although we are confident that we will still keep in contact with the many good friends<br />

and partners we have made over the past three years in Europe and world wide.<br />

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


On<br />

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

Friday 14th June <strong>2019</strong>, <strong>Cranford</strong><br />

welcomed the CEO of DHL’s supply chain<br />

in the UK to the academy. Jose Nava met with year<br />

9 and 10 students who have been involved with the<br />

DHL careers toolkit this year completing workshops<br />

on CV writing and employability guidance.<br />

Jose Nava was accompanied by Sonia Chhatwal<br />

the Director of the DHL Foundation who are a key<br />

partner of Teach First and <strong>Cranford</strong> were delighted<br />

to host the visit in support of Teach First who we<br />

have worked with since their inception in 2003.<br />

In total, six VIPs toured the academy visiting<br />

lessons and meeting with the Senior Leadership<br />

Team and couldn’t have been more impressed with<br />

the students and staff. A group of year 9 and 10<br />

students were also fortunate enough to hear from<br />

Jose Nava about his own career journey from<br />

Central America to London and asked challenging<br />

and engaging questions.<br />

We hope this will be the start of a new and exciting<br />

relationship with another major multinational<br />

company which will benefit our students. Thank<br />

you to Ms Sidhu (Head of Year 9) and Mr Watton<br />

(Head of Year 10) and all the students and staff<br />

involved with the DHL toolkit this year for their<br />

support. Vidhu Sood-Nicholls, Deputy Director of<br />

Fundraising at Teach First said:<br />

“To see the ethos and approach that you, Kevin<br />

and the wider team are taking at the school was so<br />

inspirational. Pupils at <strong>Cranford</strong> are very lucky to<br />

have such a dedicated team.”<br />

Rob Ind (Head of School)<br />

Employability Workshops<br />

22<br />

Over tow sessions in March and May<br />

<strong>2019</strong>, 50 year 10 students and Mr<br />

Watton spent time working with a<br />

number of DHL staff to develop their employability<br />

skills. In the first workshop we looked at the types<br />

of jobs that made up DHL in the UK and the rest<br />

of the world. We then did some group work where<br />

we looked at the skills that were needed for those<br />

jobs and finished off looking at the career path that<br />

one of the DHL team, an ex-<strong>Cranford</strong> student, had<br />

taken in his career. Students asked lots of really<br />

excellent questions and we were all considerably<br />

more knowledgeable about DHL as a company and<br />

the great range of employment opportunities that<br />

they had available<br />

Our second session took place in May and was very<br />

much focused on what you needed to do to get a<br />

job not only at DHL but anywhere. We looked at<br />

how to evaluate your personal skills and then how<br />

to use these to construct yourself a CV. We then did<br />

some evaluation work and practised writing CVs,<br />

giving us all the skills and knowledge to be able to<br />

create our own when needed. The second half of the<br />

session looked at the process of interviewing and<br />

what sort of things you would/could be asked in an<br />

iinterview, followed by some practice.<br />

Both sessions were really informative with some<br />

excellent activities and we learnt a great deal of<br />

useful skills and information.<br />

Simon Watton (Head of Year 10)

<strong>Cranford</strong> Bags the Medals at Borough Athletics <strong>2019</strong><br />

The<br />

1st May <strong>2019</strong> will go down in history as one of the greatest sporting achievements for <strong>Cranford</strong><br />

Community College. We entered the Year 10 Hounslow Borough School Athletics competition<br />

held at Osterley Athletics Track and we did not leave empty handed. Over the course of the day we picked<br />

up 8 medals, including 7 gold and 1 silver. This wouldn’t have been possible but for the tremendous attitude<br />

and teamwork shown by each student on the day, in particular Yaseen Yusuf and Mahtab Uddin who did<br />

not win a medal on the day but were racing around the running track and field cheering on the team giving<br />

them the extra bit of motivation to succeed. All in all, the students carried themselves tremendously well<br />

and showed everyone the meaning of being part of a team. Ocatavio Rodrigues, Emmanuel Adebowale<br />

Szymon Gora and Ilyas Abokar have all been invited to compete and represent Hounslow in the County<br />

Championship.<br />

Basheak Bussue (PE Department)<br />

Recognition Award for Priscilla Ledlie<br />

On<br />

Wednesday 3rd April <strong>2019</strong>, Priscilla Ledlie,<br />

Assistant to Senior Teacher Pastoral and long<br />

standing member of <strong>Cranford</strong> Community College was<br />

awarded a certificate in recognition of her outstanding<br />

work in the community by the Mayor of Hounslow, Samia<br />

Chaudhary.<br />

Priscilla has been associated with <strong>Cranford</strong> for over 30<br />

years, firstly as a student and now as a valued member of<br />

the support staff. Her work has been far reaching touching<br />

the lives of many young people from <strong>Cranford</strong> and the wider<br />

community through her role as an Officer in the Cadets.<br />

Priscilla said of the award; “This was awarded<br />

for all the community projects I have been<br />

involved in and my commitment to the Army<br />

Cadet Force. It was a great honour and shock<br />

to receive this award and I’m very grateful<br />

to Seema Malhotra MP for nominating me”.<br />

Well Done Priscila we are very proud of you.<br />

Alan Fraser<br />

(Director of Community Partnerships)<br />


Weekend<br />

October<br />

2018<br />

A group of forward thinking year 11 students took advantage of the free student tickets available for the<br />

annual Battle of Ideas weekend at the Barbican in October 2018. This annual event has been attended<br />

by a number of likeminded <strong>Cranford</strong> students over the years and this year was no exception. As a<br />

consequence, they were able to sit in on academic debates on a number of themes which are highly<br />

relevant to all citizens and perhaps young people more so. The topics covered included:<br />

• Do we need a new curriculum for the 21st Century?<br />

• Charities: Has the halo slipped?<br />

• Social media corrupting young minds?<br />

• If data runs the world, who is in control?<br />

• What’s the point of feminism today?<br />

Well done to the year 11 students who attended this thought challenging<br />

event. They clearly gained a great deal from this experience. Here are<br />

just a few examples of their responses to the topics covered.<br />

Mehmoona Yousaf (Senior Teacher – Pastoral)<br />

The battle of ideas was a great<br />

opportunity for students to gain an<br />

insight into debating with a panel<br />

and the rest of the floor. One of the<br />

most interesting debates was “do we<br />

need a new curriculum for the 21st<br />

Century?” which explored a large<br />

spectrum of perspectives including<br />

focussing on practical skills.<br />

The new 9-1 GCSE system raised<br />

many disagreements between the<br />

panellists and the students present.<br />

The panellists agreed with the new<br />

style of GCSEs as in their opinion<br />

“it fills students with knowledge”<br />

whereas the students felt it was no<br />

more than a memory test”.<br />

Rajvir Sran (year 11)<br />

The annual Battle of Ideas held at<br />

the Barbican centre was a day of<br />

many eye opening debates, in which<br />

even the audience can participate. In<br />

this rapidly changing world, I have<br />

learnt from the Battle of Ideas that<br />

debating ideas matters more than<br />

ever. I was especially interested in<br />

debates on the topic of our modern<br />

education system and the debate<br />

questioning whether advertising is<br />

all powerful or overrated. It has<br />

led to me gaining new insights on<br />

the idea. It was interesting to hear<br />

the many sides to arguments and<br />

I feel that hearing others express<br />

their views has helped me formulate<br />

my own opinions so that I can<br />

participate in future debates as well.<br />

The programme also gives students<br />

the opportunity to attend for free,<br />

which is great. I recommend joining<br />

in with next year’s Battle so you can<br />

experience the range of interesting<br />

debates like I have done.<br />

Hussain Raza (year 11)<br />

The school strongly recommended<br />

me to go to the Battle of Ideas in<br />

Central London, I was intrigued so<br />

I went. It was really interesting and<br />

fascinating hearing different people<br />

talk about controversial topics,<br />

like ‘Should medical drugs be<br />

free?’ or ‘Should parents encourage<br />

their teenagers to socialise, take<br />

risks ad have lots of freedom?’.<br />

The speakers were very passionate<br />

about their topics and I loved how<br />

I could choose which debates to<br />

go to as there were a wide variety<br />

of debates going on at the same<br />

time. I met lots of new people who<br />

had interesting ideas and I will<br />

definitely be going again next year.<br />

Salma Abdalle (year 11)<br />

We are living in an era of great<br />

changes. Technology is enveloping<br />

our lives to the point where we can<br />

no longer thrive without it. Life<br />

expectancy is increasing due to<br />

giant leaps in healthcare. Equality<br />

may be only a few steps away. The<br />

yearly Battle of Ideas addresses<br />

these changes and brings to light<br />

the various issues which come<br />

with it. The programme also gives<br />

students the opportunity to attend<br />

for free, a great opportunity if you<br />

want to join in next year. Debates lie<br />

at the heart of the programme, the<br />

audience members can join in and<br />

give their opinions. We discussed<br />

controversial topics such as the<br />

Gender Pay Gap or the Effectiveness<br />

of our School Curriculum, topics<br />

which influence us all directly. It is<br />

both important and enjoyable to be<br />

able to listen to so many different<br />

viewpoints, and the Battle of Ideas<br />

was the perfect place to do just that.<br />

Harit Boonyarakyotin (year 11)<br />

Going to the Battle of Ideas was<br />

a really prestigious opportunity.<br />

Debating helped me to develop<br />

essential critical thinking skills, the<br />

ability to make reasoned and well<br />

thought out arguments in addition<br />

to questioning the evidence behind<br />

a particular stance or conclusion. I<br />

particularly liked the debate on the<br />

country’s military which highlighted<br />

nationalism, the recruitment system<br />

and their pledges. Overall I found the<br />

event extremely thought-provoking<br />

and if it comes again I recommend<br />

it to all.<br />

Walid Fadie (year 11)<br />


2018-<strong>2019</strong><br />

Nancy Harkous and Rui De Silva<br />

(year 8)<br />

Arushi Varshney and Prantanil Bhowmick (year 9)<br />

<strong>Cranford</strong> students have been really impressive in Mathematics this year. In<br />

August our year 11 students received excellent GCSE results with 76% of<br />

students receiving grade 9 – 4 and 59% of students achieving grade 9 – 5, which<br />

was a 6% improvement on the previous year 11 results. We are particularly<br />

proud of our students who achieved a grade 9: Mohsin Ahmed, Faisa Ali, Subhan<br />

Jaura, Ria Kalia, Aman Khan, Taniya Nizami, Ramez Rasikh, Onkar Riyat and<br />

Haroon Lukka, who gained the highest score in the school, despite taking his<br />

exam in year 10. We were also particularly impressed with year 13 students<br />

Ahmed Fadhluddin and Baljinder Padda, who both scored A* in A<br />

Level Mathematics and A in Further Mathematics.<br />

Our students have also performed particularly well this year in the<br />

UKMT Maths Challenges. In November 2018 students in year 11,12<br />

and 13 took the Senior Maths Challenge, with Haroon Lukka gaining<br />

a Gold Award, Teodor Jevtic, Rhea Rana and Subhan Jaura gaining<br />

a Silver Award, and Jeevithan Thilaganathan, Maeve D’Souza,<br />

Sukhjinder Padda and Neha Hussain gaining a Bronze Award. In<br />

February <strong>2019</strong> this was followed by students in year 9,10 and 11<br />

achieving excellent results in the Intermediate Challenge. We are<br />

happy to announce outstanding results, with Haroon Lukka, Samha Lund, Neha Hussain, Nirujan Rajakumar,<br />

Elina Gorjunova, Hamza Abdullahi and Ahmed Ali all gaining Gold Awards. There were also 13 students<br />

who achieved Silver Awards and 23 Bronze Awards. April <strong>2019</strong> was the turn of students in year 7 and 8<br />

to shine in the Junior Maths Challenge. This time Musa Raza, Nancy Harkous, Ishmeet Singh, Mohamed<br />

Abdullahi, Hamidi Subhan and Krithik Balamuganthan all received Silver Awards and a further 15 students<br />

received Bronze Awards. We are very proud of all the students who took part in all three Maths Challenges.<br />

In addition, we had two teams participate in regional Team Maths Challenges, competing against a variety<br />

of state schools and independent schools from London and the South East. Firstly, our superb senior team of<br />

Rhea Rana (year 13), Teodor Jevtic (year 13), Onkar Riyat (year 12) and Haroon Lukka (year 11), travelled<br />

to St Paul’s school in Barnes in December 2018 and came 5th out of 23 schools. This success was followed<br />

in March <strong>2019</strong> when our junior team, consisting of Arushi Varshney (year 9), Prantanil Bhowmick (year<br />

9), Nancy Harkous (year 8) and Rui De Silva (year 8) attended the Junior Maths challenge at West London<br />

Free School in Hammersmith. We would like to congratulate both of our teams on the superb attitude<br />

they displayed while representing the school, and for the fantastic amount of effort they put in, meeting<br />

afterschool for weeks before their competitions to practise and hone their mathematical skills.<br />

Sarah Brackley (Head of Maths Department)<br />

A Bumper Year for Success in Maths<br />

Haroon Lukka<br />

Gold<br />

Neha Hussain<br />

Gold<br />

Nirujan<br />

Rajakumar<br />

Gold<br />

Elina Gorjunova<br />

Gold<br />

Hamza Abdullahi<br />

Gold<br />

Ahmed Ali<br />

Gold<br />

Subhan Jaura<br />

Silver<br />

Teodor Jevtic<br />

Silver<br />

Maeve DeSoza<br />

Bronze<br />

Sukhjinder Padda<br />

Bronze<br />

Samha Lund<br />

Gold<br />

Jeevanthin<br />

Thilaganthan<br />

Bronze<br />


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

open the<br />

A<br />

group of <strong>Cranford</strong><br />

Community College sixth<br />

formers joined the exclusive list<br />

of VIPs who have been invited to<br />

open the London Stock Exchange<br />

on Thursday 4th April <strong>2019</strong>.<br />

Akhil<br />

Suresh<br />

As part of a Hounslow’s Promise Masterclass, alongside local MP<br />

Seema Malhotra and Hounslow’s Mayor, Samia Chaudhary, the<br />

28 students were present for the opening of one of the world’s<br />

oldest financial centres and were welcomed by the Managing<br />

Director Robert Barnes before attending a Q&A session with<br />

leading economists and entrepreneurs.<br />

They were in for a particular surprise when the Exchanges’<br />

current leading trader was introduced as Akhil Suresh, an ex-<br />

<strong>Cranford</strong> student, who described his journey from classroom to<br />

the trading floor.<br />

It was a unique opportunity for all those present and <strong>Cranford</strong> are<br />

grateful to Hounslow’s Promise and Seema Malhotra MP, who<br />

shared the coach journey home with us even answering questions<br />

on Brexit, for making it possible.<br />

26<br />

Rob Ind (Head of School)

“It was an exciting and once in a lifetime opportunity to open the Stock Exchange.<br />

The event was a great opportunity to learn about the London Stock Exchange and<br />

to see how it works. At the event we met some talented and experienced people,<br />

who talked about the stock market and how you can become an entrepreneur. We<br />

were introduced to a panel and asked them various questions too. This helped many<br />

people to understand what the stock market is and how Brexit can affect it. We also<br />

learnt about the process that the panel people had to take to become who they are<br />

today. Before we left we were honored to write our names in the historical visitors<br />

book for the Stock Exchange, which was remarkable”.<br />

Sajneet Bagga (year 12)<br />


“Small Island” <strong>Review</strong><br />

<strong>Cranford</strong>’s growing partnership with<br />

the National Theatre has created<br />

some excellent opportunities for<br />

students this year including theatre tickets<br />

at significantly reduced prices to see current<br />

productions. In May, we were offered tickets<br />

to see “Small Island” at The Lyttleton<br />

Theatre based around the Windrush story.<br />

A company of 40 actors tell a story which<br />

journeys from Jamaica to Britain, through<br />

the Second World War to 1948 – the year the<br />

HMT Empire Windrush docked at Tilbury<br />

Docks in London; A story which has been<br />

very much in the news of late, looking back<br />

over the challenges these people had to<br />

overcome. Twenty students in year 9 and 10<br />

were fortunate to attend this performance.<br />

Here is just one students review and the<br />

impact it made on the young audience who<br />

learnt about a significant time in our history.<br />

Deepak Bahra (Creative Arts –Drama)<br />

The play ‘Small Island’ was an exceptionally<br />

good one which was enjoyed by those of us<br />

who love and appreciate theatre and those who<br />

maybe don’t have as much knowledge of theatre<br />

and want to be entertained. It is set in Jamaica<br />

in the first act, where we are introduced to the<br />

character Hortense who wants to please and<br />

impress her clever cousin Michael. We see how<br />

their relationship with each other developed from<br />

childhood. Then we are presented with Queenie, a<br />

fair young woman who escapes her life on the farm<br />

in Lincolnshire by marrying Bernard, a rather<br />

uptight man, who later leaves to participate in the<br />

war (so does Michael). Our final main character<br />

is Gilbert, who aspires to be a lawyer and joins<br />

the RAF for the chance at a better life. We then<br />

see how their lives intertwine as they journey to<br />

the UK.<br />

This was a play that showed the concerns about<br />

the treatment of Britain’s black citizens, the heartbreaking<br />

realities of the Second World War and<br />

how the characters developed through their story.<br />

It was really engaging with gasps of shock and<br />

cries of empathy coming from the audience. It is<br />

entwined with slots of humour, tragedy and rapid<br />

scene changes. The characters are somewhat<br />

dwarfed by the historical and scene backdrops<br />

but also become a part of them. The use of scene<br />

placement and stage positioning I found very<br />

interesting and loved how smooth transitions<br />

were. I am very quickly becoming invested in the<br />

workings of the stage more. The acting of course<br />

was amazing too; the atmosphere in the theatre<br />

was great and was an all in all great experience.<br />

28<br />

Nikola Szczawinska (year 9)

War Horse at The National Theatre<br />

In<br />

December 2018 we were fortunate to secure 60 tickets to<br />

take year 9 students to see “War Horse” at the National<br />

Theatre. As an introduction to the production we were delighted to<br />

welcome to <strong>Cranford</strong> the lead actor, Tom Dennis who played Albert<br />

the central character who at the age of 16 joins the fighting in the<br />

trenches during World War 1 to save his beloved horse, Joey. Tom talked about what it was like to work as<br />

an actor, to play this role and about the challenges of the production. The students found him very engaging<br />

and it helped prepare them for the production. What they found most fascinating was the mechanics of the<br />

puppetry and the challenges of making the puppets feel real and believable. This production was also used<br />

as a starting point for the year 9 puppet project in Creative Arts.<br />

Jessica Joyce (Creative Arts)<br />

Thomas Dennis<br />

as “Albert”<br />

War Horse <strong>Review</strong><br />

This<br />

show was a spectacular,<br />

tear-jerking performance which<br />

captured the hearts of the entire audience, leaving<br />

us speechless throughout the show. The story gives<br />

an enchanting insight into the lives of the soldiers<br />

during the First World War, reminding us of their<br />

humanity as these people were not just machines<br />

sent to kill, but people with stories and families. It<br />

is often important to reflect upon and remember the<br />

lives of people during wars and the sacrifices they<br />

made during them for the greater good. Our school<br />

got to receive the privilege of meeting Thomas<br />

Dennis who plays the main character Albert which<br />

was an amazing experience as we got to understand<br />

the effort and hard work that was put into this play,<br />

and the process of being in a professional theatre<br />

production.<br />

The way that the story was presented is very<br />

interesting and unique as all of the animals in<br />

the production were portrayed as puppets which<br />

were run by puppet masters who were deliberately<br />

exposed, showing the attention to detail within<br />

the show and the hard work put in by the people<br />

directing the puppets. I think this technique was<br />

very intriguing and unique and made the animals<br />

seem real in a way that you could not imagine.<br />

There was so much detail within the puppets that<br />

the people directing them never stopped working<br />

throughout the entire play. Even at points where<br />

the horse wasn’t doing anything, you could still<br />

see it breathing or slightly shaking its head which<br />

I think is one of the many factors that played into<br />

this production being so spectacular.<br />

Overall, War Horse is magnificent and honestly<br />

one of the most spectacular productions I have ever<br />

seen- from the characterisations of the animals,<br />

to the music and repetitive song sung throughout<br />

multiple scenes. This show is an ensemble of<br />

brilliance which I highly recommend everybody<br />

to see. One of my favourite scenes throughout the<br />

play was when Albert and his best friend as well<br />

as other soldiers were trying to go through a battle<br />

and singing as they were dropping dead one by<br />

one. This scene was so powerful that I know I, and<br />

many others were brought to tears. The love and<br />

care that the main character Albert showed for his<br />

horse Joey in the play was portrayed so thoughtfully<br />

and powerfully that at the end when the characters<br />

reunited, it honestly felt like it was a real story and<br />

the characters were real people with feelings which<br />

was why that scene was so beautiful and exciting<br />

to see. This entire play was a surreal, remarkable<br />

experience that I and others will remember forever.<br />

Aja Cundall (year 9)<br />


On<br />

Monday 12th November 2018,<br />

The National Theatre touring<br />

company’s production of “The Curious<br />

Incident of a Dog in the Night-Time”<br />

came to <strong>Cranford</strong>. The whole of year 9 and<br />

students from the Picasso Centre attended<br />

the performance and were absolutely<br />

enthralled by their imaginative retelling<br />

of the story through physical theatre. The<br />

students did some follow up work in English<br />

and Creative Arts including reviewing the<br />

production. Here are some examples of<br />

their reviews.<br />

Kerry Mulhair (Head of ASD and Centre<br />

Manager - English teacher)<br />

The<br />

play is based on the book by Mark<br />

Hadden. This is the story of a boy<br />

named Christopher Boon, who appears to be on the<br />

autistic spectrum. He is traumatised when he goes<br />

into his neighbour’s garden to play with the dog,<br />

Wellington, only to find out that the dog has been<br />

stabbed and killed with a pitchfork. Christopher<br />

takes it upon himself to find out ‘Who killed<br />

Wellington?’ He lives with his dad and has been told<br />

his whole life that his mother has died in hospital<br />

due to a heart attack. While Christopher is in Mrs<br />

Shears’ garden mourning for Wellington, Mrs Shears<br />

walks out and sees Christopher in the garden next<br />

to the dog and assumes that Christopher has killed<br />

the dog. He claims that he didn’t but Mrs Shears<br />

calls the police anyway. Christopher doesn’t like<br />

anyone touching him so his parents hold up their<br />

hand for Christopher to touch their hand as a way<br />

of communicating with him. The policeman comes<br />

to take Christopher away but when he goes to arrest<br />

Christopher, he violently attacks the policeman.<br />

While trying to find Wellington’s murderer,<br />

Christopher begins writing his book. Christopher<br />

takes it home and his dad finds it. His dad hides<br />

it and Christopher goes looking for it and finds<br />

letters from his mother in a box. The dates show that<br />

these letters were written after his mother ‘died.’<br />

When Ed (dad) comes home, he finds Christopher<br />

shaken so much that he cannot move, he curls up<br />

and vomits and groans. Ed cleans up Christopher<br />

and confesses to lying about his mother’s death,<br />

as she left him and Ed to go with Mr Shears, and<br />

to killing Wellington after a heated argument with<br />

Mrs Shears. Christopher decides to leave and go<br />

to stay with his mother and Mr Shears as he has<br />

lost all trust in his father and fears that Ed will kill<br />

him too. Christopher goes to stay with his mother<br />

and Judy Boone who invite him into her house, Mr<br />

Shears gets drunk and tells Christopher that he is a<br />

waste of space, which causes Judy to move back to<br />


“In my opinion, the play was one of the best plays I have ever watched- I was so into the play and<br />

there were so many cliff hangers which wanted me to watch more of it. I also liked how Christopher<br />

showed the audience how he got his maths level question. There was so much suspense and tension<br />

in the play and that was one of my key points of the play. I would definitely recommend this play;<br />

I think others would feel the exact same way about how I feel about this play”.<br />

Saffiyaa Patankar (year 9)<br />

“Overall, this was a very well-crafted<br />

play and the use of lighting effects and<br />

the stark stage helps show Christopher’s<br />

struggles and mind-set as the play<br />

progresses. The supporting cast as well as<br />

the main cast is presented spectacularly<br />

and realistically helping show how taking<br />

care of a child like him really is. This is<br />

a great play representing and promoting<br />

the understanding of autism and other<br />

mental illnesses and everyone should at<br />

least give it a watch or a read. If you<br />

watch it, I assure you the choreography<br />

will impress and amaze you”.<br />

Maryam Moeen (year 9)<br />

Swindon. The story ends with Christopher getting a<br />

puppy, and starting to rebuild the relationship with<br />

his father.<br />

The physical theatre by the ensemble of actors<br />

intrigued the audience even more, as the lifts and<br />

falls were very impressive. It is an abstract use of<br />

theatre, which uses movement in a stylized way.<br />

Actions make it easier for the actors to intrigue the<br />

audience, rather than telling you that Christopher<br />

was confused, they showed you. The lifts create<br />

tension for the audience as we don’t know if<br />

anything could go wrong and it shows Christopher’s<br />

confusion. The use of the floor was very clever as<br />

well; the floor was like graph paper to represent<br />

Christopher’s mind. The actors sit around the set on<br />

these blocks, which open up as storage, and pop up<br />

as and when Christopher needs them. I also loved<br />

how the audience were on all four sides, so we got<br />

to see everything and feel engulfed as we become a<br />

part of it. As an audience member, I felt like I was<br />

a part of Christopher’s world and not just sitting in<br />

the audience. The ending was really eye-opening as<br />

Ed, Christopher’s father, gives him a dog. Instead<br />

of having a fake dog, they brought out a real dog<br />

and it was so adorable and everyone felt extremely<br />

happy, just like Christopher. I feel privileged to<br />

have been a part of ‘The Curious Incident of the<br />

Dog in the Night Time.’ My favourite character is<br />

Ed Boone, as he is caring and patient, as he puts<br />

up with Christopher’s sometimes unusual habits<br />

and behaviour. He is open about his feelings and<br />

tells Christopher that he loves him. Ed is also fiery<br />

tempered, as he hits Christopher but feels really<br />

bad afterwards. I feel like you can really empathise<br />

with Ed as he just exploded, dealing with something<br />

that really hurt him all of those years ago. This<br />

play is one of the best plays I have ever seen as the<br />

characterisation in the play was fantastic.<br />

Sanjana Bhola (year 9)<br />




CHA S<br />

Written by<br />

Laura Lomas<br />

Wednesday 3 rd April <strong>2019</strong> @ 16:00<br />

Thursday 4 th April <strong>2019</strong> @ 17:00<br />

In January <strong>2019</strong>,<br />

12 students from year 9 and year 10<br />

were chosen to participate in the National<br />

Theatre Connections Festival and were<br />

cast to perform a new play called “Chaos”,<br />

written by Lauren Lomas. At first we are all<br />

astounded by the complex structure of the<br />

play and all the disjointed scenes intertwined<br />

with each other: it was all essentially chaos.<br />

We were a group of students selected, not<br />

very familiar with each other, however<br />

we all had a passion for drama and were<br />

incredibly enthusiastic, excited and eager<br />

for this performance. As we attended our<br />

weekly rehearsals, as well as becoming<br />

more confident in our performing skills, we<br />

gradually began to discover the links between<br />

the scenes and found how the different<br />

National<br />

Theatre<br />

Connections<br />

Festival <strong>2019</strong><br />

B004<br />

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

High St<br />

Hounslow<br />

TW5 9PD<br />

characters and abstract scenes connected with each other.<br />

It was so disjointed, unstable and complicated that it was<br />

like the scenes were a jigsaw puzzle: each piece completed<br />

the story; almost as if the contrasting characters found<br />

order within their own disorder.<br />

In addition to finding links between the scenes, we all<br />

found links between each other and formed close bonds,<br />

a complete distinction from when compared to the<br />

beginning of the process. It felt really exciting to go to<br />

rehearsals after getting to know each other and as we got<br />

nearer to the performance dates, we were all supporting<br />

and encouraging each other, especially with learning lines<br />

(which was probably the most difficult part of this journey<br />

for me).<br />

On Wednesday 3rd April <strong>2019</strong>, it was time for our first<br />

performance in school in front of the National Theatre<br />

visiting Director and it felt nerve wracking and I felt light–<br />

headed as if it was my first performance ever. The light<br />

was yellow and intimate and I felt the vibrations of sounds<br />

32<br />

“I really enjoyed ‘Chaos’ the students<br />

were brilliant at creating their own<br />

individual scene of disorder but at<br />

the same time working well together<br />

as a cast”.<br />

Bernadette Moir (Executive<br />

Assistant to Executive Headteacher)<br />

“I saw the Thursday production of Chaos and enjoyed it very<br />

much. I was very impressed with how the students were able<br />

to seamlessly move from character to character depending<br />

on the scenario they were acting. As the scenes were very<br />

dynamic they were great at showing their passion or confusion<br />

or anger and they moved onto the next scene so professionally<br />

as I can imagine this must be quite hard to do, having to<br />

change emotions quickly and still making it believable. They<br />

thoroughly immersed me in the play and I wanted to know<br />

more about their characters and what might happen to them.<br />

As there were many questions left unanswered it was really<br />

thought provoking which led me to discussing it further at<br />

home with my family that evening over dinner.<br />

Please pass on my thanks and congratulations to the cast for<br />

a superb performance”.<br />

Maria Bramhall (Deputy Head of School)

“Overall, this production paid real service to Laura<br />

Lomas’ words, allowing the text and the young cast’s<br />

individual performances to take centre stage (so to<br />

speak). The simple use of set and props (used sparingly)<br />

within a black box space, quickly established that this<br />

‘Chaos’ was one which put the text of the play and the<br />

force of this ensemble’s camaraderie at the forefront –<br />

playing entirely to the strengths of the cast. The simple<br />

and effective design choices and slick transitions, all set<br />

to a brilliantly curated soundtrack of music spanning the<br />

decades and genres, added to the overall feeling of staged<br />

cinematic vignettes cutting swiftly from one to the next”.<br />

Elvi Piper (National Theatre Connections Director)<br />

causing my heart to beat faster. Soon, however, I<br />

felt all my anxiety flood out and it was absolutely<br />

thrilling: I couldn’t have felt any happier.<br />

In the twinkling of an eye, we came to the day of our<br />

performance on Tuesday 30th April <strong>2019</strong> at the Lyric<br />

Theatre Hammersmith. I felt about ten times more<br />

anxious as I was in an unfamiliar environment and<br />

out of my comfort zone but that quickly changed as<br />

we started to rehearse. There was a beautiful garden<br />

as well and it felt relaxing to just be able to look at<br />

the city view, like a weight being lifted off of my<br />

shoulders.<br />

In the early afternoon, we were involved in a fun<br />

workshop where we used the concept of Platform<br />

Theatre by Jacques Lecoq. From being a police<br />

officer to recreating a scene involving ruthless<br />

bandits, crying toddlers and innocent villagers,<br />

I myself and everyone else really enjoyed the<br />

experience.<br />

Soon it was half-past-seven in the evening, the<br />

sun had set and it was nearing the time of our<br />

performance. An abundance of minutes went by<br />

and the lighting changed, all of us in the <strong>Cranford</strong><br />

Company stood up as the intro for “Thank u Next”<br />

loaded. I was wearing a big and immediately<br />

noticeable, pink robe and I danced without caring<br />

about how ridiculous I looked and had fun living<br />

the moment. A few moments passed by and it<br />

was time for my monologue. As I performed my<br />

monologue, it felt surreal being surrounded by an<br />

engaged audience with pin-drop silence. There was<br />

a bright, golden light on me, resembling a sun ray<br />

and I couldn’t see anything except for the speckles<br />

of dust floating around me. My body felt weightless.<br />

As all the scenes finished and everything slowly<br />

faded, all of our energies collected and we were<br />

overwhelmed with joy and the whole experience<br />

felt exhilarating.<br />

Swarnali Acharjee (year 9)<br />

“The understanding of the text, tempo and vocal projection<br />

was of a high standard, and the attention and time spent on<br />

textual understanding was evident. Each member of the cast<br />

attacked their lines with an emotional truth and naturalism<br />

that made us really care for these characters, whilst managing<br />

to slip into the more abstract movement sequences and surreal<br />

scenes (e.g. Dance) seamlessly. In further developing this<br />

piece for its transfer to the Lyric Hammersmith, attention to<br />

vocal confidence and projection still need to remain a key<br />

objective for the different and larger playing space, whilst<br />

maintaining the emotional truth, inflection, comic timing and<br />

understanding conveyed in its delivery”.<br />

Elvi Piper (National Theatre Connections Director)<br />


Body<br />

Mind<br />

Soul<br />

Learning a new skill or<br />

taking up a challenge<br />

can give you a sense<br />

of achievement and<br />

increased confidence.<br />

Being physically<br />

active is good for<br />

your overall physical<br />

fitness and also has a<br />

positive effect on your<br />

mental health.<br />

Choose something<br />

you like to do and share<br />

this with others. As<br />

shared interest helps<br />

build friendships and<br />

positive relationships.<br />

In<br />

addition to all the other exciting opportunities at <strong>Cranford</strong>, we have something entirely unique<br />

on the curriculum on a Wednesday afternoon every week formerly known as W Factor, now<br />

known as Mind, Body and Soul.<br />

Mind, Body and Soul gives all students and staff the chance to learn something new with a focus on<br />

stretching the mind, invigorating the body or enriching the soul.<br />

This year students in Year 7, 8 and 9 have taken part in many different activities and the list is always<br />

growing and changing. Students choose an activity each term which enables them to learn new skills,<br />

experience sports and creative pursuits, have the chance to expand their horizons and the opportunity to<br />

play an important part in their local community.<br />

Here are just a few of the activities available – which would you choose?<br />

Rita Berndt (Head of School)<br />


Which<br />

would<br />

you<br />

choose?<br />

• English National Opera Project<br />

• Rugby with Harlequins<br />

• Art<br />

• Sports<br />

• Debating<br />

• First Aid<br />

• Duke of Edinburgh Award<br />

• Typography<br />

• Robots<br />

• Swimming<br />

• Chess and K’nex<br />

• Book club<br />

• Italian<br />

• Paper Quilling<br />

• STEM<br />

• Group Singing<br />

• Media Project<br />

• Fundraising<br />

• Global Project<br />

• Creative Writing<br />

• Coding<br />

• Needlecraft<br />

• Crocheting and Knitting<br />

• Dance<br />


BTEC Business and Technology - Managing an Event<br />

The<br />

year 12 BTEC (Business and Technology Education Council) task in November 2018 was<br />

to organise an event as part of their ‘Managing an Event’ unit. We decided to organise a<br />

football inter-form for year 7. This event was held in ‘The <strong>Cranford</strong> SuperDome’ and each form group was<br />

competing with one another. This allowed students to gain social skills, make new friends and develop<br />

their communication skills which in turn allowed them to boost their confidence.<br />

We believe that in order to help new students settle into <strong>Cranford</strong> Community College, opportunities like<br />

these are important. We also wanted to raise money for Children In Need: This is a charity that helps<br />

children and young people that are less fortunate, disabled, living in poverty, seriously ill, or experiencing<br />

distress, neglect or trauma. Our aim was to raise as much money as possible and provide year 7 <strong>Cranford</strong><br />

students with this amazing opportunity to get involved and have fun.<br />

The winning teams received prizes; first prize was a trophy and pizza party which went to 7T, second<br />

prize was Children In Need wristbands which went to 7X, and third prize was a box of chocolates which<br />

went to 7W. These prizes were based upon how many points tstudents achieved. If their class peers came<br />

to support as well as their tutor then more points were awarded. All students that took part were superbly<br />

behaved and thoroughly enjoyed the event.<br />

Gul Malhotra and Ritika Verma (year 12)<br />


In<br />

Chicago Visit by Hounslow’s Promise Delegation<br />

October 2018 I joined a delegation from<br />

Hounslow’s Promise to investigate some<br />

of the community and school based programmes<br />

that run successfully in Chicago. The delegation<br />

was headed by Seema Malhotra MP and Chair<br />

of Hounslow’s Promise. It was a packed three<br />

days visiting 10 different organisations and<br />

individuals. We learned a lot from the experience<br />

and below are a few of the ways in which I think<br />

we can learn from Chicago.<br />

Now the hard work of implementing some of the<br />

lessons learned in Chicago begins.<br />

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

Community Partnerships)<br />

Create opportunities and courses<br />

with workshops. Volunteering is<br />

a great way to develop skills for<br />

success. Linking skills competencies<br />

to volunteering to give greater<br />

currency. Leadership should be a<br />

strand which is developed through<br />

volunteering opportunities.<br />

Create case studies and ‘models’<br />

of where this has been successfully<br />

achieved and disseminate.<br />

Set up a business and young<br />

people’s forum.<br />

Provide a summer programme of<br />

paid internships for Hounslow<br />

young people.<br />


Post 16 / Year 12<br />

On<br />

Wednesday 3rd April <strong>2019</strong>, <strong>Cranford</strong> held its Youth Talks event to an invited audience<br />

including Executive Headteacher Kevin Prunty, staff, parents and students. The Youth Talks,<br />

based around the TED Talks initiative offers students the opportunity to talk about topics which they<br />

are passionate about, to raise awareness and to share their views with a diverse audience. Topics this<br />

year included; “Self-worth and Self-love”,” Am I one? - Battling Islamophobia & Terrorism”, “Human<br />

Trafficking”, “The Universe and our Environment” and “American Horror Story: Same Sex Love”.<br />

The talks were interspersed with some music performances by Huzayma Khamis (year 13), Inayah Zai<br />

and Aya Sadouki (year 12) and the screening of an original short film entitled “Social Media Collision”<br />

by Jus Khera (year 12).<br />

We were delighted to welcome back Amarpal Khuttan, former Head Boy and student of <strong>Cranford</strong>, now<br />

working as a Digital Lead at ALNAP (Active Learning Network for Accountability and Performance),<br />

Overseas Development Institute, who talked with passion about his time at <strong>Cranford</strong>, his career and<br />

the importance of young people having a platform to share their views.<br />

Kevin Prunty, Execeutive Headteacher said of the event; “This was a very inspiring and thought<br />

provoking evening. It certainly gave me food for thought”.<br />

Sharandeep Saroya (Post 16 – School Improvement Team)<br />


“Nervous. Scared. Petrified all describe how I felt on<br />

the day- public speaking has never been my strongest<br />

quality but I thought through doing this I would be able<br />

to work on it and build my confidence. Ultimately I<br />

achieved that aim and was able to deliver a talk without<br />

too many nerves. It also helped that there was free food<br />

after!<br />

The youth talk allowed me to develop not only my<br />

written communication but my ability to verbally<br />

communicate as well and enabled me to talk about<br />

something I am passionate about which I previously<br />

would never have had the opportunity to do. Overall, it<br />

was a great learning experience and a lovely evening,<br />

which brought a lot of our year group together as well<br />

as teachers, parents and friends. I am glad I was able<br />

to be a part of it and have this opportunity”.<br />

Serena Lola (year 12)<br />

“Youth talks was one of the best experiences of my life.<br />

I was given the opportunity to talk about a topic that<br />

I was passionate about. I chose to talk about human<br />

trafficking, as it is something that is perceived as<br />

uncommon in society by so many people whilst in reality<br />

it is affecting 40 million people all over the world. The<br />

whole process wasn’t easy because I was anticipating<br />

waiting for the day to arrive when we would have to<br />

speak in front of people. I even thought of dropping out<br />

at some points, but I received so much support from Ms<br />

Saroya who urged me and encouraged me to continue<br />

and I cannot thank her enough because I am so glad I<br />

didn’t drop out otherwise I would have regretted it. I was<br />

essentially required to make a presentation and a speech<br />

about human trafficking and this consisted of doing lots<br />

of research on human trafficking as I wanted to educate<br />

the audience on the significance of human trafficking<br />

and how it is one of the most drastically increasing<br />

crimes. Doing the youth talks was a big milestone for me<br />

because I often felt anxiety and panic when speaking in<br />

front of people. Being part of this incredible experience<br />

allowed me to conquer my fear and encouraged my own<br />

personal growth, as it enabled me to gain confidence<br />

and voice my opinions in front of a crowd. I managed to<br />

obtain so many skills such as confidence, communication<br />

and public speaking skills which I greatly value. I would<br />

personally recommend everyone to participate and be<br />

involved in something as phenomenal as the youth talks.<br />

I really enjoyed this experience as not only did I get to<br />

improve my speaking and communication skills but I<br />

made so many wonderful friends and I would love to do<br />

the youth talks again”.<br />

Amrit Rai (year 12)<br />


Visit to the<br />

Spanish and German Film days<br />

At<br />

the start of the summer term <strong>2019</strong> twenty<br />

year 10 students took the opportunity to<br />

experience a day at the British Film Institute (BFI),<br />

to discuss films in German and Spanish and delve<br />

deeper into German and Spanish film culture.<br />

This trip was organised to help widen student’s<br />

conversational abilities in Spanish and German in<br />

preparation for their language orals as well as give<br />

them an insight into different film industry genres.<br />

In addition, they were able to learn more about the<br />

history and culture<br />

of the country and<br />

the way films interpret different topics using both documentary style<br />

and sometimes humour.<br />

For those students studying Spanish the morning was conducted<br />

mainly in Spanish. This was an interactive event looking at a variety<br />

of suitable short films and clips from feature films of Spain and other<br />

Spanish-speaking countries. Students had the opportunity to extend<br />

their vocabulary and strengthen their listening, speaking, writing and<br />

translation skills in activities linked to the films discussed. In the<br />

afternoon, there was a full-length screening of the award-winning<br />

comedy Campeones (Javier Fesser, 2018), followed by a Q&A session.<br />

British Film Institute<br />

“The trip was enjoyable and very<br />

interesting as we were able to learn<br />

loads of new vocabulary that is used<br />

within the German film industry.<br />

I learnt a lot about the history of<br />

Germany as well. That was also<br />

very informative. The activities we<br />

did were also fun to do and helped<br />

quite a lot in class. The film that<br />

we watched was hilarious but it also<br />

made me more aware of the mindset<br />

of some in society as well as<br />

social issues such as racism”.<br />

Aamna Sheraz (year 10)<br />

For those students studying German, the morning focused on short films<br />

such as Schwarzfahrer (1992), and clips from suitable feature films such as Der Tunnel (2001) and Das<br />

Leben der Anderen (2006). Film terminology was explained and demonstrated through textual analysis.<br />

Current and historical social issues raised by the films were discussed encouraging students to broaden<br />

their understanding of German culture. This was followed by a screening of a film and a Q&A session.<br />

* For both days A resource pack including interactive activities was provided<br />

Alexandra Manole (Head of German Department)<br />

40<br />

Middlesex Cricket Coaching for Picasso Centre Students<br />

At<br />

the end of the summer term <strong>2019</strong> Stefan, a coach from Middlesex Cricket came to<br />

provide six Cricket taster sessions to the students in the Picasso Centre. Middlesex<br />

runs many disability cricket programmes with the aim of getting more young people playing<br />

cricket, giving them access to competition opportunities and encouraging sustainability by<br />

training up both young people and staff to become cricket leaders within the group. Staff<br />

and students came together to work as a<br />

“Cricket was good for our<br />

teamwork and helped our<br />

confidence – it was great!”<br />

Harmeet Kalia (year 9)<br />

“I really liked batting,<br />

it was fun!”<br />

Chester Aitken (year 8)<br />

“We worked as a team, and<br />

had fun”.<br />

Reyan Shah (year 8)<br />

“My batting skills are now<br />

better”.<br />

Ayyan Akbar ( year 8)<br />

team to develop students both socially<br />

and physically.<br />

This was an amazing opportunity<br />

for the students and was thoroughly<br />

enjoyed by all. England’s Cricket win<br />

in the Cricket World Cup added to the<br />

excitement and enthusiasm for the<br />

sport.<br />

Kerry Mulhair<br />

(Head of ASD and Centre Manager)

On<br />

Tuesday 13th November 2018 students from the Picasso Centre went to The Orange Tree<br />

Theatre in Richmond to see a production of Shakespeare’s ‘A Midsummer Night’s Dream’. The<br />

production was a specially devised performance created for young people on the Autistic Spectrum to become<br />

participants in the performance. The actors encouraged students to become participants on a sensory journey<br />

to unravel the story of ‘A Midsummer Night’s Dream’. EVERY student from the Picasso Centre attended<br />

the performance and took part. All were on stage with actors delivering the story. The students absolutely<br />

blew me away, boundaries and comfort zones were challenged and all were enthusiastic participants.<br />

I never knew we had so many budding actors amongst us.<br />

Kerry Mulhair (Head of ASD and Centre Manager)<br />

A Midsummer<br />

Night’s<br />

Dream<br />

“I think that the play is funny<br />

because the actors doing different<br />

moves and their performances<br />

and we can take part in the play”.<br />

Destiny Aslim (year 10)<br />

“I am the type of person who likes<br />

trying new things and seeing this<br />

play is no exception. I was not<br />

disappointed”<br />

Daniel Ortega (year 9)<br />

“I loved the play and I would like to go<br />

next year. I loved the part when I went<br />

on the stage and participated. There<br />

were a lot of characters but I liked the<br />

character of Puck as he was very funny<br />

when he tried to use a magic flower to<br />

make Titania fall in love.”<br />

Shreyas Shikhare (year 9)<br />


History Trip to<br />

Battle Abbey, site of<br />

the Battle of Hastings<br />

Thirteen students made the trip with Mr. Rich and Mr. Watton to the<br />

Sussex coast on Thursday 11th July <strong>2019</strong> to take in a number of sites of historical interest to<br />

A-level historians who are studying ‘Anglo-Saxon England and the Norman Conquest’ in Year 12.<br />

Battle Abbey, the remains of which are still more than evident at the site, was commissioned and built by<br />

William the Conqueror to celebrate his famous victory over the Anglo-Saxons and King Harold II in 1066<br />

at the Battle of Hastings. The Pope ordered King William I to build an abbey to pay penance for spilling<br />

so much blood on that day in October 1066. It was, and is still, such an impressive building that it took 24<br />

years to build and wasn’t finished and consecrated as a religious site until his son William ‘Rufus’ II was<br />

king. Today it is a Grade I listed historical site operated by English Heritage.<br />

<strong>Cranford</strong> Year 12 pupils were excited to see, in person, this historic location. We walked the circumference<br />

of the Hastings battlefield itself, enjoying the figures erected by English Heritage to celebrate the 950th<br />

anniversary of the Battle of Hastings last year. The remains of Battle Abbey were by far the most impressive<br />

part of our tour.<br />

Once we had finished touring the abbey and battlefield we drove to Pevensey Bay on the Sussex coast<br />

where William landed with his invasion force from France in late September, 1066.<br />

Did you know? The site of the ‘Battle of Hastings’ is actually 23 miles from the town of Hastings in what<br />

is now the town of Battle – so-called after the enormous clash of armies that fought there on the 14th<br />

October, 1066. Having landed at Pevensey Bay, William led his army inland from the coast to hunt down<br />

the Anglo-Saxon army and this just happened to be the place where he met the Anglo-Saxon army which<br />

had marched from London to defend King Harold II’s crown and the country from invasion.<br />

42<br />

Tom Rich (Head of History Department)

Year 10 - History trip to the National Army Museum<br />

On<br />

Friday 7th June <strong>2019</strong>, a very wet and chilly Friday in June,<br />

a carefully handpicked group of the finest history students<br />

<strong>Cranford</strong> and year 10 has to offer set off on a journey back to the 1900’s<br />

at the National Army Museum.<br />

The invitation to attend this event came from the American Embassy<br />

who were focusing its D-Day 75th commemoration activities on the<br />

‘Donut Dollies’, a group of women from the American Red Cross who<br />

drove in club mobiles to air bases across the country as well as on the front lines in France during WWII.<br />

They played a really important role in raising morale in WWII as well as other wars.<br />

The programme for the day offered various workshops including; Mission accomplished? Comparing First<br />

World War battles; Recruitment and conscription; What is Total War?; ‘British Civil Wars: By land and<br />

siege’. In addition, the National Army Museum is currently developing a ‘Cargo Drop’ workshop - linked<br />

to science/engineering/design and technology, which involved exploring the history of parachutes and how<br />

the Army uses them, then designing, making and testing their own parachutes in teams.<br />

After consuming much needed coffee and donuts, we had an excellent tour round the museum which was<br />

full of interesting and interactive exhibits. The museum told the history of the British Army from the point<br />

of view of the men and woman who served in it and also how it developed and was viewed by the people<br />

of the UK. There was lots to see and do, so much so that we had to drag some students away.<br />

After lunch we took part in a very interesting and interactive workshop, which looked at how World War<br />

One became the first ‘Total War’. We were able to link a wide variety of artefacts to various aspects of<br />

‘Total War’ and to the work we had done on World War One in Year 9. As usual in this most ‘hands on’ of<br />

museums we got to try out lots and lots of the artefacts – after we had had our safety briefing of course.<br />

We had an amazing time at the museum, the staff were extremely friendly, knowledgeable and informative<br />

and we were able to link real artefacts with our studies in a ‘hands-on’ way.<br />

Simon Watton (Head of Year 10 - History Department)<br />


A Christmas Carol<br />

On<br />

Wednesday 5th December 2018, the English<br />

Department invited Ginficent’s performance of A<br />

Christmas Carol to <strong>Cranford</strong> Community College – the second<br />

year in a row.<br />

Throughout the Autumn term, year 8 students had been studying<br />

the timeless tale of Ebeneezer Scrooge and the many ghosts<br />

of Christmas. It was a chilly, cloudy day, perfectly setting the<br />

tone for the tale to be told as part of a live performance. The<br />

students, a little unsure of what to expect at first, left the show<br />

feeling happy and satisfied with what they saw. They loved<br />

that the actors performed the characters with such zeal and<br />

added humour to the show to really showcase what the spirit of<br />

Christmas is all about. It was an interactive performance which<br />

brightened the day and really did help emphasise the need for<br />

dramatic performances of texts. Here is just one example of<br />

how year 8 responded to the book and the performance.<br />

Sahrish Shaikh (English Department)<br />

In “A Christmas Carol”, the social hierarchy<br />

is presented with the upper class having more<br />

wealth and power as the lower class lived in<br />

poverty. The wealthy (Scrooge) are shown<br />

as mean, cold-hearted people as they have<br />

no respect for the lower classes. Scrooge is<br />

also mean to his own nephew who is rich<br />

and loves Christmas, Fred is wealthy, but<br />

Scrooge is wealthier. Charles Dickens is<br />

trying to send a didactic message to the rich<br />

in Victorian London.<br />

A Christmas Carol is a good book. I also<br />

thought the storyline was interesting and<br />

unique. At the start, Charles Dickens<br />

presents Scrooge as a cold hearted and bitter<br />

character. When he is visited by the three<br />

spirits he starts to change as he sees his<br />

happy but also sad school life when he was<br />

poor and isolated. At the end he is jolly and<br />

happy and very charitable. We don’t think<br />

A Christmas Carol is a good book for the<br />

society we live in today. It mostly suits the<br />

Victorian era, as the upper class did not care<br />

for the working class. The message from the<br />

book was to be grateful for what you have<br />

and be charitable. The part that I like the<br />

most was at the end when Scrooge changed<br />

and is happy and charitable.<br />

The play of ‘A Christmas Carol’ was very<br />

good. We loved it as we could see what it<br />

was like in a Victorian house and the place<br />

where Scrooge worked. We also wanted to<br />

see how he talked to his worker and the<br />

people who needed to pay Scrooge and when<br />

he died, seeing his future. The actors did a<br />

good job taking the roles of lots of different<br />

characters. The person who played Scrooge<br />

did a brilliant job – he was very funny. The<br />

part we liked the most was when Scrooge<br />

changed and when he was jolly; it was<br />

quite funny when you could see him shaking<br />

everyone’s hands in the audience wishing<br />

them a “Merry Christmas and a Happy New<br />

Year!”<br />

The saddest part of the play which was even<br />

in the book was when tiny Tim died and<br />

Scrooge felt sympathy for him. We think<br />

it was an important turning point for his<br />

character in the play and the text itself.<br />

44<br />

Taseen Ismail, Rosy Mustaffa, Jagveer Kang<br />

& Zohaib Butt (year 8)

Cambridge<br />

University<br />

Lecture<br />

On<br />

Monday 10th June <strong>2019</strong>, the Science department and Mr Cripps had the pleasure of welcoming<br />

Dr Paul Elliot, an admissions tutor at the University of Cambridge who is also a science<br />

specialist. He was warmly received by over 130 students from across year 9-12 and commented on how<br />

impressed he was by our students and the high quality of their questions and answers. Students found<br />

it be an amazing experience. Shanan Bhamra in year 12 describes it from a student view: “The level<br />

of energy and enthusiasm generated by our esteemed lecturer was astounding and kept us all engaged<br />

throughout the entire session. Within the few moments of silence you could feel the excitement from<br />

the students eager to share their thoughts on what seemed to be complex questions and the echo of “oh”<br />

and “that makes sense now” filled the room throughout. Having learned very interesting and odd ways<br />

of what seemed to be courtship behaviour or competition between many different species I have gained<br />

a deeper understanding of the A-level Biology content I have been studying and it had definitely helped<br />

me understand most of the biodiversity content which has never been my strongest topic”.<br />

Amrat Atwal (Joint Head of Science Department)<br />


King<br />

Lear<br />

On<br />

Shakespeare<br />

in<br />

Schools<br />

production 2018<br />

13 November, 2018, <strong>Cranford</strong> Community College students excelled at the Shakespeare in<br />

Schools’ Festival in their tour de force performance of King Lear.<br />

Over three months, 14 students brought this most famous of Shakespeare’s plays to life, exploring<br />

themes of betrayal, justice, reconciliation and family. Rehearsals were both intensive yet fun. Students<br />

learnt a huge range of techniques, including how to use stage combat for fights and physical theatre for<br />

larger battle scenes. Rosy Mustafa, who played Edmund, says “It was brilliant learning how to stage a<br />

fight; we can’t do that kind of thing in class so it’s really exciting to do it in rehearsals.”<br />

The audience join the story as King Lear divides his kingdom between his three daughters. His two<br />

eldest daughters flatter the King, telling him how much they love him, filling him with pride and vanity<br />

but his youngest daughter, Cordelia, does not profess her love. Cordelia chooses to remain silent until<br />

pushed into words: “I love your Majesty, According to my bond; nor more nor less”. This sends Lear<br />

into a mad rage, he disowns Cordelia and gives his land to his two eldest daughters, Goneril and Regan,<br />

and so begins his downfall.<br />

Our performance of King Lear tapped into the tumultuous Britain present both in the time of the play<br />

and contemporarily. <strong>Cranford</strong>’s modern staging of the play employed various contemporary references<br />

including Reservoir Dogs and a politically-charged soundtrack, using songs from bands such as<br />

Rage Against the Machine. The play was brought fully up to date with the use of modern dress, army<br />

camouflage, brightly coloured suits and mobile phones.<br />

King Lear was very well received by a 200-strong audience at Beck Theatre as well as home performances.<br />

Nihal Kang (year 8) describes what it was like as a cast member: “We learnt a lot of new skills including<br />

how to perform to a much larger audience. It was a really good experience and I hope I get more chances<br />

to do it again”.<br />

46<br />

Katie Turner (Creative Arts - SSF Director)

My King Lear Experience<br />

I participated in the “King Lear” production. This<br />

was an exciting yet challenging task. It was my<br />

very first time performing in the awkward silence<br />

beyond the audience…<br />

I found this production amazing. This helped<br />

me boost my confidence and helped me work<br />

with other young people. “King Lear” was<br />

written by Shakespeare in 1606 so the script<br />

at first was also very difficult to understand<br />

but we got through thankfully. We needed to<br />

understand what we were saying in order to<br />

make those exact face expressions and actions.<br />

Performing at the Beck Theatre was pleasurable.<br />

In my primary school we had a stage and a hall of<br />

chairs and benches, we performed for the children<br />

and parents. But <strong>Cranford</strong> Community College<br />

was surprising as they took me to a REAL theatre<br />

to perform at. This sounded very professional to<br />

me because you get the chance to express your<br />

feelings and talent with a real audience sitting<br />

at your feet. You could also learn specific drama<br />

techniques like when to enter and when to exit.<br />

We produced such amazing scenes that left the<br />

audience in suspense. We had a scene where<br />

there were lots of killing and scenes where all the<br />

characters had to act foolishly for the audience.<br />

Also, there was a scene that made the audience<br />

laugh.<br />

This was the best time I have ever had and I would<br />

love to experience that again.<br />

King Lear<br />

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

at The Beck Theatre, 13/11/2018<br />

appraised by Robert Beck<br />

I would like to extend my heartfelt congratulations to <strong>Cranford</strong> Community College for your fantastic<br />

production of King Lear as part of the 2018 Shakespeare Schools Festival. It was a brilliant night of<br />

theatre, and I’d like to highlight just a few elements that really stood out.<br />

This was a mature handling of one of Shakespeare's more complicated plays. I love how you rose to<br />

the challenge of performing it and bringing the story to life for us.<br />

I want to highlight your professionalism as a company, both on and off stage, during your<br />

performance day. You are an incredibly hard-working and supportive group that worked so well<br />

together and your show is a testament to that. Your hard work throughout rehearsals was evident<br />

and the result was both heart-warming and heart wrenching (in all the right places!) There was such<br />

power and conviction behind the way you delivered your lines. You took the complex language of the<br />

play and created meaning both for yourself and then for your audience.<br />

Shakespeare works best when it embraces the spirit of ensemble, and this was clearly integral in<br />

your performance. The ensemble sequences, such as Lear's descent into madness and the big battle<br />

sequence, were so dramatic and Gloucester's blinding, in particular, was superbly horrifying and<br />

thrilling – I doubt I’ll ever forget beholding that on stage!<br />

A gripping and powerful performance by a professional and mature company. Well done!<br />

Performing Shakespeare’s words on a professional stage takes courage, resilience, and imagination.<br />

You and your teachers should all incredibly proud of what you have achieved.<br />

I hope to see <strong>Cranford</strong> Community College in the Festival again next year!<br />

Robert Beck<br />

Dua Abbas (year 8)<br />


On<br />

Thursday 18th October<br />

2018, 24 adventure seeking<br />

students and 3 brave staff members set<br />

out on a great adventure to China, little<br />

did we know how great this would be.<br />

After a delayed start to the flight at<br />

Heathrow and a very rushed transfer<br />

in the middle of the night at Doha, we<br />

arrived at Beijing airport nearly 24<br />

hours after we had left London. After<br />

the long process of passport control<br />

and collecting our luggage we were<br />

met by Mark, our liaison from Tianjin<br />

College of Commerce and got on the<br />

coach for the final leg of our journey<br />

to Tianjin.<br />

Our<br />

China<br />

Trip<br />

Adventure<br />

October 2018<br />

Our first full day in China saw both<br />

staff and students trying to negotiate<br />

the food and drink of a very busy<br />

Chinese student canteen. Then off to<br />

the ‘ancient shopping’ street we went,<br />

‘paired’ with our Chinese buddies and<br />

it was time for exploring and shopping,<br />

followed by much needed rest and<br />

recuperation.<br />

Sunday was very special as we drove<br />

up to the amazing Great Wall of China.<br />

This was a truly awe inspiring day<br />

and after 5 hours walking, photos and<br />

shopping for souvenirs we left at the<br />

end of it footsore but happy that we<br />

had such an amazing time. Monday<br />

saw most of the group having a really<br />

interesting time in classes with their<br />

Tianjin College of Commerce buddies.<br />


On Tuesday we went to the naval<br />

college that is part of the huge<br />

campus Tianjin College of Commerce<br />

is built on, some of the group learned<br />

just how complicated steering a ship<br />

is and others how many jobs are<br />

involved in the running of a big cruise<br />

ship. The afternoon was spent relaxing<br />

and playing sports with our hosts<br />

with much winning success.<br />

Wednesday was a beautiful sunny<br />

warm day spent shopping at a mall<br />

followed by more sport at which<br />

sadly we lost this time. On Thursday<br />

we visited the Tianjin Yangliuqing<br />

Historic town, giving us an idea of<br />

what Tianjin used to be like before the<br />

huge recent modernisation programme.<br />

On our final day in Tianjin we spent<br />

some time in the cultural zone at<br />

an art museum and natural history<br />

museum and finished off with some<br />

more souvenir shopping. A final<br />

meal and present exchange with our<br />

wonderful Chinese hosts and it was<br />

time for the long journey home. We<br />

all had a fantastic time, culturally,<br />

educationally, socially and our<br />

memories of Tianjin will forever be<br />

imprinted on our hearts.<br />

Simon Watton<br />

(China Trip Leader - Head of Year 10)<br />


Football<br />

for<br />

Peace<br />

50<br />

On<br />

Thursday 22nd November 2018, twelve year 10<br />

students were selected to attend this prestigious<br />

event at the Copper Box Arena, Queen Elizabeth Olympic<br />

Park. The event was attended by His Royal Highness, The<br />

Duke of Cambridge to showcase the work of the charity<br />

delivered in recent ‘City for Peace’ projects in London,<br />

Luton and Birmingham. The event marked the culmination<br />

of the hard work and commitment from their new ‘Football<br />

for Peace Youth Leaders’ who are running a football<br />

tournament, coaching and managing school teams from<br />

across the UK from a variety of cultures, faiths and socioeconomic<br />

backgrounds, impacting on them positively to<br />

bring about change and contribute to a more cohesive<br />

and tolerant community. Sport has the power to advance<br />

humanity and to help connect people, from individuals to<br />

communities to nations. It is hoped The Football for Peace<br />

initiative can be at the long-term service of peace.<br />

Mehmoona Yousaf (Senior Teacher)<br />

“Football for Peace is a diplomatic football movement which brings<br />

people together to create understanding through the beautiful game.<br />

We believe football is uniquely placed to transcend the differences<br />

of nationality, ethnicity, religion and gender. We are living in a<br />

time, which has never been so connected and yet, ironically, has<br />

rarely been more divided. Fear of one another’s cultures, customs<br />

and beliefs have led to misunderstanding and isolation, leaving<br />

communities disenfranchised, facing preconceptions and negative<br />

stereotyping”.<br />

Jay Jadeja (Chief Executive Officer)<br />

“The football for peace trip was to say the<br />

least quite inspiring. Football For Peace is an<br />

organisation that brings divided communities<br />

together over their love for football, and getting<br />

to see some of these self-driven coaches was<br />

truly motivating. As well as getting to see these<br />

charitable people do what they love, some big<br />

names of the footballing world also attended<br />

including Mesut Özil, Mamadou Sakho not to<br />

mention Prince William. Altogether it was very<br />

informative and taught me and my peers that we<br />

should get involved and try and make a difference”.<br />

Adi Asskoumi (year 10)<br />

“I learnt that football isn’t just a sport, it’s a bond<br />

that unites over 3 billion people worldwide”.<br />

Liban Hersi (year 10)<br />

“The football for peace trip was a truly<br />

motivational experience; watching the youngsters<br />

graduate and be recognised by Prince William in<br />

this ceremony was inspiring. Young kids like me<br />

have been brought together to coach students, who<br />

have overcome challenges through their common<br />

love of sport”.<br />

Asha Egal (year 10)<br />

“What an unforgettable day! I saw a childhood<br />

inspiration, Mesut Ozil with my own eyes, and it<br />

is fair to say I got a little too excited! I couldn’t<br />

comprehend that I was in the same building as<br />

someone who has played alongside the greatest of<br />

all time, Cristiano Ronaldo! If that wasn’t enough,<br />

on the way out of the Copper Box, I managed to<br />

charm Sakho into taking a photo with me”.<br />

Endri Basaj (year 10)<br />

“On the trip I heard about young people who had<br />

experienced difficulties in life. It really made me<br />

think about how much I take things for granted.<br />

The enjoyable part of the day was also seeing<br />

a number of famous people including Prince<br />

William”.<br />

Aman Vilkhou (year 10)

V ision<br />

E ffort<br />

S ystem<br />

P ractice<br />

A ttitude<br />

The A level Mindset 5K run at Kempton Park<br />

This year the sixth form pastoral teams have been delivering VESPA-the A level Mindset. A coaching<br />

system designed to help students achieve the right mindset to maximise their achievement at A Level.<br />

The Science department decided to put the advice into action to show students that it does work if you<br />

try it. We set a clear goal of competing in A 5K run at Kempton Park on the 3rd March <strong>2019</strong>. We applied<br />

the theory of marginal gains (where one tiny change can lead to big gains) and added regular training<br />

into our daily schedules. We worked as a team to motivate each other and broke our targets down into<br />

small achievements. On the day we did not let Storm Freya deter us and through the wind and rain we<br />

completed the couch potato to 5K successfully.<br />

Amrat Atwal (Joint Head of Science Department)<br />

National Success at the Foreign Language Spelling Bee <strong>2019</strong><br />

This<br />

year, all of our year 7 students took part in the<br />

Foreign Language Spelling Bee competition<br />

for Spanish and German. Three of our students, Syed<br />

Ali Hasan, Krithik Balamugunthan, and Haider Mughal<br />

qualified as school champions to compete in the Regional<br />

Final in March <strong>2019</strong> as part of the last 105 out of 7807<br />

contestants for London. In true <strong>Cranford</strong> spirit, the three<br />

qualifying boys were not only exceptionally supportive<br />

of each other before, during and after the competition,<br />

but also of other participants. They had to translate each<br />

word from English into German/Spanish, before spelling<br />

it correctly in the respective language!<br />

To top off that fantastic achievement, Haider Mughal then<br />

went on to qualify for the National Final taking place at<br />

Cambridge University on Monday, 1st July <strong>2019</strong>. He was<br />

part of the last 99 out of 30300 participants nationwide and<br />

has made <strong>Cranford</strong> proud. Although he did not<br />

finish in the top 4 his enthusiasm, hard work and<br />

absolute commitment to achieve his best must be<br />

congratulated as he truly is a Spelling Bee Star.<br />

Well done to Syed, Krithik and Haider. We are<br />

all extremely proud of you.<br />

Alexandra Manole (Head of German)<br />


A Level Drama<br />

The Foreigner<br />

“Electric, Captivating Theatre”<br />

“They have really grasped<br />

Complicité here, both as a<br />

concept and the group’s work.<br />

The imagination was excellent<br />

and they pushed the boundaries<br />

of what they could do as a<br />

group and through doing that<br />

were able to take the audience<br />

on a journey”.<br />

Katie Turner (Creative Arts<br />

Drama practitioner)<br />

In<br />

December 2018, year 13 A level<br />

Drama students performed the first<br />

of their two exam performance components<br />

to an invited audience of staff, students<br />

and parents. The devised piece entitled<br />

“The Foreigner” is based on an extract<br />

from the Greek mythology play “Medea”<br />

by Euripides. Katherine, a foreigner, enters<br />

an unfamiliar rural village with hopes of<br />

finding shelter, a job and place of safety.<br />

However the unpleasant greetings she<br />

receives from the local townsfolk forces her<br />

to turn to extreme measures in order to have<br />

her voice heard.<br />

This was an original ensemble piece of work which had been developed<br />

over the autumn term and had evolved through an organic process of trial<br />

and discovery. A requirement of the work was for the group to choose<br />

a practitioner to use within the devising process and for them to create<br />

a portfolio of evidence to demonstrate their learning. Their chosen theatre practitioner was Complicité<br />

known as one of the most influential theatre companies in the world who prioritise learning and process<br />

to its work. They focus on not having a fixed pattern when it comes to devising. By initially completing<br />

workshops using the practitioner’s ideas and methods it helped play a great role in terms of stimulating the<br />

students’ thinking. In addition, the group researched costumes, music, sound and 17th century language<br />

to make it appropriate to the time period setting and how to link back to the original play “Medea” and<br />

include ritualistic themes. It was truly an inspiring process which created “electric and captivating theatre”<br />

52<br />

Jessica Joyce (Creative Arts – A Level Drama)

“The group worked very well as an ensemble. This was<br />

evident in the sharp pace of the piece, where they all clearly<br />

trusted and relied on each other as a team player to ensure<br />

that they all played their individual ‘part’ to make the piece<br />

as dynamic as it was. I was engaged throughout, as it was<br />

fast paced and punchy, exploring some very relevant issues<br />

that we are faced with today in our modern day context. I<br />

was impressed that they had taken an extract from Medea<br />

and made it their own and relevant to today. I have to say<br />

I thoroughly enjoyed it. Truly an experience at the theatre.<br />

Well done”.<br />

Seema Sethi (Drama teacher)<br />

“Thank you so much for such an electric piece of theatre. I found<br />

it extremely intriguing and felt captivated from the start. The<br />

characterisation was brilliant as I completely forgot that I was<br />

watching students from school, you were all totally believable.<br />

I particularly enjoyed seeing how you used chants, rhythms and the physical side (in<br />

terms of the lifts and holds and steps and seats) as this is something quite different and<br />

I felt that it worked so well. I was also really taken by how everyone was involved in<br />

some way, all of the time. The scene with the use of the string to represent the wellto-do<br />

couple dining and the hierarchy in their household were particularly clever and<br />

extremely effective.<br />

The costumes were not only completely authentic but the use of colour, in terms of who<br />

was in the red and the grey and the black gave a very powerful message too.<br />

I feel very privileged to have watched such an amazing production that was so well<br />

written and thought through and so well executed. I would have gladly paid for a ticket<br />

as it could have easily been a piece that the general public would pay to see”.<br />

Maria Bramhall (Assistant Head of School)<br />

“The whole performance was engaging and well thought out. Scenes had good transition<br />

and they seemed to flow effortlessly. The influence of Complicité can clearly be felt<br />

through the use of sounds, the bombardment of voices and whispers. The movement<br />

within the stage and around the audience creates the atmospheric all immersive<br />

experience. The language used really helped to set the scene and was appropriate to<br />

the chosen time period. The costume also helped to authenticate this.<br />

The costumes were well thought out especially providing contrast between the foreigner<br />

who was dressed in red and the others in the village. The use of red also suggests<br />

something more sinister. The movement pieces were effective in constraining, enhancing<br />

and strengthening movements that have been created by the actors. In particular, the<br />

movement pieces show the interaction between the different characters well, for example<br />

Elizabeth and Samuel and the use of rope shows how they are all tied in together.<br />

The characters show equal strength in delivering the story which includes universal<br />

issues in society through the ages”.<br />

Pam Hunt (Creative Arts –Art)<br />


A Level Drama<br />

Metamorphosis<br />

“A Stunning Accomplished Performance”<br />

March <strong>2019</strong> saw the second examination performance by the A Level<br />

Drama group. “Metamorphosis” original story by Franz Kaftka adapted<br />

for theatre by Steven Berkoff and performed as “Beetlejuice” inspired<br />

production to a studio audience of students staff and parents. Costumed<br />

in black and white with exaggerated make up and hair on a monochrome<br />

themed set, the play tells the story of Gregor Samsa, a traveling<br />

salesman, who wakes up in his bed to find himself transformed into a<br />

large insect. After the metamorphosis, he becomes confined to his room<br />

and neglected by his family.<br />

Much of the production, performed in a stylised theatre style,<br />

challenged the actors to draw upon their learning over the two year<br />

course and demanded detailed intensive rehearsal to perfect the required<br />

synchronised moves and repeated actions. They worked relentlessly<br />

together to create a fast paced ensemble piece of theatre and the<br />

rehearsals paid off as the audience response was very positive citing it as<br />

a” stunning accomplished performance” they can certainly be proud of.<br />

Jessica Joyce (Creative Arts – A Level Drama)<br />

“This production was of very high standard, not<br />

your typical A Level performance. Every character<br />

played a pivotal role in engaging and mesmerizing<br />

the audience. I really enjoyed the overall<br />

performance, I loved the monochrome set and<br />

costumes, simple but effective. I firmly believe the<br />

students involved with this play will go on to have<br />

a successful career within the arts or in leadership<br />

roles. Well done to all the students involved with<br />

this production. Outstanding teamwork and<br />

performance”.<br />

Taz Virdee (Project Manager Heston<br />

West Big Local)<br />

“The production was excellent. The<br />

students’ performances were stunning and<br />

accomplished throughout. I was totally<br />

captivated with ‘Metamorphosis’. The<br />

actors all played their parts brilliantly and<br />

the props and costumes were excellent,<br />

particularly the bedroom which allowed<br />

the ‘insect’ to move and climb around<br />

the room like an ‘insect’. I was totally<br />

engaged throughout the performance.<br />

I would happily watch these students<br />

perform this play again”.<br />

Bernadette Moir (Executive Assistant to<br />

the Executive Headteacher)<br />


A Level Drama<br />

Final<br />

Curtain<br />

Call<br />

As the final curtain fell on the year 13 Drama A level<br />

course the students performed a delightful selection<br />

of modern monologues and duologues, ranging from<br />

stories with humour recalling teenage dilemmas and the<br />

pressure of social media in the modern world to intense<br />

and powerful stories around rape and human frailty. Each<br />

performance required the actor to delve deep to bring to<br />

life the characters and their stories from page to stage.<br />

Jessica Joyce (Creative Arts – A Level Drama)<br />


English National Opera Partnership 2018-<strong>2019</strong><br />

56<br />

In<br />

September 2018 <strong>Cranford</strong> Community<br />

College embarked on a journey in<br />

partnership with the English National Opera (ENO),<br />

a journey which would last a year and would result<br />

in amazing and varied access to the world of opera<br />

both inside and outside school.<br />

The partnership launch began with over 60 year 8<br />

students attending an open dress rehearsal at the<br />

London Coliseum on Tuesday 9th October 2018, to<br />

see their production of George Gershwin’s “Porgy<br />

and Bess”. The opera tells the story of Porgy who<br />

is crippled, falling in love with Bess, an addict<br />

and woman of ill repute. She is in an abusive<br />

relationship with Crown who at the start of the story<br />

murders Robbins, a family man, over a card game.<br />

Porgy takes Bess in to protect her and they fall in<br />

love. Unfortunately, Crown tries to reclaim her. He<br />

and Porgy fight and Crown is killed. Meanwhile,<br />

Sporting Life, a drug dealer persuades Bess to go<br />

with him to New York as he promises her a “better<br />

life”. At the end of the opera, Porgy, despite his<br />

disability, leaves to find Bess and bring her home.<br />

This is a very accessible opera with themes and<br />

storyline which still resonate today.<br />

This was year 8s first introduction to the world<br />

of opera and would mark the beginning of their<br />

understanding of what goes into making an opera.<br />

The students began to brainstorm ideas for their<br />

own opera thinking about music genre, storyline,<br />

themes and characters they would want to bring to<br />

life inspired by what they had seen.<br />

On Thursday 11th October 2018 we welcomed<br />

the ENO Bayliss team and nine opera singers to<br />

<strong>Cranford</strong> for the day where they ran a packed<br />

programme of opera workshops and performed Pop<br />

Up Opera around the school. As the students arrived<br />

to school they were welcomed by extracts from<br />

various operas including Dido’s Lament for “Dido<br />

and Aeneas” and “Summertime” from Porgy and<br />

Bess on the concourse and in the dining hall. During<br />

Lesson 1&2 the whole of year 9 and year 7 joined<br />

the ENO to be part of an opera workshop and to be<br />

entertained with extracts from more operas including<br />

“The Queen of the Night” aria from Mozart’s “The<br />

Magic Flute” and Musetta’s aria from “La Boheme”<br />

by Puccini. During lessons 3 & 4, the year 8 Opera<br />

Squad worked with the team to develop the initial<br />

opera ideas they had brainstormed and create some

Porgy and Bess<br />

“On 9th October 2018 some of year 8 including<br />

me went to watch “Porgy and Bess” at the London<br />

Coliseum which was the most amazing performance<br />

you could see because it included a lot of happiness,<br />

drama, sadness and suspense. We were there with a lot<br />

of people and schools enjoying the 3 hours of amazing<br />

actors and singers working hard. When walking in you<br />

had a feeling that you were part of this special moment<br />

and you felt important inside the theatre because of<br />

the nice velvet chairs and a lot of gold on the walls<br />

with fancy drawings.<br />

music extracts. Break 1&2 involved more Pop Up<br />

Opera around various areas including the “Bugles<br />

Sang” from Benjamin Britten’s War Requiem and his<br />

Prologue from “Turn of the Screw” and Papageno’s<br />

duet form Mozart’s “The Magic Flute”. The day<br />

concluded with a workshop for the principal singers<br />

in the year 8 Opera squad, focussing on chorus work,<br />

harmonies and how to create the drama in opera.<br />

A few days later some wonderful people from the ENO<br />

were delighted to come and work with our school it<br />

felt inspirational especially doing these activities with<br />

real opera singers. One of my favourite activities was<br />

making a song in small groups and being in a circle<br />

and creating the beats which was really fun. This<br />

experience has been really helpful and it has built<br />

my performing skills even more because in the future<br />

I do want to have an acting career or at least work<br />

with an acting group”.<br />

Alexandra Czyz (year 8)<br />

There is no doubt the impact of the ENO Take Over<br />

Day generated huge excitement around the school and<br />

certainly inspired our opera squad to develop the skills<br />

and techniques they had learnt from this amazing<br />

launch day, working with professional singers and<br />

musicians and seeing the opera at the Coliseum. As<br />

the year progressed, our partnership with the ENO<br />

continued. In addition to the opera squad initiative,<br />

students from other year groups were given the<br />

opportunity to attend other open dress rehearsals and<br />

get involved with youth opera holiday programmes<br />

and even perform on the Coliseum stage. Meanwhile<br />

<strong>Cranford</strong> created our very own opera, performed in<br />

July <strong>2019</strong> entitled, “Trouble”.<br />

Jessica Joyce (Consultant - Creative Arts)<br />


English National Opera<br />

Opera Squad Production<br />

July <strong>2019</strong><br />


“Best friends kept apart by their families.<br />

A rivalry so deep it can only lead to trouble”.<br />

The<br />

year is 2050 and Heldonna is facing<br />

the end of her relationship with bestie<br />

Aria, whilst arch nemesis Felicia tries to wreak<br />

havoc on her life. Tackling real issues including<br />

social media, peer pressure and knife crime, being<br />

a young adult and family ties, “Trouble” navigates<br />

the challenges of school life whilst emphasising the<br />

importance of having a best friend who is always<br />

there for you. Best friends Aria and Heldonna have<br />

their friendship tested to the limit in this original<br />

new production created by the year 8 Opera Squad<br />

<strong>2019</strong>.<br />

<strong>Cranford</strong> Community College has been working in<br />

partnership with the English National Opera (ENO)<br />

since September 2018. Sixty-five students in year 8<br />

alongside the Creative Arts team created an original<br />

production based around the themes of Gershwin’s<br />

“Porgy and Bess”. The story, set in the future, deals<br />

with various themes including choices, impact of<br />

social media, fitting in/acceptance and things aren’t<br />

always what they seem.<br />

This year long project has involved students working<br />

in various production roles and is a completely<br />

original piece of theatre with all aspects created<br />

and performed by the students. It came to a stunning<br />

conclusion during the first week of July when we<br />

welcomed audiences in to see our performance.<br />

When we began this project we had no idea where<br />

the students would take it or the impact it would<br />

have on our school community. It was clear from<br />

the start that the students wanted the storyline and<br />

characters to be authentic, to be able to relate to the<br />

character’s dilemmas and for the plot to reflect the<br />

world they live in; hence the key messages related<br />

to knife crime and the idea of a central “lock down”<br />

situation related to Heathrow Airport (In Porgy and<br />

Bess there is a massive storm where the town hide in<br />

a large barn for safety). Although the story was set<br />

in the future, it was clear its content resonates today.<br />

Throughout this journey what was really exciting<br />

was seeing how the organic process inspired<br />

creativity and with the excellent guidance and<br />

support of the Creative Arts team, how the students<br />

responded to the challenges a production of this<br />


“I enjoyed the year 8s opera this morning.<br />

It’s impressive that they did everything<br />

themselves and that they were brave<br />

enough to perform in front of so many<br />

people! I couldn’t see myself having that<br />

confidence when I was their age”.<br />

Police Constable Ian Franks 1704WA<br />

(Hounslow Safer Schools Team /<br />

Metropolitan Police)<br />

nature brought, of which there were many including; Script writers and<br />

actors needing to respond to the ever changing directions the story was<br />

going; Musicians, singers and song writers adapting lyrics, melodies and<br />

music styles according to the characters and their moments of drama;<br />

The costume and set designers bringing to life the visual elements to<br />

not only reflect the futuristic time frame but the characters’ identity<br />

(and where actors were playing more than one role) the need for quick<br />

costume changes with masks and other stage devices. To achieve all this,<br />

they decided to use four large screens hung above the audience’s head<br />

where images were projected to determine the setting whist the actors<br />

and chorus performed around a raised traverse stage and the musicians<br />

remained on the fixed stage area. With the audience sitting very closely<br />

to the performers they became part of the shared experience and were<br />

not only witnesses to the “crime” but felt part of the action, particularly<br />

during the “lock down” scenes.<br />

There is no doubt that this whole experience has been one which<br />

demonstrated how a group of young people can engage with and bring<br />

to life a very important message through a creative and exciting forum.<br />

This is all their own work and a real achievement to take pride in. Kevin<br />

Prunty, Executive Headteacher was so impressed that he facilitated the<br />

whole school being able to see the production calling it a “Stunning,<br />

inclusive and inspirational production giving a very important message”.<br />

Jessica Joyce (Consultant - Creative Arts)<br />

“I just wanted to say again<br />

how impressed I was with the performance today<br />

– they had written some incredible compositions and I<br />

heard some really talented voices. It was great to see<br />

how Porgy had inspired the production and how they<br />

had taken the story and made it relevant to their own<br />

lives, please pass on my congratulations to the cast”.<br />

Poppy Harrison (Bayliss Assistant Producer ENO &<br />

London Coliseum)<br />

“I am incredibly<br />

thankful to be<br />

part of this amazing<br />

production. I was the lead singer.<br />

Usually singing is not my thing but<br />

the teacher gave me confidence<br />

to actually achieve my goals and<br />

helped me to get where I am. I<br />

contributed to most of the song<br />

writing as I utterly enjoyed it<br />

because you work as a team and<br />

you turn an everyday phrase into<br />

a remarkable song. I sang the solo<br />

and the comments. I was genuinely<br />

pretty shocked as I did not have the<br />

confidence to do it myself but when<br />

I got up there it was amazing and<br />

you feel proud because you write a<br />

song then sing that song you get a<br />

type of joy and happiness. I would<br />

love to thank the music teachers<br />

because they were able to give me<br />

this world prize and they never<br />

gave up. If I missed a few notes and<br />

I’d say ‘’no I will never be able to<br />

reach this high or this low’’ they<br />

encouraged me. The staff had taken<br />

their time out to help us and to<br />

make this amazing play ‘’Trouble’’<br />

actually happen”.<br />

Amrit Johal (year 8)<br />

“I played Aria’s mum. At the<br />

beginning of this journey, I never<br />

thought I would have got this far.<br />

It was also really fun being on<br />

stage and acting, as I’ve never had<br />

a big part before. It was lovely to<br />

be part of an original <strong>Cranford</strong><br />

Community College production.<br />

Now that it is finished, I feel that I<br />

have accomplished something big,<br />

thanks to the opera squad. I do miss<br />

having after school rehearsals and<br />

practicing my lines over and over<br />

again. A big thank you to all my<br />

friends and family for encouraging<br />

me and helping me learn my lines. I<br />

couldn’t have done it without you”.<br />

Zaakirah Sheikh (year 8)<br />


English National Opera<br />

60<br />

On<br />

the 12th March <strong>2019</strong>, I<br />

and the other A Level<br />

Drama students were given the<br />

opportunity to see the dress<br />

rehearsal for Mozart’s ‘The<br />

Magic Flute’ performed by the<br />

ENO at the London Coliseum.<br />

This visit was part of on- going<br />

opportunities offered as part of<br />

the year- long partnership with the<br />

opera company.<br />

While I have seen multiple operas<br />

before due to my participation in<br />

the ENO Youth Company, this<br />

particular performance stood out<br />

for me. Maybe it was the fact<br />

that I had already heard some<br />

of the famous pieces such as the<br />

Queen of the Night’s aria, or<br />

perhaps it’s my affinity to fantasy<br />

and comedy. Whatever the case,<br />

this piece quickly became one<br />

of my favorite operas for many<br />

reasons; The blatant breaking of<br />

the 4th wall through Papageno’s<br />

interactions with the audience<br />

adding to the hilarity, the mix<br />

between dialogue and song making<br />

it a less conventional opera, and<br />

this particular production’s use<br />

of Foley art and live drawing<br />

which was used to create the<br />

background of each new scene.<br />

This production was directed<br />

by Theatre Complicité’s Simon<br />

McBurney which was very clear<br />

through the fine physical theatre<br />

and innovative use of technology,<br />

and as we had been studying him<br />

for our A ‘Level drama piece, we<br />

came to love his work. This may<br />

have increased my love for this<br />

production in particular.<br />

I have seen quite a few operas,<br />

but this one was different. There<br />

was a very minimal set with only<br />

the hand drawn projections to<br />

identify the different areas where<br />

each scene was played, and a large<br />

square platform made of wood<br />

which was lifted and moved around<br />

using wires creating levels and<br />

adding to the whimsical feel of the<br />

piece as it was ‘floating’ in scenes<br />

like the prison and the maze. Also,<br />

the orchestra was raised for this<br />

production from its usual position<br />

of the pit so that you could see<br />

all the different instruments, so<br />

breaking the 4th wall even more,<br />

as well as allowing the characters<br />

to interact with the orchestra<br />

members which resulted in some<br />

more comedy. Most operas have<br />

conventions where the orchestra is<br />

hidden from most of the audience<br />

(in the pit), there is very minimal<br />

if any breaking of the 4th wall, the<br />

story is often a tragedy of some<br />

sort, and if there is a narrative the<br />

dialogue is sung in a recitative<br />

where it mimics the aspect of<br />

natural dialogue but is still sung.<br />

This piece does the opposite of<br />

all these which I love, and while<br />

there are comedic operas like<br />

those by Gilbert and Sullivan, this<br />

one seems to rely more on wit and<br />

observational humour as opposed<br />

to G & S’s often more physical<br />

comedy which I appreciate.<br />

If you are looking for an opera to<br />

start with, I would suggest ‘The<br />

Magic Flute’ as it is enjoyable for<br />

all ages; there is childlike humour,<br />

beautiful imagery, a fantastical<br />

tale of love, and absolutely<br />

amazing music.<br />

Aria Cundall (year 13)

The Big Draw Festival<br />

On<br />

Wednesday 31st October 2018 <strong>Cranford</strong><br />

hosted an event for the Big Draw 2018 in<br />

the Concert Hall. The Big Draw Festival 2018 was<br />

all about letting loose, embracing happy accidents,<br />

discovery, and most importantly having fun with<br />

those HBs. This year’s theme was play and we<br />

created a large piece of artwork based on the idea<br />

of ‘play with shape’. 37 students attended across<br />

all year groups. They all participated, enjoyed the<br />

fun and contributed to the art work. Twelve sixth<br />

form students helped to facilitate the artwork and<br />

manage the project.<br />

We used paper roll,<br />

cut paper shapes,<br />

coloured pens,<br />

pencils and oil pastels<br />

to create the piece,<br />

which was based on<br />

shapes, and something<br />

that allowed creative<br />

freedom within the<br />

theme. There was<br />

no set idea (other<br />

than having fun<br />

with shapes) and<br />

the students had the<br />

creative freedom to<br />

think of ideas for their<br />

section of design. I also gave them some printed<br />

resources of geometric patterns and shapes to<br />

inspire their design.<br />

It was great to see all of the students working<br />

together as a team, problem solving and supporting<br />

each other. It helped the younger members of<br />

the school to build up their confidence whilst<br />

developing their creativity in a collaborative piece.<br />

The students came up with great ideas when given<br />

the freedom to think for themselves<br />

Pam Hunt (Creative Arts –Art)<br />

“The theme of the big<br />

draw was shape. I thought<br />

it was fun because there<br />

were students from<br />

different year groups and<br />

everyone was included.<br />

Working with students<br />

in other year groups was<br />

good as they were very<br />

kind and helped. We could see on the big paper that people<br />

had drawn different patterns and it was very engaging. It<br />

was good to have the opportunity to be a part of the Big<br />

Draw festival”.<br />

Dua Abbas (year 8)<br />

“I thought that it was really fun. It was nice and calm<br />

just being able to do art. The theme was play so it was a<br />

really a fun theme to draw. It was good because there were<br />

different art materials and you could showcase the work<br />

in different ways. I made a collage with shapes”.<br />

Shritu Singh (year 9)<br />

“It was a fun experience and I liked working with different<br />

year groups. Each year helped each other and it was a<br />

really nice experience. We met new people who were<br />

creative and that was good. Loads of people enjoyed it;<br />

it was a really nice opportunity and I am looking forward<br />

to doing it again in the future”.<br />

Aamina Vora (year 9)<br />

“I think it was really nice. There were lots of fun activities<br />

like drawing on the balloons. It was fun as we could make<br />

whatever we wanted in the theme of shapes. It was a good<br />

experience because it showed that we could do more with<br />

shapes and explore things”.<br />

Ksawier Klimas (year 7)<br />


<strong>Cranford</strong> Turns On<br />

The Style<br />

British Science Week is a big deal for the Science department at<br />

<strong>Cranford</strong> who always put on a show. This year was no exception with<br />

a huge variety of activities and demonstrations throughout the week.<br />

All of our activities followed the national theme of ‘Journeys’ and<br />

we had a great turnout of budding, enthusiastic <strong>Cranford</strong> scientists<br />

who enjoyed themselves immensely.<br />

Period 0 sessions<br />

The week began with a Period 0 session titled ‘The Journey of<br />

Plastics’ which saw students investigating what household products<br />

and clothes contained tiny fragments of microplastics and how we<br />

can best avoid using them to preserve both our local and worldwide<br />

ecosystems. Students were shocked to see how many household<br />

items they use in their everyday lives contain tiny fragments of<br />

plastic.<br />

Period 0 on Wednesday was a very popular engineering-themed<br />

session which saw students making the tallest, but strongest, radio<br />

tower out of just dried spaghetti and tape. The theme was ‘Desert<br />

Journeys’ and looked at how we can build structures in the desert to<br />

better aid lines of communication over vast distances.<br />

Arguably the talk of the school was held on Thursday Period 0 with<br />

a session titled’ The Journey Through the Body’. Excellently run by<br />

a group of year 12 Biologists, the session saw a range of organs and<br />

organisms examined under their guidance - eyes, hearts, a pluck,<br />

fish, even octopi were available for our students to dissect. For many<br />

students this was a first opportunity to see the structures that keep<br />

us and other organisms alive close up.<br />

62<br />

Our final Period 0 session was held on Friday and took the form of a<br />

challenge – ‘The Journey through Chemistry’. Structured in a timetrial<br />

format, students had a series of chemical riddles and tasks to<br />

complete in the fastest time possible. We had a great turnout for this<br />

session and a number of very impressive times were set. The overall<br />

winner was Harsimran Bath in yera 9 with a time of 4:09. Well done<br />

to Harsimran and everyone else who attended one of the sessions.

Key Stage 3 Space Landers<br />

Science Week would not be complete without a key<br />

stage 3 project. This year, every student in year 7<br />

and 8 took part in planning, designing and testing a<br />

space lander. The project aimed to teach students of<br />

the current problems with space travel and transport<br />

that companies such as Tesla’s SpaceX programme<br />

are currently tackling – namely the issue of landing<br />

their spacecraft back to Earth (or a target planet)<br />

safely without damage. Students were set the task of<br />

designing a model of a structure that could be dropped<br />

from a height without damaging the ‘astronaut’ (an<br />

egg). They had some time to plan in groups before<br />

being given a set amount of credits, which could be<br />

traded in for resources. Their final task was to test<br />

them by dropping them off the side of the B-Block!<br />

When it came around to testing we faced an unexpected<br />

challenge in the form of Storm Gareth – some classes<br />

braved the 30mph+ winds regardless and dropped their<br />

models with the aim of landing as close to a target<br />

circle as possible. Despite the strong winds some teams<br />

were still successful and it gave rise to a new learning<br />

opportunity of how planes and space craft deal with the<br />

potentially tough conditions and environment at their<br />

landing destination.<br />

Legends of STEM<br />

Our whole school activity returned with a vengeance<br />

during Science week with the Legends of STEM game.<br />

Every teacher in the school became a STEM personality<br />

for the week with students set the task of solving the<br />

riddles and puzzles set for them on their game sheets.<br />

The activity was enjoyed by all, with year 7 students<br />

competing side by side against year 13 students who<br />

were 7 years their senior.<br />

Technology Workshop<br />

Our final session of the week was held during Friday<br />

Period 5 with a practical activity held by a visitor<br />

from the technology industry who introduced twenty<br />

year 8 to “Agile”, a method of product design used in<br />

the technology and engineering fields which ensures<br />

efficient but effective production from a large team of<br />

developers. The students were grouped into two groups<br />

of 10 and set the task of designing a model airport,<br />

with the challenge being to adapt to ever-changing<br />

guidelines, laws and regulations. Our students enjoyed<br />

the experience immensely, with our presenter having<br />

nothing but positive praise for the way that they<br />

conducted themselves throughout and embraced the<br />

challenges.<br />

Bradley King (Science Department)<br />


My trip to the Big Bang Fair was<br />

astonishing as many people from<br />

different schools and different countries<br />

came to present their projects to other<br />

people who had attended the fair.<br />

During the fair there were lots of<br />

different workshops that we have visited<br />

such as the music shop. The music<br />

workshop was one of my favourites as<br />

I learned different ways to make music<br />

with an electronic synthesizer and a<br />

launch pad (type of drumming). Overall<br />

I’ve enjoyed the trip as I saw different<br />

types of robotics in the fair for example<br />

drones and car racing; I saw a chemistry<br />

experiment with dry ice which was one<br />

of my favourite chemistry experiments.<br />

Nehchal Singh (year 9)<br />

I really enjoyed it, you could get<br />

experience of talking and explaining to<br />

people what you did. When you finished<br />

and were waiting to see if you won or<br />

not, you could go to workshops and see<br />

others’ work.<br />

Neha Khendria (year 9)<br />

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

Create a Bang at<br />

the London<br />

Big Bang Fair<br />

It was really intriguing as it was the first time I experience<br />

anything like that. Setting up our stall was really fun and I quite<br />

enjoyed the experience. The first time presenting was slightly<br />

stressful, after that it was much easier. There were a variety<br />

of insightful projects. The workshops were really fun, however<br />

unfortunately the perfume workshop was closed. There were<br />

multiple levels and it was crowded everywhere, in particular<br />

the first floor. I believe that we did well while presenting.<br />

I recommend this as a future trip as we learnt quite a lot<br />

Harsimran Bath (year 9)<br />

64<br />

After<br />

weeks of hard work, on Wednesday<br />

3rd July <strong>2019</strong> four Year 9 students<br />

(Manav Vivek, Harsimran Bath, Nehchal Singh and<br />

Neha Khendria) attended the London Central Big<br />

Bang Fair at Westminster Kingsway College, Kings<br />

Cross, to present their STEM Club project as part of<br />

the Mayors London Scientist scheme. The initiative<br />

aims to inspire future generations of Londoners<br />

to consider a career in a STEM industry and saw<br />

projects from schools across London competing for<br />

the grand prize of a school visit from the Royal<br />

Institution and entry to the Big Bang National Finals<br />

in March.<br />

Our project focused on making London’s future<br />

homes more sustainable by incorporating biogas<br />

production into an automatic system, providing a<br />

sustainable source of gas for central heating systems<br />

and cookers from the residents’ own food waste. The<br />

students pitched their projects to two pairs of judges,<br />

all of whom hold positions in STEM industries<br />

around the country, before having an opportunity<br />

to tour the venue and see the other stalls, workshops<br />

and events that make the Big Bang Fair one of the<br />

largest Science fairs in the capital.<br />

The competition was fierce and with only the<br />

winners gaining a prize for our entry category, we<br />

did not come away with the winner’s medal this<br />

time around. However, attending this event was a<br />

first for the Science department and having scoped<br />

out the standard of the competition, we will be back<br />

for more in the coming years.<br />

Well done to all four of our students who presented<br />

their project incredibly confidently and represented<br />

the school with pride.<br />

Bradley King (Science Department)

Space Station Trip: A Day to Remember<br />

To<br />

commemorate the 50th anniversary of the Apollo 11 space mission that landed<br />

Neil Armstrong and Buzz Aldrin on the Moon, the Science department held a<br />

trip to the National Space Centre in Leicester on Tuesday 16th July <strong>2019</strong>. Mr King, Ms<br />

Atwal, Ms Swaminathan, Ms Agarwal and Mr Kempster accompanied 47 year 7 and year<br />

8 students on the journey. It was a long day, starting at 7am and ending at 6pm, but one<br />

which the students were extremely grateful and positive<br />

about.<br />

The centre itself hosts an array of fascinating exhibits,<br />

including historical and famous spacesuits, equipment<br />

from spacecraft and a 42-meter tall ‘Rocket Tower’. All<br />

of these and more are housed in and around interactive<br />

displays, which students were free to visit and explore<br />

throughout the day. In the middle of the day was a 30<br />

minute long show held in the incredible Sir Patrick<br />

Moore planetarium. Students were amazed at the<br />

immersive, 360o degree 3D display, where the program<br />

‘CAPCOM GO’ taught them about the ‘Space Race’ and<br />

the history behind the Apollo Space Programmes of the<br />

60s and 70s.<br />

Another period of free time followed, including the allimportant<br />

trip to the souvenir shop, before we had to<br />

board the coach and make our way back down the M1 to<br />

London. The trip left our students full of excitement at<br />

what the future of space discovery holds for them (and<br />

potentially), what they could hold for it.<br />

Bradley King (Science Department)<br />

“My trip to the National Space Centre<br />

was jaw- dropping. The National<br />

Space Centre had attempted to find<br />

a way to fuse fun and education, and<br />

their attempt was successful. My favourite part was<br />

when I experienced the ‘Virtual Reality’ effect in the<br />

Planetarium. The experience was inexplicable due to<br />

the excitement that rushed through the heads of the<br />

year 7 and 8 who were lucky enough to take part”.<br />

Miya Dhaliwal (year 7)<br />

“I thought that the trip was extremely fun. It was<br />

interactive but also educational at the same time. There<br />

were opportunities for everyone to do something. My<br />

favourite part was when we were watching the video<br />

about space because I liked how it was in 360 degrees”.<br />

Umaima Mujeeb (year 7)<br />

“The trip to the Space Centre was extremely amazing<br />

and I have enjoyed every single moment including<br />

the Planetarium where we watched the 3D movie. I<br />

wish we could have the opportunity to do this again.<br />

Thank You”.<br />

Yashraj Geentilal (year 8)<br />


Hounslow<br />

Poetry Slam <strong>2019</strong><br />

‘Hi guys, can I play?’<br />

‘NO, women can’t play<br />

football’<br />

‘You don’t even know how to<br />

play’<br />

‘Exactly’<br />

‘Girls can’t<br />

play football? That’s just an<br />

opinion. They can’t play, they<br />

say but I’m not going to … for<br />

another day. They tell me to go<br />

but I’m going to stay<br />

We’re in <strong>2019</strong>, we need to be a<br />

team<br />

Let’s all come together to fulfil<br />

our dream<br />

On<br />

Thursday 20th June <strong>2019</strong>, 10 year 7 students from<br />

<strong>Cranford</strong> Community College (including myself) and Mr<br />

Ladva travelled to The Hounslow Arts Centre. Even though we were in<br />

different teams, we were still all doing it for <strong>Cranford</strong>. At first glance<br />

the theatre was gargantuan. The School Library Service Librarian<br />

introduced Adam, Kelly and Chloe, they were all poets and creative<br />

artists. When we got ourselves settled with the other schools we played<br />

many acting and poetry related games to get warmed up. This was very<br />

enjoyable, as the hosts who were presenting the Poetry Slam were so<br />

amusing and confident. We then got into our poetry groups so that we<br />

could start work on our own poems. <strong>Cranford</strong> had three teams.<br />

The Teams were;<br />

Team 1<br />

It’s Women’s World Cup<br />

and I’m dreaming up to what I<br />

aspire to be<br />

When I am trying to train but<br />

the boys give me pain<br />

And I’m left crying in the rain<br />

All I want is equality<br />

And I want to be free’<br />

‘Wait, don’t run away, we need<br />

you, you’re awesome so now,<br />

let’s play’<br />

‘Okay’<br />

Syed Ali<br />

Hassan<br />

After 25 minutes of<br />

hard work we finally<br />

got our finished<br />

poem ready. We then<br />

had lunch, which for<br />

me and the rest of<br />

the group was our<br />

favourite time, because<br />

we got to interact with<br />

other students and<br />

make friends with<br />

them. After lunch we<br />

practised our theatrical<br />

skills to test how to<br />

Team 2<br />

Team 3<br />

Abd Elrahmane<br />

Brik-Chaouch<br />

Amandeep<br />

Khurana<br />

Krithik<br />

Balamugunthan<br />

Adil Yusuf<br />

Zaina Syeda<br />

Safa<br />

Abdul-Muktadir<br />

Alys<br />

Speed-Ghumdia<br />

Jessica Logan<br />

Iustin<br />

Vrinceanu<br />

perform the poetry. We practised so hard that we were all<br />

sweating. The performances got stronger over time which proves that the other schools were not going<br />

down without a fight. Mr.Ladva supported all the groups and gave us feedback to ensure we did the best<br />

we could. All the performances were absolutely amazing and all deserved to be first place.<br />

After the performances the judges deliberated for an intense 5 minutes but it seemed like a lifetime. The<br />

results were in and <strong>Cranford</strong> got 3rd place and an honourable mention which was amazing news. We were<br />

the only school to receive both a top place and a mention. What a performance by <strong>Cranford</strong>. We hope you<br />

enjoy reading our poem above.<br />

Syed Ali Hassan, Abd Elrahmane Brik-Chaouch (year 7)<br />


Annual SACRE Lecture at the Civic Centre Hounslow<br />

The<br />

Annual SACRE lecture on Thursday 17th January <strong>2019</strong>, was delivered by a friend of<br />

<strong>Cranford</strong> Community College, local MP Seema Malhotra. The theme was “RE and the<br />

rise of identity politics” and as usual it was a thought provoking evening attended by Kevin Prunty,<br />

Executve Headteacher accompanied by Veronique Gerber and Peter Stumpf, Associate Headteachers,<br />

Mehmoona Yousaf, Senior teacher and students in the year 12 A Level Religious Studies at the Hounslow<br />

Civic Centre. In many ways Seema was the ideal speaker, having grown up in Hounslow she is able to<br />

understand the East versus West tension that many young people today have to navigate. Seema noted<br />

that her schooling and the skilful delivery of RE embedded in her, the desire to enquire into religions<br />

and philosophy. She noted that whilst Hounslow was a great place for diversity, increasingly it was a<br />

case of different communities living side by side but not in each other’s lives. Seema noted that RE<br />

was one way of challenging this, since it has a key part to play in opening the door to different faiths<br />

and much needed in helping students to make up their minds about complex issues. Obviously as an<br />

RS teacher I very much agree with her.<br />

Mehmoona Yousaf (Senior Teacher)<br />

“Seema Malhotra, provided a platform to discuss a global shift in the political<br />

landscape - the rise of identity politics in marginalised groups. Identity politics<br />

is a polarising topic: it can be constructive, reflective of progression after<br />

historical mistreatment, but, more often than not, it is seen as the driving force of<br />

the far-right. This was touched upon towards the end of the evening and, for me,<br />

was the height of discussion. To resolve the regressive aspects of identity politics<br />

and the retaliation against it, Malhotra encouraged the dialogue of ‘world views’<br />

in Religious Education (an idealistic resolution that in my opinion ignores the<br />

digital age). It was interesting to witness a Member of Parliament speak to their<br />

electorate about issues currently pressing, with a direct communication that<br />

allowed other concerns to be expressed; I will surely be attending future events”.<br />

Ajeet Khela (year 12)<br />


The MYRIAD Project<br />

<strong>Cranford</strong> Community College is one of 85 schools<br />

across the country taking part in the research project<br />

named MYRIAD (My resilience in adolescence)<br />

project at the University of Oxford. MYRIAD is exploring<br />

how we can prepare young people to improve resilience<br />

and manage their emotional health and at the heart of<br />

this is understanding the great changes that occur in<br />

adolescence. Learning skills that build resilience has the<br />

potential to help adolescents navigate challenges during<br />

their time at school and builds a platform to serve them<br />

throughout their lives.<br />

Teenage Brain Workshop<br />

The MYRIAD programme is a 4 year trial running until<br />

summer 2020. So far around 25,000 young people and<br />

more than 500 teachers have answered questionnaires as<br />

part of the research.<br />

Researchers visited the school on the 4th April <strong>2019</strong> to<br />

run an interactive workshop with Year 9 pupils about<br />

adolescence and the brain.<br />

Working directly with researchers, pupils investigated how<br />

their brains are different from those of children and adults<br />

and had a go at cognitive experiments researchers use to<br />

study the brain. Amongst other topics, pupils explored<br />

their risk taking, their focus and attention and their ability<br />

to delay rewards. They also modelled their own brains and<br />

had the opportunity to meet the researchers, ask questions<br />

and find out more about what they do.<br />

68<br />

We were so pleased with how well students engaged in<br />

the workshop and enjoyed the day. You have given our<br />

team a wonderful experience of what a friendly, caring<br />

environment a school can be. You can be very proud of<br />

them all. A huge thank you must also go to Ms Yousaf<br />

for hosting us, and to all of your staff who supported us<br />

during the workshop.<br />

We would like to pass on our thanks to all the staff and<br />

pupils at <strong>Cranford</strong> Community College on behalf of the<br />

MYRIAD project at the University of Oxford.<br />

Eleanor-Rose Corney (Research Assistant on<br />

the MYRIAD Project)

“The activities planned today were engaging and interactive<br />

which is the style of learning we promote. As the Head of<br />

Year we have explored topics about how the brain works and<br />

behaviours in assembly so this relates nicely to prior work we<br />

have done”<br />

Randeep Sidhu (Head of Year 9)<br />

“I attended a Myriad workshop and besides there being really<br />

great activities, I also learnt so much from it such as how brain<br />

functions, how your mind can trick you and about being risk<br />

takers. My favourite activity was one where you had to put some<br />

headphones on with some really annoying sounds playing and<br />

you had to try and concentrate on numbers that were popping<br />

up on the screen all the time trying to avoid clicking number 3.<br />

This was just one of the ways your brain can trick you just by<br />

hearing some sounds. Additionally, the staff were really helpful<br />

and answered any questions you had and always gave really<br />

great answers so you could understand better. The session lasted<br />

just under two hours and I enjoyed every minute of it as it was<br />

really enjoyable, fun and in some part funny; sometimes you<br />

forgot that you were actually learning. By the end of the session<br />

it really made your brain tick and made you want to learn more<br />

about how your brain functions as a teenager. If there was ever<br />

an event like this again, I would be sure to attend”.<br />

Robert Keeley (year 9)<br />

“Some year 9 students were invited to attend the Myriad<br />

project workshop, which was hosted by researchers from<br />

Oxford University. The aim of the workshop was to educate us<br />

on the teenage brain, the different parts of the brain and their<br />

functions. Before we begun, we were each handed a student<br />

passport in which we recorded the results of our activities. We<br />

participated in numerous tasks which helped us learn how to<br />

overcome distractions, understand decision making, short-term<br />

and long-term rewards and risk taking. Each activity table we<br />

visited was interactive and informative for example the risktaking<br />

test. This consisted of students pumping balloons to<br />

achieve the highest possible circumference without the balloon<br />

bursting. This test in particular proved to be a hit with all<br />

students and brought out the competitive nature in us! Overall,<br />

the workshop was extremely enjoyable and each student walked<br />

away with a new outlook on their lives”.<br />

Ria Dhaliwal (year 9)<br />

“Intriguing and<br />

educational”, “Fun and<br />

exciting”, “Educational,<br />

fun and interactive”.<br />

Pupils involved in<br />

the workshop in Year 9<br />


—<br />

Book Week – A Worthwhile Experience<br />

Book Week is when we celebrate World Book Day. World Book day is a non-charitable organisation.<br />

It provides book tokens to 15 million people, that’s every young person under 18 in the United Kingdom.<br />

To celebrate World Book Day staff from <strong>Cranford</strong> Community Collage provided us with a coupon to get<br />

£1 off any book or get a free World Book Day book, created by some fabulous authors such as Malorie<br />

Blackman and many more. Reading is good and every child should read as it is excellent for the brain and<br />

it can improve your English skills which is helpful when you learn new things. So, Mr Ladva decided that<br />

we were going to have a Book Week which is fun filled with glorious events.<br />

On Monday 13th March <strong>2019</strong>, I participated in the Manga workshop. Zahra Sadiq was a very spectacular<br />

tutor. Zahra is in the sixth form and she taught 30 students how to draw (which sometimes it not the easiest<br />

thing). I really appreciated that Zahra gave her time to teach us new skills. Magnificent and spectacular are<br />

some of the words I would use to describe this fabulous workshop. Zahra’s drawing skills are out of this<br />

world; The technique which she uses is surreal. Some famous Manga books are: Pokémon, Death Note,<br />

Naruto and many more. She taught us to be creative and have fun and that Manga can be whatever you<br />

envisage it to be. I really loved the workshop and now I am practising drawing regularly as I find Manga<br />

very intriguing subject to learn and draw about.<br />

On Tuesday 14th March <strong>2019</strong> was the poetry workshop presented by Huzayma Khamis who is in year 13.<br />

I was very interested to learn about poetry, as poetry is not my strongest subject. I went to the workshop<br />

because I wanted to stretch my knowledge and what I already knew about poetry. We learnt about Huzayma’s<br />

favourite poets. Huzayma really likes strong and passionate poems. We created our own poems and she<br />

gave me some tips and advice, which was brilliant. I really appreciated the advice. At the end, some people<br />

performed their brilliant poems. They were splendid. I have learned many new phrases and words that I can<br />

use: Rhyming couplets, metaphoric language, similes and many more language techniques which I have<br />

learned. I really appreciated the help that Huzayma gave me and I hope to expand my knowledge about<br />

poetry even more and to start writing poems often. Overall the poetry workshop has been a worthwhile<br />

experience and I am delighted that I had the opportunity to attend this spectacular workshop.<br />


On Wednesday 15th March <strong>2019</strong>, Alan Gibbons an award winning author visited <strong>Cranford</strong> Community<br />

College. He won the Angus Book Award and the Blue Peter Book Award for his book The Shadow of the<br />

Minotaur in 2000; what an achievement. He gave us his time and an opportunity to hear about what it is<br />

like to be an author. Many enthusiastic students like me, participated in this glorious event and all asked<br />

questions regarding books, authors and many more related questions.<br />

I am really keen on all of his books and I have just finished reading ‘The Edge’. He also talked about the<br />

inspiration behind his books which are related to family issues. He feels strongly and very passionately<br />

about his work. He is a really talented author and I rate ‘The Edge’. ‘9/10. It was brilliant. I really liked the<br />

author’s style of writing which I think I could relate to. He also gave English writing tips which improved<br />

my English overall. I do recommend going to see an author as it’s a brilliant chance to meet famous people<br />

and pick up a few tips. This was my favourite workshop of book week.<br />

Mr Ladva also ran a book shop which sold books and stationary and all the necessary essentials you need<br />

to enjoy reading and writing. Many volunteers showed up to help organise and run the shop<br />

I really like Book Week as it’s fun-filled with competitions which involve winning huge prizes such as:<br />

A Fortnite book, Easter eggs and headphones/earphones. I highly recommend going to Book Week it’s a<br />

worthwhile experience.<br />

Abd Elrahmane Brik-Chaouch (year 7)<br />


<strong>Cranford</strong> Develops Partnerships<br />

with Key Far East Schools<br />

72<br />

In<br />

April <strong>2019</strong>, Kevin Prunty, Executive<br />

Headteacher and Peter Stumpf, Associate<br />

Headteacher, visited two of our important partner<br />

schools in the Far East.<br />

Firstly, we visited Princess Chulabhorn Science<br />

High School in Pathumthani, Thailand, which is<br />

one of our newer partners following their inaugural<br />

visit of students and teachers to <strong>Cranford</strong> in March<br />

<strong>2019</strong>. During the visit to Pathumthani, we explored<br />

in detail the next stage of the relationship between<br />

the two schools and in particular the possibility of<br />

teacher placements and exchanges where <strong>Cranford</strong><br />

teachers spend some time teaching their specialist<br />

subject in Princess Chulabhorn Science High<br />

School. This provides the opportunity for teachers<br />

to work together and learn from each other and as<br />

such is invaluable professional development.<br />

The visit included a detailed tour of the school<br />

campus in order to look at the accommodation and<br />

other facilities available. The school is located<br />

outside of the city and has extensive grounds and<br />

lots of space.<br />

We were also able to visit Prathumsuksa Thammasat<br />

School and Anuban Pathumthani School both of<br />

which are keen to work closely with <strong>Cranford</strong><br />

and our primary partner, Berkeley Academy, in<br />

collaborative project including teacher exchanges.<br />

The second part of the trip took us to Shanghai<br />

in China where we visited South Dong Chang<br />

Middle School which is located in the heart of<br />

Shanghai. This is a longstanding partnership that<br />

exists with <strong>Cranford</strong> and the visit was used to explore<br />

different ways in which the two schools can further<br />

develop opportunities for collaboration between<br />

teachers and students via exchange visits. At the end<br />

of the visit, Kevin Prunty Executive Headteacher<br />

and Fangfang, South Dong Principal, signed a new<br />

Memorandum of Understanding. This MOU outlines<br />

different ways in which the schools will develop<br />

further partnership work over the coming years.<br />

Shortly after we returned to the UK, South Dong<br />

Chang Middle School sent a group of students and<br />

teachers to <strong>Cranford</strong> indicating the strength of this<br />

partnership. Further details of their visit can be<br />

found elsewhere in this publication.<br />

Peter Stumpf (Associate Headteacher)

In<br />

Our International Partners visit<br />

<strong>Cranford</strong> Community College <strong>2019</strong><br />

In Spring and Summer <strong>2019</strong>, <strong>Cranford</strong> hosted school visits<br />

from some of our valued partner schools in the Far East<br />

Princess Chulabhorn Science High School<br />

Pathumthani, Thailand<br />

March <strong>2019</strong>, we hosted<br />

the first school party from<br />

Princess Chulabhorn Science<br />

High School in Pathumthani, Thailand,<br />

who spent 10 days at <strong>Cranford</strong>. During this<br />

time, the students and teachers undertook<br />

activities in school including taking part<br />

in lessons, and specific workshops about<br />

education and life in the UK. They also<br />

gave a performance on Thai Dance to the<br />

pupils at Berkeley Academy who also had<br />

the opportunity to join in.<br />

Peter Stumpf (Associate Headteacher)<br />

“In the afternoon we went to Berkeley Academy<br />

to perform some activities with them. First<br />

we asked them to join us in the dance and be<br />

superstars”.<br />

Apichaya<br />

“After we finished breakfast, two students from<br />

<strong>Cranford</strong> took us around the school to see how<br />

students study here. We went to many classes<br />

such as Art, Independent Study, Drama etc., we<br />

also went to see some activities in the music<br />

room, the gymnasium and the football field<br />

which is very big! Afterwards we went back to<br />

the meeting room to have some ice breaking<br />

activities.<br />

On day 3 I went to a German class. Personally<br />

I really enjoyed this period even though I<br />

cannot speak German at all but the students<br />

in the class are so friendly and kind teaching<br />

me some words. I also like the way the teacher<br />

teaches the students by using songs to help<br />

students remember words and phrases easily<br />

but the climax of the class is the ‘acting’ of the<br />

teacher. She is so energetic”.<br />

Patteera<br />

“In the afternoon we played games. We played<br />

games to test our knowledge about England and<br />

Thailand and we played the Riddle quiz as a<br />

team. It was more enjoyable because we could<br />

talk and play with our teammates. Today I’m<br />

very happy because I met new people and gained<br />

experiences that are new”.<br />

Nadialn<br />


In<br />

European Administrators Programme visit<br />

to <strong>Cranford</strong> in March <strong>2019</strong><br />

March <strong>2019</strong>, <strong>Cranford</strong> hosted the first<br />

UK visit of the European Administrators<br />

Programme. This was the next stage of a programme<br />

that started in October 2016, when 20 European<br />

school leaders (including Peter Stumpf from<br />

<strong>Cranford</strong>) took part in a US State department<br />

programme based in Washington DC, Denver<br />

Colorado and Minneapolis, Minnesota. The<br />

programme focused on educational provision for<br />

refugees, newcomers and children from ethnic<br />

minorities. The excellent work that started on the<br />

visit has continued with visits to France (2017),<br />

Germany (2018) and this year continued with a visit<br />

to the United Kingdom.<br />

The visits focus upon participants visiting host<br />

schools and provide the opportunity to share best<br />

practice, collaborate with each other and develop<br />

a support network that crosses borders and enables<br />

participants to learn from each other. Although the<br />

contexts are different, the challenges that we face<br />

are similar and this network has proven to be a very<br />

successful way to work together to learn from each<br />

other.<br />

In many cases these children are the third or fourth<br />

generation in the UK and face specific challenges<br />

often related to identity and language. The<br />

participants were able to hear from experts in their<br />

field. They also undertook a visit to Cambridge<br />

University to look at Widening Participation and<br />

programmes that support students from ethnic<br />

minority backgrounds to go to university.<br />

The team visited <strong>Cranford</strong> for a day during their<br />

time here and this included observing lessons,<br />

meeting teachers and students, attending workshops<br />

facilitated by <strong>Cranford</strong> staff on key themes such<br />

as teacher training, teacher recruitment and staff<br />

development, developing leaders for the future,<br />

and a leadership discussion with Kevin Prunty,<br />

Executive Headteacher. The team also met with<br />

a group of Somali parents at Berkeley Academy,<br />

as the achievement of Somali students has been a<br />

particular focus of the EAP programme from the<br />

outset. The delegates wrote a collective report on<br />

their visit and here are some extracts:<br />

Peter Stumpf (Associate Headteacher)<br />

We were very fortunate to gain sponsorship from<br />

the US State department to fund their alumni<br />

programme towards this visit. In addition, Marina<br />

Aleixo from the University of Minnesota joined<br />

the visit and contributed as she has done on all the<br />

previous visits so far.<br />

The UK visits focused on what schools provide for<br />

immigrant children in order for them to be successful.<br />

“In his introduction to <strong>Cranford</strong>, Kevin Prunty talked with<br />

us about key priorities and these are the themes that came<br />

through for me: Engagement, leadership, networking,<br />

self-confidence and community. Community is very<br />

important for him and the school and to be connected to<br />

the entire world is a real goal. The goals are to share the<br />

values, be outstanding, understand where the students come<br />

from, and make this community more stable and successful”.<br />

Yolande Ulenaers (The Netherlands)<br />


“Ruth Painting, Senior Teacher, spent time explaining<br />

the work that <strong>Cranford</strong> does in supporting other<br />

schools. She explained that this involves working with<br />

local schools on Ofsted readiness as well as specific<br />

school improvement areas. <strong>Cranford</strong> sends expert staff<br />

into schools with specific areas of need. They also work<br />

in schools in ‘Opportunity Areas’. The Executive Head,<br />

Kevin Prunty, is a National Leader of Education and<br />

provides leadership support to schools across the country.<br />

Ruth described to us the comprehensive staff development<br />

programme in place at <strong>Cranford</strong>, supporting the needs of all<br />

teachers and available to the <strong>Cranford</strong> Alliance schools. The<br />

school also offers the National Professional Qualification<br />

in Middle and Senior Leadership which many middle and<br />

senior leaders have completed or are in the process of<br />

ccompleting. During our visit, we met with 9 students aged<br />

16 - 18. The students presented their roles and missions.<br />

They help to develop the school’s culture and environment.<br />

‘Whatever our cultural or religious background: we belong<br />

to the <strong>Cranford</strong> family’ they said”.<br />

Magali Gallais (France)<br />

“During lunch we met with a large number of trainee<br />

teachers and teachers who had actually attended <strong>Cranford</strong><br />

as students. This is a particular theme of the school - to<br />

recruit teachers who are from the local community and<br />

therefore have a better understanding of the challenges<br />

that exist in this area. As well as teacher training, the<br />

school focuses heavily on teacher development and career<br />

development. There are many opportunities to develop: you<br />

could become a Head of Department or Year Team Leader<br />

or even a Senior Leader in the future.<br />

After lunch we went to Berkeley Academy which is<br />

the primary partner school for <strong>Cranford</strong> Community<br />

College. Whilst there we attended a whole school assembly<br />

on ‘World Book Day’ and saw the excellent way that the<br />

school rewards pupils. After the assembly, we met with<br />

some of the Somali parents and community members. They<br />

told us that education is an essential lever for finding your<br />

place in society. Parents trust the school. Through the<br />

school, parents are mobilised. They become aware that<br />

knowledge of the English language is the first vector of<br />

integration. Communication is essential: taking English<br />

language classes is key in order to understand teachers<br />

and help their children in their schooling.<br />

15 teachers from <strong>Cranford</strong> and Berkeley visited the<br />

University of Minnesota for a teacher development<br />

programme in October 2017 and a group of these teachers<br />

met with us to talk about their experience. The schools also<br />

deliver the National Professional Qualifications in Middle<br />

and Senior Leadership and other teachers talked with us<br />

about their experiences doing these programmes. The<br />

teachers who went to Minneapolis took full advantage of<br />

this study tour.<br />

Exchanges of practices and sharing of projects make it<br />

possible to better support migrants and refugees. The Somali<br />

community has been at the heart of discussions between<br />

Americans and English people. <strong>Cranford</strong> offers Berkeley<br />

teachers Qualifications in Middle/Senior Leadership:<br />

Professional training enables teachers or managers to<br />

develop skills in the management and leadership of an<br />

institution and its teams”.<br />

Cyril Norbec (France)<br />


“Upon leaving London, the group led by Peter<br />

Stumpf went by train to Edinburgh. This included<br />

a visit to the home of the Scottish Government<br />

at Victoria Quay, Edinburgh. Whilst there,<br />

we met with Louise Glen, a Senior Education<br />

Officer for Languages, at Education<br />

Scotland, an Executive Agency of the Scottish<br />

Government, tasked with improving the quality<br />

of the country’s education system.<br />

The group had the opportunity to travel to<br />

Fife and visit Dunfermline High School where<br />

Graeme Brown, our Scottish participant<br />

host, is also Deputy Rector. The group<br />

visited lessons and met with students from<br />

a variety of different backgrounds. We then<br />

visited Drummond High School, in the centre<br />

of Edinburgh, which is also a school where<br />

students come from particularly diverse<br />

backgrounds.<br />

At the end of the study week in London and<br />

Scotland, the group wrote some reflections<br />

on what they had learnt. Yesterday I gave a<br />

lecture about returnees at school, women with<br />

their children, and I told the audience about<br />

my experiences at <strong>Cranford</strong>. I will consider<br />

those when writing about UK concepts<br />

in comparison with the German way, e.g.<br />

prevention of radicalisation and promoting<br />

diversity. There were a lot of interesting<br />

aspects for me to rethink practice”.<br />

Martin Oppermann (Germany)<br />

“This study tour will allow me to work on<br />

different themes upon my return to France. The<br />

notion or concept of community has to be<br />

developed to consolidate the link between the<br />

city and the various partners. The school is a<br />

community and the community is the school.<br />

With the leadership and management of<br />

teaching teams, training is an essential<br />

element of the welcoming and support of<br />

migrants and refugees in schools.<br />

Exchanges between Europeans and<br />

Americans provide a better understanding<br />

of the difficulties faced by migrants and<br />

refugees. It would be important to set up<br />

action programmes and educational tools for<br />

professionals in Education”.<br />

Cyril Norbec (France)<br />

“I found the opportunity to have our European<br />

and US partners visit our schools a very special<br />

and rewarding experience. The network that<br />

started in Washington DC in 2016 has become<br />

a highly valuable tool for us to develop as<br />

school leaders and collaborate with each<br />

other through learning from what each other<br />

does best. I very much look forward to the next<br />

opportunity to work together again”.<br />

Peter Stumpf (Associate Headteacher)<br />


Tianjin<br />

College of<br />

Commerce,<br />

China<br />

In<br />

May <strong>2019</strong>, <strong>Cranford</strong><br />

was visited by the new<br />

President Mr Gang Baoli from<br />

Tianjin College of Commerce,<br />

Tianjin, China and two of his senior<br />

teachers. Tianjin College has been a<br />

long standing partner for <strong>Cranford</strong><br />

of over 20 years during which time<br />

many exchange visits have taken<br />

place. During his visit, Mr Gang<br />

Baoli and Kevin Prunty, Executive<br />

Headteacher, worked together<br />

on developing further this very<br />

important partnership that over<br />

the years has allowed hundreds of<br />

<strong>Cranford</strong> students the opportunity<br />

to visit China.<br />

Peter Stumpf (Associate Headteacher)<br />


South Dong Chang Middle School Shanghai, China<br />

In<br />

June <strong>2019</strong>, a delegation from South Dong<br />

Chang Middle School (Shanghai, China) came<br />

to <strong>Cranford</strong>. This built upon the visit that Kevin Prunty<br />

Executive Headteacher and Peter Stumpf Associate<br />

Headteacher made to Shanghai in April <strong>2019</strong> where a new<br />

partnership agreement was signed between The Principal<br />

Ms Fangfang and Kevin Prunty. This new memorandum<br />

of understanding committed both schools to ongoing<br />

collaborative work allowing both students and teachers<br />

the opportunity to visit each other’s schools and learn from<br />

each other.<br />

Ocheon Senior High School<br />

(Pohang, South Korea)<br />

78<br />

The group from Shanghai were partnered with <strong>Cranford</strong><br />

students and spent each morning in lessons with their<br />

partner student experiencing life at <strong>Cranford</strong>. The <strong>Cranford</strong> ‘partners’ were<br />

from Year 8 and Year 9 and did a great job looking after their Shanghai<br />

students making them feel at home here and a part of the school.<br />

In July <strong>2019</strong>, we also hosted the fifth annual visit from Ocheon Senior High<br />

School, Pohang, South Korea. The 15 visiting students were partnered with<br />

<strong>Cranford</strong> Sixth formers who took them to lessons, showed them around<br />

and spent time playing language and educational<br />

games. Mr Ferreira and Ms Sheikh (who went on<br />

the first <strong>Cranford</strong> exchange to Korea in October<br />

2018, Mr Lennon (who himself speaks Korean)<br />

and Mr Vithlani held daily workshops for the<br />

Korean students and their <strong>Cranford</strong> partners on a<br />

range of themes including UK culture, education<br />

and travel. Some of our sixth formers will be taking<br />

part in the October Korea trip and be able to meet<br />

with their Korean partner again, so this was a great<br />

preparation for the Autumn visit to Korea.<br />

There were tearful moments at the farewell meal<br />

showing how much, in this short space of time, our<br />

students had developed genuine friendships with the<br />

Korean visitors.<br />

Peter Stumpf (Associate Headteacher)<br />

“I really enjoyed the<br />

experience that I had at<br />

<strong>Cranford</strong>. I want to stay here<br />

but I have to leave. I’m so sad<br />

and I want everyone to come<br />

to Korea where I want to share<br />

our culture with you”.<br />

Seo Young<br />

“I loved staying in London<br />

for the last 9 days. I felt<br />

so worried about this trip<br />

before I came here. But now<br />

it is the last day in London<br />

and I don’t want to go back<br />

to Korea. Actually all of the<br />

<strong>Cranford</strong> students were so<br />

kind and friendly and it was<br />

easy to talk with them. I will<br />

miss them in Korea”.<br />

Carrie<br />

“I’m very happy with the<br />

<strong>Cranford</strong> students who spent<br />

time with us. I learnt many<br />

things, different classes and<br />

spoke much English. But I<br />

liked making new friends the<br />

best. I will miss you”.<br />


Monopoly<br />

Challenge<br />

<strong>2019</strong><br />

Team Scores were<br />

as follows:<br />

Gangsters = 4575<br />

WOW = 4475<br />

Team Chimp = 4360<br />

Mono-Olaf = 3860<br />

Cash Money = 3070<br />

The<br />

annual year 12 Monopoly Challenge on Tuesday 16th July<br />

<strong>2019</strong> proved the current year 12 are a very competitive year<br />

group who enjoyed finding ingenious ways of gaining the necessary<br />

points to win.<br />

Armed with various soft toy mascots, six teams embarked on a day of<br />

discovery around London ably supported by Mr Cripps, Ms Nandra,<br />

Mr Ladva, Ms Patel, Mr D’Souza and Ms Saroya. Thankfully the sun<br />

shone and this helped generate the enthusiasm for the tasks ahead. The<br />

winning team ‘Gangsters’, received a £20 voucher each presented at<br />

the end of year assembly. Well done to all the students who took part.<br />

It really was a fun day.<br />

Sharan Saroya (Post 16 – School Improvement Team)<br />

“The monopoly challenge was a fun and<br />

interactive way to explore London. The<br />

challenge helped to develop problem<br />

solving skills and the art of prioritising.<br />

The challenge also helped our team to bond<br />

together and make cherished memories and<br />

friendships”.<br />

(Team GANGSTER)<br />

“It was an entertaining<br />

experience teaching us<br />

how vital time management<br />

and leadership are to<br />

group projects and how<br />

good communication<br />

is key in all aspects of<br />

teamwork. Other than<br />

that we discovered how<br />

homelessness and poverty<br />

is still a big issue in our<br />

society which really made us feel like that it is our duty to contribute<br />

in making this issue highlighted and help as much as we can”<br />

(Team WOW)<br />

“It was an amazing day and<br />

we had so much fun. It was a<br />

rare experience and we went<br />

to so many places in one day<br />

it was incredible. I really<br />

enjoyed this experience<br />

because we were allowed<br />

to travel around London<br />

alone and had a chance to<br />

bond with other people. We<br />

strengthened as a team and<br />

did fun, unique and exciting challenges.”<br />

(Team MONO--OLAF)<br />

“The monopoly challenge was so<br />

exciting. I really enjoyed today’s<br />

trip because we got to do some fun<br />

and amazing challenges with some<br />

amazing people. We would never get<br />

an opportunity to do it elsewhere. We<br />

all had a great time and took lots of<br />

pictures. It was a bit tiring because<br />

of the running, but we all had that<br />

competitive attitude which motivated<br />

us to complete these challenges. I had<br />

some hilarious conversations and will<br />

never forget this experience”.<br />

(Team CHIMP)<br />

“I had a great day. We had<br />

lots of fun. We looked after our<br />

teddy really well. It was a great<br />

experience, we managed to see<br />

lots of London attractions as<br />

well as eat lovely burgers. I<br />

have learnt both navigating<br />

and life skills. Going through<br />

London helped me learn around my area and discover new places both<br />

to visit and potentially work. Today was fun because I was in a large<br />

group and London is great sightseeing area. We enjoyed our teachers<br />

company. Hopefully we can do it again”.<br />

(Team – CASH MONEY)<br />


Eton College Summer School<br />

“Aside from the late<br />

nights, early mornings and<br />

increasingly challenging<br />

workload, the Eton College<br />

Summer School produced<br />

ten vibrant and memorable days. From exploring the roots of calculus<br />

to being immersed in the infinitesimal world of quantum mechanics, the<br />

programme broadened my understanding of Physics and Mathematics.<br />

The unique offering of this Summer School was flexibility of thinking,<br />

abandoning all constraints to our creativity and perception. Consequently,<br />

I left Eton convinced the contemporary education system is antiquated”.<br />

Onkar Riyat (year 12)<br />

80<br />

Every<br />

year Eton College<br />

runs a residential<br />

summer school open to aspirational<br />

year 12 students across the country.<br />

With only 120 places available it is<br />

a highly competitive and prestigious<br />

opportunity. This year we worked<br />

with the charity SPARK to support<br />

15 talented and deserving <strong>Cranford</strong><br />

candidates through the application<br />

process. I was overjoyed when I<br />

received an email informing me<br />

that four of our students had been<br />

successful and would be attending the<br />

summer school this year.<br />

Ria Kalia, Onkar Riyat, Subhan Jaura<br />

and Faisa Ali all attended the Summer<br />

School from Tuesday 2nd – Friday<br />

12th July <strong>2019</strong> and were immersed<br />

in a world quite different to their<br />

own. Each day students engaged in<br />

lectures and were set assignments and<br />

experienced a range of sporting and<br />

cultural opportunities.<br />

Sharandeep Saroya (Post 16 – School<br />

Improvement Team)<br />

“My time at Eton was inspiring, galvanising and really fun. For me, it<br />

was the optimum summer school experience as learning from teachers who<br />

are really passionate about their subjects specifically, maths and physics<br />

allowed me to enrich my knowledge even further about problem solving<br />

and engineering which will help me achieve my goals of becoming an<br />

aerospace engineer from a top university. Also, learning alongside some<br />

of the country’s brightest young minds inspired me to push my capabilities<br />

and excel in whatever challenge I face. Every day we were introduced to<br />

something much better and significant for our own interests. Personally,<br />

apart from the sports activities I really enjoyed learning about music tech<br />

and how to use music software. It is something special that I can proudly<br />

put on my skills list. I’m thankful to everyone at Eton and all the lifelong<br />

friends I have made whilst living there in a short but an exhilarating<br />

period of time”.<br />

Subhan Jaura (year 12)<br />

“The Eton Summer School was an amazing opportunity that I wouldn’t<br />

have been able to attend without <strong>Cranford</strong>’s help. We spent 10 days being<br />

pushed to the limits via lessons that questioned our thinking at every<br />

step, and homework that took us into the early hours of the morning. But,<br />

when paired with the amazing teachers, stunning facilities and a really<br />

wholesome community, it made for a truly enjoyable experience. I made<br />

some friends who I’ll never forget and learnt skills that will get me to my<br />

dream university and help me get through it too”.<br />

Ria Kalia (year 12)<br />

“Studying at Eton for the summer school was an amazing experience. Our<br />

days were intensive, with specialist sessions, tutorials and lectures but<br />

still immensely enjoyable. It was great to be able to delve into my subject<br />

at such a high level and used advanced equipment in the lab. We also<br />

received highly specific advice into university admissions and improving<br />

our personal statements, something I found to be very useful. All in all,<br />

it was a great experience and I would definitely recommend it to others”.<br />

Faisa Ali (year 12)

Annual Fundraising Event 2018<br />

www.seedsofpeace.org<br />

Another impressive evening at another impressive<br />

venue. Mr Fraser and I facilitated the first visit<br />

to <strong>Cranford</strong> Community College from the Seeds<br />

of Peace organisation last year and as usual one<br />

opportunity leads to another. Following this trip<br />

a number of our students successfully applied for<br />

scholarships which enabled them to attend a Seeds<br />

of Peace residential in London. Having impressed<br />

at the residential the students were invited to attend<br />

the annual UK Seeds of Peace fundraising event<br />

Seeds of Peace fundraising event on Monday 19th<br />

November 2018 at The Berkeley in Knightsbridge<br />

and by far the nicest thing about the evening was<br />

watching Guy and Anjali excitedly catch up with<br />

the other students they had met at the residential.<br />

Memoona Yousaf (Senior Teacher - Pastoral)<br />

After very successful seminars with the international<br />

organisation Seeds of Peace, we were re-invited to<br />

another event set up at the (five-star) Berkeley Hotel<br />

in Knightsbridge. It was an evening to commemorate<br />

the achievements of the organisation in spreading<br />

peace though areas of conflict; they boasted<br />

wonderful case studies of friends meeting in unusual<br />

places such as the pair of best friends, each from<br />

the ‘enemy’ side. Seeds of Peace is the pioneer of<br />

a future of peace, and we hope to be a part of it.<br />

The best part of the evening (excluding the food)<br />

was the time which we had to talk to the different<br />

people brought together by the organisation, from<br />

all over the world, to share their stories and bring<br />

to light the many unnoticed injustices occurring<br />

around the globe. I made many new friends as well<br />

as reconvened with old ones who shared similar Seeds<br />

of Peace experiences. The people we met were those<br />

who are changing the world, and I aspire to be a one<br />

of them. Overall, we were very lucky that the school<br />

was able to take part in such an unforgettable event<br />

and we hope for more good news in the future.<br />

Harit Boonyarakyotin (year 11)<br />

The venue was breath-taking, and everyone was very<br />

welcoming. After an hour of drinks, hors d’oeuvres<br />

and mingling, we proceeded to hear the speeches of<br />

other Seeds of Peace members, some of whom included<br />

counsellors and parents of members. Hearing the<br />

speeches really had an impact on me, but one speech<br />

in particular stood out to me the most; it was by two<br />

counsellors, Habeeba and Adaya, who we met at<br />

the Seeds of Peace camp in Maine and became best<br />

friends 7 years ago, despite coming from two opposite<br />

sides of a conflict region. Their friendship story was<br />

beautiful to hear because they put any differences<br />

they had aside, and are still best friends to this day.<br />

Also, it was remarkable to hear how Seeds of Peace<br />

had brought so many people together from all around<br />

the world, and how they’ve provided a platform for<br />

people to speak out about their views, which can<br />

help them in numerous ways in life. Following<br />

the speeches, there was another chance to talk<br />

to the attendees of the event, and how Seeds of<br />

Peace has shaped their lives. It was a fantastic<br />

opportunity for us to network and socialise<br />

with other Seeds of Peace members, as well as<br />

catching up with our friends from the 4-day<br />

seminar in May.<br />

Anjali Bhambra (year 11)<br />


www.seedsofpeace.org<br />

82<br />

Seeds Of Peace is a leadership development<br />

organisation founded in 1993. I was very<br />

fortunate to be able to attend the second year of this<br />

phenomenal camp in London. It was incredible.<br />

The amount of fun I had over the 4-day course is<br />

unexplainable. I have adapted and learned many<br />

skills which I now apply to my daily life. Skills<br />

as simple as listening, respect and communication<br />

have made an impact in my everyday life.<br />

The days were quite intense and long and we<br />

took part in many sensitive and emotional<br />

discussions based on topics which include:<br />

gender, religion, identity, Brexit, stereotypes,<br />

euthanasia, relationships with family/friends,<br />

nationality and social class. These discussions<br />

helped me understand different perspectives and<br />

acknowledge and accept them. A dialogue is<br />

not a debate or an argument but simply an open<br />

discussion where everyone gets a say without<br />

their opinion being ‘judged’ or shot down.<br />

This is important as I took away skills from a<br />

dialogue and applied them to reality where I<br />

no longer argue but try to understand the other<br />

person’s point of view and I am determined to<br />

use a dialogue as is a way to resolve conflict.<br />

The Seeds’ and facilitators created a safe<br />

environment which was extremely welcoming.<br />

This helped to strengthen bonds we have with<br />

each other and our relationships. The outcome<br />

of this was that everyone could share personal<br />

things that they would not share with anyone else.<br />

This trust and emotional connection created a vibe<br />

which was unreal. This impacted our success in<br />

group challenges as we needed these bonds to<br />

help us achieve our goal.<br />

We also had a chance to learn about facilitation<br />

and how to facilitate a dialogue. I was partnered<br />

up with Jacob and we decided to base our<br />

dialogue around the theme of “clothes and the<br />

chance of being a victim”. We began our dialogue<br />

with everyone closing their eyes and imagining<br />

a scenario and then we went around the circle<br />

asking everyone to share their thoughts and<br />

opinions; this led to a wider discussion. At the<br />

end of the session, the facilitators gave us some<br />

constructive criticism as well as what we did well.<br />

This was extremely helpful as I got to learn skills<br />

I could take away.<br />

As well as discussions and activities, I took part<br />

in some lip sync challenges and a talent show.<br />

We had singers, dancers, artists, footballers and<br />

Alex presented his monologue from a play called<br />

“Chaos” which we were both involved in. This<br />

was so much fun that we were all laughing and<br />

enjoying ourselves.<br />

Overall, the experience I had was life changing as<br />

my whole mind-set and mentality switched when<br />

I returned to my daily life. I am still in contact<br />

with the facilitators and my fellow Seeds. I have<br />

created friendships for life. I consider myself<br />

extremely lucky. I would recommend to everyone<br />

to get involved in this programme. I am proud to<br />

be a Seed.<br />

Kavleen Arora (year 10)

Seeds of Peace Dialogue <strong>2019</strong><br />

Seeds of Peace was a camp dedicated to a form of discussion called ‘dialogue’. Myself, Kavleen<br />

Aurora and around a dozen other students from different schools around the country took part in the<br />

Seeds programme and I think I can speak for everyone who took part when I say that it was a brilliant<br />

success. The programme was quite intensive, with quite long days and lots of emotional discussions<br />

with topics such as; the education system, Brexit, religion, nationality, identity, stereotypes, euthanasia,<br />

family and gender.<br />

The facilitators - the staff - created a warm, comfortable environment which brought together students<br />

from all over the country and allowed them to talk about matters very personal to them in a way that we<br />

never could amongst friends, family or anyone else in our day to day lives. Dialogue, the mysterious<br />

word that I heard so much about from previous Seeds (students who went previous years to the UK<br />

programme) had an extremely elusive definition and I could not find any information that satisfied me<br />

even after hours trawling through pages and pages of information.<br />

I’ll do my best to explain this very complicated topic, though I cannot recommend enough to those<br />

that read this to discover dialogue for themselves firsthand. Dialogue, to me, is a type of discussion<br />

that, at its best, allows those who participate to share their experiences, emotions and beliefs without<br />

the fear of attack and with the knowledge that those around them are going to offer support and advice<br />

before anything else. At Seeds we sat in a circle - a shape that includes everyone - and began to talk<br />

about topics that we would like to discuss over the course of the weekend. Apart from many hours of<br />

dialogue (which was by far my favourite part) we also did lots of physically active ‘group challenges’<br />

and took part in preplanned activities that the facilitators set up for us.<br />

The most memorable activity for me was one based on identity. Each of us was given 9 cards with<br />

different categories on them, such as; sexuality, gender, nationality, political affiliation and religion.<br />

We filled out those categories with answers that applied to us and then the activity began. Each ‘round’<br />

we went around the circle, without disclosing our card to anyone else, and dropped the card which<br />

was least important to us. We did this continuously until each person had only one card left and then<br />

went around discussing what was on our last card and why it was most important to us. I think it was<br />

an extremely sobering activity as it allowed us to properly define our identity and realise what part of<br />

us was most important.<br />

Overall, the Seeds programme was an amazing success and I’m already in contact with the staff in the<br />

hopes that I will be able to go again next year.<br />

Alex Hickey (year 10)<br />


It has been a very busy but productive year as the Heston West<br />

Big Local community continues to grow. Here are just a few<br />

examples of the developing projects and growing initiatives<br />

which are so much part of our thriving community.<br />

A Year in the work of<br />

Heston West Big Local 2018-<strong>2019</strong><br />

Legacy and Youth Engagement - Heston West lead at the Big Local London<br />

Learning Cluster Event<br />

On Saturday 22nd June <strong>2019</strong> – We were invited by WSA Community and Local Trust to run two Big Local<br />

workshops – Legacy and Youth Engagement at the Big Local London Learning Cluster Event held at St<br />

Luke’s Community Centre. We were also joined by several other Big Local areas across London including:<br />

Barnfield, Wick Award, Broad Green, Grange, Plaistow South and William Morris. In the morning session,<br />

our Chair Alan Fraser led the Legacy Workshop alongside Callum. Alan went through the work we’ve done<br />

so far to address future issues and our legacy, including inviting young people to be part of the discussion.<br />

During the session, Alan helped the other clusters to identify their goals, ambition and what they would<br />

like to be remembered for. In the afternoon session, Taz alongside Layba, Callum, Brooke and Kapil led the<br />

Youth Engagement Workshop. We outlined the work we had already done with young people and families<br />

and also shared a few case studies of the young people present at the event. We then asked the other areas<br />

a series of questions to help stimulate our discussion. ​We asked them to identify their current strengths in<br />

working and engaging young people and also the barriers and challenges they are facing. Taz also spoke<br />

about connecting to schools, how to make sure you are getting all the credit and not just being a logo at<br />

the bottom of a flyer.<br />

​We were impressed with our youngsters’ fantastic confidence, their enthusiasm and passion about the Big<br />

Local which inspired everyone.<br />

Our Big Local Community Gardens<br />

Project is underway...<br />

We have just begun work developing our new Big<br />

Local Community Conservation Garden at <strong>Cranford</strong><br />

Community College. An amazing 40 local people turned<br />

up to kick start our Big Local Conservation Area project<br />

at <strong>Cranford</strong> on Saturday 30th March <strong>2019</strong>. Our fantastic<br />

volunteers got together to pull weeds and clear up the<br />

site at our Conservation Clean Up Day and now we<br />

are ready to put our dreams and plans in action. Some<br />

of our ideas from our recent community consultation<br />

include:<br />

A Café, picnic tables, tepee, vegetable and fruit patch,<br />

raised flower beds, play area for kids, mosaics, sheds<br />

for storage/ Big Local groups, tyres for planting, chalk<br />

boards for kids, swing chair set, fixing up the outdoor<br />

classroom and stage area (on filled pond space), fire pit<br />

and fairy tree doors.<br />


Working on our latest Redwood<br />

mural masterpiece<br />

Over fifty volunteers teamed up with talented<br />

artist and fashion designer Joel Sydenham and<br />

the Hounslow Family Learning and Education<br />

Department to help breathe new life into the<br />

Redwood Estate during April and May <strong>2019</strong>. The<br />

mural project funded by Hounslow Council has<br />

so far helped bring together local residents to<br />

create a positive and artistic difference to our<br />

community. ​The mural aims to highlight our<br />

Big Local journey in the last 3 and half years,<br />

celebrating our togetherness, activities and<br />

volunteers, including our famous yellow tops.<br />

Volunteer-led Big Local Community<br />

Ramadan Iftar Event<br />

We had just over 150 people attend our Big Local<br />

Community Ramadan Iftar Event on Thursday<br />

30th May <strong>2019</strong> at <strong>Cranford</strong> Community College<br />

organised by our incredible volunteers. Everyone<br />

contributed by bringing in a delicious freshly<br />

prepared dish to share amongst our community.<br />

Congratulations to all our volunteers for their<br />

hard work. It was lovely to see everyone from all<br />

backgrounds come together for this event.<br />

Young volunteers learn about<br />

Cyberbullying and how to keep<br />

safe online<br />

Working in partnership with Generation Mindset,<br />

the Cyberbullying workshop provided our young<br />

volunteers with the tools on how to tackle bulling<br />

online but also prevention advice and what to do<br />

if you or someone you know is being bullied. In<br />

addition, our youngsters learned about effective<br />

time management, how to deal with stress and<br />

useful revision tips. We also had an informative<br />

and engaging session led by former Deputy Mayor<br />

of Hounslow Mukesh Malhotra about identity<br />

theft.<br />

Young Big Local sports leaders<br />

making a difference<br />

We are very proud of our Big Local young<br />

sports leaders Kirstie, Sanjay, Yuvraj & Adewole<br />

for supporting our Multi Sports Camp Week<br />

alongside QPR Trust during May half-term. It’s<br />

amazing to see all of them take on leadership<br />

roles to inspire the next generation. Well done<br />

for successfully completing the week. Keep up<br />

the great work.<br />

Maria Pedro Legacy Documentary<br />

In the last few months we have been working on<br />

developing a special documentary highlighting the<br />

extraordinary life of our former Representative Deputy<br />

Lieutenant for Hounslow, Maria Pedro who sadly<br />

passed away last November. The documentary,<br />

presented by our youth volunteer Serena Lola, will<br />

enable future generations to learn more about Maria’s<br />

life and to provide an example of great resilience,<br />

hope and faith to children and adults across the UK<br />

and beyond.<br />

We have been working closely with Maria’s husband<br />

and former Rugby World Cup winning coach Philip<br />

Keith-Roach to help produce this documentary.<br />

We have so far interviewed Philip, Pricilla Ledley<br />

representing the Army Cadets, Alan Fraser, Taz<br />

Virdee and Baroness Floella Benjamin at the House of<br />

Lords. We have also interviewed a few young people<br />

who worked with Maria and her friends and her<br />

former colleagues including MP Seema Malhotra and<br />

celebrity chefs Raymond Blanc and Michael Caines.<br />


‘Welcome to Heston West’ Flowerbed<br />

installed<br />

We are delighted to announce that our new ‘Welcome<br />

to Heston West’ flowerbed has been installed at Harlech<br />

Gardens on <strong>Cranford</strong> Lane. The fantastic new addition<br />

is just a stone’s throw away from the Brabazon Parade<br />

of shops. The flowerbed is ideally placed to attract the<br />

attention of local drivers, shoppers, commuters and school<br />

children walking either to Berkeley Academy or <strong>Cranford</strong><br />

Community College. The flowerbed was officially unveiled<br />

by our chair Alan Fraser on Tuesday 14th May <strong>2019</strong><br />

alongside Lewis Byrnes of Lampton 360 Maintenance and<br />

members of our community. The reaction from our local<br />

residents has been brilliant, many commenting how the<br />

flowerbed made them feel proud and happy to be part of<br />

our local community.<br />

This is the first of many new green space projects that will<br />

be happening over the next few months in our Big Local<br />

area. We will be installing 7 raised beds (5 vegetables<br />

beds and 2 flowerbeds) on the Redwood Estate, 4 new<br />

flowerbeds outside the Redwood Estate, opposite <strong>Cranford</strong><br />

Community College and a few alongside the Brabazon<br />

Community Centre. In addition, we will be developing the<br />

Harlech Gardens Allotment to help breathe new life to the<br />

site. Our Chair Alan Fraser said: “​I am so inspired by this<br />

project. It has created a lot of interest and is a start on<br />

our drive to improve our local environment”. Thankyou<br />

Lewis, Fabio and their Board of Directors at Lampton 360<br />

Maintenance for their amazing support in funding and<br />

installing the flowerbed.<br />

Community Cleaning up Henlys Alley<br />

Around 50 enthusiastic volunteers got involved with our<br />

community clean up of Henlys Alley on Saturday 6th<br />

April <strong>2019</strong> supported by BSAG (Burns Way and Shelly<br />

Crescent Action Group), Hounslow Highways, Henlys<br />

McDonald’s and Hounslow Council. On a beautiful April<br />

morning we collected over 50 bags of rubbish, with many<br />

bottles, crisp packets and plastic containers being picked<br />

up. Everyone was in good spirit and enjoyed themselves<br />

during the event.<br />

After the clean-up, our volunteers were kindly treated to a free<br />

McDonald’s lunch funded by Hounslow Council Community<br />

Impact Fund. The McDonald’s staff were kind, helpful and<br />

positive during our stay. It was a great end to a wonderful<br />

day, everyone felt pleased and proud of themselves. It was<br />

especially brilliant to see new people join in to kick start<br />

their Big Local journey. We would like to thank BSAG<br />

(Burns Way and Shelly Crescent Action Group), Hounslow<br />

Highways, Henlys McDonald’s and Hounslow Council for<br />

their exceptional support.<br />


Layba wins the Hounslow Housing<br />

Volunteer Young Champion Award<br />

On Thursday 4th April <strong>2019</strong> we attended the first ever<br />

London Borough of Hounslow Housing Volunteer<br />

Awards at the Ramada Hotel in Hounslow. Layba Nisar,<br />

student at <strong>Cranford</strong> Community College won the Young<br />

Champion category. A big well done to Rhys Jones,<br />

Callum Wills and Vijay Lund at Heston West Big Local<br />

and Maxwell at Riana Development Network for being<br />

recognised for their fantastic community work.<br />

We would also like to congratulate our wonderful adult<br />

volunteers Alexandra, Sarah and Kailash for picking up<br />

their respected recognition awards.<br />

ONE LIFE INITIATIVE- Serving and<br />

keeping our community safe<br />

13 young people from our Big Local Youth Action<br />

Team participated in the ONE LIFE two-day activity<br />

during February half-term led by the Metropolitan<br />

Police and the London Fire Brigade at Imber Court<br />

in Hampton. The young people learned many new life<br />

skills whilst partaking in the sessions. They learnt basic<br />

fire, pumping and police drills.<br />

These sessions also enabled our young people to<br />

improve their communication, teamwork and leadership<br />

skills. Overall the two-days were eye-opening, fun and<br />

engaging. We would like to thank the Metropolitan<br />

Police, London Fire Brigade and the British Army for<br />

their fantastic hospitality and support.<br />

The young people (above) were awarded with<br />

certificates for displaying great confidence, enthusiasm<br />

and dedication to the ONE LIFE Project. Well done<br />

to Ishmael, Yuvraj, James, Sharanjit, Rajveer, Layba,<br />

Haris, Mario, Iman, Emaan, Maria, Ammerhamza and<br />

Haroon.<br />

Community unites making the One<br />

World Strong Marathon Campaign<br />

advert<br />

Heston West Big Local has teamed up with One World<br />

Strong Foundation to help create the official advert for<br />

the One World Marathon Event to take place from Friday<br />

12th to Monday 15th April <strong>2019</strong>. We had volunteers and<br />

supporters ranging from 5 to 80 years (including young<br />

people involved with our Youth Action Team) take part<br />

in the advert working in partnership with our MADE<br />

IN HESTON Youth Film-making project.<br />

Taz Virdee (Project Manager Heston West Big Local)<br />


Future Leaders<br />

Technology<br />

Programme for Girls<br />

In<br />

March <strong>2019</strong> Mr Watton<br />

told year 10 girls about<br />

an amazing opportunity that<br />

had come up for a week’s work<br />

experience at the end of May in<br />

Canary Wharf, working for one of<br />

the worlds top four accountancy<br />

firms, KPMG. There was only one<br />

catch, there was an application<br />

process which was very hard and<br />

we would be up against many other<br />

schools. The application process<br />

involved us having to come up<br />

with what we thought would be<br />

the next ‘big’ thing in technology<br />

– it really made us think. Once<br />

we had written about our ideas<br />

which ranged from electric cars<br />

to nano bots and health apps, we<br />

had to wait to know who had been<br />

successful. We knew that there<br />

were lots of other schools involved<br />

so the wait was tense. Eventually<br />

we heard that 5 girls had been<br />

chosen. We had our first meeting<br />

with the mentors on Friday 10th<br />

May <strong>2019</strong> and after the meeting<br />

we were more than ready for the<br />

placement to start.<br />

On the morning of Monday 20th<br />

May <strong>2019</strong> me, Zehra, Holly,<br />

Iman and Aliya met Mr Watton<br />

at Hounslow West station. One<br />

hour later we arrived in the<br />

amazing Canary Wharf, where we<br />

happened to meet Aadil Awan, our<br />

old Head Boy in the tube station<br />

(he is there doing a Higher Level<br />

Apprenticeship) who he took us<br />

to the huge and impressive KPMG<br />

building. We got our passes<br />

and then we were off.<br />

On the Monday we had an<br />

introductory session, where<br />

we met Anna Somaya and<br />

Nigel Slater (not the chef) in<br />

which we learnt how technology<br />

is influencing all fields of work<br />

and how broad the industry is. We<br />

had some hands on experience<br />

in AR and VR including using a<br />

VR headset. We also tried to find<br />

solutions to problems using tech by<br />

going to Canary Wharf shopping<br />

centre and looking around.<br />

On Tuesday we took part in a<br />

coding project (HTML coding)<br />

and also created a website about<br />

an influential woman in tech.<br />

This was taught by Laura from<br />

‘Taught by Humans’. Also, we<br />

had a graduate carousel where we<br />

met a range of people who joined<br />

through the graduate scheme.<br />

We don’t need to have a tech<br />

background in order to get a job<br />

in technology and that you should<br />

study whatever you want and<br />

enjoy to find a job that fits you<br />

rather than changing yourself to<br />

try and fit the criteria for what you<br />

believe to be a good job.<br />

On Wednesday, for the first half<br />

of the day, we stayed with our<br />

mentors. They gave us advice and<br />

help, and said that if we needed<br />

anything in the future they would<br />

be happy to help. In the afternoon,<br />

we met the CIOAs of the company<br />

and they did an activity with us, in<br />

which we had to solve the problem<br />

of plastic waste from coke. We<br />

then met two people from cyber<br />

security who talked about the<br />

different problems that can destroy<br />

infrastructure, systems and hurt<br />

the people who use them.<br />

On Thursday we attended an<br />

educational workshop in which<br />

we learnt about IT services.<br />

This consists of things such as<br />

networking, hardware and user<br />

interface. We learnt how data<br />

travels along a network and about<br />

different parts of a computer.<br />

We also got to dismantle one.<br />

Finally, we learnt about how<br />

KPMG is inclusive towards all<br />

employees including those with<br />

hearing and sight impairments<br />

and the technologies they use to<br />

help them. We also got to meet<br />

one of the managers from a<br />

team in IT design who taught us<br />

how different technologies are<br />

designed and made together in a<br />

team and can forever be improved.<br />

In the afternoon, we planned in<br />

groups our presentations on a<br />

technology we could design using<br />

new inventions that would help<br />

solve problems in specific sectors.<br />

On our final day we gave our<br />

presentations on how we would<br />

improve different sectors of<br />

British industry. They were a huge<br />

success. We then learnt about<br />

diversity in the workplace and how<br />

companies could become more<br />

inclusive of people from different<br />

backgrounds. At the end of the<br />

day, we received a talk on potential<br />

careers and routes at KPMG. We<br />

had an amazing time on our work<br />

placement. We learned so much<br />

and made such great contacts. We<br />

are really grateful to Mr Fraser<br />

and <strong>Cranford</strong> for giving us such a<br />

fantastic opportunity.<br />

Lerin Bajaj (year 10)<br />


Heathrow Jobs and Careers Fair at Sofitel Terminal 5<br />

On<br />

Friday 28th February <strong>2019</strong> Mr Cripps and I accompanied 30 students in year 13 and year 11<br />

to attend the Heathrow Jobs and Careers Fair at Sofitel Terminal 5. I had never attend this<br />

fair before but was amazed to see all the providers who were looking to recruit young people for their<br />

companies. There were hundreds of young people from all over London but being one of the closest<br />

schools to Heathrow I was really amazed to see all the opportunities available locally. There were<br />

universities, colleges, retail firms, engineering firms, public services all offering so many things! I think<br />

Border Force had the most exciting stand which included a search dog. It was a great insight in hearing<br />

about how they operate.<br />

The providers were offering jobs, apprenticeships and some were talking about being a T-Level placement<br />

employer. There is so much emphasis and progression within the apprenticeship route that companies<br />

were really keen on recruiting young people who fit the values of their organisation. British Airways even<br />

provides apprenticeships in four different areas. Some of the engineering firms like Ferrovial Agroman<br />

were offering Degree Level apprenticeships. Ferrovial Agroman were awarded a joint contract for £500<br />

million to the biggest construction project in Europe – Crossrail and now they are looking for young<br />

people to join them if they are awarded the contract for Terminal 6 or runway 3 – which is very exciting.<br />

It was a great and valuable afternoon for all the students who attended.<br />

Mahavir Ladva (Supervised Study Centre Manager / School Improvement Team)<br />

Generation Global aims to provide young<br />

people with the dialogue skills to engage in<br />

a non-confrontational way when discussing<br />

controversial topics. Students are taught skills<br />

which they then put into practice through<br />

international video conferences. <strong>Cranford</strong><br />

participated in seven conferences throughout<br />

the year. Two of the conferences for year 12<br />

students were on the topic of human trafficking and identity.<br />

Five conferences were held with our year 9 students on a range<br />

of topics including global warming and hate speech. The year<br />

9s learned their dialogue skills as part of the school’s Mind,<br />

Body and Soul programme. <strong>Cranford</strong> students engaged with children from all over the world, from USA,<br />

Columbia, Mexico, Ukraine, Italy, Egypt, Jordan and the UAE.<br />

Our students performed exceptionally well in the video conferences displaying high level dialogue skills<br />

and using questioning techniques to delve deep in to the thinking of other young people around the<br />

world. The conferences usually last 90 minutes but the time just flies by and leaves everyone wanting more.<br />

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


On<br />

Saturday 16th March <strong>2019</strong>, as<br />

part of the National Saturday<br />

Art Club we visited Cullinan Studio, a<br />

company of architects and master planners<br />

in Islington for a Masterclass. Their projects<br />

range from urban masterplans to individual<br />

homes, both in the UK and abroad. For<br />

over five decades Cullinan Studio has<br />

maintained an international reputation for<br />

designing successful, sustainable buildings<br />

and spaces that respond creatively to their<br />

context, climate and local culture.<br />

The session was a motivating and memorable event, offering young people an opportunity to meet and<br />

collaborate with some of the most high-profile practitioners in the country. Students worked collaboratively<br />

to produce a piece of artwork based on incorporating green spaces within architecture. Students really<br />

enjoyed the creative process and designing the piece that was used in the Summer show. Cullinan Studio<br />

were very welcoming and it was a great opportunity for students to have a look around an architect firm<br />

and gain insight into architecture.<br />

Pam Hunt (Lead Teacher – Saturday Art Club)<br />

Masterclass<br />

at Cullinan Studio<br />


The<br />

National<br />

Saturday<br />

Art<br />

Club<br />

2018-<strong>2019</strong><br />

For<br />

the fourth year running <strong>Cranford</strong> Community<br />

College opened its doors to students from<br />

schools in the community to participate in The National<br />

Saturday Art Club. <strong>Cranford</strong> continues to be the only<br />

school nationally to be involved in this initiative.<br />

The National Saturday Art Club nurtures young people’s<br />

talents, builds their confidence and raises their aspirations.<br />

It helps them gain qualifications and gives them an insight<br />

into further study and rewarding careers. Members<br />

learn about the diverse educational pathways and job<br />

opportunities that can lead to exciting careers in the Arts.<br />

It is potentially life changing. Students are offered 30<br />

hours of free tuition with a specialist practitioner and as<br />

part of their programme, all members attend a Masterclass<br />

delivered by a prominent creative industry professional.<br />

This year we visited Cullinan Studio, a firm of architects<br />

in March and the year culminated in a final Summer show<br />

hosted by Sir John Sorrell and Lady Frances Sorrell at<br />

Somerset House Embankment Galleries on Monday 10th<br />

June <strong>2019</strong>. The Summer show was graced by the Guest<br />

Speaker, the Rt Hon. Baroness Morris of Yardley, who<br />

spoke about the vital role of extracurricular provision<br />

and the importance of creativity in today’s society. This year the<br />

National Saturday Club celebrated its tenth anniversary. Club<br />

members also attended an awards ceremony at the institution<br />

of Engineering and Technology where they were awarded their<br />

certificates by Katie Greenyer from Pentland Brands.<br />

It was really good to see such<br />

an enthusiastic uptake from the<br />

students, who produced a 3D model<br />

of a town in which they would like to<br />

live in. The model really stood out at<br />

the show and looked amazing when<br />

displayed in a professional exhibition<br />

space.<br />

It was also a great opportunity for club<br />

members to work collaboratively with<br />

students from other schools across<br />

London. All members displayed<br />

commitment and dedication to give<br />

up their weekends to participate in the club.<br />

Pam Hunt<br />

(Lead Teacher- Saturday Art Club)<br />


UNIQ residential at<br />

Oxford University:<br />

Art History<br />

30th June- 4th July <strong>2019</strong><br />

UNIQ<br />

is an access programme,<br />

which prioritises students<br />

with high grades from backgrounds that are underrepresented<br />

at Oxford and other highly selective<br />

universities. Simran Sidhu who is currently<br />

studying Art at A Level took a leap of faith,<br />

applied for a place on the programme and was<br />

successful. It is clear that the whole process has<br />

raised her confidence and also given her a good<br />

insight into university life at Oxford. She has had<br />

opportunities that have been very valuable and it<br />

was a great experience that allowed her to sample<br />

the variety of resources that the university had to<br />

offer.<br />

Here is her account of the residential at Oxford.<br />

Pam Hunt (Creative Arts –Art)<br />

92<br />

My experience at UNIQ was amazing and I<br />

would definitely recommend it to anyone who plans on<br />

applying to Oxford. I applied for the History of Art course<br />

and I had to write a personal statement as to why I wanted<br />

to study it. UNIQ is designed for students in their first year<br />

of A-Levels to have an insight into what university life is<br />

like for their chosen subject. I arrived on a Sunday where<br />

we were divided into groups according to which college<br />

we were staying at. I was given accommodation at Trinity<br />

College which was in the centre of town and near all the<br />

shops. On the Sunday we were given time to settle in and<br />

get ready for the academic programme of that week. On<br />

Monday we were told to be down for breakfast at 8:00am<br />

and be finished by 9:00 to leave on time. I was taken to<br />

the main building where they teach History of Art and was<br />

introduced to our tutors. We began by carrying out a visual<br />

analysis of a few paintings as a warm up. We were then given<br />

an object or painting to give a presentation about at the<br />

end of the week. The painting I had been assigned was the<br />

‘The Hunt in the Forest’ by Paolo Uccello. Our days were<br />

packed full of workshops related to personal statements,<br />

interviews, the admissions process and finances. On Tuesday<br />

we were taken to the Ashmolean museum and the Pitts River<br />

museum, I really enjoyed this because they were both very<br />

different. The Ashmolean was more traditional and the Pitts<br />

River was more cultural. We also had a chance to see the<br />

objects we had been assigned ‘in the flesh’ and we were able<br />

to gather more information for our presentation. We were<br />

given tours around some of the colleges; some were more<br />

traditional like St John’s and some more modern like Lady<br />

Catherine’s. During the afternoon we visited the library at<br />

St John’s College where we were given the rare chance to<br />

look at and touch books that were over 500 years old. One<br />

of the oldest books we saw was from the 9th century. On<br />

Wednesday we went to the Bodleian Library where scenes<br />

of the Harry Potter films were filmed and then we went to<br />

the UNIQ party. Thursday was our final day when we had<br />

to present our findings. We then attended a final reflection<br />

session and left Oxford University for home.<br />

I really enjoyed my experience there because it was<br />

completely different to how I thought it would be: Oxford was<br />

not so intimidating. UNIQ helped me understand what kind<br />

of applicants Oxford are looking for and whether or not their<br />

style of teaching is something that I liked. I was grateful to<br />

get a place on UNIQ because out of over 6300 applications<br />

I was lucky enough to be one of the chosen 1350. It was an<br />

excellent opportunity that helped me make decisions about<br />

what I wanted to do next. To anyone thinking<br />

of applying to Oxford in the future UNIQ is<br />

something I highly recommend. It was fun to<br />

meet people from all over the UK who share<br />

the same interests as me.<br />

Simran Sidhu (year 12)

I got to learn multiple<br />

different art forms and to<br />

create products of my own<br />

during the UAL Insights<br />

Programme. At CSM, on<br />

the first day we designed<br />

architectural structures<br />

in teams using bamboo<br />

sticks which we then<br />

covered in tissue paper<br />

and plastic wrap to create<br />

a product. My group made<br />

an abstract chair.<br />

At CCA, we got to explore<br />

a range of art forms over<br />

a 2 day period leading to<br />

us choosing our preferred<br />

one. On the 3rd and 4th day<br />

I focused on the internal<br />

and special design task as<br />

it was the most interesting<br />

topic which allowed me<br />

to understand more about<br />

internal design. This will<br />

be helpful in the future<br />

when I study architectural<br />

design.<br />

Samir Lund (year 12)<br />

The UAL Insights initiative is a University<br />

outreach programme offering young people access<br />

to colleges offering creative qualifications to preuniversity<br />

advice and guidance. Insights consists of<br />

three activities for students aged 16+ spread over a<br />

series of Spring, Summer and Autumn / Winter Schools.<br />

Four of our A Level Art students made applications and<br />

successfully gained places on the Autumn, Spring and<br />

Summer Insights programme. They programme and have<br />

attended a range of UAL institutions including; London<br />

College of Fashion, Central St Martin’s, Camberwell,<br />

Chelsea and Wimbledon College. In addition, year<br />

13 students attended portfolio and workshop based<br />

sessions giving up their time on weekends as well<br />

as weekdays. It has really helped students boosting<br />

their independence and confidence, developing<br />

problem solving and creative thinking skills and<br />

preparing them for their future studies and work<br />

in the creative industries.<br />

Pam Hunt (Creative Arts-Art)<br />

Going to UAL was an exciting experience as we met new<br />

people and explored the different arts together. It gave me an<br />

understanding of different art careers would be and helped me<br />

to narrow down preferences whilst giving me a sense of how<br />

universities structure their teaching.<br />

Sophiyaa Pawar (year 12)<br />

I found my time at UAL very informative. It gave me an insight<br />

into both architecture and interior design and helped me<br />

understand how to boost my independence whilst becoming<br />

more confident in expressing my ideas. I was really proud of<br />

what I made as it was structured and had clean straight lines.<br />

Alisha Sidhu (year 12)<br />

I really enjoyed the opportunity to meet creative people who<br />

enjoy Art. It helped me learn about the options I could follow<br />

at university. Camberwell had some really good facilities that<br />

I was able to use and I enjoyed the experience very much.<br />

Sureesha Bhangu (year 12)<br />

Insights<br />

Programme<br />

2018-<strong>2019</strong><br />

My CSM<br />

Summer<br />

Insight<br />

experience<br />

During the Insights<br />

programme I got to<br />

experience what an<br />

architecture student at CSM<br />

would do. I also learnt about<br />

the many restrictions that<br />

apply as an architect, for<br />

example, creative limitations<br />

set by the client’s needs<br />

and wants. This experience<br />

allowed me to learn new ways<br />

of expressing my creativity<br />

and taught me methods to<br />

resolve issues. The best part<br />

of the Insights programme<br />

was experiencing the life of<br />

a trainee architect.<br />

On the second day I got to<br />

view the portfolios of two<br />

trainee architect students,<br />

one who had recently<br />

completed their first year<br />

and the other who had<br />

graduated in their final year.<br />

By looking at the portfolios, I<br />

got to understand the process<br />

of meeting the client’s needs<br />

when designing something<br />

very creative.<br />

I had assumed the Summer<br />

session was going to be<br />

similar to the Spring one<br />

where we would be creating<br />

products, but during the<br />

week, we experienced the<br />

many aspects of architecture<br />

which are vital for an<br />

architect to learn for the<br />

future. For example we<br />

learnt about product<br />

design, graphic design, and<br />

approaches to research about<br />

a client’s project. I learnt<br />

about the different art forms<br />

that combine together to<br />

make an architect’s plan and<br />

how this could be included in<br />

my portfolio.<br />

I worked in a team on an<br />

architectural brief where<br />

we designed enclosures for<br />

animals at London Zoo. It<br />

was fun and unexpected<br />

because I used more problem<br />

solving skills than I thought<br />

were involved in architecture.<br />

Samir Lund (year 12)<br />


Young Writers’<br />

National Poetry Competition<br />

The<br />

Young Writers’ Poetry<br />

competition is an annual<br />

February <strong>2019</strong><br />

94<br />

She<br />

Ria Dhaliwal (year 9)<br />

Alone<br />

She will never be<br />

Burdened with her dreams<br />

because she can’t be she<br />

without<br />

He.<br />

Weak, she may be,<br />

but she carries on and<br />

remembers to<br />

breathe<br />

because she’s just a<br />

Wo-man<br />

And that is all she’ll ever be,<br />

but she knows,<br />

She doesn’t need Prince<br />

Charming to satisfy her needs,<br />

She can do it on her<br />

Own.<br />

But then she realises her whole<br />

life is a lie,<br />

From the day she was born to<br />

the day she dies.<br />

They told her she was the same<br />

as him,<br />

But now she knows the truth<br />

was grim.<br />

Why did he run like a girl?<br />

Why did he cry like a girl?<br />

Why was she a girl?<br />

Why was it an insult to be a girl?<br />

S-he is still a<br />

Wo-man<br />

a Fe-male<br />

a Hu-man<br />

and her best kept secret?<br />

A per-son.<br />

competition. <strong>Cranford</strong> students<br />

participate each year creating some<br />

very thought provoking poetry. This<br />

year the title given was ‘Poetry Escape’<br />

and students were asked to write a<br />

poem based on the idea of escape.<br />

We had a number of successful<br />

entries which were also selected to<br />

be printed in an anthology, along<br />

with works by students in other<br />

schools across the country. These<br />

poems are heart-felt and powerful.<br />

Here are just a sample of the work of<br />

our amazing <strong>Cranford</strong> poets.<br />

Sahrish Shaikh (English Department)<br />

School<br />

Aleeza Akhtar (year 7)<br />

The raging heat of boredom,<br />

The pouring words of wisdom.<br />

I start to suffocate,<br />

I just want to escape.<br />

I lean back in my chair,<br />

And give no sight of care,<br />

As I close my eyelids tight,<br />

And shut out all the light.<br />

My mind starts to whirl,<br />

As a brand-new world unfurls,<br />

With long, outstretched<br />

meadows,<br />

And smells that tingle in my<br />

nose.<br />

I run across the grass,<br />

I am no longer in class,<br />

As my hair blows in the wind,<br />

And I seem undisciplined.<br />

But as I fall down on my back,<br />

I feel a little tap,<br />

I open up my eyes,<br />

And am met with surprise.<br />

I am back inside my<br />

classroom,<br />

And am stuck in eternal doom,<br />

The lesson drags on and on,<br />

My secret world has gone.<br />

Cassowary<br />

Ahoura Bakhtiari (year 11)<br />

Dear fledgling,<br />

Yours eyes bestow on<br />

themselves,<br />

The image of casts of<br />

Falcons,<br />

Soaring high by the twelves.<br />

Their ethereal pinions<br />

gliding,<br />

Ever so weightless,<br />

Whilst you’re on the<br />

mangroves trail-riding.<br />

As flurries of cool-hitting<br />

gusts,<br />

Whisk against their silken<br />

feathers,<br />

Like black velvet sweeping<br />

across the peripheries of<br />

heaven.<br />

You’re enmeshed in the lowlying<br />

marshes,<br />

Glancing up at the so called<br />

‘cream of the crop’,<br />

Knowing that you will never<br />

embody,<br />

What they epitomize.<br />

Although,<br />

Your first glimpses of the<br />

world,<br />

Entail the pressures of<br />

censorious bird society-<br />

Don’t be dismayed.<br />

You don’t have to fly to the<br />

midst of the stratosphere,<br />

To know what breathing<br />

feels like.<br />

You don’t have to live the<br />

role of the falcon,<br />

To feel sentient to life.<br />

Just because your name<br />

isn’t as illustrious as some,<br />

Doesn’t mean you can’t<br />

clutch the world in your<br />

claws.<br />

Hitherto, no bird knows of<br />

the name ‘Cassowary’,<br />

But someday they shall.

The Boy Who Never Returned...<br />

Kavleen Arora (year 10)<br />

My Pride<br />

Inaaya Mir (year 7)<br />

Shops surround me,<br />

Spotlights beam down on short dresses and crop tops.<br />

Many eyes stare at me like a hawk querying its prey.<br />

I am covered head to toe in navy blue,<br />

Not a sight of bare skin in full view.<br />

They look at me as if I am restricting myself.<br />

Yet I am freer with who I am,<br />

and I feel freer than they could be themselves.<br />

It is not just a cloth wrapped around my head,<br />

It is a symbol of faith, and reliance on God.<br />

I wear my hijab with pride as though it’s my crown,<br />

and never shall I let anyone put me down.<br />

I am not oppressed, and neither am I depressed,<br />

I am honoured in my home and my community.<br />

I am a jewel in my father’s crown which is<br />

adorned with pride.<br />

Being a Muslim I have witnessed that women<br />

are treated with the utmost love and respect.;<br />

My home is an example of this as my mother and<br />

sister too also reflect.<br />

I have heard the silent whispers of others,<br />

“Why does she wear it?”, they say.<br />

I will be recognised through my intelligence<br />

not my beauty, as that is why it is hidden beneath.<br />

It is calming and purifying to the heart and soul,<br />

As this feeling is like no other.<br />

Only some are truly blessed,<br />

To believe in this wonderful concept.<br />

He was the sort of boy<br />

Quiet<br />

Shy<br />

Introvert<br />

While the sun beamed down upon his face<br />

He felt no light<br />

No hope<br />

He was internally dead<br />

Done fighting a heavy battle<br />

Picking himself up after being shattered<br />

Knocked down<br />

It’s time to end this<br />

He thought<br />

Into his bedroom he went<br />

With a bottle of disinfectant<br />

Palpitating<br />

Alas, he never returned<br />

So, what if he was gay?<br />

Being told he was not normal<br />

Insane<br />

Demented<br />

Following the devil’s way<br />

Not being accepted by society<br />

Family<br />

Friends<br />

I don’t belong here<br />

He used to say<br />

Bullied and targeted<br />

Enough was enough<br />

Why does our society have to discriminate?<br />

Why not join?<br />

Rather than fight against each other<br />

As if we’re enemies<br />

Break down all social barriers<br />

All pathetic stereotypes<br />

Suicide being committed every single day<br />

Blades slicing skin<br />

Releasing all the pain that one has kept<br />

within<br />

One is not here<br />

One is dead<br />

But what can we do to prevent ‘one’ from<br />

vanishing no more?<br />

No more discrimination<br />

Repair society’s thoughts and needs<br />

Together we will all consolidate<br />

Make a change<br />

We are so different<br />

Yet so similar<br />

We are all human<br />

We are one<br />

Do you know the similarity?<br />

Humanity.<br />

This is me,<br />

This is who I am.<br />

Live and let live every moment to the best you can.<br />


On Thursday 10th January <strong>2019</strong> the History<br />

Department organised an educational trip to<br />

the exhibition Anglo-Saxon Kingdoms: Art,<br />

Word & War at the British Library in London.<br />

The exhibition provided a once-in-a-lifetime<br />

opportunity to see some of the relics of the Anglo-<br />

Saxon age which are rarely put on national display.<br />

It gave a unique insight into Anglo-Saxon people,<br />

their culture and literature with a fascinating array<br />

of religious texts, artefacts, swords and objects<br />

from before the year 1000 as well as both copies<br />

of the early Norman Domesday Book.<br />

Never again in our lifetime will as large a collection<br />

of Anglo-Saxon history artefacts be collated for<br />

public display in one place. The collection was<br />

donated to The British Library for a limited time<br />

only, from private and public collections from<br />

across Europe.<br />

The St. Cuthbert Gospel is the oldest existing<br />

covered Bible in existence and was written in the<br />

early 7th or 8th century at Wearmouth-Jarrow. It is<br />

the oldest European book with an original, intact<br />

cover and binding. The red goatskin cover reflects<br />

Christian imagery from the Eastern Mediterranean. The book was found in 1104, lying at the head of<br />

Cuthbert who died in 687, when the Saint’s coffin was opened at Durham Cathedral.<br />

The Alfred Jewel was found in 1693, a few miles from King Alfred the Greats’ fortress at Athelney in<br />

Somerset. It is inscribed with the Anglo-Saxon for ‘Alfred ordered me to be made’. It is likely that it was<br />

the handle for a small pointing rod which would help with following and reading religious texts.<br />

Possibly the most transfixing of all of the artefacts, was the Sutton-Hoo Great Gold Belt Buckle, a solid<br />

gold belt buckle, made in the early 600s and almost 6-inches long. This was found as part of the burial<br />

mound excavated at Sutton-Hoo in 1938-1939.<br />

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

Year 12 British Library trip<br />

“Willkommen” to the Modern World Languages Department<br />

Backe<br />

backe<br />

Kuchen<br />

Over Christmas, our year 7 and year 8<br />

students studying German got busy baking<br />

typical German biscuits. They even had<br />

to follow a recipe in German. The results<br />

looked amazing and tasted as good as they<br />

looked. The students took the recipes home<br />

to make the biscuits in their own kitchens and<br />

sent us photos as evidence. Their baking they<br />

shared with their families over the Christmas<br />

period, a tradition which is very much part of<br />

the German Christmas festivities.<br />

96<br />

Alexandra Manole (Head of German Department)

“Great tours, amazing accommodation<br />

and even better memories, would be the<br />

three ways I describe the Spain trip. It<br />

created bonds between people who had<br />

never talked before and created friendly<br />

yet intense UNO wars”.<br />

Sean Udott, (year 10)<br />

trip<br />

Barcelona<br />

At<br />

<strong>Cranford</strong> we believe that it is important<br />

to teach children both language and<br />

culture. We do this in class but there is nothing<br />

better than exposing the children to the culture<br />

of the language they learn in ‘real life’. This<br />

builds connection and, in turn, connection<br />

builds passion for the language. So on Tuesday<br />

28th May <strong>2019</strong>, Ms Manole and I took 20<br />

students from year 9 and 10 to Barcelona.<br />

We live in a world that is increasingly placing<br />

more and more importance on languages and<br />

global mentalities. We wanted our students<br />

to broaden their horizons<br />

through exposure to<br />

different countries and<br />

cultures. This provides<br />

them with a great start to<br />

their working lives and<br />

allows them to experience<br />

the wide world around<br />

them.<br />

The trip to Spain was a wonderful<br />

opportunity to immerse ourselves<br />

in Spanish culture. We visited<br />

many famous locations such as:<br />

Camp Nou, Parque Guell, La<br />

Sagrada Familia, Casa Batllo<br />

and Las Ramblas. Personally, I<br />

thought that La Sagrada Familia<br />

was the best part of the trip, by<br />

far. La Sagrada Familia is a<br />

church in the centre of Barcelona<br />

that was designed by the famous<br />

Spanish architect, Antoni Gaudi.<br />

The church is nearly 200 metres<br />

high and has stunning stained<br />

glass windows that cast beautiful<br />

colours across the church. It was<br />

an amazing experience because<br />

of how it contrasted with most<br />

traditional, dark Gothic Catholic<br />

Milton Ferreira<br />

(Modern World Languages<br />

Department)<br />

churches. La Sagrada Familia was brightly<br />

lit and covered in statues and Christian<br />

imagery. We also got to appreciate amazing<br />

views across the city as we went high up<br />

above the city to visit Parque Guell and a<br />

castle used in the Spanish civil war. I don’t<br />

think a review of the Barcelona trip would<br />

be complete without describing the evening<br />

activities when we came back to the hostel<br />

exhausted after a long day. In the<br />

evening around ten of us would<br />

gather in the lounge and play<br />

UNO with Ms Manole and Mr<br />

Ferreira; our games were very<br />

competitive with lots of yelling<br />

and screaming as everyone<br />

ganged up on Mr Ferreira.<br />

Overall, it was an amazing trip<br />

that gave us a break from the<br />

pressure of GCSEs and it was<br />

very satisfying to make sure Mr<br />

Ferreira never won a game of<br />

UNO.<br />

Alex Hickey (year 10)<br />

“Overall, in my opinion the trip was great fun. The first day we did not waste any time and got to see many great sights<br />

around Barcelona which were extremely beautiful. It was a great spot to take photographs. The trip was well organised<br />

and allowed us to fully engage with Spanish culture and witness it first-hand. The stadium<br />

was a good visit and an exciting one with an amazing opportunity to go inside<br />

and have a look at the trophies and changing rooms. The tour of the Sagrada<br />

Familia was a great addition as it allowed us to understand the history of<br />

the building better and to increase our knowledge on the importance of the<br />

cathedral to Spain. The trip in short was extremely enjoyable and exciting<br />

and it was also very memorable. This is a trip that I will never forget”.<br />

Ibrahim Musadiq (year 10)<br />


The Village<br />

Theatre Royal Stratford East<br />

On<br />

Thursday 20th Septemebr 2018, the<br />

year 13 A Level Drama group attended<br />

the newly refurbished Theatre Royal Stratford<br />

East to see director Nadia Fall’s inaugural<br />

production of “The Village”, a compelling<br />

play thrumming with moral power; filled with<br />

themes of corruption, female empowerment,<br />

unconditional love and casteism. Nadia Fall<br />

masterfully directs the production, adhering<br />

closely to Joan Littlewood’s policy of politically<br />

engaged theatre, with satirical caricature<br />

characters who promote a moral message.<br />

The story, adapted from Lope de Vega’s<br />

‘Fuenteovejuna’ is taken to ‘Sahaspur’<br />

a rural community in India. The idea<br />

of ‘sahas’ meaning bravery is certainly<br />

something that is established when a<br />

corrupt Inspector called Gangwar (Art<br />

Malik) along with two other inspectors<br />

(Arian Nik and Ragewan Vasan) who<br />

are also serial rapists enter the village<br />

with their preeing eyes on Jyoti (Anya<br />

Chalotra). When the inspector finds<br />

out that Jyoti is married to a Muslim<br />

man named Farooq (Scot Karim) all<br />

sorts of ordeals arise. The play clearly<br />

explores social politics, racism, the<br />

rivalry between political leaders and<br />

the endemic impact it can have- all<br />

issues that are still relevant today to<br />

both young and old.<br />

Throughout the performance there are many references to infamous modern events, for example; the name<br />

‘Jyoti’ also being the name of the victim of the recent Delhi gang rape and numerous references to President<br />

Trump and the #MeToo agenda, issues that are highly relevant to and have an impact on members of an<br />

audience of any age.<br />

Juhi Kumra (A level Drama student year 13)<br />


Gala Dinner<br />

Kevin Prunty, Executive Headteacher, gave the opening speech<br />

at Hounslow’s Promise’s first ever Gala Dinner on Wednesday<br />

17th July <strong>2019</strong>. Hounslow’s Promise is the prestigious<br />

organisation co-founded by <strong>Cranford</strong> Community College<br />

and Seema Malhotra MP in order to support local young<br />

people towards a bright and successful future. The glamorous<br />

event celebrated the programmes run by Hounslow’s Promise<br />

as well as its new official status as a charity.<br />

The evening started with a stunning performance from<br />

Hounslow Student Abi Sowery followed by Kevin Prunty’s<br />

welcome speech. The evening was a mix of speeches and<br />

entertainment including beautiful singing by <strong>Cranford</strong>’s very<br />

own multi-talented student Aria Cundall.<br />

Highlights of the evening also included the keynote speech by<br />

special guest Lord David Blunkett and heartfelt messages of<br />

support from London Mayor Sadiq Khan and US General Colin<br />

Powell of America’s Promise. Lord Blunkett is a passionate<br />

advocate of active citizenship and civic engagement and gave<br />

inspirational advice to the younger generations who face<br />

unprecedented challenges in today’s world.<br />

Eight young people from <strong>Cranford</strong> Community College were<br />

recruited to act as Hounslow’s Promise Ambassadors and<br />

ensured the smooth running of this high profile event. They<br />

greeted the guests and made sure everyone had a good<br />

time. The evening also raised funds for the charity’s future<br />

programmes through donations and an auction with some<br />

amazing prizes. Over 300 people from the world of business,<br />

politics, education, local community associations as well as<br />

the press attended and bid generously for the prizes on offer.<br />

It was a highly successful and most enjoyable evening and<br />

one which will no doubt be repeated.<br />

Veronique Gerber (Associate Headteacher)<br />


Sixth Form<br />

Committees<br />

2018-<strong>2019</strong><br />

This<br />

year saw the emergence of the sixth form committees,<br />

I returned from maternity leave to find that each week a<br />

group of Year 12 enthusiastic, energetic visionaries had been meeting every<br />

week. Each student had an idea they wanted to develop and engage the rest<br />

of the sixth form and school with. We decided to create four structured<br />

committees, each with core aims for what they wanted to achieve this year.<br />

STEM<br />

The STEM committee is led by Ria Kalia who has since<br />

been appointed Deputy Head Girl.<br />

“We, the STEM (Science, Technology, Engineering, and<br />

Mathematics) committee, have been working together<br />

this year for the main purpose of bringing excitement to<br />

STEM learning. We’ve been working with year 7 tutor<br />

groups to spread the enjoyment of maths and science<br />

while working closely with the science department so<br />

that we can bring these opportunities to all year groups<br />

next year. Our aim is to show a different side of STEM<br />

from the usual classroom setting, where students can partake in fun practicals<br />

and exciting challenges they haven’t done before”.<br />

Arts and Culture<br />

The Arts and Culture committee is led by Maisie Mullen<br />

and Ajeet Khela, both very experienced ambassadors<br />

of the Arts and keen to raise the profile of the Arts at<br />

<strong>Cranford</strong>. Nabeeha Ali, our newly appointed Deputy<br />

Head Girl, will be working with Maisie and taking the<br />

lead in the new academic year.<br />

“Being part of the arts and culture committee since the<br />

start of year 12 has truly been a pleasure. We are all<br />

so grateful to be able to create an environment which<br />

fosters friendships and most importantly, confidence.<br />

We were successful in creating after school extra-curricular activities such<br />

as drama and dance clubs. Every member of these clubs was incredibly<br />

hard working and dedicated. They attended the sessions with the aim of<br />

preparing an act for an event that we will be performing in October. In the<br />

new academic year, we hope to take part and create<br />

small as well as large scale productions. The main<br />

aim of this committee is to enrich the arts at <strong>Cranford</strong><br />

and also give the opportunity for all students to create<br />

unforgettable memories and bonds”.<br />

Sports<br />

The Sports committee is led by Prabhleen Ghattoray<br />

who was keen to start up Sixth Form sports teams and<br />

support Key Stage 3 inter-forms. As she steps into her<br />

role as Head Girl and oversees the committees and<br />

prefect teams, Aya Sadouki, Deputy Head Girl, will<br />

lead the committee from now on.<br />

“Having been given the opportunity to lead one of the first sixth form<br />

committees has been an invaluable experience. I believe that as a group we<br />


have developed a strong bond. This has made my role very enjoyable due to the fact that we have a great<br />

team working together. The new ideas brought to the committee have been valued and taken on board<br />

which has given us a great sense of achievement and ultimately we are privileged to represent both our<br />

year group and sports. Our core aims are :<br />

• To encourage more Sixth Formers to take an active<br />

part in extra-curricular sports.<br />

• To broaden the offer of extra-curricular sports for<br />

the sixth form.<br />

• To run more sports events for younger students.<br />

As a sports committee, we encouraged more year 12<br />

students to participate in sport by setting up a sixth form<br />

rounders club, basketball club and netball club.<br />

Development of Leaders<br />

My role as the sports committee leader has been important to me as it has<br />

enabled me to develop transferable skills in leadership, time - management,<br />

team work and communication. For example, talking to the year group and<br />

listening to their views and ideas on expanding sports has enabled us as a<br />

committee to put these ideas forward and so be the students’ voice. These<br />

skills I have acquired will be very helpful for me at University as well as<br />

everyday life when working with different people from all backgrounds”.<br />

Charities<br />

The Charities committee was led in earnest by Serena<br />

Lola who has been passionate about reinvigorating<br />

the sixth formers’ engagement with charities and also<br />

working with Key Stage 3 and 4 students. This has been<br />

one of the most successful committees this year with the<br />

Vicarage Farm Care Home partnership and the Charities<br />

fund raising event in July. The new academic year will<br />

see Sukhjinder Padda, Deputy Head Boy, take the reins.<br />

Charities Fund Raising Afternoon<br />

On Friday 12th July <strong>2019</strong> students in year 12 organised a ‘Charities Afternoon.<br />

Each tutor group chose a charity to support and worked as a team to raise<br />

money through their own unique stalls. We had everything from virgin mojitos<br />

and cupcake sales to shoot the hoop, sponge the teacher<br />

and lucky dips. The samosa stall went down a storm and<br />

Ms Green’s tutor group ran out of sweets so quickly<br />

they did a quick deal with the canteen to sell chips and<br />

ended up raising the most amount of money in the year<br />

group. The event was a real success as we raised £635<br />

for charity in only 25 minutes, the atmosphere was<br />

amazing, the sun shone, the music played and everyone<br />

got into the spirit of the afternoon raising funds for very<br />

good causes at the same time.<br />

Sharandeep Saroya<br />

(Post 16 – School Improvement Team)<br />


Vicarage Farm Care Home<br />

Working in the<br />

Community<br />

Over<br />

the Summer term the year 12<br />

Charities committee decided to<br />

establish positive relationships with members<br />

of the local community. They visited Vicarage<br />

Farm Care Home to run activities for their<br />

residents. In addition, they wanted to engage<br />

the lower school in charitable activities. So<br />

five year 9 students; Keziah Carvello, Mahwish<br />

Khan, Neha Khendria, Maryam Moeen and<br />

Maleka Yonesi and five year 12 students;<br />

Sajneet Bagga, Serena Lola, Harsimar Madan,<br />

Amrit Rai and Ajay Turner, spent time at the<br />

nursing home every Wednesday afternoon for<br />

five weeks accompanied by Ms Saroya.<br />

Students spent the first week getting to know<br />

their allocated resident. In the following weeks they used talking cards to get<br />

to know them better, painted and played games together. In the final week the<br />

students hosted an afternoon tea party for the residents and their carers. It was a<br />

beautiful sunny afternoon in the Memorial Garden accompanied by the mellow<br />

sounds of Jazz. There was an emotional end to the day as each student presented each resident<br />

with a present of a personalised collage of the time they had together and what they learnt about the<br />

residents. As they bid farewell to each other there were tears from residents and students alike who enjoyed<br />

new friendships.<br />

Sharandeep Saroya (Post 16 – School Improvement Team)<br />

“My school provided me with an opportunity to get to know older<br />

people living in a care home. My experience was a mixture of<br />

happiness and sadness. The person I was given the chance to befriend<br />

was John Barnes. He was really quiet and was hard to speak to. He was suffering with<br />

dementia. However, I managed to learn about his personal life. He was a famous saxophone<br />

player and used to be in a band. He taught young children as well. His wife used to live in<br />

the same care home and they used to share a funny love-hate relationship. I was really happy<br />

when he started opening up to me. However I was sad that it was hard for him to talk about<br />

his past. We did different activities each week like playing games, painting, questions and<br />

answers. This bought us closer and helped us to be more at ease with each other. The last<br />

week, we held a tea party for the residents. It was fun and we gave them gifts of a collage of<br />

their lives. It was very emotional as it was our last day with them. It was a really amazing<br />

experience and I am really grateful to have had this opportunity which I will never forget”.<br />

102<br />

Harsimar Madan (year 12)

“Our objectives as a Charity committee<br />

were to narrow the gap between the<br />

young and older generation. I can<br />

proudly say that we achieved this in<br />

just one term. 10 students made it<br />

possible to achieve this goal. At the<br />

beginning, I was nervous about going<br />

to the care home because it was a new<br />

environment and we had to meet new<br />

people. My experience was beautiful<br />

because I had Bill. He was fantastic<br />

and his perspective on life was so<br />

positive, even though his health didn’t<br />

help him. Getting to know him over the<br />

last 6 weeks made me realise that it is<br />

important to take a break and enjoy<br />

life. At the care home we did various<br />

activities such as playing chess and<br />

painting. It helped us connect with<br />

the elderly people and learn more<br />

about their aspirations and dreams.<br />

Bill made this journey very beautiful,<br />

he became my friend and he was<br />

always happy to see us but sad when<br />

we went back home. We surprised the<br />

care home people with an invite to a<br />

surprise afternoon tea party, where<br />

they came to <strong>Cranford</strong>. We gave the<br />

elderly people a present that we made<br />

ourselves by collecting the personal<br />

things that we had talked about. We<br />

presented them with a collage of their<br />

past memories or the things that they<br />

liked and they felt loved and cared for.<br />

This experience was really close to my<br />

heart because we made some lovely<br />

memories with the elderly people from<br />

Vicarage Farm and it helped me to see<br />

life from a different perspective”.<br />

“Being a member of the Charity committee has really made me realise that it<br />

doesn’t matter what age we are; we can make a difference. One of the aims of<br />

the Charity committee was to build a strong relationship with the community<br />

so we decided to volunteer with our local care home for six weeks. There were<br />

10 of us plus Ms Saroya who gained the amazing opportunity to talk with the<br />

old people in Vicarage farm care home. Each individual had their allocated<br />

elderly person, I was paired up with a woman called Joan who was just such<br />

a cheerful and happy individual despite all the difficulties she had endured in<br />

her life. As the weeks went by, I discovered so many wonderful things<br />

about her for instance: her favourite book was<br />

Wuthering Heights, her favourite colour was<br />

blue and she loves singing. During these 6<br />

weeks we got to take part in different activities<br />

such as painting, playing games and getting to<br />

know them. I enjoyed this experience immensely<br />

because it was so nice talking to the people and<br />

seeing their faces light up. At the end of the 6<br />

weeks we got to host them at a tea party. As a<br />

small gesture for our elderly person we created a<br />

collage to commemorate our time with them. Some<br />

were photos that Ms Saroya took during our visits<br />

to Vicarage Farm Care Home and others were<br />

things we found out that our elderly person liked. I<br />

personally, loved this experience so much because<br />

it allowed me to spend time with the elderly<br />

and gave me memories I would never forget:<br />

In in particular<br />

it allowed me to<br />

appreciate life and<br />

the importance of<br />

communication in<br />

this very technically<br />

advanced world<br />

where it is so rare<br />

to cherish a good<br />

conversation”.<br />

Amrit Rai (year 12)<br />

Sajneet Bagga (year 12)<br />


Hounslow<br />

Citizen Scheme<br />

After a gap year last<br />

year, the Hounslow’s<br />

Citizen Scheme returned<br />

to <strong>Cranford</strong>. Formerly<br />

known as the Junior<br />

Citizen scheme, Hounslow<br />

Citizen saw nearly 3,000<br />

Year 6 children from<br />

thirty-four Hounslow’s<br />

primary schools come to<br />

<strong>Cranford</strong> for the day over<br />

a two-week period in June.<br />

The programme aims to<br />

help young people make<br />

the right choices and the<br />

theme is ‘Think Smart’.<br />

<strong>Cranford</strong> commissioned a<br />

song on the chosen theme from the Heston West Big Local music<br />

workshop which was written and performed by young people from<br />

the local area. A video was made which together with the lyrics was<br />

sent to all the primary schools with a request to learn the song by<br />

heart. Every day at the end of lunch, the children sang that song<br />

together in the <strong>Cranford</strong> SuperDome.<br />

This<br />

Summer, Creative<br />

Spaces London<br />

teamed up with Heston West Big<br />

Local, <strong>Cranford</strong> Music School<br />

and Heifer Productions to deliver<br />

5 weeks of Creative and Well<br />

Being activities.<br />

With the help of <strong>Cranford</strong><br />

Community College and<br />

Hounslow Council we were<br />

able to offer over 1000 places<br />

to children and young people<br />

plus many more opportunities<br />

Summer<br />

School<br />

<strong>2019</strong><br />

The Hounslow Citizen’s Scheme is a joint initiative between<br />

<strong>Cranford</strong> Community College, the Met Police, London Borough of<br />

Hounslow and Hounslow Highways. A typical day is divided up into<br />

12 workshop sessions run by the Met Police, Fire Brigade, Hounslow<br />

Highways, Brentford FC Community Trust and the RNLI. The focus<br />

this year was on knife crime and the dangers of carrying knives. The<br />

Met Police and LBH commissioned the Heston West Big Local Film<br />

Production Unit to make three short films written and performed by<br />

local young people on the dangers of carrying a knife. The video was<br />

then used to stimulate a discussion with the children.<br />

The scheme would not have been such a huge success without the<br />

help of the <strong>Cranford</strong> Ambassadors. Seventy-two year 7 and 8 students<br />

helped to ensure the event ran smoothly and were a great credit to<br />

the school. The feedback from the primary schools and scenario<br />

providers was amazing with teachers seeking me out to tell me how<br />

wonderful, welcoming and helpful they thought our students had<br />

been. I particularly would like to thank Sanjay Suresh who became<br />

my unofficial assistant. Every morning at 8.30 he would round up<br />

the Ambassadors for their briefing and if there were any absences<br />

he would sort out a replacement.<br />

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


for young volunteers, junior facilitators and parent<br />

helpers to get involved.<br />

Our theme this year is all about ‘Growth’ and our<br />

specially designed workshops give participants<br />

the opportunity to explore their creativity and<br />

what keeps them ‘well’. We learn through play,<br />

drama, arts, music, relaxations, crafts, cooking,<br />

conversations and even a bit of gardening.<br />

Projects like these are full of fun and memory<br />

making, however the impact they have should not be<br />

underestimated. They offer families opportunities<br />

to spend time in safe and creative environments<br />

where children can learn, play and meet others from<br />

their communities. Activities are tailor made to help<br />

build confidence, improve wellness, vocabulary and<br />

social skills whilst being just the right amount of<br />

messy and fun.<br />

One of the music projects aims to create an original<br />

song for the One World Marathon initiative to be<br />

premiered in October <strong>2019</strong> when the “World Comes<br />

to <strong>Cranford</strong>”.<br />

All this takes place in and around the wonderful<br />

<strong>Cranford</strong> Community College (aside from the odd<br />

trip to one of the many fabulous local green spaces).<br />

Rachel Doherty (Creative Spaces London)<br />


Bringing the World Together Through Sport<br />

Together with ‘One World Strong’, <strong>Cranford</strong> Community College has been leading<br />

a global initiative called One World Marathon which aims are to encourage<br />

teams that represent multiple continents, countries, and cultures. They hope to<br />

inspire people to see the benefits of working together as a global community and<br />

encourage others to develop similar projects. The One World Marathon (OWM) is bringing people together<br />

from around the world to achieve a common which is to complete 26.2 miles not as an individual but as a<br />

team. How you complete the distance is entirely up to you. You can walk it, run it, roll it, push it or even<br />

dance it. One group in the US completed this distance by line dancing and here at <strong>Cranford</strong> a group of<br />

under 12s completed the 26.2 miles dressed as superheroes. The inaugural event took place in April <strong>2019</strong><br />

and started on a Friday with the Dead Sea marathon and ended when the last runner crossed the marathon<br />

line in Boston on the following Monday. Despite lots of challenges we managed to get over 7000 people<br />

to participate in 63 different countries.<br />

A big thank you to all our students who helped to establish the OWM through taking part in international<br />

video conferences including one at the US Embassy and attending the OWM launch event at the UK<br />

Parliament.<br />

Buoyed by the success of the first OWM we are planning a second event in October <strong>2019</strong>. This will start on<br />

Friday 4th October <strong>2019</strong> in Amman, Jordan, and will again kick-off a team based global marathon focused<br />

on youth coming together across the globe. On Tuesday 8th October <strong>2019</strong>, the OWM will conclude at<br />

<strong>Cranford</strong> Community College in Hounslow. The OWM will end with an event for primary children called<br />

‘The World Comes to <strong>Cranford</strong>’ where we aim to get a child from every country in the world to participate by<br />

joining together in teams of 26 to complete<br />

the 26.2 miles. We know we have children<br />

from around 120 countries in Hounslow<br />

schools and the search is on to find a child<br />

from the other 70 countries. There will be<br />

over 500 children participating and their<br />

event will start with some multi-sport<br />

activities in the <strong>Cranford</strong> SuperDome<br />

and culminate with running / walking the<br />

perimeter of our playing fields.<br />

For more information about the project<br />

please visit www.oneworldmarathon.org<br />

Alan Fraser (Assistant Headteacher – Director<br />

of Community Partnerships)<br />


Community Garden Project <strong>2019</strong>-2020<br />

What<br />

do you do with a piece of land which needs rejuvenating? The answer<br />

is turn it into a community garden. In March <strong>2019</strong> about 40 people<br />

from the community and the school’s environment group got together to start clearing<br />

the old conservation area. In addition we asked local people to think about what they<br />

would like to see in the garden and over lunch they presented their ideas. We<br />

then shared their ideas with Wendy Stokes, the professional garden designer<br />

who created our Memorial Garden, who came up with the plan you can see<br />

bellow. The garden will be used by schools during the day in term time and open<br />

to the community on Summer evenings, weekends and holidays.<br />

The key features of the garden will be the sunken amphitheatre for performances<br />

and the café which will be staffed by volunteers. A resident theatre group<br />

will be developed with a summer programme of performances and activities.<br />

The garden will be run by a group of volunteers under the stewardship of<br />

Nida Akram, local resident and former student of <strong>Cranford</strong>.<br />

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

On<br />

Trip to<br />

Foyles<br />

Bookshop<br />

Monday 22nd July <strong>2019</strong>, I was delighted to<br />

take 20 students on a very special trip into<br />

London. To recognise all the lovely contributions,<br />

participation and achievements in the Library,<br />

student volunteers were given a VIP invite to join<br />

me on a shopping spree to Foyles. <strong>Cranford</strong> now<br />

has a longstanding relationship with the bookstore’s<br />

flagship branch on Charing Cross Road and this has<br />

become something of a tradition. It is a joy for me<br />

to give students the opportunity to select resources<br />

for the Library as students have invested so much of<br />

their time helping in the Resource Centre. Students<br />

were all given an allowance and then sent off to<br />

explore the wonderful resources across the 5 floors.<br />

For some students it was their first opportunity to<br />

travel into London and to be given the responsibility<br />

of buying books for school. I was amazed at the<br />

wonderful array of books students chose: classics,<br />

graphic novels, Greek mythology, cooking books<br />

and many more. The Library staff will work very<br />

hard over the coming months to ensure all these<br />

new books are readily available. Once we were<br />

finished, we walked past Leicester Square through<br />

to Trafalgar Square, down to Great Scotland Yard<br />

and then walked across Embankment Bridge. We<br />

arrived on the Southbank and into Jubilee Gardens<br />

were we enjoyed a lovely picnic under the gigantic<br />

London Eye to finish off the day. If you would like<br />

to be selected for wonderful opportunities like this,<br />

make sure you get involved in the Library next year.<br />

Mahavir Ladva (Supervised Study Centre Manager /<br />

School Improvement Team)<br />


108<br />

YEAR 11<br />

Students visit Oxford University<br />

On<br />

Friday 3rd May <strong>2019</strong>, with GCSEs looming, sixteen<br />

year 11 students were courageous and forward-thinking<br />

enough to take time out of their revision schedule to accompany<br />

Mr Ind to Somerville College, Oxford.<br />

We enjoyed an amazing aspirational day with workshops on<br />

Medicine and Archaeology, both in the college and the Pitt<br />

Rivers museum, and were fortunate to have a personal tour from<br />

ex-<strong>Cranford</strong> student Lucy Tirahan,<br />

currently studying English Literature<br />

at Lincoln College, Oxford.<br />

It was an exciting and memorable day<br />

and students were far from overawed<br />

by their world-renowned academic<br />

surroundings asking probing questions<br />

on subjects as diverse as top athletes’<br />

metabolic rates, markings on 18th<br />

century ethnographic objects and<br />

university funding.<br />

A great day was had by all and we<br />

expect to see some of these highflyers<br />

at Oxford with former <strong>Cranford</strong><br />

student Lucy Tirahan in a few years’<br />

time, if the university is lucky enough<br />

to have them.<br />

Rob Ind (Head of School)<br />

We set out on Friday<br />

3rd May <strong>2019</strong> as a<br />

group of ambitious and<br />

eager year 11s to travel<br />

to Somerville College,<br />

University of Oxford.<br />

Upon our arrival, we<br />

were greeted by Oxford<br />

alumni who were our<br />

guides for the day. As<br />

well as being able to<br />

tour the college and<br />

learn more about the<br />

history behind it, we<br />

were fortunate to attend<br />

a ‘lecture’ by one of the<br />

medical professors to<br />

give us a taste of the<br />

kind of education that<br />

would take place at<br />

university. In addition, we were able to ask any questions that we had, ranging<br />

from the application process all the way to postgraduate opportunities offered by<br />

Oxford University. After lunch, we went to the Oxford University Museum of Natural<br />

History where we took part in activities to broaden our historical knowledge. The<br />

trip was an eye - opener and exciting as we were able to learn more about university<br />

life and how to prepare ourselves for it.<br />

Anjali Bhambra (year 11)<br />

As we reach the end of Key<br />

Stage 4, the decisions we make<br />

about further education grow<br />

exponentially significant. With<br />

this in mind, <strong>Cranford</strong> planned<br />

a trip for us lucky students<br />

to visit Somerville College in<br />

Oxford University, in the hopes<br />

that we get a useful insight<br />

into a possible future pathway.<br />

The trip had expelled many<br />

misconceptions I had about<br />

university, such as the idea that<br />

university was a purely academic<br />

institution; we were informed<br />

about the many societies that<br />

existed in the city which gave<br />

students the chance to enjoy<br />

their time doing what they loved<br />

as well as working towards<br />

a degree. These societies are<br />

similar to the clubs you can get<br />

at <strong>Cranford</strong>, but the sheer number<br />

of them and the depth that they go<br />

into gives a sense of individualism<br />

which you cannot get elsewhere.<br />

I have no doubts that many people<br />

have been at the crossroads at<br />

this point in adolescence, as<br />

we near the end of secondary<br />

education. However, this trip was<br />

definitely a motivator for me to<br />

welcome the coming of the next<br />

stage of my life.<br />

Harit Boonyarakyotin (year 11)

On<br />

West London Science & Technology<br />

Challenge Day at Brunel University<br />

Friday 14th June <strong>2019</strong> twelve year 9 students,<br />

Manav Vivek, Harsimran Bath, Satnam Curry,<br />

Uthistan Sritharan, Ayesha Kaur, Amandeep Thiara,<br />

Shritu Singh, Neha Khendria, Nechal Singh, Younis Abdi, Swarnali<br />

Acharjee and Kehan Munir, travelled to Brunel University in West<br />

London to take part in a Science & Technology Challenge Day.<br />

While the day had a competitive element to it, the chief focus was to<br />

give the students a taste of STEM (Science, Technology, Engineering<br />

and Maths) topics and skills that they would not usually have the<br />

opportunity to experience in school. On arriving at the STEM Centre at<br />

Brunel University, the students were paired up before being assigned a<br />

random pairing from one of the other accompanying schools to make a<br />

team of 4. This may have been daunting to some, however the students<br />

quickly settled into it and before long it was if they had known each<br />

other for weeks, rather than minutes. Each team had three challenges<br />

to complete:<br />

• The E-Fit challenge – students watched a ‘robbery’ take place and<br />

then had to use a computer programme (the same used by the police)<br />

to make an accurate representation of the culprit.<br />

• Robotics – students learnt how to code a robot to carry out different<br />

actions or responses, such as to avoid crashing into walls, or play a<br />

sound when it drove over a red coloured block on the floor.<br />

• Hospital diagnosis – two current medical students taught the students<br />

how to diagnose a patient’s level of consciousness and then put their<br />

knowledge to the test with a live ‘patient’. Our students had to work<br />

together to find out how responsive the patient was and then deduce<br />

what injuries/conditions they were suffering from.<br />

During the lunch hour the students had the opportunity to watch an<br />

immersive documentary showcasing Tim Peake’s journey to and onboard<br />

the ISS in Brunel’s 360o 3D dome.<br />

All of our students were tremendous participators and benefitted<br />

hugely from the day, taking the opportunity to ask current students<br />

and lecturers questions about life and studying at university. Whilst<br />

all should be congratulated for their participation, particular praise<br />

must go out to Kehan and Uthistan who, alongside their partners from<br />

Dormers Wells High School, won the event overall and have therefore<br />

qualified for the All London Finals later in the year.<br />

Bradley King (Science Department)<br />

“My trip to Brunel University<br />

was phenomenal as we had many<br />

opportunities to try out some<br />

scientific activities there including<br />

robotics, acting like doctors,<br />

becoming a professional detective<br />

such as taking in information<br />

about how someone looks and entering<br />

this onto a computer. We also had an<br />

activity where we were able to get a<br />

glimpse of what space is like. My<br />

favourite part was handling robots and<br />

trying to find some form of procedure/<br />

pattern to make the robot move; trying<br />

out different ways to keep it consistent.<br />

Towards the end of the trip we had<br />

a Q&A session with the university<br />

students who had taken part in<br />

the activities. Overall the trip<br />

was outstanding and one of my<br />

favourite experiences so far”.<br />

Nehchal Singh (year 9)<br />

“It was really fun and I got to learn and<br />

see new things. One thing I enjoyed was<br />

that after the robot activity, we could<br />

see the robot of a snake that would<br />

“bite” you when you put your hand in<br />

front of it”.<br />

Neha Khendria (year 9)<br />

“It was a fantastic experience, I<br />

really enjoyed the range of activities.<br />

Particularly diagnostics as it was<br />

intriguing seeing the methods doctors<br />

use to diagnose their patients. Another<br />

thing I found fascinating was the space<br />

display. It was a very unique experience<br />

which I would like to repeat”.<br />

Harsimran Bath (year 9)<br />

“I, along with a number of students<br />

from year 9 with a passion for the<br />

STEM fields, got the opportunity to<br />

visit Brunel University for a science,<br />

technology, engineering and maths<br />

activity being held at the university.<br />

I was in awe as I saw the colossal<br />

buildings towering over us. We got split<br />

into 3 groups and smaller teams among<br />

the multiple other schools. We got the<br />

chance to programme model vehicles<br />

made of Lego, use E-FIT which is a<br />

software that produces digital facial<br />

composites and a medical activity<br />

where we found out how a typical doctor<br />

would diagnose patients’ conditions.<br />

I was genuinely overwhelmed by the<br />

exciting atmosphere. However what I<br />

found most thrilling was the 3D Dome,<br />

where footage from outer space was<br />

being projected. The whole experience<br />

felt surreal to me, as if we weren’t in this<br />

world and it was so extraordinary that<br />

I’m left speechless by this experience<br />

to this day.”<br />

Swarnali Acharjee (year 9)<br />


Kickstart Employability Programme<br />

This<br />

year <strong>Cranford</strong> took part in the Kickstart programme<br />

run by the Charity SPARK. Mr Ladva and Ms Saroya<br />

delivered a programme of employability skills to students in which they<br />

learnt about available careers in the borough of Hounslow. Students<br />

were astounded by the large number of global companies who have<br />

their HQ in the local area. We explored pay, job satisfaction, working<br />

environments and core skills. The second day of the programme saw<br />

all the students attend a full day of workshops and activities at a range<br />

of businesses included Hilton, Heathrow Construction, GSK, BP and<br />

Allianz. The students were able to learn about the different business<br />

functions in each establishment and were surprised at the number<br />

and variety of career opportunities in each company. Students had an<br />

opportunity to network with staff from a variety of experiences and<br />

backgrounds before completing a business challenge!<br />

Sharandeep Saroya (Post 16 – School Improvement Team)<br />

Kickstart has been an amazing experience for me, it has opened<br />

my eyes to careers other than a science based career. I have<br />

developed many skills during this programme and feel more<br />

confident with new people. I can network confidently without<br />

hesitating, and ask questions without thinking twice about what<br />

people might think. Before the programme I was focused on<br />

University and gaining a degree in medicine/ dentistry, and I knew that my love for business would be left behind like<br />

a dream. However after going to GSK I realised that there are so many more opportunities available in the real world.<br />

As well as working in a science based firm (which is a global giant) I can incorporate my business skills and contribute<br />

to areas involving; marketing, HR, Research and the supply chain. This programme has also got me looking at Degree<br />

level apprenticeships.<br />

Before going to GSK I was excited, but also a bit nervous because I wasn’t sure what to expect. I was scared about being<br />

exposed to many other careers that I would be interested in and then coming back being more confused about what I<br />

would do. However it was the opposite, being shown more career options showed me what I really wanted to do and<br />

my strengths as well as my goals. GSK was an amazing experience itself: the activities, the challenges and the building<br />

were something I will remember for a long time. On the way home I was considering working with GSK as it has such a<br />

homely atmosphere, where employees are given many facilities and people are so friendly and always ready to help. One<br />

thing that really appealed to me was the travelling involved in the jobs that GSK offered. I was impressed! As travelling<br />

all over the globe is one thing I have always wanted to do whether it be through my work or as a gap year.<br />

Roop Obhan (year 12)<br />


When I went to Heathrow Constructions, I was<br />

expecting to be going around looking at the<br />

different sections of Heathrow construction at<br />

Terminal 2, but during the networking activity,<br />

we met with multiple employees of Heathrow<br />

Constructions and we were shown the wide range<br />

of opportunities which Heathrow Constructions<br />

offer when you join them. Even if you’re interested<br />

in finance or accounting, there is a place in<br />

Heathrow Constructions where those types of jobs<br />

are still needed. This showed me that no matter<br />

the type of company you are trying to apply to<br />

there is always a wide range of jobs available.<br />

Before taking part in Kickstart I was unaware of how many large<br />

and global companies were located in our borough. I only knew of<br />

several car manufacturers and a few scientific businesses. Day one<br />

allowed me to gain insight into the variety of opportunities near me.<br />

Prior to the Kickstart placement I was feeling unsure of whether I<br />

was fit to visit BP International. I assumed all the employees worked<br />

as engineers or in construction. These careers do not align with my<br />

interests or current subjects I am studying. However, this experience<br />

enabled me to find out about larger companies and the many job<br />

opportunities they offer. Even though BP is an oil and gas producing<br />

company, there are several factors that go into extracting gas and<br />

oil from rocks and ores. We were able to meet lawyers, engineers,<br />

chemists, scientists, project managers and people that are part of<br />

the HR team.<br />

Making the journey on my own also helped gain more insight into<br />

the day-to-day life of employees there. This experience helped us<br />

appreciate and understand what takes place, behind the scenes to<br />

supply people like us with gas and oils, such as petrol. This helped me<br />

rethink my choices; it also allowed me to understand that we are not<br />

limited to one profession or career. There were several aspects that<br />

intrigued me, such as viewing a scanning electron microscope and<br />

the labs that analyse rock samples, allowing me to further consider<br />

a more scientific laboratory route in my career (something I assumed<br />

I did not have the patience or precision for).<br />

I couldn’t recommend this experience enough; it was truly<br />

enlightening and fun. I was able to play games acting as if I was an<br />

oil trading company; I even learnt life skills through this such as<br />

money and project management. Speaking to lots of strangers also<br />

helped increase my confidence and communication skills. I wish I<br />

could do it all again.<br />

Later on we were placed into groups and tasked<br />

to come up with a method of advertising the new<br />

Terminal 5 runway. My group thought of a magic<br />

carpet ride with a VR console, which showed the<br />

area where the runway will be built. We chose<br />

this idea because it’s something that’s still fairly<br />

new and would intrigue both children and adults.<br />

Overall I believe that this workshop allowed me<br />

to get a better perspective on the different job<br />

roles within a company and I learnt how best to<br />

communicate with the other students to create and<br />

share ideas.<br />

Samir Lund (year 12)<br />

Aya Sadouki (year 12)<br />


An Evening of Celebration in Recognition<br />

of Achievement 2018<br />

On<br />

Thursday 10th January <strong>2019</strong> <strong>Cranford</strong><br />

Community College held its annual<br />

awards evening at the Riverside venue in Bath Road.<br />

This high profile evening, ably led and hosted by our<br />

Student Leadership team, attended by staff, invited<br />

guests from the world of Education and Business,<br />

members of the Academy Trust Board, students<br />

past and present and parents, is an opportunity to<br />

recognise the achievements of students and members<br />

of the wider community connected with <strong>Cranford</strong><br />

during the academic year 2018.<br />

Each year we invite a distinguished guest speaker<br />

to present the awards. This year we were delighted<br />

to welcome Dave Fortier, founder of the One World<br />

Strong Foundation, to join us for the evening.<br />

112<br />

Dave is a survivor of the 2013 Boston Marathon<br />

bombings. He was running his very first marathon<br />

to help support a dear friend dealing with cancer<br />

when he was injured by the first bomb. Though he<br />

suffered shrapnel wounds and hearing loss, he has<br />

since gone on to run 10 additional marathons in<br />

Boston, Paris, New York, Florida and Washington,<br />

DC. Dave’s passion for helping other survivors<br />

of terror and trauma eventually led him to found<br />

the One World Strong Foundation, where he now<br />

serves as President. One World Strong’s mission<br />

is to establish a vibrant international community<br />

of survivors of terrorism, hate crimes, or traumatic<br />

events that provides peer-to-peer, support and<br />

mentoring to anyone impacted by these events.<br />

Dave works with survivor groups across the world<br />

including groups in Manchester, Somalia, Jordan,<br />

Canada, France, London and the US. In his keynote<br />

speech Dave shared with us his experience, how it<br />

changed his life and his hopes for the future.<br />

During the course of the evening we were entertained<br />

by 3 music performances. “The Future”, performed<br />

by Leroy Eshan, supported by Asta Dias, Ayan<br />

Modi, Corben Smith & Mikael Sohal. “I Don’t<br />

want you Back” performed by Lulliya Jemal, vocals<br />

and piano, supported by Oliwia Dabrowska, Asta<br />

Dias & Helena Alves De Campos and an original<br />

composition written and performed by Leroy Ehsan<br />

supported by, Aman Vilkhou, Uthistan Sritharan<br />

& Aryan Modi entitled “Raised By My Mum”.<br />

In addition, the Shakespeare in Schools company<br />

performed a stunning extract from “King Lear”.<br />

The highlight of the evening is always the awards<br />

where we hear wonderful stories of overcoming<br />

personal challenges and achievements. Three<br />

Special Awards were presented in addition to the<br />

academic awards; Firstly, the Pride of <strong>Cranford</strong><br />

Award given to Abdannur Djebri (year 10) for his<br />

tireless support at a number of large sporting events<br />

at <strong>Cranford</strong> Community College during the past<br />

year. These events involved over 500 children from<br />

the primary schools, including our special schools<br />

in Hounslow. He was nominated by Pete Lammas,<br />

Event Co-ordinator Sport Impact who said; “Without<br />

any hesitation Abdannur volunteered to support the<br />

children from Lindon Bennett School: a school<br />

for children with severe or profound and multiple<br />

learning difficulties and throughout the events

he demonstrated amazing empathy, enthusiasm<br />

and understanding of their needs. e showed great<br />

initiative in adapting each activity to ensure that<br />

the children were able to participate safely and<br />

successfully”.<br />

The second Special Award went to two former<br />

<strong>Cranford</strong> students Jagdeep Budwal & Inderpal<br />

Sembhi for Service to the Community. Since the<br />

tragic death of another former student, Jagdip<br />

Randhawa in 2011, they have been organising<br />

annual charity football tournaments to raise money<br />

for various charities in his name.<br />

The third Special Award, The Rod Lewis Award,<br />

has been generously donated by his wife and<br />

longstanding member and Chair of the Academy<br />

Trust, Jenny Lewis and their daughter Nicole, a<br />

former student at <strong>Cranford</strong>, in memory of Rod and<br />

his many years’ service as a Governor. This year’s<br />

recipient, Serena Lola (year 12) won it for her work<br />

with the Heston West Big Local. She has helped to<br />

organise numerous events to raise money for charity.<br />

She has been involved in clean up days, picking<br />

up litter, worked for their summer programme and<br />

is a passionate advocate of their work. She has a<br />

You Tube channel where she promotes the work of<br />

Heston West Big Local. She is a great role model for<br />

other students and she deserves recognition for all<br />

of the time and effort she puts into her volunteering<br />

in the community.<br />

There is no doubt Presentation Evening is a very<br />

special and important event in our school calendar<br />

and one we all look forward to every year. Executive<br />

Headteacher Kevin Prunty said of the evening; “A<br />

Great Night. The venue makes it very special for the<br />

students and parents and I am very proud of all our<br />

<strong>Cranford</strong> prize winners.”<br />

Jessica Joyce (Consultant-Event Organiser)<br />


Farewell<br />

to<br />

Year 11<br />

On<br />

Thursday 4th July <strong>2019</strong>, year 11<br />

celebrated their final days as GCSE<br />

students in style with a wonderful evening event<br />

followed by a glamorous and glitzy prom. Huge<br />

numbers of parents and students came to receive<br />

their Awards and were treated to excellent<br />

entertainment courtesy of Odyssey, the Year<br />

10 band, and Michael Nunez, who wowed the<br />

audience with his incredible performance of “Let<br />

Her Go “by Passenger.<br />

As their Head of Year, it was my opportunity to<br />

give students some sound advice as they venture<br />

into the next stage of their education, as they<br />

embark on their Post 16 studies at <strong>Cranford</strong> in<br />

September. You can see some extracts below.<br />

Following the school celebration the students<br />

went to the Riverside for an excellent evening of<br />

photos, dancing, eating and more photos. A great<br />

time was had by all.<br />

Aaron Sohi (Head of Year 11)<br />

The<br />

past 5 years have come and gone, it seems,<br />

in the blink of an eye. The energetic,<br />

eager and enthusiastic faces I saw before me have<br />

melted away and been replaced by the serious faces of<br />

young adults, eager to start making their own choices,<br />

paths and, inevitably, mistakes. For now, you have a<br />

hopefully relaxing summer ahead of you.<br />

This is a day of celebration of your achievements,<br />

and rightly so. Over the past 5 years you have worked<br />

harder than any other group of students I have known.<br />

From day one you approached your education with<br />

the right attitude and I have no doubt that, on results<br />

day, you will get the reward your hard work deserves.<br />

Your success is not only a product of your own<br />

endeavour. It has been the result of 16 years of<br />

support, structure and sacrifice. Who you are and<br />

what you achieve is the result of the sacrifices your<br />

parents made; you may not see those sacrifices now,<br />

but given time you will. The success you achieve is<br />

how you thank them; the strength of character and<br />

the positive traits and the morality you display is how<br />

you thank them.<br />

The learning community, the staff and students,<br />

first at primary and then at secondary school, also<br />

supported the achievement and success you will enjoy.<br />

Please don’t forget what has been done to help you:<br />

the teachers who gave up weekends, evenings and<br />

holidays, to provide you with opportunities when they<br />

didn’t have to, but wanted to; the people who gave up<br />

a lunch time to help with a problem; the people who<br />

made time to give you a smile, a supportive comment<br />

or a helping hand when you needed it.<br />

The world you are growing into has challenges but I<br />

believe you will change it for the better so, if you might<br />

permit me to give you what I hope is good advice:<br />

1 – Be grateful for all the things you have had, have<br />

and will have. Be grateful for the past 5 years, for<br />

the past 5 months, even if they have been difficult at<br />

times, because they have changed you, and grown you<br />

for the better.<br />

2 – Be brave. Take risks and do things that take you<br />

out of you comfort zone; be the only fully grown adult<br />

in the shallow end of the swimming pool, learning<br />

to swim because you never knew how and, after all,<br />


there is no time like now to start learning. Pick up<br />

the instrument you always wanted to play and find<br />

someone to teach you. If you can persist, these<br />

continued learning experiences will always change<br />

you for the better.<br />

3 – Be positive. Setbacks happen to everyone and no<br />

one finds everything easy. The way you approach a<br />

problem will do more than anything else to determine<br />

the effect it has on you. Don’t be defined by your<br />

mistakes and problems; be made better by them, learn<br />

from them.<br />

4 – Be kind. Suffering is everywhere and most people<br />

suffer in silence. Don’t ignore it – take the first step<br />

towards somebody for their benefit and you might find<br />

someone who will walk another thousand for you.<br />

5 – Be better. Be your own harshest judge and biggest<br />

fan. Criticise yourself for the mistakes you make, but<br />

support yourself to learn from<br />

them and not to repeat them. Don’t<br />

make excuses for yourself but do<br />

take time to understand what you<br />

did and why you did it. Demand<br />

the best from yourself.<br />

Advice over. Now look forward to<br />

the summer of rest you will enjoy,<br />

to the results that will reward you<br />

and to the next exciting stage of your life. After 5<br />

years here, <strong>Cranford</strong> is now part of you. And after 5<br />

years together we are ready and able to support you<br />

to achieve the success you deserve in the Sixth Form.<br />

I speak on behalf of all the staff here when I say we<br />

are looking forward to guiding you into the next phase<br />

of your life and towards your future, your hopes and<br />

your dreams. Year 11, well done.<br />

Aaron Sohi (Head of Year 11)<br />


Student Leadership<br />

I started my journey<br />

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

College in 2013; since<br />

then the school has<br />

provided me with many<br />

incredible ​opportunities,<br />

allowing me to flourish<br />

to reach my highest<br />

potential. I am privileged<br />

to be taking on the role<br />

of Head Girl and to be<br />

a role model for the<br />

students in the best way<br />

possible. I am currently<br />

studying A Level<br />

Psychology, English Literature and Biology as I aim to<br />

study Psychology and Neuroscience at University. The<br />

role of Head Girl will allow me to further develop my<br />

skills set and I strive to inspire students by supporting<br />

them throughout their journey at <strong>Cranford</strong>. I have always<br />

enjoyed working with pupils and staff and I will continue<br />

to do so, concluding my final year at <strong>Cranford</strong> as a highly<br />

memorable one.<br />

Prabhleen Ghattoray (Head Girl <strong>2019</strong>-2020)<br />

I am delighted to announce the results of<br />

the Student Leadership elections <strong>2019</strong>-<br />

2020. We had a wealth of exceptional<br />

year 12 applicants this year who went<br />

through a layered selection process<br />

including interviews and presentations.<br />

Having studied at <strong>Cranford</strong> since year 7, I can undeniably say that this school has<br />

given me with the necessary skills set and knowledge to be part of the Sixth Form<br />

Leadership team. As a​Deputy Head Boy, I hope to not only represent an inspiring<br />

student body, but create a platform to voice the opinions of <strong>Cranford</strong> students across<br />

all years. I am prepared to work with an organised cohort to tackle any challenges<br />

and ultimately help the whole school achieve the best outcomes so that all students<br />

become outstanding individuals.<br />

Sukhjinder Padda (Deputy Head Boy <strong>2019</strong>-2020)<br />

First fact about me: I hate writing about myself... but I want to share how honoured I<br />

am in becoming Deputy Head Girl for <strong>Cranford</strong> Community College. Second fact: I<br />

am extremely excited to be a representative of the school’s Sixth Form. The first<br />

week here gave me enough insight to know I wanted to become an active, helpful<br />

pupil. Third fact: I have a strong passion for science and thus study Biology and<br />

Chemistry but I also have a love for languages and study English literature, as well<br />

as Arabic and French in my spare time. Fourth fact: I am in touch with my Algerian<br />

culture and always want to learn about other cultures and experiences; the diversity<br />

in our school allows me to do so. Final fact: I walk around school with a spring in<br />

my step sharing my smile so please share back.<br />

Eltham (Aya) Sadouki (Deputy Head Girl <strong>2019</strong>-2020)<br />


Team <strong>2019</strong>-2020<br />

I am sure this new team will continue<br />

to build on their predecessors’ success<br />

as excellent role models for the whole<br />

student body. I am really looking<br />

forward to working with them.<br />

Mark Cripps (Head of Post 16)<br />

In the five years that I have<br />

attended <strong>Cranford</strong>, I have<br />

learnt that the students<br />

are a large part of what<br />

makes up the community,<br />

or rather, the <strong>Cranford</strong><br />

family. Alongside the<br />

staff, we constantly look<br />

out for each other and<br />

support one another in all<br />

that we do. The role of<br />

Head Boy means a great<br />

deal to me as it will enable<br />

me to use this to make<br />

<strong>Cranford</strong> more of a home<br />

to all instead of just a school. My name is Rohit Bhuller.<br />

I study Maths, Physics A Level and Cambridge Technicals<br />

IT, with hopes of studying Computer Science in the future<br />

to become a Software Developer/Game Designer; I’ve<br />

always had a passion for computers and video games…<br />

so why not combine the two<br />

Rohit Bhuller (Head Boy <strong>2019</strong>-2020)<br />

Being a student at <strong>Cranford</strong> since Year 7, I can say whole heartedly I have been<br />

blessed to take up so many opportunities. Moreover, the school has provided me<br />

with countless chances to prosper as an individual and to further develop the skills<br />

I have picked up throughout the years. Studying three challenging subjects has only<br />

motivated me more to invest my effort and dedication into this school and aim to<br />

support the student body voice so that all the pupils at <strong>Cranford</strong> are able to reach<br />

their full potential. The opportunity of becoming Deputy Head Girl is a role I am<br />

very excited about. Being part of the Post 16 Leadership team will enable me to<br />

improve my mindset but also, most importantly to inspire and support everyone<br />

around me.<br />

Nabeeha Ali (Deputy Head Girl <strong>2019</strong>-2020)<br />

I study Physics, Maths and Further Maths at the moment and plan on doing a degree<br />

in Nuclear Physics. I have been at <strong>Cranford</strong> since year 7 and have always wanted a<br />

position within the Sixth Form Leadership team here. My goal is to give everyone in<br />

the school a chance to get beyond the classroom and be able to apply the skills they<br />

have learnt. As Deputy Head Girl I will be constantly working with departments to<br />

create practical opportunities open for all the students.<br />

Ria Kalia (Deputy Head Girl <strong>2019</strong>-2020)<br />


The Year 13<br />

Leavers’ Tea Party<br />

To<br />

mark the end of the A Level examinations,<br />

year 13 students enjoyed tea and cake in<br />

the Memorial Garden. On the 21st June <strong>2019</strong>, the<br />

sun shone upon Hounslow and our year 13 students<br />

came out of their dark revision rooms to celebrate<br />

the end of an intense and pressurised part of their<br />

lives and to bid each other a fond farewell, as they<br />

look forward to their next great adventure.<br />

The event, attended by Kevin Prunty, Executive<br />

Headteacher, members of the Senior Leadership<br />

team and staff began with a short presentation by<br />

Mr Cripps and two speeches by our current Head<br />

Girl Geetanjali Kumar and one of the Deputies,<br />

Haashim Nisar who reflected upon their time at<br />

<strong>Cranford</strong> and in particular in the sixth form.<br />

A particularly moving speech by Mr D’Souza,<br />

was one of the many highlights of a most pleasant<br />

and enjoyable evening. His speech<br />

lamented upon the passing of time as he had seen<br />

this particular cohort through from wide-eyed,<br />

needy year sevens to mature young adults, who are<br />

now embarking on the next stage of their lives. He<br />

reflected upon the laughter, the tears, friendships,<br />

arguments and pivotal events that had shaped the<br />

class of <strong>2019</strong>.<br />

We at <strong>Cranford</strong> wish each and every one of our<br />

students the very best in their future endeavours.<br />

We will always be here to celebrate their successes;<br />

we will always be here to support them in their hour<br />

of need. They will always be part of the <strong>Cranford</strong><br />

family.<br />

Although organising such an event was hard work,<br />

it was made worthwhile by the great pleasure of<br />

seeing this particular group of students relaxing,<br />

socialising and enjoying what we are sure will be<br />

lasting friendships.<br />

Mark Cripps (Head of Post 16)<br />

“<strong>Cranford</strong> <strong>Review</strong>” is a publication of <strong>Cranford</strong> Community College © <strong>2019</strong>, available in digital format at www.cranford.hounslow.sch.uk/newsletters-publications<br />

<strong>Cranford</strong> Community College is a charitable company limited by guarantee registered in England and Wales under company registration number 7559818 at<br />

High St, <strong>Cranford</strong>, Middlesex TW5 9PD | Editor-in-chief: Jessica Joyce | Graphic design: Enzo Gianvittorio | Printed by: Springfieldpapers.com

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!